Monthly Archives: December 2015

Answer Short Questions made easy.

Answer Short Questions

Stay focused

  • In the 3 seconds before the audio begins for each task. focus on the task so you are ready to understand the question.
  • The questions are short, and you must answer as soon as the microphone opens, so keep your concentration through all the tasks.
  • Don’t let your mind wander as there is no time to ‘tune in’ to what you will hear.

Understand the question

  • Listen for the question word (who,what, when, how, why) that will help you to understand the question.
  • Do not be afraid that you will not have the specific knowledge needed; all the questions are about topics that every educated person knows.
  • There is one correct answer that is usually one word or a short phrase.

Speak Clearly

  • Speak when the blue recording bar appears in the Recording Status box (there is no tone). The microphone will close if there is silence for more than 3 seconds.
  • If you realize you have made a mistake, correct yourself, as the score depends on the correct word or words only. Once you have answered, click Next’.

Important points to remember while answering short questions

  1. Start your answer as soon as the Recording Status box changes to ‘Recording’. If you wait longer than three seconds, you will lose your opportunity to answer and the recording will move on to the next question.
  2. This task type is not individually timed. You must click ‘Next’ to move to the next task after you have given your response. The timer for the Speaking section will continue running, so once the microphone closes, click ‘Next’ and move on.
  3. Follow the instructions and only give a short answer. For example if the answer is stage, then stage, a stage, the stage, it’s called a It’s a stage will all be correct and will score the same marks. The important word is stage.
  4. Sometimes you can use words in the question to help you answer. e.g. the word desk is often used with the answer to form a well -known phrase.
  5. Listen for the question word. e.g. what. how. In this question. What do we call tells you the answer is the name of something.
  6. Remember that you will do 10 – 12 tasks of this type. Keep your concentration as you move through the questions.
  7. Once the microphone closes, you cannot change your answer. If you realize your first answer was not correct, keep speaking and give the correct answer. You have ten seconds to give your response, but the microphone will close if there are more than three seconds of silence.
  8. Don’t pause in the middle of your answer for more than three seconds. If you do so, the recording will move on to the next question and your answer will be incomplete.

All the Best

Happy Practising.

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The story of Preposition, Conjunction & Interjection

Preposition

preposition is a word used to express some relation of different things or thoughts to each other, and is generally placed before a noun or a pronoun: as,

  • “The paper lies before me on the desk.”

In that sentence, before is the preposition, me is the governed term of a preposition, “before me” is a prepositional phrase, and the verb lies is the prior term of a preposition. “On the desk” is the other prepositional phrase, and lies is its prior term.

To a preposition, the prior term may be a noun, an adjective, a pronoun, a verb, a participle, or an adverb; and the governed term may be a noun, a pronoun, a pronominal adjective, an infinitive verb, or a participle.

Although overlooked in common speech, prepositional phrases should not be placed at the end of a question: as,

  • “Who do I give this to?”
  • Say, “To whom do I give this?”

Prepositional phrases can be placed at the end of a sentence: as,

  • “She did not sign up for tennis.”

Some words are linked with their prepositions, e.g. compared withsimilar to, and different from (possibly different than in USA).

Commonly used prepositions include:

  • About—In concern with; engaged in; intent on; on the point or verge of; in act of; concerning; with regard to; on account of.
  • Above—In or to a higher place; on or over; superior to; surpassing; beyond; higher in measure or degree.
  • Across—From side to side; athwart; crosswise; quite over.
  • After—Behind in place; below in rank; later in time; subsequent to; following; in search of; in pursuit of; concerning; in relation to; in imitation of; in conformity with; after the manner of; according to; in accordance with; in proportion to.
  • Against—Abreast; opposite to; facing; towards; in opposition to; counter to; in contrariety to; adverse to; by of before the time; in preparation for.
  • Along—By the length.
  • Amid(st)—In the midst or middle of; surrounded or encompassed by; among.
  • Among—Conjoined; associated with; making part of.
  • Around—On all sides of; encircling; encompassing; at random through; about; on another side of.
  • At—Expresses the relations of presence, proximity to, nearness in place or time, age or order, state or condition, employment or action, point or position, rate or value, source, occasion, reason, consequence or effect, direction toward an object or end; occupied with.
  • Before—In front of; preceding in space, order, rank, right, worth, or time; ahead of; earlier than; previously to; anterior to; an advance of; farther onward; in presence or sight of; face to face with; under the jurisdiction of; open for; free of access to; in the power of.
  • Behind—At the back part; in the rear; toward the back part or rear; backward; out of sight; remaining.
  • Below—Under, or lower in place; beneath; inferior to; unworthy of; unbefitting.
  • Beneath—Lower in place; under; underneath; lower in rank, dignity, or excellence.
  • Beside(s)—Over and above; separate or distinct from; in addition to; other than; else than.
  • Between—In the space which separates; betwixt; from one place to another; shared by both; affecting mutual relation; with relation to two.
  • Beyond—On the further side of; further on or away than; at a place or time not yet reached; out of the reach or sphere of; further than; greater than; exceeding or surpassing.
  • During—In the time of; as long as the action or existence of.
  • Except—With exclusion of; leaving or left out; excepting.
  • For—In consideration of; in view of; with reference to; the cause, occasion, motive or inducement of; the reason of; in favor of; in promoting which; on account of which; indicating the object of an act; toward which; in the character of; instead of which; during; in or through the space or time of; in prevention of which.
  • From—Lessening or losing proximity to; leaving behind; by reason of; out of; by aid of; indicates the point of space or time at which the action or state is regarded as setting out or beginning; the source; the cause; the correlative of to.
  • In—With reference to space or place, circumstances or conditions, a whole, physical surrounding, personal states, reach, scope, movement or tendency, limit of time.
  • Into—To the inside of; expressing penetration beyond the outside or surface; indicating insertion, inclusion, or passing to another form or condition.
  • Of—Out from; proceeding from; belonging to; relating to; concerning; about; belonging to; connected with; indicating origin, source, descent, possession or ownership, relation of subject to attribute, material, part, source of a purpose or action, distance in space or time, identity or equivalence, agent, or passage from one state to another.
  • Off—Not on; away from.
  • On—At, to or against the surface; by means of; with; adjacent to; in addition to; besides; indicating dependence or reliance; at or in the time of; during; in consequence of; toward; for; at the peril of; for the safety of; by virtue of; with the pledge of; to the account of; in reference or relation to; occupied with; in the performance of; in the service of; connected with; of the number of; forward; onward; in continuance; without interruption or ceasing; adhering; not off; attached to the body; in progress; proceeding.
  • Over—Above, or higher than; across; from side to side of; on the whole surface of; throughout the whole extent of; superiority in excellence, dignity, condition, value or authority; across or during the time of; from beginning to end of; beyond; in excess of; in addition to; more than; across; crosswise.
  • Past—Beyond, in position, degree or time; further than; beyond the reach or influence of; above; exceeding; more than; by.
  • Through—From one end to the opposite; between the sides or walls of; by means of; by the agency of; over the whole extent of; among or in the midst of; to the end; to a conclusion; to the ultimate purpose.
  • To—Indicates motion, course, or tendency toward a limit; connects adjectives, nouns and verbs with their governed terms and contains less the idea of appropriation than for; a sign of the infinitive; extent; limit; degree of comprehension; inclusion as far as; effect; end; consequence; apposition; connection; antithesis; opposition; accord; adaptation; comparison; addition; union; accompaniment; character; condition of being.
  • Toward(s)—In the direction of; with respect or reference to; regarding; concerning; tending to; in behalf of; near; about; approaching to.
  • Under—Below or lower; lower than; beneath; denoting relation to some thing, condition or person that is superior, or to something that comprehends, includes or furnishes a cover.
  • Underneath—Under; beneath; below.
  • Until—To; unto; towards; up to; till; before.
  • With—Denotes relation of nearness, proximity, association, connection, opposition or hostility, connection of friendship, support, alliance, assistance, countenance, accomplishment of cause, means, instrument, simultaneous happening, immediate succession, consequence, possession or appendage; among; in the company of.
  • Without—On or at the outside of; out of; not within; out of the limits of; out of reach of; in absence of, separation from, or destitution of; not with use or employment of; independently of; exclusively of; with omission; unless; except.

A short syntax

A noun or a pronoun made the object of a preposition, is governed by it in the objective case, as “From whom.”

Prepositions show the relations of words, and of the things or thoughts expressed by them, as “He came from Rome,” except the following cases: the preposition to, as “To learn to die,” and the preposition for, as “For us to learn.”

Conjunction

conjunction is a word used to connect words or sentences in construction, and to show the dependence of the terms so connected: as,

  • “You and he are happy, because you are good.”—Murray.

Conjunctions are divided into two general classes, copulative and disjunctive; and a few of each class are particularly distinguished from the rest, as being corresponsive.

copulative conjunction is a conjunction that denotes an addition, a cause, a consequence, or a supposition: as,

  • “He and I shall not dispute; for, if he has any choice, I shall readily grant it.”

The copulatives: and, as, both, because, even, for, if, that, then, since, seeing, so.

disjunctive conjunction is a conjunction that denotes opposition of meaning: as,

  • “Though he were dead, yet shall he live.”—St. John’s Gospel.
  • “Be not faithless, but believing.”—Id.

The disjunctives: or, nor, either, neither, than, though, although, yet, but, except, whether, lest, unless, save, provided, notwithstanding, whereas.

The corresponsive conjunctions are those which are used in pairs, so that one refers or answers to the other: as,

  • “John came neither eating nor drinking.”—Matt., xi, 18.
  • “But if I cast out devils by the spirit of God, then the kingdom of God is come to you.”–Ib., xii, 28.

The corresponsives: both, and; as, as; as, so; if, then; either, or; neither, nor; whether, or; though, yet; although, yet.

A short syntax

Conjunctions connect words, sentences, or parts of sentences, as “Between me and you,” except the following cases: introducing a sentence, as “That you have wronged me,” corresponding conjunctions, as “Neither sun nor stars,” and either and neither, as “It is not dangerous neither.”

Interjection

An interjection is a word that is uttered to indicate a strong or sudden emotion. The following are the principal interjections, arranged according to the emotions which they are intended to indicate:

  • Of joy; eigh! hey! io! yeah!
  • Of sorrow; oh! ah! hoo! alas! alack! lackaday! welladay! or welaway!
  • Of wonder; heigh! ha! strange! indeed!
  • Of wishing, earnestness, or vocative address; (often with a noun or pronoun in the nominative absolute;) O!
  • Of praise; well-done! good! bravo!
  • Of surprise with disapproval; whew! hoity-toity! hoida! zounds! what!
  • Of pain or fear; oh! ooh! ah! eh! O dear! Oh, no!
  • Of contempt; fudge! pugh! poh! pshaw! pish! tush! tut! humph! fine!
  • Of aversion; foh! faugh! fie! fy! foy!
  • Of expulsion; out! off! shoo! whew! begone! avaunt! aroynt!
  • Of calling aloud; ho! soho! what-ho! hollo! holla! hallo! halloo! hoy! ahoy! hey!
  • Of exultation; ah! aha! huzza! hey! heyday! hurrah!
  • Of laughter; ha, ha, ha; he, he, he; te-hee, te-hee.
  • Of salutation; welcome! hail! all-hail!
  • Of calling to attention; ho! lo! la! law! look! see! behold! hark!
  • Of calling to silence; hush! hist! whist! ‘st! aw! mum! shhh! zip it!
  • Of dread or horror; oh! ha! hah! what!
  • Of languor or weariness; heigh-ho! heigh-ho-hum!
  • Of stopping; hold! soft! avast! whoh! halt!
  • Of parting; farewell! adieu! good-bye! good-day! see ya!
  • Of knowing or detecting; oho! ahah! ay-ay!
  • Of interrogating; eh? ha? hey? no?

A short syntax

Interjections are put absolute, either alone, or with other words, as “Ah Dennis!”

For More details Click Here

 

 

 

How to make short notes for RETELL LECTURE for PTE Academic.

Effective strategies for RETELL LECTURE

  1. First of all observe the picture/image given in the question. You can anticipate something about the topic on which the lecture would be.
  2. Keep your erasable notebook and marker ready to make notes.
  3. Once you start listening to the lecture, make the notes of the key points and the supporting ideas.
  4. Never try to write down everything in the lecture. Pick up only the key words and use your own symbols, abbreviations and arrows to jot down the important points. Make a flow of the ideas so that you can speak fluently.

Example: –  The following is the transcript of a lecture. I shall tell you how to pick up the key points…

TRANSCRIPT 1

In today’s lecture I’m going to talk about changes in air pollution since the middle of the last century and what has created these changes. So, um – by the I 950s, air pollution was very visible with frequent thick black fogs known as ‘smogs’ in many large cities around the world. The main source of this pollution was from factories and it caused severe health problems. For example, a particularly severe smog in London in 1952 caused over four thousand deaths.

Obviously something had to be done and in 1956 a Clean Air Act was introduced in Britain. This addressed the pollution from factories and the smogs soon disappeared, However, as you know, these days air pollution is still a big issue. The main difference between now and the 1950’s is that you can’t see it – it’s invisible. Also, the main source of pollution now is from cars and lorries,

and although these don’t produce visible signs, this air pollution is still a significant risk to health. And one of the key factors in the rise of this type of pollution is that we have all become much more vehicle-dependent, There are far more cars and lorries, trains and planes than in the 1950’s and this is now the main source of air pollution around the world.

Short Notes

  • Now that you have made the notes of the key points, it would be very easy to form the story for your speaking. You will have 10 seconds to recollect your ideas.
  • Finally when the recording bar appears start speaking with a confident tone. Make sure you speak FLUENTLY & with CORRECT PRONUNCIATON of the words. You will have 40 seconds to complete this task.

All the Best

Happy Practising.

If you have any queries you can email me on yogeshparmar74@gmail.com

 

Read Aloud Practice

 

PTE Read Aloud-1PTE Read Aloud-11PTE Read Aloud-12PTE Read Aloud-13PTE Read Aloud-14PTE Read Aloud-15PTE Read Aloud-16

Repeated Essay’s in PTE Academic Exam

Essay Topics for PTE Academic
1.Do you think consumer should avoid over packed products or it is responsibility of producer to avoid extra packaging of products?” Give your views or any relevant example with your own experience.
2. Many people think regions affect successful persons. What is your opinion about native regions and accomplished person influence on the regions they belong to
3. The environment we are living in is in danger due to various problems…so who do u think should be responsible to solve it? Is it the governments, organisation or each individuals?
4. Nowadays TV has become an essential part of life. Medium to spread news & awareness and for some it acts like a companion. What is your opinion about this?
5. Company Top level Authorities should or should not take employees suggestions or ideas to take any decisions. Discuss
6. Successful sports stars and glamorous film stars are a role model for youngsters. Do u support it or not? (Agree/Disagree)
7. Company Top level Authorities should or should not take employees suggestions or ideas to take any decisions. Discuss
8. In education system, assessment through written formal examinations is valid or not.
9. Large shopping malls are replacing small shops. What is your opinion about this? Discuss with appropriate examples.
10. Talk about the pros/ cons of this era as is full of daily inventions
11. ANY NEW TECHNOLOGICAL DEVELOPMENT IN THE RECENT YEARS IS A BOON OR CURSE FOR THE SOCIETY IN GENERAL
12. It is argue that getting married before finishing school or getting a job is not a good choice. To what extent do you agree or disagree?
13. Parents should be held legally responsible for their children’s acts. What is your opinion? Support it with personal examples….
14. Marketing strategy for big companies should be placed on offer and discounts, and in what ways this can impact on their reputation.
15. What is the best invention of last 100 years, computer, antibiotics, airplane, and explain why.
16. Dangerous activities like extreme skiing, bungee jumping etc. and whether u support them or not
17. Do you think that place where the person grew has an influence on his accomplishments? Explain with example.
18. Climate change and about the roles that Government, Corporates and Individuals can play to improve it.
19. Nowadays TV has become an essential part of life. Medium to spread news & awareness and for some it acts like a companion. What is your opinion about this?
20. Company Top level Authorities should or should not take employees suggestions or ideas to take any decisions. Discuss
21. Some people believe laws change human behaviour. Do you agree with it?
22. Illiterate of the future would not be one who does not know to read, but people who does not know how to learn
23. Positive and negative effects of the information revolution through mass media.
24. Pros and cons of adventures sports.
25. Large shopping malls are replacing small shops. What is your opinion about this? Discuss with appropriate examples.
26. Talk about the pros/ cons of this era as is full of daily inventions
27. Dangerous activities like extreme skiing, bungee jumping etc. and weather u support them or not
28. It is argued that getting married before finishing school or getting a job is not a good choice. To what extent do you agree or disagree?
29. Imitating celebrities in sports and movies is good or bad
30. Any recent Invention that you think proved beneficial or detrimental to society.
31. In the past 100 years, there are many inventions such as antibiotics, air planes and computers. What do you think is the most important invent for the past 100 years? Why?
32. Do you think that formal written examinations are a good way to assess knowledge at school?
33. Information revolution has changed the ways of mass communication and had some negative and positive effects on individuals’ lives as well as on society. To what extent you are agree or disagree ?
34. Learning a new language at an early age is helpful for children. Is it more positive for their future aspect or have some adverse effects. Do u agree or disagree? Give examples from your experience.
35. In under developed countries, tourism has disadvantages and can be said the opposite as well.
36. Communication has changed significantly in the last 10 years. Discuss the positive and negative impacts of this change.
37. Education is the biggest barrier in my learning – Einstein. What do you mean by this? And do you think Einstein was correct in saying that.
38. Positive and Negative effects of today’s communication.
39. Discuss both sides of Space travel verses current crucial problems faced by human?
40. Do you think English will remain to be a global language despite globalisation?
41. Some people think placing advertisements in schools is a great resource for public schools that need additional funding, but others think it exploits children by treating them as a captive audience for corporate sponsors. Choose which position you most agree with and discuss why you chose that position. Support your point of view with details from your own experiences, observations or reading.
42. Television has many useful functions to play in everyone’s life, for some its relaxation, for some it is companion. Discuss your viewpoint and support your answer with examples and discussion point.
43. You are given climate as the field of study. Which area will you prefer? Explain why you picked up the particular area for your study?
44. People pursue dangerous activities like sky diving, motorcycle sports, white-water river rafting etc. Do you support? If yes, why and if not, why?
45. .’In future illiterate will not be those who cannot read, but those who do not learn’ – By some writer. Discuss what do you understand by this statement and state your reason.

46.It is foolish to get married before getting higher education
47.Scientist are constantly exploring , other planets rather than resolving problems of their own planet”do you think they should explore or try to evade problems of own planet

All the Best

Keep Practising

 

How to Master Fluency & Pronunciation

Learn How to improve Fluency and Pronunciation

A) Decide your accent
There are many different kinds of English accents. The two most common are British and American. There are many different accents even within British or American pronunciation, but most learning materials will help you learn either a standard British accent or a standard American accent.
American pronunciation and British pronunciation are completely different. The consonant sounds are the same (except for the letter ‘t’ and an ‘r’ after a vowel), but the vowel sounds are very different. The British accent has more vowel sounds, and some vowel letters are pronounced differently.

B) Learn new word daily and pronounce it correctly

The longer you say a word incorrectly, the harder it becomes to learn to say it correctly. You’ve developed a bad habit, and it takes a long time to break a bad habit! This is why it is so important to learn the International Phonetic Alphabet and use dictionaries specifically for English learners.For example, let’s say you see a new word when you’re reading a book: outrageous. How do you pronounce this word? Let’s check the following online dictionaries specifically for English learners:

MW Learner’s Dictionary
MacMillan Online Dictionary

http://www.thesaurus.com/
All of these dictionaries show you the IPA/phonetic transcription of the word (including which syllable you must stress)
You can also click on the red speaker icon to hear someone say the word.

C) Watch YouTube pronunciation videos
American accent: Choose your accent
British accent: Choose your accent

D) Try to imitate spoken English

To ‘imitate’ means to copy someone/something, to do something the same way, or to do the same things as someone else. Do you really like the way someone speaks English? Try to copy the way they speak.

Do you ever try to make fun of someone from another part of your country by imitating his accent? That’s what you need to do in English!

This is a great activity to try: Close your eyes while you’re listening to something in English (podcasts, songs, TV shows, movies, etc.). Listen carefully to what the speaker is saying and try to make the same sounds. Hear the sounds, don’t try to see the words. Choose a word or sentence, and listen to it many times.

D) Practice HEARING the sounds of English
Before you listen to an English podcast, song, etc. read the words first. Highlight, circle, or underline the sound you want to work on. For example, if you have trouble with the /I/ sound, highlight all the words that you think have the /I/ sound. Read the passage out loud to yourself, focusing on the words with /I/. Listen to the podcast (or song, etc.). Can you hear the /I/ sound? Practice the sound by trying to imitate what the speaker is saying.

E) Record yourself
It’s important to hear what you sound like speaking English so you know what you need to improve! You can compare what you sound like to what you want to sound like. For example, you record yourself reading a sentence from one of my podcasts. Then, listen to me say the same sentence and compare your pronunciation.
If you don’t have any recording software on your computer (like Windows Sound Recorder or GarageBand on Macs), you can use a web-based audio recorder.
.
F) Practice for at least 30 minutes every day
There is no way around it: the only way your pronunciation will improve is if you practice, practice, practice! Your pronunciation will not magically improve just because you’re speaking English. The sounds of English may be very different from the sounds in your language. It may be difficult and even uncomfortable for your mouth to make some of the sounds in English.
You need to practice with a purpose. Practice the sounds of English until they feel as natural and comfortable as the sounds of your language. It won’t happen overnight, but gradually your pronunciation will improve.

All the Best

Happy Practising

Read Aloud Strategies

READ ALOUD

Tips for Read Aloud:

  • We get around 7-8 questions in this section.
  • Fluency carries maximum weight age so speak without any hesitancy.
  • Be clear and confident. Speak with enthusiasm.
  • Speak at a pace that is comfortable for you and try to sound as natural as possible. I feel if you try to impose a speed that is not comfortable to you, it may do more harm than good.
  • Search for difficult words and pronounce it clearly in your mind before it starts recording.
  • Fluctuation in the tone and stress for some words is important.
  • Watch for plural words, don’t pronounce them wrongly.
  • Use the given 35 seconds to read through the text and identify the difficult words with which you might struggle.
  • Pay attention to flow of the sentences. Take care of the commas (,) colons(:) semicolons (;) inverted commas(“—–“) and give an appropriate pause and stress as and when required.
  • While reading aloud, you should not speak in a flat tone. Just remember the way a radio Jockey or announcer speaks i.e. clearly and in a rhythm. The listener should feel that the information you are giving is interesting, and is able to understand easily. When there is a full stop, your voice should also fade away to make the listener feel that your sentence has ended.
  • Try to read the sentence like a news reader with some intonation and purpose.
  • Take care of inappropriate stress and incorrect pronunciation of some words.
  • Before it starts recording, read the entire sentence once .
  • Don’t speak too fast and too slow (record at an appropriate speed)
  • Also do not speak loudly. Speak at a normal pitch. Firstly when you speak loudly the computer cannot understand. Secondly it will disturb the other candidates and in return they would also speak loudly, which will disturb you.
  • Time for this section is more than sufficient.
  • Start speaking as soon as the recording bar appears or when you listen to the beep. If you do not speak for 3 seconds during the process, the computer will stop recording your voice.
  • Do not try to speak in foreign accent. Speak in a neutral accent i.e. in your natural way.

All the best

Happy Practising