| 1 |
I bade farewell _____ my colleague.
|
A. for
B. to
C. with
D. of
|
| 2 |
Author : Royalties
|
A. Archive : Presidents
B. Writer : Monarch
C. Agent : Percentage
D. Patron : Patronage
|
| 3 |
Identify Error
The price of coffee is low last month but it is going to go up this month. No error
|
A. A
B. B
C. C
D. D
|
| 4 |
I went to talk to her to _______ her worries that she might have.
|
A. quell
B. sham
C. gambol
D. manifest
|
| 5 |
Gauche : Polished
|
A. Grow : Dwindle
B. Warden : Tower
C. Moat : water
D. Thickness : Gauge
|
| 6 |
The jug is full ____ milk.
|
A. Of
B. With
C. In
D. Upon
|
| 7 |
Democratic societies from the earliest times have expected
their governments to protect the weak against the strong. No ‘era of good
feeling’ can justify discharging the police force or giving up the idea of
public control over concentrated private wealth. On the other hand, it is
obvious that a spirit of self – denial and moderation on the part of those who
hold economic power will greatly soften the demand for absolute equality. Men
are more interested in freedom and security than in an equal distribution of
wealth. The extent to which Government must interfere with business, therefore,
is not exactly measured by the extent to which economic power is concentrated
into a few hands. The required degree of government interference depends mainly
on whether economic powers are oppressively used, and on the necessity of
keeping economic factors in a tolerable state of balance.
However, with the necessity of meeting all these dangers and
threats to liberty, the powers of government are unavoidably increased,
whichever political party may be in office. The growth of government is a
necessary result of the growth of technology and of the problems that go with
the use of machines and science. Since the government in our nation, must take
on more powers to meet its problems, there is no way to preserve freedom except
by making democracy more powerful.
‘Era of good feeling’ in the paragraph refer to
|
A. Time of prosperity
B. Time of adversity
C. Time without government
D. Time of police atrocities
|
| 8 |
Choose Relative Pair Of Word Star: Constellation
|
A. Pupils: school
B. Island: arcipelago
C. Hospital: nurses
D. Nova: cosmetology
|
| 9 |
When Greg went to the giant aquarium near his house, he had one type of animal that he loved to watch. He liked dolphins and manatees, but he loved whales. Baluga whales from the arctic were really neat, but it was the Killer Whales especially that had his heart.For hours, from the park opening untill closing, he could watch them. Their black-and-white patterned skin reminded him of a tuxedo, a penguin,or even a zebra, but on the whales it seemed even more special. It made them stand out in the water.Their playfulness and intelligence amazed him, too. He liked to watch the trainers coax them through jumps,leaps, and other tricks. They talked and squawked at the trainers. One time the trainer even got launched into the air off the whale's nose. It was an impressive feat.It always surprised him now fast and agile such a massive creature could be. He always expected them to be slow and lumbering, but they were fast like a bullet, darting through their huge tanks and exploding from the water.In the park, they were fast like a bullet, darting through their huge tanks and exploding from the water.In the park, they ate fish and other snacks, and lots of them. In the wild, he understood why they had their fierce name. They could eat seals, sea lions, small whales, and just about anything they could catch. Their teeth were sharp and predatory. They were the top of the food chain - even more dangerous than sharks.The Killer Whales were amazing animals. They inspired him to learn more about the sea. He thought that some day he might want to be a marine biologist.Then, he could learn about his favourite animals as a job.For now, he'd have to settle for watching them through the tank's glass and reading about them. However, there was always the future. Question: What does Greg want to do some day?
|
A. swim with the killer whales
B. be a marine biologist
C. feed the whales
D. take pictures of the whales
|
| 10 |
Q.4 Educational planning should aim at meeting the educational needs of the entire population of all age groups while the traditional structure of education as a three layer hierarchy from the primary stage to the university represents the core we should not overlook the periphery which is equally important Under modern conditions workers need to rewind or renew their enthusiasm or strike out in a new direction or improve their skills as much any university professor the retired and the aged have their needs as well Educational planning in their words should take care of the needs of everyone.Our structures of education have been built up on the assumption that there is a terminal point to education This basic defect has become all the more harmful today.A UNESCO report entitled Learning to be prepared by Edgar Faure and others in 1973 asserts that the education of children must prepare the future should consist of modules with different kinds of functions serving a diversity of constituent And performance not the period of study should be the basis for credentials the writing is already on the wall In view of the fact that the significance of a commitment of lifelong learning and lifetime education is being discussed only in recent years even in educationally advanced countries the possibility of the idea becoming an integral part of the idea becoming an integral part of educational thinking seems to be a far cry For to move in that direction means such more than some simple rearrangement of the present organization of education but a good beginning can be made by developing open university programs for older learners of different categories and introducing extension services in the conventional colleges and schools also these institutions should learn to cooperate with the numerous community municipal recreational programs health services etc. m.Which of the following is most opposite in meaning to the word integral as used in the passage
|
A. Essential
B. Independent
C. Major
D. Minor
|
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