Howtopreparestudentsforthetoeicrtest Teachersguide

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,wemustthankLeonidasPhoebusKoskos,ExecutiveDirectoroftheHellenicAmericanUnion,for
hisencouragementandsupportateverystageofthisendeavor.

EditedbyCatherineGeorgopoulou
DesignedbyElenaXanthi

HellenicAmericanUnion,2008
Allrightsreserved.ThispublicationisprotectedbyCopyright(N.2121/1993)andpermissionshouldbeobtained
fromtheHellenicAmericanUnionpriortoanyprohibitedreproduction,storageinaretrievalsystem,or
transmissioninanyformorbyanymeans,electronic,mechanical,photocopying,recording,orotherwise.
ISBN:9789608331648
Notefromtheauthors
TheaimofHowtoPrepareStudentsfortheTOEICTestistogiveteachersideasonhowtouseTOEICpractice
testsasateachingtool.Thispublicationprovidesusefulactivitiestohelpstudentsprepareeffectivelyforthe
variouspartsoftheListeningandReadingSectionsoftheTOEICTest.Theseactivitiesenablestudentstohavea
betterunderstandingofthepurposeofthetesttasksandoftheskillsandsubskillsoflisteningandreading
requiredtocompletethesetasksinaspecifictimelimit.AllactivitiesareadaptedfromPracticeExamsforthe
TOEICTestpublishedbytheHellenicAmericanUnionin2007.Similaractivitiescanbeincludedinapreparation
courseusingpracticetestsfromthisHAUpublication.
Practicetestsusedasteachingtoolsneednotnecessarilybeexploitedassuchintheirentiretynorshouldtheybe
completedinoneclasssession.Theyshouldbespreadoutoverseveralsessions,focusingononeortwopartseach
time,andshouldbecombinedwithlanguageconsolidationactivities(e.g.grammar,vocabulary,etc.).Forexample,
asamplefromPartIoftheListeningSectioncouldbedoneduringthefirsthourofthesessionandexamplesof
grammarandvocabularyitemsfromtheReadingSectionduringthesecond.Onasubsequentsession,examples
fromPartIIoftheListeningSectioncouldbepresentedandanalyzedduringthefirsthourandexamplesofreading
taskscouldbeexploitedduringthesecond.Ofcourse,notallthepracticetestsonaTOEICTestpreparation
coursesyllabusshouldbeusedasteachingtools.Forexample,inasyllabusthatuseseightpracticeexaminations
(e.g.45HourNewTOEICPreparationCourseSyllabus,HAUPublication2008),onlytwoofthesetestsshouldbe
reservedforthispurpose.Theremainingsixshouldbeadministeredtothestudentsasprogressormocktests,or
beassignedashomework.
UsingpracticetestsasateachingtoolwillprovidemoreeffectiveclassroompreparationfortheTOEICTest.The
varietyofactivitiesfacilitateamorecreativelearningenvironmentandhelpstudentstogaininsightsonhowthe
TOEICTestreflectsauthentictasksintherealworld.
Notefromthepublisher
TheEducationalTestingService(ETS)hasofferedtheTOEICTestforover25years.TheTOEICTestisdesigned
fornonnativespeakersofEnglishwhowanttomeasuretheirEnglishlanguageskills.TheHellenicAmericanUnion
wasentrustedwiththeresponsibilityforadministeringthetestin2001andsincethenithasbeenprovidingnot
onlyhighqualityexaminationservices,butalsostrongacademicsupportfortheEFLcommunitythroughover150
seminarsheldeachyearthroughoutGreeceaspartoftheinstitutionscommitmenttofurtheringteacher
development.
ThisacademicsupportdrawsontheextensiveawarenessandexperienceofcurrentpracticeinthefieldofEFL
whichtheHellenicAmericanUnionhasacquiredthroughrunningthelargestTeacherEducationinstitutionfor
teachersofEFLinGreeceandthroughitsexperienceasacenterfortestdevelopment,bothincooperationwith
EuropeanprogramsandfromitsclosecooperationwiththeUniversityofMichigan.
Itwasfromourclosecontactwithlanguageteachersandlanguageschoolownersthatwerealizedthattherewas
astrongneedfordevelopingHowtoPrepareStudentsfortheTOEICTest.Thispublicationtakesintoaccountthe
mostrecentadjustmentstotheTOEICTest,helpingtoraiseawarenessofthesechangesandtoprovidesupport
forteacherspreparingstudentsforthistest.
InproducingHowtoPrepareStudentsfortheTOEICTest,theHellenicAmericanUnionhasdrawnonitsvast
academicknowledgeaswellasitsaccesstoteachersandstudents.Throughthedrafting,editingandpiloting
stages,theinstitutionhascontributeditssoundacademicbackgroundandvaluablepracticeexperienceof
teachingthistest,producinghighqualitymaterialthatwebelievewillassistbothteachersandcandidatesforthe
TOEICTest.
PracticeExamsfortheTOEICTestTest2
Listeningsection
ListeningPart1:Photographs
Activity1
x
x
Getstudentstobrainstormpicturerelatedvocabulary
Havestudentsmakesentencesaboutthepictureusingthevocabulary
Example1(Item3):

1. Getstudentstobrainstormpicturerelatedvocabulary.Askstudentstowritevocabularyunder
threeheadings:nounsverbsadjectives
Possibleanswers:
Nouns
puppets
man
glasses
apronl
tools
etc.
Verbs
working
looking
wearing
etc.

Adjectives
big
small
long
old
etc.

4

HowtoPrepareStudentsfortheTOEICTest
HellenicAmericanUnion
2. Askstudentstocreatefactualquestionsaboutthepicture.
Studentscanusethe
x presentsimple:Themanisstandingbehindthecounter.
x presentprogressive:Themanisholdingatool.
x presentperfect:Hehasntfinishedyet.
Rationale:Byscanningthepicturefirstandmakingamentalnoteofpicturerelatedwordsandactions,
studentsavoidmakinghypotheticalassumptionsaboutthepicture.Theinstructionsforthispartstate
thattheymustselecttheonestatementthatbestdescribeswhat[they]seeinthepicture.Students,
therefore,mustselectthestatementthatstatesatruthaboutthepicture.DistractorssuchasHehas
repairedthepuppetcannotbethebestresponse.Thisisanunsupportedhypotheticalassumptionthat
doesnotdescribethepicture,aswedonotknowwhenandwhetherthepuppetwasactuallyrepaired.
Allweknowaboutthepictureisthatthemanisperformingsomeaction.Thecorrectresponsethat
bestdescribesthepictureisHeworkswithhishands.
Activity2
Example2(Item7):

5
Askstudentstoanswerthefollowingquestions:
Whenviewingpeople:
x
x
x
x
x
x
Whoarethepeopleinthepicture?(colleagues,bossemployees)
Whataretheydoing?(talking)
Whataretheywearing?(suits)
Wherearethey?(office)
Howmanypeoplearethereinthepicture?(3)
Whatmakesthemdifferentfromeachother?OnemanOneelderlywomanOneyoung
womanoneperson(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.AnswerchoicessuchasTheyrealllookingatthecomputerscreendoesnotbestdescribethe
pictureasonlytheelderlywomanislookingatthecomputerscreen.ThebestresponseisTheyre
discussingaproject.Thisisasafeinterpretationtomakeastheyareinanofficeandtheyseemtobe
discussingsomething.
Activity3
Askstudentstolistentothefourstatementsandchoosethebestresponse.Askstudentstojustifytheir
answerandexplainwhytheotherthreeanswerchoices(distractors)arewrong.
Rationale:Bygettingstudentstojustifywhydistractorsarewrong,theywillcometounderstandthat
theymaymakeunwarrantedassumptionsaboutthepictureiftheybringintheirownbackground
schemata.
Examstrategies:
Beforestudentslistentothechoices:
1. Theyshouldquicklyscanthepicturemakingamentalnoteofallthenouns,verbs,and
adjectives.
2. TheyshouldquicklyanswerthequestionsinActivity2.

6

Whiletheylistentothechoices:
1. Studentsshouldusethebackoftheirpencilandmoveacrossthethreeanswerchoicesasthey
eliminatedistractors.
2. Studentsshouldanswerthequestionassoonastheyarecertainthattheyhavefoundthe
correctanswerandquicklyscanthenextpicture.Theyshouldberemindedtoalwaysbea
questionahead.

ListeningPart2:QuestionResponse
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
Whensthebesttimetomeet?(Informationquestion)(Item13)
Canyoutellmewherethemanageris?(Yes/Noquestion)(Item28)
Whywerentwetoldinadvance?(Negativequestion)(Item37)
Wouldyoucareforsomecoffeeortea?(Alternativequestion)(Item14)
WhatwouldyourecommendIdo?(Functionquestion)(Item40)
Rationale:Thisactivityhelpsstudentsrecognizethedifferenttypesofquestionsthattheywillhearin
thispartofthetest.
B. Thenaskstudentstodecidewhattypeofinformationisneededtoanswerthequestion.
1. Whenisthebesttimetomeet?(Informationquestion)(timereference)
2. Canyoutellmewherethemanageris?(Yes/Noquestion)(Yes/Noornaturalresponse)
3. Whywerentwetoldinadvance?(Negativequestion)(reason)
4. Wouldyoucareforsomecoffeeortea?(Alternativequestion)(achoiceofthetwo,both,
neither,orevenanaturalresponse)
5. WhatwouldyourecommendIdo?(Function)(suggestion/advice)
7
Rationale:Thisactivityhelpsstudentstounderstandthetypeofquestionsaskedandtheappropriate
responsestosuchquestions.Studentsneednotonlytounderstandwhattypeofinformationthe
questionasksforbutalsotobeawarethatmanyquestionsmaybeanswerednaturallywithout
necessarilyfollowinganexpectedanswerpattern.AnappropriateanswertoWhosinthephoto?may
notnecessarilyrefertoanactualperson.AnaturalresponseinthiscaseisIamnotsure.
Activity2
Askstudentstolistentothefollowingquestionsoneatatimeandpredictanappropriateresponse:
Example:
1.
2.
3.
4.
5.
Whodidntreceivethememo?(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,ifthestudentshearWhodidntreceivethememo?ChoiceCcanbesafelyeliminatedasit
wouldbeamoresuitableresponsetoawhenquestion.
Activity4
Havestudentsdecideonthetimeframeofthequestion.
Item21.Whenwilltheeventtakeplace?
a. Hastheeventhappened?(no)
b. Howdoweknow?(will)
8

Item15.Howmanyhavealreadyregistered?
a. Canpeoplestillregister?(yes)
b. Howdoweknow?(havealready+ed)
Rationale:Thisactivityhelpsstudentsunderstandthatanappropriateresponsemusttakethetime
frameofthequestionorstatementintoaccount.
Examstrategies:
Whilestudentslisten,theyshould:
1.
2.
3.
4.
Trytorecognizethetypeofquestionheard.
Predictpossibleanswerbeforetheylistentotheresponses.
Eliminateinappropriateanswerchoices.
Usethebackoftheirpencilandmoveacrosstheanswerchoicesastheyeliminatedistractors.

9
ListeningPart3:Conversations
Activity1
Writethequestionsbelowontheboard.Havestudentsanswerasmanyofthesequestionsastheycan
whiletheylistentoeachconversation:
1. Whoarethespeakers?
2.Whatistheirprofession?
3.Whatistheirrelationship?
4.Wherearethey?
5. Whataretheydiscussing?
6.Whyaretheydiscussingthis?
Questions5052refertothefollowingconversation.
Man:

Woman:

Man:

Woman:
Whyisyourcomputermakingthisbeepingnoise?Doyouhavesomany
incomingmessages?
No,Idont.ForsomereasonIcantlogontomyOutlookaccounttoreadmymessages.
Youveprobablybeenlockedoutforsomereason;youneedtocontactthehelpdeskto
unlockyou.
IthinkIlljustlogoffmycomputerfirst;itmighthavecrashed! Itsnotthatitsstate-of
theartequipment.Ishouldhaveupgradeditalongtimeago.
Suggestedanswers:
1. Whoarethespeakers?(colleagues)
2. Whatistheirprofession?(secretariesnotcomputerexperts)
3. Whatistheirrelationship?(colleagues)
4. Wherearethey?(office)
5. Whataretheydiscussing?(computerproblems)
6. Whyaretheydiscussingthis?(computermakingnoisecomputerold)
Rationale:Thisactivityprovidesstudentswiththenecessaryfocustobetterunderstandthe
conversationtheyhear.Somestudentsdonothavetimetoscanquestionsbeforehand,buthaving
thesequestionsinmindwillincreasetheirprobabilityofansweringcorrectlythequestionsthatwill
follow.

10

Activity2
Writethequestionsbelowontheboard.Donotwritetheanswerchoices.Firstaskstudentsto
underlinethekeywordsinthequestionstem.Thentheyshouldlistentotheconversationandanswer
thequestionsbyprovidingtheirownanswers.
Question41: WhyisthemangoingtoSpain?
Question42: Whatadvicedoesthewomangivehim?
Question43: Whatcanbeinferredabouttheman?
Conversation
Woman:
HowmanydaysareyougoingtostayinSpain?
Man:
Unfortunately,IllonlybethereforfourdaysandIllbeprettybusyinthemornings
attendingseminars.
Woman:
Yes,butyoullbefreeintheevenings,wontyou?Idreallytrytomakethemostoutof
thisvisitifIwereyou.
Man:
No,Imnotintendingtomissthisopportunity.Illdosomesightseeing.Idontknowif
museumsorgalleriesareopenlateintheeveningthough,butIlldefinitelytryandgeta
tasteofSpanishnightlife.
Suggestedanswers

Question41: WhyisthemangoingtoSpain?(workrelated)
Question42: Whatadvicedoesthewomangivehim?(enjoyhimselfvisitplaces)
Question43: Whatcanbeinferredabouttheman?(hewillenjoyhimself)

Rationale:Thisactivityhelpsstudentsfocusonthekeyinformationtheyarerequiredtolistenfor.By
paraphrasingtheinformationtheyhearintheconversation,studentswillhaveabetterunderstanding
oftheconversationandwillbeabletobetterpredictthecorrectanswerchoicewhileeliminating
distractors.Answerchoicesdonotnecessarilyusethesamewordsfromthetextandmanytimes
distractorsechothetextbutdonotanswerthequestions.

11
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?
Questions7779,refertothefollowingweatherreport
Thanks,Marcy,Dan...andyes,thatcoldfrontisrapidlyapproaching.Theweatherserviceispredicting
snowovernight.Forthoseofyoudrivinginfromaweekendgetaway,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

Possibleanswers:
1. Whoisthespeaker?(weatherforecaster)
2. Whatishis/herprofession?(weatherforecaster)
3. Whereisthespeaker?(radiostationstudio)
4. Whatisthepurposeofthetalk?(toinformtowarn)
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
Readingsection
ReadingParts5and6
Activity1Wordforms,VocabularyandGrammar
Askstudentstocovertheanswerchoicesandworkwiththestemonly.Studentsshouldanalyzethe
questionstemonly,payingspecialattentiontothestructureofcomplexsentences.Theyshouldalso
decidewhatpartofspeechthemissingwordis.Thentheyshouldtrytoguessthemissingwordor
phrasebeforetheylookattheanswerchoices.
108.
YungLaboratories,agenericdrugsmakerbasedinChina,hadchallenged
ourcompanyspatentsinanattempttolauncha_____product.
(A)
(B)
(C)
(D)
competent
competing
competition
competitor

Answer:partofspeechadjective
Mainclause:YungLaboratorieschallengedourcompanyspatentsinanattempttolauncha
(competing)product.
Appositive:agenericdrugsmakerbasedinChina(explainswhatkindofcompanyYungLaboratoriesis)
Possibleanswer:new(studentsword)

122.
Thecompanyhasbeenseekinganewbosssincetheshareholders,_____
withabidfortheLondonStockExchange,oustedWilliamLee.
(A)
(B)
(C)
(D)
dissatisfaction
dissatisfied
dissatisfy
dissatisfying

Answer:partofspeechadjective
Mainclause:Thecompanyhasbeenseekinganewboss
Subordinateclause:sincetheshareholdersoustedWilliamLee.
Reducedadjectiveclause:_____withabidfortheLondonStockExchange,
Possibleanswer:whowereunhappyorunhappy

14

116.
ThePresidentovercamestrongoppositionand_____togetreelectedagain.
(A)
(B)
(C)
(D)
accomplished
fulfilled
managed
succeeded

Answer:partofspeechverb
Possibleanswer:wasable
Mainclauses:ThePresidentovercamestrongopposition.Hemanagedtogetreelectedagain.(Two
mainclausesjoinedwithand.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
notpromotedbecausehedidnothavehandsonexperience.
(A)
(B)
(C)
(D)

Possiblechange:
Although
Besides
Butfor
Inspite
Inspiteofbeingaspecialistininternationalretailing,JeanPaulWatsonwasnot
promotedbecausehedidnothavehandsonexperience.

Rationale:Thisactivityreinforcesstudentsunderstandingofsentencestructureandhighlightstheneed
toreadthewholesentenceagainwiththechoiceselectedtoensurethatitisgrammatically
appropriate.Whenstudentscreatetheirownsentences,theywillreinforcetheirvocabularyand
knowledgeofgrammar.

15
Examstrategies:
Studentsshould:
1. Analyzesentencestructureandworkoutwhatpartofspeechismissing.
2. Rereadsentencewiththeiranswerchoicetoensurethatitisappropriateforthesteminterms
ofmeaningandform.
3. Payattentiontothecotextualfeatures(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,theworddisclosedisclosestinmeaning
to(detail)(Note:Sometimesstudentsmayneedtoreadnotonlythesentencein
whichthewordiscontainedbutalsotheonethatprecedesaswellastheonethat
follows).

162.
Whatistrueaccordingtothenotice?(skimming/scanning)

Rationale:Thisactivityhelpsstudentsfocusonthekeyinformationandprovidesarealpurposefor
readingthetext.Italsomakesstudentsawareofthereadingskillsandsubskillstheyneedtoemploy
whilereadingthetext.

16

Step2
Havestudentsanswerthequestionsbyunderliningrelevantpartsofthetextusingtheappropriate
techniquesalreadydecidedoninStep1.Emphasizetothestudentsthatinordertoanswerskimming
andscanningquestions,theyshouldusethekeywordsfromthequestionstemand/ortheanswer
choices.Thiswaytheywillbebetterabletolocatetherelevantinformationneededtoanswerthe
question.Thekeywordsmaybethesameormaybeaparaphrasedependingonthedifficultyofthe
item.
Questions159162refertothefollowingnotice.
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
159. Underwhichcircumstancescanacompanyaskajobapplicanttotakeapolygraphtest?
(A) Ifthecompanysprofitsaredown
(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,theworddisclosedisclosestinmeaningto
(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

TypesofReadingTexts
Examstrategies:
Studentsshould:

1. SpendmorethanhalfofthetimeallocatedtotheReadingTasksinPart7.
2. Readthesentencethatintroducesthetext.
3. Readthequestionstemfirstandthenusetheappropriateskillsandsubskillstoanswerthe
questions.
4. Usekeywordstolocatetherelevantpartsofthetext.
5. Trytoguessunknownwordsfromcontext.
6. Inthedoubletexts,decidewhichquestionscanbeansweredusingthestrategies
mentionedabovepertextandwhichquestionsrequirethemtodiscernwhatonetextis
aboutbeforereadingtheothertext.
19
REFERENCES:

COURSEBOOK
x Lougheed,L.(2004)LongmanPreparationSeriesfortheNewTOEICTest:Advanced
Course(4thedition).USA:Longman.

PRACTICEMATERIAL
x Kanistra,P.,Kollias,Ch.andLee,K.(2007)PracticeExamsfortheTOEICTest.
Athens:HellenicAmericanUnion.

SUPPLEMENTARYMATERIAL
x Duckworth,M.(2003)Business GrammarandPractice(Newedition).Oxford:Oxford
UniversityPress.

RECOMMENDEDBOOKS(forselfstudy)
x 600EssentialWordsfortheTOEIC.(2003).USA:Barrons
(Studentsshouldbeencouragedtousethisbookforselfstudyasitisextremely
importantforthemtobecomefamiliarwiththebusinessjargon).

ContactInformation

TOEICDepartment
Massalias11B
10680
Athens
:2103680974,2103680903,2103680900
F:2103633174
Website:www.hau.gr
Email:toeic@hau.gr

24
TOEICDepartment
Fragkon14
54626
Thessaloniki
:2310557600
F:2310553925
Website:www.hau.gr
Email:toeic@hau.gr
HellenicAmericanUnion2008NewTOEICSyllabus

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