Score Band 7–9 in the IELTS Reading Test Easily Through a Unique Approach. Part 3.

IELTS reading strategies from an IDP and British Council-trained teacher

Photo by Alexey Demidov on Unsplash

IELTS Reading is not simply a language-learning course; it is about mastering effective reading strategies. Many students believe that improving their reading skills is overwhelming, but with the guidance of a professional and experienced teacher, achieving their desired band score becomes much more manageable.

Through studying a wide range of IELTS resources and receiving professional training from IDP Education, I have developed strong expertise in IELTS instruction and strategy-based teaching.

In this lesson, I will explain how I help students approach three important IELTS Reading question types using Cambridge IELTS Book 5, Test 1, Reading Passage 3 as a reference.

How to Effectively Approach Yes/No/Not Given Questions

Many students struggle with Yes/No/Not Given questions by focusing too much on keywords. Instead, I instruct them to understand the statement’s sense and match its meaning with the relevant part of the passage.

The exact words are not always repeated in the text. IELTS often uses synonyms and paraphrasing.

Question 27 — Yes

Text Clue: The environmentalist presents a pessimistic view.

Students should scan for ideas, not only exact words. The wording in the passage may differ, but the meaning remains similar.

Question 28 — Not Given

The word “facts” appears in the text, but the information connected to the question is not relevant.

This is a very important concept in IELTS Reading.

Question 29 — No

Text Clue: The passage explains that more and more food is being produced now, which contradicts the statement.

Therefore, the answer is No.

Question 30 — Not Given

The word “species” appears in the passage, but the information related to the statement is not discussed.

Many students incorrectly believe that “Not Given” means the information is completely absent from the text. This is not true.

For example, in Question 30, the keyword is present, but the relevant information connected to the statement is missing.

Question 31 — Yes

Text Clue: The keyword “associate with” means “linked with.” This is a synonym.

Students must develop the ability to recognize synonyms and paraphrased meanings.

Question 32 — No

Text Clue: The passage explains that the problem is cured not by restricting growth.

This directly contradicts the statement, so the answer is No.

Common Mistakes Students Make

Students often rely on keywords, but this can be misleading. I teach them to focus on the statement’s overall meaning, match sense with the passage, and recognize synonyms and paraphrasing.

I always teach my students to:

• Understand the overall meaning of the statement.
• Match the sense of the question with the passage.
• Recognize synonyms and paraphrasing.
• Avoid making assumptions based only on repeated words.

Most students believe that “Not Given” means the idea is nowhere in the passage. This is incorrect.

Sometimes the keyword is present, but the relevant information is not discussed. For example, in Question 30, the word “species” appears in the text, but the information connected to the statement is missing.

How I Help My Students Approach Multiple Choice Questions (MCQs)

I apply a simple and effective three-step approach.

Step 1: Read the Question First

Underline the important keywords.

Question 33 Keywords:

• aspect of scientific research
• writer
• express concern about

Step 2: Locate the Relevant Paragraph

Find the keywords or their synonyms in the passage and focus on the meaning of the lines.

Step 3: Eliminate Wrong Options

Cross out the incorrect options one by one.

This technique increases accuracy and saves time during the exam.

How I Help My Students Solve These Questions

Question 33

Keywords:

• concern
• scientific research
• aspect

Find these keywords and their synonyms in the passage, then focus on the writer’s concern regarding producing results.

Questions 34–37

Apply the same strategies:

• Identify keywords
• Locate synonyms
• Understand the meaning
• Eliminate incorrect options

Summary Completion

How I Inspire My Students for This Challenging Question Type

Many students fear summary completion questions, but I explain to them that they do not need to write the summary themselves.

The summary is already provided in simple language. Students only need to understand the meaning and complete the missing words correctly.

My Four-Step Approach to Summary Completion

Step 1: Read the Summary First

Do not start with the passage.

Understand the summary before searching for answers.

Step 2: Make the Summary Meaningful

Try to understand the overall idea and flow of information.

Step 3: Locate the Relevant Area in the Passage

The title or topic of the summary can help students identify the correct section of the passage.

Step 4: Check Grammar and Parts of Speech

Grammar plays a very important role in summary completion questions.

Students should check:

• adjectives
• nouns
• verbs
• singular/plural forms
• word form accuracy

Tips for Summary Completion

Tip 1: Use Grammar to Eliminate Options

Grammar can help students quickly remove incorrect answers.

For example, all three blanks may require adjectives.

Tip 2: Watch for Negatives and Contrast Words

Words such as:

• however
• but
• although
• despite

can completely change the meaning.

Example:

“The writer admits ____, but says ____.”

Students must carefully understand the contrast.

Tip 3: Avoid Repeating the Same Words

Do not simply copy nearby words without checking meaning and grammar.

Tip 4: Check Overall Meaning

After filling in the blanks, read the complete summary again and ask:

• Does it make grammatical sense?
• Does it match the meaning of the passage?
• Is the word form correct?

Correct Answers for the Summary Completion

1. long-term
2. right
3. urgent