Course 2, Progress Check 2
2. Exercises L54-L56 (p.103-106) Objectives:
Students identify the restatement that gives the same information as the spoken statement.
Students identify facts and details in talks or lectures.
a. Tell students to open their books to page 103.
b. Read the instructions for Exercise L54 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. Repeat steps b. through g. for Exercises L55 and L56.
i. Tell students to write down any problems they had with restatements or identifying details in their Learning Logs (p. 8).
Structure and Written Expression
1. PRACTICE WITH CLAUSES (p. 184, 185) Objective:
Students define types of independent and dependent clauses.
a. Tell students to open their books to page 184, PRACTICE WITH CLAUSES.
b. Give students two minutes to study point 1, Is the clause independent?
c. Ask students what an independent clause is. (A complete sentence)
d. Elicit the three different types of independent clauses. (Simple, compound, and complex sentences)
e. Tell students to work with a partner and write one example for each type of independent clause.
f. Monitor as they work and check that their examples are correct.
g. Clarify any doubts students have.
h. Give students two minutes to study point 2, Is the clause dependent?
i. Ask students what a dependent clause is. (It has a subject and verb but is not a complete sentence.)
j. Elicit the three kinds of dependent clauses: (Noun clauses, adjective clauses, and adverb clauses)
k. Divide the class into three groups: noun clauses, adjectives clauses, and adverb clauses.
l. Have each student write an example with the type of clause assigned to his or her group.
m. Monitor as they work and check that their examples are correct.
n. Have students form trios with one student from each group and share their examples.
o. Clarify any doubts students have.
2. Exercises S53 and S54 (p. 185, 186) Objective:
Students identify complete simple and complete complex sentences.
a. Tell students to turn to go to Exercise S53 on page 185.
b. Read the instructions 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. Have students complete the Extended practice.
g. Check answers as a class.
h. Clarify any doubts students have.
i. Repeat steps b. through h. for Exercise S54.
j. Tell students to write down any problems they had with independent or dependent clauses in their Learning Logs (p. 12).
Reading Comprehension
1. Reading Comprehension, Section 3 Practice Test R43 (p. 337-345) Objective:
Students measure progress and identify weaknesses in Reading Comprehension.
a. Explain to students that they will take a final Reading Comprehension Test with the same format as the Reading Comprehension 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 Reading Comprehension 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 3 Practice Test.
e. Tell students to open their books to page 338.
f. Tell them that they will have 55 minutes to complete the test.
g. Tell students to read the directions and examples on page 338.
h. Tell students to begin.
i. Give students 55 minutes to complete the test.
j. Check answers as a class.
k. Clarify any doubts students have.
l. Tell students to enter their correct answer score on page 17 of their Learning Logs and write down any specific problems they had with the Reading Comprehension Practice Test.
m. Tell students to go to page 5, Table 4 and enter their correct answer score for Section 3 of the Section Tests.
n. Tell them to use table 2 on page 4 to convert their score.
o. Monitor and assist students as needed.
p. Have them enter the converted score in Table 4, Section Tests, Section 3.
Listening Comprehension, Part C
1. CHECK YOUR PROGRESS L57 Mini-test (p. 106-108) Objective:
Students assess listening comprehension skills and identify weaknesses in the areas cov-ered in Exercises L52-L56.
a. Tell students to open their books to page 107.
b. Explain to students that they will take a Mini-test that uses a format similar to that used in Part C 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 L52-L56 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 the 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. 8).
Structure and Written Expression
1. PRACTICE WITH NOUN CLAUSES (p. 187, 188) Objective:
Students identify correct use of noun clauses.
a. Tell students to open their books to page 187.
b. Read the definition of a noun clause in point 1, Is the clause a noun clause? aloud.
c. Go through the uses of nouns and noun clauses as a class.
d. Tell students to look at point 2, Is the correct clause marker used?
e. Give them a few minutes to study the clause markers.
f. Go through questions 3-6 on page 188 as a class.
g. Put the following sentence starters on the wall:
i. I thought…
ii. We were all shocked at…
iii. They called her…
iv. …is in Europe.
v. The doctor couldn’t say…
vi. I cannot remember…
vii. He didn’t remember…
viii. The professor taught them…
ix. They had no idea…
x. He didn’t know…
xi. We never realized…
xii. We didn’t know to…
xiii. We couldn’t tell…
NOTE: You must prepare sentence starters before class.
h. Provide each student with one of the following words or phrases:
that, what, when, where, why, who, how many, how much, how, which, whether, whose, whom, if.
i. Have students choose a sentence starter and add a noun clause using the word or words provided to them.
j. Have students exchange sentences with a partner to check for mistakes.
k. Check answers as a class.
l. Clarify any doubts students have.
2. Exercises S55-S58 (p. 189, 190) Objectives:
Students identify noun clauses and their functions.
Students locate the subject and verb in independent clauses and noun clauses.
a. Tell students to turn to page 189.
b. Read the instructions for Exercise S55 aloud.
c. Go through the examples 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 S56, S57, and S58.
h. Tell students to write down any problems they had with noun clauses in their Learning Logs (p. 12).
3. Exercises S59 and S60 (p. 191, 192) Objectives:
Students determine if verbs in noun clauses are used correctly.
Students identify the correct clause marker.
a. Tell students to open their books to page 191.
b. Read the instructions for Exercise S59 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 S60.
h. Tell students to write down any problems they had with verbs in noun clauses or clause markers in their Learning Logs (p. 12).
4. CHECK YOUR PROGRESS S61 Mini-test (p. 192-194) Objective:
Students assess structure skills and identify weaknesses in the areas covered in Exercises S53-S60.
a. Tell students to open their books to page 192.
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 S53-S60 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 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 scores and the items they answered incorrectly in their Learning Logs (p. 12).
Listening Comprehension, Part C
1. PRACTICE WITH INFERENCES (p. 108), Exercises L58-L60 (p. 108-110) Objective:
Students make inferences and conclusions based on the information given.
a. Tell students to open their books to page 108.
b. Read the paragraph after PRACTICE WITH INFERENCES aloud.
c. Tell students to look at Exercise L58.
d. Read the instructions aloud.
e. Go through the example as a class.
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. Repeat steps b. through i. for Exercises L59 and L60.
k. Tell students to write down any problems they had with inferences in their Learning Logs (p. 8).
2. CHECK YOUR PROGRESS L61 Mini-test (p. 110-112) Objective:
Students assess listening comprehension skills and identify weaknesses in the areas covered in Exercises L58-L60.
a. Tell students to open their books to page 110.
b. Explain to students that they will take a Mini-test that uses a format similar to that used in Part C 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 L58-L60 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. 8).
Structure and Written Expression
1. PRACTICE WITH ADJECTIVE CLAUSES 1-3 (p. 194-196) Objective:
Students identify correct use of adjective clauses.
a. Tell students to open their books to page 194, PRACTICE WITH ADJECTIVE CLAUSES.
b. Give them one minute to read point 1, Is the clause an adjective clause?
individually.
c. Tell students to work with a partner and list three characteristics of an adjective clause. (It has a subject and a verb. It is a dependent clause and therefore, does not form a complete sentence. It is used like an adjective.)
d. Give students two minutes to read point 2, Is the correct clause marker used?
individually.
e. Elicit examples of clause markers used with adjective clauses and write a few in the board.
f. Provide each student with one of the following incorrect sentences:
i. The boy whose lives next door is my friend.
ii. The teacher, whom house is on fire, needs to be called.
iii. The TV who I bought is broken.
iv. That was the month whose he started college.
v. They made a deal which his father would pay for the car before December.
vi. The woman whose we met is the new teacher.
vii. The college who I studied is now a major university.
viii. He studied a major that there are no job opportunities.
ix. Amy was the professor for whom she was referring.
x. The car when we bought was used.
xi. Crossing Siberia, that temperatures reach well below freezing, is a difficult journey on foot.
xii. Diabetes, whose is a serious disease, can be treated successfully.
NOTE: You must prepare these sentences before class.
g. Have students work in groups of three to find the clause marker mistake and correctly write the sentences.
h. Monitor each group closely to make sure the correct clause marker is being used.
Answers:
i. The boy who/that lives next door is my friend.
ii. The teacher, whose house is on fire, needs to be called.
iii. The TV that I bought is broken.
iv. That was the month in which he started college.
v. They made a deal whereby his father would pay for the car before December.
vi. The woman who/that we met is the new teacher.
vii. The college where I studied is now a major university.
viii. He studied a major for which there are no job opportunities.
ix. Amy was the professor to whom she was referring.
x. The car that we bought was used.
xi. Crossing Siberia, where temperatures reach well below freezing, is a difficult journey on foot.
xii. Diabetes, which is a serious disease, can be treated successfully.
i. If time allows, have groups exchange incorrect sentences and repeat the activity.
j. Read point 3, Is the clause marker in the correct position? aloud.
k. Tell students to work with a partner and write four sentences with adjective clauses, one each with the relative pronouns as the subject, object, object of the preposition, and adverb.
l. Check that they are using the relative pronouns correctly.
m. Ask students if they have any final questions about clause markers or their position.
n. Clarify any remaining doubts students have about clause markers.
2. Exercises S62-S65 (p. 197-199) Objectives:
Students locate clause markers and adjective clauses.
Students use clause markers correctly.
a. Tell students to turn to page 197.
b. Read the instructions for Exercise S62 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 S63.
h. Read the instructions for Exercise S64 aloud.
i. Go through the example as a class.
j. Have students complete the exercise individually.
k. Tell students to work with a partner to correct the clause markers that are incorrect.
l. Check answers as a class.
m. Clarify any doubts students have.
n. Repeat steps b. through f. for Exercise S65.
o. Tell students to write down any problems they had with adjective clauses and clause markers in their Learning Logs (p. 12).