latest Ielts test in Saudi Arabia in 2019 | the invigilator

Latest Ielts test which was conducted in Saudi Arabia in 2019 

When S recently took the IELTS test in Saudi Arabia the following topics and questions appeared in the exam:

Writing test

Writing task 1 (a report)

We were given two pie charts showing popular occupations in one city and in the UK in general in 2008. All data was given as percentages.

Writing task 2 (an essay)

Many people believe that it’s better to learn something in a group rather than individually. Do you agree or disagree?

Speaking test

Interview 

– What is your full name?
– Can I see your ID?
– Where are you from?
– Do you work or study?
– What do you do?
– Where do you live?
– What do you like the most about the place where you live?
– What are some changes that you would like to see in your area?
– Do people in your country like pets?
– Why do they like pets, in your opinion?
– What animal don’t you like? Why?
– What kind of pet would you like to have? Why?
– What animals do people in your country have? Why?
– How long do you sleep every day?
– Do you think it’s enough?
– Do you think an afternoon nap is good?

Cue Card

Describe an intelligent person you know. Please say

– Who is he/she?
– How do you know him/her?
– Why do you think he/she is an intelligent person?

Discussion 

– How did you meet him/her?
– How often do you meet with him/her?
– What do you usually do together?

Latest Ielts speaking test in Sri Lanka in April 2019

Our friend R took the IELTS test in Sri Lanka and remembered the following Speaking questions:

Speaking test

Interview

– What is your full name?
– Can I see your ID?
– Where are you from?
– Do you work or study?
– What do you do?
– Do you prefer to send e-mails or letters?
– Do you prefer to send e-mails or texts?
– What transport do you use for daily travel?
– Why is that?
– How did you travel to school as a child?
– Why did you do it?

Cue Card

Talk about a method such as exercises or diet that you use to stay healthy. Please say

– What is it?
– When and where do you do it?
– Why do you think it is good?

Discussion 

– Why do you think that method is useful to keep well?
– Do you think people have time to consider their health?
– Do you think schools play an important role in changing students’ attitude to health?
– Why is it so?

REAL IELTS TEST ON 13th April 2019 PREDICTIONS

REAL IELTS TEST ON 13th April 2019 PREDICTIONS |the invigilator

 

LISTENING :-

                           candidates, who will appear for 13th April ielts test  need to ready for MODERATE LISTENING. There are great chances of average listening on 13th April..Candidates need to focus on their listening and also need to concentrate on words.

READING :-

                           There are great chances of MODERATE READING also for this time. but it does not you need to worry about this because this all happening and may be chances of one passage from all three may be little bit hard but otherwise reading will be east but you only need to concentrate.

 WRITING :-

                             we all know this there are two types writing tasks in ielts 

first is task 1 :- my prediction for task 1 are LINE CHART  \BAR \ PIA CHART .

task 2 :-  my prediction for task 2 are topics related to education, technology and environment. 

NOTE:- THESE ALL ARE PREDICTION YOU ALL NEED TO WORK HARD AND DO EVERYTHING FOR GETTING GOOD BAND SCORE

Most used words in Ielts writing's synonym for 8 bands |the invigilator

Most used words in Ielts writing's synonym for 8 bands |the invigilator 

Amazing—incredible, unbelievable, improbable, fabulous, wonderful, fantastic, astonishing, astounding, extraordinaryAnger—enrage, infuriate, arouse, nettle, exasperate, inflame, maddenAngry—mad, furious, enraged, excited, wrathful, indignant, exasperated, aroused, inflamed Answer—reply, respond, retort, acknowledge Ask– question, inquire of, seek information from, put a question to, demand, request, expect, inquire, query, interrogate, examine, quiz Awful—dreadful, terrible, abominable, bad, poor, unpleasantBad—evil, immoral, wicked, corrupt, sinful, depraved, rotten, contaminated, spoiled, tainted, harmful, injurious, unfavorable, defective, inferior, imperfect, substandard, faulty, improper, inappropriate, unsuitable, disagreeable, unpleasant, cross, nasty, unfriendly, irascible, horrible,

atrocious, outrageous, scandalous, infamous, wrong, noxious, sinister, putrid, snide, deplorable, dismal, gross, heinous, nefarious, base, obnoxious, detestable, despicable, contemptible, foul, rank, ghastly, execrable Beautiful— pretty, lovely, handsome, attractive, gorgeous, dazzling, splendid, magnificent, comely, fair, ravishing, graceful, elegant, fine, exquisite, aesthetic, pleasing, shapely, delicate, stunning, glorious, heavenly, resplendent, radiant, glowing, blooming, sparklingBegin— start, open, launch, initiate, commence, inaugurate, originate Big— enormous, huge, immense, gigantic, vast, colossal, gargantuan, large, sizable, grand, great, tall, substantial, mammoth, astronomical, ample, broad, expansive, spacious, stout, tremendous, titanic, mountainous Brave— courageous, fearless, dauntless, intrepid, plucky, daring, heroic, valorous, audacious, bold, gallant, valiant, doughty, mettlesome Break—fracture, rupture, shatter, smash, wreck, crash, demolish, atomizeBright— shining, shiny, gleaming, brilliant, sparkling, shimmering, radiant, vivid, colorful, lustrous, luminous, incandescent, intelligent, knowing, quick-witted, smart, intellectual Calm— quiet, peaceful, still, tranquil, mild, serene, smooth, composed, collected, unruffled, level- headed, unexcited, detached, aloof Come— approach, advance, near, arrive, reachCool—chilly, cold, frosty, wintry, icy, frigidCrooked— bent, twisted, curved, hooked, zigzagCry— shout, yell, yowl, scream, roar, bellow, weep, wail, sob, bawlCut— gash, slash, prick, nick, sever, slice, carve, cleave, slit, chop, crop, lop, reduce Dangerous—perilous, hazardous, risky, uncertain, unsafe Dark—shadowy, unlit, murky, gloomy, dim, dusky, shaded, sunless, black, dismal, sad Decide— determine, settle, choose, resolveDefinite— certain, sure, positive, determined, clear, distinct, obvious

Delicious— savory, delectable, appetizing, luscious, scrumptious, palatable, delightful, enjoyable, toothsome, exquisite Describe— portray, characterize, picture, narrate, relate, recount, represent, report, record Destroy— ruin, demolish, raze, waste, kill, slay, end, extinguish Difference— disagreement, inequity, contrast, dissimilarity, incompatibility Do— execute, enact, carry out, finish, conclude, effect, accomplish, achieve, attain Dull— boring, tiring„ tiresome, uninteresting, slow, dumb, stupid, unimaginative, lifeless, dead, insensible, tedious, wearisome, listless, expressionless, plain, monotonous, humdrum, dreary Eager— keen, fervent, enthusiastic, involved, interested, alive toEnd— stop, finish, terminate, conclude, close, halt, cessation, discontinuance

General Task 1 Useful Language 2019|the invigilator

                    General Task 1 Useful Language

Since Academic Task 1 responses focus primarily on processes and data, they tend to have a standard form that students can take advantage of in their writing. A number of useful standard phrases are provided that can be used by students in their essays. They are divided into three sections; opening sentences, describing trends and describing points.

Opening Sentences

The [number] [form of data] show – used at the beginning of the introduction or a body paragraph (the number and type of graph can be changed to suit the question) The first [form of data] shows... while the second [form of data] shows – used at the beginning of the introduction when there are two sets of data

The number of [Data names] follows a remarkably similar trend. – used at the beginning of a body paragraph to provide an overview when two or more sets of data display similar trends.

https://www.facebook.com/303732817026894/posts/416991782367663/

Describing Trends
[Data name] increased throughout the period from [month/year] to [month/year] – implies that the graph is linear
[Data name] increased steadily from [number] to [number] – implies that the graph is linear
[Data name] was around [number] in [month/year] and increased to [number] in [month/year] – implies that the graph is linear
The number of [Data name] dropped/increased slightly/dramatically – refers to the size of the gradient of the graph on a linear graph
[Data name] increased/decreased at an increasingly rapid rate – implies that the graph curves upwards/downwards with an increasing gradient
[Data name] increased/decreased by progressively smaller amounts – implies that the graph curves upwards and downwards but is becoming a flat line


Describing Data Points
For [Data type] there is a higher proportion of [Data name] than [Data name] – used for describing relative amounts/numbers
The number/amount of [Data name] varied widely from [number] to [number] – used to describe a range of values when they are vary a great deal
The number/amount of [Data name] was confined to a narrow range and varied from [number] to [number] – used to describe a range of values when they are narrow
The actual and expected number/amount/percentage of – used to compare actual and predicted numbers
[Data name] represented [percentage] of the total number of [Data type] – used to describe the percentage of a total [Data name] made up the largest/smallest part/proportion/component of [Data type] – used to indicate the importance of a particular data point

[Data name 1] was much lower/higher than for [Data name 2] – used in comparing different types of data
[Data name] was made up mostly of ... with a small contribution from ... - used when one particular type of data dominates
The number of [Data name 1], [Data name 2] and [Data name 3] were found to be [Number of Data name 1], [Number of Data name 2] and [Number of Data name 3], respectively. – used for an ordered list of data 

Latest Ielts test in Canada 2019 |the invigilator

Latest Ielts test In Canada 2019 ( General Training ) |the invigilator 

One of our friends  took IELTS test in Canada and remembered the following topics and questions: Listening test Section 1. Advertisement of office furniture in a local agency. Questions: filling in blanks.  Section 2. About the tax system in the UK. Questions: filling in blanks. Section 3. A conversation between three students about their university selection process. Questions: filling in blanks, multiple choice. Section 4. About fashion and merchandising sources, and recent changes in studies of merchandising in the UK. Questions: filling in blanks, multiple choice, match headings to paragraphs.  Reading test Passage 1. About a summer camp for kids. Passage 2. About new employees holiday schedules and rules. Passage 3. About IT employees and company policies. Passage 4. About Henry Ford and his company. Writing test Writing task 1 (a letter) You recently received an invitation for a three-day training program which should benefit you and the company. Write a letter to your manager and say – Ask to attend the program – Describe the program – Explain how the program will benefit the company Writing Task 2 (an essay) Many people believe that the increasing number of cars in cities is the biggest source of pollution and waste. Others think that industries are the ones causing pollution. Discuss both views and give your opinion.

How to write Ielts writing task 1 for 9 bands | the invigilator

                    The Academic Task 1 Essay

Task 1 essays require students to describe data, diagrams or processes using English. Most students find Task 1 essays much easier to write than Task 2 essays. Nevertheless, there are a number of choices that students can make to ensure they write an effective essay.

The first is that writers should have a clear idea of the aim of the essay. The goal of the writer should be to allow a reader who has never seen the information presented in the question to reproduce the information presented in the question accurately.

Step 1 – Organising the information – thinking time

The Task 1 response will almost always have an introduction and two body paragraphs. The first step is to analyse the data and determine how to split the data into two logical parts. Very occasionally data is best split into three parts, but this is unusual. This decision is often very simple to make, for example when there are two diagrams or two graphs. On other occasions it is more difficult and sometimes it is appropriate to combine two small logical pieces that are related into one paragraph. The way in which data is split is a critical decision in writing an essay as this defines the high level structure of the essay and have a significant impact on the essay’s readability.

Step 2 – Writing the Introduction

The introduction in a Task 1 essay is usually one sentence, or very rarely two short sentences. After reading the introduction the reader should be able to describe the form of the data (i.e. diagram, graph, table etc.), provide a title for the data and draw and label axis correctly. For example

The bar chart shows the percentage of males and females that completed various educational qualifications in 1999.

Step 3 – Writing the Body

From Step 1 students should have already decided what is going to be described in each body paragraph. The opening sentence must describe the data that will be covered by the paragraph. When describing data it is best to describe trends rather than individual pieces of data. The most accurate picture of data can be provided when the start and end points as well as the nature of the trend is described.

In 1940 both countries had 7-9% of their population aged 65 or above and this increased steadily until 2040 when both countries are expected to have around 25% of their population aged 65 or above.
In this case the reader will know that both graphs start at around 8% in 1940 and are a straight line and reach 25% in 2040. The reader can draw this graph accurately.
Another useful item that can be added (this is good to have rather than essential) is an analysis of the data. Adding a reason why data is like it is makes the piece feel like a more authentic piece of writing.
The data suggests that people prefer fish and chips because they are inexpensive.
All body paragraphs have the same structure. No conclusion is required for Task 1 essays.