Prepare students for TOEIC test

Prepare students for TOEIC test tài liệu, giáo án, bài giảng , luận văn, luận án, đồ án, bài tập lớn về tất cả các lĩnh...

TOEIC® is a registered trademark of Educational Testing Service (ETS)

This publication is not endorsed or approved by ETS.

How to Prepare Students

for the TOEIC® TEST

Distributed Free of charge by

Paraskevi Kanistra Charalambos Kollias

Thisbookcouldnothavebeenwrittenwithouttheassistanceofmanypeople.

WemustthanktheHellenicAmericanUnionfaculty,whoproofreadthemanuscriptandpilotedtheactivitiesin theirclasses.WewouldalsoliketothanktheHellenicAmericanUnionstudentsfortheirvaluablefeedback. Lastbutnotleast,wemustthankLeonidasͲPhoebusKoskos,ExecutiveDirectoroftheHellenicAmericanUnion,for hisencouragementandsupportateverystageofthisendeavor.



EditedbyCatherineGeorgopoulou

DesignedbyElenaXanthi























©HellenicAmericanUnion,2008

Allrightsreserved.ThispublicationisprotectedbyCopyright(N.2121/1993)andpermissionshouldbeobtained fromtheHellenicAmericanUnionpriortoanyprohibitedreproduction,storageinaretrievalsystem,or

transmissioninanyformorbyanymeans,electronic,mechanical,photocopying,recording,orotherwise.

ISBN:978Ͳ960Ͳ8331Ͳ64Ͳ8

TheaimofHowtoPrepareStudentsfortheTOEIC®TestistogiveteachersideasonhowtouseTOEIC®practice

testsasateachingtool.Thispublicationprovidesusefulactivitiestohelpstudentsprepareeffectivelyforthe variouspartsoftheListeningandReadingSectionsoftheTOEIC®Test.Theseactivitiesenablestudentstohavea betterunderstandingofthepurposeofthetesttasksandoftheskillsandsubskillsoflisteningandreading

requiredtocompletethesetasksinaspecifictimelimit.AllactivitiesareadaptedfromPracticeExamsforthe TOEIC®TestpublishedbytheHellenicAmericanUnionin2007.Similaractivitiescanbeincludedinapreparation

courseusingpracticetestsfromthisHAUpublication.

Practicetestsusedasteachingtoolsneednotnecessarilybeexploitedassuchintheirentiretynorshouldtheybe completedinoneclasssession.Theyshouldbespreadoutoverseveralsessions,focusingononeortwopartseach time,andshouldbecombinedwithlanguageconsolidationactivities(e.g.grammar,vocabulary,etc.).Forexample, asamplefromPartIoftheListeningSectioncouldbedoneduringthefirsthourofthesessionandexamplesof grammarandvocabularyitemsfromtheReadingSectionduringthesecond.Onasubsequentsession,examples fromPartIIoftheListeningSectioncouldbepresentedandanalyzedduringthefirsthourandexamplesofreading taskscouldbeexploitedduringthesecond.Ofcourse,notallthepracticetestsonaTOEIC®Testpreparation coursesyllabusshouldbeusedasteachingtools.Forexample,inasyllabusthatuseseightpracticeexaminations

(e.g.45ͲHourNewTOEICPreparationCourseSyllabus,HAUPublication2008),onlytwoofthesetestsshouldbe

reservedforthispurpose.Theremainingsixshouldbeadministeredtothestudentsasprogressormocktests,or beassignedashomework.

UsingpracticetestsasateachingtoolwillprovidemoreeffectiveclassroompreparationfortheTOEIC®Test.The varietyofactivitiesfacilitateamorecreativelearningenvironmentandhelpstudentstogaininsightsonhowthe TOEIC®Testreflectsauthentictasksintherealworld.

Notefromthepublisher

TheEducationalTestingService(ETS)hasofferedtheTOEIC®Testforover25years.TheTOEIC®Testisdesigned fornonnativespeakersofEnglishwhowanttomeasuretheirEnglishlanguageskills.TheHellenicAmericanUnion wasentrustedwiththeresponsibilityforadministeringthetestin2001andsincethenithasbeenprovidingnot onlyhighqualityexaminationservices,butalsostrongacademicsupportfortheEFLcommunitythroughover150 seminarsheldeachyearthroughoutGreeceaspartoftheinstitution’scommitmenttofurtheringteacher

development.

ThisacademicsupportdrawsontheextensiveawarenessandexperienceofcurrentpracticeinthefieldofEFL whichtheHellenicAmericanUnionhasacquiredthroughrunningthelargestTeacherEducationinstitutionfor teachersofEFLinGreeceandthroughitsexperienceasacenterfortestdevelopment,bothincooperationwith EuropeanprogramsandfromitsclosecooperationwiththeUniversityofMichigan.

Itwasfromourclosecontactwithlanguageteachersandlanguageschoolownersthatwerealizedthattherewas

astrongneedfordevelopingHowtoPrepareStudentsfortheTOEIC®Test.Thispublicationtakesintoaccountthe

mostrecentadjustmentstotheTOEIC®Test,helpingtoraiseawarenessofthesechangesandtoprovidesupport forteacherspreparingstudentsforthistest.

InproducingHowtoPrepareStudentsfortheTOEIC®Test,theHellenicAmericanUnionhasdrawnonitsvast

academicknowledgeaswellasitsaccesstoteachersandstudents.Throughthedrafting,editingandpiloting stages,theinstitutionhascontributeditssoundacademicbackgroundandvaluablepracticeexperienceof

teachingthistest,producinghighqualitymaterialthatwebelievewillassistbothteachersandcandidatesforthe

Listeningsection

ListeningPart1:Photographs

Activity1

x GetstudentstobrainstormpictureͲrelatedvocabulary

x Havestudentsmakesentencesaboutthepictureusingthevocabulary

Example1(Item3):



1 GetstudentstobrainstormpictureͲrelatedvocabulary.Askstudentstowritevocabularyunder

threeheadings:nouns–verbs–adjectives

Possibleanswers:



2 Askstudentstocreatefactualquestionsaboutthepicture.

Studentscanusethe…

x presentsimple:–Themanisstandingbehindthecounter.

x presentprogressive:–Themanisholdingatool.

x presentperfect:–Hehasn’tfinishedyet.

Rationale:ByscanningthepicturefirstandmakingamentalnoteofpictureͲrelatedwordsandactions,

studentsavoidmakinghypotheticalassumptionsaboutthepicture.Theinstructionsforthispartstate thatthey“mustselecttheonestatementthatbestdescribeswhat[they]seeinthepicture.”Students,

therefore,mustselectthestatementthatstatesatruthaboutthepicture.DistractorssuchasHehas

repairedthepuppetcannotbethebestresponse.Thisisanunsupportedhypotheticalassumptionthat

doesnotdescribethepicture,aswedonotknowwhenandwhetherthepuppetwasactuallyrepaired. Allweknowaboutthepictureisthatthemanisperformingsomeaction.Thecorrectresponsethat

“bestdescribesthepicture”isHeworkswithhishands.

Activity2

Example2(Item7):









Whenviewingpeople:

x Whoarethepeopleinthepicture?(colleagues,bossͲemployees)

x Whataretheydoing?(talking)

x Whataretheywearing?(suits)

x Wherearethey?(office)

x Howmanypeoplearethereinthepicture?(3)

x Whatmakesthemdifferentfromeachother?Oneman–Oneelderlywoman–Oneyoung womanͲͲͲoneperson(man)sittingdown,twowomenstandingup.Onewoman(elderly)is wearingglasses.

Whenviewingobjects:

x Whattypeofobjectisit?(pencilholder,laptop)

x Whereistheobjectusuallyfound?(pencilholder,onofficedesk)

x Whatistheobjectmadeof?(pencilholder,glass,metal,plastic)

Rationale:Byansweringthesetypesofquestions,studentswilldevelopthetechniqueofquickly

scanningthepictureontestdaysothattheycanmakesoundinterpretationsofwhatthepicture

depicts.AnswerchoicessuchasThey’realllookingatthecomputerscreendoesnot“bestdescribethe picture”asonlytheelderlywomanislookingatthecomputerscreen.ThebestresponseisThey’re

discussingaproject.Thisisasafeinterpretationtomakeastheyareinanofficeandtheyseemtobe

discussingsomething.

Activity3

Askstudentstolistentothefourstatementsandchoosethebestresponse.Askstudentstojustifytheir answerandexplainwhytheotherthreeanswerchoices(distractors)arewrong.

Rationale:Bygettingstudentstojustifywhydistractorsarewrong,theywillcometounderstandthat

theymaymakeunwarrantedassumptionsaboutthepictureiftheybringintheirownbackground schemata.

Examstrategies:

Beforestudentslistentothechoices:

1 Theyshouldquicklyscanthepicturemakingamentalnoteofallthenouns,verbs,and

adjectives.

2 TheyshouldquicklyanswerthequestionsinActivity2.





1 Studentsshouldusethebackoftheirpencilandmoveacrossthethreeanswerchoicesasthey eliminatedistractors.

2 Studentsshouldanswerthequestionassoonastheyarecertainthattheyhavefoundthe correctanswerandquicklyscanthenextpicture.Theyshouldberemindedtoalwaysbea questionahead.



ListeningPart2:QuestionͲResponse

Activity1

A Givestudentsahandoutwiththefollowingchart.Askthemtoplaceatickunderthetypeof questiontheyhear.

 Function

Question

Negative

Question

Information

Question

Alternative

Question

Yes/No

Question

1 When’sthebesttimetomeet?(Informationquestion)(Item13)

2 Canyoutellmewherethemanageris?(Yes/Noquestion)(Item28)

3 Whyweren’twetoldinadvance?(Negativequestion)(Item37)

4 Wouldyoucareforsomecoffeeortea?(Alternativequestion)(Item14)

5 WhatwouldyourecommendIdo?(Functionquestion)(Item40)

Rationale:Thisactivityhelpsstudentsrecognizethedifferenttypesofquestionsthattheywillhearin thispartofthetest.

B Thenaskstudentstodecidewhattypeofinformationisneededtoanswerthequestion.

1 Whenisthebesttimetomeet?(Informationquestion)(timereference)

2 Canyoutellmewherethemanageris?(Yes/Noquestion)(Yes/Noornaturalresponse)

3 Whyweren’twetoldinadvance?(Negativequestion)(reason)

4 Wouldyoucareforsomecoffeeortea?(Alternativequestion)(achoiceofthetwo,both, neither,orevenanaturalresponse)

5 WhatwouldyourecommendIdo?(Function)(suggestion/advice)

responsestosuchquestions.Studentsneednotonlytounderstandwhattypeofinformationthe

questionasksforbutalsotobeawarethatmanyquestionsmaybeanswerednaturallywithout

necessarilyfollowinganexpectedanswerpattern.AnappropriateanswertoWho’sinthephoto?may notnecessarilyrefertoanactualperson.AnaturalresponseinthiscaseisIamnotsure.

Activity2

Askstudentstolistentothefollowingquestionsoneatatimeandpredictanappropriateresponse: Example:

1 Whodidn’treceivethememo?(Item11)

2 Whenwilltheeventtakeplace?(Item21)

3 Doyouliketheredoneortheblueone?(Item24)

4 WhatwouldyourecommendIdo?(Item40)

5 Canyoutellmewherethemanageris?(Item28)

Rationale:Thisactivityprovidesanactualreasonforstudentstolistentothequestionorstatementand

makesthemfocusonthetask.Thiswillreinforcetheimportanceofpayingattentiontothequestionsor statementsandnotonlytotheanswerchoices.

Activity3(Item11)

Givestudentstheanswerchoicesbelowandaskthemtocomeupwithanappropriatequestion.Only oneoftheanswerchoicesshouldbethecorrectanswertothequestionstudentscreate.

A Theaccountingdepartment

B Thesecretarytypedthememo.

C Wereceivedityesterday.  

Rationale:Byformulatingquestionsfromtheanswerchoices,studentswillhaveabetterunderstanding

ofthetypeofquestionthatcanbeansweredbytheanswerchoices.Studentswillbeabletoeliminate inappropriateanswerchoiceswithoutnecessarilyunderstandingthewholequestionorstatement.For

example,ifthestudentshearWhodidn’treceivethememo?ChoiceCcanbesafelyeliminatedasit

wouldbeamoresuitableresponsetoa“when”question.

Activity4

HavestudentsdecideonthetimeͲframeofthequestion.

Item21.Whenwilltheeventtakeplace?

a Hastheeventhappened?(no)

b Howdoweknow?(will)

a Canpeoplestillregister?(yes)

b Howdoweknow?(havealready+ed)

Rationale:Thisactivityhelpsstudentsunderstandthatanappropriateresponsemusttakethetime frameofthequestionorstatementintoaccount.

Examstrategies:

Whilestudentslisten,theyshould:

1 Trytorecognizethetypeofquestionheard.

2 Predictpossibleanswerbeforetheylistentotheresponses.

3 Eliminateinappropriateanswerchoices.

4 Usethebackoftheirpencilandmoveacrosstheanswerchoicesastheyeliminatedistractors.



























Activity1

Writethequestionsbelowontheboard.Havestudentsanswerasmanyofthesequestionsastheycan whiletheylistentoeachconversation:

1 Whoarethespeakers?   2.Whatistheirprofession?

3.Whatistheirrelationship?  4.Wherearethey?

5 Whataretheydiscussing?  6.Whyaretheydiscussingthis?

Questions50Ͳ52refertothefollowingconversation.

Man:  Whyisyourcomputermakingthisbeepingnoise?Doyouhavesomany

  incomingmessages?



Woman: No,Idon’t.ForsomereasonIcan’tlogontomyOutlookaccounttoreadmymessages.



Man: You’veprobablybeenlockedoutforsomereason;youneedtocontactthehelpdeskto

unlockyou.



Woman: IthinkI’lljustlogoffmycomputerfirst;itmighthavecrashed! It’snotthatit’sstate-ofͲ

theͲartequipment.Ishouldhaveupgradeditalongtimeago.



Suggestedanswers:

1 Whoarethespeakers?(colleagues)

2 Whatistheirprofession?(secretaries–notcomputerexperts)

3 Whatistheirrelationship?(colleagues)

4 Wherearethey?(office)

5 Whataretheydiscussing?(computerproblems)

6 Whyaretheydiscussingthis?(computermakingnoise–computerold)

Rationale:Thisactivityprovidesstudentswiththenecessaryfocustobetterunderstandthe

conversationtheyhear.Somestudentsdonothavetimetoscanquestionsbeforehand,buthaving thesequestionsinmindwillincreasetheirprobabilityofansweringcorrectlythequestionsthatwill follow.





Writethequestionsbelowontheboard.Donotwritetheanswerchoices.Firstaskstudentsto

underlinethekeywordsinthequestionstem.Thentheyshouldlistentotheconversationandanswer thequestionsbyprovidingtheirownanswers.

Question41: WhyisthemangoingtoSpain?

Question42: Whatadvicedoesthewomangivehim?

Question43: Whatcanbeinferredabouttheman?



Conversation

Woman: HowmanydaysareyougoingtostayinSpain?

Man: Unfortunately,I’llonlybethereforfourdaysandI’llbeprettybusyinthemornings

attendingseminars.

Woman: Yes,butyou’llbefreeintheevenings,won’tyou?I’dreallytrytomakethemostoutof

thisvisitifIwereyou.

Man: No,I’mnotintendingtomissthisopportunity.I’lldosomesightseeing.Idon’tknowif

museumsorgalleriesareopenlateintheeveningthough,butI’lldefinitelytryandgeta tasteofSpanishnightlife.

Suggestedanswers



Question41: WhyisthemangoingtoSpain?(workͲrelated)

Question42: Whatadvicedoesthewomangivehim?(enjoyhimself–visitplaces)

Question43: Whatcanbeinferredabouttheman?(hewillenjoyhimself)



Rationale:Thisactivityhelpsstudentsfocusonthekeyinformationtheyarerequiredtolistenfor.By

paraphrasingtheinformationtheyhearintheconversation,studentswillhaveabetterunderstanding oftheconversationandwillbeabletobetterpredictthecorrectanswerchoicewhileeliminating

distractors.Answerchoicesdonotnecessarilyusethesamewordsfromthetextandmanytimes

distractorsechothetextbutdonotanswerthequestions.