Teaching Ideas

Reading Strategies for the TOEIC® Test

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Methodology

Opening

1. Write "READING STRATEGIES FOR THE TOEIC TEST" at the top-left of the whiteboard
2. Explain that a strategy is something which makes reading easier
3. Inform learners that they are going to learn seven strategies for making reading easier and for improving their TOEIC scores.

Strategy 1: Think about the text-type

1. Write "Strategy 1: Think about the text-type" underneath the main heading.
2. Introduce an authentic model-text (teacher's use only)
3. Broadly highlight and explain the language and sociocultural features that reveal the text-type.
   For example:
   This text displays two addresses, contains the salutation 'Dear ___', consists of paragraphs (introduction, body, closing), and has a signature at the bottom of the page. The writer, a salesperson, is communicating in writing with the addressee. Therefore this is a letter.
4. Put the features in note form up on the whiteboard or OHP to aid retention.
   

   Text-type: Letters Return address Date Inside address Salutation Introduction Body Closing Signature Footnotes (Cc, Attachment, P.S.)

   N.B.: You may prefer to do a brainstorm activity in steps three and four with higher level learners.
   
5. Place a number and variety of TOEIC text-types on the table (see Units of Work)
6. Make sure that there are at least three target text-types
7. Write "How many letters (text-type) are there?" on the board
8. Get learners work together as a class to reach a consensus by isolating the target text-types
9. Remove the other text-types from the table
10. In the report-back phase, using a suitable function e.g. a knowing function, ask learners to highlight the language and sociocultural features which revealed the text-type to them.

    We know (that) this is a letter because there is a salutation: 'Dear Mr. Snapshot'

Strategy 2: Think about where the text is used

1. Write "Strategy 2: Think about where the text is used" underneath Strategy 1
2. Go back to the teacher's model-text
3. Highlight and explain the language features that reveal the situational and social context
   For example:

   This is a business situation. We can see this from the letter head 'Smith's Camera Sales'. At the bottom of the letter there appears the name 'Sam Pic' followed by her job 'Sales Representative'. As we can see from the use of a picture of a new product and the words '50% discount for the first 100 buyers', this is a sales situation. Socially, Sam and Mr. Snapshot are not close friends so a formal level of language is used: 'Dear Mr. Snapshot' instead of 'Hi Mike'.

4. Guide learners in practicing the strategy with another authentic model-text (Learners' controlled practice sample)
5. Use the text-types which are on the table from Strategy 1. You are aiming for students to develop speed in understanding where texts are used. Say a question-answer exchange. The questions come from Strategy 2 (see Fig. 1) and the answers must correspond to the authentic texts on the table.

   Where would you likely find this sales letter? - This letter would likely be found in a target customer's office.

   N.B.: If your class dislikes flash card activities, you could write a question on the whiteboard for each text and ask learners to write down their answers. Then pool the answers in the report-back phase and discuss areas of agreement and disagreement until an acceptable level of comprehension is achieved.

Strategy 3: Think about the purpose

1. Write "Strategy 3: Think about the purpose" underneath Strategy 2
2. Go back to the teacher's model-text
3. Highlight and explain the language features that reveal the purpose.
   For example:
   
   • Color picture of a new camera (Smith 7ZX)
   • 50% discount for the first 100 buyers
   The purpose of this letter is to sell the new camera.
4. Guide learners in practicing the strategy with the learners' model-text
5. Go back to the texts which are on the table. You can have a game show complete with points and prizes or a multiple-choice quiz. You are aiming to teach learners to quickly identify the purpose of a text. If you want to incorporate a listening task, go for the game show, if you want to incorporate a reading task, go for the quiz. Use the questions from Strategy 3 (see Fig. 1).
   
   Game show:
   Hold up the text. Say: "What is the purpose of this sales letter?" Read out the four options: 'Is it (a) to sell a product (b) to instruct customers how to use the product, (c) to ask customers to stop buying the company's product, or (d) to send a written message by telephone? Choose your answer...And the answer is (a) to sell a product'. Check answers and award points.
   
   Multiple-choice quiz:

   What is the purpose of this sales letter?
   a) To sell a product
   b) To instruct customers how to use the product
   c) To ask customers to stop buying the company's product
   d) To send a written message by telephone

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