TOEFL

Instructor: Carmen Carbajal

Location: Mitchell Community College
Continuing Education B-6
Time: Monday through Thursday
Continuing with preparing the Transitional student or
institutes o higher learning! we began strenuous preparation or
the T"E#L e$am% The T"E#L e$am pro&ides the language s'ills
needed to succeed in a uni&ersity setting% It is also beneicial in a
student(s job! social and community lie%
The ollowing is an eight-wee' lesson plan that pro&ides a
comprehensi&e approach to T"E#L e$am preparation% Topics are
as ollows:
Listening Comprehension
Reading Comprehension
Writing
Grammar/Structure
Listening/Reading/Writing Synthesis
) &ariety o publishers are utili*ed in this program%
+Barrons, T"E#L is our primary resource% -owe&er! +ARCOs,
and +NTCs, T"E#L ha&e also pro&en &ery useul% "ther
materials are listed with each topic o this curriculum plan%
.
LISTENING COMRE!ENSION
Materia"s :
Barrons T"E#L Tapes
T"E#L/
Arcos T"E#L and Tape 0ecorder
Copies o Model Tests .!1!2!3
Copies o 4ractice Tests .!1!2!3
56"TE: #or Barrons see http#//$$$%&arronseduc%com% 7se the
search unction to loo' or T"E#L% #or )rco! loo' at
http#//$$$%ama'on%com/e(ec/o&idos/e(terna")search/*+,)-..,++/)
,0+.1,-23ey$ord456rco5TOEFL7tag4da8eses"ca9e%/
O&:ecti8es#
.% Comprehend cause and eect relationships%
1% Identiy and recall the main idea%
2% 8e9uencing%
3% Inerring :)lmost hal o the 9uestions in this section o the
T"E#L are inerence 9uestions%;
<% =rawing Conclusions%
6% =etermine eelings and emotions%
>% 8ummari*e a story%
?% =istinguish between act and iction or opinion%
Methodo"ogy#
.% @hen students arri&e to the class they get the handouts or
the test%
1% They listen to the tape% They are allowed to listen to it twice!
as this is practice not the real test%
1
2% They should try to answer as many 9uestions as possible the
irst time! so that during the second time they just chec' or
mista'es and correct them%
Comments: Barrons Listening Comprehension tests include the
written 9uestions! which is an ad&antage or the students% This
&isual aid helps students glean pertinent inormation orm the tape%
7sing Barrons T"E#L or 4art ) o the Listening Comprehension
:short con&ersations; presents more o a challenge or the students%
6TC(s or ARCOs is used or 4art B :Longer Con&ersations; and
or 4art C :Tal's and Lectures; because these :NTCs A ARCOs)
are not long and diicult%
E8a"uation# :or 4art ) o T"E#L;
.% =etails and Bocabulary @ords
1% Idiomatic e$pressions :determine meaning;
2% 8uggestions :recommendations;
3% )ssumptions
<% 4redictions
6% Inerence :suggested or implied! but not stated;
>% Identiying 4roblems
?% Topics :main idea;
E8a"uation# :or 4arts B and C C Longer con&ersations and tal's;
.% 0estatement
1% Inerence
2% Main idea
3% 4recedingD#ollowing Topic
<% Location
2
Comment: @hen the students listen to the tapeDcd or the second
time! they are then gi&en the answers% 8ubse9uently! the tapes are
played again! so that they understand where and why they made a
mista'e% They are e$pected to get ?EF o the answers correct%
3
RE6;ING COMRE!ENSION
Materia"s :
Copies rom: Arcos and Barons T"E#L
TapeDC= player
)ccompanying TapesDC=(s
O&:ecti8es#
.% Identiy main idea%
1% Identiy cause and eect relationships%
2% 4lace e&ents in se9uential order%
3% =istinguish act rom iction or opinion%
<% =etermine emotions and eelings rom conte$t clues%
6% 4redict outcomes%
>% )naly*e and e&aluate author(s point o &iew%
?% "btain critical inormation and details%
Methodo"ogy#
This section includes appro$imately i&e reading passages rom
either Barrons or Arcos T"E#L% The students recei&e their
reading passage at least a day beore! so that they may amiliari*e
themsel&es with the topic%
The day o the test! the passage is read together as a group% This
gi&es students an opportunity to as' 9uestions% This usually ta'es
.< or 1E minutes%
<
Then the 9uestions are gi&en out! and or the remaining 2E minutes
students ta'e the +test,% They answer one 9uestion each% I they
answer incorrectly! the instructor gi&es the correct answer and the
class proceeds to the ne$t 9uestion%
E8a"uation#
@hen the test answers are completed and all correct answers are
gi&en! students who ha&e missed 9uestions e$plain the reason that
they chose that particular answer% Then the class together
discusses the correct answer% In the +Error Identiication, section!
students not only ha&e to identiy their error! but also correct it and
justiy and e$plain the correction%
This e&aluation process ta'es an additional <E-minute class period%
6
WRITING
Materia"s#
Barrons TOEFL
O&:ecti8es :
@rite a multiparagraph essay with a clear introduction and
de&elopment o ideas% Their writing should contain well-ormed
sentences! appropriate mechanics and spelling! with ew
grammatical errors%
Methodo"ogy#
.% 8tudents are gi&en a topic one wee' beore it is due%
1% 8tudents are re9uired to write a page and a hal essay on the
gi&en topic%
2% Teach the ollowing 2 steps to organi*e a short essay%
)% ) good beginning:
This usually includes a topic sentence generally
e$plaining what the essay is about%
B% 8e&eral good comments:
) good essy needs a minimum o three paragraphs
that relate to the topic%
C% ) good ending:
) good ending is a summary% In a short essay! a
good ending does not add new inormation or
introduce a new idea%
3% 8tudents are gi&en a copy o the e&aluation guidelines listed
below% They need to understand the importance o their
mista'es and the e&aluation criteria%
>
E8a"uation# +@riting, is e&aluated on a score rom . to 6% ) score
o <%<! 3%<! 2%<! 1%< or .%< can also be gi&en% These are the
guidelines used to e&aluate writing:
) score o +6, is gi&en when the student:
a% 8hows consistent proiciency
b% Is well organi*ed
c% )ddresses the topic
d% Includes e$ample and details
e% -as ew errors in grammar and &ocabulary
) score o +<, is gi&en when the student:
a% 8hows inconsistent proiciency
b% Is well organi*ed
c% )ddresses the topic
d% Includes ewer e$amples and details
e% -as more errors in grammar and &ocabulary
) score o +3, is gi&en when the student:
a% 8hows minimal proiciency
b% Is inade9uately organi*ed
c% )ddresses most o the topic
d% Includes some e$ample and details
e% -as errors in grammar and &ocabulary that occasionally
conuse meaning
) score o +2, is gi&en when the student:
a% 8hows de&eloping proiciency
b% Is inade9uately organi*ed
c% )ddresses part o the topic
d% Includes ew e$amples and details
e% -as many errors in grammar and &ocabulary that
conuse meaning
?
) score o +1, is gi&en when the student:
a% 8hows little proiciency
b% Is disorgani*ed
c% =oes not address the topic
d% =oes not include e$amples and details
e% -as many errors in grammar and &ocabulary that
consistently conuse meaning
) score o +., is gi&en when the student:
a% 8hows no proiciency
b% Is disorgani*ed
c% =oes not address the topic
d% =oes not include e$amples and details
e% -as so many errors in grammar and &ocabulary that
meaning is not communicated
) score o +E, is gi&en when the student:
a% 8hows no comprehension
b% =oes not write an essay
c% @rites an essay on a dierent topic
G
GR6MM6R/STR<CT<RE O=>ECTI?ES
Materia"s#
Barrons TOEFL and audio C=
Arcos TOEFL and audio C=
O&:ecti8es#
The objecti&e is not to +teach, grammar to the students!
because it is assumed that students ha&e already studied grammar%
The purpose o the structure section o the T"E#L is to re&iew and
impro&e accuracy% 0e&iewing moti&ates students to pay attention
to detail% This allows them to use grammar structures accurately!
meaningully! and appropriately! which is the main purpose o
teaching grammar%
Methodo"ogy#
8tudents complete practice tests consisting o sentence
completion and error identiication% @hen the testing is inished!
each student answers one 9uestion and e$plains the reason or
hisDher choice% In the error identiication part students identiy and
correct the error%
E8a"uation#
E&aluation points include:
.% 6oun phrase
1% @ord order
2% 8ubject and &erb agreement
3% BerbD&erb phrase
.E
<% )djecti&e phraseDclause
6% Conjunctions
>% 4arallel constructions
?% )d&erb phraseDclause
G% Comparison
.E% Ininiti&eDHerund
..% 4repositionDpreposition
.1% 8uperlati&e
.2% 6egati&es
.3% Conditionals
.<% 4ronouns
.6% 8ingularD4lural nouns
.>% Mista'en words
.?% 7nnecessary words
.G% "mitted words
1E% 0e&ersed words
1.% )rticles
11% 0eported speech
12% 4assi&eD)cti&e &oice
..
LISTENING/RE6;ING/WRITING S@NT!ESIS
Materia"s :
Grammar in Context 2, Third Edition! :Thomson - -einle; by
8andra 6% Elbaum! I8B6: .3.2EE63G2! I 1EE.%
Grammar in Context 3, Third Edition! :Thomson - -einle; by
8andra 6% Elbaum! I8B6: .3.2EE6<E>! I 1EE.%
Tapes rom the same te$tboo's
Tape recorder
O&:ecti8es#
To impro&e students( ability to listen! read! write! and pronounce
each and e&ery word in a gi&en article%
Methodo"ogy#
.% Ideally students choose one or two partners that do not spea'
the same language% :This is +teamwor'!, which is more un;%
.1
6ote: The Grammar in Context series is currently a&ailable
with a 1EE6 copyright% 8ee :http#//$$$%hein"e%com/inde(%htm";! clic'
on E8LDELT! and search or Elbaum% 8upplementary materials
are a&ailable as either tapes or C=s%
Grammar in Context Book 2! 3th Edition! 8andra 6% Elbaum!
I8B6 .3.2EE>311! I 1EE6
Grammar in Context Book 3! 3th Edition! 8andra 6% Elbaum!
I8B6 .3.2EE>3?.! I 1EE6
1% They should only ha&e a piece o paper and pencil in ront o
them%
2% They listen to the article twice%
3% They tal' a little bit about the main topic%
<% They are gi&en a copy o the article%
6% 8tudents listen to the tape while reading the article%
>% 6o pencils or pens are allowed at this time%
?% The printed material is collected%
G% They listen to the tape se&eral more times while writing as
many words as possible% The team shares constantly
whate&er they ha&e written and put the whole article together
as the pieces o a pu**leJ
.E% "ccasionally! they get the printed article! so that they can
chec' spelling% 6o writing is allowed while the printed
matter is in ront o themJ
E8a"uation#
This is more li'e a contest! because the students will be listening to
the tape as many times as they need to%
There is only one written paper per team% The team that inishes
writing the article irst winsJ
8tudents lo&e this practice% It is challenging! but not stressul!
because they share the responsibility and they get a chance to
e$change ideas! 'nowledge and small discussions about the topics%
The articles should be short! o general interest! and use e&eryday
language% "ur class used the ollowing articles! but each instructor
may ma'e substitutions o hisDher choosing:
)rticle I: +Mar'eting to Children, :Hrammar in Conte$t 4age
.<?; :8tress on Models;
.2
)rticle II: +=on(t Belie&e E&erything Kou 8ee, :Hrammar in
Conte$t 2 4age .6G; :7se o +to be supposed to,;
)rticle III: +-is 8toryD-er 8tory, :Hrammar in Conte$t 1 4age
..>; :8tress on 0ele$i&e 4ronouns;
)rticle IB: +"&erweight Children, :Hrammar in Conte$t 4age .>1;
:7se o +too, and +enough,;
Comments: Each practice usually ta'es more than one lesson o
3<-<E minutes! so our articles are more than enough or ? wee's%
:"nce a wee'%; "ne article ta'es appro$imately two hours%
.3
;6IL@ LESSON L6NS
WEEA I
Monday:
8ubject: Listening Comprehension
0esource: +T"E#L, :Barrons;
Model Test .% 8ection .% 4art )%
4ages 22> C 22?% Luestions . to .>%
Tuesday:
8ubject: 8tructure
0esource: +T"E#L, :Barrons;
Model Test .% 8ection 1%
4ages 231 C 233% Luestions . to 1<%
@ednesday:
8ubject: 0eading
0esource: +T"E#L, :Barrons;
Model Test .% 8ection 2% :#irst passage;
4ages 236 C 23?% Luestions . to .E%
Thursday:
8ubject: ListeningD0eadingD@riting
0esource: +Grammar in Context 3
+Mar'eting to Children, 4age .<?
.<
WEEA II
Monday:
8ubject: Listening Comprehension
0esource: T"E#L :ARCO;
4ractice Test .% 4art B :longer con&ersations;
4ages G. C G1% Luestions 1. to 2<%
4ractice Test .% 4art C :spo'en by a single person;
4ages G2 C G3% Luestions 26 C <E%
Tuesday:
8ubject: 8tructure
0esource: T"E#L :ARCO;
4ractice Test .% 4art .: 8entence Completion%
4age G6% Luestions . to .3%
4ractice Test .% 4art 1: Error Identiication%
4ages G> C GG% Luestions .6 to 3E%
@ednesday:
8ubject: 0eading
0esource: T"E#L :ARCO;
4ractice Test .% #irst A 8econd passages%
4ages .E. C .E3% Luestions . to 13%
Thursday:
8ubject: ListeningD0eadingD@riting
0esource: +Grammar in Context 3,
+Mar'eting to Children, 4age .<?%
.6
WEEA III
Monday:
8ubject: Listening Comprehension
0esource: T"E#L :Barrons;
Model Test 1% 8ection .%
4art ) :short con&ersations;
4ages 2<G C 26E% Luestions . to .>%
Tuesday:
8ubject: 8tructure
0esource: T"E#L :Barrons;
Model Test 1% 8ection 1%
4ages 26< C 26>% Luestions . to 1<%
@ednesday:
8ubject: 0eading
0esource: T"E#L :Barrons;
Model Test 1% 8ection 2%
8econd and Third passages% 4ages 2>. C 2>?%
Luestions .1 to 23%
Thursday:
8ubject: ListeningD0eadingD@riting
0esource: +Grammar in Context 3,
+=on(t Belie&e in E&erything Kou 8ee,
4age .6G%
.>
WEEA I?
Monday:
8ubject: Listening Comprehension
0esource: T"E#L :ARCO;
4ractice Test 1% 4art B% :longer con&ersations;
4ages .2G C .3E% Luestions 1. to 2<%
4ractice Test 1% 4art C :spo'en by a single person;
4ages .3. C .31% Luestions 26 to <E%
Tuesday:
8ubject: 8tructure
0esource: T"E#L :ARCO;
4ractice Test 1% 4art .: 8entence Completion%
4ages .32 C .33% Luestions . to .<%
4ractice Test 1% 4art 1: Error Identiication%
4ages .3< C .36% Luestions .6 to 3E%
@ednesday:
8ubject: 0eading
0esource: T"E#L :ARCO;
4ractice Test 1% 8ection 2%
Third and #ourth passages% 4ages .<1 C .<<%
Luestions 1< to 3?%
Thursday:
8ubject: ListeningD0eadingD@riting
0esource: +Grammar in Context 3,
+=on(t Belie&e E&erything Kou 8ee,
4age .6G%
.?
WEEA ?
Monday:
8ubject: Listening Comprehension
0esource: T"E#L :ARCO;
Model Test 2% 8ection .%
4art ) :short con&ersation;
4ages 2?2 C 2?3% Luestions . to .>%
Tuesday:
8ubject: 8tructure
0esource: T"E#L :Barrons;
Model Test 2% 8ection 1%
4ages 2?G C 2G.% Luestions . to 1<%
@ednesday:
8ubject: 0eading
0esource: T"E#L :Barrons;
Model Test 2% 8ection 2%
#irst and 8econd passages% 4ages 2G2 C 2GG%
Luestions . to 11%
Thursday:
8ubject: ListeningD0eadingD@riting
0esource: +Grammar in Context 2,
+-is 8toryD-er 8tory
4age ..>%
.G
WEEA ?I
Monday
8ubject: Listening Comprehension
0esource: T"E#L :ARCO;
4ractice Test 2% 4art B% :longer con&ersation;
4ages .?< C .?6% Luestions 1. to 2<%
4ractice Test 2% 4art C% :8po'en by a single person;
4ages .?> C .??% Luestions 26 to <E%
Tuesday:
8ubject: 8tructure
0esource: T"E#L :ARCO;
4ractice Test 2% 8ection 2%
4art .: 8entence Completion
4ages .?G C .G.% Luestions . to .<%
4art 1: Error Identiication
4ages .G. C .G2% Luestions .6 to 3E%
@ednesday:
8ubject: 0eading
0esource: T"E#L :ARCO;
4ractice Test 2% 8ection 2%
#irst and 8econd passages% 4ages .G< C .GG%
Luestions . to 26%
Thursday:
8ubject: ListeningD0eadingD@riting
0esource: T"E#L :ARCO;
+-is 8toryD-er 8tory,
4age ..>%
1E
WEEA ?II
Monday:
8ubject: Listening Comprehension
0esource: T"E#L :Barrons;
Model Test 3% 8ection .%
4art )% :short con&ersation;
4ages 3E> C 3E?% Luestions . to .>%
Tuesday:
8ubject: 8tructure
0esource: T"E#L :Barrons;
Model Test 3% 8ection 1%
4ages 3.2 C 3.<% Luestions . to .>%
@ednesday:
8ubject: 0eading
0esource: T"E#L :Barrons;
Model Test 3% #irst and 8econd passages%
4ages 3.> C 311%
Luestions . to 1.%
Thursday:
8ubject: ListeningD0eadingD@riting
0esource: +Grammar in Context 2,
+"&erweight Children,
4age .>1%
1.
WEEA ?III
Monday:
8ubject: Listening Comprehension
0esource: T"E#L :ARCO;
4ractice Test 3% 4art B :longer con&ersations;
4ages 122 C 123% Luestions 2. to <<%
4art C :spo'en by a single person;
4ages 12< C 12>% Luestions <6 to ?E%
Tuesday:
8ubject: 8tructure
0esource: T"E#L :ARCO;
4ractice Test 3% 8ection 1%
4art .: 8entence Completion
4ages 12? C 13E% Luestions . to 12%
4art 1: Error Identiication
4ages 13. C 132% Luestions 13 to 6E%
@ednesday:
8ubject: 0eading
0esource: T"E#L :ARCO;
4ractice Test 3% 8ection 2%
8econd and Third passages%
4ages 13> C 1<E% Luestions .2 to 26%
Thursday:
8ubject: ListeningD0eadingD@riting
0esource: +Grammar in Context 2,
+"&erweight Children,
4age .>1%
11
Be;ISCO?ERC
+e=isco&er, is a computeri*ed career inormation and
assessment program oered o&er the Internet% The program allows
a student to complete in&entories in the areas o :.; interests! :1;
abilities! and :2; &alues% ) summary o a student(s responses to the
three in&entories is matched to potential areas o study or career
options so a student can e$plore careers appropriate to hisDher
strengths! majors appropriate or the careers! and schools that oer
the majors%
+=isco&er, inclues a databan' o inormation on thousands
o occupations% ) student can generate a printout that describes the
job! loo's at growth potential! oers salary ranges! and lists related
occupations% There is also a section on Mob 8earch techni9ues!
including but not limited to inter&iewing and writing rNsumNs and
co&er letters%
By being aorded the opportunity to peruse a range o
careers in a gi&en ield! persons such as a doctor rom another
country can e$plore job 9ualiications and opportunities in nursing!
medical transcription or physician assistants% )lthough not
e9ui&alent to the job o a doctor! these jobs in related ields can
allow the E8L student to +get a oot in the door%, It(s a most
eicient way to get highly educated proessionals into jobs more
commensurate with their interests and education%
--------------------------
+=isco&er, is accessible through any internet site! but re9uires a to'en
and other login inormation a&ailable only to agencies that pay a yearly
leasing ee% Kour community college may already be a =isco&er site%
#or =isco&er inormation! see http#//$$$%act%org Ddisco&er or contact
Oaren McChesney! 8enior Consultant 4hone: 3E3-12.-.G<1
=I8C"BE0 8er&ices! )CT! Inc% #a$ 3E3-12.-<G3<
22<< Leno$ 0oad 6E! 8uite 21E
)tlanta! H) 2E216
12