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 19.
b. Read the questions aloud:
As you get closer to taking your TOEFL® ITP test, which area (Listening
Comprehension, Structure and Written Expression, or Reading Comprehension) do you feel the most confident in?
Which area do you feel you still need to improve in?
What specific things within this area do you need to work on the most before taking the TOEFL® ITP?
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. 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.
Structure and Written Expression
1. PRACTICE WITH ADJECTIVE CLAUSES 4-7 (p. 196, 197) Objective:
Students identify correct use of adjective clauses.
a. Tell students to open their books to page 196, point 4, Is the clause marker missing?
b. Give then a few minutes to read through points (A) to (F) individually.
c. Ask students when the clause marker (relative pronoun) cannot be omitted.
Answer: If it is the subject of the adjective clause, if it is “whose,” “where,” or
“whereby.”
d. Put the following sentences on the board:
i. The kids that stole the candy were punished.
ii. The watch that I lost was found yesterday.
iii. The lady whose house burnt down was interviewed on the local news.
iv. That was the night when we all sang karaoke.
e. Ask students which of the clause markers (relative pronouns) can be omitted.
Answer: Sentences 2 and 4. In sentence 1, the clause marker is the subject of the adjective clause, and in sentence 3 it is “whose.”
f. Read point 5, Does the adjective clause have a subject and a verb? aloud.
g. Tell students to look back at (A) to (C) in point 4, Is the clause marker missing? and notice the subject and verb in each adjective clause.
h. Read point 6, Is the independent clause that contains the adjective clause complete? aloud.
i. Tell students to look back at (D) to (F) in point 4, Is the clause marker missing? and identify the subject and verb in the independent clauses. Answers: (D): S=The man, V=teaches; (E): S=That, V=was; (F): S=That, The factory, V=is (‘s), devised j. Read point 7, Does the verb of the adjective clause agree with the verb of the
independent clause? aloud.
k. Ask students if they have any final questions about the use of clause markers or adjective clauses.
l. Clarify any doubts students have.
2. Exercises S66 and S67 (p. 199, 200) Objectives:
Students locate the subject and verb in adjective clauses.
Students determine whether or not verbs are used correctly in adjective clauses.
a. Tell students to turn to page 199.
b. Read the instructions for Exercise S66 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. Repeat steps b. through f. for Exercise S67.
h. Tell students to write down any problems they had with clause markers and adjective clauses in their Learning Logs (p. 12).
3. PRACTICE WITH REDUCED ADJECTIVE CLAUSES 1 (p. 201) Objective:
Students distinguish between an adjective clause and an adjective phrase.
a. Tell students to open their books to page 201.
b. Go through point 1, Is the phrase a reduced adjective clause? as a class.
c. Draw students’ attention to the fact that in an adjective phrase the clause marker and the aux-words and/or “be” verbs are omitted.
d. Tell each student to write two sentences containing adjective clauses. Remind them that they can use page 201 as a reference.
e. Monitor as they work and check that their sentences are correct.
f. Tell students to exchange their sentences with a partner and reduce the adjective clauses to adjective phrases.
g. Have them check answers with their partner.
h. Check answers as a class.
i. Clarify any doubts students have.
4. Exercises S68 and S69 (p. 203, 204) Objectives:
Students locate adjective phrases.
Students identify adjective phrases and clauses.
a. Tell students to turn to page 203.
b. Read the instructions for Exercise S68 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. Tell students to work with a partner and change the adjective phrases into adjective clauses.
g. Check answers as a class.
h. Clarify any doubts students have.
i. Repeat steps b. through e. for Exercise S69.
j. Tell students to write down any problems they had with adjective phrases in their Learning Logs (p. 13).
5. PRACTICE WITH REDUCED ADJECTIVE CLAUSES 2 and 3 (p. 201, 202) Objective:
Students identify correct use of adjective phrases.
a. Tell students to turn to page 201.
b. Go through point 2, Is the verb form in the phrase correct? as a class.
c. Ask students if they have any questions about when the verb in the phrase should use –ing form and when it should use –ed form.
d. Divide the students into groups of four students.
e. Provide each group with four of the following sentences:
i. The school which offers study abroad is rather expensive.
ii. Cars that run on bio-fuels are more environmentally friendly.
iii. The professor who is administering the exam has found an error on it.
iv. The FBI agent who was finalizing the case has discovered a new lead.
v. The rare bird that was spotted in the jungle is nowhere to be seen.
vi. They only buy cars that are assembled in Japan.
vii. The trip that has been planned for Europe is cancelled.
viii. The accountant who was supervising the expense budget made a serious mistake.
ix. People that are living in poor countries face dire circumstances.
x. College students that frequently study in the library tend to score higher on exams.
xi. The university that has been recently built outside of town doesn’t have sufficient funds to finish the parking lot.
xii. The air-conditioning system that failed to cool the entire building was replaced.
xiii. Eco-friendly automobiles that replaced the outdated models are somewhat cheap.
xiv. Many fashion conscious women only wear clothing that is bought in Paris.
xv. The light that shines on the indoor garden is too bright.
xvi. The man who is managing the company has been sick for weeks.
NOTE: You must prepare the sentences before class.
e. Have each group discuss and reduce each adjective clause.
f. Have each group write the new sentences with reduced adjective clauses.
g. Have groups exchange sentences and check for mistakes.
h. Monitor as they work and check that they reduced the adjective clauses correctly.
Answers:
i. The school offering study abroad is rather expensive.
ii. Cars running on bio-fuels are more environmentally friendly.
iii. The professor administering the exam has found an error on it.
iv. The FBI agent finalizing the case has discovered a new lead.
v. The rare bird spotted in the jungle is nowhere to be seen.
vi. They only buy cars assembled in Japan.
vii. The trip planned for Europe is cancelled.
viii. The accountant supervising the expense budget made a serious mistake.
ix. People living in poor countries face dire circumstances.
x. College students frequently studying in the library tend to score higher on exams.
xi. The university recently built outside of town doesn’t have sufficient funds to finish the parking lot.
xii. The air-conditioning system failing to cool the entire building was replaced.
xiii. Eco-friendly automobiles replacing the outdated models are somewhat cheap.
xiv. Many fashion conscious women only wear clothing bought in Paris.
xv. The light shining on the indoor garden is too bright.
xvi. The man managing the company has been sick for weeks.
i. Invite a few volunteers to share their sentences on the whiteboard.
j. Give students a few minutes to read through point 3, Is the phrase correct?
k. Elicit the conditions under which an adjective clause cannot be reduced.
Answer: When the clause marker is in the object position, when the adjective clause begins with “whose,” and when the clause marker takes the adverb position.
l. Clarify any doubts students have.
6. Exercises S70 and S71 (p. 204, 205) Objectives:
Students recognize whether or not clauses can be reduced.
Students determine whether or not verb form is correct in adjective phrases.
a. Tell students to turn to page 204.
b. Read the instructions for Exercise S70 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. Repeat steps b. through f. for Exercise S71.
h. Tell students to write down any problems they had with reduced adjective clauses in their Learning Logs (p. 13).
7. PRACTICE WITH ADVERB CLAUSES 1-3 (p. 207-209) Objective:
Students identify correct use of adverb clauses.
a. Tell students to open their books to page 207.
b. Have students read PRACTICE WITH ADVERB CLAUSES point 1, Is the clause an adverb clause?
c. Elicit the characteristics of an adverb clause. (It is a dependent clause with a
subject and verb. It may occur at the beginning of a sentence before the independent cause, or at the end of the sentence after the independent clause.)
d. Give students a few minutes to study point 2, Is the correct clause marker used?
e. Clarify any doubts they have.
f. Go through point 3, Is the clause marker missing? as a class.
g. Tell students to write an example from each point (A-H).
h. Have them exchange and check sentences with a partner.
i. Invite volunteers to write some examples on the board.
j. Clarify any doubts students have.
8. Exercises S73- S75 (p. 211-212) Objectives:
Students locate and identify adverb clauses.
Students locate the subjects and verbs of adverb clauses.
a. Tell students to turn to page 211.
b. Read the instructions for Exercise S73 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. Repeat steps b. through f. for Exercises S74 and S75.
h. Tell students to write down any problems they had with adverb clauses in their Learning Logs (p. 13).
i. Let students know that if they need extra practice with adverb clauses they should study points 4, 5, and 6 on pages 209 and 210 and complete Exercises S76 and S77 on their own.
9. Structure and Written Expression, Section 2 Practice Test S99 (p. 235-241) Objective:
Students measure progress and identify weaknesses in Structure and Written Expression.
a. Explain to students that they will take a final Structure and Written Expression Test with the same format as the Structure and Written Expression section of the TOEFL® Test.
b. Tell students that the purpose of the test is to determine whether or not they have mastered the material covered in the Structure and Written Expression exercises and in which areas they need more practice.
c. Maintain the same testing conditions that would be experienced during the actual TOEFL® Test.
d. Tell students to turn to page 21 in their Learning Logs. This is the answer sheet they will use for the Section 2 Practice Test.
e. Tell students to open their books to page 236.
f. Tell them that they will have 25 minutes to complete the test.
g. Tell students to read the directions and example on page 236.
h. Tell students to begin.
i. Give students 25 minutes to complete the test.
j. Check answers as a class.
k. Clarify any doubts students have.
l. Tell students to enter the correct answer score on page 13 of their Learning Logs and write down any specific problems they had with the Structure and Written Expression