SECTION A: OBJECTIVE QUESTIONS From the words lettered A to D below each sentence, choose the word or group of words that is nearest in meaning to the capitalized word. 1. Morgan Pharmacy is the SOLE distributor of the antiviral drug.
2. Police officers holding batons IMPOUNDED the banker’s car.
3. The maths teacher is always CHEERFUL.
From the words or group of words lettered A to D, choose the option that best completes each sentence. 4. The fisherman said he sighted a ____ of fish in the river.
5. The principal corrected no one else but _____.
6. The thug was ____ armed robbery.
7. The duty of our teacher is to give instructions while ____ is to obey.
8. The teacher has ____ with the principal.
From the options lettered A to D, choose the word that is most nearly opposite in meaning to the capitalized word. 9. Jane was LOUD as a teenager but ____ as an adult.
10. Do not always REPRIMAND your children; it is good to ____ them at times.
Choose the interpretation that best explains each sentence. 11. The students cocked their ears at the principal’s speech. This means that they listened with
12. Your daughter will do very well in school; she has a good head on her shoulders. This means that she
Choose the option with the correct stress pattern. 13. apathetic
Identify the word with a different stress pattern. 15. A. penitence B. discover C. pertinent D. retrospect
16. A. refer B. belief C. reason D. enjoy
Choose the word that has the same vowel sound. 17. crUIse
Choose the word with the same consonant sound. 19. then
Lexis and structure. My country is considered to be an industrialized nation. Out of its twenty five million citizens only about a million are employed in 21. A very large portion of its surface consists of 22 areas. The rest of the land is used for the 23 of food. In the north there is wide open land to which owners of 24 have grazing 25. The greater part of this area consists of 26 land ploughed up for crops of grain, roots or grass fields used for permanent 27. Our agriculture does not follow any uniform pattern. There are different types of 28. About a third of them 29 the farms which they occupy. The rest are tenant farmers who have 30 their farms from big landowners.
22. A. urban B. rural C. rocky D. waterlogged
23. A. output B. production C. harvesting D. distribution
24. A. poultry B. tractors C. livestock D. hatcheries
25. A. rights B. authority C. capacity D. possibilities
26. A. arable B. fertilized C. cultivated D. rocky
27. A. pasture B. lawns C. plots D. patches
28. A. farmers B. growers C. breeders D. grazers
29. A. keep B. reserve C. own D. monopolize
30. A. hired B. borrowed C. taken D. leased
SECTION B: COMPREHENSION Read the passage carefully and answer the questions. Late one night Mr Oliver was returning to his school on the outskirts of the hill station of Simla. He had been teaching in this school for many years. A bachelor, he usually strolled into the town in the evening, returning after dark, when he would take a shortcut through a pine forest. Whenever there was strong wind, the pine trees made moaning, eerie sounds that kept most people to the main road. But Mr Oliver was not a nervous or imaginative man. He carried a torch on this particular night and its pale gleam — the batteries were running down — moved fitfully over the narrow forest path. When its flickering light fell on the figure of a boy who was sitting alone on a rock, Mr Oliver stopped. Boys were not supposed to be out of school after 7 p.m., and it was now well past nine. “What are you doing out here, boy?” asked Mr Oliver sharply, moving closer so that he could recognize the miscreant. But as he approached the boy, he sensed that something was wrong. The boy appeared to be crying. His head hung down, he held his face in his hands and his body shook convulsively. It was a strange soundless weeping, and Mr Oliver felt quite uneasy. “Well, what’s the matter?” he asked, his anger giving way to concern. “What are you crying for?” The boy would not answer or look up. His body continued to be rocked with silent sobbing. “Come on, boy, you shouldn’t be out here at this hour. Tell me the trouble. Look up.” The boy looked up. He took his hands from his face and looked up at his teacher. He had no eyes, ears, nose or mouth. It was just a round smooth head — with a school cap on top of it. The torch fell from Mr Oliver’s trembling hand. He turned and scrambled down the path, running blindly through the trees and calling for help. He was still running towards the school building when he saw a lantern swinging in the middle of the path. Mr Oliver had never before been so pleased to see the night watchman. “What is it, Sahib?” asked the watchman. “Why are you running?” “I saw something horrible,” gasped Mr Oliver. “A boy weeping in the forest — and he had no face!” “No face, Sahib?” said the watchman. “No eyes, no ears, no nose, no mouth — nothing!” “Do you mean it was like this, Sahib?” asked the watchman, raising the lamp to his own face. The watchman had no eyes, no ears, no nose — no features at all. The wind blew the light out. Mr Oliver had a heart attack.
SECTION C: SUMMARY Read the passage carefully and answer the questions. Although world agencies have made numerous efforts to stop malnutrition, achievements have fallen short of expectations. In 1996, the United Nations set a goal of reducing by half the number of the world’s undernourished people by the year 2015. Some progress has been made, but unfortunately there has been a slowdown, and the number of undernourished people has increased in many developing countries. Malnutrition is usually caused by a combination of two factors: insufficient intake of proteins, vitamins and minerals, and frequent infections. Illnesses such as diarrhoea, measles, malaria and respiratory infections place heavy strain on the body and cause loss of nutrients. These illnesses also reduce appetite and food intake, thereby worsening malnutrition. An undernourished child becomes more susceptible to infections, creating a vicious cycle that increases the risk of death. Children are particularly vulnerable because they are in a stage of rapid growth which increases their need for calories and proteins. Pregnant and nursing women are also vulnerable for similar reasons. Malnutrition has far-reaching effects. It damages the body, particularly that of a child. Every organ and system of the body may be affected. Studies have shown that poor nutrition is closely associated with impaired mental development and poor school performance. In addition, the effects of malnutrition may persist into adulthood, leading to chronic diseases such as heart disease, diabetes and high blood pressure. Children can be protected from malnutrition in several ways. First, the diet of mothers should be improved, especially during pregnancy and nursing. Secondly, breastfeeding is essential because mother’s milk contains nutrients and antibodies that protect the baby from infections. Finally, after weaning, a child should be given a wide variety of nutritious foods in the correct combinations. Questions a. In two sentences, one for each, summarize the two major effects of malnutrition. b. In three sentences, one for each, summarize the three preventive measures against malnutrition mentioned in the passage.
