Don’t Learn, Understand Better

Often most of us get caught up in the world of numbers, getting a high band in IELTS, or any other exams becomes so important for us that we forget the reason for our existence- it is not about getting highs cores, or earning money, it’s about the joy, the joy that learning brings along with it.

Vocabulary is that one area wherein, a maddening rush has been observed amongst English learners. People, often believe the more the words they know, the better their English is. And so, what do they do? They read newspapers, magazines, and dictionary or just get mad making notes. Eminem once said, “It’s not about how many words you know, but rather how many of them you can actually use”. And this is the purpose of vocabulary, to let you describe the fascinating phenomenon of human existence, to let you have the verbal description of things you see around.

When scholars said that vocabulary is important, they meant, if you increase your vocabulary properly, intelligently and systematically- you treat yourself to an all-round, liberal education.

This helps your intellectual level to grow, because you know better words, and you understand different things in a better way. But how does one do that? You do it by understanding words, relating them to your own experiences or observations.
So, stop being a parrot and start becoming a human. Don’t Learn, Understand Better.
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Adjectives # Grammar For IELTS

Adjectives Grammar For IELTS

Anmol is a clever girl. (girl of which kind?)
I love that boy. ( which boy?)
They gave me twenty pens. (How many pens?)
In the above sentences, the highlighted words answers the questions. These words are known as adjectives.
So, what is an adjective?
An adjective is a words used with a noun to describe or point out the person, animal or thing the nouns names, or tell the number or quantity.
Adjective is a word used with a noun to add something for its meaning.

KINDS OF ADJECTIVES

ADJECTIVES OF QUALITY
These adjectives show the kind or quality of a person or thing.
Example-:
She is a clever girl.
It is a stupid thing to do.
Adjectives such as French wine or Indian tea, are also called proper adjectives.
ADJECTIVES OF QUANTITY
These are adjectives that show how much of a thing.
Example-: he did not eat any rice.
The whole sum was deducted.
ADJECTIVES OF NUMBER
These adjectives show “how many” person or thing are meant or in what order.
Example-: she had six rice.
The whole sum was deducted.

    1. DEFINITE NUMERAL-: These show an exact number. Example-:
      There are six pens.
    2. INDEFINITE NUMERAL-: These do not denote an exact number. Example-:
      All, no, many, few, some, any
    3. DISTRIBUTIVE NUMERAL-: These denote each one of a number. Example-:
      Every word of it is true.
      Each one of you must bring your notebooks.

NOTE-: same adjective can be used as quantity or number. Example-:
Adjective of quantity-: I ate some mangoes.
Adjective of quality-: Some boys are very rude.

DEMONSTRATIVE ADJECTIVES
These adjectives answer “which” which person or thing is meant?
Example-: Those men killed the bird.
These mangoes are sour.
NOTE-: THIS and THAT are used with singular nouns, THESE and THOSE with plural nouns.
INTERROGATIVE ADJECTIVES
What, which an whose when used with noun to ask questions are called interrogative adjectives. Example-:
Whose pen is this?
What manner of man is he?
NOTE-: what is used in a general sense, which in a selective sense.

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CO2 Emission # Line Graph

The graph shows the decomposing carbon dioxide emission trends and its drivers, in east Asia and pacific, 1992-2010.
Summarize the information by selecting and reporting the main features and make comparisons where relevant.
Write at least 150 words.

CO2 Emission

CO2 Emission


The graph represents the ejaculation of carbon dioxide ,in East Asia and Pacific, over a period of 18 years, and the factors responsible for the gas emission; CO2 emissions, carbon intensity of GDP, GDP per capita and population.

Between 1992 and 2010, factors affecting CO2 ejection changed to some extent but the most marked change was in GDP per capita. At the beginning of period the effect of GDP per capita was similar to other factors, however, by 2010, it almost quadrupled, rising from a mark of 1 to 4. The other factor which showed similar trend was carbon dioxide emission. The effect of the emanation of CO2 rapidly increased from 1992 to 1996, when it first showed a decline for the next four years. After 2002, a steady increase has been observed, resulting in a significant increase of three times, over the period of 18 years.

In two categories, carbon intensity of GDP and population, the repercussions on CO2 almost halved, declining from a mark of 1 to nearly 0.5 in both cases. Thus, by the end of the period, the highest increase was marked in GDP per capita ,and the lowest on population.

Overall, the graph shows that a dramatic change took place in factors affecting the CO2 emissions over the period of 1992 to 2010, the part of GDP per capita showing the most marked change.

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Prime Age Employment # Line Graph

The graph shows the percentage of men with different degrees, involved in prime age employment, in Unite d States, over a period of, 2000 to 2012.
Summarize the information by selecting and reporting the main features and make comparisons where relevant.
Write at least 150 words.

Prime Age Employment

Prime Age Employment


The graph indicates what percent of men, in United States, attained prime age employment, having different educational qualifications; less than high school, high school diploma, some college, college degree or advanced degree.

Between 2000 and 2012 percentage of men doing prime age employment, changed to some extent, in all five categories, but the most marked change was in men having high school diploma or some college degree. At the beginning of the period the proportion of such men employed in prime age was slightly lower than the ones with college or advanced degree. However, by 2012 this figure had
declined to nearly 80 percent.

The other category wherein the percentage of employment fell over the period was ,less than high school. However, the changes here were much less dramatic. Proportion of men involved in prime age employment remained nearly steady till 2008 when it dipped by few percent; observing a significant increase after 2008.

In two categories, college and advanced degree, the proportion of men employed remained steady, indicating a slight decline during 2008, after which it remained nearly constant. Thus, by the end of period, the highest proportion of men in prime age employment had advanced degree, and the lowest proportion had less than high school.

In conclusion, the graph shows that the patterns of employment in United States changed to some extent over the period of 2002 to 2012, the ones with high school diploma or some college showing the most marked change.
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