THE BEST IELTS COURSE BY THE BEST IRANIAN IELTS TEACHER DR.ARIAN KARIMI

THE BEST IELTS COURSE BY THE BEST IRANIAN IELTS TEACHER DR.ARIAN KARIMI

IELTS WRITING WORKSHOP

BY DR. ARIAN KARIM IELTS courses

Improve your English with a professional IELTS teacher from Iran. Your IELTS test results are important to you, so it makes sense to prepare with an experienced IELTS expert who has a good command of English language teaching. Take a course with Dr.Arian Karimiand you can be confident that you will be taught by a highly qualified English specialist, wherever you are in the world. Dr.Arian Karimiruns IELTS preparatory courses, workshops, seminars and mock tests covering all four skill areas: Listening, Reading, Writing and Speaking via skype online.

فرمت تست آیلتس بخش شنیداری ( IELTS Listening )

IELTS Listening description ( Test Format )

Paper element	Description
Paper format	Four sections, each with ten questions. The questions are designed so that the answers appear in order in the listening. The first two sections deal with situations set in everyday social contexts. There is a conversation between two speakers in Section 1 (for example, a conversation about travel arrangements) and a monologue in Section 2 (for example, a speech about local facilities). The final two sections deal with situations set in educational and training contexts. In Section 3 there is a conversation between two main speakers (for example, two university students in discussion, perhaps guided by a tutor), and Section 4 is a monologue on an academic subject. The recordings are heard once only. They include a range of accents, including British, Australian, New Zealand and American.
Timing	Approximately 30 minutes (plus 10 minutes' transfer time).
No. of questions	40
Task types	A variety of questions is used, chosen from the following types: multiple choice, matching, plan/map/diagram labelling, form/note/table/flow-chart/summary completion, sentence completion.
Answering	During the Listening test test takers write their answers on the question paper as they listen and at the end of the test are given 10 minutes to transfer their answers to an answer sheet. Care should be taken when writing answers on the answer sheet as poor spelling and grammar are penalised.
Marks	All questions carry 1 mark.

IELTS Listening in detail

A detailed look at the paper with links to related resources.

Task type 1 – Multiple choice

Task type and format	In this task type, there is a question followed by three possible answers, or the beginning of a sentence followed by three possible sentence endings. Test takers are required to choose the one correct answer A, B or C. Sometimes test takers are given a longer list of possible answers and told that they have to choose more than one. In this case they should read the question carefully to check how many answers are required.
Task focus	This task type is used to test a wide range of skills. It may require the test taker to have a detailed understanding of specific points or an overall understanding of the main points of the listening text.
No. of questions	Variable

Task type 2 – Matching

Task type and format	In this task type, test takers are required to match a numbered list of items from the listening text to a set of options on the question paper. The set of options may be criteria of some kind. Many variations of this task type are possible with regards the type of options to be matched.
Task focus	This task type assesses the skill of listening for detail. It assesses whether a test taker can understand information given in a conversation on an everyday topic such as different types of hotel or guest house accommodation. It also assesses the ability to follow a conversation involving interaction between two people. It may also be used to assess test takers’ ability to recognise relationships and connections between facts in the listening text.
No. of questions	Variable

Task type 3 – Plan, map, diagram labeling

Task type and format	In this task type, test takers are required to complete labels on a visual. The answers are usually selected from a list on the question paper. The visual may be: a diagram (e.g. a piece of equipment), a set of pictures, a plan (e.g. of a building), a map (e.g. of part of a town).
Task focus	This task type assesses the ability to understand, for example, a description of a place, and to relate this to a visual representation. This may include being able to follow language expressing spatial relationships and directions (e.g. straight on/through the far door).
No. of questions	Variable

Task type 4 – Form, note, table, flow-chart, summary completion

Task type and format	In this task type, test takers are required to fill in gaps in an outline of part or of all of the listening text. The outline will focus on the main ideas/facts in the text. It may be: 1) a form: often used to record factual details such as names; 2) a set of notes: used to summarise any type of information using the layout to show how different items relate to one another, 3) a table: used as a way of summarising information which relates to clear categories – e.g. place/time/price, 4) a flow-chart: used to summarise a process which has clear stages, with the direction of the process shown by arrows. Test takers may have to: a) select their answers from a list on the question paper; b) identify the missing words from the recording which fit into the form/notes, etc. In this case, they should keep to the word limit stated in the instructions. Test takers do not have to change the words from the recording in any way. Test takers should read the instructions very carefully as the number of words or numbers they should use to fill the gaps will vary. A word limit is given, for example, ‘NO MORE THAN TWO WORDS AND/OR A NUMBER’. Test takers are penalised for writing more than the stated number of words, and test takers should check this word limit carefully for each task. Contracted words will not be tested. Hyphenated words count as single words.
Task focus	This task type focuses on the main points which a listener would naturally record in this type of situation.
No. of questions	Variable

Task type 5 – Sentence completion

Task type and format	In this task type, test takers are required to read a set of sentences summarising key information from all the listening text or from one part of it. They have to complete a gap in each sentence using information from the listening text. A word limit is given, for example, ‘NO MORE THAN ONE WORD AND/OR A NUMBER’. Test takers are penalised for writing more than the stated number of words. (Test takers should check this word limit carefully for each task: the limit is either ONE, TWO or THREE words). Contracted words will not be tested. Hyphenated words count as single words.
Task focus	This task type focuses on the ability to identify the key information in a listening text. Test takers have to understand functional relationships such as cause and effect.
No. of questions	Variable

Task type 6 – Short-answer questions

Task type and format	In this task type, test takers are required to read a question to which they have to write a short answer using information from the listening text. A word limit is given, for example, ‘NO MORE THAN THREE WORDS AND/OR A NUMBER’. Test takers are penalised for writing more than the stated number of words. (Test takers should check this word limit carefully for each task.) Contracted words will not be tested. Hyphenated words count as single words. Sometimes test takers are given a question which asks them to list two or three points.
Task focus	This task type focuses on the ability to listen for concrete facts – such as places, prices or times – given in the listening text.
No. of questions	Variable

IELTS Listening – how it's marked

The Listening test is marked by certificated markers, who are regularly monitored to ensure reliability. After marking at the test centre, all answer sheets are returned to Cambridge English Language Assessment for analysis.

Band score conversion

A Band Score conversion table is produced for each version of the Listening test which translates scores out of 40 into the IELTS 9-band scale. Scores are reported in whole bands and half bands.

One mark is awarded for each correct answer in the 40-item test. A confidential Band Score conversion table is produced for each version of the Listening test, which translates scores out of 40 into the IELTS 9-band scale. Scores are reported in whole and half bands. Care should be taken when writing answers on the answer sheet as poor spelling and grammar are penalised.

Source : www.ielts.org

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آموزش آیلتس در یک دوره فشرده کوتاه مدت - IELTS and Complex Sentences - LEARN IELTS GRAMMAR FOR FREE

آموزش آیلتس در یک دوره فشرده کوتاه مدت

 کاربرد جملات پیچیده انگلیسی در آیلتس و افزایش نمره آیلتس

IELTS and Complex Sentences

To achieve a good score for your grammatical range, you would need to be able to use a mix of these types of complex sentences, and to use them fairly accurately for a band 6, and very accurately for a band 7 or higher.

For band 7 or higher you will also need to try and use these structures in more complex ways, such as reducing your relative clauses and using nationalizations.

Complex Sentences

Understanding complex sentences and knowing how to write them is crucial for IELTS.

The examiner will not award you above a band 5 for 'grammatical range and accuracy' if you cannot write them or if you have a very limited ability to write them.

This is the marking criteria for a band 6 for grammar:

Uses a mix of simple and complex sentence forms

Makes some errors in grammar and punctuation but they rarely reduce communication

So you must have a mix of complex sentence forms, though some errors in them are acceptable.

If, for example, you learned a couple of complex structures and used the same ones throughout your essay, this would not demonstrate a 'mix'.

For the higher band scores, you will need to show a greater range and more accuracy.

In order to understand a complex sentence, you need to understand independent and dependent clauses (look at this previous lesson on clauses if you are unsure what they are).

What are independent and dependent clauses?

A clause is a group of words with a subject and verb. This is a dependent clause:

...because it was raining so hard.

If something or someone is 'dependent' then it needs or relies on something else for aid, support, life etc.

For example, a baby is dependent on its mother. Without the mother the baby cannot survive.

In a similar way, a dependent clause cannot 'survive' on its own. It relies on something else. The clause above "....because it was raining so hard" cannot be used on its own as a sentence because it does not make sense.

In order to function, it needs an independent clause. An independent clause can function on its own as a sentence:

I took my umbrella.

This has meaning so is ok on its own. It makes a simple sentence.

If we now join this independent clause with the dependent clause, we have a complex sentence that has meaning:

I took my umbrella because it was raining so hard.

Types of complex sentence

Complex sentences have three types:

Adverbial Clauses

Relative Clauses

Noun Clauses

In the following sections, there is a brief explanation of how to construct each of these with some examples.

However, they are complicated, so lessons explaining them in more detail will follow later on.

1) Adverbial Clauses

Adverbial clauses answer questions such as how? why? when? where?

They are made by connecting an independent clause and a dependent clause with a subordinating conjunction.

Here are some common subordinating conjunctions that make complex sentences:

because while

although when

if even though

until as

For example (the subject is in green and the verb in blue).:

Some experiments on animals give us the wrong result because animals’ bodies are not exactly the same as our own.

SV subordinating conjunction SV

Some experiments on animals give us the wrong result

------------------- INDEPENDENT CLAUSE -------------------

...because animals' bodies are not exactly the same as our own.

--------- DEPENDENT (SUBORDINATING) CLAUSE ---------

In adverbial clauses, however, it is possible to put the dependent clause before the independent clause. In fact, more often than not, this is the case.

When you do this though, you MUST put a comma after the dependent clause (a comma is not needed when the independent clause comes first):

Because animals’ bodies are not exactly the same as our own, some experiments on animals give us the wrong result.

subordinating conjunction SV, SV

Here are some further examples. Notice how in some sentences the dependent clause comes first, in others it is second. This is your choice:

Even though he arrived late, he did not apologize.

Pollution will get worse if car emissions are not reduced.

While the number of people going to Japan increased, the number going to the UK decreased.

I don't know when he will arrive.

2) Relative Clauses

Like adverbial clauses, relative clauses are made up of an independent clause and a dependent clause.

However, these clauses have a different use. Relative clauses are used to modify a noun. In other words, to give more information about it.

The relative pronouns who, which, that and where are used to do this, and the relative clause is placed after the noun it is modifying.

For example:

Animal experimentation, which is legal in most countries, should be banned.

Animal experimentation should be banned.

------------------- INDEPENDENT CLAUSE -------------------

which is legal in most countries

------------- DEPENDENT (RELATIVE) CLAUSE -------------

Unlike adverbial clauses, the dependent clause (which is the relative clause) can break up the independent clause - the dependent clause just needs to go after the noun, wherever that is.

Notice also that there are two Subject-Verb combinations. This will always be the case with complex sentences as there are two clauses.

Here are some more examples. The dependent (relative) clause is in red, the independent clause is in bold, and the noun being modified is underlined.

A library is a place where you can borrow books.

Global warming is a problem that must be solved.

Obesity, which is the condition of being overweight, affects millions of children.

A person who breaks the law must face serious penalties.

3) Noun Clauses

Noun clauses are probably the most difficult to master of the complex sentences, so we'll focus here on the most common and easiest form which you will probably have used many times. We'll look at them in more detail later.

A noun clause answers the question 'who?' or 'what?'. Unlike relative clauses, which come after the noun, noun clauses come after the verb.

For example:

What do you think about corruption?

I think that corruptions is wrong and that those guilty of it should be punished.

In this example, there are two noun clauses, and they are the object of the verb 'think'.

The noun clauses are the dependent clauses because they do not make sense on their own. They need the independent clause "I think...".

I think.

------------------- INDEPENDENT CLAUSE -------------------

that corruption is wrong

that those guilty of it should be punished

------------------ DEPENDENT (NOUN) CLAUSES ----------------

Here are some more examples. The dependent (noun) clause is in red, and the independent clause is in bold:

I agree that capital punishment must be abolished.

I hope that the government intervenes to resolve the situation.

I believe that experimentation on animals is unethical.

It is common to omit 'that' when speaking. For example, we can say:

I believe experimentation on animals is unethical.

However, in formal writing such as IELTS, or academic writing generally, you should include it.

There are further rules and possibilities to use these adverbial, relative and noun clauses, but we will look at them in more detail later.

This lesson provides you with the basics on how they are used.

آیلتس ایران در تیر ماه 1395 - IELTS Speaking test in Iran

دوره فوق فشرده speaking آیلتس در 10 جلسه با دکتر آرین کریمی

جدیدترین نمونه سوالات  اسپیکینگ آیلتس ایران در تیرماه 1395

IELTS Speaking test in Iran – July 2016

Speaking test

Interview

– What is your name?

– Can I see your ID card?

– Where do you come from?

– Where are you originally from?

– Can you please tell me about your hometown?

– Did you visit any other city? Which city?

– Can you compare your hometown today and in the past?

– Can you please tell me about your house?

– And do you like it? Why?

– Which part of your home do you like the most? Why?

– Which part of your home do you want to change?

– Do you have free time?

– What do you like to do in your free time?

– Did the way you spend your free time now change compared to the past?

Cue Card

Talk about a holiday you have taken recently or at some point in the past. Please say

– Where you went on your holiday

– Why you went to this particular place

– What you did and with whom, and

– Whether you enjoyed your holiday or not

Discussion

– Did you tell others about this holiday?

– Do you recommend this city to others?

– What is the difference between a short and long holiday?

– Do you prefer to go on a short or long holiday?

– What is the advantage of several short holidays?

– Why don’t employers let staff go on holidays several times a year?

– What is the benefit of going on holidays for the employees?