TOEFL LESSON PLAN

I. OBJECTIVES: The students should be able to

1. Distinguish direct from indirect speech.
2. Identify words that introduce indirect speech.
3. Change direct to indirect speech.
4. Use indirect speech in reporting the conversation between two
students in the passage read.

II. Direct and Indirect Speech

Grammar in Focus Unit 21 pp.

Longman Preparation Course p. 206 “ The New Campus Policy”

III. A. Review : Previous lesson

B. Presentation: From a paragraph have students distinguish the direct
from indirect speech.

Ask a student: What did you do last night? Then ask another student :
What did she say she/he did last night? Write the question and the
answer correcting the answer if the student did not give the correct
indirect speech. Do the question and answer for different tenses.
(Note the difference in tense between direct and indirect speech. For a
thorough discussion, have samples of different kinds of sentences and
how each kind is changed to reported speech. If this is done, the lesson is
for two days before hooking up with speaking and writing areas of
TOEFL.)

C. Analyzing different examples taking note of the changes in tense,

pronoun, and time. Emphasize the reporting verb. What changes
happen when direct speech is changed to indirect speech?

D. Small group work: Reading examples of reporting speech in

conversation and selecting the words that introduce the indirect speech.
Check answers with the other groups. Adding other reporting verbs.

D. Pair work: Ex. 2 p. 362 Focus on Grammar Putting the headlines of

newspaper to indirect speech, adding necessary articles when needed,

E. Pair work: One gives a statement, the partner changes to indirect

statement, alternating the role, as much as possible different tenses and
different kinds of sentences.

IV. Homework: Change to reported speech the conversation between two

students “ The New Campus Policy” Longman: p. 44
 TOEFL LESSON PLAN

I. OBJECTIVES:
1. Students should be able to assess their knowledge of the agreement
between subject and verb.
2. Identify the subject that the verb should agree with.
3. Recognize subject in interrogative and imperative sentence that the
verb should agree with.
4. Use the correct verb to agree with the subject in speaking and writing
activities.

II. Subject Matter and Reference

Agreement between the subject and the verb
English Skills pp 396 -399
Longman Complete Course for TOEFL Test pp. 248 – 254
English Grammar pp. 84 - 93

III. Procedure:
A. Pre-test - Teacher prepared test 1 to 15. Students correct their
own papers taking note of the errors made.
B. Taking the class profile. Discussion of the most commonly
mistaken rules. Identifying the subject to which the verb agrees
with.
C. Small group talk: Share experiences as a second language
learners. Discuss the questions below and any other thoughts that
occur in students’ mind. Groups summarize some of the group
conclusions for the rest of the class. Other groups listen to each
other subject-verb agreement for corrections after each group
reporting.

Question: How much English do you speak and read outside the
classroom? Is using English in class practice with English outside
the classroom?

Question: Do you avoid certain situations if you have to speak

English? Ex. Speaking on the phone? Attending a party?
participating in class discussion?

D. Small group talk: A student tell a fairy/folk tale from his/her

 country or from imagination in less than five minutes. Start with
Once upon a time, there was/were . . . . Listeners write short
summaries of each story.

IV. Homework: Do exercise Appendix C1 and C2 on page 515 Longman’s

Preparation Course for TOEFL iBT.
 TOEFL LESSON PLAN

I. OBJECTIVES:
1. Students should be able to distinguish direct from indirect speech.
2. State the rules in changing direct to indirect/reported speech.
3. Use indirect speech in reporting the conversation between two
students in the passage read.

II. Direct and Indirect Speech

Grammar in Focus Unit 21 pp.
CD # 4
Longman Preparation Course p. 206 “ The New Campus Policy”

III. A. Review : Previous lesson

B. Presentation:
Ask a student: What did you do last night? Then ask another student :
What did she say she/he did last night? Write the question and the
answer correcting the answer if the student did not give the correct
indirect speech. Do the question and answer for different tenses.
(Note: For a thorough discussion, have samples of different kinds of
sentences and how each kind is changed to reported speech. If this is
done, the lesson is for two days before hooking up with speaking and
writing areas of TOEFL.)

1. Which is a direct or exact words of the speaker?

2. Which one is just repeated?

C. Analyzing different examples taking note of the changes in tense,

pronoun, and time. Emphasize the reporting verb. What changes
happen when direct speech is changed to indirect speech?

D. Pair work: Ex. 2 p. 362 Focus on Grammar Putting the headlines of

newspaper to indirect speech, adding necessary articles when needed,

E. Pair work: One gives a statement, the partner changes to indirect

statement, alternating the role, as much as possible different tenses and
different kinds of sentences.

IV. Homework: Change to reported speech the conversation between two

students “ The New Campus Policy”
 TOEFL LESSON PLAN

I. OBJECTIVES. The students should be able to:

1. Give the intended and unintended meaning of the sentence with

dangling modifiers.
2. Place the modifying phrase or clause in the right place as to the
intended meaning.
3. Supply the intended subject modified by the participial modifier.

II. Dangling modifiers

English Skills pp. 438 – 442

III. Activities:
1. Review – Previous lesson/checking of homework.
2. Presenting a couple of sentences and giving its meaning.

Ex. While smoking a pipe, my dog sat with me by the crackling fire.
Intended meaning: _____________________________________________________________.
Unintended meaning: ___________________________________________________________.

Driving along the curve, the church was seen.

What is the participial modifier?
What is the word modified?

3. Discussion on how to correct the sentence according to its intended

meaning with the class.
4. Pair work – Giving the intended and unintended meaning of
sentences.
5. Group work - identify the modifying phrase and the word modified.
Then, tell whether the modifier is correctly placed. If not, it has to be
corrected by placing it as close as possible to the word it modifies or
supply the intended subject modified.

IV. Homework: Do exercise on page 440-441.

 TABLE OF SPECIFICATION FOR THE TOEFL ESP

:
Language Skill : No. of Items

1. Tenses of the verb 8

2. Agreement between subject 9

And verb

3. Transition words 5

4. Reported/Indirect speech 10

5. Dangling modifiers 4

I. Complete the sentences with any appropriate tense of the verb in the parentheses.

Dear Anna,

I (get) _________________________________your long email about two weeks ago and I (try)
1.
____________________________________ to find time to write you back ever since. I (be)
2.
_____________________________________ very busy lately. Last week, I had four tests, and I
3.
have another one next week. In addition, a friend (stay) __________________________
4.
______________________ with me since last Thursday. Yesterday, we (go) ______________

_______________________ to the park to watch the balloon race.

5.
Right now it (be) ____________________________________3:00 a.m. and I (sit) ________________
6.
___________________________ at my desk.
7.
By the way, how (you, get) _________________________________________? Please write soon.
8.

Yours,

Yoko
II. Underline the correct verb that agrees with the subject.

1. Either the teacher or the students (is, are) in the classroom before classes start.
2. The poor (is, are) helped by the government programs.
3. Twenty dollars (is, are) unreasonable price for the necklace.
4. Two hours of homework per day (is, are) too much for elementary school
children.
5. One of the biggest problems in the world today (is, are) the lack of clean, fresh
drinking water for significant number of people.
6. An orange and black bird (is, are sitting) in that tree.
7. One-fourth of the house (was, were) burned in the fire yesterday.
8. Each of the doctors in the building (need, needs) to have a separate reception
area.
9. Every man, woman, and child in this line (is, are) required to sign the forms in
order to complete the registration process.

III. Select the correct transition word to make a logical connection of ideas. Use the
word only once.

a. nonetheless b. in contrast c. surprisingly

d. therefore e. as a result

1. Some students did not prepare for the exam; _____________________________, they did
not do so well in the test.
2. A certain course is required for freshmen; all freshmen, ____________________________,
must take the course.
3. Freshmen are taking the introductory course; juniors, ______________________________,
are taking the advanced course.
4. Freshmen have already studied biology; _____________________________, they must still
take the course.
5. One student studied really hard for the exam; _______________________________, she
failed the exam.

IV. Reported Speech. Change the dialog into a paragraph using indirect speech.
Use the correct punctuation where it is needed.

Student: I’m scheduled to take a placement test in math tomorrow. Is this

something I really need to do?

Advisor: It’s to your advantage to take the placement test, but you don’t have to.

Student: What’s the advantage of taking the placement test?

Advisor: If you take the math placement test and do well on it, you don’t have to
take the beginning math class.
Student: And if I don’t take the math placement test, then I have to start with the
beginning math class?

Advisor: That’s right.

Student: Well then, . . . I think I could save myself an entire semester-long course if I
do as well as I think I can.

V. Dangling modifier. Place the modifying phrase/clause on the right place.

Ex. To join the team, a C average or better is necessary.

Ans. To join the team, you must have a C average or better.

1. Derek was hit on the head by a Frisbee while sleeping at the campsite.

2. Covered with food stains, my mother decided to wash the tablecloth.

3. I find desserts especially tempting when dieting.

4. Wanda was tempted to watch television frustrated by piles of homework.

 TOEFL LESSON PLAN

I. OBJECTIVES: Students should be able to:

1. Use the correct tense of the verb in the given sentences.
2. Complete the idea in the sentence with correct verb tense.
3. Identify the incorrect tense used and make necessary correction in a
reading passage.
4. Use the correct tense of the verb in speaking and writing.

II. Tenses of the verb

Understanding and Using English Grammar Chapters 1 -5 pp. 2 – 76
Focus on Grammar pp. 2 – 35
Real Grammar pp. 1 – 7

III. Procedure:
1. Review - past lesson
2. Pre-test – teacher made test 1 – 15 (simple, continuous, perfect,
perfect continuous)
3. Class profile - brief presentation of the common errors committed by
students and explaining them with diagram of the sequence of actions
in perfect, and perfect continuous tenses.
4. Pair work - Speaking about one’s past experiences, present activities,
and future plans about one’s career. Partner checks mistakes in
tenses, records them to be compared to the mistakes made in the pre-
test.
5. Pair work (another partner) – Ex. 25. UEG pp 73- 74 Completing
sentences in a story. There are incomplete sentences, and answers
will be referred/based on the calendar given. Testing the simple,
perfect, and perfect continuous tenses. There are other numbers not
related to the story.
6. Group work – In a short talk, summarize a recent news event.
Students prepare a brief note, (outline form/important points only).
Listeners can write writes short summaries of each presentation.

IV. Homework: Error Analysis . Finding errors in the statements and make
the necessary corrections. Eng. Grammar pp. 82 -83.