WEBVTT

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Good morning good afternoon good evening to whatever part of the world.

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And right now where I am right now it's actually morning TIME SO GOOD MORNING.

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If you're where I am right now today we're going to be going through a strategy strategy video and we're

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going to be reviewing a complete passage and in this complete passage we have three different question

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types so you can see this is coming from Section 3.

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This is from Book Number 12.

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And we're going to be going over a matching question a summary question and also as we have matching

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We have summary.

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Let's take a look.

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Summary matching question and a field other question.

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OK.

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All right so we will have a short little pause.

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I'm going to get things set up and we're going to go ahead and go through this reading passage.

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OK.

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So when we do this reading passage when we do this reading passage the way I want to do it is I'm going

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to actually go through it almost as if like I'm doing the real exam.

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Ok almost as if like I'm doing the real exam.

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Now we have a summary question and I've done several summary questions.

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All right several summary summary question.

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So we know the strategy for that one.

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And also I've done I have I've not done any matching question so I will talk about that a little bit

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in greater detail and fill the the.

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We've done several field play questions.

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If we're doing this on a real exam I would probably go ahead and do the go and into the full the question

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then I would go ahead and do the summary question then the matching question.

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However even though I'm going to do the matching question last right then why did to do it last.

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I'm still going to probably go ahead and highlight these names right or on and them to underline them

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but because these these are the names that when I'm answering the summary question and I'm answering

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the field of play question I need to be aware of these.

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Looking for these names because I would want to highlight or underline or cross out these names as I'm

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going through the other questions so that when I come back and do the matching question it's going to

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be much easier to do.

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So while I'm doing this some requestion and doing the field the blank question I need to be looking

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at these different names.

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This is tedious.

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Arab engineers da Vinci Meillard Maillard debt Vulcan and send Merlin Jacquette grows.

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All right try to burn those names in your mind.

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You know see name a name do you name him name the name him name a name.

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You know this trying to get those names in my mind so that when I'm doing the other questions and I

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come across those names and my scanning process of finding information for the other questions then

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I can go ahead and get started.

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Now in terms of debating which one to do for us we have a summary question.

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And we also have a field of blank question.

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Normally I would say go into the field the blank question first unless the summary question has some

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really easy language.

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If the summary question has some really easy identifiable language then really what you're dealing with

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really what you're dealing with are really to fill the blank questions.

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So it might not matter if you do the summary question first then the day then to fill the blank question

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because a summary quite a summary question is a field of play.

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Question especially on the general exam because on the summary question there they very rarely are going

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to put those sentences out of order even although it's possible.

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Right.

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Very rarely you going.

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You want to do that.

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If this were the academic test then it's possible for those sentences to not be in order to go go to

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go out of order.

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So you have to be aware of that possibility.

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All right.

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But it looks like for the field the blank questions they have some really good language with mechanical

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filter.

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So there has to be a paragraph talking about the mechanical filter because the title is a brief history

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of amata.

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And wherever you see mechanical theater is going to be capitalized so that actually it is easy to find.

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The summary question also looks like it's easy to find also because we have

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we have ancient Greeks easy to find.

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We have has Fester's easy to find.

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We have Greeks.

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Now we have Greeks and we have ancient Greeks.

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We have that and we also have this one about educational purposes.

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So I'm going to go ahead and start with the field the question first cause it has a really easy language

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to find about the ancient Greeks the Greeks.

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Festus I want to start with that first because this whole passage is going to be the whole Tamada and

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the ancient Greeks.

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So I actually I'm going to start with this summary question first then I wanted to fill in the blank

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question and we're going to move through it like that.

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All right so number 28 ancient Greeks and we're looking for the language just before the blank line.

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A number of something.

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All right then our number 29.

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That's number 20 number 29.

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The Greeks probably also greter real or Dumanis seems most likely the mechanism which control them consisted

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of.

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All right.

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So our key language we have here is the mechanism mechanism and what it is it consists of.

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Why what was it made of.

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And then whatever it was it was worked by humans.

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It consisted of something worked by humans and you define that sentence and some sort of model were

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designed to be.

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We have the language designed to be an educational purpose.

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Ok so I'm going to start there first and then I'll move into the other ones.

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All right.

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So Greig's Here's Greeks Here's a Festus Here's ancient Greeks Here's a Festus Here's grigs by itself.

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So it looks like there's some reas coming from this paragraph here.

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The rest of it looks like is Egypt China Baghdad.

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Arab engineers in Germany.

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Right yeah.

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That this is going to be our paragraph right here.

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So let's start right here with the first one with with ancient Greeks.

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OK.

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There it is right there.

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All right.

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Now let's remember from the paragraph where we're looking for that's our sentence.

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Ancient Greeks had a number of a number.

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So when I look at this sentence I'm looking for a synonym for a number of I'm not even trying to understand

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the sentence.

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I'm not trying to I'm just looking for a synonym for a number of that they had.

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Several myths so that the ancient Greeks were interested in the creation of automata.

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All right we see it already several write the word several is a synonym for what a number of the words

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severals a synonym of a number of.

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That means the answer is myth right.

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That's what that's all I'm looking for everybody.

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Do you see it right.

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Do you see how easy that is you find the synonym for the language before or after a blank line.

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Myths.

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All right now go to that Cintas ahead Greeks.

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Where was that sentence.

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Or is that sentence Greeks.

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OK.

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Greeks.

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All right.

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So now point something else out to you.

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As soon as the whole world said something I want to point out to you we highlight the sentence we're

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looking at though.

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This I our sentence right here.

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Right.

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So says as well as giving automatic place in mythology.

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The Greeks almost certainly created it.

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All right.

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Now if you look at this sentence This sentence is actually a combination right.

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Look right here at this semi Colden.

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All right look at this semicolon right here.

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This semi colon tells me that we have a situation where they took two sentences.

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We took it we have a situation where in the passage we have two sentences.

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But in the summary they merge them together with this summer with a semi semi colon that's semi call

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it means the part before the semi colon is one sentence the part after the semi colon is the other sentence.

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OK.

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So you understand that grammatically in terms of what's happening here.

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So the Greeks probably create also created real Automan.

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That's the first sentence.

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And then we have the next sentence.

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And when I look at the next sentence I'm looking for a synonym language consisted of a standard language

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consisted of as well as giving automatic place in mythology.

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The Greeks almost certainly to some.

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That's the part there's before the semi-colon.

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Now this next sentence is the part.

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This after this in my colon.

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These were probably activated by lever's empowered by human action.

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All right.

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These are probably activated by lever's.

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Right.

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So here's our sit in them language for consisted of.

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This is they were activated by levers and powered by human action.

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So powered by human action powered by human action.

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Where am I.

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Sorry that's this part right here worked by human operators powered by human action.

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OK.

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As I said in a language consisted of.

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Is that similar to saying activated by whatever they were activated by.

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That's what they were.

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That's what they consisted of whatever they were activated by.

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That's what they were consisted of.

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So our answer for number 29 is going to be lever's.
