lliv TIMETABLE FOR THE TOEFL- lilT TIMETABLE FOR THE TOEFL ill IBT Reading 3-5 passages with 1 - 14 questions 60-100 minutes USlening 2-3 COJlV8fS8.tions with 5 questlons each 60-00 min
Trang 1lliv TIMETABLE FOR THE TOEFL- lilT
TIMETABLE FOR THE TOEFL ill) IBT
Reading 3-5 passages with 1 - 14 questions 60-100 minutes
USlening 2-3 COJlV8fS8.tions with 5 questlons each 60-00 minutes
4-6 lectures with 6 questlons each
4 integrated tasks
Nole: The tests in this book contain three reading passages, three oom8lsations, and six lectures or
five reading passages, two conversations, and low Iec:tures because that is the standard length lor an
official TOEFL Every official les! includes either reading or listening material that Is being fle.ld.tested !of
future use There is no tutorial on the new IBT
'", ,~""ttel mater.ale
Trang 2TO THE STUDENT: HOW TO USE THIS BOOK TO SUCCEED
A STUDY PlAII
Many students do not prepare for the TOEFL before they take the exam They do not even read the TO E FL e /BT Information and Registration Bulletin when they register You have an
advantage Using this book , you have a study plan for success
STEPS TO SUCCESS
This book Is easy to use Mote than one million Barron's students have succeeded on the
TOEFL You C8Il be successful too, by following twelve steps
, 1 Inform YOUl"lltf about the tnt
Aead the answers to "FAQs- Frequently Asked Questions Aboullhe TOEFL ter In this
chaplef Then, if you cannot find a copy locally, visit the TOEFL web site at _ et orgItoefl
to download a copy 01 the TOEFL Inronnation and Registration Bu/letin Research
demon-strates that students who know what to 81lpect wi l l perlorm better on an examination
, 2 Imat time I your shut, plln
Be roaJlsllc about how mueh tlmo you neod to propene for the TOEFL Choo&e III syllabus from
the choices In this chapter Use distributed practice-two hours every day !of lour months will
give you better resu lt s than twetve hours every day for forty days, even though you will be studying 120 hours for both schedules
~ 3 Develop study habits
The study habits explained at the end of this chapter will help you succeed on the TOEFL and after !he T O EFL when you are admitted 10 a college or university, or when you conti nue your professional training to keep your licenses current Successful students understand the value
of these habits
,
Trang 32 ORIENTATION
4 EYaluate Jour strnttM and weaknesses
Take the Pretest, Model Test 1 in Chapter 2 and check your answers using the Explanatory or
Example Answers and Audio Scripts for Model Tests in Chapter 7 Which sections 01 the TOEFL were easier for you? Which were more difficult? Plan to spend more lime on the
sec-lions on which you received lower scores •
5 Master academic skllts
Chapter 3 contains a summary of the academic skills that you will need to complele lhe tasks
on the Next Generation TOEFl Read lhe stralegies complete !he practice activities, and
academic skills Take your time and learn !hem well
6 Check Jour progress
Alter you finish the work in Chapter 3, you will be ready 10 checlt your progress Take the firs1 Progress Test, Model Test 2 in Chapter 4 and check your answers using the Explanatory or Example Answers in Chapter 7 You should begin to see how the academic skills are used on the new TOEFL* i8T
, 7 Improwe English proficlellCJ
Chapter 5 will show you how your English profiCiency is tested on !he TOEFL Review Impor· tantlanguage problems and identify strategies for the language skill that corresponds to each section-Reading, listening, Speaking, and Writing Take the quizzes and check your answers Although you need to know more English than it is possible to include in one chapter
this review will help you apply the English you know to the test situation You will improve your English prof ici ency as measured by the TOEFL
, 8 Understand the directions
Take lhe lime to read and unclerstandthe directlons for each problem in Chapter 5 and each section on the model tests If you already understand what to do in order to complete a certain
directionS When you ta.k.e the official TOEFL
, 9 Practice tailing odel tests
Students who have an opportunity to take alleast one modellesl will almost always increase their scores significantly on the official TOEFL test Experience is a great teacher This book
provides you with seven model tests for practice In order 10 take advantage of the experience
you should always tollow the tesl directions carefully and time each section Take each model
lest without stopping lor a break until you finish the Reading and UStening sections Tllen take
a five·minute break and work without stopping until you complete the Speaking and Writing sections By simulating the test oonditions, you will become familiar with the way thai it feels to
take the TOEFL and you will be able to ooncentrate on the Questions Instead of trying to figure out whal is going to happen next You will also learn to pace: yourself so that you can finish
Trang 4each section wiU1in the time limits Remember, you should not try to memorize the questions
on U1e model tests You will lind similar questions on the official TOEFL, but you will not find exactly the same questions Try to Improve your skills, not your memory
>- 10 Estimate ,our TOEFL score,
Chapter 6 gives you a method lor estimating your TOEFL score lrom scores on the model tests in this book If you do not have a teachor or a reliable grador to ovaluata your spooking and writing sections, you may want to consider using one 01 the services Ilsted at the end 01 the chapter You need to know how your speaking and writing wil factor into the total score
, 11 Maintain a positive attitude
Throughout the booI< , you will find adviCe for staying positive and motivated Most of it can be found under the heading 'Advisor's Office." Take the lime to read the suggestions and think
about them 01118' successful SI~f11S have benefited from the san18 advice
12 Take the test lIben you are ready
Some students try to succeed on the TOEFL before they are ready Be raalistic about your
study schedule II you are not scoring very well on U1e model tests and the estimates of your TOEFL scores are below the minimum for you to achieve your goa l, you should reconsider your registration date Knowing when to take the lest Is pari of a successful study plan If you give yourself the time you need and jj you follow the study plan using this book, you will reach your goal In the future, you will not be asked whether you toolt lhe TOEFL a month earlier or
later bul you wlllbe asked to produce Ihe required score You can do itl Take the test when yo J
are ready
TO THE TEACHER: RECOMMENDATIONS AND RESOURCES
PERSPECTlVES
In the Middle Ages a man approached two stonemasons and asked them what they were doing The firsl stonemason replied, 'I am laying stones." The other answered, '1 am building
a cathedral."
I have been teaching TOEFL preparation Classes since 1970 and writing TOEFL materials
since 1975 As I go into my classes, I ask myself: Am I teaching TOEFL prep or am I helping stu· dants achklvliI thlillr cat4Klr goals? As I P<QParlillilach ~ lildition 01 my boob, I as!< myself: Am I
writing TOEfL preparalion books or am I making tools that will help students succeed on the TOEFL and Bfterihe TOEFL? 1\ is a very dllfereot perspective and inspires in a different way Certainly, we have seen many changes in the TOEfl across the decades Often Educa-tional Testing Service has revised the TOEFL in an effort 10 keep pace with changes In our ESL JEFL teaching paradigms, and occasionally the revisions in the TOEFL l\ave produced changes in our teaching paradigms in something referred to as a wBshback effect
This is probably the most challenging time in TOEFL preparalion thai I have experienced because the Next Generation Intemel-Based TOEFL (iBT) Is more than a revision 1\ is a com·
pletely different kind of test, which requires a new approach to learning Our students will have
Trang 54 ORIENTATION
to demonstrate their ability to integrate the language slims by completing taslls similar 10 those that they m be expected to accomplish in academic senings They will have 10 speak and rite at high levels 01 proliciency
Eventually, believe that the changes on the TOEFL 111 be beneficial fOf our students and
lor us, their teachers During the initial tranSition periOd , ho ever, it could be difficult to ptan appropriate lessons and adjust our teaching styles
TEACIIIIIG TIPS
These ideas 'NOf1o; IOf me I invite you to try some 01 them in your classes
1, Begin wtth a posHlve IMI
It can be very simple FOf Instance, "The highest tower is built one brick at a time."
If you put a ne message In the same place every time-on an overhead Of on the
board-students iII leam to look lor it hen they come Into the room Music selVeS the same pur
pose It sets a positive mood lor the session
2, Writ "'ree Important goals for class sa tIIat studnts can see "'em
Three goals are manageable lor one class session When they are visible, they keep us all on
track At the end 01 the etass, relerring to the goals gives everyone a sense of progress and closure for the day
3 Arrang fot mod.1 tests to be tak.n In a lab or at home 01 tile honor
system
Your tinlf;l wllh studtmts Is too valuablo for you to spond four hours proctoring oach modol tOSt That would add up to twenty-eight hours 01 class lime IOf aU of the madeltests In this book
4 Allow stud.nts to trade the Reading and UstetIlng sections of th.lr
mod.1 tests,
II students take responsibility lor grading the objective sections of their model tests, and fOf relerring to the explanatory answers, you il save hours that you would have had to use doing routine clerical tasks If the sl1Jdents take the model tests on the computer, the scoring IOf these sections win be done automatically; i1 they are using the book, the answer key is printed
in Chapter 7 This will afford you the lime you need to concentrate on answering questions
, 5 Ask students to write Ir questions on late ~ Ind bring them
to class
When students refer to the explanatory answers, many questions are resolved for them with· out asking the toache!" II students write down their questions, sometimes the ans er becomos
epparent to them at this stage The questions that they bring to class are realty worth
discus-sion If you have them on cards, you can prepare your answers fOf the question·and·answer session at the beginning 01 the next class You always have the answer!
Trang 612 Provide couBiling and encollragement part 01 the ctaa routine
Ideally, one minute at the end of class can be used fa( a pep talk, a cheer, or a success story
We're doing well T -O-E-F-L I also like to stand by a poster at the door when students are
leaving my class The last Ihing they see is the affirmation on the poster: -I know more today
than I did yesterday I am preparing I will succeed." Some students want a handshake, a high
five, or a hug Others just smile and say good-bye Some hang by the door, and I know that
they need 10 talk Evei)' excellent TOEFL prep teacher I know is also a very good counselor
You probably are, too
RESOURCES
Several r&sources lor teachers afe listed in Chapter 8 Four syllabus options are listed in the
next section II is also worthwhile to read the 'Steps to Success" lor students printed on
the previous pages The most freQuently asked questions (FAOs) are answered al the end of
this chapter If I can be of help to you or your students, please oontact me by visiting my web
site al www teflprep com
SYUABUS OPTIONS
A syllabus is a "study plan.~ There are fOUf options from which to cttoose The estimated
number of hours tor each option is the minimum time that is reQuired to complete the plan
The Standard Syllabus reQuires 1 6 weeks and 60 hours 01 your lime II is the best option
because it allows you to study about 5 hours each week , and you can builet in some review if
you need it
The Accelerated Syllabus also requires 80 hours, but it is possible to oompleta it in half
Accel-erated means "fast." This calendar does not include time lor review
The Abbreviated Syllabus should be chosen only when you cannot find the time in your
schedule to follow one of lhe other calendars Abbreviated means "shorter." This calendar
does not allow you t o oomplata all the study materials in the bQ()I( A concise version 01 this
book , Barron's Pass Key to the TOEFL, 6th Edition , contains only the material in the
abbrevi-ated syllabus
The Individualized Syllabus is often chosen when you have already \allen the T O EFL
and you afe very sure which sections will be most difficult lor you when you take it again This
you have atready mastered on other sections
Trang 7TO THE TEACHER : RECOMMENDATIONS AND RESOURCES 5
, 6 When ralltud.nts have the same question, prepare a short
presentation
When the question is repeated it gives us an Indication of what our students need to know By using their questions lor class preparation, we show that we are teaching people, not subjects
choose an answer,
Let the students 'isten in' on your thought processes as you decide why answers are incorrect
and which answcr choloo is corrcct Usc the cKplnnatory answers in tho book to help you For el(ample, you might say, "I know that A is not correct becausa the professor did not include this research In his lecture Choice B looks possible, but it is not complete The choice leaves out
the secol"ld part 01 the answer That means ~ must be either Choice C or D I know that D Is not
correct becausa the prolessor said that there were three typeS , not two It must be Choice Co"
Modeling how to think helps students leam to think when they see similar test Items
Make overheads 01 materiallrom Chapter 3 al"ld go over it In class Take the quizzes in class, using "Think, Answer, Compare, Discuss." Students have time to think al"ld respond to each
why that choice is a good one
, 9 Focus on speaking and writing In class
Provide many good models of responses to speaking al"ld writing questions in class Show
stu-dents how to usa the checklists 10 evaluate speaking and writing
, 10 Assign speaking tasks and writing tasks II homewort
Have students turn in tapes al"ld essays II you have voice mail and choose to use it for
home-work assignments students can phone you al"ld leave a one-minute responsa to a speaking task Spel"ld grading lime on these Important sections Bring samples 01 good work to class-good organization, good openings good suppofl statements, good closings Catch your
stu-dents doing something good al"ld usa it as an el(ample
, 11 Don ' t worry about covering all the llllterialin the book
This book has more material than most teachers need lor a coursa, but aU 01 it was written lor
sail-study as well as lor classroom Instruction That means that students can work on their own
lor "eKlra credit," al"ld all of the pages don1 have to be referred to in class In my experience,
when we teachers try to cover 100 muctl, we are the only ones who can keep up The material gets covered, but the students don ~ understal"ld It I trust that leachers know which pages to
select for the students In their classes
ytlet mater~1a