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The guide explains required skills, introduces time management through a timed pre-reading stage, and trains learners to skim instructions, headings and diagrams before scanning for key words. A strategy for missing-word analysis is demonstrated using collocation, key-word scanning, and detailed reading to select exact answers, followed by whole-class and pair-based checks, recap and post-reading review.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ielts-general-training-reading-task-type-9-summarynotetableflow-chart-completion-2/449910/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ielts-general-training-reading-task-type-9-summarynotetableflow-chart-completion-2/449910.png","ImageObject",300,407,{"name":92,"@type":93},"Melati","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How should students use the 60-second initial reading time?","Question",{"text":112,"@type":113},"Students look at the text and questions for 60 seconds, then discuss what they did during that time in groups of four to identify why skimming instructions and headings/diagrams is useful.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What strategy helps when filling missing words in the flow-chart?",{"text":117,"@type":113},"Students predict part of speech, use surrounding words for clues about collocation, identify key words to scan for, and consider rephrasing/paraphrasing because the exact key words may not appear.",{"name":119,"@type":110,"acceptedAnswer":120},"What steps should students do after completing the flow-chart answers?",{"text":121,"@type":113},"Students read through answers to ensure logic and check spelling and grammar, then compare in pairs before reviewing the sample answers and worksheet as a whole class.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},449910,1790878080,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","IELTS General Training Reading Task Type 9 (Summary/Note/Table/Flow-chart Completion) (2)– teacher’s notes  \nDescription  \nAn introduction to task type 9 , which introduces the skills required and gives students practice at a sample task.  \n\n| Time required: | 70 minutes |\n| --- | --- |\n| Additional\u003Cbr>materials\u003Cbr>required: | 􀂃 OHT of sample task questions (if required) |\n| Aims: | 􀂃 to introduce task type 9\u003Cbr>􀂃 to raise awareness of different reading strategies and when to use them\u003Cbr>􀂃 to present a strategy to answer task type 9 questions\u003Cbr>􀂃 to raise awareness of common errors on the answer sheet. |\n\nProcedure  \n1. Hand out the sample reading task. Tell students they have 60 seconds to look at the text and questions, but don’t give them any more instructions. Time the students for 60 seconds. At the end of 60 seconds, put students into groups of four. Students discuss what they did during the 60 seconds. Hold a class discussion of the best way to use this time. Elicit the need and reason for skim-reading the instructions (so they know what to look for in the text) and also for skimming the text and looking at headings, diagrams etc. (to get a general idea of the text) .  \n2. Hand out the pre-reading exercise. Students complete it individually, then compare in pairs.  \n3. Whole-class check and discussion of the worksheet.  \n4. Show an OHT of the questions. Focus on the first box of the flow-chart (Q21) . Explain that there are several ways to analyse the information provided to help find the answer:  \n• predict what part of speech the missing word(s) is/are  \n• look at the surrounding words for clues about the missing word in terms of collocation  \n• identify key words to scan the text for and think of other ways these may be expressed or  \nparaphrased, as the key words themselves will probably not be in the text in exactly the same form. Analyse the first question as a class by eliciting or giving the answers to the above:  \n• a noun  \n• verb + noun collocation: to complete + noun  \n• online, complete  \n© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms and Conditions  \n5. Students scan the text looking for the key words. Online appears at the beginning of paragraph 2. The noun in this sentence is application. The collocation submit an application online is similar in meaning to complete an application online. So the answer is application.  \n6. Divide the class in half. Looking at the flow-chart, ask half the class to focus on choosing key words and the other half to focus on examples of collocation.  \n7. Form pairs of students, taking one from each half of the class. They share their ideas from step 6 and predict some possible answers.  \n8. Whole-class check using the OHT to underline key words and collocations and filling in the gaps with possible answers.  \n9. Students do the task, scanning the text for the key words and reading in detail to find the exact words required.  \n10. Remind students to read through their completed answers in the flow-chart to check that it is logical and to check for spelling and grammar mistakes.  \n11. Students compare in pairs.  \n12. Hand out post-reading exercise. Students discuss the answers in pairs.  \n13. Whole-class check of sample task answers and worksheet. Refer back to the text as necessary.  \n14. Recap what the students must do to answer this task type by eliciting the stages of the procedure just practised. Point out that this activity has focused on a flow-chart, but in the examination, candidates may also see notes, tables or diagrams.  \n© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms and Conditions  \nIELTS General Training Reading Task Type 9 (Summary/Note/Table/Flow-chart Completion) (2)– answer keys  \nKey to pre-reading exercise  \n1. Look a","cbCaiaECRPKi9D3F","https://ap.wps.com/l/cbCaiaECRPKi9D3F","pdf",93667,"English","# Procedure\n## Pre-reading exercise and discussion\n## Flow-chart analysis using collocation and key words\n## Task completion and post-reading check\n# Answer keys","[{\"question\":\"How should students use the 60-second initial reading time?\",\"answer\":\"Students look at the text and questions for 60 seconds, then discuss what they did during that time in groups of four to identify why skimming instructions and headings/diagrams is useful.\"},{\"question\":\"What strategy helps when filling missing words in the flow-chart?\",\"answer\":\"Students predict part of speech, use surrounding words for clues about collocation, identify key words to scan for, and consider rephrasing/paraphrasing because the exact key words may not appear.\"},{\"question\":\"What steps should students do after completing the flow-chart answers?\",\"answer\":\"Students read through answers to ensure logic and check spelling and grammar, then compare in pairs before reviewing the sample answers and worksheet as a whole class.\"}]","IELTS General Training Reading Task Type 9 - Summary/Note/Table/Flow-chart Completion (2) | PDF",1790731486,18]