1. 2.1 OVERVIEW ON READING SECTION-2 AND STRATEGIES ON
2.2 STRATEGIES ON READING SECTION-2
Matching headings
Pick from a list
2.3 STRATEGIES ON LISTENING SECTION-2
Multiple choice
Labelling a map/ plan
2.4 STRATEGIES ON SPEAKING PART-2 GIVING A TALK (LONG
TURN)
Giving a talk
Introducing the points
Beginning & ending the talk
2.5 INTRODUCTION ON WRITING TASK 2
Analyzing the task
Brainstorming ideas
Organizing ideas into paragraphs
Lecture Two
2. Skills assessed
• Reading for gist
• Reading for main ideas
• Reading for detail
• Understanding inferences and implied meaning
• Recognizing writer’s opinions, attitudes and
purpose
• Following the development of an argument
3. Question type
• Multiple choice
• Identifying information (True/ False/ Not Given)
• Identifying a writer’s views-claims (Yes/ No/Not Given)
• 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
4. 2.2 STRATEGIES ON READING SECTION-2
• Matching Headings
• Pick from a list
5. Matching Headings
This task tests whether you understand the organization of
texts and can identify the main idea or topic in each
section of a text.
For this question type you must choose the heading that
best summarizes the main idea of a section or paragraph
of the passage. There will usually be more headings than
paragraphs or sections. The HEADINGS are given
Roman numerals (I, ii, iii,…x, xi, xii etc), the
PARAGRAPHS are labelled alphabetically.
The headings are always given before the reading
passage.
6. Strategies for Matching headings
1. If there are more headings than sections, read the sections first. If there were the
same number of sections as headings, it would be a good idea to read the headings
first.
2. Skim the passage quickly to get a general idea of its meaning. It is a good idea to
read the first sentence of a short paragraph only. In longer paragraphs, read the first
and last sentence. This technique is called ‘skim-reading’.
3. Some sentences are long so there is no need to read the whole sentence.
Underline key words.
4. The words in the headings will usually not be exactly the same as the words in
the passage. Look for parallel expressions in the passage and the headings.
Parallel expressions are words or phrases with similar meanings to those in the
passage. (Paraphrasing)
5. Read the headings next. If they are long, underline some key words.
6. Re-read the labelled paragraphs and make predictions about the sections.
7. Read the passage at normal speed. Don’t get stuck on parts or words you don’t
understand. Make a guess and go on.
8. After answered all questions, you can go back the ones you aren’t sure about.
Make sure they fit the meaning of the whole paragraph and don’t simply use some
of the same words.
7. Pick from a list
• Multiple – Choice (Pick from a list) question task tests your
ability to understand the main ideas in a text or your
understanding of a specific points or details.
• You will have to choose one answer out of four options, two
answers out of five options, or three out of six options. In
the Reading Section-2, the multiple –choice task always has
two answers out of 5 options. In the case of choosing more
than 2 answers, the order of your answers isn’t important:
for example, if the answers are A, C, E and you can write C,
E, A, they will still be counted as correct. These options
may be sentence endings or answers to questions.
• The questions will be in the same order as the information
in the text. But the options for each question normally do
not follow the order of information in the passage. The
questions and options are normally paraphrases of the
passage.
8. Strategies for ‘Pick from a list’ Task
1. Read the instructions carefully. Note how many answers are
required for each question. Always choose the required number
of options for each question.
2. Read the questions carefully and look for the relevant part of the
passage. Underline parallel expressions in the questions and
passage and eliminate any answers which are obviously wrong.
3. The correct answer is only in the passage, not your opinion. In
some cases an option may be true, but it is wrong in relation to
the question.
4. Once you have identified which section of the text will give you
the answer to a multiple choice question, it can be used to
rephrase what it says in that section in your own words: it may
help you identify the correct answer more quickly.
5. When deciding between the answers to multiple choice
questions, do not be misled by answers that look similar to what
you have read in the text. For example, there is a difference
between ‘experts agree’ (= all experts agree) and ‘some experts
say’ (= not all experts agree, just some)
10. Multiple choice
In section 2 of the listening module examinee
hear one speaker talking about a social and
general interest. This is slightly harder than
section 1. There is usually more than one type of
question. You are given time before you listen, to
read the questions. Use this time effectively.
11. Strategies for a multiple –choice single-answer
question.
1. The time is given before listening to read the question. Use this
time effectively to get an idea of what you are going to listen for.
2. Before you listen, try and predict what the answers will be. This
will help you focus your mind as you read the questions before
you hear the recording and enable you to make better guesses. Ask
yourself the following questions:
• What is the subject of the answer? For example, is it a name, a
date, a country?
• What word fits grammatically? Is it a noun, a verb, an adjective
or an adverb?
• What is the function of the answer? For example, Is it a
comparison, a list, an instruction, a label, a question?
12. Cont.
3. Find the keywords in the questions. This will help
you listen out for the answers which could come
BEFORE or AFTER the keyword. Sometimes,
keywords in listening may be exactly the same as
the question words or they may be synonyms or
parallel expressions.
4. Keep up with tape and look ahead to the next
question to hear all answers to every question.
5. Don’t always write down the first thing you hear.
The recording often refers to a number of possible
answers, but only one answer the question correctly.
13. Example
• Tourist: I’d like to fly out on the twenty third
of July …that’s the Sunday, isn’t it?
• Travel agent: No, that’s the Saturday …the
twenty fourth is the Sunday …
• Tourist: Then the twenty fourth … Yes, I ‘d
like to go on the Sunday.
The answer would be July 24th, not July 23rd.
14. Cont.
6. When you listen to conversation, you will hear
the speakers using discourse markers which act as
‘signposts’ helping to guide you through the talk.
Follow the signposts and keep moving through
the questions.
Look at the example signposts in the monologue
and get expectation to follow in listening section-
2.
15. Signposts
• Good afternoon. … You are all here today
because you’ve decided to stop smoking.
• What I will give you today are various methods
you can choose from.
• The first method I would recommend is …
• Of course, this method does not work for
everyone, but there are other ways to help keep
you on track.
• Another way is ….
• So where do you get them?....
16. Cont.
7. The questions always follow the order of
information in the listening task.
8. The correct answer is only in the listening, not
your opinion. In some cases some choices seem
to be the answer, but only answer half the
question. The choices you make must answer the
whole question.
18. • Maps or plans include plans of buildings, maps of
countries or cities, roadmaps and area plans
amongst others.
• The information you need in order to answer the
questions is in the same order as it is on the
recording.
• There will be some visual information (a map or
plan) which you have to label by
1) writing the information yourself or
2) choosing the answer from a list of options.
These tasks focus to label locations of the places.
21. In the IELTS Listening exam, the maps and plans
are usually very simple, with some parts
labelled. You should use the labelled parts as a
guide when listening. This type of task focuses
on 3). labelling directions.
25. Strategies on labelling a map or plan
1. Read the instruction carefully. Study the drawing
and the heading, if it has one. Try to work out
what the drawing shows.
2. If parts of the drawing have question numbers
(zurgan deerh bogloj bichih too), find the first
question number and notice where the numbers
continue. It means you have to think of ways you
can describe where places are before you listen.
3. Look carefully at the drawing, noting the words
that are given in the map or plan. Make sure you
understand what direction you need to be
following. Is it right or left? North or South?
26. Cont.
4. Circle or underline any keywords or areas. Think of vocabulary
for direction,
for example; on the left, first right, along the road, on your
right, straight ahead, the ground/ first/ second floor, in the
corner/ middle, at the side/ back, behind in front of, opposite
etc… and vocabulary for place and location, such as at the top of,
at the bottom of, next to, immediately opposite, in (a street, town),
near, on the corner, next to, at the end of the street etc.
5. Listen for each place name and find starting point once the CD
begins and follow the speaker’s direction.
6. Think about the meanings of the words in the questions and
box, if there is one. The words may be exactly what you hear or
you may hear different words that mean the same.
7. When you hear the relevant information, listen carefully for the
answer. If you miss an answer, go on to the next question or you
may miss that too.
27. 2.4 STRATEGIES ON SPEAKING PART-2 GIVING A
TALK (LONG TURN)
• Giving a talk
• Introducing the points
• Beginning & ending the talk
28. Speaking Part-2 Individual long turn (3-4 minutes)
This parts tests your ability to talk at length,
organizing your ideas coherently.
You are assessed on your performance throughout
the test by certificated IELTS examiners according
to the IELTS speaking test assessment criteria
• Fluency and Coherency
• Lexical resource
• Grammatical Range and Accuracy
• Pronunciation.
30. Strategies on Speaking Part-2
1. Listen carefully to the examiner to hear which
tense they use in their questions. This will help
you use the correct tenses when you speak.
2. Read the topic carefully, including all the bullet
points, which help give your ideas and a
structure of your talk. The first 2 questions
usually require shorter answers. The last 2
questions require more information.
3. Making notes: Make full use of the minute’s
preparation time and write down key points
according to the given prompts on the card. It is
a good idea to use a mind map.
32. 4. Introduce your talk at the start.
Useful languages for introducing your talk
• Well, I’m going to / I’d like to talk about …
• The story I’m going to talk about is …
• One of the best / the most beautiful X that I’ve
ever seen / heard is …
33. 5. Link your points together and use an appropriate ending.
6. Speak for the full 2 minutes. You don’t need to stop until the
examiner says ‘thank you’.
7. Don’t memorize a talk; the examiner will know you if you do.
8. If the examiner asks you a short question at the end, you only
need to give a very brief answer.
9. In the IELTS Speaking exam you will be judged on your use of
vocabulary. Having a good vocabulary is not just about knowing
lots of words and phrases. You have to know how to use them. If
you use slang in the exam, it might sound inappropriate. Equally,
some words that are extremely formal or old-fashioned are not
often used in speaking and might also sound inappropriate.
10. Speak clearly so that the examiner can hear and understand
you. If you use weak forms correctly, you will be more fluent and
you will sound more like a native speaker. This will get you higher
marks in the exam. Knowing about weak forms will also help you
understand the examiner more easily. Other function words
(grammatical words) also have weak forms.
38. Assessment criteria
1. Task Response
2. Coherence & cohesion
3. Lexical resources
4. Range of grammar & accuracy
39. Criterion1 Task Response
1. Determining the task or Understanding the
question
2. Developing a Thesis Statement
40. Criterion 1. Task Response
#
Question type Topic statements Tasks Instructions
1.
The question
type determines
how you plan
and write your
essay.
The statement outlines a view
or problem. It gives you the
topic or subject of your essay.
It is important to read this
part carefully so your essay
fully answers the question.
This is the part
that tells you
which type of
essay you should
write or which
type of question
you should
answer.
There are fairly
standard and
ask you to give
reasons for
your answers
supported by
examples.
2.
A task with a
single or 2
questions
In today’s world, many
people use mobile phones and
the internet to communicate
with others. This has resulted
in the use of new words and
different forms of spelling
and grammar.
Why do you
think these
changes have
happened? Are
they a positive
or negative
development?
Give reasons
for your
answer and
include any
relevant
examples from
your own
knowledge or
experience.
41. Continue
# Question
type
Topic statements Tasks Instructions
3. For and
against
The age at which children are
allowed to work for money
varies from country to country.
While some people believe it is
wrong, others regard it as a
valuable opportunity to gain an
experience of the work
environment.
Discuss the
arguments for and
against children
participating in paid
work.
Give reasons
for your
answer and
include any
relevant
examples
from your
own
knowledge or
experience.
4. Advantages
and
disadvantage
s
These days, the wealthy in
society often throw away
perfectly good products in
order to replace them with
more up to date models.
Do the environmen-
tal disadvantages of
these developments
outweigh the econo-
mic advantages?
5. Discussing
opinions
Many governments state that
they value equal opportunities
for all but don’t adequate
support for the disabled.
Discuss this view
and give your
opinion.
42. Developing a Thesis Statement
Before you begin writing, you must think about your
thesis statement.
A thesis statement is your main idea. It organizes the
rest of your writing. You need a thesis statement to give
a description and to support your opinion.
43. Let’s do the following practice.
There should be laws to control the amount and type of violence
shown on television programs.
To what extent do you agree or disagree with this statement?
Identify the task
a) Give a description
b) Support your opinion.
c) Explain a problem and ask for a solution
Choose the thesis statement
a) There are many types of programs on television and
each person is free to choose which programs he or she
wants to watch.
b) I enjoy watching police and detective programs on TV
c) We can learn a lot from TV, but it is not a good idea to
spend more than an hour a day watching it.
