How to Prepare Students for the TOEIC® TEST TOEIC® is a registered trademark of Educational Testing Service (ETS). This publication is not endorsed or approved by ETS. Paraskevi Kanistra Charalambos Kollias Distributed Free of charge by Acknowledgments 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 Notefromtheauthors 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 TOEIC®Test. PracticeExamsfortheTOEIC®Test–Test2 Listeningsection ListeningPart1:Photographs Activity1 x x GetstudentstobrainstormpictureͲrelatedvocabulary Havestudentsmakesentencesaboutthepictureusingthevocabulary Example1(Item3): 1. GetstudentstobrainstormpictureͲrelatedvocabulary.Askstudentstowritevocabularyunder threeheadings:nouns–verbs–adjectives Possibleanswers: Nouns puppets man glasses apronl tools etc. Verbs working looking wearing etc. Adjectives big small long old etc. 4 HowtoPrepareStudentsfortheTOEIC®Test HellenicAmericanUnion 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): 5 HowtoPrepareStudentsfortheTOEIC®Test HellenicAmericanUnion Askstudentstoanswerthefollowingquestions: Whenviewingpeople: x x x x x x Whoarethepeopleinthepicture?(colleagues,bossͲemployees) Whataretheydoing?(talking) Whataretheywearing?(suits) Wherearethey?(office) Howmanypeoplearethereinthepicture?(3) Whatmakesthemdifferentfromeachother?Oneman–Oneelderlywoman–Oneyoung womanͲͲͲoneperson(man)sittingdown,twowomenstandingup.Onewoman(elderly)is wearingglasses. Whenviewingobjects: x x x Whattypeofobjectisit?(pencilholder,laptop) Whereistheobjectusuallyfound?(pencilholder,onofficedesk) 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. 6 HowtoPrepareStudentsfortheTOEIC®Test HellenicAmericanUnion Whiletheylistentothechoices: 1. Studentsshouldusethebackoftheirpencilandmoveacrossthethreeanswerchoicesasthey eliminatedistractors. 2. Studentsshouldanswerthequestionassoonastheyarecertainthattheyhavefoundthe correctanswerandquicklyscanthenextpicture.Theyshouldberemindedtoalwaysbea questionahead. ListeningPart2:QuestionͲResponse Activity1 A. Givestudentsahandoutwiththefollowingchart.Askthemtoplaceatickunderthetypeof questiontheyhear. 1. 2. 3. 4. 5. Function Question Negative Question Information Alternative Question Question Yes/No Question Question1 Question2 Question3 Question4 Question5 When’sthebesttimetomeet?(Informationquestion)(Item13) Canyoutellmewherethemanageris?(Yes/Noquestion)(Item28) Whyweren’twetoldinadvance?(Negativequestion)(Item37) Wouldyoucareforsomecoffeeortea?(Alternativequestion)(Item14) 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) 7 HowtoPrepareStudentsfortheTOEIC®Test HellenicAmericanUnion Rationale:Thisactivityhelpsstudentstounderstandthetypeofquestionsaskedandtheappropriate responsestosuchquestions.Studentsneednotonlytounderstandwhattypeofinformationthe questionasksforbutalsotobeawarethatmanyquestionsmaybeanswerednaturallywithout necessarilyfollowinganexpectedanswerpattern.AnappropriateanswertoWho’sinthephoto?may notnecessarilyrefertoanactualperson.AnaturalresponseinthiscaseisIamnotsure. Activity2 Askstudentstolistentothefollowingquestionsoneatatimeandpredictanappropriateresponse: Example: 1. 2. 3. 4. 5. Whodidn’treceivethememo?(Item11) Whenwilltheeventtakeplace?(Item21) Doyouliketheredoneortheblueone?(Item24) WhatwouldyourecommendIdo?(Item40) 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) 8 HowtoPrepareStudentsfortheTOEIC®Test HellenicAmericanUnion Item15.Howmanyhavealreadyregistered? a. Canpeoplestillregister?(yes) b. Howdoweknow?(havealready+ed) Rationale:Thisactivityhelpsstudentsunderstandthatanappropriateresponsemusttakethetime frameofthequestionorstatementintoaccount. Examstrategies: Whilestudentslisten,theyshould: 1. 2. 3. 4. Trytorecognizethetypeofquestionheard. Predictpossibleanswerbeforetheylistentotheresponses. Eliminateinappropriateanswerchoices. Usethebackoftheirpencilandmoveacrosstheanswerchoicesastheyeliminatedistractors. 9 HowtoPrepareStudentsfortheTOEIC®Test HellenicAmericanUnion ListeningPart3:Conversations Activity1 Writethequestionsbelowontheboard.Havestudentsanswerasmanyofthesequestionsastheycan whiletheylistentoeachconversation: 1. Whoarethespeakers? 2.Whatistheirprofession? 3.Whatistheirrelationship? 4.Wherearethey? 5. Whataretheydiscussing? 6.Whyaretheydiscussingthis? Questions50Ͳ52refertothefollowingconversation. Man: Woman: Man: Woman: Whyisyourcomputermakingthisbeepingnoise?Doyouhavesomany incomingmessages? No,Idon’t.ForsomereasonIcan’tlogontomyOutlookaccounttoreadmymessages. You’veprobablybeenlockedoutforsomereason;youneedtocontactthehelpdeskto unlockyou. 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. 10 HowtoPrepareStudentsfortheTOEIC®Test HellenicAmericanUnion Activity2 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. 11 HowtoPrepareStudentsfortheTOEIC®Test HellenicAmericanUnion Examstrategies: Beforestudentslisten: 1. Theyshouldskimthequestionsandanswerchoicespayingattentiontothekeywords. Whilelistening: 2. Studentsshouldkeeptheireyesonthekeywordsinthequestionstemandanswerchoices. 3. Studentsshouldmarkthecorrectanswerchoiceasquicklyastheyhearit. ListeningPart4:ShortTalks Activity1 Writethefollowingquestionsontheboard.Askstudentstoanswerasmanyofthesequestionsasthey canwhilelisteningtoeachshorttalk: 1. Whoisthespeaker? 2.Whatishis/herprofession? 3.Whereisthespeaker? 4.Whatisthepurposeofthetalk? 5.Whoistheaudience? Questions77–79,refertothefollowingweatherreport Thanks,Marcy,Dan...andyes,thatcoldfrontisrapidlyapproaching.Theweatherserviceispredicting snowovernight.ForthoseofyoudrivinginfromaweekendgetͲaway,you'llwanttobeontheroad earlythisafternoonandbackhomebeforeitstarts.Andthatcanbeanytimeaftersundownintheupper elevations.So,ifyou'recomingintotownonthenationalhighway,remembertobecarefulonthose highpassesonMt.Patton.Thesnowwillcontinueuntilmiddaytomorrow...makingitlessthanpleasant forthoseofyouwhohavetogettoworkinthemorningrushhour.Andoncethesnowstops, temperatureswillfallevenfurther.We'relookingforalowofminustentomorrownightinhigher elevations,andzerotominusone,hereinthecity.Socoveryouroutdoorplantsandmakesureany outdooranimalshaveashelteredplacetosleep.It'sgoingtobeverychillyforthenextfewdays.That's thelocalweather.Nowforalookat... 12 HowtoPrepareStudentsfortheTOEIC®Test HellenicAmericanUnion Possibleanswers: 1. Whoisthespeaker?(weatherforecaster) 2. Whatishis/herprofession?(weatherforecaster) 3. Whereisthespeaker?(radiostationstudio) 4. Whatisthepurposeofthetalk?(toinform–towarn) 5. Whoistheaudience?(locals) Rationale:Thisactivityprovidesstudentswiththenecessaryfocustobetterunderstandtheshorttalk theyhear.Somestudentsdonothavetimetoscanquestionsbeforehand,buthavingthesequestionsin mindwillincreasetheirprobabilityofansweringcorrectlythequestionsthatfollow. Activity2 Givestudentsthequestionstemsandinstructthemtounderlinethekeywords.Thenaskstudentsto listentothetalkandanswerthequestionsbyprovidingtheirownanswers. Question77:Whatisthespeaker'sjob? Question78:Thereportisintendedforpeopleinwhicharea? Question79:Whatsevereweatherconditionswillthelistenersface? Rationale:Thisactivityhelpsstudentsfocusonthekeyinformationtheyneedtolistenfor.By paraphrasingtheinformationtheyhearintheconversation,studentswillhaveabetterunderstanding oftheconversationandwillbeabletobetterpredictthecorrectanswerchoicewhileeliminating distractors.Answerchoicesdonotnecessarilyusethesamewordsfromthetextandmanytimes distractorsechothetextbutdonotanswerthequestions. Examstrategies: Beforestudentslisten: 1. Theyshouldskimthequestionsandanswerchoicespayingattentiontothekeywords. Whilelistening,studentsshould: 2. Payattentiontotheintroductionofthetalktounderstandthetypeofthetalk. 3. Keeptheireyesonthekeywordsinthequestionstemandanswerchoices. 4. Markthecorrectanswerchoiceassoonastheyhearit. 13 HowtoPrepareStudentsfortheTOEIC®Test HellenicAmericanUnion Readingsection ReadingParts5and6 Activity1–Wordforms,VocabularyandGrammar Askstudentstocovertheanswerchoicesandworkwiththestemonly.Studentsshouldanalyzethe questionstemonly,payingspecialattentiontothestructureofcomplexsentences.Theyshouldalso decidewhatpartofspeechthemissingwordis.Thentheyshouldtrytoguessthemissingwordor phrasebeforetheylookattheanswerchoices. 108. YungLaboratories,agenericͲdrugsmakerbasedinChina,hadchallenged ourcompany’spatentsinanattempttolauncha_____product. (A) (B) (C) (D) competent competing competition competitor Answer:partofspeech–adjective Mainclause:YungLaboratorieschallengedourcompany’spatentsinanattempttolauncha (competing)product. Appositive:agenericͲdrugsmakerbasedinChina(explainswhatkindofcompanyYungLaboratoriesis) Possibleanswer:new(students’word) 122. Thecompanyhasbeenseekinganewbosssincetheshareholders,_____ withabidfortheLondonStockExchange,oustedWilliamLee. (A) (B) (C) (D) dissatisfaction dissatisfied dissatisfy dissatisfying Answer:partofspeech–adjective Mainclause:Thecompanyhasbeenseekinganewboss Subordinateclause:sincetheshareholdersoustedWilliamLee. Reducedadjectiveclause:_____withabidfortheLondonStockExchange, Possibleanswer:whowereunhappyorunhappy 14 HowtoPrepareStudentsfortheTOEIC®Test HellenicAmericanUnion 116. ThePresidentovercamestrongoppositionand_____togetreͲelectedagain. (A) (B) (C) (D) accomplished fulfilled managed succeeded Answer:partofspeech–verb Possibleanswer:wasable Mainclauses:ThePresidentovercamestrongopposition.HemanagedtogetreͲelectedagain.(Two mainclausesjoinedwith“and.”Inthesecondmainclausethesubjectisnotrepeated.) Rationale:Thisactivitygivesstudentspracticeinanalyzingsentencestructureandpredictingan appropriateanswerwhileatthesametimeitreinforcestheirvocabulary.Studentswillalsobenefitfrom listeningtosuggestedanswersfromtheirpeers.Classdiscussiononpossibleanswerswillmakestudents awareofthegrammarassociatedwiththewordtheyhavechosen.Thewordsucceeded,forexample, wouldbefollowedbyinandagerund.Studentswillalsoconsolidatedifferentsuffixes. Activity2 Askstudentstoreadthequestionstemandselectthecorrectanswerchoice.Thenstudentsshouldbe askedtouseoneofthedistractors(whenappropriate)andtoproduceagrammaticallycorrect sentence,makingthenecessaryadjustments(syntacticalorgrammatical)tothestemprovided.Asan alternative,studentscouldbeaskedtoproducetheirownsentenceusingsomeofthedistractors correctly. 118. _____JeanPaulWatsonwasaspecialistininternationalretailing,hewas notpromotedbecausehedidnothavehandsͲonexperience. (A) (B) (C) (D) Possiblechange: Although Besides Butfor Inspite Inspiteofbeingaspecialistininternationalretailing,JeanPaulWatsonwasnot promotedbecausehedidnothavehandsͲonexperience. Rationale:Thisactivityreinforcesstudentsunderstandingofsentencestructureandhighlightstheneed toreadthewholesentenceagainwiththechoiceselectedtoensurethatitisgrammatically appropriate.Whenstudentscreatetheirownsentences,theywillreinforcetheirvocabularyand knowledgeofgrammar. 15 HowtoPrepareStudentsfortheTOEIC®Test HellenicAmericanUnion Examstrategies: Studentsshould: 1. Analyzesentencestructureandworkoutwhatpartofspeechismissing. 2. Rereadsentencewiththeiranswerchoicetoensurethatitisappropriateforthesteminterms ofmeaningandform. 3. PayattentiontothecoͲtextualfeatures(clues). 4. Payspecialattentiontocomplexsentences. 5. Skimthetextquicklyfirstwhentheitemistestingdiscourse(Part6). ReadingPart7 Step1 Askstudentstofirstreadthequestions.Theyshouldunderlinekeywordsindirectquestionsandkey wordsinanswerchoicesinincompletesentences.Thenaskstudentswhetherthequestionsrequire themtoreadtheentirepassageindetailortoskimandscanittolocatespecificinformation. 159. Underwhichcircumstancescanacompanyaskajobapplicanttotakea polygraphtest?(skimming/scanning) 160. Accordingtothenotice,ifacompanyaskssomeonetotakea polygraph,thecompanyshould…(skimming/scanning) (A) havealawyerpresent. (B) letthepersonknowinwriting. (C) asktheDepartmentofLabor. (D) givetheresultstotheFederalGovernment. 161. Inthelastlineofparagraph6,theword“disclosed”isclosestinmeaning to…(detail)(Note:Sometimesstudentsmayneedtoreadnotonlythesentencein whichthewordiscontainedbutalsotheonethatprecedesaswellastheonethat follows). 162. Whatistrueaccordingtothenotice?(skimming/scanning) Rationale:Thisactivityhelpsstudentsfocusonthekeyinformationandprovidesarealpurposefor readingthetext.Italsomakesstudentsawareofthereadingskillsandsubskillstheyneedtoemploy whilereadingthetext. 16 HowtoPrepareStudentsfortheTOEIC®Test HellenicAmericanUnion Step2 Havestudentsanswerthequestionsbyunderliningrelevantpartsofthetextusingtheappropriate techniquesalreadydecidedoninStep1.Emphasizetothestudentsthatinordertoanswerskimming andscanningquestions,theyshouldusethekeywordsfromthequestionstemand/ortheanswer choices.Thiswaytheywillbebetterabletolocatetherelevantinformationneededtoanswerthe question.Thekeywordsmaybethesameormaybeaparaphrasedependingonthedifficultyofthe item. Questions159Ͳ162refertothefollowingnotice. NOTICE EMPLOYEE POLYGRAPH PROTECTION ACT The Employee Polygraph Protection Act prohibits most private employers from using lie detector tests either for pre employment screening or during the course of employment. PROHIBITIONS Employers are generally prohibited from requiring or requesting any employee or job applicant to take a lie detector test, and from discharging, disciplining, or discriminating against an employee or prospective employee for refusing to take a test or for exercising other rights under the Act. EXEMPTIONS* Federal, State and local governments are not affected by the law. Also, the law does not apply to tests given by the Federal Government to certain private individuals engaged in national security-related activities. The Act permits polygraph (a kind of lie detector) tests to be administered in the private sector, subject to restrictions, to certain prospective employees of security service firms (armored car, alarm, and guard), and of pharmaceutical manufacturers, distributors and dispensers. The Act also permits polygraph testing, subject to restrictions, of certain employees of private firms who are reasonably suspected of involvement in a workplace incident (theft, embezzlement, etc.) that resulted in economic loss to the employer. EXAMINEE RIGHTS Where polygraph tests are permitted, they are subject to numerous strict standards concerning the conduct and length of the test. Examinees have a number of specific rights, including the right to a written notice before testing, the right to refuse or discontinue a test, and the right not to have test results disclosed to unauthorized persons. *The law does not preempt any provision of any State or local law or any collective bargaining agreement which is more restrictive with respect to lie detector tests. DEPARTMENTOFLABOR 17 HowtoPrepareStudentsfortheTOEIC®Test HellenicAmericanUnion 159. Underwhichcircumstancescanacompanyaskajobapplicanttotakeapolygraphtest? (A) Ifthecompany’sprofitsaredown (B) Iftheapplicantpreviouslyworkedasasecurityofficer (C) Wheneverthecompanyfeelsitisnecessary (D) Wheneverthecompanyproducesmedicaldrugs(pharmaceuticalManufacturers,under Exemptions*) 160. Accordingtothenotice,ifacompanyaskssomeonetotakeapolygraph,thecompanyshould… (A) havealawyerpresent. (B) letthepersonknowinwriting.(awrittennoticebeforetesting,underExamineeRights) (C) asktheDepartmentofLabor. (D) givetheresultstotheFederalGovernment. 161. Inthelastlineofparagraph6,theword“disclosed”isclosestinmeaningto… (A) furthered (B) informed (C) revealed (D) transferred 162. Whatistrueaccordingtothenotice? (A) Apolygraphtestcantakeaslongasthecompanywantsitto. (B) Employeesmusttakeapolygraphtestwhenasked. (C) Employeescanrefusetotakeapolygraphtest.(therighttorefuseordiscontinueatest, underExamineeRights) (D) Ifemployeesdonotwanttotakeapolygraph,theycanbefired. Rationale:Byansweringthequestionsusingtheappropriatereadingskillsorsubskillsstudentsreduce thereadingburdenandgainvaluabletime. NOTE:Itisimportantthatyoufamiliarizestudentswithallthedifferenttypesoftextsthattheymay encounterintheReadingSection.Studentsmustbeawarethatdifferentgenreshavetheirown characteristicsandorganization.Forexample,youwouldfindthepurposeofanemailorfaxinthe subjectorreferencelinewhilethepurposeofalettermaybeinthefirstorsecondparagraphdepending onthetypeofletter.Inaletterofcomplaint,thefirstparagraphusuallycontainsallthenecessary backgroundconditionsreferringtothespecifictransactionwhilethesecondparagraphcontainsthe complaintitself.Studentsshouldalsopayattentiontotitlesandsubtitlesastheformercontain importantinformationconcerningthepurposeofthetextandthelatterguidestudentstothesection thattheyshouldbeskimmingandscanning. 18 HowtoPrepareStudentsfortheTOEIC®Test HellenicAmericanUnion TypesofReadingTexts Examstrategies: Studentsshould: 1. SpendmorethanhalfofthetimeallocatedtotheReadingTasksinPart7. 2. Readthesentencethatintroducesthetext. 3. Readthequestionstemfirstandthenusetheappropriateskillsandsubskillstoanswerthe questions. 4. Usekeywordstolocatetherelevantpartsofthetext. 5. Trytoguessunknownwordsfromcontext. 6. Inthedoubletexts,decidewhichquestionscanbeansweredusingthestrategies mentionedabovepertextandwhichquestionsrequirethemtodiscernwhatonetextis aboutbeforereadingtheothertext. 19 HowtoPrepareStudentsfortheTOEIC®Test HellenicAmericanUnion REFERENCES: COURSEBOOK x Lougheed,L.(2004)LongmanPreparationSeriesfortheNewTOEICTest:Advanced Course(4thedition).USA:Longman. PRACTICEMATERIAL x Kanistra,P.,Kollias,Ch.andLee,K.(2007)PracticeExamsfortheTOEIC®Test. Athens:HellenicAmericanUnion. SUPPLEMENTARYMATERIAL x Duckworth,M.(2003)Business GrammarandPractice(Newedition).Oxford:Oxford UniversityPress. RECOMMENDEDBOOKS(forselfͲstudy) x 600EssentialWordsfortheTOEIC.(2003).USA:Barron’s (Studentsshouldbeencouragedtousethisbookforselfstudyasitisextremely importantforthemtobecomefamiliarwiththebusinessjargon). ContactInformation HellenicAmericanUnion TOEIC®Department Massalias11B 10680 Athens Ɉ:210Ͳ3680974,210Ͳ3680903,210Ͳ3680900 F:210Ͳ3633174 Website:www.hau.gr Email:[email protected] 24 HellenicAmericanUnion TOEIC®Department Fragkon14 54626 Thessaloniki Ɉ:2310Ͳ557600 F:2310Ͳ553925 Website:www.hau.gr Email:[email protected] HellenicAmericanUnion©2008ͲNewTOEIC®Syllabus