Bridge TOEFL Assignment

I would ask the following questions assuming that the students are adult learners:

1. How are you?
2. What’s your job?
3. What are some of your responsibilities at work?
4. Do you play sports?
5. How long have you played that? (sport from the previous question)
6. Are there any sports/hobbies you would like to try?
7. How often do you watch movies?
8. What kind of movies/music/TV do you like?
9. Please tell me about your family
10. Do you have any pets?
11. What did you do at the weekend?
12. How long have you been studying English?
13. If you could travel to another country, where would you like to go?
14. What did you do/Where did you go on your last vacation?
15. Tell me about your hometown… Hat is it called, city/country
16. What are your plans for the next weekend?
17. When is your birthday?
18. What did you do/get last birthday?
19. Can you drive/play a musical instrument/speak any other languages?
20. If you could meet any person, living or dead, who would you like to meet?

Provide a concise overview of the test, encompassing its purpose, form, and target audience.

TOEFL Bit

The TOEFL bit@ test is a crucial component of your endeavor to pursue education in an English-speaking nation. Administered online, it gauges your aptitude to utilize and comprehend English at the collegiate level. The TEST TOEFL Program offers materials and guides to assist you in readying for the exam and enhancing your English proficiency. Additionally, the assessment evaluates your competency in seamlessly integrating listening, reading, speaking, and writing skills for academic tasks.

Purpose

The TOEFL bit test is designed for non-native speakers to gauge their English language skills, particularly in an academic context. This comprehensive exam assesses four essential language abilities for effective communication: reading, listening, speaking, and writing.

• Reading – measures the ability to understand academic reading matter.
• Listening – measures the ability to understand English as it is used in colleges and universities.
• Speaking – measures the ability to speak English. Responses are recorded and scored by human graders.
• Writing – measures the ability to write in a way that is appropriate for college and university course work.

The TOEFL test now includes a new 20-minute essay, in addition to the existing 30-minute one. This change is highlighted in the Bulletin Supplement for Test Takers with Disabilities or Health-related Needs (PDF), which caters to the over 27 million individuals worldwide who have taken this test to demonstrate their proficiency in English.

The TOEFL is beneficial for individuals with different levels of English skills, ranging from Intermediate to Advanced. It provides advantages for students who wish to enter an English-language learning program at a higher education institution, as well as those pursuing scholarships and certifications. Moreover, it is helpful for English-language learners who want to track their progress and visa applicants. Particularly, students aiming for an Associate or Bachelor’s degree, including international students interested in undergraduate study opportunities at American colleges or universities, can choose to take the TOEFL@ bit.

In some cases, the TOEFL@ requirement can be waived by the institution if a student has completed Level 112 of ELLS’ English for Academic Purposes program. If the institution does not waive the TOEFL@ requirement, the student must achieve a certain minimum score on the exam to be accepted into the college or university. It is important for students to contact the institution to determine what minimum score is required for the TOEFL@. International students who want to pursue a Master’s degree or Doctorate can also take the TOEFL@ exam.

Most graduate schools require a minimum score on the TOEFL@, GRE@, or GMAT@. Students can take ELLS test prep programs for either the GREG@ or GMTA@ at Level 110 and above, or if they meet other requirements. To learn more about entry requirements for either test prep program, click the links for each test. Business students entering the Business English Program must achieve a minimum score on the TOEFL@, TOEIC@, or LITTLEST exams, or reach an advanced level on the ELLS pre-Arrival Test.

Notes about TOEFL Bit

The TOEFL test lasts for around 4 hours and is divided into different sections, each with its own time limit. In the Reading section, test takers encounter new question types that require them to categorize information and complete tasks like filling in charts or summaries. The Structure section has been removed, but grammar is evaluated in all sections through various questions and tasks. The Listening section includes longer lectures and conversations, with test takers being allowed to take notes to help answer the questions. Note-taking is actually permitted throughout the entire test as an aid for test takers. Proficiency in note-taking is crucial for the integrated approach of the TOEFL test.

The listening material in the speech sounds more natural and includes one lecture per test spoken with a British or Australian accent. Additionally, there are new multiple-choice questions that assess comprehension of a speaker’s attitude, level of certainty, and objective. The Speaking section is also novel, comprising integrated and independent tasks. Integrated tasks involve utilizing multiple skills simultaneously, such as listening, speaking, and responding to questions. Furthermore, the section includes tasks that require reading, listening, and writing responses to questions.

TOXIC

Erg. The Test of English for International Communication (TOXIC) is a mini-research form and audience produced by TEST (Educational Testing Service). It consists of two separate parts, which can be completed individually or together.

1. The Listening and Reading test is a paper and pencil test that takes 2. 5 hours and is taken at a test center.
2. The Speaking and Writing test is an online test that is taken in a test center and takes 90 minutes. The Speaking and Writing test is a new test that is only available in some countries.

Purpose

TOXIC assesses individuals’ proficiency in English required for future tasks in business (international workplace).

Education Test Prep Registration Info Audience

This test is designed for Academic Institutions, the Workplace and Test Takers. The TOXIC@ tests: Aid in developing a more efficient workforce for businesses, Give job seekers and employees a competitive advantage, Assist universities in better preparing students for the international workplace. TOXIC places emphasis on the English language, which is predominant in the business sphere and global workplace.

The TOXIC test consists of 200 multiple-choice questions that need to be answered within a time frame of 2 hours. The score results range from 10 to 990, with 5-495 for listening comprehension and 5-495 for reading comprehension. The test questions are designed to reflect real-life work situations in an international setting, such as meetings, travel, and telephone conversations. The score reports offer detailed feedback on the test-taker’s strengths and weaknesses, including a description of the English-language proficiency associated with different score levels.

This allows employers to: Relate test scores to the tasks employees may perform on the job, use the descriptions to inform critical hiring and placement decisions, and select the employee with the English-language abilities the job requires. Tests ongoing research helps ensure that the TOXIC tests are accurate and relevant to today’s changing global workplace, which helps internationally competitive companies hire, place and promote the right candidates year after year. TOXIC test scores provide accurate, reliable measurement of English proficiency that can be compared regardless of where or when the test is administered.

TEST aims to provide all test takers with an equal chance to showcase their proficiency by ensuring standardized test conditions. Test administrations strictly follow guidelines to guarantee a consistent and fair test-taking experience. Moreover, the scoring process maintains the highest quality-control standards, ensuring the availability of reliable and valid scores.

LILTS

The main objective of the International English Language Testing System (LILTS) is to evaluate an individual’s level of English language skills. This assessment is tailored for individuals who intend to pursue academic or professional opportunities in settings where English serves as the primary means of communication.

The LILTS tests are administered in over 900 locations globally, with up to four tests held each month. These assessments evaluate proficiency in listening, reading, writing, and speaking. The LILTS Speaking test comprises a personal interview conducted by an authorized Examiner. It is an interactive examination that aims to closely replicate real-life scenarios.

Purpose

LILTS evaluates the English communication abilities of individuals in all four language skills: listening, reading, writing, and speaking. It is specifically created for individuals who intend to pursue studies or employment in English-speaking environments.

This test is designed for non-native English speakers. LILTS is a necessary evaluation for higher education institutions and various programs in J, Australia, Canada, and New Zealand. LILTS, also known as the International English Language Testing System, is the most commonly used English language examination globally. Annually, over 2 million individuals take the LILTS test. By taking this exam, one can open doors to international living, studying, and working opportunities. LILTS is acknowledged by more than 8,000 organizations worldwide including governmental agencies, academic institutions, and employers.

LILTS is the lone English language est. acknowledged by all countries that necessitate it for immigration purposes.

Classroom Tests and Quizzes

1. Decide if the following tests meet the criteria for good tests. Explain why they do or do not.

• A – You will give your class a chapter test of 25 questions. The test was announced during the chapter review for the following day. I don’t think that this test meets the criteria for a good test, because it is too little time for the students to prepare themselves well enough.
• B – You eve just decided to give the students a 10-minute test because you’re the substitute teacher and need some time to get things organized before tarring class. It’s not a good idea to give students all minute test as a substitute teacher for any reason. The only time it would be okay is if the actual class teacher gives you the go-ahead, otherwise, you may just be testing students on the incorrect material or work.
• C – It’s Wednesday and you ‘eve just finished a reading passage and tell the students they will need to be able to summarize the main points of it in a test on Friday.
• This situation is fair because the students will have enough time to ask any relevant questions about the reading to make sure that they understand it completely and be well prepared for summarizing.
• D – At the end of the term, you will require your class (of 20 students) to answer a 200-question objective test as well as two essay-style questions in 300 words (minimum) each. Such situations would meet the criteria for good tests because the students all have an entire term to prepare themselves by practicing with examples of objective tests and appropriate essays.
• E – You ask your class to produce a list of 10 words they learned on their own outside of class and use each in a sentence to show their mastery of the word. I think that this is one of the best ways of expanding the vocabulary of all dents, and (even the teacher every once in a while) it is perfect for students to also practice their grammar as well as spelling. All of this allows the students to see their own progress. Therefore, this does meet the criteria.

2. Create a 10-question gap-fill (fill in the blank) exercise based on any topic: vocabulary, grammar, etc.