آموزشگاه زبان انگلیسی کلام

به وبلاگ آموزشگاه کلام خوش آمدید.

 
نویسنده : kalam - ساعت ۳:٢٩ ‎ب.ظ روز ۱۳٩٢/٦/۱
 

 

One of the daunting challenges that face up newly fledged teachers ( and sometimes experienced ones too) is classroom management issues. Not every teacher is lucky enough to get the wheel turning smoothly right from the start. Disruptive behaviour can pose a real threat to the learning and teaching process and often times it turns a teacher's life into a living nightmare leading , in most cases, to giving up the job as a whole.




As an experienced teacher who have taught in different countries and as a researcher in the field of pedagogy and methodology ( in connection with technology ) I can comfortably confirm that if classroom management issues are not dealt with seriously they  can backfire and destroy what we are trying to build.  healthy learning milieu is not feasible without a well managed classroom and this latter requires a set of techniques that every ( new ) teacher should know of.

After digging through the pedagogy books I have assembled and read during my teaching career I came across one that is of paramount importance to new teachers. The book is called " Psychology for Teachers (Psychology for Professional Groups)" by David Fontana which I highly recommend for you. The book touches upon some key notions including : learning styles, psychology of kids, creativity, motivation...........and classroom management.

I am going to brief you on the most important techniques in classroom management which David recommended for teachers and which I myself have been using for 9 years now.


Classroom Management Techniques :


1- Interest The Class


class management techniques

In genral a class that is absorbed in its work does not want to cause problems.The class members will act disapprovingly towards any of their members who try to distract their attention



2- Avoid Personal Mannerisms


class management techniques

Mannerisms of specch, dress, gesture on the part of the teacher can be intensely irritating or comic to children who have to sit and watch them, and may well lead to negative behaviour on the part of the class.



3- Be Fair


class management techniques

Real or imagined injustices can breed resentment and hostility in children. Fairness means ensuring that any loss of priviliges,etc, is appropriate to the original misdeed, it means behaving towards children consistently so that they know what to expect, and it means keeping one's word. Interestingly, children of all ages rate " fairness" as one of the most desirable qualities in a teacher.



4- Be Humorous



class management techniques

This does not mean that teachers try to be knock-about comedian, but simply that they are prepared to laugh with the class( though not when the joke is on some unfortunate individual member of it), and to introduce humour into teaching material where suitable.



5- Avoid Unnecessary Threats


class management techniques

When threats are uttered they must be carried out. Constant offers of ' one last chance ' soon weaken the teacher's standing in the eyes of the class.



6- Be Punctual


class management techniques

A teacher who arrives late for a class not only sets the children a bad example but also may have to  quell a riot before the lesson can begin. Punctuality at the end of the lesson is of equal importance. Children soon resent being constantly late out for break or last in the lunch queue or late for the next lesson



7- Avoid Anger


class management techniques

Teachers who lose their temper may say and do things in the heat of the moment that they come to regret later. Certainly all teachers on accasions will feel the need to speak sharply to children, but this  quite different from heated outbursts in the schools or for the state of his or her physical health




8- Avoid Over-familiarity


class management techniques

The line between friendliness and over-familiarity can be a narrow one, but it is better to start off rather formally with a class and become more intimate as one gets to know them better, to behave, indeed, much as one does when making any new friends.




9- Offer Opportunities for responsibility



class management techniques

If all responsibility rests with the teacher, then it is not surprising  that children behave irresponsibly when not under difrect supervision. Offering children responsibility not only shows them they have the teacher's confidence, it also leads them to realize that what happens in the class is their concern just as much as it is the teacher's.



10-Focus Attention


class management techniques

General appeals for quiet or order in a classroom are of much less value than calling out the name of the child or children most directly involved, and thus focusing the attention of the class.In the silence that follows, the teacher can then issue further instructions.




11- Avoid Humiliating children



class management techniques

Quite apart from the potential psychological damage to the child or children concerned, humiliation attacks a child's status in the eyes of the rest of the class, and he or she may well use various strategies, all aimed at the teacher's authority , in order to re-establish it.



12- Be Alert


An important characteristic of teachers with good class control is that they appear to know at all times exactly what is going on in the classroom. They move frequently around the room . and insist children wait in their places when they have difficulties with their work rather than besieging the teacher who became isolated from the main action by a detachment of hand-waving children.




13- Use Positive Language



class management techniques

The emphasis should always be upon what we want children to do rather than upon what they refrain from doing. Thus we say " come in quietly " rather than " don't make so much noise ", " look at your books " rather than  " stop turning around "



14- Be Confident


class management techniques

Teachers who go into the class with a hesitant, tentative manner suggest to children that they are expecting trouble and are probably accustomed to being disobeyed. Very well, the class think to themselves, the teacher will not be disappointed. If, on the other hand, teachers are able to give the impression they are used to getting on well with children, then once again the children will be included to take this at face value and offer co-operation. So even if the teacher is feeling inexperienced and apprehensive, the moral is  not to show it.



15- Be Well-organized


class management techniques

Good classroom organization means :

A- making clear to children exactly what is expected of them in the way of getting out or putting away apparatus and equipment  before they start to do it


B- Children know where things are kept and they each have clear duties and responsibilities, both to deal with the normal running of the classroom and with the sudden emergencies when things get split or broken.


C- Planning lessons carefully so that the practical activities are within the scope and the competence of both teacher and class and never threaten to get out of hand.

D- A well-organized lesson with adequate material carefully prepared and with all equipment to hand and in goood working order is way better than one that even the teacher concedes bears a certain resemblance to a shambles.



16- Show that one likes children

Many people , recalling their schooldays, have stories of ogres of whom they were in awe, and of kindly, well-meaning souls whose lives they made a torment, but these stories are only remembered because they are unusual.For the most part, teahers who relate satisfactorily to children have the gift of conveying to them  sympathy, understanding, and a personal delight in the job of teaching. They indicate to the class that they want children to succeed not because this demonstrates their own competence but because success is important to children. Once the class is convinced they have the teacher's support, they will respond, as in any relartionship, with co-operation and esteem.

 
 
 
نویسنده : kalam - ساعت ۳:٢٤ ‎ب.ظ روز ۱۳٩٢/٦/۱
 

10 creative ways to teach English that deliver outstanding results

As an English teacher at an outstanding primary, Anna Warren is often asked for inspiration. Here she shares her favourite approaches for creative English lessons

English lesson
Creative curriculum: inspiring young imaginations using the arts is just one of the ways Anna Warren teaches her pupils. Photograph: Tom Finnie

As a creative school, with a track record in fantastic English results, we are often asked what our specific approach is: how do we teach through the arts yet manage to maintain such high expectations from all our pupils? I'd like to share some of these approaches with you:

Immersion activities

How can children access stories, poems and other texts if their minds and imaginations not fully engaged? We have found that immersing children in a range of creative activities before reading the text means that they are fully prepared, and excited, about the reading journey ahead of them. Through painting, music composition, a film project, in role drama or sculpture, the kids have had a chance to share vocabulary, ideas and concepts which gives their reading fresh meaning and purpose.

Clear purpose

What's the point of reading and writing anything if you don't know why you're doing it? We aim to provide children with a clear purpose to all reading, and especially writing tasks. Whether it's an invitation to the headteacher to attend a class assembly, an email to an author or an article for a school newspaper, our children know why the quality of their writing matters: because there will be a real audience for their published work.

Professional publishing

One effective way of valuing children's work as well as providing a real incentive, is to plan for a range of ways to publish their writing. Recent examples include a whole school bookmaking project. Following a whole school Inset on bookbinding techniques, every class published their own shared book; one example being an anthology of short spooky stories composed by year 6. Their stories were mounted on handmade paper, accompanied with each child's art work (lino cut style prints on metallic paper) with a dramatic paper cut out front cover. The effort the children put into their work was immense, and the results were stunning as a result. The anthology has been enjoyed by parents and other pupils and the children's pride in their work is clear to see.

Meaningful planning

Where possible, learning in English is linked with subjects within the creative curriculum we follow: the international primary curriculum (IPC). Well in advance of teaching, teachers collaborate and share their ideas for planning through a mind mapping process. Meaningful, creative activities are planned for, ensuring that all staff members know exactly what the children will be learning and why.

Focused on strategies

The teaching of reading is not easy. As children's fluency in reading increases, it's hard to know what reading skills need to be taught, and when. We ensure that specific reading strategies are modelled explicitly to the class; this provides children with a holistic bank of skills to draw upon. This could include scanning a text, making an inference, predicting or creating a mental image. Our teachers use 'think aloud' statements to model to the children how these skills are used, and how they can help them become better readers. These strategies are then shared as a class, and then assessed in follow up guided reading activities.

Inspirational learning environment

Take a trip to our school and you'll find classroom environments that inspire adults and children alike. Not only is the children's work displayed creatively, but there is a range of learning prompts to inspire and support all pupils. We want to encourage our children to discover new texts, genres and authors, so our reading areas are inviting, well resourced and highly organised. Pupils can choose from an exciting array of reading material: newspapers, classic texts, reference books as well as the children's own published stories are just some examples of what book corners might offer.

Drama to engage and inspire

The use of drama is such a powerful tool. Taking the lead from our drama specialist, all teaching staff use a range of techniques to promote the exploration of characters, situations and historical events. This process expands the pupils' imaginations, and provides them with the ideas they need to give their writing that extra spark and flair.

Rigorous teaching of spelling and phonics

In the infants, phonics is streamed, so all children can benefit from tailored teaching, making maximum progress as a result. All phonics and spelling activities are fun, multi sensory and as physical possible, the aim being to meet all learning styles in the class. In the juniors, we try to make homework lists as personalised to the child as possible to ensure that the spelling patterns stick in a meaningful way.

Grammar concepts taught creatively

Grammar cannot be taught as a stand alone activity. What's the point of that? Children begin to understand grammar concepts, and start to apply them in their own writing, when they start to read with a writer's mind. Punctuation rules and techniques are drawn from shared texts; texts which the children have already been immersed in and have a good understanding of. Exploring these, and embedding them creatively is how the learning takes place.

Peer and self assessment

What child doesn't love marking somebody else's work? With a clear marking key, success criteria and purpose in mind, children set about assessing either their own, or a partner's piece of writing. Modelled through the teacher's own formative marking, pupils know what the expectations are. They are well trained in searching for successful examples of the learning intention, articulating their responses to the work, checking the writing matches any targets and giving constructive feedback. Seeing the children learn from each other in this way is hugely positive; you know you've done your job well.

Anna Warren is the English subject leader and the year 6 teacher atHoly Trinity and St Silas School, London.


 
 
کلاس های IELTS
نویسنده : kalam - ساعت ۱٢:۱۸ ‎ق.ظ روز ۱۳٩۱/٧/٢٩
 

آموزشگاه کلام با استفاده از دبیران مجرب تصمیم به برگزاری دوره های IELTS  دارد . این کلاس ها در سال 91 شروع به کار کرده اند و هم اکنون توانایی پذیرش دانش آموزان را دارد . جهت ثبت نام به دفتر آموزشگاه مراجعه فرمایید .

کتاب مورد استفاده در این کلاس ها focus on IELTS می باشد .

کتاب حاضر برای آمادگی آزمون آیلتس می باشد و زبان آموز را با نحوه آزمون و با سبک های مناسب برای موفقیت در آزمون آشنا می سازد. از ویژگی های این کتاب کمک زبان آموز به ساخت واژه، آگاهی از دستور زبان، تمرین نوشتن، آشنایی با اشتباهات رایج در آزمون و دارا بودن تمرین برای تعیین سطح خود، می باشد.


 
 
معرفی کتاب های مورد استفاده آموزشگاه
نویسنده : kalam - ساعت ۱:٠۳ ‎ب.ظ روز ۱۳٩۱/٦/٢۸
 

مجموعه آمریکن هدوی برای آموزش زبان انگلیسی آمریکایی از مبتدی تا پیشرفته و برای نوجوانان و بزرگسالان است. بالابردن اعتماد نفس و آشنایی با پایه های اساسی یادگیری زبان از ویژگی مجموعه حاضر می باشد و شامل متون کاربردی در زندگی روزمره، واژگان جدید، دستور زبان، توسعه مهارت خواندن و ... است.

فهرست مجموعه آموزشی  :
 
MP3 CD   Student Book  
Workbook   Audio CD  
Multi-ROM  Teacher book  

American Headway Second Edition

 

    Lets Go Student Book

مجموعه حاضر برای کودکانی که تازه شروع به یادگیری زبان کرده اند است. از ویژگی های این مجموعه برنامه درسی مبتنی بر دستور زبان و با دیالوگ های مشخص است. مجموعه حاضر شامل کتاب دانش آموز، کتاب تمرین، کتاب معلم، کتاب داستان، فلش کارت و سی دی می باشد.

 

فهرست مجموعه آموزشی  :
 
Student book  MP3 CD 
Workbook  CD ROM 
  Teacher book 
            

American Get Ready

  

این مجموعه به آموزش الفبا و نوشتن الفبا و اعداد پرداخته است. از ویژگی های این مجموعه می توان از آموزش پایه و اساس زبان انگلیسی و گفتن و درک واژگان اولیه انگلیسی و آموزش تعداد کمی از اصطلاحات مفید می توان نام برد.

 

فهرست مجموعه آموزشی  :
 
MP3 CD  Student Book 
Workbook 

Teacher book   

   

کتاب حاضر مجموعه ی داستان برای هر چهار سطح می باشد. هدف این کتاب آموزش در خواندن، آموزش های شنیداری و درک مطلب می باشد.این کتاب در آموزشگاه کلام در کلاس های Head way مورد استفاده قرار می گیرد.

 

تداخلات موزاییک، نسخه 4 که به تازگی تجدید نظر در سطح پنج، چهار مهارت جامع ESL / EFL سری طراحی شده برای آماده سازی دانش آموزان برای محتوای علمی است.تم ها در سراسر سطح مهارت یکپارچه و سطوح در سراسر رشته مهارت بیان شده است. این مجموعه ترکیبی از فعالیت های ارتباطی با تمرینات مهارت سازی برای افزایش موفقیت تحصیلی دانش آموزان است.


 
 
نمونه سوالات writing ایلتس
نویسنده : kalam - ساعت ۱٢:٥۸ ‎ب.ظ روز ۱۳٩۱/٦/٢۸
 

Task 2:Some say that artists (musicians, writers, painters) should be supported by the government. Others think it would be waste of money. Discuss both arguments and give your opinion. Use specific reasons and examples to support your answer.

Task 2:Nowadays families spend little time doing things together. What are the reasons that parents spend less time with their children? Explain the positive and negative effects of this development. Give examples from your own knowledge and experience.

Task 2:Most children spend a lot of time watching TV shows and playing computer games. Should parents limit the time spent in front of the TV or PC for them? Give your own opinion.

Task 2:A country’s future is depending on its young people. Therefore, a country should invest heavily in its youth. Do you agree or disagree with this statement?

Task 2:Nowadays parents are leaving their children with someone else during the day, when they are at work. Is it a good or a bad thing to do? Give relevant examples, from your experience or knowledge.

Task 2: soon people who cannot work with computers will be disadvantaged. To what extent do you agree or disagree with this idea?

 

Task 2: nowadays, radio is being replaced by TV and the Internet. To what extent do you agree or disagree with this idea?

 

Task 2: these days, schools introduce behavior of what is ‘right’ or ‘wrong’. This responsibility is not only parents. To what extent do you agree or disagree?

 

Task 2: education is a lifelong task. Do you agree or disagree?

 

Task 2: Young people are encouraged to travel or work for one year after high school and before university studies. Write the advantages and disadvantages of this matter.

OR

Young People are encouraged to travel or work for one year after high school and before university studies. Do you think it is a good idea to do so?

 

Task 2: nowadays, People care about their appearance more than before. Do you agree or disagree?

 

Task 2: Governments should spend more money on education than on recreation and sports. Do you agree or disagree?

 

Task 2: technology has facilitated our lives so much and given us a lot of freedom. Some people , however, believe  that it has caused more problems for us. what is your opinion?

 

Task 2: shopping has become a favourite  pastime among young people. Why do you think it is like that, and you think they must be encouraged to do other things  rather than shopping?

 

Task 2: nowadays, some People still prefer to ride bicycles. To what extent do you think this will help us in today’s life?

 

Task 2: people ‘s character is influenced by environment rather than genetics. Do you agree or disagree?

 

Task 2: in the 21st century, There is no use to pay expenses for wild animals protection. What’s your idea about this matter?

 

Task 2: is technology time-consuming or does it save time?

 

Task 2: the elderly people of over 50 years of age should be retired and be replaced by the young. Do you agree or disagree?

 

Task 2: write whether you support that employees’ salaries are not enough to make them happy. Benefits like health insurance etc. should be given to make them happier.

 

Task 2: in the world today, how can the companies keep their employees happy? Express your idea and bring reasons, for example how salary, health care and holiday can make employees happy.

 

Task 2: people follow interests and have hobbies (e.g. collecting or marking things) do you think it is pointless? How can people learn from hobbies?

 

 

Task 2: education is sometimes considered as something for the youth. Some people, however, consider it as a lifelong task. What is your opinion? Give reasons and support your ideas with specific supports.

 

Task 2: it as good for school and university students to take part in part-timejobs.do you agree or disagree?

 

Task 2: some people follow interests have hobbies (collection, making things), but some people think that it is pointless. Why do people need hobbies? How can they learn from hobbies?

 

Task 2: as computers are more and more used in education, some people argue that in future there will be no role for teachers. Agree or disagree?

 

Task 2: riding bicycles…

 

Task 2: young people nowadays would like to go shopping in their free times. why do people do this? Is it good or should it be substituted by other activities?

 

Task 2: in spite of modern technologies for transport, many people believe bicycle is the best vehicle for transportation. Or in the present world, how bicycle is effective on everyday life?

 

Task 2: nowadays children have a lot of homework to do. Some people, however believe that less homework means less stress for children, so they will be able to learn other useful skills, too. What is your opinion?

 

Task 2: should mass media publish details of people’s private lives or should they be controlled?

 

Task 2: nowadays, many people from different nationalities and cultures get married together. what do you think are the advantages and disadvantages of this?

 

Task 2: some people believe that universities are responsible for preparation of young people for employment. Others believe universities have other responsibilities. What do you think about the responsibility of universities?

 

 

 

 


 
 
نمونه سوالات reading ایلتس
نویسنده : kalam - ساعت ۱٢:٤۸ ‎ب.ظ روز ۱۳٩۱/٦/٢۸
 

The Impact of Wilderness Tourism

A

The market for tourism in remote areas is booming as never before. Countries all across the world are actively promoting their 'wilderness' regions - such as mountains, Arctic lands, deserts, small islands and wetlands - to high-spending tourists. The attraction of these areas is obvious: by definition, wilderness tourism requires little or no initial investment. But that does not mean that there is no cost. As the 1992 United Nations Conference on Environment and Development recognized, these regions are fragile (i.e. highly vulnerable to abnormal pressures) not just in terms of their ecology, but also in terms of the culture of their inhabitants. The three most significant types of fragile environment in these respects, and also in terms of the proportion of the Earth's surface they cover, are deserts, mountains and Arctic areas. An important characteristic is their marked seasonality, with harsh conditions prevailing for many months each year. Consequently, most human activities, including tourism, are limited to quite clearly defined parts of the year.
Tourists are drawn to these regions by their natural landscape beauty and the unique cultures of their indigenous people. And poor governments in these isolated areas have welcomed the new breed of 'adventure tourist', grateful for the hard currency they bring. For several years now, tourism has been the prime source of foreign exchange in Nepal and Bhutan. Tourism is also a key element in the economies of Arctic zones such as Lapland and Alaska and in desert areas such as Ayers Rock in Australia and Arizona's Monument Valley.

B
Once a location is established as a main tourist destination, the effects on the local community are profound. When hill-farmers, for example, can make more money in a few weeks working as porters for foreign trekkers than they can in a year working in their fields, it is not surprising that many of them give up their farm-work, which is thus left to other members of the family. In some hill-regions, this has led to a serious decline in farm output and a change in the local diet, because there is insufficient labour to maintain terraces and irrigation systems and tend to crops. The result has been that many people in these regions have turned to outside supplies of rice and other foods.
In Arctic and desert societies, year-round survival has traditionally depended on hunting animals and fish and collecting fruit over a relatively short season. However, as some inhabitants become involved in tourism, they no longer have time to collect wild food; this has led to increasing dependence on bought food and stores. Tourism is not always the culprit behind such changes. All kinds of wage labour, or government handouts, tend to undermine traditional survival systems. Whatever the cause, the dilemma is always the same: what happens if these new, external sources of income dry up?
The physical impact of visitors is another serious problem associated with the growth in adventure tourism. Much attention has focused on erosion along major trails, but perhaps more important are the deforestation and impacts on water supplies arising from the need to provide tourists with cooked food and hot showers. In both mountains and deserts, slow-growing trees are often the main sources of fuel and water supplies may be limited or vulnerable to degradation through heavy use.

C
Stories about the problems of tourism have become legion in the last few years. Yet it does not have to be a problem. Although tourism inevitably affects the region in which it takes place, the costs to these fragile environments and their local cultures can be minimized. Indeed, it can even be a vehicle for reinvigorating local cultures, as has happened with the Sherpas of Nepal's Khumbu Valley and in some Alpine villages. And a growing number of adventure tourism operators are trying to ensure that their activities benefit the local population and environment over the long term.
In the Swiss Alps, communities have decided that their future depends on integrating tourism more effectively with the local economy. Local concern about the rising number of second home developments in the Swiss Pays d'Enhaut resulted in limits being imposed on their growth. There has also been a renaissance in communal cheese production in the area, providing the locals with a reliable source of income that does not depend on outside visitors.
Many of the Arctic tourist destinations have been exploited by outside companies, who employ transient workers and repatriate most of the profits to their home base. But some Arctic communities are now operating tour businesses themselves, thereby ensuring that the benefits accrue locally. For instance, a native corporation in Alaska, employing local people, is running an air tour from Anchorage to Kotzebue, where tourists eat Arctic food, walk on the tundra and watch local musicians and dancers.
Native people in the desert regions of the American Southwest have followed similar strategies, encouraging tourists to visit their pueblos and reservations to purchase high-quality handicrafts and artwork. The Acoma and San Ildefonso pueblos have established highly profitable pottery businesses, while the Navajo and Hopi groups have been similarly successful with jewellery.
Too many people living in fragile environments have lost control over their economies, their culture and their environment when tourism has penetrated their homelands. Merely restricting tourism cannot be the solution to the imbalance, because people's desire to see new places will not just disappear. Instead, communities in fragile environments must achieve greater control over tourism ventures in their regions; in order to balance their needs and aspirations with the demands of tourism. A growing number of communities are demonstrating that, with firm communal decision-making, this is possible. The critical question now is whether this can become the norm, rather than the exception.


Paragraph heading

Questions 1-3

Reading Passage 1 has six paragraphs, A-C.

Choose the correct heading for each section from the list of headings below.

Write the correct number i-vi in boxes 1-3 on your answer sheet.

List of Headings


i The expansion of international tourism in recent years

ii How local communities can balance their own needs with the demands of wilderness tourism

iii Fragile regions and the reasons for the expansion of tourism there

iv Traditional methods of food-supply in fragile regions

v Some of the disruptive effects of wilderness tourism

vi The economic benefits of mass tourism

 

 

 

 

 

 

 

 

 

 

 

Heading section
  A
  B
  C

 

 

 

 

 

 

 

 

 

 

 

 

 

Questions 4-9

Yes/ No/ Not Given


4 The low financial cost of setting up wilderness tourism makes it attractive to many countries.
5 Deserts, mountains and Arctic regions are examples of environments that are both ecologically and culturally fragile.
6 Wilderness tourism operates throughout the year in fragile areas.
7 The spread of tourism in certain hill-regions has resulted in a fall in the amount of food produced locally.
8 Traditional food-gathering in desert societies was distributed evenly over the year.
9 Government handouts do more damage than tourism does to traditional patterns of food-gathering.

Questions 10-13

Table/Chart completion

The positive ways in which some local communities have
responded to tourism

Activity People/Location
Revived production of 10 ........................................
Operate 11 ........................................ businesses
Produce and sell 12 ........................................
Produce and sell 13 ........................................
Swiss Pays d'Enhaut

Arctic communities

Acoma and San Ildefonso

Navajo and Hopi Activity

 

 

 

 

 

 

 

 

 

 

 


 
 
نمونه سوالات speaking آزمون IELTS
نویسنده : kalam - ساعت ۱۱:۳٠ ‎ب.ظ روز ۱۳٩۱/٦/٢٦
 

Here are some samples questions which could be useful. Try answering them

1.What is the meaning of your given name?

2. Does your name affect your personality?

3. Tell me something about your hometown.


4. What are the differences in accent between your hometown and (test city)?


5. What is the character of the people like in your hometown?


6. What is people's favourite food in the region where you live?


7. Are there any traditional festivals in your region?


8. Tell me something about a local Festival.


9. How have weddings changed in recent years?


10. Describe a traditional wedding ceremony.


11. How do (Nationals) usually celebrate birthdays?


12. Are there any traditions concerning the birth of a baby?


13. How do you like (test city)? Compare it to your hometown.


14. What place do you like best in (city)?


15. What places in (your city/test city) should a foreigner visit?


16. What places would you recommend a visitor to go to in your region/hometown?


17. If you had the choice, where would you choose to live in (your country)?


18. Which parts of (your country) would you recommend a foreigner to visit?


19. Tell me something about your family.


20. Which is the worst place you've been to in (your country)?


21. Who takes the greatest responsibility for bringing up your child in your family?


22. Which is the best place you've been to in (your country)?


23. Who does most of the household chores in your family?


24. Are the traditional sexual roles within the family changing?


25. Why is the divorce rate increasing so rapidly? Is it a problem?


26. What is your opinion of the (some problem) situation in (your country)?


27. How are children disciplined in (your country)?


28. Is it acceptable for couples to live together without marrying?


29. If you had the choice, would you have a son or a daughter?


30. Would you bring your child up any differently to the way your parents did?


31. Who is your favorite musician?


32. Do women still have too heavy a burden in their day to day life?


33. Is the increasing influence of American culture largely a positive or negative thing?


34. What, according to you, has been the greatest change in recent years?


35. What, according to you, has been the most problematic change in recent years?


36. What, if you are a lecturer what changes have you seen in education over the past few years?)


37. Who should bear the responsibility for payment of tuition fees?


38. What can be done to improve education in rural areas?


39. Have recent changes affected your job in any way?


40. Do you agree with private education?


41. What can be done to close the gap between urban and rural areas?


42. If you had the power, what reforms would you carry out within education?


43. Describe a typical working day for you.


44. How do you see yourself in ten years time?


45. If you had the opportunity to change your job, what would you do instead?


46. If you had one million (local currency), what would you do with it?


47. If you could start your life again, would you do anything differently?


48. Do you have any ambitions?


49. Which country/place would you most like to visit?


50. What changes do you think (your country) will see in the next few years?


51. Will any possible future changes affect your job in any way?


52. How do you think you will cope in (your host country)?


53. What do you do in your spare time?


54. What will you do if you fail the IELTS?

Wish you all success in the IELTS exams



 
 
مراکز مجاز برگزاری آزمون آیلتس در ایران
نویسنده : kalam - ساعت ۱۱:٢۱ ‎ب.ظ روز ۱۳٩۱/٦/٢٦
 

سازمان سنجش تنها مرجع صادرکننده مجوز و ناظر بر برگزاری آزمون های بین المللی در ایران می باشد و فعالیت مراکزی که از این سازمان مجوز اخذ نکرده اند فاقد اعتبار و غیرقانونی می باشد

دانشگاه آزاد اسلامی
پایگاه اطلاع رسانی: http://ielts.iauset.com
هزینه آزمون: 450 هزار تومان
نشانی: تهران، خیابان شریعتی، خیابان پابرجا، بلوار آینه، کوچه گل یخ، شماره 16، واحد 101
شماره تماس: 22640501 , 22640514 (پیش شماره 021)

 

آیلتس تهران
پایگاه اطلاع رسانی: http://www.ieltstehran.com
هزینه آزمون: 450 هزار تومان
نشانی: تهران، میدان آرژانتین، خیابان خالداسلامبولی، خیابان 21، شماره 6، واحد 3
شماره تماس: 88725427 , 88725428 (پیش شماره 021)

 

موسسه آموزش عصر دین و دانش
پایگاه اطلاع رسانی: http://ieltsadd.ir
هزینه آزمون: 450 هزار تومان
نشانی: خیابان ولی عصر، پارک ساعی، کوچه ساعی، بن بست دانش، پلاک 3
شماره تماس: 88644690 و 91 (پیش شماره 021)

 

لازم به ذکر است که سازمان سنجش آموزش کشور فعالیت های مرکز تحت نظارت را مورد بررسی مکرر قرار می دهد و داوطلبان و متقاضیان محترم می توانند از طریق واحد حفاظت آزمون های سازمان سنجش آموزش کشور از طریق نشانی پست الکترونیک hefazatazmon@sanjesh.org اطلاعات و اخبار مرتبط با تخلف آزمون را به اطلاع این سازمان برسانند.



 
 
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