TOEFL Teachers Notes

Table of Contents Introduction

2

Course 1 Orientation

3



Diagnostic Test

4



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

Section 3 Practice Test

69

Section 1 Practice Test

74

Progress Check 3

75

Section 2 Practice Test

79

Practice Test 2

80

Program reflection

82

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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Harmon Hall TOEFL® Preparation Program Teacher’s Notes Introduction 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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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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.

Tell students to open their Learning Logs to the Self-reflection on page 3. Tell students to take a few minutes to answer the questions. Then, have students stand and find a partner. Have them introduce themselves. Tell students to ask and answer the questions for I. Listening Comprehension. 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.

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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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. d. Tell them to write their name on the answer sheet. 4

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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.

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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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. * 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.

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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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. h. Let students know that they will practice these strategies throughout the course.

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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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. b. c. d. e. f. g. h.

Tell students to turn to page 31. Read the instructions for Exercise L1 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 b. through f. for Exercises L2-L7. 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.

a. Tell students to open their books to page 120. 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) g. Clarify any doubts students have.

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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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.

a. Tell students to turn to page 122. 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.

a. b. c. d. e. f.

Tell students to turn to page 124. Read the instructions for Exercise S1 aloud. Go through the example as class. Have students complete the exercise in pairs. Check the answers as a class. Ask students which nouns from the exercise can be either count or non-count (2, 7, and 8).

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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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. b. c. d.

Tell students to open their books to page 122. Ask students what a quantifier is. Elicit examples of quantifiers. 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. w. Ask students what part of the word changes from one form to another. (the ending)

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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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.

Tell students to turn to page 125. Read the instructions Exercise S2 aloud. Go through the example as a class. Complete number 1 as a class. Have students complete the exercise individually or in pairs. Check answers as a class. Clarify any doubts students have. 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.

a. Tell students to open their books to page 242. 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.

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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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.

a. Tell students to turn to page 242. 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. q. Let them know that they will practice these strategies throughout the course.

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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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.



a. Tell students to turn to page 246. 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. g. Clarify any doubts students have. 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. b. c. d. e. f. g. h. i.

Tell students to open their books to page 252. Read the instructions for Exercise R5 aloud. Go through the example as a class. Have students form teams (3-4 people depending on the size of the class). Give them ten minutes to work on the first word (grant). Monitor as they work to check that all teams understand and are on task. Have them complete the charts for words 2-4. Check answers as a class and clarify any doubts students have. 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.

a. Tell students to open their books to page 37. b. Go through the Time, Quantity, and Comparisons examples as a class. c. Clarify any doubts students have.

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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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.

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.

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.

a. b. c. d.

Tell students to open their books to page 127. Read point 1, Is the definite article (“a” or “an”) used correctly? (A) aloud. Write the following words on the board: table, elephant, child, opinion, accident. 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. p. Read point 3, Should the definite article (“the”) be used? (A to E) aloud. 14

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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.

Tell students to turn to page 130. Read the instructions for Exercise S6 aloud. Go through the example as a class. Have students complete Exercise S6 individually or in pairs. Check answers as a class. Clarify any doubts students have. Repeat steps b. through f. for Exercise S7. Have students write down any problems they are having with articles in their Learning Logs (p. 9).

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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Reading Comprehension 1. Exercise R6 (p. 262, 263) Objective: Students examine and identify synonyms correctly.

a. b. c. d. e. f. g. h.

Tell students to turn to page 262. Read the instructions for Exercise R6 aloud. Go through the example as a class. Tell students they only need to circle the word that does not belong in the list. Have them complete the exercise either individually or in pairs. Check answers as a class. Clarify any doubts students have. 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. b. c. d. e. f.

Read the instructions for Exercise R7 aloud. Go through the example as a class. Have students complete the exercise individually or in pairs. Check answers as a class. Clarify any doubts students have. 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.

a. Tell students to open their books to page 130. 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. e. Clarify any doubts students have.

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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

2. Exercise S8 (p. 131) Objective: Students compare and select demonstratives correctly.

a. b. c. d. e. f.

Read the instructions for Exercise 8 aloud. Go through the example as a class. Confirm that students understand the instructions. Have students complete the exercise in pairs. Check answers as a class. Clarify any doubts students have.

3. Exercises S9 and S10 (p.132, 133) Objective: Students identify and correct errors regarding articles and demonstratives.

a. b. c. d. e. f. g. h.

Read the instructions for Exercise S9 aloud. Go through the examples as a class. Have students complete the exercises individually or in pairs. Tell them to refer to points 1-5 on pages 127-130 if they are unsure about the use of articles or demonstratives. Check answers as a class. Clarify any doubts students have. Repeat steps a. through f. for Exercise S10. 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. b. c. d. e. f.

Tell students to open their books to page 264. Ask students what roots, prefixes, and suffixes are. Give them a minute to talk with a partner and create a simple definition. Elicit answers. Go through points 1, 2 and 3 on pages 264 and 265 as a class. 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.

a. b. c. d. e.

Tell students to turn to page 265. Give students a few minutes to study the prefixes and roots in Exercise R8. Ask students if they have any questions about their meaning. Read the instructions for Exercise R8 aloud. Go through the example as a class.

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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f. g. h. i. j.

Have students complete the exercise individually or in pairs. Check the answers as a class. Clarify any doubts students have. Repeat steps b. through h. for Exercises R9 and R10. 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. b. c. d. e. f. g. h. i. j. k. l.

Read the instructions for R11 aloud. Complete number 1 as a class. Have students complete the exercise in pairs. Tell them to check the meanings in their dictionary. Check answers as a class. Clarify any doubts students have. Repeat steps a. through f. for Exercise R12. Tell students to write down any specific words they had trouble with in their Learning Logs (p. 14). Assign half the class words 1-5 in each exercise and the other half words 6-10. Tell them to write sentences with their words. When they are finished, have them find a partner from the other half of the class and exchange sentences. 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. b. c. d. e. f. g. h. i.

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Ask students what an idiom is. Elicit answers. Tell students to open their books to page 46. Read the definition of an idiom and go through the examples as a class. Ask for examples of other idioms. Remind students that the meaning of an idiom cannot be determined by putting together the meanings of the individual words. Tell students to read the definition of phrasal verbs. Go through the examples of phrasal verbs as a class. 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. 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®.

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

2. Exercises L12-L14 (p. 46-52) Objective: Students infer meaning of idioms and phrasal verbs.

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.

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. b. c. d. e. f. g.

Read the instructions for Exercise S11 aloud. Go through the example as a class. Complete number 1 as a class. Have students complete the exercise individually or in pairs. Tell them to refer to the chart on page 133 if necessary. Check answers as a class. Clarify any doubts students have.

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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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. b. c. d.

e. f. g. h.

Tell students to open their books to page 269. Read the instructions for Exercise R13 aloud. Complete numbers 1 and 2 as a class. 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. Tell them to write down words their partners thought of that they did not have on their lists. Check answers as a class, eliciting examples for each prefix. Repeat steps a. through e. for Exercise R14. 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. e. Clarify any doubts students have. 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. 20

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

e. f. g. h. i.

Have students complete the exercise individually or in pairs. Tell students to check their answers in a dictionary. Check answers as a class. Clarify any doubts students have. 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.

a. Tell students to open their books to page 53. 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.” d. Have students share their answers with a partner. D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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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.

a. Tell students to open their books to page 133. 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. b. c. d. e. f. g.

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Read the instructions for Exercise S13 aloud. Complete number 1 as a class to confirm that students understand. Have them complete the exercise individually or in pairs. Check answers as a class. Clarify any doubts students have. Repeat steps a. through e. for Exercises S14 and S15. Tell students to write down any examples they had trouble understanding in their Learning Logs (p. 9).

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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.

a. Tell students to open their books to page 277. 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).

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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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.

a. Tell students to open their books to page 56. 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.

a. b. c. d. e. f. g.

Tell students to turn to page 58. Read the instructions for Exercise L16, Practice with statements, aloud. Confirm that students understand the example before you begin the listening. Play the listening once. Check answers as a class. Replay the listening to review any problem areas. 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). 3. PRACTICE WITH VARIOUS STRUCTURES 2 (p. 56) Objective: Students identify and determine what words express a negative meaning.

a. Tell students to turn to page 56. 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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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

4. Exercise L17 (p. 60, 61) Objective: Students infer meaning of statements or short conversations that contain words that express a negative meaning.

a. b. c. d. e. f. g.

Tell students to turn to page 60. Read the instructions for Exercise L17, Practice with statements, aloud. Confirm that students understand the example before you begin the listening. Play the listening once. Check answers as a class. Replay the listening to review any problem areas. 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 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.

a. Tell students to open their books to page 137. 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).

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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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.

a. Tell students to open their books to page 280. 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. g. Check answers as a class. h. Clarify any doubts students have. 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.

a. Tell students to open their books to page 56. 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.

a. b. c. d. e. f.

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Tell students to turn to page 61. Read the instructions for Exercise L18, Practice with statements, aloud. Confirm that students understand the example before you begin the listening. Play the listening once. Check answers as a class. Replay the listening to review any problem areas.

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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. Tell students to turn to page 57. 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.

a. b. c. d. e. f. g.

Tell students to turn to page 63. Read the instructions for Exercise L19, Practice with statements, aloud. Confirm that students understand the example before you begin the listening. Play the listening once. Check answers as a class. Replay the listening to review any problem areas. Repeat steps b. through f. for Practice with conversations (p. 63, 64) and Practice 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.

a. Tell students to open their books to page 139. 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. c. Read (A) aloud. D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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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) vi. It has been a stormy week. (2. Pronoun) 28

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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.

a. b. c. d. e. f. g. h. i.

Tell students to turn to page 142. Read the instructions for Exercise S17 aloud. Go through the example as a class. Complete number 1 as a class. Have students complete the exercise individually and compare their answers with a partner. Check answers as a class. Clarify any doubts students have. Repeat steps b. through g. for Exercise S18. 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.

a. Tell students to turn to page 140. 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.

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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4. Exercises S19 and S20 (p. 143, 144) Objective: Students examine sentences for subject-verb agreement.

a. Tell students to turn to page 143. b. Read the instructions for Exercise S19 aloud. c. Go through the example as a class. 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.

a. Tell students to open their books to page 283. 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. g. Check answers as a class. h. Clarify any doubts students have. 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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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

Listening Comprehension, Part A 1. PRACTICE WITH VARIOUS STRUCTURES 5 (p. 57) Objective: Students identify different ways of expressing causes and results.

a. Tell students to open their books to page 57. b. Have them look at point 5, Ways of expressing causes and results. c. Read each example aloud and ask a question to check comprehension. EXAMPLE: After the first sentence, ask students, “Why did they leave?” d. Clarify any doubts students have. 2. Exercise L20 (p. 65, 66) Objective: Students identify causes and results in statements and conversations.

a. b. c. d. e. f. g.

Tell students to turn to page 65. Read the instructions for Exercise L20, Practice with statements, aloud. Confirm that students understand the example before you begin the listening. Play the listening once. Check answers as a class. Replay the listening to review any problem areas. Repeat steps b. through f. for Practice with conversations (p. 65, 66) and Practice with TOEFL-like conversations (p. 66). h. Tell students to write down any specific sentences they had trouble understanding in their Learning Logs (p. 5). 3. PRACTICE WITH VARIOUS STRUCTURES 6-9 (p. 57, 58) Objective: Students explain and exemplify reflexive pronouns. Students distinguish between verb + infinitive and verb + gerund. Students distinguish between “used to” and “be used to.” Students explain and exemplify “was to have.”

a. b. c. d. e. f. g.

Tell students to turn to page 57. Read the examples for point 6, Reflexive pronouns. Tell students to think of an example of their own. Call on volunteers to share their examples. Check that they are using the structures correctly. Repeat steps b. through e. for the remaining structures (points 7, 8, and 9). Clarify any doubts students have.

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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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.”

a. b. c. d. e. f. g.

Tell students to turn to page 67. Read the instructions for Exercise L21, Practice with statements, aloud. Confirm that students understand the example before you begin the listening. Play the listening once. Check answers as a class. Replay the listening to review any problem areas. Repeat steps b. through f. for Practice with conversations (p. 67) and Practice with TOEFL-like conversations (p. 68). h. Clarify any doubts students have. i. Tell students to write down any specific structures or sentences they had trouble understanding in their Learning Logs (p. 6).

Structure and Written Expression 1. PRACTICE WITH SUBJECTS 4 (p. 141, 142) Objectives: Students identify correct use of “it” and “there” as subjects. Students differentiate “it” as a subject from “it” as a pronoun. Students distinguish between “there” as a subject” and “there” as an adverb.

a. Tell students to open their books to page 141. b. Give students five minutes to study point 4, Have “it” and “there” been used correctly? on pages 141, 142. c. Go through (A) as a class and draw students’ attention to the subjects and verbs in each example. d. Tell students to look at (B) and (C) on page 142. e. Ask students to identify the subjects and verbs in the examples. f. Clarify any doubts students have. 2. Exercises S21-S23 (p. 145-147) Objectives: Students identify correct use of “it” and “there” as subjects. Students differentiate “it” as a subject from “it” as a pronoun. Students distinguish between “there” as a subject” and “there” as an adverb.

a. b. c. d.

Tell students to turn to page 145. Read the instructions for Exercise S21 aloud. Complete number 1 as a class. Have students complete the exercise individually and compare their answers with a partner. e. Check answers as a class. f. Clarify any doubts students have. 32

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

g. Repeat steps b. through f. for Exercise S22. h. Read the instructions for Exercise S23 aloud. i. Go through the example as a class. j. Have students complete the exercise individually. k. Check answers as a class. l. Clarify any doubts students have. m. Tell students to write down any specific problems they had with “it” and “there” as subjects in their Learning Logs (p. 10).

Reading Comprehension 1. CHECK YOUR PROGRESS R21 Mini-test (p. 286-290) Objective: Students assess reading comprehension skills and identify weaknesses in the areas covered in Exercises R1-R20.

a. Tell students to open their books to page 286. b. Explain to students that they will take a Mini-test that uses a format similar to the one used in the READING COMPREHENSION section of the TOEFL® Test. c. Tell students that the purpose of the Mini-test is to determine whether or not they have mastered the material covered in Exercises R1-R20 and in which areas they need more practice. d. Have students sit as though they were taking an actual exam. It is important that students become accustomed to the testing atmosphere. e. Tell students that they will have 25 minutes to complete the Mini-test. f. Read the directions and example aloud as you would when administering the TOEFL® Test. g. Give students 25 minutes to complete the Mini-test. h. Check answers as a class. i. Clarify any doubts students have. j. Tell students to write down their scores and the items they answered incorrectly in their Learning Logs (p. 15).

Listening Comprehension, Part A 1. CHECK YOUR PROGRESS L22 Mini-test (p. 68-71) Objective: Students assess listening comprehension skills and identify weaknesses in the areas covered in Exercises L16-L21.

a. Tell students to open their books to page 68. b. Explain to students that they will take a Mini-test that uses the same format as Part A of the Listening Comprehension section on the TOEFL® Test. c. Tell students that the purpose of the Mini-test is to determine whether or not they have mastered the material covered in Exercises L16-L21 and in which areas they need more practice. d. Have students sit as though they were taking an actual exam. It is important that students become accustomed to the testing atmosphere. e. Read the directions aloud. D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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f. g. h. i. j.

Play the listening once. Check answers as a class. Replay the listening to review any problem areas. Clarify any doubts students have. Tell students to write down their scores and the items they answered incorrectly in their Learning Logs (p. 6).

Structure and Written Expression 1. CHECK YOUR PROGRESS, S24 Mini-test (p. 147, 148) Objective: Students assess structure and written expression skills and identify weaknesses in the areas covered in Exercises S17-S23.

a. Tell students to open their books to page 147. b. Explain to students that they will take a Mini-test that uses the same format as questions 1-15, the Structure part, of the Structure and Written Expression section of the TOEFL® Test. c. Tell students that the purpose of the Mini-test is to determine whether or not they have mastered the material covered in Exercises S17-S23 and in which areas they need more practice. d. Have students sit as though they were taking an actual exam. It is important that students become accustomed to the testing atmosphere. e. Tell students that they will have 10 minutes to complete the Mini-test. f. Read the directions and example aloud as you would when administering the TOEFL® Test. g. Give students 10 minutes to complete the Mini-test. h. Check answers as a class. i. Clarify any doubts students have. j. Tell students to write down their scores and the items they answered incorrectly in their Learning Logs (p. 10). 2. CHECK YOUR PROGRESS, S25 Mini-test (p. 149-151) Objective: Students assess structure and written expression skills and identify weaknesses in the areas covered in Exercises S1-S24.

a. Tell students to open their books to page 149. b. Explain to students that they will take a Mini-test that uses the same format as questions 16-40, the Written Expression part, of the Structure and Written Expression section of the TOEFL® Test. c. Tell students that the purpose of the Mini-test is to determine whether or not they have mastered the material covered in Exercises S1-S24 and in which areas they need more practice. d. Have students sit as though they were taking an actual exam. It is important that students become accustomed to the testing atmosphere. e. Tell students that they will have 15 minutes to complete the Mini-test. f. Read the directions and example aloud as you would when administering the TOEFL® Test. 34

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

g. h. i. j.

Give students 15 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. 10).

Course 1, Progress Check 2 1. TOEFL® Learning Log Objectives: Students reflect on progress in different skill areas. Students create study plan based on information from their Learning Logs.

a. Tell students to open their Learning Logs to page 17. b. Read the questions aloud:  Do you feel you have improved in all three sections (Listening Comprehension, Structure and Written Expression, and Reading Comprehension)? Why or why not?  Which area 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.” d. Have students share their answers with a partner. e. Tell them to write down their study priorities for the rest of Course 1 in their Learning Logs. f. Monitor students as they write and give them guidance as needed. NOTE: This may include suggesting they review exercises that are already completed, or that they do additional optional exercises that were not covered in class.

Reading Comprehension 1. PRACTICE WITH MAIN IDEAS (p. 290) Objective: Students identify different ways that questions concerning the main idea of a passage are phrased on the TOEFL®.

a. Tell students to open their books to page 290. b. Go through PRACTICE WITH MAIN IDEAS as a class. c. Draw students’ attention to the different ways that TOEFL® questions concerning the main idea may be phrased. d. In (C), ask the following questions to check comprehension:  Is the main topic of the passage always in the first sentence? (No)  Where else can it be? (It can be anywhere in the passage, or not stated at all, only implied.) e. Clarify any doubts students have.

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2. Exercises R22-R24 (p. 291-296) Objective: Students analyze and identify the main ideas in reading passages.

a. b. c. d. e. f. g. h. i.

Tell students to turn to page 291. Read the instructions for Exercise R22 aloud. Go through the example as a class. Complete number 1 as a class. Have students complete the exercise individually and compare their answers with a partner. Check answers as a class. Clarify any doubts students have. Repeat b. through g. for Exercises R23 and R24. Tell students to write down any problems they had analyzing or identifying the main ideas in reading passages in their Learning Logs (p. 15).

Listening Comprehension, Part A 1. PRACTICE WITH REMEMBERING DETAILS (p. 71, 72) Objective: Students identify strategies for remembering details.

a. b. c. d.

Tell students to open their books to page 71. Read PRACTICE WITH REMEMBERING DETAILS on page 71 aloud. Go through the strategies on page 72 as a class. Clarify any doubts students have.

2. Exercises L23 and L24 (p. 72-74) Objective: Students identify details in short conversations.

a. b. c. d. e. f. g. h. i.

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Tell students to turn to page 72. Read the instructions for Exercise L23 aloud. Go through the example as a class. Confirm that students understand the instructions. Play the listening once. Check answers as a class. Replay the listening to review any problem areas. Repeat b. through g. for Exercise L24. Tell students to write down specific words or ideas that they had trouble understanding in their Learning Logs (p. 6).

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

Reading Comprehension 1. CHECK YOUR PROGRESS R25 Mini-test (p. 296-298) Objective: Students assess reading comprehension skills and identify weaknesses in the areas covered in Exercises R22-R24.

a. Tell students to open their books to page 296. b. Explain to students that they will take a Mini-test that uses a format similar to that used in the READING COMPREHENSION section of the TOEFL® Test. c. Tell students that the purpose of the Mini-test is to determine whether or not they have mastered the material covered in Exercises R22-R24 and in which areas they need more practice. d. Have students sit as though they were taking an actual exam. It is important that students become accustomed to the testing atmosphere. e. Tell students that they will have 15 minutes to complete the Mini-test. f. Read the directions and example aloud as you would when administering the TOEFL® Test. g. Give students 15 minutes to complete the Mini-test. h. Check answers as a class. i. Clarify any doubts students have. j. Tell students to write down their scores and the items they answered incorrectly in their Learning Logs (p. 15).

Listening Comprehension, Part A 1. PRACTICE WITH UNDERSTANDING MEANING FROM CONTEXT (p. 74) Objective: Students identify strategies for understanding meaning from context.

a. Tell students to open their books to page 74. b. Go through the strategies on page 74 for understanding meaning from context as a class. c. Clarify any doubts students have. 2. Exercises L25- L27 (p. 74-76) Objectives: Students determine the purpose of a conversation. Students infer the meaning of responses in spoken conversations. Students identify what people in a conversation are doing.

a. b. c. d. e. f. g. h.

Read the instructions for Exercise L25 aloud. Go through the example as a class. Confirm that students understand the instructions. Play the listening once. Check answers as a class. Replay the listening to review any problem areas. Repeat steps a. through f. for Exercises L26 and L27. Tell students to write down specific words or ideas that they had trouble understanding in their Learning Logs (p. 6).

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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Structure and Written Expression 1. PRACTICE WITH VERBS 1-3, (p. 151-154) Objectives: Students identify different kinds of verbs. Students recognize that verbs must agree in number and person with the subject. Students identify different verb tenses and their purpose.

a. Tell students to open their books to page 151. b. Go through point 1, Does the sentences contain a verb? on page 151 as a class. c. Remind students that verbs must agree in number and person with the subject on the sentence, as stated in point 2 on page 151. d. Tell students to use the chart in point 3, Is the verb tense correct? to study verbs tenses, or to use as a reference when needed. e. Clarify any doubts students have. 2. Exercise S26 (p. 158, 159) Objective: Students analyze sentences and identify verbs.

a. b. c. d. e.

Tell students to turn to page 158. Read the instructions for Exercise S26 aloud. Go through the example as a class. Complete number 1 as a class. Have students complete the exercise individually and compare answers with a partner. f. Check answers as a class. g. Clarify any doubts students have. h. Tell students to write down any specific verbs they had trouble identifying in their Learning Logs (p. 10).

Reading Comprehension 1. PRACTICE WITH UNDERSTANDING DETAILS (p. 298) Objective: Students identify skills they need in order to understand reading passages.

a. Tell students to open their books to page 298. b. Have them look at PRACTICE WITH UNDERSTANDING DETAILS. c. Tell them to read the three strategies they need to be able to do in order to understand a reading passage. d. Let them know that today they will practice with referents. e. Elicit the definition of a referent from students. f. Clarify any doubts students have.

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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

2. Exercises R26 and R27 (p. 298-301) Objective: Students identify what referents are referring to in reading passages.

a. b. c. d. e. f. g. h. i. j. k. l.

Read the instructions for Exercise R26 aloud. Go through the example as a class. Complete number 1 as a class. Have students complete the exercise individually or in pairs. Check answers as a class. Clarify any doubts students have. Read the instructions for Exercise R27 aloud. Go through the example as a class. Have students complete the exercise individually. Check answers as a class. Clarify any doubts students have. Tell students to write down any problems they had with referents in their Learning Logs (p. 15).

Listening Comprehension, Part A 1. Exercises L28 and L29 (p. 76-78) Objectives: Students draw conclusions accurately. Students make inferences based on context when listening.

a. b. c. d. e. f. g. h.

Tell students to open their books to page 76. Read the instructions for Exercise L28 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 b. through f. for Exercise L29. Tell students to write down specific words or ideas that they had trouble understanding in their Learning Logs (p. 6).

Structure and Written Expression 1. PRACTICE WITH VERBS 4 and 5 (p. 154, 155) Objectives: Students describe correct use of modals. Students identify correct use of passive and active verbs.

a. Tell students to open their books to page 154. b. Read the first six example sentences in point 4, Are the modals used correctly? aloud. c. Make sure students identify the function of the different modals (ability, possibility, advice, necessity, intention, past habit). d. Go through the special meanings of “must” and “cannot/could not” as a class. e. Have students create one example with “must” and one example with “cannot/ could not.” D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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f. Call on students to share their examples. g. Check that they are using the modals correctly. h. Ask students if they know the difference between the active and passive form of verbs. i. Elicit answers. j. Read the explanation under point 5, Is the passive or active form of the verb used correctly? on page 154 aloud. k. Go through the examples as a class. l. Clarify any doubts students have. 2. Exercise S27 (p. 159) Objective: Students distinguish between the active and passive voices.

a. b. c. d. e. f. g. h.

Tell students to turn to page 159. Read the instructions for Exercise S27 aloud. Go through the example as a class. Complete number 1 as a class. Have students complete the exercise individually or in pairs. Check answers as a class. Clarify any doubts students have. Tell students to write down any problems they had identifying active and passive voice in their Learning Logs (p. 10).

3. PRACTICE WITH VERBS 6 and 7 (p. 155, 156) Objectives: Students identify correct word order with auxiliaries and negatives. Students examine statements and identify correct verb forms.

a. Tell students to turn to page 155. b. Give students a minute to study the chart (A) in point 6, Is the verb in the correct word order? c. Read (B) aloud. d. Go through the examples as a class. e. Read (C) aloud. f. Go through the examples as a class. g. Elicit additional examples from students for “do,” “have,” and “will” as verbs and “do,” “have,” and “will” as aux-words. h. Clarify any doubts students have. i. Read (A) in point 7, Is the verb in the correct form? aloud. j. Go through the examples of verb, noun, adjective and adverb form as a class. k. Read (B) aloud. l. Elicit additional examples of regular and irregular verbs and list them on the board. m. Clarify any doubts students have.

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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

4. Exercise S28 (p. 160) Objective: Students analyze sentences and identify whether or not verb tense is correct according to context.

a. b. c. d. e.

Tell students to turn to page 160. Read the instructions for Exercise S28 aloud. Go through the example as a class. Complete number 1 as a class. Have students complete the exercise individually and compare their answers with a partner. f. Check answers as a class. g. Clarify any doubts students have. h. Tell students to write down any problems they had with verb tenses in their Learning Logs (p. 10).

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 Teacher´s Notes

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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.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

d. e. f. g.

the directions for Section 2 and begin work.” Check the exact time on the clock. After 25 minutes, say*: “Stop work on Section 2.” Check answers for Section 2 as a class. Tell students to turn to page 5, Table 4 and write down their correct answer scores for Section 2 of Practice Test 1. * All dialogs are taken directly from Test Administration Procedures, TOEFL ® ITP Assessment Series.

Course 1, Progress Check 3 1. TOEFL® Learning Log Objectives: Students reflect on progress in Course 1. Students create study plan based on information from their Learning Logs and Practice Test 1.

a. Tell students to turn to page 18 in their Learning Logs.  In which areas of the test (Listening Comprehension, Structure and Written Expression and Reading Comprehension) did you improve the most from the Diagnostic Test at the beginning of Course 1 to Practice Test 1?  Are there areas in which you did not see as much improvement as you would have liked?  What can you do in Course 2 course to improve in those areas? b. Read the questions aloud. c. Give students a few minutes to reflect on their own. d. Have students share their answers with a partner. e. Tell them to write down their study priorities for Course 2 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.

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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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.

a. Tell students to open their books to page 301. b. Give students a few minutes to study the list of transition and connecting words in R28 Understanding transitions and connectors. c. Monitor as they study the words and clarify any doubts they have. d. Read the instructions aloud. e. Go through the example as a class. f. Have students complete the exercise individually. g. Check answers as a class. h. Clarify any doubts students have. i. Repeat steps d. through h. for Exercise R29. j. Tell them to write down any specific transition words or connectors they had trouble with in their Learning Logs (p. 15).

Structure and Written Expression 1. PRACTICE WITH VERBS 8-11 (p. 156-158) Objectives: Students explain correct use of infinitives and gerunds. Students identify and classify verbs that can be used with an infinitive or gerund with and without a change in meaning. Students create examples using correct use of adjectives formed from verbs.

a. Tell students to open their books to page 156. b. Go through point 8, Are infinitives used correctly? as a class. c. Have students write an example of their own using the words from the lists (A), (B), and (C). d. Call on volunteers to share their examples. e. Check that they are using infinitives correctly. f. Tell students to use the word lists in (A), (B), and (C) as a reference when needed. g. Repeat steps b. through f. for point 9, Are gerunds used correctly? h. Go through point 10, Are the infinitives and gerunds interchangeable? as a class. i. Assign half the class “forget” and the other half “remember.” j. Tell students to write two examples with their word, one with an infinitive and one with a gerund. k. Call on students to share their examples and write them on the board. l. Have students explain the difference in meaning between the two versions. m. Go through point 11, Are adjectives that are formed from verbs used correctly? as a class.

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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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.

Tell students to turn to page 160. Read the instructions for Exercise S29 aloud. Go through the example as a class. Have students complete the exercise individually or in pairs, including the Extended practice. Check answers as a class. Clarify any doubts students have. Read the instructions for Exercise S30 aloud. Go through the examples as a class. Have students complete the exercise individually or in pairs. Check answers as a class. Clarify any doubts students have. Repeat steps g. through k. for Exercises S31 and S32. Tell students to write down any specific problems they had with verbs in their Learning Logs (p. 10).

Listening Comprehension, Part A 1. CHECK YOUR PROGRESS L30 Mini-test (p. 78-81) Objective: Students assess listening comprehension skills and identify weaknesses in their areas covered in Exercises L23-L29.

a. Tell students to open their books to page 78. 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 L23-L29 and in which areas they need more practice. d. Have students sit as though they were taking an actual exam. It is important that students become accustomed to the testing atmosphere. e. Read the directions aloud. f. Play the listening once. g. Check answers as a class. h. Replay the listening to review any problem areas. i. Clarify any doubts students have.

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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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.

Tell students to open their books to page 306. Read the instructions for Exercise R30 aloud. Go through the example as a class. Complete number 1 as a class. Have students complete the exercise individually. Check answers as a class. Clarify any doubts students have. Tell students to write down any specific problems they had with verbs in their Learning Logs (p. 16).

2. PRACTICE WITH RESTATEMENT, Exercise R31 (p. 307, 308) Objective: Students compare and contrast statements to determine if they are similar in meaning.

a. b. c. d. e. f. g.

Read PRACTICE WITH RESTATEMENT on page 307 aloud. Read the instructions for Exercise R31 aloud. Go through the example as a class. Have students complete the exercise individually or in pairs. Check answers as a class. Clarify any doubts students have. Tell students to write down any specific problems they had with verbs in their Learning Logs (p. 16).

Listening Comprehension, Part B 1. PART B LONGER CONVERSATIONS (p. 82, 83) Objectives: Students describe structure of Listening Comprehension, Part B. Students identify strategies to use for Listening Comprehension, Part B.

a. Tell students to open their books to page 82. b. Read PART B LONGER CONVERSATIONS aloud. c. Elicit information to confirm that students understand the structure of Listening Comprehension, Part B. NOTE: Make sure students recognize that multiple questions will follow each short conversation, they will hear each conversation only once, and they are not permitted to take notes. d. Tell students to look at STRATEGIES TO USE FOR LISTENING COMPREHENSION, PART B on page 82. e. Explain to students that for Listening Comprehension, Part B there are six general strategies that they should keep in mind. 46

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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. Tell students to look at PRACTICE WITH TOPICS on page 83. b. Read point 1, The topic is what the conversation is about. It is usually understood at the beginning of the conversation. c. Go through the example as a class. d. Clarify any doubts students have. 3. Exercises L31-L33 (p. 84, 85) Objectives: Students predict the topic of the conversation from the first sentence. Students identify the topic of the conversation from the first statement. Students analyze the conversation and decide if the topic is stated in the first sentence.

a. b. c. d. e. f. g. h.

Tell students to turn to page 84. Read the instructions for L31 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 b. through f. for Exercises L32 and L33. Tell students to write down any problems they had understanding the topics of the conversations in their Learning Logs (p. 6).

Structure and Written Expression 1. PRACTICE WITH SUBJECT/AUX-WORD INVERSIONS (p. 163, 164) Objective: Students explain when changes can be made in the order of the subject and the auxiliary word.

a. b. c. d.

Tell students to open their books to page 163. Read point 1, Has the word order been changed to make a question? aloud. Go through the examples as a class. Clarify any doubts students have.

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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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 doesn’t like shopping, and Steve doesn’t 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 doesn’t 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.

Tell students to go to Exercise S33 on page 164. Read the instructions aloud. Go through the example as a class. Complete number 1 as a class. Have students complete the exercise individually or in pairs. Check answers as a class. Clarify any doubts students have. Repeat steps b. through g. for Exercises S34, S35, and S36. Tell students to write down any specific problems they have with subject/auxword inversion in their Learning Logs (p. 10).

Reading Comprehension 1. Exercises R32 and R33 (p. 308-312) Objective: Students select statements that have the same meaning as a given statement.

a. Tell students to open their books to page 308. b. Read the instructions for Exercise R32 aloud. c. Go through the example as a class.

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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

d. e. f. g. h.

Have students complete the exercise individually. Check answers as a class. Clarify any doubts students have. Repeat steps b. through f. for Exercise R33. Tell students to write down any specific problems they had with identifying or locating restatements in their Learning Logs (p. 16).

Listening Comprehension, Part B 1. PRACTICE WITH TOPICS 2 (p. 83) Objective: Students describe how topics are changed or narrowed down in a conversation.

a. b. c. d. e.

Tell students to open their books to page 83. Read point 2 aloud. Go through the example as a class. Ask students where the topic changed. (line 4) Clarify any doubts students have.

2. Exercise L34 (p. 85, 86) Objective: Students identify a change in topic in a conversation.

a. b. c. d. e. f. g. h.

Tell students to turn to page 85. Read the instructions for Exercise L34 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. Tell students to write down any specific problems they had with changes in topic in their Learning Logs (p. 6).

3. PRACTICE WITH TOPICS 3 (p. 83) Objective: Students notice how topics can be inferred when not stated directly.

a. b. c. d.

Tell students to turn to page 83. Read point 3 aloud. Go through the example as a class. Clarify any doubts students have.

4. Exercise L35 (p. 86) Objective: Students infer the topic of a conversation.

a. Tell students to turn to page 86. b. Read the instructions for Exercise L35 aloud. c. Go through the example as a class. D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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d. e. f. g.

Play the listening once. Check answers as a class. Replay the listening to review any problem areas. Tell students to write down any problems they had with topics in their Learning Logs (p. 6).

Structure and Written Expression 1. CHECK YOUR PROGRESS S37 Mini-test (p. 167, 168) Objective: Students assess structure skills and identify weaknesses in the areas covered in Exercises S26-S36.

a. Tell students to open their books to page 167. b. Explain to students that they will take a Mini-test that uses the same format as the Structure part of the Structure and Written Expression section of the TOEFL® Test. c. Tell students that the purpose of the Mini-test is to determine whether or not they have mastered the material covered in Exercises S26-S36 and in which areas they need more practice. d. Have students sit as though they were taking an actual exam. It is important that students become accustomed to the testing atmosphere. e. Tell students that they will have 10 minutes to complete the Mini-test. f. Read the directions and example aloud as you would when administering the TOEFL® Test. g. Give students 10 minutes to complete the Mini-test. h. Check answers as a class. i. Clarify any doubts students have. j. Tell students to write down their score and the items they answered incorrectly in their Learning Logs (p. 11). 2. PRACTICE WITH WORD FORMS 1 (p. 169) Objective: Students identify different forms of words.

a. Tell students to turn to page 169. b. Have students look at point 1, Is the word a noun, a verb, an adjective, or an adverb? c. Go through the example with the word decide as a class. d. Write 10 words on the board. (Isolate, rely, practical, responsible, strength, solid, generous, correlate, beauty, tolerance) e. Divide the class into groups of three or four. f. Assign two or three words to each group. g. Tell students to use their dictionaries and find the other forms, if any. h. Have students stand up and share their results with other students. i. Clarify any doubts students have.

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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

3. Exercise S38 and S39 (p. 172) Objective: Students analyze words and identify word forms by suffix and function.

a. b. c. d. e. f. g. h. i. j.

Tell students to turn to page 172. Read the instructions for Exercise S38 aloud. Go through the example as a class. Have students complete the exercise individually and compare their answers with a partner. Check answers as a class. Clarify any doubts students have. Repeat steps b. through f. for Exercise S39. Have students complete the Extended practice for Exercise S39. Monitor as they work and check that their sentences are correct. Tell students to write down any specific words or word forms they had problems with in their Learning Logs (p. 11).

Listening Comprehension, Part B 1. CHECK YOUR PROGRESS L36 Mini-test (p. 86, 87) Objective: Students assess listening comprehension skills and identify weaknesses in their areas covered in L31-L35.

a. Tell students to open their books to page 86. b. Explain to students that they will take a Mini-test that uses a format similar to that used in Part B of the Listening Comprehension section of 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 L31-L35 and in which areas the need more practice. d. Have students sit as though they were taking an actual exam. It is important that students become accustomed to the testing atmosphere. e. Read the directions aloud. f. Play the listening once. g. Check answers as a class. h. Replay the listening to review any problem areas. i. Clarify any doubts students have. j. Tell students to write down their scores and the items they answered incorrectly in their Learning Logs (p. 7). 2. PRACTICE WITH DETAILS 1 (p. 87) Objective: Students identify how referents are used to refer back to a previously mentioned word or phrase.

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.

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3. Exercises L37 and L38 (p. 88-90) Objective: Students identify the word or phrase a referent is referring to in statements and conversations.

a. b. c. d. e. f. g.

Tell students to turn to page 88. Read the instructions for Exercise L37 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 b. through f. for Exercise L38. NOTE: In Exercise L38 you must pause the listening as indicated. h. Tell students to write down any problems they had with referents in their Learning Logs (p. 7).

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.

Tell students to open their books to page 312. Read the instructions for Exercise R34 aloud. Go through the example as a class. Have students complete the exercise individually. Check answers as a class. Clarify any doubts students have. Read the instructions for Exercise R35 aloud. Go through the example as a class. Have students complete the exercise individually and check their answers with a partner. j. Check answers as a class. k. Clarify any doubts students have. l. Tell students to write down any specific problems they had with identifying specific lines or finding facts in their Learning Logs (p. 16). NOTE: If there is not enough class time to complete numbers 4, 5, and 6, tell students that had trouble with this exercise (less than 80% correct), to complete numbers 4, 5, and 6 as extra practice for homework.

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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

Structure and Written Expression 1. PRACTICE WITH WORD FORMS 2 and 3 (p. 169-171) Objectives: Students analyze words to determine if words are in the correct position depending on their form. Students describe how different endings (suffixes) change word forms.

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.

Tell students to turn to page 173. Read the instructions for Exercise S40 aloud. Go through the example as a class. Have students complete the exercise individually or in pairs.

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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e. f. g. h.

Check answers as a class. Clarify any doubts students have. Repeat steps b. through f. for Exercises S41, S42, and S43. Tell students to write down any words or word forms they had trouble with in their Learning Logs (p. 11).

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.

a. Tell students to open their books to page 319. b. Explain to students that they will take a Mini-test that uses a format similar to that used in the READING COMPREHENSION section of the TOEFL® Test. c. Tell students that the purpose of the Mini-test is to determine whether or not they have mastered the material covered in Exercises R26-R35 and in which areas they need more practice. d. Have students sit as though they were taking an actual exam. It is important that students become accustomed to the testing atmosphere. e. Tell students that they will have 25 minutes to complete the Mini-test. f. Read the directions and example aloud as you would when administering the TOEFL® Test. g. Give students 25 minutes to complete the Mini-test. h. Check answers as a class. i. Clarify any doubts students have. j. Tell students to write down their scores and the items they answered incorrectly in their Learning Logs (p. 16).

Course 2, 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 18. b. Read the questions aloud:  Have you continued to improve in all three sections (Listening Comprehension, Structure and Written Expression, and Reading Comprehension)? Why or why not?  Which area 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.” d. Have students share their answers with a partner.

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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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.

Listening Comprehension, Part B 1. PRACTICE WITH DETAILS 2 (p. 87, 88) Objective: Students explain how phrases can be restated without changing the meaning.

a. b. c. d.

Tell students to open their books to page 87. Read the bold text in point 2, Restatements aloud. Go through the example as a class. Clarify any doubts students have.

2. Exercise L39 (p. 90) Objective: Students identify the written statement that means the same as the spoken statement.

a. b. c. d. e. f. g. h.

Tell students to turn to page 90. Read the instructions for Exercise L39 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. Tell students to write down any specific problems they had with identifying statements in their Learning Logs (p. 7).

3. PRACTICE WITH DETAILS 3 (p. 88) Objective: Students state how numerous details can contribute to confusion.

a. b. c. d.

Tell students to turn to page 88. Read the bold text in point 3, Numerous details aloud. Go through example as a class. Clarify any doubts students have.

4. Exercises L40 and L41 (p. 90-93) Objective: Students identify details in a spoken conversation.

a. b. c. d.

Tell students to turn to page 90. Read the instructions for Exercise L40 aloud. Go through the example as a class. Play the listening once.

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e. Check answers as a class. f. Replay the listening to review any problem areas. g. Repeat steps b. through f. for Exercise L41. NOTE: In Exercise L41 you must pause the listening as indicated. h. Tell students to write down any problems they had understanding restatements and details in their Learning Logs (p. 7).

Structure and Written Expression 1. PRACTICE WITH WORD CHOICES 1 (p. 175, 176) Objective: Students describe and identify correct use of “and,” “or,” and “but.”

a. Tell students to open their books to page 175. b. Have them look at PRACTICE WITH WORD CHOICES point 1, Have the words “and,” “or,” and “but” been used correctly? c. Go through (A), (B), and (C) as a class. d. Write 5 sentences on the board using “and,” “or,” and “but.”  He looked for his watch but didn’t find it.  They packed snacks and sandwiches for the picnic.  They went to the hardware store but it was closed.  I could take biology this semester or wait until next year.  He sent her flowers and chocolates for her birthday. e. Have students close their books. f. Have students categorize each sentence as “similar value,” “choice” and “contrast.” Answers:  He looked for his watch but didn’t find it. (contrast)  They packed snacks and sandwiches for the picnic. (similar value)  They went to the hardware store but it was closed. (contrast)  I could take biology this semester or wait until next year. (choice)  He sent her flowers and chocolates for her birthday. (similar value) g. Clarify any remaining doubts that students have. 2. Exercise S44 (p. 178) Objective: Students analyze statements and determine if “and,” “or,” and “but” are used correctly.

a. b. c. d. e. f. g.

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Tell students to turn to page 178. Read the instructions for Exercise S44 aloud. Go through the example as a class. Have students complete the exercise individually or in pairs. Check answers as a class. Clarify any doubts students have. Tell students to write down any problems they had with the use of “and,” “or,” and “but” in their Learning Logs (p. 11).

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

3. PRACTICE WITH WORD CHOICES 2 (p. 176) Objective: Students identify correct use of “either…or,” “neither…nor,” and “both…and.”

a. Tell students to turn to page 176. b. Have them look at point 2, Have the words “either…or,” “neither…nor,” and “both… and” been used correctly? c. Read (A) aloud. d. Tell students to write an example of their own using “either…or.” e. Have students share examples with a partner. f. Monitor and check that they are using “either…or” correctly. g. Repeat c. through f. for (B) and (C). h. Clarify any doubts students have. 4. Exercise S45 (p. 178, 179) Objective: Students ascertain if “either…or,” “neither…nor,” and “both…and” are used correctly.

a. b. c. d. e. f. g.

Tell students to turn to page 178. Read the instructions for Exercise S45 aloud. Complete number 1 as a class. Have students complete the exercise individually or in pairs. Check answers as a class. Clarify any doubts students have. Tell students to write down any problems they had with the use of “either…or,” “neither…nor,” and “both…and” in their Learning Logs (p. 11).

5. PRACTICE WITH WORD CHOICES 3 (p. 176) Objective: Students describe and identify correct use of “so,” “as,” and “such as.”

a. b. c. d.

e. f. g.

h. i.

Tell students to open their books to page 176. Have them look at point 3, Have the words “so,” “as,” and “such as” been used correctly? Go through (A), (B), and (C) as a class. Write the following incorrect sentences on the board:  Sandy was late for work, so as she didn’t eat breakfast.  Such I closed the door, I realized I had left my keys inside.  Bill love to discuss controversial things as politics and religion. Divide the class into groups of three. Have students close their books. Tell students to find the mistakes and write the sentences correctly. Answers:  Sandy was late for work, so she didn’t eat breakfast.  As I closed the door, I realized I had left my keys inside.  Bill love to discuss controversial things such as politics and religion. Call on students to share answers with the class and correct the sentences on the board. Clarify any doubts students have.

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6. Exercise S46 (p. 179) Objective: Students examine statements and determine if “so,” “as,” and “such as” are used correctly.

a. b. c. d. e. f. g. h. i.

Tell students to turn to page 179. Read the instructions for Exercise S46 aloud. Complete number 1 as a class. Have students form teams of three to four students depending on the size of the class. Tell students to divide up the sentences among them, and that the first team to have all answers correct wins. Say “GO.” NOTE: In order to win a team must have written in all necessary corrections. Check answers as a class. Clarify any doubts students have. Tell students to write down any problems they had with the use of “so,” “as” and “such as” in their Learning Logs (p. 11).

7. PRACTICE WITH WORD CHOICES 4 (p. 176) Objective: Students explain correct use of “too,” “enough,” and “so.”

a. Tell students to open their books to page 176. b. Have them look at point 4, Have the words “too,” “enough,” and “so” been used correctly? c. Go through (A), (B), and (C) as a class. d. Clarify any doubts students have about the use of “too,” “enough,” and “so.” 8. Exercise S47 (p. 179, 180) Objective: Students ascertain if “too,” “enough,” and “so” are used correctly.

a. b. c. d. e. f. g. h. i.

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Tell students to turn to page 179. Read the instructions for Exercise S47 aloud. Complete number 1 as a class. Have students form teams of three or four students depending on the size of the class. Tell students to divide up the sentences among them, and that the first team to have all answers correct wins. Say “GO.” NOTE: In order to win a team must have written in all necessary corrections. Check answers as a class. Clarify any doubts students have. Tell students to write down any problems they had with the use of “too,” “enough,” and “so” in their Learning Logs (p. 11).

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

Listening Comprehension, Part B 1. CHECK YOUR PROGRESS L42 Mini-test (p. 93) Objective: Students assess listening comprehension skills and identify weaknesses in the areas covered in Exercises L37-L41.

a. Tell students to open their books to page 93. b. Explain to students that they will take a Mini-test that uses a format similar to that used in Part B of the Listening Comprehension section of 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 L37-L41 and in which areas they need more practice. d. Have students sit as though they were taking an actual exam. It is important that students become accustomed to the testing atmosphere. e. Read the directions aloud. f. Play the listening once. g. Check answers as a class. h. Replay the listening to review any problem areas. i. Tell students to write down their scores and the items they answered incorrectly in their Learning Logs (p. 7).

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.

Tell students to open their books to page 323. Read PRACTICE WITH INFERENCES aloud. (Do not have them go on to page 324.) Ask students if there is any information that is not explicitly stated but can be inferred. Elicit ideas. Tell students to turn to page 324. Go through the information in numbers 1-6 as a class. Clarify any doubts students have.

2. Exercises R37 and R38 (p. 324-328) Objective: Students identify inferences and the information from which inferences can be made.

a. b. c. d. e. f. g. h.

Tell students to go to Exercise R37 on page 324. Read the instructions aloud. Go through the example as a class. Have students complete the exercise individually and compare answers with a partner. Check answers as a class. Clarify any doubts students have. Repeat steps b. through f. for Exercise R38. Tell students to write down any problems they had with inferences in their Learning Logs (p. 16).

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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Listening Comprehension, Part B 1. PRACTICE WITH INFERENCES (p. 93, 94) Objective: Students notice how inferences can be made through details that are stated or through general knowledge.

a. Tell students to look at PRACTICE WITH INFERENCES on page 93. b. Go through Examples I and II as a class. c. Clarify any doubts students have. 2. Exercises L43-L45 (p. 94-96) Objective: Students infer information from short conversations.

a. b. c. d. e. f. g. h. i.

Tell students to look at Exercise L43 on page 94. Read the instructions 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 b. through f. for Exercises L44 and L45. Clarify any doubts students have. Tell students to write down any problems they had with inferences in their Learning Logs (p. 7).

Structure and Written Expression 1. PRACTICE WITH WORD CHOICES 5 (p. 176) Objective: Students describe correct use of “many,” “much,” “few,” and “little.”

a. Tell students to open their books to page 176. b. Have them look at point 5, Have the words “many,” “much,” “few,” and “little” been used correctly? c. Go through (A) and (B) as a class. d. Put the following nouns on the board: people, time, food, students. e. Ask students which words can be used with each noun, “many” and “few” or “much” and “little”. Answer: “Many” and “few” can be used with people and students; “much” and “little” can be used with time and food. f. Clarify any doubts students have.

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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

2. Exercise S48 (p. 180) Objective: Students analyze sentences and determine if “many,” “much,” “few,” and “little” are used correctly.

a. b. c. d. e. f. g.

Tell students to turn to page 180. Read the instructions for Exercise S48 aloud. Complete number 1 as a class. Have students complete the exercise in pairs. Check answers as a class. Clarify any doubts students have. Tell students to write down any problems they had with “many,” “much,” “few,” and “little” in their Learning Logs (p. 11).

3. PRACTICE WITH WORD CHOICES 6 (p. 176, 177) Objective: Students define and demonstrate correct use of “like,” “alike,” and “unlike.”

a. Tell students to turn to page 176. b. Have them look at point 6, Have the words “like,” “alike,” and “unlike” been used correctly? c. Go through (A), (B), and (C) as a class. d. Write the following fill in the blank sentences on the board:  I want a bracelet ______ that one.  My husband and I are _____ in many ways .  _______ Lindsey, Amy enjoys spending time to herself. e. Individually, students decide which word (“like,” “alike” or “unlike”) best completes each sentence. Answers:  I want a bracelet like that one.  My husband and I are alike in many ways.  Unlike Lindsey, Amy actually enjoys spending time to herself. f. Check answers as a class. g. Clarify any doubts students have. 4. Exercise S49 (p. 180, 181) Objective: Students determine if “like,” “alike,” and “unlike” are used correctly.

a. b. c. d. e. f. g.

Tell students to turn to page 180. Read the instructions for Exercise S49 aloud. Complete number 1 as a class. Have students complete the exercise in pairs. Check answers as a class. Clarify any doubts students have. Tell students to write down any problems they had with “like,” “alike,” and “unlike” in their Learning Log (p. 11).

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5. PRACTICE WITH WORD CHOICES 7 (p. 177) Objectives: Students describe correct use of “another,” “the other,” “the others,” and “others.” Students match each word or phrase to its definition.

a. Tell students to turn to page 177. b. Give them a few minutes to study point 7, Have the words “another,” “the other,” “the others,” and “others” been used correctly? c. Tell students to close their books. d. Place each word or phrase (A-J) on the floor. e. Mix the definitions and hand them to different students. NOTE: You must prepare cards with the words and definitions on them before class. f. Tell students to match the definition with the correct word. Example: The others = the rest of the members of a group g. Check answers as a class. h. Clarify any doubts students have. 6. Exercise S50 (p. 181) Objective: Students analyze statements and determine if “another,” “the other,” “the others,” and “others” are used correctly.

a. b. c. d. e. f. g.

Tell students to turn to page 181. Read the instructions for Exercise S50 aloud. Complete number 1 as a class. Have students complete the exercise in pairs. Check answers as a class. Clarify any doubts students have. Tell students to write down any problems they had with “another,” “the other,” “the others,” and “others” in their Learning Logs (p. 12).

7. PRACTICE WITH WORD CHOICES 8 (p. 177, 178) Objective: Students examine commonly confused words and determine meanings.

a. Tell students to turn to page 177. b. Have students form groups of three to four students and divide up the words from the list in point 8, Have any of the following words been used incorrectly? c. Tell each student to look up his/her words in the dictionary. d. Have students explain their words to the group. e. Go through the list as a class. f. Clarify any doubts students have.

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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

8. Exercise S51 (p. 181) Objective: Students examine statements and select correct word.

a. b. c. d. e. f. g.

Tell students to turn to page 181. Read the instructions for Exercise S51 aloud. Go through the example as a class. Have students complete the exercise individually or in pairs. Check answers as a class. Clarify any doubts students have. Tell students to write down any words they had trouble with in their Learning Logs (p. 12).

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.

Tell students to open their books to page 328. Read the instructions for Exercise R39 aloud. Go through the example as a class. Have students complete the exercise individually and compare answers with a partner. Check answers as a class. Clarify any doubts students have. Repeat steps b. through f. for Exercises R40 and R41. Tell students to write down any problems they had with inferences in their Learning Logs (p. 16).

Listening Comprehension, Part B 1. CHECK YOUR PROGRESS L46 Mini-test (p. 96, 97) Objective: Students assess listening comprehension skills and identify weaknesses in areas covered in Exercises L43-L45.

a. Tell students to open their books to page 96. b. Explain to students that they will take a Mini-test that uses a format similar to that used in Part B of the Listening Comprehension section of 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 L43-L45 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. D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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g. h. i. j.

Check answers as a class. Replay the listening to review any problem areas. Clarify any doubts students have. Tell students to write down their scores and the items they answered incorrectly in their Learning Logs (p. 7).

Listening Comprehension, Part C 1. PART C TALKS OR LECTURES (p. 98, 99) Objectives: Students describe the test format used for Listening Comprehension, Part C. Students explain strategies used for Listening Comprehension, Part C.

a. Tell students to open their books to page 98. b. Read PART C TALKS OR LECTURES aloud. c. Elicit information to confirm that students understand the structure of Listening Comprehension, Part C. NOTE: Make sure students recognize that multiple questions will follow each talk or lecture, they will hear each talk or lecture only once, and they are not permitted to take notes. d. Tell students to look at STRATEGIES TO USE FOR LISTENING COMPREHENSION, PART C on page 98. e. Explain to students that for Listening Comprehension, Part C there are six general strategies that they should keep in mind. f. Read the title of the first strategy on page 98 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 98 and 99. k. Clarify any doubts students have. 2. PRACTICE WITH TOPICS (p. 99) Objective: Students describe the importance of identifying the topic of a talk or lecture.

a. Tell students to look at PRACTICE WITH TOPICS on page 99. b. Tell them that identifying the topic of a lecture or talk quickly will help them anticipate information they will hear and need to retain to answer the question. c. Read the bold print about topics aloud. d. Clarify any doubts students have.

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3. Exercises L47-L50 (p. 99-101) Objectives: Students predict the topic from the first statement. Students identify the topic from the first statement. Students determine if the topic is stated in the first sentence of the passage. Students identify a change in topic in a talk.

a. b. c. d. e. f. g. h. i.

Tell students to look at Exercise L47 on page 99. Read the instructions 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. Repeat steps b. through g. for Exercises L48, L49, and L50. Tell students to write down any problems they had with topics in their Learning Logs (p. 7).

Structure and Written Expression 1. CHECK YOUR PROGRESS S52 Mini-test (p. 182-184) Objective: Students assess written expression skills and identify weaknesses in areas covered in Exercises S38-S51.

a. Tell students to open their books to page 182. b. Explain to students that they will take a Mini-test that uses the same format as 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 S38-S51 and in which areas they need more practice. d. Have students sit as though they were taking an actual exam. It is important that students become accustomed to the testing atmosphere. e. Tell students that they will have 15 minutes to complete the Mini-test. f. Read the directions and example aloud as you would when administering the TOEFL® Test. g. Give students 15 minutes to complete the Mini-test. h. Check answers as a class. i. Clarify any doubts students have. j. Tell students to write down their scores and the items they answered incorrectly in their Learning Logs (p. 12).

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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.

a. Tell students to open their books to page 334. b. Explain to students that they will take a Mini-test that uses a format similar to that used in the READING COMPREHENSION section of the TOEFL® Test. c. Tell students that the purpose of the Mini-test is to determine whether or not they have mastered the material covered in Exercises R37-R41 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 20 minutes to complete the Mini-test. f. Read the directions and example aloud as you would when administering the TOEFL® Test. g. Give students 20 minutes to complete the Mini-test. h. Check answers as a class. i. Clarify any doubts students have. j. Tell students to write down their scores and the items they answered incorrectly in their Learning Logs (p. 16).

Listening Comprehension, Part C 1. CHECK YOUR PROGRESS L51 Mini-test (p. 101, 102) Objective: Students assess listening comprehension skills and identify weaknesses in areas covered in Exercises L47-L50.

a. Tell students to open their books to page 101. b. Explain to students that they will take a Mini-test that uses a format similar to that used in Part C of the Listening Comprehension section on the TOEFL® Test. c. Tell students that the purpose of the Mini-test is to determine whether or not they have mastered the material covered in Exercises L47-L50 and in which areas they need more practice. d. Have students sit as though they were taking an actual exam. It is important that students become accustomed to the testing atmosphere. e. Read the directions aloud. f. Play the listening once. g. Check answers as a class. h. Replay the listening to review any problem areas. i. Clarify any doubts students have. j. Tell students to write down their scores and the items they answered incorrectly in their Learning Logs (p. 8).

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Course 2, Progress Check 2 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 18. b. Read the questions aloud:  Have you continued to improve in all three sections (Listening Comprehension, Structure and Written Expression, and Reading Comprehension)? Why or why not?  Which area 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.” d. Have students share their answers with a partner. 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.

Listening Comprehension, Part C 1. PRACTICE WITH DETAILS (p. 102), Exercises L52 and L53 (p. 102, 103) Objective: Students determine what word or phrase referents refer to in a statement or talk.

a. b. c. d. e. f. g. h. i. j.

Tell students to look at PRACTICE WITH DETAILS on page 102. Read the ways that details can be confusing aloud. Read the instructions for Exercise L52 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. Repeat steps c. through h. for Exercise L53. Tell students to write down any problems they had with referents in their Learning Logs (p. 8).

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2. Exercises L54-L56 (p.103-106) Objectives: Students identify the restatement that gives the same information as the spoken statement. Students identify facts and details in talks or lectures.

a. b. c. d. e. f. g. h. i.

Tell students to open their books to page 103. Read the instructions for Exercise L54 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. Repeat steps b. through g. for Exercises L55 and L56. Tell students to write down any problems they had with restatements or identifying details in their Learning Logs (p. 8).

Structure and Written Expression 1. PRACTICE WITH CLAUSES (p. 184, 185) Objective: Students define types of independent and dependent clauses.

a. 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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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

2. Exercises S53 and S54 (p. 185, 186) Objective: Students identify complete simple and complete complex sentences.

a. b. c. d. e. f. g. h. i. j.

Tell students to turn to go to Exercise S53 on page 185. Read the instructions aloud. Go through the example as a class. Have students complete the exercise individually or in pairs. Check answers as a class. Have students complete the Extended practice. Check answers as a class. Clarify any doubts students have. Repeat steps b. through h. for Exercise S54. Tell students to write down any problems they had with independent or dependent clauses in their Learning Logs (p. 12).

Reading Comprehension 1. Reading Comprehension, Section 3 Practice Test R43 (p. 337-345) Objective: Students measure progress and identify weaknesses in Reading Comprehension.

a. Explain to students that they will take a final Reading Comprehension Test with the same format as the Reading Comprehension section of the TOEFL® Test. b. Tell students that the purpose of the test is to determine whether or not they have mastered the material covered in the Reading Comprehension exercises and in which areas they need more practice. c. Maintain the same testing conditions that would be experienced during the actual TOEFL® Test. d. Tell students to turn to page 21 in their Learning Logs. This is the answer sheet they will use for the Section 3 Practice Test. e. Tell students to open their books to page 338. f. Tell them that they will have 55 minutes to complete the test. g. Tell students to read the directions and examples on page 338. h. Tell students to begin. i. Give students 55 minutes to complete the test. j. Check answers as a class. k. Clarify any doubts students have. l. Tell students to enter their correct answer score on page 17 of their Learning Logs and write down any specific problems they had with the Reading Comprehension Practice Test. m. Tell students to go to page 5, Table 4 and enter their correct answer score for Section 3 of the Section Tests. n. Tell them to use table 2 on page 4 to convert their score. o. Monitor and assist students as needed. p. Have them enter the converted score in Table 4, Section Tests, Section 3.

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Listening Comprehension, Part C 1. CHECK YOUR PROGRESS L57 Mini-test (p. 106-108) Objective: Students assess listening comprehension skills and identify weaknesses in the areas covered in Exercises L52-L56.

a. Tell students to open their books to page 107. b. Explain to students that they will take a Mini-test that uses a format similar to that used in Part C of the Listening Comprehension section on the TOEFL® Test. c. Tell students that the purpose of the Mini-test is to determine whether or not they have mastered the material covered in Exercises L52-L56 and in which areas they need more practice. d. Have students sit as though they were taking an actual exam. It is important that students become accustomed to the testing atmosphere. e. Read the directions aloud. f. Play the listening once. g. Check the answers as a class. h. Replay the listening to review any problem areas. i. Clarify any doubts students have. j. Tell students to write down their scores and the items they answered incorrectly in their Learning Logs (p. 8).

Structure and Written Expression 1. PRACTICE WITH NOUN CLAUSES (p. 187, 188) Objective: Students identify correct use of noun clauses.

a. b. c. d. e. f. g.

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Tell students to open their books to page 187. Read the definition of a noun clause in point 1, Is the clause a noun clause? aloud. Go through the uses of nouns and noun clauses as a class. Tell students to look at point 2, Is the correct clause marker used? Give them a few minutes to study the clause markers. Go through questions 3-6 on page 188 as a class. Put the following sentence starters on the wall: i. I thought… ii. We were all shocked at… iii. They called her… iv. …is in Europe. v. The doctor couldn’t say… vi. I cannot remember… vii. He didn’t remember… viii. The professor taught them… ix. They had no idea… x. He didn’t know… xi. We never realized… xii. We didn’t know to… xiii. We couldn’t tell… D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

h. i. j. k. l.

NOTE: You must prepare sentence starters before class. Provide each student with one of the following words or phrases: that, what, when, where, why, who, how many, how much, how, which, whether, whose, whom, if. Have students choose a sentence starter and add a noun clause using the word or words provided to them. Have students exchange sentences with a partner to check for mistakes. Check answers as a class. Clarify any doubts students have.

2. Exercises S55-S58 (p. 189, 190) Objectives: Students identify noun clauses and their functions. Students locate the subject and verb in independent clauses and noun clauses.

a. b. c. d. e. f. g. h.

Tell students to turn to page 189. Read the instructions for Exercise S55 aloud. Go through the examples as a class. Have students complete the exercise individually or in pairs. Check answers as a class. Clarify any doubts students have. Repeat steps b. through f. for Exercises S56, S57, and S58. Tell students to write down any problems they had with noun clauses in their Learning Logs (p. 12).

3. Exercises S59 and S60 (p. 191, 192) Objectives: Students determine if verbs in noun clauses are used correctly. Students identify the correct clause marker.

a. b. c. d. e. f. g. h.

Tell students to open their books to page 191. Read the instructions for Exercise S59 aloud. Go through the example as a class. Have students complete the exercise individually or in pairs. Check answers as a class. Clarify any doubts students have. Repeat steps b. through f. for Exercise S60. Tell students to write down any problems they had with verbs in noun clauses or clause markers in their Learning Logs (p. 12).

4. CHECK YOUR PROGRESS S61 Mini-test (p. 192-194) Objective: Students assess structure skills and identify weaknesses in the areas covered in Exercises S53-S60.

a. Tell students to open their books to page 192. b. Explain to students that they will take a Mini-test that uses the same format as the Structure part of the Structure and Written Expression section of the TOEFL® Test. c. Tell students that the purpose of the Mini-test is to determine whether or not D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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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).

Listening Comprehension, Part C 1. PRACTICE WITH INFERENCES (p. 108), Exercises L58-L60 (p. 108-110) Objective: Students make inferences and conclusions based on the information given.

a. b. c. d. e. f. g. h. i. j. k.

Tell students to open their books to page 108. Read the paragraph after PRACTICE WITH INFERENCES aloud. Tell students to look at Exercise L58. Read the instructions 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. Repeat steps b. through i. for Exercises L59 and L60. Tell students to write down any problems they had with inferences in their Learning Logs (p. 8).

2. CHECK YOUR PROGRESS L61 Mini-test (p. 110-112) Objective: Students assess listening comprehension skills and identify weaknesses in the areas covered in Exercises L58-L60.

a. Tell students to open their books to page 110. b. Explain to students that they will take a Mini-test that uses a format similar to that used in Part C of the Listening Comprehension section on the TOEFL® Test. c. Tell students that the purpose of the Mini-test is to determine whether or not they have mastered the material covered in Exercises L58-L60 and in which areas they need more practice. d. Have students sit as though they were taking an actual exam. It is important that students become accustomed to the testing atmosphere. e. Read the directions aloud. f. Play the listening once. g. Check answers as a class. h. Replay the listening to review any problem areas. 72

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

i. Clarify any doubts students have. j. Tell students to write down their scores and the items they answered incorrectly in their Learning Logs (p. 8).

Structure and Written Expression 1. PRACTICE WITH ADJECTIVE CLAUSES 1-3 (p. 194-196) Objective: Students identify correct use of adjective clauses.

a. Tell students to open their books to page 194, PRACTICE WITH ADJECTIVE CLAUSES. b. Give them one minute to read point 1, Is the clause an adjective clause? individually. c. Tell students to work with a partner and list three characteristics of an adjective clause. (It has a subject and a verb. It is a dependent clause and therefore, does not form a complete sentence. It is used like an adjective.) d. Give students two minutes to read point 2, Is the correct clause marker used? individually. e. Elicit examples of clause markers used with adjective clauses and write a few in the board. f. Provide each student with one of the following incorrect sentences: i. The boy whose lives next door is my friend. ii. The teacher, whom house is on fire, needs to be called. iii. The TV who I bought is broken. iv. That was the month whose he started college. v. They made a deal which his father would pay for the car before December. vi. The woman whose we met is the new teacher. vii. The college who I studied is now a major university. viii. He studied a major that there are no job opportunities. ix. Amy was the professor for whom she was referring. x. The car when we bought was used. xi. Crossing Siberia, that temperatures reach well below freezing, is a difficult journey on foot. xii. Diabetes, whose is a serious disease, can be treated successfully. NOTE: You must prepare these sentences before class. g. Have students work in groups of three to find the clause marker mistake and correctly write the sentences. h. Monitor each group closely to make sure the correct clause marker is being used. Answers: i. The boy who/that lives next door is my friend. ii. The teacher, whose house is on fire, needs to be called. iii. The TV that I bought is broken. iv. That was the month in which he started college. v. They made a deal whereby his father would pay for the car before December. vi. The woman who/that we met is the new teacher. vii. The college where I studied is now a major university. viii. He studied a major for which there are no job opportunities. ix. Amy was the professor to whom she was referring. D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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x. The car that we bought was used. xi. Crossing Siberia, where temperatures reach well below freezing, is a difficult journey on foot. xii. Diabetes, which is a serious disease, can be treated successfully. i. If time allows, have groups exchange incorrect sentences and repeat the activity. j. Read point 3, Is the clause marker in the correct position? aloud. k. Tell students to work with a partner and write four sentences with adjective clauses, one each with the relative pronouns as the subject, object, object of the preposition, and adverb. l. Check that they are using the relative pronouns correctly. m. Ask students if they have any final questions about clause markers or their position. n. Clarify any remaining doubts students have about clause markers. 2. Exercises S62-S65 (p. 197-199) Objectives: Students locate clause markers and adjective clauses. Students use clause markers correctly.

a. Tell students to turn to page 197. b. Read the instructions for Exercise S62 aloud. c. Go through the example as a class. d. Have students complete the exercise individually or in pairs. e. Check answers as a class. f. Clarify any doubts students have. g. Repeat steps b. through f. for Exercise S63. h. Read the instructions for Exercise S64 aloud. i. Go through the example as a class. j. Have students complete the exercise individually. k. Tell students to work with a partner to correct the clause markers that are incorrect. l. Check answers as a class. m. Clarify any doubts students have. n. Repeat steps b. through f. for Exercise S65. o. Tell students to write down any problems they had with adjective clauses and clause markers in their Learning Logs (p. 12).

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

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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.

Course 2, Progress Check 3 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 19. b. Read the questions aloud:  As you get closer to taking your TOEFL® ITP test, which area (Listening Comprehension, Structure and Written Expression, or Reading Comprehension) do you feel the most confident in?  Which area do you feel you still need to improve in?  What specific things within this area do you need to work on the most before taking the TOEFL® ITP? c. Give students a few minutes to reflect on their own. Tell them to use the notes from their Learning Logs as “evidence.” d. Have students share their answers with a partner. e. 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.

Structure and Written Expression 1. PRACTICE WITH ADJECTIVE CLAUSES 4-7 (p. 196, 197) Objective: Students identify correct use of adjective clauses.

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 Teacher´s Notes

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d. Put the following sentences on the board: i. The kids that stole the candy were punished. ii. The watch that I lost was found yesterday. iii. The lady whose house burnt down was interviewed on the local news. iv. That was the night when we all sang karaoke. e. Ask students which of the clause markers (relative pronouns) can be omitted. Answer: Sentences 2 and 4. In sentence 1, the clause marker is the subject of the adjective clause, and in sentence 3 it is “whose.” f. Read point 5, Does the adjective clause have a subject and a verb? aloud. g. Tell students to look back at (A) to (C) in point 4, Is the clause marker missing? and notice the subject and verb in each adjective clause. h. Read point 6, Is the independent clause that contains the adjective clause complete? aloud. i. Tell students to look back at (D) to (F) in point 4, Is the clause marker missing? and identify the subject and verb in the independent clauses. Answers: (D): S=The man, V=teaches; (E): S=That, V=was; (F): S=That, The factory, V=is (‘s), devised j. Read point 7, Does the verb of the adjective clause agree with the verb of the independent clause? aloud. k. Ask students if they have any final questions about the use of clause markers or adjective clauses. l. Clarify any doubts students have. 2. Exercises S66 and S67 (p. 199, 200) Objectives: Students locate the subject and verb in adjective clauses. Students determine whether or not verbs are used correctly in adjective clauses.

a. b. c. d. e. f. g. h.

Tell students to turn to page 199. Read the instructions for Exercise S66 aloud. Go through the example as a class. Have students complete the exercise individually or in pairs. Check answers as a class. Clarify any doubts students have. Repeat steps b. through f. for Exercise S67. Tell students to write down any problems they had with clause markers and adjective clauses in their Learning Logs (p. 12).

3. PRACTICE WITH REDUCED ADJECTIVE CLAUSES 1 (p. 201) Objective: Students distinguish between an adjective clause and an adjective phrase.

a. Tell students to open their books to page 201. b. Go through point 1, Is the phrase a reduced adjective clause? as a class. c. Draw students’ attention to the fact that in an adjective phrase the clause marker and the aux-words and/or “be” verbs are omitted. d. Tell each student to write two sentences containing adjective clauses. Remind them that they can use page 201 as a reference. e. Monitor as they work and check that their sentences are correct. f. Tell students to exchange their sentences with a partner and reduce the adjective clauses to adjective phrases. 76

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g. Have them check answers with their partner. h. Check answers as a class. i. Clarify any doubts students have. 4. Exercises S68 and S69 (p. 203, 204) Objectives: Students locate adjective phrases. Students identify adjective phrases and clauses.

a. b. c. d. e. f. g. h. i. j.

Tell students to turn to page 203. Read the instructions for Exercise S68 aloud. Go through the example as a class. Have students complete the exercise individually or in pairs. Check answers as a class. Tell students to work with a partner and change the adjective phrases into adjective clauses. Check answers as a class. Clarify any doubts students have. Repeat steps b. through e. for Exercise S69. Tell students to write down any problems they had with adjective phrases in their Learning Logs (p. 13).

5. PRACTICE WITH REDUCED ADJECTIVE CLAUSES 2 and 3 (p. 201, 202) Objective: Students identify correct use of adjective phrases.

a. Tell students to turn to page 201. b. Go through point 2, Is the verb form in the phrase correct? as a class. c. Ask students if they have any questions about when the verb in the phrase should use –ing form and when it should use –ed form. d. Divide the students into groups of four students. e. Provide each group with four of the following sentences: i. The school which offers study abroad is rather expensive. ii. Cars that run on bio-fuels are more environmentally friendly. iii. The professor who is administering the exam has found an error on it. iv. The FBI agent who was finalizing the case has discovered a new lead. v. The rare bird that was spotted in the jungle is nowhere to be seen. vi. They only buy cars that are assembled in Japan. vii. The trip that has been planned for Europe is cancelled. viii. The accountant who was supervising the expense budget made a serious mistake. ix. People that are living in poor countries face dire circumstances. x. College students that frequently study in the library tend to score higher on exams. xi. The university that has been recently built outside of town doesn’t have sufficient funds to finish the parking lot. xii. The air-conditioning system that failed to cool the entire building was replaced. xiii. Eco-friendly automobiles that replaced the outdated models are somewhat cheap. xiv. Many fashion conscious women only wear clothing that is bought in Paris. xv. The light that shines on the indoor garden is too bright. xvi. The man who is managing the company has been sick for weeks. D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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e. f. g. h.

i. j. k. l.

NOTE: You must prepare the sentences before class. Have each group discuss and reduce each adjective clause. Have each group write the new sentences with reduced adjective clauses. Have groups exchange sentences and check for mistakes. Monitor as they work and check that they reduced the adjective clauses correctly. Answers: i. The school offering study abroad is rather expensive. ii. Cars running on bio-fuels are more environmentally friendly. iii. The professor administering the exam has found an error on it. iv. The FBI agent finalizing the case has discovered a new lead. v. The rare bird spotted in the jungle is nowhere to be seen. vi. They only buy cars assembled in Japan. vii. The trip planned for Europe is cancelled. viii. The accountant supervising the expense budget made a serious mistake. ix. People living in poor countries face dire circumstances. x. College students frequently studying in the library tend to score higher on exams. xi. The university recently built outside of town doesn’t have sufficient funds to finish the parking lot. xii. The air-conditioning system failing to cool the entire building was replaced. xiii. Eco-friendly automobiles replacing the outdated models are somewhat cheap. xiv. Many fashion conscious women only wear clothing bought in Paris. xv. The light shining on the indoor garden is too bright. xvi. The man managing the company has been sick for weeks. Invite a few volunteers to share their sentences on the whiteboard. Give students a few minutes to read through point 3, Is the phrase correct? Elicit the conditions under which an adjective clause cannot be reduced. Answer: When the clause marker is in the object position, when the adjective clause begins with “whose,” and when the clause marker takes the adverb position. Clarify any doubts students have.

6. Exercises S70 and S71 (p. 204, 205) Objectives: Students recognize whether or not clauses can be reduced. Students determine whether or not verb form is correct in adjective phrases.

a. b. c. d. e. f. g. h.

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Tell students to turn to page 204. Read the instructions for Exercise S70 aloud. Go through the example as a class. Have students complete the exercise individually or in pairs. Check answers as a class. Clarify any doubts students have. Repeat steps b. through f. for Exercise S71. Tell students to write down any problems they had with reduced adjective clauses in their Learning Logs (p. 13).

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

7. PRACTICE WITH ADVERB CLAUSES 1-3 (p. 207-209) Objective: Students identify correct use of adverb clauses.

a. Tell students to open their books to page 207. b. Have students read PRACTICE WITH ADVERB CLAUSES point 1, Is the clause an adverb clause? c. Elicit the characteristics of an adverb clause. (It is a dependent clause with a subject and verb. It may occur at the beginning of a sentence before the independent cause, or at the end of the sentence after the independent clause.) d. Give students a few minutes to study point 2, Is the correct clause marker used? e. Clarify any doubts they have. f. Go through point 3, Is the clause marker missing? as a class. g. Tell students to write an example from each point (A-H). h. Have them exchange and check sentences with a partner. i. Invite volunteers to write some examples on the board. j. Clarify any doubts students have. 8. Exercises S73- S75 (p. 211-212) Objectives: Students locate and identify adverb clauses. Students locate the subjects and verbs of adverb clauses.

a. b. c. d. e. f. g. h.

Tell students to turn to page 211. Read the instructions for Exercise S73 aloud. Go through the example as a class. Have students complete the exercise individually or in pairs. Check answers as a class. Clarify any doubts students have. Repeat steps b. through f. for Exercises S74 and S75. Tell students to write down any problems they had with adverb clauses in their Learning Logs (p. 13). i. Let students know that if they need extra practice with adverb clauses they should study points 4, 5, and 6 on pages 209 and 210 and complete Exercises S76 and S77 on their own. 9. Structure and Written Expression, Section 2 Practice Test S99 (p. 235-241) Objective: Students measure progress and identify weaknesses in Structure and Written Expression.

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.

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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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

D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes

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 Teacher´s Notes

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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 2. j. Tell them to use table 2 on page 4 to convert their score. k. Monitor and assist students as needed. l. Have them enter the converted scores in Table 4, Practice Test 2. * All dialogs are taken directly from Test Administration Procedures, TOEFL ® ITP Assessment Series.

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 student’s Learning Log.  Ask the student if they have any remaining doubts or questions about the TOEFL® ITP.

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D.R.® 2011 Harmon Hall TOEFL® Preparation Program Teacher´s Notes