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Toeic test

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Rationale for a TOEIC Preparation CoursernBarron’s How to Prepare for the TOEIC® Test may be used as either a self-study course or a classrncourse. In a class situation, this text will provide an excellent structure for helping the students improverntheir English language skills and prepare for the TOEIC exam.rnAdult learners of English are very goal-oriented. For many adults who are required to take thernTOEIC exam, their goal is, obviously enough, a high score. Having a goal that can be easily measuredrnwill be very motivating for your students.rnMany teachers do not like to “teach to the test.” They feel that developing a general knowledge ofrnEnglish will be more useful to the students than reviewing test items. But students want to “study therntest.” They don’t want to “waste their time” learning something that might not be tsted.rnBoth arguments ignore what actually happens during a TOEIC preparation course. General Englishrnis used to discuss how the exam is structured, what strategies should be used, and what skills shouldrnbe developed. General English is used to explain problems and to expand into other areas. By helpingrnstudents prepare for an exam, you can’t help but improve their general knowledge of English.rnA TQEIC preparation course gives the students what they want: a streamlined approach to learn-rn¡ng what they think they need to know for the exam. The course gives the teachers what they want: arnscheme to help them improve the English language ability of their students.Organization of a TOEIC Preparation CoursernTimetablernEvery test-preparation course faces the same dilemma: how to squeeze a total review of English into arnclass timetable. Some of you may have an afternoon TOEIC orientation; others may have a one-weekrnintensive class; some may have a ten-week session. However long your class time, one thing is true:rnno class is ever long enough to cover everything you want to cover.rnAs a guideline, you might want to follow this plan and expand it as your time allows.rn‘ First period: Study Chapter 1, IntroductionrnNext period: Take a Model Test.rnEvaluate answers; determine the weak areas of the class.rn‘ Subsequent periods: Review Listening Comprehension.rnTake the Mini-Test.rnReview Reading.rnTake the Mini-Test.rnTake additional Model Tests.rn• Last Period: Take a final Model Test and note the improvement in scores.rnAfter students have completed the exercises, the Mini-Tests, or the Model Tests, they canrnlook in the Answer Key (Chapter 6) for quick access to the correct answer or in the Explanatory Answersrn(Chapter 7) for reasons why the correct answer is right and the incorrect answers are wrong.rnThese abbreviations are used in the exercises and Explanatory Answers.rnadjective (adj) noun (n)rnadverb (adv) preposition (prep)rnarticle (art) pronoun (pron)rnauxiliary (aux) subject of a sentence (sub)rnconjunction (conj) verb (y)rninterjection (interj)rnThe symbol is also used, to mean “is not the same as,” “is different from,” and does not equal.”rnTeaching Listening ComprehensionrnThe more students hear English, the better their listening comprehension will be. Encourage a lot of disrncussion about the various strategies mentioned in the Listening Comprehension activities. Have thernstudents work in pairs or small groups to increase the amount of time students will spend listening andrnspeaking.rnAll tests require the students to choose a correct answer. This means the students must eliminaternthe incorrect answers. There are common distracters (traps) on an exam that a student can be trainedrnto Iisteñ for. And coincidentally, while they are learning to listen for these traps, they are improving theirrnlistening comprehension.rnThe Listening Comprehension activities in this text are a gold mine. You can use them for the statedrnpurpose, which is to help students learn how to analyze photos, answer choices, question types, andrnlanguage functions. In addition, you can use them for a variety of communicative activities.

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Informasi Detail

Judul Seri

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No. Panggil

'0955

Penerbit

8%.rnIndeks Keanekaragaman tin : PT RajaGrafindo Persada., 2004

Deskripsi Fisik

IX, 716 hlm;19*26 cm.

Bahasa

Indonesia

ISBN/ISSN

-

Klasifikasi

Tata Bahasa

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

edisi ke tiga

Subjek

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Info Detail Spesifik

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Pernyataan Tanggungjawab

Dr. Lin Lougheed

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