- Answer IELTS listening questions in the order they appear on the question paper, looking only at the question that relate to the part being played. Remember that the questions normally follow the order of the information played in the recording.
- Make sure you use the time in between sections to familiarise yourself with the questions so you can try and predict the information you will be listening out for, e.g. a time / date / place. If you are familiar with the questions you should be able to recognise if you have missed an answer so you can move on and listen for the next piece of information.
- At the end of the recording you have time to transfer your answers to the answer sheet. Be sure to check your grammar and spelling because you will lose marks if you are inaccurate.
- In IELTS academic reading you do not have long to read three texts so don’t try to understand every word precisely. You may not be tested on that part of the text anyway.
- Have a brief look at the questions before you read the text. It’s always advisable to read with a purpose! For example, if one of the questions asks you to match paragraphs with headings, you can write a few words about what the paragraph deals with as you read to help you identify the correct heading.
- The IELTS instructions might give you a word limit, e.g, ‘use no more than 3 words.’ Keep to this by avoiding unnecessary words in your answer. Articles, i.e. the/a/an, count as one word so if they are not needed for the sentence to make sense then leave them out.
- In IELTS academic writing you must always keep to the topic of the question and answer it specifically. Don’t try to prepare sections of an essay before the exam as this will be obvious to the examiner.
- The best way to prepare for IELTS writing (task 2) is to read widely about current affairs and then practise writing sample IELTS questions. Read newspapers and magazines whenever you get the chance. This will help you to form ideas for your essays.
- If you write less than 150 words for task 1 and 250 words for task 2 you will lose marks. There is no strict word limit for either task but try to stick to the suggested timing so hopefully you will have an opportunity to check you work for spelling and grammar.
- In the IELTS speaking exam, don’t prepare speeches on topics. You need to make sure you answer the specific question you are asked. Remember, you are not being tested on your general knowledge but on your ability to communicate well. Slow down and try to organise your ideas in a logical way.
- When the examiner asks you a question try to give as much detail as possible. Explain at least one point and remember to give your opinion. The examiner wants to hear you talk so give him plenty of opportunity!
12 tips for IELTS success
Published: December 19, 2011 Written by Alex for Tutor House
February 11, 2018
We are a London based private tutoring agency. We look at the facts and figures behind the falling standards of the UK british education industry.
December 8, 2015
The Importance of Promoting Creativity within Schools in the UK
Every child has the ability within them to be creative, and this may manifest itself in many different ways. The role of the teacher is crucial in providing a safe environment where a child feels as though they are able to express their creativity, explore it, and understand its significance too.
It is only in recent times that creativity has been understood to be a noteworthy part of a child’s development, and research has proven that creativity is a useful tool for expression, and for understanding one’s own thoughts and feelings, as well as those of others.
Creativity however cannot just happen in its own accord, it needs to be coaxed out, to be cultivated, and it is the role of the teacher to encourage and allow time for that to happen with each and every student.
Why is creativity so important?
How can teachers learn to promote it as part of their standard teaching practice?
Creative expression in a child, and in fact in an adult, is often catalysed by a surge of emotion. Younger children often express their true emotions through play: it helps them explore the world around them, test boundaries and gather evidence to make sense of their surroundings.
With older children, encouraging creativity can lead to expressing emotions and opinions through art projects, music, theatre or any other creative outlet that may otherwise have been kept under wraps. Those who can express their emotions in this way tend to be happier and freer as a result.
Creativity can be used as a tool to communicate with others, and to have a shared experience with a person or people that we might not otherwise have connected with.
Communication, empathy and understanding between students is so important. Creating a classroom environment where there is plenty of opportunity for shared learning, group problem solving, and innovative thinking will get students opening up to one another, helping one another and connecting to one another through a shared creative experience.
3. Future opportunities
In recent years the job market has changed, there has been a significant shift in the job market, where a creative person is preferred to someone with a specific skill set.
Innovation and ‘thinking outside the box’ are now some of the most desirable attributes in a prospective employee. Candidates who know how to be creative and can express this easily will be way ahead of the competition, so learning this skill early on is important.
Encouraging a creative classroom environment
The classroom environment is hugely important when it comes to promoting creativity within schools. Teachers must pay attention to each pupil, to adapt their learning style to ensure that each student feels confident that they can express their creativity without fear of judgment or ridicule.
Each student needs to feel as though their individual voice matters so teachers should promote informal discussion, encourage students to try new ideas and use creative concepts themselves to inspire learning.
Teachers must make sure they allow time for children to be creative, perhaps by setting aside a ‘creative’ hour each day where students can only focus on creative tasks. They can inspire them with ideas and introduce new concepts, but also allow this time to be student- led, giving them the opportunity to show their teachers where their interests and passions really lie.
Finding ways to allow students to be creative is imperative, and requires teachers to be creative themselves.
If creativity is successfully introduced into a classroom the students will benefit greatly from it. It is therefore hugely important that this becomes a fully integrated part of the school curriculum, and encouraged by teachers in classrooms of all ages.
April 17, 2013
How to revise for Classical Civilisation, a tutors perspective
Here’re some ideas about how to do a revision for A-Levels.
Based on what I learnt doing Classical Civilisation (10 years now), the examination is designed to test three things:
Knowledege (35% of the marks): they should have a good range of
knowledge, particularly the keys facts associated with the areas they
have studied. Questions will usually ask to select relevant facts not just give a shopping list of everything they know about a subject.
Ex. What’s the responsibility and the symbol of the God Neptune? Answer: Sea and Trident.
Understanding (30% of the marks): They should understand how different
aspects of each option relate to each other and also the various terms
that you find in each options. They should know why the people
behave the way they did in the context of their own society. Ex. Explain
how comfortable a Roman audience was when watching a play.
Interpretation/Evaluation (analysis) (35% of the marks): They should
make observations about what the sources tell us and make judgements.
Ex. Do you think an Athenian boy’s education prepared him for later life?
The idea is that if you know your facts (Factual knowledge), and if you
understand their significance (Understanding), then you are in a
position to interpret it and evaluate (Evaluation).
I think that the foundation of a student’s success lies in his factual knowledge and
revision. When the student is revising, the trick is to be active. That
means not simply reading his books/ notes and hoping that it
will sink in, but actually doing something with the information. For
instance, one way could be ‘prioritising your knowledge’. For every
topics and sub topic, they should consider four key facts that
they think they should know. In other words, it’s one of the many ways
to organize knowledge. Ex. The site of Pompeii> Vesuvius nearby>
Bulding stone and Fertile soil.
In conclusion, I think there are many ways of organising knowledge so that it is not just in note form.
The more the student do, the most he will remember and the more he can
remember, the more she or he will have to discuss. The examination will not be asking for obscure pieces of knowledge. They will be asking for key facts.
Written by Valerio R