In this module on Verbal Reasoning with Mr Jaiswal covers the concepts and questions around calendar and clock-based problems, alphabets, letter and number series as well as coding and decoding. The module, albeit extensive, is very thorough and shall prepare the aspirant successfully for the subject.
This course includes:
52 videos
Detailed, example-based explanations
Practice Sessions for students to learn with the Educator
Validity of the course is 6 months
What this module offers:
Requirements for access
Interested and eligible candidates would be required to purchase the study material in the module in order to get lifetime access to the video lectures.
Description and Course Structure
An important part of the Reasoning paper, Verbal Reasoning requires the student to be handy with concepts and short-cuts in order to save time on questions because if understood correctly and taught well, this section of the paper proves to be definitively scoring in exams.
The faculty, with an experience of 20 years in hand at the subject, is very thorough with the concept and possible doubts and queries, which he simultaneously resolves in the lectures.
The course module is divided into 6 chapters, which include a deep understanding of the concepts and numerous examples to help the student understand the practical application of the concepts too. Interestingly, each chapter proceeds such that the student is compelled to revise the topics discussed earlier in order to better understand the new concepts.
As entailed further, this module deals with the following chapters of Verbal Reasoning:
1. Calendar
2. Clock
3. Alphabet
4. Coding and Decoding
5. Letter Series
6. Number Series
Completion Time
This is an exhaustive and extensive module designed to completely educate a beginner as well as an experienced aspirant who wishes to improve his/her Reasoning skills. The module runs for approximately 9 hours over the video lectures and students can effectively complete it in 9-10 days.
Why this course
(a) The module is exhaustive and does not leave any chapter or any concept of an underlying topic uncovered; the student shall definitely come out with a complete and better knowledge of the subject.
(b) The faculty has an experience of 20 years as a subject expert and hence, he has complete knowledge of the types of questions that any student may have. The video lectures have the nature of a live classroom where students find all their questions answered as it comes to their mind.
(c) Reasoning carries a significant portion of the question paper for SSC, Banking and Railways examinations and this module discusses every topic and exceptional, rare questions in detail in order to thoroughly prepare the student for this subject.
1 lecture
00:08:19
In this introductory video, the Educator explains the basic concept of the clock movements and their respective angular distances covered. The following series of lectures involve detailing these basics and practice sessions for the same.
10 lecture
00:08:19
00:09:42
Beginning with the series of Time and Angle type questions for clock, the Educator explains the angular distance coveredby each of the three hands per second, per minute and per hour. These basics shall remain constant for this series while the Educator brings to board questions dealing with proportion of angle and speed to calculate time, calculating the angle between the hands at a given time and to calculate the exact time when the angle between any two hands is given. The series of 6 lectures ends with a practice session of miscellaneous questions.
00:09:20
Beginning with the series of Time and Angle type questions for clock, the Educator explains the angular distance coveredby each of the three hands per second, per minute and per hour. These basics shall remain constant for this series while the Educator brings to board questions dealing with proportion of angle and speed to calculate time, calculating the angle between the hands at a given time and to calculate the exact time when the angle between any two hands is given. The series of 6 lectures ends with a practice session of miscellaneous questions.
00:06:07
00:06:47
00:05:25
00:09:43
00:09:56
00:06:38
00:08:51
8 lecture
00:09:34
In this introductory lecture to the chapter ‘Calendar’, the Educator begins with the concept of explaining the normal and leap year calendars and their variations. With the tricks and calculation short-cuts taught in the lecture, it becomes a matter of seconds to remember, calculate and differentiate a leap year from a regular year without the lengthy process.
00:09:25
Breaking the calendar further, the Educator proceeds to calculating the number of weeks and subsequent odd days in normal and leap years. The lecture becomes important as we learn the basic method of calculating the day on a particular date if any date of the same year is given. The method is based on knowing the number of weeks and odd days in that particular year.
00:15:00
Proceeding to the most frequently asked pattern of questions, this lecture deals with calculating the day for a certain date through codes for each day, month and normal/leap years. The ground step involves making codes for both dates and then calculating their difference. This lecture introduces the concept and month codes while further lectures will deal with year/century codes and day codes.
00:08:36
00:12:31
Advancing further in this concept, the Educator moves to questions dealing with comparing dates from different year to calculate the day of a given date with respect to the day of another date, which may or may not be the original day for that date. It is crucial that students memorize the respective month, century and day codes in order to do such questions quickly.
00:13:23
Studying the calendar and the day-dates pattern, it becomes clear that a calendar would most definitely repeat itself after a period and in this lecture, we learn how to calculate that. The Educator gives away the fixed gaps and the loophole in them to calculate correctly. The thumb rule remains that each calendar exactly repeats itself after every 28 years, without exception.
00:07:08
Coming on to practice sessions, wherein questions are dealt with, the Educator divides the gap between the two given dates into weeks and odd days in order to calculate the day for the required event. Needless to say, the student needs to memorize the exact codes for days, months and years/century years to be able to successfully complete such questions in time.
00:09:26
10 lecture
00:11:39
To begin with, the Educator assigns codes to each alphabet through numbers. Memorizing these codes is important and the lecture continues with tricks to fasten that process. The "EJOTY" code and reverse order are some of the many short-cuts which are brilliantly useful. Solving a few questions using these tricks and shirt-cuts, the Educator successfully instills the concept in minds of the students.
00:13:31
Continuing from the initial basics, the Educator emphasizes on memorizing the codes, letter opposites, and their order in order to solve better and faster. Inverting codes and counting backwards are some of the methods used here. The right-to-left and left-to-right movement of codes forms the main portion of questions.
00:15:54
00:12:51
Pairing of letters happens in this part of the topic; the trick is to check if the coded letters are equidistant as they are in the alphabet and correct sequence errors to get the right answer.
00:07:34
This part basically involves ordering of words alphabetically or in the dictionary order. To quicken the solving process, the Educator tells how to cancel the initial letters, whichever are common, and then arranging those words. The very basic of this part is to have memorized the sequence of the alphabet.
00:08:08
00:04:03
What is a common puxxle of anagrams, this part of Alphabet deals with basic anagrams to the more complex ones, which can be quite tricky. The questions ask for the words which can/cannot be formed from a given larger word. As a trick, the Educator also mentions pronunciation as a method to cross-check which words can be crossed out from the options to get to the correct answer quickly.
00:13:48
A practice session for the last lecture on Word Formation: the Educator brings in one very common error to light. If, amongst the options, there is a word which involves an existing letter twice versus a word which has an entirely new letter which does not exist in the question-word, for a cannot-be-formed question, the correct answer would be the one with the new letter since the question does not specify or limit the use of any letter to once or twice.
00:13:26
An extension of word formation, this lecture involves calculating position of letters and forming/breaking words from the given letters. In the same lecture, the Educator brings in practice questions and emphasizes on a basic knowledge of English words so as to know which words are correct or not.
00:11:26
11 lecture
00:14:33
The lecture introduces the topic of coding-decoding in this lecture. The basics involves coding letters, numbers and symbols and putting them together to find a common code to solve the questions. Also, codes are revered and confusing and similar options are given to make the problem more difficult. The Educator gives a basic outline with a few questions and we move forward with further parts in the coming lectures.
00:05:38
Bringing in one particular sort of coding questions, the Educator deals with questions which can have multiple possibilities or more than correct answers. The clarification is quite simplified for the ease of learning and retaining concepts.
00:14:46
The questions now turn more complex and they are discussed in detail. The seemingly easy questions are successfully solved with short-cuts and in very less time with the efficient methods used by the Educator.
00:06:35
00:06:43
Random or miscellaneous codes are discussed in this lecture. Here, the codes are self-made wherein no fixed pattern can be recognized since there are no set code letters. The Educator emphasizes on checking and clarifying each option so that each incorrect option can be marked out and the correct answer can be reached without errors.
00:06:40
Number codes are introduced here by numbering letters in all possible ways so that they can be coded into a word and vice versa. The concept is very thoroughly discussed and it deals with all aspects of word-to-number coding.
00:05:50
The practice session furthers the process and ways of tackling word-number codes and uses extra information from the question to decode the question better. Mr Jaiswal brings to light the most common errors made by students in this topic and deliberately picks up those questions which have a high scope of being answered incorrectly.
00:06:32
The questions in this practice session do not involve letters but the number of letters used in the given number code; the problem-solving uses the number of vowels and consonants used in the code to efficiently solve it.
00:14:19
Moving from word coding, now group of words or sentences are coded, taking into account the number of options through multiple codes and decodes. There is no confirmed solution for such questions most of the time, as the Educator emphasizes, but he does give useful tips and tricks to solve them to the most level possible.
00:18:21
00:14:38
6 lecture
00:08:20
The introduction to this chapter involves a revision of the Alphabet chapter and the EJOTY code. The questions dealt with are quite basic and seem simpler after having studied and solved the Alphabet module, although Letter Series does extend to further concepts discussed later.
00:07:02
In single letter series, the concept is to calculate a single missing letter from a series based on a certain which needs to be identified in progression. Letter codes and manual calculating both can be used to solve these questions.
00:05:15
The double letter series also involves a similar pattern to solve questions where a couplet of letters is to found based on the progressive pattern of the given series. Patterns can be out of pairs or within the pairs themselves, as we see in some questions solved by the Educator.
00:12:37
In triple letter series, in addition to our ongoing pattern, we can also see a series being formed in each triplet itself, which can be used to identify or find the missing three-letter figure. Certain codes also turn into alpha-numeric codes and patterns are then detected accordingly.
00:09:27
00:09:03
The letter repeating series also has questions wherein missing figures are to be found through grouping of the figures around it and also using the basics of advanced coding, because there is no fixed pattern or sequence which can lead to a single solution.
Mr Shankar Babu Jaiswal has been an esteemed faculty of Reasoning in the circuits of preparation for competitive exams throughout Delhi as well as at online education platforms. With a teaching experience of 16 years, Mr Jaiswal has aided countless aspirants in achieving their career goals in respective fields through government and other entrance examinations.
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