viernes, 11 de noviembre de 2011

TOEIC TEST TIPS - Study Guide

So next week you have the opportunity to take the TOEIC again. How cool! 

It's a great opportunity to see how much we've learned in the last few months together. So, in preparation for this, we've done a little research for you. Here is a list of compiled tips for taking the TOEIC as well as other standardized tests:

GENERAL TEST TIPS:

FIRST OF ALL, ANSWER EVERY QUESTION!!!
Leave no answer blank, as even if you guess you may be lucky get it correct. You are certain to get it wrong if you do not answer the question.

PRACTICE: TAKE AN ENTIRE PRACTICE TEST, take as much time as you need to finish it, read the questions first for part 3 and 4 (but only one listening for each conversation) and calculate your score. This will give you a good idea what the test entails and of your estimated score.

TAKE EXTRA PENCILS, SOME WATER, AND A WATCH, (CELL PHONES ARE NOT ALLOWED TO KEEP TIME.)


TIPS BY SECTION: 
LISTENING SECTION:
As on our class tests, PRE-READ THE QUESTIONS before the recording starts if possible. This will help you pick out key phrases and words while you are listening.

PARTS 1 & 2:
Answer immediately as there is no point in coming back on these parts later. If you don't know the answer or are not sure, JUST GUESS, pick something. 


PARTS 3 & 4:
After pre-reading the questions...
Do NOT immediately write on your answer sheet. Circle all answers on your test question booklet while the recording is still playing.
(This will save and help you to keep your focus.)
THEN when the conversation has finished, quickly circle the answers onto the answer sheet and IMMEDIATELY move onto pre-reading the question for the next listening.   
(It is MUCH more important to pre-read the next 3 questions then to worry over the answers you've already chosen.)

Then AFTER, the ENTIRE listening section is over, come back to the questions that you couldn't and guess the best you can. Chances are you will be able to eliminate some of the incorrect answers and make an intelligent guess.




READING SECTION: WATCH YOUR TIME!
Pay attention and manage what time you spend on each part!

Suggested reading section time management:
Part 5 (40 questions) + Part 6 (12 questions): 30mins
Part 7 (48 questions): 40mins 

Again, as we did on our class tests, PRE-READ THE QUESTIONS, BEFORE YOU READ THE TEXT. 
(This will help you focus on what being asked and filter out unnecessary information.)

READ THE ENTIRE TEXT!!!  Sometimes the context is important for answering a question correctly.
BUT, if you find that you are running out of time to finish the reading section, search for hte questions that you can answer without reading the document completely, (such as vocabulary questions) and guess the answers for the other questions.







REMEMBER YOU KNOW THIS STUFF. (And if you don't relaxing can ONLY help you!)
Take a deep breath. Shake out your arms- get out the tension. RELAX

Now once you are relaxed.   TAKE YOUR TIME!!!

Remember it ALWAYS BETTER TO GO SLOW AND SPEAK CORRECTLY, THAN SPEAK QUICKLY (like you might hear on TV), AND MAKE MISTAKES!!

DON'T RUSH.
THINK ABOUT WHAT YOU'RE GOING TO SAY.
SAY ALL YOUR -S AT THE ENDS OF WORDS.
REMEMBER TO START A SENTENCE WITH A SUBJECT, (different from ESP)



 
TRY READING THE QUESTION 3 TIMES, before answering it.

The first time, read for a general understanding.
The second read, make a list of the things that the question is asking you to do, explain or debate.
With the third read, check your list to make certain the all items from the question are there.

Now answer your question. WATCH YOUR TIME! When you complete your writing sample, make certain that your paragraphs has every item from your list.



PRACTICE, PRACTICE, PRACTICE!!!
Here are some links to sites with practice tests and more tips. GOOD LUCK!




WRITING SECTION: MAKE A LIST

 

SPEAKING SECTION: RELAX!

(REMEMBER: ANY ANSWER IS BETTER THAN NO ANSWER!)

(REMEMBER: ANY ANSWER IS BETTER THAN NO ANSWER!)

martes, 11 de octubre de 2011

UNIT 6

MAKING REQUESTS:
GRAMMAR:
http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit/learnitv239.shtml
http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit/learnitv131.shtml


REQUESTS, (Accepting and Refusing):
GRAMMAR:
http://a-free-english-course.blogspot.com/2008/01/making-accepting-and-refusing.html
http://www.businessenglishebook.com/Business-English-Offering-Requesting.htm
http://www.eslgold.com/speaking/accepting_refusing.html


COMPLAINING:
LISTEN:
http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/2011/07/110721_6min_english_complain_page.shtml


APOLOGIZING:
PHRASES: http://www.englishpond.com/speaking/Communication%20and%20daily%20English/apologies/index.html
http://the-esl-advocate.blogspot.com/2009/08/apologizing.html
http://esl.about.com/od/smalltalk/a/Apologizing-In-English.htm

PRACTICE: http://www.english-test.net/esl/learn/english/grammar/ii064/esl-test.php
LISTEN: http://www.breakingnewsenglish.com/0802/080203-aborigine.html
http://www.eslpod.com/website/show_podcast.php?issue_id=6662012


GIVING EXCUSES:
READ: http://allenglish.org/blog/?p=1071


TWO-PART VERBS: learn the verbs on p.37

WILL FOR RESPONDING TO A REQUEST:
http://www.better-english.com/grammar/decisions.htm

http://www.onestopenglish.com/community/lesson-share/lesson-share-archive/grammar/grammar-making-instant-decisions/145078.articlerequests with modals and Would you mind...?
GRAMMAR & PRACTICE:
http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/142_requests_offers/page7.shtml

viernes, 7 de octubre de 2011

ONLINE PRACTICE QUIZ 3, (Units 5 & 6)

ONLINE PRACTICE QUIZ UNIT 5:
http://www2.cambridge.org/interchangearcade/listtypes.do?level=2&unit=5&stage=1


ONLINE PRACTICE QUIZ UNIT 6:
http://www2.cambridge.org/interchangearcade/listtypes.do?level=2&unit=6&stage=1


************************************

HERE’S A QUESTION THAT A STUDENT HAD FROM THE ONLINE PRACTICE QUIZ FOR UNIT 6:
Why does the gerund need a “for” in one situation and not another?

My answer:
Regarding the different uses of GERUNDS in two different situations:

REQUESTS WITH MODALS AND “WOULD YOU MIND…?”  (Un6, p.39, ex8)
First remember we are dealing with MODALS and they are ALWAYS different AND can change in different situations.  THIS example is for polite requests using modals with the specific phrase—“Would you mind…”  which is ALWAYS followed by an -ing verb, (gerund) always. We cannot use “for” s in these sentences.   

INFINITIVES AND GERUNDS FOR USES AND PURPOSES, (Un7, p.45, ex3)
The for + gerund rule, (verb with –ing ending), is only for when we’re talking about uses and purposes of an object/machine/technology

lunes, 3 de octubre de 2011

UNIT 5

UNIT 5

Describing Travel / Vacation Plans:

Planning a Vacation / FUTURE with "be going to" and "will":

LISTENING / GRAMMAR & PRACTICE, (GOING TO): 
http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1530_gramchallenge32/

USAGE, (going to vs. will):  http://www.englishcorner.vacau.com/grammar/rules/future.html

PRACTICE, (GOING TO vs. WILL)
http://www.englisch-hilfen.de/en/exercises/tenses/will_going_to_future.htm
http://perso.wanadoo.es/autoenglish/gr.gowil.i.htm

LISTEN: http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1535_questionanswer/page9.shtml

http://www.bbc.co.uk/worldservice/learningenglish/language/wordsinthenews/2009/06/090624_witn_wimbledon.shtml

WATCH: http://www.youtube.com/watch?v=SmSKJ-t8lJ8&feature=related
                http://www.youtube.com/watch?v=ALejnj--Was&feature=related

Giving Travel Advice / Modals of Necessity, Must, Need To, (Don't) Have To,

GRAMMAR & PRACTICE: 
http://www.advanced-english-grammar.com/modal-verbs-of-necessity.html
http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/330-modals-necessity.htm

LISTEN: http://www.bbc.co.uk/worldservice/learningenglish/language/wordsinthenews/2009/07/090722_witn_eclipse_nepal.shtml

PRACTICE: http://english-zone.com/verbs/modals1.html
                      http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/330-modals-necessity2.htm


WATCH: http://www.youtube.com/watch?v=BgIjV8dkpp0&feature=relmfu


Modal of Suggestion: better, ought to, should (not)

GRAMMAR
  http://web2.uvcs.uvic.ca/courses/elc/studyzone/330/grammar/330-modals-advice.htm


PRACTICE:  
http://web2.uvcs.uvic.ca/courses/elc/studyzone/330/grammar/330-modals-advice1.htm
http://web2.uvcs.uvic.ca/courses/elc/studyzone/330/grammar/330-modals-advice2.htm

MODAL VERBS OVERVIEW

MODAL VERBS OVERVIEW

Here is a website that gives a very clear outline of all the model verbs and their uses:
http://esl.lbcc.cc.ca.us/eesllessons/modals/modals.htm

And another that gives more in-depth explantions and practice quizzes: 
http://www.advanced-english-grammar.com/modal-verbs.html

martes, 20 de septiembre de 2011

UNITS 3 & 4 PRACTICE QUIZ

UNIT 3 PRACTICE QUIZ:
http://www2.cambridge.org/interchangearcade/listtypes.do?level=2&unit=3&stage=1

UNIT 4 PRACTICE QUIZ:
http://www2.cambridge.org/interchangearcade/listtypes.do?level=2&unit=4&stage=1

UNIT 4

UNIT 4
Talking about and describing food

recipes and favorite snacks

Giving instructions

Cooking methods

Simple past-v-Present Perfect

GRAMMAR, (Present Perfect):
Sequence ADVs: first, then, next, after that, finally

SIMPLE PAST:
Grammar Review:

IRREGULAR VERB LIST:
http://www.myenglishteacher.net/irregular_verbs.html
practice: http://www.eslgo.com/quizzes/pastsimpleirreg.html

GRAMMAR & PRACTICE: http://www.clafoti.com/imagenes10/past_irr.htm

lunes, 12 de septiembre de 2011

UNIT 3

UNIT 3
HOUSES & APTS
                                         (and then you can do the exercises at the bottom of the page)

DESCRIPTIVE ADJECTIVES: 
http://apuntesdeingles-mari.blogspot.com/2009/09/adjectives-to-describe-house-adjetivos.html
http://www.slideshare.net/tcher_joe/houses-and-apartments

PRACTICE: http://www.esl-lab.com/vocab/v-housing.htm


LISTEN:http://www.elllo.org/english/Mixers/Q102Dreamhouse.htm

LIFESTYLE CHANGES
WATCH: http://www.youtube.com/watch?v=pzDpEAOPLQw&feature=results_video&playnext=1&list=PL225565F22BFE0308

http://www.youtube.com/watch?v=eRAlkpiU-tM
 
READ: http://www.ahmedabadmirror.com/article/50/201107152011071502253221367f70b5/Change-of-days.html

LISTEN: http://www.china232.com/092-lifestyle-change-esl-podcast.php

WISHES
GRAMMAR: http://esl.about.com/od/grammarstructures/a/I-Wish-I-Had.htm
http://www.usingenglish.com/weblog/archives/000326.html
http://www.usingenglish.com/forum/ask-teacher/71518-wish-past-tense.html
http://www.studypage.net/l_index.php?id=52

WATCH:

DESCRIBING POSITIVE & NEGATIVE FEATURES:
GRAMMAR:
 
MAKING COMPARISONS
GRAMMAR:
 
EVALUATIONS using ENOUGH /NOT ENOUGH with ADJECTIVES or NOUNS:

                      http://www.eslgold.com/grammar/too_enough.html

EVALUATIONS using TOO with ADJECTIVES:
GRAMMAR:
 
EVALUATIONS using TOO MUCH / MANY with NOUNS:
GRAMMAR:
 
ENOUGH or TOO?

AS...AS, (Comparisons):
GRAMMAR & PRACTICE: http://www.grammar-quizzes.com/sameas.html
and comparisons evaluations and comparisons with nouns, (not enough..., too many/much..., (not as much/many)... as)

EXTRA/ COMMON MISTAKES:
GRAMMAR & PRACTICE: http://www.grammar-quizzes.com/muchmore.html

viernes, 2 de septiembre de 2011

ADVERBS OF QUANTITY (Book 2, Unit 2, p.9, ex3)

ADVERBS OF QUANTITY

ENOUGH = (+) sufficient  /  (-)  less than sufficient or necessary
(i-naf)

ENOUGH  goes before the noun   (enough + closets)

Houses don’t have enough closets .(+)
(In my opinion, houses need more closets.)

We have enough chairs for the concert.  (-)
(In my opinion, there are sufficient chairs for the concert.)



TOO = MORE THAN than sufficient or necessary, (demasiado)

COUNTABLE NOUNS: TOO MANY always goes before the noun
(too many + cars)
countable
There were too many people at the shopping mall
There were not too many mosquitoes in the park.

UNCOUNTABLE NOUNS: TOO MUCH always goes before the noun
(too much + sugar)

There is too much noise in the library. Shhhh!  (uncountable)
There is not too much mayonnaise on this sandwich.  (uncountable)






ADVERBS OF QUANTITY 2



FEWER / LESS / MORE
Adverbs of comparison
Quite often we use FEWER / LESS / MORE when comparing a current situation, (the present or the norm) or to what we would like it to be/change into in the future, (a possible future).

FEWER goes before a COUNTABLE NOUN   (fewer + cars)
There should be fewer cars on the roads at midnight. (than daytime)

LESS goes before a NON-COUNTABLE NOUN   (less + money)
I always have less money at the end of the month.  (than any other time of the month)

MORE goes before BOTH COUNTABLE & NON-COUNTABLE NOUNS 
We should take more cars if we all want to travel together. (countable)
If I walk instead of taking the metro, I will save more money.  (uncountable)

miércoles, 31 de agosto de 2011

UNIT 2

UNIT 2
Talking about transportation and its problems:
http://www.bbc.co.uk/apps/ifl/worldservice/quiznet/quizengine?ContentType=text/html;quiz=1727_transport

http://www.mansioningles.com/ejer_voc17.htm

http://www.quia.com/cb/141717.html

http://www.bbc.co.uk/apps/ifl/worldservice/quiznet/quizengine?ContentType=text/html;quiz=135_travel_transport

http://www.csmm.qc.ca/sitsat/anglais/trans.htm
Evaluating city services

Asking for and giving information
http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-17644.php

AVDs of quantity with non/count nouns, (too many, too much, fewer, less, more, not enough):

PRACTICE: http://www.english-test.net/esl/learn/english/grammar/ii248/esl-test.php

TOO/ENOUGH GRAMMAR: http://www.eslbase.com/grammar/too-enough

WATCH, (enough / not enough): http://www.youtube.com/watch?v=tYsZ1cZzwwg

GRAMMAR: http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit/learnitv203.shtml

STUDY: http://www.shertonenglish.com/resources/es/adjectives/adjectives-quantitative.php
http://www.learn4good.com/languages/evrd_grammar/quantifier.htm

LISTEN: http://www.ted.com/talks/barry_schwartz_on_the_paradox_of_choice.html
(you have the option to read Transcript along with the video. one left-hand side.) 

Indirect questions from Wh-Qs
http://www.ihbristol.com/learn-online/useful-expressions/intermediate/asking-for-information/57/

READ:
http://www.becomingminimalist.com/2010/04/14/why-fewer-toys-will-actually-benefit-your-kids/

lunes, 22 de agosto de 2011

UNIT 1

UNIT 1
CHILDHOOD MEMORIES, (Remembering yours , and asking others about theirs)

INTRODUCING YOURSELF

                http://www.esl-lab.com/stalk.htm

                  http://www.inglesmundial.com/I1/listening.htm

                     http://www.youtube.com/watch?v=cQnD3qJiJPo

PRACTICE:

SIMPLE PAST VERB TENSE:
                       http://www.englishpage.com/verbpage/simplepast.html
             



USED TO show change in past habits
                       http://www.englishgrammarsecrets.com/usedto/menu.php

READ: http://www.bbc.co.uk/worldservice/learningenglish/youmeus/learnit/learnitv22.shtml
            http://www.iusedtobelieve.com/

PRACTICE: http://www.englishgrammarsecrets.com/usedto/exercise1.swf

WATCH:  http://www.youtube.com/watch?v=vXiAvRXtrkE

 
EXTRA
I USED TO... (to show present change in past habitual actions), is different than the phrase, I'm used to, (I'm accustomed to...). Take a look:



miércoles, 17 de agosto de 2011

Individual Presentation Guidelines

Individual Presentation Guidelines


Every participant MUST present individually in front of the class with the following requirements:

Duration: 5 minutes
Topic: This is your choice, it could be a technical presentation related to your work or daily activities of your interest: music, tourism, etc., using visual aids as support (powerpoint presentation, handouts, etc) if required.
Items to be evaluated:
Scoring
5%
10%
15%
25%


Duration




Pronunciation




Grammar




Understandable






Extension: student complies with the duration
Pronunciation: student correctly pronounces his/her speech
Grammar: student uses grammatical structures studied in classes
Understandable: student delivers an understandable message

Communicative English Course Evaluation System


Communicative English Course Evaluation System

Dear Participant,

The evaluation system for the course is:

a)  Quiz 1: Units 1 & 2 or Units 9 & 10,  (Class 5)
b)  Quiz 2: Units 3 & 4 or Units 11 & 12 (Class 9)
c)  Quiz 3: Units 5 & 6 or Units 13 & 14 (Class 14)
d)  1 Individual Presentation (Class18)
e)  Final Test: Units 1 through 8 or Units 9 through 16 (Last Class)

Final Mark:
The final mark is calculated as follows:
3 quizzes + 1 Individual Presentation = 60%
Final Test = 40%

Minimum passing mark = 80%