1. TOEFL® Learning Log Objectives:
Students reflect 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 why
Which area do you feel is your greatest weakness?not?
What specific things within this area do you need to work on the most?
c. Give students a few minutes to reflect on their own. Tell them to use the notes from their Learning Logs as “evidence.”
d. Have students share their answers with a partner.
e. Tell them to write down their study priorities for the next week 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.
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 specific 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 point 3, Numerous details aloud.
c. Go through example as a class.
d. Clarify any doubts students have.
4. Exercises L40 and L41 (p. 90-93) Objective:
Students identify details in a spoken conversation.
a. Tell students to turn to page 90.
b. Read the instructions for Exercise L40 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 L41.
NOTE: In Exercise L41 you must pause the listening as indicated.
h. Tell students to write down any problems they had understanding restatements and details in their Learning Logs (p. 7).
Structure and Written Expression
1. PRACTICE WITH WORD CHOICES 1 (p. 175, 176) Objective:
Students describe and identify correct use of “and,” “or,” and “but.”
a. Tell students to open their books to page 175.
b. Have them look at PRACTICE WITH WORD CHOICES point 1, Have the words “and,”
“or,” and “but” been used correctly?
c. Go through (A), (B), and (C) as a class.
d. Write 5 sentences on the board using “and,” “or,” and “but.”
He looked for his watch but didn’t find it.
They packed snacks and sandwiches for the picnic.
They went to the hardware store but it was closed.
I could take biology this semester or wait until next year.
He sent her flowers and chocolates for her birthday.
e. Have students close their books.
f. Have students categorize each sentence as “similar value,” “choice” and “contrast.”
Answers:
He looked for his watch but didn’t find it. (contrast)
They packed snacks and sandwiches for the picnic. (similar value)
They went to the hardware store but it was closed. (contrast)
I could take biology this semester or wait until next year. (choice)
He sent her flowers and chocolates for her birthday. (similar value) g. Clarify any remaining doubts that students have.
2. Exercise S44 (p. 178) Objective:
Students analyze statements and determine if “and,” “or,” and “but” are used correctly.
a. Tell students to turn to page 178.
b. Read the instructions for Exercise S44 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 problems they had with the use of “and,” “or,” and
“but” in their Learning Logs (p. 11).
3. PRACTICE WITH WORD CHOICES 2 (p. 176) Objective:
Students identify correct use of “either…or,” “neither…nor,” and “both…and.”
a. Tell students to turn to page 176.
b. Have them look at point 2, Have the words “either…or,” “neither…nor,” and “both…
and” been used correctly?
c. Read (A) aloud.
d. Tell students to write an example of their own using “either…or.”
e. Have students share examples with a partner.
f. Monitor and check that they are using “either…or” correctly.
g. Repeat c. through f. for (B) and (C).
h. Clarify any doubts students have.
4. Exercise S45 (p. 178, 179) Objective:
Students ascertain if “either…or,” “neither…nor,” and “both…and” are used correctly.
a. Tell students to turn to page 178.
b. Read the instructions for Exercise S45 aloud.
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. Tell students to write down any problems they had with the use of “either…or,”
“neither…nor,” and “both…and” in their Learning Logs (p. 11).
5. PRACTICE WITH WORD CHOICES 3 (p. 176) Objective:
Students describe and identify correct use of “so,” “as,” and “such as.”
a. Tell students to open their books to page 176.
b. Have them look at point 3, Have the words “so,” “as,” and “such as” been used correctly?
c. Go through (A), (B), and (C) as a class.
d. Write the following incorrect sentences on the board:
Sandy was late for work, so as she didn’t eat breakfast.
Such I closed the door, I realized I had left my keys inside.
Bill love to discuss controversial things as politics and religion.
e. Divide the class into groups of three.
f. Have students close their books.
g. Tell students to find the mistakes and write the sentences correctly.
Answers:
Sandy was late for work, so she didn’t eat breakfast.
As I closed the door, I realized I had left my keys inside.
Bill love to discuss controversial things such as politics and religion.
h. Call on students to share answers with the class and correct the sentences on the board.
i. Clarify any doubts students have.
6. Exercise S46 (p. 179) Objective:
Students examine statements and determine if “so,” “as,” and “such as” are used correctly.
a. Tell students to turn to page 179.
b. Read the instructions for Exercise S46 aloud.
c. Complete number 1 as a class.
d. Have students form teams of three to four students depending on the size of the class.
e. Tell students to divide up the sentences among them, and that the first team to have all answers correct wins.
f. Say “GO.”
NOTE: In order to win a team must have written in all necessary corrections.
g. Check answers as a class.
h. Clarify any doubts students have.
i. Tell students to write down any problems they had with the use of “so,” “as” and
“such as” in their Learning Logs (p. 11).
7. PRACTICE WITH WORD CHOICES 4 (p. 176) Objective:
Students explain correct use of “too,” “enough,” and “so.”
a. Tell students to open their books to page 176.
b. Have them look at point 4, Have the words “too,” “enough,” and “so” been used correctly?
c. Go through (A), (B), and (C) as a class.
d. Clarify any doubts students have about the use of “too,” “enough,” and “so.”
8. Exercise S47 (p. 179, 180) Objective:
Students ascertain if “too,” “enough,” and “so” are used correctly.
a. Tell students to turn to page 179.
b. Read the instructions for Exercise S47 aloud.
c. Complete number 1 as a class.
d. Have students form teams of three or four students depending on the size of the class.
e. Tell students to divide up the sentences among them, and that the first team to have all answers correct wins.
f. Say “GO.”
NOTE: In order to win a team must have written in all necessary corrections.
g. Check answers as a class.
h. Clarify any doubts students have.
i. Tell students to write down any problems they had with the use of “too,”
“enough,” and “so” in their Learning Logs (p. 11).
Listening Comprehension, Part B
1. CHECK YOUR PROGRESS L42 Mini-test (p. 93) Objective:
Students assess listening comprehension skills and identify weaknesses in the areas covered in Exercises L37-L41.
a. Tell students to open their books to page 93.
b. Explain to students that they will take a Mini-test that uses a format similar to that used in Part B of the Listening Comprehension section of 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 L37-L41 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. Tell students to write down their scores and the items they answered incorrectly in their Learning Logs (p. 7).
Reading Comprehension
1. PRACTICE WITH INFERENCES (p. 323, 324) Objective:
Students describe how inferences can be made from other details that are stated.
a. Tell students to open their books to page 323.
b. Read PRACTICE WITH INFERENCES aloud. (Do not have them go on to page 324.) c. Ask students if there is any information that is not explicitly stated but can be inferred.
d. Elicit ideas.
e. Tell students to turn to page 324.
f. Go through the information in numbers 1-6 as a class.
g. Clarify any doubts students have.
2. Exercises R37 and R38 (p. 324-328) Objective:
Students identify inferences and the information from which inferences can be made.
a. Tell students to go to Exercise R37 on page 324.
b. Read the instructions aloud.
c. Go through the example as a class.
d. Have students complete the exercise individually and compare answers with a partner.
e. Check answers as a class.
f. Clarify any doubts students have.
g. Repeat steps b. through f. for Exercise R38.
h. Tell students to write down any problems they had with inferences in their Learning Logs (p. 16).
Listening Comprehension, Part B
1. PRACTICE WITH INFERENCES (p. 93, 94) Objective:
Students notice how inferences can be made through details that are stated or through general knowledge.
a. Tell students to look at PRACTICE WITH INFERENCES on page 93.
b. Go through Examples I and II as a class.
c. Clarify any doubts students have.
2. Exercises L43-L45 (p. 94-96) Objective:
Students infer information from short conversations.
a. Tell students to look at Exercise L43 on page 94.
b. Read the instructions 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 L44 and L45.
h. Clarify any doubts students have.
i. Tell students to write down any problems they had with inferences in their Learning Logs (p. 7).
Structure and Written Expression
1. PRACTICE WITH WORD CHOICES 5 (p. 176) Objective:
Students describe correct use of “many,” “much,” “few,” and “little.”
a. Tell students to open their books to page 176.
b. Have them look at point 5, Have the words “many,” “much,” “few,” and “little” been used correctly?
c. Go through (A) and (B) as a class.
d. Put the following nouns on the board: people, time, food, students.
e. Ask students which words can be used with each noun, “many” and “few” or
“much” and “little”.
Answer: “Many” and “few” can be used with people and students; “much” and
“little” can be used with time and food.
f. Clarify any doubts students have.
2. Exercise S48 (p. 180) Objective:
Students analyze sentences and determine if “many,” “much,” “few,” and “little” are used correctly.
a. Tell students to turn to page 180.
b. Read the instructions for Exercise S48 aloud.
c. Complete number 1 as a class.
d. Have students complete the exercise in pairs.
e. Check answers as a class.
f. Clarify any doubts students have.
g. Tell students to write down any problems they had with “many,” “much,” “few,” and
“little” in their Learning Logs (p. 11).
3. PRACTICE WITH WORD CHOICES 6 (p. 176, 177) Objective:
Students define and demonstrate correct use of “like,” “alike,” and “unlike.”
a. Tell students to turn to page 176.
b. Have them look at point 6, Have the words “like,” “alike,” and “unlike” been used correctly?
c. Go through (A), (B), and (C) as a class.
d. Write the following fill in the blank sentences on the board:
I want a bracelet ______ that one.
My husband and I are _____ in many ways .
_______ Lindsey, Amy enjoys spending time to herself.
e. Individually, students decide which word (“like,” “alike” or “unlike”) best completes each sentence.
Answers:
I want a bracelet like that one.
My husband and I are alike in many ways.
Unlike Lindsey, Amy actually enjoys spending time to herself.
f. Check answers as a class.
g. Clarify any doubts students have.
4. Exercise S49 (p. 180, 181) Objective:
Students determine if “like,” “alike,” and “unlike” are used correctly.
a. Tell students to turn to page 180.
b. Read the instructions for Exercise S49 aloud.
c. Complete number 1 as a class.
d. Have students complete the exercise in pairs.
e. Check answers as a class.
f. Clarify any doubts students have.
g. Tell students to write down any problems they had with “like,” “alike,” and “unlike”
in their Learning Log (p. 11).
5. PRACTICE WITH WORD CHOICES 7 (p. 177) Objectives:
Students describe correct use of “another,” “the other,” “the others,” and “others.”
Students match each word or phrase to its definition.
a. Tell students to turn to page 177.
b. Give them a few minutes to study point 7, Have the words “another,” “the other,”
“the others,” and “others” been used correctly?
c. Tell students to close their books.
d. Place each word or phrase (A-J) on the floor.
e. Mix the definitions and hand them to different students.
NOTE: You must prepare cards with the words and definitions on them before class.
f. Tell students to match the definition with the correct word.
Example: The others = the rest of the members of a group g. Check answers as a class.
h. Clarify any doubts students have.
6. Exercise S50 (p. 181) Objective:
Students analyze statements and determine if “another,” “the other,” “the others,” and
“others” are used correctly.
a. Tell students to turn to page 181.
b. Read the instructions for Exercise S50 aloud.
c. Complete number 1 as a class.
d. Have students complete the exercise in pairs.
e. Check answers as a class.
f. Clarify any doubts students have.
g. Tell students to write down any problems they had with “another,” “the other,”
“the others,” and “others” in their Learning Logs (p. 12).
7. PRACTICE WITH WORD CHOICES 8 (p. 177, 178) Objective:
Students examine commonly confused words and determine meanings.
a. Tell students to turn to page 177.
b. Have students form groups of three to four students and divide up the words from the list in point 8, Have any of the following words been used incorrectly?
c. Tell each student to look up his/her words in the dictionary.
d. Have students explain their words to the group.
e. Go through the list as a class.
f. Clarify any doubts students have.
8. Exercise S51 (p. 181) Objective:
Students examine statements and select correct word.
a. Tell students to turn to page 181.
b. Read the instructions for Exercise S51 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 words they had trouble with in their Learning Logs (p. 12).
Reading Comprehension
1. Exercises R39-R41 (p.328-333) Objectives:
Students determine whether or not inferences can be made.
Students identify inferences in paragraphs.
Students draw conclusions based on information given.
a. Tell students to open their books to page 328.
b. Read the instructions for Exercise R39 aloud.
c. Go through the example as a class.
d. Have students complete the exercise individually and compare answers with a partner.
e. Check answers as a class.
f. Clarify any doubts students have.
g. Repeat steps b. through f. for Exercises R40 and R41.
h. Tell students to write down any problems they had with inferences in their Learning Logs (p. 16).
Listening Comprehension, Part B
1. CHECK YOUR PROGRESS L46 Mini-test (p. 96, 97) Objective:
Students assess listening comprehension skills and identify weaknesses in areas covered in Exercises L43-L45.
a. Tell students to open their books to page 96.
b. Explain to students that they will take a Mini-test that uses a format similar to that used in Part B of the Listening Comprehension section of 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 L43-L45 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. 7).