LONGMAN PREPARATION COURSE FOR THE TOEFL IBT TEST, 3E
Teacher MaterialsLESSON PLANSLONGMANPREPARATIONCOURSEFOR THE TOEFL IBT TEST, 3EDEBORAH PHILLIPSTOEFL iBT is the registered trademark of Educational Testing Service (ETS ). This publication is notendorsed or approved by ETS.
LongmanPreparationCoursefortheTOEFLiBT Test:LessonPlansCopyright sefortheTOEFLiBT thor:SarahWales- oLesson Plans Author: Sarah Wales-McGrathProject & development editor: Helen B. AmbrosioiiLESSONPLANS
CONTENTSINTRODUCTION ixHOW TO PRESENT NOTE TAKINGxviiiSECTION ONE: READING1READING DIAGNOSTIC PRE-TESTREADING OVERVIEW42VOCABULARY AND REFERENCE6SKILL 1UNDERSTAND VOCABULARY FROM CONTEXTReading Exercise 1 8SKILL 2RECOGNIZE REFERENTSReading Exercise 2 13Reading Exercise (Skills 1–2)13SENTENCES61015SKILL 3RECOGNIZE PARAPHRASESReading Exercise 3 1715SKILL 4INSERT SENTENCES INTO THE PASSAGEReading Exercise 4 22Reading Exercise (Skills 3–4)22Reading Review Exercise (Skills 1–4)23SKILL 5FIND FACTUAL INFORMATIONReading Exercise 5 281926SKILL 6IDENTIFY NEGATIVE FACTS 30Reading Exercise 6 34Reading Exercise (Skills 5–6)35Reading Review Exercise (Skills 1–6)36SKILL 7MAKE INFERENCES FROM STATED FACTS 39Reading Exercise 7 42SKILL 8INFER RHETORICAL PURPOSE QUESTIONSReading Exercise 8 47Reading Exercise (Skills 7–8)48Reading Review Exercise (Skills 1–8)4944LESSONPLANSiii
SKILL 9SELECT SUMMARY INFOMRATION 53Reading Exercise 9 54SKILL 10COMPLETE ORGANIZATIONAL (SCHEMATIC) TABLES 56Reading Exercise 10 58Reading Exercise (Skills 9–10)58Reading Review Exercise (Skills 1–10)59READING POST-TEST64SECTION TWO: LISTENING67LISTENING DIAGNOSTIC PRE-TESTLISTENING OVERVIEW 70BASIC COMPREHENSION6872SKILL 1UNDERSTAND THE GIST 72Listening Exercise 1 75SKILL 2UNDERSTAND THE DETAILSListening Exercise 2 80Listening Review Exercise (Skills 1–2)80PRAGMATIC UNDERSTANDING7783SKILL 3UNDERSTAND THE FUNCTION 83Listening Exercise 3 86SKILL 4UNDERSTAND THE SPEAKER’S STANCEListening Exercise 4 91Listening Exercise (Skills 3–4)92Listening Review Exercise (Skills 1–4)9388CONNECTING INFORMATION 96SKILL 5UNDERSTAND THE ORGANIZATION 96Listening Exercise 5 99SKILL 6UNDERSTAND RELATIONSHIPS: INFERENCES ANDDRAWING CONCLUSIONS101Listening Exercise 6 104Listening Exercise (Skills 5–6)105Listening Review Exercise (Skills 1–6)106LISTENING POST-TEST 109ivLESSONPLANS
SECTION THREE: SPEAKING 111SPEAKING DIAGNOSTIC PRE-TESTSPEAKING OVERVIEW 114112SPEAKING QUESTIONS 1 AND 2: INDEPENDENT SPEAKINGQUESTIONS 117SPEAKING QUESTION 1: FREE-CHOICE RESPONSE117SKILL 1USE YOUR NOTES TO PLAN THE FREE-CHOICERESPONSE 117Speaking Exercise 1 120SKILL 2USE YOUR PLAN TO MAKE THE FREE-CHOICERESPONSE122Speaking Exercise 2 124Speaking Review Exercise (Skills 1–2)125SPEAKING QUESTION 2: THE PAIRED-CHOICE RESPONSE127SKILL 3USE YOUR NOTES TO PLAN THE PAIRED-CHOICERESPONSE 127Speaking Exercise 3 130SKILL 4USE YOUR PLAN TO MAKE THE PAIRED-CHOICERESPONSE 132Speaking Exercise 4 134Speaking Review Exercise (Skills 3–4)134SPEAKING QUESTIONS 3 AND 4: INTEGRATED QUESTIONS (READING,LISTENING AND SPEAKING) 136SPEAKING QUESTION 3: CAMPUS-BASED INTEGRATEDREADING, LISTENING, AND SPEAKING136SKILL 5NOTE THE MAIN POINTS AS YOU READSpeaking Exercise 5 138136SKILL 6NOTE THE MAIN POINTS AS YOU LISTEN 140Speaking Exercise 6 142SKILL 7USE YOUR NOTES TO PLAN THE RESPONSESpeaking Exercise 7 147144LESSONPLANSv
SKILL 8USE YOUR PLAN TO MAKE THE RESPONSESpeaking Exercise 8 151Speaking Review Exercise (Skills 5–8)152Assignments149SPEAKING QUESTION 4: ACADEMIC SETTING INTEGRATEDREADING, LISTENING, AND SPEAKING154SKILL 9NOTE THE MAIN POINTS AS YOU READSpeaking Exercise 9 156154SKILL 10NOTE THE MAIN POINTS AS YOU LISTEN 158Speaking Exercise 10160SKILL 11USE YOUR NOTES TO PLAN THE RESPONSESpeaking Exercise 11 165162SKILL 12USE YOUR PLAN TO MAKE THE RESPONSESpeaking Exercise 12 169Speaking Review Exercise (Skills 9–12)170167SPEAKING QUESTIONS 5 AND 6:INTEGRATED QUESTIONS (LISTENING AND SPEAKING)172SPEAKING QUESTION 5:CAMPUS-BASED INTEGRATED LISTENING ANS SPEAKING172SKILL 13NOTE THE MAIN POINTS AS YOU LISTEN 172Speaking Exercise 13 174SKILL 14USE YOUR NOTES TO PLAN THE RESPONSESpeaking Exercise 14 179176SKILL 15USE YOUR PLAN TO MAKE THE RESPONSESpeaking Exercise 15 183Speaking Review Exercise (Skills 13–15) 184181SPEAKING QUESTION 6:ACADEMIC INTEGRATED LISTENING AND SPEAKING186SKILL 16NOTE THE MAIN POINTS AS YOU LISTEN 186Speaking Exercise 16188SKILL 17USE YOUR NOTES TO PLAN THE RESPONSESpeaking Exercise 17 193viLESSONPLANS190
SKILL 18USE YOUR PLAN TO MAKE THE RESPONSESpeaking Exercise 18 197Speaking Review Exercise (Skills 16–18) 198SPEAKING POST-TEST195200SECTION FOUR: WRITINGWRITING DIAGNOSTIC PRE-TESTWRITING OVERVIEW206203204WRITING QUESTION 1: INTEGRATED TASK 208SKILL 1NOTE THE MAIN POINTS AS YOU READWriting Exercise 1 210208SKILL 2NOTE THE MAIN POINTS AS YOU LISTEN 211Writing Exercise 2 213SKILL 3PLAN A POINT-BY-POINT RESPONSE USING YOURNOTES214Writing Exercise 3 217SKILL 4WRITE A POINT-BY-POINT RESPONSE USING YOURPLAN 219Writing Exercise 4 221SKILL 5USE AN ALTERNATIVE METHOD TO WRITE YOURRESPONSE 223Writing Exercise 5 225SKILL 6WRITE A TOPIC STATEMENT AND CONCLUSION 227Writing Exercise 6 229SKILL 7REVIEW SENTENCE STRUCTUREWriting Exercise 7 233SKILL 8REVIEW GRAMMARWriting Exercise 8 236Writing Review Exercise (Skills 1–8)231235237WRITING QUESTION 2: INDEPENDENT TASKSKILL 9DECODE THE ESSAY PROMPTSWriting Exercise 9 240239239LESSONPLANSvii
SKILL 10PLAN BEFORE YOU WRITE: OUTLININGWriting Exercise 10 243242SKILL 11WRITE UNIFIED SUPPORTING PARAGRAPHSWriting Exercise 11 246245SKILL 12CONNECT THE SUPPORTING PARAGRAPHSWriting Exercise 12 249248SKILL 13WRITE THE INTRODUCTION AND CONCLUSION 251Writing Exercise 13 253SKILL 14REVIEW SENTENCE STRUCTUREWriting Exercise 14 257SKILL 15REVIEW GRAMMARWriting Exercise 15 259Writing Review Exercise (Skills 9–15)WRITING POST-TESTviiiLESSONPLANS262258260255
INTRODUCTIONThe Teacher Materials books that supplement the Longman Preparation Course for theTOEFL iBT Test, Third Edition provide teachers with specific ideas and suggestions forimproving the effectiveness of their preparation courses for the TOEFL iBT test(Internet-Based Test). This Lesson Plans book is one of the books in the TeacherMaterials series.ABOUT THIS BOOKPURPOSE OF THE BOOKThe purpose of this book is to help teachers increase student-student and student-teacherinteraction in their preparation courses for the TOEFL iBT test. One of the mosteffective ways to enhance preparation for the this test is through a high degree ofinteractivity in the classroom. Students need strong communicative skills to succeed onthe test, and these skills are best strengthened by increasing the interactivity of theclassroom in every way possible.Longman Preparation Course for the TOEFL iBT Test, Lesson Plans is intendedto be used by a teacher to improve interaction and communication in a TOEFL iBT course with Longman Preparation Course for the TOEFL iBT Test, Third Edition as itsmain text. It can be used with or without the Classroom Activities book that is part of theTeacher Materials series.WHAT IS IN THE BOOKThis book provides interactive lesson plans for each of the forty-nine language skills inLongman Preparation Course for the TOEFL iBT Test, Third Edition. Each lesson planfeatures the following: A Skill Introduction section with an interactive method of introducing the skill Step-by-step instructions for setting up and reviewing the Exercises and ReviewExercises Assignments that provide optional, additional practice upon completion of a skillMATERIALS TO ACCOMPANY THE BOOKThis book is designed to accompany the texts in Longman’s Preparation Course for theTOEFL iBT Test, Third Edition. It may be used in conjunction with the completeversion of the Longman iBT program:LESSONPLANSix
Longman Preparation Course for the TOEFL iBT Test, Third Edition is a bookthat thoroughly prepares students for the Internet-based version of the TOEFLiBT test. This book covers the four sections of the TOEFL iBT test (Reading,Listening, Speaking, Writing). Website: The complete audio program to accompany this book is now included onthe text’s website at www.pearsonelt.com/TOEFLiBT and contains all of therecorded materials from the Listening, Writing, and Speaking sections as well asthe Mini-Tests and Complete Tests.Audio Transcripts: All audio transcripts are now available to download or printfrom the website at www.pearsonelt.com/TOEFLiBT. Answer Key: The answer keys are available on the website only for those whohave purchased the text with access to the answer keys. This text comes with access to the MyEnglishLab for the TOEFL iBT Test, anonline component designed to provide additional interactive practice for the test.A range of activities are provided to master the skills necessary to succeed on theTOEFL iBT test. Both skill-specific activities and authentic test-style questionsare incorporated, providing maximum exposure to the specific question typesstudents will encounter. Special features include tips for answering questiontypes, correct and incorrect answer feedback, and video presentations covering thematerial students will encounter on the test. Complete practice tests and mini-testsallow for teacher assessment and self-study assessment.This book may be used with or without the activities book that is part of the TeacherMaterials series of the Longman iBT program: Longman Preparation Course for the TOEFL iBT Test Classroom Activitiesprovides two activities for each of the forty-nine language skills in the completestudent book and the individual skills components (Reading, Listening, Speaking,Writing), for a total of ninety-eight activities.OTHER AVAILABLE MATERIALSLongman publishes a full suite of materials for TOEFL iBT test preparation. Materialsare available for the TOEFL iBT test at both intermediate and advanced levels. Pleasecontact Pearson’s website at www.pearson.com for a complete list of available TOEFLiBT test products.xLESSONPLANS
ABOUT THE TOEFL iBT TESTOVERVIEW OF THE TOEFL iBT TESTThe TOEFL iBT test is an exam to measure the English proficiency and academic skillsof nonnative speakers of English. It is required primarily by English-language collegesand universities. Additionally, institutions such as government agencies, businesses, andscholarship programs may require this test.DESCRIPTION OF THE TOEFL iBT TESTThe TOEFL iBT test currently has the following four sections: The Reading section consists of three long passages and questions about thepassages. The passages are on academic topics; they are the kind of material thatmight be found in an undergraduate university textbook. Students answerquestions about stated and unstated details, inferences, sentence restatements,sentence insertion, vocabulary, pronoun reference function, fact and negative fact,and overall organization of ideas. The Listening section consists of six long passages and questions about thepassages. The passages consist of two campus conversations and four academiclectures or discussions. The questions ask students to determine main ideas,details, function, stance, inferences, and overall organization. The Speaking section consists of six tasks, two independent tasks and fourintegrated tasks. In the two independent tasks, students must answer opinionquestions about some aspect of academic life. In the two integrated reading,listening, and speaking tasks, students must read a passage, listen to a passage,and speak about how the ideas in the two passages are related. In the twointegrated listening and speaking tasks, students must listen to long passages andthen summarize and offer opinions on the information in the passages. The Writing section consists of two tasks, one integrated task and oneindependent task. In the integrated task, students must read an academic passage,listen to an academic passage, and write about how the ideas in the two passagesare related. In the independent task, students must write a personal essay.The format of a TOEFL iBT test is outlined in the following chart:iBTAPPROXIMATETIMEREADING3 passages and 36–42 questions60 minutesLISTENING6 passages and 34 questions60 minutesSPEAKING6 tasks and 6 questions20 minutesLESSONPLANSxi
WRITING2 tasks and 2 questions60 minutesIt should be noted that at least one of the sections of the test will include extra uncountedmaterial. Educational Testing Service (ETS) includes extra material to try out material forfuture tests. If students are given a longer section, they must work hard on all of thematerials because they do not know which material counts and which material is extra.(For example, if there are four reading passages instead of three, three of the passageswill count and one of the passages will not count. It is possible that the uncountedpassage could be any of the four passages.)TO THE TEACHERWHAT TO INCLUDE IN A LESSONThe material in the Longman program is divided into individual skills that students needto master in order to succeed on the TOEFL iBT test. The teacher should make everyeffort to maximize the amount of student-student and student-teacher interaction inlessons presenting these skills. The following components of a lesson can help maximizethe interactivity of the lesson: A Warm-up Activity at the beginning of a lesson can begin the process ofencouraging student interaction and can help set the tone of the classroom as onein which interaction is to be maximized. Warm-up activities may work on generalreading, listening, speaking, or writing skills; they may review previously taughtskills; or they may serve to introduce the skill that will be taught in the lesson. The Skill Introduction section of a lesson should be as interactive as possible. Thedual purposes of interactive skill introduction are to introduce the skill in theclearest way possible and also to provide students with the opportunity to improvetheir general ability to interact with the teacher. The Exercises section of a lesson should also be as interactive as possible. Thedual purposes of interactive exercises are to provide the students with theopportunity to use the information they have learned in the skill introductionsection of the lesson and also to provide them with the opportunity to improvetheir general ability to interact with the teacher and with other students. A Follow-up Activity at the end of a lesson can provide additional studentinteraction and can also help to reinforce the idea that your classroom is one inwhich interaction is to be maximized. Follow-up activities may be activities thatreview the skill that was just taught or review a number of previously taught skillstogether; they may also work on general reading, listening, speaking, or writingskills. The Assignments that follow a lesson may also provide an opportunity for furtherinteraction. Assignments may review the skill that was just taught or review anumber of previously taught skills together; they may also work on generalreading, listening, speaking, or writing skills.xiiLESSONPLANS
HOW TO INCREASE INTERACTION IN THE TOEFL iBT TESTCLASSROOMThe teacher should make every effort to maximize the interactivity of each component ofa lesson. Consider the following suggestions for various ways to increase interactivity inyour lessons.Warm-up ActivitiesA great deal of interaction is possible in a warm-up activity. This interaction may bestudent-teacher interaction (with the teacher interacting with individual students in aclassroom setting) or student-student interaction (with students in pairs or in groups ofthree or four or more).For each warm-up activity, you should decide on the optimal kind of interaction forthe specific activity. When the purpose of a specific activity is to introduce a new skill,students may be more comfortable interacting with the teacher rather than with otherstudents. When the purpose of an activity is to review previously taught skills or toenhance general reading, listening, speaking, or writing skills, it may be more effective tohave students interact with each other in pairs or in groups.Skill IntroductionSkill introduction is a wonderful place to add interaction into lessons. Because a skill isbeing introduced and the material is new, interaction in this part of the lesson will mostlikely be between the teacher and students in the classroom as a whole rather thanbetween students. In introducing a new skill, teachers should work to develop the art ofasking leading questions; that is, teachers should try to ask questions that lead thestudents to an understanding of the new material and provide them with an approach foranswering questions that test this skill.The skill introduction questions that are provided in the lesson plans in this bookare just such leading questions. The teacher can lead the students to an understanding ofthe skill by asking an appropriate series of leading questions. After students have beenled through the introduction of the skill by the teacher, they will then be equipped with amethodology for discussing the answers to questions with other students and fordetermining the answers to questions on their own.ExercisesThe exercises provide a huge opportunity for interaction. Different kinds of interactionmay be desirable in the exercises themselves and in the review that follows the exercises.When students are completing the actual exercises, they should work on the exercisesindividually or with other students. You may want to have students work together (inpairs or in groups) on a specific exercise early on in the course as they are becomingLESSONPLANSxiii
more familiar with the skills. You may want to have students work individually on theexercises later on in the course as the date of the actual test approaches.Review of the exercises should, as a rule, include a lot of interaction. It can workwell to have the students review a particular exercise with other students before youreview the exercise with the class. To encourage student interaction as students review anexercise together, you may want to try any of the following ideas that are appropriate inyour situation: Ask students to compare their answers with other students before you give themthe correct answers. Give students clues to the answers before you give them the actual answers. (Tellthem, for example, that four of the questions in an exercise have “A” answers, butdo not tell them which questions. Have them figure out with other students whichfour questions have “A” answers.) Set up situations where students debate the merits of different answers. (Ask, forexample, which students chose answer A and which students chose answer B, andhave the students debate the merits of each answer.) Turn exercise review into a contest. (Put students into groups after an exercise, forexample, and tell the groups that there will be a contest to see which group has themost correct answers.)Follow-up ActivitiesA great deal of interaction is also possible in a follow-up activity. Since a follow-upactivity is often either a review of the skill that has just been taught or a group ofpreviously taught skills, it is often quite effective to have students interact with each otherin pairs or in groups.AssignmentsBecause assignments are generally to be completed outside of the classroom, they areoften completed individually. However, you may want to look for ways to make studentinteraction a part of assignments. Here are some ideas: Ask students to complete a particular assignment in pairs or in groups. (Instead ofasking
Longman publishes a full suite of materials for TOEFL iBT test preparation. Materials are available for the TOEFL iBT test at both intermediate and advanced levels. Please contact Pearson’s website at www.pearson.com for a complete list of available TOEFL iBT test products.
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