Lcenter Learning English Magazine

Site: Http://Lcenter.irEmail: Lcenter.magazine7@gmail.comPhone Number: 09367385031

Sponsored by :Elites Club Qods-city Branch

Lcenter Group:

Redactor: Amin Karimi

Graphic: Amin Karimi - Iman Sharifi

Writers Group: Amin KarimiEhsan MortezaMehdi Momeni

Type: Razieh Karimi

The Special Thanks to :Mr. Davood RajabiMr. Jalal Hoseinpoor

by: Am

in Karim

i

3 The World Speaks IELTS

5 504 Words

7 Zoom To English

8 Iranian Olympic team

10 Learn To Speak English

11 Sports injuries andrehabilitation, training, andperformance.

12 Grammar

14 Understanding

The world speaks IELTS

International English Language Testing System

by: Mehdi Momeni

Lcenter Magazine Shahrivar 1391

In This vol of Lcenter I want to clarify some ques-tions in your mind. At last vol I’d tell you that you should learn English by reading English texts; find Vocabularies and Grammars into them, and learn the way of using them by yourself. But how?Please read this essay to give the answer.

• The Academic Version is intended for those who want to enroll in universities and oth-er institutions of higher education and for profes-sionals such as medical doctors and nurses who want to study or practise in an English-speaking country. • The General Training Version is intended for those planning to undertake non-academic training or to gain work experience, or for immi-gration purposes.

IELTS is accepted by most Australian, British, Canadian, Irish, New Zealand and South African academic institutions, over 3,000 academic in-stitutions in the United States, and various pro-fessional organisations. It is also a requirement for immigration to Australia, New Zealand and Canada.No minimum score is required to pass the test. An IELTS result or Test Report Form is issued to all candidates with a score from 1 (no knowl-edge) to 9 (expert user) and each institution sets a different threshold. Institutions are advised not to consider valid a report older than two years, unless the user proves that he has worked to maintain his level.In 2007, IELTS tested over a million candidates in a single 12-month period for the first time ever, making it the world›s most popular English lan-guage test for higher education and immigration.In 2009, 1.4 million candidates took the IELTS test in over 130 countries, in 2011 — 1.7 million candidates.IELTS is developed with input from item writ-ers from around the world. Teams are located in the USA, Great Britain, Australia, New Zealand, Canada and other English-speaking nations.

IELTS test structure

All candidates must complete four Modules - Listening, Reading, Writing and Speaking - to obtain a band score, which is shown on the IELTS Test Report Form (TRF). All candidates take the same Listening and Speaking Modules, while the Reading and Writing Modules differ depending on whether the candidate is taking the Academic or General Training Versions of the Test. Listening: The module comprises foursections. Each section begins with a short intro-duction telling the candidates about the situation and the speakers. Then they have some time to look through questions. The first three sections have a break in the middle allowing candidates to look at the remaining questions. Each section is heard only once. Reading: In the academic module thereading test comprises three sections, with 3 texts normally followed by 13 or 14 questions for a total of 40 questions overall. The General test also has 3 sections. However the texts are shorter, so there can be up to 5 texts to read. Writing: In the Academic module, there are two tasks: in Task 1 candidates describe a dia-gram, graph, process or chart, and in Task 2 they respond to an argument. In the General Training module, there are also two tasks: in Task 1 can-didates write a letter or explain a situation, and in Task 2 they write an essay. Speaking: The speaking test contains threesections. The first section takes the form of an interview during which candidates may be asked about their hobbies, interests, reasons for tak-ing IELTS exam as well as other general topics such as clothing, free time, computers and the

Lcenter Magazine Shahrivar 1391

internet or family. In the second section candi-dates are given a topic card and then have one minute to prepare after which they must speak about the given topic. The third section involves a discussion between the examiner and the candidate, generally on questions relating to the theme which they have already spoken about in part 2. This last section is more abstract, and is usually considered the most difficult.

Duration

The total test duration is around 2 hours and 45 minutes for Listening, Reading and Writing modules.

• Listening: 40 minutes, 30 minutes for which a recording is played centrally and additional 10 minutes for transferring answers onto the OMR answer sheet. • Reading: 60 minutes. • Writing: 60 minutes. • Speaking: 11–14 minutes.

Scoreing System

IELTS is scored on a nine-band scale, with each band corresponding to a speci-fied competence in English. Overall Band Scores are reported to the nearest half band.The following rounding convention applies: if the average across the four skills ends in .25, it is rounded up to the next half band, and if it ends in .75, it is rounded up to the next whole band.

The nine bands are described as follows:

No assessable information pro-vided at all

Did not attemptthe test

0

Essentially has no ability to use the language beyond possibly a

few isolated words.

NonUser

1

No real communication is possible except for the most basic information using iso-lated words or short formulae in familiar situations and to meet immediate needs.

Intermittent User

2

Conveys and understands only general meaning in very famiiar situations.

Extremely Limited

User

3

Basic competence is limited to familiar situations. Has frequent problems in using complex language.

LimitedUser

4

Has partial command of the language, coping with overall meaning in most.

Modestuser

5

Has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, particularly in familiar situations.

CompetentUser

6

Has operational command of the language, though with

occasional inaccuracies, inappropriateness and

misunderstandings in some situations. Generally handles

complex language well and understands detailed

reasoning.

Good User7

Has full operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well.

Very GoodUser

8

Has full operational command of the language: appropriate, accurate and fluent with complete understanding.

ExpertUser

9

You can discuss about this topic in http://Lcenter.ir

Lcenter Magazine Shahrivar 1391

504 wordsLearning English words and using them into your daily conversaitons.

Lcenter Magazine Shahrivar 1391

504 wordsLearning English words and using them into your daily conversaitons.

Exercise

Which of the words that you studied in this issue is suggested

by the picture?

www.Lcenter.ir

Word in use

6

Drinkable EnglishZoom to English

Amin Karimi

Do you know learning English is similar to drinking a glass of water?

Wow, how?

Your goal is drinking water, so you should receive that. When you are thirsty, you must have gone to kitchen then use glass and pitcher and then drink water.

For learning English you should have a glass – it is institutes, teaching books or Lcenter magazine – and then some water is should be need; Grammar, vocabularies and skills are water.

Now try and try and use glass and water, then drink English language. (I mean that working with this language.)

It is very easy so I’m trying to work.

IOC recognition date 1947

NOC/NPC President’s name Mr Mohammad ALI ABADI

NOC/NPC General Secretary’s name Mr Bahram AFSHARZADEH

Number of appearances in Olympic and Paralympic Games 16, including London 2012

The first team to compete under the auspices of the National Olympic Committee participated in the London 1948 Olympic Games. It included boxer Emanoul AGASSI, father of Atlanta1996 tennis gold medallist Andre AGASSI (USA). Their first medallist was weightlifter Jafar MohammadSALMASI, who took bronze in the featherweight. Weightlifting has been a productive sport for Iran. Their other successes came in wrestling, a sport that brought their first gold medals at the Melbourne 1956 Olympic Games. Emam Ali HABIBI won light-weight freestyle gold and Gholam Reza TAKHTI won light heavyweight freestyle gold. He also claimed two silver medals. Ali Reza DABIR won the feather-weight gold in freestyle wrestling at the Beijing 2008 Olympic Games. Rasoul KHADEM AZGADI won gold in the light heavy-weight class at the same Games. Super heavyweight weightlifter Hossein Reza ZADEH became the first Iranian to win two Olympic gold medals. His suc-cesses came at the Sydney 2000 Olympic Gamesand in Athens in 2004. Iran’s most successful Olympian is Hadi SAEI, who won the men›s featherweight taekwondo in Athens in 2004 and a gold in the welterweight class at the Beijing 2008 Olympic Games. He has competed in three consecutive Olympic Games and also collecteda bronze. Fencer Freydoun Khan MALKOM competed in the Paris 1900 Games and is considered by some to beIran’s first Olympic representative.

TotalBronzeSilverGoldSport 5212

Taekwondo 16655Weightlifting 3216115Wrestling-Freestyle 6123Wrestling - Greco-Roman 1010discus throw 60252015Total

Medals per sport

TotalBronzeSilverGoldYear110019487430195251221956431019602200196452121968312019722110197610101988321019923111199641032000622220042101200812354201260252015Total

Iranian Medals per year

Behdad Salimi celebrates his gold medal while Sajjad Anoushirvani recievied silver medal in the men’s +105kg Weightliftingfinal on Day 11 at ExCel.

Salimi was the favourite for victory and su-per heavyweight rose to occasion to con-firm his title as the “strongest lifter aroundthe world”.

The 22 year old managed a total of 455kg, which was not enough to eclipse the mam-moth 472kg world and Olympic record man-aged by legendary compatriot Hossein Rezazade in 2000, but it did clinch Iran’sfirst Weightlifting gold since 2004.

And the vast numbers of Iranian fans in-side ExCel were afforded further delight af-ter Sajjad Anoushirvani (449kg) took silver, with Russia’s Ruslan Albegov (448kg) goinghome with bronze.

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You know Ehsan is the artist. All of his gestures are funny and with hyperbole. He gets silver medal in Men’s Discus Throw. Any of us don’t think that Iran’s track and field team, take any medals to now. But Hadadi takes the sil-ver one, her medal was gold until last time and only about 9cm takes him silver medal.

9

Here you’ll find expert advice about injuries and rehabilitation, suggested training routines, and recommended performance techniques for all kindsof sports.To get started, simply choose your sport below and discover ways in whichyou can improve your sporting injuries, training and performance.For more expert advice about injuries, treatment and exercises, take a lookat our Treatment Room and Exercise Finder.

Football: can cause all kinds of injuries, usually because of poor or non-existent training and performance techniques. Understand how foot-ball injuries happen and how they can be treated, as well as various techniques for improving training routines and performance levels. Take a look at our recommended products for treating football injuries andcomplementing fitness workouts.

Rugby: As such a high impact sport, rugby players tend to experience injuries on a regular basis. The rough tackling and handling of the ball, and sudden bursts of sprints can cause a variety of injuries. Take a look at our advice about the common rugby inju-ries and how you can treat them, as well as some traditional and more unique trainingand performance techniques. Cricket: Maintaining high endurance levels and maximising upper body strength is key to improving your fitness and performance levels in cricket. Cricket requires playersto endure long periods of rest, so emotional and physical factors are important.

Golf: Many people enjoy playing golf as a past time, as well as in more competitive environments. Many golf injuries are caused by poor swing mechanisms, with wrist, shoulders and backs commonly injured. Read our expert advice about how to treat golf injuries, recommended golf training and how to improve your golf performance. Cycling: Many people enjoy going out for a bike ride, either to maintain fitness or for a bit of fun, but cycling can also cause many injuries. Read our recommended cycling training techniques to increase your fitness levels and reduce the risk of injury, as well as ways to improveyour performance. Tennis: Whether you play tennis for fun or in a more competitive environment, you will probably have expe-rienced a variety of injuries. Take a look at our advice about tennis injuries, treatment and prevention, as wellas recommended training performance techniques. Swimming: Swimming doesn’t carry as high a risk of in-jury as other sports, such as rugby and football. Ensuring efficient and effective training is important in swimming, as is find ways in which is maximise your fitness and per-formance levels. Read our advice about swimming inju-ries, and suggested training and performance methods.

Running: is such a popular sport, whether it’s competing or simply going for a leisurely jog, but that also means that injuries are common. Effective training is important in reducing the risk of injury and improv-ing performance techniques can help to make running easier and more enjoyable. Take a look at our running injury, training and performance advice.

Lcenter Magazine Shahrivar 1391

Focus on Grammar and and try to Learn the patterns. Grammar Verbs are the second fundamental com-

ponent of English. Learn how to discern

between action, linking, and helping verbs,

and why they are called the movers and

shakers of written and spoken language.

VerbsACTION VERBS

Most action verbs are visible—the action can be seen—as in the words skate, text, sleep, pick, grab, swim, and clap. When we have to identify action words in sentences, it is generally pretty easy. Some, though, are more challenging to identify because they are much less obvious to our eyes. It’s hard to see the action of words like think, yearn, wish, believe, consider, need, understand, remember, and assume. We refer to verbs like these as mental verbs, but we must remember that they, too, are doing verbs.

1Visible action verbs:I jog every afternoon. Justin cooks very well.Betsy fell on the sidewalk. The audience clapped loudly.

Invisible action verbs:I thought it was delicious. Donna wanted to play too.We need to be more aware. Shawna believes everyone.

2example

LINKING VERBS

Linking verbs convey a state of being or condition. In a sentence, they link, or connect, a noun with an adjective, a word that describes the noun:

N V ADJ N V ADJThe grapefruit tasted sour. His pockets appeared empty.

or with another noun, used to identify the first noun: N V N N V N

Fred became the coach The clue proved to be the key.Sometimes you will encounter a word that looks like an action verb, whenit is really a linking verb. One trick to knowing the difference between the twois looking for the adjective that is describing the noun. If the adjective is not there,then you have an action verb.

3next page

12

Lcenter Magazine Shahrivar 1391

Focus on Grammar and and try to Learn the patterns. Grammar

4example

continue

fallcomebecomeactappearlookliegrowgetfeeltastesoundsmellseemprove

turned

VERBS THAT CAN BE ACTION VERBS AND LINKING WORDS

HELPING VERBS

One last type of verb we use is the helping verb. Helping verbs are used to enhance a main verb’s meaning by giving us more information about its tense. Do you recognizethese common helping verbs?

COMMON HELPING VERBSdiddoesdobewerewasareisamcanwillshallmustmightmayhashadhave

couldwouldshould

In a sentence, a main verb can have as many as three helping verbs in front of it. Forexample:

Nate served the ball to his opponent. Nate will serve the ball to his opponent. Nate should have served the ball to his opponent.

5

When a main verb has one or more helping verbs, this is called a verb phrase. You should remember that a helping verb does not always have to be right next to the main verb in the sentence. This is because an adverb (not, only, and -ly words) usually separates the help-ing verbs. For example:

Eddie will surely choose the largest slice of pie. Caroline could not have eaten all those cookies.

6Identify the action verbs in the following sentences.1. The clock in the living room chimed every hour.2. Open your book to page 15.3. Lexi considered Morgan tobe her best friend.4. Heather understood why.

Answer:1. chimed2. Open3. considered4. understood

Determine whether the itali-cized verbs in the following sentencesare action or linking verbs.1. We turned at the light and headed home.2. Pop grew angry when we didn’t listen carefully.3. Jodi’s white socks turned pink in the wash.

Answer:1. action 2. linking3. linking

Identify the verb phrases in the following sentences. Then, identify the helpingverbs and the main verbs.1. Steven and Craig must have hadpermission to leave early.2. Jesse will not be going to soccerpractice this afternoon.

Answer:1. Verb phrase: must have had; help-ing verb(s): must have; main verb: had2. Verb phrase: will be going; helping verb(s): will be; main verb: going

Undersatanding

Source: www.sanjesh.org

Skill:

www.Lcenter.ir

For know about main idea, its not im-portant to read the passage carefuly. reading the first paragraph quickly should takes more helps for you.

Answer:1. ■□□□2. □■□□3. □■□□4. □□□■

a b c d

Studies show that rapid increase in population growth creates prob-lems for developing countries. So why don’t people have fewer chil-dren? The information collected from the developed countries sug-gests that it is only when people’s living standards begin to rise that birth rates begin to fall. There are good reasons for this. Poor coun-tries cannot afford social services and old age pensions – the money they get from the government when they become old can’t work – and people’s incomes are so low they have nothing to save for the future. As a result, people look to their children to provide them with financial help in their old age. Having a large family can be a form of insurance. And even while they are still quite young, children can do a lot of use-ful jobs on a small farm. So poor people in a developing country will need to see clear signs of much better conditions ahead before they can think of having smaller families. But their condition cannot be im-proved unless there is reduction in the rate at which population is in-creasing. This will depend on a very much wider acceptance of family planning and this, in turn, will mean basic changes in people’s ideas

1. What is the best TITLE for the passage?a) Reasons for Population Increaseb) Children’s Function Poor Countriesc) People’s Income in Developing Countriesd) Family Planning Programs in Developing Countries

2. According to the writer, people in poor countries have a lot of children mainly because ……. .a) they receive government support for every childb) they rely on them for support during their old agec)methods of family planning are not begin practiced in those countriesd) they usually become involved with farming, which makes it easier for them to get their food

3. The writer mentions that, before deciding upon family planning ……. .a) people in poor countries should be moved to urban areasb) governments of poor countries should change people’s income and ideasc)governments of developing countries must forbid parents to use child labor on farmsd)developing countries should help developing ones to improve their standards of living

4.The word “they” in line 11 refers to ………… .a) parents b) people c) family d) children

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