Map the passage
Read once for the topic, the writer’s purpose and changes signalled by words such as however. Do not try to memorise every number.
IBPS ENGLISH · Reading comprehension
Find the main idea, separate evidence from assumptions, and choose the answer the passage actually supports.
Worked examples · 8 original questions · Answers explained
BUILD A REPEATABLE METHOD
Read once for the topic, the writer’s purpose and changes signalled by words such as however. Do not try to memorise every number.
Identify what the question asks: a detail, inference, purpose, tone or vocabulary meaning. Return to the relevant sentence and its neighbours.
Reject answers that contradict the passage, add unsupported facts, or turn a limited claim into an absolute one.
Finish this sentence: “This option follows because the passage says…” For an inference, explain the link between the evidence and the conclusion.
SEE THE THINKING
After the centre added an evening class, attendance rose for four weeks. The report did not identify the reasons for the increase.
Can we conclude that the evening class caused the rise?
No. The passage reports that one event followed another; it does not establish the cause.
“Attendance rose after the change” is supported. “The change alone caused the rise” adds a claim that the evidence does not establish.
The organisers retained the paper form so that people without internet access could still apply.
What does retained mean here?
Kept or continued to use.
The purpose clause explains why the form remained available. Retained does not mean replaced, destroyed or redesigned in this sentence.
An answer may be true in the real world and still be unsupported by this passage.
Check all, only, always and never carefully. Strong wording needs equally strong evidence; it is not automatically wrong.
Choose a label based on language and purpose, not whether you personally like the proposal.
An inference follows from evidence. A guess merely describes something that could happen.
PUT THE METHOD TO WORK
Read the original passage, then answer from its evidence. Keep the limits of the survey and the distinction between completed repairs and learning in mind.
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A town library tested a repair club in which volunteers helped residents mend small household items. The aim was to teach basic repair skills and reduce the number of items thrown away. During the three-month trial, visitors brought 120 items, and 72 were repaired. Some of the remaining items needed parts that were unavailable, while others were considered unsafe to repair. Volunteers explained each repair to the owner rather than simply doing the work out of sight. In a survey, many visitors said they felt more confident about attempting simple repairs at home. However, the survey included only people who attended the club, so it could not show whether repair habits had changed across the town. The library planned to continue the club once a month and record which types of item were hardest to repair. It did not plan to charge a fee, although donations of suitable tools were welcome. The coordinator argued that learning from an unsuccessful repair could still be useful, provided visitors understood why the item could not safely be fixed.
Which statement best summarises the passage?
A. A repair club achieved some repairs and learning benefits, while recognising limits and planning further activity.
The passage describes the club’s purpose, repairs, reported confidence, limits of the survey and plans to continue. The other options introduce claims that contradict the passage or are not mentioned.
How many of the 120 items were repaired during the trial?
C. 72
The passage states that 72 items were repaired. Subtracting 72 from 120 gives the 48 not repaired, so 48 answers a different question. It does not provide a separate count for unsafe items.
Why could the survey not establish a change in repair habits across the town?
D. It included only people who attended the club.
Only attendees were surveyed. Their responses do not establish what happened among all town residents. The passage does not say there were no responses or that the survey took place before the trial.
Which statement is directly supported by the passage?
B. Some items were considered unsafe to repair.
The passage explicitly states that some items were considered unsafe. Other unsuccessful repairs involved unavailable parts, so not all had the same cause. Increased confidence is not proof that everyone later repaired something.
Why did volunteers explain repairs to owners?
E. To help owners learn rather than merely receive a repaired item.
Teaching repair skills is a stated aim, and explaining the process supports that aim. The passage contrasts explaining the work with doing it out of sight. No entry fee or written test is described.
In “provided visitors understood why”, provided most nearly means:
A. on condition that
Here provided introduces a condition: an unsuccessful repair can still teach something if visitors understand the reason it cannot safely be completed. It is not the past tense meaning “supplied”.
Which description best fits the passage’s overall tone?
C. Informative and cautiously positive
The passage reports benefits while explaining the survey’s limitations and unsuccessful repairs. That balance supports an informative, cautiously positive tone rather than anger, mockery or certainty that every problem is solved.
What will the library record when the club continues?
D. Which types of item are hardest to repair
The continuation plan explicitly includes recording which types of item are hardest to repair. The other records are not mentioned. Use the stated plan rather than a plausible but invented administrative task.
MAKE THE LEARNING STICK
Use the IBPS exam routes and official sources for the current pattern, timings and marking rules. These lessons develop shared English skills; question types and requirements differ by exam and stage.
KEEP BUILDING YOUR SKILLS
Choose words that fit both the grammar of a sentence and the meaning of the whole paragraph.
Open lesson →Check sentence structure in a reliable order and recognise when a sentence needs no correction.
Open lesson →Choose a grammatically sound replacement that fits the whole sentence and preserves its intended meaning.
Open lesson →Turn a group of sentences into a clear paragraph by following references, time clues and the development of an idea.
Open lesson →Use surrounding ideas to work out a word’s meaning, choose a suitable opposite and recognise natural word combinations.
Open lesson →