1. TOEFL® Learning Log Objectives:
Students reflect on progress in Course 1.
Students create study plan based on information from their Learning Logs and Practice Test 1.
a. Tell students to turn to page 18 in their Learning Logs.
In which areas of the test (Listening Comprehension, Structure and Written Expression and Reading Comprehension) did you improve the most from the Diagnostic Test at the beginning of Course 1 to Practice Test 1?
Are there areas in which you did not see as much improvement as you would have liked?
What can you do in Course 2 course to improve in those areas?
b. Read the questions aloud.
c. Give students a few minutes to reflect on their own.
d. Have students share their answers with a partner.
e. Tell them to write down their study priorities for Course 2 in their Learning Logs.
f. Monitor as students write and give them guidance as needed.
NOTE: This may include suggesting they review exercises that are already completed, or that they do additional optional exercises that were not covered in class.
Course 2
Reading Comprehension
1. Exercises R28 and R29 (p.301-305) Objectives:
Students determine meaning in reading passages through knowledge of transition words and 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 specific transition words or connectors they had trouble with in their Learning Logs (p. 15).
Structure and Written Expression
1. PRACTICE WITH VERBS 8-11 (p. 156-158) Objectives:
Students explain correct use of infinitives and gerunds.
Students identify and classify verbs that can be used with an infinitive or gerund with and without 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 infinitives 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 infinitives 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 infinitives 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 infinitive 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.
n. Elicit a few examples using the words from the list of verbs that can be used as adjectives.
o. Clarify any doubts students have.
2. Exercises S29- S32 (p. 160-163) Objectives:
Students analyze sentences for correct subject-verb agreement.
Students identify correct verb form.
Students apply rules for infinitives and gerunds correctly.
a. Tell students to turn to page 160.
b. Read the instructions for Exercise S29 aloud.
c. Go through the example as a class.
d. Have students complete the exercise individually or in pairs, including the Extended practice.
e. Check answers as a class.
f. Clarify any doubts students have.
g. Read the instructions for Exercise S30 aloud.
h. Go through the examples as a class.
i. Have students complete the exercise individually or in pairs.
j. Check answers as a class.
k. Clarify any doubts students have.
l. Repeat steps g. through k. for Exercises S31 and S32.
m. Tell students to write down any specific problems they had with verbs in their Learning Logs (p. 10).
Listening Comprehension, Part A
1. CHECK YOUR PROGRESS L30 Mini-test (p. 78-81) Objective:
Students assess listening comprehension skills and identify weaknesses in their areas cov-ered in Exercises L23-L29.
a. Tell students to open their books to page 78.
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 L23-L29 and in which areas they need more practice.
d. Have students sit as though they were taking an actual exam. It is important that students 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 any problem areas.
i. Clarify any doubts students have.
j. Tell students to write down their scores and the items they answered incorrectly in their Learning Logs (p. 6).
Reading Comprehension
1. Exercise R30 (p. 306, 307) Objective:
Students simplify complex sentences by rewriting them into shorter ones.
a. Tell students to open their books to page 306.
b. Read the instructions for Exercise R30 aloud.
c. Go through the example as a class.
d. Complete number 1 as a class.
e. Have students complete the exercise individually.
f. Check answers as a class.
g. Clarify any doubts students have.
h. Tell students to write down any specific problems they had with verbs in their Learning Logs (p. 16).
2. PRACTICE WITH RESTATEMENT, Exercise R31 (p. 307, 308) Objective:
Students compare and contrast statements to determine if they are similar in meaning.
a. Read PRACTICE WITH RESTATEMENT on page 307 aloud.
b. Read the instructions for Exercise R31 aloud.
c. Go through the example 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. Tell students to write down any specific problems they had with verbs in their Learning Logs (p. 16).