آرین کریمی

دوره فشرده زبان انگلیسی مکالمه آیلتس و تافل در غرب تهران سعادت آباد شهرک غرب

 

کلاس خصوصی و نیمه خصوصی زبان با دکتر آرین کریمی فوق تخصص آیلتس و تافل

 

دارای مدرک بین المللی تدریس زبان انگلیسی از لندن ( TESOL Certificate )

 

دارای مدرک بین المللی تدریس آیلتس از لندن ( IELTS Teaching Certificate )

 

 بهترین استاد زبان آیلتس و تافل کشور

 

دوره آنلاین زبان آیلتس وتافل از طریق اسکایپ - دوره حضوری در سعادت آباد

 

 

IELTS TEST SAMPLE 1 : IELTS Speaking test in Kazakhstan – October 2017

 

IELTS Interview Tyoe of Questions

 

– What is your full name?

– Can I see your ID?

– Where are you from?

– Do you work or study?

– What do you do?

– Describe your town or city.

– Does it rain a lot in your city?

– How do you feel when it rains?

 

IELTS Cue Card Topic

 

Describe a situation when you helped someone. Please say

– What was the situation?

– What did you do to help?

– What was the result?

 

IELTS Discussion Part Questions

 

– How did you feel about it later?

– Let’s talk about helping people.

– Should younger generation be more helpful?

– What do you think about unpaid jobs?

– Do you support volunteering?

– Why do you think so?

 

IELTS TEST SAMPLE 2 : IELTS test in Hungary – October 2017 (General Training)

 

IELTS Listening Questions

 

Section 1. Discussion with an apartment owner.

Section 2. Description of holiday park facilities and surroundings.

Section 3. About students graduation process.

Section 4. A lecture about building materials and their deterioration.

 

IELTS Reading Type of Questions

 

Passage 1. About Australian parrots.

Passage 2. About desertification.

Passage 3. Don’t remember.

Passage 4. About multitasking, its pros and cons.

 

IELTS Writing Topics

 

IELTS Writing task 1 Topic

You have borrowed something from your friend for a party and unfortunately it was damaged. Write a letter to your friend to apologise and say

– What and when did you borrow?

– What happened to it? Why?

– What do you suggest to do about it?

 

IELTS Essay Topic in Task 2

Nowadays congestion and traffic jams are a common and major problem in most cities. Some people believe it is a good idea to construct wider roads to resolve this issue. Do you agree or disagree with this statement? What can be the solution, in your opinion?

 

IELTS TEST SAMPLE 3 : IELTS Speaking test in India – October 2017

 

Interview

 

– What is your full name?

– Can I see your ID?

– Where are you from?

– Do you work or study?

– What subject are you studying?

– Do you like to stay in the college after lectures?

– Let’s talk about friends.

– Do you prefer having more friends or a limited number of friends?

– What do you usually do when you go out with friends?

– How often do you meet them?

– Let’s talk about robots.

– What do you know about robots?

– Do you like them?

– Would you prefer a robot or a human maid? Why?

– Would you like to have a robot driving a car? Why?

 

Cue Card

 

Talk about a speech you have heard that inspired you. Please say

– Who was the speaker?

– What was the speech about?

– Where and when did you hear it?

 

Discussion

 

– Why were you inspired by it?

– What do you think about conferences?

– Can people who aren’t part of a particular conference attend it?

– Are international conferences a good idea? Why?

 

 

IELTS TEST SAMPLE 4 : IELTS test in Russia – October 2017 (Academic Module)

 

IELTS Writing Tasks

 

Writing task 1 (a report)

 

We were given a bar chart showing gadgets used for playing video games by different age groups in the USA in 2012.

 

Writing task 2 (an essay)

 

Nowadays many big cities become overcrowded. Why is it happening, in your opinion? What measures could be taken to prevent it?

 

IELTS Speaking test

 

Interview

 

– What is your full name?

– Can I see your ID?

– Where are you from?

– Do you work or study?

– Do you live in an apartment or a house?

– Do you like your apartment? Why?

– Would you like to move to a house in the future? Why?

 

The Second pPart of IELTS Speaking Test

 

Describe a couple that is happily married. Please say

– how you know them

– how long they have been married

– what makes them a happy couple

 

The Discussion Part of IELTS Speaking Test : 

 

– Let’s talk about marriage.

– What are weddings like in your country?

– Do you support the big fancy wedding idea?

– What do you think about celebrities’ weddings that cost a fortune?

– What is the size of a typical family in your country?

– Why is it so?

How to Get 9 in IELTS Speaking Test?!!!

 

 

If you've ever doubted whether you're a good language learner, then bear in mind that you've already learned one language very well indeed – your first. But this raises an interesting question: can adults learn a second language in the same way they learned their first as children? And if so, what are the implications for the classroom?

 

Stephen Krashen and the acquisition of languages

 

Perhaps no-one has looked at the question more closely than the linguist Stephen Krashen, who has introduced some of the most influential concepts to the study of second-language acquisition.

 

In his input hypothesis, first proposed in an article published in 1977, and expanded upon in later years, he makes the distinction between learning: the conscious, traditional grammar-based process in the classroom; and acquisition: essentially how we, as children, pick up our first language. He says that our mistake is trying to teach languages in the same way we teach science, history and mathematics. Instead, he believes that learners should acquire second languages in the same way children learn their first.

 

Krashen sums up the idea in a famous documentary on the subject called A child's guide to learning languages, produced by BBC Horizon in 1983. In the documentary, he says that acquisition is 'where the action is'. In other words, in every successful example of language-learning – an infant mastering a first language, an adult learner of English scoring a band 9 on the IELTS test – the reason for their success is that they have 'acquired' rather than 'learned' the language.

So, how do children and proficient adult learners perform the seemingly magical trick of mastering a language, and what can teachers learn from this? Krashen offers the following ideas:

 

1. We acquire languages when we can understand messages

 

Learners need to be exposed to what Krashen calls 'comprehensible input' – that is, exposure to interesting and understandable listening and reading material. In Krashen's view, we acquire languages when we understand messages. He stipulates that the emphasis should be on meaningful interactions and not on form. When parents speak to their children, for example, the emphasis is on meaning rather than the correct use of grammar. If the child says, 'Daddy fish water!', the parent is likely to respond, 'Yes, you're right, there's a fish in the river', rather than by correcting the child's grammar. The theory here is that exposure to sufficient quantities of comprehensible input always results in acquisition.

 

2. Getting the right level is crucial

 

Krashen makes the important point that comprehensible input needs to be at the right level for the learner, namely just higher than the

learner's own. He calls this theoretical level 'i + 1'. A good practical example of this in action are graded readers. These are books that are specially created for learners of foreign languages at various levels, such as A2, B1, C2, etc, on the common European framework (CEFR).

 

3. The silent period

 

Children don't start speaking their mother tongue straight away. Until they utter their first words, they are acquiring language, even if they are not using it. The miraculous first words and sentences that quickly follow are the result of this acquisition. Adult learners, both inside and outside the classroom, need this silent period, too. Teachers shouldn't be afraid when their students don't participate in debates in class – perhaps they are simply acquiring the language. Moreover, putting pressure on the learner to speak before they are ready will result in anxiety.

 

4. Anxiety is the student’s arch enemy

 

This brings me to one of Krashen’s most famous insights, namely the affective filter. This means that the rate of acquisition decreases if we are under stress, or if we experience anxiety. Luckily, most children have a virtually stress-free language-learning environment at home with their mothers and fathers. But for learners of a second language, the classroom can be a cause of anxiety, greatly affecting the way they receive and process comprehensible input.

By contrast, a house party with lots of international guests is a great place to practise languages, as everybody is relaxed and having a good time. Such an environment offers the language learner plenty of comprehensible input, but (hopefully) none of the anxiety. The lesson here for teachers is that they can create a similar environment by turning the classroom into a sort of house party where people feel comfortable and relaxed.

 

5. The monitor hypothesis

 

According to Krashen, conscious language-learning cannot be the source of spontaneous speech, it can only monitor output, i.e., production in speech or writing. In other words, when learners freely formulate an utterance in the target language, they can only draw upon their repertoire of acquired language to check whether it is grammatically correct. This reduces errors as the learner can apply consciously learned rules to an utterance before producing it, or after production through self-correction. As many people place a high value on accuracy, especially in formal situations, the existence of the 'monitor' could be seen as a reason for retaining a grammar focus in a given lesson.

 

One way to apply this in the classroom would be to have learners notice grammatical features in listening and reading texts using a guided discovery approach. For example, if the learners were given a listening task to do on the biography of a famous person who is still alive, the teacher could hand out the transcript and get the students to underline all of the examples of the present perfect tense. This might be followed by a short discussion, led by the teacher, as to why the tense is being used in this particular situation, followed by some concept-checking questions to ensure students understand how to use the target language. However, Krashen is clear that the main focus of classroom activity should be on giving learners as much comprehensible input as possible. Teachers should base their lessons on meaningful interactions with plenty of graded listening and reading input.

 

6. The natural order hypothesis

 

The grammar and vocabulary of a language are acquired in the same general order, irrespective of who the learner is, which language they are acquiring and the order of the grammar syllabus. You can teach students reported speech, such as in the sentence, 'she mentioned that she had been at the shop that morning', but learners won’t acquire it unless they are ready to. Certain elements of grammar are 'late-acquired', such as the third person '-s', and others are 'early-acquired'. This explains why my little niece continues to say things like 'Daddy go to work every day', even when she has already mastered more complex grammatical structures such as a conditional sentence like, 'I would do it if I had time'. Evidence for this 'natural sequence' of language acquisition can be found in the morpheme studies by Dulay and Burt. This casts doubt on the teaching of many points of grammar too early, that is, before students are ready to acquire them, such as the future perfect tense at intermediate level.

 

The advantages children have over adult learners

 

Before looking at the classroom implications of Krashen’s insights, we should remind ourselves of some of the advantages that children learning their first language have over adults learning a second language. One of the principle advantages is that children are exposed to copious amounts of comprehensible input at just the right level, and there is no pressure on them to speak until they are ready to do so. Children can also take their time and wait until they feel confident before attempting to speak. Moreover, they often have lower expectations of themselves and this helps to ensure that their anxiety levels are low, which, in turn, increases their rate of acquisition.

 

One of the most surprising things is that when children acquire a language, the language acquisition itself is not their objective. Rather, it is a by-product of the achievement of some other purpose, such as making friends in a school playground. Moreover, they pick up the elements of their first language in its natural order. They are not 'force-fed' grammar too early before their language acquisition devices are ready for it. Instead, they acquire the language first and then consider its structure after acquisition has already taken place. Finally, they learn the elements of a language in the natural order.

 

The practical implications of Krashen's ideas for the classroom

 

From Krashen's theories, and having looked at the advantages that children have over adults when it comes to learning languages, we can draw certain conclusions about what conditions make for a successful learning environment. First, class time should be taken up with as much comprehensible input as possible. Second, classes should be stress-free environments where students are encouraged to relax and acquire the language by having fun with it.

 

One particularly important implication of Krashen’s findings is that students, particularly at lower levels, should have lower demands made on them to speak, and materials and teacher talking time should be modified for each student's level. Furthermore, grammar instruction should be done on a need-to-know basis, and only with older learners. Last, but perhaps most important, lessons should not be based on grammar points, but rather on the exchange of meaning.

IELTS Reading Tips for band 9

 

Getting band 9 in IELTS Reading is possible!

 

Many test-takers have been writing to us with the notion that it’s an impossible task for non-native English speakers. They say, “Scoring 9.0 on IELTS Reading is very hard for those, whose first language is not English. They simply cannot know all that tricky vocabulary”. Of course, you will encounter some unknown words on the IELTS Reading Test. But you shouldn’t worry – it’s completely normal!

 

The main goal of IELTS Reading is to test your ability to understand what you have read. So even if you don’t know some words, it’s OK, as you can guess their meaning and still get band 9!

 

Ridiculously, most of the test-takers lose marks not because of lack of knowledge, but because of making very simple mistakes! That’s why in this guide we’ve gathered 10 IELTS Reading tips that will really help you to get a high score in IELTS Reading:

 

Skim over and watch for the answers

 

Skimming refers to looking only for the main ideas. You don't need to read attentively every word. Remember, you just need to answer the questions, nothing more. So skim over the text and then start looking for the answers.

 

IELTS Reading tips: watch time

 

Don’t forget you have only 60 minutes to read three texts and answer 40 questions. You won’t get additional time for filling your answer sheet, so make sure manage your time properly.

 

Is your spelling correct?

 

Check your spelling before writing your answer on the answer blank. You will get zero points for the answer if it's spelled incorrectly.

 

Keep the order

 

Remember that the questions follow the order of the text in most cases. So the answer to question 5 will come after the answer to question 4 and so on.

 

IELTS Reading tips: underline

 

When you skim over the text, underline the most important phrases. It will help you to save some time when you will search for answers.

 

Unfamiliar vocabulary? That's OK!

 

Do not worry if the text seems unfamiliar to you or you don’t know some words. Every answer can be found in the text, you don’t need any additional knowledge to succeed.

 

IELTS Reading tips: pay attention to the details

 

Look thoroughly through the text. Any special features such as capital letters, underlining, italics, figures, graphs and tables are likely to matter.

 

No blank boxes

 

Answer all the questions, even if you’re not sure in your answer. You don't get penalty for wrong answers, so try your luck and write the most probable answer.

 

IELTS Reading tips: cross out wrong answers in multiple choice

If you saw answer that you're sure is wrong, cross it out. This way you won't get confused and save your time.

 

Choose your own technique

 

It may sound strange at first, but... There is no ultimate advice which technique fits you the best. You should choose yourself how to search for right answers and what to do first: read questions or text. A lot successful candidates prefer to read the text first, and only then answer the questions. But some say it's better to do the other way. Practise doing IELTS Reading samples to determine which technique fits you more.

Follow these IELTS Reading tips and you will definitely increase your score. But also don't forget that reading practice is crucial for success on IELTS Reading.

If you've ever doubted whether you're a good language learner, then bear in mind that you've already learned one language very well indeed – your first. But this raises an interesting question: can adults learn a second language in the same way they learned their first as children? And if so, what are the implications for the classroom?

 

Stephen Krashen and the acquisition of languages

 

Perhaps no-one has looked at the question more closely than the linguist Stephen Krashen, who has introduced some of the most influential concepts to the study of second-language acquisition.

 

In his input hypothesis, first proposed in an article published in 1977, and expanded upon in later years, he makes the distinction between learning: the conscious, traditional grammar-based process in the classroom; and acquisition: essentially how we, as children, pick up our first language. He says that our mistake is trying to teach languages in the same way we teach science, history and mathematics. Instead, he believes that learners should acquire second languages in the same way children learn their first.

 

Krashen sums up the idea in a famous documentary on the subject called A child's guide to learning languages, produced by BBC Horizon in 1983. In the documentary, he says that acquisition is 'where the action is'. In other words, in every successful example of language-learning – an infant mastering a first language, an adult learner of English scoring a band 9 on the IELTS test – the reason for their success is that they have 'acquired' rather than 'learned' the language.

 

So, how do children and proficient adult learners perform the seemingly magical trick of mastering a language, and what can teachers learn from this? Krashen offers the following ideas:

 

1. We acquire languages when we can understand messages

 

Learners need to be exposed to what Krashen calls 'comprehensible input' – that is, exposure to interesting and understandable listening and reading material. In Krashen's view, we acquire languages when we understand messages. He stipulates that the emphasis should be on meaningful interactions and not on form. When parents speak to their children, for example, the emphasis is on meaning rather than the correct use of grammar. If the child says, 'Daddy fish water!', the parent is likely to respond, 'Yes, you're right, there's a fish in the river', rather than by correcting the child's grammar. The theory here is that exposure to sufficient quantities of comprehensible input always results in acquisition.

 

2. Getting the right level is crucial

 

Krashen makes the important point that comprehensible input needs to be at the right level for the learner, namely just higher than the learner's own. He calls this theoretical level 'i + 1'. A good practical example of this in action are graded readers. These are books that are specially created for learners of foreign languages at various levels, such as A2, B1, C2, etc, on the common European framework (CEFR).

 

3. The silent period

 

Children don't start speaking their mother tongue straight away. Until they utter their first words, they are acquiring language, even if they are not using it. The miraculous first words and sentences that quickly follow are the result of this acquisition. Adult learners, both inside and outside the classroom, need this silent period, too. Teachers shouldn't be afraid when their students don't participate in debates in class – perhaps they are simply acquiring the language. Moreover, putting pressure on the learner to speak before they are ready will result in anxiety.

 

4. Anxiety is the student’s arch enemy

 

This brings me to one of Krashen’s most famous insights, namely the affective filter. This means that the rate of acquisition decreases if we are under stress, or if we experience anxiety. Luckily, most children have a virtually stress-free language-learning environment at home with their mothers and fathers. But for learners of a second language, the classroom can be a cause of anxiety, greatly affecting the way they receive and process comprehensible input.

 

By contrast, a house party with lots of international guests is a great place to practise languages, as everybody is relaxed and having a good time. Such an environment offers the language learner plenty of comprehensible input, but (hopefully) none of the anxiety. The lesson here for teachers is that they can create a similar environment by turning the classroom into a sort of house party where people feel comfortable and relaxed.

 

5. The monitor hypothesis

 

According to Krashen, conscious language-learning cannot be the source of spontaneous speech, it can only monitor output, i.e., production in speech or writing. In other words, when learners freely formulate an utterance in the target language, they can only draw upon their repertoire of acquired language to check whether it is grammatically correct. This reduces errors as the learner can apply consciously learned rules to an utterance before producing it, or after production through self-correction. As many people place a high value on accuracy, especially in formal situations, the existence of the 'monitor' could be seen as a reason for retaining a grammar focus in a given lesson.

 

One way to apply this in the classroom would be to have learners notice grammatical features in listening and reading texts using a guided discovery approach. For example, if the learners were given a listening task to do on the biography of a famous person who is still alive, the teacher could hand out the transcript and get the students to underline all of the examples of the present perfect tense. This might be followed by a short discussion, led by the teacher, as to why the tense is being used in this particular situation, followed by some concept-checking questions to ensure students understand how to use the target language. However, Krashen is clear that the main focus of classroom activity should be on giving learners as much comprehensible input as possible. Teachers should base their lessons on meaningful interactions with plenty of graded listening and reading input.

 

6. The natural order hypothesis

 

The grammar and vocabulary of a language are acquired in the same general order, irrespective of who the learner is, which language they are acquiring and the order of the grammar syllabus. You can teach students reported speech, such as in the sentence, 'she mentioned that she had been at the shop that morning', but learners won’t acquire it unless they are ready to. Certain elements of grammar are 'late-acquired', such as the third person '-s', and others are 'early-acquired'. This explains why my little niece continues to say things like 'Daddy go to work every day', even when she has already mastered more complex grammatical structures such as a conditional sentence like, 'I would do it if I had time'. Evidence for this 'natural sequence' of language acquisition can be found in the morpheme studies by Dulay and Burt. This casts doubt on the teaching of many points of grammar too early, that is, before students are ready to acquire them, such as the future perfect tense at intermediate level.

 

The advantages children have over adult learners

 

Before looking at the classroom implications of Krashen’s insights, we should remind ourselves of some of the advantages that children learning their first language have over adults learning a second language. One of the principle advantages is that children are exposed to copious amounts of comprehensible input at just the right level, and there is no pressure on them to speak until they are ready to do so. Children can also take their time and wait until they feel confident before attempting to speak. Moreover, they often have lower expectations of themselves and this helps to ensure that their anxiety levels are low, which, in turn, increases their rate of acquisition.

 

One of the most surprising things is that when children acquire a language, the language acquisition itself is not their objective. Rather, it is a by-product of the achievement of some other purpose, such as making friends in a school playground. Moreover, they pick up the elements of their first language in its natural order. They are not 'force-fed' grammar too early before their language acquisition devices are ready for it. Instead, they acquire the language first and then consider its structure after acquisition has already taken place. Finally, they learn the elements of a language in the natural order.

 

The practical implications of Krashen's ideas for the classroom

 

From Krashen's theories, and having looked at the advantages that children have over adults when it comes to learning languages, we can draw certain conclusions about what conditions make for a successful learning environment. First, class time should be taken up with as much comprehensible input as possible. Second, classes should be stress-free environments where students are encouraged to relax and acquire the language by having fun with it.

 

One particularly important implication of Krashen’s findings is that students, particularly at lower levels, should have lower demands made on them to speak, and materials and teacher talking time should be modified for each student's level. Furthermore, grammar instruction should be done on a need-to-know basis, and only with older learners. Last, but perhaps most important, lessons should not be based on grammar points, but rather on the exchange of meaning.

نمونه سوالات و منابع آیلتس انگلستان در اکتبر سال 2017

 

Academic IELTS test sample held in United Kingdom on October 2017

 

IELTS Writing test

 

Writing task 1 (a report)

 

We were given two pie charts showing the reasons to migrate from and to a European country in 2009. All charts had the figures as percentages.

 

IELTS Essay Topic in Writing task 2

 

Some believe that young people should have a university education, because this will bring benefits to the society in the future. Others, however, think it will lead to graduate unemployment. Discuss both views and give your opinion.

 

IELTS Speaking Question Types

 

IELTS Interview Questions

 

– What is your full name?
– Can I see your ID?
– Where are you from?
– Do you work or study?
– What subject are you studying?
– Why did you choose this subject?
– Do you like reading books?
– What type of books do you read?

 

IELTS Speaking Cue Card 

 

Talk about a place that is unknown to most tourists in your country. Please say

 

– What is this place?
– Why is it unknown?
– What can people see there?

 

IELTS Free Discussion Type of Questions

 

– Have you been to that place?
– Who did you go there with?
– Why did you go there?
– Did you like it?
– What is so special about this place?

 

 IELTS Essay Writing Class by Dr.Arian Karimi the Best Iran IELTS Teacher

 انواع موضوع بحث آزاد برای کلاس بحث آزاد زبان انگلیسی نیمه خصوصی

 

با شرکت در دوره بحث آزاد دکتر آرین کریمی کلاس واقعی بحث آزاد را تجربه نمایید و در زبان انگلیسی به فلوئنسی برسید

 

Free Discussion Questions for the ESL/EFL Classroom

 

Accidents at Home
Adoption
Advertising
Advice
Age: Youth & Old Age
Airplanes
Amusement Parks
Anger
Animals & Pets
Annoying Things
Arguing
Art
The Art of Conversation
Bags and Purses
Baseball
Basketball
Beach
Beauty & Physical Attractiveness
Behavior
Birthdays
Body Language
Books & Reading
Bullfighting
Business
Cars & Driving
Celebrities
Change
Charity
Cheating
Childbirth
Childhood
Children
Chores
Cities
Classrooms
Cloning
Clothes & Fashion
College
Colors / Colours
Comics
Community
Commuting
Complaining
Computers
Conflict
Corruption
Countries
Creativity
Crime
Culture
Cultural Shock & Adapting to Canada
Dangers
Dating
Death & Dying
Diets
Disabilities & Handicaps
Disaster
Disaster Preparation
Discrimination
Dogs & Cats
Do You Wish...?
Dreams
Drugs
Earthquakes
Easter
Education
Encouragement
English Literature & Books
English study
Entertainment
Environment & Pollution
Everyday Questions
Eye Contact
Facebook
Fads & Trends
Faith & Faithlessness
Family
Family & Alternative Lifestyles
Famous People
Fashion
Favorites
Fears
Feelings
Films in Your own Language
Fire Safety
First Dates
Food & Eating
Free Time & Hobbies
Friends
Fruits & Vegetables
Future
Gambling
Garage sale
Gardening
Gay Community
Gender Roles
Generation Gap
Gestures
Getting to Know Each Other
Gifts
Goals
Going to a Party
Gossip & Rumors
Habits
Happiness
Have You Ever ...
Health
Healthy Lifestyle
Hobbies
Holidays:
Holidays
April Fool's Day
Christmas
Halloween
Saint Patrick's Day
Thanksgiving
After a Vacation
Valentine's Day
Home
Homeless
Hometowns
Homework
Honesty & Truthfulness
How Long...?
How often do you...?
Humor
If You Were...?
Immigration
Internet
Inventions
Job Interview
Jobs & Occupations
Jokes
Languages
Leaders & Leadership
Learning a Foreign Language
My Life so Far
Likes & Dislikes
Living Arrangements & Dream House
Love, Dating & Marriage
Machines
Makeup, Lotions & Skin Care
Manners
Marriage
Martial Arts
Meaning of Life & Reasons for Living
Meeting People
Memory
Midlife Crisis
Mind, Body & Health
Money & Shopping
Motivation
Movie Industry
Movies
Moving to Another Country
Music
Names
Neighbor Complaints
Neighborhood
News
New Media
New Year's Day
New Year's Resolutions
Dreams, Daydreams & Nightmares
Olympics
Body
Painting
Parenting
Going to a Party
Planning a Party
Personality
Photography
Plagiarism
Plans
Police
Politics
Pope John II
Possessions
Poverty
Prejudices
Privacy
Procrastination
Race
Religion
House Renovation
Restaurants & Eating Out
Nursing Homes & Retirement Communities
Retirement
Russia & the World
Safety Inside & Outside of Home
School
Science & Technology
Secrets
Self-employment
Service Industry
Silly Questions
Single Life
Sleep
Smoking
Social Problems
Social Networking
Sports
Standardized Exams
Stereotypes
Stress
Super Heroes in Comics
Supernatural, Ghosts & Superstitions
Talk About Four Things
Talk About Three Things
Teachers
Teenagers
Telepathy
Telephones
Television
Tell me about...?
Terror
Texting
Time
Tipping
Trade Fairs, County Fairs & Industrial Exhibitions
Traffic Accidents
Transportation
Trauma
Travel
Tsunami
Two
Unemployment
The Unexplained
United States
University
Moving to the United States
About the United States
United States Geography
United States Leadership
Vegetarian
Volunteer Work
War
Weather
Weddings
Weekends
What if...?
What would you...?
When did you first...?
When was the last...?
White Lies
Who is the greatest...?
Wishes
World Peace
Would you ever...?
Would you rather...?
Are You Good At ...?
Days of the Week
How do you...?
Months of the Year


Example : 

 

A Part of Conversation Questions for the ESL Classroom.

 

What if...?

 

If you had only 24 hours to live, what would you do?

If a classmate asked you for the answer to a question during an exam while the teacher was not looking, what would you do?

If someone's underwear was showing, would you tell them?

If the whole world were listening, what would you say?

If one song were to describe your life, what song would it be?

If you bumped your car into another car, but nobody saw you do it, would you leave your name and address?

If you could ask God any one question, what would it be?

If you could be an animal, what animal would you be?

If you could be a bird, what bird would you choose to be?

If you could be a plant, what plant would you choose to be?

If you could be a super hero, which super hero would you be?

If you could be another man or woman for a day, who would you choose?

If you could be another person for a day, who would you be?

If you could be invisible for a day what would you do and why?

If you could change one thing about your spouse or significant other, what would it be?

If you could change one thing about yourself, what would it be?

If you could change one thing in the world, what would it be?

If you could choose how you were going to die, what would you choose your death to be?

If you could choose to live on a different planet, which one would you choose?

If you could commit any crime and get away with it, what would you do?

If you could date a celebrity, who would you choose?

If you could have only one food for the rest of your life (assuming that this strange situation would not affect your health), which food would you choose?

If you could hear what someone is thinking for a day, who would you choose?

If you could live anywhere, where would you live?

If you could meet any famous person, dead or alive, who would it be and why?

If you could speak any other language (besides English) which language would you like to speak?

If you could spend a day with any celebrity, who would it be and what questions would you ask that person?

If you could take a vacation anywhere in the world for any length of time, where would you go?

if you could go anywhere in the world for a holiday, where would you go?

If you could travel back in time, where would you go?

If you didn't have enough money to get the bus home what would you do?

If you discovered a new island, what would you name it and why?

If you got arrested for murder, whom would you call with your telephone call from prison? And why?

If you had an accident and you had to be at home to recover for a long time, what would you do to relieve the boredom?

What would you do if you were at home at night alone and you heard a noise in your flat/house that seemed to be footsteps?

Would you stay calm or would you panic?

What would you do if you found the wallet of your next door neighbor who you hated?

If you could have any car you wanted, which car would you choose? Would it be practical or flashy?

If your car broke down on the motorway, what would you do? Would you try to fix it yourself?

If you could solve the problem of hunger in the third world or repair the ozone, which would you do?

If you could stop a bad habit that you have, what would you stop?

If you could go back to any moment in history, where would you go?

If you could be famous (a household name), what would you like to be famous for?

If you were on holiday and you lost your passport, would you know what to do?

If you were offered a job in another part of the country, would you be willing to take the job, assuming that the pay is very good?

If your partner were offered a job in another part of the country, which was well paid, would you be willing to change places?

If you were in the bank and somebody started to hold up the bank, what would you do? How would you react?

If you had one wish, what would you wish for?

If you could only listen to one song for the rest of your life, which song would you choose?

If only one book existed, which book would you like it to be?

If you could do any job, what would you like to do?

If you could move anywhere, where would you like to live?

If you found a suitcase full of $1,000,000, what would you do?

If you found a wallet with $ 1,000 in it, what would you do?

If you had 25-hour days (while everyone else continued to have 24-hour days), what would you do with the extra time?

If you had the opportunity to be different, what would you change?

If you had time machine, where would you go and why?

If you had to choose between a wonderful romantic relationship that would end after only a year, or a so-so relationship that would last your entire life, which one would you choose?

If you had to choose between love and no money or money and no love for the rest of your life, which would you choose?

If you had to choose, would you give up your sight or your hearing?

If you received lottery tickets as a gift at the office party, and you won $30,000.00, would you share the winnings with the person that gave you the gift?

If you saw a robbery, would you report it?

If you saw your zipper was down and people had noticed, what would you do

If you speak two languages and your spouse (husband or wife) speaks only one, will you raise your children to be bilingual?

If you were candy, what candy would you be?

If you were a monster, what monster would you be?

If you were a toy, what toy would you be?

If you were abducted by aliens, would you tell anybody? Why or why not?

If you were American/Chinese/Mexican, how would your life be different?

If you were asked to choose which time period you would like to live in, which century would you choose?

If you were asked to speak to a graduating class, what would you say?

If you were given a chance to go to the moon, would you go? Why or why not?

If you were given a choice between being given great wisdom or great wealth, which would you choose?

If you were given an opportunity to be born again, in which country would you like to be born?

If you were given an opportunity to be born again, what kind of person would you choose to be?

If you were given one million dollars, what would you buy?

If you were given the opportunity to be born again, how would you change how you lived?

If you were given the opportunity to mold your partner the way you wanted, how would you mold your partner?

If you were given three wishes, what would you wish for?

If you were God, how would you transmit or let people know your message?

If you were going to a deserted island and could only take three things with you, what would you take? Why?

If you were marooned on a desert island with one other person how would you survive?

If you were invited to have tea with the Queen of England, what would say?

If you were the leader of your country, what would you change?

If you were the President of the United States, what problem or concern would you work on first?

If you were told that you were going to die tomorrow, what would you do today?

If you were walking through the forest and you suddenly saw a tiger, what would you do?

If you woke up suddenly because your house was on fire, which three things would you save as you ran outside?

If you worked for a store and you saw another employee steal something, would you tell the manager?

If your friend could not have a child, would you carry her child for her?

If you saw someone in public with toilet paper stuck to their shoe, would you tell them?

If you could change one thing that you did that was bad, perhaps a crime or some wrong you did to another person, what would it be?

If you were told you had a terminal illness and had six months to live. What three things would be most important for you to do?

If your doctor has just told you that you have a month to live, what would you do in that stretch of time?

If your doctor told you that you had only one month to live, how would you use the time left?

What if you have to sacrifice yourself for the sake of saving your mother? What would you do?

If you could live perfectly well without sleeping, if you had no need to sleep at all, how would you spend all your nights?

If you could be married with a foreign (man/woman), how do you think your life would change?

If you had a chance to choose a poor (man/woman) as a (husband/wife) from your culture or a rich (man/woman) from another

culture, which would you choose?
If you got into traffic accident, what would you do first?
If you could be God, what would you do for humanity?
If you could receive praise from a person, what person would it be?
What kind of praise would you like to receive?
If you were a color, what color would you be and why?
If you were a fruit, what fruit would you be and why?
If you had a time machine and you could be transported to any time, the past or the future. What time would you choose?
If you could ask an All-Knowing Being one question about life, what would it be?
If you could have dinner with anyone (dead or alive), who would you choose, and why?
If you could live forever on earth as it is now, would you? Why or why not?
If you could have a free chip put in your brain so that you would automatically be able to speak and understand another language besides English, which language would it be and why?
If you were the Queen or King of Britain for a day, what would you do?
If you were the President of the USA for a day, what would you do?
If you had to spend 100 days on a desert island, what five things would you take with you and why?
If you were down on your luck, would you seek the advice of a palm reader,
If the U.S. attacked North Korea, what would happen?
If you lost your bathing suit while you were swimming, what would you do?
If you woke up one morning to find you had switched bodies with someone you know. what would you do?
If you could have any one supernatural power (flying, being invisible), which would you choose and why?
If you could say a sentence which the whole world could hear, what would you say?
If you were a loin would you like to eat a man?
If you could choose to live anywhere in the world where would you prefer to live?
If your spouse cheated on you, what would you do?
If you were given a choice to live as long as you want, how long would you like to live?
If we could live for 300 years, what would the life be like?
If you could change sexes for a day, would you? What would you do if you did swap?
If you were a famous film star, what crazy things would you ask for in your dressing room?
If you you could stop time, what would you do and why?
If you you had to kill a highly religious figure to save your terminal son. Would you do it?
If tomorrow morning when you get up, you can't find people on the streets, in the city, or in the country and later you discover you are the only human being on the earth.
If you would have a chance would you change something in the history, risking that, your parents never will meet with each other and you never will be born?
If you could relive any moment in your life which moment would it be and why?
If you were given choice to live as long as you like, how long would you like to live?
If you could change one thing about your life what would it be and why?
What if you could relive any moment in your life which moment would it be and why?
If you could be a character from a movie, who would you be and why ?
If you could only see three people for the rest of your life who would it be?
If you were an English teacher, what would you do to improve your students' English?
If you could be famous throughout history for one thing, what would it be?
If you had to lose an arm or a leg, which would you choose. Why?
If you could be famous, but poor forever would you do it?
If you could know every language in the world, but you would never be able to use your native language again, would you?
If you woke up one morning in another country surrounded by people who spoke no english and with only the clothes you slept in, what would you do?
If you could have the chance to re-choose your spouse, what kind would you choose?
If you were a hotdog and you were starving, would you eat yourself?
If electricity weren't invented yet, how would your life be different?
If you could neglect one personal hygiene routine (shaving, brushing your teeth, cutting your nails, etc.) without any adverse effect to your image or health, what would you choose?
If you were to be killed, what part of your body would you donate and why?
If you went to the toilet and then discovered that there was no paper, what would you do?
If you woke up in bed and saw a huge spider walking over you, what would you do?
If you could have a party and invite anyone (dead or alive), which people would you invite?
If you could eat only one food for the rest of your what food would you choose and why?
What if your cell phone fell in the toilet, what would you do?

Online IELTS Speaking Class with Dr.Arian Karimi

IELTS Speaking test in Japan – October 2017

 

IELTS Interview Questions

 

– What is your full name?

– Can I see your ID?

– Where are you from?

– Do you work or study?

– What do you study?

– What is your major?

– What is your favourite subject?

– Do you read the news?

– What kind of news do you read?

– Do you prefer to read the news in the newspaper or online? Why?

 

IELTS Speaking Cue Card Topic

 

Describe a person who knows a lot about many things in your opinion. Please say

 

– Who is this person?

– What is his/her expertise?

– How did you meet him/her?

 

IELTS Discussion Questions

 

– Let’s talk about teachers.

– Do you think we still need them, even though we have the Internet?

– What can you do using the Internet?

– What are the benefits of this? Why?

بهترین دوره بحث آزاد زبان انگلیسی را با بهترین استاد مکالمه و بحث آزاد زبان بگذرانید

 

دوره بحث آزاد و کلاس نیمه خصوصی بحث آزاد حضوری و آنلاین با دکتر کریمی

 

یادگیری روش آموزش زبان و مکالمه در طول دوره

 

یادگیری مکالمات پیشرفته زبان انگلیسی و اسپیکینگ با لهجه نیتیو امریکایی

 

یادگیری موضوعات متنوع بحث آزاد و روش طرح کردن موضوع جهت مکالمه و بحث به زبان انگلیسی

هزینه های تحصیل و زندگی

هزینه زندگی دانشجویی برای فرد مجرد در استرالیا سالانه معادل 20000 دلار استرالیا می باشد.

اداره مهاجرت و محافظت از مرزهای استرالیا هزینه زندگی دانشجویی لازم برای دریافت ویزای تحصیل را از تاریخ اول جولای 2016 برای یک دانشجوی مجرد 19830 دلار در سال میداند. البته این مبلغ بیشتر از حد اقل در سال باشد.

این مبلغ جدای از شهریه دانشگاه بوده و بسته به شیوه زندگی شما متفاوت خواهد بود. دانشجویان متأهل باید سالانه 7000 دلار به ازای همسر و 4000 دلار به ازای هر یک از فرزندان خود به این مبلغ اضافه نمایند. شکی نیست که در استرالیا در ازای پولی که می پردازید، بیشترین بهره را می برید. ارزش پول در استرالیا به مراتب بالاتر از دیگر نقاط جهان از جمله ایالات متحده امریکا و بریتانیا است. مردم استرالیا از یکی از بالاترین استانداردهای جهانی زندگی برخوردار هستند.

یک دانشجوی خارجی هر هفته به طور متوسط مبلغی معادل 360 دلار استرالیا می پردازد که شامل موارد زیر می باشد:

خوابگاه ، غذا ، پوشاک ، تفریحات ، حمل و نقل ، تلفن

به خاطر داشته باشید که این مبلغ بسته به محل زندگی، شیوه زندگی و حتی رشته تحصیلی شما متفاوت خواهد بود. در اینجا می توانید اطلاعات بیشتری در مورد هزینه های زندگی و شهریه دانشگاه ها بدست آورید. بهتر است بدانید یکی از بهترین راه های کسب اطلاعات در مورد هزینه های زندگی، صحبت کردن با مشاوران دانشگاه مورد نظرتان است.

 

بیمه دانشجویی استرالیا (OSHC)

همانطور که می دانید بیمه دانشجویی اجباری می باشد. به طور معمول مراکز آموزشی خود ترتیب این بیمه را برای دانشجو می دهند. هزینه ی بیمه برای یک شخص مجرد سالانه 600 دلار استرالیا و برای یک زوج 3000 خانواده 5000 دلار می باشد. در نظر داشته باشید که هزینه بیمه اجباری است و نمی توانید آن را از مخارج خود حذف کنید. لازم به ذکر است که می بایست خود را قبل از ورود به خاک استرالیا برای طول دوره تحصیلی بیمه نمایید.

شهریه دانشگاه ها، مدارس و دیگر مراکز آموزشی

همانطور که می دانید دانشجویان خارجی می بایست شهریه دانشگاه خود را پیش از شروع هر ترم بپردازند. آگاه باشید که برخی مؤسسات آموزشی علاوه بر شهریه دانشگاه هزینه های دیگری نیز مانند کتابخانه، آزمایشگاه، امکانات ورزشی و گردشگری دارند. برخی هزینه ها نیز مانند تجهیزات معماری یا عکاسی، خاص رشته انتخابی شما بوده در حالی که دیگر هزینه ها مانند خرید کتاب و نوشت افزار عمومی می باشند. بیشترین اطلاعات را در این زمینه می توانید از مؤسسه آموزشی خود دریافت نمایید.

هزینه های تحصیلی استرالیا

 

(ممکن است دوره های ارزانتر و یا گرانتری نیز در استرالیا وجود داشته باشند.)

 

مدارس دولتی: بین 10000 تا 18000 دلار استرالیا در سال

 

مدارس خصوصی: بین 25000 تا 60000 دلار استرالیا در سال

 

پیش دانشگاهی (طول دوره ۱ تا ۲ سال): بین25000 تا 30000 دلار استرالیا در سال

 

دانشگاه - کارشناسی (طول دوره از ۲/۵ تا ۵ سال)، کارشناسی ارشد (طول دوره از ۱ تا ۳ سال) و دکتری (طول دوره از ۲/۵ تا ۵ سال) و غیره: بین 25000 تا 35000 دلار استرالیا در سال

 

پزشکی و دندانپزشکی (طول دوره بین ۴ تا ۷ سال): بین 45000 تا 70000 دلار استرالیا در سال

 

دوره های زبان : بین 300 تا 400 دلار استرالیا در هفته

 

هزینه زندگی: سالانه حداقل 20000 دلار استرالیا

 

به طور کلی تمامی دانشگاه های استرالیا از خوابگاه های مناسب برخوردار هستند. می توانید برای دریافت اطلاعات بیشتر به خوابگاه دانشجویی مراجعه نمایید.

 

به خاطر داشته باشید که دانشجویان می توانند تا ۲۰ ساعت در هفته در ایام تحصیل٬ و به صورت نامحدود در تعطیلات کار دانشجویی داشته باشند. ایلیاد استرالیا دانشجویان علاقه مند به کار دانشجویی را در صورت داشتن شرایط برای چند ساعت استخدام مینماید و در صورت رضایت از عملکرد معرفی نامه برای مشاغل دیگر صادر می شود.