2. How would you describe the reading module
in one word???
• Boring
• Lengthy
• Difficult
• Depressing
• Headache
• Tricky
• Dangerous
• Impossible
• Demotivating
• Unpredictable
• Miserable
• Terrific
• Mysterious
• Confusing
• Meaningless
• Insane
3. Reading module
•Total 40 questions
•3 passages
•Exactly 1 hour to solve (with no extra time for answer
transfer)
•No negative marking.
•The further you go the more difficult the questions
become.
5. Time management
•How do you divide your time???
•Do you think it is working appropriately???
•20 minutes for each passage???
•It is not the best time to recommend!!
6. TIP 1
• Divide the time wisely.
• Go through easy questions first and more quickly to save more time
for the difficult ones.
15 MINUTES FOR SECTION 1
20 MINUTES FOR SECTION 2
25 MINUTES FOR SECTION 3
7. •TIP 2: Read all the instructions carefully. (Number of
words to write, Number of options to select)
•TIP 3 : Keep transferring the already found answers
simultaneously.
•TIP 4 : Spell each answer correctly. Spellings matter.
(Write answers in CAPITALS)
•TIP 5 :Do not spend too much time on any single
question. Mark them for later review.
•TIP 6 : Answer all the questions.
8. •TIP 7 : Read the questions properly
before you start reading the entire
passage at once. It will save a lot of time
as many questions come in order.
9. Which types of questions come in order???
1) Missing words or blanks (One word or two words
answers)
2) True/ False / Not Given
3) Yes/ No/ Not Given (EXCEPTION= THIRD PASSAGE)
4) Multiple choice questions (1 out of 4 / 2 out of 6
or 7)
10. Questions that don’t come in order
1) List of headings
2) Matching information from paragraphs
3) Matching sentence endings or complete the
sentences.
4) Questions at the end of the 3rd passage.
11. Why is it important to know??
• To save time.
• To have a clear strategy to solve each type of
question.
• However, you need to take more practice tests to have
a good idea about implementing the strategies
accurately.
12. Should you know all the words from the
passages???
• The answer is NO.
• Answer to most questions lie in several words only!
• Concentrate on looking for the answers.
• Identify the key words(dates, names, places and
people) and highlight them.
• Don’t get distracted by the words you don’t know!
• Correct answers are paraphrased.
13. Do we need to read the entire passage???
• YES!!!
• First read the questions carefully.
• As you start reading the passage, save time by reading
quickly where you know that the sentence doesn’t
contain the answer.
• Read the sentences slowly and attentively where you
can find the possible answers. Re-read the sentence if
you need.
15. TRUE/ FALSE/ NOT GIVEN
YES/ NO/ NOT GIVEN
•True-False-Not given type of question usually
comes in section 1 and 2.
•Yes-No-Not given type of question usually comes
in section 2 and 3.
•Questions follow the order of text. Answer come
in the same order as questions.
16. How to solve???
• First read the question statement.
• Highlight the key words in questions. Look for names
and dates.
• Try to locate the answer in the passage. Don’t look for
the exact key words in the passage since it might be
paraphrased in the question.
• Once you locate the correct bit of the passage, you
need to answer the question.
17. •If the question is from section 1, then you will be able to
answer the question by reading a single sentence. While
in section 2 you may need to read 2-3 sentences to get
the correct answer.
•Questions in the third section are the hardest. You may
need to read the whole paragraph to answer the single
question. Be ready for that.
•Remember that you need to compare the data for given
facts in passage to answer T-F-NG, while compare the
data from writer’s point of view to answer Y-N-NG.
18. Tips and tricks
• The devil is in details. Compare each and every part of your
question with the text.
• For the answer to be TRUE/ YES, the meaning of both
sentences must be the same.
• For False/ No, there will a direct and clear contradiction.
• If questions contain information that is not stated in the text
or only partial information from the text, the answer most
probably will be “Not given”.
• Do not over think.
20. •QUESTION (T/F/NG)
•The study done by Liu and his colleagues compared
different groups of polar bears.
•TEXT
•A 2014 study by Shi Ping Liu and colleagues shed
lights on the mystery. They compared the genetic
structures of polar bears with that of their closest
relatives from a warmer climate, the brown bears.
21. What is your answer???
• FALSE
• Why??
• QUESTION (T/F/NG)
The study done by Liu and his colleagues compared different groups of
polar bears.
• TEXT
A 2014 study by Shi Ping Liu and colleagues shed lights on the mystery.
They compared the genetic structures of polar bears with that of their
closest relatives from a warmer climate, the brown bears.
• A direct CONTRADICTION.
22. •QUESTION (T/F/NG)
•The polar bear’s mechanism for increasing bone
density could also be used by people one day.
•TEXT
•If the mechanism of bone remodeling in polar
bears can be understood, many bedridden
humans, and even astronauts, could potentially
benefit.
23. What is your answer???
• TRUE
• WHY??
• QUESTION (T/F/NG)
• The polar bear’s mechanism for increasing bone density
could also be used by people one day.
• TEXT
• If the mechanism of bone remodeling in polar bears can be
understood, many bedridden humans, and even astronauts,
could potentially benefit.
24. • Question(T-F-NG)
• Students participating in the job prospects experiment could choose
one of two perspectives to take.
• Text
• For example , in one experiment that took place during the peak of a
recent economic recession, graduating college seniors were asked to
reflect on their job prospects. The students were instructed to
imagine their career either ‘as if you were a distant observer’ or
”before your own eyes as if you were right there”. Participants in the
group assigned to be the ‘distant observer’ role displayed more
wisdom-related reasoning than did participants in the control group.
• The answer is FALSE.
25. • Question(T-F-NG)
• Students participating in the job prospects experiment could choose
one of two perspectives to take.
• Text
• For example , in one experiment that took place during the peak of a
recent economic recession, graduating college seniors were asked to
reflect on their job prospects. The students were instructed to
imagine their career either ‘as if you were a distant observer’ or
”before your own eyes as if you were right there”. Participants in the
group assigned to be the ‘distant observer’ role displayed more
wisdom-related reasoning than did participants in the control group.
• The answer is FALSE.
26. • Question(T-F-NG)
• In the couples experiments, the length of the couples’ relationships had an
impact on the results.
• Text
• In another study, couples in long-term romantic relationships were
instructed to visualize an unresolved relationship conflict either through
the eyes of an outsider or from their own perspective. Participants then
discussed an incident with their partner for 10 minutes, after which they
wrote down their thoughts about it. Couples in the “other’s eye” condition
were significantly more likely to rely on wise reasoning- recognizing others’
perspectives and searching for a compromise- compared to the couples in
the egocentric condition.
• The answer is NOT GIVEN.
• Explanation: There is no information regarding the couples from short-
term relationships.
27. • Question(T-F-NG)
• In both experiments, the participants, who looked at the situation from a
more detached view point tended to make wiser decisions.
• Text
• For example , in one experiment that took place during the peak of a
recent economic recession, graduating college seniors were asked to reflect
on their job prospects. The students were instructed to imagine their
career either ‘as if you were a distant observer’ or ”before your own eyes
as if you were right there”. Participants in the group assigned to be the
‘distant observer’ role displayed more wisdom-related reasoning than did
participants in the control group.
In another study, couples in long-term romantic relationships were
instructed to visualize an unresolved relationship conflict either through
the eyes of an outsider or from their own perspective. Participants then
discussed an incident with their partner for 10 minutes, after which they
wrote down their thoughts about it. Couples in the “other’s eye” condition
were significantly more likely to rely on wise reasoning- recognizing others’
perspectives and searching for a compromise- compared to the couples in
the egocentric condition.
• The answer is TRUE.
28. • Question(T-F-NG)
• In both experiments, the participants, who looked at the situation from a
more detached view point tended to make wiser decisions.
• Text
• For example , in one experiment that took place during the peak of a
recent economic recession, graduating college seniors were asked to reflect
on their job prospects. The students were instructed to imagine their
career either ‘as if you were a distant observer’ or ”before your own eyes
as if you were right there”. Participants in the group assigned to be the
‘distant observer’ role displayed more wisdom-related reasoning than did
participants in the control group.
In another study, couples in long-term romantic relationships were
instructed to visualize an unresolved relationship conflict either through
the eyes of an outsider or from their own perspective. Participants then
discussed an incident with their partner for 10 minutes, after which they
wrote down their thoughts about it. Couples in the “other’s eye” condition
were significantly more likely to rely on wise reasoning- recognizing
others’ perspectives and searching for a compromise- compared to the
couples in the egocentric condition.
• The answer is TRUE.
29. • Main text – In his recent published book, Flora Britannica (1998),
Richard Mabey devotes a whole chapter to garden escapes.
• In the question – The Britannica (1998) by Richard Mabey is devoted
to garden escapes.
Answer – False
• In the question – Flora Britannica was published by Richard Mabey in
1998 and the writer devotes a whole chapter to garden escapes.
Answer – True
• In the question – Flora Britannica was published by Richard Mabey in
1997 and writer devotes a whole chapter to garden escapes.
Answer – False.
30. • Main text – In his recent published book, Flora Britannica (1998),
Richard Mabey devotes a whole chapter to garden escapes.
• In the question – The Britannica (1998) by Richard Mabey is devoted
to garden escapes.
Answer – False
• In the question – Flora Britannica was published by Richard Mabey in
1998 and the writer devotes a whole chapter to garden escapes.
Answer – True
• In the question – Flora Britannica was published by Richard Mabey in
1997 and writer devotes a whole chapter to garden escapes.
Answer – False.
31. • Main text – Many believe that percentages of people who are
involved in accidents are found to be under the influence of alcohol.
• In the question – Percentages of people who are involved in
accidents are found to be under the influence of alcohol had been
well documented.
Answer – False
Explanation – Possibility words like “odd, opportunity or many believe”
used in passage when gets changed to certain words like” convinced,
fact, well documented etc.”, the answer is False.
32. • Main text – Researchers at Bell college of Technology selected
different varieties of deeper-burrowing earthworm species for
mineral content improvement.
• In the question – Researchers at Bell college of Technology selected a
unique variety of deeper-burrowing earthworm species for mineral
content improvement.
Answer – False
Explanation – In the passage the phrase “different varieties” has been
used whereas, the phrase “unique variety” has been used in the
question. Hence, the answer will be false.
33. Last minute tips
TRUE FALSE NOT GIVEN
CERTAIN ALWAYS LESS THAN
SOME FULLY MORE THAN
MOST COMPLETELY HIGHER THAN
CAN WHOLE GREATER THAN
IS POSSIBLE ALL, ENTIRELY BIGGER THAN
MAY ONLY, MUST
SOMETIMES IS SIGNIFICANT
FREQUENTLY IS CRITICAL
ANY, LITTLE, NEVER
34. List of Headings
• Task:
• Choosing a heading from the list which matches the section or the
paragraph asked
• Skills:
• Understanding the aim of the section
• Identify the difference between the main idea and the supporting
points. Find out these points by contradictory linkers like however,
whilst, nevertheless and so on.
• Understanding the overall message of the paragraph
35. TIPS
• There are more headings than sections.
• Try to solve the LOH first for that passage and then go
for the solution of other questions for that passage. It
will be solved more quickly as you would already have
read the whole content.
• Match all the headings in the question sheet first,
then transfer the answers to the answer sheet.
36. How to solve???
• First look through all the headings.
• Analyze the heading to understand what information the section should
contain
• Read the first paragraph quickly. Do not try to memorize the information or
vocabulary. Just get the general idea of what it’s about.
• However, if you find any key words such as names, dates or theories,
highlight them for other type of questions. It will save a great amount of
your time.
• After reading the first paragraph, go to the list of headings and try to find
the heading which sums that paragraph the best.
37. • Use elimination method. Cross out the already selected headings.
• If you are confused between two answers mark them both and go for
the next paragraph.
• Don’t spend too much time on any single question.
• Repeat the same method to match headings for other paragraphs.
• Once you finish the cycle, revisit the questions for which you were
hesitating between two headings.
• It is likely that you have already used one of them, so the answer
becomes obvious.
• If you have several unanswered questions, you have fewer options to
choose from it. So it’s easier to pick up the answer.
38. • The correct answer will always be paraphrased. Do not try to match
the exact key words.
• You have to read the entire paragraph but there is no need to
remember anything. Just skim the paragraph and try to get the overall
idea.
• Let’s take some examples!!
39. • This has been a problem for a while now. Frederick Taylor was one of
the forefathers of scientific management. Writing in the first part of
the 20th century, he designed a number of principles to improve the
efficiency of the work process, which have since become widespread in
modern companies. So the approach has been around for a while.
i. Early recommendations concerning business activities.
ii. Evidence that a certain approach can have more disadvantages than
advantages.
iii. Fundamental beliefs that are Infact incorrect.
iv. How to achieve outcomes that are currently impossible
40. • This has been a problem for a while now. Frederick Taylor was one of
the forefathers of scientific management. Writing in the first part of
the 20th century, he designed a number of principles to improve the
efficiency of the work process, which have since become widespread in
modern companies. So the approach has been around for a while.
i. Early recommendations concerning business activities.
ii. Evidence that a certain approach can have more disadvantages than
advantages.
iii. Fundamental beliefs that are Infact incorrect.
iv. How to achieve outcomes that are currently impossible
41. • New research suggests that this obsession with efficiency is
misguided. The problems is not necessarily the management theories
or the strategies we use to organize our work; it’s the basic
assumption we hold in approaching how we work. Here, it’s the
assumption that the order is the necessary condition for productivity.
The result is that business and people spend time and money
organizing themselves for the sake of organizing, rather than actually
looking at the end goal and the usefulness of such an effort.
i. Early recommendations concerning business activities.
ii. Evidence that a certain approach can have more disadvantages than
advantages.
iii. Fundamental beliefs that are Infact incorrect.
iv. How to achieve outcomes that are currently impossible
42. • New research suggests that this obsession with efficiency is
misguided. The problems is not necessarily the management theories
or the strategies we use to organize our work; it’s the basic
assumption we hold in approaching how we work. Here, it’s the
assumption that the order is the necessary condition for productivity.
The result is that business and people spend time and money
organizing themselves for the sake of organizing, rather than actually
looking at the end goal and the usefulness of such an effort.
i. Early recommendations concerning business activities.
ii. Evidence that a certain approach can have more disadvantages than
advantages.
iii. Fundamental beliefs that are Infact incorrect.
iv. How to achieve outcomes that are currently impossible
43. • What’s more, recent study shows that the order actually has
diminishing returns. Order does increase the productivity to a certain
extent, but eventually the usefulness of the process of organization,
and the benefit it yields, reduce until the point where any further
increase in the order reduces productivity. Some argue that in a
business, if the cost of formally structuring something outweighs the
benefits of doing it, then the thing ought not to be formally structured.
Instead, the resources involved could be better used elsewhere.
i. Early recommendations concerning business activities.
ii. Evidence that a certain approach can have more disadvantages than
advantages.
iii. Fundamental beliefs that are Infact incorrect.
iv. How to achieve outcomes that are currently impossible
44. • What’s more, recent study shows that the order actually has
diminishing returns. Order does increase the productivity to a certain
extent, but eventually the usefulness of the process of organization,
and the benefit it yields, reduce until the point where any further
increase in the order reduces productivity. Some argue that in a
business, if the cost of formally structuring something outweighs the
benefits of doing it, then the thing ought not to be formally structured.
Instead, the resources involved could be better used elsewhere.
i. Early recommendations concerning business activities.
ii. Evidence that a certain approach can have more disadvantages than
advantages.
iii. Fundamental beliefs that are Infact incorrect.
iv. How to achieve outcomes that are currently impossible
