English language skills, the TOEIC® Speaking and Writing components are Internet- Test tactics - These activities give immediate practice and reinforcement. Tactics for TOEIC Speaking and Writing Test Pack Tactics-focused preparation for the TOEIC® Speaking and Writing Tests Our discounted price list (PDF). TOEIC Speaking and Writing Sample Tests. The TOEIC® (Test of English for International Communication™) test—the preferred.
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Tactics for TOEIC® Speaking and Writing Tests: Pack: Tactics-focused preparation for the TOEIC® Speaking and Writing Tests (Tactics for. DOWNLOAD Tactics for TOEIC Speaking and Writing Test Pack (Tactics for TOEIC (R) Speaking and Writing Tests) By Grant Trew [PDF EBOOK EPUB KINDLE]. ETS official guide to the TOEIC Speaking and Writing tests. 2 CDs containing audio files for one full test and 12 Practicing Units. File size:
No additional preparation time is provided. You will have 15 seconds to respond to Questions 7 and 8, and 30 seconds to respond to Question 9. I was hoping you could give me some information.
Question 7: Could you tell me what time the conference starts and how long it will last? Question 8: How much does conference attendance cost? Question 9: I may not be available for the full day. Could you give me information about the activities in the morning, before lunchtime? You will have 30 seconds to prepare. Then you will have 60 seconds to speak. Respond as if you work at the bank. Now listen to the voice message.
You will hear: Hi, this is Marsha Syms. I went to the bank machine early this morning, you know — the ATM upspeak Anyway, I put my card in the machine and got my money out Could you call me here at work, and let me know how to get my bank card back?
This is Marsha Syms at Be sure to say as much as you can in the time allowed. You will have 15 seconds to prepare. Question: Narrator : Some people prefer to take a job that does not pay well but does provide a lot of time off from work.
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. 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? 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.
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. 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.
There is also an additional section called the Test of Written English, which is rated separately and is not a requirement for most institutions. The first three sections are marked by computer, while the Writing section is human rated.
Reading, Listening, Speaking, and Writing. The Reading and Listening sections are marked by computer, while the Speaking and Writing sections are human rated.
The test format students take is determined by where they take the test. Universities set minimum point requirements for entry depending on the course of study, and scores for all three test formats are accepted. While it is aimed at evaluating English proficiency, it lacks the business focus of the TOEIC test and is much more general in nature. From the 1st to the 3 rd Grade the test is administered in two stages.
The First-stage consists of the reading and listening sections. If students pass this, they are eligible to take the Second-stage, an interview test. A number of studies have examined this issue. Later studies by Wilson and Hirai reported a lower but still quite strong correlation.
My own experience accords with this view and students in classes I have taught where placement was on the basis of TOEIC score had a fairly consistent spoken English ability. On the issue of written scores there is less consensus. My experience accords with the latter study.
At least with Japanese students, I have found there to be a fairly marked variation in the writing ability of students with similar TOEIC scores.
As emphasized earlier in this guide, making significant gains requires a considerable investment of time and effort. Student FAQs: The first is to improve their test taking skills.
This guide has provided some ideas on how that can be done, but in most cases students should attend a course taught by a knowledgeable and well- prepared instructor who can help students become more efficient and effective test takers. The second, longer-term recommendation is that students work hard to increase their overall knowledge of English and their receptive skills.
Encourage lots of reading, effective notation and review of vocabulary, and extensive listening practice. Whatever method a student uses, as long as they significantly develop their English ability they will increase their TOEIC score. However, studying in a class can focus a student and provide a supportive environment for study, which can result in more rapid and efficient progress.
Additionally, as we have seen, pair and group work can play a valuable role in reinforcing the skills and knowledge that are an essential part of TOEIC test preparation. Students can study using a textbook that comes with audio recorded with a variety of accents most TOEIC study materials published from will include such audio. Watching movies from the relevant countries, listening to online radio stations, and podcasts are all good options.
The voice actors ETS employ when recording the Listening Section of the test never feature extremely thick accents. How can I cope? Instead what they must do is start, not by reading the passage, but by skimming the questions and answer choices. They should find out first what information is needed to answer the question, then go to the passage and use skimming and scanning skills to focus on finding that information.
They may be able to answer all the questions without reading the entire passage. The following Appendix can be copied and distributed to your students. Then begin previewing the next answer choices. Before each question is played preview the answer choices or picture and try to predict as much as you can about what you are going to hear and what exactly you are going to be listening for. The better you can predict, the easier the listening will be. You should spend a maximum of roughly 60 seconds on each Part 7 question and 20—30 seconds on each Part 5 and 6 question.