Tag Archive : Ielts Exam Preparation Books Online

how you plan to develop your essay using TEFL coaching

how you plan to develop your essay using TEFL coaching

Even though this strategy can be considered as optional, briefly explaining how you plan to develop the topic can help you better organise your writing. It is also a good way to let the examiner know what you’ll be covering in the essay. 

Don’t forget to re-read your introduction once you’ve finished writing your essay. It is common for test takers to begin their essays thinking about a specific argument, or a specific way to organise their writing but change their minds as they develop the topic. So, after completing your Writing Task 2, make sure that your final draft still matches your introduction. 

Indian, African American, and Caucasian teenage women are high school or college students. They are sitting at a desk in a crowded library and studying using a laptop computer. Indian girl is smiling and looking at the camera.

Sample introduction

General Statement: 

Nuclear technology has been around for many years.  

Details: 

Whether this technology is used for weapons of mass destruction or as a source of energy, many are of the belief that the use of nuclear energy has more advantages than disadvantages. 

Position: 

In my opinion, nuclear technology can indeed be a very efficient energy source. However, nuclear weapons possess such enormous destructive power that any benefits that this technology may offer to humankind are not enough to counter its potential devastating effects. 

Plan: 

This essay will address why the drawbacks of nuclear technology outweigh the benefits and will include relevant examples to support this position.

Just as an effective introduction will let the examiner know what they can expect from your essay, a good conclusion will remind them of the main points presented and will summarise what you want your examiner to remember from your writing. Check our blog for our post on strategies for writing a good conclusion! 

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How to write a good introduction in eassy IELTS Coaching

How to write a good introduction in eassy IELTS Coaching

An introduction is important to the essay because it creates an initial impression in terms of the quality of your writing. A clear, well-organised and relevant introduction will most certainly create a positive first impression on the examiner. So, what makes up an effective introduction? Let’s take a look.  

In Writing Task 2, you need to address all the parts of the question or task in a relevant way. Because your introduction is the first step towards achieving this goal, you need to introduce your answer to all the different parts of the question. This is why it is important to take some time to read and analyse the task before you start writing, so you know exactly what you are being asked to write about. 

Writing Task 2 questions usually begin with a general statement before focusing in on more specific points or questions about the topic. Using a similar model in your own introduction is a great way to start your essay, but make sure that your general statement is clearly related to your topic and is not too broad. 

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IELTS General Training for Writing test

IELTS General Training for Writing test

The General Training Writing test is made up of two tasks, Writing Task 1 and Writing Task 2. The topics in each task are of general interest.


In Writing Task 1, you will be given a situation where you will need to write a letter to request information or explain the situation. You might, for example, be asked to write a letter to suggest how to improve facilities at a library. Examiners will look at your ability to provide general and factual information in relation to the task, express needs, wants, likes and dislikes, as well as opinions, views and complaints. Your letter should be written in a style that matches the situation presented.

“Group of college students in the university amphitheatre, they are sitting and doing an exam.”


Writing Task 2 is a little different. Here, you will be asked to write an essay in response to a point of view, argument or problem. For example, you might be asked to write an essay on whether you agree or disagree that serial dramas on TV play an important role in our society. You will be assessed on whether you can provide general factual information, outline a problem, present a solution, justify an opinion or evaluate and challenge ideas, evidence or an argument.

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IELTS Academic Format of Speaking

IELTS Academic Format of Speaking

The Speaking component assesses your use of spoken English and takes between 11 and 14 minutes to complete.

You will hear a recording of the examiner’s voice and you will record your answers, using your microphone. The Speaking component is delivered in such a way that it does not allow people to rehearse set responses beforehand. This is also true of the real test.

Part 1
You will hear the examiner’s voice. He will ask you general questions about yourself and a range of familiar topics, such as home, family, work, studies and interests. This part lasts between four and five minutes.

Part 2 
You will hear a question that asks you to talk about a particular topic. You will have one minute to prepare before speaking for up to two minutes. You will then hear one or two questions on the same topic to finish this part of the test.

Part 3
You will hear further questions connected to the topic in Part 2. These questions will give you the opportunity to discuss more abstract ideas and issues. This part of the test lasts between four and five minutes.

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How to Listening Test and Spoken BEC

How to Listening Test and Spoken BEC

A user can scan through a text easily, but it is not the case for spoken content, because they cannot be directly displayed on-screen. As a result, accessing large collections of spoken con-tent is much more difficult and time-consuming than doing so for the text content. It would therefore be helpful to develop machines that understand spoken content. In this paper, we propose two new tasks for machine comprehension of spoken content. The first is a listening comprehension test for BEC, a challenging academic English examination for English learners who are not the native English speakers. How to Listening Test and Spoken BEC

Group of young college students using laptop in a cafe.

We show that the proposed model out performs the naive approaches and other neural network based models by exploiting the hierarchical structures of natural languages and the selective power of attention mechanism. For the second listening comprehension task – spoken squad we find that speech recognition errors severely impair machine comprehension; we propose the use of sub word units to mitigate the impact of these errors.

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How to PTE Scores to Predict in SPEAK Test

How to PTE Scores to Predict in SPEAK Test

The PTE english test , produced by the Educational Testing Service (ETS), has been in use in institutions of higher American education since the 1960s as a means of measuring incoming international students’ English proficiency. But like any test, the PTE is imperfect. For instance, whereas a high PTE score may be sufficient to admit an international student to an American graduate school, many colleges and universities require more rigorous proof of a student’s English proficiency—often in the form of a passing score on a school-specific oral assessment—if he seeks employment as a Graduate Teaching Assistant (GTA). How to PTE Scores to Predict in SPEAK Test

To mitigate this risk, forecasting models which use the PTE sub-scores of Speaking, Listening, Writing, and Reading to forecast SPEAK test outcome are applied. A student’s sub-scores act as predictive inputs to each model, which outputs the posterior probability of his SPEAK test failure. Bayes Theorem provides the structure required to obtain this probability, and the multivariate meta-Gaussian distribution captures the stochastic dependence between the sub-scores. Therefore, these models are classified as Bayesian Meta-Gaussian Forecasters (BMGFs).

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TOEFL English test for the Graduate and School students

TOEFL English test for the Graduate and School students

To correspond to drastic change in international society such as “globalization”, graduate education plays a key role in development of human resources. The new trans-graduate-school education program called “Nitobe School” was launched in 2015 as one of the main education projects of “Top Global University Project” in Hokkaido University. This is a trial case report of the comparison of commercial English test for the Graduate School students. We employed about 50 students from the various graduate schools in Hokkaido University, and they took same commercial English tests (TOEIC and TOEFL), then its result is discussed in here. TOEFL English test for the Graduate and School students

The pre-post English speaking test: Describing the picture , Pre-English Speaking Test was used without teaching. Post-English Speaking Test was used after teaching.

The English speaking ability evaluation form. The evaluation criteria were as follows: Grammar and vocabulary ,Structures: Process of speaking , Fluency and pronunciation , Self confidence,Persuasiveness .

The collected data was analyzed using computer program. The t-test was employed to compare the subjects’ English speaking ability before and after using English speaking based on communicative approach. The mean and standard deviations of scores from English speaking evaluation form, the satisfaction questionnaire were used to measure at the end of the class.

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How to Test of Spoken English Competence Advanced Learners

How to Test of Spoken English Competence Advanced Learners

It is evident that English has become an essential part of everyone’s life. In higher education, especially graduate studies, English inevitably plays a crucial role in determining the success or failure of the students. In order to screen applicants for graduate studies, it is important to devise a standardized test which is reliable, valid, and practical. Conventionally, most English proficiency tests in Thailand will have three subtests in common. These sub tests include: Error identification, Multiple-choice cloze, and Reading comprehension. How to Test of Spoken English Competence Advanced Learners

Teaching speaking English has a crucial role in English instruction as a foreign language. That’s because teaching English based on communicative approach theory is worldwide. Therefore, Institute of Technology emphasizes communicative approach teaching. Thus the students need to have competence in listening and speaking. [9] stated that the principle of communicative training involves the use of complex communicative situations, aimed at developing the pupil’s speech that promotes “overcoming a sharp transition from education to the natural conditions of communication due to the formation of students’ strong associative links”. The teacher becomes free to choose a variety of instructional techniques and incentives that can maintain motivation and mental activity of students during the entire study period.

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Information System for Game TOEFL like App

Information System for Game TOEFL like App

Educative games are trending among students. Games can be used to support student learning.Difficulties in completing a TOEFL (Test of English as a Foreign Language) can be helped by doing game exercises that are similar to the actual test conditions. The TOEFL learning method while playing the game becomes an interesting project, to see how students can use the game experience to master the skills needed for doing a TOEFL. Information System for Game TOEFL like App

One of the criteria of an English student‟s mastery in the language is to show how proficient that student is in doing a TOEFL. For this reason, a TOEFL-Like App game has been created by the researchers, who are a team made up from the English Department and Information Systems Department that specifically deals with Game Technology. The researchers see that managing the results of a TOEFL test that goes on for almost an hour, needs to be assisted with some kind of system to ease the burden of the English teachers. Henceforth, the TOEFL-Like Game App is built with an information system to help teachers access the final results online.

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Relationship between Perception and Production of English Vowels by Chinese English Learners

Relationship between Perception and Production of English Vowels by Chinese English Learners

In previous studies, no consensus has been reached on the existence of significant correlation between perception and production. A large number of empirical studies have been done upon first and second languages from different language families. However, few studies were carried out on the perception-production relation of Chinese English learners. Therefore, in the current study, under the theoretical framework of PAM-L2, 40 subjects with even numbers in two genders, who differ in language proficiency, are invited to participate in the perception experiment and the production experiment, in which discrimination, identification and pronunciation of /ɪ/-/ε/, /ε/-/æ/, /ʊ/-/ʌ/, and /ʌ/-/ɒ/ contrasts are observed. Results reveal that vowel perception of Chinese English learners is neither statistically correlated nor spectrally related to vowel production. Relationship between Perception and Production of English Vowels by Chinese English Learners

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As foreign language teaching develops worldwide, scholars in second language (L2) learning and acquisition unanimously found a vague link between “listening” and “speaking”. Spoken proficiency of L2 learners was improved even though they didn’t receive training in pronunciation but increased exposure to native production [1]. Scholars began to consider whether there was a close bond between perception and production. If there was, in L2 education, teachers could not only concentrate their training on production, but also add some training to the perception of L1 sounds. Training of perception could also be applied as a supplementary method in phoniatric training for those who failed to adjust their pronunciation merely by articulation training such as imitation.

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