本書は4つのセクションについての解き方のストラテジーについて分かれて書かれています。すべてのセクションは、実際のテストに沿う形で、各タスクの説明があり、従うべき方法が書かれています。
Acknowledgments
The completion of this book would not have been possible without the support and encouragement of two important people in my life. Hence, I would like to take this opportunity to show my gratitude to the ones who have assisted me in a myriad of ways.I would first like to express my heartfelt thanks to my son Alvaro Veloso, whose assistance has been crucial in the digital publishing and distribution of this work.
I also had the fortune to work under the supervision of the Academic Director and professor, Mr. Samuel Fernández, at the Chilean- American Institute in Santiago, Chile, in 1985. Mr. Fernández trusted in my professional capacity and interest and allowed me to teach the TOEFL course when I was very young, a practice which I have performed for 40 years.
Forewords
Jesús Erasmo Veloso Aros, M.A.
Teacher of English at Diego Portales University and at the University of Santiago
After 40 years working as a teacher of communicative English and preparing students in international exams especially in the TOEFL test in all its versions: Paper-based, Computer-based and Internet-based (iBT), I have arrived at the conclusion that some strategies and methods that students and teachers sometimes use work out to be useless or at least not very efficient.
Taking facsimile tests at home or in the classroom will not work so well unless there is a strategy to stick to for all the tasks involved in the test. And that is exactly the humble purpose of this book. The intention of this work is not to contribute with TOEFL activities; students can obtain that easily in bookstores and on line. The market is full of editorials that offer very good books for practicing the test per se.
This book intends to make the students aware of the skills that they must develop and the tricks that they must learn in order to improve the TOEFL score.
A good number of academic institutions around the world require a minimum of 100 points in the test, that is to say, a performance of 83%. Top universities require a minimum of 108 points; 90% of proficiency in the language. The higher the score a student gets, the more possibilities he/she has to be accepted in a good academic institution.
This book then may be used while doing test practice. Without a clear strategy for improving skills like listening or speaking, the efforts will end up in “burning” the questions of a facsimile or a TOEFL book and in repeating the same mistakes over and over.
The book is divided into 4 sections: Reading comprehension, Listening comprehension, Speaking and Writing. Every section is divided into tasks, the same activities that appear in the real test. There is a description for each task and there are strategies to follow. The book also offers examples to illustrate the descriptions and to make the strategies sound logical and coherent.
If this book helps students and teachers improve their score or their performance in the classroom, I will have accomplished an objective of my professional life as a teacher.
The Contents of the Book
The book deals with the descriptions, skills and examples for all the tasks to be performed in the TOEFL-iBT test. The contents treated are the following:
I. The Reading Comprehension Section.
1. Factual
2. Negative factual
3. Vocabulary
4. Inference
5. Purpose
6. Method
7. Opinion
8. Paraphrasing
9. Reference
10. Sentence addition
11. Summaries
12. Charts
II. The Listening Comprehension Section.
1. Main Topic
2. Factual
3. Negative Factual
4. Inference
5. Purpose
6. Method
7. Attitude
8. Replay
9. Ordering
10. Matching
11. Charts
III. The Speaking Section.
A. The Independent Speaking Tasks
1. Personal opinion task
2. Personal choice task
B. The Integrated Speaking Tasks
3. Discussing announcement Task
4. General/Specific task
5. Problem solving Task
6. Summary Task
IV. The Writing Section
A. The Independent Writing Task
1. The introductory paragraph
a) The topic sentence
b) The introductory paragraph
2. The body paragraph
3. The concluding paragraph
B. The integrated Writing Task
1. The introductory paragraph
2. Body paragraph 1
3. Body paragraph 2
4. The concluding paragraph
Bibliography
Jesús Erasmo Veloso Aros began his studies at Austral University in Valdivia and obtained his degree as a teacher of English at the University of Chile in Santiago. He took a few courses on communicative English methodology for ESL students and for blind people at several universities and academic organizations in Seattle, USA in 2005.
He worked for a year at the ChileanAmerican Institute in Valdivia and then he became a Teacher of English and an Academic Coordinator at the ChileanAmerican Institute in Santiago.
As an Academic Coordinator at the Chilean- American Institute in Santiago, he created, along with a team of coordinators, a system of performance appraisal, which assesses teachers’ performance. He also participated in induction training to new as well as to senior teachers.
He has extensive experience in program development, such as Effective Presentations, and in the implementation and teaching of courses for international exams, such as TOEIC, Michigan, KET, PET, FCE, IELTS and TOEFL in all versions from 1980 to date. For this reason, he participated in the presentation of EFL teaching methodologies for teaching communicative English in the IATEFL Conference in 2010 and a talk on how to teach TOEFL-IBT in 2018.
At present, he is a professor at Diego Portales University and at the University of Santiago and he has taught TOEFL-iBT courses at Austral University in Valdivia in an extension program organized and sponsored by American Corner.His lines of work and professional interests focus on:
• The teaching of oral-communicative English which gives importance to perfect oral communication in order to bring down inhibitions barriers, and to lessen the importance of mistakes and language inaccuracies typical in the acquisition of a foreign language.• His focus, therefore, is based on an oral-communicative concept with emphasis on vocabulary acquisition and intensive oral practice of the foreign language without neglecting reading comprehension and writing.
• Even though his focus is on the acquisition of oral skills for effective communication, Professor Veloso recognizes the importance of grammar particularly for EFL ESL students of English in order to avoid fossilization of the language at upper levels.
Copyright Registry number 31111.
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Table of Contents
Introduction
Acknowledgments
Forewords
Contents
About the author
I. The Reading Comprehension Section
II. The Listening Comprehension Section
III. The Speaking Section IV.
The Writing Section
Bibliography
Copyright
