TOEFL 3

| Listening/Speaking Tips |

| Reading Tips | Vocabulary Tips | Relevant Web Sites |

| Extra Credit for Midterm and Final Exam |

TOEFL Preparation Level Three (Second Quarter)

Spring Quarter 2007

TR 11:00-11:50 AM

Instructor: Michael Buckhoff

mbuckhoff@aol.com

http://buckhoff.topcities.com/TOEFLlevelthree.htm

Office Hours: UH 301.27 TR 6:00-7:20 PM, S 7:30-8:50 AM

Classroom: EE109

Materials

Longman Preparation Course for the TOEFL Test iBT by Deborah Phillips. 2006 by Pearson Education, Inc. ISBN: 0-13-193290-X

http://gettextbooks.com/search/?isbn=0-13-193290-x

200 note-cards for vocabulary study

Headset with microphone

http://www.walmart.com/catalog/product.do?product_id=4064455

Optional Materials

The Online Course for Writing and Righting One’s Essay by Michael Buckhoff

Course Description

Each year, many international students come to the US to study English. Others study English as an international language in their own country. Because English is not their first language, these students demonstrate their competency in reading, listening, speaking, and writing by taking the Internet-Based TOEFL test (iBT) administered by Educational Testing Serivce of Princeton, New Jersey. A high score on this test demonstrates a prospective student’s ability to use English in an academic setting at either the undergraduate or graduate level. Particularly, a high score demonstrates the likelihood that a student can perform the following competencies:

1. My instructor understands me when I ask a question in English.

2. When I speak English, others can understand me.

3. When instructors speak English, I can understand their directions about assignments and due dates.

4. I can understand major ideas when I read English.

5. I can understand a speaker’s attitude or opinion about what he or she is saying.

6. I can write a summary of information that I have read in English.

7. I can write an essay on an assigned topic.

8. I can recognize why an English speaker is saying something (for example, to explain, to complain, to agree, to disagree).

9. I can talk in English for few minutes about a topic with which I am familiar.

10. When reading English, I can understand charts and graphs in academic texts.

11. When writing English, I can support ideas with examples or data.

12. I can understand how the ideas in an English text relate to each other.

13. I can understand important facts and details of lectures and conversations.

14. I can speak for about one minute in response to a question.

15. When writing in English, I can organize my ideas so that the reader understands my main and supporting ideas.

16. I can relate information in English to what I already know.

17. I can give prepared presentations in English.

18. I can understand the main ideas of lectures and conversations.

19. I can understand English vocabulary and grammar when reading.

20. I can understand the relationships among ideas in a lecture.

21. After hearing a lecture in English, I can recognize which points are important and which are less important.

22. I can state and support my opinion when speaking English.

23. When reading academic texts in English, I can understand the most important points.

24. I can understand the relative importance of ideas when reading an academic text.

25. I can organize or outline the important ideas and concepts in academic texts.

26. I can participate in conversations or discussions in English.

27. I can talk about facts or theories I know well and explain them in English.

28. When reading academic texts in English, I can remember major ideas.

29. I can write a summary of information that I have listened to in English.

30. When I listen to a lecture in English, I can remember the most important points.

31. I can orally summarize information I have read in English.

32. When writing in English, I can write more or less formally depending on the purpose and the reader.

33. When reading academic texts in English, I can understand them well enough to answer questions about them later.

34. I do not have any problem understanding what people say in English.

35. When reading a text in English, I am able to figure out the meaning of words I do not know by using the context and my background knowledge.

36. I can quickly find information that I am looking for in academic texts in English.

37. I can express ideas and arguments effectively when I write in English.

38. I can use correct grammar, vocabulary, spelling, and punctuation when I write in English.

39. I can orally summarize a talk that I have listened to in English.

40. I can read English academic texts with ease.

41. I can read and understand texts in English as easily as I can in my native tongue.

Course Objectives

To help you meet the aforementioned iBT competency descriptors, this class has seven main objectives:

1. Be familiar with the directions and test-taking strategies for all sections fo the iBT.

2. Learn how to prepare for the Speaking section of the iBT, take specific steps to improve your overall speaking skills, and learn what independent and integrated speaking tasks you can do that will further prepare you for the Speaking section of the iBT.

Complete some independent and integrated speaking tasks, during which time either your peers or your instructor will give you feedback using the iBT Speaking Rubrics.

3. Learn how to prepare for the Writing section of the iBT and complete some independent and integrated writing tasks.

Additionally, you will learn specific steps to prepare for all writing tasks on the iBT. This instruction is delivered through "The Online Course for Writing and Righting One’s Essay" by Michael Buckhoff.

Both your instructor and a writing center tutor are available to evaluate your essay using the iBT Writing Rubrics.

4. Learn effective study habits to prepare you for the Listening section of the iBT, all of which will help you to improve your overall listening comprehension proficiency and will help you to improve your listening in three core areas: listening for basic comprehension, listening for pragmatic understanding, and listening to connect and synthesize ideas.

5. Learn effective study habits to prepare for the reading section of the iBT so that you can improve your ability to understand university-level texts and passages for three main purposes: reading to find information, for basic comprehension, and to learn.

6. Gain word recognition and mastery of 200 vocabulary words, and, through a midterm and a final exam, learn to recognize synonyms and antonyms for these words.

7. Apply English proficiency developed through the aforementioned skills/study habits to an iBT test, to the successful completion of undergraduate and graduate college classes, and to the workplace setting.

Assessment Criteria

Your speaking and writing assignments in this iBT preparation class will be evaluated according to the rubrics that ETS has developed for the iBT. Being evaluated by these speaking rubrics (Phillips 540-541) and writing rubrics (Phillips 538-539) will get you used to the standards that ETS uses in evaluating your speaking and writing proficiency.

Grading Criteria

The number letter grading scale is set as follows:

A Excellent - Mastery of skills with a superior level of performance

B Good - Mastery of skills with a high level of performance

IP In Progress - Acceptable performance. Not mastered skills for level/course

UP Unsatisfactory Progress - Inadequate performance. Failed level/course due to

excessive absences, poor participation, failure to complete homework assignments, or low test scores

Passing your Level

A student receiving one grade of IP in a level will move to the next level.

A student receiving a grade of IP in two or more classes will remain at that level until

he/she achieves grades of A or B.

A student receiving a grade of UP in any class will repeat the level.

Certificate of completion will only be given to students who have completed all classes with grades of A or B, allowing for one grade of IP.

Calculation of Final Grade

Attendance and Participation 10%

Mini-Test Five 10%

Mini-Test Six 20%

Midterm Exam 30%

Final Exam 30%

Late Work Policy

Vocabulary, speaking, writing, and listening tests will be taken in class; the reading comprehension tests will be assigned as homework.

1. Assigned as homework, the reading comprehension tests will be turned in on their due dates.

2. Homework submitted after the due dates will not be accepted. In other words, you will receive no points. I will only allow you to make up missed work if you have a written documented excuse from someone stating the urgency of the situation (e.g., doctor’s note, CHP accident report, etc.).

Attendance Policy

So that you do not jeopardize your F-1 visa status, your attendance is required at all class meetings. You should note that your absences are recorded on a government web site closely monitored by INS. Only written documented excuses for an absence may result in your making up an assignment or graded daily work. Three absences will result in an overall reduction of one full letter grade, and five absences will result in a failing grade for this class. Come to class on time. Three tardies will be counted as an absence. If you arrive fifteen minutes late or more, you will be counted absent for that class period. If you do come late to class, please enter quietly so as not to distract the other students.

Date iBT Focus Tests Hmwk CD-Rom Practice

April 5 Introduce class Read syllabus on Internet

April 10 Cohesion A1-A2 Overview of the TOEFL iBT Reading Section page 6

April 12 Reading Skill 5-6 Overview of the TOEFL iBT Speaking Section page 14 Reading Skill 5-6

April 17 Listening Skills 3-4 Overview of the TOEFL iBT Writing Section page 20 Listening Skills 3-4

April 19 Speaking Skills 5-6 Overview of the TOEFL iBT Listening Section page 10 Speaking Skills 5-6

April 24 Cohesion A3, Writing Skills 1-2

April 26 Mini-Test Five

May 1 Mini-Test Five continued

May 3 Speaking Skills 7-8 Speaking Skills 7-8

May 8 Sentence Structure B1-B3, Error Correction C1-C5 iBT Listening Tips page 27

May 10 Writing Skills 3-4 Writing Tips page Writing Skills 3-4

May 15 Reading Skills 7-8 Speaking Tips page 28 Reading Skills 7-8

May 17 Midterm Vocabulary Exam (Chapters 1-10)

May 22 Error Correction C6-C26

May 24 Speaking Skills 9-10, Writing Skills 5-7 Reading 4

May 29 Speaking Skills 11-12 Test Preparation Tips page 31 Speaking 4

May 31 Final Vocabulary Exam (Chapters 11-20)

June 5 Mini-Test Six

June 7 Evaluations and Pre-Registrations

June 12 Mini-Test Six continued

June 14 Final Exams

June 15 Final Exams

Relevant Web Sites to help you develop a strong foundation in English

If you need additional English language practice, I recommend the following web pages:

1. Listening/Pronunciation:

To practice listening, go to http://www.esl_lab.com/

To improve your pronunciation, go to http://www.uiowa.edu/~acadtech/phonetics/about.html#

2. Grammar Practice:

For vocabulary and grammar practice, go to http://www.getesl.com/topical.htm

To take a daily changing TOEFL grammar quiz, go to

http://www.gettoefl.com/cgi_bin/daily/daily.pl

To take editing, spelling, and grammar quizzes, go to http://buckhoff.topcities.com/for%20esl%20students.htm

For practice with grammar, research, and writing, go to http://dianahacker.com/writersref

3. Reading Practice:

To measure your reading speed, go to http://www.getesl.com/speed_reading2.htm

To measure your reading speed and comprehension, go to http://www.getesl.com/sr_week.htm

To read Online novels, go to http://www.underthesun.cc/Classics/

4. Vocabulary practice:

To develop your vocabulary knowledge of household and school items, go to
http://buckhoff.topcities.com/vocabulary.htm

Important Points about Improving your Listening + Speaking Proficiency

Research shows that the more you immerse yourself into a new language, the more proficient you will become in both your listening and speaking skills, which translates into a solid TOEFL score of which you can be proud.

If possible, choose to live in an English-only environment in which you are able to practice English with a native speaker. If you surround yourself with native English speakers, you are more likely to achieve near-native English fluency.
Talk to a native speaker five times a week for a period of 15 minutes each time.
Listen to news and informational broadcasts on a talk radio station for at least 15 minutes a day five days a week (i.e. KFI AM 640). Practice answering what, where, when, and how questions about the speakers.
Listen to news and informational broadcasts on television for at least 15 minutes a day three days a week (i.e., CNN, Discovery, CBS-60 minutes). Practice answering what, where, when, and how questions about the speakers.
Listen to American music and try to understand the main ideas of the songs.

After three weeks of living in the US, start listening to the Radio and TV in English to see if you can make your ears faster.

Begin listening to 5 and 10 minute segments of radio and TV.

Record and listen to the segments over and over. Then listen to 10 and 15 minute segments and gradually increase from there.

The key is that you learn to concentrate while you listen. Try to catch the main ideas of the talks.

Join a club (i.e. ISS, ASI) on campus or attend open forums, university discussions, or debates so that you can hear spoken English. Attend 1 or 2 meetings a week. Be an active participant by asking the speaker/participant questions.
Join the quarterly ESL conversation group to talk and make friends (UH387).
Join an intramural sports team so you can have contact with native speakers of English.
Attend all ACLP and Open University Classes. Learn to anticipate questions about the lectures so that you can improve you note-taking abilities. Don’t miss any classes. The more academic English you can hear, the better your listening will become.
Don’t spend all your time talking with people from your own country.
In addition to the TOEFL listening exercises in the workbook, I recommend that you go to http://www.esl_lab.com/, a great resource for listening, pronunciation, business, and academic English. Go the Web Site 3-6 times a week.

Important Points about Improving your Reading Comprehension Proficiency

The more you read, the better you will become at reading. As a result, you should read extensively each day.
Reading each day will help to build your vocabulary, which will allow you to spend less time in trying to understand words in context. Ultimately, you will spend more time on accurate reading.
It is also important to read challenging material. Your reading assignments in your classes will accomplish this purpose. If you need more challenging reading material, go to http://www.underthesun.cc/Classics/ to get free access to American Literature novels, all of which represent college level reading texts.

As you read, you should ask yourself who the main characters are, what the plot is, what the setting is, what the key facts are about the writer and the book.

Asking questions about the book as you read will help you to read more actively and more critically.

To read more critically, it is recommended that you keep a journal.

It is recommended that you take a speed reading test at http://www.getesl.com/sr_week.htm; then take the test a month later to see your improvement.

You must make a conscious decision to read faster. Your goal is to have 80% reading comprehension while gradually increasing your reading speed to a recommended TOEFL reading speed of 180-220 words per minute.

Why should you read faster?

1. When you are reading something faster, the writer’s ideas are coming to you faster and make sense sooner. The writer’s ideas are interconnected, each idea leading to the next. The more quickly you read, the more quickly you can see how the ideas are related to each other. As a result, you will better comprehend the meaning of what you are reading.

2. Faster readers have better concentration than slower readers.

As you know, concentration is important for reading comprehension. If your mind wanders while you are reading, you will not understand what you are reading.

Poor concentration causes you to re-read something over and over in order to understand.

Faster readers can concentrate better because there are fewer distractions.

Thus, there is a connection between comprehension and concentration (comprehension = concentration).

As a result, if you have good concentration and good comprehension, you will not be distracted as much.

3. Increasing your reading speed will allow you to read a book in a shorter period of time; the more books you read, the faster you will be able to develop your critical thinking and reading skills, both of which will help you to reach a high level of English proficiency.

For example, let’s presuppose that the average book is 72,000 words and that you read for an hour a day, six days a week.

A student who reads 150 words a minute (slow reader) will read three books in a month, a student who reads 250 words a minute (adequate reader) will read five books in a month, and a student who reads 350 words per minute (good reader) will reader seven books in a month.

From this example, you can see that reading faster will allow you to read more books!

Important Points about Vocabulary Fluency

First, you must read extensively daily.

Second, you should study your vocabulary list daily.

Third, you must regularly study the reading skills and strategies in the TOEFL workbook, especially those areas helping you to understand vocabulary by using the context, the word parts, and the structure as clues.

To master the 200 vocabulary words that you are required to learn for this course and to increase your overall vocabulary fluency of English, you should do the following:

To keep from getting overwhelmed, think of the list as four smaller parts: 1-50, 51-100, 101-150, and 151-200. Learn one part of the list before trying to learn other parts.

To begin your study, you should go over the list to see which words you already know. Cross out those words since you will not need to study them.

Before the scheduled quizzes, when you come across a word you do not know on the list, write it onto a 3 x 5 inch notecard (use one word on each notecard), which will help you to get the vocabulary words into your long-term memory.

On the back of the notecard, write down the meaning of the word and any other information (i.e., pronunciation, part of speech, sample sentence, origin of word) that might help you to remember that word.

You should create you own sentence using the word. Add synonyms and antonyms to your notecards.

Do not try to memorize the words from the list given to you without using notecards. You will frustrate yourself since you will forget the words one or two days after the quiz.

After a scheduled quiz, determine with which vocabulary words you are still having trouble.

Then divide your notecards into two stacks: words you remembered after the quiz and words you didn't remember after the quiz.

Though you will need to study both lists, you should now spend more time on the list of words you have troubled with after the quiz. It is suggested that you create new sentences with the words that you are having difficulty getting into your long-term memory.

Little by little you will increase your knowledge of informal, formal, and academic vocabulary.

Extra Credit for Midterm and Final Exam

Once you get back your answer sheet/results from your midterm and final, you should identify which words you missed. In order to receive the extra credit points, you must take each word (the ones that you missed on the test) and follow these directions:

1. Write each word three times.
2. Look up each word in a dictionary and write the definition.
3. Use each word in an original (meaning you came up with it) sentence. The word must be used properly.

Note: You may not use a sentence like, "What does XXXXXXX mean?" or "I have no idea what XXXXXX means."

Writing a word three times, writing a definition, and using the word in an original sentence is worth 1/2 point to your overall score on the test. For example, if you complete extra credit for twenty words, you will receive ten points toward your overall score.