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piccologellia.info: Oxford Preparation Course for the TOEIC® Test: Teacher's Book () by Oxford University Press and a great selection of similar. This preparation course helps students develop the strategies needed to improve their TOEIC score. A focus on specific strategies helps to highlight the traps set. piccologellia.info: Oxford Preparation Course for the TOEIC® Test: Teacher's Book ( ): Oxford University Press: Books.

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Oxford preparation course for the TOEIC® test Student's Book . Join the Oxford Teachers' Club and get access to our Teacher's Sites with extra resources to. The Oxford preparation course for the TOEIC® test pack; Student's Book in the listening sections; Answer Key includes explanation of why answers are right or. A complete TOEIC®-style test paper with tapescrips and Answer Key. Part of: Oxford preparation course for the TOEIC® test. ISBN: ; Pages: .

Priority Shipping dispatches available items first. Click for more information on our Delivery Options. We appreciate your kind understanding on the delay. A focus on specific strategies helps to highlight the traps set in each part of the test. The teacher's book offers an explanatory key, tapescripts and a conversion table for estimating scores. While every attempt has been made to ensure stock availability, occasionally we do run out of stock at our stores. Prices and stock availability may vary between Webstore and our Retail Stores.

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Buy now. Recommended For You. Upload image optional. Delivery Services. Follow us Facebook Youtube Instagram Line. Our Websites. Classroom dynamics: Traditional study material, with lengthy explanations and pages of multiple-choice questions, reinforces this view.

However, the things we need to accomplish to help our students do well in the test are not that different from the aims of any language class: It makes sense that the techniques that prove effective in other sorts of classes be pressed into service here: Although it may at first seem strange to use speaking and discussion work to prepare for a test that is restricted to receptive skills listening and reading , the bottom line here is that we want students to retain a number of techniques and learn a large quantity of vocabulary.

The best way to do this is to have the students interact with the techniques and language in as many ways as possible. Oral production and the types of interaction common to group work, though not directly tested, are natural and powerful ways to practice and reinforce the key information and skills students will need in order to do well on the TOEIC.

Mixed-ability classes In a corporate environment, TOEIC classes are often grouped by student availability at a given time, rather than by level. Although this does raise some issues, it is much less of a problem than for similarly grouped classes focused on conversation.

Test taking is by nature an individual activity and lower ability students will rarely expect to perform as well as their higher ability classmates on practice tests and activities. Teachers should consider the following elements: In addition to oral instructions it is a good idea to demonstrate the task with a stronger student. Even then, do not assume that weaker students have understood. After your set- up, move around the class monitoring to ensure that the less able students are actually doing what you intended.

Studies have shown that in such mixed pairings, both the weaker and stronger student communicates more than if paired with a similar level partner. This tactic can also reduce the problem of students finishing an activity at different times. The most controlled method involves the teacher moving around the room monitoring progress and noting points for feedback, then after the task has been completed, reading out the answers and giving a summary to the class of some of the points noted earlier.

Another approach is to have students discuss and compare their answers in mixed-ability pairs first, then for the teacher to request answers from the pairs and confirm. One possibility is to encourage these students to read ahead in the book and pre-learn vocabulary.

Some teachers may worry about students answering listening questions before they have been used in class. If students are struggling in the class, it saps motivation and self-esteem and this in turn has a detrimental effect on their ability to acquire the strategies and language required in the test. If weaker students read ahead and learn some useful vocabulary in advance they will be more comfortable and productive during the class.

In my opinion, this is well worth the trade-off that they may have a slight advantage during a class listening practice. Lesson content We have looked at the various test taking and linguistic skills that students require to do well on the TOEIC test. This variety of skills requires an equally varied set of lesson elements and teaching techniques. Strategy Practice This lesson element focuses on developing the test taking skills and strategies necessary to tackle the test effectively and efficiently.

Basically, strategy practice consists of making students aware of the exact steps they should follow every time they do a particular question type, and having them practice these steps until the process becomes habitual. By reinforcing basic but effective strategies you can help a candidate avoid the problems inherent in the test design and allow them to concentrate on using their knowledge of English to score points.

Familiarizing students with the structure of the test and a basic set of test taking strategies can make small but significant gains possible. Even in very short courses of 10—15 hours improvements of 50—75 points are not unusual.

However, unless a candidate has particularly poor test taking skills, the gains that can be made here are limited. The first 50 points may come quite easily but every point after that must be earned by intensive study. For some effective general test strategies please refer to the Appendix. Here, we take a closer look at how your students should approach each part of the test. Part 1 Students see ten pictures. For each, they will hear four statements and they must select the statement that best matches the picture.

There are two main strategies we should encourage our students to follow: First and foremost, students should use the picture to try to predict vocabulary and statements they might hear. By first picking out the key focus of the picture small background details are never tested and quickly brainstorming related vocabulary and possible statements, they will be much better prepared when they actually listen. The second strategy is to listen and eliminate incorrect Tapescript answer choices.

Statements in this section generally A The man is making coffee. The man B The man is sitting near the boats.

Oxford preparation course for the TOEIC (R) test: Student's Book

C The cup is resting on the boat. In most cases D The man is pouring a hot drink. Part 2 Students hear a question or statement followed by three possible responses. They must choose the response that best matches the question. Tapescript This part of the test is a pure listening challenge as there are no clues students can use to predict Is anyone sitting here?

Responses here are authentic and students must often listen for the implied meaning of a response to realize it is the correct one as in the example here. Exposing students to questions and answers of this sort and focusing attention on the interrelation between the two is essential to helping them tackle this part of the test. Tapescript This is one part of the test where changes to the old Questions refer to the following conversation.

The increase in the number of questions from one to three MA: Do you think you could mail off these packages for me. They have to get out by the makes the listening task more manageable, in spite of 6: I will really owe you a favor. Yeah, OK, I have some time now. Where do This is because the additional two questions on the you want me to send them? I really the passage they are going to hear. The test format appreciate this. I will take care of it. You can get in addition to appearing on the page, each of the me a coffee tomorrow.

What does the man want the woman to do? Since students do not have to wait for A Pay the money she owes the question to be read before they answer it, students B Mail some packages C Attend a meeting who have practiced answering the questions as they D Give him the addresses listen will have up to 40 seconds from the end of one conversation until the start of the next the time it will 2.

What does the woman ask? This A For the destination B For the time leads us to two key test strategies for scoring well here: What product is being described? The difference is that A A cordless telephone instead of a conversation, the listening features B An all-in-one printer C A laptop computer a single speaker giving a talk: Which of the following best describes the Some of the passage lengths are also considerably product?

A It creates a lot of desktop clutter B It is an older model with many features The similarities to Part 3 mean that students can C It is quite large adopt the same approaches used there. In fact, D It is an innovative design the significantly longer texts make it even more 3.

What is described as the unique feature? Students must learn to recognize a full color printer, scanner, and copier into a very compact package, as well as including a such paraphrasing if they are to do well on this part. No more desktop clutter with this. Which of the following best describes the product? Reading Section In this section of the test the students are given a lump sum of time 75 minutes and must allocate this themselves. Time management is the critical skill here and the following test strategies focus on helping students allocate time to the parts of the test that need it most, and dealing efficiently with lengthy texts.

There is a simple three- D because of part strategy for tackling these questions: On the first pass the student goes through quickly answering all the questions they find easy. On the second pass, the student goes back to the more difficult questions left blank. A will be B had been C is D was morning at This information will also be posted on the notice boards in the foyer. Thanks, Madeleine This part of the test brings the same kind of challenges as Part 5.

Students should be encouraged to go straight to the first gapped sentence and use the techniques described for Part 5 as these will work for the majority of Part 6 questions. However, at least one item in each passage will not have enough information in the sentence alone to answer the question. In this case, the student must skim the surrounding sentences to help them choose. Notice to all guests of the Glenvale Inn The management of the Glenvale Inn would like to apologize to all its guests for any inconvenience caused by our remodeling efforts.

We assure you that the greatest efforts are being made to ensure that all public spaces are kept immaculately clean, that all guests are provided with courteous professionalism, and that noise is kept to a minimum.

The remodeled Glenvale Inn will include: Once again, the management thanks you for your patronage and patience. Where is the hotel probably located? Why is the management apologizing? A There has been a lack of professionalism. B The exercise room is too small. C Some construction is underway. D Guests are being overbilled. What is being offered to current guests? The word "feature" in paragraph 5 is closest in meaning to A make B include C highlight D introduce 5.

What is stated about the log cabins?

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A They have a good view of the area. B They have ultra-modern furniture. C They aren't as well equipped as the suites. D They are connected to the main hotel. The long texts and varied question types in this part generally pose the greatest challenge for test takers. If time runs out, students are left with a string of blank answers or random guesses. To avoid that happening, time management is critical.

The following tips can help students manage their time in this part efficiently: In Part 7, however, having an extra minute on a difficult question could make a huge difference in the search for the correct answer. Encourage your students to go straight to the questions and not to look at the passage until they know exactly what they are looking for. Students should be aware that although each question has an identical point value, some require much less time to answer than others.

Questions that request specific information e. With these, students can scan the passage quickly to find the relevant section of the text and then answer the question without reading the whole passage. Also, by 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.

By the time they have answered the easier questions they may already have enough information to answer the more challenging ones, or at least they will have a better idea of where to look to find the answer.

Timed test-condition practice In addition to practicing with the question types and becoming more comfortable with test strategies, it is important for students to apply this experience under conditions that simulate real test time pressures.

A practical alternative is to simulate test conditions in short bursts of 5—10 minutes using the same or reduced timings as those on the actual test. Test condition practice should be used at regular intervals after students have become familiar with the strategies outlined above for dealing with each part of the test. Developing reading skills In addition to the test-specific practice outlined above, students will benefit from developing their core reading skills.

Scanning — Scanning means reading quickly to find specific details. We scan when we search for a name in a telephone book.

Only at this point do we start to read closely. In the TOEIC test, with time a key factor, this skill is extremely important, both for the specific information and vocabulary questions in the Reading Section and in the Listening Section where we encourage students to quickly scan the answer choices and pick out key words to help focus their attention before the listening begins.

For example, you could give students ten seconds to note all the key words in three Part 3 answer choices. Initially this may be quite challenging and frustrating for lower level students.

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As their ability increases with practice, they will gain confidence. Gradually reduce the time allowed. Skimming — Skimming means reading to get the main idea of a text.

An example of this would be glancing rapidly at articles in a newspaper to identify the article type; whether they are about sports, business, international news, etc.

Test questions that require skimming usually ask about the overall meaning of a text: Tips to help students get the gist of a text: Bearing this in mind, it may be useful to have weaker students practice extracting the key elements from each of the answer choices and then brainstorm related vocabulary before they skim the passage.

Such practice, if done regularly and under timed conditions, can sharpen their skill and accustom them to spotting the same sort of lexical relationships under test conditions.

Building a tolerance for longer texts — Reading passages in Part 7 of the TOEIC test may be much longer than students are used to dealing with sometimes up to words or more for double passages.

Lower level students may panic when faced with this amount of text, so it is important to get your students used to dealing with longer passages in class.

Initially, it may be desirable to choose non-TOEIC material that relates to the interests or experiences of the student e. This is especially true for Parts 3 and 4 where students are asked to listen for several different things in several different ways. Some of the questions will require them to listen for specific details: Other questions will ask them for the main idea or to infer things from the overall content.

Know what you are listening for The key to handling both general and specific question types is preparation. In Parts 3 and 4 the questions are printed on the test page, so by using the skimming and scanning skills we discussed above for reading, students can identify the question type and what exactly it is asking them to do.

Predict the content Having some background knowledge about what you are hearing can significantly aid comprehension. This can include such basic facts as who is speaking, where the speakers are, what they are talking about etc. Building a tolerance for longer listening passages The same factors we discussed for reading apply here.

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Many students have a certain point at which they seem to shut down and lose the thread of what is being said. Once again, start by using non-test content, close to the interests or experiences of your students and gradually increase the length of the listening passages as confidence increases.

Depending on their learning background students may have difficulty in understanding one or more of the accents. Try to expose your students to a variety of different accents during your regular classes.

If your institution has course books that include non-American English listening samples and tasks, then using these materials would be a definite help. Note, however, that the Listening Section of the test will never contain words specific to any one country.

Connected speech: Because sentences in English rarely feature equal numbers of words we often end up reducing sounds and cramming them together in order to have them fit comfortably within the rhythmic framework. In fact, the sounds of natural spoken English almost never sound like they would if the individual words were pronounced in isolation.

There are a number of things we can do to help students here: Increase student awareness by explicitly focusing on natural spoken forms regularly in class. Make it clear that these are not examples of slang, or sloppy English but are the direct result of English being a rhythmic, stress-timed language.

Provide students with examples and help them to understand what is happening, e. Building vocabulary As emphasized earlier, vocabulary is probably the single most important factor influencing success on the TOEIC test and in every lesson students will come across many new words and phrases. It is essential that this new vocabulary be: Noted — Students should keep a vocabulary notebook and bring it to each class.

Be sure to show them effective techniques for noting new vocabulary. They should note the part of speech and any synonyms or antonyms. Basically, the more information students include in their notes the better the chance of retention. For example, having students use key words encountered in class to write short conversations of the type found in Part 2 of the test, is useful review of both the test conventions and the new vocabulary.

Reviewed — Keep a list of the words that come up during the course and set aside a few minutes for quick quizzes at a set time each lesson. By making this a routine, you will encourage students to review their notes regularly.

If you have assigned the words as part of a homework assignment, then peer homework review will also serve to recycle the vocabulary in a meaningful context. This usually requires hundreds of hours of study to achieve, far more than most students are willing to invest in a TOEIC course.

There is no way around it, students who want to jump up a few hundred points in the next six months will have to spend considerable amounts of their free time studying by themselves.

These are ideal homework material. A lot of useful work can be done using non-textbook, non-test resources and activities. The key is to get students reading.

There is no better way to build vocabulary than extensive reading. Depending on the interests of your class, you may wish to assign short articles from The Economist or Newsweek, short newspaper articles of their own choice, or graded readers. You can ask them to summarize what they read and report back to the class or write a response for peer review in the following lesson.

Try to include a combination of written and oral tasks and use a variety of feedback options. Listening work is also a good homework option. Have students record an English news broadcast, transcribe a short segment, and then deliver it in the next lesson.


Alternatively, have them rent English movies, transcribe a scene they like, and then act it out with another student. For all of these homework activities, be sure to integrate vocabulary review. If you are asking students to read or listen to something and then report back, encourage them to use as many words from their vocabulary notebook as possible.

Assigning students to write their own test-format questions using items from their vocabulary notebooks is an excellent way to review language and test content at the same time. Currently the test is administered in three main formats: It features three sections: Listening, Structure and Written Expression, and Reading.