آرین کریمی

آرین کریمی

گروه آموزش آیلتس و تافل استاد آرین کریمی

ACADEMIC LISTENING TEST Tips by Dr.Arian Karimi

The IELTS Academic listening test is one area where teachers cannot help students as much as they can in other areas. The skill of listening is one that is developed by practice and there is not much a teacher can say to improve a student’s ability at it. What we can do is to give you some hints for doing the test and also show you the type of question that you will come up against when you do the test. After that, as much practice as possible is the way to improve. This practice can be doing actual IELTS practice tests or by doing any form of listening in English. 

ویدیو نمونه کلاس آیلتس دکتر آرین کریمی و آشنایی با سوالات و فرمت تست آیلتس

The IELTS Academic listening test is approximately 40 minutes in length and there are four sections each with a separate listening passage. In each section there are 10 questions making 40 in all. Sections 1 and 2 are based on social survival in an English speaking country and sections 3 and 4 are based on a more educational and training orientation. The actual tape lasts for about 30 minutes and then you have 10 minutes at the end of the listening in order to transfer your answers to the answer paper.

 

Section 1   Here you will listen to a conversation between 2 people. The conversation is divided into 2 parts. You have to answer 10 questions based on what you hear. At the start of section 1 you will have an example read out to you and then explained. This is then repeated when the listening starts properly.

 

Section 2   Here you will hear a monologue though it may include a second speaker asking questions in order to stimulate the monologue. The monologue is divided into 2 parts. You have to answer 10 questions based on what you hear.

 

Section 3   Here you will listen to a conversation between 2, 3 or 4 people. The conversation is divided into 2 parts. You have to answer 10 questions based on what you hear.

 

Section 4   Here you will hear a monologue though it may include a second speaker asking questions in order to stimulate the monologue. The monologue is divided into 2 parts. You have to answer 10 questions based on what you hear.

 

The main problem that candidates have with the IELTS Academic listening test is that the listening tape is only played once. Therefore you have to be quite quick and very alert in order to pick up the answers, write them down and be ready for the next answer. Another area where students have problems is that they are used to listening to a live speaker in front of them when they can look at the lips and the body movements. IELTS candidates listen to a tape and this is not a natural skill. As I said above, you have to get as much practice with. IELTS practice tests at this skill as possible in order to maximise your chances of getting a good band.

 

Marking

There are 40 questions in the IELTS Academic Listening Test and 1 mark is awarded for each correct answer. There are no half marks. Your final mark out of 40 is then converted to a band from 1 – 9 using a converting table and this band is then averaged with the other 3 parts of the test to give your final IELTS band. Band scores for the listening test and the final band are given as a whole band or a half band. The converting table used to change your mark out of 40 to the band out of 9 changes with every test. However, below you can see a rough guide that you can use to assess your practice. There is no guarantee that you will perform the same in the real test itself as the test converters vary with each test, but it can be a guide to your progress with the IELTS practice tests that you use.

 

IELTS Academic Listening Test Marks, Bands and Results – Rough Guide Converter

Score Band
1
2-3
4-9
10-16
17-24
25-31
32-36
37-38
39-40
1
2
3
4
5
6
7
8
9

 

IELTS Academic Listening Test Question Types

In the IELTS Academic listening test the same types of question come up every time so it will help you to know what these types are. They are as follows:

  • multiple choice
  • short answer
  • sentence completion
  • notes/summary/diagram/flow chart/table completion
  • labeling a diagram with numbered parts
  • classification
  • matching lists/phrases

 

These question types can all be found in IELTS practice tests including the ones in IELTS Help Now IELTS practice tests question papers. As usual, practice is the key. Listening to tapes and doing the practice questions is the best possible preparation you can have.

 

Practice for The IELTS Academic Listening Test

There are different types of practice that you can do to improve your listening skills for the IELTS exam. The best, as I’ve said before, is to practice on specific IELTS practice tests. After that though there are other things. Listening to the radio is excellent as it is the same skill as the IELTS listening test – listening to a voice without the speaker(s) being present. Listening to the TV is good too but you can see the speaker. You could try turning your back to the TV as this will make it more realistic. Listening to the news on TV and radio is probably the best practice you could do with these two media. You can also see English speaking films at the cinema or at home on TV or video. All these things will develop your listening skills. In the end though, using good quality IELTS practice tests is the best strategy.

 

IELTS Academic Listening Test Strategies

There isn’t much you can do but there some things. First of all, you get time to read the questions at the start of each section and mid-way in each section. Use this time (usually 20 seconds) wisely. You should know in advance all the questions before you hear the tape. At the end of the sections you also get some time to check your answers. Use this time to check through and then turn ahead to read the next questions in advance.

 

When you read the questions you can usually predict some of the types of answer that will come. For example, in section 1, if you can see that the test is asking for a telephone number, then you know you’ll be listening out for numbers and the word telephone. In the later sections this becomes more complicated but the same technique can be used. Think about this when you are practising so you can develop this skill.

 

Tips and Ideas about the IELTS Academic Listening Test

As in all IELTS tests, the questions get harder as it goes on. You will see from your practice that the types of listening and questions that you encounter in Section 1 are more difficult in Section 2 and so on. This does not mean that by Section 4 they are impossible but they are more demanding linguistically.

 

Beware of some questions which require a number (i.e.: a telephone number) or some letters (i.e.: a postcode) as sometimes what you think is the answer will be read out only for the speaker to correct him or her self and then say the correct answer.

 

An important tip is to answer all the questions as you hear them; don’t wait until later. Sometimes people in these tests hear the correct answer but decide to remember the answer and write it down later so they can wait for the next answer. This I feel is a mistake. Firstly, people will very often forget this answer and secondly, if you follow this method, you will have to remember up to 5 or 6 answers in a row before you can write them down. Then you’ll forget even more.

 

As I said above, at the end of the test you have 10 minutes extra to transfer your answers from the question paper to the answer paper. Some people put their answers directly onto the answer paper. I feel it’s better to write the answers on the question paper and use the 10 minutes given at the end for the transfer. Writing the answers on the question paper allows you to keep your concentration on the questions and, if you make a mistake, it’s not so difficult to correct.

 

One area that students don’t like is that, in the listening test, good grammar and spelling are important. The grammar part is not so important as you can’t make many grammar errors in 3 words (the maximum you use in the listening test) but, if you spell something wrong, it will be marked as wrong. People think, quite rightly in my opinion, that the listening should test whether you understand what you heard and not how you spell something but these are the rules. So, be careful about your spelling!

 

If the question asks for no more than 3 words, use no more than 3 words. Writing 4 words is wrong. You won’t be asked to do it in 3 words or less unless it is possible so don’t worry; it can always be done.

 

Don’t panic if you miss an answer. If it has really gone, then it is history. Worrying and panicking is only going to make you miss another one. One miss is probably not going to destroy your mark so calm down and listen for the next one. Sometimes you think you have missed it but you are mistaken. If you are calm and keep listening, maybe the answer will come or even be repeated.

 

Never leave a question unanswered; especially if it is only an A,B,C,D question or something similar. Guess if you really don’t know. There are no marks taken away for wrong answers or even stupid answers. So, have a go! Logic, general knowledge or just luck might give you the right answer!

 

Anyway, work hard and good luck with the IELTS Academic Listening Test! I hope that this tutorial has helped you. Below are links to the other free IELTS Academic Tutorials. We strongly recommend that you practice for the tests with good IELTS practice tests. Of course, we would like you to use ours as we believe ours are excellent and the cheapest on the market, but any good IELTS practice tests will do.

 

IELTS Listening Preparation Course by Dr.Arian Karimi

 

 

Take part in Online IELTS Class by Dr.Arian Karimi

 

 onlineieltsclass

 

The Advantages of Distance Learning written by Dr.Arian Karimi


According to the U.S. Department of Education's National Forum on Education Statistics, virtual education is now part of the planning agenda of most organizations concerned with education and training. The quality of distance learning has greatly improved in the past few years, as both students and educators have become more comfortable with the technology, and as stories of best practices have been shared and duplicated.

While quality has increased substantially (and while many inferior programs have failed), it is still prudent to verify that the distance learning organization is fully accredited by the appropriate agencies. One valuable resource is AccreditedOnlineColleges.org. The goal of accreditation is to ensure that education provided by institutions of higher education meets acceptable levels of quality. Accreditation in the United States involves non-governmental entities as well as governmental agencies.

Distance learning features a number of advantages, particularly for non-U.S. students seeking an accredited U.S. degree. Perhaps the most relevant benefit involves the luxury of remaining in your home country while studying -- and consequently avoiding the inconvenience of applying for a student visa to study in the United States. Other advantages include:

 

Accessibility for those living away from the training center


No waste of time or other resources in transport, commuting to a central location for each class


Flexibility to study in any convenient location with an Internet connection

 


Self-paced learning:


Quickly browse materials you have already mastered, and concentrate time and effort in areas containing new information and / or skills

 

Study materials at a personal speed and intensity, without having to wait for slower pace of the average classroom

Flexibility to join conversations in the bulletin board discussion areas at any hour, and to review your classmates' comments since the previous visit

Just-in-time learning; more opportunities to study the most current material available

Flexibility for those with irregular work schedules

Accessibility for those with restricted mobility (e.g., handicapped, injured, elderly)

Accessibility for those with family responsibilities (e.g., parents with young children at home)

Recent research has shown that the most significant factor helping students to succeed -- or not -- in Web-based classes has been their ability to manage time. The more successful students reported spending 2 to 3 hours regularly each

week for each hour of credit for a class. For example, a 4-hour credit class required a minimum of at least 8 to 12 hours of work each week of the semester to complete all requirements.

Without class lectures to spur a quick burst of activity to complete a project, for example, some students procrastinated through weeks of the semester, only to find themselves so far behind that they could never recover. Experts

strongly recommend that you devise a typical weekly schedule so that you will have a general guide for allocating appropriate time to study.

 

COMPUTER-ASSISTED LANGUAGE LEARNING:

 

AN OVERVIEW 

 

By.....Bamrung Torat

"….Technology is not a panacea or a magic bullet that suddenly transforms all learning. The effectiveness of educational technology depends on how it is employed to meet educational goals for particular kinds of students in specific language learning environments…." (Oxford and others, 1998: 13)

 

INTRODUCTION

The main purpose of this resource booklet is to give Thai university English language teachers a brief overview of the development of Computer-Assisted Language Learning (CALL) and how computers have been used or can be used for English language teaching (ELT) and learning. Its focus is on the history of CALL, uses of CALL in English language teaching, and advantages and limitations of CALL.

The chapter is divided into 5 sections: (1) Definition of CALL, (2) History of CALL Development, (4) Uses of CALL in English Language Teaching, (5) Advantages and Limitations of CALL, and (6) Tips in using CALL. A CALL bibliography (printed materials and online resources), as a resource for interested ELT teachers, is available at the end of the volume.

 

Definition of CALL

Computer-Assisted Language Learning (CALL) is defined as "the search for and study of applications of the computer in language teaching and learning." (Levy, 1997: 1) The main aim of CALL is to find ways for using computers for the purpose of teaching and learning the language. More specifically, CALL is the use of computer technologies that promote educational learning, including word processing, presentation packages, guided drill and practice, tutor, simulation, problem solving, games, multimedia CD-ROM, and internet applications such as e-mail, chat and the World Wide Web (WWW) for language learning purposes. There are several terms associated with CALL. CALL is variously known as Computer-Aided Language Learning (CALL), Computer-Assisted Language Instruction (CALI) and Computer-Enhanced Language Learning (CELL). The first two terms generally refer to computer applications in language learning and teaching, while CELL implies using CALL in a self-access environment (Hoven, 1999). 

 

Why CALL?

 

The reasons why ELT teachers use CALL:

    • Computers can do some of the work of the teacher and provide great assistance to the learner even without the presence of the teacher (Pennington and Steven, 1992).
    • New technologies have seen computers become smaller, faster, and easier for the teacher to use (Evy, 1997). At present, well-designed CALL software is readily available to the teacher.
    • Technologies allow computers to do multimedia applications, incorporating video, sound, and text, and this capacity allows the learner to interact with both the program and other learners. (Felix, 1998).
    • The computer offers great flexibility for class scheduling and pacing of individual learning, choosing activities and content to suit individual learning styles. (Oxford and others, 1998)
    • The computer can provide a meaning-focused, communicative learning environment, which serves the purposes of communicative language teaching.

 

HISTORY OF CALL DEVELOPMENT

This section gives a brief history of CALL development. The review aims at showing, chronologically, the development of CALL over the last 30 years by linking to important technological developments, theories of learning and language teaching approaches. Some key examples of CALL programs and projects developed in this period are also shown.

Warschauer (1996) divides CALL into phases of development as follows: Behavioristic CALL, Communicative CALL, Integrative CALL (Multimedia CD-ROM), and Integrative CALL (Internet). The beginning of a new phase does not necessary mean the end of programs and methods of the previous phase, rather the old is included within the new (Warschauer, 1996).

The historical development of CALL is summarized in the following table: 
  

   

Behavioristic CALL 
 

Main-frame and Mini Computers (1950s-1970s)

Technological Development

by Year

Approaches to Language Teaching

Approaches to CALL &

Examples

  • 1950 - Mathematician and computer pioneer Alan Turing predicted that one day there would be a machine that could duplicate human intelligence in every way.
  • 1951- Whirlwind, the first real-time computer was built.
  • 1957- FORTRAN language was developed.
  • 1959-COBOL (Common Business-Orientated Language) was developed.
  • 1960-Tandy Corporation founded.
  • 1964-DEC Mini Computer was built.
  • 1965-BASIC language was developed.
  • 1967-Development on PASCAL
  • 1968-LOGO language was developed.
  • 1970-Development of UNIX operating system.
  • 1971-First Microprocessor-4004 was invented.
  • 1972-C language was developed.
  • 1972-8008 Processor was released by Intel.
  • 1972-The first international connections to ARPANET are established. ARPANET became the basis for the internet.
  • 1974-Introduction of 8080. An 8 Bit Microprocessor from Intel.
  • 1975-Formation of Microsoft by Bill Gates and Paul Allen.
  • 1976-Apple Computer, Inc. founded, releasing the Apple II, first mass-market of PC.
  • 1979-Introduction of 8088 processor.
  • 1979-Compact disk was invented.
  • Empiricist theory
  • Behaviorism
  • Audiolingualism
  • Structural Linguistics

Principles of Language Learning:

  • Focus on stimulus, response, and reinforcement.
  • Language learning is a process of habit-formation.
  • Focus on drill and practice.
  • Learn through imitation and repetition.
  • Give immediate feedback.
  • Individualized instruction was included to serve the pace of the learner.

Behavioristic CALL

(e.g. PLATO project:

Aims at providing interactive, self-paced learning using mainframe computers.)

Main characteristics of behavioristic CALL:

  • Based on behaviorist theory of learning.
  • Focus on receptive drills.
  • Mainly drill and practice type software.
  • Computer as tutor.
  • Learning activities promote language accuracy rather than fluency.
  • Designed to be implemented on mainframe and mini computers.

Criticism of Behavioristic CALL: The Behaviorism and Audiolingualism were rejected theoretically and pedagogically by theorists and practitioners.


 

Communicative CALL 
 

Personal Computers (PC) (1980s)

Technological Development 

by Year

Approaches to Language Teaching

Approaches to CALL &

Examples

  • 1980-Development of MS-DOS/PC-DOS began by Microsoft
  • 1981-The first WIMP (Windows, Icons, Menus and Pointing Devices) by The Xerox Palo Alto Research Lab.
  • 1982-The TCP/IP Protocol established, and the "Internet" is formed.
  • 1982-80286 processor was released.
  • Compaq released their IBM PC compatible
  • 1983-MS-DOS 2.0 was released.
  • Hewlett-Packard released LaserJet printer
  • AT was released.
  • Apple Macintosh was released.
  • 1984- MS-DOS 3.0 was released.
  • 80386 DX was released.
  • 1985- Microsoft Windows was launched.
  • 1985- EGA was released.
  • 1985 - 80386 DX was released
  • VGA was released
  • 1988 - MS-DOS 4.

The development of word processing such as:

  • Word Master
  • WordStar
  • WordPerfect

Cognitive 

Psychology

Communicative Language Teaching

Transformational Grammar

Principles of Language Learning:

  • Learning is process of discovery, expression, and development.
  • Focus on functions of the language.
  • Emphasize on language use rather than usage.
  • Contextualization is important.
  • Communicative competence is the desired goal.
  • Focus on using language forms rather than forms themselves.
  • Teach grammar implicitly.

Encourage students to produce language rather than manipulate the language, (Brown, 1994).

Communicative CALL:

(e.g. Storyboard,

Text reconstruction,

Cloze exercises) 

  • Serious educational applications appeared.
  • A boom of CALL due to the introduction of Personal Computer

Main Characteristics:

  • View that drill and practice exercises did not yield enough genuine communication.
  • Computer-based activities
  • Focus on using the language in context.
  • Non-Drill Practice format Type
  • Text reconstruction
  • Paced reading
  • Cloze exercises

Criticism of Communicative CALL: Computers were not fully well integrated into the curriculum. The greater contribution is on marginal rather than the central educational elements.



Integrative CALL: multimedia CD-ROM 
 

Multimedia CD-ROM (1980s-1990s)

Technological Development 

by Year

Approaches to Language Teaching

Approaches to CALL &

Examples

  • 1982 Audio CDs was introduced
  • 1982 Book on Audio CDs was introduced by Sony and Phillips--beginning of the Compact Disk
  • 1982 MIDI, Musical Instrument Digital Interface was introduced.
  • CD-ROM, invented by Phillips, produced by Sony
  • 1989 CD-I released by Phillips and Sony.
  • 1989 Release of Sound Blaster Card, by Creative Labs
  • 1990 Introduction of Windows 3.0 by Bill Gates & Microsoft.
  • 1990 - MPC (Multimedia PC) was introduced.
  • 1991 - 80486 DX was released. A sound card and triple speed CD-ROM were added.
  • 1992 Introduction of CD-I launched by Phillips.
  • 1993 Pentium released
  • 1993 a CD-ROM drive capable of 300KB/sec (double speed) was introduced.

Humanistic Approach

  • Focus on Communicative Language Teaching:
  • Focus on meaning.
  • Use of authentic, meaningful and contextualized materials.
  • Fluency in language is a primary goal.
  • Focus on interactive language learning.
  • Consider learners’ factors such as age, interest, learning styles, motivation.
  • Tasks relevant to students’ real life interests and experiences (Felix, 1998)
  • Shift away from language usage to language use (Felix, 1998)
  • The teacher became a facilitator rather than the person who gives out information.

Integrative CALL:Multimedia CD- ROM

(eg.Toolbook, Authorware, Planet English, Real English, Wiser Educator)

Main Characteristics

Use advantages of multimedia CD-ROM in teaching language for communicative purposes.

  • Allow computer to incorporate a variety of media (text, graphics, sound, animation, and video) by Hypermedia. 
  • Emerge of friendly-user, powerful authoring software such as ToolBook, Authorware, and Director.
  • Based on communicative language teaching approach
  • Built on student's intrinsic motivation
  • Foster the interactivity between the learner and the learner, and learner and computer.
  • Multimedia resources are linked together.
  • Learners can navigate their own path and set their own pace by pointing and clicking mouse.
  • More authentic language learning environment is created. 
  • The four language skills are integrated. 
  • Focus on content and language skills.
  • Allow learners to link to a variety of sources such as grammatical explanations, glossaries, pronunciation, exercises, etc.

  

Integrative CALL: internet applications 
 

Computer-Mediated Communication (Internet) (1990s)

Technological Development 

by Year

Approaches to Language Teaching

Approaches to CALL &

Examples

  • 1969-Computer-mediated communication (CMC) but serious applications appeared in early 1990s.
  • 1960s-Hypertext was invented by Ted Nelson.
  • 1989- World Wide Web--the integration of hypertext and the Internet- was invented by Tim Berners-Lee.
  • 1990- Internet applications became popular such as E-mail, FTP, Talk (UNIX system)
  • 1992- Gopher was released.
  • The release of CERN (WWW), a hypertext based system for finding and accessing internet resources.
  • 1993- Mosaic (Web browser) was released.)
  • 1994- Netscape 1.0 was released.
  • 1995- Windows '95 was launched with Internet Explorer by Bill Gates & Microsoft.
  • 1995 - JavaScript was introduced by Netscape.
  • 1998 – Windows’98 was released.
  • 1995-1999 - Development of:
  • QuickTime
  • Real Audio 
  • Real Movie
  • Shockwave
  • Web-based E-mail 
  • Web-based Chat
  • Voice Chat
  • Internet Phone
  • Emerge of web authoring software such as Hot Potatoes, Author ware, and Director.
  • Desktop Conferencing 

Communicative Language Teaching

Focus on using the internet applications for communicative language teaching:

  • Foreign language learning will be an acquisition of language content through purposeful and reflective participation.
  • The curriculum is dynamic.
  • The role of the teacher is a facilitator, an inseminator of ideas, who draws student’s motivation.
  • The learner is responsible, reflective and creative.
  • Textbook is a resource along with electronic resources.
  • Classroom becomes a reconfigurable space with electronic facilities.

(Debski (1997:47-48)

Integrative CALL: Internet Applications

(e.g. E-mail communication, FTP, World Wide Web, Chat, Gopher sites, MOO servers, CU-See Me, Desktop Video Conferencing)

  • Aim at integrating computer-mediated communication applications for communicative language teaching as follows:

E-mail

  • Allow learners to have direct communication around the globe.

FTP 

  • Allow learners and teachers to download documents, graphics, sounds, videos, and animation.

WWW

  • Learner’s search and share different kinds of files on the internet (documents, graphics, sounds, video, and animation).

Chat: 

  • Allow learners to have real time communication.

Main Characteristics:

  • Allow computer to incorporate a variety of media from the internet such as text, graphics, sound, animation, and video.
  • Internet resources are linked together by Hypermedia. 
  • Based on communicative. Language teaching approach.
  • Built on student's intrinsic motivation for authentic communication.
  • Encourage interactivity between the learner and internet users around the world. 
  • More authentic language learning environments are created. 
  • The four language skills are integrated (listening, speaking, reading, and writing).
  • Focus on a variety of content and multi-cultures.

 

 

USES OF CALL IN ENGLISH LANGUAGE TEACHING

 

This section gives a brief overview of how CALL has been used or can be used for the purpose of language learning and teaching. The use of CALL can be divided as follows: (1) Computer as Drill and Practice, (2) Computer as Tutor (3) Computer as Simulation / Problem Solving, (4) Computer as Game, (5) Computer as Tool for ELT teachers and learners, and (6) Applications of Internet for ELT.

 

Computer as drill and practice

In this use of CALL, computers are viewed as a tool for saving time with the immediate feedback. The learning principles behind Drill and Practice is the Behaviorism Learning Theory and the Audiolingual approach language to teaching. The main aim of Drill and Practice is to review the content / background knowledge, and to assist the learners to master separate language skills (such as reading, listening, etc.)

Drill and practice consists of three steps: Providing stimulus; Receiving active response from the learner; and giving immediate feedback.

There are several types of drill and practice activities (exercises) such as Paired Associate (Matching); Sentence Completion; Multiple Choice; Part Identification; True-False; and Short-Answer questions.

Well-designed Drill and Practice programs can record the learner’s progress and scores and the time a student spends on each exercise. Some programs add timing features to help the learner to control their speed while practicing. Drill and practice CALL programs in the early years focused on practicing language skills and components separately (such as vocabulary, grammar (such as irregular verbs, past tense, and articles), reading, and translation. A lot of drill and practice exercises were produced by classroom teachers. There are several limitations of Drill and Practice exercises such as the lack of interaction and content materials which are not authentic, meaningful, and contextualized (Felix, 1998). As a result, the receptive language drill and practice programs of the 1960s –1970s did not produce enough authentic communication for the learners.

Another type of Drill and Practice is so called "contextualized activities" such as gap filling, reconstructing texts, etc. Examples of these programs are those developed in early 1980s such as Cloze exercises, Text reconstruction, and Eclipse (by Higgins), etc. A key authoring program used to generate text reconstruction is Storyboard, written by John Higgins (Levy, 1997).


Computer as tutor

The role of the computer as tutor is to present to the learners the content of the lesson as text graphics, video, animation, or slides, including learning activities, drills and practice. The computer serves as a means for delivering instructional materials.

The program consists of the following stages: Introduction stage (stating aims, background knowledge), Presentation of the content, exercises and/or testing; and Giving the feedback.

 

Examples of CALL tutorial programs are:

Grammar: Longman Grammar Software; Grammar Expert Plus; Tense Buster (Clarity Software); Grammar Mastery (ALA); Grammar Rom (Addison Wesley Longman); Grammar 3D: Contextualized Practice for Learners of English (Heinle & Heinle).


Reading: Read It! Study Skills(Clarity Language Consultants) (EAP reading); RocketReader (1998) (a speed reading program); ReadFlex (Speed Reading); Reading for English (Athelstan) (Reading Comprehension); SEEN: Tutorials for Critical Reading (KenCD Software) (tutorials designed to develop analytical thinking and critical reading skills); Accelerated Reader (Advantage Learning Systems).


Writing: Paragraph Punch (a writing tutor for effective paragraph); Write Express Easy Letters (effective business letters); Power Editing (an interactive tutorial on how to edit and revise sentences); Report Writer for Science and Engineering Reports (Clarity Language Consultants) (EFL/ESL report science and engineer writing).


Speaking, Pronunciation & Listening: Learn to Speak(The Learning Company); English Pronunciation (1997-98) (Okanagan University College); Dragon, Naturally Speaking (A voice recognition program); See It, Hear It, Say It! (Courseware Publishing International); Accent Improvement (Speak Ware); Real English (Wiser Software).


Integrated Skills / Courseware: Ellis(CALI), Dynamic English (DynEd); English Discoveries (Berlitz); English Language Development (Jostens); Rosetta Stone (Fairfield Language Technologies); Planet English (Unisearch Ltd and the University of New South Wales); Issues in English (Protea Software); Active English (Courseware Publishing International).


Computer used for simulation / problem solving

Simulations and problem solving is used to foster analysis, critical thinking, discussion and writing activities. The computer is not used much for tutorial purposes. The program is designed to create language interaction through problematic situations, conditions or problems challenging for the learner to solve. Many simulation programs are problem solving games, which are entertaining and educational ("edutainment").

Oregon Trail (1995-1998) (CD-ROM)<http://www.cd-romlink.com> is one of the earliest educational simulation problem solving games. The learners are challenged to make a series of decisions to guide their party from Missouri to Oregon by covered wagon. These decisions begin with choosing a departure date, through the daily decisions relating to pace, restocking and direction. The learners face a series of obstacles: fires, floods, injuries, no water, bad water, no grass, food spoilage, etc. The learners have to make life-or-death decisions. Though Oregon Trail is not directly designed for ELT classes, the teacher can create learning activities in both receptive and productive skills.

Other educational simulation problem solving games are Carmen Sandiego, A Day in the Life (1995), and Carmen Sandiego Word Detective (1999), which helps learners to master essential language skills, Amazon Trail II(The Learning Company) which is a simulation of a trip up the Amazon River.

 

Computer as game

The main principle behind computer gaming is that "Learning is Fun." The main aim is to create a pleasurable learning environment, and to motivate the language learner. However, good educational games should have clear educational objectives.

CALL games and simulation games are similar in that both are designed to motivate students to learn through entertainment. However, they are different in certain ways. Simulation games always use simulations (real life situations) in the presentation of a game, while CALL games focus on providing fun, but challenging environment to the learner. Though CALL games have clear learning objectives, they are different from Tutorials and Drill and Practice. The main function of CALL games is not so much to present the language content as tutorials do but to provide entertainment to the learner.

Examples of CALL vocabulary games are Spelling Games, Spelling Bee and Magic Hat, Scrambled Word, Word Worm, Hangman, Word Order, Find a Word, Word Puzzles, Spelling Buddy, Cross Words, I Love Spelling(DK multimedia), Scrabble Deluxe (Virgin Games) (Computerized version of the board game), etc.

 

Computer as tool for teachers and learners

 

Word Processors

The most common tool used by teachers and learners in CALL is probably word processors. Word Processors are tools for creating documents for making handouts, sheets, desktop publishing, letters, and flyers for language teaching and learning. There is a variety of word processors available, ranging from high quality programs such as Microsoft Word <http://www.microsoft.com>, Corel Word Perfect <http://www.corel.com > to simpler and cheaper programs such as Microsoft Works<http:www.microsoft.com>, and Claris Works <http://www.apple.com/appleworks>. Teachers can choose ones suitable for their students.

 

Spelling Checkers

Spelling checkers are tools for ELT teachers and learners for conducting spelling check. Most high quality word processing programs such as Microsoft Word, Word Perfect have built in spelling checkers. However, there are separate spelling checking programs available such as Spell it Deluxe (1997) <http://www.davd.com>, or Sentry Spelling-Checker Engine.

 

Grammar Checkers

ELT teachers can use grammar checker programs to check and point out grammatical problems in writing. Like spelling checkers, grammar checkers can be a separate program such as Grammatik or built-in programs such as the Grammar Check in Microsoft Word. However, these grammar checkers still have limited abilities and are intended for native speakers. So they are not recommended for ESL/EFL learners since they may be confusing.

 

Concordancers

Teachers and learners can use concordancing software to search in huge databases to find all the uses of particular words. It might be confusing for ESL/EFL beginners. The best Concordancer for ELT teachers and students is Oxford MicroConcord . The software includes a total of about 1,000,000 words from British newspapers.

 

Collaborative Writing

Collaborative writing is software that helps the learner to write collaboratively on computers, which are linked in a local area network. Daedalus Integrated Writing Environment is the most popular one. This software includes real-time discussion, word processing, electronic mail, brainstorming, and a dictionary.

 

Reference

At present many CD versions of encyclopedias, dictionaries, thesauruses, maps and other references are available to the teachers and learners. Popular reference CD-ROM programs are Microsoft Encarta 99 < http://www.iac-on-encarta.com/>,Longman Dictionary of American English, Oxford Picture Dictionary CD-ROM (1997) <http://www.oup-usa.org>and BookShelf <http://www.Microsoft.com>. Microsoft Encarta Interactive World Atlas 2000 <Http//www.microsoft.com> Roget 's thesaurus.com <http://www.thesaurus.com/>, WordWeb, (a thesaurus /dictionary), Collins On-Line Dictionaries, American Heritage Dictionary (Softkey); Longman Multimedia Dictionary, Grammar Reference (US English grammar usage), American Heritage Talking Dictionary (The Learning Company). Please note that entries in many of these programs may be biased towards the country of origin.

 

Authoring

Generally, ELT teachers use commercially available CALL software. However, much software does not meet the demand of the learners or does not suit the learning objectives. Teachers need to adapt or create their own materials from scratch. In this case, the teacher has to become an author, or a teacher-programmer (Levy, 1997). The authoring software allows teachers to select appropriate content and learning activities according to their students’ needs. There is a variety of authoring software ranging from pre-scripted authoring programs such as Authorware (Macromedia), Toolbook (Asymetrix Corporation), etc. which requires the user to write scripts, to customized template authoring programs and allow the teacher to create customized teaching activities and exercises such as Storyboard, Clozemaker, ChoiceMaster, GapMaster in Wida’s Authoring Suite, Wiser Educator, Author Plus (Clarity Language Consultants), Authorware Attain (Macromedia).

 

Internet applications

Computers can be connected to the internet and can incorporate interactive multimedia: text, graphics, audio, video, and animation. It can be said that the explosive growth of the internet has given new life to interactive media and CALL.

To access text, graphics, audio, video, and animation published on the internet, the teacher and learner need to use "Web browser" software, a computer based graphical program that allows users to search and explore information on the internet. Common Web browsers are Netscape Navigator and Microsoft Internet Explorer. It is expected that the internet will become one of the most popular mediums for CALL because it allows for world-wide distance education.

The use of the internet is easy. The user usually interacts just by clicking the mouse. Easy navigation is an advantage of using the internet in linking to different sites around the world.

The followings are internet applications that ELT teachers can use for language teaching.

 

Electronic mail (E-mail)

Computer-mediated communication makes it easy for ELT learners to have direct authentic communication with the teacher, other learners or interested people around the world by using e-mail. E-mail is an excellent method for teaching interactive writing. One of its advantages is that it provides interaction with native speakers through pen-pal correspondence. E-mail writing is considered to be more personal and meaningful than classroom writing activities. (Felix, 1998). A problem concerning interaction through E-mail is that the communication does not take place at the same time (asynchronous).

 

There is a variety of e-mail programs that can recommended for the learner. The most popular program on the Unix platform is Pine of Washington University <http://gpu.srv.ualberta.ca/HELP/mail/pine1.html>. Eudora <http://www.eudora.com> and Netscape Mail <http://www.netscape.com> are easy to use. However Pine and Eudora require direct conection to the internet through the server in which the user is a member. If the user wants to access to e-mail anywhere and anyplace in the world, he/she can apply for free web-based e-mail services such as Hotmail.com <http://www.hotmail.com>, Yahoo.com<http://www.yahoo.com>, Mail.com <http://www.mail.com>, AltaVista.com <http://www.AltaVista.com>, etc.

 

File Transfer Protocol (FTP)

 

The File Transfer Protocol (FTP) is a facility for transferring files over the internet. The original FTP was available on the UNIX system. But now FTP is also available on the web, and it is becoming more user-friendly than the one operating on the UNIX system.

 

When the user connects to a remote computer with FTP, he/she is communicating between the two machines: one local and one remote. Once you connect to the remote computer with FTP, you can do several jobs concerning files such as sending local files (text and binary--images, and sound) to the remote site, retrieving files from the remote site, changing directories, naming and deleting files both on the local and remote sites.

 

ELT teachers can use FTP to download or updownload files such as software programs, texts, images, sounds, videos. A lot of FTP sites are vailable on the internet at several servers such as the FTP server at University of Illinois at Urbana-Champaign < ftp://ftp.ncsa.uiuc.edu/ >Washington University at St. Louis < ftp://wuarchive.wustl.edu/ >, FTP server at Monash University <ftp://ftp.monash.edu.au>.

 

World Wide Web (WWW)

 

Computer networks have allowed to conect to information around the world, and share millions of documents—texts, graphics, sounds, and video via hypertext keywords or links. WWW or the web now has absorbed many of the above services. For example, the web can now do e-mail, ftp, chat and voice chat, desktop conferencing, and MOOs (Multiple-user-domains Object Oriented), which allows for real time communication.

 

The WWW provides a rich resource of "authentic materials" for langauge teaching and learning. Using web browsers such as Netscape <http://www.netscape.com> and Internet Explorer <http://www.microsoft.com/>, the WWW yields good (and bad!) resources for the teacher and the learner. Learners can find information which suits their own interests and fields of study.

 

The teacher and learner can search for the following materials on WWW:

 

Texts

 

Texts can be downloaded, saved as .html or .text files, and printed and kept as worksheets. Teacher can download suitable texts and put them on the school’s website for further reading assignments or doing English exercises such as grammar, vocabulary, etc. There is a wealth of texts on a variety of topics on the WWW that the teacher and the learner can choose to serve their own interest. You can find texts in almost any field on the WWW. However, there are some limitations on using text files on the WWW. Many web sites consis of poor written texts with grammar and spelling mistakes or poor writing style. The teacher must be selective in choosing text files for ELT learners. A good website is CNN News Room<http://lc.byuh.edu/cnn_n/cnn-n_page.html>. The student will learn both news and do some language exercises such as vocabulary, grammar, reading, etc.

 

Pictures

 

Pictures can be very useful in language teaching and learning. Pictures can convey meaning and stimulate language. By using a web browser, teachers can download, save and print pictures and keep them as a resource for language teaching. There is a variety of pictures on the web. Many pictures are copyright free for educational use. AltaVista <http:www.altavista.com>is a good search engine for searching pictures on the internet.

 

Audio Files

 

A lot of web sites provide audio clips that the user can download and store for use in language teaching and learning. With advanced technologies such as the RealAudio program <http://www.real.com>, the teacher can download "live" audio files such as news, short stories, and songs for use in class and self-access center or for individual listening at home. Web sites that provide audio files are such as CNN News<http://www.cnn.com>,BBC English <http://www.bbc.co.uk/worldservice>, etc.

 

Video Files

 

The WWW is also a rich resource for Video files (video films, video clips, and digital movies). To view video files, there is a need for video and movie viewing programs such as Real Video<http://www.real.com>,QuickTime Movie<http://www.apple.com/quicktime/>, which can be downloaded from the internet. Useful videos and movies that can be downloaded and saved are: previews of video films, movies, conversations or dialogues among people, news, speeches, and documentary films. Teachers can use videos and movies with other medias, such as textbooks, pictures, handouts, or audio materials. However, there are some technical limitations with downloading video materials. Video clips, which are usually short, are easy to download and manipulate. However, long videos and movies, which need a lot of computer RAM and disk spaces, always cause problems. The computer must be powerful and must have a fast internet connection.

 

Chat & Voice Chat

 

Computer-mediated communication allows users to exchange real time instant messages (no time delay as in e-mail). The application of this capacity are chat programs that allow users to connect to remote sites to send and receive instant written messages. "Talk" is an original version of chat on the UNIX system. Web-based chat is easier to use than the UNIX system "talk". Examples of chat programs on the web are: ICQ < http://wwp.icq.com/>, IRC (Internet Relay Chat) < http://www.ircnet.org/>, Yahoo <http://www.yahoo.com>. With the progress in real time audio technologies, voice chat is becoming available (e.g. Yahoo Voice Chat <http://chat.yahoo.com>). Voice chat allows users to exchange real time-instant digital voice messages with users in remote sites.

 

Chat provides a strong motivation for interactive and communicative use of language. ELT teachers can use chat sessions as a means for meaningful authentic communication with the real audience. The learner can join several chat groups according to his/her own interest.

 

Desk-Top Teleconferencing

 

One of the most important aspects of MOOs (Multiple-user-domains Object Oriented or Multi-User Object Oriented systems) is communication (verbal, nonverbal, expressing feelings) with people connected to the MOO from all around the world. MOOs evolved from MUDs (Multi-User Domains). MOOs allows for real time communication, simulation, and role play among users. The users can build their own new "rooms" and write the description, to determine who could come in and out. The user can even create their own virtual home.

 

Recently a lot of special MOOs have been set up for ESL learners to participate such as CU-SEEMe <http://www.cuseeme.com>. In using MOOs special client software programs such as TinyFugue (for Unix, MUDDweller (for Mac), or MUDwin (for Windows) are needed.

 

MOOs provide a strongly motivated means for meaningful authentic communication with a real audience. Those who are interested in this desk-top teleconferencing can join MOOs on many websites such as the CU-SeeMe Website <http://www.cu.seeme.com>, and at Rachel's Super MOO List <http://cinemaspace.berkeley.edu/~rachel/moolist/>.

 

ADVANTAGES AND LIMITATIONS OF CALL

 

While Section 3 above shows some of the benefits of how CALL can be used for language teaching and learning, CALL also has some limitations. This section reviews advantages and limitations of CALL.

 

Advantages of CALL

 

Learner’s Factors

CALL can adapt to the learners' abilities and preferences.

CALL can adapt to the learners’ cognitive and learning styles.

CALL can adapt to the learner’s self-paced learning. CALL can be used for remedial work for slow learners and to accelerate learning for fast learners.

CALL offers individualized and private learning.

CALL, with branching capability, provides choices and paths for learning, allowing learners to work independently.

CALL allows learners to control their own learning process and progress.

 

Motivation and Attitudes

CALL provides strong motivation for learning. Students will often do on a computer what they are reluctant to do in a textbook or paper-pencil.

Some CALL features such as graphics, sounds, animation, and video, audio are interesting and motivating for many learners.

CALL can improve learners’ attitudes towards learning English.

CALL (internet) provides authentic communication that motivates students to use language outside language classroom.

 

Feedback and Progress Record

CALL can provide immediate responsiveness and feedback.

CALL provides accurate records of the learner’s performance and progress.

 

Teacher’s Roles and the Relationship with the Learner

CALL can change the relationship between teacher and student.

The teacher becomes a facilitator rather than a person who controls the learning environment.

CALL is predictable and non-judgmental.

 

Mastery Learning

CALL provides opportunities for mastery-learning language skills.

CALL can lower the amount of time required to master some materials.

Co-operative Learning

CALL (e.g. Simulation games) encourages learners to work cooperatively in problem solving.

CALL allows learners to learn cooperatively as a result of working together (such as group works, and discussion.)

 

Communication

CALL (e.g. games and puzzles) create information gaps which provide learners a need to communicate or interact with each other or with the program.

CALL (e.g. e-mail, chat, moos) promote direct communicative skills for the learners.

CALL (e.g. e-mail, chat, moos) provides authentic, real communication with native speakers of English outside the classroom.

 

Access to Information and Cultures

CALL (e.g. CD-ROM and the internet) can increase access to information to the learners.

CALL (CD-ROM and the internet) allow learners to acess to cultures around the world.

 

Learning Environment

CALL is a neutral medium. Compared to teachers, computers do not lose patience, get angry, or play favourites as some teachers do. This creates a safe learning environment.

CALL can provide an active and positive learning environment.

Integration of a variety of multimedia such as texts, graphics, sound, animation, and video, allowing for creating authentic meaningful language learning environments.

CALL (the internet) has no limitations regarding different time zones and places.

 

Cost Effectiveness

CALL is cost effective.

 

Limitations of CALL

 

Cost

Schools may lack funds for CALL implementations. Some CALL hardware and software are very expensive. It is problematic in schools that have limited funding.

The design of good CALL software needs expensive equipment and cooperative team work.

Not all students can access CALL (e.g. the internet). In many developing countries, there is a problem of "have" and "have not" internet between the rich and the poor.

 

Teacher's Attitudes and Anxiety

ELT teachers may have negative attitudes towards CALL.

There is fear that CALL might replace teachers.

Many ELT teachers are anxious about CALL because they have limited skills and experience in CALL theory and delivery.

There is fear that the computer might isolate students from social activities.

 

Training

A lot of ELT teacher’s still lack training and skills in using the CALL, and training costs are high.

Training learners to use computers takes students’ time away from other educational activities.

ELT teachers may lack the necessary computer-related skills.

Hardware, Compatibility, and Technical Support

Computer hardware is difficult to install and maintain for classroom teachers.

Spontaneous language production (e.g. speaking) is still limited by the hardware capabilities such as voice-recognition and voice recording.

Graphics and sounds provided on the computer are sometimes unrealistic and incomprehensible.

CALL presentation is sometimes restricted by the capabilities of the hardware (e.g. not enough RAM to run big CD-ROM programs).

Disk space is still problematic for storing large multimedia files.

CALL (e.g. CD-ROMs) are sometimes not suitable for all computers, platforms and hardware.Web pages appear differently on different computer platforms (e.g. Windows, Mac). It sometimes makes students confused.

 

Software

There are many poor CALL software programs due to the lack of programmers with linguistic knowledge, language teaching approaches, and experiences.

A lot of CALL software (e.g. Drill and Practice type) focus on teaching separate, discrete language skills and component, ignoring discourse, contexts, and cultures.

Some CALL (e.g. the internet) does not support face to face communication (e.g. E-mail, chat) well, though some present technologies can provide sounds and pictures during communication there are some

 

 

limitations with speed, sound and picture quality.

A lot of CALL activities (e.g. Behavioristic CALL) are limited to certain types of exercises such as multiple choices, true false, matching, ignoring question-answer interactions.

There are a lot of web pages of poor quality. There is a lot of junk on the internet. Teachers need to evaluate internet web pages with great care before downloading or assigning the students to access them.

At present CALL software still lacks ability of abstract reasoning and problem-solving processes.


Accessing and Searching CALL

CALL (e.g. the Internet) is not yet fast enough. Access to audio, video and graphic files is usually slow.

Searching on CALL (e.g. the internet) is not always easy. It is common to get lost on the Internet since it is non-linear.

Searching on the Internet takes time due to lack of effective search engines on the web. Many users end up with no information after searching for many hours.

Access to the internet is not so easy. Sometimes the lines are busy due to over use.

In some areas it takes time to access the internet via modem, and the users are frustrated due to some limitations of telephone lines.

 

Feedback and Evaluation

Feedback is still limited. It has to rely a lot on the teacher’s input.

Feedback on quizzes (e.g. on the internet) is sometimes slow.

Evaluation and exams on the net is still difficult. It may cause some in convenience and students might cheat since it is not closely supervised (compared to conventional tests using paper and pencil).

 

 

TIPS IN USING CALL

 

The following are tips for ELT teachers in using CALL:

 

Use CALL to serve educational purposes. Teachers should not jump in the bandwagon just because other people do. Many teachers use CALL because it is a new technology (like the language lab used to be about 30 years ago) without considering whether it serve or gives true value to educational objectives.

 

Do not isolate CALL from the rest of the curriculum. Try to integrate CALL with other subjects or disciplines in the curriculum. Using CALL across the curriculum will make it more integrative.

 

Consider CALL as one of many learning resources. Teachers should try to incorporate other learning resources and materials such as books, magazines, video, audio tape, with their teaching.

 

Choosing appropriate CALL software for the learner, such as age, need, and interest is important. Software evaluation guides are important tools for the teachers in choosing suitable software.

 

Using CALL is not the end in itself. Follow-up activities are also important. A lot of lessons end when CALL finishes in class. In fact, follow up activities such as group discussion, writing assignments, searching for more data from other learning sources e.g. interviews, and surveys are also important.

 

Do not expect that all students in class would enjoy working on the computer. A lot of students prefer human interaction (such as student – teacher or student – student) than with the computer. Teachers should provide alternative activities for those students who prefer traditional learning approaches.

 

Do not expect that all students can work easily with the computer. Many students take much longer to learn certain skills such as using the keyboard, the mouse, etc., while other students pick up these skills easily. Teachers must be patient and willing to help the slow groups.

 

Try to incorporate a variety of activities on CALL such as desktop publishing (e.g. word processing), e-mail correspondence, web publishing (e.g. home pages, newspapers), chats and moos, and web based assessment.

 

Do not expect that teaching with computers would be easy for all teachers. It can be exhausting or may require a lot of preparation such as setting up the computer lab, preparing suitable software and materials (printed and online), including follow up activities. Team work seems to be the best solution for implementing CALL in school.

 

 

CONCLUSION

 

CALL has important potential for English language teaching. If used properly with clear educational objectives, CALL can interest and motivate learners of English. CALL can increase information access to the learner, provide flexibility to instruction and thereby better serve the individual's learning pace, cognitive style and learning strategies. CALL allows learners to control their own learning process and progress.

 

Using effective and suitable software applications, CALL can provide communicative meaningful language learning environments. Good quality and well-designed CALL software can offer a balance of controlled practice and free communicative expression to the learners, including immediate feedback.

 

In the future, with the advance of computer technologies, it is expected that CALL will be able to absorb some teaching functions. However, despite greater user-friendliness, and effectiveness, CALL will never replace the teacher. Like other new technologies, CALL is not a magic solution to language teaching. The effectiveness of CALL relies on how CALL is utilized to meet language learning goals for individualized learners in specific educational settings. (FTP) is a facility for transferring files over the internet. The original FTP was available on the UNIX system. But now FTP is also available on the web, and it is becoming more user-friendly than the one operating on the UNIX system.


When the user connects to a remote computer with FTP, he/she is communicating between the two machines: one local and one remote. Once you connect to the remote computer with FTP, you can do several jobs concerning files such as sending local files (text and binary--images, and sound) to the remote site, retrieving files from the remote site, changing directories, naming and deleting files both on the local and remote sites.

کلاس آنلاین اسپیکینگ آیلتس با دکتر کریمی از طریق اسکایپ

 

IELTS SPEAKING ONLINE CLASS

 

سوالاتی که اخیر در اردیبهشت ماه 1396 در کشور هند از متقاضیان آیلتس در مصاحبه سوال شده است

 

Indian IELTS takers were asked the following questions in the IELTS Speaking exam On May 2017

 

Speaking test     ( اسپیکینگ آیلتس )

 

IELTS Interview     ( اینترویو آیلتس )

 

– What is your full name?

– Can I see your ID?

– Where are you from?

– Do you work or study?

– What is your job?

– What do you do there?

– Do you need to work extra hours?

– How would you like to spend free time if you had it?

 

IELTS Cue Card      ( کیو کارت در بخش ایپیکینگ آیلتس )

 

Tell me about a quiet place that you last visited. Please say

– What and where is it?

– When did you visit it?

– Who did you visit it with?

 

IELTS Discussion        ( بجث آزاد در بخش سوم آزمون مصاحبه آیلتس )

 

– Did you like or dislike it? Why?

– Why do you think Golden Temple is a quiet place?

– What are other places people like to go to?

– Are there other places to visit except historical landmarks?

– Please give some examples.

– What are the main sources of noise in your city?

– How can infrastructure be linked?

– How can the government reduce noise pollution?

دوره تافل دکتر آرین کریمی فرصتی استثنایی برای افرادی است که می‌خواهند در کوتاه‌ترین زمان به نمره ایده‌آل خود در آزمون TOEFL iBT برسند. این دوره با بهره‌گیری از جدیدترین متدهای آموزشی، برنامه‌ریزی شخصی‌سازی‌شده و تکنیک‌های اختصاصی، شما را برای موفقیت در تمام بخش‌های آزمون شامل Reading، Listening، Speaking و Writing آماده می‌کند. چه به دنبال کلاس‌های خصوصی، نیمه‌خصوصی یا دوره‌های فشرده آنلاین و حضوری باشید، سیستم آموزشی دکتر کریمی تضمین می‌کند که با بالاترین کیفیت یادگیری، مسیر مهاجرت تحصیلی یا کاری خود را هموار کنید.

 

خانه تافل تهران واقع در سعادت آباد بهترین آموزشگاه تافل در تهران 

ARIAN TOEFL HOUSE

دوره تافل با بهترین استاد تافل : دکتر آرین کریمی و آشنایی با سوالات و فرمت تست TOEFL iBT

 زیر نظر دکتر آرین کریمی بهترین استاد تافل ایران

  برگزار کننده دوره فشرده تافل بصورت آنلاین و حضوری

 بصورت کلاسهای خصوصی و نیمه خصوصی تافل فشرده

 دوره تافل فشرده با بهترین استاد تافل iBT بصورت آنلاین

با سیستم آموزش تافل منحصر به فرد دکتر کریمی موفقیت خود را در آزمون TOEFL تضمین نمایید 

دوره تافل با بهترین استاد تافل – دکتر آرین کریمی | آشنایی با سوالات و فرمت TOEFL iBT

چرا دوره تافل با دکتر آرین کریمی بهترین انتخاب شماست؟

اگر قصد دارید برای اپلای، مهاجرت تحصیلی یا کاری در دانشگاه‌ها و مؤسسات بین‌المللی آماده شوید، انتخاب یک دوره تافل حرفه‌ای اولین و مهم‌ترین قدم است. دکتر آرین کریمی با بیش از ۲۰ سال سابقه تدریس زبان انگلیسی و آموزش آزمون‌های بین‌المللی، به‌عنوان بهترین استاد تافل ایران شناخته می‌شود.

  • ???? مدرک دکترای آموزش زبان انگلیسی از دانشگاه تهران
  • ???? دارای گواهینامه TESOL از کالج لندن
  • ???? بیش از ۴۰۰۰ دانشجوی موفق در آزمون‌های آیلتس و تافل
  • ???? مدرس آزمون‌های بین‌المللی تافل، آیلتس و سلپیپ

???? دوره‌های تافل دکتر کریمی چگونه برگزار می‌شوند؟

✅ دوره‌های آنلاین TOEFL iBT (با امکانات کامل: تخته دیجیتال، ارسال تکالیف و بازخورد دقیق)
✅ کلاس‌های حضوری تافل در تهران (با امکان رزرو وقت VIP)
✅ دوره‌های خصوصی (یک‌به‌یک) و نیمه‌خصوصی
✅ دوره فشرده تافل (۴ تا ۸ هفته) – مناسب برای کسانی که زمان کمی تا آزمون دارند

???? سیستم آموزش منحصر به‌فرد دکتر آرین کریمی در دوره تافل

✔ آزمون تعیین سطح دقیق برای تشخیص نقاط ضعف شما
✔ برنامه‌ریزی شخصی‌سازی‌شده بر اساس هدف نمره (TOEFL 80، 100 یا حتی 110+)
✔ تمرکز بر مهارت‌های اصلی TOEFL iBT:

  • Reading: آموزش تکنیک‌های Skimming & Scanning و مدیریت زمان
  • Listening: تقویت مهارت درک جزئیات و نکته‌برداری حرفه‌ای
  • Speaking: تمرین پاسخ‌های ساختاریافته و کسب نمره ۲۵+ در اسپیکینگ
  • Writing: آموزش قالب‌بندی حرفه‌ای برای تسک یک و تسک دو + تصحیح دقیق رایتینگ

???? آشنایی با فرمت آزمون TOEFL iBT

???? Reading: شامل ۳ تا ۴ متن آکادمیک با ۳۰ تا ۴۰ سوال (۳۵ دقیقه)
???? Listening: ۴ تا ۶ گفتگوی دانشگاهی و سخنرانی (۳۶ دقیقه)
???? Speaking: ۴ تسک (۱ Independent + ۳ Integrated) – مدت پاسخ هر سوال ۴۵ ثانیه
???? Writing: شامل ۲ تسک (Integrated & Independent) – زمان کل ۵۰ دقیقه

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Four Listening Sections Main Topic

 

Section 1. Booking of movie tickets for a group of 21 people over the phone.

Section 2. Description of cycling route on the map.

Section 3. About facilities available in different locations at the cycle-race track.

Section 4. About wild boars in Australia: eating habits, preferences and how they cause damage to the local inhabitants.

 

The Title of Reading Passages

 

Passage 1. About the swimming instructor job, its responsibilities and selection criteria.

Passage 2. About different campsites and their locations in New Zealand.

Passage 3. About work culture in a company and the employees’ redundancy process.

Passage 4. About local libraries, their facilities and access requirements in New Zealand.

Passage 5. About ants’ survival including details about each member’s responsibility in the ant group.

 

General IELTS Writing Module

 

Writing Task 1 Topic

 

You have just moved to a new apartment. Write a letter to your friend and say

– Why did you move?

– Describe your new home.

– Invite him/her to your new place.

 

Writing Task 2 Topic

 

Some people believe that no homework should be given to children. Others, however, say that extra work is needed after school for children and teenagers in order to succeed. Discuss both the views and give your opinion includingreasons and relevant examples from your own knowledge or experience.

این تست آیلتس آکادمیک در سال 1396 در شهر ملبورن در کشور استرالیا برگزار شده 

 


This Academic IELTS test  administered in Melbourne, Australia in May 2017

 

 

نمونه سوالات بخش لیستنینگ آیلتس

 

IELTS Listening test

 

Section 1. A lady who was moving house needed a storage room.

Questions: filling in blanks, multiple choice.

Section 2. Two students were talking with a supervisor about their research of products and advertising.

Questions: multiple choice.

Section 3. A lecture about IQ.

Questions: filling in blanks.

 

 نمونه سوالات ریدینگ آیلتس

 

IELTS Reading test

 

Passage 1. About human evolution.

Questions: True/False/Not Given, match statements to paragraphs.

Passage 2. A science article about the nervous system, including sensory nerves and so on.

Questions: filling in blanks, match headings to paragraphs.

Passage 3. An article about global warming.

Questions: filling in blanks, True/False/Not Given, match statements to people.

 

 

نمونه موضوعات رایتینگ آیلتس

 

IELTS Writing Module

 

 

تسک 1 رایتینگ آیلتس

 

IELTS Writing task 1 (a report)

 

We were given a bar chart showing the amounts spent in Euro in five countries between 1990 and 2005.

 

 

تسک 2 رایتینگ آیلتس

 

 

IELTS Writing task 2 (an essay)

 

Some people believe that looking after our health is a duty to the society we live in rather than a personal need. To what extent do you agree or disagree?

 

بخش اسپیکینگ آیلتس

 

 

IELTS Speaking Test

 

سوالات بخش اینترویو در تست اسپیکینگ آیلتس

 

IELTS SPEAKING Interview

 

– What is your full name?

– Can I see your ID?

– Where are you from?

– Do you work or study?

– Where do you live now?

– Do you like it?

– Will you live there in the future?

– Let’s talk about mirrors.

– Do you have a mirror at home?

– Do you watch yourself in the mirror? Why?

– Would you buy a piece of clothing without checking what it looks like in the mirror?

– Do you think it’s nice to have mirrors in a house?

 

موضوع اسپیکینگ آیلتس در بخش دوم آزمون مصاحبه آیلتس

 

IELTS Cue Card Topic

 

Describe an event that you had to wait for it. Please say

– What was the event?

– Why did you have to wait for it?

– What did you do while waiting?

 

 سوالات بخش بحث آزاد و دیسکاشن آیلتس

 

 

IELTS Discussion Questions

 

– Let’s talk about patience.

– What do you think about patience?

– Do we have to wait more or less for things to happen nowadays?

– Does patience reflect on society?

 

 
 
مرجله اول : در این مقاله ابتدا یک آزمون تعیین سطح آیلتس و کاربرحروف اضافه در آزمون به شما داده شده که سطح فعلی گرامر خود را بخصوص در ارتباط با حروف اضافه و کاربرد درست آنها محک بزنید 
 
 
مرحله دوم : آموزش گرامر مورد نیاز در آزمون آیلنس جهت کسب نمره بالا در آیلتس و اهمیت حروف اضافه در آیلتس
 
 
مرحله سوم : تمارینی در رابط با حروف اضافه به شما داده شده تا اطمینان حاصل نمایید که این نکات گرامری را بخوبی فراگرفته اید.
 
 
 

Diagnose Test, Grammar Explanation & Practice Exercises

 

 

الف ) در این مرحله سطح پایه زبان خود و میزان آشنایی خود را با انجام این تست بسنجید

 

A      DIAGNOSTIC TEST: Prepositions

 

Example:

The animal spun round suddenly and hissed violently …………… me.

a to                  b by                 c at 

  1. We used to be able to hear the sonic boom of Concorde as it flew…….. the house.

a above          b over              c on top of

  1. Is the rank of sergeant…….. the rank of corporal in the British army?

a underneath             b behind          c below

  1. The Grand Bazaar……….. Istanbul is the largest covered market in the world.

a at                b in                  c by

  1. The Council is building a new office……………. the car park of the Multiplex cinema.

a at                b behind          c after

  1. The zookeeper was amazing – he calmly walked…….. the lion and took the bag out of its mouth.

a near                        b up to             c towards

  1. Your appointment with the consultant is at 6.30…………the evening of the 11th.

a in                b at                  c on

  1. The new soap opera on BBC2 is starting……….. tomorrow.

a at                b  –                   c on

  1. The walking tour will be leaving promptly ………………. time in order to cover the itinerary.

a on               b in                  c at

  1. Louis was unable to name one person……… all his acquaintances that he could truly call a friend.

a between      b under            c among

  1. The hotel’s bedding is made only…………. the finest cottons and linens.

a of                b in                  c with

  1. Well, ………….my opinion, our neighbours could be a lot noisier and more disruptive than they actually are.

a from                       b according to                         c in

  1. Despite………no rain for weeks, the garden appears to be flourishing.

a have                        b that we have had      c having

 

Six of these sentences contain mistakes with prepositions in bold. Tick (✓) the correct sentences, then find and correct the mistakes.

 

Example

 

The house was undamaged in the floods, except the carpets. ==> except for

 

  1. We had to put up with her moaning for the whole journey up to Glasgow!
  2. Harriet advanced to her position in the company by means some strategic friendships
  3. The post office is behind just the petrol station. You can’t miss it.
  4. Why don’t you go towards that police officer and ask him the way?
  5. The divorce became much more expensive and messier because of that solicitors became involved.
  6. From what they said on the weather forecast yesterday, we’re in for a good weekend.
  7. Apart from to dismantle the lighting, the band took only fifteen minutes to pack up.
  8. I’ve been offered the job in Helsinki for that I applied.

 

ب ) به نکات گرامری و نحوه کاربرد حروف اضافه در writing آیلتس توجه فرمایید.

 

B       GRAMMAR EXPLANATION: Prepositions

 

 کاربر حروف اضافه معمولا یکی از مواردی است که بیشتر زبان آموزان بخصوص کسانی که برای آزمون آیلتس آماده  میشوند در آن مشکل دارند و نیاز به یادگیری آن بصورت ریشه ای هستند. چرا که این حروف کاربردهای بسیار متعددی دارند.

 

Prepositions are a common cause of confusion for learners, often because each preposition has a number of different uses. In this paper is looking at the uses of a range of prepositions, and the  difficulties they can present.

 

یک حرف اضافه رابطه بین 2 یا چند چیز را مشخص میکند بطوری که میتواند اسامی ، افعال یا صفات قبل از خود را به اسم یا ضمیر بعد از خود ارتباط دهد. به مثالهای زیر توجه فرمایید :

 

A preposition describes the relationship between two or more things. It can link nouns, verbs or adjectives before the preposition with a noun or pronoun after it:

Now, let’s move on to  item six on the agenda.

Be careful. The hem of your dress is dragging along the floor

John’s got an appraisal tomorrow. He’s really anxious about it.

Prepositions can be one word only, e g. of, throughout, or more words, e.g. because of:

We got fewer dollars this week because of the drop in the exchange rate.

 

تفاوت حروف اضافه و قید ها

Prepositions and adverbs

 

در زبان انگلیسی از نظر ظاهری تفاوتی بین حروف اضافه و خیلی ازقید ها  نیست ولی از نظر کاربردی یک تفاوت بسیار مهم وجود دارد به طوری که یک حرف اضافه معمولا یک مفعول هم دارد ولی قیدها مفعول ندارند.

 

There is no difference in form between prepositions and many adverbs, but there is a difference in use: a preposition has an object but an adverb does not. Compare:

 

Did you ever travel before the war, Dad? (preposition)

I have a strange feeling that I’ve been here before. (adverb)

We can modify prepositions with adverbs (the adverbs in the example are in bold):

The pub is almost at the end of the street, just before the traffic lights.

 

 

معنی و کاربرد

MEANING AND USE

 

Position

 

حروف اضافه برای نشان دادن ارتباط عمودی

 

vertical relationships above, after, below, beneath, down, on, on top of, over, under, underneath, up

 

 

above و over معانی یکسانی دارند و below و under هم همینطور. ما معمولا above or below را به راحتی در مثالهای زیر بکار میبریم :

 

Above and over have similar meanings, as do below and under. We usually use above or below:

 

The refuge is in the hills above the town.

The temperature was below freezing last night.

ولی over و under را فقط در موارد زیر بکار میبریم : 

1. وقتی یک چیز دیگری را میپوشاند.

2. وقتی حرکت افقی مد نظر هست.

3. زمانی که ما میخواهیم به کمتر یا بیشتر بودن در قیمت ، سن ، سرعت ، مسافت و کمیت اشاره نماییم.

 

But we use over or under in the following cases:

  • When one thing covers another: The clouds hung low over the hills. He disappeared under the water.
  • When horizontal movement is suggested: Are we going to fly over the Alps?
  • With prices, ages, speeds, distances and quantities, where we mean more than or fewer . less than:

 

مثال : 

 

X  The conference was very badly attended: below two hundred people came.

✓  The conference was very badly attended: under two hundred people came.

 

ما از above و below برای صحبت در مورد سطح یا مقام یک چیز استفاده میکنیم.

 

We use above or below to talk about ‘level’ or ‘rank’:

 

Is the position of Managing Editor above or below that of Editorial Director?

It is also possible to use after in this sense:

His opinion is second only after the Managing Director’s.

 

به کاربرد up و down توجه فرمایید

Note the use of up and down:

 

John lives a few houses further up/down the hill from us. 

We generally use beneath in idiomatic phrases:

Your behaviour towards my new husband was really beneath contempt!

 

حروف اضافه برای نشان دادن ارتباط افقی

 

horizontal relationships against, along, alongside, around, at, beside, between, by, in, near, next to, on, on the left/ right of

 

 

We use at with a point in space, e.g. at the bus stop, at 8 Baker Street;

We use on with a surface or a line, e.g. on the table, on the river, on Oxford Street;

We use in with something that surrounds, e.g. in the wood.

We use different prepositions depending on how we see a place. Compare:

The group will meet at 7.30 at the sports centre. (= either inside or outside)

The group will meet at 7.30 in the sports centre. (= inside)

 

Note: Also: at the corner of the street (= a point) but in the corner of the room (= inside).

 

We usually use in with countries, cities or towns.

We use on with streets, roads, avenues, etc.,

We use at with the names of squares if we think of the ‘address’, and in if we think of the square as ‘surrounding’ us:

 

e.g.

 

X  The film premiere this year will take place on Leicester Square at London.

✓ The film premiere this year will take place at Leicester Square in London.

 

The trees in Leicester Square don’t look very healthy.

 

We use at when we refer to gatherings of people: at a party, at a conference.

 

We use beside and alongside to express proximity along a line:

Warehouses were built beside /alongside the motorway.

 

 لیست حروف اضافه و کاربرد آنها برای نشان دادن ارتباط و برخورد مستقیم

 

‘facing’ relationships across, after, before, behind, facing, in front of, opposite, over

 

 

We use in front of or behind to describe the spatial relationship of two things, one after the other on a line and facing the same way:

 

A is in front of B, B is behind A.         

 

In front of and behind can also be used for metaphorical, not literal, position:

 

Christopher is really behind his brother in terms of academic development.

Before and after can refer to position in some contexts:

Karen’s nephew appears before I in front of the magistrates this afternoon.

You ‘ll be called first as my name is after yours on the list.

 

Opposite, facing, across and over have the meaning of on the other side of but with across and over we have to state on the other side of what, e.g. a road, a river:

 

I’ll meet you in the café opposite I facing the theatre. (= on the other side of the road)

I’ll meet you in the café across lover the road from the theatre.

 

Note: The difference between opposite / facing and in front of is that the items on the ’line’ are not facing in the same direction, as in the diagram above, but are facing each other:

 

A is facing/ opposite B. A and B are facing /opposite each other.

 

کاربرد حروف اضافه برای نشان دادن حرکت و جهت 

 

Movement and direction

 

لیست حروف اضافه برای نشان دادن حرکت عمودی

 

 

vertical movement down (to), off, on, onto, over, up (to) 

 

 

We use these prepositions for movement up or down:

 

Keep to the right as you go down the stairs.

Look at Johnny’s knee – he’s just fallen off his bike.

We get on or off a bus, plane, train, boat and bike but into and out of a car.

We can use over for a movement up and then down an obstacle:

The burglar leapt over the garden fence as he ran away from us.

 

لیست حروف اضافه برای نشان دادن گذشتن از جایی یا مسیری

 

passing movement across, along, down, over, past, through, up

 

 

 

We use along for movement In a line, e g. along a river/ road:

 

You can spend a pleasant afternoon strolling along the canals in Amsterdam.

We also often use up and down with roads and rivers (meaning ‘along’):

Go up the road to the corner, and the cinema is on the left.

 

We use across for movement from one side to the other of something on a ‘surface’, e.g. across the river/ road/field. We use through for movement inside something, e.g. through a room/ tunnel:

 

You walk across the playing field to the wood then you go through the wood …

Over is similar to across (one side to the other) but it incorporates the idea of above:

Are we going to fly over the Alps on the way to Italy?

We use past for a movement from one side to the other of something, next to it:

I was startled by a huge bird that flew past my window this afternoon.

 

 لیست حروف اضافه برای نشان دادن حرکت از یک سو به سوی دیگر مثل پرتاب کردن و کابرد آنها

 

 

movement in one direction around, at, away from, down, down to, from, into, onto, out of, to, towards, up, up to

 

 

We can use both to and at after certain verbs, e.g. throw, shout. To suggests that the recipient of the action is willing but at that he/she is not willing:

 

Can you throw that book to me, please ? (I am willing.)

Don’t throw stones at the cat! (The cat is unwilling.)

 

We can use up to or towards when we approach someone or something, but we use only up to if we actually reach the person/thing:

 

X Do you think I can go towards him and ask for his autograph?

✓ Do you think I can go up to him and ask for his autograph?

✓The scientist moved quietly towards the group of grazing animals.

 

We can use up (to) and down (to) for movement north or south within a country:

 

We’ve just come down to Canberra from Darwin.

We can express a circular movement with (a)round:

We drove (a)round the roundabout three times before we took the correct exit.

 

We can also use the prepositions of movement in a less literal way:

 

A system of charges has been introduced into the Health Service.

 

حروف اضافه برای نشان دادن زمان

Prepositions of Time

 

 

point in time at, in, on

 

 

We use at with times, special periods (e.g. celebrations) and in some phrases: at five to seven, at Christmas, at night, at the weekend (US English on the weekend)

We use in with parts of the day, months, seasons, years, centuries, etc.: in the evening, in December, in 1999, in the winter, in the twentieth century

We use on with days and dates, including special days: on Thursday, on (the morning of) the 31st of October, on Christmas Day

We sometimes omit the preposition if we use about or around, to be less specific:

Let’s meet at the station (at) about six; there’s a train at ten past.

We can supply the materials (on) around Thursday next week.

 

In US English and informal British English, we can also omit on before days:

 

Great news! The travel agent can get us on a flight that leaves Wednesday

We do not use the prepositions at, on or in immediately before adverbs or adverbial phrases such as today, tomorrow, last / this/ next week:

X  The new soap opera on BBC2 is starting on tomorrow.

✓ The new soap opera on BBC2 is starting tomorrow.

 

 

before or after after, before, by, past

 

 

We can use after or past to mean ‘later than’:

 

There’s no point in going to the party now; it’s after / past eleven o’clock.

We use before to mean ‘before a time’, and we use by to mean ‘before or at a time’:

Applications must be submitted before 30th November. (= on the 29th or earlier)

Applications must be submitted by 30th November. (= on the 30th or earlier)

Note: The adverbial phrases in time (with time to spare) and on time (at the right time, often fixed) have different meanings:

The wedding car arrived in time but the bride wasn’t ready. (= time to spare)

I want to arrive right on time at the church. It’s not done for the bride to arrive before the groom. (= not early or late)

 

حروف اضافه برای نشان دادن یک دوره یا طول انجام کار

 

duration as from / of, between, during, for, from … till/until/up to, in, inside, since, through (out), until/till, up to, within

 

 

We can use a number of different prepositions to talk about duration:

 

As of next Monday, we will have to suspend flexible working arrangements until further notice.

The long flowing style – of hair and clothes – was fashionable during/ through(out) much of the seventies.

This volcano hasn’t erupted since 1935.

The motorway widening was successfully completed within/in/inside four months.

 

British English uses from … to to express the start and end points of a period of time, but US English uses through:

 

I ’ll be staying at the Hilton from Friday to Monday.

I’ll be staying at the Hilton Friday through Monday.

 

Other meanings

 

 

reason because of, due to, for, from, out of, owing to, through

 

 

The 10.00 service to Bath has been cancelled due to /owing to staff shortage.

Huge numbers of people in the Third World die from starvation every day.

Many parents sacrifice their own material wealth out of the desire to give their children everything.

The fire started through careless disposal of a cigarette end.

 

 

means by, by means of, in, via, with

 

 

We use by or with to introduce an instrument:

 

Negotiations were held by phone between the client and his solicitor.

The victim was killed by a bullet to the head/ with a sawn-off shotgun.

We also use by for the agent (or originator) of something:

It’s a painting by Van Gogh. He completed it during his stay in Arles.

 

Note the difference between by and of here:

 

It’s a painting of Van Gogh. It’s actually not a very good likeness of him.

 

We use in when we refer to the means we use to achieve something:

 

Complete the form in pencil. He prefers to paint in watercolour.

 

 

purpose for,  towards

 

 

I want an opener that can be used for opening bottles of beer as well as wine.

 

We’re saving all of this extra income towards a round-the-world trip next year.

 

حروف اضافه برای نشان دادن وجه اشتراک یا تفاوت بین دو یا چند چیز

 

comparison against, as, beside, between, contrary to, than, (un)like

 

 

 We use against, beside and contrary to to make a contrast:

 

Look at this year’s sales figures against last year’s; they’re so much better.

Beside her sister, Laura was positively plain.

The Davis Cup final was won by the French team, contrary to expectations.

 

We use between to differentiate (usually the difference between):

 

You won’t be able to tell the difference between butter and this spread.

We can use like to make a comparison, but we use as to express a role:

She behaves like a director, but she’s really only a secretary.

Speaking as a director of the company, I believe we should sell the shares.

 

حروف اضافه برای نشان دادن شمول یا عدم شمول

 

inclusion and exclusion among, as well as, besides, between, beyond, inside, instead of, out of, outside, under, within, without

 

We usually use between with only two objects and among with more than two:

 

For women, the distinction between work and leisure is less clear-cut.

The terminals are among the biggest single development sites in Europe.

 

Note the uses of the following prepositions which have the meaning of exclusion:

 

Are there any issues remaining besides that of the roof repairs?

I’m afraid that changes to the curriculum are beyond I outside I out of our control.

 

حروف اضافه برای نشان دادن استثناعات

 

exception apart from, barring, but for, except (for), save

 

Everyone is invited to the conference dinner, except (for)/apart from/save those who have bought ‘day’ tickets only.

Except and except for can both be used after phrases containing determiners such as all, every, no:

Julian did very well in all his exams except (for) geography.

Except for one question on calculus, Julian got all the maths questions right.

 

However, when the prepositional phrase contradicts the main idea of the sentence, we use except for:

 

Trulli emerged from the wreckage of the car uninjured except for a broken thumb.

 

We use but for to mean ‘if not for’:

 

The house would have been destroyed but for the quick thinking of the firefighters.

 

 

دسته لغاتی که در زبان انگلیسی تضاد را نشان میدهند

 

 

contrast despite, for all, in spite of

  

 

Despite/In spite of/ For all his grand ways, he was really no better off than the rest of us.

 

 

حروف اضافه ای که برای نشان دادن جنس یک شی بکار میروند

 

 

material from, of, out of, with

 

 

We use different prepositions when we describe the material from which something is made (made (out) of, made from, made with)

 

We use of when the original material is still visible:

 

a dress made of silk                 a jacket made of leather          a table of the finest mahogany

We use from when the original material has been transformed:

ice cream made from strawberries                   toilet rolls made from recycled paper

 

We use with when we refer to a filling or an ingredient:

 

vine leaves stuffed with rice                             rice pudding made with cream

We use of in metaphorical phrases:

a man of iron                                                   a heart of gold

 

 

حروف اضافه ای که سود و منفعت را نشان میدهند

 

 

benefit for, for the sake of, on behalf of

 

 

On behalf of our shareholders, I’d like to thank all of you who voted in favour of the merger.

I think we should move to the country for the sake of the children.

 

 

   reporting     according to

 

We do not use  "according to"  to report our own feelings or opinions:

 

X  Holograms aren’t a real art form, according to me.

✓ According to many art critics, holograms aren’t a real art form.

✓ Holograms aren’t a real art form, in my opinion.

 

 

PREPOSITIONAL PHRASES

 

Form

 

A prepositional phrase consists of a preposition and the word(s) that follow it. The most common words that follow prepositions are nouns and pronouns:

sleep on  the floor        comparisons between Clinton and Kennedy               it’s for you

 

We can also use -ing forms, adverbs or wh- clauses after prepositions:

 

As well as helping us to move into the house, John bought us a great present.

Please don’t interfere in any way with what I have written in the introduction.

A prepositional phrase can include a determiner before the noun or -ing form:

The head teacher doesn’t approve of his arrangement with a local band.

 

We can’t use a that clause after a preposition:

 

X The government managed to pass the bill through Parliament, despite that it had a low majority.

✓ The government managed to pass the bill through Parliament, despite its low majority/despite having a low majority/despite the fact that it had a low majority.

Nor can we use an infinitive phrase, except with the prepositions except, but and savePlease come straight home – don’t stop except to phone us.

 

Stranded preposition

 

A ‘stranded preposition’ is a preposition on its own at the end of a clause or sentence. English commonly uses stranded prepositions in:

 

  • Questions: Who are you coming to the party with?
  • Relative clauses: I’ve been offered the job in London that I applied for!
  • The passive: What is your coat made from?
  • Infinitive clauses: That man is impossible to work with!

We sometimes keep the preposition and object together in formal language:

We have been unable to offer you the position for which you applied.

Note: We do not precede the relative pronoun that with a preposition:

X  We have been unable to offer you the position for that you applied.

 

ج ) تمرین و ممارست

 

C       PRACTICE EXERCISE

 

Q 1. Rewrite the sentences. Put the words in brackets in the correct order.

 

  1. The people in the earthquake zone were encouraged to [area/away/from/get/the] while there was still time.
  2. Water will be made available [and/crisis/for/hospitals/schools/the/throughout].
  3. The acting and the costumes were excellent, [as/but/for/plot/the], it was ridiculous!
  4. It must have been raining really hard. All [are/through/passers-by/soaked/the].
  5. This year’s award for excellence in the industry will be collected (behalf/of/on/winner/the) by the chairman of the Design Foundation
  6. The rescuers pulled the dog [a/by/from/means/of/rope/the/well].
  7. Can you pass me the pasta pan? It’s [cupboard/of/on/right/the/top].
  8. The journey time has been reduced [hours/just/three/to/under].
  9. ‘You’re late. You weren’t on the train that was derailed, were you?’ ‘No, [one/after/the/mine/just/was]
  10. Didn’t you recognise her? She was sitting [almost/beard/man/opposite/the/the/with].

 

Q 2. Underline the best alternative in bold.

 

  1. Our son, James Christopher, was born in/on the morning of 2nd March.
  2. Don’t forget that your final assignment must be handed to your tutor – /on next Monday.
  3. The soldiers didn’t arrive at the village on/in time – the rebels had already burned the remaining houses.
  4. Don’t be late for the Philharmonia concert – you know they always start dead on/in time.
  5. There has been no sign of the birds until/since nightfall.
  6. David Mamet’s latest play will be showing on Broadway October up to/through December.
  7. Payment of your electricity bill is now four weeks overdue. If we do not receive payment on/ by 31st July, we shall refer the matter to the court.
  8. As he opened the shop at 7.30 in the morning, Mr Charles was attacked by/with a baseball bat.
  9. The definitive photograph of/ by Marilyn Monroe is the one where she is standing over an air vent.
  10. Alexander Graham Bell worked as/like a teacher for much of his life.
  11. It was impossible to find anything of importance between/among the dead man’s papers.
  12. It is the duty of governments today to take seriously the threat of global warming, in spite of/ for the sake of future generations.
  13. Except/ Apart for a few less experienced individuals, all of the recent applicants were taken on.
  14. This publication is made of/ from paper from sustainable forests.
  15. Letters of application for this post should be completed in/with handwriting.

 

Q 3. Complete the following article with the most appropriate prepositions. The preposition may consist of more than one word. The exercise begins with an example (0).

 

End of the road

 

It was late afternoon when we drove (0)…into…. the little town. We had driven (1)……. 400 kilometres in the morning and most of it had been (2)………… thick fog. We were tired and decided to find a hotel – we didn’t know how far it might be to the next town. We parked, got (3)……. the car and stretched – a walk would be very welcome. We left our luggage (4)……..the car boot and walked (5)………          the already empty car park to a narrow but fast-flowing stream. A five-minute stroll (6)……… a tree-lined avenue (7)………. the stream took us (8)……….. the town square. It was a beautiful old square with a fountain (9)………..the middle and arcades (10)…………three sides. We looked up at terraces of interesting-looking restaurants (11)……………the arcades and then back down at entrances to fascinating little shops (12)…………them.

We had no idea where to look for a hotel or a pension in this sleepy town, so we walked (13)…………. an old man sitting (14)………..a bench by the fountain. He pointed us in the direction of a narrow alleyway and told us we’d find the best hotel (15)………….the little road. It seemed unlikely, but we followed his advice and sure enough, (16)    the other end of the alleyway, (17)………two picturesque old houses, was a sign saying ‘hotel . Just (18)…………. the hotel, (19)…………. the other side of the street, was a house covered in the most colourful flowers, and I immediately hoped that we might be able to see the house from our bedroom window. (20)…………. the hotel reception, a cool, dark room with a bar (21)……… one corner, we asked about a room. Our satisfaction was complete when we realised that even the best room in the hotel was (22)……… $50.

We looked at the room, decided to take it and went down to the lounge, where we stopped for a delicious cappuccino. Soon dusk was falling, so we handed the room key (23)………… the receptionist and told him we’d be back with our luggage in ten minutes. As we walked (24)……….the narrow streets, we discussed what we would do the next day and how long we’d stay in the little town. Imagine our horror when we arrived (25)………the car park to find it completely empty – our car and all of our luggage had been stolen!

 

Q 4. In most of the lines of the following text, there is one word or phrase missing. For each line 1-14, indicate where the word should be (use /) and write the missing word in the spaces on the right. Some lines are correct. Indicate these lines with a tick (✓). The exercise begins with two examples (0 and 00).

 

0          One of the changes in entertainment in recent years has been the arrival of              ✓

00        alternative comedy. In this type of comedy, performers work with/is considered …what..

1          to be taboo or controversial. It’s a very strong kind of humour, the main aim

2          which is the desire to shock people out their comfortable complacent lives and

3          make them think about is Important in life today. Some of the most common

4          subject areas that alternative comedians work are politics, sex and religion.

5          Alternative comedy takes place mainly in adult clubs and comedy venues;

6          because of the that it questions and threatens the establishment, public TV

7          channels have been reluctant to give it much air time, except try to boost ratings

8          occasionally among certain audience sectors. In fact, whenever alternative

9          comedy has appeared on prime time TV, viewers with children have complained

10        about being somehow corrupted by the nature of the humour. Of course, this

11        kind of comedy is not intended for children at all, nor is it really the older,

12        established families with children that it is aimed. Fortunately for alternative

13        comedians, the section of society it is intended – younger people who themselves

14        question the values and priorities of society – continue to support it.

 

Q 5. Underline the correct word or phrase in bold. In some cases, both may be correct.

 

No, you’re not looking at a scene (1) from / out of a James Bond movie! The futuristic buildings in this photo really exist. They are part of the Eden Project – one of the most spectacular (2) in/ of the Millennium projects.

The Eden Project is located (3) at/ in Cornwall, England, in a former clay pit (4) above/over 50 metres deep. It consists of two enormous domes, a large open area and a visitor centre. The Eden Project functions (5) as/like a ‘storeroom’ for a huge number of plants from (6) across/ all over the world. The two collections of domes house plants and trees (7) from/for the tropical and temperate regions (8) of/ in the world, while the open area accommodates more local species.

The Eden Project is much more (9) as/ than a storeroom, however. It is a centre (10) for/ on education, art and science, showing us ways in (11) which/that plants are vital to the world’s existence, and promoting understanding of the delicate balance (12) between/ among using and conserving plant life. As well as (13) offer/ offering a visitor attraction (14) to/ for people of all ages, the Eden Project provides a focus both for scientific research and for education, (15) including/ inside exciting experiences for children, such as walking (16) through/ in a rainforest (17) outside /without leaving England.

In the year 2000, the Eden Project was in the final stages (18) at/ of construction. (19) Contrary to/Unlike most projects of this scale, the Eden Project opened its doors to visitors (20) for/during that building stage. (21) For/ Since several months visitors were able to experience the challenges that lie (22) under/behind the building of such a project and get a taste of (23) what/which was to come. (24) From/ ln spring 2001 this living theatre opened fully to the public and for (25) under/ below £10, everyone can now experience the diversity of the world’s plants.

 

Q 6. Prepositions are missing from the following three stories. Use the prepositions in the box above each story to fill the gaps.

 

according to                across              between           by        from       in         on        to

 

A BAD EXPLORER

 

A man (1)……Kentucky, USA, had a dream that would take him away from the rolling hills of his home state. The dream: to row (2)…….. the icy Bering Strait (3)……….Alaska and Russia, (4)………….. a bathtub! Unfortunately, the dream was not completely fulfilled. (5)……….the explorer. ‘I took four gallons of peanut butter along, but (6) ……….the morning of the fourth day, it had gone solid. (7)………….late afternoon, although the sun was still high, the sea went rather thick. Next morning I was frozen in.’ No problem. He abandoned the bathtub and walked (8)…………. land.

 

at         behind             in         instead of        into      like               under           with

 

Some stupid thieves

 

(9)…………..the town of Vang, Norway, a group of professional thieves were carrying out a carefully planned robbery. Everything was going (10)………. clockwork. They broke into a company (11)………night, located the safe and set up some explosives that would blow the door of the safe off, allowing them to get to the money inside. After setting the fuse, they ran (12)……….the next room, crouched (13)……….. the wall and waited for the explosion. It came a few seconds later. The safe door was blown off So was the roof. In fact, the entire building collapsed, trapping the robbers, still crouching in the next office, (14)………… the rubble of the destroyed building. There had been just one problem they had not foreseen: (15)……….. money, the safe had been filled (16)…………. dynamite.

 

 

about   against             along   at         between           during              in         in         into      of             off       on        on        on        on        with

 

 

Self-help crime prevention

 

A Western businessman living (17)………..Japan had been warned (18)…………pickpockets in the Tokyo subways. These notorious thieves operated (19)………. the crowded rush hour. They had a habit (20)…………. grabbing wallets just as the subway doors were closing, leaving the victim helpless (21)………. the train while they disappeared with the loot.

One morning the businessman was (22)………….. his usual subway stop when the train pulled in. He got on, and sure enough, just as the train doors were about to close, he felt a man rub (23)……….. him. In a panic, the businessman reached for his wallet. It was gone! He looked up as the doors began to close and saw that a man had just got (24)……… the train. The man was looking at him triumphantly.

Thinking fast, the businessman pushed his hands (25)…………..the closing doors and grabbed the thief’s jacket. The doors closed, with the thief still (26)…………the platform but (27)……………the lapels of his jacket trapped (28)………….. the tight grip of the businessman. As the train began to pull away, the expression (29)……………..the thief’s face changed. He began screaming as he ran (30)…………..the platform with the train. Finally, he held onto a post and his lapels tore away from his jacket. As the train moved (31)………….the tunnel, the businessman was satisfied that at least he had frightened the thief.

When he reached his office, he called his wife to get his credit card numbers so he could cancel them. ‘But honey,’ she said, ‘I’ve been waiting to call you. You left your wallet (32)………….the dressing table when you went to work today.’

 

D       ANSWER KEY FOR DIAGNOSTIC TEST

 

1          b

2          c

3          b

4          b

5          b

6          c

7          b

8          a

9          c

10        a

11        c

12        c

13        ✓

14        by means of

15        just behind

16        up to

17        because of the solicitors’ involvement/because (of the fact that) solicitors became involved

18        ✓

19        Apart from dismantling the lighting,

20        that I applied for/for which I applied

 

E       ANSWER KEY FOR PRACTICE EXERCISE

 

Q 1.

1 get away from the area

2 for schools and hospitals/ hospitals and schools throughout the crisis

3 but as for the plot

4 the passers-by are soaked through

5 on behalf of the winner

6 from the well by means of a rope

7 right on top of the cupboard

8 to just under three hours

9 mine was the one just after

10 almost opposite the man with the beard

 

Q 2.

 

1 on

2 – 3 in

4 on

5 since

6 through

7 by

8 with

9   of

10 as

11 among

12 for the sake of

13 Except

14 from

15 in

 

Q 3.

 

1 over

2 through/in

3 out of

4 in

5 across

6 along

7 by/next to

8 into/to

9 in

10 on/around   

11 on top of/above

12 under(neath)/ beneath/ below

13 up to

14 on

15 up/down/in

16 at

17 between/ opposite

18 opposite

19 on

20 In/At

21 in

22 under

23 to

24 through/along

25 at

 

Q 4.

 

1 main aim which => main aim of which

2 people out their => people out of their

3 about is => about what is

4 comedians work are => comedians work with/on are

5 ✓

6 the-that => the fact that

7 except try => except to try

8 ✓

9 ✓

10 about being => about them being

11 ✓

12 it is aimed => it is aimed at

13 it is intended => it is intended for

14 ✓

 

Q 5.

 

1 from/out of

2 of

3 in

4 over

5 as 

6 across/all over

7 from

8 of/in

9 than

10 for 

11 which

12 between

13 offering

14 to/for

15 including 

16 through/in

17 without

18 of

19 Unlike

20 for/during 

21 For

22 behind

23 what

23 From/ln

25 under 

 

Q 6.

 

1 from

2 across

3 between

4 in

5 According to

6 on

7 By

8 to

9 In

10 like

11 at

12 into

13 behind

14 under

15 instead of

16 with

17 in

18 about

19 during

20 of

21 on

22 at

23 against

24 off

25 between

26 on

27 with

28 in

29 on

30 along

31 into

32 on

جمعه, 07 اسفند 774.

آیلتس آکادمیک هند - 2017

سوالات آیلتس آکادمیک که در می ماه 2017 در کشور هند برگزار شد نقل قول شده از دانشجویان هموطن ایرانی مقیم در کشور هند

 

Academic Module of the IELTS test held On May 2017 in India

 

Writing Part of the IELTS Test

 

Writing Task 1 ( A Report)

 

We were given a line graph showing the GDP spending in three different areas: health, education and pensions in Australia.

 

Writing Task 2 ( An Essay)

 

Many parents allow their children to play games on computers and other electronic devices because it helps to develop their technical skills. Do you think the advantages of this approach outweigh the disadvantages?

 

Speaking Part of the IELTS test in India

 

The IELTS Interview

 

– What is your full name?

– Can I see your ID?

– Where are you from?

– Do you work or study?

– Can you describe your home town?

– What are some interesting things to see there?

– Is it a good place to live in?

– Will you continue to live there in the future?

– Let’s talk about dreams.

– How often do you remember dreams after waking up?

– Do you like to listen to other people’s dreams?

– Would you like to study about dreams in the future?

 

The IELTS Speaking Part 2 Topic

 

Talk about a time when you had to wait to hear some important news. Please say

– What was the news or event that made you wait? Why?

– When and where did you hear the news?

– Describe your feelings after hearing it.

 

The IELTS Free Discussion Part

 

– Let’s talk about things that make people wait.

– What are they?

– Can waiting be boring sometimes? Why?

– Some people don’t like waiting, why do you think it is so?

– Adults can wait for longer than children. Why?

– How did people from different countries communicate in the past?

– Do you think being patient is good?

– Is there a change in people’s patience today compared to the past?

 

( دوره آیلتس 2 ماهه مقدماتی آیلتس )

 

ielts teacher

 

( دوره آیلتس 2 ماهه تکنیک های آیلتس )

 

 ( دوره آیلتس 2 ماهه پیشرفته آیلتس )

 

ثبت نام و شروع فوری دوره آیلتس نيمه خصوصي در سعادت آباد با دكتر آرين كريمی

 

special offers

 

( فقط چند نفر ظرفیت باقیست )

 


FACE TO FACE IELTS SEMI-PRIVATE CLASS BY DR.ARIAN KARIMI in Saadat Abad

 

 

دوره حضوری و نيمه خصوصي آيلتس با دكتر آرين كريمي



نيمه خصوصي ( 6 الی 8 نفره ) با هزينه ناچیز



طول دوره 80 ساعت ( 40 جلسه 2 ساعته )

 

 یک روز در هفته حتی روزهای 5 شنبه یا جمعه

 

سطح پايه زبان مورد نياز براي شركت دوره پیری آيلتس : Low intermediate


سطح پايه زبان مورد نياز براي شركت در اين دوره آيلتس : Pre-Intermediate

 

سطح پايه زبان مورد نياز براي شركت در دوره آيلتس پیشرفته ( ورکشاپ آیلتس ) : Advanced



هدف از شركت دراين دوره فشرده آيلتس كسب نمره بالاتر از 7 در آزمون آيلتس آکادمیک است



ظرفيت باقي مانده براي ثبت نام در اين دوره آيلتس بسیار محدود

 


زمان شروع اين دوره آيلتس : اول هر ماه

 

مهلت ثبت نام : 1 ام تا 15 ام هر ماه

 

 

The 1st part of IELTS Speaking : An 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?

– What can you see through your window?

– Do you like chocolate?

– Did you like it as a child?

– Why is chocolate so popular?

– Have you ever been given chocolate as a gift?

– Did you use to read books as a teenager?

– Do you buy or borrow books?

– Why is that?

– Do you read books online?

 

The 2nd part of that : Cue Card

 

Talk about a tall building you know. Please say

 

– What and where is it?

– What does it look like?

– Do you like or dislike it? Why?

 

The 3rd part of the test : Discussion

 

– Does climate affect house construction?

– Why do some people choose to build houses themselves?

– Do you think architects have challenges in creating houses today?

– Why do you think it is so?

– Do we need to construct houses near historical sites?

– Will aesthetic value of these historical places be reduced if construction is allowed?

– Why do you think so?