Lesson Plan

Teacher/s: Soo Hyoung Joo, Melinda Chenya Zhang

Level: TOEFL Prep Date/Time: February 20th, 2015, 3-6pm

Goal: Categorize question types and use the scoring rubric of the TOEFL
Objectives (SWBAT):
Students Will Be Able To
1. self correct their errors from their speaking test performance
2. complete the vocabulary checklist
3. understand 2-3 reading question formats and related strategies
4. discuss the general reading strategies for TOEFL
5. discuss the note-taking strategies for listening to conversation
6. create questions for the TOEFL listening test
7. structure the speaking response for the independent speaking task
8. provide peer feedback on the speaking performance with the TOEFL rubric
9. understand the integrated writing formats and related strategies
10. discuss the general writing strategies for TOEFL
Theme: Question types and scoring rubrics
Extensions: Peer feedback on oral and written performance

Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction Time

Review or Preview:
Culture Salon

Linking & Transitioning to the rest of

lesson: We had a couple of holidays
last week. What is the big cultural
festival in your country? Lets share a
video related to this.
Ss Watch video and share their ideas

Ss-T

Ss-Ss

Today we will learn more about the

question types and strategies for each
section. Lets read todays lesson
objectives together.
Activity 1: Reviewing
Homework (Last)

1.1 Pre-Stage: Speed Sharing:

Homework debrief
Ss stand in rows and discuss the
following Qs for 30 seconds per person

in pairs
-Which section was the hardest? Why?
-How did it feel to take the test for 4
hours straight? Are there ways to get
used to this before the actual test day?
-Did the answer keys help you
understand the questions? Why or why
not?
-How did you use the flashcard app to
study vocabulary? Was it helpful?
1.2. During Stage: Self Error correction
T present Ss with sentences with errors
of the performance from the diagnostic
test/homework of the previous week.
Ss discuss how to correct the errors in
groups
T shares answers on Doc cam

Ss-Ss

1.3 Post-Stage: Vocabulary checklist

Ss-Ss
Ss access the class blog and find the list
of the S generated sentences
Ss select words among the sentences
Ss complete the vocabulary checklist in
pairs and discuss words of difficulty
Transition to #2: Now
that we have reviewed
the homework from last
class, lets get into each
section.
Activity 2: Reading
Strategies Brainstorm

10

Tangible Outcome & T. feedback/peer

feedback:
Error correction worksheet, Vocabulary
checklist
2.1 Pre-Stage:
Ss discuss about the general reading
strategies they know in small groups

Ss-Ss

2.2. During Stage:

Ss share their strategies on the
whiteboard and explain to the whole
class

T-Ss

2.3 Post-Stage:
T share reading strategies with Ss and
make comparisons

T give Ss handout to take notes

Transition to #3:
Lets now look into the
note taking strategies.

Tangible Outcome & T. feedback/peer

feedback:
Whiteboard and handout notes

Activity 3: Listening Q
note taking strategies

3.1 Pre-Stage: Note taking strategies

brainstorming
Ss brainstorm the word note taking by
answering the 5W 1H questions
Ss share their note taking strategies
especially when listening to lectures or
conversations in academic settings.

T-Ss

3.2. During Stage: Note taking practice

T presents Ss with the Diagnostic test
dialogue. Ss listen to the same
conversation again, but take notes on
the provided table this time.
Ss their notes on the doc cam.

Ss-Ss

10

Transition to #4 or
Wrap-up: Knowing the
note taking strategies
could better prepare
you for getting a gist of
listening materials.

3.3 Post-Stage: Diagnostic Test review

Ss-Ss
Ss use their notes to review the
diagnostic test. Ss compare their
answers with their partner, and discuss
any discrepancies or misunderstandings.
Tangible Outcome & T. feedback/peer
feedback: Notes

Activity 4: Designing
Listening
Comprehension Qs

4.1 Pre-Stage: Note taking extension

T-Ss
T presents Ss with the conversation from
TOEFL. Ss take notes of minimal
information. Ss listen to the conversation
again and add details. Ss share their
understanding with their partners.
4.2. During Stage: Creating TOEFL
Listening tests
Ss recall the different types of TOEFL
questions. Ss create 1 question for each
question types.

Transition to #5 or
Wrap-up: Now, we
could better tackle
listening tasks of
conversation. This
strategy can be helpful
for speaking as well.
Activity 5: Note taking
for Speaking

4.3 Post-Stage: Solving Qs

Ss exchanges the student generated
listening comprehension questions. Ss
identifies the Q types. Ss answer the
Qs. Ss check the answers with the test
provider.

10

Ss

10

Ss-Ss

Tangible Outcome & T. feedback/peer

feedback:
Listening comprehension questions
5.1 Pre-Stage: Modeling
T-Ss
T provides Ss a model answer of
independent speaking task of the
diagnostic test. Ss organize the answers
on the outline.

5.2. During Stage: Note taking practice

Ss
T present Ss with cards of different
TOEFL independent speaking Qs. Ss
practice taking notes during the 15
seconds preparation time. Ss consult the
notes and practice answering for 45
seconds.

5.3 Post-Stage: Useful expressions

Ss discuss how it felt to actually conduct
the task, and discuss useful transition
words or expressions to add to the
outline. Ss conduct one of the same

T-Ss

Transition to #6: Now

that we have conducted
the speaking task, we
need to know how wed
be evaluated for the
performance.
Activity 6: Speaking
Rubric

speaking task again and record their

responses by sending a voice note on a
messenger to their partner.
Tangible Outcome & T. feedback/peer
feedback:
Speaking outline, transition word list
6.1 Pre-Stage: Checklist-Rubric
Matching
S discuss schema building questions in
groups.
-What does it mean to be a fluent
speaker?
-Is speaking fast or slow important in
speaking? Why or why not?
-Is it important to have good grammar
when speaking?

T-Ss

10

T provides a checklist of questions to be

asked when evaluating a speaking
question. Ss categorize the questions
according to the 3 scoring rubric.
6.2. During Stage: Self/peer evaluation
Ss
Ss listen to their performance from
activity 6 and evaluate their performance
by marking the checklist.
Then, Ss listen to their partners
response sent through the messenger
and mark the checklist, and note helpful
comments.

10

6.3 Post-Stage: Strategies for each

rubric
Ss discuss preparation strategies for
each rubric by discussing about the
following questions.
-How can we be a more fluent speaker?
-How can we develop our topic?
-How can we make less
grammar/pronunciation mistakes when
speaking?

15

T-Ss

Transition to #7: Now

lets learn more about
writing strategies.
Activity 6: Writing
Strategies Brainstorm

Tangible Outcome & T. feedback/peer

feedback:
Scoring rubric, Strategy list
6.1 Pre-Stage:
Ss discuss about the general writing
strategies they know in small groups

Ss

13

6.2. During Stage:

Ss share their strategies on the
whiteboard and explain to the whole
class

T-Ss

17

6.3 Post-Stage:
T share writing strategies with Ss and
make comparisons
T give Ss handout to take notes

T-Ss

10

T-Ss

Tangible Outcome & T. feedback/peer

feedback:
Whiteboard and handout notes
Wrap-up Homework

Lesson Evaluation Procedures:

Ss write exit ticket answering the
following Qs.
-2 things you learned from the class
-1 thing you still want to learn more
about

Materials:
Error correction worksheet, Vocabulary checklist, Worksheet, Whiteboard, Scoring rubric,
Strategy list, Links to the class website, Powerpoint presentation with instructions
Anticipated Problems & Suggested Solutions:
New Ss who missed the class the previous week comes to class - have the students of the
previous class assist the new students
Ss who did not finish the homework - ensure that reviewing the homework will be an important
component of the lesson, and check upon which homework is the most challenging.
Contingency Plans (what you will do if you finish early, etc.):
Provide extra sentences with errors for error correction
Preview the homework - lecture for note taking strategies

Post-Lesson Reflections:
There were slight difficulties with time management since the warm-up activity lasted longer
than expected. Speaking topics related to their real lives, so students were easily engaged in
the activities. The note-taking requires some further practice for students.