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This unit has an overwhelming amount of information regarding the different kinds of tests and tools for teachers on how to teach and prepare students for a given test. Knowing these things, brushing up on them now and again to help a teacher remember which is which is certainly useful but I believe that practice and experience is the best means to gain in depth knowledge and practicality of the different kinds of test. It was fun creating a thirty-minute test in task 5, doing research and going back on page 6 to make sure that I'm doing the right thing. I have done a research and printed the grammar areas for each CEF level when I was still in unit 9 and it has proved to be useful in the units after that. It is like having the info on what to teach students for each level. I think the task of creating a \"real\" test for students can be daunting if I have to do it on my own as it also entails responsibility. For this, having a course book to follow can be very useful and will certainly make life easier knowing that most language schools, institutions and schools already have them on file matching course books or they follow a certain format or structure. When I got to reading TOEIC and then it said \"even a native speaker will find it hard to get full marks unless they have a good educational background, which strongly suggests it is not a true test of English communicative competence\". I thought, so how can a teacher prepare students for such an exam? There must be a teacher training for it. I live near Milan and for now, I see a lot of schools offering Cambridge Assessment, Trinity, and several offering IELTS. So far, no TOEIC yet. But I'm sure teachers preparing students for external exams receive further training. Well I guess before they can reach practice tests they have to go through placement, diagnostic and progress tests first and teachers have to be well equipped and prepared.
