Log in | Sign up | Feedback | Blog

Search

MBA Quant DI English Vocabulary Archives ForumsNew! Events B-Schools

English Test 16

Directions for Questions from 1 to 5:

The passage given below is followed by a set of five questions. Choose the most appropriate answer to each question.

Entering the teaching profession is most challenging in the early moments when one is unacquainted with what lies ahead. To have mastered the
role of student in a school does not lead naturally to an easy execution of the role of teacher. Indeed, new teachers often experience their
students as unpredictable; many wonder if they will ever be able to gain a feeling of control over “the classroom”.

Soon, however, after a few years of stumbling they gain a mastery of the textbooks and their associated pedagogical devices. They begin to see a
repetitive pattern in the way that students tend to respond to the certain problems and issues and, most  importantly, they begin to remember 
which of their responses were effective in which contexts. The key to their success is confinement.

They must learn within the already determined environment of the textbook to focus student attention  on the key issues,  which in linked sequence 
provide the essence of a stage of the mastery of a discipline. This isolation and clear pedagogical linking of the important stuff also provides the
instructor with a defensible matrix of expectations against which fair evaluation can take place.
Essential to the teacher, and somewhat available in the intellectual structure of the textbook, is a refined developmental sense of what is
appropriate at which age level. Given the body of material a teacher must cover, time demands that repetition be  liminated and that only those 
things, which are age appropriate, no more and no less, be the stuff of each year’s work. The teacher’s willingness to commit himself to being part
of a team by working within the specific segment of the curricular pie for which he is responsible is a significant sign of professional maturity. To
know the sequences of instruction and to know his place in them increases the degree of predictability of each day and hence adds significantly to
the ease and comfort of professional life.

Virgil’s greatness as a guide and teacher for Dante rested in his understanding that his student must experience, either directly or vicariously, all
the possibilities of the human soul before discussion would be of value. Accordingly, Virgil seldom offered tuition but most often responded to
questions, which emerged from the intense experiences of traveling the underworld. The  ostmodern school with its emphasis on student inquiry 
will introduce the element of unpredictability into daily discourse and disturb any possibility of the routinization of the educational discourse.
Responding constantly to questions emerging from students’  experience, teachers will re- assume the Socratic mantle and reverse the progressive
d e-skilling the profession has undergone since the Industrial Revolution. Ethical “conversation” in schools focuses often on socializing the young to
behaviors adults have
deemed needed for a successfully functioning society. If one adds to this the additional voices which urge self-understanding, free inquiry, and
often a humanist ethic staunchly opposed to the competitive forces which shape the society, then one hardly  wonders at the confusion of the
young who learn only the lesson that the adult world thrives on contradiction and a self-serving  hypocrisy. Consider the possibility of whether the 
dismantling of the competitive apparatus of the school and the establishment of the faculty in the position of respondents would not also eliminate
much of the contradiction in the public conversation and in turn reduce the number of voices needed to be reconciled by the students.

The exigency of the modern school, that tuition requires simultaneity of time and place, will not be a restraining structure of the postmodern school.
Through the use of advanced systems of electronic mail students can log queries addressed to their teachers or classmates and, then, check for
their answers when they can. This exchange is of course not constrained by  geography. Questions can be logged from either within the school 
through a network or from without via modem. The same
technology facilitates scheduling live exchanges. Without the tyranny of the single focus of the textbook as the information core of the process, one
could imagine in a networked computer environment attentional foci changing as the teacher and students shift from attending to a large screen
suitable for a hundred to working in small groups around workstations to individuals pursuing  research on notebook computers linked to a server 
by a radio coupling. This requires a flexibility in the learning environment-walls  which are soundproof and move, computer stations which are 
comfortable for four but recede when a group of  the whole is formed, work surfaces which are suitable for notebooks but disappear when 
necessary.

The information logistics of the curriculum, the quantity and quality available without travail, decrease or increase the capacity of  the curriculum to 
act as a competitive game-board. In the modern school each student focuses as much on others as on the work  at hand in order to catch a glimpse 
of where colleagues are in the race to master the same information. In the postmodern
school the information resources will be expanded and the points of departure multiplied to a degree that each student will travel  a path distinctly 
her own, albeit within the orbit of a single question/area of investigation. The learning environment will be  composed of students seeking to 
pursue individual questions and then coming together to coordinate their results. Cooperation  will follow the natural need to understand. When a 
students travel individual paths within a single complex and multidimensional subject area, they will, out of their own deep sense of insufficiency,
seek to complement their own work with that of others.

1. According to the passage, the role of the teacher gradually undergoes a change, because

j One gets unacquainted with what lies ahead.

k
l
m
n
j The unpredictable nature of students helps their progress.
k
l
m
n
j They were good students so they are natural teachers
k
l
m
n
j They begin to mature with age
k
l
m
n
j They consider feedback with implication to situations.
k
l
m
n
i Skip this question
j
k
l
m
n

2. The author cites ‘confinement’ as key to the teacher’s success because according to the
passage

j It’s important to work out a matrix

k
l
m
n
j Mastery of a discipline is essential
k
l
m
n
j The intellectual structure of the text offers a sense of development.
k
l
m
n
j The textbooks need to be mastered
k
l
m
n
j Constraint within the textbook endows adeptness
k
l
m
n
i Skip this question
j
k
l
m
n

3. According to the author, as a teacher, what is the intrinsic reason for Virgil’s greatness?
http://www.complore.com/test4PDF.php?id=48 Page 1 / 3

j Virgil seldom offered tutelage to the students

k
l
m
n
 3. According to the author, as a teacher, what is the intrinsic reason for Virgil’s greatness?

j Virgil seldom offered tutelage to the students

k
l
m
n
j He responded directly to the students’ questions.
k
l
m
n
j He displayed perspicacity in all his dealings with students
k
l
m
n
j Virgil understood student experience and exposure
k
l
m
n
j Virgil inferred that deliberation followed experience.
k
l
m
n
i Skip this question
j
k
l
m
n

4. Which of the following cannot advance the reversal of the progressive de-skilling the
profession has undergone?

j The process of preparing for intense travel experiences

k
l
m
n
j The process of responding to student queries.
k
l
m
n
j The introduction of inquiry into the discourses
k
l
m
n
j Responding to students’ experiences
k
l
m
n
j Assuming the Socratic mantle.
k
l
m
n
i Skip this question
j
k
l
m
n

  5. Which of the following will be an appropriate title for the passage:  

j The modern school

k
l
m
n
j Old wine in new bottles
k
l
m
n
j New wine in new bottles
k
l
m
n
j Teaching: a noble profession
k
l
m
n
j Pedagogy down the ages
k
l
m
n
i Skip this question
j
k
l
m
n

Directions for Questions from 6 to 6:

 There is a blank in each of the following sentences. From the choices given, choose the one that fills the blank most appropriately.

6.  The few people left will be living in a ___________state - like Somalia or Sudan - and living conditions will be intolerable. One way to combat 

global warming, Turner said, is to stabilize the population.

j civilized
k
l
m
n
j cheerful
k
l
m
n
j failed
k
l
m
n
j secure
k
l
m
n
j stable
k
l
m
n
i Skip this question
j
k
l
m
n

Directions for Questions from 7 to 10:

In each question, there are five sentences. The sentence labelled A is in its correct place. The four that follow are labelled B, C, D and E, and need
to be arranged in the logical order to form a coherent paragraph. From the given options, choose the most appropriate option

7. A. I think about this when I take my own children to galleries.

B. My most artistic child is actually the most bored by galleries.
C. So, I take my children to see idiosyncratic art, such as the Turner prize but they often think it’s silly.
D. You just don’t know what is going to capture their attention.
E. Although I’m the daughter of a painter, art didn’t light me up in the way theater and stories did– that
is why it’s so important for children to get access to a broad range of culture.

j ECDB
k
l
m
n
j EBCD
k
l
m
n
j DECB
k
l
m
n
j DCBE
k
l
m
n
j EDCB
k
l
m
n
i Skip this question
j
k
l
m
n

8. A. Multiculturalism is best understood neither as a political doctrine with a programmatic content nor
a philosophical school with a distinct theory of man’s place in the world but as a perspective on or
a way of viewing human life.
B. This does not mean that they are determined by their culture in the sense of being unable to rise
above its categories of thought and critically evaluate its values and system of meaning.
C. Rather that they are deeply shaped by it and can overcome some but not all of its influences. They
necessarily view the world from within a culture, be it the one they have inherited and uncritically
accepted or reflectively revised or, in rare cases, one they have consciously adopted.
http://www.complore.com/test4PDF.php?id=48 Page 2 / 3
D. Its central insights are sometimes misinterpreted by its advocates and needs to be carefully
reformulated if it is to carry conviction.
 above its categories of thought and critically evaluate its values and system of meaning.
C. Rather that they are deeply shaped by it and can overcome some but not all of its influences. They
necessarily view the world from within a culture, be it the one they have inherited and uncritically
accepted or reflectively revised or, in rare cases, one they have consciously adopted.
D. Its central insights are sometimes misinterpreted by its advocates and needs to be carefully
reformulated if it is to carry conviction.
E. Human beings are culturally embedded in the sense that they grow up and live within a culturally
structured world and organize their lives and social relations in terms of a culturally derived system
of meaning and significance.

j EDCB
k
l
m
n
j DBEC
k
l
m
n
j EBCD
k
l
m
n
j DEBC
k
l
m
n
j BCDE
k
l
m
n
i Skip this question
j
k
l
m
n

9. A. Many animals possess protective markings to avoid predation, including patterns to reduce the risk of detection, to indicate that the animal is
toxic or inedible, or to mimic another animal or object.
B. Many eyespots are effective in startling or intimidating predators, and can help to prevent or stop an attack.
C. In addition, many creatures such as butterflies, moths, and fish possess two or more pairs of circular markings, often referred to as ‘eyespots’.
D. However, recent work by zoologists indicates that this widely-held hypothesis has no experimental
support.
E. For the past 150 years it has been assumed that this is because they mimic the eyes of the predator’s own enemies.

j CBED
k
l
m
n
j EBDC
k
l
m
n
j BCDE
k
l
m
n
j CDBE
k
l
m
n
j EDBC
k
l
m
n
i Skip this question
j
k
l
m
n

10. A. Students aren’t taught to read and draw maps of different scales and to analyze places, distances,
areas and distributions using maps.
B. Our cognitive abilities allow us to use those mental maps to answer questions.
C. Mapping exercises help build students’ mental maps, or those maps that we all see “in our mind’s eye.”
D. Instead, students in today’s classrooms are shown simple maps of places they are studying, with the intent being to learn the place names
and something about the places.
E. Our brains are capable of being trained not only to draw mental maps, but also to zoom and pan
across those maps, to associate many different spatial patterns and to make decisions based on the analysis.

j BCDE
k
l
m
n
j BEDC
k
l
m
n
j CBED
k
l
m
n
j BDEC
k
l
m
n
j BDCE
k
l
m
n
i Skip this question
j
k
l
m
n

Take this test online

© Copyright 2009. All Rights Reserved.

http://www.complore.com/test4PDF.php?id=48 Page 3 / 3