As with all tests, adequate preparation is crucial. For many aspiring migrants needing to take an English test, it may have been several years since they took an official exam. Knowing how to prepare effectively and what to expect on the day are key when it comes to securing a successful outcome. Use these five exam preparation tips below to improve your English test results.

1. Familiarise yourself with the type of test questions you will be asked and know what to expect on the day

The official guides published by the testing bodies are an excellent source of information to help you fast-track your learning. They offer materials that replicate the real test questions as well as guidance and strategies for dealing with every task set. Taking a practice test in exam-like conditions helps to improve time management skills and set realistic expectations on your potential performance.

As with all high-stakes tests, security arrangements at the test center are strict. Test takers need to prove their identity via a passport or similarly approved document, so it’s a good idea to arrive at least 30 minutes before the test time and have your documents to hand.

2. Give yourself enough time by setting clear, measurable and achievable goals. This will help keep your motivation up and your end goal in sight

Start with a detailed understanding of your current English proficiency. That makes it easier to focus on any weaker areas ahead of taking the test and plan how long you’ll need to study for to bring your skills up to the required level.

3. Seek English instruction that works for you and matches your specific needs and learning goals

Coursebooks are a good option if you have a little more time to study in the run-up to the test. A rigorous preparation course structure will take you through a series of normally class-based lessons designed to prepare you for the test. Sometimes, however, the best way to prepare for a test is to join a class and receive tuition face-to-face. There is a multitude of courses and they offer class-based or individual tuition, from intensive week-long courses to six-month programs to help brush up on your English skills.

4. Choose quality materials that are at the right level for you – they should stretch you a bit to help you progress so you stay motivated

Digital learning can be very useful, providing opportunities to study at a time that suits and giving lots of feedback opportunities. Many test-takers take advantage of the large amount of free preparation material that includes everything from print and digital course guides to practice tests. A huge amount of information is also posted on YouTube, including tutorials and advice covering the range of different tests on offer.

5. Be persistent – keep practicing at every opportunity

Make the most of those spare minutes to practice your skills. Every workday includes a little downtime so try to incorporate a few short 5 or 10 minute practice activities each day to keep building your knowledge.

IELTS has long been the standardized test approved by the Australian government and the test of choice for visa applicants both for work and study. Since November 2014, in an effort to make it more convenient for applicants, the DIBP has approved a number of additional tests that can be used as proof of English language skills, including TOEFL iBT, Cambridge English Advanced (CAE) and the Pearson Test of English Academic (PTE Academic).

Bonus tip just for PTE Academic test takers

PTE Academic offers a wide range of free and paid materials online that help test takers prepare for their migration visa English test. Of particular note is the Scored Practice Test which gives test takers an indicative score – so they know how close they are to their goal. 

What keeps people from exercising their creative potential? From negative past experiences to the way we see ourselves, there are many things that can hold us back, no matter how old we are. As teachers, it’s our job to help each individual find out what their creative barriers are, whether internal, external or imagined.

Our classrooms, therefore, need to become places where we nourish emotional safety and welcome mistakes. As such, we should encourage a culture that promotes failing as part of learning.  

Here are three activities to help nurture creativity in the primary classroom.

Activity one: My whole self

In this activity, students express themselves in words and images, using a life-sized drawing of their bodies. The aim of this is to help them share their feelings and ideas. With a little adaptation, it can work just as well with teens and young learners. 
Before the lesson, ensure you have enough cardboard or paper for each student. Each piece will need to be approximately 2m long. If you’re using paper, roll it into tubes, so it’s easier to distribute to each student later.

In class, hand out the paper/cardboard to each student. Tell them to draw a life-size outline of themselves on the paper. Students working online can copy the outline you share onto a large piece of paper. They can do this in their notebooks if they don’t have any paper to hand. 

In teen classes

Tell the students that they are free to use their creativity. They should draw, write, and express themselves however they want. If they are stuck for ideas, ask them:

• How do you feel? 
• What are your ambitions? 
• What are you worried about? 
• What do you enjoy?
• What are you looking forward to?

Note that questions should be adapted to your students’ age and level of English. 

During the activity, your students can use colors, stickers, magazines – and anything that will help them express what is in their minds and hearts. 

A note on using this activity in elementary classes

Primary-aged students will need more support. Here are some example instructions:

• In your right hand, write what you do when you feel frustrated. 
• In your right foot, write your favorite song. 
• In your left leg, write the name of the person you get good advice from. 
• In your right arm, write what makes you happy. 
• In your left hand, write your greatest dream. 
• In your left foot, write which cartoon character you would like to be. 
• In your left leg, write what you like to do in your free time. 
• In your left arm, write things you value the most. 
• On your stomach write your favorite meal.

Afterwards, students should explain what they’ve included in their silhouettes to the rest of the class. Encourage students to ask each other respectful questions. 

Activity two: Message in the box

The aim of this activity is to establish a routine where students can share their ideas, thoughts and feelings on a regular basis. 

Have students bring an old box into class (of any type). Encourage them to personalize their boxes with decorative paper, markers, crayons, stickers, etc. 

Instruct students to write an idea, feeling, thought or question down. The complexity of the task will depend on the grade you teach and their level of English. Topic ideas include:

• What are you grateful for today? 
• How do you feel today?  
• What do you wish for? 
• What do you do when you’re angry? 
• What do you like most about yourself?

Have your students write their answers and put them in the box. When everyone has finished, they should take turns to choose a piece of paper at random and read it out loud to the group. 

Wrap up this activity by asking the class, “What things do we have in common as a group?”. This way students will see that everyone has similar worries and dreams and hopefully they’ll be more willing to talk about their feelings in future classes.

Keep the box in a safe place and review the notes after a month to see if peoples' thoughts and feelings have changed since they did the activity.

Activity three: Activity story board

The ideal class environment is one where students feel challenged, but not overwhelmed.  The aim of this activity is to have students reflect on the challenges they have faced in their day-to-day learning and think about what they need to do to improve. 

On a blank piece of paper, ask students to draw two vertical lines and one horizontal line to form six boxes. They should number each box from 1 to 6. Students should then write a challenge or objective in box number six. It should be something that they would like to improve, for example, studying habits, reading skills, doing homework, getting better at exam results, etc. Then encourage them to think of five things they can do to help them reach their objective and write them in boxes 1-5. 

1. Read at least two paragraphs every day
2. Draw what I think is the main idea on paper. 
3. Look up the meaning of words I don´t understand. 
4. Try to increase the number of paragraphs I read each week. 
5. Make a monthly progress chart  to see if I have improved. If not, I need to work on another strategy.
6. My objective:  Ex. Get better at reading comprehension quizzes.

Provide students with your support and constructive feedback. Have them share their objectives with the rest of the class and every couple of weeks check how they are doing. 
Remember to praise their ideas and efforts to improve. Students are more motivated when they feel their teachers are invested in their success.

Here, we look at what some of the strangest English phrases mean – and reveal their origins…

Bite the bullet

Biting a bullet? What a strange thing to do! This phrase means you’re going to force yourself to do something unpleasant or deal with a difficult situation. Historically, it derives from the 19th century when a patient or soldier would clench a bullet between their teeth to cope with the extreme pain of surgery without anesthetic. A similar phrase with a similar meaning, “chew a bullet”, dates to the late 18th century.

Use it: “I don’t really want to exercise today, but I’ll bite the bullet and go for a run.”

Pigs might fly

We all know that pigs can’t fly, so people use this expression to describe something that is almost certain never to happen. It is said that this phrase has been in use since the 1600s, but why pigs? An early version of the succinct “pigs might fly” was “pigs fly with their tails forward”, which is first found in a list of proverbs in the 1616 edition of John Withals’s English-Latin dictionary, A Shorte Dictionarie for Yonge Begynners: “Pigs fly in the ayre with their tayles forward.” Other creatures have been previously cited in similar phrases – “snails may fly”, “cows might fly”, etc, but it is pigs that have stood the test of time as the favored image of an animal that is particularly unsuited to flight! This phrase is also often used as a sarcastic response to mock someone’s credulity.

Use it: “I might clean my bedroom tomorrow.” – “Yes, and pigs might fly.”

Bob’s your uncle

Even if you don’t have an uncle called Bob, you might still hear this idiom! Its origin comes from when Arthur Balfour was unexpectedly promoted to Chief Secretary for Ireland by the Prime Minister of Britain, Lord Salisbury, in 1900. Salisbury was Arthur Balfour’s uncle (possibly his reason for getting the job!) – and his first name was Robert. This phrase is used when something is accomplished or successful – an alternative to “…and that’s that”.

Use it: “You’re looking for the station? Take a left, then the first right and Bob’s your uncle – you’re there!”

Dead ringer

This phrase commonly refers to something that seems to be a copy of something – mainly if someone looks like another person. The often-repeated story about the origin of this phrase is that many years ago, people were sometimes buried alive because they were presumed dead – when actually they were still alive. To prevent deaths by premature burial, a piece of string would supposedly be tied to the finger of someone being buried – and the other end would be attached to a bell above ground. If the person woke up, they would ring the bell – and the “dead” ringer would emerge looking exactly like someone buried only a few hours ago! Other stories point to the practice of replacing slower horses with faster horses – “ringers”. In this case, “dead” means “exact”.

Use it: “That guy over there is a dead ringer for my ex-boyfriend.”

Off the back of a lorry

This is a way of saying that something was acquired that is probably stolen, or someone is selling something that’s stolen or illegitimate. It can also be used humorously to emphasize that something you bought was so cheap that it must have been stolen! “Lorry” is the British version – in the US, things fall off the back of “trucks”. An early printed version of this saying came surprisingly late in The Times in 1968. However, there are many anecdotal reports of the phrase in the UK from much earlier than that, and it is likely to date back to at least World War II. It’s just the sort of language that those who peddled illegal goods during and after WWII would have used.

Use it: “I can’t believe these shoes were so cheap – they must have fallen off the back of a lorry.”