IELTS Preparation Course

Soft Skill offers IELTS preparation course

The International English Language Testing System (IELTS) measures the language proficiency of people who want to study or work where English is used as a language of communication. It uses a nine-band scale to identify levels of ability, from non-user (band score 1) through to expert (band score 9) for the candidates to bring unturned business success.

To impart Soft Skills’ IELTS preparation course, please feel free to call: 9853075288

IELTS Academic or IELTS General Training

The IELTS Academic test is for people applying for higher education or professional registration in an English speaking environment. It reflects some of the features of an academic language and assesses whether you are ready to begin studying or training. This approach is widely supported by the institutions that recognise IELTS. The IELTS General Training test is for those who are going to English speaking countries for secondary education, work experience or training programs. It is also a requirement for migration to Australia, Canada, New Zealand and the UK. The test focuses on necessary survival skills in broad social and workplace contexts. Both versions provide a valid and accurate assessment of the four language skills: listening, reading, writing and speaking.

Soft Skill offers IELTS Preparation Course

Sl.

Name of the Course

Code

Duration

Fee

1

IELTS Very Short Term Preparation Course

ILSVSTPC

15 Days

5000

2

IELTS Short Term Preparation Course

ILSSTPC

1 Month

10000

3

IELTS Intermediate Preparation Course

ILSIPC

45 Days

15000

4

IELTS Core Preparation Course

ILSCPC

2 Months

20000

5

IELTS Intense Preparation Course

ILSIPC

3 Months

30000

6

IELTS Expert Preparation Course

ILSEPC

4 Months

40000

7

IELTS Root Preparation Course

ILSRPC

6 Months

55000

8

IELTS Optimal Preparation Course

ILSOPC

8 Months

70000



  • Soft Skill is appreciated as the number one institution in India. Soft Skill the worthy contributor to the socio-economic development of people from all segments, Soft Skill is nationally awarded as ‘Shiksha Bharati Award-2017’ by the ‘Global Indian Achievers Forum’ and ‘Economic Development Forum’ in New Delhi. Soft Skill is also awarded an international award as ‘Award for Education Excellence 2017’ in Dubai, UAE.
  • Our highly skilful and educated mentors with ever-developing research expertise trainers are always ready and dedicated to rendering their services in optimal quality of our prescribed Teaching Learning Protocol for excellent outputs. We have more than 16 years of experience in the study, research, training and workshop on Soft Skills, especially in Communication Skills and Motivational Counselling Skills. Soft Skill conducts UGC classes in various colleges. Soft Skill also organises Faculty Building Workshops, Summer Camps

Soft Skills IELTS Preparation Course covers a lot of unique features inside its curriculum 

Sl.

Base Curriculum

Special Features

Impact

1

Listening Skills 

Active Listening Secrets, Memory Intelligence Techniques, Comprehension Skills 

Perform High Score in Listening Skills

2

Speaking Skills

Effective Speaking Secrets, Fluent Narration Skills Methods, Language Skills Techniques

Perform High Score in Speaking Test

3

Reading Skills

Intense Reading Skills Techniques, Analytical Reading Secrets, Comprehension Coordination Skills

Perform High Score in Reading Test

4

Writing Skills

Powerful Writing Skills Techniques, Effective Writing Sequence, Impressive Writing Presentation Secrets

Perform High Score in Writing Test

IELTS Listening description

 
Paper format

There are four sections with ten questions each. The questions are designed so that the answers appear in the order they are heard in the audio.

The first two sections deal with situations set in everyday social contexts. In Section 1, there is a conversation between two speakers (for example, a conversation about travel arrangements), and in Section 2, there is a monologue in (for example, a speech about local facilities). The final two sections deal with situations set in educational and training contexts. In Section 3, there is a conversation between two main speakers (for example, two university students in discussion, perhaps guided by a tutor), and in Section 4, there is a monologue on an academic subject.

The recordings are heard only once. They include a range of accents, including British, Australian, New Zealand, American and Canadian.

TimingApproximately 30 minutes (plus 10 minutes transfer time).
No. of questions40
Task typesA variety of question types are used, chosen from the following: multiple choice, matching, plan/map/diagram labelling, form/note/table/flow-chart/summary completion, sentence completion.
AnsweringTest takers write their answers on the question paper as they listen and at the end of the test are given 10 minutes to transfer their answers to an answer sheet. Care should be taken when writing answers on the answer sheet as poor spelling and grammar are penalised.
MarksEach question is worth 1 mark.

IELTS Listening in detail

A detailed look at the paper with links to related resources.

Task type 1 – Multiple choice

Task type and format

In multiple choice tasks, there is a question followed by three possible answers, or the beginning of a sentence followed by three possible ways to complete the sentence. Test takers are required to choose the one correct answer – A, B or C.

Sometimes, test takers are given a longer list of possible answers and told that they have to choose more than one. In this case, they should read the question carefully to check how many answers are required.

Task focusMultiple choice questions are used to test a wide range of skills. The test taker may be required to have a detailed understanding of specific points or an overall understanding of the main points of the listening text.
No. of questionsVariable

Task type 2 – Matching

Task type and formatTest takers are required to match a numbered list of items from the listening text to a set of options on the question paper. The set of options may be criteria of some kind.
Task focusMatching assesses the skill of listening for detail and whether a test taker can understand information given in a conversation on an everyday topic, such as the different types of hotel or guest house accommodation. It also assesses the ability to follow a conversation between two people. It may also be used to assess test takers’ ability to recognise relationships and connections between facts in the listening text.
No. of questionsVariable

Task type 3 – Plan, map, diagram labelling

Task type and formatTest takers are required to complete labels on a plan (eg of a building), map (eg of part of a town) or diagram (e.g. of a piece of equipment). The answers are usually selected from a list on the question paper.
Task focusThis type of task assesses the ability to understand, for example, a description of a place, and to relate this to a visual representation. This may include being able to follow language expressing spatial relationships and directions (e.g. straight on/through the far door).
No. of questionsVariable

Task type 4 – Form, note, table, flow-chart, summary completion

Task type and format

Test takers are required to fill in the gaps in an outline of part or of all of the listening text. The outline will focus on the main ideas/facts in the text. It may be: 
 1. a form: often used to record factual details such as names
 2. a set of notes: used to summarise any type of information using the layout to show how different items relate to one another
 3. a table: used as a way of summarising information which relates to clear categories – e.g. place/time/price, 
 4. a flow-chart: used to summarise a process which has clear stages, with the direction of the process shown by arrows.

Test takers may have to select their answers from a list on the question paper or identify the missing words from the recording, keeping to the word limit stated in the instructions. Test takers do not have to change the words from the recording in any way.

Test takers should read the instructions very carefully as the number of words or numbers they should use to fill the gaps will vary. A word limit is given, for example, ‘NO MORE THAN TWO WORDS AND/OR A NUMBER’. Test takers are penalised for writing more than the stated number of words, and test takers should check this word limit carefully for each task. Contracted words will not be tested. Hyphenated words count as single words.

Task focusThis focuses on the main points which a listener would naturally record in this type of situation.
No. of questionsVariable

Task type 5 – Sentence completion

Task type and format

Test takers are required to read a set of sentences summarising key information from all the listening text or from one part of it. They then fill a gap in each sentence using information from the listening text. A word limit is given, for example, ‘NO MORE THAN ONE WORD AND/OR A NUMBER’.

Test takers are penalised for writing more than the stated number of words. (Test takers should check this word limit carefully for each task: the limit is either ONE, TWO or THREE words). Contracted words will not be tested. Hyphenated words count as single words.

Task focusSentence completion focuses on the ability to identify the key information in a listening text. Test takers have to understand functional relationships such as cause and effect.
No. of questionsVariable

Task type 6 – Short-answer questions

Task type and formatTest takers are required to read a question and then write a short answer using information from the listening text. A word limit is given, for example, ‘NO MORE THAN THREE WORDS AND/OR A NUMBER’. Test takers are penalised for writing more than the stated number of words. (Test takers should check this word limit carefully for each task.) Contracted words will not be tested. Hyphenated words count as single words. Sometimes test takers are given a question which asks them to list two or three points.
Task focusSentence completion focuses on the ability to listen for concrete facts, such as places, prices or times, within the listening text.
No. of questionsVariable

IELTS Listening – how it’s marked

The Listening test is marked by certificated markers, who are regularly monitored to ensure their reliability. All answer sheets, after being marked, are further analysed by Cambridge Assessment English.

Band score conversion

A Band Score conversion table is produced for each version of the Listening test which translates scores out of 40 into the IELTS 9-band scale. Scores are reported in whole bands and half bands.

One mark is awarded for each correct answer in the 40-item test. Care should be taken when writing answers on the answer sheet as poor spelling and grammar are penalised.

IELTS Academic Reading description   

Paper formatThree reading passages with a variety of questions using a number of task types.
Timing60 minutes
No. of questions40
Task typesA variety of question types are used, chosen from the following; multiple choice, identifying information, identifying the writer’s views/claims, matching information, matching headings, matching features, matching sentence endings, sentence completion, summary completion, note completion, table completion, flow-chart completion, diagram label completion and short-answer questions.
SourcesTexts are taken from books, journals, magazines and newspapers, and have been written for a non-specialist audience. All the topics are of general interest. They deal with issues which are interesting, recognisably appropriate and accessible to test takers entering undergraduate or postgraduate courses or seeking professional registration. The passages may be written in a variety of styles, for example narrative, descriptive or discursive/argumentative. At least one text contains detailed logical argument. Texts may contain non-verbal materials such as diagrams, graphs or illustrations. If texts contain technical terms a simple glossary is provided.
AnsweringTest takers are required to transfer their answers to an answer sheet during the time allowed for the test. No extra time is allowed for transfer. Care should be taken when writing answers on the answer sheet as poor spelling and grammar are penalised.
MarksEach question is worth 1 mark.

IELTS Academic Reading in detail

A detailed look at the paper with links to related resources.

Task type 1 – Multiple choice

Task type and format

Test takers are required to choose the best answer from four alternatives (A, B, C or D), or the best two answers from five alternatives (A, B, C, D or E), or the best three answers from seven alternatives (A, B, C, D, E, F or G). Test takers write the letter of the answer they have chosen on the answer sheet. The questions may involve completing a sentence, where they are given the first part of a sentence and then choose the best way to complete it from the options, or could involve complete questions; with the test takers choosing the option which best answers them.

The questions are in the same order as the information in the text: that is, the answer to the first question in this group will be located in the text before the answer to the second question, and so on. This task type may be used with any type of text.

Task focusMultiple choice tests a wide range of reading skills, including detailed understanding of specific points or an overall understanding of the main points of the text.
No. of questionsVariable

Task type 2 – Identifying information

Task type and format

Test takers will be given a number of statements and asked: ‘Do the following statements agree with the information in the text?’ They are then required to write ‘true’, ‘false’ or ‘not given’ in the boxes on their answer sheets.

It is important to understand the difference between ‘false’ and ‘not given’. ‘False’ means that the passage states the opposite of the statement in question; ‘not given’ means that the statement is neither confirmed nor contradicted by the information in the passage.

Students need to understand that any knowledge they bring with them from outside the passage should not play a part when deciding on their answers.

Task focusIdentifying information assesses the test takers’ ability to recognise particular points of information conveyed in the text. It can thus be used with more factual texts.
No. of questionsVariable

Task type 3 – Identifying writer’s views/claims

Task type and format

Test takers will be given a number of statements and asked: ‘Do the following statements agree with the views/claims of the writer?’ They are required to write ‘yes’, ‘no’ or ‘not given’ in the boxes on their answer sheet.

It is important to understand the difference between ‘no’ and ‘not given’. ‘No’ means that the views or claims of the writer explicitly disagree with the statement, i.e. the writer somewhere expresses the view or makes a claim which is opposite to the one given in the question; ‘not given’ means that the view or claim is neither confirmed nor contradicted.

Students need to understand that any knowledge they bring with them from outside the passage should not play a part when deciding on their answers.

Task focusThis type of task assesses the test takers’ ability to recognise opinions or ideas, and so it is often used with discursive or argumentative texts.
No. of questionsVariable

Task type 4 – Matching information

Task type and format

Test takers are required to locate specific information within the lettered paragraphs/sections of a text, and to write the letters of the correct paragraphs/sections in the boxes on their answer sheet.

They may be asked to find: specific details, an example, a reason, a description, a comparison, a summary, an explanation. They will not necessarily need to find information in every paragraph/section of the text, but there may be more than one piece of information that test takers need to locate in a given paragraph/section. When this is the case, they will be told that they can use any letter more than once.

This type of task can be used with any text as it tests a wide range of reading skills, from locating detail to recognising a summary or definition.

Task focusMatching information assesses the test takers’ ability to scan for specific information. Unlike task type 5, Matching headings, it is concerned with specific information rather than with the main idea.
 No. of questionsVariable

Task type 5 – Matching headings

Task type and formatTest takers are given a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc,). A heading will refer to the main idea of the paragraph or section of the text. Test takers must match the heading to the correct paragraphs or sections, which are marked alphabetically. Test takers write the appropriate Roman numerals in the boxes on their answer sheets. There will always be more headings than there are paragraphs or sections, so that some headings will not be used. It is also possible that some paragraphs or sections may not be included in the task. One or more paragraphs or sections may already be matched with a heading as an example for test takers. This task type is used with texts that contain paragraphs or sections with clearly defined themes.
Task focusMatching headers tests the test takers’ ability to recognise the main idea or theme in the paragraphs or sections of a text, and to distinguish main ideas from supporting ones.
 No. of questionsVariable

Task type 6 – Matching features

Task type and formatTest takers are required to match a set of statements or pieces of information to a list of options. The options are a group of features from the text, and are identified by letters. Test takers may, for example, be required to match different research findings to a list of researchers, or characteristics to age groups, events to historical periods, etc. It is possible that some options will not be used, and that others may be used more than once. The instructions will inform test takers if options may be used more than once.
Task focusMatching features assesses the test takers’ ability to recognise relationships and connections between facts in the text and their ability to recognise opinions and theories. It may be used both with factual information, as well as opinion-based discursive texts. Test takers need to be able to skim and scan the text in order to locate the required information and to read for detail.
 No. of questionsVariable

Task type 7 – Matching sentence endings

Task type and formatTest takers are given the first half of a sentence based on the text and asked to choose the best way to complete it from a list of possible options. They will have more options to choose from than there are questions. Test takers must write the letter they have chosen on the answer sheet. The questions are in the same order as the information in the passage: that is, the answer to the first question in this group will be found before the answer to the second question, and so on. This task type may be used with any type of text.
Task focusMatching sentence endings assesses the test takers’ ability to understand the main ideas within a sentence.
 No. of questionsVariable

Task type 8 – Sentence completion

Task type and formatTest takers complete sentences in a given number of words taken from the text. They must write their answers on the answer sheet. The instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words will not be tested. Hyphenated words count as single words. The questions are in the same order as the information in the passage: that is, the answer to the first question in this group will be found before the answer to the second question, and so on. This task type may be used with any type of text.
Task focusMatching sentence endings assesses the test takers’ ability to locate detail/specific information.
 No. of questionsVariable

Task type 9 – Summary, note, table, flow-chart completion

Task type and format

Test takers are given a summary of a section of the text, and are required to complete it with information drawn from the text. The summary will usually be of only one part of the passage rather than the whole. The given information may be in the form of: several connected sentences of text (referred to as a summary), several notes (referred to as notes), a table with some of its cells empty or partially empty (referred to as a table), a series of boxes or steps linked by arrows to show a sequence of events, with some of the boxes or steps empty or partially empty (referred to as a flow-chart).

The answers will not necessarily occur in the same order as in the text. However, they will usually come from one section rather than the entire text.

There are two variations of this task type. Test takers may be asked either to select words from the text or to select from a list of answers.
Where words have to be selected from the passage, the instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark.

Numbers can be written using figures or words. Contracted words are not tested. Hyphenated words count as single words. Where a list of answers is provided, they most frequently consist of a single word.

Because this task type often relates to precise factual information, it is often used with descriptive texts.

Task focusSummarising assesses the test takers’ ability to understand details and/or the main ideas of a section of text. In the variations involving a summary or notes, test takers need to be aware of the type of word(s) that will fit into a given gap (for example, whether a noun is needed, or a verb, etc.).
 No. of questionsVariable

Task type 10 – Diagram label completion

Task type and format

Test takers are required to complete labels on a diagram, which relates to a description contained in the text. The instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark. Numbers can be written using figures or words. Contracted words will not be tested. Hyphenated words count as single words. The answers do not necessarily occur in order in the passage. However, they will usually come from one section rather than the entire text.

The diagram may be of some type of machine, or of parts of a building or of any other element that can be represented pictorially. This task type is often used with texts describing processes or with descriptive texts.

Task focusDiagram label completion assesses the test takers’ ability to understand a detailed description, and to relate it to information presented in the form of a diagram.
 No. of questionsVariable

Task type 11 – Short-answer questions

Task type and format

Test takers answer questions, which usually relate to factual information about details in the text. This is most likely to be used with a text that contains a lot of factual information and detail.

Test takers must write their answers in words or numbers on the answer sheet. Test takers must write their answers using words from the text. The instructions will make it clear how many words/numbers test takers should use in their answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If test takers write more than the number of words asked for, they will lose the mark.
Numbers can be written using figures or words. Contracted words are not tested. Hyphenated words count as single words. The questions are in the same order as the information in the text.

Task focusShort answer questions assess the test takers’ ability to locate and understand precise information in the text.
 No. of questionsVariable

IELTS Academic Reading – how it’s marked

The Academic Reading test is marked by certificated markers, who are regularly monitored to ensure reliability. All answer sheets, after being marked, are further analysed by Cambridge Assessment English.

Band score conversion

A Band Score conversion table is produced for each version of the Academic Reading test, which translates scores out of 40 into the IELTS 9-band scale. Scores are reported in whole bands and half bands.

IELTS General Training Reading description

 
Paper formatThere are three sections. Section 1 may contain two or three short texts or several shorter texts. Section 2 comprises two texts. In Section 3, there is one long text.
Timing60 minutes
No. of questions40
Task typesA variety of question types are used, chosen from the following: multiple choice, identifying information, identifying writer’s views/claims, matching information, matching headings, matching features, matching sentence endings, sentence completion, summary completion, note completion, table completion, flow-chart completion, diagram label completion, short-answer questions.
Sources

The first section, ‘social survival’, contains texts relevant to basic linguistic survival in English with tasks mainly about retrieving and providing general factual information, for example, notices, advertisements and timetables.

The second section, ‘Workplace survival’, focuses on the workplace context, for example, job descriptions, contracts and staff development and training materials.

The third section, ‘general reading’, involves reading more extended prose with a more complex structure. Here, the emphasis is on descriptive and instructive rather than argumentative texts, in a general context relevant to the wide range of test takers involved, for example, newspapers, magazines and fictional and non-fictional book extracts.

AnsweringTest takers are required to transfer their answers to an answer sheet during the time allowed for the test. No extra time is allowed for transfer. Care should be taken when writing answers on the answer sheet as poor spelling and grammar are penalised.
MarksEach question is worth 1 mark.
 

class

Topic Coverage

Term

Daily Test Activity

Term

1          

IELTS & Preparation Methods

1 Hr

Interaction & Counselling

1 Hr

2          

Active Listening Skills

1 Hr

Listening & Speaking Skills

1 Hr

3          

Present Event Description

1 Hr

Speaking & Writing Skills

1 Hr

4          

Future Event Description

1 Hr

Speaking & Writing Skills

1 Hr

5          

Past  Event Description

1 Hr

Speaking & Writing Skills

1 Hr

6          

Revision & Practice

1 Hr

Speaking & Writing Skills

1 Hr

7          

Phonology & Practice

1 Hr

Listening & Reading Skills

1 Hr

8          

Phonology & Practice

1 Hr

Listening & Reading Skills

1 Hr

9          

All Round Description

1 Hr

Speaking & Writing Skills

1 Hr

10      

Topic  & Practice

1 Hr

Speaking & Writing Skills

1 Hr

11      

Topic  & Practice

1 Hr

Speaking & Writing Skills

1 Hr

12      

Topic  & Practice

1 Hr

Speaking & Writing Skills

1 Hr

13      

Phonology & Practice

1 Hr

Listening & Reading Skills

1 Hr

14      

Phonology & Practice

1 Hr

Listening & Reading Skills

1 Hr

15      

Data Interpretation

1 Hr

Speaking & Writing Skills

1 Hr

16      

Data Description

1 Hr

Speaking & Writing Skills

1 Hr

17      

Revision & Practice

1 Hr

Speaking & Writing Skills

1 Hr

18      

Essay Writing Skills

1 Hr

Speaking & Writing Skills

1 Hr

19      

Essay Practice

1 Hr

Speaking & Writing Skills

1 Hr

20      

Event Description Practice

1 Hr

Speaking & Writing Skills

1 Hr

21      

Paragraph Writing Skills

1 Hr

Speaking & Writing Skills

1 Hr

22      

Paragraph Practice

1 Hr

Speaking & Writing Skills

1 Hr

23      

Comprehension  Practice

1 Hr

Listening & Reading Skills

1 Hr

24      

Past State Description

1 Hr

Speaking & Writing Skills

1 Hr

25      

Past State Practice

1 Hr

Speaking & Writing Skills

1 Hr

26      

Past State Practice

1 Hr

Speaking & Writing Skills

1 Hr

27      

Future State Description

1 Hr

Speaking & Writing Skills

1 Hr

28      

Future State Practice

1 Hr

Speaking & Writing Skills

1 Hr

29      

Subject & Object

1 Hr

Listening & Reading Skills

1 Hr

30      

Concept of  Passive

1 Hr

Listening & Reading Skills

1 Hr

31      

Passive Usage Practice

1 Hr

Speaking & Writing Skills

1 Hr

32      

Simple Sentence

1 Hr

Listening & Reading Skills

1 Hr

33      

Simple Sentence  Practice

1 Hr

Speaking & Writing Skills

1 Hr

34      

Conditional Clause

1 Hr

Listening & Reading Skills

1 Hr

35      

Conditional Clause Practice

1 Hr

Listening & Reading Skills

1 Hr

36      

Noun Clause

1 Hr

Listening & Reading Skills

1 Hr

37      

Noun Clause Practice

1 Hr

Speaking & Writing Skills

1 Hr

38      

Indirect Speech Narration

1 Hr

Listening & Reading Skills

1 Hr

39      

Indirect Speech Practice

1 Hr

Speaking & Writing Skills

1 Hr

40      

Motivation & Counselling

1 Hr

Tips & Recommendation

1 Hr



Neelam Vishwakarma (Rated 5 Stars *****) 

Obvious the Best spoken English institute in India. The most wonderful institution where its teaching methods , techniques defines its incredible and incomparable quality. I am really very much helpful from the knowledge I gained from Soft Skill. Soft Skill provides the best learning environment through which we are able to learn anything without memorizing.

 2. Feedback & Success Story

Bidyadhar Behera (Rated 5 Stars *****) 

Wow!

The best methods to improve language skills in English. They provide very innovative note materials to the students. I developed quickly after joining Soft Skill. I suggest all to join Soft Skill for the best training and learning experience.

 3. Feedback & Success Story

Jyoti Lakra (Rated 5 Stars *****) 

Soft Skill is the most interesting English language institute in India. Their classes and material are mind blowing and brain storming. I feel proud to be a student of this institution and I do recommend all must join Soft Skill for their definite improvement.

 4. Feedback & Success Story

Divyani Tudu (Rated 5 Stars *****) 

Softskill is a great institute for all round personality development. It helped me gain self confidence and faith in myself. And this has a very positive effect on my life! Thank You Soft skill for improving my life!

 5. Feedback & Success Story

Jitu Yadav (Rated 5 Stars *****) 

**Technical skills may get u the job but soft skills can make you or break u as a powerful leader****##thnku so much soft skill.

 6. Feedback & Success Story

Tofan Chandra Behera (Rated 5 Stars *****) 

Soft Skill is the best English Language institution in India. I feel great studying here and improved my English and personality to an excellent level. Everyone! Must join Soft skill soon.

 7. Feedback & Success Story

Neha Vishwakarma (Rated 5 Stars *****) 

Soft Skill institution creates the best platform to improve one’s personality, communication skills and all essential skills. Its unique teaching learning process, innovative methods and powerful motivation fetch unturned success, hence it is the most preferred destination for all job and skill seekers.

 8. Feedback & Success Story

Vikash Singh (Rated 5 Stars *****) 

Soft Skill is the BEST ENGLISH INSTITUTION in INDIA, the teachers are highly trained and provide the right kind of teaching. It’s a very unique institution where not only academic but also the overall personality is grown. I am very privileged and proud to be a part of life changing Institution.

 9. Feedback & Success Story

Nikhil Meher (Rated 5 Stars *****) 

This is the most wonderful institution in India 😍😘❤️💓💕 I’m proud of being a student of this institution.

They provide excellent skill development training in India. Recently Soft Skill is awarded SIKSHA BHARATI AWARD 2017 in New Delhi. I appeal everybody to join soft skill.

 10. Feedback & Success Story

Prativa Padhi (Rated 5 Stars *****) 

Here classes are very much exciting. It’s helps greatly increase our English knowledge in its easier techniques. I feel proud to be a student of this institute.

 11. Feedback & Success Story

Sapneswar Sahoo (Rated 5 Stars *****) 

Soft skill is the institute which one famous for brain storming, personal skills development, communication skills development & also a mostly awarded in National level…. Also I have seen the quality of education in my family members…….

 12. Feedback & Success Story

Avinandan Khuntia (Rated 5 Stars *****) 

I would say It’s really a wonderful institution in India. It helps everyone to reach such a position of being capable of everything in all fields. I could develop my personality through it. I am felling so much proud for being a student of this Institution.

 13. Feedback & Success Story

Nasreen Begum (Rated 5 Stars *****) 

In today’s competitive world it is very much essential to have a good personality n have a good command and fluency in English language. Soft skill is not only help to build a strong foundation for English language but also help us to build up a strong personality and face the world……

 14. Feedback & Success Story

Laxmi Majhi (Rated 5 Stars *****) 

This is an best institution for improving communication skills. I study in soft skill. I developed huge confidence after learning here. Dear all must join soft skill.

 15. Feedback & Success Story

Payal Gupta (Rated 5 Stars *****) 

Soft skill is the best institute for the students who want to develop their spoken English. Teaching style is also unique and gives motivation and encouragement to each students very well.🙂

 16. Feedback & Success Story

Kamalini Bhanja (Rated 5 Stars *****) 

Soft kills is a best institute to develop your language skill. I improved my language skill soon because Swakant sir taught English very simple methods. I feel proud to being a student of Soft Skills.

 17. Feedback & Success Story

Sibaprasad Swain (Rated 5 Stars *****) 

Soft Skill is a Good institute. Swakant Sir is so friendly with us. We can share any type of problem with him. He is a Great advisor. He is an Expert teacher and also a good friend.

 18. Feedback & Success Story

Abhinaba Mishra (Rated 5 Stars *****) 

Soft skill is one of the best institutions of India. The teaching style of swakant sir is incredible. The classes are not only English knowledge gaining but also motivational, life knowing ,energy enhancing and encephalon which rejuvenates the depth of knowledge of English grammar as well as literature and communication skill given by swakant sir is the best. Anyone can get best knowledge from soft skill.

 19. Feedback & Success Story

Aparna Panda (Rated 5 Stars *****) 

I feel myself very much lucky, being a part of soft skills . I learned many new things there , like :_

Presentation skills, how to interact with people, what should be our body language , posture and the way of answering questions in a viva, time management, to aim high, how to change or adapt a habit & English speaking and many more. Thanks a lot for all these sir.

 20. Feedback & Success Story

Bhaktaram Dora (Rated 5 Stars *****) 

Soft Skill is The BEST & MOTIVATIONAL INSTITUTE of the WORLD where we get the highest level of education and personality development training. I am feeling very proud to be a part of this institute.

 21. Feedback & Success Story

Santosh Patnaik (Rated 5 Stars *****) 

Soft Skill is a best institute. I got so many ideas from Soft Skill to make myself in a proper way.

 22. Feedback & Success Story

Niraj Singh (Rated 5 Stars *****) 

Soft Skill is The BEST & MOTIVATIONAL INSTITUTE of the WORLD where we get the highest level of education and personality development training. I feel very proud to be a part of this institute.

 23. Feedback & Success Story

Ureka Sahoo (Rated 5 Stars *****) 

Really it is the best institute in India for development of communication skill…. M so glad to be a student of this institute…..

 24. Feedback & Success Story

Bibhu Prasad Sahoo (Rated 5 Stars *****) 

Soft Skill is the best way to learn communication skills and enhance your performance in all areas.

 25. Feedback & Success Story

Amit Kumar Jena (Rated 5 Stars *****) 

At Soft skill the best teaching skill is provided by our Swakant Sir.

26. Feedback & Success Story

Dr. Mamata Soren (Rated 5 Stars *****) 

Soft Skills is the best Spoken English & communication skills development institution

27. Feedback & Success Story

Tapaswini Mahapatra (Rated 5 Stars *****) 

Soft Skill is the best spoken English institution.

28. Feedback & Success Story

Mohammed Fahim (Rated 5 Stars *****) 

beyond expectations learning experience

29. Feedback & Success Story

Sucharita Mohapatra (Rated 5 Stars *****) 

Soft Skill is the Best institution. My life changed into a skilled personality after joining Soft Skill.

Please feel free to call 9853075288 now