IELTS General Training Reading coaching

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.

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.

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Immigration and the law of IELTS training

Using your IELTS for UKVI test results

You must take an IELTS for UKVI test to apply for any visas in the UK. Your IELTS for UKVI General Training or IELTS for UKVI Academic scores can be used to apply for study, work or migration visas across the globe. You however cannot use IELTS General Training or IELTS Academic scores to apply for a UK Visa.

IELTS vs IELTS for UKVI

You might be asking, what is the difference between an IELTS test and an IELTS for UKVI test? The IELTS for UKVI tests are taken at a UKVI approved test centre and must meet the administrative requirements outlined by the UK Home Office. To show that the test was taken in an UKVI approved test centre, the Test Report Form (TRF) will look slightly different. Nevertheless, the test format of IELTS for UKVI is the same as the other IELTS tests: content, format, scoring and level of difficulty.

Immigration and the law

Legislation about immigration in the UK changes frequently. It’s important to check the UK Visa and Immigration website for changes that may apply to you. If you are interested in UK student visas, work visas, or looking for an indefinite leave to remain, you need to lodge an application with the UK Visa and Immigration Department. You may want to consider getting support from a lawyer or migration agent. You may also be able to get free advice for student visas.

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study abroad Higher Education using IELTS Training

We invite all the students to a free, individual consultation with our experienced educational advisors and graduates of leading international universities from all over the world. There are plenty of options when it comes to the meeting; it may take place at one of our offices, by phone or Skype. Wherever you are and whatever you’re doing – we can talk!

Make an appointment for a free consultation by booking a convenient date HERE.

During our meeting, we will answer all your questions and dispel any doubts. It will be an ideal opportunity to learn about the application process for universities in the United Kingdom, Netherlands, Denmark, Sweden and other countries. In addition, we will gladly discuss the available fields of study and talk about practical aspects such as accommodation and finances.

Why choose our support?
• You will get practical first-hand information from our educational advisors, who have graduated from universities abroad themselves.
• You can count on the support of one educational advisor throughout the entire application process – so you can be sure that the person running your application truly knows everything about it!
• We are an educational agency with over 20 years of experience and thousands of students who successfully applied with us.
• Every year we visit universities and talk to the academic staff and students – we know what the strengths and weaknesses of each institution are and with that in mind we’ll be able to guide you towards the best choice.

• Choosing the right university and subject – did you know that foreign universities offer many interesting and interdisciplinary fields of study that you will not find anywhere else? Baltic Council uses a professional database of all available programs and we will help you choose the best one.
• Registration in application systems such as UCAS (United Kingdom), Studielink (Netherlands), or Optagelse (Denmark).
• Professional advice in writing your Personal Statement and Cover Letter – key elements of the application for universities abroad!
• We will help you complete all the required documents, and we will suggest how to fill in all the necessary forms
• We will advise you on how to write a perfect Curriculum Vitae – required by many Danish and Dutch universities
• Student loan application – tuition fees for studies in the United Kingdom can be covered by a student loan. We will explain the process and then help you fill out all the documents necessary to obtain it!
• Accommodation application – you can count on our help in the process of applying for halls accommodation
• Going abroad – in the last stage of your journey we will advise on how to prepare for departure and what to do after arrival, what formalities to take care of, how to find a part-time job and more.

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Analyse the questions for OET preparation test

Running out of time

This can happen in both Listening and Reading but is more common in the Reading test. If you don’t have enough time to read all the questions and therefore answer the question, then this is something you will need to work on.

One option is to be stricter with yourself on timing. Part A already has its own time limit, but you will need to divide up the 45 minutes for Parts B and C:

• 10 minutes for Part B
• 35 minutes for Part C with 17.5 minutes per Part C text.

You can further divide this to give yourself a set number of seconds per question and force yourself to move on after this time. Any time you have left, you can return to those questions you haven’t answered to guess an answer or work on some more.

In Listening, the recording keeps going so you break the time up. The only thing you need to do is make sure you answer each question as you hear it and move on with the recording to the next question.

If you dither for a few seconds, you will get left behind which could impact your ability to answer the next question correctly.

You probably won’t know the meaning of all the words you will hear or see during the Listening and Reading sub-tests. But if you are finding unfamiliar vocabulary in each question then this is something you need to work on.

The best way to learn new vocabulary is to both use words you’re comfortable with as well as learn words you are unfamiliar with.  You should record words in a notebook which you use for new vocabulary and then include them words in your speaking and writing over the next few days.

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how to do increase with your OET Test

Taking an OET Sample Test is a great way to test out your skills, better understand the format and see where you can improve.

But the benefits don’t end once you have completed the Reading or Listening sample test. You can also use your answers as part of your OET preparation.

Here’s our 5 top tips about what to do with your answers to get the most out of the experience and improve your scores for next time.

Mark your answers using the official sample answer key

OK, so finding out how well you did seems a bit obvious and of course it’s probably the first thing you think to do. But there are some things to keep in mind.

Firstly, you need to ask yourself if this was your first attempt.

If yes, this was really a fact-finding exercise to understand what the paper and the questions are like. Your score is interesting, but it wasn’t the goal. Plus, you may have allowed yourself more time to complete your answers or listened to the recording more than once which could have increased your score compared to if you had completed the paper under test conditions.

Secondly, you need to ask what score you should be aiming for.

During practice, we recommend a score in the low 30s to be confident of a B on test day. A new Listening and Reading test is written for each test each month with a different topic. This means each month the challenge of the test is slightly more or slightly less than any other month and the grade boundaries move slightly up or down to reflect this.

If you are consistently achieving 30-32 in practice, you can feel confident of achieving a B whatever the passing score. It is better to aim higher than aim for the absolute minimum.

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cambridge exams of Linguaskill

Linguaskill is an online test used primarily by education institutions and companies for self-invigilated English testing. It replaced BULATS (Business Language Testing Service) when it was discontinued in December 2019. Linguaskill can test individuals and groups of candidates in all four language skills: speaking, writing, reading and listening, however, it is modular so it can also be administered for a single language skill.

The primary difference between Linguaskill and other standardized English tests is that it is offered as a service to schools, training centers, and companies that wish to organize their own testing sessions on campus. For self-invigilated test sessions, cheating-prevention measures are the responsibility of the test administrator/customer rather than Linguaskill or a third-party test center.cambridge exams of Linguaskill

Test structure

There are two test options available, Linguaskill General and Linguaskill Business. Both formats of the test are the same length. Linguaskill is a modular test and each of the three modules can be taken as a stand-alone test or combined with the other modules.

The listening and reading section of Linguaskill is a single module lasting 60-85 minutes. It is an adaptive test, which is to say that questions get easier or harder depending on how the student responds. Standard question types are fill-in-blank and reading and listening comprehension. Most of the answers are multiple choice. The score of the listening/reading module of Linguaskill is available immediately upon completion, although testing institutions can decide not to display the score to test takers until their scores on the other modules are ready.

The Linguaskill writing test lasts 45 minutes and includes two tasks: a minimum 50-word writing prompt (often an e-mail) and a minimum 180-word prompt. A computer automatically marks the texts and assigns a score within 12 hours.

The speaking module of Linguaskill lasts 15 minutes and includes 5 tasks. This section is recorded and assessed automatically by a computer then verified by examiners at another location before scoring in published. Scores are available within 48 hours.

Scoring

Scores on all Linguaskill modules are on the Cambridge English Scale, from 82 to 180, and its equivalent CEFR band. If a student takes more than one module, an overall score is calculated on the same 82-180 scale (an average of the scores achieved on the modules taken). Institutions administering Linguaskill to groups receive a summary report of all student scores and CEFR bands. Results on Linguaskill are available within 48 hours, making it much faster as an assessment tool than most standardized tests. The quick turnaround time is accomplished through automated rather than manual scoring.

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scoring for cambridge CPE Exam

The Certificate of Proficiency in English is the most difficult examination offered by CELA. The exam tests English skills at the highest possible level and shows that a candidate is able to communicate with fluency, using native speaker language and expressions. CPE is accepted by many educational institutions.

Cambridge English: Proficiency (CPE) exam consists of four papers: Writing, Reading and Use of English, Speaking and Listening. Reading and Use of English is worth 40% of the total marks and each of the other papers is worth 20%. It is targeted at Level C2 of the CEFR and is accepted by many educational institutions and businesses. Paper 1 has seven parts, takes 1 hour and 30 minutes and focuses on grammar and vocabulary. You ought to look at various types of text – magazine articles, short stories, novels, reviews – to become familiar with various styles and contexts of media writing. Use of English tests your skills to show your control of English by doing different tasks at sentence level and text.

Scoring

all Cambridge English Exams are reported using the same scoring scale. Lower-level tests are able to deliver scores on a lower range of the scale and more difficult tests are able to deliver scores higher on the same scale. Scores on the CPE Exam range from 180 to 230. A score of 200 or above is considered a “pass” and students with that score will receive the Cambridge English proficiency certificate, which corresponds to a level C2 in English on the CEFR.

Each student receives his CPE results broken down by the four skills as well as an overall result and the corresponding CEFR level. If the student got a passing score on the CPE, he will also receive his Cambridge Advanced Certificate, which never expires, but if he did not get a passing score, he will only get the score report.

Before signing up for the CPE, which is a rigorous, high-level test, take the free Cambridge placement test online to see if your English skills are strong enough for this exam.

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how to studying Cambridge CPE Exam

The Cambridge English: Proficiency exam, also known as CPE, is the highest level exam in the Cambridge English exam suite. Getting the Cambridge certificate of proficiency in English proves that a student has mastered English to a near-native level and can study or work in any type of English setting.

Like all of the Cambridge English exams, the CPE is a pass/fail test and for those who pass, it delivers a certificate that does not expire. The Cambridge Proficiency exam can be either a paper-based test or a computer-based test. Both paper and online versions last 236 minutes in total.how to studying Cambridge CPE Exam

Exam structure

The CPE tests all four skills: listening, reading, writing, and speaking. It is structured as follows:

Part 1 (90 minutes) – The first section of the CPE tests reading comprehension, grammar, and vocabulary. This part has seven subsections and a total of 53 multiple-choice, fill-in-the-blank, and matching questions. There are about 3,000 words in total to read during this part of the CPE. All text is authentic writing drawn from books, newspaper and magazine articles, and the internet.

Part 2 (90 minutes) – The second section of the CPE exam tests writing ability. There are two sections. In the first section, the student reads two short texts and then must write an essay summarizing the arguments of both texts and presenting their own opinions about the same ideas. In the second prompt, the student has 5 options of texts to write, including one option which is based on a book of English literature that students must have read before the test. The books accepted are changed from time to time.

Part 3 (40 minutes) – The third section of the CPE exam tests listening comprehension. The student hears recordings of native English speech and answers questions about what he heard. Each recording is played twice. There can be a variety of English accents in the recordings, which are primarily radio, television, and other authentic speech at native speed. There are a total of 30 questions in this part divided into 4 subsections.

Part 4 (16 minutes) – The final section of the CPE tests English speaking ability. Students take the CPE speaking test in pairs, and may be asked to come back to the test center on a different day, depending on the test center’s schedule. The speaking test is in three short parts including one part in which the student speaks on his own with the examiner, and two parts in which the student speaks with the other student being tested.

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How to write passage using IELTS English Training

The research context of this paper further expands the probable understanding on the use of corrective feedback among online English teachers and their underlying cognition given the computer-mediated communication context of their online class discourse. By installing new probable component and contextual computer-mediated communication features on teacher cognition in corrective feedback research, research findings of this current study suggest how to correct online students’ errors and serve as an additional core knowledge and contextual practice. How to write passage using IELTS English Training

The non-random technique termed as the snowball method was used to gather data. Six company-based online English teachers in the Philippines participated. The samples consisted of six audio recorded online English. Proficiency level and the context of teaching firm up the employment of specific types of corrective feedbacks among online English teachers.

Online English is a one-on-one English tutorial using the internet and it provides opportunities for students to hone English communication skills. This kind of synchronous computer-mediated communication allows students to choose their class schedule depending on their availability (duration of class varies from 20, 30 and 60 minutes).

In relation to these recent research developments in corrective feedbacks, Education has indeed no exceptions in the widespread use and revolution that computer and worldwide web have impacted on every aspect of human life. The application of interactive multimedia and Internet technologies as a new context in language teaching increases result through the introduction of the term computer-mediated communication Computer-mediated communication refers to the multimedia usage of computer and Internet technologies to establish a virtual environment where computerized communication occurs .

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Study on In class and Out of class TEFL English learning

with the rapid development of Chinese economy, the desire for college education has been flourished increasingly. Consequently, the time that teachers’ contact with their students has been reduced accordingly, as a result, teachers have an urgent task to assist students’ autonomous English learning. In order to achieve this aim, teachers have to make efforts both in class and out of class. In fact, computer and network have already been incorporated in the college English teaching reform so as to make English learning more interesting, more individualized, more flexible, more varied, more independent and freer of the limitation of time and space.The author of this paper has conducted a teaching experiment in two classes to prove the feasibility of in-class and out-of-class cooperative learning in a computer-and network-assisted environment among non-English majors in the second-level colleges, and tries to probe into whether it can cultivate students’ awareness of autonomous learning.Study on In class and Out of class TEFL English learning

In current human learning research, there is a strong concern on how cognition is related to social processes. From a variety of theoretical perspectives, it is claimed that learning improves when it is carried out as a constructivist and social activity. Cooperative learning has been defined as the acquisition by individuals of knowledge, skills or attitudes through group interaction. Interaction and communication between group members not only helps to develop the reconstruction of individual’s understanding but it also provides some practice in important interpersonal reasoning skills.

In IT to provide teachers and students with facilities that can make the learning and teaching of English more self-directed, more varied, more interesting and more effective. A conductive language learning environment, which is computer-and network-assisted, has thus been established among these universities and colleges. In such a computer-and network-assisted environment for English teaching and learning at large, it is particularly meaningful and necessary to research into the actual use and applications of high technologies by college learner in their in-class and out-of-class cooperative learning.

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