DET Prep Course: Read and Complete

Summary

This comprehensive guide focuses on the “Read and Complete” question type, a crucial component of English language proficiency tests. It covers the question format, and its importance in assessing comprehension skills, and provides detailed strategies for approaching these questions effectively. The post includes expert tips, practice examples, and explanations to help test-takers improve their performance on this challenging task.

A video version of this guide:

Table of Contents

• 1. Introduction to “Read and Complete” Questions
• 2. Understanding the Question Format
• 3. Key Strategies for Success
• 4. Importance of Context and Comprehension
• 5. Dealing with Unfamiliar Words
• 6. Applying Grammatical Rules
• 7. Common Word Collocations
• 8. Practice Examples and Explanations

Introduction to “Read and Complete” Questions

Hi there, and welcome to the DET Practice Prep Hub. Today, we’re going to discuss the “Read and Complete” question type. Let’s start by looking at its distribution. We can see that the “Read and Complete” questions fall under comprehension. This makes them similar to the reading choices and interactive reading tasks we’ve previously covered, all of which are important objective question types. It’s recommended to focus on practicing these types of questions frequently during your study sessions.

Understanding the Question Format

Now, let’s introduce the question type. First, let’s take a look at the interface.

By observing the layout, we can see that “Read and Complete” questions are timed at three minutes. These questions present a short text with some missing words. The text includes a title, complete opening and closing sentences, and some sentences in the middle with blanks. The task is to fill in the missing words from the text.

Key Strategies for Success

In each test, you’ll encounter 3 to 6 “Read and Complete” questions. The requirement is straightforward: fill in the missing words. However, it’s not as simple as it seems. There are several reasons for this. First, the topics vary widely, ranging from dialogues and expository writing to argumentative essays and scientific articles. Additionally, the missing words must be filled in as part of the text, so spelling is crucial. This means that a broad vocabulary and strong reading skills are essential.

Furthermore, this is also a reading comprehension task. Many times, you will need to rely on the context and background of the text to fill in the blanks, which tests your ability to understand sentences and the overall passage. In some cases, your knowledge of grammar and syntax will provide useful clues for completing the task. These aspects are also tested.

So, how should you approach the “Read and Complete” questions? Let’s look at some strategies.

Importance of Context and Comprehension

As we mentioned earlier, these questions are comprehension based, so understanding the context is key. Don’t rush to fill in the first blank right away after seeing the question. This approach can lower your accuracy. The correct way is to read through the entire passage first to get a general understanding of the content before attempting to fill in the blanks.

When tackling “Read and Complete” questions, it’s important to focus on the full text, especially the title, complete sentences, and the overall structure, tense, and tone of the passage. While answering, don’t just focus on the blank and the nearby words. Instead, consider the entire sentence or even the whole passage to gather clues or find the correct answer. Now, let’s take a look at the following example question:

First, we’ll start with the title “A Strong but Limited Job Candidate”. So what does that mean? It suggests that the interviewee may excel in certain areas and stand out, but also has some shortcomings. This is just our initial interpretation based on the title. Now, let’s check if the content of the passage aligns with this assumption.

Let’s move on to the first sentence: “In some ways, she is a strong candidate for a position with our company.” This means that, in certain aspects, she is a strong contender for the role at our company. Now, let’s look at the closing sentence: “This is something she can work on once she joins our team.” Once she joins the team, she can focus on improving something. We need to figure out what this something refers to. Moving on to the body of the text, it seems to focus on two parts: the candidate’s strengths and the areas where she can improve. The something in the closing sentence likely refers to the areas that need improvement.

Through contextual analysis, we’ve developed a fairly good understanding of the question. Now, let’s fill in these missing words together:

The first word starts with ‘tech’. We might think it’s related to technology, as ‘tech’ itself is an informal term for technology. Could it be ‘technology’? The number of spaces doesn’t fit, right? We only have 5 spaces to fill, meaning we can only fit 5 letters. The next word is ‘knowledge’, a noun, so the ‘tech’ word before it is likely an adjective modifying ‘knowledge’, forming a noun phrase. An adjective starting with ‘tech’ ‘technological’ is too long, but what about ‘technical’? Ah, that fits perfectly. This word can mean both ‘technical’ and ‘professional’, so ‘technical knowledge’ works well here.

Moving on, the second word, something ‘well’, starts with ‘i’ and has two letters. Looking at the whole sentence, it should be a simple sentence, not very long, probably describing some of the candidate’s strengths. We’ve already analyzed that this text has two parts, discussing the candidate’s strengths and limitations. This should be a subject verb complement structure, so the ‘i’ word is likely the verb ‘is’.

Since we’re describing strengths, there should be a comparison. Who would a candidate be compared to? Possibly other interviewees, right? But we notice the text doesn’t mention other candidates. We see an important word, ‘current’, meaning ‘present’ or ‘now’. Could it be referring to their colleagues? Possibly. We see a word starting with ‘work’ that refers to people. We might first think of ‘workers’, but there are more spaces. Colleagues can be ‘coworkers’ or ‘workmates’, but we need a word starting with ‘work’. It should be ‘workmate’, but there are 5 spaces, right? So we add an ‘s’: ‘workmates’, which fits perfectly.

For the space before ‘current’, we need a 3 letter word starting with ‘o’. Do we need to spend time thinking about it? I wouldn’t, because it’s in the text. Look at the last sentence, what’s before ‘team’? ‘Our’ isn’t that perfect? A 3 letter word starting with ‘o’, we can fill it right in. Is it common for words to be filled in from the original text?

Actually, it’s quite common, so I remind students again: read first, then fill in the blanks. Remember these six words.

Now we’re left with the words before and after ‘of’. The word starting with ‘a’ should be ‘ahead’. We’re describing strengths, so consider the phrase ‘be ahead of’, meaning to be in front, surpass, or lead. The word starting with ‘m’ after ‘of’ should be ‘most’, meaning the majority. So her technical knowledge is better than most of our current workmates.

Moving to the next sentence, ‘But’ indicates a transition, so now we’ll discuss the candidate’s weaknesses. The word starting with ‘s’ should be ‘she’, as we’re missing a subject. The word after ‘has’ is easy to guess, it should be ‘some’ she has some shortcomings or limitations. The word starting with ‘a’ before ‘well’ is likely ‘as well’, often appearing at the end of a sentence to mean ‘also’ or ‘too’. After ‘Based’, it should be ‘on’, ‘based on’ meaning ‘according to’. The word after ‘my’ is long but should be easy to guess probably ‘interview’, as we’re discussing an interviewee. After ‘with’, it should be ‘her’, her interview. The ‘h’ word before

‘communication’ should also be ‘her’, a possessive pronoun. The word starting with ‘ski’ should be ‘skills’, interpersonal communication skills. Since there’s ‘are’, we use the plural form of ‘skill’. We’re discussing the candidate’s weaknesses, so it should be in the negative form, ‘are not strong’. So the word starting with ‘n’ is ‘not’. But the last word to fill in, starting with ‘stre’, doesn’t match the spelling of ‘strong’, and there’s an article ‘a’ before it, so it should be a noun. What’s the noun form of ‘strong’? ‘Strength’.

Alright, we’ve completed this question. Here is the answer:

As you can see, when doing this type of question, understanding the context is crucial. Remember: read first, then fill in the blanks.

Dealing with Unfamiliar Words

Are there other methods that can help us solve these questions? Let’s continue our explanation:

In every exam, the probability of encountering unfamiliar words is quite high. For reading comprehension and fill in the blank questions, guessing word meanings becomes a necessary step. So, if you come across unknown words or phrases while solving problems, try to infer their general meaning from root words, affixes, parts of speech, synonyms, antonyms, and so on. Also, consider if they might be related to the word you need to fill in. Let’s look at this example and see how we can approach it:

While deforestation rates are low in western Central Africa, selective logging may be done outside national parks.

First, the title of the article is ‘Threats to Chimpanzees in Africa’. We know ‘threat’ means danger or risk, but if you don’t recognize ‘Chimpanzees’, you can set it aside for now. Let’s try to translate this title: it’s about threats to ‘C’ in Africa. ‘Threats’ is plural, indicating there’s more than one threat. Remember our problem solving steps? Read first, then fill in the blanks. Good.

Let’s look at the article. The first sentence says, ‘The biggest threats to the common chimpanzee are habitat destruction, poaching, and disease.’ This gives us crucial information to narrow down what ‘C’ might be: habitat and disease suggest that ‘C’ could be a plant or animal.

If you don’t know ‘destruction’, think of a word like ‘construction’. We know ‘con ‘ as a prefix means ‘together’, ‘struct’ means ‘build’ or ‘pile up’, and ‘ ion’ is a suffix indicating an action or process. Now, replace ‘con ‘ with ‘de ‘, which means ‘down’ or ‘away’, so we can roughly understand ‘habitat destruction’ as ‘damage to living areas’.

Given this context, ‘poaching’ is likely not a positive term and probably refers to something threatening to ‘C’.

Looking at the last sentence: ‘While deforestation rates are low in western Central Africa, selective logging may be done outside national parks.’ We see ‘deforestation’ ‘forest’ means woods, and we’ve explained ‘ ion’. ‘De ‘ means removal, so ‘deforestation’ means cutting down forests. ‘Log’ means to cut trees. So this refers to tree cutting in Central Africa.

At this point, ‘C’ is most likely an animal. If it were a plant, we’d probably see mentions of climate, weather, or ‘C’ being cut down. But we don’t see that.

We also see the word ‘population’ in the article, which can refer to a group of organisms. Based on this understanding, let’s start filling in the blanks.

The first word to fill in comes after ‘chimpanzee’ and starts with ‘habi’. Is it in the article? Yes, it’s in the first sentence: ‘habitat’. From ‘have’ that follows, we can deduce it should be plural: ‘habitats’. What comes after ‘have’? We see ‘limited’, but habitats can’t actively perform an action, right? So this should be in passive voice, and it’s in the present perfect tense, indicating a result or consequence. Therefore, we fill in ‘been’. After ‘limited’, it should be ‘by’.

Next, we have words before and after ‘both’. Notice at the end of the sentence, we see ‘and Central Africa’. ‘Central Africa’ is a place name, and ‘and’ indicates a parallel structure, so the word before it should be ‘West’. Therefore, the word before ‘both’ should be the preposition ‘in’.

The word after ‘road’ starting with ‘buil’ is easily guessed as ‘building’. The word after ‘has’ starting with ‘cau’ should be a past participle. As it’s in the present perfect, it’s ’caused’. How has it affected the habitat? These two words are quite difficult, so let’s leave them for now.

Moving on, we should fill in ‘chimpanzee’, which is in the article. Before ‘may’, it should be ‘and’ to indicate a parallel structure. We see ‘poacher’, which must be the person doing the ‘poaching’ mentioned earlier, right? It’s a word ending in ‘ er’, similar to ‘teaching’ and ‘teacher’. But this ‘poacher’ isn’t doing anything good. What about the word starting with ‘al’? Think about it we’re talking about road building, so it should be ‘allow’. Now that there are roads, it’s more convenient for them to poach, so we should fill in ‘more access to areas’.

The word starting with ‘th’ should be ‘that’. How did we deduce this? It’s a relative clause, and ‘that’ is a relative pronoun. The word starting with ‘n’ after ‘had’ should be ‘not’. After ‘been’, we need an adverb modifying the verb ‘affected’, so fill in ‘seriously’. The last one is ‘by’ because it’s in passive voice.

Now, let’s look at the two long words in the middle. We said this sentence is about road construction. If we build roads in the habitats where these animals live, won’t it divide their habitats? Certainly. The word starting with ‘fragme’ is easily guessed as ‘fragment’, meaning ‘piece’ or ‘part’, but there aren’t enough letters. Could it be ‘fragmentation’? Yes, the letter count matches perfectly. This word means ‘breaking into pieces’ and can be translated here as ‘fragmentation’.

What about the word starting with ‘degra’? It should be ‘degradation’. ‘Habitat degradation’ can be translated as ‘deterioration of living environment’. This phrase is often used to describe the process of natural environment quality decline, which may be due to natural processes like drought, heat, and cold or human activities such as forestry, agriculture, and urbanization. This degradation may cause the natural habitat that originally supported native species to become unsuitable for their survival. Alright, we’ve completed the question. You can see the full answer here:

While deforestation rates are low in western Central Africa, selective logging may be done outside national parks.

But notice that I haven’t explained the meanings of ‘poach’ and ‘chimpanzee’ all along. They mean ‘illegal hunting’ and ‘a type of great ape’ respectively. So, during the exam, if there are some words you don’t know the meaning of, don’t panic. You can make reasonable guesses.

Applying Grammatical Rules

Next, let’s look at how to apply grammatical rules. First, we can determine the role a word plays in a sentence by observing its position. This helps us narrow down the possible parts of speech, limiting our options.

For instance, if the word to be filled is at the beginning of a sentence, it’s likely to be the subject or part of the subject. In this case, it’s highly probable that it’s a noun or pronoun.

The following table lists common parts of speech corresponding to different sentence components. You might want to take a screenshot of this for future reference.

Next, let’s proceed to look at some example questions:

By reading the title, we can see that this article is about online anonymity. Let’s start by reading the first and last sentences.

The first sentence says: ‘Being anonymous means not to expose distinguishing features that would permit an onlooker, casual as well as intentional, to identify the observed subject or party.’ This means that anonymity involves not revealing characteristics that would allow observers, whether accidental or intentional, to identify the subject or party being observed.

The last sentence reads: ‘Anonymity differs from encryption in that it obscures a user’s identity rather than ciphering the channel of communication, though the latter is often a technical means to achieve the ends of the former.’ This can be translated as: ‘Anonymity is different from encryption in that it hides the user’s identity rather than encoding the communication channel, although the latter is often used as a technical means to achieve the goals of the former.’ It discusses methods of anonymity and the difference between anonymity and encryption.

Let’s quickly look at the blanks in the middle. What parts of speech are we dealing with? We have connecting adverbial phrases, predicate verbs, nouns serving as subjects, adjectives serving as attributes, prepositional phrases, nouns serving as objects, relative pronouns, auxiliary verbs, and so on.

Now, let’s look at the question:

For the first blank, we need a connecting adverbial phrase, which should be ‘as far as’. The word starting with ‘i’ is ‘is’. The subject following it is the noun ‘anonymity’. Next, we need a predicate verb. Since it’s explaining something, we fill in ‘means’, remembering to use the third-person singular form.

Moving on, we have an adjective serving as an attribute, so we fill in ‘responsible’. Next is a prepositional phrase, where ‘o’ should be the preposition ‘of’.

Continuing, we have an object, which is a noun related to networks, so we fill in ‘net’. The next blank needs a predicate verb, so we use ‘identified’, followed by ‘can’ and ‘be’. After that, we need an object complement, which is the adjective ‘accountable’. Finally, we have the relative pronoun ‘what’ and the auxiliary verb ‘been’. That completes this question. Here is the answer for your reference:

Common Word Collocations

If you think analyzing sentence components might be too time-consuming during an exam, we can also learn some common word collocations. This can help you determine the part of speech for the word you need to fill in, narrowing down your options. The table below lists common word collocations. For example, adverb + adjective and adverb + verb combinations are very common in sentences.

You might want to take a screenshot of this table for future reference. Let’s look at the next question:

First, we’ll read the title: ‘Ibai and Marti’s New York Dream’. This might be a story about overcoming challenges or striving for success.

Let’s examine the first and last sentences. The first sentence says: ‘Ibai knew he wanted to live in New York City someday, but he couldn’t afford that yet, so he rented an affordable apartment in a different city across the river.’ The last sentence reads: ‘Together, Ibai and Marti were eventually able to save up enough money to afford an apartment in New York.’ It seems to have a happy ending, so this is likely an inspiring story.

Looking at the rest of the article, we can find many common word collocations, such as adjective + noun, possessive pronoun + noun, ‘to do’ infinitives, preposition + noun, and so on. Let’s try to fill in the blanks.

First is ‘worked’ they need to work to earn money, right? You see ‘earn’ later too. After ‘long’ should be ‘hours’ we can see this in the second to last sentence. What do you do with the money you earn? You save it, so we fill in ‘saved’. After ‘most’ we need a preposition, so it’s ‘of’. The word after ‘his’ should be ‘earnings’, referring to Ibai’s income or wages.

After ‘hoping’ we add ‘to’. After ‘one’ is ‘day’, meaning someday. After ‘be’ should be ‘able’ we’re testing the phrase ‘be able to’, which means ‘can’. Next should be ‘afford’, meaning to be able to pay for something. Before ‘New York’, we need the preposition ‘in’.

After ‘his’ should be ‘roommate’. Before ‘friend’ should be ‘best’. Then we have ‘had’ why not ‘has’? Note that the entire passage is in past tense. Before ‘goals’ should be ‘similar’, as their goals were alike. Then we have ‘so’ and ‘also’. Before ‘hours’ is ‘long’, which we’ve seen before. Before ‘his’ should be the preposition ‘at’, followed by ‘own’.

That completes this question. Here is the answer:

Practice Examples and Explanations

We’ve covered the methods for solving these questions. Now, let’s practice with some examples. Let’s look at the first question. You might want to pause your reading at this point and try to complete the question independently.

Cement is used to harden a mixture of crushed rock, sand, water, and other materials to create concrete.

Alright, welcome back. Let’s look at this question together. The title is ‘The Difference Between Concrete and Cement’.

The first sentence says: ‘Thinking concrete and cement are the same thing is common because they are often used interchangeably.’ The last sentence reads: ‘Cement is used to harden a mixture of crushed rock, sand, water, and other materials to create concrete.’ From this, we can deduce that the article is about the differences between concrete and cement.

Let’s start filling in the blanks. For the first one, should it be ‘is’, ‘in’, or ‘it’? Looking ahead, we see a long word starting with ‘constr ‘, which is likely ‘construction’. Why? Because cement and concrete are both construction materials. That’s easy to guess.

The opening sentence says people often confuse the two, but here we have ‘however’, and later we see the word ‘different’, indicating that these two are indeed different. So we can infer that in the construction field, these two need to be distinguished. Therefore, it should be ‘in the’. How do we say ‘field’? It could be ‘field’ or ‘area’, but it’s a word starting with ‘w’, so it’s ‘world’, which works better here.

After ‘they’ should be ‘are’, then ‘very’. After ‘different’ should be ‘materials’ construction materials, right? But we need the plural form here. Check the number of spaces it fits perfectly.

Moving on, we’re stating facts, so here it’s ‘is’, then ‘made from’. What materials? After ‘combination’ we fill in ‘of’. For the materials, look at the last sentence, so it’s ‘sand’, ‘rock’, and ‘cement’.

Next, ‘it is often’ an adverb of frequency is followed by a verb, so ‘used’. This is in passive voice. Then we have a ‘to do’ infinitive, which should be ‘make’ making walls.

That completes this question. You may check the answer here:

Cement is used to harden a mixture of crushed rock, sand, water, and other materials to create concrete.

Let’s move on to the next question. You may want to pause at this point and try to complete the question on your own.

Alright, welcome back. Let’s look at the question. The title is ‘Exploring the Field of Linguistics’. The first sentence says: ‘The scientific study of language is called linguistics.’ This gives us the definition of linguistics. The last sentence reads: ‘Linguists often work as professors, translators, interpreters, or in industry settings.’ This tells us about the work areas for linguists.

Let’s look at the parts we need to fill in. After ‘people’, it should be ‘who’, a relative pronoun. Then ‘linguistics’, which is in the article, so we can fill that in directly. ‘Focus on’ is a fixed phrase. After ‘different’, it’s that field we talked about earlier when solving questions, called ‘area’ here it should be plural, ‘areas’. After ‘range’, it should be ‘from’ to indicate a range.

Then we have ‘sounds of languages’. Next, ‘t’ should be filled with ‘the’, following the same structure as before. Before ‘language’ is ‘of’ meaning ‘of something’, and after it is ‘in’. After ‘social’, we have ‘cont ‘. It can’t be ‘contacts’ because that means people you know, which doesn’t fit the context. It should be ‘contexts’, meaning background or setting. Now it makes sense.

Moving on, before ‘linguists’, the word starting with ‘ma ‘ should be ‘many’. ‘Sp ‘ is the verb ‘speak’, and after ‘multiple’ is ‘languages’, meaning many linguists can speak multiple languages.

Further down, before ‘not’ should be ‘is’. ‘Requi ‘ should be ‘requirement’, followed by ‘pursue’ and ‘career’, translating to ‘pursuing this career’. This tests your knowledge of phrases. You may check the answer here:

Alright, we’ve completed this question.

Let’s move on to the next question. You might want to pause at this point and try to complete the question independently.

Alright, welcome back. Following our previous approach to solving questions, let’s look at this one. The title is ‘Types of Fossil Fuels’.

The first sentence reads: ‘Fossil fuels were formed in the Earth hundreds of millions of years ago and have many uses today.’ This briefly introduces fossil fuels as fuels formed millions of years ago that we still use today.

The last sentence says: ‘Today, people use it for a wide range of products, including gasoline for transportation and oil for heating.’ From this, we can gather that the passage is an introduction to fossil fuels, likely covering their types and uses.

Now, let’s fill in the blanks. Since we’re introducing or explaining something, the first word should be ‘term’, meaning terminology. It’s explaining what ‘fossil’ means. Next is ‘refers to’, which we can translate as ‘means’ or ‘indicates’. This tests our knowledge of phrases.

The word starting with ‘t’ is ‘the’, indicating something specific. Then ‘of’, meaning ‘of something’, followed by ‘and’ to show a parallel structure. Next is ‘from which’, which is equivalent to ‘where’ but more formal.

Before the noun ‘resources’, we need a pronoun, so ‘these’. Then we have a passive structure, so fill in ‘were’. For ‘ty ‘, looking at the title, we can fill in ‘type’.

Before ‘used’, we need an adverb, so ‘widely’. Before ‘fuel’, write ‘fossil’ it’s in the original text, so we can use it directly.

Then we have ‘is’ before ‘petroleum’. Before ‘mixture’, we need ‘liquid’ it’s oil, right?

Next, we have the relative pronoun ‘that’. Before ‘known as’, we put ‘also’, meaning ‘also called crude oil’. ‘O ‘ should be ‘oil’, which together gives us what we call crude oil.

After ‘early’, the word starting with ‘civil ‘ should be ‘civilization’.

We’ve seen ‘petroleum’ in the text before, so we can write it. The word starting with ‘he ‘ is in the last sentence too, it should be ‘heat’. Check the answers below for your reference:

That completes this question.

Alright, now let’s look at the final question. You might want to pause here and try to complete the question on your own.

Alright, welcome back. Let’s look at the question. The title is ‘Enacting Positive Social Transformation’, which suggests this isn’t going to be a simple topic.

Let’s examine the first and last sentences. The first sentence reads: ‘A social movement is a lasting change in social behavior that results from an organized and sustained effort by a large number of people to promote specific ideas or values to improve the society they live in.’ This defines what a social movement is and its purpose.

The last sentence states: ‘These changes can be considered part of a larger social transformation.’ This puts the concept into a broader context.

Alright, let’s look at the words we need to fill in. First, between ‘in’ and ‘to’, we have a word starting with ‘addi ‘. This should be ‘addition’. Did everyone get that? ‘In addition to’ means ‘furthermore’ or ‘moreover’.

The second word should be ‘changing’. Note that ‘change’ doesn’t form an infinitive with the previous ‘to’ be mindful of proper sentence breaks.

Next, we should fill in ‘social’. Why? It’s in the first sentence, so we can use it directly.

Moving on, we need to add a verb here: ‘brings’, using the third person singular form.

What comes after ‘about’? Is it ‘social’? There seem to be extra spaces. What about ‘society’? That doesn’t seem right either. The correct answer is ‘societal’, meaning ‘relating to society’, which pairs well with ‘change’ to emphasize overall social change.

This is a reminder that consistently expanding your vocabulary is an excellent way to tackle reading comprehension questions. When you encounter new words during practice, make sure to memorize and master them.

Continuing on, after ‘its’, ‘advo ‘ should be ‘advocates’, meaning proponents or supporters. After ‘often’ we need a verb, so it’s ‘view’. Then ‘ai ‘ should be the noun ‘aims’ in plural form. The two long words that follow should be the adjectives ‘progressive’ and ‘necessary’.

Before ‘existing’, we should have ‘the’, indicating specificity. After that is ‘circumstances’, referring to conditions or situations.

Great, with that, we’ve completed the question.

That concludes our lesson for today. We’d love for you to subscribe to our YouTube channel, give us a like, or share our content.

Recap & Conclusion

The “Read and Complete” question type is a vital component of English language proficiency tests, assessing both reading comprehension and language use skills. Success in this task requires a combination of strategies, including thorough passage analysis, context interpretation, and application of grammatical knowledge. By practicing with diverse examples and consistently expanding vocabulary, test-takers can significantly improve their performance on these questions. Remember to read the entire passage before attempting to fill in blanks, use context clues effectively, and apply grammatical rules to narrow down options. With dedicated practice and the techniques outlined in this guide, you’ll be well-prepared to tackle “Read and Complete” questions confidently in your upcoming English language test.