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In this essay, I shall take a look at both sides of the debate. Some people believe that, if children of different abilities are educated together, all of the children will benefit. The idea is that the less able children will improve because they can learn from the more able ones. At the same time, the more able children will learn to co-operate with others and learn from helping the other children.


I think that this method can work quite well if the difference in ability amongst the children is not too great. However, if there is a great difference in ability, problems may develop. First of all, the more capable children may become bored with lessons that they have already mastered.

Meanwhile, the less capable children might become frustrated that they cannot grasp the material as well as the other children. One method that teachers frequently use in a situation where there are children of different abilities in a class is to divide the children into smaller groups. Another problem is that parents of the more able children may think that their children are being held back by the less able children.

In such a situation they may demand that the children be split into different classes according to ability, with special courses for particularly gifted children. On the one hand, this allows each group of children to study at their own pace. On the other, some parents may feel that their children deserve to be in a higher level group.

English 101 Series: 101 model answers for part 1 of the IELTS speaking module

Overall, I think that the strongest argument is that children should learn at a pace they are comfortable with. If there are big differences in ability in a group of children, I think that dividing the group according to ability, and perhaps offering special courses, is the best option. Schools should stop using books for teaching children, if they find them boring, and use television, films and computers instead. I think that, with the development of technology, it might be possible to stop using traditional books for teaching school children, particularly if the children find those books boring.

Children might find these more interesting to use. The main problem is one of cost. In societies where many or most children already. This action might not be possible to undo.

Are you sure you want to continue? Upload Sign In Join. Save For Later. Create a List. Read on the Scribd mobile app Download the free Scribd mobile app to read anytime, anywhere. The views expressed in the essays are not necessarily those of the author. What is your opinion on the issue? What do you think are the causes of this? What can the government do to encourage young people to become teachers?

Do you agree or disagree? Discuss both views and give your own opinion.

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English 101 Series: 101 Model Answers for Part 2 of the IELTS Speaking Module

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Sort order. Altansukh rated it it was amazing Feb 19, Monar rated it really liked it May 28, Umar marked it as to-read Jun 12, Maria marked it as to-read Jul 01, Kaka Tran kha added it Aug 26, Dk added it May 18, Institutions are advised not to consider a report older than two years to be valid, unless the user proves that they have worked to maintain their level. In , over 3 million tests were taken in more than countries, up from 2 million tests in , 1. In , IELTS administered more than one million tests in a single month period for the first time ever, making it the world's most popular English language test for higher education and immigration.

During the s, test taker numbers were low 4, in rising to 10, in and there were practical difficulties administering the test.

IELTS went live in Test takers took two non-specialised modules, Listening and Speaking, and two specialised modules, Reading and Writing. Further revisions went live in revised Speaking Test and new assessment criteria for the Writing test. The Academic version is for test takers who want to study at tertiary level in an English-speaking country or seek professional registration. The General Training version is for test takers who want to work, train, study at a secondary school or migrate to an English-speaking country.

The difference between the Academic and General Training versions is the content, context and purpose of the tasks. All other features, such as timing allocation, length of written responses and reporting of scores, are the same. The test total time is: 2 hours and 45 minutes. Listening, Reading and Writing are completed in one sitting. The Speaking test may be taken on the same day or up to seven days before or after the other tests.

All test takers take the same Listening and Speaking tests, while the Reading and Writing tests differ depending on whether the test taker is taking the Academic or General Training versions of the test.

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  4. The module comprises four sections, with ten questions in each section. Each section begins with a short introduction telling the test taker about the situation and the speakers.

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    Then they have some time to look through the questions. The questions are in the same order as the information in the recording, so the answer to the first question will be before the answer to the second question, and so on. Each section is heard only once. At the end of the test students are given 10 minutes to transfer their answers to an answer sheet.

    IELTS Listening test, part 1 - Free practice

    The Reading paper has three sections and texts totaling 2,, words. Test takers should be careful when writing down their answers as they will lose marks for incorrect spelling and grammar. The Writing paper has two tasks which must both be completed. In task 1 test takers write at least words in about 20 minutes. In task 2 test takers write at least words in about 40 minutes.

    Test takers will be penalised if their answer is too short or does not relate to the topic. Answers should be written in full sentences test takers must not use notes or bullet points. Test takers receive a score for each test component — Listening, Reading, Writing and Speaking. The individual scores are then averaged and rounded to produce an Overall Band Score.

    There is no pass or fail. Overall Band Scores are reported to the nearest half band. The following rounding convention applies: if the average across the four skills ends in. This table can be used to convert raw scores out of 40 to band scores out of 9.

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    This helps test takers understand how many correct answers they need to achieve a particular band score. This chart is a guide only because sometimes the scores adjust slightly depending on how difficult the test is. For a computer-delivered test, results are released between days. For a paper-based test, a Test Report Form is posted to test takers 13 days after their test.

    Test Report Forms are valid for two years. There are up to 48 test dates available per year. Each test centre offers tests up to four times a month depending on local demand. The Academic version is available on all 48 dates per year and the General Training version is available on 24 dates.

    There used to be a minimum time limit of 90 days before which a person was not allowed to retake the test. However this restriction has been withdrawn and currently there is no limit for applicants to retake the test. The average Overall Band Score in the Academic version was 6.