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  • Help

    Help

    Welcome to Payampersa Online Learning (POL)

    How can we help you? Read the following articles carefully. If you need help on any issue please visit our support team or send your questions to: info@ppli.ir and we will reply as soon as possible.

    Registration Process:
    1. Introduction (This page) >> 2. Registration Information >> 3. Registration Process

  • Online TOEFL, IELTS, GRE, TOLIMO, EPT, EFL

    Payampersa Online Learning: Preparations for TOEFL, IELTS, GRE, TOLIMO, EPT, EFL

    Before you take the TOEFL test, find out the TOEFL requirements of the school to which you are applying. Some U.S. colleges and universities do not require a TOEFL score. In some countries, you can take the TOEFL PBT (paper-based test). If you want to go to graduate school in the United States, do not take the PBT. Take the iBT instead. Why? Because graduate and post graduate students at U.S. universities are expected to teach undergraduate classes. That means you must be able to speak academic English proficiently. That is what the iBT tests. The PBT does not test speaking. In the United States, you can register for the TOEFL iBT online or by phone.

    IELTS provides a profile of your ability to use English. In other words your IELTS result will consist of a score in each of the four skills (listening, reading, writing, speaking) which is then averaged to give the Overall Band Score or final mark. Performance is rated in each skill on a scale of 9 to 1.

     

  • Online Superiority

    Superiority level is in four terms and is only held online. Online Speakers at the Superior level perform all Superior level tasks with academic and professional ease, confidence and competence. They are academically and professionally able to explain in detail and narrate fully, accurately and fluently in all time frames. In addition, Superior speakers handle Superior level tasks and can sustain performance at that level across a variety of academic and professional topics. They can provide a structured argument to support their opinions, and they construct hypotheses fluently. They can easily discuss various topics abstractly, especially those relating to their particular interests and profession and special fields of expertise, but in general, they are more comfortable discussing a variety of academic and professional topics conveniently. Superior speakers demonstrate a well-developed ability to compensate for an imperfect grasp of some forms or for limitations in vocabulary by the confident use of communicative strategies, such as paraphrasing, circumlocution, and illustration. They use precise academic vocabulary and intonation to express meaning and often show great fluency and ease of speech. When called on to perform the complex tasks associated with the Superior level over a variety of topics, their language will be fluently adequate and they never avoid the task altogether, for example, by resorting to simplification through the use of description or narration in place of argument or hypothesis.

  • Online Advanced Plus

    Advanced plus level is in four terms and is only held online. Online Speakers at the Advanced Plus level perform all Advanced-level tasks with academic and professional ease, confidence and competence. They are academically able to explain in detail and narrate fully, accurately and fluently in all time frames. In addition, Advanced Plus speakers handle the tasks pertaining to the Superior level and can sustain performance at that level across a variety of academic and professional topics. They can provide a structured argument to support their opinions, and they may construct hypotheses, and no patterns of error appear. They can discuss many topics abstractly, especially those relating to their particular interests and special fields of expertise, but in general, they are more comfortable discussing a variety of academic topics conveniently. Advanced Plus speakers may demonstrate a well-developed ability to compensate for an imperfect grasp of some forms or for limitations in vocabulary by the confident use of communicative strategies, such as paraphrasing, circumlocution, and illustration. They use precise academic vocabulary and intonation to express meaning and often show great fluency and ease of speech. When called on to perform the complex tasks associated with the Superior level over a variety of topics, their language will be fluently adequate and they may never avoid the task altogether, for example, by resorting to simplification through the use of description or narration in place of argument or hypothesis.

  • Online Advanced

    Online Speakers at the Advanced level perform all Advanced-level tasks with linguistic ease, confidence and competence. They are able to consistently explain in detail and narrate fully and accurately in all time frames. In addition, Advanced speakers handle the tasks pertaining to the Superior level but cannot sustain performance at that level across a variety of topics. They can provide a structured argument to support their opinions, and they may construct hypotheses, but patterns of error appear. They can discuss some topics abstractly, especially those relating to their particular interests and special fields of expertise, but in general, they are more comfortable discussing a variety of topics concretely. Advanced speakers may demonstrate a well-developed ability to compensate for an imperfect grasp of some forms or for limitations in vocabulary by the confident use of communicative strategies, such as paraphrasing, circumlocution, and illustration. They use precise vocabulary and intonation to express meaning and often show great fluency and ease of speech. However, when called on to perform the complex tasks associated with the Superior level over a variety of topics, their language will at times break down or prove inadequate, or they may avoid the task altogether, for example, by resorting to simplification through the use of description or narration in place of argument or hypothesis.

  • Online Upper intermediate

    Online Upper intermediate Speakers are able to handle a large number of communicative tasks with ease and confidence . They participate actively in most informal and some formal exchanges on a variety of concrete topics relating to work, school, home, and leisure activities, as well as to events of current, public, and personal interest or individual relevance. Upper intermediate speakers demonstrate the ability to narrate and describe in all major time frames (past, present, and future) by providing a full account, with good control of aspect, as they adapt flexibly to the demands of the conversation. Narration and description tend to be combined and interwoven to relate relevant and supporting facts in connected, paragraph-length discourse. Upper intermediate speakers can handle successfully and with relative ease the linguistic challenges presented by a complication or unexpected turn of events that occurs within the context of a routine situation or communicative task with which they are otherwise familiar. Communicative strategies such as circumlocution or rephrasing are often employed for this purpose. The speech of Upper intermediate speakers performing Advanced-level tasks is marked by substantial flow. Their vocabulary is fairly extensive although primarily generic in nature, except in the case of a particular area of specialization or interest. Dominant language discourse structures tend to recede, although discourse may still reflect the oral paragraph structure of their own language rather than that of the target language. Upper intermediate speakers contribute to conversations on a variety of familiar topics, dealt with concretely, with much accuracy, clarity and precision, and they convey their intended message without misrepresentation or confusion. They are readily understood by native speakers unaccustomed to dealing with non-natives. When called on to perform functions or handle topics associated with the Superior level, the quality and/or quantity of their speech will generally decline. Upper intermediate speakers are often able to state an opinion or cite conditions; however, they lack the ability to consistently provide a structured argument in extended discourse. Upper intermediate speakers may use a number of delaying strategies, resort to narration, description, explanation or anecdote, or simply attempt to avoid the linguistic demands of Superior-level tasks.

  • Online Intermediate

    Speakers at the Online Intermediate level are able to handle a variety of communicative tasks, although somewhat haltingly at times. They participate actively in most informal and a limited number of formal conversations on activities related to school, home, and leisure activities and, to a lesser degree, those related to events of work, current, public, and personal interest or individual relevance. Intermediate speakers demonstrate the ability to narrate and describe in all major time frames (past, present and future) in paragraph length discourse, but control of aspect may be a little lacking at times. They can handle appropriately the linguistic challenges presented by a complication or unexpected turn of events that occurs within the context of a routine situation or communicative task with which they are otherwise familiar, though at times their discourse may be minimal for the level and strained. Communicative strategies such as rephrasing and circumlocution may be employed in such instances. In their narrations and descriptions, they combine and link sentences into connected discourse of paragraph length. When pressed for a fuller account, they tend to grope and rely on minimal discourse. Their utterances are typically not longer than a single paragraph. Structure of the dominant language is still evident in the use of false cognates, literal translations, or the oral paragraph structure of the speaker's own language rather than that of the target language. While the language of Intermediate speakers may be marked by substantial, albeit irregular flow, it is typically somewhat strained and tentative, with noticeable self-correction and a certain grammatical roughness. The vocabulary of Intermediate speakers is primarily generic in nature. Intermediate speakers contribute to the conversation with sufficient accuracy, clarity, and precision to convey their intended message without misrepresentation or confusion, and it can be understood by native speakers unaccustomed to dealing with non-natives, even though this may be achieved through repetition and restatement. When attempting to perform functions or handle topics associated with the Superior level, the linguistic quality and quantity of their speech will deteriorate significantly.

  • Online Pre-intermediate

    Online Pre Intermediate speakers are able to converse with ease and confidence when dealing with most routine tasks and social situations of the Intermediate level. They are able to handle successfully many uncomplicated tasks and social situations requiring an exchange of basic information related to work, school, recreation, particular interests and areas of competence, though hesitation and errors may be evident. Pre Intermediate speakers handle the tasks pertaining to the Intermediate level, but they are unable to sustain performance at that level over a variety of topics. With some consistency, speakers at the Pre Intermediate level narrate and describe in major time frames using connected discourse of paragraph length. However, their performance of these Pre Intermediate tasks will exhibit one or more features of breakdown, such as the failure to maintain the narration or description semantically or syntactically in the appropriate major time frame, the disintegration of connected discourse, the misuse of cohesive devises, a reduction in breadth and appropriateness of vocabulary, the failure to successfully circumlocute, or a significant amount of hesitation. Pre Intermediate speakers can generally be understood by native speakers unaccustomed to dealing with non-natives, although the dominant language is still evident (e.g. use of code-switching, false cognates, literal translations, etc.), and gaps in communication may occur.

  • Online Elementary

    Speakers at the Online Elementary level are able to handle successfully a variety of uncomplicated communicative tasks in straightforward social situations. Conversation is generally limited to those predictable and concrete exchanges necessary for survival in the target culture; these include personal information covering self, family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, travel and lodging. Elementary speakers tend to function reactively, for example, by responding to direct questions or requests for information. However, they are capable of asking a variety of questions when necessary to obtain simple information to satisfy basic needs, such as directions, prices and services. When called on to perform functions or handle topics at the Advanced level, they provide some information but have difficulty linking ideas, manipulating time and aspect, and using communicative strategies, such as circumlocution. Elementary speakers are able to express personal meaning by creating with the language, in part by combining and recombining known elements and conversational input to make utterances of sentence length and some strings of sentences. Their speech may contain pauses, reformulations and self-corrections as they search for adequate vocabulary and appropriate language forms to express themselves. Because of inaccuracies in their vocabulary and/or pronunciation and/or grammar and/or syntax, misunderstandings can occur, but Elementary speakers are generally understood by sympathetic interlocutors accustomed to dealing with non-natives.

  • Online Starter

    Speakers at the Online Starter level are able to handle successfully a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target language culture. These topics relate to basic personal information covering, for example, self and family, some daily activities and personal preferences, as well as to some immediate needs, such as ordering food and making simple purchases. At the Starter level, speakers are primarily reactive and struggle to answer direct questions or requests for information, but they are also able to ask a few appropriate questions. Starter speakers express personal meaning by combining and recombining into short statements what they know and what they hear from their interlocutors. Their utterances are often filled with hesitancy and inaccuracies as they search for appropriate linguistic forms and vocabulary while attempting to give form to the message. Their speech is characterized by frequent pauses, ineffective reformulations and self-corrections. Their pronunciation, vocabulary and syntax are strongly influenced by their first language but, in spite of frequent misunderstandings that require repetition or rephrasing, Starter speakers can generally be understood by sympathetic interlocutors, particularly by those accustomed to dealing with non-natives.