CAMBRIDGE acoso Ue HN Target Score Second Edition PMT LUMO RTM Colm LO) (Gam Cia Cyt Charles Talcott Graham Ati ae antasa Ole) 4 Selle ete eRe at) This pul jot endorsed or approved by ETS.Target Score SECOND EDITION A communicative course for TOEIC® Test preparation Charles Talcott Graham Tullis Teacher's Book \dorsed or approved by ETS. CAMBRIDGE UNIVERSITY PRESSContents Introduction Overview of the TOEIC® TOEIC® Listening and Reading Test TOEIC® Speaking Test TOEIC® Writing Test Unit 1 Careers Unit2 Workplaces Unit3 Communications Review Test 1 Answer Key Unit4 Retailing Unit Industry Unité Trade Review Test 2 Answer Key Unit7 Leisure Unit Money Unit9 Travel Review Test 3 Answer Key Unit 10 Environment Unit 11 Health Unit 12 Society Review Test 4 Answer Key Classroom Activities for the TOEIC® Target Score Practice Test Answer Sheet Target Score Review Tests Answer Sheet Target Score Sample Test Scoring Conversion Table s wana 112 120 124 127 127 128Introduction This Teacher's Book has been designed to help both you and your students to make the best of Target Score, and to give you ‘uidelines and suggestions for using the Student's Book ‘material as effectively as possible with your class. Target Score isa dual-purpose course, built around the framework of the ‘Test of English for International Communication (TOEIC®, i offers students an opportunity to acquire professional ‘communication skils while preparing them for a benchmark assessment oftheir language competence, using the model of ‘the TOEIC® tes. The authors have combined their experience ‘of teaching general business English and TOEIC® preparation cdasses to create Target Score. Most general business English coursebooks do not provide an outcome assessment of students’ performance, and most TOEIC® preparation courses do not offer students an opportunity to develop active ‘communication sis. Target Score, however, does both. In addition to comprehensive explanations of how best to approach the twelve units ofthe Students Book, in the Teacher’ Book you will find ideas and suggestions for developing your ow activities and exercises, and full explanations of all review test questions. Contents Ineach unit ofthe Teachers Book, you wil find the following sections: ‘+ An overview of the contents of each unit in the form of a table. This shows the order in which the different components are presented, and includes short description cof each section, wth an estimate of the time necessary to complete it.The times are presented with a rangerom ‘minimum to maximum, How much time you spend on each section will depend on the level ofthe clessyou are teaching, and also on whether you choose to take full advantage of the suggested activities for ciscussion, debate and speaking practice. * Adetailed description of each section of the corresponding Student's Book units. Each ofthe sections in 2 unitis introduced by a short summary which indicates the part of the TOEIC® test that it prepares for, together with the specific aims in terms of language and test-taking skills. Each section contains full explanations of allthe different types of activities, and gives suggestions for how best to ‘exploit these with your dass, Potentially troublesome vocabulary is highlighted, and extension activities are provided. The principal cfficulties that face test-takers in ‘each section are also explained, ite] * Afull set of answer key explanations forall four review tests. The reviews are an important component ofthe Students Book and have two functions. Each review test recycles the language, vocabulary and structures that have ‘been presented inthe previous three units, allowing teachers to evaluate students’ language acquisition as they complete the couse. In addition, the review tess follow the TOEIC® question format and include questions foreach section ofthe actual test. Ths enables students to familiarize themselves wth the test format as they progress through the Students Book. The answers explain each of ‘the questions in detail and give a full analysis of both correct and incorrect answers. ‘+ Writing and Speaking activities. n the teacher's notes foreach ofthe units you wil find one or more suggested vriting and speaking activites. These activities are of two types: general speaking and wating activities and specific TOEIC® Speaking and Writing Test exercises. Each of the TOEIC® Speaking and Writing exercises prepares for one of the specific tasks that ar featured on these tests. For a full description of bath the Speaking and Writing Tests see page 8. Each exercise hasan icon beside it to indicate which partof the Speaking and Writing Test it prepares for. sist DOOOOO winger QO Troubleshooting the TOEIC® ‘The principal difficulties that students face on each section of the test are outlined below and will help you to focus on specific test-taking strategies as you use the Student's Book. Timing The TOEIC® Listening and Reading Tests 2 two-hour test, allowing 45 minutes forthe Listening section, and 1 hour and 15 minutes for the Reading section. The rapid pace of the test isone of the built-in challenges that measures students’ ability to work quickly in English. itis very important for students to Lnderstand that on the Listening section of the test, they will have to adapt to the speed of the audio recording. None of the questions in Parts 1~4 is repeated, so itis crucial for students to remain focused and to concentrate fully on the audio recordings as they are played. For the Reading section, students are able to decide how to manage their time, and can choosethe order in which they answer Parts 5-7 but they must work ‘quickly and pace themselves accordingly. Listening Part 1 Part 1 audio recordings are relatively short, as they consist of only four short statements about each picture. However, this section requires focused listening, as very often the statements contain words that are similar in sound. Make sure that. students anticipate by looking at the photos before they hear ‘the questions. Part2 In Part 2, the main difficulty is that there sno written or visual ‘material in the test book. Fverything students need to answer the questions is on the audio recording. if they miss the beginning of the question, they will nt be able to select the correct answer. Its therefore essential that students lsten to leach question as it splayed. If they do not understand a question, they should mark an answer at random and prepare ‘olisten to the following question. Part3 In this part, students listen to the audio recording of a dialogue in order to answer three questions printed out in the test booklet. They therefore have to switch from listening to reading, Students should always try to read the frst line of the uestions in the test booklet before they focus on the audio recording. They willnot have time to read each complete question, and should stop reading to focus their complete attention on the recording as only highly proficient language learners can listen and read simultaneously. Part4 This part presents other difficulties as the recordings ofthe short talks are between 45 seconds and 2 minutes in length. Students not oniy have to memorize the information that they hear, but they also have to switch between listening and reading fatal possibe, students should try to read the three «questions for each recording before the recording begins. “Te aucio recording always indicates which questions refer 10 aparticular short talk before itis played, using the following words: “Questions 98-100 refer to the following announcement (news bulletin / advertisement, etc)". However, if students wat for that information, they wil not have time to read the three questions. tis aso important to tell students that they should net attempt to read and listen simultaneously. The students need to be prepared to listen for ‘and memorize the relevant information glven inthe shor talk. Introduction Reading ‘Students should set themselves time limits for answering the ‘questions on the different parts ofthe Reading section. Remember, there are only 75 minutes available and 100 ‘questions to answer; in other words, students have no more than 45 seconds to spend on each question. They should allow ‘more time for Parts 6 and 7, and try to answer the questions on Part 5 as quickly as possible. Some students may prefer to “answer the sections that present them with the least difficulty first. As 2 general rue, students find the Part 5 and Part 6 ‘questions more challenging, whereas the Part 7 questions are more straightforward. Sometimes, students will be faced with {questions that are beyond their ability. They need to understand that spending time on these questions may mean they have less time to do questions that are within their ability range. PartS Part consists of incomplete sentences which are quick to read. Students should allow 20 seconds to choose the correct answer for each. They should read the question and mark the fist answer choice, then move to the next question. Hestating and changing the answer will siow them down and often results in choosing the wrong answer. Part6 Part 6 presents several texts/ documents which each have ‘our numbered blanks. Selecting the correct answers for the questions on ths ection means that students have to Understand the document in its entirety. They should not assume that the proposed answers for each blank refer only 1 individual sentences but they should look at how the information and sentences may be interconnected as they may need to refer back to other parts ofthe document. tis therefore important that test-takers allow more time for completing this section Part7 Part7 presents a selection of texts and documents of different lengths and types. The frst 7-10 documents that are presented are single documents with two or more questions to answer on each. However, the last four documents are “double passages" which feature two interconnected documents each followed by five questions. Double passages require test-takers to ‘ross-teference information from the documents and therefore ‘more time should be allowed for these questions. ®