WELCOME TO

iBT-TOEFL PREP 2
2/24/18

Instructor: Jennifer Westberg

 ● ONLY 8 CLASSES!

TOPICS: Vocabulary in context, Referents, Transition words,

TOEFL Focus: Reading

Objectives: Recognize classification passages; Insert

appropriate sentences in a text based on the connections
between ideas

Materials: Longman Preparation Course for the TOEFL iBT Test; RAIN jazz chant
by Carolyn Graham https://www.youtube.com/watch?v=Tv3cWN08aAI; Sentences
from the inferences activity
 REVIEW AND WARM UP (15 mins.)

● Ask any questions you may have about the homework from the previous week
(recording speaking tasks).
● What did you learn in the previous class. Review how to complete the Personal
Choice task. Answer any questions you may have.
● Get together with a partner and share answers to the prompts [in the next slide].
The listener should time the speaker and provide feedback.
● If there is time, one or two volunteers can share their responses and evaluate as a
class.
● ONLY 8 CLASSES!

Partner A: Some students study in groups. Others prefer to study

independently. Which method do you think is best to study for an
exam?

Partner B: Some people give money to charity. Other people

prefer to volunteer and donate their time. Which do you think is a
better way to help people in need?
 REVIEW (10 mins.)
● Summarize what they learned about sentence stress in the

previous class.
● Play the jazz chant RAIN by Carolyn Graham and let
students tap the beat. You may have to play it several times
to get the rhythm.
● Display the chant for the class. Students follow along with
the chant.
● Perform the chant without the background music.
 INTRO to the READING SECTION (5 mins.)

● Summarize what you learned about the Reading Section

when doing your homework.
● What are some of the question types? Today’s
class will focus on understanding the connection of ideas in
readings and learning how to insert sentences into texts.
 BUILDING VOCABULARY (15 mins.)
● Expanding one’s vocabulary will help with all
facets of the TOEFL test.
● What is meant by using context to
determine the meaning of words? Review as a class
what you learned about this from your homework.
(See pages 11 and 15 for a review of context skills.)
● Note that the Reading Section includes several
vocabulary-in-context questions.
● Choose a few examples from pages 15-22 and answer the
questions.
 REFERENTS (30 mins.)
● Pronouns and demonstrative adjectives are referents, and some of the questions
in the Reading Section ask students to identify the words to which a referent
refers. Referents agree with the word they refer to.
● Review pronouns and demonstrative adjectives. List different pronouns and
demonstrative adjectives (page 22).
● Scan the passages on pages 23-30, 39 and 41 to identify the referents and read
the corresponding questions. (Do NOT read the passages or answer the
questions. Simply scan to recognize referents and questions about them.) Discuss
as a class.
● Read passages #1 and #2, pages 26-27 and answer the questions.
● If more practice is needed, add passages #3 and #4, pages 29-32.
 PRACTICE (20 mins.)
● Divide into four groups.
● Each group will read one or two paragraphs from the reading on p. 2 . Group
1—paragraphs 1 & 2, Group 2—paragraph 3, Group 3—paragraph 4, Group
4—paragraphs 5 & 6.
● Each group will read one or two paragraphs from the reading on p. 4 20-21
Group 1 - paragraph 1, Group 2 - paragraphs 2 & 3, Group 3, paragraphs 4 & 5,
Group 4 - paragraphs 6 & 7
● Circle all the pronouns, demonstratives, and synonyms and draw
arrows to the words or phrases they refer to.
● Each group reads their paragraph(s) aloud and explains the referents they found.
 RHETORICAL FUNCTION (20 mins.)
● In the first cell in the right column, write the following sentence starter:
o There are two kinds of _______________.
● What type of organization will likely follow?
● Above and below the word “kinds”, write the synonyms: categories, types, and
varieties.
● This will be a classification paragraph and the class is going to
write it together.
● Someone give a word that can complete the sentence using any of the
available synonyms.
● What purpose will the sentence “There are two kinds of…” serve in
the paragraph (e.g. to introduce the topic OR to state the main idea)? Write the
purpose in the left column.
● Let’s fill in the left cells one at a time, with someone offering an example
sentence to complete the paragraph after each one.
 RHETORICAL FUNCTION (20 mins.)

● Get the rhetorical function worksheet (two pages).

● Partners complete a chart similar to the one above but
work backwards this time, starting with the sentences and
determining their rhetorical functions.
● Use the verbs from the word box to write a complete
phrase that explains the rhetorical function of each
sentence.
● When you finish, answer the questions on the back.
 Rhetorical Function Sentence

Introduce the topic/ State the main There are two kinds of…
idea

Explain the first kind

Give an example

Give background information

Explain the second kind

Give an example

Compare the second kind to the first

Conclude the paragraph.

 INSERTING SENTENCES (30 mins.)

● Recognizing rhetorical functions and referents will help students know where
sentences belong in a passage for the “Insert a Sentence” questions.
● Look at the passage and examples on pages 46-47.
● Individually read the passage and think about how you would answer it.
● Let’s have someone read a paragraph in the passage aloud. Someone else can
read the sentence that must be inserted.
● Stop at each possible place the sentence could be inserted and have one
student read the sentence. Students vote if it makes sense in that spot by raising
their hand.
● Continue until the entire passage has been read.
● Review which choice (A–D) got the most votes and why.
● Repeat with Passage One (Questions 1-4) on pages 50-51.
 PRACTICE (30 mins.)

● Students work through the Reading Review Exercise

(Pulsars) on pages 57-58 and answer the questions.
● Compare your answers with a partner and discuss any
discrepancies.
● Go over the questions and strategies as a class.
 FLUENCY ACTIVITY (20 mins.)

● Divide into six small groups.

● Randomly, each group takes one paragraph from Passage 3 (The Hubble
Telescope) on pages 104-105.
● Each paragraph has one sentence missing, so the group must determine where
the sentence goes.
● To do this, the group reads the sentence and says what the rhetorical function of
the sentence might be. Based on the function, they place it in the correct order.
● Check by comparing answers to the text on pages 104-105.
● Summarize the reading by pointing out the main ideas and supporting ideas.
● For additional practice, students can answer the 8 questions on pages 105-106.
HOMEWORK (due by next Saturday March 3)

o Complete Reading Exercise 1( 4 passages), pages 15-22

o Complete Reading Exercise (4 passages; do the ones not
done in class), pages 26-32.
o Read “Reading Skill 7: Making Inferences from Stated
Facts”on pages 85-89.
o Read Passage 1 (Tiger Moths), pages 90-91 and answer
the questions
USEFUL LINKS
● *You will need ID and password to access the audio portions of the homework
here and answer key: http://wps.pearsonlongman.com/toefl/)

● *OVERVIEW OF THE TOEFLibt:

https://docs.google.com/document/d/1JTzSBs3-GTruDKcMroJbzVd6jUipvCW
wqWMFtKTUDQA/edit

● *Link to SPEAKING rubrics:

https://www.ets.org/s/toefl/pdf/toefl_speaking_rubrics.pdf
YOUTUBE LINKS

1. Look up tips for the day of testing e.g.:

https://www.youtube.com/watch?v=pqQpNOnIYkU

2. Note-taking skills:
https://www.youtube.com/watch?v=Rc8UB66GIi0
 COURSE SYLLABUS

Evening and Weekend English Spring 2018

XEFL-321 IBT-TOEFL Preparation II, 3.6 ceus
Dates and days: Feb. 10 – Apr. 14, 2018, Saturdays
Note: No classes Mar. 31 (Easter holiday)
Time: 9:00 am – 12:30 pm
Classroom: 2/10 – 4/7 (ICC-206A), Practice Test on 4/14 (Reiss 282)

Instructor: Jennifer Westberg

E-mail: jw1613@georgetown.edu
Office Hours: by appointment

Course Description: This nine-week course focuses on preparing students for the TOEFL exam. Students taking this course will
improve their skills in key areas of the TOEFL so that they feel more prepared for the demands of this exam. In this course, students
will practice giving well-organized responses to TOEFL questions with clear supporting examples and reasons. They will also work on
recognizing inferences, drawing conclusions, and identifying patterns of organization. Students will practice responding to integrated
skills questions on the TOEFL exam through connecting ideas from a written text and a lecture. They will write a well-organized
opinionated essay.

Students will have an opportunity to study all four sections of the exam: speaking, listening, reading, and writing. They will work with
partners and in groups to practice forming responses to questions that are similar to those they will find on the TOEFL exam and will
 SKILLS NEEDED TO SUCCEED AT THE TOEFLiBT

1. ENGLISH!!! Reading, Writing, Speaking, Listening

= Vocabulary, Grammar, Pronunciation, Punctuation, Spelling

2. ACADEMIC SKILLS:

*PARAPHRASING *note taking *skimming * scanning *synthesizing

*summarizing *inferring *focusing *MC Question strategies *timing

*(keyboarding)

3. TOEFL iBT TEST TAKING: Become real familiar with the test!
 GOOD LINKS FOR TOEFL PREP

TOEFL PREP: SPEAKING TEMPLATES (Magoosh)

http://magoosh.com/toefl/2015/toefl-speaking-template/
https://s3.amazonaws.com/magoosh.resources/Speakingtemplates.pdf

TOEFL Overview:
http://www.test-guide.com/toefl-test-overview.html?gclid=CKrjhtm2uc4CFQsuaQodicIKjw

TOEFL RUBRICS:
https://www.ets.org/s/toefl/pdf/toefl_speaking_rubrics.pdf

TOEFL Audio files:

https://www.ets.org/toefl/ibt/prepare/quick_prep/
 GOOD LINKS FOR SPECIFIC SKILLS
PARAPHRASING:
https://owl.english.purdue.edu/exercises/print/32/41/77/

IRREGULAR VERB LIST: https://www.englishclub.com/vocabulary/irregular-verbs-list.htm

PRONUNCIATION /L/ vs. /R/ https://www.youtube.com/watch?v=uv84Gu2hH-4

Vowels for Chinese speakers bin/ bean pull/ pool/ v/ w g/k z/ s th/ s
https://www.youtube.com/watch?v=91RQhG9qtPM

TH vs S https://www.youtube.com/watch?v=LTIGndXwCXk

The passive voice (ENGVID/ Ronny) https://www.youtube.com/watch?v=QTQb42w7oig

All tenses https://www.youtube.com/watch?v=84jVz0D-KkY

 TOEFL ON YOUTUBE

Inside the TOEFL test (ETS) https://www.youtube.com/watch?v=L8s9prmAD30

Full Speaking Test (ETS) https://www.youtube.com/watch?v=bcKxuAq4eGo

NoteFull (YouTube): https://www.youtube.com/user/NoteFulldotcom

WIKITOEFL: http://wikitoeflibt.com/top-10-listening-tips-for-the-toefl-ibt-test/
 Personal Preference Prompts
1. Name someone who is a role model for you. What qualities does he or she have? Include details and examples to support your explanation.

2. Name a favorite city you have visited. Include details and examples to support your explanation.

3. Describe an important holiday in your country. Include details and examples to support your explanation.

4. Describe your most relaxing day. What did you do? Include details and examples to support your explanation.

5. Name a skill you have learned and explain why it is important to you. Include details and examples to support your explanation.

6. Describe your favorite food and explain why it is important to you. Include details and examples to support your explanation.

7. Describe a class you have taken and explain why that class was important to you. Include details and examples to support your explanation.

8. Name a family member who is important to you. Include details and examples to support your explanation.