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A training course organised by R&D Course tutor : Phil Gaskell STRATEGY & APPROACH '
To join R&D Brussels: Send this slip to R&D J-79 09/232 Tel: 55676, 93053, and 55656 or send a message via our website: www.renouveau.org Name:
n Admi . Address:
For more information on R&D consult the website: www .renouveau. org To contact the R&D training office: send a message to the address in the Outlook directory REP PERS R&D FORMATIONS The poHtical secretariat: O. Profili / C. Sebastiani / H. Ferreira-Ramos (55656/99239/56676)
V&N: Strategy & Approach / Phil Gaskell
LED@"Learn English.eu. com
Structure of the Verbal and Numerical Reasoning Tests The tests in Verbal and Numerical Reasoning consist of 40 questions for which you have 45 minutes. In the tests that have been produced in the last year the two types of questions have been mixed together - 15 numerical and 25 verbal. They are in groups of 2 or 3 questions following the numerical data or text. After each question there are four possible answers A, B, C or D from which you must choose one based on the i n f o r m a t i o n given. You may use the question paper as rough paper for w o r k i n g out y o u r answers that should only be transfered to the official answer sheet, which is marked optically, when you are sure of y o u r choice. You m a y not change your choice on the optically m a r k e d answer sheet a n d you will not be given a second copy! I t goes without saying t h a t you may not use dictionaries, calculators etc. In fact, you may not even take your own pen into the competition. 20 out of 40 is the pass mark. You do not lose points for w r o n g a n s w e r s . I n numbers in the English version of the test, the 'decimal point' a n d t h e ' c o m m a ' a r e used in t h e w a y that is normal in t h e UK: e.g. € 2.5 » 2,5 € (mainland Europe) & € 10,000 » 10.000 € (mainland Europe). The data given in the questions has been taken almost entirely from EU documentation in recent competitions. In comparison with earlier competitions, this has the advantage that the texts have not been written in a complex, literary style and so have less complex structures in terms of sequence of events and internal links: these documents have been written so that they can be understood! However, one recent competition used non-EU documents as the source of its texts and data tables. Of course, there is no guarantee that the competition you sit will be as described above; those who decide on the shape and content of the competitions may change the format at any time. However, the description above summarises the style of recent competitions and this course is based on the assumption that competitions in the near future will be similar. One recent competition had separate parts - one verbal and one numerical, and both parts had 40 questions. In addition, more time was allowed for the competition.
PRACTICAL TIPS • »
You may use the question paper as rough paper for working out your answers Your answers should only be transferred to the official optically marked answer sheet when you are sure of your choice. If you erase an answer it may be identified as two answers when the sheet is optically scanned. • If you choose two answers you will automatically be awarded 0 for that question. » You may not change your choice on the optically marked answer sheet and you will not be given a second copy! • No dictionaries, calculators etc. - you may not even use your own pen or pencil. • Remember that competitions are held in very large halls (e.g. at Heysel, in Brussels) and the temperature may be high in summer and low in winter. For your own comfort dress appropriately! • Going to the toilet seems to be difficult, before, during and between the various parts of the competition. Plan strategically! • Take something to eat and drink with you - there may be times when concentration is hard.
V8d\l: Strategy & Approach / Phil Gaskell
[email protected]
Overali Strategy and Approach On average, out of 20 questions, you will be able to do between 10 and 12 almost immediately with a little training, thus gaining t i m e that you can spend on the other 8 that require more thought and t i m e . Of those 8 there will be 2 or 3 that you could spend a very long time on (especially in the verbal questions) - so the best strategy is to m a k e a judicious guess and m o v e on. Don't waste time it's too precious in the competition! Because you are working in Vough' first, you can always leave a question that you find difficult to understand or solve until later in the test and t r y it again if you have time left over. You w i l l gain m o r e points by a t t e m p t i n g questions t h a t you can answer t h a n by struggling w i t h questions t h a t you find a real challenge. You need to make this strategic decision at the stage where you are practising doing competition questions, and certainly before you go into the hall to sit the test. You have to train yourself not to panic because you have left undone questions behind you. Stick t o y o u r decision! Speed is essential. This can be gained by various means - practice is the surest way to improve your speed - you will learn no magic formula here but a method that you will need to practise at h o m e - 'practice makes perfect they say' - it will certainly help you to develop speed and to see where your own blind spots are.
TIME TIPS • All questions, difficult or easy, gain one point if correct. It is best, therefore, to gain points on easy questions rather than hard questions. • Leave questions that you find difficult until later in the test and try again if you have time left over score easier points first! • There is not magic formula for speeding up your performance in the competition - practicing doing questions is the best way of improving both speed and performance. • As you prepare for the competition over a period of months you will see your own blind spots, and so be able to avoid making the.same mistakes again - and you will work more quickly. • Set yourself a timetable: 15 minutes to answer the first 10 questions, 30 minutes to answer 20 etc. It may help you to keep to a steady speed and so finish within the time allowed.
A general rule is to reduce t h e c o m p l e x t o its basic, key elements and to discard those elements that are irrelevant to the solution. Additional information is sometimes there to oblige you to make judgments about what is relevant and irrelevant. I suggest that you begin w i t h t h e n u m e r i c a l reasoning questions because they are more obviously correct or incorrect, while verbal reasoning questions are more open to discussion and t h e wording of these questions is more nuanced - they can take much more t i m e . You must m a k e this choice before the competition a n d stick to your decision when you sit down to start the exam - this is not the time to hesitate.
V&N: Strategy & Approach / Phil Gaskeíí
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APPROACH T I P S • D ecide whether to do the numerical or verbal questions long before the competition - and practise on that basis • We suggest that you begin w i t h numerical questions • D o notchange your decision about this on the day of the competition • If you have the same letter as your answer to three or four questions in a row, do not let that change your decision. Each question stands alone. • Make the most reasonable choice (or even a guess) based on a quick reading of the question for questions you don't have time to do. • When you find a proposed answer that is clearly correct, you can take the risk of selecting it as you answer and moving on to the next question; It is a risk, but it saves time! • D on't go back over questions you have already done - if there is a doubt in your mind that means that the question is not so simple and may take to much time. • Copy up your answers from your rough working onto the official answer sheet at fixed times during the test. This gives you a break and makes sure that you don't have all the questions to copy up at the end of the test. You will not be allowed to fill In the answer sheet when the time is up and you will lose the points.
As a general rule work from the front of the competition towards the back, and from top to bottom of each page - it is fairly clear that the level of difficulty increases as you advance through the questions. Tip: if you get the s a m e Setter as t h e a n s w e r t h r e e o r e v e n f o u r t i m e s i n a r o w , e.g. CCC, do not lose confidence. When you have been through enough competition papers you will see t h a t this happens rather often. I t is most probably done deliberately to make it harder to guess answers. Nobody who is simply guessing the answers would take the risk of giving the same letter in the answer in three questions one after another.
C O M P E T I T I O N S o n COMPUTER: • The future of computer testing is not clear - but computer tests will almost certainly become the standard - the question is when • Many things are changing in relation to computer tests, so consult the EPSO website • « • • • • • • • ■ • » • >
Put the keyboard on one side - you won't need it Make yourself comfortable Read the instructions and make sure you understand everything before starting 20 verbal & 20 numerical questions - in either order but in separate tests 20 minutes for numerical and 25-30 for verbal automatic switch off when time is up you can leave questions undecided or review answers before end of test if you wish - is this a good thing or not? same text or table Is not used for consecutive questions, but may appear later in test everyone has a different random selection of questions sometimes everyone has a different start time so people come and go on-screen calculator - but it doesn't work well white board and felt tip pen - but dries up and difficult to use reviewing questions - difficult to navigate you don't get a copy of the answer - can you object to questions?
V&.N: Strategy &. Approach / Phil Gaskeli
[email protected]
Numerical Questions NUMERICAL T I P S 1 • Many people panic at the thought of mathematics. Don't panic! • You often don't need to calculate at all - these questions are often just logical thinking in mathematical form. • The most basic processes are used: addition, subtraction, division, multiplication, calculating a percentage, average, ratio etc. - it's almost as easy as doing the shopping. • Do the questions in the order they come in on the page.
What are t h e questions like? There is usually a table, or (bar-) graph with a minimum of text explanation followed by 2 or 3 questions; for each question 4 possible answers are given. The first question is often easier than those that follow; the answer to one question may help to solve another question. Within each group of questions it is better to do t h e questions in t h e o r d e r in w h i c h t h e y are p r e s e n t e d . The mathematical processes are basic: addition, subtraction, multiplication & division, as well as calculating an average or ratio - these are really logic in the f o r m of mathematical symbols. The process to be used is usually obvious from the question.
How t o approach a question 1
Read t h e question carefully first: underline key n u m b e r s , facts and words (you can also circle or enlarge them - see what works best for you)
2
Now scan read t h e data in the table, graph or statistics given above the question and underline key n u m b e r s , facts and w o r d s .
3
Before attempting to solve a question, different unit values used in the d a t a should be converted so that they are all expressed in the s a m e units and values.
4
N u m b e r s should be simplified if possible to facilitate simple calculations. Round numbers up and down to 1 0 ' s , lOO's or lOOO's if possible. Precision does not usually give a better answer, but speed certainly gains t i m e and points. The bigger the rounding up or down, the bigger the risk but the greater the time saved!
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Translate question data into simple equations or expressions where appropriate.
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N o w m a k e t h e 'calculation', (often an approximation) or the logical deduction on the basis of the'elements you have identified in the question and data and establish which is the exact answer or nearest approximation to the possible answers that are given.
V&N: Strategy & Approach / Phil baskeil
[email protected]
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NUMERICAL T I P S 2 • Approximating gains time and time is essential in gaining valuable points • Approximating is a risk, but the biggest risk is not to take any risks (and lose time!) • Get used to approximating and begin to feel confident doing it. • RE-learn you arithmetical tables (1x9=9, 2x9=18 etc.) these will help you to have quick calculating reflexes • Revise the basic mathematical processes such as calculating a percentage, average etc. All the basic material is in the next section • Our training courses offer other tips, shortcuts and rules of thumb that may help you, or perhaps we can help you to find your own shortcuts.
Tips for easy calculations & approximations: •
Increase / decrease: x - y = z (where x = 3 , y = 2 ) difference is 1 - (this process gives a n u m b e r ) . Percentage increase/decrease gives a number expressed as a percentage.
•
Ratio: x: y (where x = l ; y = 2 ) = 1:2 - (this process gives a ratio, e.g. 1:2, which can easily be converted into a fraction or percentage, thus V represents Уг or 5 0 % of V ) Average: ( x + y + ż ) number, 2
3 = average (where x = 3 , y = 2 , z = l ) total is 6 and a v e r a g e is a
You may find that it is worth re-learning those childhood multiplication tables so that answers to simple calculations come spontaneously.
1 x 9= 9, 2 x 9 = 18, 3 X 9= 27 etc. one place to the left to divide and one place to the right to multiply. E.g. 300 -=-10 = 30.0; 300 χ 10 = 3000, In whole numbers the decimal point is not shown, but don't forget that it is still there at the end of the number, so 50 can be shown as 50. or 50.00 but this is not usually done. T he same quick calculations can be done with 100 or 1000 the number of zeros tells you the number of places to move the decimal point in either direction? If there a r e no figures to left or right to allow you to move the decimal point; then:you add zeros t o create the spaees.neededì E.g. 300 4- 100 = 3.00 & 300 ч- 1000 = .300 (usually represented as 0.3) & 300 -f 10 000 = 0,03 & 300 x 1000 = З ф О О (Zeros at the extreme left of a number, and zeros at the extreme right after the decimal point have no value.) 3 To simplify a fraction, — divide both top and bottom by the top number, in this case 3 = — 4 To make a percentage from, for example, —
— ' x 100 = 300 divided by 12 = 25% 12
V&N: Strategy & Approach / Phil Gaskell
[email protected],com
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You m a y also find it helpful to learn these percentages and their equ ivalents in fractions and t h e associated number used in division. D o not feel that you must learn t h e m all, choose a few t h a t you feel you will be able to remember. You can make your own list of those you find most useful,
1%=
x
= divide by 100 (See above - "decimal point') 100 (For other percentages, you can multiply this result by 3 for 3%, 8 for 8 % etc.) 2%=
χ
2
=
1
x
=
divide by
1 = divide by — = x 100 33.33 (For 9% multiply result by 3, 1 2 % by 4 etc.) 3%=
x
4
1 = divide by 25 100 (For 8% multiply by 2, for 16% by 4 etc.) 4% =
x
5% =
χ
50
50
100
=
. 100
=
10
=
x
1
X
divide by
33
25
20
20 1
divide by 10 100 10 (For percentages between 10 and 20, 20 and 30 etc. use the result for 1 0 % , for example, and add the result for the additional number: 1 3 % of 660 = result for 1 0 % = 66 + (3 x 6.6) 19.8 = 85.8, For 3 0 % , 7 0 % etc. multiply result for 1 0 % by 3, 7 etc.) 10%=
x
20
X
1
divide by 5 100 5 (For 40%, 60%, 80% mulitiply the resiJit by 2, 3 and 20%=
x
25%=
x
=
x
25
1
■ = x 100 (For 75% multiply by 3) 30
divide by 4
4
1
divide by 3 3 100 (Result will be slightly lower than exact answer) 30%=
x
33%=
x
=
x
=
x
33
1
100 50%=
•
x
50
100
■-
x
divide by 3
3 1
divide by 2
2
Practise seeing numbers as various multiples of other numbers
V&N: Strategy & Approach / Phil Gaskell
D LE @LearnEngiish.eu.com
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e.g. 60 = 6 χ 10 = 3 χ 20 = 4 χ 15 39 = 3 χ 13 but also think of 40 as = 3 x 13 + a little extra Which is bigger — or —? 3 5
— o r — ? Remember that the bigger the number at the 65 45 3 1 bottom the smaller is the value of the expression, — o r — ? Divide both top and 60 30 3 - 1 1 bottom number by the top number to simplify: — = — ; — i s therefore smaller. 60 20 30 In doing additions and subtractions it is often easier to break the numbers down into their constituent elements: 2050+2410+2440+2300 (4x2000)+(2x400)+(lx30p) + (50+10+40) = 8000+800+300+100 = 9 2 0 0 2180+2430+2390+2407 (4x2000) + (2x400) + (lx300) +100 + (80+30+90+7) =
8000+800+300 + 100+207 = 9 4 0 7
7.4 + 10.4 + 6.2 (7 + 10 + 6 = 23) + (0.4 + 0.4 + 0.2 = 1) = 24 2.6 + 8.9 + 6.5 (2 + 8 + 6 = 16) + (0.6 + 0.9 + 0.5 = 2) = 18
Verbal Questions What are the questions like? Each set of verbal questions begins with a text of about 8 or 9 lines followed by two or three questions to each of which there are four possible answers in the form of statements, A-D, - you must select on e. The answer/statement must be chosen based on t h e in formation given in the text, n ot on your previous k n o w l e d g e or opin ion , or the truth or un truth of t h e text or s t a t e m e n t . It is especially important to remember this in verbal questions where your personal knowledge is more likely to insist on being listened to.
V&N: Strategy & Approach / Phil G askell
[email protected]
The correct answer does not need to correspond completely to the information in the text; all that is required is that it is the nearest equivalent to an element in the text. Some statements may sometimes seem very inadequate in terms of content when compared with the text. Most importantly, the s t a t e m e n t must not disagree with the text.
VERBAL T I P S 1 : • Do not read the text first - you will not be able to hold on to the details and will only have to read it again and again. The trick is NOT to read the text, but rather to fish out the important elements in it. • Your choice of answer must be based on the information given in the text. • Beware of this danger with verbal questions. Do not bring in your own opinion, outside knowledge, or any judgment on the correctness or otherwise of the information that you have been given. • You are not looking for exact equivalence between text and proposed answer, but the nearest equivalent synonyms or near synonyms are often used to make this more difficult. • Remember, statements must not disagree!
How t o approach a question 1
Read the question and t h e first s t a t e m e n t and underline the k e y w o r d s and e l e m e n t s who? what? where? when? how? etc.
2
Scan read t h e t e x t and underline the key words a n d e l e m e n t s - who? what? where? when? how? etc.
3
Selective reading. Try to develop the technique of making quick visual fixes on the key words and elements and let the words in between fall into t h e background - this is especially important in reading the text which takes too much time to read really thoroughly.
4
Now compare key words and elements in the statement with those in the text to find equivalence. Go through the same procedure with each statement in order until you find t h e best equivalence between the text and one statement - you can exclude any statement that is obviously in conflict with the text immediately, and concentrate on the remaining statements. You may not find a perfect equivalence - you must x make the best of a bad j o b . ' Something or someone referred to in one way in the text may be referred to in a different way in the statements, (i.e. *А Dane' may become x an inhabitant of Denmark'; 'in March' may become "in the third month of the year' or 4n early spring') - not all exactly the same, but none of them contradictions.)
5
Omission of information does not invalidate a statement, e.g.
T e x t : '...Final selection of trainees is made by the DGs (Directorates-General) and Services of the Commission under their exclusive responsibility according to their own needs and requirements.' Q u e s t i o n : Which of the following statements is correct?' Proposed a n s w e r : T h e DGs may choose according to their needs' (The fact that 'final' & 'Services of the Commission'are both missing doesn't invalidate the answer.)
V&N: Strategy & Approach / Phil Gaskeil
[email protected]
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7
Identify what is general and what is particular - the particular belongs in a general category, but a general category does not belong in a particular example. (A bee is an insect, but not all insects are bees.) In searching for equivalence, pay particular attention to those features illustrated below:
The differences in meaning between the text and the statement may be subtle: these differences may lie in the word categories below, so look out for these very carefully: Determiners Example:
Quantities Example: numbers
a one all each none
some a majority most few part of
100 200
a hundred about two
Look out for qualifying adverbs: almost approximately more or less Verbs time and modes: present, future & past The indicative is used to r e f e r t o real situations.
is, will be, may become
The conditional, the subjunctive, are used to refer to hypothetical situations. Adverbs of t i m e Example:
sometimes rarely
never always Causal succession: what caused what? Event 1 + event 2
lead to
event 3
Action 1 + action 2
lead to
action 3
Chronological structure: what happened first? next? finally?
8 Tip for identifying several elements in a t e x t and s t a t e m e n t : Different elements in a text can be numbered in both text and statements in order to establish a clear link between the two. In this case do the numbering in the text first, then in the statements, e.g. V&N: Strategy & Approach / Phil Gaskell
LtLKgjLearnEnglish.eu.com
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T e x t : "...Requests must provide the following information; number of participants [ 1 ] (no fewer t h a n 10; groups of over 40 may give rise to organisational difficulties); age of participants [ 2 ] ( m i n i m u m age: 18); nature of your group [ 3 ] and level of knowledge of the European Union [ 4 ] ; information about your organisation [ 5 ] . . . ' Q u e s t i o n : 'What information must be provided to request a visit?' Proposed answer: T h e age of the participants [ 2 ] , the number [ 1 ] , the type of group [ 3 ] , t h e i r level of knowledge of the EU [ 4 ] and information on the organisation [ 5 ] '
VERBAL TIPS 2 • • • •
Identify what is general and what is particular - 'A bee is an insect, but not all insects are bees.' Watch out for differences in meaning that are found only in - determiners (a / some), quantities (100 / abou 1Õ0), adverbs (usually / always), verb tenses (was / is; may / will), chronological order and cause and effect Practise scan reading techniques and visual fixing - it gets easier with practice and save a lot of time. Do not read the proposed answers again and again. Just make an intuitive choice.
Further reading and information: The website of r e n o u v e a u & Democratie' has a lot of useful information that may help you in preparing for the competition: www, renouveau .org . You can also find many MCQs on the N European Union's history, policies and institutions on R&D's Euro Quiz website www.quizzeuro.com . The EPSO website is essential for finding information on competitions in general and on particular competitions: http://europa.eu.int/epso "Numerical Reasoning Tests - A Step by Step Guide to Learning the Basic Skills', Heidi Smith, (0 7494 3958 0, Kogan Page) 'Numeracy Reasoning Tests', Harry Tolley & Ken Thomas, (0 7494 3437 6, Kogan Page)
'
V e r b a l Reasoning Tests', Harry Tolley & Ken Thomas, (0 7994 3436 8, Kogan Page) The three books above may most easily be bought via the Amazon UK website www.amazon.co.uk or via the Kogan Page website - www.koqan-paqe.co.uk On both sites you will find many other similar books that may be helpful for V&N Reasoning and other professional skills.
'Verbal and Numerical Reasoning MCQ - for the European Institutions' competitions Methodology and 160 Questions and Answers' 2005 Edition, E. Hetru & J.L. Bizeur (2-95216292 - 1 , ORSEU)
V & N : btrategy & Approach / Phil Gaskell
[email protected]
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This book, and others useful in preparing for t h e competitions, may be bought via the ORSEU website: www.orseu.com or by contacting Orseu direct: ORSEU, 3 rue Bayard, F-59000 Lille, FRANCE
Tel: ( + 33) 3.20.47.15.24. Fax: (+33) 3.20.31.91.82
V&N: Strategy & Approach / Phil Gaskeli
LEDpLearnEngiish.eu.com
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