PRACTICE WITH VARIOUS STRUCTURES 5 (p. 57) Objective:

Students identify different ways of expressing causes and results.

a. Tell students to open their books to page 57.

b. Have them look at point 5, Ways of expressing causes and results.

c. Read each example aloud and ask a question to check comprehension.

EXAMPLE: After the first sentence, ask students, “Why did they leave?”

d. Clarify any doubts students have.

2. Exercise L20 (p. 65, 66) Objective:

Students identify causes and results in statements and conversations.

a. Tell students to turn to page 65.

b. Read the instructions for Exercise L20, Practice with statements, aloud.

c. Confirm that students understand the example before you begin the listening.

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 Practice with conversations (p. 65, 66) and Practice with TOEFL-like conversations (p. 66).

h. Tell students to write down any specific sentences they had trouble understanding in their Learning Logs (p. 5).

3. PRACTICE WITH VARIOUS STRUCTURES 6-9 (p. 57, 58) Objective:

Students explain and exemplify reflexive pronouns.

Students distinguish between verb + infinitive and verb + gerund.

Students distinguish between “used to” and “be used to.”

Students explain and exemplify “was to have.”

a. Tell students to turn to page 57.

b. Read the examples for point 6, Reflexive pronouns.

c. Tell students to think of an example of their own.

d. Call on volunteers to share their examples.

e. Check that they are using the structures correctly.

f. Repeat steps b. through e. for the remaining structures (points 7, 8, and 9).

g. Clarify any doubts students have.

4. Exercise L21 (p. 67, 68) Objective:

Students explain and exemplify reflexive pronouns.

Students distinguish between verb + infinitive and verb + gerund.

Students distinguish between “used to” and “be used to.”

Students explain and exemplify “was to have.”

a. Tell students to turn to page 67.

b. Read the instructions for Exercise L21, Practice with statements, aloud.

c. Confirm that students understand the example before you begin the listening.

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 Practice with conversations (p. 67) and Practice with TOEFL-like conversations (p. 68).

h. Clarify any doubts students have.

i. Tell students to write down any specific structures or sentences they had trouble understanding in their Learning Logs (p. 6).

Structure and Written Expression

1. PRACTICE WITH SUBJECTS 4 (p. 141, 142) Objectives:

Students identify correct use of “it” and “there” as subjects.

Students differentiate “it” as a subject from “it” as a pronoun.

Students distinguish between “there” as a subject” and “there” as an adverb.

a. Tell students to open their books to page 141.

b. Give students five minutes to study point 4, Have “it” and “there” been used correctly? on pages 141, 142.

c. Go through (A) as a class and draw students’ attention to the subjects and verbs in each example.

d. Tell students to look at (B) and (C) on page 142.

e. Ask students to identify the subjects and verbs in the examples.

f. Clarify any doubts students have.

2. Exercises S21-S23 (p. 145-147) Objectives:

Students identify correct use of “it” and “there” as subjects.

Students differentiate “it” as a subject from “it” as a pronoun.

Students distinguish between “there” as a subject” and “there” as an adverb.

a. Tell students to turn to page 145.

b. Read the instructions for Exercise S21 aloud.

c. Complete number 1 as a class.

d. Have students complete the exercise individually and compare their answers with a partner.

e. Check answers as a class.

f. Clarify any doubts students have.

g. Repeat steps b. through f. for Exercise S22.

h. Read the instructions for Exercise S23 aloud.

i. Go through the example as a class.

j. Have students complete the exercise individually.

k. Check answers as a class.

l. Clarify any doubts students have.

m. Tell students to write down any specific problems they had with “it” and “there”

as subjects in their Learning Logs (p. 10).

Reading Comprehension

1. CHECK YOUR PROGRESS R21 Mini-test (p. 286-290) Objective:

Students assess reading comprehension skills and identify weaknesses in the areas cov-ered in Exercises R1-R20.

a. Tell students to open their books to page 286.

b. Explain to students that they will take a Mini-test that uses a format similar to the one 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 R1-R20 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 25 minutes to complete the Mini-test.

f. Read the directions and example aloud as you would when administering the TOEFL® Test.

g. Give students 25 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. CHECK YOUR PROGRESS L22 Mini-test (p. 68-71) Objective:

Students assess listening comprehension skills and identify weaknesses in the areas cov-ered in Exercises L16-L21.

a. Tell students to open their books to page 68.

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 L16-L21 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).

Structure and Written Expression

1. CHECK YOUR PROGRESS, S24 Mini-test (p. 147, 148) Objective:

Students assess structure and written expression skills and identify weaknesses in the areas covered in Exercises S17-S23.

a. Tell students to open their books to page 147.

b. Explain to students that they will take a Mini-test that uses the same format as questions 1-15, 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 S17-S23 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. 10).

2. CHECK YOUR PROGRESS, S25 Mini-test (p. 149-151) Objective:

Students assess structure and written expression skills and identify weaknesses in the areas covered in Exercises S1-S24.

a. Tell students to open their books to page 149.

b. Explain to students that they will take a Mini-test that uses the same format as questions 16-40, the Written Expression 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 S1-S24 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. 10).