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 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 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 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 that they do additional optional exercises that were not covered in class.
Reading Comprehension
1. PRACTICE WITH MAIN IDEAS (p. 290) Objective:
Students identify different ways that questions concerning the main idea of a passage are phrased 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 first sentence? (No)
Where else can it be? (It can be anywhere in the passage, or not stated at all, only implied.)
e. Clarify any doubts students have.
2. Exercises R22-R24 (p. 291-296) Objective:
Students analyze and identify the main ideas in reading passages.
a. Tell students to turn to page 291.
b. Read the instructions for Exercise R22 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 b. through g. for Exercises R23 and R24.
i. Tell students to write down any problems they had analyzing or identifying the main ideas in reading passages in their Learning Logs (p. 15).
Listening Comprehension, Part A
1. PRACTICE WITH REMEMBERING DETAILS (p. 71, 72) Objective:
Students identify strategies for remembering details.
a. Tell students to open their books to page 71.
b. Read PRACTICE WITH REMEMBERING DETAILS on page 71 aloud.
c. Go through the strategies on page 72 as a class.
d. Clarify any doubts students have.
2. Exercises L23 and L24 (p. 72-74) Objective:
Students identify details in short conversations.
a. Tell students to turn to page 72.
b. Read the instructions for Exercise L23 aloud.
c. Go through the example as a class.
d. Confirm that students understand the instructions.
e. Play the listening once.
f. Check answers as a class.
g. Replay the listening to review any problem areas.
h. Repeat b. through g. for Exercise L24.
i. Tell students to write down specific words or ideas that they had trouble understanding in their Learning Logs (p. 6).
Reading Comprehension
1. CHECK YOUR PROGRESS R25 Mini-test (p. 296-298) Objective:
Students assess reading comprehension skills and identify weaknesses in the areas covered in Exercises R22-R24.
a. Tell students to open their books to page 296.
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 not they have mastered the material covered in Exercises R22-R24 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. Tell students that they will have 15 minutes to complete the Mini-test.
f. Read the directions and example aloud as you would when administering the TOEFL® Test.
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 in their Learning Logs (p. 15).
Listening Comprehension, Part A
1. PRACTICE WITH UNDERSTANDING MEANING FROM CONTEXT (p. 74) Objective:
Students identify strategies for understanding meaning from context.
a. Tell students to open their books to page 74.
b. Go through the strategies on page 74 for understanding meaning from context as a class.
c. Clarify any doubts students have.
2. Exercises L25- L27 (p. 74-76) Objectives:
Students determine the purpose of a conversation.
Students infer the meaning of responses in spoken conversations.
Students identify what people in a conversation are doing.
a. Read the instructions for Exercise L25 aloud.
b. Go through the example as a class.
c. Confirm that students understand the instructions.
d. Play the listening once.
e. Check answers as a class.
f. Replay the listening to review any problem areas.
g. Repeat steps a. through f. for Exercises L26 and L27.
h. Tell students to write down specific words or ideas that they had trouble understanding in their Learning Logs (p. 6).
Structure and Written Expression
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 specific verbs they had trouble identifying in their Learning Logs (p. 10).
Reading Comprehension
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 definition of a referent from students.
f. Clarify any doubts students have.
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 Learning Logs (p. 15).
Listening Comprehension, Part A
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 specific words or ideas that they had trouble understanding in their Learning Logs (p. 6).
Structure and Written Expression
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 first 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.”
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 used correctly? 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.
4. Exercise S28 (p. 160) Objective:
Students analyze sentences and identify whether or not verb tense is correct according to context.
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 Learning Logs (p. 10).