TOEFL Teachers Notes

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Introduction

Course 1

Orientation Diagnostic Test Progress Check 1 Progress Check 2 Practice Test 1 Progress Check 3

Course 2

Progress Check 1 Progress Check 2 Section 3 Practice Test Section 1 Practice Test Progress Check 3 Section 2 Practice Test Practice Test 2 Program reflection

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The Harmon Hall TOEFL® Preparation Program Teacher’s Notes provide you with guidelines for all of the exercises and practice tests in the TOEFL® Preparation Program. Following the Teacher’s Notes ensures that all students in the Harmon Hall TOEFL® Preparation Program receive the same quality instruction and opportunity for success on the TOEFL® ITP.

How to use the Teacher’s Notes

The Teacher’s Notes are designed to be flexible, depending on the frequency of the course being given. When planning TOEFL® Preparation classes, you must use the Teacher’s Notes in conjunction with the class outlines and planners for each frequency. The class outlines include the content of each day, and the class planners provide detailed information about the suggested timing for all activities, as well as homework assignments.

General teaching tips for the TOEFL® Preparation Program

 When you administer the TOEFL-format tests, you must provide the same conditions that the students will experience during the actual tests. This gives students valuable practice in managing the test-taking situation.

 In skills-building Listening exercises, pause the CD after each question if students need more time to answer or if the questions require a written answer. In this case, the objective is to improve skills in a certain aspect of listening comprehension, rather than answer in a TOEFL-like format.

 Remember that it is more important for students to thoroughly understand the fundamental structures (e.g., articles, simple subject and verb agreement) than to spend too much time concentrating on more complex structures that may not occur on any particular test. Keep this in mind when allocating class time .

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Orientation

1. Ice-breaker

Objectives:

Students get to know their classmates.

Students state reasons for taking the TOEFL® Preparation Program.

a. Tell students to open their Learning Logs to the Self-reflection on page 3. b. Tell students to take a few minutes to answer the questions.

c. Then, have students stand and find a partner. d. Have them introduce themselves.

e. Tell students to ask and answer the questions for I. Listening Comprehension. f. Give them one minute, then, tell them to find a new partner and introduce

themselves.

g. Repeat steps e. and f. for II. Structure and Written Expression, III. Reading

Comprehension, and IV. Why did you decide to take the TOEFL® Preparation Program?

h. Have students sit, and ask for volunteers to introduce one of their classmates and tell the class why s/he is taking the TOEFL® Preparation Program.

2. Explain the purpose and main features of the program

Objectives:

Students explain the purpose of the TOEFL® Preparation Program. Students list the main features of the TOEFL® Preparation Program.

a. Explain to students that the main objective of the TOEFL® Preparation Program is to raise students’ total score on the TOEFL® ITP exam.

b. Let them know the following:

 There is no grade given by the teacher in the program.

 “Success” in this program will be measured on an individual basis in two ways: o Externally, by comparing a previous TOEFL® ITP score to an exit TOEFL®

ITP score.

o Internally, by comparing performance on the Diagnostic Test to performance on Practice Tests 1 and 2.

c. Tell them that the main features of the program are as follows:

 Extensive practice in all three sections of the test: Listening Comprehension, Structure and Written Expression, and Reading Comprehension.

 A Diagnostic Test at the beginning of the program.

 Periodic progress checks and Mini-tests throughout the program.

 Two complete Practice Tests, one at the end of Course 1 and one at the end of Course 2.

 A Learning Log for them to track their progress and set study priorities throughout the program.

d. Clarify any doubts about the features of the program.

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3. Present the Outline

Objectives:

Students describe the distribution of content.

Students state when the Diagnostic Test, Progress Checks, Mini-tests, and Practice Tests will occur.

a. Give each student a copy of the TOEFL® Preparation Program Outline (Courses 1 and 2). b. Give them a minute to identify when the following things take place:

 Diagnostic Test  Progress Checks  Mini-tests

 Section Practice Tests  Practice Tests 1 and 2

c. Have students underline or highlight each element on their outline.

d. Tell them to follow the outline so that they know what they will be practicing each day and they know when to prepare for tests.

e. Ask students if they have any questions about the distribution of content or the timing of the Diagnostic/Practice Tests.

4. Explain the TOEFL® Learning Log

Objective:

Students explain the purpose and importance of the Learning Log.

a. Explain the following about the TOEFL® Learning Log:

 The Learning Log is a place for students to track their progress in specific skill areas throughout the program.

 It serves as a record of performance, helping students set priorities for studying and extra practice.

 They will use the Learning Log each day to write down problem areas and reflect on their strengths and weaknesses.

b. Give students a minute to look through the Learning Log. c. Ask if they have any questions about the content.

d. Tell students to discuss the benefits of the Learning Log with a partner. e. Call on students to share their ideas.

Diagnostic Test

1. Listening Comprehension, Section 1 (p. 9-14)

Objective:

Students assess current Listening Comprehension skills.

a. Explain to students that they will take a full Diagnostic TOEFL® Test to assess their skills and give them an idea of what they would score if they took the official TOEFL® today.

b. Tell them that today they will complete the Listening Comprehension section of the Diagnostic Test.

c. Have students turn to the answer sheet on page 20 of their Learning Logs. This is the answer sheet they will use for the Diagnostic Test.

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e. Administer the Diagnostic Test, just as you would an actual TOEFL® Test. The formats of the Diagnostic Test are the same as for the TOEFL®.

f. Tell students to open their books to page 9. g. Say the following*:

“The first section of the test is Listening Comprehension. All the directions for this section are given on the recording you will hear in a moment. I will begin the recording now.”

h. Start the recording.

i. Walk around the room and monitor as students work. j. Turn off the recording at the end of Part C as indicated. k. Say the following*:

“Stop work on Section 1.”

l. Check answers for Section 1 as a class.

m. Tell students to turn to page 5, Table 4 and write down their correct answer scores for Section 1 of the Diagnostic Test.

* All dialogs are taken directly from Test Administration Procedures, TOEFL ® ITP

Assessment Series.

Diagnostic Test

2. Structure and Written Expression, Section 2 (p. 15-19)

Objective:

Students assess current Structure and Written Expression skills.

a. Tell students that they will now complete the Structure and Written Expression section of the Diagnostic Test.

b. Have students turn to the answer sheet on page 20 of their Learning Logs. Administer the Structure and Written Expression section just as you would in an actual TOEFL® Test. The formats of the Diagnostic Test are the same as for the TOEFL®.

c. Tell students to open their books to page 15. d. Say the following*:

“During the next 25 minutes you will work only on Section 2. You may not read or work on any other section at this time. Turn to Section 2 on page 15. The number 2 is printed across the top of each page in this section. Now read the directions for Section 2 and begin work.”

e. Check the exact time on the clock. f. After 25 minutes, say*:

“Stop work on Section 2.”

g. Check answers for Section 2 as a class.

h. Tell students to turn to page 5, Table 4 and write down their correct answer scores for Section 2 of the Diagnostic Test.

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Diagnostic Test

3. Reading Comprehension, Section 3 (p. 20-28)

Objective:

Students assess current Reading Comprehension skills.

a. Tell students that today they will complete the Reading Comprehension section of the Diagnostic Test.

b. Have students turn to the answer sheet on page 20 of their Learning Logs. c. Administer the Reading Comprehension section just as you would in an actual

TOEFL® Test. The formats of the Diagnostic Test are the same as for the TOEFL®. d. Tell students to open their books to page 20.

e. Say the following*:

“You will have 55 minutes to work on Section 3 only. You may not read or work on any other section during this time. Turn to Section 3 on page 20. The number 3 appears across the top of each page. Now read the directions for Section 3 and begin work.”

f. Check the exact time on the clock. g. After 50 minutes, announce*:

“You will have 5 minutes to complete this test.” h. After the complete 55 minutes, say*:

“Stop work and put your pencil down.” i. Check answers for Section 3 as a class.

j. Tell students to go to page 5, Table 4 and enter their correct answer score for Section 3 of the Diagnostic Test.

k. Tell them to use table 2 on page 4 to convert their score. l. Monitor and assist students as needed.

m. Have them enter the converted scores in Table 4, Diagnostic Test.

Assessment Series

4. Review diagnostic scores

Objectives:

Students examine Diagnostic Test scores and determine their current skills. Students set goals for the course.

Students identify specific exercises to focus on according to their Diagnostic results.

a. Tell student to turn to page 4 in their Learning Logs and read the questions aloud:

 What do you think of your Diagnostic score? Is it higher or lower than you expected?

 In which areas would you like to focus on the most in this program?

 What is your goal for the end of the program? What scores would you like to get in each section?

 What specific things do you think you need to do in order to reach those goals?

b. Give students a few minutes to reflect on the questions individually and write their thoughts down in the space provided.

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c. Tell students that the results on their Diagnostic Test will help them set goals for the program and prioritize their study time.

d. Tell them to open their books to page 424, the Answer Keys section.

e. Show students how to use the Answer Key for the Diagnostic Test to direct them to practice exercises.

f. Let students know that most of the exercises will be covered in class, but that they should focus more on certain exercises depending on the results of their Diagnostic Test.

g. Tell them to make a list of exercises they should focus on in the chart provided on page 4 of their Learning Logs.

h. While they work, go around the room and spend 1-2 minutes with each student individually discussing the reflection questions.

Listening Comprehension, Part A

1. PART A SHORT CONVERSATIONS (p. 29)

Objective:

Students describe the test format for Listening Comprehension, Part A.

a. Tell students to open their books to page 29.

b. Have students read PART A SHORT CONVERSATIONS individually. c. Ask the following questions to confirm they understand the structure:

 How many people will you hear in each conversation? (2)

 What will you hear after each short conversation? (A question about what was

stated or implied)

 How many times will you hear the conversation? (1)

 How many options will you have to choose from? (4)

 How long will you have to make your choice? (12 seconds)

2. STRATEGIES TO USE FOR LISTENING COMPREHENSION, Part A (p. 29-31)

Objective:

Students explain strategies used for Listening Comprehension, Part A.

a. Tell students to look at STRATEGIES TO USE FOR LISTENING COMPREHENSION, PART A on page 29.

b. Explain to students that there are test-taking strategies for each section of the test that will help them maximize their score.

NOTE: For Listening Comprehension, Part A, there are eight general strategies that they should keep in mind.

c. Read the title of the first strategy, “Concentrate on the conversation,” on page 29 aloud and ask students what they think it means.

d. Elicit ideas.

e. Then, read the description of the strategy aloud and check comprehension. f. Clarify any doubts students have.

g. Repeat steps c. through f. for the remaining strategies.

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3. PRACTICE WITH SOUNDS, Exercises L1-L7 (p. 31-37)

Objectives:

Students develop skills for understanding words that sound similar. Students develop skills for understanding intonation.

Students develop skills for understanding words that sound the same as other words but have different meanings.

Students develop skills for understanding the correct meaning of words that have several different meanings.

a. Tell students to turn to page 31.

b. Read the instructions for Exercise L1 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 L2-L7.

h. Tell students to write down specific words or sounds that they have trouble identifying in their Learning Logs (p. 5).

Structure and Written Expression

1. Structure and Written Expression descriptions (p. 120)

Objective:

Students describe the test format for the Structure and Written Expression section.

b. Have students read the description of the Structure part of the test. c. Ask the following questions to confirm they understand the types of

questions they will find in the Structure section:

 What kinds of questions are in this section? (Incomplete sentences)

 What do you need to decide for each question? (Which of four options

makes a grammatically complete sentence)  How many items are in this section? (15)

 How much time do you have to complete each item? (No more than 40

seconds)

d. Clarify any doubts students have.

e. Tell them to read the next paragraph about Written Expression. f. Ask the following questions to confirm they understand the types of

questions they will find in the Written Expression section:

 What kinds of questions are in this section? (Each sentence has four words

or phrases underlined and labeled, with one of the underlined choices containing an error.)

 How many items are in this section? (25)

 How much time do you have to complete each item? (No more than 40

seconds)

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2. STRATEGIES TO USE FOR STRUCTURE AND WRITTEN EXPRESSION (p. 120-122)

Objective:

Students explain strategies used for Structure and Written Expression.

a. Tell students to look at STRATEGIES TO USE FOR STRUCTURE AND WRITTEN EXPRESSION on page 120.

b. Explain to students that for Structure and Written Expression, there are five general strategies that they should keep in mind, as well as three specific strategies for each part (three for Structure and three for Written Expression). c. Read the title of the first strategy, “Remember that you are looking for standard

written English,” on page 120 aloud and ask students what they think it means.

d. Elicit ideas.

e. Read the description of the strategy aloud and check comprehension. f. Repeat steps c. through e. for the remaining strategies.

g. Let them know that they will practice these strategies throughout the course. 3. PRACTICE WITH NOUNS 1 (p. 122)

Objective:

Students distinguish between count and non-count nouns.

b. Have students find a partner and quickly define count and non-count nouns. Give them one minute.

c. Elicit answers.

d. Have students read point 1, What kind of noun is it? Is it count or noncount? on page 122 individually.

e. Place the following count and non-count nouns on the wall or floor: Count: word,

remark, bottle, award, candidate, item, technique, package, profession, teenager

Non-count: anger, honesty, furniture, warmth, leisure, education, courage, progress,

equipment, research

NOTE: You must prepare cards with the nouns before class.

f. Tell students to work in pairs and categorize the nouns as count or non-count. g. Check answers as a class.

h. Make two columns on the board and elicit additional examples of both count and non-count nouns.

i. Clarify any doubts students have. 4. Exercise S1 (p. 124)

Objective:

Students classify count and non-count nouns.

b. Read the instructions for Exercise S1 aloud. c. Go through the example as class.

d. Have students complete the exercise in pairs. e. Check the answers as a class.

f. Ask students which nouns from the exercise can be either count or non-count (2,

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g. Assign a word (glass, hair, or fruits) to each pair and have them write a sentence using the noun in both ways.

h. Ask for volunteers to share their sentences and check that they are using the nouns correctly.

i. Tell students to make note of any problems they had with count and non-count nouns in their Learning Logs (p. 9).

Structure and Written Expression

1. PRACTICE WITH NOUNS 2-5 (p. 122, 123)

Objectives:

Students define and list quantifiers.

Students identify and classify quantifiers used with count and non-count nouns. Students exemplify correct noun form.

a. Tell students to open their books to page 122. b. Ask students what a quantifier is.

c. Elicit examples of quantifiers.

d. Give students 3 minutes to look for the meaning in their dictionaries of any unknown quantifiers listed.

e. Go through the four different types of quantifiers (A, B, C and D) described in point 2, Is there a quantifier with the noun that can be used to identify the nature of

the noun? as a class.

f. Divide the class into two teams. The teacher provides a quantifier. (Enough, some,

any, lots of, much, several, another)

g. Tell students that they must discuss the quantifier and invent a sentence

together as a team. One team member quickly writes the sentence on the board. h. Review the sentences as a class. The team that correctly writes a sentence first is

the winner.

i. Clarify any doubts students have.

j. Give students a few minutes to read point 3, Is the form of the noun correct? on page 123 individually.

k. Choose a random noun from each category (A to G). Write the nouns on the board.

l. Have students close their books.

m. Tell students to work with a partner and write sentences using each word. n. Ask a few students to read their sentences to the class.

o. Clarify any doubts students have.

p. Tell students to use page 123 as a reference as needed.

q. Read point 4, Is the noun used in a noun position? on page 124 aloud. r. Write the word “book” on the board.

s. Tell students to write one sentence each with “book” as a subject, a complement, and an object.

t. The first student to write three correct sentences wins and shares his/her sentences with the class.

u. Clarify any doubts students have about the position of nouns. v. Read point 5, Is the correct form of the word used? aloud.

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x. Tell students that they can use the chart on page 171 as a reference for word forms and their endings.

y. Provide each pair of students with one of the following words: produce, organize,

medicine, lust, know, incite, grace, fresh.

z. Tell students to use their dictionaries to find various forms of the word. aa. Have students work in pairs and write a sentence for each new word form. ab. Have students exchange sentences and check for mistakes.

ac. Invite one or two volunteers to share their sentences on the whiteboard. ad. Check that the words are used correctly.

ae. Clarify any final doubts students have about nouns. 2. Exercises S2-S5 (p. 125-127)

Objectives:

Students identify and write correct form of plural and singular nouns. Students analyze sentences and write correct noun form.

a. Tell students to turn to page 125. b. Read the instructions Exercise S2 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. Repeat steps b. through g. for Exercises S3-S5.

NOTE: For Exercises S3 and S5, have students do the Extended practice.

i. Tell students to write down any nouns they had problems with in their Learning Logs (p. 9).

Reading Comprehension

1. Reading Comprehension description (p. 242)

Objective:

Students describe the test format for the Reading Comprehension section.

b. Have students read the first paragraph on the page that describes the Reading Comprehension section of the test.

c. Elicit information about what they read.

d. Make sure students understand that in the Reading Comprehension section they will read passages, then answer multiple questions about what they read.

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2. STRATEGIES TO USE FOR BUILDING VOCABULARY AND READING FLUENCY, STRATEGIES TO USE FOR BUILDING VOCABULARY, and STRATEGIES TO USE FOR READING COMPREHENSION (p. 242-246)

Objectives:

Students explain strategies used for building vocabulary and reading fluency and strategies to use for Reading Comprehension.

b. Explain to students that for Reading Comprehension there are general strategies for building vocabulary and reading fluency (p. 242), specific strategies for building vocabulary (p. 243-245), and specific strategies for the Reading Comprehension section of the TOEFL®.

c. Tell students to read STRATEGIES TO USE FOR BUILDING VOCABULARY AND READING FLUENCY on page 242 individually.

d. Have students discuss their personal reading habits with a partner. Tell them to answer the following questions:

 Do you read a lot?

 What kinds of material do you read?

 Where can you find reading material (outside of class) that will help you prepare for Reading Comprehension section of the TOEFL®?

e. Emphasize to students that the more they read, the better they will become at it. f. Tell students to look at STRATEGIES TO USE FOR BUILDING VOCABULARY on page

243.

g. Read the title of the first strategy, “Read extensively,” aloud and ask students what they think it means.

h. Elicit ideas.

i. Then, read the description of the strategy aloud and check comprehension. j. Repeat steps g. through i. for the remaining strategies for building vocabulary on

pages 243-245.

k. Let students know that they will practice these strategies throughout the course, but that they should also employ these strategies OUTSIDE of class whenever possible.

l. Tell students to look at STRATEGIES TO USE FOR READING COMPEHENSION on page 245.

m. Read the title of the first strategy, “Read topic sentences and concluding sentences,” aloud.

n. Elicit ideas.

o. Then, read the description of the strategy aloud and check comprehension. p. Repeat steps m. through o. for the remaining strategies for Reading

Comprehension on pages 245 and 246.

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3. PRACTICE BUILDING VOCABULARY WITH SYNONYMS, ANTONYMS, AND MULTIPLE MEANINGS (p. 246), Exercises R1-R4 (p. 246-252)

Objective:

Students increase their general vocabulary through building knowledge of synonyms, antonyms, and multiple meanings.

b. Read the instructions for Exercise R1 aloud. c. Go through the example as a class.

d. Confirm that students understand the instructions.

e. Have students complete the exercise individually or in pairs. f. Check answers as a class.

h. Repeat steps b. through f. for Exercises R2-R4.

i. Tell them to keep a list of words they had trouble with in their Learning Logs (p. 14). NOTE: Students will require a dictionary of synonyms and antonyms for exercises R3 and R4. 4. Exercise R5 (p. 252-257)

Objective:

Students increase vocabulary by building their knowledge of synonyms.

a. Tell students to open their books to page 252. b. Read the instructions for Exercise R5 aloud. c. Go through the example as a class.

d. Have students form teams (3-4 people depending on the size of the class). e. Give them ten minutes to work on the first word (grant).

f. Monitor as they work to check that all teams understand and are on task. g. Have them complete the charts for words 2-4.

h. Check answers as a class and clarify any doubts students have.

i. Tell students to write down any specific words they had trouble with in their Learning Logs (p. 14).

j. Have students complete the word charts in Exercise R5, numbers 5-10, pages 257-262 for homework. Let them know that there are Extended practice activities on page 262 with more suggested words.

NOTE: Students will require a dictionary of synonyms and antonyms for this exercise.

Listening Comprehension, Part A

1. PRACTICE WITH TIME, QUANTITY, AND COMPARISONS (p. 37, 38)

Objective:

Students define and explain meaning of certain time, quantity, and comparison statements.

b. Go through the Time, Quantity, and Comparisons examples as a class. c. Clarify any doubts students have.

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2. Exercises L8-L11 (p. 38-46)

Objective:

Students apply knowledge of certain time, quantity, and comparison statements in order to match spoken phrases to written statements.

a. Read the instructions for Exercise L8, Practice with statements, aloud. b. Go through the example as a class.

c. Play the listening once. d. Check answers as a class.

e. Replay the listening to review any problem areas.

f. Clarify any doubts students have by using the whiteboard to explain and provide examples of problem areas.

g. Repeat steps a. through f. for Practice with conversations and Practice with

TOEFL-like conversations.

h. Repeat steps a. through g. for Exercises L9, L10, and L11.

i. Tell students to write down any time, quantity, or comparison statements they had difficulty understanding in their Learning Logs

(p. 5).

Structure and Written Expression

1. PRACTICE WITH ARTICLES AND DEMONSTRATIVES 1-4 (p. 127-130)

Objective:

Students identify and demonstrate correct use of articles and demonstratives.

b. Read point 1, Is the definite article (“a” or “an”) used correctly? (A) aloud.

c. Write the following words on the board: table, elephant, child, opinion, accident. d. Ask students to write the article “a” or “an” that corresponds to each word.

Answers: a table, an elephant, a child, an opinion, an accident e. Check answers as a class.

f. Read (B) and (C) aloud.

g. Tell students to look in their dictionaries and find one word that begins with “u” and has a consonant sound, one word that begins with “u” and has a vowel sound, one word that begins with an “h” that is pronounced, and one word that begins with an “h” that is not pronounced.

h. Call on students to share their words and ask which article goes with each word. i. Clarify any doubts students have.

j. Read point 2, Should an indefinite article be used? (A to E) aloud.

k. Divide the class in half. Within the class “halves,” have students find a partner. l. Tell one half of the class to write examples for (A), (B), and (C) in which an

indefinite article is used, and the other half of the class to write examples for (D) and (E) in which an indefinite article is NOT used.

m. Have each pair write one of their examples on the board. (Make sure all kinds of examples A to E are covered.)

n. Go through the examples as a class and check that they used indefinite articles correctly.

o. Clarify any doubts students have.

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q. Assign each student a letter (A to E) and have him or her write an example for that use of the definite article.

r. Call on students to share their examples and check that they are using the definite article correctly.

s. Go through (F), (G), and (H) as a class.

t. Tell students to work in groups of three and brainstorm more examples for each letter (F-H).

u. The group who writes the most correct examples in two minutes wins. v. Tell students to open their books to page 129.

w. Read point 4, Which article, if any, should be used? (A) aloud.

x. Elicit a few examples with “a number of” and “the number of” to check comprehension.

y. Read (B) aloud and go through the example with “bed”.

z. Have students find a partner and assign a word to each pair (prison, church, court,

school, jail, college, home, or sea).

aa. Tell pairs to write three examples with their word (one with no article, one with “the,” and one with “a”) and post their examples on the wall.

ab. Tell students to move from “station to station” and analyze the examples for accuracy.

ac. Call on students to give you a sentence they read that they know is correct. ad. Check examples as a class.

ae. Read (C) aloud and ask students if they have any questions.

af. Read (D) aloud and write the following non-count nouns on the board: food, children,

kindness, water.

ag. Tell students to choose one of the nouns and write two examples with it, one with “the” and one without.

ah. Monitor as they work and check that their examples are correct. ai. Check examples as a class.

aj. Clarify any final doubts students have. 2. Exercises S6 and S7 (p. 130, 131)

Objective:

Students demonstrate correct use of definite and indefinite articles.

b. Read the instructions for Exercise S6 aloud. c. Go through the example as a class.

d. Have students complete Exercise S6 individually or in pairs. e. Check answers as a class.

f. Clarify any doubts students have.

g. Repeat steps b. through f. for Exercise S7.

h. Have students write down any problems they are having with articles in their Learning Logs (p. 9).

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Reading Comprehension

1. Exercise R6 (p. 262, 263)

Objective:

Students examine and identify synonyms correctly.

b. Read the instructions for Exercise R6 aloud. c. Go through the example as a class.

d. Tell students they only need to circle the word that does not belong in the list. e. Have them complete the exercise either individually or in pairs.

f. Check answers as a class.

h. Tell students to write down any specific words they had trouble with in their Learning Logs (p. 14).

i. Have them find the synonyms for circled words in exercise R6 for homework. 2. Exercise R7 (p. 263, 264)

Objectives:

Students analyze and identify synonyms correctly.

Students write appropriate synonyms for vocabulary words.

a. Read the instructions for Exercise R7 aloud. b. Go through the example as a class.

c. Have students complete the exercise individually or in pairs. d. Check answers as a class.

e. Clarify any doubts students have.

f. Tell students to write down any specific words they had trouble with in their Learning Logs (p. 14).

Structure and Written Expression

1. PRACTICE WITH ARTICLES AND DEMONSTRATIVES 5 (p. 130)

Objective:

Students identify and apply correct use of demonstratives.

b. Give students a few minutes to read through point 5, Are the demonstratives used

correctly?, individually.

c. Go through each rule (A, B, and C) as a class. d. Elicit information to check comprehension.

EXAMPLE: In (A), point to nearby objects and elicit this or these, then to far away objects and elicit that or those.

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2. Exercise S8 (p. 131)

Objective:

Students compare and select demonstratives correctly.

a. Read the instructions for Exercise 8 aloud. b. Go through the example as a class.

c. Confirm that students understand the instructions. d. Have students complete the exercise in pairs.

e. Check answers as a class.

f. Clarify any doubts students have. 3. Exercises S9 and S10 (p.132, 133)

Objective:

Students identify and correct errors regarding articles and demonstratives.

a. Read the instructions for Exercise S9 aloud. b. Go through the examples as a class.

c. Have students complete the exercises individually or in pairs.

d. Tell them to refer to points 1-5 on pages 127-130 if they are unsure about the use of articles or demonstratives.

g. Repeat steps a. through f. for Exercise S10.

h. Have students write down any problems they had with articles and demonstratives in their Learning Logs (p. 9).

Reading Comprehension

1. PRACTICE BUILDING VOCABULARY WITH PREFIXES, ROOTS, AND SUFFIXES 1-3 (p. 264, 265)

Objective:

Students define meaning of roots, prefixes, and suffixes.

a. Tell students to open their books to page 264. b. Ask students what roots, prefixes, and suffixes are.

c. Give them a minute to talk with a partner and create a simple definition. d. Elicit answers.

e. Go through points 1, 2 and 3 on pages 264 and 265 as a class. f. Clarify any doubts students have.

2. Exercises R8- R10 (p. 265-268)

Objective:

Students determine meaning of new vocabulary based on knowledge of roots and prefixes.

b. Give students a few minutes to study the prefixes and roots in Exercise R8. c. Ask students if they have any questions about their meaning.

d. Read the instructions for Exercise R8 aloud. e. Go through the example as a class.

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f. Have students complete the exercise individually or in pairs. g. Check the answers as a class.

h. Clarify any doubts students have.

i. Repeat steps b. through h. for Exercises R9 and R10.

j. Have students write down any prefixes or roots that they are having trouble with in their Learning Logs (p. 14).

NOTE: If students are having trouble with any specific prefixes or roots, suggest that

they use their dictionaries to find more examples.

3. Exercises R11 and R12 (p. 268, 269)

Objective:

Students infer meaning of new vocabulary based on knowledge of suffixes.

a. Read the instructions for R11 aloud. b. Complete number 1 as a class.

c. Have students complete the exercise in pairs. d. Tell them to check the meanings in their dictionary. e. Check answers as a class.

g. Repeat steps a. through f. for Exercise R12.

h. Tell students to write down any specific words they had trouble with in their Learning Logs (p. 14).

i. Assign half the class words 1-5 in each exercise and the other half words 6-10. j. Tell them to write sentences with their words.

k. When they are finished, have them find a partner from the other half of the class and exchange sentences.

l. Monitor as they work to check that they are using the words correctly.

Listening Comprehension, Part A

1. PRACTICE WITH IDIOMS AND PHRASAL VERBS 1 AND 2 (p. 46)

Objective:

Students explain the meaning of “idioms” and “phrasal verbs.”

a. Ask students what an idiom is. Elicit answers. b. Tell students to open their books to page 46.

c. Read the definition of an idiom and go through the examples as a class. d. Ask for examples of other idioms.

e. Remind students that the meaning of an idiom cannot be determined by putting together the meanings of the individual words.

f. Tell students to read the definition of phrasal verbs. g. Go through the examples of phrasal verbs as a class.

h. Let students know that idioms and phrasal verbs appear often on the TOEFL® Test and that misinterpreting their meaning may lead to choosing the wrong answer.

i. Tell students to do an internet search for “TOEFL idioms and phrasal verbs” for homework. Tell them to write down and learn 10 new idioms or phrasal verbs that they might encounter on the TOEFL®.

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2. Exercises L12-L14 (p. 46-52)

Objective:

Students infer meaning of idioms and phrasal verbs.

a. Read the instructions for Exercise L12, Practice with statements, aloud. b. Go through the example as a class.

c. Play the listening once. d. Check answers as a class.

e. Replay the listening to review any problem areas.

f. Repeat steps a. through f. for Practice with conversations and Practice with

TOEFL-like conversations.

g. Repeat steps a. through f. for Exercises L13 and L14.

h. Tell students to write down the idioms and phrasal verbs from the items they answered incorrectly in their Learning Logs (p. 5).

Structure and Written Expression

1. PRACTICE WITH PRONOUNS AND POSSESSIVE ADJECTIVES 1 and 2 (p. 133)

Objectives:

Students identify the form of pronouns and possessive adjectives. Students write pronouns and possessive adjectives correctly.

a. Tell students to open their books to page 133, PRACTICE WITH PRONOUNS AND POSSESSIVE ADJECTIVES.

b. Give them a few minutes to study the chart in point 1, Is the word in its correct

form?

c. Tell students to work with a partner and write one sentence with each type of pronoun (subject, object, possessive, and reflexive) and one with a possessive adjective.

d. Ask for volunteers to share their sentences.

e. Check that they used pronouns and possessive adjectives correctly.

f. Tell students to look at point 2, Is a possessive pronoun or adjective used to refer to parts

of the body?, on page 133.

g. Read the examples aloud.

h. Ask students which words in the examples are possessive adjectives and which are possessive pronouns.

i. Clarify any doubts students have. 2. Exercises S11 and S12 (p. 134)

Objectives:

Students locate pronouns and possessive adjectives in statements.

Students analyze and correct errors in form regarding pronouns and possessive adjectives.

a. Read the instructions for Exercise S11 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. Tell them to refer to the chart on page 133 if necessary. f. Check answers as a class.

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h. Repeat steps a. through g. for Exercise S12.

i. Tell students to write down any specific pronouns or possessive adjectives they have trouble with in their Learning Logs (p. 9).

Reading Comprehension

1. Exercises R13 and R14 (p. 269, 270)

Objective:

Students increase general vocabulary by identifying and writing words with different prefixes.

a. Tell students to open their books to page 269. b. Read the instructions for Exercise R13 aloud. c. Complete numbers 1 and 2 as a class.

d. Have students complete the exercises individually then compare their lists with a partner.

NOTE: Students should try to think of words on their own, but may use their

dictionaries if necessary.

e. Tell them to write down words their partners thought of that they did not have on their lists.

f. Check answers as a class, eliciting examples for each prefix. g. Repeat steps a. through e. for Exercise R14.

h. Tell students to write down any specific prefixes they had trouble with in their Learning Logs (p. 14).

2. Exercise R15 (p. 270)

Objective:

Students increase general vocabulary by defining the meaning of various roots.

a. Read the instructions for Exercise R15 aloud. b. Complete number 1 as a class.

c. Have students complete the exercise in pairs or trios.

NOTE: Encourage them to discuss the words and come to a consensus on the

meaning of the root.

d. Check answers as a class.

f. Tell students to write down any specific roots they had trouble with in their Learning Logs (p. 14).

3. Exercise R16 (p. 270, 271)

Objectives:

Students explain meaning of number prefixes.

Students analyze words and determine meaning based on number prefixes.

a. Tell students to look at the chart on page 270 for Exercise R16.

b. Elicit examples of words with cardinal number prefixes (bicycle, octagon) and ordinal number prefixes (secondary, tertiary).

c. Read the instructions aloud. d. Complete number 1 as a class.

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e. Have students complete the exercise individually or in pairs. f. Tell students to check their answers in a dictionary.

g. Check answers as a class.

i. Tell students to write down any specific number prefixes they had trouble with in their Learning Logs (p. 14).

NOTE: Brings students’ attention to Exercises R17-R19. Tell them that they will not

complete these exercises in class, but that they can serve as a valuable reference and study tool for prefixes, suffixes, and roots.

Listening Comprehension, Part A

1. CHECK YOUR PROGRESS, L15 Mini-test (p. 53-55)

Objective:

Students assess listening skills and identify weaknesses in the areas covered in Exercises L1-L14.

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 L1-L14 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 problem areas if necessary.

i. Provide explanations or examples on the whiteboard as necessary.

j. Tell students to write down their scores and the items they answered incorrectly in their Learning Logs (p. 5).

Course 1, Progress Check 1

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 Listening Comprehension? Why or why not?

 Which area (Listening Comprehension, Structure and Written Expression, or Reading Comprehension) do you feel is your greatest weakness?

 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.”

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e. Tell them to write down their study priorities 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.

Structure and Written Expression

1. PRACTICE WITH PRONOUNS AND POSSESSIVE ADJECTIVES 3 (p. 133)

Objective:

Students analyze sentences for agreement between pronouns or possessive adjectives and their referents.

b. Ask students what it means for a pronoun or possessive adjective to agree with its referent, i.e. the word it refers to.

c. Read the example in point 3, page 133, aloud.

d. Ask what the pronoun “her” refers to (the little girl) and what the pronoun “his” refers to

(the little boy).

e. Provide the following examples on the board:

The kids made the snowman ourselves.

Mike tried to pay for dinner, but Sara wouldn’t let her. Kim left his backpack at school.

f. Tell students to work in pairs and correct the sentences. Answers: The kids made the snowman themselves.

Mike tried to pay for dinner, but Sara wouldn’t let him.

Kim left her backpack at school. NOTE: The original sentence could be

correct if she left someone else’s (a boy’s) backpack at school, not her own. g. Review the correct sentences.

h. Clarify any doubts students have. 2. Exercises S13-S15 (p. 135-137)

Objectives:

Students identify pronoun and possessive adjective referents.

Students analyze sentences and write the correct pronoun or possessive adjective for each.

a. Read the instructions for Exercise S13 aloud.

b. Complete number 1 as a class to confirm that students understand. c. Have them complete the exercise individually or in pairs.

d. Check answers as a class.

f. Repeat steps a. through e. for Exercises S14 and S15.

g. Tell students to write down any examples they had trouble understanding in their Learning Logs (p. 9).

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Reading Comprehension

1. PRACTICE WITH UNDERSTANDING WORDS IN CONTEXT (p. 276)

Objective:

Students compare sentences to determine how understanding words in context will help them succeed on the Reading Comprehension section of the TOEFL ® test.

a. Write the examples from PRACTICE WITH UNDERSTANDING WORDS IN CONTEXT on page 276 on the board. (Timothy scowled when he saw the dent in his car, and Timothy

scowled when he saw Aunt Agatha.)

b. Ask students in which sentence they can guess the meaning of the word “scowled” from its context. (The first sentence)

c. Ask for a volunteer to explain why.

d. Refer students to the explanation on page 276 if necessary. e. Clarify any doubts students have.

f. Explain that understanding words through context will help them succeed in the Reading Comprehension section of the TOEFL® Test.

2. Exercise R20, USING THE VERB “TO BE”, USING APPOSITIVES, AND USING PUNCTUATION, (p. 277-280)

Objectives:

Students infer the meaning of words in context.

Students recognize how the verb “to be,” appositives, and punctuation are used to identify nouns in a sentence.

b. Tell students that they will practice different strategies used to identify the subject, or noun, of the sentence. Today they will practice with USING THE VERB “TO BE,” USING APPOSITIVES, and USING PUNCTUATION.

c. Go through Example I and Example II on page 277 as a class. d. Go through the example for USING THE VERB “TO BE” as a class. e. Complete the first item as a class.

f. Have students complete the remaining items individually. g. Tell them to check their answers with a partner.

h. Check answers as a class.

i. Clarify any doubts students have.

j. Repeat steps d. through i. for USING APPOSITIVES (p. 278, 279) and USING PUNCTUATION (p. 279, 280).

k. Tell students to write down any examples they had trouble understanding in their Learning Logs (p. 15).

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Listening Comprehension, Part A

1. PRACTICE WITH VARIOUS STRUCTURES 1 (p. 56)

Objective:

Students demonstrate understanding of causatives get, make, have, ask, and let by writing sentences using them.

b. Have them look at point 1, Verbs that show the idea that someone or something

caused, requested, or permitted something to happen.

c. Give students a few minutes to read through the examples for CAUSE, REQUEST, and PERMISSION.

d. Tell students to think of one example that is true for them for each function. (Examples: I got my friend to help me with my homework. I asked my mother to

babysit tonight. I let my sister borrow my dress.)

e. Have students stand and share their examples with at least four different students.

f. Check that they are using causatives correctly.

g. Ask for a few volunteers to write their examples on the board. h. Clarify any doubts students have.

2. Exercise L16 (p. 58, 59)

Objective:

Students identify meaning of causatives get, make, have, ask, and let.

b. Read the instructions for Exercise L16, Practice with statements, aloud.

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

f. Replay the listening to review any problem areas.

g. Repeat steps b. through f. for Practice with conversations (p. 58, 59) and Practice

with TOEFL-like conversations (p. 59).

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

Objective:

Students identify and determine what words express a negative meaning.

b. Go through the examples in point 2, Words that express negative meaning, as a class. c. Place the following words on the floor or wall: often, seldom, never, just, neither, barely,

hardly, easily, usually.

d. Tell students to decide which words express negative meaning. (Seldom, never, neither,

barely, hardly)

e. Elicit other examples of words that express negative meanings. f. Clarify any doubts students have.

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4. Exercise L17 (p. 60, 61)

Objective:

Students infer meaning of statements or short conversations that contain words that ex-press a negative meaning.

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

Structure and Written Expression

1. CHECK YOUR PROGRESS, S16 Mini-test (p. 137-139)

Objective:

Students assess Structure and Written Expression skills and identify weaknesses in the areas covered in Exercises S1-S15.

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-S15 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. Review problem areas.

j. Provide explanations or examples on the board as necessary. k. Clarify any final doubts students have.

l. Tell students to write down their scores and the items they answered incorrectly in their Learning Logs (p. 9).

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Reading Comprehension

1. Exercise R20, USING “OR,” USING EXAMPLES, USING CLAUSES, (p. 280-283)

Objectives:

Students infer the meaning of words from context.

Students recognize how the word “or,” examples, and clauses are used to identify words or phrases in a sentence.

b. Tell students that they will practice different strategies used to identify words or phrases in a sentence. Today they will practice with USING “OR,” USING EXAMPLES, and USING CLAUSES.

c. Go through the example for USING “OR” as a class. d. Complete the first item as a class.

e. Have students complete the remaining items individually. f. Tell them to check their answers with a partner.

i. Repeat steps c. through h. for USING EXAMPLES (p. 281, 282) and USING CLAUSES (p. 282, 283).

j. Tell students to write down any examples they had trouble understanding in their Learning Logs (p. 15).

Listening Comprehension, Part A

1. PRACTICE WITH VARIOUS STRUCTURES 3 (p. 56, 57)

Objective:

Students identify different modal verbs and explain their meanings.

b. Have them read the example sentences in point 3, Modals. c. Ask the following questions to check comprehension:

 Which modal is used to indicate ability? (can)

 Which modal is used to make a polite request? (could, will)

 Which modals indicate possibility? (may, might)

d. Clarify any doubts students have. 2. Exercise L18 (p. 61-63)

Objective:

Students determine meaning of sentences with modals.

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g. Repeat steps b. through f. for Practice with conversations (p. 62) and Practice with

TOEFL-like conversations (p. 62, 63).

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

Objective:

Students identify and distinguish between ways of expressing conditionals.

b. Have students read the example conditional sentences in point 4, Conditional

sentences.

c. Ask the following questions to check comprehension:

 In the first sentence, is it going to rain? (We don’t know. It is a possibility.)

 Are they definitely going to the mall? (No. They will only go in the case that it rains.)

 In the second sentence, why hasn’t he read the book? (The other person hasn’t

bought it.)

 In the third sentence, did they have a problem? Why? (Yes, because they didn’t

follow his advice.)

 In the fourth sentence, did they leave at 4:00? Did they see Rob? (No, they didn’t

leave at 4:00. Yes, they saw Rob.) d. Clarify any doubts students have. 4. Exercise L19 (p. 63-65)

Objective:

Students determine meaning of conditional sentences.

with TOEFL-like conversations (p. 64, 65).

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

Structure and Written Expression

1. PRACTICE WITH SUBJECTS 1 (p. 139, 140)

Objective:

Students identify and explain different structures that can be used for subjects.

b. Go through point 1, Does the sentence contain a subject? as a class.

NOTE: Make sure that students notice that all complete sentences have a subject,

with the exception of commands, in which the subject is understood.

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d. Elicit another example of a subject with more than one noun. e. Read (B) aloud.

f. Draw students’ attention to the subject phrase in the example and identify the subject noun.

g. Explain that the subject noun agrees with the verb and that the rest of the words in the phrase modify that noun.

h. Go through the various structures in (C) that may be used for subjects. i. Elicit additional examples for each structure to check comprehension. j. Point out the different clause structures in (D) that can be used for subjects. k. Place the following words and phrases on the wall:

 Noun

 Pronoun

 Clause (Wh structure, Yes/no structure, and “the fact that” structure)

 Gerund, gerund phrase

 Infinitive, infinitive phrase

l. Provide each student with one of the following sentences:

i. The animals are dangerous.

ii. When a famous actress comes to New York, she causes quite a stir of emotions. iii. Both cities are within driving distance of our town.

iv. They love to play soccer.

v. People who don’t live in developed countries should demand the same standard of living.

vi. It has been a stormy week. vii. How they arrived shocked me.

viii. What he did last night was very romantic. ix. Running is very tiring.

x. Jogging in the park on Saturday is great exercise. xi. To travel was a great experience.

xii. Far too few people in this city use public transportation. xiii. Eating fried foods is not healthy.

xiv. Pollution in major cities is generally a cause of poor respiratory conditions. xv. Many animals, birds in particular, can sense imminent natural disasters.

Note: You must prepare the sentences before class.

m. Have students work in pairs to determine and underline the subject of each sentence.

n. Tell students to match the subjects of the sentences to the words or phrases on the wall.

o. Have students place their sentences with the correct word or phrase on the wall. p. Check that they have underlined the subjects correctly and matched them with

the appropriate structure. Answers:

i. The animals are dangerous. (1. Noun)

ii. When a famous actress comes to New York, it causes quite a stir of emotions. (2. Pronoun)

iii. Both cities are within driving distance of our town. (1. Noun) iv. They love to play soccer. (2. Pronoun)

v. People who don’t live in developed countries should demand the same standard of living. (3. Clause)

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vii. How they arrived shocked me. (3. Clause)

viii. What he did last night was very romantic. (3. Clause) ix. Running is very tiring. (4. Gerund, gerund phrase)

x. Jogging in the park on Saturday is great exercise. (4. Gerund, gerund phrase) xi. To travel was a great experience. (5. Infinitive, infinitive phrase)

xii. Far too few people in this city use public transportation. (1. Noun) xiii. Eating fried foods is not healthy. (4. Gerund, gerund phrase)

xiv. Pollution in major cities is generally a cause of poor respiratory conditions. (1. Noun) xv. Many animals, birds in particular, can sense imminent natural disasters. (1. Noun)

q. Have students stand up and walk to each word or phrase in order to discuss the sentences.

2. Exercises S17 and S18 (p. 142, 143)

Objective:

Students identify subjects and subject nouns correctly.

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.

h. Repeat steps b. through g. for Exercise S18.

i. Tell students to write down any examples they had trouble understanding in their Learning Logs (p. 9).

3. PRACTICE WITH SUBJECTS 2 and 3 (p. 140)

Objectives:

Students identify nouns and referents, and analyze sentences for noun and referent redundancy. Students apply rules for subject-verb agreement when analyzing sentences.

b. Give students a minute to read point 2, Is there an unnecessary subject pronoun? c. Write the following sentences on the board and ask students if they are correct.

 The table it is made of wood. (incorrect)

 My brother wants to go to the movies tonight. (correct)

 The kids they are hungry. (incorrect)

d. Read the example in point 3, Does the subject agree with the verb? aloud.

e. Explain to students that the subject and verb in a sentence must agree in person and number.

f. Give students five minutes to read through the rules on subject-verb agreement. g. Monitor as they read and clarify any doubts they have.

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4. Exercises S19 and S20 (p. 143, 144)

Objective:

Students examine sentences for subject-verb agreement.

d. Complete number 1 as a class.

e. Have students complete the exercise individually. f. Check answers as a class.

g. Have them do the Extended practice with a partner.

h. Monitor as they work and check that they are making the right corrections. i. Read the instructions or Exercise S20 aloud.

j. Go through the example as a class. k. Complete number 1 as a class.

l. Have students complete the exercise individually. m. Check answers as a class.

n. Clarify any doubts students have.

o. Tell students to write down any examples from Exercises S19 and S20 that they had trouble understanding in their Learning Logs (p. 9).

Reading Comprehension

1. Exercise R20, USING REFERENTS, USING CONTRASTS, USING OTHER WORDS IN THE SENTENCE, (p. 283-286)

Objectives:

Students infer the meaning of words from context.

Students recognize how referents, contrasts, and other words in the sentence are used to identify words.

b. Tell students that they will practice strategies used to identify words in a sentence. Today they will practice with USING REFERENTS, USING CONTRASTS, and USING OTHER WORDS IN THE SENTENCE.

c. Go through the example for USING REFERENTS as a class. d. Complete the first item as a class.

e. Have students complete the remaining items individually. f. Tell them to check their answers with a partner.

i. Repeat steps c. through h. for USING CONRASTS (p. 284, 285) and USING OTHER WORDS IN THE SENTENCE (p. 285, 286).

j. Tell students to write down any examples they had trouble understanding in their Learning Logs (p. 15).

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Listening Comprehension, Part A

Objective:

Students identify different ways of expressing causes and results.

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.

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.”

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.

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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.”

g. Repeat steps b. through f. for Practice with conversations (p. 67) and Practice with

TOEFL-like conversations (p. 68).

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.

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.

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.

TOEFL Teachers Notes

Introduction

Course 1

Course 2

2

3

4

21

35

41

43

54

67

69

74

75

79

80

82

Table of Contents

Harmon Hall TOEFL® Preparation Program Teacher’s Notes

Introduction

How to use the Teacher’s Notes

General teaching tips for the TOEFL® Preparation Program

Orientation

Diagnostic Test

Diagnostic Test

Diagnostic Test

Listening Comprehension, Part A

Structure and Written Expression

Structure and Written Expression

Reading Comprehension

Listening Comprehension, Part A

Structure and Written Expression

Reading Comprehension

Structure and Written Expression

Reading Comprehension

Listening Comprehension, Part A

Structure and Written Expression

Reading Comprehension

Listening Comprehension, Part A

Course 1, Progress Check 1

Structure and Written Expression

Reading Comprehension

Listening Comprehension, Part A

Structure and Written Expression

Reading Comprehension

Listening Comprehension, Part A

Structure and Written Expression

Reading Comprehension

Listening Comprehension, Part A

Structure and Written Expression