Tag Archive : Ielts Practice Test Online General Training

How to write a good introduction in Writing English

How to write a good introduction in Writing English

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.  

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. 

While it is perfectly acceptable for you to use the task as a guide for your introduction, make sure you do not copy material from the task.  

Copying the task word-for-word shows the examiner that you have a limited range of language, which can affect your band score. Instead, change the order of the information, use synonyms, and explain more complex ideas in your own words.  

It is also important not to use a memorised introduction where you insert words related to the question topic. Examiners read thousands of responses so can recognise memorised scripts.

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A quick look at IELTS Academic Writing preparation

A quick look at IELTS Academic Writing preparation

You will also be given instructions so summarise the information you see by selecting and reporting the main features you see, making comparisons where relevant.  You will need to do an information transfer task – the visual information you are given needs to be presented in the form of text. 

To complete the task successfully, you will need to: 

  1. Write an introduction 
  2. Write an overview (a summary of what you see) 
  3. Present and highlight the key features with figures (data) 

You will need to write a minimum of 150 words and answers must be written in full, no bullet points or notes.  

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

The task instructions give you information about the question telling you how to discuss the topic in your essay. You may be asked to provide factual information, outline and present solutions, justify an opinion or evaluate evidence and ideas. It is important that you complete the task carefully using relevant ideas and examples to support your position. Your ideas should be organised clearly, using paragraphs for each idea. You must write a minimum of 250 words,  

You are assessed on your ability to follow English essay-writing conventions to organise and link information in a coherent way using language accurately and appropriately to express your ideas and opinions.

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Summarising facts Writing an essay of IELTS coaching

Summarising facts Writing an essay of IELTS coaching

In IELTS Academic Writing Task 1, you will be shown a diagram, a visual way to represent information. You may be shown one or more than one diagram. This visual information can be shown as a: 

  • Table 
  • Chart 
  • Diagram 
  • Process 
  • Graph 
  • Map 

In Task 2 of the Academic Writing test, you are asked to write an essay in response to a point of view, an argument, or a problem. Essays should be written in an academic, or semi-formal style. Topics are about relevant issues and focus on a particular aspect of the topic. For example, if the topic is about computers, the focus will be on a particular aspect rather than writing about computers in general.   

The task instructions give you information about the question telling you how to discuss the topic in your essay. You may be asked to provide factual information, outline and present solutions, justify an opinion or evaluate evidence and ideas. It is important that you complete the task carefully using relevant ideas and examples to support your position. Your ideas should be organised clearly, using paragraphs for each idea. You must write a minimum of 250 words,  

You are assessed on your ability to follow English essay-writing conventions to organise and link information in a coherent way using language accurately and appropriately to express your ideas and opinions.

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Question types in IELTS Academic Writing

Question types in IELTS Academic Writing

The IELTS Academic Writing test is made up of two tasks. The topics in these tasks are related to areas of general interest and are suitable for test takers entering undergraduate and postgraduate studies or seeking professional registration. Responses to both tasks must be written in a formal style. 

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.

Task 1  

You will be presented with a graph, table, chart or diagram and asked to describe, summarise or explain the information in your own words. You may be asked to describe and present data, describe the stages of a process, how something works or describe an object, plan or design.  

Task 2  

You will be asked to write an essay in response to a point of view, argument or problem. You will support your point of view with relevant examples from your own knowledge and experience. 

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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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