A machine that was developed lately

What it is

When it was developed

How it works and helps man

Well, our times have a seen a lot developments

And I would like to talk about a new medical machine

Developed recently, and it is going to be a great help to man.

The machine is called ultra sound signal chain

Which, the developers say, would help doctors and patients alike.

It’s the latest development in medical care, and

The developers Frost and Sullivan says that this machine

Can be commercially developed within a few months

When produced commercially, this machine will be small

Enough to be made portable, and it is designed to

Fit in ICUs, ambulances and similar mobile triage situations.

When it comes to its medial application

It works much more efficiently than any other ultra sound based

Diagnosing device. It is very simple, and almost sound proof and

It works on a new microchip which functions like a chain does,

Identifying ultrasounds one after the other and ending up with the

Last possible detection; that is even the indecipherable sound beats

This is best suited for people

who are suffering from age related ailments.

I think this chip-supported machine will revolutionize

The way geriatric care works these days

As our century is bound to look after greater number of

Aged people than it was before, this is medical machine

Will give the aged population a little relief.

Yes, this is a great development, that is all about it sir.

220 words

Consumerism- more thrust on consuming finished products and services than on producing something anew- is said to be doing great harm to third world societies in terms of compulsive shopping spree, poor saving, environmental damages and the like.

Some say it is excessive adverting that makes it happen whereas some say it is a by-product of globalized market order set by all nations: first world or third  world.

• Which view do you support and state why?

The chart shows how paddy production had been in Kerala between the financial years 1960-61 and 2009-2010. write a report for a university lecturer presenting the data.

Task II

With the rise in population there is rising need for the acquisition of more land, either for human dwelling or for cultivation. Deforestation is the only possible way out.

• To what extent do you agree or disagree with this?

Jaypees: TIPS Reading

1. Question types          number of questions             question split
2. Read the questions to internalize not just to understand
3. Identifying the real test and the corresponding text
4. Size of paragraphs and their potential to have questions
5. Identifying where to read and what to read for
6. Sign posting paragraphs: write down the major idea in the margin
7. Pull out years, events, names/nouns and jot them down outside
8. Be careful about pithy sentences that begin or end a paragraph.
9. Italics, hyphenation, quoting double or single are indicative.
10.  Be aware of typography. White every answer neatly and seriously.

Be cautious of the following words when you do reading. A fairer knowledge about these pairs help you identify an answer or understand a question or avoid a confusion. These three are key to good scores.

• Synonyms                               antonyms
• Negatives                                Positives (Ideas)
• Negatives                                Double negatives
• Active                          passive (voice)
• Different text tense                  different test tense
• Subordinates                           Mains (Clauses)
• Mains                                       Subordinates (clauses)
• Singulars                                 plurals (verbs and nous)
• Many                                        All ( not same)
• All                                            Most of (not same)
• Prior to                                    until (different )
• Until                                         Before ( not same)
• It is believed that                     It is (absolute)
• Sold                                         bought
• Gave                                        was given
• Neither                                     either
• No way it is                              Neither is it
• However                                  Nonetheless
• Still                                          But
• Yet                                           Notwithstanding
• Besides                                   In addition
• By and large                            Generally
• Same                                      More or less same
• Smallest question                   Longest question
• A strange word                        A word that hasn’t appreared
• Capital letters                          Apostrophe
• Articles                                    Nouns/with adjectives
• For                                           Since
• Reading in between                Reading the main sentence
• Conditionals                            Main ideas
• Similar ones                            Meaningless ones
• Eliminating                              reducing

Reading process:

• Visualize the text area that have you an answer
• Identify the concluding part of lead sentences
• Avoid reading the whole text again and again.
• Questions are framed from certain areas
• Look for: For example: it proves a point.
• Read the question audibly to locate the text missing
• Read the left and right of missing space
• Read aloud the given part with beginning missing
• Read along the given part with end missing.
• Some questions and answers give clues to other answers.
• If a question seems to be taking long: ignore it. You can make 10 mistakes
• If you have no other go, just guess. There is no negative marking.
• When multiple choice gives you no other go. Take the longest answer.
• All yes questions are seen to be the shortest.
• All not given questions are seen to be the longest.
• Writers’ attitude, title/type of the topic etc. will be plain.

All the above ways and means are relative and the reader has to have his or her own comfort zones developed out of practice.

1. All good scorers are good readers.
2. All good scores are a perfect blend of a lot of faculties. There is no shortcut, but there are innumerable tools and tips. They differ though from test to test. The common ones are common for all.  

TODAY"S QUESTION TASK II

Urban landscapes across the world seem to be experiencing great population mix generated by globalization.

• To what extent can it be called an opportunity for urban populace?
• Do you think greater population mix is for their greater advantage?

Informal & Formal Vocabulary

The informal words below are best avoided in Academic IELTS. The neutral words are ‘fine’ for the Speaking module, but you really should learn the formal equivalents if you want to score highly in the Academic Writing module.

Informal (Avoid)	Neutral (Spoken)	Formal (Written)
Stuff	Things	Items, Possessions
Folks	Family	Relatives
Kids (younger)	Babies, Children	Infants, Offspring
Kids (older)	Teenagers	Adolescents, Youths
Guy	Man	Male
Old people	Elderly people	Senior citizens, Retirees
-	Boss, Manager	Supervisor, Superior
Cops	Police	Law enforcement
Crooks	Criminals	Offenders, Lawbreakers
OK, Alright	Fine	Acceptable, Satisfactory
Great, Awesome	Good	Preferable, Desirable
Rubbish, Useless	Bad, Poor	Unsatisfactory, Unacceptable
-	Nice, Polite	Considerate, Agreeable
-	Kind, Friendly	Sociable, Neighbourly
Nasty, Cheeky (person)	Rude, Impolite	Abusive, Disagreeable
Stupid, Crazy, Dumb (idea)	-	Misguided, Questionable
Stupid, Crazy, Dumb (person)	-	Misguided, Mistaken
-	Happy (person)	Satisfied, Delighted
-	Happy (situation)	Satisfying, Delightful
-	Sad (person)	Regretful, Distressed
-	Sad (situation)	Regrettable, Distressing
Sick of, Fed up with	Tired of	Dissatisfied with
-	Poor (country)	Developing, Poverty-stricken
-	Poor (person)	In poverty, Underprivileged
-	Rich (country)	Wealthy, Developed
-	Rich (person)	Wealthy, Privileged

Contractions such as don’t are fine in IELTS Speaking but it is better to use do not in the Academic Writing module. Casual forms such as gonna and dunno should only ever be used in the Speaking test and NEVER in Writing.

IELTS Writing Task 1: Language Tips

Some IELTS test-takers memorise a stock of useful phrases for both writing tasks. This is not cheating – learning expressions by heart and reproducing them in an appropriate context is one of the most fundamental ways to improve in a second language. The key is to stick to learning effective signposting phrases; that is, expressions whose only function is to link ideas and which can therefore be used when writing about any topic. See the list below for suggestions for IELTS Writing Task 1. For each function, the language is graded for level, from regular use (Bands 5-6) to higher-level use (Bands 7-9).

Introducing the topic

o                    The graph shows… / The table reveals…

o                    The chart displays… / The diagram illustrates…

o                    Some interesting facts concerning… are revealed in the diagram.

o                    Several key trends are revealed by the graph showing…

Introducing the first set of data

o                    Beginning with the…

o                    To begin with the…

o                    Let me begin by describing the…

Introducing the second set of data

o                    Meanwhile, the…  shows that…

o                    As for the… , it shows that…

o                    Turning to the… , it can be seen that…

Introducing the first major trend

o                    First of all, it is clear that…

o                    Most noticeably of all, it can be seen that…

o                    The first result worth pointing out is that…

Introducing lesser trends

o                    Another trend that can be observed is that…

o                    It is also worth pointing out that…

o                    Also worth noting is that…

Exceptions to the main trend

o                    However, this was not always the case.

o                    However, it should be pointed out that…

o                    There was one noticeable exception, however.

Comparing and contrasting

o                    Similarly, … / By contrast, …

o                    A similar trend can be observed in…

o                    The results for… , however, reveal a markedly different trend.

Adding figures

o                    The figures were X and Y respectively.

o                    …, at X. / …, with Y. (Usage note: use ‘at’ when you mean ‘the figure was’; use ‘with’ when you mean ‘something had’)

o                    …, at/with X and Y respectively.

Concluding and summarising

o                    To sum up, … / In summary, … / In short, …

o                    Overall, … / On the whole, …

o                    The main thing that can be observed here is that…

Section 1 (4 - 5 minutes)

This section is divided into three parts.
i) The first part involves general introductions. Here the examiner checks that he or she has the right person by checking the candidates name, origin and identification. This only takes a few seconds.
ii) In the second part the examiner asks some personal (not too personal so don't worry) questions about some familiar topics such as yourself, your family, your home or your work/study. These questions are the type that people would use when meeting someone for the first time. This should last for a couple of minutes.
iii) In the third part the examiner chooses 2 sets of questions from his selection. These sets of questions will cover general ideas on a theme of general interest.

Section 2 (3 - 4 minutes)

In this section the candidate has to give a small "speech" or monologue on a general subject chosen by the examiner. The examiner will hand you a card with the subject written on it, along with about three questions on the subject in order to guide and help your speaking. The examiner will then tell you that you have 1 minute to prepare your mini-talk and he or she will give you some paper and a pencil to make some notes during that minute. You can refer to your notes while you are speaking. After the minute, the examiner will ask you to start talking and you must talk on the subject until the examiner asks you to stop. After he has asked you to stop, he may ask you 1 or 2 general questions about what you have been discussing. You cannot ask the examiner for another card. You must use the one that he gives you.

Section 3 (4 - 5 minutes)

In Section 3 the examiner will ask you a series of questions thematically linked to the subject that you spoke about in Section 2. These questions will be of a more demanding nature and will require a more analytical and thoughtful answer. You will also probably need to use more complex language as regards grammatical structure and vocabulary.

 

 

 

 

How to do ‘Better’ in the IELTS Academic Speaking Test

There are a number of things you can do to have a better performance in the IELTS Academic Speaking Test.

First of all practice. This is the key to all the different modules of IELTS. Below you will find a separate section devoted to practising the speaking.

When you are in the test, smile and look the examiner in the eye. Try and be friendly and look as though you are enjoying the conversation. This has a big effect on the examiner. If an examiner has to talk with someone who doesn't talk much, doesn't smile at all and who clearly doesn't want to be there, then it has a negative effect on the examiner. Being nervous is fine. The examiner understands that and will try and put you at ease. But be friendly. It makes a difference.

Don't worry about the occasional mistake. The examiner will expect some mistakes - after all, English is a foreign language for you and people make mistakes in speaking foreign languages. The examiner is not making a note of every single mistake that you make. This would be impossible to do and concentrate on your speaking. He will get a general impression of your English accuracy so individual errors don't matter. More important is your communication.

You have to talk. Without your talking input, the examiner can't grade you very well. Try and give as full an answer as you can so that you show the examiner that you are comfortable at talking at length and can communicate well. Don't do this to extremes though. When you have finished what you have to say stop. Don't try and force more out as it will probably be strained and repetitive. The examiner will see that you have finished and will give you the next question. Similarly, you won't be able to answer all questions at length. Different people can talk about different questions more and the examiner knows this. If you don't know much about something, say so and then say what you do know. When you're finished, the examiner will give you another question. You can't duck out of every question though - the responsibility is on you to talk.

Don't try and be too clever. Just try and talk normally as that is when you will perform at your best. If you try and extend yourself too much, then that is when you will make the most errors.

Perfection is not needed. You can still make some errors and get a 9 (not many errors though). So don't let making errors upset you. Get on with the talking and concentrate on your communication.

One thing that puts candidates off is that the Speaking test is recorded. This is done so that, if necessary, the speaking can be re-marked. If the bands for a candidate's writing and speaking for instance are very different, then the candidate's test is re-checked. If the speaking was not recorded, then this could not be done. This doesn't happen very often. Sample recordings are also sent to the IELTS administration to be monitored to make sure that examiners are doing a good job and assigning the correct bands. So, try and forget that the recorder is there and get on with answering the questions.

Don't forget your ID! You need it at the start of the test.

Don't give yes/no answers unless you continue with a because. It gives a bad impression. If you do give a yes/now answer, you'll probably get a why next anyway.

Practice

As in all parts of the IELTS, this is the one thing that will really improve your band. There are various things that you can do to improve your performance.

Prepare the types of questions for each of the different sections.

You may try to write 275 words out of this frame

Today children in their younger age itself happen to spend a lot of time online. For some people this rising Internet time is a matter of a little concern whereas there some others who feel that today’s children cannot do without being online.

• Do you think the first opinion has got some relevance?
• How far is it right to say that being online is inevitable for children?

Intr:

• Here to stay
• Room for worry.
• Part of their life 

First para

1. A few.
2. Wrong influences
3. Fall prey
4. Facebook, Tweeter and Blogs
5. A little dangerous

Second para

• Cannot be away
• Great benefits
• Changing academic ambience.
• Activity and research oriented studies
• Great favours. 

Concl:

1. Just relative.
2. Not so harmful for all
3. Not so useful for all.

You may try to write 275 words out of this frame

Additional points if you need

First para: RISKS:  social life, physical activity, health, academic work

Second para: GAINS: soft skills, spirit of search and research, friends, outlook

Ajaypeesdoc.

Today children in their younger age itself happen to spend a lot of time online. For some people this rising Internet time is a matter of a little concern whereas there some others who feel that today’s children cannot do without being online.

• Do you think the first opinion has got some relevance?
• How far is it right to say that being online is inevitable for children?

The Net is here to stay and not many can do without it. As a matter of fact, the rising internet time found among young children leaves a little room for worry. However, the fact remains that it has become part of their life in more ways than one. 

When it comes to the concerns, it is right to say that there are quite a few. Children are children and they are prone to influences of all types. Naturally, the Net, being a virtual platform that remains spread across the world, poorly informed and misguided children may fall prey to many unhealthy practices. For example, community sites like Facebook, Tweeter and Blogs are useful only if they are wisely managed. Else, children may get trapped in cyber based snares and their associated criminal, asocial behaviours. There is a little danger, of course.

All the dangers notwithstanding, modern children cannot keep themselves off the possibilities of the Net. Inquisitive and enterprising little kids can reap great benefits out of the borderless possibilities out of the Internet. This is more so when it is juxtaposed to today’s fast changing academic ambience. Here, every child is expected to find material and information to meet their specific academic requirements and personal expectations. For example, today’s curriculum is more activity and research oriented than text-based or teacher-centered. Needless to say the Internet can do children great favours. 

In short, what I feel is that Internet-based problems and prospects for children are just relative. So it is difficult to say that it is all the way harmful for all children or it is equally useful for all. It depends on how children are guided to the Net. Better parenting needs to make the Internet child-safe.

285 words

jaypeesdoc

1.

Some people say that it is a good idea to make periodic medical check ups compulsory for all adults so that the health status of a State can be better kept, whereas some others say maintaining health status is more personal than institutional.

• Look at both the views and say what you feel about social health?

It is a fact that health status involves several factors. Periodic medical check up is one of them. However, coming to compulsory medical check up, what I feel is that keeping health status is more a personal responsibility than institutional.

Let me prove that compulsory medical check for adults cannot do much to the general health status of a populace. Undergoing medical check ups is one thing and going through a medical regime subsequent to such check ups is something different.

For example, in a national perspective, we cannot expect the whole adult population to be strictly following whatever is medically advised. Social status, per capita income, gender difference, nature of employment, to mention a few, of people may vary and not many can stick to the instructions given after every check up. 

On the other hand, if people take it as a point that being healthy is something great and, thereby, able to understand that prevention is better than cure, they will be able to keep their health status all by themselves. This much better carried in an individual perspective than in any other dimension.

Let me go for an example. Rightly informed people will eat right, work out well, stay away from hazardous habits, go for periodic check ups and identify health risks in time, and they will invite medication whenever needed. This will lead to better health status, of course.

Therefore, looking at both the views, I find it right to opine that social health a population is to be determined more by personal efforts than by institutional involvement. Compulsory medical checkup is fine, but it is just fine for the sake of checkup.

Ajaypeesdoc

280 words