ZabanTube Grammar for IELTS


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‍ ❤️ Not give something a second thought : to not think or worry about sth

💙"I did not give it a second thought when I agreed to help my friend."

💙"You should take the job offer and not give it a second thought."

💙"I do not give my friends criticism a second thought

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For Writing Task 2, it's a good idea to spend the first 5 minutes outlining your main points. Organizing your essay with a clear introduction, body, and conclusion will make the writing process smoother and more comprehensible.


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Common misconceptions about IELTS vocabulary, how it’s assessed, and effective strategies for improving vocabulary for better scores.


📚 Misunderstandings: Many believe high-level words alone boost IELTS scores.

🧩 Vocabulary Assessment: It’s about meaning, collocation, and usage, not just individual words.

📈 CEFR Levels: A1 to C2 levels indicate understanding, not the necessity to use complex vocabulary.

🛠️ Lexical Resource: Vocabulary should be viewed as a tool, used skillfully to enhance clarity.

🗣️ Idioms vs. Clichés: Use idioms carefully; clichés can be effective if applied appropriately.

🎯 Learning Strategies: Focus on context, collocation, and automaticity in vocabulary use.

📖 Vocabulary Resources: Utilize Wordnik books designed for IELTS preparation.



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🔴 IELTS Reading Question Types

💎Paragraph Headings
💎Multiple Choice
💎True, False, Not Given
💎Matching Paragraph Headings
💎Sentence Completion
💎Multiple Choice
💎Short Answer Questions
💎Summary Gap fills
💎Mastering 'Not Given' Questions


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Paragraph Headings

Objective: To practice aligning paragraph headings with the corresponding paragraphs.

In the IELTS Reading section, a common question type involves selecting headings and matching them to specific paragraphs in a text.

This page provides a full reading text along with practice questions.

At the bottom of the page, there’s a discussion of the answers and guidance on identifying the correct matches.

Strategies for Answering
First, skim through the paragraph headings to understand them.
Next, start with the first paragraph. Often, the topic sentence reveals the main idea and answer, so a quick scan of the rest may be sufficient.
Sometimes, though, the answer isn’t in the topic sentence, and reading the whole paragraph carefully is necessary.
If a match isn’t immediately clear, move to the next one.
If you’re uncertain between two options initially, list them both. You may later eliminate one if it better fits another paragraph.
If you’re still undecided between two options by the end, select the one that seems to fit best.



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LEARN TO LOVE TO READ

Cultivating a true love for #reading is like gaining a superpower. We live in an age where all the world's knowledge, every book and piece of wisdom ever recorded, is instantly accessible. The resources for learning are plentiful; it's the drive to learn that’s in short supply.



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#IELTS_Tips: When tackling Reading sections, divide lengthy passages into smaller parts.

Concentrate on understanding the main idea of each paragraph rather than processing every detail. This approach will save you a significant amount of time.


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Some popular ways people say "Hi" in American English:

Hey – Very casual and friendly.
Hello – A bit more formal but still common.
What's up? – A casual way to ask how someone is doing.
Howdy – Friendly and a bit Southern in style.
Hiya – Light and upbeat, often used informally.
How's it going? – Another friendly way to ask how someone is.
Yo – Very informal and often used among friends.
Sup? – A shortened version of "What's up?"
Good to see you – Often used when greeting someone you haven't seen in a while.

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Using #idioms in the #IELTS #speaking test can significantly improve your score because it makes you sound more like a native English speaker!


Explore this new this book that helps you learn and practice the most common idioms.





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#IELTS Reading Tip: To improve your reading speed and comprehension, divide lengthy passages into smaller, more manageable chunks. Instead of meticulously reading every word, prioritize understanding the primary point of each paragraph. This efficient approach will significantly reduce your reading time.

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Mixing Up 'Who' and 'Which'

Mistake: The chart shows the number of students, which is from various countries studying in the UK.

The word "which" incorrectly refers to "students," making the sentence unclear.

Correct Version: The chart shows the number of students from various countries who are studying in the UK.


Why It's Correct: Here, "who" correctly refers to the students, making the relationship clear.


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