1. Week 3 TOEFL Workshops El Oro

2.  Review Homework  Review note taking  Review the main idea of the passage  You will understand the format of the TOEFL Reading Exam  Review test taking strategies  Practice TIMED TOEFL Reading examples

3.  Respect ◦ Turn off your cellphones (if it is an emergency, please tell Katie and Andrea BEFORE class starts) ◦ Come prepared and on time ◦ If you are late, just sit quietly and start taking notes  Ask questions ◦ We do not know when to stop if you do not ask questions  No cheating/copying ◦ This is disrespectful to us.

4.  If you do not do your homework, you do not sign in  If you do not sign in THREE TIMES you will be asked to stop coming as we cannot help you and it is disrespectful  If there is an issue with these rules, see us

5.  To help you ◦ Numerous studies show that homework increases a persons understanding of the subject ◦ We are able to review it and build on you current skills ◦ We only have these few hours to help you, so homework allows you to improve your skills on your own ◦ To help guide our lessons  For every hour you spend on homework, we spend a half hour and we have over 70 students!!! So, we are creating more work for ourselves to help you!!!

6.  Context Clues ◦ Ignominy:  Dishonor: “or dishonor” ◦ Unfathomable  Deep or profound: “stop and think” ◦ Iridescent  Colorful: When light hits glass, it creates a rainbow ◦ Constable  Policeman: “police officers were called” ◦ Burnished  Polished: Rubbing hard ◦ Careened  Zigzagged: shows accident

7.  Top 3 things we noticed with writing  Plagiarism: “The practice of taking someone else's work or ideas and passing them off as one's own” (dictionary.com). ◦ How to fix it? Either use quotes (like above) or put it in your OWN words.  Commas with an introduction: Place a comma when using introductory phrases (phrase that is dependent/cannot stand on it’s own) ◦ Even though Andrea is sick, she still came to school today.

8.  What are we looking for ◦ Introduction: Broad statement, some detail (historical, personal, analytical), thesis statement ◦ Paragraphs: Your reason/argument, support for this argument ◦ Conclusion: Restating the above in different words, a statement to make the reader think further

9.  Please take out your homework, what were some MAIN POINTS of the article?  Note Taking: ◦ Makes you an ACTIVE reader/listener  Studies show when you take notes while reading or listening you attention is held, therefore getting better grades ◦ Helps organize your thoughts  Part of the TOEFL is integrated: listening, reading, writing. Being an active note taker will help you write the paper and organize your thoughts

10.  3-4 passages, each approximately 700 words long  Each passage is followed by about 12-14 questions  You will have 60-100 minutes to complete the entire section  = about 20 minutes per passage

11.  Actively read the passage ◦ Look for the purpose, structure, and main idea (THESIS STATEMENT)  Attack the questions ◦ Make sure you understand the question ◦ The answer is in the passage! ◦ Not all questions are created equal- do all the questions you find the easiest FIRST ◦ Questions are arranged in a rough chronological order  Process of Elimination

12.  Information not mentioned: answer makes common sense, but a correct answer is FOUND IN THE PASSAGE.  Extreme wording: all, always, impossible, must, never, none- correct answers usually do not use this wording  Right answer, wrong question: Information from the passage, but doesn’t relate to the question

13.  Verbatim: Repeats part of the passage word for word… but in the wrong context  Beyond the Information: Gives more information than the passage provides ◦ Ex. “Some species of chimpanzees make tools out of branches”  The answer choice: “Many animals can make tools”

14.  Let’s read the text and answer some questions…

15.  A ◦ Why? Information not mentioned  Although B or C might make sense, it is NOT found in the passage. The passage is about technology, not guns. D doesn’t work because the Mom is explaining the DANGER.

16.  B  Why? Verbatim, beyond the information ◦ Some answers are quoted from the passage, but it is with the wrong question. The question is asking for you to BEST DESCRIBE the difference, so this means to summarize, not find supporting details. ◦ Finally, although D seems correct, but it is too general. The Mom might be strict here, but in other instances (dating, let’s say) she might not be strict

17.  A ◦ Why? Extreme wording, beyond the information  B cannot be correct because we do not know if they are ALWAYS fighting and NEVER get along  C cannot be correct because it seems like they care about Marcia’s wellbeing  D cannot be correct because like B, this is one fight and we have not seen another

18. With its molecules bonded so tightly, the exocuticle is very durable. There are points on the body where it does not form, since flexibility is needed around joints. This arrangement allows supple movement but provides armor-like protection. The layer of the shell called the exocuticle is strong because a. its molecules are closely bonded b. it is drier than the endocuticle c. its fibers are parallel d. it is water-resistant

19.  Turn off/SILENCE your cell phones. We cannot have any interruptions during this section of the course.  You have 20 minutes to complete the given reading and to answer the questions.  If you finish early, review your answers. You should not waste any time. Do not talk to your fellow teachers.  We will do 2 reading drills and will review the questions together.

20.  Homework ◦ Listen to a speech from…  http://www.americanrhetoric.com/top100speechesall. html http://www.americanrhetoric.com/top100speechesall. html (You can read the transcript as well.)  Write a short summary about the speech. (3 sentences, including the name of the speaker and speech title)  Write about how the speech made you feel and why.  Write if you agree or disagree with the speaker.  Questions? Thank you!