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Introduction
Course 1
Orientation
Diagnostic Test
Progress Check 1
21
Progress Check 2
35
Practice Test 1
41
Progress Check 3
43
Course 2
Progress Check 1
54
Progress Check 2
67
69
74
Progress Check 3
75
79
Practice Test 2
80
Program reflection
82
Course 1
Orientation
1. Ice-breaker
Objectives:
Students get to know their classmates.
Students state reasons for taking the TOEFL Preparation Program.
a.
b.
c.
d.
e.
f.
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.
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.
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.
d. Tell them to write their name on the answer sheet.
4
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.
* All dialogs are taken directly from Test Administration Procedures, TOEFL ITP
Assessment Series.
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.
* All dialogs are taken directly from Test Administration Procedures, TOEFL ITP
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.
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.
a.
b.
c.
d.
e.
f.
g.
h.
a.
b.
c.
d.
e.
f.
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).
a.
b.
c.
d.
10
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.
b.
c.
d.
e.
f.
g.
h.
Reading Comprehension
1. Reading Comprehension description (p. 242)
Objective:
Students describe the test format for the Reading Comprehension section.
11
12
a.
b.
c.
d.
e.
f.
g.
h.
i.
13
Read the instructions for Exercise L8, Practice with statements, aloud.
Go through the example as a class.
Play the listening once.
Check answers as a class.
Replay the listening to review any problem areas.
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 TOEFLlike 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).
a.
b.
c.
d.
e.
f.
a.
b.
c.
d.
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.
a.
b.
c.
d.
e.
f.
g.
h.
15
Reading Comprehension
1. Exercise R6 (p. 262, 263)
Objective:
Students examine and identify synonyms correctly.
a.
b.
c.
d.
e.
f.
g.
h.
a.
b.
c.
d.
e.
f.
16
a.
b.
c.
d.
e.
f.
a.
b.
c.
d.
e.
f.
g.
h.
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.
b.
c.
d.
e.
f.
a.
b.
c.
d.
e.
17
f.
g.
h.
i.
j.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
a.
b.
c.
d.
e.
f.
g.
h.
i.
18
Read the instructions for Exercise L12, Practice with statements, aloud.
Go through the example as a class.
Play the listening once.
Check answers as a class.
Replay the listening to review any problem areas.
Repeat steps a. through f. for Practice with conversations and Practice with TOEFLlike 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).
a.
b.
c.
d.
e.
f.
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.
b.
c.
d.
e.
f.
g.
19
Reading Comprehension
1. Exercises R13 and R14 (p. 269, 270)
Objective:
Students increase general vocabulary by identifying and writing words with different
prefixes.
a.
b.
c.
d.
e.
f.
g.
h.
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.
20
e.
f.
g.
h.
i.
21
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.
a.
b.
c.
d.
e.
f.
g.
22
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.
23
a.
b.
c.
d.
e.
f.
g.
24
a.
b.
c.
d.
e.
f.
g.
25
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.
a.
b.
c.
d.
e.
f.
26
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).
3. PRACTICE WITH VARIOUS STRUCTURES 4 (p. 57)
Objective:
Students identify and distinguish between ways of expressing conditionals.
a.
b.
c.
d.
e.
f.
g.
27
a.
b.
c.
d.
e.
f.
g.
h.
i.
29
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.
30
a.
b.
c.
d.
e.
f.
g.
a.
b.
c.
d.
e.
f.
g.
31
a.
b.
c.
d.
e.
f.
g.
a.
b.
c.
d.
Reading Comprehension
1. CHECK YOUR PROGRESS R21 Mini-test (p. 286-290)
Objective:
Students assess reading comprehension skills and identify weaknesses in the areas covered in Exercises R1-R20.
33
f.
g.
h.
i.
j.
g.
h.
i.
j.
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.
35
a.
b.
c.
d.
e.
f.
g.
h.
i.
a.
b.
c.
d.
a.
b.
c.
d.
e.
f.
g.
h.
i.
36
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.
b.
c.
d.
e.
f.
g.
h.
37
a.
b.
c.
d.
e.
Reading Comprehension
1. PRACTICE WITH UNDERSTANDING DETAILS (p. 298)
Objective:
Students identify skills they need in order to understand reading passages.
38
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
a.
b.
c.
d.
e.
f.
g.
h.
39
a.
b.
c.
d.
e.
f.
g.
h.
40
a.
b.
c.
d.
e.
Practice Test 1
1. Listening Comprehension, Section 1 (p. 379-384)
Objectives:
Students measure progress in Listening Comprehension.
Students identify weaknesses in Listening Comprehension.
a. Explain to students that they will take a full Practice TOEFL Test to measure their
progress so far in the TOEFL Preparation Program.
b. Tell them that right now they will complete the Listening Comprehension
section of Practice Test 1.
c. Have students turn to page 22 in their Learning Logs. This is the answer sheet
they will use for Practice Test 1.
d. Tell them to write their name on the answer sheet.
e. Administer the Practice Test just as you would an actual TOEFL Test. The formats
of the Practice Test are the same as for the TOEFL.
f. Tell students to open their books to page 379.
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 Practice Test 1.
* All dialogs are taken directly from Test Administration Procedures, TOEFL ITP
Assessment Series.
D.R. 2011 Harmon Hall TOEFL Preparation Program Teachers Notes
41
Practice Test 1
2. Reading Comprehension section, Section 3 (p. 391-400)
Objectives:
Students measure progress in Reading Comprehension.
Students identify areas of opportunity in Reading Comprehension.
a. Tell students that today they will complete the Reading Comprehension section
of Practice Test 1.
b. Have students turn to the answer sheet for Practice Test 1 on page 22 in their
Learning Logs.
c. Administer the Reading Comprehension section just as you would in an actual
TOEFL Test. The formats of the Practice Test are the same as for the TOEFL.
d. 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 391.
The number 3 appears across the top of each page. Now read the directions
for Section 3 and begin work.
e. Check the exact time on the clock.
f. After 50 minutes, announce*:
You will have 5 minutes to complete this test.
g. After the complete 55 minutes, say*:
Stop work and put your pencil down.
h. Check answers for Section 3 as a class.
i. Tell students to go to page 5, Table 4 and enter their correct answer score for
Section 3 of Practice Test 1.
j. Tell them to use table 2 on page 4 to convert their score.
k. Walk around and assist students as needed.
l. Have them enter the converted scores in Table 4, Practice Test 1.
*All dialogs are taken directly from Test Administration Procedures, TOEFL ITP
Assessment Series.
Practice Test 1
3. Structure and Written Expression, Section 2 (p. 385-390)
Objectives:
Students measure progress in Structure and Written Expression.
Students identify weaknesses in Structure and Written Expression.
a. Explain to students that the next part of the full Practice TOEFL Test is the
Structure and Written Expression section of Practice Test 1.
b. Have students turn to the answer sheet for Practice Test 1 on page 22 in their Learning
Logs.
c. 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 385.
The number 2 is printed across the top of each page in this section. Now read
42
d.
e.
f.
g.
43
Course 2
Reading Comprehension
1. Exercises R28 and R29 (p.301-305)
Objectives:
Students determine meaning in reading passages through knowledge of transition words
and connectors.
Students identify exceptions in reading passages.
44
n. Elicit a few examples using the words from the list of verbs that can be used as
adjectives.
o. Clarify any doubts students have.
2. Exercises S29- S32 (p. 160-163)
Objectives:
Students analyze sentences for correct subject-verb agreement.
Students identify correct verb form.
Students apply rules for infinitives and gerunds correctly.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
45
j. Tell students to write down their scores and the items they answered incorrectly in
their Learning Logs (p. 6).
Reading Comprehension
1. Exercise R30 (p. 306, 307)
Objective:
Students simplify complex sentences by rewriting them into shorter ones.
a.
b.
c.
d.
e.
f.
g.
h.
a.
b.
c.
d.
e.
f.
g.
f. Read the title of the first strategy on page 82 aloud and ask students what they think
it means.
g. Elicit ideas.
h. Then, read the description of the strategy and check comprehension.
i. Let them know that they will practice this strategy throughout the course.
j. Repeat steps f. through i. for the remaining strategies on pages 82 and 83.
k. Put the following questions on the board and have students discuss them, in
groups of three or four.
Have you ever used any of these strategies before?
What strategies are new to you?
Do you think these strategies are effective? Why or why not?
2. PRACTICE WITH TOPICS 1 (p. 83)
Objective:
Students explain that the topic is what the conversation is about and is usually understood
at the beginning of the conversation.
a.
b.
c.
d.
e.
f.
g.
h.
a.
b.
c.
d.
47
e.
f.
g.
h.
Repeat steps b. through d. for points 2-5 on pages 163 and 164.
Divide students into groups of three.
Tell students to close their books.
Provide each group with the following five sentences:
(NOTE: There is one sentence from each point.)
i. He works at the hospital downtown.
ii. Tom doesnt like shopping, and Steve doesnt like shopping.
iii. My grandmother lives in a house nearby.
iv. If I had known you were coming, I would have made dinner.
v. They hardly ever go to the movies now that they have kids.
i. Tell students to work in groups and change the word order of each sentence.
j. Have groups exchange written work.
k. Have each group analyze and correct the sentences as necessary.
Answers:
i. Does he work at the hospital downtown? or Where does he work?
ii. Tom doesnt like shopping, and neither does Steve.
iii. In a house nearby lives my grandmother.
iv. Had I known you were coming, I would have made dinner.
v. Hardly ever do they go to the movies now that they have kids.
l. Invite some students to share their sentences with the class.
m. Clarify any doubts students have.
2. Exercises S33-S36 (p. 164-166)
Objectives:
Students predict the topic of the conversation from the first sentence.
Students identify the topic of the conversation from the first statement.
Students determine if the topic of the conversation is stated in the first sentence.
a.
b.
c.
d.
e.
f.
g.
h.
i.
Reading Comprehension
1. Exercises R32 and R33 (p. 308-312)
Objective:
Students select statements that have the same meaning as a given statement.
48
d.
e.
f.
g.
h.
a.
b.
c.
d.
e.
a.
b.
c.
d.
e.
f.
g.
h.
a.
b.
c.
d.
49
d.
e.
f.
g.
50
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
a.
b.
c.
d.
Tell students to look at PRACTICE WITH DETAILS point 1, Referents, on page 87.
Read the bold text about referents aloud.
Go through the example and following explanation as a class.
Clarify any doubts students have.
51
a.
b.
c.
d.
e.
f.
g.
Reading Comprehension
1. Exercises R34 and R35 (p. 312-319)
Objectives:
Students identify specific lines in reading passages.
Students determine whether or not statements are true or false according to the information given in the passage.
a.
b.
c.
d.
e.
f.
g.
h.
i.
52
a. Write the words noun, verb, adjective, and adverb on the board.
b. Tell students to work with a partner and write a short definition for each word.
c. Call on students to share their definitions.
(Possible answers: Noun: a person, place or thing, functions as a subject, object
or complement of a sentence. Verb: expresses the action of a subject. Adjective:
describes/modifies a noun. Adverb: modifies a verb, adjective, or other adverb.)
d. Tell students to open their books to page 169.
e. Tell students to look at point 2, Is the word in its correct position?
f. Bring students attention to the ways they can determine if a word is an adjective
or an adverb in (C) and (D).
g. Go through the examples in (C) and (D) as a class.
h. Clarify any doubts students have about nouns, verbs, adjectives or adverbs.
i. Tell students to look at point 3, Is the word form correct for its position in the
sentence? Use the word endings (suffixes) to help identify the word forms on pages
170-171.
j. Read the example endings and what they are used for aloud.
k. Have students form teams of three.
l. Tell students to look at the chart on page 171.
m. Explain that teams must write three words for each column, and they cannot repeat
endings. This means that for adverbs, they must have one word with each of the
three endings.
Example:
Nouns: leadership, democracy, government
Verbs: clarify, worsen, imitate
Adjectives: harmful, capable, delicious
Adverbs: slowly, backward, likewise
n. The team that writes three correct words for each column without repeating
endings first wins.
o. Have the winning team share their words with the class.
2. Exercises S40- S43 (p. 173-175)
Objective:
Students analyze statements and identify correct noun, verb, adjective, and adverb forms.
a.
b.
c.
d.
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e.
f.
g.
h.
Reading Comprehension
1. CHECK YOUR PROGRESS R36 Mini-test (p. 319-323)
Objective:
Students assess reading comprehension skills and identify weaknesses in the areas covered in Exercises R26-R35.
54
e. Tell them to write down their study priorities for the next week in their Learning
Logs.
f. Monitor as students write and give them guidance as needed.
NOTE: This may include suggesting they review exercises that are already
completed, or that they do additional optional exercises that were not covered in
class.
a.
b.
c.
d.
a.
b.
c.
d.
e.
f.
g.
h.
a.
b.
c.
d.
a.
b.
c.
d.
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a.
b.
c.
d.
e.
f.
g.
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a.
b.
c.
d.
e.
f.
g.
a.
b.
c.
d.
e.
f.
g.
h.
i.
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a.
b.
c.
d.
e.
f.
g.
h.
i.
a.
b.
c.
d.
e.
f.
g.
h.
i.
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Reading Comprehension
1. PRACTICE WITH INFERENCES (p. 323, 324)
Objective:
Students describe how inferences can be made from other details that are stated.
a.
b.
c.
d.
e.
f.
g.
a.
b.
c.
d.
e.
f.
g.
h.
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a.
b.
c.
d.
e.
f.
g.
h.
i.
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a.
b.
c.
d.
e.
f.
g.
a.
b.
c.
d.
e.
f.
g.
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a.
b.
c.
d.
e.
f.
g.
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a.
b.
c.
d.
e.
f.
g.
Reading Comprehension
1. Exercises R39-R41 (p.328-333)
Objectives:
Students determine whether or not inferences can be made.
Students identify inferences in paragraphs.
Students draw conclusions based on information given.
a.
b.
c.
d.
e.
f.
g.
h.
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g.
h.
i.
j.
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a.
b.
c.
d.
e.
f.
g.
h.
i.
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Reading Comprehension
1. CHECK YOUR PROGRESS R42 Mini-test (p. 334-337)
Objective:
Students assess reading comprehension skills and identify weaknesses in areas covered in
Exercises R37-R41.
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a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
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a.
b.
c.
d.
e.
f.
g.
h.
i.
a.
b.
c.
d.
Tell students to open their books to page 184, PRACTICE WITH CLAUSES.
Give students two minutes to study point 1, Is the clause independent?
Ask students what an independent clause is. (A complete sentence)
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.
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a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
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.
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a.
b.
c.
d.
e.
f.
g.
70
h.
i.
j.
k.
l.
a.
b.
c.
d.
e.
f.
g.
h.
a.
b.
c.
d.
e.
f.
g.
h.
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d.
e.
f.
g.
h.
i.
j.
they have mastered the material covered in Exercises S53-S60 and in which areas
they need more practice.
Have students sit as though they were taking an actual exam. It is important that
students become accustomed to the testing atmosphere.
Tell students that they will have 10 minutes to complete the Mini-test.
Read the directions and example aloud as you would when administering the
TOEFL Test.
Give students 10 minutes to complete the Mini-test.
Check answers as a class.
Clarify any doubts students have.
Tell students to write down their scores and the items they answered incorrectly
in their Learning Logs (p. 12).
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
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.
D.R. 2011 Harmon Hall TOEFL Preparation Program Teachers Notes
73
Listening Comprehension
1. Listening Comprehension, Section 1 Practice Test L62 (p. 112-119)
Objective:
Students measure progress and identify areas of weakness in Listening Comprehension.
a. Explain to students that they will take a final Listening Comprehension Test with
the same format as the Listening 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 Listening 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.
74
d. Tell students to turn to page 21 in their Learning Logs. This is the answer sheet
they will use for the Section 1 Practice Test.
e. Tell students to open their books to page 113.
f. Tell them that the test will last approximately 35 minutes.
g. Begin the recording.
h. Check answers as a class.
i. Tell students to enter their correct answer score on page 8 of their Learning
Logs and write down any specific problems they had with the Listening
Comprehension Practice Test.
j. Tell students to go to page 5, Table 4 and enter their correct answer score for
Section 1 of the Section Tests.
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 score in Table 4, Section Tests, Section 1.
a. Tell students to open their books to page 196, point 4, Is the clause marker
missing?
b. Give then a few minutes to read through points (A) to (F) individually.
c. Ask students when the clause marker (relative pronoun) cannot be omitted.
Answer: If it is the subject of the adjective clause, if it is whose, where, or
whereby.
D.R. 2011 Harmon Hall TOEFL Preparation Program Teachers Notes
75
a.
b.
c.
d.
e.
f.
g.
h.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
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e.
f.
g.
h.
i.
j.
k.
l.
a.
b.
c.
d.
e.
f.
g.
h.
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a.
b.
c.
d.
e.
f.
g.
h.
a. Explain to students that they will take a final Structure and Written Expression
Test with the same format as the Structure and Written Expression section of the
TOEFL Test.
b. Tell students that the purpose of the test is to determine whether or not they
have mastered the material covered in the Structure and Written Expression
exercises and in which areas they need more practice.
c. Maintain the same testing conditions that would be experienced during the
actual TOEFL Test.
79
d. Tell students to turn to page 21 in their Learning Logs. This is the answer sheet
they will use for the Section 2 Practice Test.
e. Tell students to open their books to page 236.
f. Tell them that they will have 25 minutes to complete the test.
g. Tell students to read the directions and example on page 236.
h. Tell students to begin.
i. Give students 25 minutes to complete the test.
j. Check answers as a class.
k. Clarify any doubts students have.
l. Tell students to enter the correct answer score on page 13 of their Learning Logs and
write down any specific problems they had with the Structure and Written Expression
Practice Test.
m. Tell students to go to page 5, Table 4 and enter their correct answer score for
Section 2 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 2.
Practice Test 2
1. Listening Comprehension, Section 1 (p. 403-408)
Objectives:
Students measure progress in Listening Comprehension.
Students identify weaknesses in Listening Comprehension.
a. Explain to students that they will take a full Practice TOEFL Test to measure their
progress so far in the TOEFL Preparation Program.
b. Tell them that right now they will complete the Listening Comprehension and
Structure and Written Expression sections of Practice Test 2.
c. Have students turn to page 23 in their Learning Logs. This is the answer sheet
they will use for Practice Test 2.
d. Tell them to write their name on the answer sheet.
e. Administer the Practice Test just as you would an actual TOEFL Test. The formats
of the Practice Test are the same as for the TOEFL.
f. Tell students to open their book to page 403.
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. Tell students to turn to page 5, Table 4 and write down their correct answer
scores for Section 1 of Practice Test 2.
* All dialogs are taken directly from Test Administration Procedures, TOEFL ITP
Assessment Series.
80
Practice Test 2
2. Structure and Written Expression, Section 2 (p. 409-414)
Objectives:
Students measure progress in Structure and Written Expression.
Students identify weaknesses in Structure and Written Expression.
a. Explain to students that they the next part of the full Practice TOEFL Test is the
Structure and Written Expression section of Practice Test 2.
b. Tell students to turn to the answer sheet for Practice Test 2 on page 23 of their
Learning Logs.
c. 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 409.
The number 2 is printed across the top of each page in this section. Now read
the directions for Section 2 and begin work.
d. Check the exact time on the clock.
e. After 25 minutes, say*:
Stop work on Section 2.
f. Check answers for Section 2 as a class.
g. Tell students to turn to page 5, Table 4 and write down their correct answer
scores for Section 2 of Practice Test 2.
* All dialogs are taken directly from Test Administration Procedures, TOEFL ITP
Assessment Series.
Practice Test 2
3. Reading Comprehension section, Section 3 (p. 415-423)
Objectives:
Students measure progress in Reading Comprehension.
Students identify weaknesses in Reading Comprehension.
a. Tell students that today they will complete the Reading Comprehension section
of Practice Test 2.
b. Tell students to turn to the answer sheet for Practice Test 2 on page 23 of their
Learning Logs.
c. Administer the Reading Comprehension section just as you would in an actual
TOEFL Test. The formats of the Practice Test are the same as for the TOEFL.
d. 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 415. The
number 3 appears across the top of each page. Now read the directions for
Section 3 and begin work.
e. Check the exact time on the clock.
f. After 50 minutes, announce*:
You will have 5 minutes to complete this test.
g. After the complete 55 minutes, say*:
Stop work and put your pencil down.
D.R. 2011 Harmon Hall TOEFL Preparation Program Teachers Notes
81
Program reflection
1. Review Learning Logs and give individual feedback
Objectives:
Students assess overall improvement in all skills areas.
Students identify any final areas of weaknesses before taking the TOEFL ITP.
a. Tell students to open their Learning Logs to page 19, Program reflection.
b. Read the questions aloud:
In which areas did you improve the most from Diagnostic Test at the beginning
of the program to Practice Test 2 at the end?
Did you reach the goals you set out at the beginning of the program?
If not, in which specific skill area do you still need extra practice?
c. Tell students to discuss the questions with a partner.
d. Have them make a list of things they can do to practice any weak areas for their
upcoming TOEFL ITP.
e. Remind students that their textbook for this program can be used now, and for
any future TOEFL tests they take, in the following ways:
As a reference for test-taking strategies
As a reference for grammar
Extra practice exercises.
f. Ask students if they have any questions about how to take full advantage of their
textbooks and Learning Logs from the TOEFL Preparation Program.
g. Give individual feedback to students while they work in pairs. Make sure to do
the following:
Point out how much a student has improved since the beginning of the
program, using specific information from the students Learning Log.
Ask the student if they have any remaining doubts or questions about the
TOEFL ITP.
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