Chapter 2: READING The TOEIC® Reading Test Description of the TOEIC® Reading Test The TOEIC® Reading test is designed to measure the ability to understand written English for ‘communication in the global workplace and in everyday life. The TOEIC Reading test is administered, ‘along with the TOEIC® Listening test, as a paper-and-pencil examination. The Reading test is composed of 100 questions divided into three test parts, and it takes 75 minutes to complete, The range of ability among English learners who take the TOEIC Reading test is broad; that is, both very proficient learners and those with limited ability can take the test and receive valuable feedback. The testis designed to provide useful information about test takers across a range of language-proficiency levels. ‘Test questions are written to support specific claims about test-taker abilities It is useful to remember that those abilities are not always completely distinct from one another; for example, understanding the vocabulary and grammar in a written text can be helpful in inferring the overall meaning, or gist, of that text The TOEIC Reading test supports five claims about test-taker abilities. Claim 1. The test taker can understand grammar in written texts Meaning: The test taker can read simple and complex sentences and understand the grammatical relationships among the words in the sentences. For example, the test taker may read a sentence about {an organization's annual budget from which a verb has been removed. The test taker can determine, based on time cues given in the sentence as a whol, what form the missing verb should take Claim 2. The test taker can understand vocabulary in written texts. Meaning: The test taker can read simple and complex sentences in isolation or in connected discourse and understand variations in meanings of words. For example, within the context of ajob advertisement, the test taker may read a sentence from which a word has been omitted. The test taker is able to determine, based on the meaning of the sentence as a whole, what word would best ‘complete the sentence. Propel! Teacher Workshop for the TOEIC’ Tests Manual 29READING Claim 3. The test taker can connect information across multiple sentences in a single written text and across texts ‘Meaning: The test taker is able to read connected (paragraph-level) discourse and understand {grammatical and lexical links across sentence boundaries. The test taker can process two or three separate texts and recognize the relationships between texts, connecting information and drawing inferences as necessary. (Claim 4, The test taker can locate and understand specific information in written texts. ‘Meaning: The test taker can read texts of varying lengths and find and process detailed factual information. For example, the test taker may read a train schedule and understand the time the train departs on a specific day. This ability also involves distinguishing among different written text formats (e-mail, article, chat message, etc) and the ways information is typically presented in each of them. Claim 5. The test taker can make inferences based on information in writen texts, Meaning: The test taker is able to read texts of varying lengths and process information that is ‘explicitly stated. The test taker is then able to make inferences about information that is suggested but not stated in the text. For example, the test taker may read a letter in which a customer outlines problems he or she has experienced with a product. The test taker may then be asked to infer the letter ‘writer's mood oF intention in writing the letter. This ability also involves processing multiple pieces of Information and determining the relationships among them. TOEIC® Reading Test Parts The 100 questions on the TOEIC* Reading test are grouped into three parts, each of which ‘emphasizes specific abilities. The following chart shows the three parts ofthe test and the cla about test-taker abilities that they support. Dyes aro Remo lec) CLAIM(S) ‘The test taker reads a sentence from which a word or phrase is The test taker reads a single text or multiple related texts and ‘Comprehension answers several questions about them. 30 Propel” Teacher Workshop for the TOEIC” Tests Manual,TOEIC® Reading Test Question Types The following section contains a more detailed description of the questions within each of the three parts of the TOEIC* Reading test. eed Questions 101-130 (a total of 30 questions) '@ word or phrase is missing. Four answer choices are presented below the sentence. The test taker is asked to select the word or phrase that best completes the sentence. The language used in the sentences is representative of the written English that is found in the real-world ‘workplace. Contexts forthe sentences range from workplace to dail life. Example (testing vocabulary) 101. Register early if you would like to attend next Tuesday's on project management. (A) seminar (8) reason (©) policy (0) scene Example (testing grammar) 102. The financial audit of Loganberry Software certified accounting firm. (A) tobe (8) having been (© was (0) were completed on Wednesday by a ‘There is nota time limit for each individual part of the TOEIC* Reading test. The test taker should complete the entire TOEIC Reading test within the 75 minutes allowed, allotting time accordingly. | Propell’ Teacher Workshop for the TOEIC’ Tests Manual 332 ees Questions 131-146 (a total of 16 questions) In this part of the test, the test taker reads four separate texts, such as e-mail messages, letters, or memos. Within each text, there are four blank spaces where a word, phrase, or sentence is missing. Answer choices for each blank space are presented below the text. The test taker must select the word, phrase, or sentence that best completes the text in ‘each case. The test taker may have to connect information from different parts of the text in order to complete it correctly. ‘The language used in the sentences is representative of the written English commonly used in the global workplace. Contexts for the sentences range from workplace to dally fe. Example ‘Questions 131-134 refer to the following letter. June 30 Peter Mazzie 14Wyndmoor Court, Apartment A Edinburgh, EHS 2TU Scotland Dear Mr. Mazzie, Your subscription to Financial News Weekly will expire on October 30. That's still four months away, butif you __ before July 21, we will add one extra month 131. toyour subscription. _ .Youdo not need to enclose your _at this. 132. 133. time. We will send you an invoice, and you can send your money later. So mail the card today. You will not miss a copy of Financial News Weekly, and you will 134, receive an extra month for free! Sincerely, Sharon Oatman Circulation Manager Propell' Teacher Workshop for the TOEIC’ Tests Manual131. (A) renew 133, (A) rent (8) renewing (8) bill (had renewed (receipt (0) will be renewed (0) payment 132, (A) Thereare four ways that 134, (A) single this can be arranged. (8) recognized (8) ttappears that you have (©) treatable already canceled. (0) Ionely (CQ) Allyouhave to do's complete and return the enclosed card. (0) We are happy we could be of service. There is not a time limit for each individual part of the TOEIC” Reading test. The test ‘taker should complete the entire Reading test within the 75 minutes allowed, allotting time accordingly. Propell’ Teacher Workshop for the TOEIC’ Tests Manual 33eee ea cue Questions 147-200 (a total of 29 single-passage questions and 25 multiple- eee) In this part ofthe tes, the test taker reads selection of single texts (single passages) or ‘elated texts (multiple passages). Each single text, or group of two or three texts is followed bby several questions. The texts may include magazine and newspaper articles, letters, e-mail chat messages, etc. They represent the written language Example 1 Questions 161-164 refer to the following information. Notice Board Space Available to Community Groups Mooringtovin Library is pleased to invite local community groups to use the free advertising space on its new notice board, located outside the front entrance of the library, Space on the board is available for up to four weeks at a time. Notices must be approved in advance at the library's front desk and must meet the following requirements. Ail content must be suitable for public display. The notice ‘must be written or printed on standard-quality paper with dimensions of either | | 85inx11 in or 5.5 in x8.5 in. The desired start and end date for display should be written in the front bottom right comer. [1] —. Any notices that do not meet these requirements will not be considered and will be discarded, — [2] —. —[] —. Submissions are now being accepted at the Mooringtown Library front desk. Please have the actual notice, in the format in which you would like it to ‘appear, with you when you arrive. Within one business day, you will receive a call confirming that your notice has been added to the board.— [4] — Mooringtown Library www.mooringtownlib.coau “ Propelt Teacher Workshop for the TOEIC’ Tests Manual1. What s indicated about advertising space on the Mooringtown Library notice board? (A) Itis available at no charge. (@)_Itcan be used for any length of time. (Q) tis open toallarea businesses. (0) Itis intended mainly for sporting events. 162. What is NOT stated requirement for a notice to be placed on the board? (A) Itmust meet certain size requirements. (6) _Itmust be marked with posting dates. (©) Itmust be reviewed beforehand. (0) It mustbe signed by a librarian. 1163. What should an advertiser bring to the library when making a submission? (A) Anoutline of proposed content (®) A final version of the notice (©) Acompleted submission form (0) Aletter from an organization 1164. In which of the positions marked [1], [2] [3], and [4] does the following sentence best belong? “The name and telephone number of the person posting the notice must be clearly marked on the back” # 0 ® © BI ©) BIN ET Propeit’ Teacher Workshop for the TOEIC’ Tests Manual, 35Fe = eae S Cee Ce ee Re eee eee ys cs - Example | Optimum Software Company | meeting with Advantage Power Systems, Inc. November 2 | “Advantage Power Systems attendees: Optimum Software attendees Katharine Morandi Ujjwal Ahmed Chom Tai Yusra Singh Peter Bodell ‘AGENDA | Ujwal Ahmed Introductions ratharne coil Astags Pons Seton ics onic rvdoometeschl Yusasingh Optimum produtoveriew —_ | + comsotomretinctons | '* Software platform | fegurenars Peter Bodell Optimum training and consulting Yusra Singh Technology questions and Ujwal Ahmed Next steps 36 Propell’ Teacher Workshop for the TOEIC’ Tests ManualTo: Katharine Morandi From: Ujjwal Ahmed, Optimum Software Company Subject: Yesterday's meeting Dear Katharine, ‘Thank you for taking the time to get together with us yesterday. Everyone on our team felt that it was a productive meeting, We have a better understanding of your project’s needs now, and we have started looking at ways to adapt our software to meet your requirements. While the basic function of the software is well suited to the project overall, as discussed, we will explore ways to adapt it to the needs of the different departments at Advantage that wll be using it. This will incur some additional ost, as we indicated — welll provide details about that at our next meeting, once our engineers have assessed the changes that will need to be made. I"ve asked Peter Bodell to prepare a document for you that indicates when the | training and consulting department could start providing services to you. He'll send this information to you directly — since you've worked with him in the past, it seems the most efficient way to go. As agreed, let's set up 2 meeting for the week of November 26, by which time our engineers will be able to outline their approaches to your departmental needs, and welll have the information we need to put together a contract. In the meantime, please feel free to contact me if you have any questions. Regards, Ujwal Propell" Teacher Workshop for the TOEIC” Tests Manual 37181. Why was the meeting held? (A) Totalk about hiring costs (8) Totrain software users (©) Todiscuss work on a project (0) Toreviewa contract 182, Who would probably be the best person at Optimum to answer technology questions? (A) Ujwal Ahmed (8) Chom Tai (© Yusra Singh (0) Katharine Morandi 183. Whats the main purpose of Mr. Ahmed's e-mail to Ms. Morandi? (A) To request a meeting with the engineering department (8) Tointroduce Peter Bodell (©) Tofollow up on ameeting with Advantage (©) To explain how Optimum has adapted its software 184, What service will Peter Bodell’s department provide? (A). Training and consulting (8) Legal advice (© Publicity (O) Changes to the software 185. What will happen in the week of November 26? (A)_ Peter Bodell wll make a presentation, (8) Optimum and Advantage will meet again. (© Acontract will be signed. (0) Training in the new software will occur. There Is not atime limit for each individual part of the TOEIC* Reading test. The test {aker should complete the entire Reading test within the 75 minutes allowed, allotting time accordingly, Propell’ Teacher Workshop for the TOEIC’ Tests ManualReading Tasks in the Global Workplace and Other Global Settings English has become a language used around the world. The ability to communicate clearly in English is ‘a must in the global workplace. In multinational companies, company workers, external clients and customers regularly communicate with each other electronically. E-mail messages may include attached summaries, reports, and/or proposals. In addition, within a business or organization, English may be the language for performance reviews, memos, bulletin board postings, and more. Here are a few tasks involving reading that people ‘may need to accomplish in English In workplace situations, a person may have to * review the main points or official minutes from a meeting + make a decision based on a description of a company’s services and/or products, + revise a summary of the progress being made on a current project or assignment and give it toa supervisor * understand 2 manual explaining how to operate a piece of office or lab equipment ‘+ evaluate the résumé and cover letter received from a job applicant ‘+ navigate a company's website ‘+ read and answer e-mail messages in English as part of the workday routine *+ use the Internet to find or post information or to communicate with others, In travel and daily living situations, a person may have to, + read a short thank-you note from a client or friend + understand a postcard from a friend or colleague describing a vacation + follow directions on how to get to a house, apartment, or work meeting place + use guidebook recommendations for hotel accommodations * understand conflicting reviews of a newly released product, such as a computer or a movie In dealing with these and other written communications, individuals are expected to understand the writers tone and interpret the purpose and intended meaning of the message. This Is true whether the written text is short and telegraphic, such as a bulleted list in an advertisement, or whether it Involves complex ideas supported by examples, evidence, and explanations. The ability to understand a writer's tone as well as the purpose, gist, and details of a written text can affect the future of a project oF relationship. When an individual has good comprehension of written English, he or she is able to understand proposed courses of action and determine their effectiveness and appropriateness. Propell Teacher Workshop for the TOEIC’ Tests Manual 39Underlying Learning Objectives for the TOEIC® Reading Test For each of the TOEIC* Reading test parts, there will be underlying learning objectives. Contained within this kits Listening and Reading Activities booklet are examples of classroom activities that can help prepare students to achieve individual English-learning objectives. The learning objectives are tied to the skills necessary for success not only on the TOEIC Reading test but also in the global workplace. Working toward mastery of the objectives will prepare students for the test and for success in the outside world, Each activity in the Listening and Reading Activities booklet is designed to build on one or more of the learning objectives presented in this manual. Lee eects Understand short English texts typical of workplace and everyday situations. This includes the ability to *+ understand the use of arange of grammar and syntax, * understand a range of vocabulary, * identify the best word, phrase or sentence to use in the context ofa sentence, and * Identify appropriate connecting words to use between clauses. (Familiarity with correct grammar and vocabulary usage is a component ofall four language skills) Understanding connected written discourse in English thats typical of workplace and ‘social situations. This includes the ability to ‘ recognize the relationships between ideas ina text, ‘+ connect information across parts of a text, ‘+ understand the use of a range of grammar and syntax, * understand a range of vocabulary, *+ identify the best word or phrase to use in the context of a sentence or passage, ‘+ identify where a sentence best fits within a text, and * recognize appropriate connecting words to use between sentences. (Familiarity with correct grammar and vocabulary usage is a component ofall four language skills) 40 Propelt’ Teacher Workshop for the TOEIC’ Tests ManualOS eee ea ‘Understand and connect multiple pieces of information in extended and/or related texts. This includes the ability to ‘« recognize the organization and formats of texts with a workplace theme, ‘+ skima text to make predictions about general purpose and/or gist, ‘+ make inferences about information that is not explicitly stated, ‘+ understand paraphrasing of explicitly stated information in texts, + recognize the use of transition words and phrases to connect ideas, ‘+ understand a range of grammar and vocabulary, + use lexical knowledge to determine the meaning of words in context, and = connect information across parts of a text and across two related texts. (Familiarity with correct grammar and vocabulary usage is an objective in all four language skills) Propell" Teacher Workshop for the TOEIC’ Tests Manualg 2 a TOEIC® Reading Test Scoring Information How the TOEIC® Reading Test Is Scored TOEIC* Reading test scores are determined by the number of questions answered correctly. There isno penalty for wrong answers. The raw score, or the total number of correct responses, in the TOEIC Reading test is converted using statistical procedures to a number on.a scale of 5 to 495.The conversion process guarantees that scores on different forms of the test can be compared with each other. For example, a score of 380 on one form of the TOEIC Reading test would indicate the same level of proficiency asa score of 380 on another form. The following table is intended to illustrate how a raw score is converted to a scaled score for the ‘TOEIC Reading test. In this table, some of the scores overlap, and the score conversions reported here ‘appear in ranges. This is to account for the fact that the table is based on data from a number of TOEIC* tests that have already been administered, Actual TOEIC* test forms each have their own conversion table. READING READING fawn SCALE SCORE oe a reads ccen | crt ee 70-120 a Propell Teacher Workshop for the TOEIC’ Tests ManualTOEIC® Reading Score Descriptors ‘The TOEIC* Reading score descriptors outline the types of general skills and abilities in understanding ‘written English that are typical of test takers who have achieved similar scores. The descriptor associated with the score will help test takers understand the strengths and weaknesses of their reading ability in English. Each test taker will receive a description of reading proficiency in English on his or her score report. Score Level 450 Test takers who score around 450 typically have the following strengths: '* They can infer the central idea and purpose of a written text, and they can make inferences about details. ‘= They can read for meaning. They can understand factual information, even when it is. paraphrased. ‘+ They can connect information across an entire text, and they can make connections between two related texts ‘+ They can understand a broad range of vocabulary, unusual meaning of common words, and idiomatic usage. They can also make distinctions between the meanings of closely related words. * Test takers who score around 450 typically have weaknesses only when the information tested is particularly dense or involves difficult vocabulary, ‘Score Level 350 Test takers who score around 350 typically have the following strengths: + They can infer the central idea and purpose of a written text, and they can make inferences about details. + They can read for meaning, They can understand factual information, even when itis paraphrased ‘+ They can connect information across a small area within a text, even when the vocabulary and grammar of the text are difficut. ‘+ They can understand medium-level vocabulary. They can sometimes understand dificult vocabulary in context, unusual meanings of common words, and idiomatic usage. + They can understand rule-based grammatical structures. They can also understand difficult, complex, and uncommon grammatical constructions. Test takers who score around 350 typically have the following weaknesses: + They do not connect information across a wide area within a text. + They do not consistently understand difficult vocabulary, unusual meanings of common words, or idiomatic usage. They usually cannot make distinctions between the meanings of closely related words. Propell Teacher Workshop for the TOEIC Tests Manual 48Pal Score Level 250 Test takers who score around 250 typically have the following strengths: * They can make simple inferences based on a limited amount of text * They can locate the correct answer to a factual question when the language of the text ‘matches the information that is required, They can sometimes answer a factual question when the answer isa simple paraphrase of the information in the text. * They can sometimes connect information within one or two sentences * They can understand easy vocabulary, and they can sometimes understand medium-level vocabulary. * They can understand common, rule-based grammatical structures, They can make correct Grammatical choices, even when other features of language, such as difficult vocabulary or the need to connect information, are present. Test takers who score around 250 typically have the following weaknesses: * They do not understand inferences that require paraphrase or connecting information. * They have a very limited abilty to understand factual information expressed as a paraphrase using difficult vocabulary. They often depend on finding words and phrases in the text that match the same words and phrases in the question. ‘+ They usually do not connect information beyond two sentences. * They do not understand difficult vocabulary, unusual meanings of common words, or idiomatic usage. They usually cannot make distinctions between the meanings of closely related words. * They do not understand more difficult, complex, or uncommon grammatical constructions. Score Level 150 Test takers who score around 150 typically have the following strengths: * They can locate the correct answer to a factual question when not very much reading is necessary and when the language ofthe text matches the information that is required. * They can understand easy vocabulary and common phrases. * They can understand the most common rule-based grammatical constructions when not very much reading is necessary. Test takers who score around 150 typically have the following weaknesses: * They cannot make inferences about information in written texts, * They do not understand paraphrased factual information. They rely on matching words and phrases in the text to answer questions * They are often unable to connect information even within a single sentence. They understand only a limited range of vocabulary * They do not understand even easy grammatical constructions when other language features, such as difficult vocabulary or the need to connect information, are also required 4 Propell’ Teacher Workshop for the TOEIC’ Tests Manual