NASA Nagesweri All students Association

NASA Nagesweri All students Association

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Nagesweri All students Association

12/06/2025

Celebrating my 1st year on Facebook. Thank you for your continuing support. I could never have made it without you. 🙏🤗🎉

23/11/2024

Preparing for IELTS in just three days requires focused effort and strategic planning. Here's a day-by-day plan to maximize your time:

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Day 1: Familiarize Yourself with the Test Format & Strategy

1. Understand the Exam Structure

Learn the four sections: Listening, Reading, Writing, and Speaking.

Familiarize yourself with the time limits for each section.

2. Focus on Listening and Reading

Listening:

Practice with 1–2 full listening tests.

Learn to identify key information (names, dates, numbers).

Note: You only hear the recording once.

Reading:

Practice skimming and scanning techniques for quick comprehension.

Do 1–2 reading passages focusing on true/false/not given, matching headings, and multiple-choice questions.

3. Review Vocabulary

Focus on academic words and common IELTS topics (e.g., environment, education, health).

Use flashcards or apps like Anki or Quizlet.

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Day 2: Focus on Writing and Speaking

1. Writing

Learn the formats of Task 1 (graphs, charts, letters) and Task 2 (essay writing).

Memorize useful structures:

Task 1: "The graph shows...", "Overall, it can be seen that..."

Task 2: "It is often argued that...", "On the one hand... On the other hand..."

Practice writing one essay and one Task 1 response within time limits (20 minutes for Task 1, 40 minutes for Task 2).

2. Speaking

Practice common topics for Part 1 (personal questions) and Part 2 (cue card topics).

Record yourself answering sample questions and analyze your fluency and coherence.

Focus on using varied vocabulary and linking words like "however," "therefore," and "furthermore."

3. Timing Practice

Time yourself to complete one full Writing task and one Speaking task under exam conditions.

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Day 3: Mock Test and Final Review

1. Take a Full Mock Test

Simulate test conditions to assess your timing and stamina.

Focus on completing Listening, Reading, and Writing sections in one sitting.

Review your mistakes and note weak areas.

2. Speaking Practice

Ask a friend to act as an examiner or use online platforms for mock interviews.

Review common Part 3 discussion topics and practice giving detailed answers.

3. Final Review

Go through your notes, vocabulary lists, and any templates you’ve prepared.

Watch videos or tutorials for last-minute tips (e.g., IELTS Liz or E2 Language on YouTube).

4. Relax and Stay Confident

Get a good night’s sleep before the exam.

Stay calm and approach the test with confidence.

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Key Tips:

Focus on accuracy rather than attempting too much in limited time.

Practice under time limits to simulate real exam pressure.

Keep your responses simple and clear, avoiding overly complex structures.

Good luck!

23/11/2024

NASA Nagersweri All Students Association-āĻāϰ āωāĻĻā§āϝ⧋āϗ⧇ āφāĻŽāϰāĻž āύāĻžāϗ⧇āĻļā§āĻŦāϰ⧀āϤ⧇ āĻāĻ•āϟāĻŋ Students Deployment Centre āĻĒā§āϰāϤāĻŋāĻˇā§āĻ āĻž āĻ•āϰāϤ⧇ āϚāĻžāχāĨ¤ āĻāϰ āĻŽāĻžāĻ§ā§āϝāĻŽā§‡ āφāĻŽāϰāĻž āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āĻĻ⧇āϰ āĻŦāĻŋāĻĻ⧇āĻļ⧇ āĻŦāĻŋāύāĻžāĻŽā§‚āĻ˛ā§āϝ⧇ āωāĻšā§āϚāĻļāĻŋāĻ•ā§āώāĻžāϰ āϏ⧁āϝ⧋āĻ—, IELTS āĻĒā§āϰāĻ¸ā§āϤ⧁āϤāĻŋ, āĻāĻŦāĻ‚ āφāϧ⧁āύāĻŋāĻ• āĻļāĻŋāĻ•ā§āώāĻž-āϏāĻ‚āĻ•ā§āϰāĻžāĻ¨ā§āϤ āĻ…āĻ¨ā§āϝāĻžāĻ¨ā§āϝ āĻĒā§āĻ°ā§Ÿā§‹āϜāĻ¨ā§€ā§Ÿ āϤāĻĨā§āϝ āĻ“ āĻĻāĻŋāĻ•āύāĻŋāĻ°ā§āĻĻ⧇āĻļāύāĻž āĻĒā§āϰāĻĻāĻžāύ āĻ•āϰāĻŦāĨ¤ āφāĻŽāĻžāĻĻ⧇āϰ āϞāĻ•ā§āĻˇā§āϝ āĻšāĻšā§āϛ⧇ āĻĒā§āϰāϤāĻŋāϟāĻŋ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āϕ⧇ āϤāĻžāĻĻ⧇āϰ āĻ¸ā§āĻŦāĻĒā§āύ āĻĒā§‚āϰāϪ⧇ āϏāĻšāĻžā§ŸāϤāĻž āĻ•āϰāĻž āĻāĻŦāĻ‚ āĻāĻ•āϟāĻŋ āĻļāĻŋāĻ•ā§āώāĻŋāϤ, āĻ¸ā§āĻŦāύāĻŋāĻ°ā§āĻ­āϰ āϏāĻŽāĻžāϜ āĻ—ā§œā§‡ āϤ⧋āϞāĻžāĨ¤ āφāϏ⧁āύ, āĻāĻ•āϏāĻ™ā§āϗ⧇ āĻāĻ—āĻŋā§Ÿā§‡ āϝāĻžāχ āĻāĻ•āϟāĻŋ āωāĻœā§āĻœā§āĻŦāϞ āĻ­āĻŦāĻŋāĻˇā§āϝāϤ⧇āϰ āĻĻāĻŋāϕ⧇!

23/11/2024

CCI Program for USA Free Education

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Introduction
"Are you dreaming of studying in the United States without financial burdens? The Community College Initiative (CCI) Program could be your golden ticket. This fully-funded program provides international students with the opportunity to study at community colleges across the U.S. for one academic year. Let’s explore how this program works, its benefits, and how you can apply."

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What is the CCI Program?
"The CCI Program is a U.S. Department of State initiative designed to promote educational exchange and foster mutual understanding. It focuses on providing quality education, professional training, and cross-cultural exposure to talented students from developing countries. The program emphasizes career development in fields like business, IT, public health, media, and more."

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Key Benefits
"Here’s what makes the CCI Program special:

1. Fully Funded: Tuition fees, travel expenses, and living costs are covered.

2. Internship Opportunities: Gain hands-on experience in your field of study.

3. Cultural Exchange: Participate in volunteer activities and community projects.

4. Leadership Skills Development: Build leadership abilities through seminars and workshops.

5. Networking: Meet students and professionals from around the world."

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Eligibility Requirements
"To be eligible for the CCI Program, you must:

Be 18 years or older.

Have a high school diploma or equivalent.

Demonstrate English language proficiency.

Show interest in developing professional skills.

Commit to returning to your home country after completing the program.
Preference is often given to applicants with limited prior experience studying in the U.S."

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Application Process
"Ready to apply? Follow these steps:

1. Check Availability: Visit the U.S. Embassy or Fulbright Commission website in your country to confirm the program is offered.

2. Complete the Application: Submit your application with personal details, academic records, and a statement of purpose.

3. Prepare for Interviews: If shortlisted, you’ll attend an interview to discuss your goals and suitability.

4. Wait for Selection: Finalists are notified by email and given guidance on the next steps."

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Fields of Study
"Students in the CCI Program can choose from diverse fields, including:

Agriculture

Business Management and Administration

Media and Communication

IT and Engineering

Health Sciences

Tourism and Hospitality Management"

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Conclusion
"The CCI Program is a life-changing opportunity for students aspiring to receive world-class education in the U.S. It not only provides academic and professional growth but also fosters cultural understanding and global connections. Don’t miss your chance to embark on this transformative journey!"

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Would you like to tailor this further or include additional information about your region's application process?

17/11/2024

Here’s an IELTS Speaking Part 1, 2, and 3 set of questions on technology, along with sample Band 9 model answers:

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IELTS Speaking Part 1: Technology

Q1: Do you use technology often in your daily life?
A: Yes, I use technology almost every day for a variety of tasks. For instance, I rely on my smartphone to stay connected with friends and family, manage my schedule, and even for online shopping. At work, I frequently use computers for documentation and communication, so it’s an integral part of my routine.

Q2: What kind of gadgets do you use regularly?
A: The gadgets I use most are my smartphone, laptop, and smartwatch. My smartphone is indispensable for communication and entertainment. I use my laptop for work and learning, especially when I need to write reports or attend online meetings. My smartwatch helps me monitor my fitness and stay organized with reminders.

Q3: Do you think technology has made your life easier?
A: Absolutely! Technology has streamlined many aspects of my life. Tasks like paying bills, navigating through new places, or even staying fit have become effortless thanks to various apps and devices. It saves me a lot of time and allows me to be more productive.

Q4: Are there any negative effects of technology?
A: While technology offers many benefits, it has its downsides. For example, excessive screen time can strain our eyes and lead to a sedentary lifestyle. Additionally, constant notifications from devices can be distracting and reduce our ability to focus deeply on tasks.

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IELTS Speaking Part 2: Cue Card

Describe a piece of technology that you find very useful.
You should say:

what the technology is

how you use it

how it has changed your life
and explain why you find it so useful.

Model Answer:
One piece of technology that I find incredibly useful is my smartphone. It’s a multifunctional device that I use for a range of purposes, from communication to entertainment. Primarily, I use it for staying in touch with others through calls, messaging apps, and emails.

Additionally, I use it for work purposes, like managing my schedule and attending online meetings. It’s also a great tool for leisure activities—I stream music, watch videos, and even read e-books on it. What’s remarkable is how it consolidates so many functions into a single compact device.

The smartphone has significantly changed my life by making everything more convenient. For instance, tasks like booking a cab, ordering food, or even navigating a new city have become incredibly simple. I also appreciate how it helps me stay organized, as I can set reminders and keep track of my goals.

I find it particularly useful because of its portability and versatility. Whether I’m at home or on the go, it’s always within reach, helping me stay productive and entertained. Overall, it’s an indispensable tool in both my personal and professional life.

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IELTS Speaking Part 3: Discussion Questions

Q1: How has technology changed the way people communicate?
A: Technology has revolutionized communication by making it faster and more convenient. Social media platforms, instant messaging apps, and video conferencing tools have bridged geographical distances, enabling people to stay connected in real time. Unlike traditional letters or phone calls, these tools allow for multimedia sharing, which enhances interaction. However, some argue that face-to-face communication has decreased as a result.

Q2: Do you think older people are comfortable using modern technology?
A: It depends on the individual. Many older people have embraced modern technology and use it effectively for communication and entertainment. For example, they might use smartphones to video call their grandchildren or browse social media. However, others find it challenging due to a lack of familiarity or fear of making mistakes. Providing proper training and user-friendly interfaces can help bridge this gap.

Q3: What impact has technology had on education?
A: Technology has transformed education by making it more accessible and interactive. Online platforms like learning management systems and video tutorials have made it easier for students to learn at their own pace. Additionally, tools like virtual reality and simulations provide an immersive learning experience. On the downside, over-reliance on technology can reduce critical thinking skills if not balanced with traditional learning methods.

Q4: Do you think people rely too much on technology nowadays?
A: Yes, to a certain extent, people have become overly dependent on technology. Many can’t imagine a day without their smartphones or the internet. While it has improved efficiency, this reliance can lead to problems like reduced attention spans and a lack of problem-solving skills. Striking a balance between using technology and maintaining traditional skills is essential to avoid over-dependence.

Q5: What do you think will be the next big technological innovation?
A: I believe the next major breakthrough will be in artificial intelligence and automation. Technologies like autonomous vehicles, advanced robotics, and AI-powered personal assistants are likely to become mainstream. These innovations could revolutionize industries such as transportation, healthcare, and customer service, although they may also raise ethical and employment-related challenges.

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These answers demonstrate fluency, coherence, a wide range of vocabulary, and complex grammatical structures, which are essential for a Band 9 score.

17/11/2024

āϜāĻžāĻšāĻŋāĻĻ āĻšāĻ•-āĻāϰ āĻĒāĻ•ā§āώ āĻĨ⧇āϕ⧇ āύāĻžāϗ⧇āĻļā§āĻŦāϰ⧀ āĻ“ āĻ•ā§ā§œāĻŋāĻ—ā§āϰāĻžāĻŽ āĻœā§‡āϞāĻžāϰ āĻ›āĻžāĻ¤ā§āϰāĻ›āĻžāĻ¤ā§āϰ⧀āĻĻ⧇āϰ āϜāĻ¨ā§āϝ āωāĻĒāĻĻ⧇āĻļ

āĻĒā§āϰāĻŋāϝāĻŧ āĻ›āĻžāĻ¤ā§āϰāĻ›āĻžāĻ¤ā§āϰ⧀āϰāĻž,
āφāĻĒāύāĻžāϰāĻž āϝāĻžāϰāĻž āϕ⧁āĻĄāĻŧāĻŋāĻ—ā§āϰāĻžāĻŽ āĻœā§‡āϞāĻžāϰ āĻŽāϤ⧋ āĻāĻ•āϟāĻŋ āĻĒā§āϰāĻžāĻ•ā§ƒāϤāĻŋāĻ•āĻ­āĻžāĻŦ⧇ āϏāĻŽā§ƒāĻĻā§āϧ āĻ…āĻžā§āϚāϞ⧇ āĻŦāĻĄāĻŧ āĻšāϝāĻŧ⧇āϛ⧇āύ, āφāĻĒāύāĻžāĻĻ⧇āϰ āĻ¸ā§āĻŦāĻĒā§āύ āĻĻ⧇āĻ–āĻž āĻāĻŦāĻ‚ āϤāĻž āĻĒā§‚āϰāĻŖ āĻ•āϰāĻžāϰ āĻ…āĻ—ā§āϰāϝāĻžāĻ¤ā§āϰāĻžāϝāĻŧ āĻ•āĻŋāϛ⧁ āϗ⧁āϰ⧁āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āĻŖ āĻ•āĻĨāĻž āĻŦāϞāĻ›āĻŋāĨ¤

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1. āĻĒāĻĄāĻŧāĻžāĻļā§‹āύāĻžāϰ āĻĒā§āϰāϤāĻŋ āĻāĻ•āĻžāĻ—ā§āϰāϤāĻž āϰāĻžāϖ⧁āύ

āφāĻĒāύāĻžāϰ āĻļāĻŋāĻ•ā§āώāĻž āĻšāϞ⧋ āφāĻĒāύāĻžāϰ āĻ­āĻŦāĻŋāĻˇā§āϝāϤ⧇āϰ āĻ­āĻŋāĻ¤ā§āϤāĻŋāĨ¤ āĻ¸ā§āϕ⧁āϞ āĻŦāĻž āĻ•āϞ⧇āĻœā§‡ āϝāĻž āĻļāĻŋāĻ–āĻžāύ⧋ āĻšāϝāĻŧ āϤāĻž āϗ⧁āϰ⧁āĻ¤ā§āĻŦ āϏāĻšāĻ•āĻžāϰ⧇ āφāĻ¤ā§āĻŽāĻ¸ā§āĻĨ āĻ•āϰ⧁āύāĨ¤ āĻŦāĻŋāĻļ⧇āώ āĻ•āϰ⧇, āχāĻ‚āϰ⧇āϜāĻŋ, āĻ—āĻŖāĻŋāϤ āĻāĻŦāĻ‚ āϤāĻĨā§āϝāĻĒā§āϰāϝ⧁āĻ•ā§āϤāĻŋāϤ⧇ āĻĻāĻ•ā§āώāϤāĻž āĻ…āĻ°ā§āϜāύ āĻ•āϰ⧁āύāĨ¤

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2. āχāĻ‚āϰ⧇āϜāĻŋ āĻĻāĻ•ā§āώāϤāĻž āĻŦāĻžāĻĄāĻŧāĻžāύ

āϝ⧇āĻšā§‡āϤ⧁ āφāĻ¨ā§āϤāĻ°ā§āϜāĻžāϤāĻŋāĻ• āĻļāĻŋāĻ•ā§āώāĻžāϰ āĻ•ā§āώ⧇āĻ¤ā§āϰ⧇ āχāĻ‚āϰ⧇āϜāĻŋ āĻ…āĻĒāϰāĻŋāĻšāĻžāĻ°ā§āϝ, āϤāĻžāχ āĻĒā§āϰāϤāĻŋāĻĻāĻŋāύ āĻāϟāĻŋ āϚāĻ°ā§āϚāĻž āĻ•āϰ⧁āύāĨ¤

āχāĻ‚āϰ⧇āϜāĻŋ āĻĒāĻ¤ā§āϰāĻŋāĻ•āĻž āĻĒāĻĄāĻŧ⧁āύ, āϏāĻŋāύ⧇āĻŽāĻž āĻĻ⧇āϖ⧁āύ āĻāĻŦāĻ‚ āύāĻŋāĻœā§‡ āύāĻŋāĻœā§‡ āχāĻ‚āϰ⧇āϜāĻŋāϤ⧇ āĻ•āĻĨāĻž āĻŦāϞāĻžāϰ āĻ…āĻ­ā§āϝāĻžāϏ āĻ•āϰ⧁āύāĨ¤

IELTS āĻŦāĻž TOEFL-āĻāϰ āĻŽāϤ⧋ āĻĒāϰ⧀āĻ•ā§āώāĻžāϰ āϜāĻ¨ā§āϝ āĻĒā§āϰāĻ¸ā§āϤ⧁āϤāĻŋ āύāĻŋāύāĨ¤

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3. āϏāĻŽāϝāĻŧ⧇āϰ āϏāĻ āĻŋāĻ• āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻ•āϰ⧁āύ

āĻĒā§āϰāϤāĻŋāĻĻāĻŋāύ āĻāĻ•āϟāĻŋ āϏāĻŽāϝāĻŧāϏ⧂āϚāĻŋ āϤ⧈āϰāĻŋ āĻ•āϰ⧁āύ āĻāĻŦāĻ‚ āϤāĻž āĻŽā§‡āύ⧇ āϚāϞ⧁āύāĨ¤

āĻ…āϝāĻĨāĻž āϏāĻŽāϝāĻŧ āύāĻˇā§āϟ āĻ•āϰāĻŦ⧇āύ āύāĻžāĨ¤ āĻĒā§āϰāϤāĻŋāĻĻāĻŋāύ āĻĒāĻĄāĻŧāĻžāĻļā§‹āύāĻž, āϖ⧇āϞāĻžāϧ⧁āϞāĻž, āĻāĻŦāĻ‚ āύāĻŋāĻœā§‡āϰ āĻĻāĻ•ā§āώāϤāĻž āωāĻ¨ā§āύāϝāĻŧāύ⧇āϰ āϜāĻ¨ā§āϝ āϏāĻŽāϝāĻŧ āĻ­āĻžāĻ— āĻ•āϰ⧁āύāĨ¤

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4. āĻŦāĻĄāĻŧ āĻ¸ā§āĻŦāĻĒā§āύ āĻĻ⧇āϖ⧁āύ āĻāĻŦāĻ‚ āϏāĻ āĻŋāĻ• āĻĒāϰāĻŋāĻ•āĻ˛ā§āĻĒāύāĻž āĻ•āϰ⧁āύ

āφāĻĒāύāĻžāϰ āϞāĻ•ā§āĻˇā§āϝ āĻ¸ā§āĻĒāĻˇā§āϟāĻ­āĻžāĻŦ⧇ āύāĻŋāĻ°ā§āϧāĻžāϰāĻŖ āĻ•āϰ⧁āύāĨ¤ āφāĻĒāύāĻŋ āĻŦāĻŋāĻœā§āĻžāĻžāύ, āĻŦā§āϝāĻŦāϏāĻž, āĻĒā§āϰāϝ⧁āĻ•ā§āϤāĻŋ āĻŦāĻž āĻļāĻŋāĻ˛ā§āĻĒ āϝ⧇āϕ⧋āύ⧋ āĻ•ā§āώ⧇āĻ¤ā§āϰ⧇āχ āφāĻ—ā§āϰāĻšā§€ āĻšāϤ⧇ āĻĒāĻžāϰ⧇āύāĨ¤

āĻ¸ā§āĻŦāĻĒā§āύ āĻĻ⧇āϖ⧁āύ āĻāĻŦāĻ‚ āϏ⧇āϟāĻŋ āĻĒā§‚āϰāϪ⧇ āĻ•āĻ ā§‹āϰ āĻĒāϰāĻŋāĻļā§āϰāĻŽ āĻ•āϰ⧁āύāĨ¤

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āĻŦāĻŋāĻĻ⧇āĻļ⧇ āĻĒāĻĄāĻŧāĻžāĻļā§‹āύāĻž āĻ•āϰāϤ⧇ āϚāĻžāχāϞ⧇ āϝ⧇āĻ­āĻžāĻŦ⧇ āĻĒā§āϰāĻ¸ā§āϤ⧁āϤāĻŋ āύ⧇āĻŦ⧇āύ:

1. āĻ­āĻžāϞ⧋ āĻŦāĻŋāĻļā§āĻŦāĻŦāĻŋāĻĻā§āϝāĻžāϞāϝāĻŧ āϖ⧁āρāϜ⧁āύ:

āϝ⧁āĻ•ā§āϤāϰāĻžāĻˇā§āĻŸā§āϰ, āϝ⧁āĻ•ā§āϤāϰāĻžāĻœā§āϝ, āĻ•āĻžāύāĻžāĻĄāĻž, āĻ…āĻ¸ā§āĻŸā§āϰ⧇āϞāĻŋāϝāĻŧāĻž, āĻŦāĻž āϜāĻžāĻ°ā§āĻŽāĻžāύāĻŋāϰ āĻŽāϤ⧋ āĻĻ⧇āĻļ⧇āϰ āĻŦāĻŋāĻļā§āĻŦāĻŦāĻŋāĻĻā§āϝāĻžāϞāϝāĻŧāϗ⧁āϞ⧋āϰ āĻŦāĻŋāώāϝāĻŧ⧇ āĻ—āĻŦ⧇āώāĻŖāĻž āĻ•āϰ⧁āύāĨ¤

āφāĻĒāύāĻžāϰ āĻŦāĻŋāώāϝāĻŧ⧇ āϏ⧇āϰāĻž āĻĒā§āϰ⧋āĻ—ā§āϰāĻžāĻŽ āϕ⧋āύ āĻŦāĻŋāĻļā§āĻŦāĻŦāĻŋāĻĻā§āϝāĻžāϞāϝāĻŧ⧇ āφāϛ⧇ āϤāĻž āĻœā§‡āύ⧇ āύāĻŋāύāĨ¤

2. āĻ¸ā§āĻ•āϞāĻžāϰāĻļāĻŋāĻĒ āϖ⧁āρāϜ⧁āύ:

āϝ⧁āĻ•ā§āϤāϰāĻžāĻˇā§āĻŸā§āϰ⧇āϰ Fulbright Scholarship āĻŦāĻž āĻ…āĻ¨ā§āϝāĻžāĻ¨ā§āϝ āφāĻ¨ā§āϤāĻ°ā§āϜāĻžāϤāĻŋāĻ• āĻ¸ā§āĻ•āϞāĻžāϰāĻļāĻŋāĻĒ⧇āϰ āϜāĻ¨ā§āϝ āφāĻŦ⧇āĻĻāύ āĻ•āϰ⧁āύāĨ¤

āύāĻŋāĻœā§‡āϰ āĻĒā§āϰ⧋āĻĢāĻžāχāϞ āωāĻ¨ā§āύāϤ āĻ•āϰāϤ⧇ āϏāĻ āĻŋāĻ•āĻ­āĻžāĻŦ⧇ āĻāĻ•āϟāĻŋ SOP (Statement of Purpose) āϞāĻŋāϖ⧁āύāĨ¤

3. āĻĻāϰāĻ•āĻžāϰāĻŋ āĻĒāϰ⧀āĻ•ā§āώāĻžāϰ āĻĒā§āϰāĻ¸ā§āϤ⧁āϤāĻŋ āύāĻŋāύ:

IELTS āĻŦāĻž TOEFL-āĻ āĻ­āĻžāϞ⧋ āĻ¸ā§āϕ⧋āϰ āĻ…āĻ°ā§āϜāύ āĻ•āϰ⧁āύāĨ¤

āϝ⧇āϏāĻŦ āĻĒā§āϰ⧋āĻ—ā§āϰāĻžāĻŽā§‡ GRE āĻŦāĻž GMAT āĻĒā§āϰāϝāĻŧā§‹āϜāύ, āϏ⧇āϗ⧁āϞ⧋āϰ āϜāĻ¨ā§āϝ āĻĒā§āϰāĻ¸ā§āϤ⧁āϤāĻŋ āύāĻŋāύāĨ¤

4. āφāĻŦ⧇āĻĻāύ āĻĒā§āϰāĻ•ā§āϰāĻŋāϝāĻŧāĻž:

āϏāĻŽāϝāĻŧāĻŽāϤ⧋ āφāĻŦ⧇āĻĻāύ āĻ•āϰ⧁āύāĨ¤

āĻĒāĻžāϏāĻĒā§‹āĻ°ā§āϟ, āĻŸā§āϰāĻžāĻ¨ā§āϏāĻ•ā§āϰāĻŋāĻĒā§āϟ, āĻāĻŦāĻ‚ āϰ⧇āĻĢāĻžāϰ⧇āĻ¨ā§āϏ āϞ⧇āϟāĻžāϰ āĻĒā§āϰāĻ¸ā§āϤ⧁āϤ āϰāĻžāϖ⧁āύāĨ¤

5. āϏāĻžāĻšāϏ⧀ āĻšā§‹āύ:

āĻŦāĻŋāĻĻ⧇āĻļ⧇ āĻĒāĻĄāĻŧāĻžāĻļā§‹āύāĻž āĻāĻ•āϟāĻŋ āύāϤ⧁āύ āĻĒāϰāĻŋāĻŦ⧇āĻļ⧇ āύāĻŋāĻœā§‡āϕ⧇ āϖ⧁āρāĻœā§‡ āĻĒāĻžāĻ“āϝāĻŧāĻžāϰ āϏ⧁āϝ⧋āĻ—āĨ¤ āĻĒā§āϰāĻĨāĻŽāĻĻāĻŋāϕ⧇ āĻāϟāĻŋ āĻ•āĻ āĻŋāύ āĻŽāύ⧇ āĻšāϤ⧇ āĻĒāĻžāϰ⧇, āϤāĻŦ⧇ āϧ⧈āĻ°ā§āϝ āĻāĻŦāĻ‚ āĻĒāϰāĻŋāĻļā§āϰāĻŽā§‡āϰ āĻŽāĻžāĻ§ā§āϝāĻŽā§‡ āφāĻĒāύāĻŋ āĻŽāĻžāύāĻŋāϝāĻŧ⧇ āύāĻŋāϤ⧇ āĻĒāĻžāϰāĻŦ⧇āύāĨ¤

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āωāĻĻāĻžāĻšāϰāĻŖ āĻĻāĻŋāϝāĻŧ⧇ āĻ…āύ⧁āĻĒā§āϰ⧇āϰāĻŖāĻž

āφāĻŽāĻŋ āύāĻŋāĻœā§‡āĻ“ āϕ⧁āĻĄāĻŧāĻŋāĻ—ā§āϰāĻžāĻŽ āĻœā§‡āϞāĻžāϰ āύāĻžāϗ⧇āĻļā§āĻŦāϰ⧀ āĻĨ⧇āϕ⧇ āωāϠ⧇ āĻāϏ⧇āĻ›āĻŋ āĻāĻŦāĻ‚ āĻŦāĻ°ā§āϤāĻŽāĻžāύ⧇ āϝ⧁āĻ•ā§āϤāϰāĻžāĻˇā§āĻŸā§āϰ⧇āϰ University of Idaho-āϤ⧇ āĻ…āĻ§ā§āϝāϝāĻŧāύ āĻ•āϰāĻ›āĻŋāĨ¤ āĻāϟāĻŋ āφāĻŽāĻžāϰ āϜāĻ¨ā§āϝ āϏāĻšāϜ āĻ›āĻŋāϞ āύāĻž, āĻ•āĻŋāĻ¨ā§āϤ⧁ āϧāĻžāϰāĻžāĻŦāĻžāĻšāĻŋāĻ• āĻĒāϰāĻŋāĻļā§āϰāĻŽ, āϏāĻ āĻŋāĻ• āĻĒāϰāĻŋāĻ•āĻ˛ā§āĻĒāύāĻž, āĻāĻŦāĻ‚ āύāĻŋāĻœā§‡āϰ āĻ“āĻĒāϰ āĻŦāĻŋāĻļā§āĻŦāĻžāϏ āφāĻŽāĻžāϕ⧇ āĻāĻ–āĻžāύ⧇ āĻĒ⧌āρāϛ⧇ āĻĻāĻŋāϝāĻŧ⧇āϛ⧇āĨ¤ āφāĻĒāύāĻžāĻĻ⧇āϰ āĻŽāĻ§ā§āϝ⧇āĻ“ āĻāĻ•āχ āϏāĻŽā§āĻ­āĻžāĻŦāύāĻž āϰāϝāĻŧ⧇āϛ⧇āĨ¤

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āĻĒāϰāĻŋāĻļ⧇āώ⧇:

āĻĒā§āϰāĻ¤ā§āϝ⧇āϕ⧇āϰ āĻœā§€āĻŦāύ⧇āχ āĻšā§āϝāĻžāϞ⧇āĻžā§āϜ āĻĨāĻžāĻ•āĻŦ⧇, āĻ•āĻŋāĻ¨ā§āϤ⧁ āĻšā§āϝāĻžāϞ⧇āĻžā§āϜāϗ⧁āϞ⧋āϕ⧇ āφāĻĒāύāĻžāϰ āĻļ⧇āĻ–āĻžāϰ āĻ…āĻ‚āĻļ āĻšāĻŋāϏ⧇āĻŦ⧇ āύāĻŋāύāĨ¤ āϏāĻžāĻšāϏ⧀ āĻšā§‹āύ, āĻ…āĻ§ā§āϝāĻŦāϏāĻžāϝāĻŧ āĻ•āϰ⧁āύ āĻāĻŦāĻ‚ āĻŦāĻĄāĻŧ āĻ¸ā§āĻŦāĻĒā§āύ āĻĻ⧇āϖ⧁āύāĨ¤

āφāĻĒāύāĻžāϰāĻž āφāϰāĻ“ āϕ⧋āύ⧋ āϏāĻšāĻžāϝāĻŧāϤāĻž āĻŦāĻž āĻĒāϰāĻžāĻŽāĻ°ā§āĻļ āϚāĻžāχāϞ⧇ āφāĻŽāĻŋ āϏāĻŦāϏāĻŽāϝāĻŧ āĻĒāĻžāĻļ⧇ āφāĻ›āĻŋāĨ¤
āĻļ⧁āĻ­āĻ•āĻžāĻŽāύāĻž!
- āϜāĻžāĻšāĻŋāĻĻ āĻšāĻ•
University of Idaho, USA

17/11/2024

āύāĻžāϗ⧇āĻļā§āĻŦāϰ⧀ āĻ“ āϕ⧁āĻĄāĻŧāĻŋāĻ—ā§āϰāĻžāĻŽ āĻœā§‡āϞāĻžāϰ āĻ›āĻžāĻ¤ā§āϰāĻ›āĻžāĻ¤ā§āϰ⧀āĻĻ⧇āϰ āϜāĻ¨ā§āϝ āωāĻĒāĻĻ⧇āĻļ

āĻĒā§āϰāĻŋāϝāĻŧ āĻ›āĻžāĻ¤ā§āϰāĻ›āĻžāĻ¤ā§āϰ⧀āϰāĻž,
āφāĻĒāύāĻžāϰāĻž āϝāĻžāϰāĻž āύāĻžāϗ⧇āĻļā§āĻŦāϰ⧀ āĻāĻŦāĻ‚ āϕ⧁āĻĄāĻŧāĻŋāĻ—ā§āϰāĻžāĻŽ āĻœā§‡āϞāĻžāϰ āĻŽāϤ⧋ āĻāĻ•āϟāĻŋ āĻĒā§āϰāĻžāĻ•ā§ƒāϤāĻŋāĻ• āϏ⧌āĻ¨ā§āĻĻāĻ°ā§āϝ⧇ āĻ­āϰāĻĒ⧁āϰ āĻ•āĻŋāĻ¨ā§āϤ⧁ āϏ⧀āĻŽāĻŋāϤ āϏ⧁āϝ⧋āĻ—āϏ⧁āĻŦāĻŋāϧāĻžāϝ⧁āĻ•ā§āϤ āĻāϞāĻžāĻ•āĻž āĻĨ⧇āϕ⧇ āφāϏāϛ⧇āύ, āϤāĻžāĻĻ⧇āϰ āϜāĻ¨ā§āϝ āĻ•āĻŋāϛ⧁ āϗ⧁āϰ⧁āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āĻŖ āωāĻĒāĻĻ⧇āĻļ āύāĻŋāĻšā§‡ āĻĻ⧇āĻ“āϝāĻŧāĻž āĻšāϞ⧋:

1. āĻļāĻŋāĻ•ā§āώāĻž-āĻĒā§āϰāϤāĻŋāĻˇā§āĻ āĻžāύ⧇āϰ āϏ⧁āϝ⧋āϗ⧇āϰ āϏāĻ°ā§āĻŦā§‹āĻšā§āϚ āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻ•āϰ⧁āύ:

āφāĻĒāύāĻžāϰ āĻŦāĻŋāĻĻā§āϝāĻžāϞāϝāĻŧ āĻŦāĻž āĻ•āϞ⧇āĻœā§‡ āϝāĻž āĻ•āĻŋāϛ⧁ āĻļāĻŋāĻ–āĻžāύ⧋ āĻšāϝāĻŧ, āϏ⧇āϟāĻžāϰ āĻ—āĻ­ā§€āϰ āĻ…āύ⧁āĻļā§€āϞāύ āĻ•āϰ⧁āύāĨ¤

āĻļāĻŋāĻ•ā§āώāĻ• āĻāĻŦāĻ‚ āϏāĻŋāύāĻŋāϝāĻŧāϰāĻĻ⧇āϰ āĻ•āĻžāĻ› āĻĨ⧇āϕ⧇ āĻĒā§āϰāϤāĻŋāĻĻāĻŋāύ āύāϤ⧁āύ āĻ•āĻŋāϛ⧁ āϜāĻžāύāĻžāϰ āĻšā§‡āĻˇā§āϟāĻž āĻ•āϰ⧁āύāĨ¤

2. āύāĻŋāĻœā§‡āϰ āϞāĻ•ā§āĻˇā§āϝ āύāĻŋāĻ°ā§āϧāĻžāϰāĻŖ āĻ•āϰ⧁āύ:

āĻœā§€āĻŦāύ⧇ āϕ⧀ āĻ•āϰāϤ⧇ āϚāĻžāύ, āϏ⧇āχ āĻŦāĻŋāώāϝāĻŧ⧇ āĻ¸ā§āĻĒāĻˇā§āϟ āϧāĻžāϰāĻŖāĻž āϤ⧈āϰāĻŋ āĻ•āϰ⧁āύāĨ¤

āωāĻšā§āϚāĻļāĻŋāĻ•ā§āώāĻž āĻŦāĻž āĻŦāĻŋāĻĻ⧇āĻļ⧇ āĻĒāĻĄāĻŧāĻžāĻļā§‹āύāĻžāϰ āĻ¸ā§āĻŦāĻĒā§āύ āĻĻ⧇āϖ⧁āύ āĻāĻŦāĻ‚ āϏ⧇āϟāĻžāϰ āϜāĻ¨ā§āϝ āĻĒāϰāĻŋāĻ•āĻ˛ā§āĻĒāύāĻž āϤ⧈āϰāĻŋ āĻ•āϰ⧁āύāĨ¤

3. āχāĻ‚āϰ⧇āϜāĻŋ āĻļ⧇āĻ–āĻžāϝāĻŧ āĻŽāύ⧋āϝ⧋āĻ— āĻĻāĻŋāύ:

āχāĻ‚āϰ⧇āϜāĻŋ āφāĻ¨ā§āϤāĻ°ā§āϜāĻžāϤāĻŋāĻ• āϝ⧋āĻ—āĻžāϝ⧋āϗ⧇āϰ āϜāĻ¨ā§āϝ āϖ⧁āĻŦāχ āϗ⧁āϰ⧁āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āĻŖāĨ¤

āĻĻ⧈āύāĻ¨ā§āĻĻāĻŋāύ āχāĻ‚āϰ⧇āϜāĻŋ āϚāĻ°ā§āϚāĻž āĻ•āϰ⧁āύ, āĻĒāĻ¤ā§āϰāĻŋāĻ•āĻž āĻĒāĻĄāĻŧ⧁āύ, āĻāĻŦāĻ‚ āĻ•āĻĨāĻž āĻŦāϞāĻžāϰ āĻšā§‡āĻˇā§āϟāĻž āĻ•āϰ⧁āύāĨ¤

4. āĻĒā§āϰāϝ⧁āĻ•ā§āϤāĻŋāϰ āĻŦā§āϝāĻŦāĻšāĻžāϰ:

āχāĻ¨ā§āϟāĻžāϰāύ⧇āϟ āĻĨ⧇āϕ⧇ āĻ­āĻžāϞ⧋āĻ­āĻžāĻŦ⧇ āĻļāĻŋāĻ•ā§āώāĻž āĻāĻŦāĻ‚ āϤāĻĨā§āϝ āĻ…āύ⧁āϏāĻ¨ā§āϧāĻžāύ āĻ•āϰ⧁āύāĨ¤

āĻŦāĻŋāĻ­āĻŋāĻ¨ā§āύ āĻ…āύāϞāĻžāχāύ āϕ⧋āĻ°ā§āϏ, āϝ⧇āĻŽāύ Coursera, Khan Academy, āĻŦāĻž YouTube-āĻāϰ āĻŽāĻžāĻ§ā§āϝāĻŽā§‡ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āĻœā§āĻžāĻžāύ āĻ…āĻ°ā§āϜāύ āĻ•āϰ⧁āύāĨ¤

5. āϏāĻŽā§Ÿ āĻŦā§āϝāĻŦāĻ¸ā§āĻĨāĻžāĻĒāύāĻž āĻļāĻŋāϖ⧁āύ:

āĻĒāĻĄāĻŧāĻžāĻļā§‹āύāĻž, āϖ⧇āϞāĻž, āĻāĻŦāĻ‚ āĻļāϖ⧇āϰ āϜāĻ¨ā§āϝ āϏāĻŽāϝāĻŧ āĻ­āĻžāĻ— āĻ•āϰ⧁āύāĨ¤

āĻ…āĻĒā§āϰāϝāĻŧā§‹āϜāύ⧀āϝāĻŧ āĻ•āĻžāĻœā§‡ āϏāĻŽāϝāĻŧ āύāĻˇā§āϟ āĻ•āϰāĻŦ⧇āύ āύāĻžāĨ¤

6. āĻĒā§āϰāϤāĻŋāϝ⧋āĻ—āĻŋāϤāĻžāĻŽā§‚āϞāĻ• āĻĒāϰ⧀āĻ•ā§āώāĻžāϰ āϜāĻ¨ā§āϝ āĻĒā§āϰāĻ¸ā§āϤ⧁āϤ āĻšā§‹āύ:

āĻŦāĻŋāĻļā§āĻŦāĻŦāĻŋāĻĻā§āϝāĻžāϞāϝāĻŧ⧇ āĻ­āĻ°ā§āϤāĻŋ āĻĒāϰ⧀āĻ•ā§āώāĻž āĻŦāĻž āϏāϰāĻ•āĻžāϰāĻŋ āϚāĻžāĻ•āϰāĻŋāϰ āϜāĻ¨ā§āϝ āĻāĻ–āύ āĻĨ⧇āϕ⧇āχ āĻĒā§āϰāĻ¸ā§āϤ⧁āϤāĻŋ āύāĻŋāύāĨ¤

āĻĒā§āϰāϤāĻŋāĻĻāĻŋāύ āĻ…āĻ˛ā§āĻĒ āϏāĻŽāϝāĻŧ āύāĻŋāϝāĻŧāĻŽāĻŋāϤ āĻĒāĻĄāĻŧ⧁āύāĨ¤

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āĻŦāĻŋāĻĻ⧇āĻļ⧇ āĻĒāĻĄāĻŧāĻžāĻļā§‹āύāĻžāϰ āϜāĻ¨ā§āϝ āĻ•āĻŋāϛ⧁ āĻ•āĻĨāĻž

āϝāĻžāϰāĻž āĻŦāĻŋāĻĻ⧇āĻļ⧇ āĻĒāĻĄāĻŧāĻžāĻļā§‹āύāĻžāϰ āĻ¸ā§āĻŦāĻĒā§āύ āĻĻ⧇āĻ–āϛ⧇āύ, āϤāĻžāĻĻ⧇āϰ āϜāĻ¨ā§āϝ āĻŦāĻŋāĻļ⧇āώ āĻ•āĻŋāϛ⧁ āĻĻāĻŋāĻ•āύāĻŋāĻ°ā§āĻĻ⧇āĻļāύāĻž:

1. IELTS/TOEFL āĻĒā§āϰāĻ¸ā§āϤ⧁āϤāĻŋ āύāĻŋāύ:

āĻŦāĻŋāĻĻ⧇āĻļāĻŋ āĻŦāĻŋāĻļā§āĻŦāĻŦāĻŋāĻĻā§āϝāĻžāϞāϝāĻŧ⧇ āĻ­āĻ°ā§āϤāĻŋāϰ āϜāĻ¨ā§āϝ āĻ­āĻžāϞ⧋ āĻ¸ā§āϕ⧋āϰ āĻ…āĻ°ā§āϜāύ āĻ…āĻ¤ā§āϝāĻ¨ā§āϤ āϗ⧁āϰ⧁āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āĻŖāĨ¤

āĻĒā§āϰāϤāĻŋāĻĻāĻŋāύ āĻ…āĻ¨ā§āϤāϤ ⧍ āϘāĻŖā§āϟāĻž āχāĻ‚āϰ⧇āϜāĻŋ āĻĒāĻĄāĻŧāĻžāĻļā§‹āύāĻž āĻāĻŦāĻ‚ āĻ…āύ⧁āĻļā§€āϞāύ āĻ•āϰ⧁āύāĨ¤

2. āϏāĻ āĻŋāĻ• āĻĻ⧇āĻļ āĻāĻŦāĻ‚ āĻŦāĻŋāĻļā§āĻŦāĻŦāĻŋāĻĻā§āϝāĻžāϞāϝāĻŧ āĻŦ⧇āϛ⧇ āύāĻŋāύ:

āφāĻĒāύāĻžāϰ āĻĒāĻ›āĻ¨ā§āĻĻ⧇āϰ āĻŦāĻŋāώāϝāĻŧ āĻāĻŦāĻ‚ āĻ­āĻŦāĻŋāĻˇā§āϝāϤ⧇āϰ āϞāĻ•ā§āĻˇā§āϝ āĻ…āύ⧁āϝāĻžāϝāĻŧā§€ āĻŦāĻŋāĻļā§āĻŦāĻŦāĻŋāĻĻā§āϝāĻžāϞāϝāĻŧ āύāĻŋāĻ°ā§āĻŦāĻžāϚāύ āĻ•āϰ⧁āύāĨ¤

āϝ⧁āĻ•ā§āϤāϰāĻžāĻˇā§āĻŸā§āϰ, āĻ•āĻžāύāĻžāĻĄāĻž, āϝ⧁āĻ•ā§āϤāϰāĻžāĻœā§āϝ, āĻ…āĻ¸ā§āĻŸā§āϰ⧇āϞāĻŋāϝāĻŧāĻž āĻŦāĻž āϜāĻžāĻ°ā§āĻŽāĻžāύāĻŋ āĻļāĻŋāĻ•ā§āώāĻžāϰ āϜāĻ¨ā§āϝ āĻ­āĻžāϞ⧋ āĻĻ⧇āĻļāĨ¤

3. āĻ¸ā§āĻ•āϞāĻžāϰāĻļāĻŋāĻĒ āϖ⧁āρāϜ⧁āύ:

āĻļāĻŋāĻ•ā§āώāĻžāϰ āĻ–āϰāϚ āĻŽā§‡āϟāĻžāύ⧋āϰ āϜāĻ¨ā§āϝ āĻŦāĻŋāĻ­āĻŋāĻ¨ā§āύ āĻŦ⧃āĻ¤ā§āϤāĻŋ āĻĒā§āϰ⧋āĻ—ā§āϰāĻžāĻŽ āϖ⧁āρāϜ⧁āύ, āϝ⧇āĻŽāύ:

DAAD (Germany)

Chevening Scholarship (UK)

Fulbright Program (USA)

Commonwealth Scholarship

4. āĻĒāĻžāĻ ā§āϝāĻ•ā§āϰāĻŽā§‡āϰ āĻŦāĻžāχāϰ⧇ āĻĻāĻ•ā§āώāϤāĻž āĻ…āĻ°ā§āϜāύ āĻ•āϰ⧁āύ:

āĻ­āĻžāώāĻž āĻĻāĻ•ā§āώāϤāĻž āĻ›āĻžāĻĄāĻŧāĻžāĻ“ āϏāĻĢāϟ āĻ¸ā§āĻ•āĻŋāϞ, āϝ⧇āĻŽāύ āϝ⧋āĻ—āĻžāϝ⧋āĻ—, āύ⧇āϤ⧃āĻ¤ā§āĻŦ, āĻāĻŦāĻ‚ āϟāĻŋāĻŽāĻ“āϝāĻŧāĻžāĻ°ā§āĻ• āĻļāĻŋāϖ⧁āύāĨ¤

āφāĻĒāύāĻžāϰ āϏāĻŋāĻ­āĻŋ āωāĻ¨ā§āύāϤ āĻ•āϰāϤ⧇ āĻ¸ā§āĻĨāĻžāύ⧀āϝāĻŧ āĻŦāĻž āĻ…āύāϞāĻžāχāύ āχāĻ¨ā§āϟāĻžāĻ°ā§āύāĻļāĻŋāĻĒ āĻ•āϰ⧁āύāĨ¤

5. āĻĻāϰāĻ•āĻžāϰāĻŋ āύāĻĨāĻŋ āϤ⧈āϰāĻŋ āĻ•āϰ⧁āύ:

āĻĒāĻžāϏāĻĒā§‹āĻ°ā§āϟ, āĻ…ā§āϝāĻžāĻ•āĻžāĻĄā§‡āĻŽāĻŋāĻ• āĻŸā§āϰāĻžāĻ¨ā§āϏāĻ•ā§āϰāĻŋāĻĒā§āϟ, āϏ⧋āĻĒ (Statement of Purpose), āĻāĻŦāĻ‚ āϰ⧇āĻĢāĻžāϰ⧇āĻ¨ā§āϏ āϞ⧇āϟāĻžāϰ āĻĒā§āϰāĻ¸ā§āϤ⧁āϤ āϰāĻžāϖ⧁āύāĨ¤

6. āύāĻŋāĻœā§‡āϰ āϏāĻžāĻšāϏ āĻ“ āφāĻ¤ā§āĻŽāĻŦāĻŋāĻļā§āĻŦāĻžāϏ āĻŦāĻžāĻĄāĻŧāĻžāύ:

āĻļ⧁āϰ⧁āϤ⧇ āĻŽāύ⧇ āĻšāϤ⧇ āĻĒāĻžāϰ⧇, āĻŦāĻŋāĻĻ⧇āĻļ⧇ āϝāĻžāĻ“āϝāĻŧāĻž āĻāĻŦāĻ‚ āĻĒāĻĄāĻŧāĻžāĻļā§‹āύāĻž āĻ•āϰāĻž āĻ•āĻ āĻŋāύāĨ¤ āϤāĻŦ⧇ āϧ⧈āĻ°ā§āϝ āĻāĻŦāĻ‚ āĻĒāϰāĻŋāĻ•āĻ˛ā§āĻĒāύāĻžāϰ āĻŽāĻžāĻ§ā§āϝāĻŽā§‡ āϏāĻŦ āϏāĻŽā§āĻ­āĻŦāĨ¤

āϭ⧁āϞ āĻ•āϰāĻž āĻ­āϝāĻŧ āĻĒāĻžāĻŦ⧇āύ āύāĻž, āĻŦāϰāĻ‚ āĻĒā§āϰāϤāĻŋāϟāĻŋ āĻ…āĻ­āĻŋāĻœā§āĻžāϤāĻž āĻĨ⧇āϕ⧇ āĻļāĻŋāϖ⧁āύāĨ¤

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āĻāĻ•āϟāĻŋ āĻ…āύ⧁āĻĒā§āϰ⧇āϰāĻŖāĻžāϰ āĻ•āĻĨāĻž

āφāĻĒāύāĻžāϰāĻž āϕ⧁āĻĄāĻŧāĻŋāĻ—ā§āϰāĻžāĻŽā§‡āϰ āĻŽāϤ⧋ āϏ⧀āĻŽāĻŋāϤ āϏ⧁āϝ⧋āϗ⧇āϰ āĻāϞāĻžāĻ•āĻžāϝāĻŧ āĻĨ⧇āϕ⧇āĻ“ āĻŦāĻĄāĻŧ āĻ¸ā§āĻŦāĻĒā§āύ āĻĻ⧇āĻ–āϤ⧇ āĻĒāĻžāϰ⧇āύ āĻāĻŦāĻ‚ āϏ⧇āϟāĻŋ āĻĒā§‚āϰāĻŖ āĻ•āϰāϤ⧇ āĻĒāĻžāϰāĻŦ⧇āύāĨ¤ āĻŦāĻŋāĻļā§āĻŦ⧇āϰ āĻ…āύ⧇āĻ• āϏāĻĢāϞ āĻŦā§āϝāĻ•ā§āϤāĻŋ āϛ⧋āϟ āĻ—ā§āϰāĻžāĻŽ āĻŦāĻž āĻļāĻšāϰ āĻĨ⧇āϕ⧇ āωāϠ⧇ āĻāϏ⧇āϛ⧇āύāĨ¤ āϕ⧇āĻŦāϞ āĻ•āĻ ā§‹āϰ āĻĒāϰāĻŋāĻļā§āϰāĻŽ, āϧ⧈āĻ°ā§āϝ, āĻāĻŦāĻ‚ āϏāĻ āĻŋāĻ• āĻĒāϰāĻŋāĻ•āĻ˛ā§āĻĒāύāĻž āφāĻĒāύāĻžāϕ⧇ āϞāĻ•ā§āĻˇā§āϝ āĻ…āĻ°ā§āϜāύ⧇ āϏāĻžāĻšāĻžāĻ¯ā§āϝ āĻ•āϰāĻŦ⧇āĨ¤

āϏāĻŦāĻžāχāϕ⧇ āĻļ⧁āĻ­āĻ•āĻžāĻŽāύāĻž!

āχāϤāĻŋ
Jahid Haque

17/11/2024

Part 3

Here are some IELTS Speaking Part 1, Part 2, and Part 3 model questions and Band 9 sample answers based on your hometown Kurigram and the face-to-face IELTS speaking test format.

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IELTS Speaking Part 1: Introduction & General Questions

Q: Can you tell me about your hometown?
A: My hometown, Kurigram, is a small but picturesque district in northern Bangladesh. It is known for its serene rivers, lush green fields, and simple way of life. The people here are warm and welcoming, and the area offers a tranquil escape from the hustle and bustle of urban life. One of the main attractions is the Dharla River, which is both beautiful and vital for the local community.

Q: What do you like most about Kurigram?
A: What I love most about Kurigram is the peaceful environment. The air feels fresher, and the landscapes are absolutely stunning, especially during the monsoon season when the fields turn vibrant green. I also appreciate the sense of community among the people; everyone seems to look out for one another.

Q: Are there any changes you would like to see in your hometown?
A: Yes, I would like to see improvements in infrastructure, particularly in terms of roads and healthcare facilities. While Kurigram is beautiful, better connectivity and access to essential services would make life easier for the residents and also attract more visitors.

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IELTS Speaking Part 2: Cue Card

Describe a special place in your hometown that you like to visit.
You should say:

Where it is

What it looks like

What you do there

And explain why it is special to you

Answer (Band 9):
One special place in my hometown, Kurigram, that I enjoy visiting is the Dharla River. It is located near the town center and flows gracefully through the district. The riverbanks are lined with trees and open fields, creating a peaceful and picturesque environment.

I often go there in the late afternoons to relax and enjoy the cool breeze. Sometimes, I take a boat ride, which gives a different perspective of the surrounding beauty. During festivals, the riverbanks become lively with people enjoying picnics and traditional music.

What makes it truly special to me is the sense of tranquility it provides. Sitting by the river and watching the sunset feels like an escape from the stresses of daily life. Moreover, the river has a cultural and emotional significance for the people of Kurigram, as it has been a source of inspiration for poets and artists in the region.

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IELTS Speaking Part 3: Discussion

Q: How do you think small towns like Kurigram can attract more tourists?
A: Small towns like Kurigram can attract more tourists by promoting their natural beauty and cultural heritage. For instance, the local government could develop eco-tourism projects around the rivers and scenic landscapes. Organizing cultural events, such as showcasing traditional music and cuisine, could also draw visitors. Additionally, improving infrastructure, such as roads and accommodations, would make the area more accessible and appealing to travelers.

Q: What are the advantages of living in a small town compared to a big city?
A: Living in a small town offers a peaceful lifestyle, cleaner air, and a stronger sense of community. For example, in Kurigram, people are more connected to nature and enjoy a slower pace of life. On the other hand, big cities are often noisy, polluted, and stressful. However, small towns may lack some modern facilities, which is a trade-off for the tranquility they provide.

Q: How has urbanization affected small towns like Kurigram?
A: Urbanization has had both positive and negative effects on small towns like Kurigram. On the positive side, it has brought better access to education, technology, and employment opportunities. However, it has also disrupted the traditional way of life and caused environmental degradation, such as deforestation and pollution. Striking a balance between modernization and preserving the natural and cultural heritage is essential.

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Tips for Achieving Band 9 in Speaking:

1. Fluency and Coherence: Speak clearly, without long pauses. Use linking words like however, moreover, in addition to connect ideas smoothly.

2. Lexical Resource: Use a wide range of vocabulary, including topic-specific words like infrastructure, tranquility, eco-tourism, modernization.

3. Grammatical Range and Accuracy: Use a mix of simple and complex sentences accurately.

4. Pronunciation: Ensure that your words are clear and understandable.

Would you like more help with specific questions or topics for Kurigram?

17/11/2024

Part 2
Here are some recent IELTS Speaking Part 1, Part 2, and Part 3 questions along with high-scoring model answers (Band 9). These examples are drawn from recent exams to help you prepare effectively.

Part 1: Daily Conversations

Question: Do you like traveling?

Answer: Yes, I absolutely enjoy traveling. It allows me to explore new cultures, meet different people, and experience unique cuisines. For me, traveling is both a way to relax and expand my horizons.

Question: How do you usually celebrate your birthday?

Answer: I usually celebrate my birthday with close family and friends. We have a small gathering at home with a cake, music, and lots of laughter. It’s a simple but meaningful way to spend the day.

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Part 2: Cue Card

Topic: Describe a person who taught you something important.

You should say:

Who this person is

What they taught you

How they taught it

Answer:
One person who taught me something important is my high school teacher, Mr. Sharma. He taught me the value of perseverance. During my math lessons, he would often encourage us to tackle difficult problems step by step, reminding us that consistent effort leads to success. His teaching methods were practical and interactive, which made learning enjoyable. Even now, when I face challenges, I recall his advice and tackle them with determination. This lesson has been invaluable throughout my life.

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Part 3: Discussion

Follow-Up Questions:

1. In what ways can parents and teachers encourage learning?
Answer: Parents and teachers can encourage learning by creating an engaging and supportive environment. For example, using creative methods like storytelling or games can make learning more enjoyable for younger children. Recognizing and rewarding achievements also motivates learners.

2. What makes a good teacher?
Answer: A good teacher is patient, knowledgeable, and approachable. They must adapt their teaching methods to suit the needs of their students and inspire them to reach their potential.

3. Should learning be restricted to classrooms?
Answer: Absolutely not. Learning should extend beyond classrooms to include real-world experiences, online courses, and self-directed learning. This helps individuals develop practical skills and a broader perspective.

These answers showcase a coherent structure, vocabulary, and fluency essential for scoring a Band 9. Let me know if you'd like additional examples or help with specific topics! ​​​​​​

Jahid Haque

17/11/2024

PART 1

Here are recent IELTS Speaking Part 1, 2, and 3 questions with model answers designed to achieve a Band 8.5-9. The answers are detailed, natural, and demonstrate a wide range of vocabulary, grammatical accuracy, and fluency.

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Part 1: Introduction and General Questions

Topic: Hobbies

Q: What hobbies do you have?
A:
Well, I enjoy a variety of activities, but if I had to pick one, it would be running. It helps me stay fit and allows me to clear my mind. Additionally, I enjoy reading fiction in my free time as it offers a fantastic escape from the daily grind.

Q: How often do you engage in your hobbies?
A:
I make it a point to run every morning for about 30 minutes. As for reading, it depends on my schedule. On weekends, I usually dedicate a couple of hours to it, but during weekdays, I squeeze in at least 15 minutes before bed.

Q: Why do you think hobbies are important?
A:
Hobbies are crucial because they provide a break from our hectic lives and offer a sense of fulfillment. They also help reduce stress and keep us mentally stimulated, which is particularly important in today's fast-paced world.

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Part 2: Cue Card

Describe a time when you received good news.

You should say:

what the news was

who told you

how you felt when you heard it

and explain why it was good news.

Answer:
Last year, I received wonderful news when I got an email confirming my admission to a prestigious university abroad. It was my dream institution, and I had worked incredibly hard on my application. The email came early in the morning, and I vividly remember my heart racing as I clicked to open it.

The news was shared by the university's admissions office, but my parents were the first people I told. They were overjoyed, and we celebrated with a small family dinner that evening.

I felt ecstatic and relieved because the admission process was competitive, and I wasn’t entirely confident about my chances. This news was a culmination of months of effort, from studying for exams to writing personal statements, and it reassured me that perseverance pays off.

It was good news not just because it was a personal achievement, but also because it marked the beginning of an exciting new chapter in my life. It opened doors to better opportunities, both academically and professionally.

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Part 3: Discussion Questions

Q: Why is it important to share good news with others?

A:
Sharing good news fosters stronger relationships and spreads positivity. When we share our happiness with loved ones, it creates a sense of connection and mutual support. It’s also a way to inspire others and remind them that success is achievable with effort.

Q: What kind of good news do people often share on social media?

A:
Most people tend to share milestones like academic achievements, job promotions, or personal events such as engagements and travel experiences. These updates often serve to celebrate accomplishments and stay connected with friends and family in a digital space.

Q: Do you think people can sometimes exaggerate good news?

A:
Yes, that happens frequently, especially on social media. People often embellish details to present a more impressive version of reality. While it’s harmless in most cases, it can create unrealistic expectations and pressure among others who compare themselves to those exaggerated successes.

Q: How has the way people share good news changed over time?

A:
In the past, good news was usually shared in person or over a phone call. However, with the rise of social media, people now prefer posting updates online for a broader audience. This shift reflects how technology has transformed communication, making it instantaneous and far-reaching.

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Band 8.5-9 Strategy Breakdown

1. Vocabulary:

Used precise and topic-specific words (e.g., ecstatic, perseverance, embellish).

Idiomatic expressions (e.g., clear my mind, culmination of effort).

2. Grammar:

Demonstrated a range of sentence structures (e.g., conditionals, relative clauses, and passive voice).

3. Fluency:

Spoke naturally without hesitation, with smooth transitions between ideas.

4. Pronunciation:

Clear and well-paced delivery, emphasizing key words to maintain listener engagement.

5. Coherence:

Answers were logically structured, with relevant examples and explanations.

Let me know if you'd like questions for a different topic or more sample answers!
Jahid Haque

17/11/2024

Spoken English āĻŦāĻž āĻ•āĻĨā§‹āĻĒāĻ•āĻĨāύ⧇āϰ āχāĻ‚āϰ⧇āϜāĻŋ āĻšāϞ āĻĻ⧈āύāĻ¨ā§āĻĻāĻŋāύ āĻœā§€āĻŦāύ⧇ āχāĻ‚āϰ⧇āϜāĻŋ āĻ­āĻžāώāĻžāϝāĻŧ āϏāĻšāϜ āĻ“ āϏāĻžāĻŦāϞ⧀āϞāĻ­āĻžāĻŦ⧇ āĻ•āĻĨāĻž āĻŦāϞāĻžāϰ āĻĻāĻ•ā§āώāϤāĻžāĨ¤ āĻāϟāĻŋ āφāĻĒāύāĻžāϰ āĻ­āĻžāĻŦ āĻĒā§āϰāĻ•āĻžāĻļ, āφāĻ¤ā§āĻŽāĻŦāĻŋāĻļā§āĻŦāĻžāϏ, āĻāĻŦāĻ‚ āĻ­āĻžāώāĻž āĻĻāĻ•ā§āώāϤāĻžāϰ āĻ“āĻĒāϰ āĻ­āĻŋāĻ¤ā§āϤāĻŋ āĻ•āϰ⧇ āĻ—āĻĄāĻŧ⧇ āĻ“āϠ⧇āĨ¤ Spoken English āĻļ⧇āĻ–āĻž āĻāĻ•āϟāĻŋ āϧāĻžāĻĒ⧇ āϧāĻžāĻĒ⧇ āĻĒā§āϰāĻ•ā§āϰāĻŋāϝāĻŧāĻž, āϝ⧇āĻ–āĻžāύ⧇ āϏāĻ āĻŋāĻ• āĻĒāĻĻā§āϧāϤāĻŋ āĻ…āύ⧁āϏāϰāĻŖ āĻ•āϰāϞ⧇ āĻĻā§āϰ⧁āϤ āωāĻ¨ā§āύāϤāĻŋ āϏāĻŽā§āĻ­āĻŦāĨ¤ āĻāĻ–āĻžāύ⧇ Spoken English āϏāĻŽā§āĻĒāĻ°ā§āϕ⧇ āĻŦāĻŋāĻ¸ā§āϤāĻžāϰāĻŋāϤ āφāϞ⧋āϚāύāĻž āĻ•āϰāĻž āĻšāϞ⧋:

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1. Spoken English āϕ⧇āύ āϗ⧁āϰ⧁āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āĻŖ?

āφāĻ¨ā§āϤāĻ°ā§āϜāĻžāϤāĻŋāĻ• āϝ⧋āĻ—āĻžāϝ⧋āĻ—: āχāĻ‚āϰ⧇āϜāĻŋ āĻšāϞ⧋ āĻŦāĻŋāĻļā§āĻŦ⧇āϰ āϏāĻŦāĻšā§‡āϝāĻŧ⧇ āĻĒā§āϰāϚāϞāĻŋāϤ āϝ⧋āĻ—āĻžāϝ⧋āϗ⧇āϰ āĻŽāĻžāĻ§ā§āϝāĻŽāĨ¤

āĻ•ā§āϝāĻžāϰāĻŋāϝāĻŧāĻžāϰ āωāĻ¨ā§āύāϤāĻŋ: āĻ…āύ⧇āĻ• āϚāĻžāĻ•āϰāĻŋ āĻāĻŦāĻ‚ āĻŦā§āϝāĻŦāϏāĻžāϝāĻŧ āχāĻ‚āϰ⧇āϜāĻŋāϤ⧇ āϏāĻžāĻŦāϞ⧀āϞ āĻšāĻ“āϝāĻŧāĻž āĻĒā§āϰāϝāĻŧā§‹āϜāύāĨ¤

āĻĒāĻ°ā§āϝāϟāύ āĻ“ āĻ­ā§āϰāĻŽāĻŖ: āĻ­āĻŋāĻ¨ā§āύ āĻĻ⧇āĻļ āĻ“ āϏāĻ‚āĻ¸ā§āĻ•ā§ƒāϤāĻŋāϰ āĻŽāĻžāύ⧁āώ⧇āϰ āϏāĻ™ā§āϗ⧇ āϏāĻšāĻœā§‡ āϝ⧋āĻ—āĻžāϝ⧋āĻ— āĻ•āϰāϤ⧇ āϏāĻšāĻžāϝāĻŧāĻ•āĨ¤

āφāĻ¤ā§āĻŽāĻŦāĻŋāĻļā§āĻŦāĻžāϏ āĻŦ⧃āĻĻā§āϧāĻŋ: āĻ…āĻ¨ā§āϝ⧇āϰ āϏāĻ™ā§āϗ⧇ āĻ•āĻĨāĻž āĻŦāϞāĻžāϰ āϏāĻŽāϝāĻŧ āφāĻĒāύāĻžāϰ āφāĻ¤ā§āĻŽāĻŦāĻŋāĻļā§āĻŦāĻžāϏ āĻŦāĻžāĻĄāĻŧāĻžāϝāĻŧāĨ¤

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2. Spoken English āĻļ⧇āĻ–āĻžāϰ āĻĒā§āϰāĻžāĻĨāĻŽāĻŋāĻ• āϧāĻžāĻĒ

(i) āĻ­ā§‹āĻ•āĻžāĻŦ⧁āϞāĻžāϰāĻŋ (Vocabulary):

āĻ•āĻĨā§‹āĻĒāĻ•āĻĨāύ⧇āϰ āϜāĻ¨ā§āϝ āĻļāĻŦā§āĻĻāĻ­āĻžāĻŖā§āĻĄāĻžāϰ āĻŦāĻžāĻĄāĻŧāĻžāύ⧋ āĻ…āĻ¤ā§āϝāĻ¨ā§āϤ āϜāϰ⧁āϰāĻŋāĨ¤

āĻĻ⧈āύāĻ¨ā§āĻĻāĻŋāύ āĻŦā§āϝāĻŦāĻšā§ƒāϤ āϏāĻžāϧāĻžāϰāĻŖ āĻļāĻŦā§āĻĻ āĻļāĻŋāϖ⧁āύāĨ¤

āĻāĻ•āϟāĻŋ āύ⧋āϟāĻŦ⧁āϕ⧇ āύāϤ⧁āύ āĻļāĻŦā§āĻĻ āϞāĻŋāϖ⧁āύ āĻāĻŦāĻ‚ āϤāĻž āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻ•āϰāĻžāϰ āĻšā§‡āĻˇā§āϟāĻž āĻ•āϰ⧁āύāĨ¤

āωāĻĻāĻžāĻšāϰāĻŖ:

Greetings: Hello, How are you? Good morning.

Daily activities: Eat, Sleep, Work, Study.

(ii) āωāĻšā§āϚāĻžāϰāĻŖ (Pronunciation):

āϏāĻ āĻŋāĻ• āωāĻšā§āϚāĻžāϰāĻŖ āĻļ⧇āĻ–āĻžāϰ āϜāĻ¨ā§āϝ āχāĻ‚āϰ⧇āϜāĻŋ āϏāĻŋāύ⧇āĻŽāĻž, āϟāĻŋāĻ­āĻŋ āĻļā§‹ āĻŦāĻž āχāωāϟāĻŋāωāĻŦ āĻ­āĻŋāĻĄāĻŋāĻ“ āĻĻ⧇āϖ⧁āύāĨ¤

āĻ…āύ⧁āĻļā§€āϞāύ⧇āϰ āϜāĻ¨ā§āϝ Google Translate āĻŦāĻž āχāĻ‚āϰ⧇āϜāĻŋ āĻĄāĻŋāĻ•āĻļāύāĻžāϰāĻŋāϰ āĻ…āĻĄāĻŋāĻ“ āĻĢāĻŋāϚāĻžāϰ āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻ•āϰ⧁āύāĨ¤

āĻļāĻŦā§āĻĻ⧇āϰ āϏāĻ āĻŋāĻ• āωāĻšā§āϚāĻžāϰāĻŖ āĻļāĻŋāĻ–āϤ⧇ IPA (International Phonetic Alphabet) āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻ•āϰāϤ⧇ āĻĒāĻžāϰ⧇āύāĨ¤

(iii) āĻŦā§āϝāĻžāĻ•āϰāĻŖ (Grammar):

āĻ•āĻĨā§‹āĻĒāĻ•āĻĨāύ⧇āϰ āϜāĻ¨ā§āϝ āϏāĻŽā§āĻĒā§‚āĻ°ā§āĻŖ āĻŦā§āϝāĻžāĻ•āϰāĻŖ āϜāĻžāύāĻžāϰ āĻĒā§āϰāϝāĻŧā§‹āϜāύ āύ⧇āχ, āϤāĻŦ⧇ āĻ•āĻŋāϛ⧁ āĻŽā§ŒāϞāĻŋāĻ• āύāĻŋāϝāĻŧāĻŽ āϜāĻžāύāĻž āĻĻāϰāĻ•āĻžāϰāĨ¤

Tense: āĻŦāĻ°ā§āϤāĻŽāĻžāύ⧇, āĻ…āϤ⧀āϤ⧇, āĻ­āĻŦāĻŋāĻˇā§āϝāϤ⧇ āϕ⧀āĻ­āĻžāĻŦ⧇ āĻ•āĻĨāĻž āĻŦāϞāϤ⧇ āĻšāϝāĻŧāĨ¤

Articles: A, An, The-āĻāϰ āĻŦā§āϝāĻŦāĻšāĻžāϰāĨ¤

Prepositions: In, On, At-āĻāϰ āϏāĻ āĻŋāĻ• āĻŦā§āϝāĻŦāĻšāĻžāϰāĨ¤

Sentence Structure: Subject + Verb + ObjectāĨ¤

(iv) āĻļā§āϰāĻŦāĻŖ āĻĻāĻ•ā§āώāϤāĻž (Listening Skills):

āĻļā§āϰāĻŦāĻŖ āĻĻāĻ•ā§āώāϤāĻž āĻŦāĻžāĻĄāĻŧāĻžāύ⧋ āĻ…āĻ¤ā§āϝāĻ¨ā§āϤ āϗ⧁āϰ⧁āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āĻŖ, āĻ•āĻžāϰāĻŖ āĻ…āĻ¨ā§āϝ⧇āϰ āĻ•āĻĨāĻž āĻŦā§‹āĻāĻž āĻ›āĻžāĻĄāĻŧāĻž āφāĻĒāύāĻŋ āϏāĻ āĻŋāĻ• āωāĻ¤ā§āϤāϰ āĻĻāĻŋāϤ⧇ āĻĒāĻžāϰāĻŦ⧇āύ āύāĻžāĨ¤

āχāĻ‚āϰ⧇āϜāĻŋ āĻ—āĻžāύ āĻļ⧁āύ⧁āύāĨ¤

āĻĒāĻĄāĻ•āĻžāĻ¸ā§āϟ āĻŦāĻž āĻ…āĻĄāĻŋāĻ“ āĻŦāχ āĻļ⧁āύ⧁āύāĨ¤

Native speakers āĻ•āĻŋāĻ­āĻžāĻŦ⧇ āĻ•āĻĨāĻž āĻŦāϞ⧇ āϤāĻž āĻŦā§‹āĻāĻžāϰ āĻšā§‡āĻˇā§āϟāĻž āĻ•āϰ⧁āύāĨ¤

(v) āĻ•āĻĨāĻž āĻŦāϞāĻžāϰ āĻ…āύ⧁āĻļā§€āϞāύ (Speaking Practice):

āφāϝāĻŧāύāĻžāϝāĻŧ āĻĻāĻžāρāĻĄāĻŧāĻŋāϝāĻŧ⧇ āύāĻŋāĻœā§‡ āύāĻŋāĻœā§‡ āĻ•āĻĨāĻž āĻŦāϞ⧁āύāĨ¤

āĻŦāĻ¨ā§āϧ⧁ āĻŦāĻž āĻĒāϰāĻŋāĻŦāĻžāϰ⧇āϰ āϏāĻ™ā§āϗ⧇ āχāĻ‚āϰ⧇āϜāĻŋāϤ⧇ āĻ•āĻĨāĻž āĻŦāϞāĻžāϰ āĻšā§‡āĻˇā§āϟāĻž āĻ•āϰ⧁āύāĨ¤

āĻāĻ•āϟāĻŋ Speaking Partner āϖ⧁āρāϜ⧁āύāĨ¤

Public Speaking āĻŦāĻž Group Discussion-āĻ āĻ…āĻ‚āĻļāĻ—ā§āϰāĻšāĻŖ āĻ•āϰ⧁āύāĨ¤

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3. Spoken English-āĻāϰ āĻ•āĻŋāϛ⧁ āϗ⧁āϰ⧁āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āĻŖ āĻŦāĻŋāώāϝāĻŧ

(i) Greetings and Introductions:

āĻ•āĻĨā§‹āĻĒāĻ•āĻĨāύ āĻļ⧁āϰ⧁ āĻ•āϰāĻžāϰ āϜāĻ¨ā§āϝ āĻ­āĻžāϞ⧋ āĻ…āĻ­ā§āϝāĻžāϏ āĻšāϞ āϏāĻ āĻŋāĻ•āĻ­āĻžāĻŦ⧇ āĻ…āĻ­āĻŋāĻŦāĻžāĻĻāύ āϜāĻžāύāĻžāύ⧋āĨ¤

Hello! How are you doing?

Nice to meet you.

What’s your name?

(ii) Small Talk:

āϛ⧋āϟāĻ–āĻžāĻŸā§‹ āĻŦāĻŋāώāϝāĻŧ āύāĻŋāϝāĻŧ⧇ āĻ•āĻĨāĻž āĻŦāϞ⧁āύāĨ¤

The weather is so nice today!

What do you do in your free time?

Have you watched any good movies recently?

(iii) Common Phrases:

Spoken English-āĻ āĻ•āĻŋāϛ⧁ Phrase āϖ⧁āĻŦ āĻ•āĻžāĻœā§‡ āϞāĻžāϗ⧇āĨ¤

I’m sorry.

Excuse me.

Could you repeat that?

I don’t understand.

(iv) Question Formation:

āϕ⧋āύ⧋ āĻŦāĻŋāώāϝāĻŧ⧇ āĻĒā§āϰāĻļā§āύ āĻ•āϰāĻžāϰ āϜāĻ¨ā§āϝ āϏāĻ āĻŋāĻ• Sentence Structure āĻĒā§āϰāϝāĻŧā§‹āϜāύāĨ¤

What do you like to do?

How can I help you?

Where are you from?

(v) Fluency vs. Accuracy:

Spoken English-āĻ Fluency āĻ…āĻ°ā§āĻĨāĻžā§Ž āĻĻā§āϰ⧁āϤ āĻ“ āϏāĻšāĻœā§‡ āĻ•āĻĨāĻž āĻŦāϞāĻž āĻŦ⧇āĻļāĻŋ āϗ⧁āϰ⧁āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āĻŖāĨ¤ āϤāĻŦ⧇ Accuracy āĻ…āĻ°ā§āĻĨāĻžā§Ž āϏāĻ āĻŋāĻ•āĻ­āĻžāĻŦ⧇ āĻ•āĻĨāĻž āĻŦāϞāĻžāĻ“ āĻļāĻŋāĻ–āϤ⧇ āĻšāĻŦ⧇āĨ¤

āĻĒā§āϰāĻĨāĻŽā§‡ Fluency-āĻāϰ āĻĻāĻŋāϕ⧇ āĻŽāύ⧋āϝ⧋āĻ— āĻĻāĻŋāύāĨ¤

āϧ⧀āϰ⧇ āϧ⧀āϰ⧇ āϭ⧁āϞ āĻļā§‹āϧāϰāĻžāύ āĻāĻŦāĻ‚ Accuracy āĻŦāĻžāĻĄāĻŧāĻžāύāĨ¤

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4. Spoken English āĻļ⧇āĻ–āĻžāϰ āĻ•āĻžāĻ°ā§āϝāĻ•āϰ āĻĒāĻĻā§āϧāϤāĻŋ

1. āĻĄā§‡āχāϞāĻŋ āĻ…āύ⧁āĻļā§€āϞāύ: āĻĒā§āϰāϤāĻŋāĻĻāĻŋāύ ā§§ā§Ģ-ā§Šā§Ļ āĻŽāĻŋāύāĻŋāϟ āχāĻ‚āϰ⧇āϜāĻŋāϤ⧇ āĻ•āĻĨāĻž āĻŦāϞāĻžāϰ āĻšā§‡āĻˇā§āϟāĻž āĻ•āϰ⧁āύāĨ¤

2. āχāĻ‚āϰ⧇āϜāĻŋ āĻ•āĻ¨ā§āĻŸā§‡āĻ¨ā§āϟ āĻĒāĻĄāĻŧ⧁āύ: āĻĒāĻ¤ā§āϰāĻŋāĻ•āĻž, āĻŦāχ āĻŦāĻž āĻŦā§āϞāĻ— āĻĒāĻĄāĻŧ⧁āύ āĻāĻŦāĻ‚ āĻļāĻŦā§āĻĻāϗ⧁āϞāĻŋāϰ āĻ…āĻ°ā§āĻĨ āĻŦ⧁āĻā§āύāĨ¤

3. āχāĻ‚āϰ⧇āϜāĻŋ āĻ­āĻŋāĻĄāĻŋāĻ“ āĻĻ⧇āϖ⧁āύ: TED Talks, English learning channels, āĻāĻŦāĻ‚ Netflix āĻļā§‹ āĻĻ⧇āϖ⧁āύāĨ¤

4. āϰ⧇āĻ•āĻ°ā§āĻĄāĻŋāĻ‚ āĻ…āύ⧁āĻļā§€āϞāύ: āύāĻŋāĻœā§‡āϰ āĻ•āĻĨāĻž āϰ⧇āĻ•āĻ°ā§āĻĄ āĻ•āϰ⧁āύ āĻāĻŦāĻ‚ āĻļ⧁āύ⧁āύ āϕ⧋āĻĨāĻžāϝāĻŧ āϭ⧁āϞ āĻšāĻšā§āϛ⧇āĨ¤

5. āĻ…ā§āϝāĻžāĻĒ āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻ•āϰ⧁āύ: Duolingo, HelloTalk, āĻŦāĻž Cambly-āĻāϰ āĻŽāϤ⧋ āĻ…ā§āϝāĻžāĻĒ āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻ•āϰ⧁āύāĨ¤

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5. āĻ•āĻŋāϛ⧁ āϏāĻžāϧāĻžāϰāĻŖ āϭ⧁āϞ āĻāĻŦāĻ‚ āϏ⧇āϗ⧁āϞāĻŋ āĻāĻĄāĻŧāĻžāύ⧋āϰ āωāĻĒāĻžāϝāĻŧ

(i) Grammar-āĻāϰ āĻĒā§āϰāϤāĻŋ āĻ…āϤāĻŋāϰāĻŋāĻ•ā§āϤ āύāĻŋāĻ°ā§āĻ­āϰāϤāĻž:

āϖ⧁āĻŦ āĻŦ⧇āĻļāĻŋ Grammar āύāĻŋāϝāĻŧ⧇ āĻ­āĻžāĻŦāĻŦ⧇āύ āύāĻžāĨ¤ āĻļ⧁āϰ⧁āϤ⧇ āϏāĻšāϜ āĻŦāĻžāĻ•ā§āϝ āĻ—āĻ āύ āĻļāĻŋāϖ⧁āύāĨ¤

(ii) āϭ⧁āϞ āωāĻšā§āϚāĻžāϰāĻŖ:

Native speakers āϕ⧀āĻ­āĻžāĻŦ⧇ āĻ•āĻĨāĻž āĻŦāϞ⧇ āϤāĻž āĻļ⧁āύ⧁āύ āĻāĻŦāĻ‚ āĻ…āύ⧁āĻļā§€āϞāύ āĻ•āϰ⧁āύāĨ¤

(iii) Confidence-āĻāϰ āĻ…āĻ­āĻžāĻŦ:

āύāĻŋāĻœā§‡āϰ āϭ⧁āϞ āĻ•āϰāĻžāϰ āĻ­āϝāĻŧ āĻ•āĻžāϟāĻŋāϝāĻŧ⧇ āωāϠ⧁āύāĨ¤ āϭ⧁āϞ āĻ•āϰāϞ⧇ āĻĻā§āϰ⧁āϤ āĻļā§‹āϧāϰāĻžāύ⧋āϰ āĻšā§‡āĻˇā§āϟāĻž āĻ•āϰ⧁āύāĨ¤

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6. āĻŦāĻžāĻ¸ā§āϤāĻŦ āĻœā§€āĻŦāύ⧇ Spoken English āϚāĻ°ā§āϚāĻžāϰ āωāĻĒāĻžāϝāĻŧ

āĻŦāĻžāϜāĻžāϰ⧇, āϰ⧇āĻ¸ā§āϟ⧁āϰ⧇āĻ¨ā§āĻŸā§‡ āĻŦāĻž āĻ…āĻĢāĻŋāϏ⧇ āχāĻ‚āϰ⧇āϜāĻŋ āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻ•āϰ⧁āύāĨ¤

āφāĻ¨ā§āϤāĻ°ā§āϜāĻžāϤāĻŋāĻ• āĻŦāĻ¨ā§āϧ⧁āĻĻ⧇āϰ āϏāĻ™ā§āϗ⧇ āĻ•āĻĨāĻž āĻŦāϞ⧁āύāĨ¤

Public Speaking-āĻ āĻ…āĻ‚āĻļ āύāĻŋāύāĨ¤

āχāĻ‚āϰ⧇āϜāĻŋ āĻ­āĻžāώāĻžāϝāĻŧ āφāĻĒāύāĻžāϰ āφāĻ—ā§āϰāĻšā§‡āϰ āĻŦāĻŋāώāϝāĻŧāϗ⧁āϞāĻŋ āύāĻŋāϝāĻŧ⧇ āφāϞ⧋āϚāύāĻž āĻ•āϰ⧁āύāĨ¤

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7. āĻāĻ•āϟāĻŋ āωāĻĻāĻžāĻšāϰāĻŖāĻŽā§‚āϞāĻ• āĻ•āĻĨā§‹āĻĒāĻ•āĻĨāύ

Situation: Meeting a new friend

A: Hi! My name is Alex. What’s your name?
B: Hello! I’m Jayadev. Nice to meet you.
A: Nice to meet you too. Where are you from?
B: I’m from Kolkata. And you?
A: I’m from London. So, what do you do?
B: I’m a student. I’m learning English.
A: That’s great! Your English is really good.
B: Thank you! I’m still practicing.

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8. āĻ•āĻŋāϛ⧁ āϗ⧁āϰ⧁āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āĻŖ āϟāĻŋāĻĒāϏ

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