Preparacion Toeic

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
This book could not have been written without the assistance of many people. We must thank the Hellenic American Union faculty, whoproofread the manuscript and piloted the activities in their classes. We would also like to thank the Hellenic American Union students for their valuable feedback. Last but not least, we must thank Leonidas Phoebus Koskos, Executive Director of the Hellenic American Union, for his encouragement and support at every stage of this endeavor.

Edited by Catherine Georgopoulou Designed by Elena Xanthi© Hellenic American Union, 2008 All rights reserved. This publication is protected by Copyright (N. 2121/1993) and permission should be obtained from the Hellenic American Union prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. ISBN: 978 960 8331 64 8

Note from theauthors
The aim of How to Prepare Students for the TOEIC® Test is to give teachers ideas on how to use TOEIC® practice tests as a teaching tool. This publication provides useful activities to help students prepare effectively for the various parts of the Listening and Reading Sections of the TOEIC® Test. These activities enable students to have a better understanding of the purpose of the testtasks and of the skills and sub skills of listening and reading required to complete these tasks in a specific time limit. All activities are adapted from Practice Exams for the TOEIC® Test published by the Hellenic American Union in 2007. Similar activities can be included in a preparation course using practice tests from this HAU publication. Practice tests used as teaching tools need notnecessarily be exploited as such in their entirety nor should they be completed in one class session. They should be spread out over several sessions, focusing on one or two parts each time, and should be combined with language consolidation activities (e.g. grammar, vocabulary, etc.). For example, a sample from Part I of the Listening Section could be done during the first hour of the session andexamples of grammar and vocabulary items from the Reading Section during the second. On a subsequent session, examples from Part II of the Listening Section could be presented and analyzed during the first hour and examples of reading tasks could be exploited during the second. Of course, not all the practice tests on a TOEIC® Test preparation course syllabus should be used as teaching tools. Forexample, in a syllabus that uses eight practice examinations (e.g. 45 Hour New TOEIC Preparation Course Syllabus, HAU Publication 2008), only two of these tests should be reserved for this purpose. The remaining six should be administered to the students as progress or mock tests, or be assigned as homework. Using practice tests as a teaching tool will provide more effective classroom preparation for theTOEIC® Test. The variety of activities facilitate a more creative learning environment and help students to gain insights on how the TOEIC® Test reflects authentic tasks in the real world.

Note from the publisher
The Educational Testing Service (ETS) has offered the TOEIC® Test for over 25 years. The TOEIC® Test is designed for non native speakers of English who want to measure their Englishlanguage skills. The Hellenic American Union was entrusted with the responsibility for administering the test in 2001 and since then it has been providing not only high quality examination services, but also strong academic support for the EFL community through over 150 seminars held each year throughout Greece as part of the institution’s commitment to furthering teacher development. This...