Speaking section 1: Answer : Reason 1: Reason 2: In my view.. For a few reasons The first reason is .

For example The second reason is for instance Thats why.. .!: " In case of only one reason ..2 example sho#ld provide$

Speaking section 2: Answer : Reason 1: Reason 2: In my view.. For a few reasons The first reason is . For example The second reason is for instance Thats why.. .!: " In case of only one reason ..2 example sho#ld provide$

Speaking section 3: Reading: %han&e : Reason 1 : Speaking section 5: Reason 2 : 6istenin& Listening : ' ' 7: pro0lem )pinion /: Reason 1 R: "As$ response "8$ 2 7Reason 2: /Speaking: 2: /ol#tion 2"even tho#&h$ RThe 2: "As$ Response readin& states "9$ that . %han&e response"8$

Speaking section 4: "'eas#res yo#r a0ility to see the relationship 0etween readin& and listenin&1 #nderstand from the readin& and listenin& and also explain the ma2or points that show the relationship$ Reading (45-50s) Title: ( ( sol#tion 1 "4ven tho#&h$ 3efinition: Listening (120s) Speaking section 6: 4xample: "ta5e 5eywords$ From listenin& Preparation: (30s) Topic: thermore&#lation T: /#0topic 1: fat 3: 4xample: whale 4: /#0topic 2: evaporative coolin& Speaking: (60s) 4xample: rodent 60 The article is a0o#t " title$...... Speaking: (hich the passa&e defines tal5s as..3efinition In this lect#re the professor a0o#t .."topic$ .e*she descri0e two ways The professor provides an .. The 1st way.s#0topic ,- examples of 1 or 1 2 words.. To ill#strate this The professor &ives an example to ill#strate this a0o#t ..example 1 - .e*/he states that . The second 5ind s#0topic 2 And so this example clearly ill#strates the topic. The professor &ives an example to ill#strate this a0o#t.example 2

Response "9$

Speaking : The mans*woman+s opinion is that . )pinion The "- sentences to disc#ss ",-mans s$ .e pro0lem providesis 2 that reasons the pro0lem$ First ..Reason 1 The st#dent disc#sses two sol#tions /econd .Reason 2 1st sol#tion Thats why 2nd sol#tion -:s If I were the man*woman 1 I wo#ld choose the second sol#tion The 1st isnt &ood 0eca#se .. The second is 0etter 0eca#se.. Thats why..

writing section 2: ( ndependent !riting Task)

ntrod"ction /ome people thin5 that.... )thers thin5 that... ;restate< The iss#e is a controversial one1 0#t in my opinion a closer examination reveals that ... ;ta5e position<... for several reasons. In this essay I will explain my position providin& examples to s#pport my claims. #irst paragrap$ )ne reason is... For example1.... %learly1.... Second paragrap$ Another reason is To ill#strate this point1 let+s ta5e the example of.... Therefore.... T$ird paragrap$ )n the other hand1 some may ar&#e that ;the other side<... These individ#als may point to examples of ... .owever1 .... ;cast do#0ts on that opinion<. %onc&"sion In s#mmary1 while there are ar&#ments to 0e made for 0oth sides1 it is clear that there are &reater advanta&es ;of = for > to provide< ... ... 0eca#se ... of the a0ove mentioned reasons. %ertainly......

writing section 1: In the lect#re1 the professor disc#ss several points a0o#t .. .e says that the theory mentioned in the passa&e was very imprecise and different from what are act#al happenin&s. In the readin& it was contended that and some reasons are provided to s#pport these ideas or theory1 0#t the professor ref#tes all the ca#se 0y #sin& several points a&ainst it . First of all1 the readin& ar&#es that .. %onversely the spea5er states that .. This directly contradicts what the passa&e indicates. Also the passa&e says that .. In contrast1 the lect#rer tal5s .. This was another part where experience contradicted theory. Finally1 the passa&e posits that . )n the other hand1 the lect#rer claims that . This invalidates the statement of the passa&e a&ain. In s#mmery1 the lect#rer pro2ected do#0ts a0o#t the principles standpoints of the readin&. The professor 0elieves that .. are contradicts