I feel that sharpening one’s gut instincts is key to acting exams haha. 

I think the problem with my students is that they are completely clueless. So it’s unlikely for them to be plagued with two possible answers!

I helped my daughter materially improve her Reading Comprehension test results with this advice:

> If you can't decide between two answers, because they both seem plausible, consider which one you have to "convince yourself that it could work" more--that's probably the wrong one.

It's sort of a test-taking version of Occam's Razor.

SimpleStacker

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1. Remember the 5Ws and 1H by heart: Who, Where, When, What, Why, and How.

2. Learn to categorise the question type. Circle the question word.
Example 1: Which two groups of people do paramedics help? ---> **What** two groups of people do paramedics helps?
Example 2: State two things the children did to help the elderly man. --> **What** two things did the children do to help the elderly man?
Example 3: Name an achievement that makes Yip Pin Xiu the most successful Paralympic swimmer in Singapore? --> **What** is an achievement that makes Yip Pin Xiu the most successful Paralympic swimmer in Singapore?

3. Be mindful of the line references. This will guide you on where to find the answer.

4. Underline the key words and read the section of the passage referred to by the line numbers.

5. For *vocabulary in context* questions, learn to use word attack strategies to infer the meaning of the unfamiliar word. 
Example 1: “Talent-scouted” means to be scouted for talent. This means a scout looks for people with special abilities. This is why the most appropriate meaning is "discovered by someone".
As we look for a similar word, we should put it in the original sentence and read it silently aloud. We then ask ourselves, "Does this make sense?" If the synonym fits the context, we can accept it as the answer.

6. For *sequencing events* questions, we need to look out for contextual clues that will help us sequence the events in chronological order. Look for connectors of sequence, such as *initially*, *secondly*, and *eventually*.
Example 1: She has been using a wheelchair since her early teens. We know that this should be the first event because she is now a grown-up.

7. For *opinion* questions, we need to state our opinion and support it with sentences we gather from the passage itself. 
Example 1: Yes, I think the job of a paramedic is satisfying. Paramedics save lives and help people in need.

8. For *True/False* questions, we need to find evidence from the passage to determine whether the statement is true or false.