lliv TIMETABLE FOR THE TOEFL - lilT TIMETABLE FOR THE TOEFL ill) IBT Test Section Questions r""" Reading 3-5 passages with 12- 14 questions 60-100 minutes USlening 2-3 COJlV8fS8.tions with 5 questlons each 60-00 minutes 4-6 lectures with 6 questlons each BREAK 5-1 0 minutes Speaking 2 independent tasI<s 20 minutes 4 integrated tasks Writing 1 Integrated task 20 minutes 1 independent task 30 minutes Nole: The tests in this book contain three reading passages, three oom8lsations, and six lectures or five reading passages, two conversations, and low Iec:tures because that is the standard length lor an official TOEFL. Every official les! includes either reading or listening material that Is being fle.ld.tested !of future use. There is no tutorial on the new IBT. '", ,~""ttel mater.ale TO THE STUDENT: HOW TO USE THIS BOOK TO SUCCEED A STUDY PlAII Many students do not prepare for the TOEFL before they take the exam. They do not even read the TO E FL e /B T Information and Registration Bulletin when they register. You have an advantage. Using this book , you have a study plan for success. STEPS TO SUCCESS This book Is easy to use. Mote than one million Barron's students have succeeded on the TOEFL. You C8Il be successful too, by following twelve steps. , 1. Inform YOUl"lltf about the tnt. Aead the answers to "FAQs- Frequently Asked Questions Aboullhe TOEFL. ter In this chapl ef. Then, if you cannot find a copy locally, visit the TOEFL web site at _ .et orgItoefl to download a copy 01 the TOEFL Inronnation and Registration Bu/letin . Research demon- strates that students who know what to 81lpect wi ll perlorm better on an examination. , 2. Imat time I. your shut, plln. Be roaJlsllc about how mueh tlmo you neod to propene for the TOEFL. Choo&e III syllabus from the choices In this chapter. Use distributed practice-two hours every day !of lour months will give you better results than twetve hours every day for forty days, even though you will be studying 1 20 hours for both schedules. ~ 3. Develop study habits. The study habits explained at the end of this chapter will help you succeed on the TOEFL and after !he TO EFL when you are admitted 10 a college or university, or when you conti nue your professional training to keep your licenses current. Successful students understand the value of these habits. , 2 ORIENTATION 4. EYaluate Jour strnttM and weaknesses. Take the Pretest, Model Test 1 in Chapter 2 and check your answers using the Explanatory or Examp le Answers and Aud io Scripts for Model Tests in Chapter 7. Which sections 01 the TOEFL were easier for you? Wh ich were more difficult? Plan to spend more l ime on the sec- lions on which you received lower scores • 5. Master academic skllts. Chapter 3 contai ns a summary of the academic skills that you will need to complele lhe tasks on the Next Generation T OEFl. Read lhe stralegies. complete !he practice activities, and check your answers. By going sys tematically through this chapter, you will acquire valuable academic skills. Take your time and learn !hem well . 6. Check Jour progress. Alter you finish the work in Chapter 3, you will be ready 10 checlt your progress. Take the firs1 Prog ress Test, Model Test 2 in Chapter 4 and check your answers using the Explanatory or Example Answers in Chapter 7. You should begin to see how the academic skills are used on the new T OEFL * i 8T . , 7. Improwe English proficlellCJ. Chapter 5 will show you how your English profiCiency is tested on !he TOEF L. Review Impor· tantlanguage problems and identify strategies for the language skill that corresponds to each section-Reading, listening , Speaking, and Writing. Take t he quizzes and chec k your answers. Although you need to know more English than it is possible to include in one chapter. this review will help you apply the English you know to the test situation. You will improve your English prof ici ency as measured by the TOEFL. , 8. Understand the directions. Take lhe lime to read and unclerstandthe directlons for each problem in Chapter 5 and each section on the model tests. If you already understand what to do in order to complete a certain type of Question, you will not have to spend as much valuable time reading and analyzing the directionS When you ta.k.e the official TOEFL. , 9. Practice tailing odel tests. Students who have an opportunity to take alleast one modellesl will almost always increase their scores significantly on the official T OEFL test. Experience is a great teacher. Th is book provides you with seven model tests for practice. In order 10 take advantage of the experience. you should always tollow the tesl directions carefully and time each section. Take each model lest without stopping lor a break until you finish the Reading and UStening sections. Tllen take a five·minute break and work without stopping until you complete the Speaking and Writing sections. By simulating the test oonditions, you will become familiar with the way thai it feels to take the TOEFL and you will be able to ooncentrate on the Questions Instead of trying to figure out whal is going to happen next. You will also learn to pace: yourself so that you can finish TO THE TEACHER: RECOMMENDATIONS AND RESOURCES 3 each section wiU1in the time limits. Remember, you should not try to memorize the questions on U1e model tests. You will lind similar questions on the official TOEFL, but you will not find exactly the same questions. Try to Improve your skills, not your memory. >- 10. Estimate ,our TOEFL score, Chapter 6 gives you a method lor estimating your TOEFL score lrom scores on the model tests in this book. If you do not have a teac hor or a reliable grador to ovaluata your spooking and writing sections, you may want to consider using one 01 the services Ilsted at the end 01 the chapter. You need to know how your speaking and writing will factor into the total score. , 11. Maintain a positive attitude. Throughout the booI< , you will find adviCe f or staying positive and motivated. Most of it can be found under the heading ' Advisor's Office." Take the lime to read the suggestions and think about them. 01118 ' successful SI~f11S h ave benefited from the san18 advice . 12. Take the test lIben you are ready. Some students try to succeed on the TOEFL before they are ready. Be raalistic about your study schedule. II you are not scoring very well on U1e model tests and the estimates of your TOEFL scores are below the minimum for you to achieve your goa l, you should reconsider your registration date. Knowing when to take the le st Is pari of a successful study plan. If you give yourself the time you need and jj you follow the study plan using this book, you will reach your goal. In the future, you will not be asked whether you toolt lhe TOEFL a month earlier or later bul you wlllbe asked to produce Ihe required score. You can do itl Take the test when yo J are ready. TO THE TEACHER: RECOMMENDATIONS AND RESOURCES PERSPECTlVES In the Middle Ages. a man approached two stonemasons and asked them what they were doing. The firsl stonemason replied, ' I am laying stones." The other answered, ' 1 am building a cathedral." I have been teaching T OEFL preparation Classes since 1970 and writing TOEFL materials since 1975. As I go into my classes, I ask myself: Am I teaching TOEFL prep or am I helping stu· dants achklv liI thlillr cat4Klr goals? As I P<QParlillilach ~ lildition 01 my boob , I as!< myself: Am I writing T OEfL preparalion books or am I making tools that will help students succeed on the TOEFL and Bfterihe TOEFL? 1\ is a very dllfereot perspective and inspires in a different way. Certainly, we have seen many changes in the T OEfl across the decades. Often Educa- tional Testing Service has revised the TOEFL in an effort 10 keep pace with changes In our ESL JEFL teaching paradigms, and occasionally the revisions in the TOEFL l\ave produced changes in our teaching paradigms in something referred to as a wBshback effect. This is probably the most challengi ng time in TOEFL preparalion thai I have experienced because the Next Generation Intemel-Based TOEFL (iBT) Is more than a revision. 1\ is a com· pletely different kind of test, wh ich requires a new approach to learning. Our students will have 4 ORIENTATION to demonstrate their ability to integrate the language slims by completing taslls similar 10 those that they m be expected to accomplish in academic senings. They will have 10 speak and rite at high levels 01 proliciency. Eventually, I believe that the changes on the TOE FL 111 be beneficial fOf ou r students and lor us, their teachers. During the initial tranSition periOd , ho ever, it could be difficult to ptan appropriate lessons and adjust our teaching styles. TEACIIIIIG TIPS These ideas 'NOf1o; IOf me . I invite you to try some 01 them in your classes. 1, Begin wtth a posHlve IMI It can be very simple. FOf Instance, "The highest tower is built one brick at a time." If you put a ne message In the same place every time-on an overhead Of on the board- students iII leam to look lor it hen they come Into the room. M usic selVeS the same pur- pose. It sets a positive mood lor the session . 2, Writ. "'ree Important goals for class sa tIIat studnts can see "'em. Three goals are manageable lor one class session. When they are visible, they keep us all on track. At the end 01 the etass, relerring to the goals gives everyone a sense of progress and closure for the day . 3. Arrang. fot mod.1 tests to be tak.n In a lab or at home 01 tile honor system. Your tinlf;l wllh studtmts Is too valuablo f or you to spond four hours proctoring oach modol tOSt. That would add up to twenty- eight hours 01 class lime IOf aU of the madeltests In this book . 4. Allow stud.nts to trade the Reading and UstetIlng sections of th.lr mod.1 tests, II students take responsibility lor grading the objective sections of their model tests, and fOf relerring to the explanatory answers, you ill save hours that you would h ave had to use doing routine clerical tasks. If the sl1Jdents take the model tests on the computer, the scoring IOf these sections win be done automatically; i1 they are using the book, the answer key is printed in Chapter 7. This will afford you the lime you need to concentrate on answering questions. , 5. Ask students to write Ir questions on late ~ Ind bring them to class. When students refer to the explanatory answers, many questions are resolved for them with· out asking the toache!". II students write down their questions, sometimes the ans er becomos epparent to them at this sta ge . The questions that they bring to class are realty worth discus- sion. If you have them on cards, you can prepare your answers fOf the question·and·answer session at the beginning 01 the next class. You always have the answer! 6 ORIENTATION 12. Provide couBiling and encollragement part 01 the ctaa routine . Ideally, one minute at the end of class can be used fa( a pep talk, a cheer, or a success story about a former student. This Is one of my favorite cheers: T-O-E-F-L We're making progress. We're doing well. T -O-E-F-L I also like to stand by a poster at the door when students are leaving my class. The last Ihing they see is the affirmation on the poster: -I know more today than I did yesterday. I am preparing. I will succeed ." Some students want a handshake, a high five, or a hug. Others just smile and say good-bye. Some hang by the door, and I know that they need 10 talk. Evei)' excellent TOEFL prep teacher I know is also a very good counselor. You probably are, too. RESOURCES Several r&sour ces lor teachers afe listed in Chapter 8. Four syllabus options are listed in the next section. II is also worthwhile to read the ' Steps to Success" lor students printed on the previous pages. The most freQuently asked questions (FAOs) are answered al the end of this chapter. If I can be of help to you or your students, please oontact me by visiting my web site al www .teflprep .com. SYUABUS OPTIONS A syllabus is a "study plan.~ There are fOUf options from which to cttoose. The estimated number of hours tor each option is the minimum time that is reQuired to complete the plan. The Standard Syllabu s reQuires 16 weeks and 60 hours 01 your lime. II is the best option because it allows you to study about 5 hours each week, and you can bui let in some review if you need it. The Accelerated Syllabus also requires 80 hours, but it is possible to oompleta it in half the number 01 weeks by making a oommitment to studying about ten hours each week. Accel- erated means "fast." This calendar does not include time lor review. The Abbreviated Syllabu s should be chosen only when you cannot find the time in your schedule to follow one of lhe other calendars. Abbreviated means "shorter." This calendar does not allow you to oomplata all the study materials in the bQ()I(. A concise version 01 this book, Barron's Pass Key to the TOEFL, 6th Edition, contains only the material in the abbrevi- ated syllabus. The Ind i vidualized Syllabu s is often chosen when you have already \allen the TO EFL and you afe very sure which sections will be most difficult lor you when you take it again. This calendar allows you to ooncentrate on one or two sections without repeating information that you have atready mastered on other sections. besk net ateriale TO THE TEACHER: RECOMMENDATIONS AND RESOURCES 5 , 6. When ralltud.nts have the same question, prepare a short presentation. When the question is repeated. it gives us an Indication of what our students need to know. By using their questions lor class preparation, we show that we are teaching people, not subjects . 7. Mak. DYlrheads of test questions and show theltud.nts how ,ou choose an answer, Let the students 'isten in' on your thought processes as you decide why answers are incorrect and which answcr choloo is corrcct. Usc the cKplnnatory answers in tho book to help you. For el(ample, you might say, "I know that A is not correct becausa the professor did not include this research In his lecture. Choice B looks possible, but it is not complete. The choice leaves out the secol"ld part 01 the answer. That means ~ mu st be either Choice C or D. I know that D Is not correct becausa the prolessor said that there were three typeS , not two. It must be Choice C o" Modeling how to think helps students leam to think when they see similar test Items . 8. Use class time to teach and practice academic skills. Make overheads 01 materiallrom Chapter 3 al"ld go over it In class. Take the quizzes in class, using "Think, Answer, Compare, Discuss." Students have time to think al"ld respond to each answer independently, and then they compare their answers to the correct answer and discuSS why that choice is a good one. ,. 9. Focus on speak i ng and writing In class . Provide many good models of responses to speaking al"ld writing questions in class. Show stu- dents how to usa the checklists 10 evaluate speaking and writing. ,. 10 . Assign speaking tasks and writing tasks II homewort . Have students turn in tapes al"ld essays. II you have voice mail and choose to use it for home- work assignments. students can phone you al"ld leave a one-minute responsa to a speaking task. Spel"ld grading lime on these Important sections. Bring samples 01 good work to class- good organization, good openings. good suppofl statements, good closings. Catch your stu- dents doing something good al"ld usa it as an el(ample. ,. 11. Don 't worry about covering all the llllterialin the book. This book has more material than most teachers need lor a coursa, but aU 01 it was written lor sail-study as well as lor classroom Instruction. That means that students can work on their own lor "eKlra credit," al"ld all of the pages don1 ha ve to be referred to in class. In my experience, when we teachers try to cover 100 muctl, we are the only ones who can keep up. The material gets covered, but the students don ~ understal"ld It. I trust that leachers know which pages to select for the students In their classes. ytlet mater~1a . FOR THE TOEFL - lilT TIMETABLE FOR THE TOEFL ill) IBT Test Section Questions r""" Reading 3-5 passages with 1 2- 14 questions 6 0-1 00 minutes USlening 2- 3 COJlV8fS8.tions. about a former student. This Is one of my favorite cheers: T-O-E-F-L We're making progress. We're doing well. T -O-E-F-L I also like to stand by a poster at the door when students. challengi ng time in TOEFL preparalion thai I have experienced because the Next Generation Intemel -Based TOEFL (iBT) Is more than a revision. 1 is a com· pletely different kind of test, wh ich