Cracking the IELTS True, False and Not Given

Cracking the IELTS True, False and Not Given Questions

  IELTS reading passage questions can be a bit challenging. One of the more intimidating question types are the True, False and Not Given (Yes, No, and No Information are often used as well). These question types are challenging because candidates often get confused between False and Not Given. Before you attempt to answer these question types, you need to ensure that you know what each question is asking. Let’s have a look at what you need to know about this question type.

True (Yes)

When you see a True (Yes) question, you are looking for something that is directly stated in the passage. Often enough, the language that is used is sometimes quite different and synonyms are needed. Candidates may scan the question and find specific keys words. However, they will try to find these key words in the passage and usually end up empty handed. You need to understand that IELTS is not testing simple reading skills. The purpose of the reading passage is to ensure that a candidate is demonstrating comprehension of the English language and that includes understanding synonyms and related vocabulary.

False (No)

A False (No) question refers to information that is not correct. In most cases, the details for the answer are opposite and can eliminated quickly, however, candidates usually struggle with this question type. The most obvious way to answer this question is to look for details from the question and compare that to the information in the passage. It could be as simple as identifying a year or name of a person. What you need to focus on will relate to the details of the question and passage. Later, there will be an excellent example on how to identify a False (No) answer quickly and effectively.

Not Given (No Information)

A Not Given (No Information) question often confuses candidates as they may think it is a False (No) answer. A Not Given (No Information) answer basically reports that there are no details or information about the question in the passage. Often enough, inference (implied) references are used to answer this question type. In saying that, the candidate needs to read around the details in the passage to find the answer. A good example would be information about the subject of the passage that has not been mentioned. If you cannot find any details about the question in the passage, it will most likely be a Not Given (No Information) answer.

How to Answer

 

Cracking the ielts academic reading-labeling from Raymond Ebertt

There are some steps that you need to do first before answering True, False, and Not Given questions. Obviously, reading the question carefully would be a good idea but don’t stop there. As you read the question, you are looking for key words and making synonyms for them. Look at the series of questions below.

False Questions

Step One – Identify Key Words

Starting with the first question, you want to analyze what the question is asking. Have a look below and study the syntax of it while looking for key words.

8. The surface of the Great Pyramid is covered in polished limestone slabs.

After identifying some key words, we need to find synonyms for them. Looking at surface, we could use words like outside, external or exterior. Covered we can use words like enclosed or protected. Polished can be replaced with smooth or refined and slabs refers to sheets or pieces. As you are identifying these keys words, write 1 or 2 synonyms above them and refer back to them as you are searching for the answer. Always try to keep more than 1 word on hand when skimming and scanning as it will help you to narrow down where the answer is found in the passage.

Step 2 – Study the Syntax

Syntax (the arrangement of words and phrases to create well-formed sentences in a language) often provides valuable clues that will assist in identifying an answer. In this question, we can notice a very important piece of information that provides us with the answer to this question.

8. The surface of the Great Pyramid is covered in polished limestone slabs.

This question is stating the Present Tense (today). Therefore, in order for this question to be correct, the pyramid needs to have these polished slabs on the surface now.

Step 3 – Scan the Passage

Now we need to scan the passage and identify where we need to look for the answer. By doing so, we are using the details from the question and relating it to the passage. The question is describing what the pyramid looks like so we need to find which paragraph refers to the appearance or description of the pyramid. In doing so, we can safely say that Paragraph 6 provides details of the pyramid. Have a

look at the paragraph now. For this question, we can quickly determine that the answer is False for these following reasons:

1. The sentence refers to the past tense which contradicts the question “is covered”.
2. “all of which have been stolen” confirms that there are no original slabs left on the surface.

Notice that the word “surface” has been replaced with a synonym “exterior” in the passage. After determining the details and information provided to us, we can answer this question as False.  

Not Given Questions

As mentioned before, Not Given questions are probably the most difficult to answer because it is often confused as a False answer. Let’s look at the following question and go through the steps to answer it correctly. 9) King Khafra died before King Cheops. This question is asking us to determine if one king died before the other. Though it might seem like a simple answer, it is a bit tricky and is often answered as False, which is wrong. To find the answer to this question, we need to scan the passage for any instances of King Khafra and King Cheops. As well, we need to determine when they died and if one died before the other.  After scanning the passage, we find inferences of both kings in Paragraph 5 for King Cheops and Paragraph 7 for King Khafra.

 

 To answer this question, we need to determine who died first. After looking at the details, we learn that there is no information on who died, when they died, and who died before the other. Look at the details below.

• King Cheops built as his tomb 5000 years ago
• King Khafra, the son of Cheops, who was buried in the second largest pyramid

There are no details about King Khafra dying before Cheops, therefore, the best answer to this question is Not Given. For this question to have a False answer, there must be inference to either Cheops or Khafra dying at a specific time before the other. There are no inferences so Not Given is correct.

True Questions

Just as we did with False and Not Given questions, we need to examine the question before answering. Look at the question below. 10) Egyptian carvings were often based on things found in nature. Things found in nature refers to living things. After scanning the passage, we can focus on

Paragraph 8.

 After reading the details from this paragraph, we can clearly see that the carvings the Egyptians made were based on living things. Therefore, the best answer for this question is True.

Conclusion

When confronted with True, False, and Not Given (Yes, No, and No Information) questions, make sure you first scan the question, identify key words, make synonyms, check the syntax, and then go to the passage.  Be confident with your choice between False and Not Given and ensure that there are no details or referents that could make the question False.

Note: If you can’t find the details, it’s probably Not Given

Don’t spend too much time on the False and Not Given questions if you are having issues. Identifying the True answers will help you in understanding the details of the passage. Following these techniques will greatly enhance and improve your chances in getting a better reading score. For more information on reading, reading lessons or consultation, be sure to ask your questions. I am more than happy to help. Come over and visit www.myieltssolutions.com

IELTS and the Benefits of a Virtual Classroom

IELTS and the Benefits of a Virtual Classroom

IELTS and the benefits of virtual classrooms go far beyond the computer screen. With nearly two and a half million IELTS examinations administered alone in 2015, IELTS is one of the most sought after standardized tests worldwide and a test that needs preparation. Traditional IELTS training has been in the classroom, taught by talented and highly trained professionals that focus on developing skills needed when living abroad in an English setting. There has been a shift over to the internet as a platform for learning, but it has been slow. There are quite a few benefits with virtual learning and IELTS. This article will discuss these in detail providing a different alternative to IELTS education.

Virtual Classroom

A virtual classroom, or otherwise known as a virtual learning environment, is a teaching and learning environment where participants can interact, communicate, view and discuss lessons, and engage with learning resources in an online setting. The medium is often through a video conferencing application that allows multiple users to be connected at the same time through the Internet, which allows users from virtually anywhere to participate. Virtual classrooms are popular with continuing and post education accommodating students from various parts of a country or even across the world. Virtual classrooms are supervised and are instructor-led meaning that the student and instructor interact throughout the lesson. There are several benefits of virtual classrooms that outweigh the more traditional learning environments. Let’s have a look at some of the more useful attributes of a virtual classroom, especially for IELTS education.

Cost

By far, cost is the most appealing aspect for learning in a virtual classroom, especially with IELTS. Language schools across the globe offer private sessions and group courses that students can enroll in. There is a cost and for most institutions and it is quite expensive especially in the private tutoring sector. Alone in Melbourne, Australia, private classes range anywhere from $35.00 to $75.00 per hour with the average being $45.00. Australia isn't the only country that offers IELTS classes or courses at this price. London, England course rates range anywhere from 30 to 50 pounds. However, virtual classroom educators can offer the same professional level of education at a fraction of the cost. Because the overhead is limited to website and internet fees, instructors can offer students a more affordable rate. This means that students can purchase more hours at a reduced cost than in a traditional classroom which in turn, provides the student with more opportunities for additional studies.

One on one

Learning in a virtual classroom also provides a student with more of the personal attention. Often, traditional classrooms are large, and students have to wait a significant period of time for their turn to ask questions, use resources or get help. In fact, some teachers in large classrooms find it practically impossible to give one-on-one attention to every student. In contrast, virtual classrooms typically allow time for one-on-one teacher/student interaction, and students often find it easier to get help when they need it. Without the often-hectic atmosphere of a large classroom to deal with, teachers are better able to focus on each student’s unique needs and provide a more customized approach to learning.

Intensive

Intensive study is very effective for IELTS and virtual classrooms is an ideal environment for such. Most students preparing for the IELTS examinations need help with one or two specific skills such as writing or speaking. In a virtual classroom, the students and instructor can effectively approach that specific skill thoroughly covering all the major aspects of that skill in a shorter period of time. Though the approach within a course styled lesson are adequate for long termed learning, they are unproductive when students have time restrictions, especially if he or she has other commitments such as university studies or employment. Virtual classrooms provide the opportunity to concentration on one specific weakness and reinforce it before moving on to another.

Flexibility

Flexibility is another significant benefit of virtual classrooms. Traditional classrooms typically require students to learn based on a rigid schedule. Likewise, students must adapt to an average learning pace in order to make the classroom environment easier to manage. Virtual learning, however, allows students create learning schedules that work for them based on their hobbies, activities, and travel and work schedules. As such, students have more opportunity to pursue their passions and develop a full range of interests. In addition, they aren’t held back by the need to conform. Students learn at their own pace and take breaks when desired. If a student masters a topic quickly, he can move on when he or she is ready rather than getting bored waiting for others to catch up.

Resources

The resources available in a virtual classroom are endless. Students have access to audio and video media, whiteboard collaboration, voice chat, text editing, and much more. The main benefit of a virtual classroom is simply the fact that it provides a viable option to incorporate all of these educational tools for learning from home. Adults have been learning education online for years, obtaining degrees and taking enrichment classes in the comfort and safety of their own homes. Virtual learning provides the same opportunities for teenagers, allowing them to use technology to learn and grow in the familiarity and comfort of their home environments.

My IELTS Solutions

At My IELTS Solutions, I have integrated a highly effective and modern virtual classroom dedicated in providing exceptional education for both one on one and small group sessions. The experience in education that I have built over a course of 16 years is offered to anyone around the world wanting to develop any aspect of English. IELTS is not the only subject offered with TOEFL, TOEIC, SAT-verbal, and general English subjects available for studying. I strongly believe that virtual learning is a powerful tool towards educational success. With virtual classrooms, the opportunities to gain valuable skills are in your reach. I welcome any comments or questions. Come visit www.myieltssolutions.com and see what virtual learning is all about. 

Developing an Outline Plan for IELTS Task 2

In an earlier article I explained how to analyze and determine both the topic and task for an IELTS Task 2 response. In this article, I will be providing a detailed explanation and examples on how to make and use an effective plan or outline. Before even considering writing a response for an IELTS task 2, the candidate needs to develop a fast and reliable outline that will provide guidance throughout the written exam. Without one, there is a danger of writing off topic or even worse, not even competing the response.

To make an effective outline for task 2, there are two things that need consideration.

1. Time

2. Brainstorming

Time is a huge factor when writing a task 2 response. The entire examination is only 60 minutes in length and that includes both task 1 and task 2. A candidate needs to find a quick and efficient way to develop a plan that he or she can use. It needs to be quick because there will only be around 40 minutes remaining from the 1 hour time limit.

Once you have analysed the question in the IELTS test you need to brainstorm some ideas to include in your answer. Brainstorming is an important part of the planning process.  In order to get a good score it will not be enough just to put a list of ideas - you need to extend and explain those ideas.

Developing an outline quickly really isn’t something that can be learned overnight. It will take practice but the more outlines you develop, the faster they will come. The brainstorming and actually outline development is something that is teachable and one thing that we’ll be discussing now.

Here is the question used from the previous article

          Crime rate among teenagers has increased dramatically in many countries

          Discuss some possible reasons for this and suggest solutions

"Give reasons for your answer and include any relevant examples from your own experience or knowledge". 

note: for details and information on finding the topic and understanding the task, refer to the following article

Every IELTS question will have a prompt, additional instructions that you need to follow to successfully write the task. The prompt states

 “"Give reasons for your answer and include any relevant examples from your own experience or knowledge". 

The candidate needs to support the response using applicable reasons and examples and can do so by making “focused questions”

  

Developing Focused Questions 

For this question, you need to write about reasons for the increase in teenage crime and solutions.  In order to make sure that the question is fully answered, is a good idea to develop some focus questions (questions that will help you focus on what you need to write).

These are possible focus questions for this essay question: 

Focused Question 1

Why has teenage crime increased?

Focused Question 2

 What can be done about it? 

Once we have determined two specific “focused questions” we need to brainstorm some answers for them.

 Let’s take a look at some possible ideas.

Focused Question 1

Why has teenage crime increased?

• breakdown in the nuclear family
• lack of things to do

Focused Question 2

 What can be done about it? 

• government – provide better support for families and stricter punishments
• individuals – take responsibility

Once we have identified some answers for the “focused questions” we can now provide support for them.

Extending and Supporting your Ideas 

Candidates need to think about how they are going to extend and support the ideas they have brainstormed. In other words, candidates need to ask themselves further questions about each idea he or she has developed.

For example: 

1. Why has there been a breakdown in the nuclear family? 
2. What is the effect of this? 
3. What is a good example of it? 

Answering questions like these will make sure you have fully supported and explained all your points.

 Here’s an example of how this can be achieved.

For example: 

Why has there been a breakdown in the nuclear family? 

• high divorce rate 

What is the effect of this?

 

• minimal or no male role model; boys go astray and may commit crime

The Outline

Now we can develop a thorough and effective plan from all the questions that were answered above. In doing so, I am going to demonstrate two ways to make an outline. Both are effective and both serve the purpose of designing a plan to follow for the response. The first outline is a “bullet outline” where all the “focused questions” are listed and the answers are provided in bullet form underneath. 

Here is an example.

The outline plan organizes the information in a semi block style format. This is effective for those that like to display information in a logical way.

The second outline is the one I enjoy teaching. I recommend this outline for those that have difficult with time management because it’s a rather fast and unique why of making a plan. Basically, the candidate draws a large circle in the middle of a piece of note paper, divides it in half. The top section is for paragraph 1, and the bottom for paragraph two. The candidate then writes in the “focused questions” and answers them. Past students have found this method quite effective.

Conclusion

The outline can be made anyway that you want as long as you develop some key “focused questions” and provide answers for them. Without an outline, your response will be weak so take a moment and prepare a plan that you can follow as you write the task 2 response.

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Understanding the IELTS Task 2 Question

If you’ve ever attempted to write an IELTS academic task 2 essay, you’ve more than likely spent a bit of time mulling over the question. Sometimes the question is clear cut and the ideas behind it come out rather quickly while other times they don’t. There are several questions that can be asked in the IELTS Task 2 section of the exam.  Here is a small list of possible questions.

• Agree / disagree
• Discuss two opinions
• Advantages & disadvantages
• Causes (reasons) & solutions
• Causes (reasons) & effects
• Problems & solutions
• Compare & contrast

Not every essay will fall into these categories, but most do. You may get some of these tasks mixed up. For example, you could be asked to give your opinion on an issue, and then discuss the advantages or disadvantages of it.  The golden rule is to always read the question very carefully to see exactly what you are being asked to do.

Before beginning to write any task 2 response, there are a couple of things that need to be completed first. This article will look at the two make considerations pertaining to the question for the academic task 2 essay. Keeping in mind that there are literally dozens of question patterns, these techniques will provide you with a valuable platform in understanding the essay question. 

Let’s have a deeper look into one particular question.

The Question

The first thing that needs to be accomplished before writing the task 2 response is to quickly find and identify the topic for the essay. The topic is the purpose of the essay and the basis for the question. Often, candidates will end up writing about the wrong thing because the topic wasn’t fully understood.  If the essay doesn’t relate to the topic, the overall band score for that particular response will be substantially reduced.

So, how do we identify a topic? IELTS task 2 questions are often presented with some form of issue or problem that is currently relevant and affecting society today. The candidate’s mission is to write about that particular issue in a logical and meaningful way. Therefore, the question needs to be read carefully and the issue identified. Normally, there will be a couple of keywords that will help with identifying the topic.

Let’s take a look at this topic from a past IELTS Task 2 exam paper. 

There are two elements to this question, the issue and the task. For now, we’ll focus on the issue.

The crime rate among teenagers has increased dramatically in many countries.

After reading the issue, there are two keywords that stand out, crime rate and teenagers. From this, we can conclude that the issue being presented in this particular task 2 question is teenage crime and further reading tells us that it’s on an increase. The response for this essay will be focusing on teenage crime and the increasing effects of it.

You also need to ensure that issue is clearly identified. Some candidates may identify that the issue is “crime” alone and ignore “teenagers”. If this happens, the essay will be marked as wrong because the essay issue expresses “teenage crime”. When you identify the topic, always look carefully to see if it is being narrowed down to a particular area that you need to focus on. Be certain that the issue is clearly identified before proceeding.

The Task

The second element to this question is what is known as the Task. The “task” is basically the instructions for the essay response. It specifically states what the candidate needs to write about. The task is one of the most important elements of the response as 25% of the band score comes from answering the task correctly.

In order to grade your task response, the examiner will be looking to see if you have answered the question and the elements of the task.  If you have only partially answered the question, this will decrease your grade for this criteria.  

Let’s look at an essay question again and identify the task. 

The task indicated here is “Discuss some possible reasons for this increase and suggest solutions”.  There are two things that need to be answered in the response;

1. Discuss some reasons
2. Suggest solutions

Therefore, the essay will need to include these two elements in order to receive complete scores.

After identifying the task for the response, the candidate can then go ahead and prepare a plan or outline for the essay. In doing so, one paragraph can focus on the causes and the other paragraph can focus on the solutions. We’ll look at paragraph development in another article at a later time.

Let’s practice identifying the topic and tasks on a couple of other IELTS task 2 questions.

This is a common question on the IELTS task 2 module. The issue identified here concerns the positive and negative effects of studying aboard and that it would be more advisable to stay home and learn. An interesting topic indeed and often contemplated by many international students. Now comes the task and here we have a different one that needs a bit of explaining.

The task in this particular question is agree or disagree with the statement. There is also another element that can be beneficial if used correctly “extent”. The task is asking how much you agree or disagree with this issue. This is an excellent opportunity to provide one paragraph with advantages, the second with disadvantages, and a conclusion that states your opinion. 

A later article will explain this writing technique in detail.

Let’s look at one more question.

Here is another interesting issue currently in debate today. Though computers are useful, many feel they are causing problems amongst children and learning. The issue further suggests that teachers need to focus on traditional methods of education and avoid technology in the classroom.  The task again provides an excellent opportunity for the candidate to demonstrate his or her knowledge for supporting this statement or going against it. As well, the conclusion paragraph is a brilliant place to present the writers point of view wrapping the essay up in style.

In later articles, I’ll be discussing how to continue on after identifying the topic and task by explaining how to prepare an effective plan for the essay. If you have found this article useful, please click “like”, link and share with your friends. Any comments or suggests are always welcomed.

IELTS Academic Reading – Cracking the Headings Question

One type of IELTS Academic Reading question that comes up often is the heading question. This question type asks the candidate to match a heading or “title” to a specific paragraph in the passage. The basic principle behind heading questions requires the comprehension for finding the particular topic of a paragraph.  The ability to determine the topic of paragraphs or even passages is a skill that is needed for academic reading and IELTS tests this skill in a couple of ways. Answering heading questions does take a bit of effort but these questions are typically answered quite easily. Look an example of a heading question below.

About Heading Questions

Typically, heading questions come near the beginning of the question series in a particular passage though sometimes they can be found later on in the exam. A good indication that a heading question will appear on an IELTS reading exam is the labeling of the paragraphs by either a letter (A) or number (I). If you see this prior to beginning the reading test, be prepared to see a heading question series.

There are usually 4 to 5 questions that need to be matched to a paragraph and there are always more headings than paragraphs (indicated in the question introductions). The headings are commonly listed as bullets using numerical numbers (i, ii, iii).  The headings are short summary descriptions of the paragraph. A candidate needs to read and comprehend the heading and then match it to the paragraph. There are a few useful tips that a candidate can do prior to answering a heading question. Let’s look at process for answering these question types.

Summarize the Heading

Before beginning to answer the questions, take a bit of time and summarize the heading into your own words. IELTS tests comprehension so you will not see the heading written directly in the passage. What you will see is a summary description of that particular heading. Look at the heading list again below.

As you are reading the headings, write a synonym or summary description above the heading. List a least two different ways to express the same meaning. Look at the following example:

                                main ocean hunters / best marine searchers

                i               Top Ocean Predators

Top Ocean Predators basically means that orcas are the main marine hunters. Using this new term, we could scan the passage find which paragraph this heading would fit. We’ll do that later.

As you make your way down the list of headings and writing synonyms, you’re building a better understanding of the vocabulary being tested. Not only that, you’ll be able to understand where the heading will be used.

Sometimes you will not be able to write 2 different summary expressions. As long as you write one, this should be enough to help you in understanding the meaning.

Determine the Topic of the Paragraph

Good paragraphs are written with topic sentences. Sometimes the topic isn’t visibly clear in the first sentence, but often it is. Paragraphs need structure and writers clearly indicate the topic of the paragraph within the first few words of the sentence. After writing key synonyms for the heading titles, you should then go to the paragraphs.

                1. Read the first line of each paragraph

                2. Mentally summarize the meaning of the first sentence

                3. Jot down a quick topic term for that particular paragraph

                4. Move on and complete the others quickly.

Look at the following paragraph and the notes made.

After reading the first sentence, we only learn that orcas are resourceful hunters and rely on a number of different things for survival. It is not until the second and third sentence that we learn the topic of this paragraph.

We learn that this paragraph deals with the depleting stocks of wild salmon. Further reading also confirms that other fish species that orcas rely on for survival are also endangered or have declined in population. After scanning the rest of the paragraph, it’s clearly obvious that this particular paragraph deals with the depleting stocks of food for the orca.

Check for Transitions

Transitions are used to move smoothly from one paragraph to another. Effective essay writing uses transitions as a way of introducing the next point. Transitions can written in a variety of ways. Here are some commonly used transitional phrases;

                                another

                                a further

                                similar to

                                an additional

When transitions are used, understanding the topic of the paragraph is very simple. The topic will be something either similar to or the opposite of as in this example paragraph.

The transitional phrase Similar to surface impacts, informs the reader that the previous paragraph mentioned surface impacts of noise and that this particular paragraph will focus on underwater noise.

Putting it all Together

After going over the techniques in preparing to answer heading questions, we can now attack them with confidence. The main point to remember is ensuring that you understand the heading and topic sentence in different ways. Don’t rely on the literature in the passage to provide you the answer as in most cases, it won’t help you. You really need to look at the headings and paragraph topics under a different perspective and allow your comprehension to walk you through answering them correctly.

Below is the the entire passage and the questions that accompany it. Test yourself with the techniques explained above and see how you do.

Reading Passage

Issues affecting the southern resident orcas from Raymond Ebertt

Answers

Click here to see the answers


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Cracking the IELTS Academic Reading Labeling Question

Cracking the IELTS academic reading labeling question can be a little tricky. Labeling questions come in all sorts of formats with diagrams and maps being the most common. Candidates need to locate information from the reading passage to correctly label the particular item correctly. Sometimes there are clues that can help in finding the correct answer while other times, it’s not so obvious. The following article provides a breakdown on how to attack the IELTS academic reading labeling question.

Understanding the Question

Labeling questions normally are located somewhere around the middle of the question series meaning that the candidate would have read some of the passage prior to seeing this type of question. The instructions are clear “Label the diagram below” with additional instructions that state “Choose NO MORE THAN THREE WORDS AND/OR NUMBERS from the passage for each answer”. The instructions are very specific. Note the following;

Choose NO MORE THAN THREE WORDS AND/OR NUMBERS

The candidate needs to ensure that the answer contains no more than 3 words and or a number. If four words are written, the answer will be marked wrong.

TIP

Another key point of interest is AND/OR NUMBERS. When this is in the instructions, it’s almost guaranteed numbers will be used as an answer choice.

Where to Start

Questions 4 to 7

Label the diagram below.

Choose NO MORE THAN THREE WORDS AND/OR NUMBERS from the passage for each answer.

Write your answers in boxes 4-7 on your answer sheet.

Q. 4 .............

Q. 5 .............

Q. 6 .............

Q. 7 .............

Choosing a starting point can be time consuming. Looking at this particular diagram, we can see there are labels already added to the diagram. One particular label stands out more than the others and that is the number 756 (feet). We need to focus on what I refer to as keywords, words that generally can’t be made into a synonym. What do I mean? Let’s have a look.

Entry – Entrance, Front Door

King’s Chamber – King’s Room, King’s Residence

756 feet - ?

Two of the three words can be written in different ways therefore, it could be challenging to find them in the passage. 756 feet on the other hand can’t making this particular label easy to locate and a good starting point to find answers for the missing labels.

The following link shows the entire passage.

Cracking the ielts academic reading-labeling from Raymond Ebertt

Using scanning and skimming skills, we can quickly find 756 feet in paragraph 5;

There are about 80 ancient pyramids in Egypt. The Great Pyramid at Giza, which King Cheops built as his tomb 5000 years ago, holds most interest. It stands with two other pyramids on a slight rise overlooking the River Nile. At the centre of the pyramid is the King's Chamber and leading down from there is a long narrow area known as the Grand Gallery. The pyramid covers 13 acres and contains 2,300,000 blocks of limestone, each weighing an average of 1.5 tons. Its pyramidal form has a perfectly square base with sides of 756 feet and a height of 481 feet. Situated directly below the King's Chamber is the Queen's Chamber and there are two air channels leading upwards from the centre of the pyramid to the outside.

Examining the diagram, we learn that 756 feet refers to the base or width of the pyramid. Learning this, we can now examine question 5. Notice how question 5 is similar in appearance with 756 feet. If 756 feet refers to the base or width, question 5 must refer to the height. Reading a bit further in the sentence, we see the reference of 481 feet as the height. This would be the correct label for question 5.

Tip

Good scanning and skimming skills are essential. Another important technique is what I refer to as the “sandwich” technique. A “sandwich” technique is reading a sentence before the keyword and after. This helps in assuring that the meaning of the content is clearly understood. Practice this technique when trying to locate specific information.

Using Content Clues

Content clues are crucial for answering questions, especially with labeling. Content clues provide details and guidance on where to look for a specific answer. This particular paragraph provides all the content clues to answer questions 4, 6 and 7. Let’s look at this following sentence from the paragraph.

At the centre of the pyramid is the King's Chamber and leading down from there is a long narrow area known as the Grand Gallery.

This sentence offers content clues for question 4. We learn that the King’s Chamber is in the center of the diagram and “leading down” takes us to the Grand Gallery. Some common content clues to look out for are prepositions of time and place. Here we can use “leading down” as a clue to what is found at question 4.

Questions 6 and 7 are also answered by using content clues. Studying this sentence, we can quickly determine the answer for question 6.

Situated directly below the King's Chamber is the Queen's Chamber and there are two air channels leading upwards from the centre of the pyramid to the outside.

Again, using the content clue “directly below” takes us to the Queen’s Chamber, the correct answer for question 6.

This leaves us with question 7 which is also found in the same sentence. The content clues of “from the center” and “to the outside” refers to question 7 that shows two areas that need 1 label.

Situated directly below the King's Chamber is the Queen's Chamber and there are two air channels leading upwards from the centre of the pyramid to the outside.

Using these prepositional phrases as content clues quickly guides you around the diagram and helps you to locate the answers effectively.

Final Thoughts

Not every labeling question will have numbers to use as keywords, but most will have a clear starting point. The idea behind answering labeling questions is to find reliable content clues that will provide you with details and information to answer the question. Use these techniques when answering labeling questions and you’ll see a remarkable improvement in answering labeling questions quickly and effectively.

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