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Taking the TOEIC 1 & 2 Academic Presention
The document provides a comprehensive guide on preparing students for the TOEIC® listening and reading test, detailing effective methodologies and strategies for teachers. It includes sections on course organization, skills development, and specific tips for each part of the test, focusing on both speaking and writing practices. Overall, it emphasizes the importance of vocabulary, reading comprehension, and tailored teaching strategies to enhance students' test performance.
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Taking the TOEIC 1 & 2 Academic Presention
- 1. Taking the TOEIC®: Skillsand Strategies 1&2 Tips and Strategies for Taking the TOEIC®
- 3. Tips and Strategiesfor Taking the TOEIC® In This Presentation: • Show how to organize a curriculum to prepare students for taking the TOEIC® Listening and Reading Test • Apply key methodologies for assisting students • Use the principles found in Wendi Shin’s Taking the TOEIC ® 1 & 2 • We will explore effective tips and strategies for teaching students preparing for the TOEIC ® Test • Incorporate poignant activities
- 4. Preparing Students • Maintainparent/teacher communication • Include all skills • Provide guidance on developing and supporting knowledge from the classroom to the real world • The course should effectively use the available study time • Provide concrete strategies for handling each individual part of the test
- 5. The Four StrandMethod
- 6. • Learning throughlistening and reading • Leveled material for learner’s with few unfamiliar words • Learner’s focused on the message of the material • One quarter of the course time should be spent on meaning focused output Meaning-Focused Input
- 7. • Meaning-focused outputinvolves learning through speaking and writing • Learners’ attention should be focused on communicating messages to others • They should be speaking and writing about things that they know a lot about but which stretches their language knowledge • Telling another learner about yourself or about something that you are very interested in • One quarter of the course time should be spent on meaning focused output Meaning-Focused Output
- 8. Language Focused Learning •Deliberate learning of pronunciation, vocabulary, grammar, and discourse structure • Deliberate attention to language features • Use of language-learning strategies
- 9. Fluency Development • Learnersare encouraged to make the best use of what is already known • Developing fluency in the four skills • Developing speed • Reinforcing learning
- 11. • Reading comprehensiondepends on the meaning students give to words • The more words students know, the more they can read and understand • In order to be able to remember new words, students must practice and apply Why Is Vocabulary Important?
- 13. (How many timesdo we need to see and practice new vocabulary and language structures to be able to remember them)
- 14. What Is ReadingComprehension? Reading Comprehension Language Fluency Meta-cognition Knowledge
- 15. How Do WeTeach Reading Comprehension? The old way… • Assume that after a student can decode, comprehension needs to be tested • Comprehension improves through the teaching of specific comprehension skills Now … • Students must be taught how to flexibly apply many strategies to truly understand the text
- 16. What Do GoodReaders Do? • Use background knowledge to make predictions • Identify key areas in the text that they are reading and familiar with, text structures • Monitor their own comprehension and adjust their reading strategies if needed • Use a variety of reading strategies effectively • Start to form opinions and critical thinking
- 17. Reading Skills How canwe get our students to read for meaning? • Skimming • Scanning • Intensive Reading • Extensive Reading
- 18. SKIMMING • Basic understandingor general idea of input • Ability to provide basic summary as output
- 19. SCANNING • Specific Information •Answer specific content based output
- 20. INTENSIVE READING • Languagefocused learning • Meaning focused input development
- 21. EXTENSIVE READING • Speedand fluency development
- 23.
- 24. Taking the TOEIC® Book Overview • Taking the TOEIC ® 1 & 2: Skills and Strategies is intended for pre- intermediate and intermediate students of English who need to start preparation for the TOEIC ® Test • The book is divided into four sections, or chapters, dealing with the areas tested in TOEIC ® : • Chapter 1- Listening Practice • Chapter 2- Grammar Practice • Chapter 3- Reading Practice • Chapter 4- Practice Test • Support
- 25. Key Features: • Generalinformation about the TOEIC® • Tips on how to complete each section of the test • Clear & precise grammar explanations • Mini practice tests in each section Taking the TOEIC ® Key Features www.compasspub.com/TOEICSKILLS
- 26. The TOEIC® Listeningand Reading Test with Taking the TOEIC®: Skills and Strategies
- 27. About TOEIC ®: • TOEIC® stands for Test of English for International Communication. This book focuses on preparation for the TOEIC ® Listening and Reading Test • The listening section tests the ability to understand spoken English • The reading section tests the knowledge of grammar and vocabulary usage and the ability to read and understand short passages Information about the TOEIC® Listening and Reading Test
- 28. Information about theTOEIC® Listening and Reading Test TOEIC® Test Structure: • Section 1 Listening Test Listening Total: 100 questions Time: 45 minutes • Section 2 Reading Test Reading Total: 100 questions Time: 1 hour 15 minutes
- 29. Information about theTOEIC® Test Level Evaluation Guidelines A Can usually communicate adequately as a non- native speaker. B Is capable of communicating appropriately in most situations. C Has sufficient knowledge for daily activities and conducting business within certain limits. D Is capable of the minimal communication in ordinary conversation. E Is not able to communicate adequately. 730 860 470 220 990
- 30. Let’s Explore theTOEIC® Listening and Speaking Test with Taking the TOEIC®: Tips and Strategies
- 31. • In thissection, test takers will have the chance to show how well they understand spoken English • There are four parts to this section with special directions for each part • 100 total listening questions • 45 minutes to complete the section Listening Section The TOEIC® Listening and Reading Test
- 32. • Students areshown 10 pictures • Test takers are to look and identify words and expressions that best describe the picture • Test takers are to choose from 4 multiple choice questions The TOEIC® Listening and Reading Test Listening Section: Part 1 – Picture Description
- 33. Tips: Focus on identifyingkey factors in the image Who? -A man -A woman Where? -Indoors -Next to a computer What? -A screwdriver -A computer -Repairing Taking the TOEIC ®: Tips and Strategies Listening Section: Part 1 – Picture Description
- 34. Strategies: • Attempt topredict the vocabulary • Students will learn to brainstorm and become familiar locations like homes, the workplace, and public places • Follow a subject-verb pattern • Be aware of misleading questions Taking the TOEIC ®: Tips and Strategies Listening Section: Part 1 – Picture Description
- 35. • Questions orstatements are provided and three responses are spoken in English The TOEIC® Listening and Reading Test Listening Section: Part 2 – Questions & Responses
- 36. Tips: • Do, does,did, are, is, will, can—usually need a “yes” or “no” answer Strategies: • Focuses on commonly tested question types • Provides assistance in identifying appropriate answers for each type • Assume the is try to trick the test taker Taking the TOEIC ®: Tips and Strategies Listening Section: Part 2 – Questions & Responses
- 37. • Conversations betweentwo people are spoken • Test takers must answer three questions about what the speakers say in each conversation • The best response to each question is to be marked with the letter (A), (B), (C), or (D) on the answer sheet The TOEIC® Listening and Reading Test Listening Section: Part 3 – Short Conversations
- 38. Tips: • Read allanswer before making a choice • Have students preparing for the test by listening to the dialog from Taking the TOEIC®, and imagine where the speakers are located Strategies: • Listen to different conversations in various environments • Use each question to help answer related questions Taking the TOEIC ®: Tips and Strategies Listening Section: Part 3 – Short Conversations
- 39. • Test takerswill hear some short talks given by a single speaker • They will be asked to answer three questions about what the speaker says • The best response to each question should be selected, by marking one of the following letters (A), (B), (C), or (D) on the answer sheet • The talks will be spoken only one time and will not be printed in the test book The TOEIC® Listening and Reading Test Listening Section: Part 4 – Short Talks
- 40. Tips: • Test takersmust listen closely to the introduction preceding the talk. It will tell them what type of information they will hear (news report, weather report, etc.) Strategies: • Between listening passages, test takers should skim questions to predict what they will hear • They are then asked to listen to the provided test questions Taking the TOEIC ®: Tips and Strategies Listening Section: Part 4 – Short Talks
- 41. • In thissection of the test, test takers have the chance to show how well they understand written English • There are three parts to this section, with special directions for each part Reading Section TOEIC® Reading Test: Section 2 - Reading Test • Reading Total: 100 questions • Time: 1 hour 15 minutes The TOEIC® Listening and Reading Test
- 42. • A wordor phrase is missing in each of the sentences • Four answer choices are given below each sentence • Select the best answer to complete the sentence The TOEIC® Listening and Reading Test Reading Section: Part 5 – Incomplete Sentences
- 43. Tips: • Inform studentsthat Incorrect spelling is never part of an option in TOEIC® answers Strategies: • Time management skills are critical for this section • Look at the choices, eliminate any that are the wrong part of speech, and then read the sentence(silently) with each remaining word in the gap Taking the TOEIC ®: Tips and Strategies Reading Section: Part 5 – Incomplete Sentences
- 44. • Test takersRead texts in which a word or phrase is missing in some of the sentences and identify content by selecting the appropriate answer • Four answer choices are provided to choose from The TOEIC® Listening and Reading Test Reading Section: Part Part 6- Text Completion
- 45. Tips: • Eliminate wordsthat do not belong • Choose what “sounds best” Strategies: • Try to understand the meaning of the text • Skim surrounding sentences to help answer Taking the TOEIC®: Tips and Strategies Reading Section: Part 6- Text Completion
- 46. • Testers willread a selection from the texts • Such texts can be advertisements, letters, magazine, and newspaper articles • Each text is followed by several questions Reading Section: Part 7- Reading Comprehension The TOEIC ® Listening and Reading Test
- 47. Tips: • Test testersshould just to Part 7 before doing Part 5 and 6 Strategies: • Test takers should think “Who is the passage written for?” and “Why it was written” • Quickly scanning the passage to answer the specific information questions they can pick up a general sense of what the passage is about and how it is organized Taking the TOEIC ®: Tips and Strategies Reading Section: Part 7- Reading Comprehension
- 48. Picture Description • Placea selection of test photos on the table between students and read out sentences from the transcript. • Students race to slap their palms down on the correct picture • Students cannot move their hands if the sentence doesn’t match any of the pictures. • You can then continue with the students reading out the transcript sentences and then making up their own sentences Listening Section: Part 1 - Picture Description Extension Activity: Picture Slap
- 49. Picture Description • Providestudents with questions from Listening Part Two • Students will remove two incorrect answers and have the correct reply remaining • They must try to trick the other students by reading other students their own two incorrect answers Picture Description Listening Section: Part 2 – Questions & Responses Extension Activity: Listening Challenge
- 50. Picture Description • Theteacher selects passages from the Short Conversation Transcripts • Students race to find words or sentences that mean the same as what the teacher says, e.g. “The client is unhappy” for “The customer isn’t satisfied” • This is great practice for when the words in the question and the text are not the same (fairly often) Listening Section: Part 3 – Short Conversations Extension Activity: Find the Synonyms Race
- 51. Thank You! For informationon this product or other ELT materials, connect with us! facebook.com/compasspublishing @CompassELT info@compasspub.com PPT available at: www.slideshare.net/compasspublishing ASEAN Regional Manager: Gio Panizzon giopanizzon@compasspub.com
Editor's Notes
- #4 Y
- #5 Y
- #7 The strand of meaning-focused input involves learning through listening and reading. Learners’ attention should be focused on the message of the material that they are listening to or reading. The materials should be at the right level for them in that they contain a few new language items which are easily understandable through background knowledge and context clues. A good example of an activity in the meaning-focused input strand is reading a graded reader which is at the right vocabulary level so that only around two out of every one hundred words in the text were previously unfamiliar to the reader. One quarter of the course time should be spent on meaning-focused input. Dkimiing scamming Intensive reading and Coming back for review First time will be intensive and then in the following situations Note that this is on Becky’s presentantion
- #8 The strand of meaning-focused input involves learning through listening and reading. Learners’ attention should be focused on the message of the material that they are listening to or reading. The materials should be at the right level for them in that they contain a few new language items which are easily understandable through background knowledge and context clues. A good example of an activity in the meaning-focused input strand is reading a graded reader which is at the right vocabulary level so that only around two out of every one hundred words in the text were previously unfamiliar to the reader. One quarter of the course time should be spent on meaning-focused input. Dkimiing scamming Intensive reading and Coming back for review First time will be intensive and then in the following situations Note that this is on Becky’s presentantion
- #9 Y The strand of meaning-focused input involves learning through listening and reading. Learners’ attention should be focused on the message of the material that they are listening to or reading. The materials should be at the right level for them in that they contain a few new language items which are easily understandable through background knowledge and context clues. A good example of an activity in the meaning-focused input strand is reading a graded reader which is at the right vocabulary level so that only around two out of every one hundred words in the text were previously unfamiliar to the reader. One quarter of the course time should be spent on meaning-focused input. Dkimiing scamming Intensive reading and Coming back for review First time will be intensive and then in the following situations Note that this is on Becky’s presentantion
- #10 Y The strand of meaning-focused input involves learning through listening and reading. Learners’ attention should be focused on the message of the material that they are listening to or reading. The materials should be at the right level for them in that they contain a few new language items which are easily understandable through background knowledge and context clues. A good example of an activity in the meaning-focused input strand is reading a graded reader which is at the right vocabulary level so that only around two out of every one hundred words in the text were previously unfamiliar to the reader. One quarter of the course time should be spent on meaning-focused input. Dkimiing scamming Intensive reading and Coming back for review First time will be intensive and then in the following situations Note that this is on Becky’s presentantion
- #11 Y The strand of meaning-focused input involves learning through listening and reading. Learners’ attention should be focused on the message of the material that they are listening to or reading. The materials should be at the right level for them in that they contain a few new language items which are easily understandable through background knowledge and context clues. A good example of an activity in the meaning-focused input strand is reading a graded reader which is at the right vocabulary level so that only around two out of every one hundred words in the text were previously unfamiliar to the reader. One quarter of the course time should be spent on meaning-focused input. Dkimiing scamming Intensive reading and Coming back for review First time will be intensive and then in the following situations Note that this is on Becky’s presentantion
- #23 Y The strand of meaning-focused input involves learning through listening and reading. Learners’ attention should be focused on the message of the material that they are listening to or reading. The materials should be at the right level for them in that they contain a few new language items which are easily understandable through background knowledge and context clues. A good example of an activity in the meaning-focused input strand is reading a graded reader which is at the right vocabulary level so that only around two out of every one hundred words in the text were previously unfamiliar to the reader. One quarter of the course time should be spent on meaning-focused input. Dkimiing scamming Intensive reading and Coming back for review First time will be intensive and then in the following situations Note that this is on Becky’s presentantion
- #25 n
- #26 y
- #28 y
- #29 n
- #30 n
- #31 n
- #32 Y
- #33 Y
- #34 ok
- #35 Y
- #36 Y
- #37 Y
- #40 Y
- #41 Y
- #42 Y
- #43 Y
- #44 Y
- #46 Y
- #47 Y
- #48 Y
- #49 Y
- #50 Y
- #51 Y