University of La Salette, Inc.

Welcome to Module 1! I hope that you will find

all the topics in this module interesting and
worthwhile. Some of you might find them challenging,
but others won’t. My advice is to seek my assistance by asking for clarification of the stuffs should
you find it difficult to understand.

The English Enhancement Program (EEP) Course is designed to improve your ability to communicate in
English across four language skills – listening, reading, writing, and speaking. The course is divided into
two parts – EEP 1 and EEP 2. While EEP 1 highlights Listening and Speaking Skills, EEP 2 focuses on
developing your competence in Reading and Writing Skills.

The treatment of this course starts off with Reading Skills. EEP 2 Module 1 is a skill-section providing strategies in completing range of
authentic reading tests. Therefore, as the unit progresses, you need to be more self-critical and aware of your own mistakes in order to
build your abilities and confidence in English. I advise you to read and understand our lesson because from this module, you will work
on several activities. Hence, as early as the first part of this course, you will realize that EEP 2 demands focus and discipline in order to
successfully pass the course.

All the same, my students are expected not to give up on the course because we all know that EEP 2 is of central importance in developing
not only your English skills but also your competitive advantage. So let me ask you: ‘Are you ready?’

Lesson: Reading
Schedule: WEEKS 1-2

Topic Outline:
Reading Skills Strategies in Reading Exam
• Importance of Reading • Reading Steps to Follow
Types of Reading • Time Management
• Scanning • Learn Techniques
• Skimming • Practice
• Previewing
• Intensive Reading Vocabulary Enrichment
• Extensive Reading • Context Clues
Reading Exam • Confusing Words
• Academic Test
• General Test Exercises
Types of Reading Questions • Reading
• Completion • Vocabulary
• Sentence & Summary Completion
• Note, Table, and Flowchart Completion
• Short-Answer Questions
• Finding Information In Paragraphs
• Classification
• Labelling A Diagram
• True / False / Not Given
• Yes / No / Not Given
• Multiple Choice
• Matching Sentence Halves
• Paragraph Heading (Main Topic)

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.
Learning Outcomes:
At the end of this lesson, you are expected to:
1. apply reading strategies in answering questions;
2. choose the correct heading for each paragraph;
3. answer questions using words from the passage;
4. evaluate statements if they agree with the views of the writer in the given passage;
5. find the best answer to the question among multiple choices;
6. complete the gaps in summary using words from the passage;
7. classify information;
8. complete the gaps in notes or sentences using words from the passage;
9. identify statements as true, false, or not given;
10. identify the type of context clues in every sentence;
11. use context clues to determine the meaning of the given words;
12. choose the appropriate words to complete the sentences; and
13. reflect on what you have learned and enjoyed in this module.

Learning Resources:
1. Unit Module at Crowdsourced Learning Management System (CLMS)
2. Reading Lecture Notes from the Official Cambridge Guide to IELTS (see attached)
3. Cambridge Practice Tests for IELTS Books – 1-16
4. IELTS: [Link]

Reading Skills
- a cognitive process that involves decoding symbols to arrive at meaning.
- an active process of constructing meaning of words.
*The primary purpose of reading is to understand the text.
*Reading is a process that negotiates the meaning between the text and its reader.

Importance of Reading

1. Reading Expands the Mind. Reading helps to expand the mind and give you more ideas. Reading has been proven to
keep your minds young, healthy and sharp. Reading also develops the imagination and allows you to dream and think in ways
that you would have never been able to before.

2. Reading Allows for Creative Thinking. Reading can inspire you when you are feeling bored, down or in a rut. Reading
helps get the creative side of your brain thinking.

3. Reading Helps Improve Concentration. Reading can train your mind how to focus properly.

4. Reading Exercises the Brain. Reading strengthens brains connections and builds new connections.

5. Reading Improves Vocabulary and Language Skills. You learn new words as you read. Subconsciously, you absorb
information on how to structure sentences and how to use words and other language features effectively in your writing and
speaking.

6. Reading Develops the Imagination. As you read, your brain translates the descriptions you read of people, places and
things into pictures. While you are engaged in a story you are also imagining how a character is feeling.

7. Reading Helps Develop Empathy. As you develop you begin to imagine how you would feel in that situation.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.
Label the reading passage with the correct letters in the box.

Types of Reading

1. Scanning
- entails quickly searching for some particular piece of information in the text.

Why scan?
Scanning allows you to get just the information you need without reading through the whole text.

Scanning Tips:
1. After reading the sections or chapter, look at the study questions at the end.
2. Answer each question in your head looking for the exact word, term, or phrase.
3. Go back and look up each vocabulary term and re-read the definition from the book.

2. Skimming
- requires quickly running one’s eyes over the material to get the gist or have a general understanding.

Why skim?
If you skim, you can predict the purpose of the passage, the main topic or message and even some of the developing
or supporting ideas.

Skimming Tips:
1. Start at the beginning and check section headings (if there are).

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.
2. Think of the relationship of section headings.
3. Take note of vocabulary or terms, which may be in bold, or italics print.
4. Read each topic sentence, usually the first sentence under the heading.
5. Read the study questions at the end of the chapter and think, “Which section could I find that answer in?”
6. Go back and read each section.

3. Previewing
- it means looking at the readily visible parts of the text, like titles and subtitles, and also visuals and graphs, pictures, and
charts.

Previewing Tips:
To preview a material, you have to:
1. Predict the topic (what the material is all about) based on the title, cover, appearance, etc. of the material.
2. Ask yourself what you know about the topic; and
3. Anticipate what you will learn from reading the material.

4. Intensive Reading
- to read with full concentration and complete focus.
- one of the most critical skills you can develop to get a better understanding of information.
- reading intensively helps you strengthen your reading comprehension, vocabulary, and language skills.
- it is reading where testing, evaluating, and increasing knowledge is the primary focus.
- reading intensively often includes note-taking and attention to details.

5. Extensive Reading
- it involves reading for pleasure.
- it is also called free reading, and book flood.
- it is a type of reading where you engage with different types of reading materials.

Advantages of Extensive Reading

1. Develop an Interest in Reading
2. Improve Reading Comprehension
3. Read Widely
4. Improve Vocabulary

Reading Exam
In an actual International English Language Testing System (IELTS) exam,
Reading is the second subtests in the written exams (Listening, Reading, &
Writing).

In addition, there are 2 Types of Reading Exam: Academic Test & General
Test

Differences of Academic Test & General Test:

1. Academic Test
Q: What type of information or material will I read in an Academic Test?
A: Reading materials are taken from magazines, journals, textbooks and
newspapers. Topics are not discipline- specific but all are in a style
appropriate to the expected level of your comprehension.

The level of difficulty of the texts and tasks increases through the paper.

On next page is an example of Academic Reading Text:

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.

2. General Test
Q: What type of information or material will I read in a General Test?
A: Reading materials are taken from notices, advertisements, booklets, newspapers, leaflets, timetables, books and magazine
articles with emphasis on descriptive and instructive texts of general interest.

Like the Academic Test, the General Test’s level of difficulty of the texts and tasks increases through the paper.

On next page is an example of General Reading Text:

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.

Q: How many items are there in a Reading Test?

A: 40 questions. Each correct answer is marked with 1 point.

Q: How long does the Reading Test lasts?

A: 60 minutes. You must complete and answer three separate sections with 13-14 questions each. Make sure you write all your
answers within 1 hour.

Q: How is the Reading Test assessed?

A: In order to assess how much of the reading passage you understand, the questions will usually paraphrase the words that are in the
text. The questions test a variety of reading skills including your ability to do the following:
- Identify the writer’s overall purpose.
- Follow key arguments in a text.
- Identify opinions and attitudes.
- Locate specific information.
- Distinguish main ideas from supporting details.
- Extract information from a text to complete a diagram, summary, table, or set of notes.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.
Q: What type of questions will I encounter?

Types of Reading Questions

QUESTION TYPE ACTION KEY POINTS

• Answers are in passage order.
You complete the gaps in the • Follow the instruction in writing answers (word limit).
Sentence Completion sentences using words from the • Check spelling of answers with passage.
passage. • Check grammar of answered or completed sentence.
• Do not include any unnecessary words.
• Answers may not be in passage order.
You must complete the gaps in • Follow the instruction in writing answers (word limit).
Summary Completion the summary using words from • Check spelling of answers with passage.
the passage. • Check grammar of answered or completed summary.
• Do not include any unnecessary words.
You must complete the gaps in • Answers may not be in passage order.
Notes / Table / Flow the notes, table, or flow chart • Follow the instruction in writing answers (word limit).
Chart Completion using words from the passage or • Check spelling of answers with passage.
given choices. • Do not include any unnecessary words.
• Answers are in passage order.
Short-Answer You answer the question using • Follow the instruction in writing answers (word limit).
Questions words from the passage. • Check spelling of answers with passage.
• Do not include any unnecessary words.
• Follow the instruction in writing answers (e.g. letters only).
You find the paragraph that
Finding Information In • Depending on the instruction given, some letters may be used
contains the information in the
Paragraphs more than once.
question.
• Some letters may not be used.
• Answers are not in passage order.
• Follow the instruction in writing answers (e.g. letters only).
You decide which category some
Classification • Depending on the instruction given, some letters may be used
statements or features belong to.
more than once.
• Some letters may not be used.
• Answers may not be in passage order.
• Follow the instruction in writing answers (word limit).
You name parts of a diagram
Labelling A Diagram • Check spelling of answers with passage.
using words from the passage.
• Check grammar of answered or completed summary.
• Make relevant parts of passage while reading.
You decide whether the
• Answers are in passage order.
statement agrees with or
• Follow the instruction in writing answers (e.g. T, F, NG or True,
True / False / Not Given contradicts the passage, or
False, Not Given).
whether there is no information
• Not following instruction is wrong.
given.
You decide whether the
• Answers are in passage order.
statement agrees with or
• Follow the instruction in writing answers (e.g. Y, N, NG or Yes, No,
Yes / No / Not Given contradicts the writer’s views or
Not Given).
claims, or whether there is no
• Not following instruction is wrong.
information given.
• Answers are in passage order.
Multiple Choice You choose the correct letter. • Write A, B, C or D as answers.
• There will always be more options. Eliminate wrong options.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.
• Statements are not in passage order.
• Boxed items are usually in passage order.
Matching Type
You match statements to items • Write A, B, C or D as answers.
and Matching Sentence
(e.g. items in a box). • Depending on the instruction given, some letters may be used
Halves
more than once.
• Some letters may not be used.
You choose the correct heading • Locate main ideas in each paragraphs.
Paragraph Heading
for each paragraph from a list of • Follow the instruction in writing answers (e.g. I, ii, iii, etc.)
(Main Topic)
headings. • Some headings will not be used.

Examples of Reading Questions

1. Sentence Completion

2. Summary Completion

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.
3.1 Notes Completion

3.2 Table Completion

3.3 Flow Chart Completion

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.
4. Short-Answer Questions

5. Finding Information In Paragraphs

6. Classification

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.
7. Labelling A Diagram

8. True / False / Not Given

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.
9. Yes / No / Not Given

10. Multiple Choice

11. Matching Type

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.
Another Example of Matching Type

11. Matching Sentence Halves

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.
12. Paragraph Heading (Main Topic)

Strategies in Reading Exam

1. Reading Steps to Follow

3 STEPS: MUST “NOT” FOLLOW

Step 1: read only portions of the texts
Step 2: read the questions
Step 3: answer the questions by constantly rereading the passage

3 STEPS: MUST FOLLOW

Step 1: read the questions
Step 2: read the entire passage
Step 3: answer the questions while reading the passage

2. Time Management
• Plan and divide your 1 hour in answering all the questions.
• Apply reading techniques.
• Skim to get general idea.
• Scan to get specific idea.
` • Ensure to complete the exam in 60 minutes.

Reading is like treasure hunting; all answers are found in the passage.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.
3. Learn Techniques

Strategy 3.1 (General Rules to Follow)

• Usually answers are in passage order for sentence completion, short-answer questions, true / false /
not given, and yes / no / not given type of exam.
• Read and follow all the instructions in writing answers (e.g.: word limit, letter only, and Roman
numeral).
• Check spelling of answers with passage. No abbreviations or texting.
• Check grammar of answered or completed sentence.
• Do not include any unnecessary words.
• There will always be more choices than questions. Eliminate distractors.
• Look for key words. Once you find them, encircle or underline words. The answer is surely located
around the key words.

Strategy 3.2 (In Matching Headings)

• When choosing a heading or main topic for the whole paragraph
STRATEGY: Read heading.
Identify key words.
*Heading is usually located at the beginning or end of a paragraph.

• When choosing in which paragraph the information is located

STRATEGY: Read paragraph first then pick heading.
Identify main topic of each paragraph.
Do the easiest match first and the most difficult to identify should be answered last.
*Usually the unmatched item is the answer. Constantly recheck your answers.

REMEMBER TO ASK: Which paragraph discusses this information?

Strategy 3.3 (In True / False / Not Given)

There is a statement you need to evaluate.
• Read the statement or question first.
• Look for the statement or question in the passage.
• Carefully identify if it is a True / False / Not Given or Yes / No / Not Given.
• If you cannot find it, it could only mean two things: the answer is not given or you missed it.
• The answers are found chronologically in the passage or text.

TRUE / YES
• The passage and question have the same idea.

FALSE / NO
• The passage and question are opposites.
• The passage and question are inconsistent with each other.
• Something is missing.

NOT GIVEN
• If you cannot find the question or statement in the passage, then it is Not Given.
• The statement has additional information.

Strategy 3.4 (In Matching Sentence Halves)

There is a statement you need to match with the given choices.
• Read the statement first.
• Look for the statement in the passage. The words that appear in the options are totally different from
the words in the passage.
• There will always be more second halves (options) than first halves.
THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.
• Always consider grammar and sentence structures when answering.
• Make sure that the completed sentence makes logical sense and is grammatically correct.

4. Practice
• Do practice answering authentic Reading Tests in your CLMS. Answer each test in 60 minutes.

Vocabulary Enrichment

Context Clues
- are words, phrases, and sentences that
surround an unfamiliar word that can help
you recognize the meaning of an unknown
word because the text gives you information
about it.
- getting the meaning of unfamiliar words
through context clues is a very useful process because this allows
you to read more fluently and increases your vocabulary.

Common Types of Context Clues

1. Synonyms
- are used when the text has words or phrases that are similar in meaning to the unknown word.
- synonyms clues may be signaled by the following words: “like” or “as”.

Examples:
a. The narrator in the poem was euphoric at his son’s victory, for he cried out triumphantly when the boy came
home.
b. Alice envisaged the Jabberwock in her mind. She imagined its sharp claws and jaws, and then shivered in fright.

2. Antonyms
- is a word that reveals the opposite meaning in relation to the unknown word.
- words like “although”, “but”, “despite”, “instead”, “in contrast”, “unlike”, “however”, “even though”, “on the contrary”, and
“conversely”, usually precedes antonyms because these are used to show contrasting ideas.

Examples:
a. The Jabberwock was relentlessly pursued by the boy, unlike the others who gave up easily when they heard
how terrifying the creature was.
b. The boy in the poem surreptitiously set out to find the monster. He did not tell anyone about his plans because
he did not want them to worry.
THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.
3. Examples
- are specific details in a text that are used to clarify the meaning of the word.

Examples:
a. There are many eccentric creatures in the forest, such as momeraths and borogoves.
b. The boy’s father was ecstatic when he found out that the Jabberwock was conquered by his son. His behavior
included laughing, cheering, and hugging his son.

4. Explanations and Definitions

- explanations may be given as clues to describe an unknown term. When phrases like “because” or “that is” follow a word,
these may be explanations.
- terms like “is”, “means”, “is defined as”, and “refers to” are used with definitions.

Examples:
a. Hearing someone outgrabe, which means he is whistling, bellowing, and sneezing all at once-can be a funny
sight.
b. Humpty Dumpty told Alice that brillig means the same thing as four o’clock in the afternoon, because that is when
people started broiling things for dinner.

5. Situations
- the meaning of a word may change depending on its context, or how and where it is used.

Examples:
a. The boy wondered if he should have brought some back up, in case he could not take on the Jabberwock by
himself.
b. The hero’s conquest of the Jabberwock is an exemplary case of bravery.
c. The hero is still lucky that the murder of the Jabberwock does not merit a case in court!

Confusing Words (Commonly Misused Words and Expressions)

Alternate & Alternative

These words are not always interchangeable as nouns
or adjectives.
Alternate means every other one in a series; the second,
one of two possibilities.

Among & Between

When more than two things or persons are involved,
‘among’ is usually called for.
When, however, more than two are involved but each is
considered individually, ‘between’ is preferred.

All right & Alright

Although ‘alright’ is widely used, it is considered non-standard English. As the American Heritage Dictionary notes, it's not “all
right to use alright.”

Allusion & Illusion

Allusion is a noun that means an indirect reference: i.e. “The speech made allusions to the final report."
Illusion is a noun that means a misconception. i.e. “The policy is designed to give an illusion of reform."

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.
Alternately & Alternatively
Alternately is an adverb that means in turn; one after the other. i.e. “ We alternately spun the wheel in the game." Alternatively
is an adverb that means on the other hand; one or the other. i.e. “You can choose a large bookcase or, alternatively, you can
buy two small ones."

Beside & Besides

Beside is a preposition that means next to: i.e. “Stand here beside me.”
Besides is an adverb that means also. i.e. “Besides, I need to tell you about the new products my company offers."

Cite & Site

Cite is a verb that means to quote as an authority or example. i.e. “I cited several eminent scholars in my study of water
resources. “It also means to recognize formally. i.e. “The public official was cited for service to the city." It can also mean to
summon before a court of law. i.e. “Last year the company was cited for pollution violations."
Site is a noun meaning location. i.e. “They chose a new site for the factory just outside town."

Complement & Compliment

Complement is a noun or verb that means something that completes or makes up a whole. i.e. “The red sweater is a perfect
complement to the outfit."
Compliment is a noun or verb that means an expression of praise or admiration. i.e. "I received compliments about y new outfit."

Comprise & Compose

According to the traditional rule, the whole comprises the parts, and the parts compose of the whole. i.e. Thus, the board
comprises five members, whereas five members compose (or make up) the board . It is also correct to say that the board is
composed (not comprised) of five members.

Concurrent & Consecutive

Concurrent is an adjective that means simultaneous or happenings at the same time as something else. i.e. "The concurrent
strikes of several unions crippled the economy."
Consecutive means successive or following one after the other. i.e. "The union called three consecutive strikes in one year."

Connote & Denote

Connote is a verb that means imply or suggest. i.e. "The word 'espionage' connotes mystery and intrigue."
Denote is a verb that means to indicate or refer to specifically. i.e. "The symbol for 'pi' denotes the number 3.14159."

Emigrant & Immigrant

Emigrant is a noun that means one who leaves one's native country to settle in another. i.e. "The emigrants spent four weeks
aboard ship before landing in Los Angeles."
Immigrant is a noun that means one who enters and settles in a new country. i.e. "Most of the immigrants easily found jobs."
One emigrates from a place; one immigrates to another.

Few & Less

Few is an adjective that means small in number. It is used with countable objects: i.e. "This department has few employees."
Less is an adjective that means small in amount or degree. It is used with objects of indivisible mass. i.e. “Which jar holds less
water?"

Foreword & Forward

Foreword is a noun that means an introductory note or preface. i.e. "In my foreword I explained my reasons for writing the book."
Forward is an adjective or adverb that means toward the front. i.e. “I sat in the forward section of the bus." “Please step forward
when your name is called."
Forward is also a verb that means to send on. i.e. "Forward the letter to the customer's new address."

Imply & Infer

These words are not interchangeable. Something implied is something suggested or indicated, though not expressed.
Something inferred is something deduced from evidence at hand.
THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.
Laid, Lain, & Lay
Laid is the past tense and the past participle of the verb lay and not the past tense of lie.
Lay is the past tense of the verb lie and lain is the past participle. i.e. “He laid his books down and lay down on the couch, where
he has lain for an hour."

Precede & Proceed

The verb precede means to come before.
Proceed means to move forward. . “He preceded me into the room; once I caught up with him I proceeded to tell him off."

Assignment
Look for the meaning of all the words below. Understand the differences of each pair of words.

A Letter or Two Apart: Words confused because they sound or are spelled nearly the same.
Adapt & Adopt
Adverse & Averse Shades of Meaning: Words whose meanings are just close enough to mix up.
Allude & Elude Ability & Capacity Incredible & Incredulous
Allusion & Illusion Aggravate & Irritate Leave & Let
Capital & Capitol Among & Between Simplified & Simplistic
Complement & Compliment Amount & Number
Continual & Continuous Anticipate & Expect
Discreet & Discrete Anxious & Eager
Elicit & Illicit Assure, Ensure, & Insure
Farther & Further Compose & Comprise
Persecute & Prosecute Convince & Persuade
Personal & Personnel Disinterested & Uninterested
Stationary & Stationery Fewer & Less
To, Too, & Two Hanged & Hung

Worlds Apart: Frequently confused words that mean entirely different things.
Accept & Except
Already & All Ready
Anecdote & Antidote
Covert & Overt
Famous & Infamous
Former & Latter
Ingenious & Ingenuous
Learn & Teach

Summary:
In this module, you learned what reading is and its importance. Moreover, you refreshed your prior knowledge
about the diverse types of reading, which you would be applying as you answer range of authentic reading
tests. With that, central to our discussion is the various types of reading questions wherein you learned the different strategies that you
can employ as you answer all the reading assessments.

The latter part of this module equipped you in enhancing your vocabulary, which is essential in improving your reading skills, such as
helping you not only understand questions, but also locating answers through skimming and scanning, using synonyms, and connecting
the contexts better.

Finally, as part of our vocabulary enrichment lesson, you realized that vocabulary is a must-have when doing your speaking and writing
exams. You realized that vocabulary skills is not measured based on the number of highfalutin words you know, but more of knowing
how to use different words in the right context. For this reason, you became familiar with seemingly the same words that are commonly
misused.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
 University of La Salette, Inc.
References:

Cambridge Practice Test for IELTS Books 1-15 (1996, 2000, 2002, 2005, 2006, 2007, 2008, 2010, 2013, 2014, 2015, 2017,
2018, 2019, 2020) United Kingdom: Cambridge University Press

Cullen, P., et al, (2012) The Official Cambridge Guide to IELTS for Academic & General Training. United Kingdom:
Cambridge Exams Publishing, Cambridge University Press

Jakeman, V., McDowell, C., (2006) Cambridge Action Plan for IELTS. United Kingdom: Cambridge University Press

Jakeman, V., McDowell, C., (1996) Cambridge Practice Test for IELTS 1. United Kingdom: Cambridge University Press

Kaplan (2009) IELTS: International English Language Testing System. 2009-2010 edition. New York: Kaplan Press

Lougheed, L., (2006) Barron’s Students’ #1 Choice: International English Language Testing System. New York: Barron’s
Educational Series, Inc.

McCarter, S., and Whitby, N., (2007) Improve Your IELTS Reading Skills. United Kingdom: Macmillan

McDowell, C., and Jakeman, V., (2004) Step Up To IELTS: Self-Study Student’s Book. United Kingdom: Cambridge
University Press

McDowell, C., and Jakeman, V., (2004) Step Up To IELTS: Self-Study Teacher’s Book. United Kingdom: Cambridge
University Press

Official IELTS Practice Materials 1 (2009) United Kingdom: Cambridge University Press

Official IELTS Practice Materials 2 (2009) United Kingdom: Cambridge University Press

Rogers, B., (2005). Peterson’s TOEFL Success (Thomson Asian Ed.). Singapore: Thomson Learning Asia

Sharpe, P., (2007). Barron’s Practice Exercises for the TOEFL (6th Ed.). New York: Barron’s Educational Series, Inc.

9.0 Niner - IELTS Review and Tutorial: Orange Book

Prepared by:

LIMUEL ARJAY A. ESTEBAN, MBA

Instructor

Checked by: Approved by:

AIMEE P. CALINGASAN, MAEd EILEEN B. DUPRA, Ed.D.

Program Coordinator Dean

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN
ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.