This lesson plan introduces students to the IBT TOEFL exam over the course of a 2 hour class. It includes several interactive activities to familiarize students with the test format and general strategies. In the first activity, students set ground rules for the class and introduce themselves. They then review true and false facts about the IBT TOEFL in pairs. A jigsaw activity has students explore the different test sections in expert groups before reconvening in home groups. Finally, the teacher presents strategies through a PowerPoint and students complete a comprehension quiz. The class ends with a review and assignment of a reflective learning journal.

1. Aldyansyah
Lesson Plan: IBT TOEFL Prep
Course IBT TOEFL
Unit Function Introduction to IBT TOEFL
Unit No. 1
Date (Tentative)
Duration 2 hours
Objectives; SWBAT:
1. Get a feel of the class and learning atmosphere
2. Get a good grasp of the basic facts and formats of IBT TOEFL
3. Explain the general facts of the test
4. Project their learning throughout the course by perusing and internalizing the syllabus
5. Understand the general strategies to tackle the test
STAGE &
ACTIVITIES
PROCEDURES-GRAMMAR PRESENTATION TACTICS MATERIALS TIME
Warm up/
Lead in/
Review
Welcoming, setting up rules, and self-introduction:
1. Teacher (T) welcomes students (Ss) to the program
2. T gives brief preview of the course
3. Inviting Ss to contribute to the live online suggestion box, T sets up the
ground rules for the course (Ex: English only policy, punctuality, out-of-
class project completion, etc.)
4. Ss are to symbolically ‘sign’ the commitment of the rules.
5. An icebreaker, the self-introduction is a find-someone-who activity. Ss
are to mingle and find the persons depicted in the handout e.g.
someone who has a unique nickname or short name.
6. T checks Ss findings and has a brief self-introduction session
 Google
Docs/Overh
ead
projector/P
PT
 Course
preview/Syl
labus
 Find-
someone-
who
handouts
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Later
Comments
Unit
Function
Presentation
(Activity 1)
Introduction to IBT TOEFL: Basic Facts
1. Using the last activity, T leads Ss into the introduction to IBT TOEFL
2. Pair work: Ss are to decide whether the general facts re IBT TOEFL
that T gives are correct or incorrect. Negative reinforcement: a nosy
introductory question for the pairs that pick the wrong side.
 PPT/Overh
ead
Projector/G
oogle Docs
 List of true
and false
facts on
IBT TOEFL
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Unit
Function
Presentation
(Activity 2)
Introduction to IBT TOEFL: Test Sections
Jigsaw Classroom:
1. T groups Ss into 4 groups to be the Homegroups/learning groups.
2. The homegroups’ first task is to have a brief more in-depth self-
introduction
3. Each member of the homegroup (HG) is assigned a number, 1 to 4
4. Ss with the same number are to form the expert-groups (EG) where
they will convene with counterparts from other HGs and discuss in
detail the section of IBT TOEFL* assigned to them. (EG 1 talks about
Reading; EG 2 Listening; EG 3 Writing; and EG 4 Speaking)
*Materials on IBT TOEFL sections will be provided by T
5. After 10-15 minutes, HGs reconvene and share the information from
their respective EGs
6. T assess Ss discussion and collaborative learning on the topic (IBT
TOEFL Sections) using a Kahoot! quiz.
7. Positive reinforcement: The best HG will be rewarded.
 Google
Doc/OHP/P
PT
 Materials/h
andouts on
IBT TOEFL
Sections
 Kahoot!
Quiz on the
topic
+45
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Later
Comments
PLAN-TEACH-REFLECT-LEARN

2. Aldyansyah
Unit
Function
Presentation
(Activity 3)
Introduction to IBT TOEFL: General Strategies
1. T presents a PowerPoint presentation on IBT TOEFL General
Strategies. (Each strategy is accompanied by a brief application
session or sample whenever possible.)
2. Ss complete comprehension quiz on Google Form as T presents to
make sure they grasp the information.
3. T assesses Ss responses on the Google Form and sends feedback to
Ss post-class.
PS: The Form will require Ss to fill in contact details (Email & Phone
number) for IM learning group and LMS setups.
 PPT on IBT
TOEFL
General
Strategies
 Google
Form Quiz
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Comments
Rounding
off
1. T reviews the day’s lessons as a class, ensuring the unit objectives are accomplished.
2. T assigns Ss 1st after-class task: Reflective Learning Journal: The First Class.
Writing Prompts:
 Explain what you learned in the first class
 Write about your expectations for the class throughout the course
 Make sure your writing meets the minimum number of 250 words.
+10
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Revision for further Improvement (later comment on the lesson as a whole)