WELCOME TO

iBT-TOEFL PREP 2
3/10/18
ICC 206A

Instructor: Jennifer Westberg

 ● ONLY 8 CLASSES!

TOPICS: Taking Notes, Signals in conversation, Referents in

Listening

TOEFL Focus: Listening

Objectives: Identify the problem being discussed in an

academic conversation and describe it with some detail,
conclude what a speaker will likely do next based on an
academic conversation.
Materials: Longman Preparation Course for the TOEFL iBT Test, Academic
conversation notes; AUDIO:
http://wps.pearsonlongman.com/toefl/246/62979/16122669.cw/index.html
 WARMUP and REVIEW (20 mins.)
● Ask any questions you may have about the previous week’s
homework; Passage 1, pages 126-127 and Passage 2, pages
127-128; Passage 3, pages 93-95; Reading Section of Complete
Test 1, pages 481-490.
● Read Passage 4, pages 130-131 A student will read the passage
aloud, and then work with a partner to complete the chart on
page 131.
 INTRO. TO THE LISTENING SECTION (10 mins.)

● What did you learn about the Listening Section?

● We will review the types of questions and strategies for
listening on pages 145-146.
● Scan the Diagnostic Pretest pages 143-144 to identify several
examples of the question types.
● What skills will students need to answer the listening
questions?
 LISTENING SKILLS

● UNDERSTAND THE GIST

● UNDERSTAND THE DETAILS
● UNDERSTAND THE FUNCTION
● UNDERSTAND THE SPEAKER’S STANCE
● UNDERSTAND THE ORGANIZATION
● UNDERSTAND RELATIONSHIPS
 WHAT MAKES PEOPLE HARD TO UNDERSTAND?

● CONTRACTIONS
● REDUCTIONS AND DE-STRESSED WORDS
● LINKING

● FAST PACED SPEECH

● UNKNOWN VOCABULARY
 LISTENING TIPS

● LISTEN ESPECIALLY TO THE INTRODUCTION

● LISTEN ACTIVELY
● MANAGE YOUR FOCUS

● NOTE SIGNAL WORDS

● PRACTICE
LISTEN ACTIVELY
 NOTE TAKING TIPS
Good Notes for the TOEFL:

Are Organized

Distinguish Main Points from Details

Indicate Lecture Patterns

Use Abbreviations
 NOTE TAKING TIPS
● Leave out vowels so only the consonants remain.
● Be consistent!
● Use an apostrophe instead of letters.
● Don’t abbreviate short words.
● Omit articles altogether.
● Use just the first few letters of a long word.
● Represent “ing” with just the letter “g.”
● Mark important information with a star or exclamation point.
● Draw arrows to connect back to something you already wrote.
● Use initials to represent a phrase or name if it is repeated several
 TAKING NOTES (45 mins.)
● Listen to the recording of Listening Skill 2: Details page 154 – mp3 0017, a lecture

in an astronomy class.
● Try to write down everything that is said.
● Look at pages xxiv and xxv for note-taking strategies and a T-chart approach to
taking notes. Note the list of helpful abbreviations.
● Listen to the recording a second time. This time, try to just take notes using the
note-taking strategies and abbreviations of the important information.
● Read the transcript on page 154.
● Compare your notes to the transcript. Verify that you have the important points.
● Note that when taking notes on a conversation, it is helpful to separate the notes
into separate columns for each speaker.
● Listen to the recording of a conversation between an advisor and student, page
147, mp3 005 and repeat the steps above.
ACADEMIC CONVERSATIONS AND LECTURES

● We will listen to conversations for the Listening Section and

two of the Integrated Speaking tasks.
● Note that test takers will listen to short academic lectures for
the Listening Section, two of the Integrated Speaking tasks, and
the Integrated Writing task.
● What are some possible academic/campus conversation
topics?
● Make a quick list individually and then compare with a partner.
● Share ideas as a whole class.
 REFERENTS IN LISTENING (20 mins.)

● Referents were covered the previous week. How might

referents be important for all four skill sections.
● Listen to Listening Passage Example 1, page 187,
mp3 059, listening for referents.
● Read the transcript on page 187 and mark referents in the
passage.
● Answer the example questions of pages 188-189. Read the
explanations of the correct answers and discuss as a class.
 SIGNALS (35 mins.)
How do you know important information is coming in a conversation?

● one speaker asking the other speaker for an explanation

● one speaker agreeing with a point made by the other speaker
● one speaker adding details to a point made by the other speaker
● one speaker disagreeing with a point made by the other speaker
● one speaker presenting information that conflicts with a point made by the
other speaker

● Listen to a recording of a conversation between an advisor and a student, page

156, mp3 019.
● Using the note-taking organization chart, fill in the blanks with the phrases heard.
● Answer questions 1 & 2 on page 157 and check your answers against the
explanations in the text.
 SIGNALS (cont.)
● Partners compare answers and identify the main
problem in the conversation.
● Listen to the recording again while looking at the transcript
on page 156.
● Partners identify the signals in the transcript.
● Listen to a second recording, Passage One, page 158, mp3
021, a conversation between an office worker and student.
● Students take notes.
 SIGNALS (cont.)
● Students answer questions 1-5, on pages 158-159
● Partners compare their answers and identify what the main
problem is in the conversation.
● What signals did you hear in the conversation?
● Listen to the recording again as you check the
transcript. (Handout)
● Discuss the answers to the questions.
 ACADEMIC CONVERSATION NOTES

Advisor Student

First question Response

Clarification Response

Advice Response/ reason

Conclusion
 FURTHER PRACTICE (35 mins.)

● Listen to the recording of Mini-Test 2, page 394, mp3, a

student consulting with a professor.
● Note signal phrases.
● Listen to the recording a second time. Take notes.
● Answer the questions on page 394 (Questions 1-5)
● Discuss the answers to the questions.
● Describe the problem from the conversation.
 FLUENCY ACTIVITY (30 mins.)
● Partners write a dialogue between a student or students
and a professor. You may use one of the topics from the
brainstorming or come up with a new topic that includes
some type of problem.
● Dialogues should try to incorporate signals.
● Groups present their dialogues and the class takes notes.
● After each dialogue, identify what the purpose of the
conversation was, what the problem was, and what the
speakers will likely do next.
HOMEWORK (due by next Saturday March 17)
o Read the section, “Understanding the Gist”, pages 147-
151 mp3 005-006. Answer the sample questions and
compare answers with explanations given on p. 148, 150.
o Read page 151 for tips on predicting the topic and
understanding the gist, then complete Listening Exercise 1
on pages 152-153 (4 short listening passages with 2
questions each).
o Read about the Integrated Listening and Speaking Tasks on
page 248 (Campus-based) and page 266 (Academic Setting).
CONTINUE TO WORK IN MyEnglishLab.
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.