You're responsible for teaching, and your students are resonsible for learnin...Cengage Learning
Presenter: Dr. Debora Katz, United States Naval Academy
We've all heard the expression, "You can lead a horse to water, but you cannot make him drink." Many of us think this expression applies to our physics students. We lead them to physics, but we make them drink it in. Put in more concrete terms we are responsible for teaching, but our students are responsible for learning. So how can we get them to learn? In this webinar, Dr. Debora Katz, author of the new calculus-based physics text, Physics for Scientists and Engineers: Foundations and Connections, will discuss how flipping her classroom has shifted the focus from her teaching to her students' learning.
Slide 1
It's proven that increased parental involvement in a student's education results in increased student achievement.
Slide 3
The original FCAT test was based on Sunshine State standards. The new FCAT 2.0 is a more challenging test
Slide 4
Prior knowledge & experiences: i.e. in math, student learned basic shapes in Kindergarten, but in third grade s/he may be asked to find the perimeter of those shapes using properties learned in Kindergarten.
Vocabulary: In all content areas the students will need to use vocabulary such as compare, contrast, concept word that should be part of their daily activities. First, middle, last, increasing, decreasing, and adjectives that describe.
Inference: Water is boiling so it must be hot, the front of the book has a picture of the ocean..book must be about the ocean.
Compare/Contrast: Be able to identify things that are the same and different. For example between 2 passages or 2 geometric shapes.
Slide 5
End of Course exams are given at the end of each course, regardless of whether they are in middle or high school.
Slide 7
While the quantity stays relatively the same the difficulty increases.
Slide 8
In high school math and science credit courses, EOC exams will be given instead of FCAT.
Slide 9
Most of these tests over 1 hour in duration are given over a 2 day span.
Slide 10
You may see a topic repeated in more than one year… The subtopics are different and if a student misses a lot of school during a year they will miss a topic that is covered during that year and is not taught again and used as a building block for a higher skill.
Slide 11
These topics and their data can be obtained in the parent report and on school system data sources.
Slide 12
While these science skills are tested in grades 5 and 8 – the skills are taught beginning in kindergarten.
Slide 18
even if student stays at the same level , they may have made a lot of growth. Achievement Level Descriptions (ALDs) outline the specific student expectations at each grade and subject for each of the five Achievement Levels. ALDs available at http://fcat.fldoe.org/fcat2/alds.asp
Slide 19
Most important score of the three for parents to look at because it shows growth. Look at the DSS scores between the previous and current year to determine growth.
Slide 20
Scale score will be reported on the parent report, but not as useful as the achievement level and developmental scale scores. Scale scores are developed first, then the DSS were developed to examine growth from one grade to the next.
Slide 21
Teachers DO NOT only use FCAT data when planning and evaluating students. It is just one piece of info
Slide 23
Varies by district
Playing and learning with Socrative and KahootFernando Romeu
Kahoot is a website and app that allows teachers and students to create enjoyable quizzes. Questions appear on the classroom's screen and students play on their phones, usually in groups. Peer and teacher formative feedback.
Socrative helps teachers visualize students' progress. Students see answers, questions and feedback on their phones.
You're responsible for teaching, and your students are resonsible for learnin...Cengage Learning
Presenter: Dr. Debora Katz, United States Naval Academy
We've all heard the expression, "You can lead a horse to water, but you cannot make him drink." Many of us think this expression applies to our physics students. We lead them to physics, but we make them drink it in. Put in more concrete terms we are responsible for teaching, but our students are responsible for learning. So how can we get them to learn? In this webinar, Dr. Debora Katz, author of the new calculus-based physics text, Physics for Scientists and Engineers: Foundations and Connections, will discuss how flipping her classroom has shifted the focus from her teaching to her students' learning.
Slide 1
It's proven that increased parental involvement in a student's education results in increased student achievement.
Slide 3
The original FCAT test was based on Sunshine State standards. The new FCAT 2.0 is a more challenging test
Slide 4
Prior knowledge & experiences: i.e. in math, student learned basic shapes in Kindergarten, but in third grade s/he may be asked to find the perimeter of those shapes using properties learned in Kindergarten.
Vocabulary: In all content areas the students will need to use vocabulary such as compare, contrast, concept word that should be part of their daily activities. First, middle, last, increasing, decreasing, and adjectives that describe.
Inference: Water is boiling so it must be hot, the front of the book has a picture of the ocean..book must be about the ocean.
Compare/Contrast: Be able to identify things that are the same and different. For example between 2 passages or 2 geometric shapes.
Slide 5
End of Course exams are given at the end of each course, regardless of whether they are in middle or high school.
Slide 7
While the quantity stays relatively the same the difficulty increases.
Slide 8
In high school math and science credit courses, EOC exams will be given instead of FCAT.
Slide 9
Most of these tests over 1 hour in duration are given over a 2 day span.
Slide 10
You may see a topic repeated in more than one year… The subtopics are different and if a student misses a lot of school during a year they will miss a topic that is covered during that year and is not taught again and used as a building block for a higher skill.
Slide 11
These topics and their data can be obtained in the parent report and on school system data sources.
Slide 12
While these science skills are tested in grades 5 and 8 – the skills are taught beginning in kindergarten.
Slide 18
even if student stays at the same level , they may have made a lot of growth. Achievement Level Descriptions (ALDs) outline the specific student expectations at each grade and subject for each of the five Achievement Levels. ALDs available at http://fcat.fldoe.org/fcat2/alds.asp
Slide 19
Most important score of the three for parents to look at because it shows growth. Look at the DSS scores between the previous and current year to determine growth.
Slide 20
Scale score will be reported on the parent report, but not as useful as the achievement level and developmental scale scores. Scale scores are developed first, then the DSS were developed to examine growth from one grade to the next.
Slide 21
Teachers DO NOT only use FCAT data when planning and evaluating students. It is just one piece of info
Slide 23
Varies by district
Playing and learning with Socrative and KahootFernando Romeu
Kahoot is a website and app that allows teachers and students to create enjoyable quizzes. Questions appear on the classroom's screen and students play on their phones, usually in groups. Peer and teacher formative feedback.
Socrative helps teachers visualize students' progress. Students see answers, questions and feedback on their phones.
The production of pragmatically appropriate TOEIC materialsYosuke Ishii
This presentation is about how to write pragmatically good TOEIC study materials. It discusses 1) how pragmatic markers are used on the TOEIC test, 2) how they are related to questions, 3) implication for teaching and materials writing.
This is an introductory presentation for the first day of a high school English class.The presentation includes rules, expectations, and two activities
This is a first day of school presentation for a high school English Advanced Placement class. This includes rules, expectations, two activities, and information about the AP test and course
The production of pragmatically appropriate TOEIC materialsYosuke Ishii
This presentation is about how to write pragmatically good TOEIC study materials. It discusses 1) how pragmatic markers are used on the TOEIC test, 2) how they are related to questions, 3) implication for teaching and materials writing.
This is an introductory presentation for the first day of a high school English class.The presentation includes rules, expectations, and two activities
This is a first day of school presentation for a high school English Advanced Placement class. This includes rules, expectations, two activities, and information about the AP test and course
Many students think how difficult is IELTS? But is IELTS really difficult? This blog will guide you all about the difficulty of IELTS. So, Read this blog!
Conversation and doubt-clearing sessions are common occurrences at the MAPLE IELTS coaching center in Ludhiana. Mock tests are given every Saturday exam schedule to assess students' improvements
People who want to study or work in abroad they need to appear IELTS test with good band score. Before Exam they should know the test format and what types of questions will be asked in the exam
Certificarea si invatarea limbii engleze in sistem certificat intrernational. In cadrul simpozionului CYF Medical s-a oferit oportunitatea de a fi informati si a ne inscrie la aceaste cursuri.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. www.beltei.edu.kh
Content
I. About BELTEI International Test Center
II. Introduction to IELTS
III.Test Preparation
3.1 Before taking the test
3.2 While taking the test
3.3 After taking the test
IV. Macro-Skills Brief Orientation
4.1 IELTS Listening
4.2 IELTS Reading
4.3 IELTS Writing
4.4 IELTS Speaking
V. Alternative Sources
2
3. 1. IELTS (British Council, UK)
2. TOEFL (ETS, USA)
3. GRE (ETS, USA)
4. SIMCC (Singapore)
5. SAT (College Board, USA) (On the process)
I. About BELTEI International Test Center
-BELTEI International Test Center (BELTEI ITC) is a
division of BELTEI Group which was established to
provide many international test options to everyone
who wishes to study, work or live abroad or to
compete as local or international platform.
-Currently, we offer 5 main international tests such as:
3
4. • The International English Language Testing System (IELTS)
• Test of English language proficiency for non-native English language
speakers.
• Jointly managed by the British Council, IDP, Cambridge Assessment
English,
• Established in 1989.
• Score / grade validity: 2 years
• Score / grade range: 0 to 9, in 0.5 band increments
• Countries / regions: Over 1,600 test centers in 140 countries
• Knowledge / skills tested: Listening, reading, writing and speaking of
the English language
• The total time is 2 hours and 45 minutes
II. Introduction to IELTS
www.beltei.edu.kh44
5. for those migrating to Australia,
Canada and the UK, or applying
for secondary education, training
programs and work experience in
an English-speaking
environment.
www.beltei.edu.kh55
General Training
applying for
higher education
or professional
registration.
Academic
6. II. The benefits for BELTEI ESL Students
www.beltei.edu.kh66
• Candidates will be officially granted dual certificates (IDP and BELTEI
ESL Diploma) when they pass the IELTS of 5 points and above.
• For those who received 5.0 up to 6.0 bands will be granted 50% off
scholarship to study at BELTEI International University for 4 years
without taking the entrance exam.
• For students who could receive 6.5 and 7.0 will be offered full scholarship
to study at BELTEI International University for 4 years and refunded
allowance of IELTS 220$.
• For any candidates who get 7.5 will be offered Oknha LY Chheng’s
Scholarship to study at BELTEI partner’s university abroad, or they can
choose to study at BELTEI IU with full scholarship and stipend of 600$
per year.
7. III. About IELTS Listening
3.1 IELTS Listening at a glance
One set of question paper, one answer sheet
Approximately 30 minutes (plus 10 minutes’ transfer time)
the difficulty increases as you go by
Variety of English Accents
The tape is played ONCE only and will NOT pause for you
PENCIL usage only
Listening Skills requires 3/5 of your senses to work at the
same time
www.beltei.edu.kh77
8. www.beltei.edu.kh810
3.2 The 4 Sections
Section One
• Topics: Everyday Social/Survival Situation Conversation
• Speakers: Always Two
Section Two
• Topics: General Information (History, Science, Informative…)
• Speakers: One
Section Three
• Topics: Conversation regarding education
• Speakers: From Two to Four
Section Four
• Topics: University/College Lecture
• Speaker: One
13. Candidates are not allowed to go to the restroom
while the test is being proceeded.
3.2 On the test day
www.beltei.edu.kh
Candidates should not bring any valuable things
with them to the test center since they are not
allowed to bring them into the testing room.
Candidates will be asked to queue for the photo
and finger print.
Candidates must listen and follow the instruction
of the invigilators.
Candidates are required to be at the test venue at
least 1h and 30mins before the written tests start,
and 1 hour before the speaking test starts.
1315
14. - Candidates who are under 18 must bring Child
Collection Form to the venue.
- Candidates who are under 16 must bring both
Child Collection Form and Authorization form to
the venue.
3.2 On the test day
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- Candidates will have 10mins break for each
skill, but they are not allowed to get out of the
testing room. (Exception in circumstances of
restroom)
- Candidates must bring along their National ID
or Passport (what they used for their
registrations) and a copy of your ID or Passport
to the testing venue. They will not be allowed to
take the test if they don’t bring it.
1416
15. • The result will be sent to each candidate’s
email after 13 days.
• The original result will be sent to BELTEI
International Relations Office after 17
days of the exam.
3.3 After the test day
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Receiving the Certificate
1517
16. One set of question paper, one answer sheet
Approximately 30 minutes (plus 10 minutes’ transfer time)
the difficulty increases as you go by
Variety of English Accents
The tape is played ONCE only and will NOT pause for you
PENCIL usage only (Will be provided)
Listening does require 3/5 of your senses to work at the
same time. (Eyes, Hand, Ears)
IV. Macro Skills Brief Orientation
4.1 IELTS Listening
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17. The 4 Sections
Section One
• Topics: Everyday Social/Survival Situation Conversation
• Speakers: Always Two
Section Two
• Topics: General Information (History, Science, Informative…)
• Speakers: One
Section Three
• Topics: Conversation regarding education
• Speakers: From Two to Four
Section Four
• Topics: University/College Lecture
• Speaker: One
www.beltei.edu.kh1719
18. Listening Strategies
• Before Listening
– Fill in the correct information about your identity
– Read the instructions carefully
– Underline/Highlight the keywords
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19. Listening Strategies
• While Listening
– Be patient and attentive. Don’t rush, relax.
– Be aware of sudden changes or tricks
– Spelling and Capitalization are VERY IMPORTANT
– Questions are all in order, so notice the POST SIGNS to know
where you are
– Do not panic when you see an unknown word
– Use the process of elimination if you do not see the exact
answer
– Skip and do not linger on if you think you have missed one
question
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20. Listening Strategies
• After Listening
– If you missed a question, then try your best to guess.
Never leave an answer blank.
– Use your time wisely.
– Write down the answers carefully.
www.beltei.edu.kh2022
22. QUESTION
TYPES
1. Short answer questions
2. Multiple-choice questions
3. Completion of sentences
4. Completion of tables, diagrams or flow charts
5. True/False/Not Given Questions
6. Yes/No/Not Given Questions
7. Classification Questions
8. Matching headings to paragraphs or sections
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23. During the Test Day-
Reading
1. Read the directions carefully
2. Identify types of reading questions
3. Look at the questions first before reading the text
– Underline or circle key words in the question
– Think of possible answers
4. Look at the title and headings of the passage to get an idea
of what it’s about
– You can also read the 1st sentence of the 1st paragraph
5. Scan the passage for key words and synonyms
www.beltei.edu.kh2325
24. 6. When you find the paragraph/area where the
word is, circle or underline the word and skim that
area
– Is this the correct area? Can you find the answer
here? If not, then you need to search the text again.
7. If you have more than 1 answer, mark the
possible answers on your test booklet (not answer
sheet) and then go back after completing that
section.
During the Test Day-
Reading
www.beltei.edu.kh2426
25. 8. Keep in mind, sometimes the questions follow
the order of information
9. When you answer the questions, don't spend too
much time on the ones you don't feel sure about.
Make a guess and go on.
10. Remember that you’re not reading the texts for
enjoyment; you need to quickly find the answer
During the Test Day-
Reading
www.beltei.edu.kh2527
26. 11. After you have answered all the questions, you can go
back and check the ones you aren't sure about (if you have
time left)
12. Write your answers directly onto your answer sheet
13. Don't spend more than 20 minutes on each passage
– You have about 1 ½ minutes to answer each question
– Don’t leave any answer in blank
During the Test Day-
Reading
www.beltei.edu.kh2628
27. 4.3 Writing Skills
• The writing test contains 2 tasks within 60 minutes:
Task 1 (about 20 minutes)
• Write a 150-word summary of information in graphs,
charts, tables, diagrams, or maps.
Task 2 (about 40 minutes)
• Write a 250-word discursive essay on a general topic.
• A question paper will be given with two writing tasks on it and an
answer sheet. You must write your answers to both tasks within
an hour.
• You do not have choices of tasks. You have to do the two tasks
you are given.
www.beltei.edu.kh2729
28. Reminder
• The writing test is the third part of the IELTS test.
• You cannot ask the administrator any questions about the tasks.
• You can note features and draft ideas on the question paper.
• Ask the administrator for an extra answer sheet if you need.
• You will get time checks after 20 minutes and just before the end of the
whole test.
• You must stop writing after one hour or you may be disqualified.
• You cannot leave the room until the test is over.
• MANAGE YOUR TIME WISELY.
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29. 4.4 Speaking Skills
- When would you take your IELTS Speaking test?
> According to your name, the speaking test would take place
before OR after your IELTS exam.
-The whole speaking test takes around 11 to 15 minutes
-There are 3 tasks for your speaking test divided accordingly to the
time.
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30. Speaking Task 1: The Introduction & Interview
Speaking Task 2: The Presentation (1 Task Card)
Speaking Task 3: The Discussion
Speaking Task
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31. There are 4 main criteria that the examiner is looking for in your
speaking:
• Fluency and coherence
• Diction (Word choices)
• Grammatical range and accuracy
• Pronunciation
Speaking Criteria
www.beltei.edu.kh3133
32. - Be clear about yourself because
the questions that are asked are
ABOUT YOU!
- Answer the questions directly,
with supporting evidence
- To give a comprehensive answer
that is at length, your answers
should be long enough for the
examiner to IMAGINE and
understand what you are talking
about
Speaking Task 1: The Introduction & Interview
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33. Speaking Task 2: The Presentation (1 Task Card)
- Remember that you have ONE minute to brainstorm and TWO minutes to speak
- Practice structuring your speech using the Idea, Analysis, Example format
- Remember that a person can speak in a normal speed of 100 words per a minute
- It is fine to look at your notes, but make eye-contact occasionally
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34. Speaking Task 3: The Discussion
Part 3: The Discussion (5-8
questions)
-Part 3 is related to Part 2
- To structure your answer:
1. Give an opinion
2. Give a reason why you have
this opinion
3. Give an example to support
your opinion
www.beltei.edu.kh3436
35. 1. DO NOT forget to bring your documents (National ID, Passport).
2. Arrive to the exam centre at least 1 HOUR BEFORE your test starts.
3. You may bring any materials or notes to the TEST centre but you cannot take it into the test room.
4. *IMPORTANT* Eat and Sleep well!
During the exam:
1. Listen to the questions that is being asked carefully, especially for the tense to answer in the correct
grammar form.
2. Answer in FULL sentences.
3. Ask the examiner for clarification if you do not understand their question.
4. Use TRANSITIONAL words.
5. Try your best not to repeat the same vocabulary.
6. When brainstorming your notes, write KEYWORDS not full sentences.
7. If you know that you’ve made a mistake, then it is fine to CORRECT YOURSELF.
8. Do not speak in a monotone, speak naturally, in a normal speed like you would to a friend.
9. Be confident, calm and focused
EVERYTHING IS POSSIBLE DEPENDING ON HOW HARD YOU WANT IT!
www.beltei.edu.kh
https://www.youtube.com/watch?v=xajnJJ76S94
3537
37. www.beltei.edu.kh
IELTS Checklist
1. Original National Identification Card or Original Passport
2. 1 copied of National Identification Card or Passport
3. Child Collection Form if you are under 18 years old (27/07/2001) with parent’s
signature
4. Authorization Form and Child Collection Form if you are under 16 (27/07/2003)
with parent signature
5. 1 copied of parent’s National Identification Card or Passport with parent’s signature.
3739
38. • Time: Be at the test venue 1h and 30mins before the
written tests start. And, 1h before the speaking test start.
www.beltei.edu.kh
Reminder
• Venue: BELTEI International University Campus 1 (Tuol
Sleng)
10th and 12th floor of BELTEI International University.
3840