TOEFL Teachers Notes

8/10/2019 TOEFL Teachers Notes

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Introduction

Course 1

Orientation

Diagnostic Test

Progress Check 1

Progress Check 2

Practice Test 1

Progress Check 3

Course 2

Progress Check 1

Progress Check 2

Section 3 Practice Test


Progress Check 3


Practice Test 2

Program reection

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Table of Contents

D.R. 2011 Harmon Hall TOEFL Preparation Program Teachers Notes 1


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3. Present the OutlineObjectives:Students describe the distribution of content.Students state when the Diagnostic Test, Progress Checks, Mini-tests, and Practice Testswill occur.

a. Give each student a copy of the TOEFL Preparation Program Outline (Courses 1 and 2).b. Give them a minute to identify when the following things take place:Diagnostic TestProgress ChecksMini-testsSection Practice TestsPractice Tests 1 and 2

c. Have students underline or highlight each element on their outline.d. Tell them to follow the outline so that they know what they will be practicing

each day and they know when to prepare for tests.e. Ask students if they have any questions about the distribution of content or the

timing of the Diagnostic/Practice Tests.

4. Explain the TOEFL Learning LogObjective:Students explain the purpose and importance of the Learning Log.

a. Explain the following about the TOEFL Learning Log: The Learning Log is a place for students to track their progress in specic skillareas throughout the program.It serves as a record of performance, helping students set priorities forstudying and extra practice.

They will use the Learning Log each day to write down problem areas andreect on their strengths and weaknesses.

b. Give students a minute to look through the Learning Log.c. Ask if they have any questions about the content.d. Tell students to discuss the benets of the Learning Log with a partner.e. Call on students to share their ideas.

Diagnostic Test

1. Listening Comprehension, Section 1 (p. 9-14)Objective:Students assess current Listening Comprehension skills.

a. Explain to students that they will take a full Diagnostic TOEFL Test to assess theirskills and give them an idea of what they would score if they took the official TOEFL today.

b. Tell them that today they will complete the Listening Comprehension section ofthe Diagnostic Test.

c. Have students turn to the answer sheet on page 20 of their Learning Logs. This isthe answer sheet they will use for the Diagnostic Test.

d. Tell them to write their name on the answer sheet.

D.R. 2011 Harmon Hall TOEFL Preparation Program Teachers Notes4


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e. Administer the Diagnostic Test, just as you would an actual TOEFL Test. Theformats of the Diagnostic Test are the same as for the TOEFL.

f. Tell students to open their books to page 9.g. Say the following*:

The rst section of the test is Listening Comprehension. All the directions for

this section are given on the recording you will hear in a moment. I will begin therecording now.h. Start the recording.i. Walk around the room and monitor as students work. j. Turn off the recording at the end of Part C as indicated.k. Say the following*:

Stop work on Section 1.l. Check answers for Section 1 as a class.m. Tell students to turn to page 5, Table 4 and write down their correct answer

scores for Section 1 of the Diagnostic Test.

* All dialogs are taken directly from Test Administration Procedures, TOEFL ITP Assessment Series.

Diagnostic Test

2. Structure and Written Expression, Section 2 (p. 15-19)Objective:Students assess current Structure and Written Expression skills.

a. Tell students that they will now complete the Structure and Written Expressionsection of the Diagnostic Test.

b. Have students turn to the answer sheet on page 20 of their Learning Logs.Administer the Structure and Written Expression section just as you would inan actual TOEFL Test. The formats of the Diagnostic Test are the same as for the TOEFL.

c. Tell students to open their books to page 15.d. Say the following*:

During the next 25 minutes you will work only on Section 2. You may notread or work on any other section at this time. Turn to Section 2 on page 15. The number 2 is printed across the top of each page in this section. Nowread the directions for Section 2 and begin work.

e. Check the exact time on the clock.f. After 25 minutes, say*:

Stop work on Section 2.g. Check answers for Section 2 as a class.h. Tell students to turn to page 5, Table 4 and write down their correct answer

scores for Section 2 of the Diagnostic Test.




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Diagnostic Test

3. Reading Comprehension, Section 3 (p. 20-28)Objective:Students assess current Reading Comprehension skills.

a. Tell students that today they will complete the Reading Comprehension sectionof the Diagnostic Test.b. Have students turn to the answer sheet on page 20 of their Learning Logs.c. Administer the Reading Comprehension section just as you would in an actual

TOEFL Test. The formats of the Diagnostic Test are the same as for the TOEFL.d. Tell students to open their books to page 20.e. Say the following*:

You will have 55 minutes to work on Section 3 only. You may not read orwork on any other section during this time. Turn to Section 3 on page 20. The number 3 appears across the top of each page. Now read the directionsfor Section 3 and begin work.

f. Check the exact time on the clock.g. After 50 minutes, announce*:

You will have 5 minutes to complete this test.h. After the complete 55 minutes, say*:

Stop work and put your pencil down.i. Check answers for Section 3 as a class. j. Tell students to go to page 5, Table 4 and enter their correct answer score for

Section 3 of the Diagnostic Test.k. Tell them to use table 2 on page 4 to convert their score.l. Monitor and assist students as needed.m. Have them enter the converted scores in Table 4, Diagnostic Test.

* All dialogs are taken directly from Test Administration Procedures, TOEFL ITP Assessment Series

4. Review diagnostic scoresObjectives:Students examine Diagnostic Test scores and determine their current skills.Students set goals for the course.Students identify specic exercises to focus on according to their Diagnostic results.

a. Tell student to turn to page 4 in their Learning Logs and read the questionsaloud:

What do you think of your Diagnostic score? Is it higher or lower than youexpected? In which areas would you like to focus on the most in this program? What is your goal for the end of the program? What scores would you like to getin each section? What specic things do you think you need to do in order to reach those goals?

b. Give students a few minutes to reect on the questions individually and writetheir thoughts down in the space provided.



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c. Tell students that the results on their Diagnostic Test will help them set goals forthe program and prioritize their study time.

d. Tell them to open their books to page 424, the Answer Keys section.e. Show students how to use the Answer Key for the Diagnostic Test to direct them

to practice exercises.

f. Let students know that most of the exercises will be covered in class, but thatthey should focus more on certain exercises depending on the results of theirDiagnostic Test.

g. Tell them to make a list of exercises they should focus on in the chart providedon page 4 of their Learning Logs.

h. While they work, go around the room and spend 1-2 minutes with each studentindividually discussing the reection questions.

Listening Comprehension, Part A

1. PART A SHORT CONVERSATIONS (p. 29)

Objective:Students describe the test format for Listening Comprehension, Part A.

a. Tell students to open their books to page 29.b. Have students read PART A SHORT CONVERSATIONS individually.c. Ask the following questions to conrm they understand the structure:

How many people will you hear in each conversation? (2) What will you hear after each short conversation ? (A question about what wasstated or implied)How many times will you hear the conversation? (1)How many options will you have to choose from? (4)

How long will you have to make your choice? (12 seconds)

2. STRATEGIES TO USE FOR LISTENING COMPREHENSION, Part A (p. 29-31)Objective:Students explain strategies used for Listening Comprehension, Part A.

a. Tell students to look at STRATEGIES TO USE FOR LISTENING COMPREHENSION,PART A on page 29.

b. Explain to students that there are test-taking strategies for each section of thetest that will help them maximize their score.NOTE: For Listening Comprehension, Part A, there are eight general strategiesthat they should keep in mind.

c. Read the title of the rst strategy, Concentrate on the conversation, on page 29aloud and ask students what they think it means.

d. Elicit ideas.e. Then, read the description of the strategy aloud and check comprehension.f. Clarify any doubts students have.g. Repeat steps c. through f. for the remaining strategies.h. Let students know that they will practice these strategies throughout the course.



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3. PRACTICE WITH SOUNDS, Exercises L1-L7 (p. 31-37)Objectives:Students develop skills for understanding words that sound similar.Students develop skills for understanding intonation.Students develop skills for understanding words that sound the same as other words buthave different meanings.Students develop skills for understanding the correct meaning of words that have severaldifferent meanings.

a. Tell students to turn to page 31.b. Read the instructions for Exercise L1 aloud.c. Go through the example as a class.d. Play the listening once.e. Check answers as a class.f. Replay the listening to review any problem areas.g. Repeat steps b. through f. for Exercises L2-L7.

h. Tell students to write down specic words or sounds that they have troubleidentifying in their Learning Logs (p. 5).

Structure and Written Expression

1. Structure and Written Expression descriptions (p. 120)Objective:Students describe the test format for the Structure and Written Expression section.

a. Tell students to open their books to page 120.b. Have students read the description of the Structure part of the test.

c. Ask the following questions to conrm they understand the types ofquestions they will nd in the Structure section:

What kinds of questions are in this section? (Incomplete sentences)What do you need to decide for each question ? (Which of four optionsmakes a grammatically complete sentence)How many items are in this section? (15)How much time do you have to complete each item? (No more than 40seconds)

d. Clarify any doubts students have.e. Tell them to read the next paragraph about Written Expression.f. Ask the following questions to conrm they understand the types of

questions they will nd in the Written Expression section:What kinds of questions are in this section? (Each sentence has four wordsor phrases underlined and labeled, with one of the underlined choicescontaining an error.)How many items are in this section? (25)How much time do you have to complete each item? (No more than 40seconds)

g. Clarify any doubts students have.



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2. STRATEGIES TO USE FOR STRUCTURE AND WRITTEN EXPRESSION(p. 120-122)Objective:Students explain strategies used for Structure and Written Expression.

a. Tell students to look at STRATEGIES TO USE FOR STRUCTURE AND WRITTEN

EXPRESSION on page 120.b. Explain to students that for Structure and Written Expression, there are vegeneral strategies that they should keep in mind, as well as three specicstrategies for each part (three for Structure and three for Written Expression).

c. Read the title of the rst strategy, Remember that you are looking for standardwritten English, on page 120 aloud and ask students what they think it means.

d. Elicit ideas.e. Read the description of the strategy aloud and check comprehension.f. Repeat steps c. through e. for the remaining strategies.g. Let them know that they will practice these strategies throughout the course.

3. PRACTICE WITH NOUNS 1 (p. 122)Objective:Students distinguish between count and non-count nouns.

a. Tell students to turn to page 122.b. Have students nd a partner and quickly dene count and non-count nouns.

Give them one minute.c. Elicit answers.d. Have students read point 1, What kind of noun is it? Is it count or noncount? on

page 122 individually.e. Place the following count and non-count nouns on the wall or oor: Count: word,

remark, bottle, award, candidate, item, technique, package, profession, teenager Non-count: anger, honesty, furniture, warmth, leisure, education, courage, progress,equipment, researchNOTE: You must prepare cards with the nouns before class.

f. Tell students to work in pairs and categorize the nouns as count or non-count.g. Check answers as a class.h. Make two columns on the board and elicit additional examples of both count

and non-count nouns.i. Clarify any doubts students have.

4. Exercise S1 (p. 124)Objective:Students classify count and non-count nouns.

a. Tell students to turn to page 124.b. Read the instructions for Exercise S1 aloud.c. Go through the example as class.d. Have students complete the exercise in pairs.e. Check the answers as a class.f. Ask students which nouns from the exercise can be either count or non-count ( 2,

7 , and 8).



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g. Assign a word ( glass , hair , or fruits) to each pair and have them write a sentenceusing the noun in both ways.

h. Ask for volunteers to share their sentences and check that they are using thenouns correctly.

i. Tell students to make note of any problems they had with count and non-countnouns in their Learning Logs (p. 9).


1. PRACTICE WITH NOUNS 2-5 (p. 122, 123)Objectives:Students dene and list quantiers.Students identify and classify quantiers used with count and non-count nouns.Students exemplify correct noun form.

a. Tell students to open their books to page 122.b. Ask students what a quantier is.

c. Elicit examples of quantiers.d. Give students 3 minutes to look for the meaning in their dictionaries of any

unknown quantiers listed.e. Go through the four different types of quantiers (A, B, C and D) described in

point 2, Is there a quantier with the noun that can be used to identify the nature ofthe noun? as a class.

f. Divide the class into two teams. The teacher provides a quantier. (Enough, some,any, lots of, much, several, another)

g. Tell students that they must discuss the quantier and invent a sentencetogether as a team. One team member quickly writes the sentence on the board.

h. Review the sentences as a class. The team that correctly writes a sentence rst is

the winner.i. Clarify any doubts students have. j. Give students a few minutes to read point 3 , Is the form of the noun correct? on

page 123 individually.k. Choose a random noun from each category (A to G). Write the nouns on the

board.l. Have students close their books.m. Tell students to work with a partner and write sentences using each word.n. Ask a few students to read their sentences to the class.o. Clarify any doubts students have.p. Tell students to use page 123 as a reference as needed.q. Read point 4, Is the noun used in a noun position? on page 124 aloud.r. Write the word book on the board.s. Tell students to write one sentence each with book as a subject, a complement,

and an object.t. The rst student to write three correct sentences wins and shares his/her

sentences with the class.u. Clarify any doubts students have about the position of nouns.v. Read point 5 , Is the correct form of the word used? aloud.w. Ask students what part of the word changes from one form to another. (the ending)



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x. Tell students that they can use the chart on page 171 as a reference for wordforms and their endings.

y. Provide each pair of students with one of the following words: produce, organize,medicine, lust, know, incite, grace, fresh .z. Tell students to use their dictionaries to nd various forms of the word.aa. Have students work in pairs and write a sentence for each new word form.ab. Have students exchange sentences and check for mistakes.ac. Invite one or two volunteers to share their sentences on the whiteboard.ad. Check that the words are used correctly. ae. Clarify any nal doubts students have about nouns.

2. Exercises S2-S5 (p. 125-127)Objectives:

Students identify and write correct form of plural and singular nouns.Students analyze sentences and write correct noun form.

a. Tell students to turn to page 125.b. Read the instructions Exercise S2 aloud.c. Go through the example as a class.d. Complete number 1 as a class.e. Have students complete the exercise individually or in pairs.f. Check answers as a class.g. Clarify any doubts students have.h. Repeat steps b. through g. for Exercises S3-S5.

NOTE: For Exercises S3 and S5, have students do the Extended practice. i. Tell students to write down any nouns they had problems with in their Learning

Logs (p. 9).

Reading Comprehension

1. Reading Comprehension description (p. 242)Objective:Students describe the test format for the Reading Comprehension section.

a. Tell students to open their books to page 242.b. Have students read the rst paragraph on the page that describes the Reading

Comprehension section of the test.c. Elicit information about what they read.d. Make sure students understand that in the Reading Comprehension section they

will read passages, then answer multiple questions about what they read.



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2. STRATEGIES TO USE FOR BUILDING VOCABULARY AND READING FLUENCY,STRATEGIES TO USE FOR BUILDING VOCABULARY, and STRATEGIES TO USE FORREADING COMPREHENSION (p. 242-246)

Objectives:Students explain strategies used for building vocabulary and reading uency andstrategies to use for Reading Comprehension.

a. Tell students to turn to page 242.b. Explain to students that for Reading Comprehension there are general strategies

for building vocabulary and reading uency (p. 242), specic strategies forbuilding vocabulary (p. 243-245), and specic strategies for the ReadingComprehension section of the TOEFL.

c. Tell students to read STRATEGIES TO USE FOR BUILDING VOCABULARY ANDREADING FLUENCY on page 242 individually.

d. Have students discuss their personal reading habits with a partner. Tell them toanswer the following questions:

Do you read a lot? What kinds of material do you read? Where can you nd reading material (outside of class) that will help you preparefor Reading Comprehension section of the TOEFL?

e. Emphasize to students that the more they read, the better they will become at it.f. Tell students to look at STRATEGIES TO USE FOR BUILDING VOCABULARY on page

243.g. Read the title of the rst strategy, Read extensively, aloud and ask students what

they think it means.

h. Elicit ideas.i. Then, read the description of the strategy aloud and check comprehension. j. Repeat steps g. through i. for the remaining strategies for building vocabulary on

pages 243-245.k. Let students know that they will practice these strategies throughout the course,

but that they should also employ these strategies OUTSIDE of class wheneverpossible.

l. Tell students to look at STRATEGIES TO USE FOR READING COMPEHENSION onpage 245.

m. Read the title of the rst strategy, Read topic sentences and concluding sentences, aloud.

n. Elicit ideas.o. Then, read the description of the strategy aloud and check comprehension.p. Repeat steps m. through o. for the remaining strategies for Reading

Comprehension on pages 245 and 246.q. Let them know that they will practice these strategies throughout the course.



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3. PRACTICE BUILDING VOCABULARY WITH SYNONYMS, ANTONYMS, ANDMULTIPLE MEANINGS (p. 246), Exercises R1-R4 (p. 246-252)Objective:Students increase their general vocabulary through building knowledge of synonyms,antonyms, and multiple meanings.

a. Tell students to turn to page 246.b. Read the instructions for Exercise R1 aloud.c. Go through the example as a class.d. Conrm that students understand the instructions.e. Have students complete the exercise individually or in pairs.f. Check answers as a class.g. Clarify any doubts students have.h. Repeat steps b. through f. for Exercises R2-R4.i. Tell them to keep a list of words they had trouble with in their Learning Logs (p. 14).NOTE: Students will require a dictionary of synonyms and antonyms for exercises R3 and R4.

4. Exercise R5 (p. 252-257)Objective:Students increase vocabulary by building their knowledge of synonyms.

a. Tell students to open their books to page 252.b. Read the instructions for Exercise R5 aloud.c. Go through the example as a class.d. Have students form teams (3-4 people depending on the size of the class).e. Give them ten minutes to work on the rst word (grant).f. Monitor as they work to check that all teams understand and are on task.

g. Have them complete the charts for words 2-4.h. Check answers as a class and clarify any doubts students have.i. Tell students to write down any specic words they had trouble with in their

Learning Logs (p. 14). j. Have students complete the word charts in Exercise R5, numbers 5-10, pages

257-262 for homework. Let them know that there are Extended practiceactivities on page 262 with more suggested words.

NOTE: Students will require a dictionary of synonyms and antonyms for this exercise.


1. PRACTICE WITH TIME, QUANTITY, AND COMPARISONS (p. 37, 38)Objective:Students dene and explain meaning of certain time, quantity, and comparison statements.

a. Tell students to open their books to page 37.b. Go through the Time, Quantity , and Comparisons examples as a class.c. Clarify any doubts students have.



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2. Exercises L8-L11 (p. 38-46)Objective:Students apply knowledge of certain time, quantity, and comparison statements in orderto match spoken phrases to written statements.

a. Read the instructions for Exercise L8, Practice with statements , aloud.

b. Go through the example as a class.c. Play the listening once.d. Check answers as a class.e. Replay the listening to review any problem areas.f. Clarify any doubts students have by using the whiteboard to explain and provide

examples of problem areas.g. Repeat steps a. through f. for Practice with conversations and Practice with TOEFL-

like conversations.h. Repeat steps a. through g. for Exercises L9, L10, and L11.i. Tell students to write down any time, quantity, or comparison statements they

had difficulty understanding in their Learning Logs

(p. 5).


1. PRACTICE WITH ARTICLES AND DEMONSTRATIVES 1-4 (p. 127-130)Objective:Students identify and demonstrate correct use of articles and demonstratives.

a. Tell students to open their books to page 127.b. Read point 1, Is the denite article (a or an) used correctly? (A) aloud.c. Write the following words on the board: table, elephant, child , opinion, accident.

d. Ask students to write the article a or an that corresponds to each word.Answers: a table , an elephant , a child , an opinion , an accident

e. Check answers as a class.f. Read (B) and (C) aloud.g. Tell students to look in their dictionaries and nd one word that begins with

u and has a consonant sound, one word that begins with u and has a vowelsound, one word that begins with an h that is pronounced, and one word thatbegins with an h that is not pronounced.

h. Call on students to share their words and ask which article goes with each word.i. Clarify any doubts students have. j. Read point 2, Should an indenite article be used? (A to E) aloud.k. Divide the class in half. Within the class halves, have students nd a partner.l. Tell one half of the class to write examples for (A), (B), and (C) in which an

indenite article is used, and the other half of the class to write examples for (D)and (E) in which an indenite article is NOT used.

m. Have each pair write one of their examples on the board. (Make sure all kinds ofexamples A to E are covered.)

n. Go through the examples as a class and check that they used indenite articlescorrectly.

o. Clarify any doubts students have.p. Read point 3, Should the denite article (the) be used? (A to E) aloud.



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q. Assign each student a letter (A to E) and have him or her write an example forthat use of the denite article.

r. Call on students to share their examples and check that they are using the

denite article correctly.s. Go through (F), (G), and (H) as a class.t. Tell students to work in groups of three and brainstorm more examples for each

letter (F-H).u. The group who writes the most correct examples in two minutes wins.v. Tell students to open their books to page 129.w. Read point 4, Which article, if any, should be used? (A) aloud.x. Elicit a few examples with a number of and the number of to check

comprehension.y. Read (B) aloud and go through the example with bed.z. Have students nd a partner and assign a word to each pair ( prison, church, court,

school, jail, college, home, or sea ).aa. Tell pairs to write three examples with their word (one with no article, one with

the, and one with a) and post their examples on the wall.ab. Tell students to move from station to station and analyze the examples for

accuracy.ac. Call on students to give you a sentence they read that they know is correct.ad. Check examples as a class.ae. Read (C) aloud and ask students if they have any questions.af. Read (D) aloud and write the following non-count nouns on the board: food , children ,

kindness , water.ag. Tell students to choose one of the nouns and write two examples with it, one

with the and one without.ah. Monitor as they work and check that their examples are correct.ai. Check examples as a class.aj. Clarify any nal doubts students have.

2. Exercises S6 and S7 (p. 130, 131)Objective:Students demonstrate correct use of denite and indenite articles.

a. Tell students to turn to page 130.b. Read the instructions for Exercise S6 aloud.c. Go through the example as a class.d. Have students complete Exercise S6 individually or in pairs.e. Check answers as a class.f. Clarify any doubts students have.g. Repeat steps b. through f. for Exercise S7.h. Have students write down any problems they are having with articles in their

Learning Logs (p. 9).



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1. Exercise R6 (p. 262, 263)Objective:

Students examine and identify synonyms correctly.

a. Tell students to turn to page 262.b. Read the instructions for Exercise R6 aloud.c. Go through the example as a class.d. Tell students they only need to circle the word that does not belong in the list.e. Have them complete the exercise either individually or in pairs.f. Check answers as a class.g. Clarify any doubts students have.h. Tell students to write down any specic words they had trouble with in their


i. Have them nd the synonyms for circled words in exercise R6 for homework.

2. Exercise R7 (p. 263, 264)Objectives:Students analyze and identify synonyms correctly.Students write appropriate synonyms for vocabulary words.

a. Read the instructions for Exercise R7 aloud.b. Go through the example as a class.c. Have students complete the exercise individually or in pairs.d. Check answers as a class.

e. Clarify any doubts students have.f. Tell students to write down any specic words they had trouble with in their



1. PRACTICE WITH ARTICLES AND DEMONSTRATIVES 5 (p. 130)Objective:Students identify and apply correct use of demonstratives.

a. Tell students to open their books to page 130.b. Give students a few minutes to read through point 5, Are the demonstratives used

correctly?, individually.c. Go through each rule (A, B, and C) as a class.d. Elicit information to check comprehension.

EXAMPLE: In (A), point to nearby objects and elicit this or these , then to far awayobjects and elicit that or those .

e. Clarify any doubts students have.



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2. Exercise S8 (p. 131)Objective:Students compare and select demonstratives correctly.

a. Read the instructions for Exercise 8 aloud.b. Go through the example as a class.

c. Conrm that students understand the instructions.d. Have students complete the exercise in pairs.e. Check answers as a class.f. Clarify any doubts students have.

3. Exercises S9 and S10 (p.132, 133)Objective:Students identify and correct errors regarding articles and demonstratives.

a. Read the instructions for Exercise S9 aloud.b. Go through the examples as a class.

c. Have students complete the exercises individually or in pairs.d. Tell them to refer to points 1-5 on pages 127-130 if they are unsure about the use

of articles or demonstratives.e. Check answers as a class.f. Clarify any doubts students have.g. Repeat steps a. through f. for Exercise S10.h. Have students write down any problems they had with articles and

demonstratives in their Learning Logs (p. 9).


1. PRACTICE BUILDING VOCABULARY WITH PREFIXES, ROOTS, AND SUFFIXES 1-3(p. 264, 265)Objective:Students dene meaning of roots, prexes, and suffixes.

a. Tell students to open their books to page 264.b. Ask students what roots, prexes, and suffixes are.c. Give them a minute to talk with a partner and create a simple denition.d. Elicit answers.e. Go through points 1, 2 and 3 on pages 264 and 265 as a class.f. Clarify any doubts students have.

2. Exercises R8- R10 (p. 265-268)Objective:Students determine meaning of new vocabulary based on knowledge of roots and prexes.

a. Tell students to turn to page 265.b. Give students a few minutes to study the prexes and roots in Exercise R8.c. Ask students if they have any questions about their meaning.d. Read the instructions for Exercise R8 aloud.e. Go through the example as a class.



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f. Have students complete the exercise individually or in pairs.g. Check the answers as a class.h. Clarify any doubts students have.i. Repeat steps b. through h. for Exercises R9 and R10. j. Have students write down any prexes or roots that they are having trouble with

in their Learning Logs (p. 14).

NOTE: If students are having trouble with any specic prexes or roots, suggest thatthey use their dictionaries to nd more examples.

3. Exercises R11 and R12 (p. 268, 269)Objective:Students infer meaning of new vocabulary based on knowledge of suffixes.

a. Read the instructions for R11 aloud.b. Complete number 1 as a class.c. Have students complete the exercise in pairs.d. Tell them to check the meanings in their dictionary.

e. Check answers as a class.f. Clarify any doubts students have.g. Repeat steps a. through f. for Exercise R12.h. Tell students to write down any specic words they had trouble with in their

Learning Logs (p. 14).i. Assign half the class words 1-5 in each exercise and the other half words 6-10. j. Tell them to write sentences with their words.k. When they are nished, have them nd a partner from the other half of the class

and exchange sentences.l. Monitor as they work to check that they are using the words correctly.


1. PRACTICE WITH IDIOMS AND PHRASAL VERBS 1 AND 2 (p. 46)Objective:Students explain the meaning of idioms and phrasal verbs.

a. Ask students what an idiom is. Elicit answers.b. Tell students to open their books to page 46.c. Read the denition of an idiom and go through the examples as a class.d. Ask for examples of other idioms.e. Remind students that the meaning of an idiom cannot be determined by putting

together the meanings of the individual words.f. Tell students to read the denition of phrasal verbs.g. Go through the examples of phrasal verbs as a class.h. Let students know that idioms and phrasal verbs appear often on the TOEFL

Test and that misinterpreting their meaning may lead to choosing the wronganswer.

i. Tell students to do an internet search for TOEFL idioms and phrasal verbs forhomework. Tell them to write down and learn 10 new idioms or phrasal verbsthat they might encounter on the TOEFL.



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2. Exercises L12-L14 (p. 46-52)Objective:Students infer meaning of idioms and phrasal verbs.

a. Read the instructions for Exercise L12, Practice with statements , aloud.b. Go through the example as a class.c. Play the listening once.

d. Check answers as a class.e. Replay the listening to review any problem areas.f. Repeat steps a. through f. for Practice with conversations and Practice with TOEFL-

like conversations.g. Repeat steps a. through f. for Exercises L13 and L14.h. Tell students to write down the idioms and phrasal verbs from the items they

answered incorrectly in their Learning Logs (p. 5).


1. PRACTICE WITH PRONOUNS AND POSSESSIVE ADJECTIVES 1 and 2 (p. 133)

Objectives:Students identify the form of pronouns and possessive adjectives.Students write pronouns and possessive adjectives correctly.

a. Tell students to open their books to page 133, PRACTICE WITH PRONOUNS ANDPOSSESSIVE ADJECTIVES.

b. Give them a few minutes to study the chart in point 1, Is the word in its correctform?

c. Tell students to work with a partner and write one sentence with each type ofpronoun (subject, object, possessive, and reexive) and one with a possessiveadjective.

d. Ask for volunteers to share their sentences.e. Check that they used pronouns and possessive adjectives correctly.f. Tell students to look at point 2, Is a possessive pronoun or adjective used to refer to parts

of the body?, on page 133.g. Read the examples aloud.h. Ask students which words in the examples are possessive adjectives and which

are possessive pronouns.i. Clarify any doubts students have.

2. Exercises S11 and S12 (p. 134)Objectives:Students locate pronouns and possessive adjectives in statements.Students analyze and correct errors in form regarding pronouns and possessive adjectives.

a. Read the instructions for Exercise S11 aloud.b. Go through the example as a class.c. Complete number 1 as a class.d. Have students complete the exercise individually or in pairs.e. Tell them to refer to the chart on page 133 if necessary.f. Check answers as a class.g. Clarify any doubts students have.



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h. Repeat steps a. through g. for Exercise S12.i. Tell students to write down any specic pronouns or possessive adjectives they

have trouble with in their Learning Logs (p. 9).


1. Exercises R13 and R14 (p. 269, 270)Objective:Students increase general vocabulary by identifying and writing words with differentprexes.

a. Tell students to open their books to page 269.b. Read the instructions for Exercise R13 aloud.c. Complete numbers 1 and 2 as a class.d. Have students complete the exercises individually then compare their lists with a

partner.NOTE: Students should try to think of words on their own, but may use their

dictionaries if necessary.e. Tell them to write down words their partners thought of that they did not have

on their lists.f. Check answers as a class, eliciting examples for each prex.g. Repeat steps a. through e. for Exercise R14.h. Tell students to write down any specic prexes they had trouble with in their


2. Exercise R15 (p. 270)Objective:Students increase general vocabulary by dening the meaning of various roots.

a. Read the instructions for Exercise R15 aloud.b. Complete number 1 as a class.c. Have students complete the exercise in pairs or trios.

NOTE: Encourage them to discuss the words and come to a consensus on themeaning of the root.

d. Check answers as a class.e. Clarify any doubts students have.f. Tell students to write down any specic roots they had trouble with in their


3. Exercise R16 (p. 270, 271)Objectives:Students explain meaning of number prexes.Students analyze words and determine meaning based on number prexes.

a. Tell students to look at the chart on page 270 for Exercise R16.b. Elicit examples of words with cardinal number prexes (bicycle, octagon) and

ordinal number prexes (secondary, tertiary) .c. Read the instructions aloud.d. Complete number 1 as a class.



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e. Have students complete the exercise individually or in pairs.f. Tell students to check their answers in a dictionary.g. Check answers as a class.h. Clarify any doubts students have.i. Tell students to write down any specic number prexes they had trouble with in

their Learning Logs (p. 14).

NOTE: Brings students attention to Exercises R17-R19. Tell them that they will notcomplete these exercises in class, but that they can serve as a valuable reference andstudy tool for prexes, suffixes, and roots.


1. CHECK YOUR PROGRESS, L15 Mini-test (p. 53-55)Objective:Students assess listening skills and identify weaknesses in the areas covered in ExercisesL1-L14.

a. Tell students to open their books to page 53.b. Explain to students that they will take a Mini-test that uses the same format as

Part A of the Listening Comprehension section on the TOEFL Test.c. Tell students that the purpose of the Mini-test is to determine whether or not they have

mastered the material covered in Exercises L1-L14 and in which areas they need morepractice.

d. Have students sit as though they were taking an actual exam. It is important thatstudents become accustomed to the testing atmosphere.

e. Read the directions aloud.f. Play the listening once.g. Check answers as a class.

h. Replay the listening to review problem areas if necessary.i. Provide explanations or examples on the whiteboard as necessary. j. Tell students to write down their scores and the items they answered incorrectly


Course 1, Progress Check 1

1. TOEFL Learning LogObjectives:Students reect on progress in different skill areas.

Students create study plan based on information from their Learning Logs.a. Tell students to open their Learning Logs to page 17.b. Read the questions aloud:

Do you feel you have improved in Listening Comprehension? Why or why not? Which area (Listening Comprehension, Structure and Written Expression, orReading Comprehension) do you feel is your greatest weakness? What specic things within this area do you need to work on the most?

c. Give students a few minutes to reect on their own. Tell them to use the notesfrom their Learning Logs as evidence.

d. Have students share their answers with a partner.



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e. Tell them to write down their study priorities in their Learning Logs.f. Monitor students as they write and give them guidance as needed.

NOTE: This may include suggesting they review exercises that are alreadycompleted, or that they do additional optional exercises that were not covered in

class.


1. PRACTICE WITH PRONOUNS AND POSSESSIVE ADJECTIVES 3 (p. 133)Objective:Students analyze sentences for agreement between pronouns or possessive adjectivesand their referents.

a. Tell students to open their books to page 133.b. Ask students what it means for a pronoun or possessive adjective to agree with

its referent, i.e. the word it refers to.c. Read the example in point 3, page 133, aloud.d. Ask what the pronoun her refers to (the little girl) and what the pronoun his refers to

(the little boy). e. Provide the following examples on the board:

The kids made the snowman ourselves.Mike tried to pay for dinner, but Sara wouldnt let her.Kim left his backpack at school.

f. Tell students to work in pairs and correct the sentences.Answers: The kids made the snowman themselves. Mike tried to pay for dinner, but Sara wouldnt let him.

Kim left her backpack at school. NOTE: The original sentence could becorrect if she left someone elses (a boys) backpack at school, not her own.

g. Review the correct sentences.h. Clarify any doubts students have.

2. Exercises S13-S15 (p. 135-137)Objectives:Students identify pronoun and possessive adjective referents.Students analyze sentences and write the correct pronoun or possessive adjective for each.

a. Read the instructions for Exercise S13 aloud.b. Complete number 1 as a class to conrm that students understand.c. Have them complete the exercise individually or in pairs.d. Check answers as a class.e. Clarify any doubts students have.f. Repeat steps a. through e. for Exercises S14 and S15.g. Tell students to write down any examples they had trouble understanding in




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1. PRACTICE WITH UNDERSTANDING WORDS IN CONTEXT (p. 276)Objective:Students compare sentences to determine how understanding words in context will helpthem succeed on the Reading Comprehension section of the TOEFL test.

a. Write the examples from PRACTICE WITH UNDERSTANDING WORDS IN CONTEXT onpage 276 on the board. ( Timothy scowled when he saw the dent in his car, and Timothyscowled when he saw Aunt Agatha. )

b. Ask students in which sentence they can guess the meaning of the wordscowled from its context. ( The rst sentence )

c. Ask for a volunteer to explain why.

d. Refer students to the explanation on page 276 if necessary.e. Clarify any doubts students have.f. Explain that understanding words through context will help them succeed in the

Reading Comprehension section of the TOEFL Test.

2. Exercise R20, USING THE VERB TO BE, USING APPOSITIVES, AND USINGPUNCTUATION, (p. 277-280)Objectives:Students infer the meaning of words in context.Students recognize how the verb to be, appositives, and punctuation are used to identifynouns in a sentence.

a. Tell students to open their books to page 277.b. Tell students that they will practice different strategies used to identify the

subject, or noun, of the sentence. Today they will practice with USING THE VERBTO BE, USING APPOSITIVES, and USING PUNCTUATION.

c. Go through Example I and Example II on page 277 as a class.d. Go through the example for USING THE VERB TO BE as a class.e. Complete the rst item as a class.f. Have students complete the remaining items individually.g. Tell them to check their answers with a partner.h. Check answers as a class.i. Clarify any doubts students have. j. Repeat steps d. through i. for USING APPOSITIVES (p. 278, 279) and USING

PUNCTUATION (p. 279, 280).k. Tell students to write down any examples they had trouble understanding in




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1. PRACTICE WITH VARIOUS STRUCTURES 1 (p. 56)Objective:Students demonstrate understanding of causatives get, make, have, ask, and let by writingsentences using them.

a. Tell students to open their books to page 56.b. Have them look at point 1, Verbs that show the idea that someone or something

caused, requested, or permitted something to happen.c. Give students a few minutes to read through the examples for CAUSE, REQUEST,

and PERMISSION.d. Tell students to think of one example that is true for them for each function.

(Examples: I got my friend to help me with my homework. I asked my mother tobabysit tonight . I let my sister borrow my dress.)

e. Have students stand and share their examples with at least four differentstudents.

f. Check that they are using causatives correctly.g. Ask for a few volunteers to write their examples on the board.h. Clarify any doubts students have.

2. Exercise L16 (p. 58, 59)Objective:Students identify meaning of causatives get, make, have, ask, and let .

a. Tell students to turn to page 58.b. Read the instructions for Exercise L16, Practice with statements , aloud.c. Conrm that students understand the example before you begin the listening.

d. Play the listening once.e. Check answers as a class.f. Replay the listening to review any problem areas.g. Repeat steps b. through f. for Practice with conversations (p. 58, 59) and Practice

with TOEFL-like conversations(p. 59).h. Tell students to write down any specic causatives they had trouble with in their


3. PRACTICE WITH VARIOUS STRUCTURES 2 (p. 56)Objective:Students identify and determine what words express a negative meaning.

a. Tell students to turn to page 56.b. Go through the examples in point 2, Words that express negative meaning , as a class.c. Place the following words on the oor or wall: often, seldom, never, just, neither, barely,

hardly, easily, usually.d. Tell students to decide which words express negative meaning. ( Seldom, never, neither,

barely, hardly )e. Elicit other examples of words that express negative meanings.f. Clarify any doubts students have.



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1. Exercise R20, USING OR, USING EXAMPLES, USING CLAUSES, (p. 280-283)Objectives:Students infer the meaning of words from context.Students recognize how the word or, examples, and clauses are used to identify words orphrases in a sentence.

a. Tell students to open their books to page 280.b. Tell students that they will practice different strategies used to identify words

or phrases in a sentence. Today they will practice with USING OR, USINGEXAMPLES, and USING CLAUSES.

c. Go through the example for USING OR as a class.d. Complete the rst item as a class.e. Have students complete the remaining items individually.f. Tell them to check their answers with a partner.g. Check answers as a class.

h. Clarify any doubts students have.i. Repeat steps c. through h. for USING EXAMPLES (p. 281, 282) and USING

CLAUSES (p. 282, 283). j. Tell students to write down any examples they had trouble understanding in



1. PRACTICE WITH VARIOUS STRUCTURES 3 (p. 56, 57)Objective:Students identify different modal verbs and explain their meanings.

a. Tell students to open their books to page 56.b. Have them read the example sentences in point 3, Modals .c. Ask the following questions to check comprehension:

Which modal is used to indicate ability? (can)Which modal is used to make a polite request? (could, will)Which modals indicate possibility? (may, might)

d. Clarify any doubts students have.

2. Exercise L18 (p. 61-63)Objective:Students determine meaning of sentences with modals.

a. Tell students to turn to page 61.b. Read the instructions for Exercise L18, Practice with statements , aloud.c. Conrm that students understand the example before you begin the listening.d. Play the listening once.e. Check answers as a class.f. Replay the listening to review any problem areas.



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g. Repeat steps b. through f. for Practice with conversations (p. 62) and Practice withTOEFL-like conversations(p. 62, 63).

h. Tell students to write down any specic modals they had trouble understandingin their Learning Logs (p. 5).

3. PRACTICE WITH VARIOUS STRUCTURES 4 (p. 57)

Objective:Students identify and distinguish between ways of expressing conditionals.

a. Tell students to turn to page 57.b. Have students read the example conditional sentences in point 4, Conditional

sentences .c. Ask the following questions to check comprehension:

In the rst sentence, is it going to rain? (We dont know. It is a possibility.) Are they denitely going to the mall? (No. They will only go in the case that it rains.)In the second sentence, why hasnt he read the book? (The other person hasntbought it.)

In the third sentence, did they have a problem? Why? (Yes, because they didntfollow his advice.)In the fourth sentence, did they leave at 4:00? Did they see Rob? (No, they didntleave at 4:00. Yes, they saw Rob.)

d. Clarify any doubts students have.

4. Exercise L19 (p. 63-65)Objective:Students determine meaning of conditional sentences.

a. Tell students to turn to page 63.

b. Read the instructions for Exercise L19, Practice with statements , aloud.c. Conrm that students understand the example before you begin the listening.d. Play the listening once.e. Check answers as a class.f. Replay the listening to review any problem areas.g. Repeat steps b. through f. for Practice with conversations (p. 63, 64) and Practice

with TOEFL-like conversations(p. 64, 65).h. Tell students to write down any specic sentences they had trouble

understanding in their Learning Logs (p. 5).


1. PRACTICE WITH SUBJECTS 1 (p. 139, 140)Objective:Students identify and explain different structures that can be used for subjects.

a. Tell students to open their books to page 139.b. Go through point 1, Does the sentence contain a subject? as a class.

NOTE: Make sure that students notice that all complete sentences have a subject,with the exception of commands, in which the subject is understood.

c. Read (A) aloud.



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vii. How they arrived shocked me. (3. Clause)viii. What he did last night was very romantic. (3. Clause)ix. Running is very tiring. (4. Gerund, gerund phrase) x. Jogging in the park on Saturday is great exercise. (4. Gerund, gerund phrase) xi. To travel was a great experience. (5. Innitive, innitive phrase)

xii. Far too few people in this city use public transportation. (1. Noun) xiii. Eating fried foods is not healthy. (4. Gerund, gerund phrase) xiv. Pollution in major cities is generally a cause of poor respiratory conditions. (1. Noun) xv. Many animals, birds in particular, can sense imminent natural disasters. (1. Noun)

q. Have students stand up and walk to each word or phrase in order to discuss thesentences.

2. Exercises S17 and S18 (p. 142, 143)Objective:Students identify subjects and subject nouns correctly.

a. Tell students to turn to page 142.b. Read the instructions for Exercise S17 aloud.c. Go through the example as a class.d. Complete number 1 as a class.e. Have students complete the exercise individually and compare their answers

with a partner.f. Check answers as a class.g. Clarify any doubts students have.h. Repeat steps b. through g. for Exercise S18.i. Tell students to write down any examples they had trouble understanding in


3. PRACTICE WITH SUBJECTS 2 and 3 (p. 140)Objectives:Students identify nouns and referents, and analyze sentences for noun and referent redundancy.Students apply rules for subject-verb agreement when analyzing sentences.

a. Tell students to turn to page 140.b. Give students a minute to read point 2, Is there an unnecessary subject pronoun? c. Write the following sentences on the board and ask students if they are correct.

The table it is made of wood. (incorrect) My brother wants to go to the movies tonight. (correct)The kids they are hungry. (incorrect)

d. Read the example in point 3, Does the subject agree with the verb? aloud.e. Explain to students that the subject and verb in a sentence must agree in person

and number.f. Give students ve minutes to read through the rules on subject-verb agreement.g. Monitor as they read and clarify any doubts they have.



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1. PRACTICE WITH VARIOUS STRUCTURES 5 (p. 57)Objective:Students identify different ways of expressing causes and results.

a. Tell students to open their books to page 57.b. Have them look at point 5, Ways of expressing causes and results .c. Read each example aloud and ask a question to check comprehension.

EXAMPLE: After the rst sentence, ask students, Why did they leave?d. Clarify any doubts students have.

2. Exercise L20 (p. 65, 66)

Objective:Students identify causes and results in statements and conversations.

a. Tell students to turn to page 65.b. Read the instructions for Exercise L20, Practice with statements , aloud.c. Conrm that students understand the example before you begin the listening.d. Play the listening once.e. Check answers as a class.f. Replay the listening to review any problem areas.g. Repeat steps b. through f. for Practice with conversations (p. 65, 66) and Practice

with TOEFL-like conversations(p. 66).

h. Tell students to write down any specic sentences they had troubleunderstanding in their Learning Logs (p. 5).

3. PRACTICE WITH VARIOUS STRUCTURES 6-9 (p. 57, 58)Objective:Students explain and exemplify reexive pronouns.Students distinguish between verb + innitive and verb + gerund.Students distinguish between used to and be used to.Students explain and exemplify was to have.

a. Tell students to turn to page 57.b. Read the examples for point 6, Reexive pronouns.c. Tell students to think of an example of their own.d. Call on volunteers to share their examples.e. Check that they are using the structures correctly.f. Repeat steps b. through e. for the remaining structures (points 7, 8, and 9).g. Clarify any doubts students have.



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4. Exercise L21 (p. 67, 68)Objective:Students explain and exemplify reexive pronouns.Students distinguish between verb + innitive and verb + gerund.Students distinguish between used to and be used to.

Students explain and exemplify was to have.a. Tell students to turn to page 67.b. Read the instructions for Exercise L21, Practice with statements , aloud.c. Conrm that students understand the example before you begin the listening.d. Play the listening once.e. Check answers as a class.f. Replay the listening to review any problem areas.g. Repeat steps b. through f. for Practice with conversations (p. 67) and Practice with

TOEFL-like conversations(p. 68).h. Clarify any doubts students have.i. Tell students to write down any specic structures or sentences they had trouble



1. PRACTICE WITH SUBJECTS 4 (p. 141, 142)Objectives:Students identify correct use of it and there as subjects.Students differentiate it as a subject from it as a pronoun.Students distinguish between there as a subject and there as an adverb.

a. Tell students to open their books to page 141.

b. Give students ve minutes to study point 4, Have it and there been usedcorrectly? on pages 141, 142.

c. Go through (A) as a class and draw students attention to the subjects and verbsin each example.

d. Tell students to look at (B) and (C) on page 142.e. Ask students to identify the subjects and verbs in the examples.f. Clarify any doubts students have.

2. Exercises S21-S23 (p. 145-147)Objectives:Students identify correct use of it and there as subjects.Students differentiate it as a subject from it as a pronoun.Students distinguish between there as a subject and there as an adverb.

a. Tell students to turn to page 145.b. Read the instructions for Exercise S21 aloud.c. Complete number 1 as a class.d. Have students complete the exercise individually and compare their answers

with a partner.e. Check answers as a class.f. Clarify any doubts students have.



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g. Give students 15 minutes to complete the Mini-test.h. Check answers as a class.i. Clarify any doubts students have. j. Tell students to write down their scores and the items they answered incorrectly



1. TOEFL Learning LogObjectives:Students reect on progress in different skill areas.Students create study plan based on information from their Learning Logs.

a. Tell students to open their Learning Logs to page 17.b. Read the questions aloud:

Do you feel you have improved in all three sections (Listening Comprehension,Structure and Written Expression, and Reading Comprehension)? Why or whynot? Which area do you feel is your greatest weakness? What specic things within this area do you need to work on the most?


d. Have students share their answers with a partner.e. Tell them to write down their study priorities for the rest of Course 1 in their

Learning Logs.f. Monitor students as they write and give them guidance as needed. NOTE: This

may include suggesting they review exercises that are already completed, or thatthey do additional optional exercises that were not covered in class.


1. PRACTICE WITH MAIN IDEAS (p. 290)Objective:Students identify different ways that questions concerning the main idea of a passage arephrased on the TOEFL.

a. Tell students to open their books to page 290.b. Go through PRACTICE WITH MAIN IDEAS as a class.c. Draw students attention to the different ways that TOEFL questions concerning

the main idea may be phrased.d. In (C), ask the following questions to check comprehension:

Is the main topic of the passage always in the rst sentence? (No)Where else can it be ? (It can be anywhere in the passage, or not stated at all,only implied.)




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1. PRACTICE WITH VERBS 1-3, (p. 151-154)Objectives:

Students identify different kinds of verbs.Students recognize that verbs must agree in number and person with the subject.Students identify different verb tenses and their purpose.

a. Tell students to open their books to page 151.b. Go through point 1, Does the sentences contain a verb? on page 151 as a class.c. Remind students that verbs must agree in number and person with the subject

on the sentence, as stated in point 2 on page 151.d. Tell students to use the chart in point 3, Is the verb tense correct? to study verbs

tenses, or to use as a reference when needed.e. Clarify any doubts students have.

2. Exercise S26 (p. 158, 159)Objective:Students analyze sentences and identify verbs.

a. Tell students to turn to page 158.b. Read the instructions for Exercise S26 aloud.c. Go through the example as a class.d. Complete number 1 as a class.e. Have students complete the exercise individually and compare answers with a

partner.

f. Check answers as a class.g. Clarify any doubts students have.h. Tell students to write down any specic verbs they had trouble identifying in



1. PRACTICE WITH UNDERSTANDING DETAILS (p. 298)Objective:Students identify skills they need in order to understand reading passages.

a. Tell students to open their books to page 298.b. Have them look at PRACTICE WITH UNDERSTANDING DETAILS.c. Tell them to read the three strategies they need to be able to do in order to

understand a reading passage.d. Let them know that today they will practice with referents.e. Elicit the denition of a referent from students.f. Clarify any doubts students have.



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2. Exercises R26 and R27 (p. 298-301)Objective:Students identify what referents are referring to in reading passages.

a. Read the instructions for Exercise R26 aloud.b. Go through the example as a class.

c. Complete number 1 as a class.d. Have students complete the exercise individually or in pairs.e. Check answers as a class.f. Clarify any doubts students have.g. Read the instructions for Exercise R27 aloud.h. Go through the example as a class.i. Have students complete the exercise individually. j. Check answers as a class.k. Clarify any doubts students have.l. Tell students to write down any problems they had with referents in their



1. Exercises L28 and L29 (p. 76-78)Objectives:Students draw conclusions accurately.Students make inferences based on context when listening.

a. Tell students to open their books to page 76.b. Read the instructions for Exercise L28 aloud.c. Go through the example as a class.

d. Play the listening once.e. Check answers as a class.f. Replay the listening to review any problem areas.g. Repeat steps b. through f. for Exercise L29.h. Tell students to write down specic words or ideas that they had trouble



1. PRACTICE WITH VERBS 4 and 5 (p. 154, 155)Objectives:Students describe correct use of modals.Students identify correct use of passive and active verbs.

a. Tell students to open their books to page 154.b. Read the rst six example sentences in point 4, Are the modals used correctly? aloud.c. Make sure students identify the function of the different modals ( ability,

possibility, advice, necessity, intention, past habit ).d. Go through the special meanings of must and cannot/could not as a class.e. Have students create one example with must and one example with cannot/

could not.



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f. Call on students to share their examples.g. Check that they are using the modals correctly.h. Ask students if they know the difference between the active and passive form of

verbs.

i. Elicit answers. j. Read the explanation under point 5, Is the passive or active form of the verb usedcorrectly? on page 154 aloud.

k. Go through the examples as a class.l. Clarify any doubts students have.

2. Exercise S27 (p. 159)Objective:Students distinguish between the active and passive voices.

a. Tell students to turn to page 159.

b. Read the instructions for Exercise S27 aloud.c. Go through the example as a class.d. Complete number 1 as a class.e. Have students complete the exercise individually or in pairs.f. Check answers as a class.g. Clarify any doubts students have.h. Tell students to write down any problems they had identifying active and passive

voice in their Learning Logs (p. 10).

3. PRACTICE WITH VERBS 6 and 7 (p. 155, 156)Objectives:Students identify correct word order with auxiliaries and negatives.Students examine statements and identify correct verb forms.

a. Tell students to turn to page 155.b. Give students a minute to study the chart (A) in point 6, Is the verb in the correct

word order? c. Read (B) aloud.d. Go through the examples as a class.e. Read (C) aloud.f. Go through the examples as a class.g. Elicit additional examples from students for do, have, and will as verbs and

do, have, and will as aux-words.h. Clarify any doubts students have.i. Read (A) in point 7, Is the verb in the correct form? aloud. j. Go through the examples of verb, noun, adjective and adverb form as a class.k. Read (B) aloud.l. Elicit additional examples of regular and irregular verbs and list them on the board.m. Clarify any doubts students have.



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4. Exercise S28 (p. 160)Objective:Students analyze sentences and identify whether or not verb tense is correct according tocontext.

a. Tell students to turn to page 160.b. Read the instructions for Exercise S28 aloud.c. Go through the example as a class.d. Complete number 1 as a class.e. Have students complete the exercise individually and compare their answers with a

partner.f. Check answers as a class.g. Clarify any doubts students have.h. Tell students to write down any problems they had with verb tenses in their


Practice Test 11. Listening Comprehension, Section 1 (p. 379-384)

Objectives:Students measure progress in Listening Comprehension.Students identify weaknesses in Listening Comprehension.

a. Explain to students that they will take a full Practice TOEFL Test to measure theirprogress so far in the TOEFL Preparation Program.

b. Tell them that right now they will complete the Listening Comprehensionsection of Practice Test 1.

c. Have students turn to page 22 in their Learning Logs. This is the answer sheetthey will use for Practice Test 1.

d. Tell them to write their name on the answer sheet.e. Administer the Practice Test just as you would an actual TOEFL Test. The formats

of the Practice Test are the same as for the TOEFL.f. Tell students to open their books to page 379.g. Say the following*:

The rst section of the test is Listening Comprehension. All the directions forthis section are given on the recording you will hear in a moment. I will beginthe recording now.

h. Start the recording.i. Walk around the room and monitor as students work. j. Turn off the recording at the end of Part C as indicated.k. Say the following*:

Stop work on Section 1.l. Check answers for Section 1 as a class.m. Tell students to turn to page 5, Table 4 and write down their correct answer

scores for Section 1 of Practice Test 1.




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Practice Test 1

2. Reading Comprehension section, Section 3 (p. 391-400)Objectives:Students measure progress in Reading Comprehension.Students identify areas of opportunity in Reading Comprehension.

a. Tell students that today they will complete the Reading Comprehension sectionof Practice Test 1.

b. Have students turn to the answer sheet for Practice Test 1 on page 22 in theirLearning Logs.

c. Administer the Reading Comprehension section just as you would in an actual TOEFL Test. The formats of the Practice Test are the same as for the TOEFL.

d. Say the following*:You will have 55 minutes to work on Section 3 only. You may not read orwork on any other section during this time. Turn to Section 3 on page 391.

The number 3 appears across the top of each page. Now read the directionsfor Section 3 and begin work.

e. Check the exact time on the clock.f. After 50 minutes, announce*:

You will have 5 minutes to complete this test.g. After the complete 55 minutes, say*:

Stop work and put your pencil down.h. Check answers for Section 3 as a class.i. Tell students to go to page 5, Table 4 and enter their correct answer score for

Section 3 of Practice Test 1. j. Tell them to use table 2 on page 4 to convert their score.

k. Walk around and assist students as needed.l. Have them enter the converted scores in Table 4, Practice Test 1.

*All dialogs are taken directly from Test Administration Procedures, TOEFL ITP Assessment Series.

Practice Test 1

3. Structure and Written Expression, Section 2 (p. 385-390)Objectives:Students measure progress in Structure and Written Expression.Students identify weaknesses in Structure and Written Expression.

a. Explain to students that the next part of the full Practice TOEFL Test is theStructure and Written Expression section of Practice Test 1.

b. Have students turn to the answer sheet for Practice Test 1 on page 22 in their LearningLogs.

c. Say the following*:During the next 25 minutes you will work only on Section 2. You may notread or work on any other section at this time. Turn to Section 2 on page 385. The number 2 is printed across the top of each page in this section. Now read



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Course 2Reading Comprehension

1. Exercises R28 and R29 (p.301-305)

Objectives:Students determine meaning in reading passages through knowledge of transition wordsand connectors.Students identify exceptions in reading passages.

a. Tell students to open their books to page 301.b. Give students a few minutes to study the list of transition and connecting words

in R28 Understanding transitions and connectors.c. Monitor as they study the words and clarify any doubts they have.d. Read the instructions aloud.e. Go through the example as a class.

f. Have students complete the exercise individually.g. Check answers as a class.h. Clarify any doubts students have.i. Repeat steps d. through h. for Exercise R29. j. Tell them to write down any specic transition words or connectors they had

trouble with in their Learning Logs (p. 15).


1. PRACTICE WITH VERBS 8-11 (p. 156-158)Objectives:Students explain correct use of innitives and gerunds.Students identify and classify verbs that can be used with an innitive or gerund with andwithout a change in meaning.Students create examples using correct use of adjectives formed from verbs.

a. Tell students to open their books to page 156.b. Go through point 8, Are innitives used correctly? as a class.c. Have students write an example of their own using the words from the lists (A),

(B), and (C).d. Call on volunteers to share their examples.e. Check that they are using innitives correctly.f. Tell students to use the word lists in (A), (B), and (C) as a reference when needed.g. Repeat steps b. through f. for point 9, Are gerunds used correctly? h. Go through point 10, Are the innitives and gerunds interchangeable? as a class.i. Assign half the class forget and the other half remember. j. Tell students to write two examples with their word, one with an innitive and

one with a gerund.k. Call on students to share their examples and write them on the board.l. Have students explain the difference in meaning between the two versions.m. Go through point 11, Are adjectives that are formed from verbs used correctly? as a class.



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f. Read the title of the rst strategy on page 82 aloud and ask students what they thinkit means.

g. Elicit ideas.h. Then, read the description of the strategy and check comprehension.i. Let them know that they will practice this strategy throughout the course. j. Repeat steps f. through i. for the remaining strategies on pages 82 and 83.

k. Put the following questions on the board and have students discuss them, ingroups of three or four.Have you ever used any of these strategies before? What strategies are new to you? Do you think these strategies are effective? Why or why not?

2. PRACTICE WITH TOPICS 1 (p. 83)Objective:Students explain that the topic is what the conversation is about and is usually understoodat the beginning of the conversation.

a. Tell students to look at PRACTICE WITH TOPICS on page 83.b. Read point 1, The topic is what the conversation is about. It is usually understood at

the beginning of the conversation.c. Go through the example as a class.d. Clarify any doubts students have.

3. Exercises L31-L33 (p. 84, 85)Objectives:Students predict the topic of the conversation from the rst sentence.Students identify the topic of the conversation from the rst statement.

Students analyze the conversation and decide if the topic is stated in the rst sentence.a. Tell students to turn to page 84.b. Read the instructions for L31 aloud.c. Go through the example as a class.d. Play the listening once.e. Check answers as a class.f. Replay the listening to review any problem areas.g. Repeat steps b. through f. for Exercises L32 and L33.h. Tell students to write down any problems they had understanding the topics of

the conversations in their Learning Logs (p. 6).


1. PRACTICE WITH SUBJECT/AUX-WORD INVERSIONS (p. 163, 164)Objective:Students explain when changes can be made in the order of the subject and the auxiliary word.

a. Tell students to open their books to page 163.b. Read point 1, Has the word order been changed to make a question? aloud.c. Go through the examples as a class.d. Clarify any doubts students have.



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d. Have students complete the exercise individually.e. Check answers as a class.f. Clarify any doubts students have.g. Repeat steps b. through f. for Exercise R33.h. Tell students to write down any specic problems they had with identifying or

locating restatements in their Learning Logs (p. 16).

Listening Comprehension, Part B

1. PRACTICE WITH TOPICS 2 (p. 83)Objective:Students describe how topics are changed or narrowed down in a conversation.

a. Tell students to open their books to page 83.b. Read point 2 aloud.c. Go through the example as a class.d. Ask students where the topic changed. (line 4)


2. Exercise L34 (p. 85, 86)Objective:Students identify a change in topic in a conversation.

a. Tell students to turn to page 85.b. Read the instructions for Exercise L34 aloud.c. Go through the example as a class.d. Play the listening once.e. Check answers as a class.

f. Replay the listening to review any problem areas.g. Clarify any doubts students have.h. Tell students to write down any specic problems they had with changes in topic


3. PRACTICE WITH TOPICS 3 (p. 83)Objective:Students notice how topics can be inferred when not stated directly.

a. Tell students to turn to page 83.b. Read point 3 aloud.c. Go through the example as a class.d. Clarify any doubts students have.

4. Exercise L35 (p. 86)Objective:Students infer the topic of a conversation.

a. Tell students to turn to page 86.b. Read the instructions for Exercise L35 aloud.c. Go through the example as a class.



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d. Play the listening once.e. Check answers as a class.f. Replay the listening to review any problem areas.g. Tell students to write down any problems they had with topics in their Learning

Logs (p. 6).


1. CHECK YOUR PROGRESS S37 Mini-test (p. 167, 168)Objective:Students assess structure skills and identify weaknesses in the areas covered in ExercisesS26-S36.

a. Tell students to open their books to page 167.b. Explain to students that they will take a Mini-test that uses the same format as

the Structure part of the Structure and Written Expression section of the TOEFL

Test.c. Tell students that the purpose of the Mini-test is to determine whether or not

they have mastered the material covered in Exercises S26-S36 and in which areasthey need more practice.


e. Tell students that they will have 10 minutes to complete the Mini-test.f. Read the directions and example aloud as you would when administering the

TOEFL Test.g. Give students 10 minutes to complete the Mini-test.h. Check answers as a class.

i. Clarify any doubts students have. j. Tell students to write down their score and the items they answered incorrectly


2. PRACTICE WITH WORD FORMS 1 (p. 169)Objective:Students identify different forms of words.

a. Tell students to turn to page 169.b. Have students look at point 1, Is the word a noun, a verb, an adjective, or an

adverb? c. Go through the example with the word decide as a class.d. Write 10 words on the board. ( Isolate, rely, practical, responsible, strength, solid,

generous, correlate, beauty, tolerance)e. Divide the class into groups of three or four.f. Assign two or three words to each group.g. Tell students to use their dictionaries and nd the other forms, if any.h. Have students stand up and share their results with other students.i. Clarify any doubts students have.



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3. Exercises L37 and L38 (p. 88-90)Objective:Students identify the word or phrase a referent is referring to in statements and conversa-tions.

a. Tell students to turn to page 88.b. Read the instructions for Exercise L37 aloud.c. Go through the example as a class.d. Play the listening once.e. Check answers as a class.f. Replay the listening to review any problem areas.g. Repeat steps b. through f. for Exercise L38.

NOTE: In Exercise L38 you must pause the listening as indicated.h. Tell students to write down any problems they had with referents in their



1. Exercises R34 and R35 (p. 312-319)Objectives:Students identify specic lines in reading passages.Students determine whether or not statements are true or false according to the informa-tion given in the passage.

a. Tell students to open their books to page 312.

b. Read the instructions for Exercise R34 aloud.c. Go through the example as a class.d. Have students complete the exercise individually.e. Check answers as a class.f. Clarify any doubts students have.g. Read the instructions for Exercise R35 aloud.h. Go through the example as a class.i. Have students complete the exercise individually and check their answers with a

partner. j. Check answers as a class.k. Clarify any doubts students have.l. Tell students to write down any specic problems they had with identifying

specic lines or nding facts in their Learning Logs (p. 16).NOTE: If there is not enough class time to complete numbers 4, 5, and 6, tell studentsthat had trouble with this exercise (less than 80% correct), to complete numbers 4, 5,and 6 as extra practice for homework.



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1. PRACTICE WITH WORD FORMS 2 and 3 (p. 169-171)Objectives:Students analyze words to determine if words are in the correct position depending ontheir form.Students describe how different endings (suffixes) change word forms.

a. Write the words noun , verb, adjective , and adverb on the board.b. Tell students to work with a partner and write a short denition for each word.c. Call on students to share their denitions.

(Possible answers: Noun: a person, place or thing, functions as a subject, objector complement of a sentence. Verb: expresses the action of a subject. Adjective:describes/modies a noun. Adverb: modies a verb, adjective, or other adverb. )

d. Tell students to open their books to page 169.e. Tell students to look at point 2, Is the word in its correct position?

f. Bring students attention to the ways they can determine if a word is an adjectiveor an adverb in (C) and (D).

g. Go through the examples in (C) and (D) as a class.h. Clarify any doubts students have about nouns, verbs, adjectives or adverbs.i. Tell students to look at point 3, Is the word form correct for its position in the

sentence? Use the word endings (suffixes) to help identify the word forms on pages170-171.

j. Read the example endings and what they are used for aloud.k. Have students form teams of three.l. Tell students to look at the chart on page 171.m. Explain that teams must write three words for each column, and they cannot repeat

endings. This means that for adverbs, they must have one word with each of thethree endings.Example: Nouns: leader ship , democracy , government Verbs: clar ify , worsen , imit ateAdjectives: harm ful , capable , delici ousAdverbs: slow ly , back ward , likewise

n. The team that writes three correct words for each column without repeatingendings rst wins.

o. Have the winning team share their words with the class.

2. Exercises S40- S43 (p. 173-175)Objective:Students analyze statements and identify correct noun, verb, adjective, and adverb forms.

a. Tell students to turn to page 173.b. Read the instructions for Exercise S40 aloud.c. Go through the example as a class.d. Have students complete the exercise individually or in pairs.



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e. Check answers as a class.f. Clarify any doubts students have.g. Repeat steps b. through f. for Exercises S41, S42, and S43.h. Tell students to write down any words or word forms they had trouble with in



1. CHECK YOUR PROGRESS R36 Mini-test (p. 319-323)Objective:Students assess reading comprehension skills and identify weaknesses in the areas cov-ered in Exercises R26-R35.

a. Tell students to open their books to page 319.b. Explain to students that they will take a Mini-test that uses a format similar to

that used in the READING COMPREHENSION section of the TOEFL Test.

c. Tell students that the purpose of the Mini-test is to determine whether or notthey have mastered the material covered in Exercises R26-R35 and in which areasthey need more practice.


e. Tell students that they will have 25 minutes to complete the Mini-test.f. Read the directions and example aloud as you would when administering the

TOEFL Test.g. Give students 25 minutes to complete the Mini-test.h. Check answers as a class.i. Clarify any doubts students have.

j. Tell students to write down their scores and the items they answered incorrectlyin their Learning Logs (p. 16).


1. TOEFL Learning LogObjectives:Students reect on progress in different skill areas.Students create study plan based on information from their Learning Logs.

a. Tell students to open their Learning Logs to page 18.b. Read the questions aloud:

Have you continued to improve in all three sections (Listening Comprehension,Structure and Written Expression, and Reading Comprehension)? Why or whynot? Which area do you feel is your greatest weakness? What specic things within this area do you need to work on the most?


d. Have students share their answers with a partner.



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e. Tell them to write down their study priorities for the next week in their LearningLogs.

f. Monitor as students write and give them guidance as needed.NOTE: This may include suggesting they review exercises that are alreadycompleted, or that they do additional optional exercises that were not covered inclass.

Listening Comprehension, Part B

1. PRACTICE WITH DETAILS 2 (p. 87, 88)Objective:Students explain how phrases can be restated without changing the meaning.

a. Tell students to open their books to page 87.b. Read the bold text in point 2, Restatements aloud.c. Go through the example as a class.d. Clarify any doubts students have.

2. Exercise L39 (p. 90)Objective:Students identify the written statement that means the same as the spoken statement.

a. Tell students to turn to page 90.b. Read the instructions for Exercise L39 aloud.c. Go through the example as a class.d. Play the listening once.e. Check answers as a class.f. Replay the listening to review any problem areas.

g. Clarify any doubts students have.h. Tell students to write down any specic problems they had with identifying

statements in their Learning Logs (p. 7).

3. PRACTICE WITH DETAILS 3 (p. 88)Objective:Students state how numerous details can contribute to confusion.

a. Tell students to turn to page 88.b. Read the bold text in poin

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TOEFL Teachers Notes