A useful strategy for dealing with multiple-choice questions on the listening test

Some multiple-choice questions on the listening test seem rather daunting.

Usually there are are three options, but sometimes there are four. To make matters worse, they may be quite long.

How can you read all those words and listen for the right answer at the same time?

Here is a tip that will make 'complete the statement' type multiple-choice questions less daunting.

Look at the stem (i.e., the first part of the sentence) and one or more of the options. Read it as complete statement and then reformulate it as a question.

For example, when you see a multiple-choice question like this:

Students entering the design competition have to . . . A. produce an energy-efficient design. B. adapt an existing energy-saving appliance. C. develop a new use for current technology.

Just ask your self: What do students entering the competition have to do?

There are two benefits from doing this:

1. When listening to dialogues, the question you ask yourself is sometimes very similar to a question that one of the speakers asks the other. Thus, it will be a clear cue that the answer is coming.

2. More importantly, it will also help you focus your attention on the meaning of what the speakers say, rather than the words in the options (which probably won't be mentioned, and if they are mentioned, it probably intended to mislead you.)

To show you what I mean, here are some examples from Section 3 of Test 1 in the IELTS 10.

Question 22 says:

22. John chose a dishwasher because he wanted to make dishwashers . . . A more appealing. B more common. C more economical.

You could ask yourself: Why did John choose a dishwasher? But if you read the options, you can do better than that. Instead ask yourself: In what way did John want to change dishwashers?

(When you listen to the recording for this example and focus on the meaning, you will hear John complain about the boring appearance of most dishwashers. Clearly, he is interested in making them more visually appealing.)

Question 23 says:

The stone in John’s ‘Rockpool’ design is used . . . A for decoration. B to switch it on. C to stop water escaping.

Here, you should ask yourself: What is the stone in John's design used for?

In fact, the correct answer is B, but you won't hear the words 'switch it on'. Instead, you will hear one of the speakers talk about 'starting the dishwasher'. If you just focused on the question and the meaning of what the speakers say, it's relatively easy.

Question 24 says:

In the holding chamber, the carbon dioxide . . . A changes back to a gas. B dries the dishes. C is allowed to cool.

Ask yourself: What happens to carbon dioxide in the holding chamber?

Question 25 says:

At the end of the cleaning process, the carbon dioxide . . . A is released into the air. B is disposed of with the waste. C is collected ready to be re-used.

Ask yourself: What happens to the carbon dioxide at the end of the cleaning process? Or better: Where does the carbon dioxide go at the end of the cleaning process?

In each case, you should have one clear question in your mind for which you a listening for an answer. When you know what you are listening for, it is easier than trying to think about which of the three options matches the information that you hear. In this way, you can avoid tricks and red herrings.