Och.
I will now be going over the answer choices.
Paragraph A is choice number 9ix.
Paragraph B is choice number six.
VI.
Paragraph D is choice number two.
Paragraph F is choice.
Number.
Seven.
Yeah.
Number seven and paragraph G is choice number three.
Choice number three.
Right.
Also in the green.
In the green below.
In the green below the paragraph.
What I have in green.
That is the explanation for the answer choice.
So now we'll go and check any questions that people may have.
Turn off your cam, please.
Yeah.
If some people have on their camera.
Let me see what we're talking about.
Shiv Chaya.
I'll stop the video.
Why shift shy?
Turn off your video, please.
All right.
Can you please explain paragraph B?
Paragraph B.
I will do my best.
If you look at the first two sentences of paragraph B, well, first of all, k k is what did you choose
as an answer choice?
KS.
You chose six.
You chose ten to consequences for agriculture.
Paragraph B.
It says agriculture consumes about 70% of the world's fresh water.
Right.
It consumes 70% of the world's fresh water, so improvements in irrigation can make the greatest impact.
So when you look at this first sentence, when you look at this first sentence, the first sentence
tells us that this paragraph is going to talk about consumption, massive consumption of fresh water
and is talking about the massive consumption of fresh water directly connected to agriculture.
Right.
Directly connected to agriculture.
And so, you know, that's what we're getting.
Agriculture is the sector and using 70% of the water is you know, that's a very thirsty sector sector.
And so that's why that is our answer choice.
You can't use remember everybody.
The answer choice must connect to the information in the topic sentence.
Right.
If this paragraph were about successful measures, you would see that in the topic sentence, right?
You would see that in the topic sentence.
You will see that in the topic sentence.
So when you're when you are when you're when you're finding an answer choice, it must be in the topic
sentence.
So, you know, this whole that's what this whole period from the first two sentences, that's what
the whole thing is about.
All right.
If you don't if you don't see it there, it it's not about just matching up one or two words and saying
this consequence means the same as where to send back.
What is the what is this sentence?
What does this paragraph about?
Right.
What is this paragraph about?
This paragraph is about the agricultural sector consuming a lot of water.
That's what it's about.
You've got to be able to see that.
All right.
Let's see.
Somebody wants me to explain.
Number.
Paragraph F.
All right, everybody, what I'm going to ask.
Please hold on.
What?
I'm going to ask if one person if one person says they want me to read paragraph F, I don't I don't
want like four more people saying redo paragraph F, I'm going to get to it.
I'm going to get to it, everybody.
But please, please be patient.
Because that's not that's not.
It can't be ten.
Because it's not about the consequences for agriculture.
Right.
That's not that's not what.
Again, that's not what is saying in the topic sentence.
See, that's that's the problem.
A lot of times when students you know, when students read too much.
Right.
The main idea of this paragraph is not about consequences for agriculture.
The topic sentence tells us that it's about the agriculture.
It's about the agricultural sector consuming too much water.
That's what the paragraph is about.
All right, f.
Ways of reducing waste.
All right.
So it says another way of conserving water resources involves better management of the environment.
So we're talking about another way of conserving water resources.
Right.
Conserving water resources.
So when you look at this first sentence.
When you look at this first sentence, you can get from the first sentence that this paragraph is going
to be about a different way to be able to conserve water resources.
Right.
Whenever you're talking about conserving water resources, you're talking about what?
Reducing waste.
And it says another way.
They're mentioning another way of doing that.
Right.
Another.
Yes.
Well, I don't understand.
You all take you all taking the live class and you haven't watched my lectures.
I tell you all the time.
I teach this over and over and over again, that with the headings.
Question You look at the first two sentences.
Right.
And you have to be able because what you're looking for is the controlling idea.
If you know how to write an essay.
If you know how to write an essay, then what do you do with the first sentence of a body paragraph?
You have a controlling idea, right?
In the first sentence, you state what is the controlling idea of the entire paragraph?
That is paragraph writing 101.
Um.
No.
You don't get this, Sherlock.
So.
No, not Sherlock.
Who is this?
Repeat this one more time.
The miss.
The answer choice is located in the first two sentences.
It cannot be the answer.
Choice cannot be about.
I think you're saying choice eight.
Yeah, it can't be that, because if you look at the first sentence, they're not talking about the
interdependence of natural resources.
This is what happens when you all read too much, you read too much, and then you lose focus of what
you're supposed to be doing.
Topic sentence is control ideas.
Please remember that.
So it's a.
It says per capita water usage has been has been on an upward trend for many years.
As countries industrialize and their citizens become more prosperous, prosperous, the individual water
usage increases.
So from those first two sentences, it tells us that people have been using more and more water every
year.
And then in the second sentence, they're telling us this is because countries become industrialized
and rich and use more water.
Right.
So this is dealing this is dealing directly with development, the demands of development.
When it's when it's talking about industrialized countries and their citizens becoming more prosperous
and that being the reason that water usage is increasing.
The first instance tells you that water usage is increasing every year.
The second sentence tells you the reason why.
And then the rest of the whole paragraph is just giving details of that, of explaining it with details.
If you ever want to know how.
How to write a body paragraph, look at a headings question.
They do the same thing every single time.
First two sentences, explain the main idea.
And then and then everything else is just supporting details.
A supporting detail cannot be a heading.
So when some of you are asking me about these little factual things and supporting details, that can't
be a headache.
Och, that can't be a headache.
All right.
So I want to be able to move on.
G.
OC g what the future holds.
So again.
Look at the first two sentences.
Global warming is bound to affect rainfall patterns.
So it says what?
When it says.
Bound to affect.
Right.
They're talking about what it will what it will do.
Right there, giving us a clue what it will do.
Though there is considerable disagreement about its precise effects.
But it's likely that as sea levels rise again is likely that we're talking about what the future.
Right.
So we're talking about but when you look at these first two sentences, then these first two sentences
are directly connected, especially here because you see the word.
But but when you look at these first two sentences, what are they?
What is the main idea they're talking about?
So this is what makes the headings question difficult.
And the reason why the headings question is one of the most difficult questions to do is not because
the strategy is difficult to understand.
The headings question has the easiest strategy but the highest degree of difficulty to apply it.
Why is that?
The reason is because when students don't have the the the requisite English level to be able to understand
context and to be able to pull out and read and pull out main ideas or controlling ideas.
If you can't pull out controlling ideas or main ideas, then a headings question is going to be difficult.
That's what you have to do.
So a lot of you, a lot of you, when you're when you are doing this question is not about you just
saying looking for words and looking for some words that I see.
Some words for you.
You what you're doing is pulling out the main idea.
Right.
You're pulling out the main idea.
That's what you're doing here.
All right.
One.
This is a general this is a general question.
And it's from the.
It's from passage three in for the general exam.
This from passage three, from the general exam.
Everything.
All this is from the general exam.
And that's why I've told you a lot of some of this stuff, especially passage three.
Passage three on the general exam is at the exact same difficulty level as the academic exam.
Okay.
Farzana, I'm going to say this one more time.
You pointing out to me little bitty details from supporting detail sentences.
That is not a controlling main idea.
This is paragraph.
You have to understand paragraphs one on one.
You can't look at the last line of paragraph G and look at something they say in the last line of paragraph
G and then say, Hey, that's the main idea of the whole paragraph.
That's not how paragraph writing works.
The main idea is going to be in the first two sentences of a paragraph.
That's one reason why I tell people You don't hear me.
A lot of times say, Read the last sentence.
I tell people, Do it if you want to get more context.
If you want to give more context, I tell people to do that.
But I also tell people, when you look at those last sentences and things like that, very often you
lead.
It leads you to pick wrong answers because you'll try to base an answer choice on the last on what they
say in the last sentence.
And you can't do that.
You cannot do that.
You cannot have that as a strategy.
Okay.
All right.
I would like to move on because if I don't move on, I'm not going to cover everything or get to the
other questions.
But I hope that you have a deeper understanding about how to really handle the headings.
Question.
And I'm not trying to berate everybody.
I'm not trying to be difficult, but I'm just trying to get you to understand strategy, because a lot
of students are getting things wrong because they don't know what to do.
And the reason why you take this course is because you want me to tell you what you have to do so that
you know what skills you need to get better at doing.
So after this discussion, you should understand well, the skill I need to get better at doing is being
able to look at the first two sentences and understand how to identify a controlling or main idea.
That's what I'm trying to do.
All right, let's go forward.