The ONLY IELTS Reading Course You Need 2026

0:00you just find The Ultimate Guide to

0:02IELTS reading this is the longest most

0:04detailed most comprehensive guide to

0:06IELTS reading you'll find anywhere on

0:09the Internet it's going to help you

0:10understand things about the format of

0:12the test tips and strategies that only

0:15band nine students really understand

0:17we're also going to give you a strategy

0:20that is going to help you constantly

0:22improve the thousands of my students

0:24have used to get a band 9. not only that

0:27we're also going to give you two of our

0:29VIP step-by-step strategies for true

0:32false not given and matching headings

0:34and at the end I'm going to give you one

0:36of our VIP practice tests for free and

0:39show you exactly how to get 40 out of 40

0:43by giving you a complete step-by-step

0:45walkthrough demo of the practice test so

0:49sit back relax and get ready to improve

0:51your IELTS reading score

0:54so let's start off by talking about the

0:56IELTS reading format one thing that

0:59IELTS band 9 students who get about nine

1:02in Reading understand is that General

1:04training and academic are the same but

1:07different what does that mean so one of

1:10the key differences is that on the

1:12academic test you will get academic

1:14texts these will be the kind of text

1:16that you would find in a university

1:18textbook and general training students

1:20don't have academic texts they have

1:22General text these could be any text

1:25that you find in everyday life but what

1:28is exactly the same is the types of

1:31questions that you will get and the

1:34strategies that you will use for those

1:36questions so on both academic and

1:38general training you'll get multiple

1:40choice you'll get true false not given

1:42you will get matching headings and you

1:45should approach them in exactly the same

1:47way so what about nine students normally

1:49do is they will practice using both

1:52academic tests on General training tests

1:55because they understand that it is

1:57exactly the same strategy and types of

2:00questions and band 9 students also

2:02understand that General training and

2:04academic are the same difficulty that is

2:08because for General training you need a

2:10score of 40 out of 40 to get about nine

2:13but for academic you can get one wrong

2:17you can get 39 out of 40 and still get

2:19about nine and to be honest the only

2:21people who think that General training

2:24is much easier than academic or people

2:27who do the academic test and fail to get

2:29the score that they need it's just a way

2:31of making themselves feel better by

2:34breaking other people down to their

2:36level the second big thing the band 9

2:38students understand about the reading

2:40test format is that there are three

2:42sections and it gets progressively more

2:45difficult as you go through the three

2:48sections so section one is the easiest

2:50section section two gets a little bit

2:52more difficult and sections 3 is the

2:55most difficult now why is this why do

2:57they do this well Band 3 really

3:00separates out about seven band eight and

3:02band 9. if you think about it they ask

3:05you the more difficult questions at the

3:08end so that someone who maybe has full

3:11marks but is really at about eight level

3:13they'll get the last couple of questions

3:15wrong and that brings them down to the

3:17real level which is about eight well

3:19that's the theory anyway but generally

3:21it works quite well that way so band 9

3:24students don't just start practicing and

3:27automatically get about nine normally

3:29the students that we work with that

3:31eventually get about nine start off and

3:34get a 7.5 or an 8 or an 8.5 and when

3:37they get those scores they don't panic

3:40they understand that they need to focus

3:42in on those questions that they get in

3:45section three those questions that they

3:47get Incorrect and figure out why they

3:50got those Incorrect and we'll talk a lot

3:52more about that in the rest of this

3:54video the other significant thing

3:56related to this point is that by nine

3:59students tend to spend a lot less time

4:01on Section 1 compared to section two and

4:05section three because band line students

4:08think strategically about time what a

4:11band-9 student doesn't do is spend an

4:13equal amount of time on each question

4:16that is just a bad system a bad strategy

4:19because what that does is you'll spend

4:22too much time on the easier questions

4:24and not enough time on the more

4:26difficult questions online students

4:28spend very little time on the first part

4:31and most of their time in the middle and

4:34towards the end and we'll talk a lot

4:36more about strategy in terms of time

4:39management later on in this video we'll

4:41show you how to get everything done on

4:43time and what band 9 students do very

4:45very differently when it comes to time

4:47management than all the other students

4:49the third big big thing and this is

4:51probably the biggest thing when it comes

4:53to the difference between band 9

4:55students and you know band six and seven

4:57students is the band 9 students

4:59understand that there are many many

5:01different types of questions that you

5:03might get you might get true false not

5:05given multiple choice labeling questions

5:07and short answer questions matching

5:10headings questions and on and on and on

5:12and on my band 9 students understand why

5:15IELTS ask you all of these different

5:17questions what they're doing is they're

5:19testing a range of different reading

5:22skills and sub skills in different

5:24orders therefore crucially what bar 9

5:26students do is they have a separate

5:29strategy for each of the different types

5:32of question that might come up bonds six

5:35and seven students what they generally

5:37do is they will have one strategy for

5:39all of the different types of questions

5:41I've never met a bandine student that

5:44did that every band 9 student that I

5:47have worked with has consistently showed

5:49me that they have a separate strategy

5:52for all of the different types of of

5:54questions it takes more work to learn

5:56that but did you really think the band 9

5:58students worked less than band five and

6:01band Six students and don't worry we'll

6:03show you how to use those strategies and

6:05give you some of those strategies later

6:07on in the video now let's talk about

6:09computer-based versus paper-based are

6:11there any Trends do by nine students do

6:14paper more than computer-based the short

6:18answer is no there's no real connection

6:19between a Bandai student and like if

6:23they go and do it on the computer that

6:25they will generally get a much much

6:27higher score remember they are testing

6:30your ability to read in English they're

6:32not testing your ability to read on

6:35paper or read on a screen however a lot

6:37of students have commented that doing it

6:40on a computer is less stressful and more

6:43convenient it does not boost your marks

6:46but it does reduce stress and it's just

6:49easier to do for example if it is a

6:52multiple choice question you can just

6:53click it on the screen a lot of students

6:57say that that is much much easier than

6:59transferring your answers over so if you

7:02have a choice I would choose the

7:04computer-based one but it's not really

7:06going to improve your score now let's

7:08talk about time management do band 9

7:11students have some secret band 9 time

7:14management strategy tips no they are

7:18better at reading what does that mean

7:20well think about a race think about

7:22Usain Bolt running in the hundred meters

7:26did Usain Bolt the night before the

7:28Olympic final go on Google top 10 magic

7:33time management tips for running no he

7:36was probably sleeping what he did was

7:39for years practice running and become

7:42better at running he wasn't faster than

7:46the other guys he was better at running

7:48this is exactly the same with band 9

7:51students I have never met a bar 9

7:53student

7:54that improved to about nine because they

7:58got some magic band 9 time management

8:00tips they were constantly improving

8:03their ability to read in English also

8:06what they did was as I said before they

8:08had separate strategies for each of the

8:10different types of questions and they

8:12memorized those strategies by heart if

8:15you put a true false not given question

8:18in front of them or a multiple choice

8:19question in front of them they didn't

8:21even think about what the strategy was

8:24they'd done it so many times that they

8:27just used it the example I always use is

8:30riding a bike or tying your shoelaces

8:32you don't have to think about riding a

8:34bike or think about tying your shoelaces

8:36you've done it so many times that you do

8:38it naturally that's exactly what Bond

8:41line students do and that leads to them

8:44completing everything very very quickly

8:46when I did the test I got about nine in

8:4920 minutes that's not because of time

8:51management it's because it's my job to

8:54do do this and I'm very very good at

8:55reading finally band 9 students

8:57understand the different skills that are

9:00needed but most importantly when to use

9:03those skills and in what order so they

9:05don't just skim and scan and then find

9:07the correct answer they do it completely

9:10different from other students and we'll

9:12talk about that in the skills section of

9:14this video I hope you're enjoying this

9:16video on reading but if you really want

9:19to improve your IELTS reading I have a

9:22free course for you that is even better

9:24than anything that we cook on YouTube

9:26It's called The IELTS reading challenge

9:27what it's going to do is give you

9:30strategies for all of the different

9:31types of questions 100 free and also

9:34show you where you can find real

9:36reliable practice tests and strategies

9:38that will help you constantly improve

9:41your IELTS reading score if you want to

9:43sign up for free just click the link in

9:46the description enter your email address

9:48and we'll send you all of that

9:49information for free now back to the

9:52video

9:53okay let's give you some tips and tricks

9:55that bar nine students normally use to

9:57improve their score number one Bond line

10:00students understand that the IELTS

10:02reading test is a vocabulary test not

10:05just a reading test what does that mean

10:07well during the reading test you're

10:09constantly going to be looking at the

10:11questions and looking at the text and

10:13there will be lots of words in the

10:15questions that will be synonyms in the

10:19text so you have to have a wide-ranging

10:21vocabulary in order to find the location

10:24of the correct answer to understand what

10:27that sentence what that word means and

10:29decide the correct answer so often

10:31students will come to me and say I keep

10:34getting 6.5 or 6 or 7. I don't know how

10:37to improve my reading skills often it is

10:39not a problem with the reading skills or

10:42anything else it is just their

10:44vocabulary is an issue but another thing

10:46the bar 9 students understand is the

10:49best way to improve your vocabulary is

10:51reading when you are reading if you see

10:54a word that you do not understand note

10:56it down in your notebook look up the

10:58meaning add synonyms add all the

11:01information you need and then you will

11:03have a vocabulary notebook full of new

11:06words so you will be practicing reading

11:08improving your reading skills and

11:11improving your vocabulary all at the

11:13same time all of the band 9 students

11:16that I've worked with have followed that

11:18system the second tip the band 9

11:20students follow is you will not

11:22understand every word in the text and

11:24that's okay when I did the test there

11:27were a lot of words that I simply did

11:29not understand English is a huge

11:32language if English professors from

11:35Oxford and Cambridge looked at some of

11:37the reading texts there would be a few

11:39words in there that they might not

11:41understand and by my students understand

11:44that this is totally natural if you move

11:47to an English-speaking country and

11:49you're working or you're studying there

11:50you're constantly going to be finding

11:52new words that you don't understand that

11:55doesn't mean that you can't read and

11:57understand the sentence so what bound 9

12:00students do is they deploy systems when

12:03they are practicing their reading when

12:05they're reading in general to cope with

12:07this and actually use it to improve

12:10their reading and improve their

12:11vocabulary so one thing that bar nine

12:13students do is they get used to guessing

12:16the meaning from Context what does this

12:18mean well if you are reading a sentence

12:20and there's a word in that sentence that

12:22you do not understand what about nine

12:25students do is they don't panic and go

12:26oh my God I'm terrible at English they

12:29look at the word and they guess what

12:31that word means based on the words

12:34around it based on the context

12:37and this forces them to be constantly

12:40using this skill guessing meaning from

12:43Context and then what they do is they

12:45look up the meaning of the word after

12:47they guess it and 95 of the time or even

12:50more than that they have guessed the

12:53meaning correctly so this means that you

12:55don't have to be constantly looking at

12:58your iPhone and dictionaries and apps

13:01that are showing you the meaning of

13:02stuff this is how native English

13:04speakers read native English speakers

13:06aren't constantly checking up words and

13:08dictionaries they guess what it means

13:10from Context and also band 9 students

13:13don't panic when they do not understand

13:16a word so often you will see a word and

13:19you'll look at the words around it

13:20you'll try to guess the meaning but you

13:22still won't be sure a lot of the time it

13:25is not essential that you understand the

13:28meaning of that word to find the correct

13:30answer so the biggest difference between

13:32about seven student and about nine

13:34students in this context is all about

13:36mindset the bond six the bond seven

13:39student will panic panic and stress

13:41during the IELTS test is not a good

13:43strategy to have by nine student we'll

13:45look at that word do I need to know this

13:48no let's move on remember your job is

13:51not to understand all of the words your

13:55job is to get as many correct answers as

13:58possible tip number three my students

14:00read actively not passively what's the

14:04difference between active reading and

14:06passive reading or passive reading so

14:08when you're reading a book and you're

14:09not really doing anything you're just

14:11reading for enjoyment you're just

14:13reading for reading's sake active

14:15reading is when you are reading but you

14:18are doing something at the same time

14:20you're actively trying to work on

14:23something so that could be trying to

14:25improve your reading skills your

14:27vocabulary your grammar your spelling

14:31and we've already given you an example

14:33of that in this video remember we said

14:35that when a student sees an unusual word

14:38a word they don't really understand

14:40instead of just moving on they practice

14:43the skill of guessing meaning from

14:45Context or they try to improve their

14:48vocabulary by writing it down in their

14:50vocabulary notebook they're actively

14:52improving and actively doing something

14:55every single band night student that

14:57I've worked with has used this technique

14:59to improve their weaknesses so if you

15:02want to buy online you're going to have

15:04to read anyone who thinks that they're

15:06going to get a band 9 in Reading without

15:08reading is insane so now that you've

15:12accepted that you're going to have to

15:13spend time reading in English you have a

15:16choice read passively which will lead to

15:19pretty much zero Improvement or read

15:21actively and now that you've taken the

15:24smart decision to read actively what

15:26should you try and improve your biggest

15:28weaknesses so if you suck at spelling

15:31when you see a new word and you're like

15:33that looks weird the spelling looks

15:35weird write it down write the correct

15:38spelling done if you need to improve

15:40your grammar let's say you need to

15:42improve your use of punctuation when

15:44you're reading notice where the commas

15:47are why is a comma after there why is

15:49there no comma there it does sound a lot

15:52like hard work but 10 minutes of active

15:55reading will improve you a lot more than

15:59one hour of passive reading so which is

16:02more work an hour of passive reading and

16:04then you go and fail the test or 10

16:07minutes 20 minutes 30 minutes of really

16:10intense focus and then you get the score

16:12that you need tip number four Bond nine

16:14students really read the instructions

16:17carefully I know that it's boring I know

16:20that you're under pressure I know that

16:22you're stressed out you just want to go

16:24and attempt the questions my nine

16:26students tend to be a lot calmer read

16:29the instructions and do exactly what the

16:31instructions do and they understand

16:33before the test you know what does one

16:37word only or two words and or a number

16:40what do those things actually mean tip

16:43number five band nine students are very

16:45very good at spelling many of the Bands

16:47six band seven students that we work

16:49with have equally as good vocabulary and

16:52reading skills and they're just as good

16:54at reading as a band eight or about nine

16:57student but their spelling is poor and

16:59if it is one letter out it is wrong and

17:02I know many students complain about that

17:05band 9 students don't complain about

17:06that they just follow the rules get

17:09better and give the examiners what they

17:11want so how do you improve that active

17:15reading you're starting to see a pattern

17:16here Bond mind students as I've said

17:19before are not born by nine students

17:22they didn't come out of the womb being

17:24able to read and get 40 out of 40. they

17:28all had weaknesses just like you had

17:30weaknesses but what they did was they

17:33understood what those weaknesses are

17:34we'll show you how to do that later on

17:36this video and then they actively worked

17:39on those so if you need to improve your

17:41spelling every time you make a spelling

17:44mistake note it down and then write the

17:46correct spelling beside it what you will

17:49start to notice are patterns you'll

17:51start to notice particular types of

17:53words or individual words that you just

17:56have a problem spelling then you can do

17:58an 80 20 analysis on that you know are

18:00there words that every time you spell

18:03them or types of words you make a

18:05mistake if you improve that weak area

18:07you're eliminating 80 90 of your

18:10mistakes tip number six Bond nine

18:12students practice slow and fast what

18:15does that mean well imagine you are

18:17learning how to drive a car on day one

18:20does the driving instructor take you

18:22away to the motorway and say drive at

18:25100 miles an hour no that would be crazy

18:27but a lot of bond six Bond 7 students do

18:31that what they do is they try and get

18:34everything done in 60 Minutes on and

18:37then when they failed to get a high

18:39score they beat themselves up and

18:41they're like I'm terrible at reading no

18:42you're not terrible at reading you just

18:44aren't ready to go at full speed so what

18:47bar nine students generally do is when

18:49they are beginning their practice

18:51especially when they're learning new

18:54strategies or they're working on their

18:56weaknesses they practice extremely

18:58slowly they might take you know let's

19:01say six true false not given questions

19:03and they might spend half an hour or an

19:06hour just working on those six questions

19:08because what they are doing is not

19:10trying to get the correct answer they're

19:13trying to perfect the strategy and learn

19:15the strategy and that simply takes time

19:18but what they do is they get faster and

19:21faster so some of the online students

19:24that I've worked with when they first

19:26started they were taking three or four

19:28hours to do a practice test and then

19:32they would go to two and a half hours

19:33and then to two and then to one and a

19:36half and then one minute 15 and then one

19:38minute five and then eventually they

19:40were getting to an hour I know many of

19:43you want to be told how to magically get

19:45a band 9 in 60 minutes today you should

19:49go and watch one of the other channels

19:51if that is what you are after you're

19:53going to get the truth here we aren't

19:55going to lie to you here and give you

19:57you know tips and tricks that are going

19:59to guarantee that you get a high score

20:01immediately but let me share with you

20:03the best strategy that I've ever used

20:06with students that has produced more by

20:09nine students than any other let's look

20:11at the ultimate band 9 strategy for

20:14IELTS reading what you will need are two

20:17or three real practice tests do not use

20:21fake tests that you find online get the

20:24real Cambridge books for this number two

20:27do these under exam conditions what does

20:30exam conditions mean number one don't do

20:33tests that you know the answers don't

20:36cheat do it as if you are really in the

20:39test which means you've seen this test

20:42for the first time the day you do it and

20:45the second part is that you do it in 60

20:47minutes and again no cheating if you

20:50cheat you're only cheating yourself and

20:53the system the strategy will not work

20:54step 3 go to the back of the book and

20:57find out how many questions you got

21:00wrong if it is spelled incorrectly if

21:02you made a silly mistake don't give

21:04yourself the correct answer it is wrong

21:06again you're only cheating yourself you

21:08need to really find out which questions

21:11are wrong step number four and this is

21:13the most important part why did you get

21:16those questions wrong what we're looking

21:18for here are patterns so for example if

21:22eighty percent of your incorrect answers

21:25are spelling mistakes then spelling is

21:28your key weakness it could be vocabulary

21:31if you couldn't find the answer because

21:34you didn't understand the words that is

21:36a vocabulary issue or it could be

21:38particular types of questions so if you

21:41did three tests and every time you've

21:43seen a true false not given question you

21:45got most of those wrong then that's a

21:47strategy issue with that particular type

21:50of question or if you got most of the

21:53questions correct in Parts one and two

21:56but most of the questions wrong in

21:57section three then that's normally a

22:00reading skills or a vocabulary issue or

22:03up just might be that you got most

22:05questions correct up until the 60

22:08minutes and then you got a lot of

22:10questions wrong because you didn't

22:11finish on time that's normally a skills

22:15or a vocabulary but most importantly a

22:18strategy issue you just need to

22:20understand the different strategies that

22:22are going to help you get everything

22:24done efficiently now that you understand

22:26what your weaknesses are we go on to the

22:28final step which is the most difficult

22:31step but is the most important step you

22:34need to work on those weaknesses if you

22:36have a problem with spelling you need to

22:38improve your spelling vocabulary improve

22:40your vocabulary strategy you need to

22:42improve your strategy we'll show you how

22:44to improve those things later in the

22:45video but if you just look at it and

22:49start crying and start complaining oh

22:52I'm terrible at spelling we all suck at

22:55different things we are all bad at

22:57different things the difference between

22:59people who are successful and

23:01unsuccessful is the unsuccessful people

23:03generally cry about it the successful

23:06people

23:07they feel uncomfortable but they

23:09continue to work and turn those

23:11weaknesses in the strengths that's the

23:13real difference between about nine

23:15student and everyone below them this

23:17video is sponsored by us IELTS advantage

23:20and IELTS VIP course the IELTS VIP

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23:38process supporting you with some of the

23:41best IELTS teachers in the world and

23:43being with you every step of the way

23:45until you get the score that you need to

23:47thank you for making it this far in the

23:49video I want to give you 10 off our VIP

23:52course all you have to do is just look

23:54down in the description you will see our

23:57special link that you need to get 10 off

24:00just click that and you can sign up if

24:02you have any questions about the VIP

24:04course always feel free to get in touch

24:06with us Chris at ieltsadvantage.com is

24:09my email address we answer a hundred

24:11percent of the questions that we get

24:13hope that you become a VIP if not enjoy

24:16the rest of this free video okay now

24:18that you know the ultimate band 9

24:20strategy part of that strategy is

24:22finding real practice tests so let's

24:25talk about that now where to find these

24:27and where not to find them so there are

24:29only four sources of practice tests one

24:33is the British Council two is IDP three

24:36is Cambridge English and four are the

24:39Cambridge English books any other source

24:42is not a reliable source don't waste

24:45your time in the comments and ask well

24:47what about real genuine practice tests

24:51we promise they're real.com or we

24:54promise we're not a fake IELTS

24:56company.com like don't waste your time

24:59they are not reliable they are all fake

25:02if you are using fake tests you're

25:04taking a huge risk because the people

25:06making these fake test the only reason

25:08they make them is not to help IELTS

25:10students is to make money if you click

25:13on their website then they're going to

25:14make money from you they are very very

25:17very rarely IELTS experts there's a huge

25:20difference between someone who runs an

25:22IELTS YouTube channel or an IELTS

25:24website on a real IELTS expert it takes

25:28decades to be able to produce these

25:31tests reliably so the people making

25:34these tests will either make them really

25:36really easy or more commonly really

25:38really difficult so if they make them

25:41too easy you will get a high score

25:43during your practice test and you'll be

25:45like great I'm ready for my test you'll

25:48go and spend your 300 and you'll fail or

25:51if they are too difficult you will lose

25:53confidence and you will never do the

25:55test because you think that you're going

25:57to fail and it just adds a huge amount

26:00of stress and worry and just general

26:03negativity to your life these people do

26:07not care about you they care about their

26:09bank accounts do not help them by using

26:12their fake tests and there are so many

26:14real genuine tests that you can buy or

26:17use for free which brings us on to our

26:20next Point probably not in the comments

26:22there are people writing but the

26:24Cambridge past paper books are so

26:26expensive yes they are but they're also

26:29not really listen I totally understand

26:31that many of you do not come from money

26:34you don't have you know twenty five

26:36thirty dollars to just spend on a book

26:38but spending the money on those books

26:41and I have no affiliation with Cambridge

26:42I don't make any money if Cambridge

26:44makes money spending money on those

26:47books is one of the best investments you

26:49can ever make because you're not going

26:51to fail your test which is going to save

26:53you at least three hundred dollars if

26:56you fail your test three times which is

26:58about the average for most students not

27:01you because you're watching my videos

27:02you're going to get the score that you

27:04need next time but the average student

27:05is spending you know to a thousand

27:08dollars on test fees but won't spend

27:12twenty five dollars on practice tests

27:15that is insane also if you think about

27:18it why are you doing the IELTS test

27:20probably so you can go to a prestigious

27:23University and get an amazing education

27:25which will make you cumulatively

27:27millions of dollars in the future or to

27:31move to a better paying job in a new

27:35country which again over the next 10 20

27:37years you're probably going to earn

27:39millions of dollars if you are really

27:42really you just do not have twenty five

27:43dollars I understand we'll put links in

27:46the description to where you can find

27:48the free practice test from the British

27:51Council IDP and Cambridge or all you

27:54have to do is just go to Google and

27:56write IELTS reading practice test and

27:59then plus British Council IDP or

28:02Cambridge English

28:04now let's talk about reading skills like

28:06skimming and scanning and what bar 9

28:09students understand about these skills

28:10that most students don't so there are

28:13three core skills that all students use

28:16when they are reading and everybody uses

28:19these on a day-to-day basis so let's

28:22start off with skimming so something we

28:24all do every day is read a newspaper is

28:27it either a physical newspaper or we

28:29click on to the news online when you

28:31click on a story it is extremely rare

28:34for a person to read every single word

28:37carefully what most people do is they

28:39will skim through the article to get the

28:42general meaning of what that article is

28:45trying to tell you this is exactly the

28:47same skill that we use when we are doing

28:50the reading test so we will look at a

28:53paragraph and we will read through it

28:55quite quickly in order to understand

28:57generally what that paragraph is about

28:59so for example if you get a matching

29:03headings question what they are testing

29:05is your ability to understand the

29:07general meaning of each paragraph and

29:10you will not have time to read every

29:12word carefully so you will look at each

29:15of the paragraphs and you will skim

29:17through it quite quickly in order to

29:19understand the general meaning oh that's

29:21quite different from the skill of

29:23scanning so I want you to imagine you're

29:26going to the cinema and you look at the

29:29movie times for the cinema do you read

29:32every single movie time or do you just

29:35scan to find the name of the movie you

29:38want to go to and then scan for the time

29:40that is convenient for you we're not

29:43reading everything we are looking for

29:46specific information we also use this in

29:49the reading test so for example if we

29:51were doing a true false not given

29:52question and we were trying to find the

29:55location of the correct answer we would

29:58scan for those words from the question

30:01or

30:03synonyms from those words not to find

30:06the correct answer but to find the

30:07location of the correct answer because

30:10these skills are just tools that are

30:13helping us find the correct answer but

30:15the third and most important skill is

30:18something called close reading and this

30:20is something that bad nine students use

30:22more than any other this is reading

30:24carefully around the area where you

30:27think the correct answer is located so

30:31you've identified the position the

30:34location of the correct answer and then

30:36you're reading that passage very very

30:39carefully you're also reading the

30:41question carefully and then deciding the

30:43correct answer close reading is the most

30:46important skill because it helps you

30:48find the correct answer but it's also

30:50the skill most overlooked by about six

30:52or about 7 or band H student whereas a

30:55bond nine student they're spending a lot

30:58of their time a lot more of their time

30:59close reading but what about 9 students

31:02really understand about these skills is

31:05when to use them and when not to use

31:07them and in what order to use them so

31:09let's talk about reading strategy now so

31:12on a very basic level a strategy is just

31:14telling you what to do and in what order

31:17to do so step one do this step two do

31:20this step three do this so some

31:22strategies will tell you to skim first

31:24and then scan other strategies will have

31:27no skimming whatsoever and they'll tell

31:29you to scan first other strategies will

31:31really focus on understanding the

31:33questions other strategies they'll be

31:35more of a focus on the actual text every

31:37question is different all the types of

31:39questions are different because they're

31:41testing different skills and different

31:43sub skills and I know that sounds very

31:45overwhelming but you need to remember

31:47that strategies are there to remove

31:50overwhelm all you have to do is memorize

31:53them practice them and then you'll be

31:55able to use them effectively and all

31:58they really are is a guide so I want you

32:00to imagine we decide to climb Mount

32:03Everest and we are the world's greatest

32:06mountain climbers but

32:09what every mountain climber no matter

32:12how good they are what they need to do

32:14is they need to hire a sherpa a sherpa

32:17is a guide they know where all the

32:20dangerous roots are so we can avoid them

32:23they know where all the danger points

32:25are and they know the most efficient and

32:28most convenient route of the mountain

32:30strategies act as your Sherpa they are

32:34your guide Bond line students even

32:37though their reading skills are

32:38vocabulary is very very very high they

32:42still need strategies to guide them to

32:45the correct destination and that's all

32:47strategies are they are not Magic

32:50on the flip side I want you to imagine

32:52now that we decide to climb Mount

32:54Everest and we are terrible mountain

32:56climbers our fitness is terrible you

32:59know we can hardly walk we are not very

33:01good at climbing we could get the

33:04world's best sharper the world's best

33:06guide and we would struggle to even get

33:09to base camp strategies are not magic

33:12you'll see a lot of these videos online

33:14especially on YouTube you know use this

33:17magic secret strategy to guarantee a bad

33:19line they are useful and will go through

33:22how useful they are and we'll teach you

33:24those but they are only part of the

33:25equation without using the other stuff

33:28in this video and improving your

33:31weaknesses and improving your skills and

33:34your reading strategies and your reading

33:35ability and vocabulary you won't be able

33:38to get a button line okay so the most

33:41confusing part of true false not given

33:43is true false not given a lot of

33:46students are used to true false and they

33:49have no problems with true and false

33:51questions but once you throw not given

33:53in there it can be quite confusing and

33:56quite difficult so what I'm going to do

33:58is demonstrate a little technique that

34:00we teach our VIP students that will

34:03remove any confusion for you so what you

34:06need is a pen and a piece of paper I'm

34:09going to demo this first and then I'm

34:12going to ask you to do it at home so

34:14what you're going to do is at the top of

34:17the page you're going to write question

34:18statement

34:20and then what you're going to do is

34:22you're going to think of a fact about

34:25you all right I'm going to demo it about

34:28me because I am me but think about

34:30something that is true about you could

34:32be your name it could be your age your

34:35nationality something that is a fact

34:39so Chris is

34:4240 years old so this is a fact about me

34:46so imagine this is in your questions all

34:50right so this is part of the question

34:51part of true false not given what we're

34:54going to do now is we're going to write

34:57a statement

34:59the text that is true all right we're

35:02going to write a true statement that

35:05matches this fact

35:08so what I'm going to do is I am going to

35:11write Chris was born on 16th of December

35:161982.

35:19so today while I'm filming this it is

35:22July 2023 so a true statement Chris was

35:26born on the 16th of December 1982. so

35:30these two statements agree with one

35:33another all right they agree they mean

35:35the same thing

35:37so this is a true statement now what

35:40you're going to do is you're going to

35:41think of something completely false so

35:44you're going to write false here

35:46Chris is 21. I wish I was 21

35:50unfortunately I'm not this is completely

35:52false it disagrees with this statement

35:56okay

35:57now what you're going to do is you're

35:58going to think of a statement that is

36:01related to this but doesn't give enough

36:04information for you to really decide if

36:07it is true or false

36:11so we're going to write Chris is

36:13middle aged so what middle aged means is

36:17people who are living in the middle of

36:19their lives it can be people who are 40

36:22years old but it could be someone who is

36:2350 years old or 55 years old do these

36:26two statements much do they mean the

36:30same thing no but they also don't

36:32disagree with one another

36:34you can't say that this is false there's

36:37just not enough information in this

36:39statement for you to say that this

36:42statement is true or false so it is not

36:46given there is not enough information

36:49given for you to say if it is true or

36:53false there's not enough information

36:55given think about it that way what

36:58really confuses people is they look for

37:01something that is not there so if I told

37:03you to go into the next room here and

37:06look for a pen that is not there you

37:09would be looking for a very long time

37:10and that is what happens when students

37:12are trying to search for not given

37:14they're searching for something that is

37:16not there instead look for information

37:19that shows that not enough information

37:22is given and then you will confidently

37:26be able to say not given and the reason

37:28why I'm personalizing this you should

37:31not write Chris you should write your

37:33own name people remember things and they

37:36relate to things that are related to

37:39them all right so we're personalizing it

37:42so that it makes sense to you so I'm

37:44going to do another one here because

37:45this often causes a lot of confusion so

37:48again write one thing at the top

37:50question statement that is true about

37:53you Chris is an Irish National I have

37:58Irish nationality

38:00so I'm going to write a true statement

38:02here that matches with this statement

38:04Chris was born on the island of Ireland

38:07and has an Irish passport

38:09these two things match now let's write

38:12something that is false

38:14Chris is Vietnamese so not based on how

38:17I look or how I sound but it is a fact

38:21that I am not Vietnamese because I do

38:23not have Vietnamese nationality I don't

38:25have a Vietnamese passport I wasn't born

38:27in Vietnam so this is false

38:30Chris is married to a Vietnamese woman

38:32and his sons are Vietnamese passports so

38:35my wife is Vietnamese my sons are

38:37Vietnamese am I Vietnamese we don't know

38:41so this is not given there's just a not

38:43enough information for us to look at

38:46this question statement and say whether

38:48it is true or whether it is false now

38:50some of you from Vietnam might be

38:52writing in the comments saying you were

38:55not born in Vietnam therefore you cannot

38:57get Vietnamese citizenship you should

39:00never ever take previous knowledge

39:03knowledge from outside of the text and

39:07apply it to the text you're only

39:09applying it to what the text says So

39:12based on this text you cannot establish

39:15whether I'm a Vietnamese citizen or not

39:18again ignore you know what I look like

39:20and how I sound you're only basing it on

39:23the text so again do this two or three

39:25times for yourself and then in the test

39:28if you're ever confused you'll be like I

39:31am X years old or I am a whatever

39:34citizen or I am a woman I am a man that

39:38might be a little bit tricky in 2023 but

39:40you get the point okay before we look at

39:42the step-by-step strategy for true false

39:45not given which is really going to help

39:47you it's important that you understand

39:48what not to do and understand a few tips

39:52that are going to help you so don't skip

39:53ahead to the strategy understanding the

39:56common problems is really going to help

39:58you so common problem number one is not

40:01understanding the difference between

40:03true or false and not given what I would

40:05really suggest is you do that strategy

40:07but also go and look at the official

40:10books from Cambridge do some true false

40:13not given questions and then think about

40:16why was this true why was this false why

40:20was this not given and you'll find all

40:23of the correct answers at the back of

40:24the book don't use fake papers that you

40:27know might not be true might not be

40:29false might not be given use the real

40:31ones the coffee stains are completely

40:33optional the second related problem is

40:35spending too much time searching for not

40:38given we talked about this already often

40:40students will you know look at the

40:42question statement they will find the

40:45correct location of where it is but they

40:48don't have the confidence to really say

40:51this is not given this leads to them

40:54wasting a lot of time remember you only

40:56have one hour to get everything done so

40:59that can become a problem really how you

41:00solve that is you just go through the

41:02logically is this true no

41:06is this definitely false no well then

41:09it's not given and it's about just

41:10practicing and getting into a Groove and

41:13having the confidence to just say this

41:15is not given you will not be able to do

41:18this on test day without practice and

41:20without thinking about it the third

41:22common problem is not understanding what

41:24the question statements actually say so

41:27you'll be given question statements like

41:29we have here and you'll be given the

41:32text which we have here a lot of

41:34students immediately go and look at the

41:36text without spending time really

41:39thinking about these questions if you

41:42don't understand what these mean it's

41:44impossible to say whether they are true

41:46false or not given these questions are

41:49not really asking you to just focus and

41:52understand the text that is only part of

41:54what they are asking you to do a huge

41:57part of this is really understanding

41:59what do these things actually mean so

42:02students that tend to do much better

42:04than others are students spend more time

42:07thinking about this and it's not a waste

42:10of time it is an investment of time the

42:13fourth common problem is focusing too

42:14much on keywords often you'll find

42:17YouTube videos or blog articles or

42:20social media posts that simplify IELTS

42:24reading a little bit too much what they

42:26say is you know underline keywords skim

42:28scan find the correct answer that just

42:31simply doesn't really work if you focus

42:33too much on keywords within these

42:37questions then you are not really

42:39understanding the full sentence what

42:42they're asking you to do is not identify

42:44keywords keywords are part of the

42:47strategy but they're really first asking

42:49you what does this actually mean so if

42:52you're just going polar bears polar

42:53bears polar bears where are polar bears

42:55you're going to get completely lost and

42:58confused and then you're just going to

42:59end up either just guessing the answer

43:01or getting very stressed running out of

43:04time and you know you're life is over

43:06your life's not over you know you can do

43:08the test again okay now let's give you

43:10some tips that really help with true

43:13false not given tip number one ignore

43:16any previous knowledge about the topic

43:19don't use common sense don't use

43:22anything other than the questions and

43:25exactly what it says here so to go back

43:29to the example that I gave you before

43:30about my nationality and whether I can

43:33become a Vietnamese citizen or not a lot

43:36of people know that that would be

43:37extremely difficult even though I'm

43:39married to a Vietnamese lady but you

43:41should not bring that knowledge to the

43:43questions often with true false not

43:45given especially not given what people

43:48will do is they'll try and cheat the

43:50test in some way by thinking what is The

43:53Logical answer or what is the answer

43:55that makes most sense and I've even seen

43:58YouTube videos that say you know get a

44:00band 9 without reading the text you can

44:02become a famous YouTuber without reading

44:05any IELTS books are becoming an IELTS

44:07expert but you can't get about nine

44:09without reading the text tip number two

44:11identify any words that qualify any of

44:14the nouns so for example some or all are

44:19similar words but if you think about it

44:22completely different words would you

44:24like to have some questions correct or

44:27would you like to have all questions

44:29correct they are two very very different

44:31words and what they do is they qualify

44:33words within here and not just some all

44:37many you can also look at for example

44:40polar bears here versus brown bears

44:43there is a difference between a polar

44:45bear and a brown bear

44:47same with number five female polar bears

44:51a female polar bear is very different

44:54from a male brown bear or a male polar

44:58bear I know this is frustrating and I

45:01know it's like ah it takes a lot of

45:03brain power and to actually focus on

45:05this and really think about it but you

45:07know you're doing an academic test you

45:10have to think and what these words are

45:12doing is testing whether you just focus

45:14on keywords like polar bear or whether

45:17you understand the entire sentence

45:20female polar bear tip number three there

45:23will always be at least one true answer

45:26one false answer and one not given

45:29answer so if you get to the end for

45:31example if there were four questions and

45:35the first one is true number two is

45:37false number three is false then number

45:39four is definitely not given if you got

45:41the other ones correct that is the next

45:43tip is don't rely solely on skimming and

45:46scanning skimming helps you understand

45:49the general meaning of the text scanning

45:52helps you find the location of keywords

45:55helps you find the area where the answer

45:59might be but the main skill here that is

46:01being tested is close reading you need

46:04to read carefully skimming and scanning

46:07are the opposite of close reading so if

46:10all you do is just let's just look at

46:12keywords and skim and scan you won't

46:15really be using the skill that they are

46:18testing and we'll talk more about that

46:20in the strategy part the next tip is be

46:22aware of synonyms for example in this

46:26one the polar bears mechanism for

46:27increasing bone density what is a

46:31synonym of bone well it might say

46:33something like skeleton for example or

46:35they could get very fancy and use

46:37skeletal system or something like that I

46:39don't know if that's even correct or not

46:41I'm sure people will let me know in the

46:42comments but if you are going over to

46:45the passage here and you're looking for

46:48or bones bones bones bones you might

46:51find bones but it is completely the

46:54wrong part of the actual text or it

46:57might not say bones at all it might say

46:59skeleton so if you're just looking for

47:01that word and you can't find it then

47:04think okay what synonyms could it be

47:06that will help you locate the area where

47:09you can find the correct answer the next

47:11tip is if you cannot find the correct

47:13answer what you should do is put n g

47:16beside it so for example let's say

47:19number three I can't find the correct

47:22answer I'm not really sure what I would

47:24do is put n g beside number three

47:28because it's probably not given and then

47:31depending on how much time I have at the

47:33end I can go back and look back at the

47:37area that I think that it might be in

47:39and I can read it a lot more carefully

47:41and decide if it is really not given or

47:43if I'm running out of time what I can do

47:46is just circle the NG or decide that

47:49it's going to be NG because it probably

47:51will be okay now let's move on to the

47:54step-by-step strategy for true false not

47:57given questions what I would recommend

47:59is that you follow this strategy exactly

48:02don't follow it halfway because if you

48:05do it won't work also none of these

48:08strategies can be looked at one time and

48:12then applied remember when we talked

48:14earlier in the video about the

48:15difference between band 9 students and

48:18students below them by online students

48:20practice slowly take as much time as you

48:23need to practice these strategies until

48:27they become completely memorized by

48:30heart so when you see a true false not

48:31given question you can just follow this

48:34system without even thinking about it

48:36that's your goal so step one read the

48:39instructions carefully and also think

48:41about is this a true false not given

48:43question or a yes no not given question

48:46if it's a yes no not given question the

48:49strategy will be slightly different

48:51step number two read each of the

48:54question statements entirely all of the

48:57question statements do not look at

49:00keywords and try and highlight keywords

49:03this is not a question that is testing

49:06your ability to identify keywords it is

49:09testing first of all your ability to

49:12understand each sentence as a whole also

49:15think about any qualifying words that

49:18might come up now that you've read and

49:20understood all of the question

49:21statements you want to think about are

49:24there any possible synonyms that might

49:27come up in the text that might be

49:29different in the text for example polar

49:31bears suffer from various health

49:33problems due to the buildup of fat under

49:35their skin so various health problems

49:38they might mention specific health

49:40problems such as high blood pressure

49:42heart disease stroke things like that

49:45instead of it saying a buildup of fat

49:48they might say that they are overweight

49:51because the next step is to match the

49:55question statement with the correct part

49:58of the text so this is the text what

50:02we're going to do next is we're going to

50:03take each of the question statements and

50:06we're going to locate where the correct

50:09answer is we're not going to to

50:11establish the correct answer we are only

50:14trying to find the correct location so

50:18either you will find the exact words or

50:21synonyms of those words

50:23so if we have a look here a question

50:25number one polar bears suffer from

50:27various health problems due to the

50:29buildup of fat underneath their skin so

50:32if we have a look at the first paragraph

50:34here what we're going to do is scan for

50:36those words or synonyms of those words

50:39so if we have a quick scan here

50:42fat underneath their skin if we have a

50:45look here buildup of fat under their

50:48skin so it's slightly different but

50:50pretty much the same so what we knew now

50:53is the answer to this question is

50:55probably in this paragraph so now we

50:58know the location of the correct answer

51:00we need to go back and read this again

51:04what does this sentence actually mean

51:07polar bears suffer from various health

51:10problems due to the buildup of fat under

51:13their skin next step we need to read

51:15this part of the text carefully to

51:19decide the correct answer true false or

51:21not given so polar bears are being

51:23increasingly threatened by the effects

51:25of climate change but their

51:27disappearance could have far-reaching

51:29consequences so it's talking about

51:31climate change here it's not talking

51:32about anything related to health

51:36problems but let's continue to read it

51:38carefully they're uniquely adapted to

51:41the extreme conditions of the art Circle

51:43where temperatures can reach minus 40

51:45degrees one reason for this is that they

51:48have up to 11 centimeters of fat under

51:51their skin humans with comparative

51:54levels of adipose tissue that's just a

51:56scientific way of saying fat would be

51:59considered obese and would be likely to

52:02suffer from diabetes on heart disease

52:05yet the polar bear experiences no such

52:08consequences so what they're doing here

52:11is they're talking about disease they're

52:13talking about health problems heart

52:15disease diabetes but they're saying that

52:17if humans had all of this fat 11

52:20centimeters of fat underneath their skin

52:22I can talk from personal experience but

52:24they're saying that the polar bear has

52:26no consequences

52:28so polar bears suffer from health

52:30problems due to the buildup of fat under

52:32their skin what this is saying polar

52:34bears experience no Health consequences

52:37they don't get diabetes they don't have

52:40heart disease because they are fat so

52:43what we would do is we would underline

52:45and hone in eye on the exact words that

52:50give us the correct answer

52:52polar bears experience no such

52:54consequences the consequences are health

52:57problems let's have a look now at the

52:59statement again polar bears suffer from

53:01various health problems it's it's not

53:03agreeing with that all right those two

53:05statements do not agree with each other

53:07so we're quite confident now to put

53:10false but if we just weren't sure if we

53:14were like ah I don't know

53:16you know are our polar bears getting fat

53:19you know is this a problem I'm not 100

53:22sure what you would do then is you would

53:25put NG and you would move on to the next

53:28question and then you can come back to

53:30that but it's pretty obvious now that it

53:34is false and then what you would do is

53:36you would just follow that exact same

53:38system for each part of the true false

53:41not given question so number two find

53:43the location read it carefully read the

53:46statement hone in on the exact part of

53:49it read it again really think about is

53:52this true false or not given then decide

53:54the answer and keep going keep moving on

53:57let's check if that is actually false

53:59and it is false I don't look silly in

54:03front of hundreds of thousands of people

54:05now let's go through the strategy for

54:07matching headings before we look at the

54:10step-by-step strategy what we're going

54:11to do is look at the common problems so

54:13that you can avoid them and then give

54:15you some tips that are very very useful

54:18including one tip that really transforms

54:22these questions for students and this

54:24one thing has led to hundreds or if not

54:27thousands of my students

54:29radically transforming their reading

54:32score from like band Six to even Bond

54:35eight or about seven to about nine

54:37because these questions are often a big

54:39worry for students and if you are

54:42worrying about them then it tends to

54:44affect the rest of your test as well so

54:47learning this is really really important

54:49okay so here's an example question so

54:52you'll always get a list of headings

54:54here and then you will get the text here

54:57it's important that you understand what

55:00they are actually testing the main thing

55:02that they are testing is can you look at

55:05each of these paragraphs and understand

55:07the general meaning of these paragraphs

55:10that is really what they're testing they

55:13are also testing your ability to

55:15differentiate between the meaning of

55:18these lists of headings so you might get

55:20two or three headings that are similar

55:23in meaning you might look at them and

55:24think these mean exactly the same thing

55:26so it's about being able to look at two

55:28or three similar headings and understand

55:31which one matches to the general meaning

55:35of these paragraphs so all this strategy

55:39what it does is it helps you understand

55:41the general meaning of the text quickly

55:43helps you understand the difference

55:45between the meanings of the headings and

55:47then match them together that's why it's

55:49so effective now let's think about

55:51common problems because once you're

55:53aware of these common problems then

55:54you'll be able to tackle them much

55:56easier so the first Common problem is

55:59there's just so much information to

56:01process and not enough time I'll give

56:03you a few tips in a minute that will

56:06help you process the information a lot

56:08more quickly the second common problem

56:10that we come across is that students

56:12don't spend enough time really

56:14understanding the meaning of the

56:16headings and differentiating between the

56:19meaning of similar looking headings and

56:21it's impossible to find the correct

56:23answer if you don't fully understand

56:24those headings problem number three is

56:27just not spending enough time thinking

56:30about the difference in meaning and if

56:32you don't spend enough time then you're

56:35going to get very stressed and you're

56:37going to find it difficult to find the

56:38correct answer which will lead to more

56:40stress which will lead to more time

56:43wasting and at all this snowballs into

56:46students hating these questions but

56:48don't worry we're going to solve all

56:49that for you today and last but not

56:51least the biggest problem is not

56:53understanding the general meaning of the

56:56paragraphs that is what is being tested

56:58and will give you a tip now that is

57:01going to make this very very easy for

57:04you okay let's move on to tips for

57:07matching headings now we know the

57:08problems how do we solve these problems

57:10tip number one if this type of question

57:14is in the section that you're doing so

57:17remember there are three sections

57:19section one section two section three if

57:21this type of question matching headings

57:23is in that section do this question

57:26first so for example with this one we of

57:29the third section here and the matching

57:32headings are the first question and then

57:34after it we have our multiple choice

57:37questions here but if it was flipped

57:39around if the multiple choice were first

57:41then the matching headings were second I

57:43would skip the multiple choice questions

57:45and do the matching headings question

57:48first and the reason for this is quite

57:50simple they are testing your ability to

57:53understand the general meaning of the

57:55text as a whole so if you do that first

57:58it is really going to help you answer

58:01the subsequent questions the questions

58:03that come next so it's a little time

58:05saving technique and just makes all the

58:08questions in that section much much

58:10easier to handle tip number two is don't

58:13expect to read every single word or

58:16understand every single word this is not

58:19really testing your ability to close

58:21read to read in detail and really

58:24understand specific words specific

58:27sentences and the meaning of those it is

58:29testing your ability to understand the

58:32general meaning as a whole that doesn't

58:34mean that you can just read the first

58:35couple of words or the last couple of

58:37words or skim very very quickly through

58:39it but if you see a word that you don't

58:41understand don't panic it might not be

58:44essential that you know the meaning of

58:46that word to understand the overall

58:48General meaning the next tip is to do

58:51with if you don't understand the

58:53difference in meaning between the

58:55different headings and what we do is

58:58there's a couple of techniques that you

58:59can use what you can do is like use your

59:02pens or your rulers or whatever you have

59:05with you to cover up the other ones just

59:07leave those ones remaining so that

59:10you're only focusing on those or you

59:13could write down let's say there are two

59:15different ones that are similar in

59:17meaning you could write those two down

59:19beside each other and normally that will

59:21make it much much easier because it's

59:24just not lost in a sea of information

59:26you're really being able to focus just

59:28on the those two or three sentences and

59:31the last tip is if you don't understand

59:33the difference in meaning between the

59:36sentences or you cannot find the answer

59:39don't panic move on to the next question

59:42and come back to that question because

59:44there's no point in ruining your chances

59:47of getting the correct answers later on

59:49because you get lost on one question

59:52remember for academic you can get one

59:54wrong and still get a bond nine you can

59:57get quite a few wrong and still get a

59:59seven seven point five eight but if you

1:00:01get lost on one question and you just

1:00:03spend like you know five minutes or 10

1:00:06minutes on one question then you're

1:00:08ruining your chances of getting the

1:00:10correct answer to the rest of the

1:00:11questions okay now let's give you the

1:00:13step-by-step strategy and go through a

1:00:16question with me step number one if

1:00:18matching headings are in the section do

1:00:21this first it's already the first one

1:00:23here so we can go right into it number

1:00:25two importantly do not look at the

1:00:28heading I repeat do not look at the

1:00:31headings first this is testing your

1:00:33ability to understand the general

1:00:35meaning of the text so it is important

1:00:37that you look at the text first if you

1:00:39look at the headings first you're going

1:00:41to get confused you will get lost in the

1:00:44text now here comes the most important

1:00:46thing that you can do read the paragraph

1:00:49and try to write a heading without

1:00:52looking at the headings so here we have

1:00:54a so there's three paragraphs here

1:00:56sometimes like seed will just be one

1:00:59paragraph sometimes it will be three

1:01:01sometimes it'll be two what you want to

1:01:03do is read this paragraph and try to

1:01:06create your own heading what this forces

1:01:09you to do is think about the general

1:01:12meaning because it is impossible to

1:01:14write a heading without thinking and

1:01:16understanding the general meaning so

1:01:18you're forcing your brain to do exactly

1:01:21what this question is testing okay so

1:01:24let's do this together artificial

1:01:26intelligence can already predict the

1:01:28future police forces are using it to mop

1:01:31when and where a crime is likely to

1:01:33occur doctors can use it to predict when

1:01:35a patient is most likely to have a heart

1:01:37attack

1:01:38researchers are even trying to give AI

1:01:41imagination so it can plan for

1:01:42unexpected consequences so it's listing

1:01:45the benefits of AI but remember we're

1:01:47writing a heading for the whole thing

1:01:49the whole three paragraphs not just one

1:01:52many decisions in our lives require a

1:01:54good forecast and AI is almost always

1:01:57better at forecasting than we are yet

1:02:00for all these technological advances we

1:02:02still seem to deeply lack confidence in

1:02:04AI predictions recent cases show that

1:02:06people don't like relying on AI and

1:02:08prefer to trust human experts even if

1:02:11these experts are wrong so this is about

1:02:13the superiority how it is better than

1:02:16humans but humans don't really trust it

1:02:18so we have the benefits of AI how Ai and

1:02:22many circumstances is better at decision

1:02:24making than humans but humans don't

1:02:26really trust it if we want AI to really

1:02:29benefit people we need to find a way to

1:02:31get people to trust it to do that we

1:02:33need to understand why people are so

1:02:35reluctant to trust AI in the first place

1:02:37so why don't human beings trust AI

1:02:41despite it being much much better so we

1:02:43can't write three headings remember

1:02:45we're only writing one heading so what

1:02:48we need to force ourselves to do is make

1:02:51a decision that if I could only write

1:02:53one heading about this what would it be

1:02:56so listing all the benefits why it is

1:02:59better than humans but humans don't

1:03:01really trust it so we can't write AI is

1:03:05better than humans but humans don't

1:03:06trust it all right because that is two

1:03:08separate headings so we're going to

1:03:10summarize this very simply try and

1:03:12simplify it as much as possible AI is

1:03:15better at many thing than humans and

1:03:20then you would repeat that process for

1:03:22the rest of them and by the time you're

1:03:25finished for a b c d E and F you have

1:03:29your own headings the next step is to

1:03:32then look at the headings so this is the

1:03:35first time you're looking at the

1:03:36headings I'll just read through them and

1:03:38understand the difference in meaning so

1:03:41an increased Divergence of attitudes

1:03:42towards AI so this is different people

1:03:46thinking different things about AI

1:03:48reasons why we have more faith in human

1:03:50judgment than an AI to why do people

1:03:54think that humans are better the

1:03:56superiority of AI projections over those

1:03:58made by humans why AI is better than

1:04:02humans at making projections of making

1:04:04predictions

1:04:05the process by which AI can help us make

1:04:07good decisions that's pretty obvious

1:04:09what that means the advantages of

1:04:11involving users in AI processes again

1:04:14very obvious what that means widespread

1:04:16distrust of an AI Innovation until many

1:04:19many people not trusting it encouraging

1:04:22openness about high AI functions a

1:04:25surprisingly successful AI application

1:04:27so now that we've understood what those

1:04:29mean the next step is to match our

1:04:32heading with the headings here so the

1:04:35great thing about this technique is

1:04:36often there will be headings that match

1:04:39exactly or nearly exactly what you wrote

1:04:43down here and if that happens then it's

1:04:45the correct answer so let's use ours to

1:04:48see which one so AI is better at many

1:04:50things than humans let's see if it

1:04:54matches any of those so I'm going to do

1:04:57an X and a tick here but you don't have

1:04:59to do that just for the purposes of this

1:05:01video I'm going to make it just super

1:05:02clear

1:05:03so no reasons why we have more faith in

1:05:06human judgment maybe the superiority of

1:05:09AI projections over those made by humans

1:05:11why AI is better yes the process by

1:05:14which AI can help us make good decisions

1:05:16nope not talking about process the

1:05:19advantages of involving humans know

1:05:21widespread distrust maybe encouraging

1:05:23openness about high AI functions no on a

1:05:27surprisingly successful AI projection no

1:05:30so we have one that we think probably is

1:05:32the correct answer and two maybe so what

1:05:35we do know is we look at the difference

1:05:37between those three so reasons why we

1:05:40have more faith in human judgment than

1:05:42in AI now we can go back and think does

1:05:45it talk about reasons why we have more

1:05:48confidence more faith in AI it doesn't

1:05:52give any reasons so we can turn this

1:05:54into an X widespread distrust of an AI

1:05:58Innovation so the key word there is an

1:06:01AI Innovation a singular and AI

1:06:04Innovation at the top here they're

1:06:06talking about many many different AI

1:06:09uses so it's not talking about

1:06:11widespread distrust of one thing so we

1:06:15can eliminate that so we're pretty sure

1:06:17that it is three the superiority of AI

1:06:20projections so here it's talking about

1:06:22how it is very very good talking about a

1:06:25good forecast that is a projection a

1:06:27prediction is almost always better at

1:06:31forecasting it is superior so it is

1:06:33pretty obvious that the correct answer

1:06:34for 27 is 3. let's see if this video was

1:06:40a complete waste of time and whether I

1:06:42got the correct answer or not and 27 is

1:06:45three

1:06:46I was correct and then you would just

1:06:48follow that process so whatever your

1:06:51heading is for B look at the headings

1:06:53which ones can you match and you just

1:06:56repeat that process until it is finished

1:06:59but remember if you get stuck what you

1:07:01should do is just Mark something on the

1:07:03paper or write down something on paper

1:07:06if you're doing the computer-based

1:07:07version of an educated guess what you

1:07:09think it probably is and then come back

1:07:12to that later it's really really

1:07:13important that you don't spend like five

1:07:16minutes worrying about these questions

1:07:18and remember what is being tested the

1:07:22general meaning not specific things a

1:07:24big big problem is students get lost in

1:07:27the detail of this it's not testing

1:07:30detail it's testing General meaning I

1:07:33and just to anticipate some of the

1:07:35comments what a lot of people will do is

1:07:38they will say well recent cases show

1:07:40that people don't like relying on AI or

1:07:43if we want to make it better then we

1:07:47should trust it more or how can we trust

1:07:49it more that's similar to some of the

1:07:51things why is that not the case you are

1:07:54getting lost in the detail you are

1:07:56focusing on individual words and

1:07:59individual sentences you are looking at

1:08:02the general meaning of the whole

1:08:04paragraph what is the most suitable

1:08:06heading for that not what is one word or

1:08:09one sentence say within that paragraph

1:08:12once you start to understand this these

1:08:15become much much easier and once you

1:08:17start to get used to creating your own

1:08:19headings then you can get through these

1:08:22much much faster and more accurately

1:08:25okay so welcome to the reading test demo

1:08:28part of this video

1:08:30if you have not watched the rest of this

1:08:32video I would strongly recommend that

1:08:34you do you're an adult so you can choose

1:08:37whatever you want to do but a lot of

1:08:39this won't make any sense unless you

1:08:41watch the rest of the video and it

1:08:44probably will mean that you also pass

1:08:46your reading test so you don't waste a

1:08:49huge amount of time and waste a lot of

1:08:51money but as I said you're an adult it's

1:08:53up to you how you do that okay so here I

1:08:56have one practice test and what I'm

1:08:59going to do is go through this practice

1:09:01test and talk you through exactly how I

1:09:05would answer this so that's going to

1:09:07help you with strategy with

1:09:09understanding where you could go wrong

1:09:12and how to overcome those issues and

1:09:15just to see how an expert if we could

1:09:18hit that word but if you could call me

1:09:20an expert hi I would navigate this when

1:09:23I did the real test I got about nine in

1:09:2620 minutes so that's probably a good

1:09:28indication that I know how to do these

1:09:30quite well I will put a link to a

1:09:33download so you can download this and

1:09:35there are a few different ways that you

1:09:36can watch this demo and you can download

1:09:39the practice test first and do it

1:09:42yourself and don't check the correct

1:09:45answers

1:09:46um I know that's difficult not to do but

1:09:48do the whole test don't check the

1:09:50correct answers and then come back and

1:09:52watch this video and see how I answer

1:09:55the questions see how do I do the things

1:09:59the same way as you did or do I do

1:10:01things differently if I'm doing things

1:10:03the same way that's probably a good

1:10:05indication that you're on the right

1:10:07track and but if I am doing things

1:10:09completely differently to you then

1:10:12that's a good indication that you need

1:10:13to change a few things so that's the

1:10:15first way that you could do it and

1:10:16that's probably the most effective thing

1:10:19second way is just you could just sit

1:10:21back relax and watch the video and

1:10:23that's probably the most relaxing way

1:10:25and just think about what I do and how I

1:10:28answer the questions while I'm during

1:10:30these the Third Way is you just download

1:10:33the practice test and you go immediately

1:10:36and check all the correct answers and

1:10:38then go and check

1:10:40um why those correct answers are correct

1:10:42that isn't a very useful way but you're

1:10:45a big girl you're a big boy and do

1:10:47whatever you want so let's begin and

1:10:49have a look okay so the first thing I'm

1:10:51going to do in part one is I'm going to

1:10:54check what type of questions are going

1:10:56to come up so this is labeling a diagram

1:10:59sentence completion and true false not

1:11:02given the reason why I did that was if

1:11:05there were any questions like matching

1:11:07headings for example that require me to

1:11:10read this quite quickly to understand

1:11:12the general meaning I would have done

1:11:13those questions first but those

1:11:16questions haven't come up so we can just

1:11:18Dive Right In to the first question

1:11:21which is labeling a diagram okay so the

1:11:25first thing I'm going to do is read the

1:11:27instructions very carefully because with

1:11:30these often people don't read the

1:11:32instructions and they add too many words

1:11:34or too many numbers so label the diagram

1:11:36below with the names of the layers of

1:11:39the sun choose no more than two words

1:11:41from the reading passage for each answer

1:11:44so no more than two words I can write

1:11:47one word or I can write two words but no

1:11:50more I can't write three four or five

1:11:52next I'm going to study the diagram just

1:11:54to see generally what's going on so I'm

1:11:57not a physicist I don't know anything

1:11:59about the Sun but I don't need to

1:12:02understand anything about the sun when

1:12:05you see an unfamiliar concept Don't

1:12:07Panic it doesn't require you to be a

1:12:09nuclear physicist to understand what is

1:12:12going on in the Sun so it looks like we

1:12:14have one two three four five layers here

1:12:18so we've got this layer here this layer

1:12:21here the core or this layer here and

1:12:24this layer here what I've also noticed

1:12:26is that one is slightly below the

1:12:30surface below this kind of pink line and

1:12:33four is the pink line right at the

1:12:36surface so I need to look for things

1:12:39that are

1:12:40differentiating these different layers

1:12:44so the pink

1:12:45surrounding layer and the one just below

1:12:49it

1:12:50also number two is probably going to be

1:12:53next to the core and number three is

1:12:55going to be below number one here also I

1:12:59notice that the core is already labeled

1:13:01so we don't need to worry about that but

1:13:04what I would be thinking when I'm doing

1:13:06this is they're going to say next to the

1:13:08core or after the core or something like

1:13:11that and number one is probably not

1:13:15going to be the actual structure of the

1:13:18sun if that's correct but this kind of

1:13:20thing coming off the sun you can't

1:13:23really take any

1:13:24um knowledge that you already have but

1:13:28I'm going to assume that this is

1:13:29radiation of some kind and it's not part

1:13:32of the Sun but it's coming off the Sun

1:13:34but I may be proved completely wrong in

1:13:37the actual text and it actually looks

1:13:40like one is the radiation and

1:13:42Photosphere is actually the bit below

1:13:44the pink line so what's really really

1:13:47important that you do study this because

1:13:48if you don't understand this then you

1:13:50might have some misconceptions just like

1:13:52I have already done the next step is we

1:13:55would look for any keywords okay we have

1:13:57Photosphere we have core we've already

1:13:58talked about that we don't need to worry

1:14:00about that we can move on next we're

1:14:03going to predict the type of words that

1:14:05might come up or predict what might come

1:14:08up at all type of words as in non's

1:14:10adjectives verbs things like that

1:14:13probably is going to be a non all right

1:14:16a one or a two word nine it's probably

1:14:19not going to be an adjective describing

1:14:21the Sun or an action word it could be

1:14:25keep your mind open and for example

1:14:27there are some arrows here so it could

1:14:29be talking about you know something

1:14:32moving within the Sun and but probably

1:14:34is going to be a nine so we're thinking

1:14:36about the type of words that might come

1:14:38up and then if I could predict I'd

1:14:40probably say number one would be

1:14:41radiation but again I I might be

1:14:44completely wrong okay so now what we're

1:14:46going to do is we're going to use

1:14:47scanning so we're going to scan the text

1:14:50to find the location not to find the

1:14:53correct answer to find the location of

1:14:56the correct answer so what will I be

1:14:58scanning for well number one you have

1:15:00this bit outside of the Sun or around

1:15:03the Sun so we're going to look for

1:15:05keywords or synonyms that talk about

1:15:07that so if we have a look here the core

1:15:09we're not looking for the core we're

1:15:11looking for something else the sun is a

1:15:13sphere no this is just seems to be

1:15:15introduction okay just outside the core

1:15:19no that would be describing just next to

1:15:22the core okay the visible surface of the

1:15:24sun is known as the Photosphere

1:15:27so the visible surface of the Sun here

1:15:29is the Photosphere so next to the

1:15:32Photosphere is number one so this shows

1:15:34us that this might be the correct

1:15:36location

1:15:37so the chromosphere is the Zone about

1:15:39two thousand kilometers thick that lies

1:15:40directly above the Photosphere

1:15:43so chromosphere above this so number

1:15:46four is probably chromosphere so we'll

1:15:49put a little

1:15:50four here but we're looking for number

1:15:52one so the outermost layer of the sun

1:15:54and the outermost part of of its

1:15:56atmosphere so atmosphere means the thing

1:15:59that is surrounding a star or a planet

1:16:01that looks very much like this thing

1:16:04here the atmosphere is called the corona

1:16:07it is the sun's Halo or crime so Halo is

1:16:11something on top

1:16:13the corona extends millions of

1:16:16kilometers into space so it is extending

1:16:19millions of kilometers into space this

1:16:22is it so what is it called it is called

1:16:24this so we're going to put the Corona

1:16:28and not the corona that you guys are

1:16:30thinking of

1:16:31so remember we find number four the

1:16:34chromosphere is the Zone about two

1:16:35thousand kilometers thick that lies

1:16:37directly above the Photosphere so the

1:16:39Photosphere is here the pink line is the

1:16:43chromosphere

1:16:45okay number two what we're looking for

1:16:48is talking about the region or the part

1:16:51next to the Core

1:16:53so the core is the innermost area so

1:16:55we're scanning okay so it's not that

1:16:58part just outside the core is the

1:17:00radiative zone which has a temperature

1:17:03of about 7 million degrees Celsius so

1:17:06just outside the core just outside the

1:17:08core radiative Zone and that leaves us

1:17:11with number three so it seems to be

1:17:14going

1:17:15core and a little bit further out the

1:17:18radiated Zone and then a little bit

1:17:19further out

1:17:20is it the Photosphere but let's double

1:17:22check that the visible surface of the

1:17:24sun is known as the Photosphere okay

1:17:26visible surface means that we can see it

1:17:29does it look like we can see this part

1:17:32probably not so we have to read in a

1:17:34little bit more detail this is the

1:17:36region of the Sun that emits sunlight it

1:17:38is also one of the coolest layers of the

1:17:39sun looking at a photograph of the sun's

1:17:41surface we cannot see this when we

1:17:43glance and then if we look back here we

1:17:46can see Photosphere so it's definitely

1:17:49not this it's something else okay so if

1:17:51we go back here we have the core we have

1:17:53the radiative zone and then if we look

1:17:56here surrounding the radiative zone is

1:17:58the convection Zone so here hot material

1:18:01from near the Sun Center Rises cools

1:18:04with the surface and then plunges back

1:18:06down so remember we talked about how

1:18:09these arrows going up and down here this

1:18:11is another indication that this is the

1:18:13correct answer the convection zone so

1:18:16you see how important it was to really

1:18:18understand the diagram before you look

1:18:21at the text if you looked at the text

1:18:23you might get confused but if you really

1:18:25understand the diagram first then it

1:18:27becomes much much easier okay we're just

1:18:29going to check that we follow the

1:18:30instructions two words no more than two

1:18:33words correct spelling we can move on

1:18:35okay so let's observe what type of

1:18:39question are they asking here complete

1:18:41each sentence with the correct ending so

1:18:43this is sentence completion it's really

1:18:45important that you understand what the

1:18:47type of question is because the strategy

1:18:49is going to differ from question to

1:18:50question now let's carefully read the

1:18:52instructions as always write the correct

1:18:54letter A to I in boxes five to nine on

1:18:58the answer sheet so we're just going to

1:18:59write the letter letters here we're not

1:19:02going to put it onto the answer sheet

1:19:03because we don't have enough room so the

1:19:05first thing we're going to do is read

1:19:07the incomplete sentence first so that we

1:19:09can understand it and then we can

1:19:11predict what the next word will be based

1:19:14on grammar so will the next word be a

1:19:17nine would that make sense or a verb or

1:19:19an adjective or whatever

1:19:21the vast majority of the total mass of

1:19:24the solar system is accounted for by

1:19:27so this is going to be some kind of an

1:19:30object or something with mass something

1:19:32with mass is something like this pan has

1:19:36mass collides have mass planets have

1:19:38mass stars have mass so it's probably

1:19:40going to be something like that it's

1:19:42going to be a noun something with mass

1:19:45so what we're going to do now is we're

1:19:47going to look at this sentence and we're

1:19:49going to look at keywords and think

1:19:51about words that will be in the text so

1:19:54that might be mass that could be size

1:19:56that could be weight I don't think

1:19:58that's technically correct according to

1:20:00you physicists but um just thinking of

1:20:02different things that might come up it

1:20:04probably will just say Mass but let's

1:20:07have a look okay scanning the first

1:20:09paragraph here Mass

1:20:12counterintuitively added together the

1:20:14account for only gay so the planets only

1:20:17account for 0.2 percent the sun makes up

1:20:2099.8 percent of the mass in the solar

1:20:23system so it is the sun the vast

1:20:26majority of the total mass of the solar

1:20:28system is accounted for by so we're

1:20:30looking for the sun G the biggest single

1:20:33object in the solar system which is the

1:20:35Sun so you want to know read that again

1:20:38and think does that make sense the vast

1:20:41majority of the total Master the solar

1:20:43system is accounted for by the biggest

1:20:46single object in the solar system which

1:20:47is the sun go back here

1:20:50Sun makes up the remaining 99.8 percent

1:20:53of the mass of the solar system they

1:20:56match up I think you can confidently put

1:20:58G there

1:21:01okay and we just repeat that process

1:21:02there is no fixed Outer Edge that could

1:21:05be because something something something

1:21:07that could be of something there is no

1:21:10fixed either Edge so we're looking for

1:21:12either Edge it might also say either

1:21:14surface or something like that

1:21:17so if we have a look here defined order

1:21:20boundary

1:21:21fixed either Edge a boundary an edge are

1:21:25the same things

1:21:26so our sun consists almost entirely of

1:21:29the elements hydrogen and helium and

1:21:31because the sun is not solid it does not

1:21:33have a defined outer boundary it does

1:21:35however have a definite internal

1:21:37structure so we need to go back and have

1:21:39a look at these and see if there are any

1:21:41obvious candidates there is no fixed

1:21:43utter Edge can be so that doesn't make

1:21:45sense grammatically so it's not that one

1:21:47there's no fixed Outer Edge is extremely

1:21:49hot no it's invisible no there is no

1:21:52other Edge no there is no other Edge a

1:21:55small proportion no there's no other

1:21:57right sunspots no there's no other Edge

1:21:59the biggest single object instead of no

1:22:01there is no Outer Edge the planets on

1:22:04their moons there is no other Edge to

1:22:07the sun due to the fact that it is

1:22:09mostly made up so grammatically I is the

1:22:13only one that makes sense so that is why

1:22:15we ask students to predict what is

1:22:17coming up next because it will help you

1:22:20understand which one is the correct

1:22:21answer grammatically

1:22:23made up of gas and plasma let's go back

1:22:26here to where we talked about that made

1:22:28up of hydrogen and helium which are

1:22:31gases it is not a solid plasma means not

1:22:34a solid so we can comfortably let us say

1:22:37I now you might be thinking I don't know

1:22:40what plasma is I've never heard of

1:22:42plasma

1:22:43um you might be unfamiliar with helium

1:22:45and hydrogen even it might be completely

1:22:47different in your language but if you're

1:22:49hoping to get a bond seven eight or nine

1:22:51you know basic grammar you know that I

1:22:54is the only one grammatically that makes

1:22:56sense so that's going to help you answer

1:22:58the question the core produce produces

1:23:01energy which which is could be which

1:23:05verb which Powers so it could be

1:23:07describing it it could be talking about

1:23:10what it does let's have a look for the

1:23:12course we know the core is here so it

1:23:15might be talking about which is 27

1:23:17million degrees Celsius when the back

1:23:19here is anything talking about how hot

1:23:21it is no so we need to go back there it

1:23:24moves similarly to a gas so it might be

1:23:28talking about moving moves D moves does

1:23:31that make sense the chord produces

1:23:33energy which moves at a very slow pace

1:23:35let's have a look at the other

1:23:36Alternatives and what we'll do here is

1:23:39we will eliminate these two because

1:23:41we're very very confident that these

1:23:43aren't

1:23:43um so just makes it easier for us to use

1:23:47elimination to find the next one so

1:23:50chord produces energy which can be seen

1:23:52in the Photosphere no it doesn't make

1:23:54sense which is extremely hot and used to

1:23:58create hydrogen possibly which is

1:24:00invisible to humans can damage our skin

1:24:02doesn't talk about that which moves at a

1:24:04very slow pace through the area

1:24:06surrounding it possibly

1:24:07which a small proportion of the light

1:24:10which is something no which sunspots

1:24:12know which the plum is the moon so we've

1:24:15got an I could be b or it could be D

1:24:19so we need to go back and read very

1:24:21carefully

1:24:22what it says here about the core

1:24:25specifically about the core energy

1:24:29so in the core nuclear reactions combine

1:24:31hydrogen and helium releasing vast

1:24:33amounts of energy in the process the

1:24:36energy release then begins to move

1:24:38outward so vast amounts of energy does

1:24:41that mean extremely hot no

1:24:43and then it also says used to create

1:24:46hydrogen here here it's talking about

1:24:48combining hydrogen to make helium

1:24:52combining it's not creating hydrogen

1:24:55it's probably not this one but we want

1:24:58to continue reading just to make sure

1:25:00the energy release then begins to move

1:25:02outward

1:25:03just outside the core is the energy

1:25:06released in the core travels extremely

1:25:08slowly travels moves at a very slow pace

1:25:11through the surrounding area so I'm

1:25:14pretty sure that it's D just through

1:25:15again elimination and close reading

1:25:18eight

1:25:19our planet only receives so think about

1:25:22what the planet receives it receives the

1:25:24light it receives energy it receives

1:25:26radiation so probably will be one of

1:25:29these things so it receives no sunspots

1:25:33no a small proportion of the light with

1:25:35the sun emits it's the only one that

1:25:37makes sense but we're going to have to

1:25:39go back and see if this is exactly what

1:25:41it says so we're scanning for our planet

1:25:44and what it receives

1:25:46so sunlight is emitted from the sun's

1:25:48Photosphere a fraction of the light that

1:25:50travels from the Sun reaches Earth

1:25:53small proportion a small proportion so a

1:25:56fraction a small proportion these are

1:25:58direct synonyms so we're going to put

1:26:00eight as e so you can see these

1:26:04questions are as much vocabulary

1:26:05questions as they are reading questions

1:26:07it's testing scanning but when you're

1:26:10scanning can you identify the correct

1:26:13synonym finally nine one kind of light

1:26:16emitted by the sun which which is which

1:26:20can be so it's not this one because that

1:26:23doesn't make sense grammatically it's

1:26:25not this one because that doesn't make

1:26:27sense grammatically the only three

1:26:29remaining that make sense grammatically

1:26:32are one kind of light emitted by the sun

1:26:35which can be seen in this Photosphere is

1:26:37a form of superheated gas one kind of

1:26:39light emitted by the sun which is

1:26:41extremely hot and is used to create

1:26:43hydrogen one kind of light emitted by

1:26:45the sun which is invisible to humans can

1:26:47damage our skin so what we're going to

1:26:49look for here is related to C this is

1:26:52the one that makes the most ends so

1:26:54we're going to search for skin damage so

1:26:57we're scanning for skin damage and we

1:26:59have here sunburn skin damage sunburn

1:27:02synonyms mean the same thing so it is

1:27:05see okay now let's move on to the next

1:27:08questions 10 to 14 which are true false

1:27:11not given so as always we're going to

1:27:13read the instructions do the following

1:27:14statements agree with the information

1:27:16provided in passage one so we need to

1:27:19write true false or not given beside

1:27:22each of these four statements or five

1:27:24statements sorry so the first thing

1:27:25we're going to do is read the statements

1:27:27to fully understand what they mean if we

1:27:30don't understand the meaning we cannot

1:27:32say if they are true or false so the

1:27:35interior of the sun is composed of a

1:27:38mixture of only two elements so the key

1:27:41word there really is only if there are

1:27:44other elements if they talk about you

1:27:46know there being three or four or there

1:27:49are two and there are others then this

1:27:52will be false if it talks about their

1:27:54only being two then it's going to be

1:27:56true if it just doesn't provide any

1:27:58information on this then it will be not

1:28:00given so what we need to do now is scan

1:28:03for the location where they talk about

1:28:06the composition of the Sun so the

1:28:10interior is the core so we're looking

1:28:13for the core okay so the core is here

1:28:15the core is here do they talk about

1:28:17elements yes they're talking about

1:28:19hydrogen and helium they also talk about

1:28:22hydrogen and helium up here so what I

1:28:24would do is I would read these two very

1:28:27carefully to decide which is correct

1:28:31so our sun consists almost entirely of

1:28:33the elements hydrogen and helium because

1:28:36the sun is not solid it does not have a

1:28:38defined outer boundary

1:28:40so the key word there is almost almost

1:28:43entirely the interior of the sun is

1:28:46composed of a mixture of two elements

1:28:50only means there are only two almost

1:28:53entirely means there are more than two

1:28:56so this one is false almost entirely

1:29:00does not match with only two elements

1:29:03and then we repeat that process with the

1:29:05others so the movement of matter back

1:29:07and forth between the radiative zone and

1:29:09the area that surrounds it gives rise to

1:29:12surface features like solar flares

1:29:15so radiative Zone on the area that

1:29:17surrounds it so remember we have our

1:29:19little diagram here

1:29:21The radiative Zone and the convection

1:29:24zone so we're talking about those two

1:29:26areas so the radiative Zone convection

1:29:29zone so the correct answer is probably

1:29:32in this area so we need to read this

1:29:35carefully to see if this agrees or

1:29:37disagrees with this statement the

1:29:40movement of matter back and forth

1:29:42between the radiative zone and the area

1:29:44that surrounds it gives rise to surface

1:29:46features like solar flares so does it

1:29:49say anything about solar flares in this

1:29:51kind of area

1:29:53solar flares

1:29:54surrounding the radiative zone is the

1:29:57convection Zone here hot material from

1:29:59near the Sun Center Rises and cools at

1:30:03the surface and then plunges back

1:30:05downward to receive more heat from the

1:30:07radiative Zone this movement helps

1:30:09create solar flares the movement of

1:30:11matter back and forth the area that

1:30:14surrounded gives rice such like

1:30:15silverfish this is true right it says

1:30:18exactly the same thing

1:30:19if a person were to stare at the Sun for

1:30:22a long time whilst using equipment to

1:30:24protect the eyes they would be able to

1:30:26see that most of the surface of the sun

1:30:28is not yellow so we're going to be

1:30:31looking for surface and colors and

1:30:34looking at the sun we're going to look

1:30:35for those keywords to find the correct

1:30:37area so the visible surface visible

1:30:40looking at it yellow Reds so it's in

1:30:44this area now we read it carefully to

1:30:46decide the correct answer so looking at

1:30:48the photograph of the zone you can see

1:30:50that it has several different colors

1:30:51oranges yellows and reds if a person

1:30:54were to stare at the sun they would be

1:30:56able to see that the that most of the

1:30:58surface of the sun is not yellow

1:31:00so what does this mean most of the

1:31:03surface of the sun is not yellow that

1:31:05means that more than 50 percent is not

1:31:08yellow does it say that looking at the

1:31:11photograph of the site you can see that

1:31:13it has several different colors orange

1:31:14yellows and reds giving it a grainy

1:31:16appearance so it talks about that it is

1:31:19different colors but it doesn't talk

1:31:20about mostly other than yellow it

1:31:23doesn't talk about proportions or

1:31:24percentages

1:31:25let's keep reading it we cannot see this

1:31:28when it glance quickly because our eyes

1:31:30can't focus okay so the only area that

1:31:32it's talking about colors it doesn't say

1:31:36proportion of those colors so we don't

1:31:38know if it is true we don't know if it

1:31:41is false so therefore it is not given

1:31:44light travels faster through the

1:31:46chromosphere than it does through the

1:31:48radiative zone

1:31:49so we're looking for chromosphere

1:31:51radiative Zone but particularly like

1:31:54traveling fast so you have the

1:31:57chromosphere here does it say anything

1:31:58about light jets of gas fire up through

1:32:02the chromosphere at speeds of up to 72

1:32:05000 kilometers per hour so that's not

1:32:08light that's gas those are two

1:32:10completely different things so it

1:32:11doesn't say anything here about the

1:32:14speed of the light

1:32:16talks about chromosphere here radiative

1:32:18Zone let's have a look at the radiator

1:32:20Zone here okay it can take a photon a

1:32:23photon is light as long as 50 million

1:32:26years to travel all the way through the

1:32:28radiative Zone wow that's amazing and

1:32:30you thought I was slow making this video

1:32:32so let's go back have a read of the

1:32:34sentence like travels through the

1:32:36chromosphere travels faster through the

1:32:38chromosphere than it does through the

1:32:39radiative zone so this is comparing the

1:32:43speed of light through two different

1:32:46zones it talks about the speed of gas

1:32:49here and it talks about the speed of

1:32:52light in one section or part of the sun

1:32:55here but it doesn't compare anything so

1:32:58we don't know

1:33:00so this is not given because it's not

1:33:03given it doesn't talk about it nearly

1:33:06all the energy on our planet is produced

1:33:07originally by means of a nuclear

1:33:09reaction

1:33:10so we're looking for energy and we're

1:33:13looking for a nuclear reaction can we

1:33:15have a look here energy the sun is the

1:33:18source of almost all the energy on Earth

1:33:20and sunlight parse photosynthesis as

1:33:22well as warming and Illuminating our

1:33:23Earth so if we read this more carefully

1:33:25to conclude the sun's core nuclear

1:33:28fusion nuclear fusion is a type of

1:33:30nuclear reaction generates energy and

1:33:33that provides us with all our energy

1:33:35nearly all the energy

1:33:38almost all nearly all mean the same

1:33:41thing nearly all almost all produced by

1:33:45a nuclear reaction this is true okay so

1:33:48let's start section two so first of all

1:33:50we're going to check what type of

1:33:52questions are going to come up so we

1:33:54have

1:33:54short answer questions here and we have

1:33:58matching headings and multiple choice so

1:34:02we've got a matching headings question

1:34:04here so we're going to do the matching

1:34:05headings question first because what the

1:34:09matching headings question asks us to

1:34:11really do is to read the whole article

1:34:15read the whole text and understand the

1:34:18general meaning of each paragraph here

1:34:21so the first thing we're going to do is

1:34:23look and read the instructions passes

1:34:26two has six sections labeled a to F

1:34:28choose the correct heading and then we

1:34:30have five questions here so we're not

1:34:33going to look at the headings we are

1:34:35going to look quickly

1:34:37at each section here and we're going to

1:34:39try and create our own heading for each

1:34:42section so it's really talking about

1:34:43European colonization

1:34:46so I'm going to have the impact or the

1:34:50effects

1:34:52of European colonization and this is

1:34:55more the impact of invasive species

1:34:59plants and animals that are not from

1:35:02that area

1:35:03so this is really talking about

1:35:05um pollution from other regions having

1:35:09an impact on the Pacific Ocean so this

1:35:13is pollution from other regions

1:35:17let's say on oceans or ocean

1:35:21this seems to be about a debate about

1:35:23about the extent of the problem Maybe

1:35:27this is about beaches uh shorelines

1:35:31and this is about climate

1:35:34the next thing we're going to do is

1:35:36we're going to look at the actual

1:35:37headings so Beach garbage from far away

1:35:40fish consumption High pollution from

1:35:43outside Oceana reaches the region

1:35:45hypothesizing change the effect of human

1:35:48migration in the region the extent of

1:35:50the plastic problem the impact of

1:35:52foreign Wildlife the serious danger

1:35:54approached by climate chat and the

1:35:55spread of tax and pollution so those are

1:35:58all pretty straightforward I understand

1:36:00what those are what I can do now is I

1:36:03can look at my headings and see if any

1:36:06of these match directly so impact or

1:36:09effect of European colonization so

1:36:11there's nothing here about European

1:36:13colonization but there is effect of

1:36:16human migration Europeans are humans

1:36:20and as you can see that is the correct

1:36:22answer it has given us that correct

1:36:24answer as an example

1:36:27so let's go to B impact of invasive

1:36:29species or thinking about wildlife

1:36:33the impact of foreign Wildlife on

1:36:35Oceania so this is matching nearly

1:36:37exactly the same so you can see how

1:36:39powerful this strategy is so we're going

1:36:42to put seven there and we're going to

1:36:45delete this one and we're going to

1:36:47delete this one

1:36:49so C

1:36:51pollution from other regions on the

1:36:54ocean

1:36:55High pollution from outside Oceana

1:36:57reaches the region probably that one

1:37:00let's see if any of the others it could

1:37:02be no so we'll put that as three

1:37:06d

1:37:07wasn't sure about the sort of debate or

1:37:10the extent of the problem Beach garbage

1:37:13from far away no fish consumption no

1:37:16high pollution from uh

1:37:183.1 hypothesizing change the extent of

1:37:22the problem serious danger posed by

1:37:25climate change probably not

1:37:27so we're not sure about this one so what

1:37:29we'll do is we will act a little bit

1:37:31strategically we will go to E and F and

1:37:33we'll eliminate those ones so we'll try

1:37:35and find see if they are easier to find

1:37:38than D and then we will see so e impact

1:37:43on the beaches impact on the shorelines

1:37:45Beach Garbage Beach garbage from far

1:37:48away extent Beach garbage yeah so

1:37:52probably that one then F was all about

1:37:55climate change the serious danger posed

1:37:58by climate change so it's definitely

1:38:00that one okay

1:38:02so we're not sure about D so we have one

1:38:06two three four options so let's go fish

1:38:09consumption

1:38:10does talk about that so it is maybe

1:38:12maybe that one hypothesizing change

1:38:19nothing really in there about change the

1:38:23extent of so I put extent

1:38:26okay so probably should have picked up

1:38:29on that one earlier probably is this one

1:38:32let's just see the spread of Texan

1:38:34pollution some of theorize the patch is

1:38:36as big or as bigger uh the so it's as

1:38:39big as Texas no so it's not that one

1:38:41fish consumption they do talk about

1:38:44consuming fish but this is just one

1:38:47small part of this paragraph the overall

1:38:49one is that so remember we are not

1:38:54focusing on individual words or

1:38:56individual sentences within

1:38:59um matching headings we're looking at

1:39:01what does the whole paragraph mean so

1:39:04hopefully we got all those correct well

1:39:06we'll correct we'll check at the end but

1:39:08don't forget we did this one first so we

1:39:10have to go back don't make the mistake

1:39:12of just continuing forward and

1:39:15forgetting that you have missed out

1:39:16these ones so these are short answer

1:39:18questions these are the questions that

1:39:21you would get in school when you were a

1:39:22kid so just asking for direct answers to

1:39:25these questions but very importantly you

1:39:28need to check how many words because the

1:39:32answer to these questions is quite

1:39:33open-ended so this is one of the most

1:39:36important questions for reading how many

1:39:39words

1:39:40um numbers they want you to put in here

1:39:42so choose no more than two words and or

1:39:45a number if you want to know what that

1:39:47means go back to the previous part of

1:39:49the video where we talked about that

1:39:51now the good thing is because we have

1:39:54read the whole thing it's much much

1:39:56easier for us to get our heads around

1:39:58this and locate the correct answer

1:40:01um because we've already established

1:40:03what it's about we have a good idea what

1:40:05it's about

1:40:06so according to this article what

1:40:07environmental problem has been caused by

1:40:09the dairy industry in New Zealand so

1:40:12what we need to do is find scan for the

1:40:15location of this correct answer so New

1:40:18Zealand there's no real other way of

1:40:20saying New Zealand so we want to scan

1:40:21for New Zealand so we have New Zealand

1:40:24here cats have been banned in parts of

1:40:26New Zealand All right so it's not about

1:40:29Cuts this is about the dairy industry if

1:40:32you didn't know what the dairy industry

1:40:34is then you might not be able to find

1:40:36the answer to this question that's why

1:40:38it's so important to develop a

1:40:40wide-ranging vocabulary because if you

1:40:43didn't know what Dairy meant you would

1:40:45go and look at oh New Zealand cats let's

1:40:49just write that down

1:40:50so it's not this New Zealand is there

1:40:53any other part of this it says New

1:40:56Zealand New Zealand here pollution from

1:40:58dairying in New Zealand has led to high

1:41:01levels of water pollution so that's

1:41:03actually quite interesting because you

1:41:05could assume that even if you didn't

1:41:07know Dairy meant cows you know milking

1:41:10cows you would just have to look for the

1:41:13word New Zealand and then see dairy

1:41:16dairy dirt what is it high levels of

1:41:19water pollution okay so the answer is

1:41:22high levels of water pollution but no

1:41:24more than two words under our number

1:41:26what is the answer it cannot be high

1:41:29levels of water pollution because that

1:41:31is five words

1:41:33so the answer is water pollution what

1:41:36measure has been introduced in Australia

1:41:39to reduce problems caused by foreign

1:41:42animals and vegetation so remember we

1:41:45created our own headings

1:41:47and it's talking about foreign animals

1:41:49and we talked about invasive species

1:41:53here so again it's much much easier to

1:41:56find the correct answer because we can

1:41:58go up here okay find Australia here

1:42:01Australia has adopted a system of strict

1:42:03quarantine in an attempt to limit damage

1:42:06from non-native plants and animals what

1:42:09measures have been introduced to reduce

1:42:11problems caused by foreign animals and

1:42:13vegetation vegetation plants so again

1:42:16you need to have a wide ranging

1:42:17vocabulary but a strict quarantine

1:42:21so we're going to put strict core on

1:42:24team

1:42:25approximately how long does it take for

1:42:27a piece of plastic rubbish to reach the

1:42:29grip barrier Pacific Garbage Patch from

1:42:31the west coast of the USA so they were

1:42:33talking about the big patch here from

1:42:38other areas so from the west coast of

1:42:40the USA

1:42:42a water bottle improperly disposed on

1:42:44the western coast of North America will

1:42:46make its way to a Great Pacific garbage

1:42:50patch in around six years so the answer

1:42:53is

1:42:55six years and if you're wondering the

1:42:59number six like six years is also

1:43:02acceptable so don't worry about that

1:43:04well proportion of Camillo Beach is

1:43:06comprised of plastic where is Camillo

1:43:09Beach talking about beaches Camillo

1:43:10Beach 90 what problem is affecting coral

1:43:14reefs in Hawaii including ones in Hawaii

1:43:16Coral bleaching has been documented in

1:43:20other reefs including ones in Hawaii now

1:43:23you might not know what Coral bleaching

1:43:25is but it doesn't sound great

1:43:27um and you could assume that that's what

1:43:29they're talking about because it's own

1:43:30it's the only place where you see the

1:43:32words reefs and Hawaii together so you

1:43:35put in Coral bleaching

1:43:37to think we can learn two things from

1:43:39this one how useful it is to have a

1:43:42strategy because if we did these

1:43:44questions first it would be much more

1:43:47difficult to find the correct answers we

1:43:49find these relatively quickly because

1:43:51we'd already done the hard work and we

1:43:53needed to do that hard work anyway to

1:43:56find the answers to these questions so

1:43:58it's not about all it is you need to be

1:44:00good at reading in a vocabulary and

1:44:01everything but it is also about being

1:44:05smart all right having a strategy so we

1:44:07can move on to our multiple choice

1:44:10questions and part of the strategy for

1:44:12multiple choice is skimming the text to

1:44:15understand the general meaning we've

1:44:16already done that so again that's one

1:44:19way of Saving Time the first thing we do

1:44:21as always is check the instructions

1:44:24choose the correct letter A B C or D

1:44:26okay so it's standard

1:44:28um multiple choice

1:44:29first thing that we're going to do is

1:44:31read the question to understand the

1:44:33question we cannot answer the question

1:44:35correctly if we do not understand it

1:44:37specifically understanding the

1:44:39difference between the four options or

1:44:42if there's three options and three

1:44:43options according to the text the Great

1:44:46Pacific Garbage Patch can be seen to

1:44:50consist mostly of plastic

1:44:52is known to be nearly as large as Texas

1:44:54is of unknown size is believed by some

1:44:58to stretch all to all the world's oceans

1:45:01so a is about the makeup what is or what

1:45:06are the constituent parts

1:45:08of the garbage patch whereas b c and d

1:45:12are about the size of the garbage patch

1:45:16so the next thing we need to do is find

1:45:18the location

1:45:19luckily for us we have already done that

1:45:23so it's going to be quite easy for us to

1:45:25find out so this should be in this area

1:45:27so we now need to read closely in this

1:45:30area to see if we can find the correct

1:45:32answer

1:45:33so some have theorized the patch is as

1:45:35big or bigger than the U.S state of

1:45:38Texas While others note that the idea of

1:45:41a patch of garbage is really a misnomer

1:45:43means it doesn't really make sense as

1:45:46there are concentrations of trash

1:45:47throughout the world's oceans so it's

1:45:51not that one it does mention Texas but

1:45:54just because you see a keyword and this

1:45:56is the problem with the keyword strategy

1:45:58you'll often hear

1:46:00YouTubers talking about just underlying

1:46:03keywords and find the keywords and

1:46:05that'll give you the correct answer all

1:46:07that does is it gives you part of the

1:46:09answer or the location of the answer so

1:46:12is known to be nearly as large as Texas

1:46:15some have theorized so some people not

1:46:19everyone have theorized there's a big

1:46:22difference between a theory and a fact

1:46:24all right

1:46:26that is as big or as bigger is known to

1:46:29be nearly as large as Texas is known as

1:46:32meant like it's not disputed it's not a

1:46:34theory not

1:46:36some people think it so it's not that

1:46:39one

1:46:40so if we go back and we read around this

1:46:42area because of the great garbage patch

1:46:44contains such small pieces of plastic

1:46:46and most of the plastic is below the

1:46:49surface of the ocean it is not easily

1:46:51visible with the naked eye and it is

1:46:53difficult to estimate its size so we

1:46:56can't see it properly so it's probably

1:46:58of unknown size can be seen to consist

1:47:01mostly of plastic doesn't really talk

1:47:03about that so we can say that it is C

1:47:06and then we repeat that process so Coral

1:47:09change their behavior as a result of

1:47:11exposure to a certain amount of heat

1:47:13experience Mass bleaching regularly

1:47:15prior to 1990 we've undergone the most

1:47:18severe damage in Hawaii exist in the

1:47:21Great Barrier Reef due to increasing

1:47:23temperatures so

1:47:24these ones are about

1:47:27Hawaii and the Great Barrier Reef this

1:47:30one is about bleaching and this one is

1:47:32about the behavior of corals Carl's a

1:47:34living thing I believe I might be wrong

1:47:36though so we know the location of that

1:47:41it is here

1:47:43so we need to read carefully the bit

1:47:45where it talks about coral

1:47:47so the grip buyer reef is currently

1:47:49experienced periods of coral bleaching

1:47:51due to increased ocean temperatures

1:47:53exists Coral exists in the grape Biore

1:47:56Reef due to increasing temperatures

1:47:58no it doesn't say that when Waters get

1:48:01too warm Coral experience stress and

1:48:04expel the colorful algae-like organisms

1:48:07that live within them when Waters get

1:48:09too warm Coral experience stress and

1:48:12expel the colorful algae like organisms

1:48:16that live within them so

1:48:18change their behavior as a result of

1:48:20exposure to certain amount of heat when

1:48:22Waters get too warm they change it's

1:48:24probably this one but let's check the

1:48:26other ones experience Mass bleaching

1:48:28regularly prior to the 1990s Mass Coral

1:48:31bleaching has occurred several times

1:48:33since the late 1990s so since not before

1:48:37so it's not that one

1:48:39uh I want to go on the most severe

1:48:41damage in Hawaii Coral bleaching is also

1:48:43being documented in other reefs

1:48:45including ones in Hawaii doesn't mention

1:48:46anything about the severity in Hawaii so

1:48:50it is a in Fiji so we're talking about

1:48:53Fiji here let's read this diseases have

1:48:56meant that many people have needed to

1:48:58relocate higher sea levels have led to

1:49:00food shortages some citizens have been

1:49:02moved to other locations due to

1:49:03increasing sea levels most diseases

1:49:06involve fever as a principal symptom so

1:49:09this is about disease this is about food

1:49:12this is about relocation and this is

1:49:15about specifically the type of diseases

1:49:17people are getting

1:49:19so Fiji has already experienced an

1:49:21increase in infectious diseases related