This document outlines a mid-term practice test with 7 parts that assess skills in phonetic transcription using the International Phonetic Alphabet (IPA). The test covers English sounds, sound changes between words, flapping of consonants between vowels, reductions in function words, syllable stress, and a gap fill listening comprehension activity.
5 Common Mistakes in PTE Speaking Task - PTE MasterPTE Master
The PTE Academic test assesses your spoken language skills. This test differs from others in that instead of speaking face to face with an examiner, you must talk into a microphone and record your responses.
5 Common Mistakes in PTE Speaking Task - PTE MasterPTE Master
The PTE Academic test assesses your spoken language skills. This test differs from others in that instead of speaking face to face with an examiner, you must talk into a microphone and record your responses.
The Speaking test is the shortest part of the IELTS exam, lasting only 11-15 minutes. However, for many test-takers this brief experience can seem to last an eternity! IELTS Speaking is a quick, but intense in-person interview. It requires focus, creativity, and strong English skills to think of responses to the interviewer’s questions quickly.
Teaching pronunciation demands a number of challenges. To start up with, teachers know that they do not have enough time in class to pay proper attention to this area of English instruction. When they get the time to work pronunciation, the instruction often adds up to the practice and display of a number of boring and clearly unlinked topics. Repeating sounds again and again), will surely lead to discouraging taste, and bored students and teachers wind up avoiding pronunciation. The most basic components of speaking are profoundly personal. Our self and community awareness are made up in the speech-rhythms of Spanish. These rhythms were acquired in the first year of life and lie inside the minds of us. That is why, students feel uncomfortable hearing themselves with the rhythm of English. They “sound foreign” to themselves, and this is troubling for them, and it can become a major barrier to improve English. We, as teachers can help our students overcome this psychological barrier and other challenges by thinking of the role of pronunciation instruction not as making students to sound native-like, but as helping them to learn the prime elements of spoken English so that they can be basically understood by others. In short, teachers and students can get over the frustrations, difficulties, and boredom often related with pronunciation by focusing their effort on the development of pronunciation that is “listener friendly.” After all, English pronunciation is not about learning a list of sounds or isolated words. Rather, it amounts to learning and practicing the specifically English way of making a speaker’s thoughts easy to follow. This workshop presents an approach to pronunciation that emphasizes the co-relation of several matters of English speech.
IELTS Listening - How to get 10 out of 10 in Part 1IELTSBackup
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10 Proven Tips for IELTS Writing PreparationShreyansh Jain
Preparing for IELST Writing Exam? Before you start preparation, first understand writing module of IELTS test. The writing section has two tasks and you have to complete both tasks in an hour
The Speaking test is the shortest part of the IELTS exam, lasting only 11-15 minutes. However, for many test-takers this brief experience can seem to last an eternity! IELTS Speaking is a quick, but intense in-person interview. It requires focus, creativity, and strong English skills to think of responses to the interviewer’s questions quickly.
Teaching pronunciation demands a number of challenges. To start up with, teachers know that they do not have enough time in class to pay proper attention to this area of English instruction. When they get the time to work pronunciation, the instruction often adds up to the practice and display of a number of boring and clearly unlinked topics. Repeating sounds again and again), will surely lead to discouraging taste, and bored students and teachers wind up avoiding pronunciation. The most basic components of speaking are profoundly personal. Our self and community awareness are made up in the speech-rhythms of Spanish. These rhythms were acquired in the first year of life and lie inside the minds of us. That is why, students feel uncomfortable hearing themselves with the rhythm of English. They “sound foreign” to themselves, and this is troubling for them, and it can become a major barrier to improve English. We, as teachers can help our students overcome this psychological barrier and other challenges by thinking of the role of pronunciation instruction not as making students to sound native-like, but as helping them to learn the prime elements of spoken English so that they can be basically understood by others. In short, teachers and students can get over the frustrations, difficulties, and boredom often related with pronunciation by focusing their effort on the development of pronunciation that is “listener friendly.” After all, English pronunciation is not about learning a list of sounds or isolated words. Rather, it amounts to learning and practicing the specifically English way of making a speaker’s thoughts easy to follow. This workshop presents an approach to pronunciation that emphasizes the co-relation of several matters of English speech.
IELTS Listening - How to get 10 out of 10 in Part 1IELTSBackup
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
10 Proven Tips for IELTS Writing PreparationShreyansh Jain
Preparing for IELST Writing Exam? Before you start preparation, first understand writing module of IELTS test. The writing section has two tasks and you have to complete both tasks in an hour
1. Mid-term Test Practice 2!
!
Part 1: Write the sounds of English in IPA below:!
!
Q1-3)!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
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Part 2: Listen to the examples labeled Part 2 on the Practice Test 2. Write the words
that you hear in IPA.!
!
!
!
!
!
!
!
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!
!
!
!
!
First Name: ____________ Last Name: ____________ Student #: ____________ Group: _______
Stops Fricatives Affricates Nasals Liquids Glides
Front Central Back
Diphthongs その他
01)_________________!
!
02)_________________!
!
03)_________________!
!
04)_________________
05)_________________!
!
06)_________________!
!
07)_________________!
!
08)_________________
09)_________________!
!
10)_________________!
!
11)_________________!
!
12)_________________
2. Part 3: We know that there are some cases in English where the sound changes
completely when two words come together. We learned about two of these. Do you
remember?!
!
1) /t/ + /j/ = ___________ 2) /d/ + /j/ = ______________!
!
Listen to the examples labeled Part 3 on the Practice Test 2. Write the phrases that you
hear in IPA.!
!
!
!
!
!
!
!
!
!
!
!
Part 4: We know that a flap ( ɾ ) can happen in words like [butter] when a /t/ sound or /d/
sound comes between two 母音. We learned that flaps can happen between words too.!
Write the phrases in IPA below. Put the flap in the correct place.!
!
1) got it _____________________ 2) wait a minute _____________________!
!
Listen to the examples labeled Part 4 on the Practice Test 2. Write the phrases that you
hear in IPA. !
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
01)_________________!
!
02)_________________!
!
03)_________________!
!
04)_________________
05)_________________!
!
06)_________________!
!
07)_________________!
!
08)_________________
01)_________________!
!
02)_________________!
!
03)_________________!
!
04)_________________
3. Part 5: We learned that in phrases like [bread and butter], [coffee or tea], !
or [piece of cake] the little word in the middle often becomes a much more simple sound
like /ən/, /ɚ/, or /ə/. !
!
Listen to the examples labeled Part 5 on the Practice Test 2. Write the phrases that you
hear in IPA.!
!
!
!
!
!
!
!
!
!
!
!
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Part 6: In this section, you DO NOT need to write IPA. Please listen to the examples
labeled Part 6 on the Practice Test 2. Write 1) the number of syllables and 2) use big
and little circles to show syllable stress.!
!
!
!
!
!
!
!
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!
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Part 7: Part 7 is not available on the practice test, but Part 7 will be a “gap fill” section
for Britain’s New Princess Named Charlotte or Prince Harry Calls for Return of
Military Service. You will only need to write in English. You DO NOT need to write IPA
for this section. Your teacher will read the story 2 times and you will write in the words
that are missing. Spelling mistakes are acceptable IF it is still easy to understand which
word you were trying to write.
01)__________________________!
!
02)__________________________!
!
03)__________________________!
!
04)__________________________
05)__________________________!
!
06)___________________________!
!
01) university !
!
02) amazing !
!
03) encourage !
!
04) pressure
05) conservation!
!
06) involvement!
!
07) daughter!
!
08) traditional
09) definitely!
!
10) enough!
!
11) journalists!
!
12) century
[ ]!
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[ ]!
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