TOEFL Reading Skills III & Review

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Reading Skills II:

Reading Skills II Skill C Development & A, B, C Practice

Calls, Texts, Finding Me:

Calls, Texts, Finding Me about HW, clarifying HW directions, clarifying lecture in class, room number, attendance, certificate...professional questions. Shows care, interest, priority, willing, critical thinking skills, and comfortable talking with me.... I LOVE IT! It doesn’t matter what your level is (beginner or advanced). All that matters is your motivation and dedication.


Announcements Seminar on Thursday Same Meeting Curriculum on Thursday at 10:30 meeting and on Saturday at 10:30 Room 605 G Study Groups in the Kafedra Meeting Management “Culture Lesson” - American Upper Economic Class, Speech Acts

Study Groups:

Study Groups Personalized (file), common group, your own questions/comments, extra practice on skills from course, extra skills, just practice speaking & listening by getting to know each other. Wednesday Reading, 10:30-12:00 Thursday Reading, 2:00-3:30 Thursday Listening, 3:30-5:00 Friday Listening/Reading, 9:30-10:30


Announcements Seminar on Thursday Same Meeting Curriculum on Thursday at 10:30 meeting and on Saturday at 10:30 Room 605 G Study Groups in the Kafedra Meeting Management “Culture Lesson” - American Upper Economic Class, Speech Acts

Meeting Management:

Meeting Management Quiet Voice - Regrouping method 3 expectations: Give away cards = attendance Get back cards = participation Collect HW = homework

Speech Acts:

Speech Acts Korea: “I’m sorry Professor - I was late because there was traffic and...” Israel: “I’m sorry Professor.” United States: “I’m sorry Professor. It won’t happen again.” -Higher Income Americans Have the information so you can choose how you want to apologize in English :)


Today Skill C Activity 1 Homework Review A & B Practice A, B & C Give Listening I Homework


Partners Arrange the sentences

Skill C: Coherence:

Skill C: Coherence Understand meaning of text Recognize organization of text Interesting sentence, summary, “the first”, common words, “the other”, “then” Think critically about flow and organization of text

Developing Skill C:

Developing Skill C Content: logical organization and meaning Clue Words: shared vocabulary or transition phrases

Developing Skill C:

Developing Skill C A tornado is a violent storm that usually occurs on plains in the interior sections of a continent. [ ] A) Tornadoes are easy to recognize. They are huge and shaped like a funnel. [ ] B) These violent , twisting storms can cause enormous damage. [ ] C) There are a number of reasons for this. [ ] D) They are often called “twisters” because the winds inside the tunnel twist rapidly.

Developing Skill C:

Developing Skill C Certain types of people cannot be charged with committing a crime. [ ] A) It may appear that they have committed a crime. However, for a variety of reasons their behavior will not be considered a crime in the courts of law. [ ] B) First, insane people cannot commit a crime. They may not understand right from wrong. [ ] C) Next, those taking drugs prescribed by a doctor might be excused from committing a crime. If the drugs affect their minds, the court will excuse them. Finally, children under a certain age cannot be held responsible for committing a crime. [ ] D) Participant Led There are three main groups that usually cannot be charged.


Puzzle x x x x O O O O


Homework Get into groups of 3 and compare answers to the homework.


Review Skill A = ? Skill B = ? Skill C = ?

Practice 1:

Practice 1 pages 48 - 52, 4 copies of each, cut text away from questions to have participants find each other, answer the questions then switch 4 more times

Practice 2:

Practice 2 page 42 and 43 # 1, 2, 5 Skill A # 4 Skill B # 6 Skill C With a partner answer the questions.

Practice 3:

Practice 3 page 44 and 45 # 1, 2, 5 Skill A # 3 Skill B # 6 Skill C

From the Test:

From the Test 13. According to the passage, which of the following is true about Elton’s idea of food chains? He only looked at plants and animals near his home. Other scientists at the time rejected Elton’s idea. The chains started with plants. They measured the energy stored in food. 14.The expression “depend on” in paragraph 2 is closest in meaning to count on have a relation to need trust 17. As used in paragraph 2, what is the meaning of the word “field”? An area of study A piece of land for plants A place for playing games A region that is visible 19. All of the following are mention in the passage EXCEPT a simple example of a food chain consumers and producers in the jungle how a food chain helped explain a problem who came up with the idea of food chains 20. Why did fish in rivers and lakes have high concentrations of DDT in their bodies? The large fish ate small fish with DDT in them. The large fish laid eggs in plankton with DDT in it. The large fish naturally produce DDT. The large fish swam in water with DDT in it. 22. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information. Elton was the first person to show a chain of events linking plant eaters to meat eaters. The image of a chain was used to help show the connection between the parts of a food chain. Chains are not usually thought of when people imagine food, but Elton still chose to use this image for his theory. Animals and plants are linked by chains according to Elton’s theory of natural foods. Look at the four squares [ ] that indicate where the following sentence could be added to the passage: Therefore, when trying to describe the real world, it is more appropriate to think of food webs rather than food chains. Where would the sentence best fit? Choose the square [ ] where the sentence should be added to the passage. Paragraph 3, line 1 Paragraph 3, line 2 Paragraph 3, line 3 Paragraph 3, line 4 Directions : An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentence do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points. First sentence: Food chains are a good way to understand relationships in nature. A food chain lists producers and consumers, showing what eats what. Although food chains oversimplify reality, they are still useful for studying nature. DDT stays in the environment; it does not go away. Producers come in various sizes, from large plants to tiny plankton. The idea of a food chain helped people understand how DDT could affect osprey. There are more producers in nature that consumers.

Additional Skills:

Additional Skills What does __ refer to? Why does the author... What does the author imply? What can be inferred from ... 16. In paragraph 3, what does the author imply? Animals that do not eat other animals How simple food chains are limited The relationship of rabbits and foxes Ways to teach food chains to children 18. Why does the author mention DDT in reference to food chains? To compare this chemical’s effect on producers and consumers To explain why consumers sometimes become extinct To illustrate the true complexity of nature To show how the simple concept of food chains could be useful 21. What can be inferred from the last paragraph about osprey? They became extinct. They began laying more eggs. They stopped eating fish. They were helped before all of them died. 15. What does “others” in paragraph 2 refer to? Farmers Food chains Foxes Rabbits


Homework CDs (need to return to burn resources) Handout LI - Directions

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