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I.

(MCQs) Choose the best option A, B, C or D to complete the following questions

1. Did he tell you ? Grammar, Comprehension

A. where could we meet him B. where we would able to meet him

C. where would we be able to meet him D. where we would be able to meet him

2. A large number of India men agreed that it was unwise to confide their wives. Grammar, knowledge

A. in B. on C. of D. with

3. I saw a bear while I in the forest. Grammar, knowledge

A. am walking B. walked C. were walking D. was walking

II. (Gap filling) Choose the best option to fill in each gap to complete the passage

It is a fairly common belief in Britain that these days do more housework than they did in previous generations. But is this
really so? A recent survey has (1) some interesting discoveries. When men do help out, they enjoy cooking and
shopping but most are unwilling to do the washing. A quarter of men think that women are better suited to looking (2)
the home than men and 19% admit to making no (3) to housework.

1. A. done B. found C. made D. given Grammar, knowledge

2. A. for B. into C. over D. after Vocabulary, reading skill, comprehension

3. A. share B. contribution C. dedication D. comment Vocabulary, reading skill, comprehension

III. (Reordering) Choose the best sentence that is formed from reorderring the given words or phrases in each
sentence.

1. interested / the / I / going / in / at / am / shopping / weekend. Writing, knowledge

A. I am interested in going shopping at the weekend.

B. In the weekend I am interested at going shopping.

C. I am interested at the weekend in going shopping.

D. At the weekend, going shopping I am interested in.

2. up / my father / ago / smoking / years / gave / three. Writing, knowledge

A. Ago three years my father smoking gave up.

B. My father gave up smoking three years ago.

C. Three years ago my father gave smoking up.

D. My father three years ago gave up smoking.


3. enjoys / a cup / every / he / morning / having / coffee / of. Writing, knowledge

A. Every a cup of coffee he enjoys having morning.

B. He enjoys having a cup of coffee every morning.

C. Every morning he enjoys having a cup of coffee.

D. Having a cup of coffee every morning he enjoys.

IV. (True / False) Read the text and decide if each of the statement is True (T) or False (F) according to the
information in the text.

At the age of 40, Tom Bloch was the head of H&R Bloch, a huge company that helps people prepare their tax forms.
Although Bloch earned a lot of money, he wasnt very happy. He spent too much time at work and didnt have enough
time to spend with his family. Suddenly, he left H&R Bloch and became a teacher in a poor neighborhood. I wanted to
help people who didnt have the opportunities I had Bloch explained.

Learning to control students was hard at first. But the rewards helping children and hearing students say hes their
favorite teacher are great. And Bloch can spend more time with his family.

1. Tom Bloch was very successful in his previous job ______ Reading skill, comprehension

2. He wasnt satisfied with the salary he earned from H&R Bloch ______ Reading skill, comprehension

3. Controlling the students didnt cause Tom any difficulties ______ Reading skill, comprehension

V. (Sentence transformation) Mark the letter A, B, c, or D to indicate the sentence that best combines each pair of
sentences in the following questions.

1. Although my parents are busy at work, they try to find time for their children. Writing skill, comprehension

A. My parents are so busy at work that they cannot find time for their children.

B. Busy at work as my parents are, they try to find time for their children.

C. My parents are too busy at work to find time for their children.

D. My friends rarely have time for their children because they are busy at work.

2. She gets up early to prepare breakfast so that her children can come to school on time. Writing skill, comprehenson

A. Despite her getting up early to prepare breakfast, her children cannot come to school on time.

B. Because she wants her children to come to school on time, she gets up early to prepare breakfast.

C. If she does not get up early to prepare breakfast, her children will not come to school on time.

D. Unless she gets up early to prepare breakfast, her children will not come to school on time.
3. The last time I went to the museum was a year ago. Writing skill, comprehension

A. I have not been to the museum for a year.

B. A year ago, I often went to the museum.

C. My going to the museum lasted a year.

D. At last I went to the museum after a year.

VI. (Word formation) Choose the best option A, B, C or D which indicates the best part of speech that can
complete each of the sentences

1. These quick and easy _______ can be effective in the short term, but they have a cost.

A. solve B. solvable C. solutions D. solvability Word formation, comprehension

2. They started, as _______ gatherings but they have become increasingly formalized in the last few years.

A. informal B. informally C. informalize D. informality Word formation, application

3. Children who are isolated and lonely seem to have poor language and ________.

A. communicate B. communication C. communicative D. communicatorWord formation, comprehension

V. Error identification: Identify one mistake that needs correction in one of the underlined parts in each sentence

1. If you think carefully before making your decision, you will avoid being got into trouble later. Grammar, application

A B C D

2. Each of the members of the group were made to write a report every week. Grammar, application

A B C D

3. Last week Mark told me that he got very bored with his present job and is looking for a new one. Grammar, application

A B C D

VI. (Matching) This reading passage has 6 paragraphs (A-F). Choose the most suitable heading for each paragraph
from the list of headings below. Reading skills, Analysis Higher application
Write the appropriate number (86-90) next to the paragraph. One of the headings has been done for you. (5pts)
List of Headings
00. Lottes first influences at university
1. Lotte to go to England
2. Wytzes interest in texts and books
3. Lotte unpublished
4. Lottes work in England
5. The development of Wytzes research
Lotte and Wytze Hellinga

A. As a student at the University of Amsterdam after the second World War, Lotte found herself
stimulated first by the teaching of Herman de la Fontain Verwey and then by that of the forceful
personality of Wytze Hellinga, at that time Professor of Dutch Philology at the University. Wytze
Hellingas teaching was grounded in the idea of situating what he taught in its context. Obliged to teach
Gothic, for example, he tried to convey a sense of the language rooted in its own time and environment.

B. Study of the book was becoming increasingly important at the University of Amsterdam at this
period, as the work of de la Fontain Verwey and Gerrit Willem Ovink testifies. Wytze Hellingas
interests, formerly largely in a socio-linguistic direction, were now learning more towards texts and to
the book as the medium that carried written texts.

C. Much of the Wytzes teaching followed his own research interests, as he developed his ideas around
the sense that texts should properly be understood in the context of their method of production and
dissemination. He was at this time increasingly turning to codicology and to the classic Anglo- Saxon
model of bibliography in the realization that the plan to produce a proper critical edition of the works of
Pieter Corneliszoon Hooft, the seventeenth-century poet, dramatist and historian, depended on the
application of the skills of analytical bibliography.

D. Encouraged by his work, Lotte produced an undergraduate thesis on the printers copy of the Oria of
Constantijn Huygens (the Hague, 1625). This work, incidentally, has never been published, although an
article was regularly announced as forthcoming in Quaerendo during the early 1970s.

E. On graduation in 1958, events took a turn that was to prove fateful. Lotte was awarded a
postgraduate fellowship by the Nederlandse Organisatie voor Zuiver Wetenschappelijk Onderzoek
(or Z.W.O) to go to England to study the fifteenth- century printing, and Marie Kronenberg, the
doyenne of Dutch bibliographers, arranged for her to be taught in incunabulizing (as she put it) by
Victor Scholderer at the British Museum.

F. As an honorary Assistant Keeper at the Museum, then, she came to England in 1959, assisting
among other things with the preparation of BMC volume IX (concerning the production of Holland and
Belgium) while studying the texts of the Gouda printer Gerard Leeu to see if the sources (and hopefully
printers copy) for his editions could be identified. Although the subject proved difficult to define
immediately so as to lead in a productive direction, most of this work was nonetheless to find its way
into print in such collaborative publications as the Hellingas Fifteenth century printing types, the
edition of the Bradshaw correspondence and the 1973 Brussels catalogue, to each of which we shall
return. But during her time at the Museum, Lottes attention was also attracted by such things as
English provenances on early-printed continental books, an interest which has stayed with her
throughout her career.

Your answer:
Paragraph A ___00____ Paragraph B _________ Paragraph C _________
Paragraph D_________ Paragraph E _________ Paragraph F _________