The TOEFL test is the most widely respected English-language test in the world, recognized by more than 9,000 colleges, universities and agencies in more than 130 countries, including Australia, Canada, the U.K. and the United States.
Who Accepts TOEFL Scores?
More than 9,000 colleges, agencies and other institutions in over 130 countries accept TOEFL scores. Other organizations rely on TOEFL scores as well:
♣ Immigration departments use them to issue residential and work visas
♣ Medical and licensing agencies use them for professional certification purposes
♣ Individuals use them to measure their progress in learning English
FLOW OF CLASS
MORNING READING CLASS
Focused more on pronunciation, intonation, vocabulary, and comprehension of short conversations in TOEFL listening.
1:4 GROUP CLASS
5:00 – 5:50
PRONUNCIATION FOR BEGINNERS/COLLOCATIONS/ GENERAL COMMUNICATION/
6:20 – 7:10
TOEFL CLASS OUTLINE (SAMPLE)
I. Class : MRC
Topic : Life Cycle of a Star (TOEFL listening short conversations and lectures)
Target : Focused on listening to keywords, pronunciation of not common or academic vocabulary and intonation.
1. The students are given print out of the material with blanks.
2. The class starts with a 5 minutes dictation.
3. Unlocking vocabulary is next.
4. Students will have to read aloud the material with the audio.
5. The teacher points out the words that are difficult to pronounce or phrases that are blended and asks students to repeat it until it is properly done by everyone in the class.
6. Lastly, the class will read aloud the material without the audio and with the audio and repeat step 5 if necessary.
II. Class : Individual class (1st )
Subject : TOEFL Independent Speaking
Topic : Question 1 and 2
Target : Must be aware of the following
a. Try to avoid unnecessary pauses and try to speak at an even pace
b. Have clear flow of ideas and use appropriate transitions to link topics
c. Use a variety of words and contains some complex sentence structure
d. Quickly organize reasons to support the choice
The first question in TOEFL typically asks the student to describe something that he would prefer to do, see, or experience. This question asks the student to pick the thing, person or event he is going to discuss. The second question presents two options. The student must choose one side and support it with two reasons and details.
The responses must indicate an ability to communicate personal experiences and opinions effectively in English. Overall, speech is must be clear and fluent. The use of vocabulary and grammar is effective with only minor errors. Ideas must be generally well developed and expressed coherently.
III. Class : Individual class (2nd )
Subject : Integrated Speaking
Topic : Question 3,4,5 &6
Target : Paraphrasing, note taking, summarizing and synthesize ideas from both listening and reading passages.
The third type of task requires the student to read a brief passage and listen to a conversation about it. Then, the student needs to summarize the opinion in the listening and integrate it with the short passage. The fourth question involves a reading and an academic lecture. The goal of the task is to show how the lecture relates to or contrast with the reading. The fifth question asks the student to listen to a conversation, usually about a problem. After a listening, the student needs to summarize the problem and any solutions offered and state his reference. The last question, asks the student to summarize a lecture.
Good responses in question 3 and 5 must indicate an ability to speak effectively in English about reading material and conversations typically encountered by university students. Responses must be clear and coherent, with only occasional errors of pronunciation, grammar or vocabulary.
Responses in question 4 and 6 must demonstrate an ability to communicate effectively in English about academic topics typical of first-year university studies. Speech must be clear and fluent. The students must be able to use appropriate vocabulary and grammar to explain concepts and ideas from reading or lecture material. They must be able to talk about key information and relevant details with only minor inaccuracies
IV. Class: Individual class (3rd)
Subject : TOEFL Writing
Topic : Integrated Writing
Target : Accomplishes the following
b. Addresses the topic and the task
c. Is well organized and uses appropriate examples
d. Displays unity, progress, and coherence
e. Displays consistent facility in the use of language
The integrated tasks asks the student to read a short passage for three minutes, listen to a lecture contrasting the reading passage and write a summary in 20 minutes. An effective response is generally 150 to 225 words long.
The essay must relate the lecture to the reading. Weaknesses, if any, might have to do with slight imprecision in summary of some of the main points and use of English that is occasionally ungrammatical or unclear.
V. Class : Individual lesson (4th)
Subject : TOEFL Writing
Topic : Independent Writing
Target : Accomplishes the following
a. Addresses the topic and the task
b. Is well organized and uses appropriate examples
c. Displays unity, progress, and coherence
d. Displays consistent facility in the use of language
Details : This task asks the student to write an essay for thirty minutes. The student must write a response to a question that asks to explain and support a position. An effective essay is usually 300 words in length. The response will be graded on the quality of the writing, the organization of ideas and the accuracy of the language use.
VI. Class : Group class
Subject : TOEFL Reading
Target : Build basic reading skills and test skills
The ultimate goal of the class is to understand academic texts in English that require a wide range of reading abilities regardless of the difficulty of the texts.
• Have a good command of academic vocabulary and grammatical structure
• Can understand and connect information, make appropriate inferences and synthesize ideas, even when the text is conceptually dense and the language is complex
• Can recognize the expository organization of a text and the role that specific information serves within the larger text, even when the text is conceptually dense
• Can abstract major ideas from the text, even when the text is conceptually dense and contains complex language.
VII. Class : Group class
Subject : TOEFL listening
Target : Build basic listening skills and test skills
The goal is to understand conversations and lectures in English that present a wide range of listening demands. This demands can include difficult vocabulary (uncommon terms, colloquial or figurative language), complex grammatical structures, abstract or complex ideas, and or making sense of unexpected or seemingly contradictory information.
When listening to lectures and conversation, the students must:
• Understand main ideas and important details, whether they are stated or implied
• Distinguished more important ideas from less important ones
• Understand how information is being used
• Recognize how pieces of information are connected
• Understand many different ways the speaker use language for purpose other than to give information
• Synthesize information, even when it is not presented in sequence, and make correct inferences on the basis of that information.