IELTS Listening Skills: How to Eliminate Interference Options?

It's always a big difficulty for you to prepare for the IELTS listening test. From your own consideration, English is not often used in our daily life, and we didn't lay a good foundation when we were young. Therefore, for the candidates, the test coefficient is quite large. Even so, the test difficulty will not be reduced, and it will also give you a lot of interference items, which will affect your choice. So how to eliminate the IELTS listening interference? To this end, Xiaobian compiled the IELTS listening skills, hoping to help the candidates.

The trap of original word recurrence of interference items in IELTS listening multiple-choice questions is characterized by the appearance of original words in the options, but the actual meaning is irrelevant.

Please take a look at the following example: Cambridge IELTS Zhenti 8test4section211. Community Groups Are Mainly Concerned

About a. Pedestrian Safety B. traffic jams. C. increased polarization

original: people we've heard from are mainly worried about traffic in the area, and in

particle, the increasing speed of cars near schools. They feel that it’s only

a matter of time before there is an accident as a lot of the children walk to < P>the school.

Analysis: Many students often want to choose option B when they hear "traffic" in the first sentence, but in fact, after a little consideration, they will find that traffic jam is not the same thing as the traffic mentioned in the original text. As long as you continue to listen for a while, the answer will be clear. In fact, what the original text wants to say is the influence of too fast speed on children near the school. So the answer is option a.

Summary: In fact, this kind of trap only needs to pay special attention to the original words with the same options in the original text when listening to the questions. After hearing it, we must quickly compare the words and options we hear as a whole, instead of relying on the blind choice of the original words to generalize, because this kind of interference is often the neglect of the stem type of the interference item of the original words and options. This actually requires us to use appropriate and effective cohesive words properly. In fact, the appropriateness of the use of

cohesive words directly affects whether it is logical and clear, so the two are closely related. Let's look at a paragraph: Cambridge IELTS Zhenti 4 Test 2 Section 2 15.

Students May Lose Self-Esteem If a. They have to change courses B. They don't

Complete a course. C. their family put too much pressure on them (misleading option)

Original: there may be a hug amount of family pressure on you to succeed, And if you

fail a subject or drop out of a course because it's too difficult then you

self-esteem can satisfy.

Analysis: From the original text of this question, we can see that, "a hug amount of family pressure on you"

is indeed consistent with the description of option C, but many students are often eager to make a choice when they hear this, ignoring the very important stem information of multiple-choice questions-"lost self-esteem".

However, the original text did not mention that this kind of pressure will lead to loss of self-esteem, but the pressure from your family to make you succeed. (to succeed), the real synonymous substitution of this question is "drop out of a

course" mentioned in the original text and "They don't complete a course" in the option, so the correct answer should be option B.

Summary:

The characteristic of this type of trap is that the options are completely consistent with the original description, but many candidates tend to ignore the problems or conditions of the questions, which leads to the wrong choice. Moreover, this kind of interference item often likes to put the conditions after the option information in the original text, so that the roast ducks choose first before they have time to react.

Therefore, when there are problems or conditions in the stem of multiple-choice questions, especially when words indicating conditions and reasons such as if ,because, due

to ... appear at the end, we should pay special attention to whether there are conditions or problems in the original text. For example, in the 25 questions of the IELTS test 2 section 3 in Cambridge, the

direction of the winds and currencies in option C coincides with the ocean currents and wind patterns

mentioned in the original text, but the topic asks why it is impossible to emigrate from the east (… was possible due to), while the original text says that the reason for studying ocean currents and wind patterns is to prove its possibility. (…to

find if it was actually possible)。

that's what xiaobian compiled and shared for you today about "IELTS listening skills: how to eliminate interference options?" I hope it will be helpful to you who are preparing for the exam. More about IELTS short question-and-answer breakthrough methods, pay attention to small series and keep updating.