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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

LED@LearnEnglish.eu.com

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 Gaske

LtD@Learn English.eu.com

2 VsflJLcd fixe*

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

LED@LeamEnglish.eu.com

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)

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 .

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.

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!

Translate question data into simple equations or expressions where appropriate.

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

LED@LeamEnglish.eu.com

\- - J/v^^^^haitt

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 or 5 0 % of V )
Average: ( x + y + )
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 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.needed E.g. 300 4- 100 = 3.00 & 300 - 1000 =
.300 (usually represented as 0.3) & 300 -f 10 000 = 0,03 & 300 x 1000 = (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

LfcD@LcamEnglfsh.eu,com

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%=

=
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%=

divide by

1
=
divide by

=
x
100
33.33
(For 9% multiply result by 3, 1 2 % by 4 etc.)
3%=

1
=
divide by
25
100
(For 8% multiply by 2, for 16% by 4 etc.)
4% =

5% =

50

50

100

.
100

10

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%=

20

divide by 5
100
5
(For 40%, 60%, 80% mulitiply the resiJit by 2, 3 and
20%=

25%=

25

=
x
100
(For 75% multiply by 3)
30

divide by 4

divide by 3
3
100
(Result will be slightly lower than exact answer)
30%=

33%=

33

100
50%=

50

100

divide by 3

3
1

divide by 2

Practise seeing numbers as various multiples of other numbers

V&N: Strategy & Approach / Phil Gaskell

D
LE @LearnEngiish.eu.com

kx^ pvokr dz

xhflL^L-

e.g. 60 = 6 10 = 3 20 = 4 15
39 = 3 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

LED@LearnEngnsh.eu.com

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.

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.

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.

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. * 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.)

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

LED@Learntnglish.eu.com

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

10

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
10), 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

LtD@LearnEngiish.eu.com

11

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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