Tag: Speaking

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The General Training Listening test will assess your ability to understand main ideas, detailed information, opinions, purpose and attitudes of the speakers, as well as your ability to follow the development of ideas.

You will listen to 4 recordings in your General Training Listening test and need to answer 40 questions based on these recordings. The first two recordings deal with situations you might experience in an everyday context. The last two recordings, however, focus on situations that might occur in an education or training context.

In recordings 1 and 3 you will hear a conversation between two or more speakers, however in recordings 2 and 4 will hear a monologue. You will need to answer questions connected to the recordings ranging from multiple choice to matching information, headings, features and sentence endings, as well as sentence, summary, note, table, diagram or flow-chart completion. english coaching centre chennai

IELTS Modules

Listening:  (Same for Academic and General Training)

You will listen to four recordings of native English speakers and then write your answers to a series of questions.

• Paper-Based 30 Minutes (Audio) plus 10 Minutes Transfer time.
• The Listening section consists of 40 questions and 4 parts.
• Part 1: a conversation between two people set in an everyday social context.
• Part 2: a monologue set in an everyday social context.
• Part 3: a conversation between up to four people set in an educational or training context
• Part 4: a monologue on an academic subject, e.g. a university lecture. study abroad consultants in chennai

Note: Each section is heard only once.

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The General Training Reading test consists of three sections and 40 questions. It focuses on situations you might face in everyday life, work-related issues such as applying for a job, and topics of general interest. The extracts in each section are taken from books, magazines, newspapers, notices, advertisements, company handbooks and guidelines.

Section 1 looks at your social survival skills. The questions relate back to short texts that are relevant to everyday life in an English-speaking country. These might be notices, advertisements or timetables.

Section 2 takes a closer look at your workplace survival skills. The texts here are taken from job descriptions, contracts, staff development and training manuals, as well as pay and workplace condition documents. pte coaching in chennai

Section 3 contains a long and more complex text on a topic of general interest. Texts could be taken from newspapers, magazine or books.

The reading part of the IELTS test looks at how well you can understand main ideas, details, inferences and implied meaning. It also assesses your ability to follow the development of an argument, recognise a writer’s opinion, attitudes and purpose.

Paper-based IELTS

This test is like a traditional exam with the question papers and answer sheets for the Reading, Listening, and Writing tests in an official IELTS test centre. Test takers will write their answers in either pen or pencils. The Speaking test is carried out face-to-face with a qualified IELTS examiner. 

Computer-delivered IELTS english coaching centre chennai

This test can be taken in front of a computer and requires test takers to sit for the Reading, Listening, and Writing tests with the questions presented on the screen in an official IELTS test centre. The Speaking test is not on the computer and is carried out face-to-face with a qualified IELTS examiner. 

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Identifying writer’s views/claims ielts reading – ECS IELTS

Test takers will be given a number of statements and asked: ‘Do the following statements agree with the views/claims of the writer?’ They are required to write ‘yes’, ‘no’ or ‘not given’ in the boxes on their answer sheet.

It is important to understand the difference between ‘no’ and ‘not given’. ‘No’ means that the views or claims of the writer explicitly disagree with the statement, i.e. the writer somewhere expresses the view or makes a claim which is opposite to the one given in the question; ‘not given’ means that the view or claim is neither confirmed nor contradicted. ielts coaching centre in chennai

Students need to understand that any knowledge they bring with them from outside the passage should not play a part when deciding on their answers.

Matching information

Task type and format: Test takers are required to locate specific information within the lettered paragraphs/sections of a text, and to write the letters of the correct paragraphs/sections in the boxes on their answer sheet.

They may be asked to find: specific details, an example, a reason, a description, a comparison, a summary, an explanation. They will not necessarily need to find information in every paragraph/section of the text, but there may be more than one piece of information that test takers need to locate in a given paragraph/section. When this is the case, they will be told that they can use any letter more than once. ielts training center in chennai

This type of task can be used with any text as it tests a wide range of reading skills, from locating detail to recognising a summary or definition.

Task focus: Matching information assesses the test takers’ ability to scan for specific information. Unlike task type 5, Matching headings, it is concerned with specific information rather than with the main idea.

The IELTS Academic test is suitable for those wanting to study in an English-speaking environment or university (higher education). You can also take IELTS Academic for professional registration purposes.

Students can request to send their IELTS results to up to five organisations free of charge.  There is a fee for sending results to additional organisations. You can request your centre to send your results as long as your IELTS scores are valid.

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IELTS Academic Reading in detail – ECS IELTS

Multiple choice

Task type and format: Test takers are required to choose the best answer from four alternatives (A, B, C or D), or the best two answers from five alternatives (A, B, C, D or E), or the best three answers from seven alternatives (A, B, C, D, E, F or G). Test takers write the letter of the answer they have chosen on the answer sheet. The questions may involve completing a sentence, where they are given the first part of a sentence and then choose the best way to complete it from the options, or could involve complete questions; with the test takers choosing the option which best answers them.

The questions are in the same order as the information in the text: that is, the answer to the first question in this group will be located in the text before the answer to the second question, and so on. This task type may be used with any type of text. ielts training coimbatore

Task focus: Multiple choice tests a wide range of reading skills, including detailed understanding of specific points or an overall understanding of the main points of the text.

Identifying information

Task type and format: Test takers will be given a number of statements and asked: ‘Do the following statements agree with the information in the text?’ They are then required to write ‘true’, ‘false’ or ‘not given’ in the boxes on their answer sheets.

It is important to understand the difference between ‘false’ and ‘not given’. ‘False’ means that the passage states the opposite of the statement in question; ‘not given’ means that the statement is neither confirmed nor contradicted by the information in the passage.

Students need to understand that any knowledge they bring with them from outside the passage should not play a part when deciding on their answers.

Task focus: Identifying information assesses the test takers’ ability to recognise particular points of information conveyed in the text. It can thus be used with more factual texts. ielts coaching in porur

Remember that some task types in the IELTS Reading test have answers that appear in order, such as True / False / Not Given or Multiple Choice.  This means that you don’t have to begin with the first question and do them in order.  Look at which question has something that is easily identifiable (e.g. a name of a person or place) and start with that question.  Then, the answer for the other questions will most likely appear above and below this point. 

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IELTS Academic Reading description – ECS IELTS

The Reading section consists of 40 questions, designed to test a wide range of reading skills. These include reading for gist, reading for main ideas, reading for detail, skimming, understanding logical argument and recognising writers’ opinions, attitudes and purpose.

IELTS Academic test – this includes three long texts which range from the descriptive and factual to the discursive and analytical. These are taken from books, journals, magazines and newspapers.  They have been selected for a non-specialist audience but are appropriate for people entering university courses or seeking professional registration.

Reading: (Different for Academic and General Training)

• Total time: 60 Minutes (Academic & General)

• It includes three sections, 40 items
• You need to read the text passages and answer questions in multiple-choice, sentence completion, summary writing, matching information, short-answers
• Each passage consists of 13-14 questions
• Reading passages and questions are different in Academic and General Training IELTS oet coaching centre in pondicherry

a) Reading-IELTS Academic

• The syllabus includes three long texts
• Subject matter range from the descriptive and factual to the discursive and analytical.
• The texts are authentic and are taken from books, journals, magazines, and newspapers.
• These are selected for a non-specialist audience

b) Reading- IELTS General Training

• Requires candidates to read extracts from books, magazines, newspapers, notices, advertisements, company handbooks, and guidelines.
• These are materials one is likely to encounter on a daily basis in an English speaking environment.

Task type and format: Test takers are required to choose the best answer from four alternatives (A, B, C or D), or the best two answers from five alternatives (A, B, C, D or E), or the best three answers from seven alternatives (A, B, C, D, E, F or G). Test takers write the letter of the answer they have chosen on the answer sheet. The questions may involve completing a sentence, where they are given the first part of a sentence and then choose the best way to complete it from the options, or could involve complete questions; with the test takers choosing the option which best answers them. ielts coaching in adyar

The questions are in the same order as the information in the text: that is, the answer to the first question in this group will be located in the text before the answer to the second question, and so on. This task type may be used with any type of text.

Task focus: Multiple choice tests a wide range of reading skills, including detailed understanding of specific points or an overall understanding of the main points of the text.

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The things about IELTS preparation

What if I miss the answers in the Listening module?

This is a fear of losing concentration. Ask any IELTS candidate what they are afraid of in the Listening module and they will say:  “I am afraid to miss answers. I am afraid that I won’t be able to follow the recording”.

To make this fear disappear there is only one solution – practice. Practising builds up confidence and teaches you how to recover even if you’ve missed a question or two; how to move on and get all the rest done. Practice reveals what your weaknesses are, which tasks are the most difficult for you, and where the points are usually lost. Paying extra attention to those tasks will save precious points and improve the overall band score. Click Here

2. What if I don’t have enough time?

In the Reading and Writing sections the most common fear is to not finish on time. The best way to deal with this fear is to take control of the time and manage it carefully. The students are given several passages and under no circumstances should you let one passage eat up all the time.

One of the time management techniques is called “Divide and Conquer”. Divide the time in the very beginning of the test and write down when you will start working on each passage. Stick to that contract no matter what. Even if you have questions unanswered, move on to the next passage. Consider this a damage control system – it will make sure that even if some questions were missed, most of the questions will be answered.

3. What if I have nothing to write about?

This is a fear of writer’s block. Many students are afraid of getting a topic for the essay and having nothing to say about it. The easiest way to get over it is to read a lot of essays on different topics and to absorb other people’s ideas. The truth is that IELTS examiners don’t care about the source of the information; it is the way an essay is written that matters.

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Answering the Question Academic Writing session

In your academic essay, a considerable number of points are available according to how well you answer the question in the title. Therefore, it’s very important to make sure you understand the title fully before you begin. Don’t just find a keyword in the title and start writing. Examine the question carefully first.
You need to consider:

1.  How many things are you being asked to do?
Some essay titles may have two parts, so make sure you address both questions.

2.  What are the question words in the title?
Make sure you understand what the question words mean. Here are a few of the commonest question words:

• Explain:  If you explain something, you give reasons why it happens.
• Discuss:  If a question asks you to discuss a statement, you should consider the topic from different, opposing viewpoints. Don’t just write about your own opinion; discuss two or more sides of the argument. Conclude by giving your own point of view, based on the ideas you raised in the essay.
• To what extent…:  ‘To what extent…’ means ‘how much…’ These questions often ask you whether or not you agree with a statement, and should be tackled in the same way as a Discuss question.
• Evaluate/Assess:  If you evaluate or assess something, you decide how good it is. The best way to approach this is to examine the good points and then consider the negative aspects. In the conclusion, state how good it is overall.
• Illustrate:  If you are asked to illustrate something, you need to use examples to support your ideas. View More Details

IELTS academic writing essay topics are very varied. You could be asked about anything from Architecture to Zoology, and you may feel you know nothing at all about the subject. Nevertheless, it is very important that you keep to the topic. Don’t stray onto something else. So, how can you get ideas about a question that you know very little about?

Firstly, divide your essay up into manageable sections. If it is a ‘discuss’ question, these sections will be ‘Agreement with the statement’ and ‘Disagreement with the statement’. If it’s an ‘evaluate’ question, they will be ‘positive aspects’ and ‘negative aspects’.

Next, spend some time brainstorming. On rough paper, note down any ideas you can think of. If your mind goes blank, try some of these ideas.

1.  Consider the question from other people’s points of view. What would a parent’s opinion be? What about an elderly person or a teenager? Would a man’s opinion be the same as a woman’s? Would people from different countries have different opinions? How would the point of view of a politician differ from that of a conservationist or a businessperson?

2.  If you’re still stuck for ideas, think about the question from these different angles.

• The economy:   Is the issue expensive to solve? Who will pay for it? Or can this issue make money?
• The environment:   How will animal life, soil, the air and water supplies be affected by this issue?
• Society:  How will the issue affect people’s lives, their health and relationships?

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Introductions and Conclusions Writing Part IELTS session

1. Clarifying the meaning of the title
What are you being asked to do? Define any keywords. If there are no words which require a definition, it is still a good idea to interpret any keywords in the title. Look at this essay title, for example:
Illiteracy has traditionally been viewed as a third world problem. However, in developed countries, illiteracy is increasing. Examine possible causes for this and its effect on society.

You should define ‘illiteracy’ in the introduction. It’s also important to make it clear that you understand the difference between ‘third world’ and ‘developed’ countries. You also might want to interpret the word ‘society’. What exactly does ‘society’ mean in the context of this essay? Clarifying this will help you to write a focused, relevant essay. Click Here

2. Mention briefly why this is an important issue.
You may want to include one sentence addressing why this issue is interesting or important, and to whom. However, take care. Students often begin essays with a statement such as ‘Illiteracy is a hot topic in today’s society’. Try to avoid this. It sounds as if you are reciting a phrase you have learnt and you are not thinking about the issue itself. Consider why illiteracy is important, who it affects and whose job it is to solve the problem.

3. Outline how you intend to answer the question
This is a very important part of the introduction. The last sentence of your introduction should outline exactly what you aim to do in your essay, and how you aim to do it. This sentence is called the Thesis Statement. The thesis statement is very similar to the title.

A good thesis statement will show the reader how the essay will be structured. For example, by reading the thesis statement above, the examiner will know the number of sections in the essay, and the topic of each paragraph. He or she will also know that the writer understands the question in the title and is addressing it directly. Obviously, you cannot write a good thesis statement unless you have planned your essay outline first.

One more important thing to remember is that you must not start answering the question in the introduction. Do this in the main body of the essay.

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solve some common problems in speaking test in IELTS coaching

The common problem here is knowing how to speak for 2 minutes. It’s important that you do to avoid being penalised for lack of fluency. The solution comes in two parts. The first  part is learning how to use your one minute preparation time well.

Typically the best thing to do in your preparation time is not to try and think of words – something a lot of candidates do – but rather concentrate on ideas. The problem with trying to think of words is that you probably won’t find many in one minute and the ones you do find may not be that helpful. Ideas are better just because they give you more to talk about. And it’s important to note that you can also add ideas in that are not on the prompt. Know More Details

To make this work you need to make notes in your preparation time that you can use. The best thing to do is jot down a few words about each item you are asked to talk about. This is how it can work:

Example

Talk about a journey you have made. You should say:

where you went
what transport you used
who you travelled with

These idea notes allow me to add details about the interview and what it was for, compare the costs of train and car travel and talk about my friend. Now there is lots to say.

The second part of the solution for getting to two minutes is to use the cue card to help you structure what you say. It can be much easier if you try and speak about each topic on the card separately for 30 seconds or so than try and give one long answer. It allows you to break your talk up a bit and gives you natural pauses when you speak.

thinking and speaking

In the last part of the test you’re given harder thinking type questions based on your long-turn speaking in part 2. The problem here is that unlike in part 1 when the questions are very straightforward you may need some thinking time but you also need to start speaking immediately.

One solution here is to learn to discuss the question and not to try and answer it immediately and to structure your answer. This is in some ways the opposite of what you do in part 1. There are a variety of different strategies for doing this but here is one possibility to consider. You start off by saying you don’t know the answer and explain why and discuss possible different ideas and then at the end state a conclusion.

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