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Okay.

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So far we've gone through four strategy application lectures for the field, the Blaine question.

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So really at this point, you should really be like a black belt and fill the blank questions, like

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a black belt in karate, kung fu, tae kwon do in field, the blank questions.

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We're going to go through one more strategy application lecture for the field, the blank question,

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just so we can tie everything together and give you one last opportunity to really, really work on

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your strategy application.

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So let's go ahead and get started right now.

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Now, in the previous four application lectures for the field of blank question, I've gone over the

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keys to success.

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I've gone over eight different keys to success.

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And in this lecture I'm putting them all together.

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You have to know what to look for in the sentence in terms of your looking for the language that's before

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and after the blank line.

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Understand, the questions are created by the test maker pulling language from one, two, or sometimes

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even three sentences.

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Number three, you always write the word exactly as it's written in the reading passage.

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Don't write a synonym, don't write some other word form.

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Write the word exactly as it's written in the reading passage and then know there are different question

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type question keyword types.

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In a sentence, you have some words that are great for helping you to find the matching sentence, and

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then you have other words that you need to really be concerned about because they're going to point

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you to the right answer choice.

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Some other keys to success that we went over in the past four or over in the past for application lectures.

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Understand, test creation is great to understand how the child's test makers come up with passages,

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create passages, create questions, create answers.

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If you understand that, then you know how to find this information.

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I want you to make sure you study synonym vocabulary list.

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The more of that type of vocabulary that you learn, the easier the reading section is going to be.

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Always work on improving your grammar knowledge.

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Many students think that grammar is only important when it comes to the speaking section and the writing

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section.

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Grammar is very important when it comes to the reading section and also the listening section, because

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very often they try to confuse you or hide answers by changing and playing around with grammatical structure.

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And then finally avoid the stupid mistakes.

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Know the word count.

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Check your spelling.

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No.

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The questions go in order and don't read before you see the questions.

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Don't do that.

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So let's go ahead and get started.

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In our next application process or application strategy process, we're going to do a full passage application.

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We're going to work on scanning and answer application.

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So the reading passages that we're going to be working from is from Cambridge Book 14, Test four,

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Part three.

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This reading passage has no title and that's on purpose.

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I find that really, really interesting because.

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They don't give you a title.

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Having a title sometimes gives you some idea what the reading passage is about.

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And I think what they're doing here by not giving a title is they're trying to make a student maybe

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start reading the passage first to find out what it's about.

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And you don't need to do that.

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So don't fall for that trick.

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It doesn't have a title.

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That's okay.

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You go directly to the questions right away.

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You look at what type of questions you have to answer.

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You choose the easiest questions to do first, the questions that go in order.

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And then you go and you scan for your matching sentences.

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So don't fall for this this new trick they're doing now by not putting a title on some of the par threes

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of a of an exam.

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So here we have the reading on the left.

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And we have the continuation of the reading on the right hand side and our questions 34 through 39 down

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below.

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So make sure you've opened up your book and you're on the right reading passage.

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So now we're going to go ahead and work on identifying the key words.

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As always, we're working under time conditions.

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Make sure you have your phone out.

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You have your stopwatch activated so you'll be able to work and simulate the real exam.

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So I want you to look at questions 34 to 39, and I want you to identify the key words in each question.

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So I need you to set your stopwatch for 45 seconds.

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45 seconds, not one minute, 45 seconds, and locate or identify the keywords for each question.

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Stop the lecture and go ahead and do that right now.

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So you'll see that there are some words that are highlighted in blue and others that are highlighted

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in yellow by now.

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You know what that means?

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The words highlighted in yellow are going to be great for helping me to find the right matching sentences

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in the reading passage.

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The words in blue may also help you find the right sentence, but really, those words in blue are great

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for being able to look at a sentence.

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Or when you find the matching sentence, locate that language in blue and you're going to find the answer

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choice very, very easily.

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Now that we have scanned through the questions and we have found our keywords in the questions, let's

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now see if we can find the matching sentences in the passage.

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If you are working from the book and you want to scan and answer, set your clock on 6 minutes and begin

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that process now.

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However, what we're doing in this lecture is specifically working on the scanning process and then

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answering the questions.

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So we have the reading passage on the left, continuing on the right, and our questions with our highlighted

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language below.

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So go ahead and stop the lecture.

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Open your book, set it for 3 minutes.

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And what I want you to do is locate the matching sentence 434 through 39 now.

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So you should have recognized that 34 comes from the paragraph starting within the studies they looked

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at.

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We see it right here in the sentence that starts off most of the dangers because we see pieces of debris

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and also we see animals getting entangled or injuring themselves.

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So we know number 34 comes from that sentence.

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35 comes from the next sentence where we see found little research and we see also synthetic clothing,

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which is at the end of the sentence.

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So we know 35 comes from these two and these two these sentences here, they pulled some information

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from the second sentence and then they continue pulling information from the third sentence.

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So this goes to what I was talking about in terms of question creation, understanding, test design.

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Number 36 comes from the next paragraph.

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And we look at the sentence that starts off.

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Many studies have looked at.

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So right here says most of them.

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They're talking about the studies with that reference to them have looked at a synonym for focused on.

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37 is from the next sentence where it says in the lab we see that information also for a number of 37

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in the lab is right there.

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Number 38 comes from the final sentence in that paragraph where we see the talk about the deaths in

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one species, we set the information right here.

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We see the word effect, which is a synonym for the word impact.

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So we know a number 38 comes from that sentence.

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And then for number 39, we see the word tanker which refers to oil.

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We need to also they're talking about asking about ecologically relevant questions.

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They need more information.

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So we know that number 39 is coming from this final paragraph in these sentences right here.

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And now what I've done here is I kind of put those paragraphs together so that you can see it.

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Maybe we could see it a little bit better.

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When we're going through the answering process.

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Now we're going to answer the questions we've we've scanned.

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We've gone through the passage.

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We have found our matching sentences.

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And so now we're going to set our clock for 3 minutes and find the answers to the field of blank questions.

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So go ahead.

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Stop the lecture.

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Open your book.

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Stop the lecture.

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Set your clock for 3 minutes and answer questions 34 through 39 right now.

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Let's check and see if you found all the correct answers.

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I'm sure you did.

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I know you're doing great.

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I know you're trying hard.

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Let's see if you found all the correct answers.

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Number 34 is large.

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And we see that right here.

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Large pieces of debris.

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Bits of debris that were large.

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So I've I've showed this to you several times already.

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How they switch the word order to hide the answer.

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The next 135 Little research into Microplastic.

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Robin's group found little research on the effects of these these tiny bits.

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Again, they're checking to see if you can recognize what the reference refers to.

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What does the word these what does these tiny bits refer to?

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We find that because the next sentence follows up with a quotation and we see microplastic.

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Also, we know that the word microplastic the answer is found in this first sentence, and we see that

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in the question that says, for example, from synthetic fibers.

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Again, that's referring to Microplastic.

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So they have tried three different ways within that sentence of showing us that the answer is microplastic.

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36 was really easy because when you look at the sentence, all I'm looking for is a paraphrase of the

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word entire.

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Here we see the word whole.

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That means the answer is populations.

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Don't waste time.

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Don't waste time.

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There's no reason for you to try to read and process.

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The entire sentence is not necessary.

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Find the paraphrasing or synonym of entire.

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And you find your answer.

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37 was just a play on word order.

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In the beginning of that sentence that they talk about in the lab here, they move the word in the lab

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to the middle of the sentence.

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But it's very straightforward.

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Concentrations of plastic.

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In the lab, scientists often use higher concentrations, higher concentrations of plastic.

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So that one was very straightforward.

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38 also was really, really straightforward deaths and one species could affect an animal's predators.

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So impact, impact.

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On the predators affect the predators, reduction in numbers, deaths in one species.

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So again, just switching up and playing around with word order.

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And then for number 39.

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We can see here the future impact of future disasters.

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Here they're talking about disasters.

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And then afterwards, again, we're playing with word order.

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Then they talk about a tanker spilling oil, polluting the ocean and then will affect.

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Well, whenever you see wheel is talking about the future and affect is a synonym for the word impact.

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So disasters will affect the environment.

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Disasters will affect the environment.

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Disasters will impact the future.

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All right.

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So if you want to see or read my explanation in the written form, you can look at it right here.

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I know this one was probably much more difficult than some of the others, but you do have to face reading

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passages exactly like this on the real exam.

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The people that write the Cambridge books are the same people that design for the exam.

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So keep working hard.

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Keep doing your best.

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If you have any questions about what was said in this lecture, feel free to ask.

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I'll talk to you soon.