📆August 16🇺🇿|📍Nukus | ▪️ Britrish Council
📊TASK 1: The graph below shows the average time spent by four car manufacturers to produce vehicles at their US factories from 1998 to 2005.
📝TASK 2: In many parts of the world, some famous people are considered as ‘role models’ and they are having an increasing influence on the young. Is this a positive or negative development?
📊TASK 1: The graph below shows the average time spent by four car manufacturers to produce vehicles at their US factories from 1998 to 2005.
📝TASK 2: In many parts of the world, some famous people are considered as ‘role models’ and they are having an increasing influence on the young. Is this a positive or negative development?
❤1
FAQ IELTS
📆August 16🇺🇿|📍Nukus | ▪️ Britrish Council 📊TASK 1: The graph below shows the average time spent by four car manufacturers to produce vehicles at their US factories from 1998 to 2005. 📝TASK 2: In many parts of the world, some famous people are considered…
#line
The line graph compares the average hours spent by four companies to manufacture cars .
Overall, all four car manufacturers became more productive during this period, reducing the time spent on producing each car. However, Ford, Toyota, and Honda exhibited fluctuations in their production times, while General Motors demonstrated a steady decline.
To elaborate, General Motors spent the most time producing each car in 1998, at 32 hours. Over the eight-year period, this company successfully reduced its production time, reaching a low of 22 hours by 2005. Ford followed with a production time of 28 hours in 1998. In the next three years, Ford's manufacturing hours increased consistently, peaking at 31 hours in 2001. However, during the latter half of the period, the company began to decrease its production time, ultimately reporting 22 hours per car by 2005.
In contrast, both Toyota and Honda spent the same amount of time—24 hours—to produce one vehicle in 1998. Despite fluctuations in the gap between the times these companies spent per car, they recorded similar production times in 2001, each spending 22 hours per vehicle. By 2005, both companies further improved their efficiency, reducing their production time to 20 hours—the lowest recorded for any manufacturer during the entire period.
The line graph compares the average hours spent by four companies to manufacture cars .
Overall, all four car manufacturers became more productive during this period, reducing the time spent on producing each car. However, Ford, Toyota, and Honda exhibited fluctuations in their production times, while General Motors demonstrated a steady decline.
To elaborate, General Motors spent the most time producing each car in 1998, at 32 hours. Over the eight-year period, this company successfully reduced its production time, reaching a low of 22 hours by 2005. Ford followed with a production time of 28 hours in 1998. In the next three years, Ford's manufacturing hours increased consistently, peaking at 31 hours in 2001. However, during the latter half of the period, the company began to decrease its production time, ultimately reporting 22 hours per car by 2005.
In contrast, both Toyota and Honda spent the same amount of time—24 hours—to produce one vehicle in 1998. Despite fluctuations in the gap between the times these companies spent per car, they recorded similar production times in 2001, each spending 22 hours per vehicle. By 2005, both companies further improved their efficiency, reducing their production time to 20 hours—the lowest recorded for any manufacturer during the entire period.
❤1🥰1
FAQ IELTS
📆August 16🇺🇿|📍Nukus | ▪️ Britrish Council 📊TASK 1: The graph below shows the average time spent by four car manufacturers to produce vehicles at their US factories from 1998 to 2005. 📝TASK 2: In many parts of the world, some famous people are considered…
#task2
#positivenegative
Young people today often look to celebrities as their role models, which can significantly shape their lives. While there are some benefits to this trend, I firmly believe it is a negative development. This belief stems from the inappropriate behavior of many celebrities in the media and the fact that these famous individuals tend to be singers, actors, and social media influencers rather than true role models like scholars or doctors.
One factor contributing to the increased influence of celebrities on young people is the nature of online platforms that create fame. These platforms utilize algorithms that favor unusual and viral content, allowing individuals to gain fame overnight. Unfortunately, educational and informative videos are often overshadowed by inappropriate and sensational content. Many celebrities resort to displaying questionable behavior or engaging in risky activities to attract more views and recognition. For example, individuals with heavily tattooed bodies or those participating in dangerous stunts often gain significant attention. As a result, I believe young children should not be encouraged to consume such content or view these individuals as role models.
Furthermore, the range of individuals promoted on social media platforms is largely limited to those who attract public interest, such as singers, actors, and media influencers. There are many other professionals whose contributions are far more valuable than those of these celebrities. For instance, teachers and doctors play crucial roles in society but often remain behind the scenes and receive little promotion on these platforms. This results in a lack of representation for those who can offer meaningful insights and guidance, leaving young people with a narrow view of what constitutes success.
In conclusion, while many young people around the world look up to celebrities as role models, I am convinced that the negative effects of this trend far outweigh any potential benefits. Mainstream media tends to promote viral videos featuring violent or inappropriate content and focuses on stars from public interest areas such as acting and dancing, rather than highlighting individuals who genuinely contribute to social and economic development, like scientists and educators.
#positivenegative
Young people today often look to celebrities as their role models, which can significantly shape their lives. While there are some benefits to this trend, I firmly believe it is a negative development. This belief stems from the inappropriate behavior of many celebrities in the media and the fact that these famous individuals tend to be singers, actors, and social media influencers rather than true role models like scholars or doctors.
One factor contributing to the increased influence of celebrities on young people is the nature of online platforms that create fame. These platforms utilize algorithms that favor unusual and viral content, allowing individuals to gain fame overnight. Unfortunately, educational and informative videos are often overshadowed by inappropriate and sensational content. Many celebrities resort to displaying questionable behavior or engaging in risky activities to attract more views and recognition. For example, individuals with heavily tattooed bodies or those participating in dangerous stunts often gain significant attention. As a result, I believe young children should not be encouraged to consume such content or view these individuals as role models.
Furthermore, the range of individuals promoted on social media platforms is largely limited to those who attract public interest, such as singers, actors, and media influencers. There are many other professionals whose contributions are far more valuable than those of these celebrities. For instance, teachers and doctors play crucial roles in society but often remain behind the scenes and receive little promotion on these platforms. This results in a lack of representation for those who can offer meaningful insights and guidance, leaving young people with a narrow view of what constitutes success.
In conclusion, while many young people around the world look up to celebrities as role models, I am convinced that the negative effects of this trend far outweigh any potential benefits. Mainstream media tends to promote viral videos featuring violent or inappropriate content and focuses on stars from public interest areas such as acting and dancing, rather than highlighting individuals who genuinely contribute to social and economic development, like scientists and educators.
❤3🥰1
Make It Spectacular ✦ Kimo Sounds (Lyrics Video)
Kimo Sounds
[Intro]
Listen close
The clock doesn't wait for ready
Mmm, mmm
Nobody promised you 100 years
Nobody promised you tomorrow at all
You keep waiting on the perfect moment
Like time was something you could stall
We spend our days on Sunday and maybe
Saving the good things for a softer year
But the years don't ask if we're prepared
They just be ready or not from here
[Chorus]
Make it spectacular
Not some day, today
Because we don't have long here
So don't waste it standing still
Makе it spectacular, loud enough to feel
This one short fleeting momеnt is the only one that's real
[Verse 2]
No one gets to keep the years
They only get to spend them well
So stop guarding what you're afraid to lose
And start living like today already has a story to tell
[Chorus]
Make it spectacular
Not some day, today
Because we don't have long here
So don't waste it standing still
Make it spectacular, loud enough to feel
This one short fleeting moment is the only one that's real
[Outro]
Make it spectacular, mmm
While you still can
Listen close
The clock doesn't wait for ready
Mmm, mmm
Nobody promised you 100 years
Nobody promised you tomorrow at all
You keep waiting on the perfect moment
Like time was something you could stall
We spend our days on Sunday and maybe
Saving the good things for a softer year
But the years don't ask if we're prepared
They just be ready or not from here
[Chorus]
Make it spectacular
Not some day, today
Because we don't have long here
So don't waste it standing still
Makе it spectacular, loud enough to feel
This one short fleeting momеnt is the only one that's real
[Verse 2]
No one gets to keep the years
They only get to spend them well
So stop guarding what you're afraid to lose
And start living like today already has a story to tell
[Chorus]
Make it spectacular
Not some day, today
Because we don't have long here
So don't waste it standing still
Make it spectacular, loud enough to feel
This one short fleeting moment is the only one that's real
[Outro]
Make it spectacular, mmm
While you still can
1👍4❤🔥3❤1🔥1🕊1
FAQ IELTS
The diagrams below show changes that have taken place in the Sawry District neighbourhood since 1920. Summarise the information by selecting and reporting the main features and making comparisons where relevant.
#map
#task1
The maps illustrate the remarkable changes that took place in the Sawry district neighbourhood between 1920 and 2020.
Overall, a comparison of the two maps reveals that the area underwent a significant process of urbanisation, with substantial changes to both residential and commercial land use. Several old buildings were replaced or relocated, while new infrastructure and facilities were introduced.
To begin with, on the western side of the area, north of Oak Avenue, the cannery was demolished and replaced by an office complex. In the north-eastern corner, a new bridge was constructed across the river, while the beach along the riverbank was replaced by a cycle path.
In contrast, in 1920, there were several detached houses on both sides of Central Avenue, as well as a single shop to the south. By 2020, however, this area had developed into a more urbanised zone, featuring several blocks of flats and additional shops. Prestwich Primary School was also relocated from its original site north of Milners Lake, which was subsequently occupied by a petrol station. The school was rebuilt to the south of the residential area and was expanded in the process.
#task1
The maps illustrate the remarkable changes that took place in the Sawry district neighbourhood between 1920 and 2020.
Overall, a comparison of the two maps reveals that the area underwent a significant process of urbanisation, with substantial changes to both residential and commercial land use. Several old buildings were replaced or relocated, while new infrastructure and facilities were introduced.
To begin with, on the western side of the area, north of Oak Avenue, the cannery was demolished and replaced by an office complex. In the north-eastern corner, a new bridge was constructed across the river, while the beach along the riverbank was replaced by a cycle path.
In contrast, in 1920, there were several detached houses on both sides of Central Avenue, as well as a single shop to the south. By 2020, however, this area had developed into a more urbanised zone, featuring several blocks of flats and additional shops. Prestwich Primary School was also relocated from its original site north of Milners Lake, which was subsequently occupied by a petrol station. The school was rebuilt to the south of the residential area and was expanded in the process.
❤2🥴1
Forwarded from Farhod Muradov
Media is too big
VIEW IN TELEGRAM
🎬 The Ron Clark Story
A powerful movie about a teacher who refuses to give up on his students. A must-watch for every teacher who believes education can change lives.
A powerful movie about a teacher who refuses to give up on his students. A must-watch for every teacher who believes education can change lives.
❤4⚡1🔥1
#cuecard
#movie
Describe a film that had a strong influence on you.
You should say:
what the film was
what it was about
when you watched it
and explain why it influenced you.
Sample Band 8+ Answer
One film that had a lasting impact on me was The Ron Clark Story, a thought-provoking and inspirational film based on the true story of an ambitious teacher.
I watched it a few years ago, when I was looking for something meaningful and uplifting to watch. The film revolves around Ron Clark, a teacher who moves to a challenging school and is given a class of difficult and unmotivated students. Initially, he struggles to gain their trust and get them interested in learning, but instead of giving up, he comes up with creative ways of teaching and gradually changes their attitude towards education.
What influenced me most was the film's powerful message about perseverance and the importance of believing in other people. I found the main character particularly determined and inspiring, because he continued supporting his students even when things seemed hopeless.
Another thing I really appreciated was the film's emotional depth. It wasn't simply entertaining; it made me reflect on the impact that one person can have on other people's lives. It also reminded me that success often requires patience, resilience and a willingness to overcome setbacks.
Overall, I would describe it as a moving, memorable and genuinely inspiring film, and I think its message has stayed with me long after I finished watching it.
Glossary of short, practical explanations of the highlighted phrases:
had a lasting impact on me — affected me strongly for a long time
thought-provoking — making you think deeply about something
based on the true story — based on real events
ambitious — determined to achieve success or important goals
uplifting — making you feel happier, more hopeful or positive
gain their trust — make people start trusting you
What influenced me most was... — the thing that affected me the most was...
powerful message — a strong and meaningful idea or lesson
main character — the most important person in a film/story
determined — not willing to give up
emotional depth — the ability to express deep and complex emotions
made me reflect on — made me think carefully about something
impact that one person can have on... — the effect one person can have on others
willingness to overcome setbacks — readiness to deal with problems and failures
setbacks — problems or failures that delay progress
genuinely inspiring — truly motivating, not just apparently so
#movie
Describe a film that had a strong influence on you.
You should say:
what the film was
what it was about
when you watched it
and explain why it influenced you.
Sample Band 8+ Answer
One film that had a lasting impact on me was The Ron Clark Story, a thought-provoking and inspirational film based on the true story of an ambitious teacher.
I watched it a few years ago, when I was looking for something meaningful and uplifting to watch. The film revolves around Ron Clark, a teacher who moves to a challenging school and is given a class of difficult and unmotivated students. Initially, he struggles to gain their trust and get them interested in learning, but instead of giving up, he comes up with creative ways of teaching and gradually changes their attitude towards education.
What influenced me most was the film's powerful message about perseverance and the importance of believing in other people. I found the main character particularly determined and inspiring, because he continued supporting his students even when things seemed hopeless.
Another thing I really appreciated was the film's emotional depth. It wasn't simply entertaining; it made me reflect on the impact that one person can have on other people's lives. It also reminded me that success often requires patience, resilience and a willingness to overcome setbacks.
Overall, I would describe it as a moving, memorable and genuinely inspiring film, and I think its message has stayed with me long after I finished watching it.
Glossary of short, practical explanations of the highlighted phrases:
had a lasting impact on me — affected me strongly for a long time
thought-provoking — making you think deeply about something
based on the true story — based on real events
ambitious — determined to achieve success or important goals
uplifting — making you feel happier, more hopeful or positive
gain their trust — make people start trusting you
What influenced me most was... — the thing that affected me the most was...
powerful message — a strong and meaningful idea or lesson
main character — the most important person in a film/story
determined — not willing to give up
emotional depth — the ability to express deep and complex emotions
made me reflect on — made me think carefully about something
impact that one person can have on... — the effect one person can have on others
willingness to overcome setbacks — readiness to deal with problems and failures
setbacks — problems or failures that delay progress
genuinely inspiring — truly motivating, not just apparently so
🔥6
🔥Navbatdagi IELTS natijani kutib oling!🔥
😎 Oʻquvchi: DOVUDBEK RAIMQULOV
👨🎓 Ustoz: Farhod Muradov
🎯 Umumiy bal: 6.0
🧗♀ Urinish: 1-marta
🚀 Kurs: IELTS
☘Tarbiyalagan, o'qishiga sharoit yaratib bergan ota-onasiga va boshqa ustozlariga minnatdorchilik bildiramiz! ☘
📞 Bog'lanish uchun: +99893-174-44-77
👉 @humosevenplus
📍Humo 2-qavat; HAVAS 3-qavat
😎 Oʻquvchi: DOVUDBEK RAIMQULOV
👨🎓 Ustoz: Farhod Muradov
🎯 Umumiy bal: 6.0
🧗♀ Urinish: 1-marta
🚀 Kurs: IELTS
☘Tarbiyalagan, o'qishiga sharoit yaratib bergan ota-onasiga va boshqa ustozlariga minnatdorchilik bildiramiz! ☘
📞 Bog'lanish uchun: +99893-174-44-77
👉 @humosevenplus
📍Humo 2-qavat; HAVAS 3-qavat
🔥16❤5❤🔥2🤩2⚡1🆒1
🔥Navbatdagi IELTS natijani kutib oling!🔥
😎 Oʻquvchi: AYZADA PERNEBEKOVA
👨🎓 Ustoz: Farhod Muradov
🎯 Umumiy bal: 6.5
🧗♀ Urinish: 1-marta
🚀 Kurs: IELTS
☘Tarbiyalagan, o'qishiga sharoit yaratib bergan ota-onasiga va boshqa ustozlariga minnatdorchilik bildiramiz! ☘
📞 Bog'lanish uchun: +99893-174-44-77
👉 @humosevenplus
📍Humo 2-qavat; HAVAS 3-qavat
😎 Oʻquvchi: AYZADA PERNEBEKOVA
👨🎓 Ustoz: Farhod Muradov
🎯 Umumiy bal: 6.5
🧗♀ Urinish: 1-marta
🚀 Kurs: IELTS
☘Tarbiyalagan, o'qishiga sharoit yaratib bergan ota-onasiga va boshqa ustozlariga minnatdorchilik bildiramiz! ☘
📞 Bog'lanish uchun: +99893-174-44-77
👉 @humosevenplus
📍Humo 2-qavat; HAVAS 3-qavat
❤9💘6🥰5🔥2💋2❤🔥1
🔥Yana bir IELTS natijani kutib oling!🔥
😎 Oʻquvchi: MEʼROJBEK ARTIKOV
👨🎓 Ustoz: Farhod Muradov
🎯 Umumiy bal: 6.5
🧗♀ Urinish: 1-marta
🚀 Kurs: IELTS
☘Tarbiyalagan, o'qishiga sharoit yaratib bergan ota-onasiga va boshqa ustozlariga minnatdorchilik bildiramiz! ☘
📞 Bog'lanish uchun: +99893-174-44-77
👉 @humosevenplus
📍Humo 2-qavat; HAVAS 3-qavat
😎 Oʻquvchi: MEʼROJBEK ARTIKOV
👨🎓 Ustoz: Farhod Muradov
🎯 Umumiy bal: 6.5
🧗♀ Urinish: 1-marta
🚀 Kurs: IELTS
☘Tarbiyalagan, o'qishiga sharoit yaratib bergan ota-onasiga va boshqa ustozlariga minnatdorchilik bildiramiz! ☘
📞 Bog'lanish uchun: +99893-174-44-77
👉 @humosevenplus
📍Humo 2-qavat; HAVAS 3-qavat
🔥7❤4🤩4🏆4❤🔥1
🔥Yana bir IELTS natijani kutib oling!🔥
😎 Oʻquvchi: LAZIZBEK MAXKAMOV
👨🎓 Ustoz: Farhod Muradov
🎯 Umumiy bal: 6.5
🧗♀ Urinish: 1-marta
🚀 Kurs: IELTS
☘Tarbiyalagan, o'qishiga sharoit yaratib bergan ota-onasiga va boshqa ustozlariga minnatdorchilik bildiramiz! ☘
📞 Bog'lanish uchun: +99893-174-44-77
👉 @humosevenplus
📍Humo 2-qavat; HAVAS 3-qavat
😎 Oʻquvchi: LAZIZBEK MAXKAMOV
👨🎓 Ustoz: Farhod Muradov
🎯 Umumiy bal: 6.5
🧗♀ Urinish: 1-marta
🚀 Kurs: IELTS
☘Tarbiyalagan, o'qishiga sharoit yaratib bergan ota-onasiga va boshqa ustozlariga minnatdorchilik bildiramiz! ☘
📞 Bog'lanish uchun: +99893-174-44-77
👉 @humosevenplus
📍Humo 2-qavat; HAVAS 3-qavat
🔥8🤩7❤3❤🔥1
🔥Yana bir IELTS natijani kutib oling!🔥
😎 Oʻquvchi: AMIRXON AXRAROV
👨🎓 Ustoz: Farhod Muradov
🎯 Umumiy bal: 6.5
🧗♀ Urinish: 1-marta
🚀 Kurs: IELTS
☘Tarbiyalagan, o'qishiga sharoit yaratib bergan ota-onasiga va boshqa ustozlariga minnatdorchilik bildiramiz! ☘
📞 Bog'lanish uchun: +99893-174-44-77
👉 @humosevenplus
📍Humo 2-qavat; HAVAS 3-qavat
😎 Oʻquvchi: AMIRXON AXRAROV
👨🎓 Ustoz: Farhod Muradov
🎯 Umumiy bal: 6.5
🧗♀ Urinish: 1-marta
🚀 Kurs: IELTS
☘Tarbiyalagan, o'qishiga sharoit yaratib bergan ota-onasiga va boshqa ustozlariga minnatdorchilik bildiramiz! ☘
📞 Bog'lanish uchun: +99893-174-44-77
👉 @humosevenplus
📍Humo 2-qavat; HAVAS 3-qavat
🔥9❤3🤩3❤🔥1
Forwarded from Laziz Uktamov | 8.0 (Laziz)
🎯 IELTS SPEAKING
Can you get Band 9 with an accent? 🌍
A lot of students think good pronunciation means sounding British or American.
It doesn't.
I made a short lesson about what actually matters in IELTS Speaking pronunciation — stress, intonation, individual sounds and more. 🗣
🎧 Full lesson → [pronunciation band 9 features]
What's harder for you: sounds or stress & intonation? 👇
Can you get Band 9 with an accent? 🌍
A lot of students think good pronunciation means sounding British or American.
It doesn't.
I made a short lesson about what actually matters in IELTS Speaking pronunciation — stress, intonation, individual sounds and more. 🗣
🎧 Full lesson → [pronunciation band 9 features]
What's harder for you: sounds or stress & intonation? 👇
❤4⚡1
🔥SEVEN PLUS ACADEMYdan navbatdagi IELTS bomba natija!🔥
😎 Oʻquvchi: MUNISA ORTIQBOYEVA
👨🎓 Ustoz: Farhod Muradov
🎯 Umumiy bal: 8.0
🧗♀ Urinish: 1-marta
🚀 Kurs muddati: 3 oylik dastur.
☘Tarbiyalagan, o'qishiga sharoit yaratib bergan ota-onasiga va boshqa ustozlariga minnatdorchilik bildiramiz! ☘
📞 Bog'lanish uchun: +99893-174-44-77
👉 @humosevenplus
📍Humo 2-qavat; HAVAS 3-qavat
😎 Oʻquvchi: MUNISA ORTIQBOYEVA
👨🎓 Ustoz: Farhod Muradov
🎯 Umumiy bal: 8.0
🧗♀ Urinish: 1-marta
🚀 Kurs muddati: 3 oylik dastur.
☘Tarbiyalagan, o'qishiga sharoit yaratib bergan ota-onasiga va boshqa ustozlariga minnatdorchilik bildiramiz! ☘
📞 Bog'lanish uchun: +99893-174-44-77
👉 @humosevenplus
📍Humo 2-qavat; HAVAS 3-qavat
🔥12❤7👏6❤🔥2👍1
Yana bir guruhimiz IELTS yo‘lini yakunladi.
Rostini aytsam, bu yo‘l oson bo‘lmadi. Na men uchun, na o‘quvchilarim uchun.
Lekin shu yo‘l davomida biz faqat IELTS o‘rganmadik. Biz birga yashadik, birga o‘sdik, birga kuldik, ba’zan charchadik, ba’zan tushkunlikka tushdik, lekin yana davom etdik.
Eng muhimi esa, biz o‘qishning o‘zidan zavqlanishni o‘rgandik.
SEVEN PLUS ACADEMY biz uchun shunchaki dars o‘tiladigan joydan koʻra koʻproq kichik bir jamiyatga aylandi, desak ham bo‘ladi.
Bu jamiyatda kimdir ingliz tilini tez o‘zlashtirdi, kimdir esa ko‘proq mehnat qildi. Kimdir gapirishga qiynaldi, kimdir esa boshqalarga motivatsiya berdi. Lekin har birimizning o‘z o‘rnimiz bor edi. Chunki bu yerda odamni faqat IELTS baliga qarab baholamadik. Kimdir tilga qobiliyatli bo‘lishi mumkin. Kimdir esa boshqa sohada kuchli. Muhimi, har bir insonning ichida ochilishini kutib turgan qandaydir qobiliyat bor. Men uchun ustozlikning eng chiroyli tomoni ham shu.
O‘quvchining avvaliga tortinib o‘tirib, vaqt o‘tishi bilan o‘z fikrini dadil ayta boshlaganini ko‘rish... Avval o‘ziga ishonmagan bolaning bir kuni kelib, “Men uddaladim”, deganini eshitish... Darsdan tashqari hayoti, orzulari, muammolari, rejalarini biz bilan bo‘lishayotganini ko‘rish...
Mana shular — IELTSdan ham qadrliroq. Chunki IELTS natijasiga bir kun erishiladi va hayotning keyingi sahifasiga o‘tiladi. Ammo shu jarayonda insonning o‘zi o‘zgaradi.
O‘ziga bo‘lgan ishonchi ortadi. Fikrini erkinroq ifodalaydi. O‘z imkoniyatlariga boshqacha qaray boshlaydi.
Men doim IELTS muhim emasligini aytganman. Ha, IELTS muhim emas. Chunki IELTS — maqsadning o‘zi emas. Mening eng katta xursandchiligim — o‘quvchilarimning faqat bal olgani emas, balki ularning o‘zlariga ishongan inson bo‘lib chiqayotganini ko‘rishdir. Azizlar, ushbu yoʻlda bizga ishonganingiz uchun katta rahmat!
Bu yo‘lni biz bilan birga bosib o‘tganingiz, bizga o‘z vaqtingizni, kuchingizni va ishonchingizni berganingiz uchun tashakkur.
Sizlarning har biringiz bu akademiyaning bir bo‘lagiga aylandingiz.
Shu o‘rinda o‘quvchilarimizning rivojiga o‘z hissasini qo‘shayotgan insonlarni ham alohida e’tirof etmoqchiman:
- Laziz Oʻktamov — ko‘plab o‘quvchilarga ustozlik qilib kelayotgan, o‘z ishiga chin dildan yondashadigan ajoyib o‘qituvchi.
- Nozanin ustoz — o‘quvchilarimizni qo‘llab-quvvatlab kelayotgan jonkuyar support teacherimiz.
- Feruza ustoz va Saidamir ustoz — speaking club’lar orqali o‘quvchilarimizga yanada ko‘proq gapirish, fikrlash va o‘zini erkin ifodalash imkonini berayotgan ustozlarimiz.
- Va, albatta, bu jarayonda bevosita yoki bilvosita ishtirok etayotgan barcha jamoamiz a’zolariga ham katta rahmat. Sizlarning har biringiz bu hikoyaning bir qismisiz.
Va nihoyat, yana bir narsani aytmoqchiman.
IELTS — bu shunchaki bir natija.
6.5, 7.0 yoki 8.0 olish — albatta, quvonarli. Lekin menimcha, eng katta natija — shu ball ortida turgan inson. Bizning birga o‘tkazgan vaqtimiz, suhbatlarimiz, kulgilarimiz, qiyinchiliklarimiz, bir-birimizdan o‘rganganlarimiz... Mana shu — bizning haqiqiy yutug‘imiz.
Bugun yana bir guruh IELTS yo‘lini yakunladi. Lekin menimcha, bizning hikoyamiz bu bilan tugamaydi. IELTSga tayyorgarlik tugashi mumkin, ammo bu yerda orttirilgan ishonch, do‘stlik, xotiralar va insoniy o‘sish davom etadi.
Barchangizga rahmat!
Birga tarix yaratishda davom etamiz. ❤️
Rostini aytsam, bu yo‘l oson bo‘lmadi. Na men uchun, na o‘quvchilarim uchun.
Lekin shu yo‘l davomida biz faqat IELTS o‘rganmadik. Biz birga yashadik, birga o‘sdik, birga kuldik, ba’zan charchadik, ba’zan tushkunlikka tushdik, lekin yana davom etdik.
Eng muhimi esa, biz o‘qishning o‘zidan zavqlanishni o‘rgandik.
SEVEN PLUS ACADEMY biz uchun shunchaki dars o‘tiladigan joydan koʻra koʻproq kichik bir jamiyatga aylandi, desak ham bo‘ladi.
Bu jamiyatda kimdir ingliz tilini tez o‘zlashtirdi, kimdir esa ko‘proq mehnat qildi. Kimdir gapirishga qiynaldi, kimdir esa boshqalarga motivatsiya berdi. Lekin har birimizning o‘z o‘rnimiz bor edi. Chunki bu yerda odamni faqat IELTS baliga qarab baholamadik. Kimdir tilga qobiliyatli bo‘lishi mumkin. Kimdir esa boshqa sohada kuchli. Muhimi, har bir insonning ichida ochilishini kutib turgan qandaydir qobiliyat bor. Men uchun ustozlikning eng chiroyli tomoni ham shu.
O‘quvchining avvaliga tortinib o‘tirib, vaqt o‘tishi bilan o‘z fikrini dadil ayta boshlaganini ko‘rish... Avval o‘ziga ishonmagan bolaning bir kuni kelib, “Men uddaladim”, deganini eshitish... Darsdan tashqari hayoti, orzulari, muammolari, rejalarini biz bilan bo‘lishayotganini ko‘rish...
Mana shular — IELTSdan ham qadrliroq. Chunki IELTS natijasiga bir kun erishiladi va hayotning keyingi sahifasiga o‘tiladi. Ammo shu jarayonda insonning o‘zi o‘zgaradi.
O‘ziga bo‘lgan ishonchi ortadi. Fikrini erkinroq ifodalaydi. O‘z imkoniyatlariga boshqacha qaray boshlaydi.
Men doim IELTS muhim emasligini aytganman. Ha, IELTS muhim emas. Chunki IELTS — maqsadning o‘zi emas. Mening eng katta xursandchiligim — o‘quvchilarimning faqat bal olgani emas, balki ularning o‘zlariga ishongan inson bo‘lib chiqayotganini ko‘rishdir. Azizlar, ushbu yoʻlda bizga ishonganingiz uchun katta rahmat!
Bu yo‘lni biz bilan birga bosib o‘tganingiz, bizga o‘z vaqtingizni, kuchingizni va ishonchingizni berganingiz uchun tashakkur.
Sizlarning har biringiz bu akademiyaning bir bo‘lagiga aylandingiz.
Shu o‘rinda o‘quvchilarimizning rivojiga o‘z hissasini qo‘shayotgan insonlarni ham alohida e’tirof etmoqchiman:
- Laziz Oʻktamov — ko‘plab o‘quvchilarga ustozlik qilib kelayotgan, o‘z ishiga chin dildan yondashadigan ajoyib o‘qituvchi.
- Nozanin ustoz — o‘quvchilarimizni qo‘llab-quvvatlab kelayotgan jonkuyar support teacherimiz.
- Feruza ustoz va Saidamir ustoz — speaking club’lar orqali o‘quvchilarimizga yanada ko‘proq gapirish, fikrlash va o‘zini erkin ifodalash imkonini berayotgan ustozlarimiz.
- Va, albatta, bu jarayonda bevosita yoki bilvosita ishtirok etayotgan barcha jamoamiz a’zolariga ham katta rahmat. Sizlarning har biringiz bu hikoyaning bir qismisiz.
Va nihoyat, yana bir narsani aytmoqchiman.
IELTS — bu shunchaki bir natija.
6.5, 7.0 yoki 8.0 olish — albatta, quvonarli. Lekin menimcha, eng katta natija — shu ball ortida turgan inson. Bizning birga o‘tkazgan vaqtimiz, suhbatlarimiz, kulgilarimiz, qiyinchiliklarimiz, bir-birimizdan o‘rganganlarimiz... Mana shu — bizning haqiqiy yutug‘imiz.
Bugun yana bir guruh IELTS yo‘lini yakunladi. Lekin menimcha, bizning hikoyamiz bu bilan tugamaydi. IELTSga tayyorgarlik tugashi mumkin, ammo bu yerda orttirilgan ishonch, do‘stlik, xotiralar va insoniy o‘sish davom etadi.
Barchangizga rahmat!
Birga tarix yaratishda davom etamiz. ❤️
❤23⚡7💯5🔥2👏2
Write to: privacyofficer@idp.com
Subject: score breakdown
Dear IDP, My name is ___. In accordance with the GDPR, I am writing to ask for a breakdown of my IELTS scores for the following exam:
Full Name:
Test Date:
Test Centre Number:
Candidate Number: (A 6 digit number that can be found on your TRF Form):
Test Type (Academic or General Training):
Test Type (Paper or Computer Delivered):
A copy of my passport is provided below
I would like to see the breakdown for my Speaking, Writing, Reading and Listening scores.
Subject: score breakdown
Dear IDP, My name is ___. In accordance with the GDPR, I am writing to ask for a breakdown of my IELTS scores for the following exam:
Full Name:
Test Date:
Test Centre Number:
Candidate Number: (A 6 digit number that can be found on your TRF Form):
Test Type (Academic or General Training):
Test Type (Paper or Computer Delivered):
A copy of my passport is provided below
I would like to see the breakdown for my Speaking, Writing, Reading and Listening scores.
🔥1