IELTS Academy

IELTS Academy

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پکیج تصحیح رایتینگ – IELTS Writing Correction Package TASK 2 با تشکر از انتخاب و اعتماد شما. پس از تکمیل مراحل خرید، فایل حاوی اطلاعات به ایمیل شما ارسال میشود. ... 07/10/2015

کتاب رایتینگ آیلتس جنرال – Writing Book for IELTS – General Module با تشکر از انتخاب و اعتماد شما. به آکادمیک یا جنرال بودن فایل دقت کنید. پس از تکمیل مراحل خرید، فایل... 07/10/2015

کتاب رایتینگ آیلتس آکادمیک – Writing Book for IELTS – Academic Module با تشکر از انتخاب و اعتماد شما. به آکادمیک یا جنرال بودن فایل دقت کنید. پس از تکمیل مراحل خرید، فایل...


New Collocations for IELTS با تشکر از انتخاب و اعتماد شما. پس از تکمیل مراحل خرید، فایل حاوی اطلاعات به ایمیل شما ارسال میشود. ...


محصولات | MELT Center 13/08/2015

اصول پایه نامه نگاری – Steps in Letter Writing

Do you need guide in letter writing? these are basic steps to follow. click on the link below. جهت دانلود فایل بر روی لینک زیر کلیک کنید. steps in letter writing - basic version   ... 17/05/2015

اشتباهات رایج در آیلتس – همخوانی فعل و فاعل – Agreement in collective Nouns

COMMON MISTAKES AT IELTS: agreement in collective Nouns
follow the link below جهت دانلود فایل بر روی لینک زیر کلیک کنید. agreement in collective nouns ... 17/05/2015

ساختارهای مورد نیاز جهت نمره 6.5 تا 7.5 آیلتس

follow the link below ساختارهای زیر در بخش نوشتاری و گفتاری آیلتس به شما کمک میکند تا راحت تر به نمره 6.5 تا 7.5 برسید. جه...


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Natural speaking

One way to become fluent and natural in English speaking is to use "FLUENCY MARKERS"

Read the following examples:

a. To be honest I don’t like cheese and any thing that is made with it.

b. Well, actually, I don’t get much exercise these days. C. I mean I work long hours and I don’t get the chance.

d. Well, I suppose I like horror movies the best. They make me excited.


Description: The book contains realistic tasks covering all parts of IELTS test. The tasks are designed for both intermediate and advanced candidates and can really help students in getting better scores. The writing modules provide a perfect model for students. Do not hesitate to buy the book.


‘Historic’ or ‘historical’?
Historic and historical are used in slightly different ways. Historic means ‘famous or important in history’, as in a historic occasion, whereas historical means ‘concerning history or historical events’, as in historical evidence; thus a historic event is one that was very important, whereas a historicalevent is something that happened in the past.


‘Among’ or ‘amongst’?
Among is the earlier word of this pair: according to the Oxford English Dictionary, it first appeared in Old English. The variant form, amongst, is a later development, coming along in the Middle English period. With regard to their meanings, there’s no difference between among and amongst. They’re both prepositions which mean:
• situated in the middle of a group of people or things:
We saw a factory tucked in among the houses.
Dad has agreed to cook and that frees me up to mingle amongst my guests.
• belonging to or happening within a group:
These companies were among those to indicate lower earnings.
I was amongst the last to leave.
• indicating a division or choice between three or more people or things:
The grant will be divided among the six participating institutions.
It certainly did not mean that this income is shared out equally amongst the population.


Book of the week

Action Plan for IELTS ( Academic & General)

Authors: Vanessa Jakeman, Clare McDowel

Date Published: 2006, Cambridge University Press

Description: The book is a short, self study guide for IELTS, containing one complete practice test. It is designed for students with a limited time to prepare for the IELTS test and would be a perfect last minute guide to the test


‘Learnt’ or ‘learned’?
These are alternative forms of the past tense and past participle of the verb learn. ‘Learnt’ is more common in British English, and ‘learned’ in American English. There are a number of verbs of this type (burn, dream, kneel, lean, leap, spell, spill, spoil etc.). They are all irregular verbs, and this is a part of their irregularity.


‘Farther’ or ‘further’?
Is there any difference between further and farther in the following two sentences?

She moved further down the train.
She moved farther down the train.

Both words share the same roots: in the sentences given above, where the sense is ‘at, to, or by a greater distance’, there is no difference in meaning, and both are equally correct. Further is a much more common word, though, and is additionally used in various abstract and metaphorical contexts, for example referring to time, in which farther is unusual, e.g.:

without further delay.
have you anything further to say?
we intend to stay a further two weeks.

The same distinction is made between farthest and furthest, e.g.:

the farthest point from the sun.
this first team has gone furthest in its analysis.

[03/04/14]   ‘I’ or ‘me’?
The two personal pronouns I and me are often used wrongly, usually in sentences in which I is being used with another noun. Here are some tips to help you get it right:

• Use the pronoun I, along with other subjective pronouns such as we, he, she, you, and they, when the pronoun is the subject of a verb:

He went to bed.
We waited for the bus.
Clare and I are going for a coffee.

In the last example, the pronoun I, together with the proper noun Clare, forms the subject of the sentence, so you need to use I rather than me.

• Use the pronoun me, along with other objective pronouns such as us, him, her, you, and them,when the pronoun is the object of a verb:

Danny thanked them.
The dog followed John and me to the door.

In the last example, the pronoun me, together with the proper noun John, forms the object of the verbfollow, so you need to use me rather than I.

• Use the pronoun me, along with other objective pronouns such as us, him, her, you, and them,when the pronoun is the object of a preposition:

Rose spent the day with Jake and me.
Me, together with Jake, forms the object of the preposition with, so you need to use the pronoun me rather than the pronoun I.

An easy way of making sure you’ve chosen the right pronoun is to see whether the sentence reads properly if you remove the additional noun:

√ I am going for a coffee X Me am going for a coffee
√ The dog followed me X The dog followed I
√ Rose spent the day with me X Rose spent the day with I

[03/04/14]   ‘Less’ or ‘fewer’?
People often don’t know when to use less and when to use fewer in a sentence. Here’s how to get it right.

Use fewer if you’re referring to people or things in the plural (e.g. houses, newspapers, dogs,students, children). For example:

People these days are buying fewer newspapers.
Fewer students are opting to study science-related subjects.
Fewer than thirty children each year develop the disease.

Use less when you’re referring to something that can’t be counted or doesn’t have a plural (, air, time, music, rain). For example:

It’s a better job but they pay you less money.
People want to spend less time in traffic jams.
Ironically, when I’m on tour, I listen to less music.

Less is also used with numbers when they are on their own and with expressions of measurement or time, e.g.:

His weight fell from 18 stone to less than 12.
Their marriage lasted less than two years.
Heath Square is less than four miles away from Dublin city centre

[03/04/14]   ‘Who’ or ‘whom’?
There’s a continuing debate in English usage about when you should use who and when to use whom. According to the rules of formal grammar, who should be used in the subject position in a sentence, while whom should be used in the object position, and also after a preposition. For example:

Who made this decision? [here, who is the subject of the sentence]

Whom do you think we should support? [here, whom is the object of support]

To whom do you wish to speak? [here, whom is following the preposition to]

Some people do still follow these rules but there are many more who never use whom at all. The normal practice in current English is to use who in all contexts, i.e.:

Who do you think we should support?
Who do you wish to speak to?


TeachingEnglish - British Council

– A series of fun, comic-strip videos with online activities, worksheets and downloads.
– Making it up a story-based class activity where students practise phrasal verbs in context


What words in the English language contain two u's in a row?
There are several English words containing two consecutive u's. Most of them came into English from Latin:
• vacuum = a space
• continuum = a continuous sequence
• residuum = a chemical residue
• menstruum = the matter discharged during menstruation
• triduum= a three-day period of religious observance in the Catholic Church
• duumvir = each of a pair of magistrates holding joint office in ancient Rome
• duumvirate = a coalition of two people having joint authority
All but the first two words on this list are quite rare, though, or are only likely to be encountered in specialist contexts. There are also a couple of other words containing two u's in a row that have come into English from other languages:
• muumuu = a loose dress of a kind traditionally worn in Hawaii (from Hawaiian)
• Weltanschauung = the world view of a particular individual or group (from German)


Adding endings to words that end in -our
In British English, when you add the endings -ous, -ious, -ary, -ation, -ific, -ize, or -ise to a noun that ends in -our, you need to change the -our to -or. For example:
humour humorous
glamour glamorous
labour laborious

But when you add other endings, the -our spelling stays the same:
colour colourful
favour favourite
odour odourless

This rule doesn’t apply to American English..


ize, -ise, or -yse?
Many verbs that end in -ize can also end in -ise: both endings are correct in British English, though you should stick to one or the other within a piece of writing. For example: finalize/finalise; organize/organise; realize/realise. This website spells these words with the -ize ending, but the main dictionary entries for the verbs show that the -isespelling is also correct.
But there is a small set of verbs that must always be spelled with -ise at the end and never with -ize. Here are the most common ones:
advertise compromise exercise revise
advise despise improvise supervise
apprise devise incise surmise
chastise disguise prise (meaning ‘open’) surprise
comprise excise promise televise

There are also a few verbs which always end in -yse in British English.
analyse catalyse electrolyse paralyse
breathalyse dialyse hydrolyse psychoanalyse

In American English, they are all spelled with the ending -yze
You can read more about the use of ‘ize’ and ‘ise’.





Need extra IELTS test practice. check out this book.


Developing General Reading Skills
There are many ways of helping students to develop their reading skills in English. A few ideas are listed below:
• Some students are convinced that only test practice will really help them, and want to do test after test. This can be discouraging, as they do not see the rapid progress they would like. Encourage students to read widely, e.g. newspapers, journals, magazines and books, and regularly use materials from these sources in your classroom activities.
• Train students in different reading skills including skim-reading, scanning to locate specific information, understanding detail, opinion, implication and attitude, and also encourage them to read faster by timing them. Discourage them from trying to understand every word and from focusing on unknown words, and also give them plenty of practice in guessing meaning from context. Discourage them from looking up every unknown word in the dictionary.
• Give students practice in recognising synonyms, key words, etc. to help them locate information. Encourage them to underline key words and phrases when they read, as well as paying attention to key words in the questions. Encourage students to scan for key words, or paraphrases of key words, in the extracts or the reading passage that match the items.
• Give students practice in suggesting different ways of expressing the same ideas or information in a question or in a text.
• Give plenty of practice in looking at coherence and cohesion of texts. Help students to recognise a wide range of linguistic devices which mark the logical and cohesive development of a text – for example, words and phrases indicating time periods, cause and effect, exemplification, contrasting arguments, repetition, concordance of tenses, pronouns, etc.


How to register for IELTS? 07/12/2013


برای ثبت نام مرجله به مرحله آیلتس به این سایت مراجعه کنید IELTS TEHRAN


Common misspellings

Correct spelling Spelling advice Common misspelling

existence ends with -ence existance
Fahrenheit begins with Fahr- Farenheit
familiar ends with -iar familar
finally two ls finaly
fluorescent begins with fluor- florescent
foreign e before i foriegn
foreseeable begins with fore- forseeable
forty begins with for- fourty
forward begins with for- foward
friend i before e freind
further begins with fur- futher
gist begins with g- jist
glamorous -mor- in the middle glamourous
government n before the m goverment
guard begins with gua- gaurd
happened ends with -ened happend
harass, harassment one r, two s’s harrass, harrassment
honorary -nor- in the middle honourary
humorous -mor- in the middle humourous
idiosyncrasy ends with -asy idiosyncracy
immediately ends with -ely immediatly
incidentally ends with -ally incidently
independent ends with -ent independant
interrupt two rs interupt
irresistible ends with -ible irresistable
knowledge remember the d knowlege
liaise, liaison remember the second i: liais- liase, liason
lollipop i in the middle lollypop
millennium, millennia double l, double n millenium, millenia
Neanderthal ends with -thal Neandertal
necessary one c, two s’s neccessary


Initialisms are abbreviations which consist of the initial (i.e. first) letters of words and which are pronounced as separate letters when they are spoken. Examples include:
initialism full form
BBC British Broadcasting Corporation
MP Member of Parliament
UN United Nations
TUC Trades Union Congress
UK United Kingdom
CD compact disc
• You do not need to put full stops after the letters in an initialism. Sometimes, especially in American English, certain initialisms may include full stops if that is the preferred style of a particular writer or publisher. For example, the forms US and U.S. are both acceptable, as long as one or the other is used consistently within a piece of writing.
• When you are forming the plural of an initialism, you do not need to use an apostrophe, for example:
MPs e.g. MPs voted against the bill.
CDs e.g. I bought some new CDs today.

• Note that the possessive form of initialisms is formed in the usual way, with an apostrophe + s:
an MP’s salary (i.e. the salary of an MP)
a report on MPs’ expenses (i.e. the expenses of MPs)
the CD’s subtitle (i.e. the subtitle of the CD)





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