Reading Section 1: notices and everyday information
Learn it simply
General Training Reading begins with practical texts such as notices, advertisements and timetables.
Read for purpose before details: who is the text for, what does it offer and what action does it require?
A heading can help, but conditions in small print often control the answer.
See it. Say it. Understand it.
Easy / Start here
“Members only after 6 p.m.” changes who may enter during the evening.
Moderate / Add a little
“Booking closes Friday” is a deadline; it is not necessarily the event date.
More detail for teachers and confident learners
General Training Reading begins with practical texts such as notices, advertisements and timetables. Read for purpose before details: who is the text for, what does it offer and what action does it require? A heading can help, but conditions in small print often control the answer. Distinguish opening hours from booking deadlines and eligibility from price. Several short texts may need to be compared.
Use a two-pass method. First scan for the target topic, such as refunds or evening classes. Then read the relevant sentence with its conditions. A notice saying refunds are available before the first session does not promise a refund after attendance. Mark dates, exceptions and contact routes. In matching tasks, keep a brief note of each text’s unique feature so that similar advertisements do not merge in memory. Answer from the text rather than local custom or what a service would normally do.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
Workplace texts explain responsibilities, procedures and entitlements.
Identify the actor in each sentence: an employee requests leave, a supervisor approves it and payroll records it.
Passive sentences may hide the actor, so use surrounding lines to recover the process.
See it. Say it. Understand it.
Easy / Start here
“Forms must be signed before submission” places signing before sending.
Moderate / Add a little
“Staff may use the side entrance” permits a choice; it does not require it.
More detail for teachers and confident learners
Workplace texts explain responsibilities, procedures and entitlements. Identify the actor in each sentence: an employee requests leave, a supervisor approves it and payroll records it. Passive sentences may hide the actor, so use surrounding lines to recover the process. Modal verbs matter: must signals a requirement, may can express permission and should often signals advice. Do not turn advice into a compulsory rule.
Follow a procedure in its actual order, including any condition that changes the next step. A staff member might need to report a fault immediately but submit a written form later. Build a compact sequence in your mind: trigger, first action, next action and deadline. For sentence completion, fit the copied word or phrase into the question’s grammar and obey its limit. If a policy refers to “this approval”, return to the earlier sentence to identify which approval is meant.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
The longer General Training text requires more sustained reading than short notices.
Build a map of its argument by identifying what each paragraph contributes.
One may introduce a problem, another compare explanations and a later one evaluate a solution.
See it. Say it. Understand it.
Easy / Start here
A paragraph listing failures of two schemes may be about why solutions underperformed.
Moderate / Add a little
“Supporters argue” introduces supporters’ views, not automatically the writer’s belief.
More detail for teachers and confident learners
The longer General Training text requires more sustained reading than short notices. Build a map of its argument by identifying what each paragraph contributes. One may introduce a problem, another compare explanations and a later one evaluate a solution. Read the first and last sentence carefully, but do not assume the main idea always sits in either place. Examples may occupy most of a paragraph while supporting a broader point.
When a question asks for a detail, locate likely evidence and then read around it. When it asks for a heading, summarise the whole paragraph in a short phrase before comparing the options. Keep the writer’s view separate from the people being quoted. If a paragraph presents both benefits and objections, a one-sided heading may be too narrow. Use the question order only where appropriate; matching information can require movement across the text rather than a single straight reading path.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
The paid worksheet brings together all the lessons in this unit. A separate answer or model guide is included. Page count depends on the skills and activities.
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