pts, 2014 edition COLLEGE ENTRANCE EXAM ENGLISH TEST SECRETS STUDY GUIDE Your Key to Exam Success Strategies, Practice and Reviewrnin eu tet 24 Contents ‘PREPOSITIONS... PRONOUNS. VERBS... ‘TENSES. ‘SUBJECT VERB AGREEMENT. PRONOUN AND ANTECEDENT AGREEMENT... COMMONLY CONFUSED WORDS renner [SENTENCE COMPLETION enon EXERCISES. ANALOGY nes ‘Common Types of Analog ren mnmen ‘What to Do When the Stem Words Are Just Too Preaky mn ERIS DD VOCABULARY ovine Analyze: Break Words apt ene ‘Learning word roots and affixes Is an important pat of building an impressive vocabulary. th Find patterns: earn how words relate in sentences, forms, and COgMt6S awe—e—enennn BT Simplify: Make Word g£0UP8we-e-ensem enn Connect to knowledge: Connect new vocabulary to Your own experlenceS enum nnm Find alternatives I: Use ALIVE System for tough words... Find alternatives : Consider secondary meanings Of Wor een IB ‘Think logically: Practice drawing inferences about meaning from sentences renew een BB ‘Check: Test yourself continually as you speak and writ. Vocabulary Lesson 1: Get to the Point. Vocabulary Lesson 2: Think Helore You judge. ‘Vocabulary Lesson 3: Let's Talk AbOUt tne ‘Vocabulary Lesson 4: "Good, Thanks". Vocabulary Lesson 5: Changes. ‘Vocabulary Lesson 6: One Boring World. Vocabulary Lesson 7: The Humours. Vocabulary Unit| Exercise Set. aieage ‘English 2014 09155057703 | 3998504en SENTENCE CORRECTION / IDENTIFYING ERRORS. \VERBS: WHERE THE ACTION 1S nemo Subject-Verb Agreement ener Vers Ten wnneneee ‘PRONOUNS: IN PLACE OF THE RIGHT ANSWER... Pronoun Ref] Pronoun Number MISPLACED MODIFLERS... PARALLELISM sovane IDIOMATIC EXPRESSIONS eee FALSE COMPARISONS: APPLES AND ORANGES cen ener quantity... RARE ERRORS. ‘THE MOST COMMON TYPE OF ERROR. HOW TO APPROACH A HARD QUESTION ons You Have t0 GUS nme EXERCISES, READING COMPREHENSION. READING COMPREHENSION STRATEGY. PASSAGE TOPICS PASSAGE STRUCTURES. STRATEGY cnn (QUESTION TYPES... ANSWERING THE QUESTIONS: FOCUSED READING... EXERCISES, English 2014 09155057703 | 3998584red hi nt | PREPOSITIONS PREPOSTION OF MME PREPORTION ise BAPE on Tae wth days and day ‘a Ronday ‘on September 30, % ‘se wth Rows of he day of dock time and wih noon, | AtS30 am. ‘night midnight, dawn, beginning, end, weekend ‘tnoon Iegious Festival /Wakaye ‘They come a Oistmas. m Use with other parts ofthe day months Years, sensonand | Inthe morning afternoon the period a tne orevenng in uy inthe year 2000, in Finished n thee hous a “Toman “upto a corain ne Wai untishe comes By "Tomean “before” o "not han" ier Teed the money By Daring TTomean nor fora period of ime ‘She ced during he For [atid ote: answers how ing? He wil stay fortes months PREPOSITIONS OF LACE FREPOSTION a Dawe on Iniatcr a vfaces an which | The lots othe Be Somethingrests, Aso for vehides | The picture hangingon the wall forpublieuse “Teavelingon the WRT ® Indieates a meeting pace or "AtMeqamaly atthe ambaven location edgeof something, | sitingat the dest postion ahowse oraddves,a | Athe intersection, at DSA and Bhceen ajoumey,avilageor= | New York street in Indicatesan endosed space, | lathe room, nthe Bo, nthe smmhcletcraredor | erwlone Streets buidng or ater large | inthe Phipps in Nueva Ea Space, country, ty.townete. | inthecar ‘Aso for vehicles for private use Alpage English 2014 09155057703 | 3998508ee IDIOMATIC PREPOSTIONS ‘UNIBTOMATIC tide bia decision) abide with rer with (2 person) srevt apologize for apologlee about owed with bored of encarned about, over, with concerned about, 0,00 ‘tert rom ‘tert than insearchof Insearch for Independent of independent rom intend tod Intend on doing interested in, by Incraste about panto do plan on doing referable to preferable than puraed at by punled on orto Brie than Sima to ‘sn thon superior to Superior han PRONOUNS Pronouns functioning as subjects or subject complements appear inthe SUBJECTIVE case, 2 object inthe [OBVECTVE case and as pasesives nthe POSSESIVE case r ‘me my We ur on else fe Fieri Fishers They them he ‘the possessive cases of pronouns never take apestrophes, Do not conuse possessive with centrations Totest forthe correct pronouns in compound constructions, you can id the ight case by temporary timinating the noun or one ofthe pronouns 3s you read ito yours =veryone laughed when Ruth sé that her brother and her had seen an ln, essed: Everyane laughed when Ruth said that hr brother and she had seen an aen Strip the words her brother and to hear the corect pronoun: she hd seen an aie, not her had sen “on and im went tothe store Revsed: john and he went tothe store John ands eliminated, the sentence would be Him wen 10 the stove. Jobn and he the subject ofthe verb went wonmopwHose WHO sured or subject and subject complement, + ean’ the man who sold me this broken ai. + who is going tothe concert tonight? English 2014 09155057703 | 3998564‘1s ioralond Review sates Kotpunen rach | 20 wom used fr subnets. You will work withthe seniors, whom you wll meet me ater. orm isthe direc object ofthe verb wil ec of the subordinate aut: you wil meet whom. +The tutor whom was asians to was very suppor, Whom isthe obec ofthe preposition 0 + "Whom dd the committe ssect? Whom is thedveat object of the verb did selec: The committe dl select whom? 038s possesne * Noone was sure whose voice that was + wmode bg this? _WHOAWHIOK/THAT (when used to begin causes) {WHO's used for people and sometimes animal) 1 Hes person who con help you + Asgnficantnumbee of caiates who ran in the recent elections are show busines personales. an refers to things: used most refer for non-essential couses (as extra information but canbe removed {tom a sentence without String the meaning ‘+The move, which saw st night had awesome specal effects + Most general eduation asses held are Palma Hal whieh s better known a AS. THAT generly refers to things, but may be used 1 ert group ods f people; wed most often for ‘essential clauses (spate fer as noun and eset inthe sentence to complete the meaning) + Please repair al windows that ae broken + _Theteamthat scores the mor points inthe game wl win the tournament VERBS ‘TENSES “The four kinds of tenses forthe pst presen, aa future are SIMPLE, PROGRESSIVE PERFECT, and PERFECT PROGRESIVE. ‘nrc ai Tale, ‘wa, PROGRESSIVE am wallng Ia walking wil walking envecr ‘have waled had walked llhave walked PERFECT PROGRESSIVE nave bsen walking had beenwalking. Iwill hve been walking SIMPLE PRESENT Present action or condition: she counts the books. They are happy. General: Humans make mistakes, + Future tine: The pane aries a 0 pm. tonight. + Userary or Timeless truth: shakespeare uses humor eetvey erae English 2014 09155057703 | 3998504ee PRESENT PROGRESSIVE ‘Ae in progress, not ished, or continued: The commit is studying that proposal Ferm: ae ing form of the ver We are going. He singing. ‘PRESENT PERFECT + Ation that began nthe past and leads up to and nudes the present: The company has athe produc since January Habitual r continued ation startedinthe past and continuing nto the present: She has nat moked a iartte fortivee years. Ferm: have or har + past partie of the ver ‘have eaten Neha nt called PRESENT PERFECT PROGRESSIVE + -etion that began in the pat contin to the preset, nd may continue to the future ‘They have been considering that purchase for tee month. Fem: have otha + past participle form of he verb Hehas been running. They have been meeting, PASTTENSE ssnarte past + Completed action We vised the museum during the summer * Completed condition twas cloudy yesterday. ‘+ Past action that took place overs perio of time: They ware having pienicinthe Sunken Garden when the rin started to pour. ‘+ Past action that wasinerupted by another action: The engne was runing whan elf the ca. Form: wns or were ing form ofthe verb She wes singe ‘We were iaughing AST PERFECT + ‘Aetion or event completed before another event inthe pas When the meeting began, she had lead let the bung. Form: had +n form ofthe verb Ne had ready reviewed the ist when pat ame in Tas. English 2014 99155057703 13998584Pao htt | 04 Sr PRrET PROGRESSIVE ‘Ongoing condtion nthe past hat has ended: The diplomat had ben planning ovis when his government was Form: hang form ofthe verb ‘Tey had been locking ‘Shea bean speaking FUTURE Tense SIMPLE FuruRe + Aation or evetsin the future: The new student co-op will open next week Form: shal or wis base form ofthe ver hn Amercan Engh wil commonly used fora persons, butin British Engh halls on ved for the st person) FUTURE PRosRESSivE + Future action hat wl ontnu for sometime: willbe expecting Your al Form: willor shall be + Ing form othe verb He wil be studying. ‘hey witb eeving. ‘Tune penrect * Actions tha willbe completed before a specie tne nthe futur: By Thursday, we wl have leaned up the whole tambayan orm: ilo salle have + past pate form ofthe verb They wil ave walked, FUTURE PERFECT PROGRESSIVE “+ Ongoing actions conditions unt a specie ime nthe future: In une, we wl hve been renting this partment of the yor Form: wl or shall: hae + been + Ing form af the vers “They will have been payin MoDaLs ‘Moras are helping vers that express ability, 2 request, oran atte, such aan intrest expectation, possy oregon. 1+ Sha shoul express to do something aavebly You should to exercise mere often. + Um, woud expres strong intent possi: "wil rturn those books t the Boar tomorrow. had the time, | would wk you. + Con, coud exes capa, pssibity, request: [ean oan you my tape af that concert you tusled harder, you could master cles. English 2014 0915507702 3998864+ Moy, might expres possibty or permission, request: might goto the shopping enter after this lass 1+ mus, ought to express obligation ar nest: "ought to writ the English paper before zo home this weekend ‘You must cal me tonight. ‘THE SUBJUNCTIVE ‘The subjunctive mood is used to expres wishes, requests or condons contrary tothe fac. ‘orm: use the hae form ofthe ver present tense ver dona change form ainda numb and person of the subject) ‘+ isimportant that you be not are) prepared forthe exam, ‘+ We asked that he dive (ot drives more slowly ‘There sony one pas tense form of ben the sjecve mood ~ were never was): were you proceed moce cautious 11 Contrary to theft uses beginning with Ii were a member ofthe anges, woul vote fr the bl * Don't use the subjective mood inf causes expressing conlons hat stor may et: Aes graduates this March, he wil leave for UK. ght away 2 contrary to theft lates exresing a wish "ish that Welington were my Soyend 3. Tat clauses following verbs such a5 ak, Iss, recommended, request and suggest | soegest thet Noel dop calls SUBJECT VERB AGREEMENT 2, Angular subject must have asngula ver, ‘A plora subject must have s lr verb © Geri was playing seftbal. © We are ready forthe eam. phrases o clause that interunt the subject and ite ve das not affect the subject verb agreement ‘example: Along with, as welas, together with oecompanied by, with no, including ‘©The captain ofthe guards stands a atention, ©The cangressman, wh kidnapped a Chinese boy along with fou of his ends, sentenced with death pena. 2. Subject jones by ror nor Two.or more singular subjects by or or nor © Kenar Rafal going to win “Two or more purl subject ined by or or nor musthave 2 pura er, © The gis othe boys are gong to win Hone or more singular subjects joined oF one or more pura subjects by or nor oases English 2014 09155057703 13998564Subjects dates to the vers determines the agreement. ‘© Neither the ons nor the bears have escaped from the 200, 1 Ether the wine or Sam iegongto win 3. Subject joned by anc 'Acompound subject joined by ands general purl and must havea plural verb 0. Two lure pahages and eter were delivered Exception: the parts ofthe compound subjects are though with the on itm, then singular verbs © Bacon and eg sm favorit breakfast 4. Indefinite pronouns Singular nti pronouns take singular verbs Plural indefinite proncuns ake plural verbs. One ofthe books ming, (Sever ofthe witnesses have testified. The pronouns al any, more, ros, nane, ana some usually take a singular ver the antecedent singular anda plural vert spurl (© Alf the soup was eaten, © Alof the seat were taken. INDEFINTE PRONOUNS say — eating | ae eth af tenety | te oe | fon ae sevinne — | much | ameody | many wore bl neither ‘someone others: ba roe rotewy — [eameting [ives | RE retin + Atl singtar and must have singular ver, ‘© Wuthering Heights is famous novel by Emly Bronte + calectve nouns ‘collective tesa singular ver when the group it names acs 2. singe uit. ‘colectietales 3 plural verb when the group names at az indus with liferent point of view 9 Theaudiance applauding © Theaudieoesare dirusng + PhuraLooing nouns Noun that re plural in the form but singular In meaning agre wth singular verbs ther purl looking nouns Branches of knowledge ~ Economics, Physics, Mathematics (thers mumps, news, messes Some words sch as assets, oiies,canings savings and thanks are singular but requ plural vers (0 My savings were wiped out by the ess oir age English 2014 0915505703 | 3998584P13 Tt and Review tens atpunon Bron | 2014 Nouns such as gases, ssors, and pants ae regarded as purl ules preceded bythe phrase pl of 0 yo of lasses i msing My seisors were broken + Subject of tuys. ules or Events Words used as 2 subject of studies require singular ver, Nouns as qualities or events requre a plural er. ‘9 Mathematis isa ati sublet © He palltes affect te election camens + Adjectives used as subjects Adjective used as subject require pra verb © The poor became poorer. + Subjuntve verbs fe sussion above) + Trenumber sa number Sentence bepnning wth the umber requis a ingularvetb ‘Sentence bepnning with the number requires a plural ver. © Anumber of students ore going to lpan next semester ‘© The numberof student going to span not yet determines. + Amounts or measurements ‘Noun expressing an amount or measurements usually singular andrequlres. 2 singular verb, ‘© Theength ofthe cloths five fet Fractional expresios usually take a single ver unless theres something ese inthe sentence that determines numbers ‘0 Two-ifths ofhe fete were rotten. (0 TworFiths ofthe cake war aft PRONOUN AND ANTECEDENT AGREEMENT ‘+ Apersona pronoun must pre wth is antecedent a number, person and gender © Charegave his assignment tothe teacher + -Agreementin number Use a singular personal pronoun with two or mare singular antecedents ne by a rn. «6 Neither andy noe Eis ea finder book. Use pla personal pranoun with te or mere antecedents joined by ond. © lame ad ig have changed thet plans + Aareementin person and gender ‘Wine desing th pronoun wth two or mre singular antecedent agreement, tke care notte sftether person or gender ‘Shitin person: Mandy is studying Zoology 3 couse you ned inorder to prepare for medial chao. {Correct Mandy i studying Zoology, course she needs in order to prepae medal schock English 2014 99155057703 | 3998564rtd tet etnn e 4 + Generic masctine pronouns When gender isnot speced se the masculine pronoun, (0A student shuld tm hi stgnment on ine, Agreement with indefinite pronoun Uses purl persona pronoun when the antecedents puralindfirite pronoun 1 Faw ofthe bids had returned to thei nents, ‘Uses plural persona pronoun when the antecedents plural indefinite pronoun (6 One ofthe boyslost his test permit + Agreement with eflesve pronouns “Areflogve pronoun must gree with an antecedent that is ceased Poor Or fiends gave Lara and mys surprise pay. (Coect-out fiends gave Lara and me s surprise pay. ‘COMMONLY CONFUSED WORDS 2. bad aay Bad's an adjective not an adverb. Tus, it should not be used as an adver ater 2n action verb X Maggie played bod. Qi et bod, ian ave. Thess be sd as an active er alnking rh can eves be ed Seat aero acon ib age ay Groep pape bay 200d, wall ‘Good ian adjective, not an adverb. Thus, it should not be used a an adverb after an action ver. tan, however be used as an adjective after inking ver, Maggie played good @ rast et good Wells generally an adverbs. ike bay, It canbe weed after an action ver Qresie raved wet When wells used to mean “healthy” itisan adjective. Thus, wll can lo be used after alinking verb Maggie fl well agin afer a good night sleep 3. Advice sa noun meaning “opon ‘Advise is vero meaning “to ve an opinion to" 4. fect ia ver meaning ta inftvence” {fet sully 2 noun, means "est" Occasional, effect 2 verb meaning to bring about” orto cause” 5. alde-sesitant 6 ave Ain't was orginally 2 contraction ofam not. t isnot considered standard English, Avid iti alwtng seating. naiPare English 2014 09155057703 | 39985042, 13 15. v. 38 w. 20. [Atready isused asm adjective meaning “ready” ‘Aiecady an verb meaning or boar thie” ‘Ariat, alight ‘Aight used frequently but isnot considered corset speling Aways se the two-word frm all fie. ‘A together means Together 3 group” ‘Akogether means "completely" on al anticipate denotes an tea of preparation frpect doesnot denote anes of preparation ‘S105 awkward Replace with about ‘Do not use at after where. Simply liminat "Nonstandard: Tellme where's at at present means now presently means soon ‘avealy means conten ot present ‘Rutile an adver, which means” fora while. ‘Aviles an orci anda noun usually used afer the prepoiion for because Do nt ie hecause after the reason. Nonstandard The reason he Baguio becouse he wants ost his lates ther, {Correct The reason bei Baguio that he wants to Wslthis relates here. He Bag Because he wants ovis his relatives here. ‘being as, being that, ‘Aol sing eth expressions. Use hecauseo ine instead "Nonstandard: Being st was raining so har we canceled the tp Corre Becouse twos aiing shard, we cancelles the tp. biannual, semiannual, bennil ‘annua(/emannual means ice a year Denna means every wo years borrow man to received something with thentension of returning it loan means te lend something for temporary ue ofthe borrower bring means” to carr from a dtant place toa neter one” ‘ke means “to cay rom nea place to more dant pce” burst, bust busted ‘The verb burst has the same present, pas and past partie Bust and busted are nonstandard forms English 2014 99155057703 | 3998584snags | 21, carat is2 unit of 200 mitgrams uses to measure weight artis defined a: twenty-fourth part pure god 22, cement ponder used fr construction. concrete hard construction materia 23, celbate—means unmarried” Charte~ mean "doesnot engage nit ex" 24, lizanisa member f legally constituted state, possessing certain ght and privileges and subject to correspondents duties ‘eaiden ian habitant of place tative born ina certan place 25, compiz the part comprises the whole empose the wheleis composed af the pats onsttute parts that when combined creates the whole 26. contin means repeated ‘continuous means uninterupted 27, Alsintrasted means impartial uninterested means not inerested 28. dueto (et mean “covted bY and shouldbe uted only whan the words caueed by can be Fogialysubsteute 29. emigrate means “to move rom one county oregon" Emigrants someone who isleavng the country Immigrate ~means to lve one country or region”. Immigrant someone from anther county further means "odtonal “or "ta greater degree or extent” St fewer, toss Use fewer fr tings that canbe counted, Use les fr tings that cannet be counted 52, fin the blanks {ip thes (eer to vlume) ‘out the frm 33. goneywent Sones the past partie of go should beused a averb only with helping vers, hove, had, has. Went isthe past of go ands never used with alin vers 34. eat ety “Things re healt peopl are heathy, 35. nretersto2 postion Into sugest ation English 2014 99155057703 | 3990584race ete apn | 28 36 dust When you ue fst as an aver meaning “ro more than” place right before the oily modes. 1 She ust wants one pece of candy, “Afi wants just ne piece of end 37. taymeans “to put something down” lay, ying ie id. Usual flowed bya rect abject Lemeans“orecie"He, hing ay, lan Never flowed bya rect, 28. onbehalf~ used when one means “representing” Inbehalf— used when one means “in benef of” 29, orarefersto someting spoken ‘oral refers to something heard ‘orb refers toll words 40. promiere~refers tothe opening ofthe movi or pay Dramier~ means “st cass" A ate se aie takes direct object. se never takes direct object, 42, rebut means to contradic” Refutemeaneto prove wrong” 42, Warranty sa guaranten by 2 zea he goods wil be of certain uaty I they ae below he ait, the buyer may sve fo the ference n value “Warrantes ie person with waran of rest. x v ses pices of advice erdences edence Informations 'nformation fauipments cauioment Jeweltes jewelry PREPOSTIONAL IDIOMS. ‘The us of many prepostons in English purely Komal. In any language, here ate certain conventions of xpression- ways of wing and saying things-that are not necessary detated by grammatical ues. There so Tagal reason that one prepostian s wrong and another corectin a aven expression. But when these ‘conventions ae not flowes, the rests af considered poor eltin, a bed weting. There arena les for ‘choosing the correct prepeston: you must simply larn the om namples of uidlomatic English 1 Although agree to a few of Sith’ points, Imus lsngree tothe malony. 2. Wecan df the transportation and ual model of communication by contrasting the space-based nature of ‘one wth the tne bse nature ofthe second asirage English 2014 09155057703 | 3998584rena attra apart | 2 |. These ae the major theoretical pols ntend on concentrating In hs paper. “A. Thstecher had wo interest or rexpect frie students, 2. mmumber the problem sthe two uses of the word “to. The df heres that English allows fora ‘umber of prepositions efit domatially with the verb agree, but you must know when to ure which ‘Prepotion. Forinstance, you can use the word to but only ina sentence like this She agreed tthe conton peed out inthe contac. ut, asf to make matters more confusing, you can ao use the preposition "on, asin the fllowag think we ean al agre onthe abso the acient occurred, Imnumber 1 above, anda ito make things confusing beyond racon, the correct dlamatic English sneer of these prepostens! instead, the cotect wots "with -Aitough agree with afer of Smith's points, must disagree with the maj 2-Thecereect idiomatic wording in number? wold be "We can dferentiate between.” 2. Here we would ay that intend to oneantrate ann this paper: 4.14, the preposition “Yor does wth "espect ("respect for his students), but t doesnot ft with "erest” ‘interest for his student's uridtomat¢) Unidomatle prepositions sometimes ecu in compounded phases Ihe the one inthis example. Te avo this problem, breck the compound phrase Into two parts and heck to sce that the preposition works with both. Has fis example doesnot you med to write the sentence with the corect preposition attached to each pat: “This teacherhad no interest in, nr respect fo hi students ‘The major eft for peopelearingEnlish that not only re there no spec rules for correct ios, but logieseemsto ploy tle ono partn establshng correct idiamatie ractces. tf loge played such aol, we would ‘probaly "look down words Inthe con, ater than lok up words nthe dionar/1 After al we aely hold beaks over our heads whl reading ‘o1owsn Uumiowane ecard wth secordto cording to secon with ede secede with Birt prove Sim atoning argh inane among themselves {among one another anynay snyoays ssregards sstepardsto uthorty on uthonty about ‘all oneself of itor selPage English 2014 09155057703 | 3990504a, wat for ‘blame meforit bese moreover, aude fom) ‘cannot butik fore) ‘annotheptalking fore) charged wihetfense) fan tardy compare to (analogcaVsuperfi compare with neve, selentie) tonto, with feope with orrespond to (a thing) forrespond with imesring, to wrt) esr of fist second follow nthe footstep (tee tom raduated from fnsttuton health ood fore) Identical wth Insideout side/ subject mater consier) in secordance with in complnce within regard of to Inthe meantine ‘ongoodterms take something) ofsomething) taken eae oF {a search for something) plan to go prefer anetofanother) regardless ‘esponsibetofor should English 2014 ‘tame ton me beside cannot help bt tak ‘armot hep butt ‘charged orftfense) cant hardly compare with conform in expe up with corespond with carespondto ‘esrousto fist, secondly fellow the footsteps froeof ‘gaduatedtnstiuton) eal fod, fore) dental to Inedeout de of Insceordace to Incomplance to forthe meantime Ingood terme take (something of afsomething) ‘ken cre of to reareh for something san on gine prefer (onebveranather) preter (onehinantanather) argos irogodist ‘response of, on su o| should of boing 3 wiPase 09155057703 3998584ral neers tee bt | 208 treat fo subject) treat ona subject) tek, untack tein, tack out nequalto unequal tha, for with regard to with egadlss to English 2014 (09155057703 | 3998564rsperaeenne meron | Bet ‘SENTENCE COMPLETION This of the Book Deal with Sentence if you could figure cut that heading you are wel on your way to succeeding on Sentence Completions (SC) problems. Uke the heading, SC prablems feature a sentence—often a convoluted one filled with ‘multiple tyes of punctuation (commas, semicolons, and so forth), kind oflike the sentence you are currently reading that has one oF more words mising from it. A sample SC problem would look like: ‘SC problems feature a sentenceoften a convoluted one filed with multiple types of {commas semicolons, and so forth, kind af ike the sentence you ae currently ‘eading—that has ane or more words misting fram i pauses punctuation grammar subjects Using contests the critical element with SC problems. You are not required to conjecture randomly t0 figure out what the missing word shouldbe. Instead, every sentence will contain hints and clues in the context that should steer you toward the right word to place in the missing blank. nthe sample sentence above two words immediately fllowing the blank are commas and semicolons, both forms of punctuation. These ae the main ues that should lea you tothe correct answer of choice (8), unetuation. Of course, having the entire sentence directly above the problem also helps ‘The idea of context should be familar to everyone enhancing thelr vocabulary by grabbing unfamiliar ‘words in the context of everyday reading. When you encounter a unfamillar word in context, you can ‘often determine its meaning from the way tis used in the sentence it sin. You igure out the meaning ‘ofthe word through ts context, an ths practice is very similar to the strategy used to determine what ‘word should appear inthe biank space ofthe Sentence Completion problem, Anticipating the answer will help you on SC problems. People who read the original sentence and then {0 shopping in the answer choices increase their possibilty of picking a wrong answer. The Incorrect answers ae created to catch shoppers, so don’ follow ths patter of behavir. Instead, read the ‘original sentence slowly, and try te decide what word would ft best in each bank. Figuting out a word can be dificult, but remember that every sentence will contain context clues to help you determine the right answer. the mising word doesn't come to you right away, scan the sentence and lock for words cor phrases that provide a clue. There wil always be some. Ifyou come up with a word but are 2 bit Uncertain it is the correct one, finding the context clues can help you decide whether or nat you made ‘the right chotce Determined to bring back an egg ofthe Emperor penguin, Apsley and his companions struggled ‘through ferocious lizards, low temperatures, and across dangerously unknown antarctic In order to complete their mission ‘A. appalling. terran terrtyingy-erors ceyptialy Jee bite. forces stingnaly.lreumstances sir nee English 2014 09155057703 | 3998584tel ott eta a This two-blank SC problem has. a host of contest clues, We can break down tis entire sentence and discuss the relevance ofall the words. Word or Phrase “Determined to bring back ‘an eat of the Emperor penguin” “apsley and his companions" “struggled through ferocious blizzards” *. ow temperatures" “and scross dangerously unknown Antarctic English 2014 Sgniicance ‘On rrany Sc problems) the invoductory phase ms employed tosetupa change the flow ofthe sentence. These introductory phrases start wth words like although, while and something related. However, this phrase ‘doesnot do this. The key words inthis phrase might be Determined — showing resolution —and Emperor penguin, which would lad to start ‘thinking about cold weather since penguins are associated with cold weather. 'Not much here excep forthe fact that Apsley’ a decigely British name? In terms of answering a SC question, the phrase and his companions |s completely worthless. Whether or not Apsley ated alone or with an entite troupe of clowns doesnot help you figure out the missing words. Think ofthese worthless phrases as sentence completion chat. eres bg clue that ties in well with the penguin cue from earlier. The words penguin and blizards should evoke images of very old weather. ‘The words struggled and ferocious reinforce the idea thatthe place ‘Apsley satis very harsh and cold, Given the way this sentence Is going, you should conjecture that the missing word should be something ke “extremely” or "teribly” The phrase “pleasantly low temperatures” simply would not ve with ‘everything you've read upto now. ‘Apsley hasn't gone to poach penguin eggs from 2 200. He's obviously fighting to get ena inthe Antarctic. Pleturlng Antarctica your mind, you might think the ice would fit wellinto the sentence, It would, but so, ‘would land or ground, Keep both options in mind. o1Pase 9155057703 | 3998584artnet tte brs | 204 "Now that you have potential words fr each blank, look atthe answer choices. tart with only one ‘word, and eliminate any answer choies that do not Fi the words you came up with, Start with the fest ‘blank and cross out any words that do not mean “terribly or “exremely.” appallingy. terrain terifvingly. errs cryptically. ice bingy. forees stingingly. circumstances Cholee (C) canbe eliminated, since “rypticaly low temperatures” does not make sense, andit does rt mean the same thing as what you are looking fr. Note thatthe secand word in choice (C, ee, ea ‘very good word to use for that bank. People shopping might pic choice (C) because the second word fits 50 wel, eventhough the frst word isa poor choice. you work one blank ata time and eliminate Improbable answer choies, you spare yourself this mistake For the second blank, ce works nicely but it’ already gone. The word errors does not work very well, so (8) canbe crossed out. This leaves (A, (D) and (€). The word terainis synonymous with ground, "making tthe best choice from the ones let (A) is your answer, then. You didn’t star ou thinking of the words appolinaly and tera, but you understood the context clues well enough to choose words that led you to these correct answers. The approach outlined above should be used on all SC questions, one blank or two. AS always, vocabulary ploy a factor. since itis difficult toebminate 2 word ike cryptically you are uncertain of what ft means. Even though vocabulary works asa limiting factor on SC problems, the fat remains that Sentence completion questions are very “techniquabl.” Ifyou can understand the sentence, you have a shot at getting the answer right. “This ie the best thing about S¢ problems. The worst thing i that there are usualy Fewer SC problems than anyother question type. You might see as few 2s ive, and these arrive near the backend ofthe test whore their impact on scoring lessened. ltt strange how the question type thats most solvable appears the least, while the question type that’s ile more than a “do-yourknow-the-word-o- ‘not? appears the most? Hmm, English 2014 09155057703 3998504ttt tenets | 4 EXERCISES Directions: Each sentence below contains one or two blanks, with each blank corresponding to an ‘omitted word. Find the answer choice that has the word or set or word that best fits the meaning of ‘the sentence as a whole, 4 The mayor's unpopularity was dramatially demonstrated by hs performance the cotywide straw pol ‘Acsanguine B.dismal fiery D.impoverished discouraging 2. Country Xwill never stabilize its economy iit does not Its isastrouslftationary spending practices, ‘A. exacerbate curtail strengthen D.maximize E,weaken 3. The ater pedestrian plot ofthe film was elevate by ts_ cinematography; the magnificent ponoramas of the Aca eit were photographed stunning cry and with breatvaking Det "stan Beexquiite ordinary E sparse 4. Before Mr. Gomer gets approval to bull the new shopping center he designed he requitd to submit 2 an ofc summary of his propose vet Bvliieation C stndardnaton Di consraction prospecus 5. Normally the pross secretary faiey but in todays briefing her face was quite ‘and her responses ively ‘®- peppy. morose subjugated. active noxious. expressive D.concise. perturbed .subeued. animated nalrare English 2014 99155057703 | 3998584‘eso teeteee 6.Aslight. ofthe si’ setting rate caused the building's foundation to ‘which led to the building being deemed unusable. ‘estimation. settle 8B. deviation. bulge miscaleulation. shit . permutation. stabilize Eeselaton, liquefy 7. Prison reform in Victorian England, though allthe vestiges of harsher times, ‘A-apprecable. miscellaneous B.signifcant.cruet €. dogged. basic D. laudable. benign E,wrongheaded. base was not far-reaching enough to eliminate 8. For three centuries classical mechanics was the. paradigm in physics unl developments in quantum mechanics began to call. scsumptions of classical mechanic inte question, ‘A-strongest. tangential B. supreme. superficial reigning. fundamental D. secondary, basic unchallenged. facie The poetry of George Herbertis surprising in that Ris bath and is verse humbly expresses is devotional eli in images tat are often imbued with payl wi, ‘A.relous. pedestrian B pious. comedic (Cscaar mitt dogmatic. joclar 10. Our uid informed us that far rm having a doe ature and 3 sedentary este, this pees of orangutans ae, ond, ‘Atame oats Bisavage- setled evolved. peacelal Discientfe...chaote ferocious. nero apap English 2014 09155057703 3998504ANALOGY ‘An analogy question starts off with two stom words that bear some type of relationship to ane another. ‘As You wil see, understanding the relationship between the two stem words isthe critical sil to master when handling analogy problems. FEATHER OSTRICH beak: raven scale: inard foot: chicken desert cactus tall: mammal monpr ‘There's a colon between the two stom words, but there Is also Some kind of Ink between the two Words, One ofthe answer choices—the correct one—will share this same link or analogous relationship. Hence the term, analogies ‘To geta clearer picture of whats needed on an analogy problem, ithelps to get ri of the colon and format the question in the following manner: FEATHER osraict A. beak. ‘aven Bscale aard C foot chicken Di desert actus tll ‘mammal Ifthe question were setup this way, i would be easy to see that what you need to dois write some: tex that shows the lik between the two stem words. You can have something like a FEATHER part ofan OSTRICH Creating a link between the two stem words isthe fst step of every analogy problem. If you can ereate 2 good link, then you can take that ink down into the answer choices and see which answer choices ‘hare that ink beaks part ofa raven scale ispart of a lizard foot spat of a chicken desert is part ofa cactus tall ispart of a mammal ‘A desert is NOT part ofa cactus, so choice () is nat gong to be the right answer on this problem since Itdoes not contain the same link as the two stem words (desert: cactus do share alin, i's just nat the right one for this problem). Choiees (A, (C, and (Ell seem to share the same link. This doesnot ‘mean that allfour choices are correct. Instead, we must refine our intial link and be 2 tle more precise in describing how the words feather and ostrich are connected. itl it of thinking here will ‘make the problem e257 to solve ‘Some people might say that feathers are used by birds to fy. This is somewhat true, although it could be argued thatthe wings are what enable a bird toy. In any ease, the ostrich isa fightless bird, so ‘reatinga lnk that states, “A feathers part ofan ostrich that is used to fy" would be incorrect. HlPape English 2014 09155057703 | 3990504‘rsa othr et | 4 What do the feathers do for an ostrich? Without over-thinking It, feathers cover the outside of the bird and protect tin the same way that skin protects us. You can then modify our inital linking sentence to read something ike: 23 FEATHER part of the outer covering ofan OSTRICH 2 FEATHER the part ofan OSTRICH foun along the outside of ts body | FEATHER isthe part of an OSTRICH [Allthree ofthese sentences gve a more precise definition ofthe connection between feather and ‘ostrich Use any of them above and see how they fit in with the remaining answer choles. 1A. beaks part ofthe outer covering ofa raven scales part of the outer covering ofa liard CC. foot fe part of the outer covering of chicken D. tallispart ofthe outer covering of a mammal You could try to make the case that choles (A, (C], and (are stil vale, butt should be clear that hole (8) the best answer for ths analogy problem. Seales cover the outside of lard, and feathers cover the exterior of ostriches Ifyou know both the tem words for an analogy question, then you should focus on ereating link that describes the connection between the two words. Once this is dane, you simply take that nk and ‘heck it against al the answer cholces to find the one that shares the same relationship. That is your coreect answer Creating good inks can take some practice. Quite often, you might start out with a general link and then have to madity eto be mare specific. The chart below discusses some ofthe mare common types ‘of Analogy inks that will b encountered on the entrance exam, Common Types of Analogies 1. Synonyms: Synonyms are fairy simple analogies, since the two words mean the same thing. An example would be PREVARICATE: LIE, since prevaricate Ijusta fancy word meaning “tole.” ‘Synonym analogies lke to combine one tough word witha simple one, leaving you to wonder what the relationship between the words ae, The words could be synonyms, oF 2. Antonyms: These analogies are exactly what you would expect them to be. PREVARICATION: ‘TRUTH isan example of an antonym analogy, Many synonym and antonym analogies use _2djectives asthe stem words. 3. Degree: Degree analogs combine two things tat are similar in nature but different in scale BREEZE : GALE i 2 good example ince they are bath winds, although 2 gales much stronger ‘4. Set/Subset: Fans of categories wil ike these analogies. Subset analogies often employ linking hrases such 25 “kind of” “part of” ELM : TREE is a imple example, since an elm is akind of tree, FEATHER : OSTRICH could also be considered one ofthese analogies, butf you disagree, ‘tha’ fine, too. These categories should be used if they help you come up with goed links, but doesn’t really matter whether or not each category i dstnc rom all the others ‘5. Funetion: certain things have been made with a specific purpose oF function. For instance, hat do gloves do? GLOVES : HANDS sa good example of function relationship, since gloves fre meant tobe worn onthe hands, wipane English 2014 09155057703 / 3998564ee NOTE: You might also think that GLOVES : WARM i a goodlink, but this snot as strong. Gloves can be used to keep your hands warm, but loves ean ako be worn for other purposes. Aperson wearing loves wile washing dishes is wearing gloves for protectin, not warmth, The two stem words will ‘always contain strong link. if you sam GLOVES : WARM as an answer choice, you could eliminate it 52 likely answer choice because the lnk between the two words isnot very strong, {6 Definitional: This is big catch-all category. One stem word often plays big pat in defining the other stom word. CANDLE : WAX is an example, since itis hard to describe a candle without Using the term wax. While there are some candles tht might nt be made out of wax, the ‘overwhelming majoty ae, soa link ike “a candle Is made out of wax" might be all you need to answer a problem correctly, There i the possibilty you would have to get more speci, sa you could modly this ist definition and change it to something more precise such as, “A candles made out of wax, which s then burned away.” ‘This ist could be given more categories, but the overal goals to show you some common routes you can take to create a lnk between the stem words. Look at the two analogs questions below, and come up with strong inks that describe 9 connection between the two words, See if your links {are good enough to enable you to answer both questions correct, SHEPHERD : FLOCK: ‘A. apothecary: drugs butcher: carcase ‘Physician: patients farmer scorn businessperson : employer BANEFUL : BENEFIT ‘A alpful cure tragic: end ‘oxic: poison flawless: aberration Asguised: concealment rene ‘You can describe the frst two stem words in ether functional or definitional terms Functional route: The function ofa SHEPHERD isto take care of his/her FLOCK. Defintional route: [SHEPHERD is someone who takes care of # FLOCK, Both links do a good job of describing the connection between a shepherd and a floc. Taking ether link and heading into the answer chotces, you should see tat choice (C) works better than any other. A PHYSICIAN is someone who takes care of his/her PATIENTS. Some people will bak at ths choice, malnly bbecause they do not want tobe compared with sheep. Yet the whole point of analogous relationships Isto show a shared similarity between two seemingly disialar groups. For the second analogy problem, the words baneful and benefit have opposite connotations. ‘Something thats BANEFUL has no BENEFIT, so you can use the link “has no" to check the answer choices. Choles(C) and (E are mostly synonyms, so while there Is strong lnk between the words In English 2014 09155057703 | 3998504rrsnartdettie te tp mt | ot these answer choices, they donot have the link you are ooking for. Something FLAWLESS has no ABERRATION, making (0) the correct answer. The words used inthe second problem were deliberately lt tougher than the words in the frst problem. Ifyou didn’t know what baneful meant, t would be hard to make a link between the two stem words. There willbe some tough stem words on entrance exams, so there are some strategies vou can use to approach these problems. What to Do When the Stem Words Are Just Too Freaky ‘There wil always be a strong lnk between the two stem words. This i not the case with the answer 2 soltoguy (na speech to one’s self (slo alone + log tak) (anecdote (n)a short and often humorous story Don't confuse wit antidote n) 3 remedy 1 lscursive (ad) straying from the topic (als- away + curs course) Synonyms: dlgressve,desultry alPape English 2014 09155057703 | 39985841s anand Renew Stems Katipunan Vocabulary Lesson 4: “Good, Thanks” B benefactor (n} one who support or helps another (bene- good + fact to make) Me. King isthe Benefactor who generously donated the money forthe new children’s wing inthe hospital ‘Smnonyes: philanthropist patron Antonyms: malefactor, nemesis, antagonist, adversary 1 benign (23) harmless (bene good) She was relieved to find ou that her tumor was benign. ‘Synonym: innocuous Antonyms: malignant, vruent 2B benevolent ad kind; considerate (bene- good + vole wish) ‘The benevolent Cub Scout did his good deed fr the day when he helped 2 matarist change ate ‘Synonym: gracious, altruistic, mognanimous Antonyms: malevolent, malicious, inimical, pernicious 2 benediction (nan expression of good wishes (bene- good + dctus declaration) [At the reaption, the father ofthe bide offered a benediction, wishing the couple never-ending love and happiness. ‘Syonyis: blessing, sanction Antonyms: curse, maledition, execration 1 euphemism (nthe substitution of an offense term for an offensive one (eu- good + pheme speech) ‘Agood journalist avoids the euphemisms of war, ike “ordnance” for bombs and “collateral damage” for casualties 2 eulogy (n) 2 pratsng tribute (eu- good + lgia discourse) His touching eulogy for hisfalen frien lft all the mourners weeping. Synonym: encomlum, ludation, extolment, pean Antonyms: denunciation, execration, censure 8 ingratite(v to put oneselfin good favor with another (n-in + grat to please) When starting at 8 new school, Mary sought fo ngratate herself with her classmates by being excessively ice ‘Synonyms: flatter, wheedle, toad, cole 1 beneficiary () one who receives benefits (bene- good + icto make) Synonyms: helt, reeplent, legate 1 gratuity (na small payment in aatitude (grat thank) Don’t confuse with gratultous (ad unnecessary 1B gratis a) free of charge (grat- thank) 2 gratiy(v to please (grat please) Synonyms: appease, mollfy Indulge euphoria (n) a feeling of extreme happiness (eu- good) Synonym: elation, rapture, jubilation, ecstasy ®euphonious (r sweet sounding eu good + phon sound) Synonyms: melifluous, dulcet, vical English 2014 99155057703 / 3998564richer npn ah ‘Vocabulary Lesson 5: anges 1 immutable (2) unchangeable (im-not + mut change) Emily san immutable vegetarian, No matter how hard we ty, we cannot gether to eat mest. ‘Synonyms: permanent, inveterate Antonyms: mutable, protean, vacllating, mercurial [metamorphosis (n) 3 transformation (meta- change + morph form) ‘The old house underwent a metamorphosis from a rundown shack into a beautiful cottage. Synonyms: transformation, mutation, transmogrifiation ‘rupture (vo break open (rupt- break) When the vat of smelly quid rptured, we picked up our fet to avold getting the stuf on our shoes. ‘Synonyms: burst, fsure, cleave 2 transmute (vt transform (trons- across + mut change) ary Potter was able to transmute a feather into 2 frog using a spell he learned in incantations class. Smnonyins: metamorphose, alter transmogrify ‘amorphous (a) lacking shape, changeable inform {o- without + morph shape) Rather than marching In precise formation, the batallon broke down Into an amorphous mass of charging soldiers. ‘Synonyms: shapeless, nebulous, vague, nondescript Antonyms: crystalline (mercurial a erratic, subject to wild changes in character (rom the speedy god Mercury) "Moll the most mercurial person inthe office; we can never tllfshe'l be the evil Maly or the sympathetic Maly ‘Syeonys: fickle, capricious, vacating Antonyms: immutable, stable 1 protean (ad) capable of assuming diferent forms rom the form-changing se god Proteus) He has changed is postion on issues so many times that he s considered the most protean member of Congres. Smnonyms: polymorphous, labile Antonyms: immutable, stable {8 mutate (v) to change form {mut- change) Synonyms: transform, transmogrily {fickle (a) key to change opinion unpredictably Synonyms: capricious, vallating, mercurial fluctuate x) to vary iereguary (ux flow) Synonyms: vacllate, waver [2 voctate (y to change one's mind repeatedly Synonyms: fluctuate, waver [revamp (v) to revise; to renovate (re again) Synonyms: refurbish renovate amend (yo improve, to remove the faults of Synonyms: rectly, redress, ameliorate, mitigate aaeare English 2014 09155057703 | 3986584ero eter | 04 Vocabulary Lesson 6: One Boring World hackneyed (ad) overused tite ‘This film was a hackneyed remake witha storyline thathas been done a hundred times Symonyms: tite, presale, banal Antonyms: original, novel ‘8 mundone (a) ordinary, typical (mund- world) Having worked for years behind a desk, she wanted to feave the mundane word behind for exotic adventures ‘Synonym: routine, workaday, banal Antonyms: singular, extraordinary, sublime 18 vacuous (ad lacking substance (vac. empty) His latest book is widely criticized as vacuous and unintelligent. ‘Synonyms: nane, asinine, fatuous Antonyms: profound, thoughtful deep 3 prosole (a) unimaginative, ordinary | don't understand why his oration was selected as the bes; t was so prosae that | nearly fll asleep. ‘Symonyms: mundane, pedestron Antonyms: Innovative, quot, whimsical (insipid (a) uninteresting, dll, without flavor (n- not + sapere ast) Christine ithe life of the party, but Tom is as insipid as they come; hardly anyone wants to talk with im. ‘Synonyms: bland, nondesrint, vapid Antonyms: engaging, enchanting, piquont banal (2) ordinary, trivial That show used to be my favorite but ts story ines became so banal that could no longer stand I. ‘Synonyms: hackneyed rte Antonyms: extraordinary, singular, sublime 2 pedesrion (commonplace, ordinary Synonyms: presale, bona, apd {dormant (3) native, leping (dorm sleep) Synonyms net flow {unanimous (en ful agreernent (un-one + anima mind) Synonyms concordant, concerted {bumform a) urwarying.abvaysthe same (un-one + forme form) Syonyms: homogeneous 1 equanimity (nthe quality of being even-tempered (equa: same + anima mind) ‘Synonyms: composure, imperturbabilty, aplomb magnanimous (ad) noble of hear, generous, forgiving (magno: great + anima mind) Synonyms: philanthropic, altruistic, merifol Bi ace English 2014 09155057703 | 3998564‘nao etn oc | 4 ‘Vocabulary Lesson 7: The Humours 2 sanguine (ad) cheerfully optimistic (xangus blood) ‘After cing his inal, David was sanguine about his prospects fr a good overall course grade ‘Synonyms: bith, buoyant Antonyms: morese, forlom, melancholy, sullen [2 phlegmetic 2d) sluggish bis prolonged iiess tured Julfo from a spry, happy bon vivant into a morose and phlegmatic bore. Synonyms: languorous, lethargic, somnolent, torpid Antonyms: vigorous, vibrant, hale, Spry [2 melancholy (a) sad, depressed (melon black + choler bite) ‘She has been so melancholy ever since she broke up with her boytiend; sometimes she stay in her ‘room alld, ‘Synonyms: morose, despondent,dlsconsolat, sulle Antonyms: blithe, Buoyant, sanguine 1 eholerc (a) easly angered (choler- bile + ic characterized by) ‘Gena's mom really nice but her dad is cholerc; he freaks out about the smallest things. ‘Smonyms:lrescibe, fractious, billows, splenetc 1 recalttront (a) stubbornly resistant to authority (re: back + caletare kick) Christine [sa talented volleyball player, but she’s so reealetran that our coach often keeps heron the bench ‘Syonyms: refractory, intractable Antonyms: compliant, docile, tractable, obsequlous, obelsant ‘lethargic (ed) stueesh; duly apathetic ‘ter thrae weeks of factoring polynomials, my entire lass became lethargic: we were bored to death! ‘Synonyms: languorous, plegmatic,torpid Antonyms: vigorous, vibrant, hale, Spry (2 splenetic (a) iritable, easily angered (splen- spleen) Synonyms: ilious, cholerie {2 querulous (a) sposed to complaining Synonyms: peevish, captions, carping, caving 2 dolorous ac} marked by oF expressive of sorrow or pain (dolor pain) Synonyms: lugubriows,doleful ‘animosity (ad) hostity,il-wil onimosus bold) Synonyms: malevolence, antagonism, invdiousness 1 pusfanimous (2) cowardly (pusills weak + anima spin) Synonyms: timaraus, eraven, dastardly 2lassitude (a feeling of weakness o lstlessness Synonyms: lethargy, langue, torpor, stupor foipaee English 2014 09155057703 | 3998584ctr rete rt | Vocabulary Unit | Exercise Set 1 ‘Time —8 minutes For each ofthe fllowing questions select the best answer among the choices given. 1. Jlia is amazingly ~~ for 2 five-year-old: she adepty persuaded her reluctant parents tolet her stay ‘upto watch another thirty minutes of television. astute verbose recaletrant capricious rone> 2. Me recited the President's speech back to me ——-; twas almost asthe had writen it himselt. 'A. loquaciously 8. sipialy verbatim ©. curly E difidentty ‘Those not used to Larry's ‘A. monosyllabic. incisive 8 c . E speaking style found him tobe ~~ and didnot ike him at fst. surly .. congenial Ibeonie brusque ‘ereumlocutory. rect s2rrtous.. phlegmatic 4. During his frst year at boarding school, Ricardo underwent ~—- froma shy and reserved young boy toa garrulous and extroverted teenager. ‘schism ‘an adjudication ‘benediction asolloquy ‘ametamarphosis S.Janice iso —-that she —— over even the simplest decision. ‘A. shrewd ..perlures 8 magnanimous... denlgrates . pusilanimous.. admonishes . surreptitious. purges E ficle..vacilates about the near future at work. 6. Despite having always been ——- at heart, Paula found herself ‘A. pessimistic .sanguine B. lethargic. placid morose. . queruious 1. prudent. verbose E, suecinet, terse English 2014 09155057703 | 39985647. Kemal was the ——~ of his fathers generosity while at the supermarket, because he got to eat an ice cream trenton the way home, ‘A. beneficiary B. benefactor C. benediction . patron E. sanction '8. Because we are short on time, would be appreclated; we need to leave in fve minutes to catch ‘the last bus of the night ‘A. crcumiocution B, allegation © pontifcation . & brevity lasstude {9. The audience found the presentation to be —- and vacuous; twas unimaginative and lacking substance, ‘A. dormant 8 unanimous © amorphous D. dolorous Eros 410. The play was a blend of the mirtful and the —~; many tenes were ~~, while others made me cerylike a baby. ‘A. melancholy. hilarious 1B. reprehensible. wistful somber, bitter 1. humorous. .jocular despicable. whimslel aprase English 2014 09155057703 | 3998584rrnadettofer none mt | SENTENCE CORRECTION / IDENTIFYING ERRORS \When you encounter a Sentence Correction section ofthe college entrance exam, you willsee the fellowing instructions: ‘The question presents a sentence, part of which oral of which i undertined. Beneath the sentence you wil find five ways of phrasing the undertined part. The first ofthese repeats the original; the other four are diferent. you think the originals best, choose the first answer; otherwise choose one of the others For Identifying Errors, the instructions wil look as fellows: The question presents a sentence with four underlined words or phrases. you find an error on one of ‘the underlined words or phrases select the letter corresponding tothe underlined part. Some sentences contain no error, in which case, choose answer E. ‘These types of questions test correctness and effectiveness of expression. n choosing your answer, {ollow the requirements of standard written English; thats, pay attention to grammar, choice of words, and sentence construction. Choose the answer that produces the most effective sentence; this answer should be clear and exact, without awkwardness, ambiguity, redundancy, or grammatical ero. ‘Grammar usualy accounts for over two thirds ofthe marks in this section. Consult the Grammar Review portion ofthis module to brush up on your grammar. ‘As the instructions sy, these questions test “correctness and effectiveness of expression” and your control of “standard writen English " What you do have todo Is gure out what makes a sentence Incorrect. The English language is enormously complex, with thousands of stated and unstated rules of what makes 2 good sentence. Fortunately, your task will not require you to learn thousands of anything, Most Sentence Correction / Identifying Errors questions are based on 3 haneful of grammar points that you can quickly learn to recognize. Here'show you should approach Sentence Correction / Identifying Errors questions: 1. Read the whole sentence slowly and careful Don’t just rea the undertined part, because you need to determine what role the undefined part playsin the whole sentence. 2. a ForSentence Correction, ifthere seems to bean error in the underlined part—and about 0 percent ofthe time there wll be—tr to identity what exactly is wrong, Do this before you lookat the answer choices, because the test writers wl try tolack you with wrong answers that look correct. There are three basic way in which an answer can be wrong: Lt volates 2 rule of grammer. tis worded in an unclear way. I. tis worded ina “nonstandard” way; Le. It sounds funny. b. the undertined section appears tobe correc, note that to yourself, ut remember that you stil need to rule out every answer choice before you confirm that the orignal is correct sirore English 2014 09155057703 | 39985643. Lookat the answer choices one by one. If you found an errr inthe underlined part ofthe ‘original sentence, eliminate answer choice A and any answer choice that repeats the same ‘error. The test writers often repeat errors two or three times among the five answer choices, s0 Identifying an error early nd correctly can pay dividends in helping you get through the answer choices quickly. Look for addtional errors that crop up inthe answers and eliminate the answer choices where they crop up. With alte earc-and-destroy work, you can be down to one answer choice much more easly and quickly than if you were tying to compare al five answer choices together. ifou never found an error in answer choice A, search for errors in the ‘remaining answer choices £0 that you can eliminate those anc hopeful, only have A remaining. ts much mare reliable than just picking A because it sounds okay. 4, Ifyou have two answer choices that seem okay nate differences between the two. The eror or terrors have to reside in something thats phrased differently inthe two answers, o is included inne but not the other, Use the ret ofthe sentence to decide which one is correct. And once You're down to.one answer choice, pckitand don't look back. The trick to handling Sentence Correction questions quick is to know the types of errors CETs are likely to throw at you. With some practice, youl et the hang oft '5. Don't be afraid to choose the “No Erroc” choice, About 20% ofthe questions have No Errars 38 the correct answer, dont be ara to use ‘The following seven eror types encompass atleast 95% ofthe Sentence Correction questions you are katy tse an the CET, VERBS: WHERE THE ACTION IS \Verbs are the engines of English grammar, and as such they play an important role in diferentating between a good sentence and a bad one. Two ofthe major types of erors you wil find in CET questions are subject-verb agreement and verb tense ‘Subject-Verb Agreement Forany verb ina sentence, I must be clear who i the subject of the ver, and the verb must agree in ‘number withthe subject. For example, you might see @ question that looks ke ths Leo ke mest babies, drink lots of milk This sentences incorec, because the subject, “Leo,” ia singular noun that requires the singular verb form “drinks” correct answer could be “babies, rinks lots of milk” or "babies, enjoys drinking mil.” "Note thatentrence exams wil try to distract you by putting another noun or phrase between the subject and the verb so that you might think the plural noun “babes” isthe sublect ofthe sentence. Most [people can catch errors ofthis srt pretty easly ifthe vero comes right after the subject, so the test rites employ a numberof devices to complicate the subject-verb agreement: 1 Moding phrases or causes between the subject and the verb: “Leo, ike most bables, drink lots of mi” (shouldbe drinks) Mise. English 2014 09155057703 | 39985841S aaa aed Ree Stes Katina 2. Placing the verb before the subject in the sentence: “Drinks lots of mik does Leo, lke most babies. (The verb error here is “Leo does drinks ik ifitread “Drink lots of mk does eo,” it could be grammatically correct though ssialy ugly) 3. Subjectjoined by either... orernether...nr, although there are two nouns named, the true subjects either or neither, both of which require a singular verb: *Nelther Leonor the twins rink much milk should be drinks). 4. Collective nouns such as audience, council, group, major, or series. Generally speaking, the ‘number of 2 verb with a collective noun 25 its subject depends onthe sense of the sentence CETS also frequently use singular collective pronouns: each, everyone, everybody, nobody. Example: "Each of the babls drink lots of mike (shouldbe drinks ‘The key to handling this type of errors to determine what the subjects for each verb inthe sentence. Tense error are somewhat less common than subject-verb agreement errors on the CET, but they stil appear often. The key to verb tenses stat they have to make sense. Actions that ended in the past ‘cannot be happening inthe present, and actions that are beginning in the present cannot be ongoing in the past. For most questions all ofthe vers inthe sentence shoud bein the same tense: post with post present with present, and future with future. Tiss afm ofthe pnp of poll, wich will be discussed later. an undertind passage contains two diferent tenses, read it carefully to make sure that the chronology makes sense Two verb tenses thatthe entrance exams often us In Incorrect sentences ae the conditional used to deseribe ation that have not occured but could occur) and the past perfect (used to describe actions inthe past that ended inthe pas). Here is an example of aver tense question: ‘We dried off the car after it would stop raining. A. Itwould stop 8 iewillstop © istops DL itwas stopping E itstopnee You should be able to tll quickly that Ais incorrect, because it makes no sense to use the conditional tonse fora past action. 8 isalso incorrect because the future tense makes no sense here, nor does the present tense nC. The answer obviously need tobe ina past tence but the pact imperfect n D dosen't ‘make sense because the after inthe sentence suggest that there was a definite point in time a which the ran stopped, sothe ongoing past action of Osilogical. Only the past tense in € makes sense. Another kind of verb tense question could lok like this: ‘After it had stopped raining, we wil dry off the ea. ‘A. ithad stopped 8. itwillbe stopping ciestops 1D. itwas topping E.itstopped ‘The underlined passage uses the past perfect tense, which applies to past actions that terminated inthe past In the content f this sentence, the past perfect makes no sense, because the sentence clearly implies that the drying will occur inthe future after the ongoing rain stops; the past tenses in , O, and Wlrare English 2014 09155057703 | 3998584rt nde pe oe mt £, therefore, cannot be right. 8 and Care the only sensible choices inthe chronology ofthe sentence. OF ‘the two, Cis the superior choice, because “After it stops raining, we will dry off the cae” clearly conveys ‘he intended meaning of the sentence, and because “After t stops raining” more dlomatic than 8, “after it willbe stopping raining.” laiomatc expression errors wil be discussed later, but the basic Prineipl ie that any ver form as award 25“ willbe stopping raining” is almost certainly not the Fight answer, PRONOUNS: IN PLACE OF THE RIGHT ANSWER ‘Apronoun sa substitute word that takes the place of another noun, He, she, It they, and them ae a pronouns. CET very frequently uses pronoun erors in Sentence Correction questions. The test writers Introduce errors by using the wrong pronoun forthe noun it replaces, of by using pronouns in such @ way that itis not entirely clear to whom or what the pronoun i referring. Pronoun Reference The fist ype of pronoun error we are going to examine is clled a pronoun reference error. In this type ‘of error, a pronoun is used, but isnot perfectly clear to whom or what the pronoun refers. A pronoun ‘reference error ould look ike tis: ‘According to Albert, Amy and Philp oth wanted to take Ben shopping for hats, but he didn’t ‘know which one of them to choose, The problems here are that he could refer to either Albert or Ben, and them could refer either to Amy and Php orto the ats. A correct answer fortis question might ook ike ‘According to Albert, Amy and Pip both wanted to take Ben shopping for hat, but en adn’ know which ane ofthe hots to choose. ‘Avarianton the pronoun referent error could be called a missing referent error. n ths type of errr, the Underlined passage contains pronoun that does not have 3 noun eleewhere inthe sentence to replace, “This type of error could look ike: ‘Athough Wellington feared a French naval invasion, he was confident that the coastal defenses ‘could handle anything they could throw at them. ‘The problem here is they although you could infer that they refers to the French navy, there Is no ‘mention inthe sentence ofthe French navy the French, French ships, or anyother plural noun that they could replace, Be on the lookout for any use of they, or them that lacks 3 referent, Pronoun Number ‘Another comman form of pronoun errors pronoun number eror, in which a plural pronoun replaces 3 ‘singular subject, or vice versa. Ths typeof error could ook like this: Jim obviously loves his two hounds, Rose and Shasta, but they donot walk the dogs as often as the veterinarian recommends, ‘The pronoun they in this context can refer only to the hounds, but the context ofthe sentence demands that im be the one who is not walking the dogs. The proper pronoun here shouldbe he. Wiese English 2014 99155057703 | 3998586‘net otter | 2 MISPLACED MODIFIERS Lke the pronoun reference error, the problem with the misplaced modifies that makes the sentence unclear. A modifier here is a phrase that modifies the subject of ancther phrase. In general the modifier should be right next tothe subject itis modifying. A misplaced modifier is one that, because of its position inthe sentence, could lea a reader to misinterpret what noun i being modified. A misplaced ‘medlier could lok ke this Running on all four legs with staring i quickly photographed the flee chimpanzee ‘ylvie's postion n the sentence immeuiately after the modifying phrase makes her the obvious subject othe phrase, but the context of the sentence makes thie reading ridiculous; even fSyia could run on allfours with starting speed, she certainly coulda't photograph any leeng chimps while doing so. A clearer version ofthis sentence might lok ike ‘ya quickly photographed the fleeing chimpanzee, running on al fourlegs with starting speed. r, even better: Sylvia quickly photographed the chimpanzee ast fled on oll four legs with storting speed Why isthe second correction better than the fst? Because It simplifies the sentence, replaces 9 partcple witha declarative ver, and removes any chance of ambiguity fom the modifying clause. But for our purposes here, the important thins to recognize what a misplaced modifi look Ike. Here are some ofthe types of misplaced modifies you might encounter: 'R.Apartcpial phrase (this means a phrase with an wing word), suchas Running on al fours, Syviaqucky photographed the lecng chimpanzee. 8, A partcpial phrase introduced bya preposition {Upon returning tothe mountain lke, the ice-cold water chilled Sylvia tothe bone. (Sylvia ‘uch more likely than the water to be returning tothe mountain ake) © Adjectives Wet and cold the fre ofthe camp had never looked so inviting to Syvia. (tis Sylvia who Is wet and cold nat the fre) . Adjectival phrases: A photojournalist with an excellent international reputation, Syha's photographs of wife always bringin top-dollar commissions. (ya the respected photojournalist, nother photographs.) How do you spot a misplaced modifier? Whenever you ee a dependent cause (Le, a clause that could not be a complete sentence on its own) set of by commas, identify which noun in the sentence it appears to modify. itis unclear which noun isthe subject of the clause, or if the apparent subject ‘makes ite sense in the context ofthe sentence, then you have 2 misplaced modifier on your hands. Read through the answer choices carefuly te determine which choice offers the mast logical reading. PARALLELISM (ne of the principles of standard English usages that fa sontence presents multiple related items or phrases, then each of those tems or phrases should be presented in paalle grammatical structures, wlpare English 2014 09155087703 3898564rate os | 8 ‘There area few ways in which this principe ‘are mentioned ina ist, a inthe following: Harold, a fervent environmentalist, is angry about the loss of wetlands, the decrease in biodiversity, and the destroying ofthe rainforest. is tested onthe exam. The most common way is when items ‘The problem here that the fist two items inthe list are nouns loss and decrease}, but the third tem {sa gerund (destroying). The parallel form would be destruction. A parallel construction error could also look ike the folowing: Harold, 2 dedicated father is always bringing the kids to soccer practic, attending plano concerts, and he reads stories tothe hldren 2t night. For the final clause tobe parallel with the previous two, it should take the participle form “and reading stories tothe children at right.” Note that the nonpaale form could appear anywhere in the sentence, ‘50 whenever you see ais, be on the lookout for parallel constructions. The other common form of parallel construction tested on entrance exams isin 2 two-part sentence in which the grammatical construction ofthe ist half creates an expectation thatthe second half will have a similar form. This. sot of question could look ike this: “To say that Harold isa dedicated fathers giving credit where credits due. Since the fst clause of the sentence (To say tht Harold is o dedicated fother) begins with an infisitive, In ereatesthe expectation that the second clause will take the same grammatial frm, The correct form ‘ofthis sentence would be ‘To say that Harold sa dedicated fathers to give crelt where creitis due, ‘arate construction questions canbe sict for many test takers, because parallelism is one ofthe brincipes of formal grammar that people routinely volte in everyday speech. Don’t worry, though; with ate practice, you can qucky recognize the types of questions that college entrance exams use {test this principle. Just be on the lookout fr (1) any kind o its and (2) any two-part sentence. IDIOMATIC EXPRESSIONS |eiomatic expression refers tothe way in which we generally match words together. Idlom errors are both the easiest and the hardest errors to spot on the CETS. They ae the easiest because, i you've heen speaking English your whole life, the wrong answers should naturally ook wrong an the right answers ‘should naturally lok right. They are also the hardest questions because there are thousands of Idiomatic constructions in English, and if you are not familar withthe idlom in question, then you are pretty much out of lek. Fortunately, entrance exams generally test only a limited set of idiomatic “constructions with which most test takers are already familiar. After locking over the folowing list and ‘working through the Sentence Correction questions inthe practice tests, you should have 3 g00d idea of the types of constructions that appear onthe test. With this type of question in particular, if an answer sounds awkward or overty wordy, iis probably wrong, An iiomatic expression question might lok ike Since | don't enjoy vegetables, | would like the mango rather withthe broccol, ‘A. ratherwith 8. rather than rather 3. butnot also E. butrather not wyraze English 2014 09155057703 | 39905041s Tati ond view tems Kotpunen rah | 206 The answer i 8, because rather thon is iiomatic and rather with and the other answers are not. Your ear alone may not always be a reliable test fr Sentence Correction questions, but when you know that ro one would say, “would ike the mango but rather with he broeco” you should trust your instincts Here are some ofthe ilomatic expressions that have appeared in Sentence Correction questions in the past: FALSE COMPARISONS: APPLES AND ORANGES The test writers often compose questions that Incorrectly compare two things that are not comparable, Afalse comparison could look ike this: The tomatoes inthis bin ae bigger than the other bin. “The intended meaning, obviouly that the tomatoes in one bin are bigger than the tomatoes inthe other bin, but what the statement actually compares i the sie f the tomatoes withthe size of the ‘other bin. Tomatoes should be compared to tomatoes, apples to apples, and oranges to oranges. A correct version ofthis sentence might rea: ‘The tomatoes in ths bin are bigger than those inthe other bin ‘Sentence Correction questions sometimes test this cancept by falsely comparing two actions or, rather, by comparing an ation with 3 noun ‘Alter observing the rae, we cn ll agree that greyhounds run faster than bulldogs. Although in everyday usage most people woud find ths sentence acceptable, it actualy draws a false ‘comparison between an action—the running of greyhounds—and a type of dog-—bullogs. The answers | CET would accept here would be“... greyhounds run faster than bulldogs ru,” or"... greyhounds run faster than do bulldogs” You should always be on the lookout for false comparisons when a Sentence Correction question contains words such a like, as, than, of similar to. Note that like ean compare nouns or noun phrase, while as compares clauses (.e. phrases containing verbs) This is 2 form of idiomatic expression: is ike, butXis to Yas Visto QUANTITY ‘The test writers often throw in questions that test your knowledge of how standard English handles Liferent quantities. These questions usualy focus on the different terminology English uses to deserbe ‘quantities of two and quantities of greater than two. For example, you choose among the five answer cholces, but you choose Between the two hest choles, and the superior of two choices isthe better wlrare ‘English 2014 09155057703 | 3998584‘7s Taoa ond Review stems fotbunon och | 2014 choice, while the superior among five choices isthe best choice. An entrance exam quantity question might look ke this: ‘Although | cannot tll which one is better, Adam can always diferentiat between the four flavors Since this sentence stalking about four flavors, the proper wording would be: ‘Although I cannot tll which one is best, Adam can always efferentiate among te four favors. ‘The following table presents some ofthe quantity words that frequently appear on entrance exam questions: ‘Another type of quantity question that sometimes pops up Is the dstincion between countable ang ‘noncountable items, Ifyou are talking about a quantity to which you would normally assign a whole ‘number, such as sx cars or eight loaves of bread, then tis a countable item; if you instead talk about the amount of something rather than ts number, such as. alot of traffic or ite soup, then tis 3 noncountable lem (Dut note that 3 cup of soup would be a countable tem). The most common countable quantity question that appears on entrance exams involve the dstintion between fewer and less ‘Mother gave me less biscuits than she gave Madeleine ‘This is the sot of error that people make frequently in everyday speech. Biscuits is a countable term, sine they occur in discrete unit that should be represented 382 whole number, s0the proper word to compare their quantity isnot ess but fewer. The sentence should read Mother gave me fewer biscuits than she gave Madeleine Note that English is somewhat inconsistent on this point; f mother had given Madeleine a greater ‘numberof biscuits (countable) or a larger amount of soup (noncountable}, in ether case she would have gotten more than me. More is used with both countable and noncountable ters. Here are some of the ‘countable quantity words that show up onthe exam: “Another variant to watch out for ls how you tak about the word number. Consider the following ample: The number of orangutans was more than the gorlas. so}Pace English 2014 09155057703 | 3990584Perea eee peeves | This sentence actualy has two problems: fis, lt draws a fale comparison by comparing a number (the number of orangutans) with a kind of animal gorlas; second, whe there were mare orangutans than sors, the number of orangutans was greater than the number of gorlas. Anumber isnot mare itis Greater The sentence should read ‘The numberof orangutans was greater than that ofthe gorillas ‘Anytime you see numbers or quantities in 2 CET question, be onthe lookout forthe errors just described. RARE ERRORS ‘The previous seven error types wll encompass the majnty ofthe errors you will se onthe CE. Remember, though, thatall grammatical rules are fir game, so schools could always throw something ‘uncommon at you. Reviewing grammar textbooks ané working through many practice questions could help prepare you if the school decides to do something unusual. Some grammar points that are ‘occasionally seen on CET questions include the folowing 1. The subjunctive mood. Almost al of the verbs we use aren the indicative mood, which Indieates aetions that have occurred, ae occuring, or will occur. The subjunctive mood i used to express wishes ‘or statements that are not actually true. Subjunctive verbs appear in the past tense or past perfect tense; were, the subjunctive verb you are mest likely to encounter, isthe subjunctive form of was. Here are some examples ofthe subjunctive inaction: she were tll she could be 2 good basketball player. (The implication i that she's nt tall) wish Thad given you present. (But dd not) ‘The rules forthe subjunctive voice are complicated andi encountered rarely on entrance exams, so your valuable study time would probably be beter spent on other more common topics. you're funning fora perfect score though, and you have the time, check outa grammar book and familiarize yourself with the subjunctive, 2 Possessives, Schools lke Aten sometimes tess whether you know how to form a possessive properly. Don't confuse a possessive with a contraction: it isthe possessive of it's the contraction of t's. Don't accept a double possessive: “That fiend of Lony’ss aso a friend of mine.” (Rt should be ttther Lamy friend or frend of tarry) 2. Split infintves. Da not put 2 prepastion between the “to” and the verb form when forming an Infinitive: “to boldly go where no one has gone before” is tltcally incorrect. This principle wl almost certainly not be the main error tested in any sentence, but ifan answer choice includes asplt infinitive, ‘Ris probably incorrect. 4. Terminal prepostions.Do not end a sentence with a preposition (Leo, with, about, and so on). This faramnmar point ie slso very unikely to be the main eror in any sentence, but if you see it in an answer choles that choice Is probably incoreet. English 2014 (09155057703 | 3998584rs Tia ond Review ster ‘THE MOST COMMON TYPE OF ERROR ‘The most common question type you are going to see is—no error at all n about 20% ofthe Sentence Correction and Identifying Error questions you encounter, the sentence is correct. These can sometimes be the most aiffieut questions, because the test format leads us to doubt all ofthe answers, and because CETS try to make the wrong answers look right and vice versa, HOW TO APPROACH A HARD QUESTION For each section af the UPCAT, the examiners have produced questions that most people wil gt right and that most people wil et wrong, Remember that you have to belong tothe upper 10% ofall ‘ezaminees to make the cut. To break int the upper echelon of stores, you will need tobe able to take € 5. Telewsion viewers ei that the numberof snes depicting soho consumption have increased * 2 c ramaticaly over the ae decade, Noeror 6 Employees wth les persoal problems are tly tobe more productive, No err. a cD t 27-The thre chest men in America have assets worth more than the combined acct ofthe by * ° € 1 shipwrecked ona desert island, coconuts and ater fits farmed the basi of the alr diet, No erat 8: Fity percent ofthe people ave today have never made aphone cal but thy percent stiLhave no * e c lectritycomectonsto thet homes, No trae 10, The rhododendron, which omament 0 many Engsh gardens, not ative to Europe. No er. ‘« 3 € D c 11. The farmer shuld not have been so careet to lave the doo of the howe unblted when he * € ad gone to bed. No ero. 12, Acensus ofthe land revealed a population of only 30,00 people No err. ‘* = c De 13. The engineer, who renowned for is ingenuly, has designed very unique cooing syste for our new plntin Spain. No arr, 14 Shoes of hoe kind ae bad forthe fet low hee are beter. No ero, ro € ° © 15. My father saw how much Unle Tom was enjoin his ary retirement, and sohe decided to ® . c othe same. Ne err. Seirace English 2014 09155057703 | 3998564rth etre et rst | 4 READING COMPREHENSION Imagine you're in college and you need to read apie high of readings fra rectation the following day. What de you do? You read fast, obviously, but that's not enough. You have to read selectively, and you have to read aggressively. f you're going to have any hope of getting through the reading and stil having time to thin, you're going to need a strategy. You need to read for big ideas, and you need to reat for specifies. ‘These are the skills thatthe Reading Comprehension questions test. The lst part ofthe UPCAT will be Reading Comprehension questions. These questions willbe preceded by a reading passage of around 300 words, flowed by three or four questions that tes diffrent types of reading Sls. Before you bbgn one of these passages, you will see instructions that look ike this “The questions in ths group are based on the content ofa passage. After reading the passage, choose the best answer to each question. Answer all questions following the passage onthe bass of what Is stated ‘or implied i the passage. Familarize yoursel with these directions now so that you will not need to waste time on them when youtake the test. Reading Comprehension questions favor people who can reaé fast and have good shar term memories. you have these attributes, great; f nat, don't worry—you can stl gt a great score if you know how to approach the material in the right way. Having the right strategy can improve almost anyone's score; the fastest reader inthe world could bomb the Reading Comprehension section ithe or she doese’t ‘understand how entrance examiners distinguish between correct and incorrect answers. READING COMPREHENSION STRATEGY The key to doing wellon Reading Comprehension questions sto get the information you need inthe least amount of time, Time management i probably more important on this type of question than on any other, because you could bur up minutes poring over unimportant deta inthe pasage if you don't know where to look that happens, you will hortchange your time forthe next passages in the Section. You need to read statically. This does not mean speed reading, and does not mean rushing Your answer. There ae parts ofeach passage that you should read slowly and deliberately, and each ‘question deserves time for careful thought. Te trick here is to focus onthe information you need and ‘to waste as ite ime as possible on information that wil not help you answer any questions. ‘So how do you do this? You nee tobe prepared, The best test takers walkinto the test witha clear idea ‘of what they are going to encounter, and with a strategy for approaching the passoge and questions To achieve your goals on the Reading Comprehension questions you need to 1. Know your enemy. Know what to expect from the passages and the questions. fyou know what's coming, ou can tackle the questions with greater confidence and speed. You wil aso have a better idea lof what correct and incorrect answers lok ie 2. Read strategically. First, read the passage strategically for “big picture” Ideas and structure. Then, ‘nce you star onthe questions focus onthe specific tex thats relevant to your question. The correct answers are always grounded in the tet. 3. Practice. Work through practice questions unt you master steps 1 and 2 English 2014 09155057703 | 3998584snare sous eam wm | 28 PASSAGE TOPICS Reading Comprehension passages have covered a wide array of topics inthe pat, but you can probably expect to see at least one passage dealing with science or technology, one passage dealing with business ‘or economies, and one passage dealing wth the socialsciences (history, sociology, political science, and 50.00) Some people naturally fee! more comfortable with some topes than with others, but you should approach them allin the same way: reed fast forthe big picture, focus onthe information you need to answer the questions, and don’t bringin any outside knowledge that cannot be verified by the passage eet You can also expec that at least one ofthe passages you see will deal with either women ora minority ethnic aroup. Schools include these passages in part asa response to long-term criticism that the specie subject matter of its tests provides an advantage to males. f you See an answer choice that suggests something negative about o minority group, you can be sure that tis the wrong answer. PASSAGE STRUCTURES Entrance exam reading passages come in a variety of shapes, although they areal prety close to the same sie approximately 250 to 350 words, Some present the views ofthe author inthe fist person, while others discuss ideas and facts from a strictly third-person perspective, Some start off with 2 hypothesis that they then goon to support, while others start with a hypothesis that they then attempt torefute. A very common type of passage compares two opposing arguments, ther passages explore topes without stating much ofan argument 3 al. You sould practice with many different reading passages in order to get a feel forthe range of structures. Paragraphs nthe passage will often have “structural signposts" near the beginning that signal how the paragraph fits into the structure ofthe passage Some of theze signal thatthe paragraph i= going to Continue the line of thought expressed inthe preceding paragraph, while other words signal thatthe paragraph is going to express. efferent point of view. The structural signposts you are likely to ‘encounter on passages are ‘Avery common type of passage will contrast 2 conventional viewpoint with 2 new viewpoint. Any ‘passage that begins witha phrase lke the conventional view, the commonly accepted belle, thas been ‘widely accepted, or the majority of econamists believe is probably going to compare a conventions viewpoint with a new ine of thinking ‘Should you teat passages with different structures differently? Not realy. ut you will probably be ‘more comfortable on the test day ial the passages you see have structures similar to passages that ai)Paze English 2014 09155057703 | 2990584‘notte be | 4 you've seen before. And once you've worked through several practice passages, you wl eta fel for the kinds of words and phrases that signal whether the passage i going to explore atopic, advance a bhypothess, compare competing arguments, or do something ese. sTRaTEGy Use the following five-tep proces to solve critical reading questions. Step 4 the passage has an introduction, always read it first. This preface helps you set the passage in content ‘Step 2. Stim the question parts—not the answer choles. This helps you focus onthe information you're seeking. Step 3. Read the passage To be sure you understand what you're reading, paraphrase and summarize ‘the meaning. Make sure you can restate the author's main idea in your own words, ‘Step 4. After you have read the passage, read each question and the answer choees. Choose your answers. Return to the passage to confirm your chotces. ‘Step 5. For difficult problems, use the process of elimination. Guess Ifyou can eliminate even one ‘choice. QUESTION TYPES ‘There are roughly sx different types of Reading Comprehension questions. 1. Main idea, Main idea questions tes your ability to capture the big picture. Main idea and cupporting ‘ea questions are the most common types of Reading Comprehension questions. Main idea questions are often the fst question after the reading passage. A question ofthis type could have the folowing ‘wording: ‘+ Which one ofthe following most accurately summarizes the main pont ofthe passage? + Which ofthe following statements most accurately captures the central dea of the passage? + Of the fellowing titles, which would be most appropriate forthe contents ofthis passage? + The passage can best be described a: which ofthe fllowing? In most cass, the main idea willbe expressed in one or two sentences in the ist paragraph, although it is occasionally expressed in the final paragraph or, rarely, nan interior paragraph, Sometimes the main dea is never Stated explicit If you cannot locate a cleat thesis statement, tis usually helpful to skim ‘through the passage and determine how it gets from the ideas of the fist paragraph tothe ideas ofthe final paragraph. What i iscused, and why? ‘When answering the Reading Comprehension partis important to remember the fourth step ofthe strategy. kim the questions and not the answers part. This way, you wil be es Ikely tobe hijacked by tempting but incorrect answer choices. Tempting answers include those that state the central idea but add an element that isnot included inthe passage, and those that state the main idea ofa single paragraph or section ofthe passage accurately but fl to address the entire passage, 2. Supporting idea. You wll encounter a numberof supporting idea questions onthe test Questions of ‘thistype focus on specific ideas or pleces of information presented Inthe passage. They require a more {focused reading than do rain ides questions. A question ofthis type cou ook ike + According to the passage, Kutusov boliaves which of the folowing regarding intrest rates? airace English 2014 09155057703 | 3998584prea renreen emetene | + Which ofthe following statements best expresses the Federalists’ response to Montesquieu's criticism, as presented in the passage? * According to the passage, mitochondria play what role in the metabolic processes of cells? The answers to thi type of question are always grounded inthe text. Tey are often close paraphreses of statements made Inthe passage. Determine the keywords inthe question— ‘utusov and interest rates, Federalits and Montesquieu, mitachondria and metobolsm—and scan through the passage until you find these words in connection with one another. Read up and down few lines from these keywords. You wll usualy ind 2 statement in the passage that says essentially the same thing as one ofthe answer choices. Sometimes you need to scan 2 litle further, and sometimes you need to combine pieces of information from separate sentences, but with this type of question, the answer wil always come directly from a statement inthe passage. 3. Inference. in contrast to supporting idea questions, inference questions deal with ideas that are not Stated in the passage. Inference questions prompt you to make a logical ump from the statements expressed in the passage to 3 conclusion that shouldbe true ifthe statement in the passage ar all ‘rue. Inference questions might look ike ‘Based onthe information gen inthe pasage, it canbe reasonably inferred that Huntington ‘woud pprave of which ofthe following forms of government? + The author ofthe passage would be most lkely to agree with which ofthe following *+ Based on the contents ofthe passage it can be inferred that a biologist would be LEAST ikely to observe» moose in which ofthe following environments? “The trick to inference questions sto stick closely tothe wording ofthe passage and to keep your logle tight. The correct answer will require a logical hop, nota leap. Do not make unwarranted assumptions or use your own knowiedge ofthe topic. What you need todo is read the section of the passage thatthe {question asks about and then figure out which ofthe answer choices must be true f the stotements in the passage are true. ‘related typeof inference question asks about the author's purpose in writing the article. Authors often hhave an unstated agends or goal in ming when they write something. Sometimes exams ask you to infer ‘what that agenda or goal might be. Tis sort of question might look lke ‘+The author most likly mentions the case of the Peruvian condor for what purpose? = From the presentation of information in the concluding paragraph it canbe reasonably inferred thatthe author believes which ofthe flowing about Skokalky's theory? Inference questions dealing wit the author's purpose may relate tothe main idea ofthe passage, they ‘ay relate to specific comments thatthe author makes, they may deal with the structure ofthe passage 235 whole, or they may rely primarily onthe tone ofthe article. The key to these questions iste choose the most complete statement of the authors goal for which there is indisputable evidence. Make sure that any answer choice you select has clear support in the text. 4. Applying information, Like inference questions applying Information questions deal with toples thet _2re not mentioned explicitly inthe passage. This type of question ask you to take the information given Inthe passage and apply it logically toa context outside ofthe passage. An applying information ‘question could look like trees English 2014 09155057703 3998564rst ne pe [2 ‘Which ofthe following stuations is most similar to the economic station described inthe second paragraph? + The medical test described in the passege would most key be helpful for which of the following Indviuals? *+ Parker's argument, as presented inthe passage, s most similar to which ofthe following lines of reasoning? You should take the same approach to this type of question as you take with inference questions, except ‘that you usually need to make a larger logical leap, These questions test your ablity to recognize the structure of an argument or an idea, and then recognize the same structure ina different context. Test takers often find this type of question to be among the more dificult Reading Comprehension questions. 5. Logical structure. These questions examine your ability to analyze the structure ofthe passage and to determine what role specfe components pay inthe whole. Logical structure questions may look ike ‘The second paragraph plays what role the passage? + Muetiner’s theorem ismost likely mentioned in lines 10-12 for what purpose? ‘+ Which ofthe fllowing mast accurately describes the structure ofthe passage? Logial structure questions often blend “big-pcture" reading and focused reading. fyou read strategically, you should have a good idea of how to answer a question like this after your nits quick reatling ofthe passage If you havea good idea of what the passage as a whole is about and what role teach paragraph serves inthe passage, you shouldbe abe to sort quickly through the answers to determine which answer best describes the structure ofthe passage. Keeping track of structural signals like however and onthe other hand il help you recognize the common structures of passages more ‘uicky 6. Style ond tone. This type of question is somewhat less common than the others because many Reading Comprehension passages are too dry to permita challenging question on matters of style and tone. There sa good chance, though, that at least one of the questions you see wil ask you to draw a conclusion about the author or the passage based on the author's use of language. Astle and tone ‘question could look ike + The author’ attitude toward international plio control efforts could best be characterized as whieh ofthe following? + Which ofthe following best describes the tone ofthe passage ints presentation of the Heinrichs hypothesis? + Based on the statement in lines 20-23, which ofthe folowing could be inferred about the author's attitude toward bulldogs? ‘The key to answering this type of question ito dently “tone words” in the passage. Words with positive connotations—"fortunately, the biliant scientist had an auspicious beginning” seta kind of tone, while words with negative connotations—"sadly, the misguided plan was an utter folie” lend an entirely different tone, Syle and tone are naturally subectve topics, so to avoid disputes on this type ‘of question schools include a relatively small number of tone words that correspond closely with only fone ofthe avalable answers. Note that the answer will almost always be moderate In nature; Reading Comprehension passages almast never take strong pestons on topes, and they almost never take atone that is overty anything. “The authori guardedly pessimistic about disease contro efforts,” English 2014 9155057703 | 3998584eee ee mene | {or example, wil almost aways be a better choice than “The authors furious about the dismal fallure of disease control efforts.” Ths principle of moderate ove extreme applies to most types of Reading ‘Comprehension questions. there ae no obvious tone words, you can sil get sense ofthe tone through the authors choices of what information to present and how to presenti. For example, ifan Author compares two arguments and presents ercsms of only one of them, you can reasonably infer thatthe author favors the argument that snot citczed. 7. Vocobulory Questions You may also encounter question that require you to define 8 word a It is used in the passage. The ‘questions may be on dificult, unfamlar words. Just as often, however, the vocabulary questions on the critical reading wl test easier words that have uncommon meanings, as they are used In context. In either ease, follow these four steps as you work trough these test tems: “+ Gotback tothe passage and find the word. + Flin your own word forthe word you ar asked to define. ‘+ Eliminate the answer choices that don't match your word + Choose the best anewer. ‘As you look forthe correct meaning, always use context clues. * Definition clues may be provided right the passage. The definition i synonym (a word that means the same). Itmay come before or after the unfamiliar word. For example: “Tsunamis, or seismic e3- waves, are gravity waves set in motion by underwater disturbances associated with earthquakes.” Seismic sea-wovesisasynonyn forthe unfamiliar word tsunamis * Contrast cles tell you what somethings not rather than what itis. Often, you'llfind contrast ues set off with une, not, or insteod of, for example, “Then arrange 3 handful of mulch, not fresh leaves, on the top."Mulch must be the opposite of fresh eaves. t must mean “decayed leaves.” ‘+ Commonsense cles encourage you to use what you already know to define the unfamiliar word, for example, “Airplanes make daly ascents to gather dat.” Since airplanes gointo the air, oscent must mean "‘orise” ‘Remember: Everything youneed to answer the question will be contained inthe passage English 2014 09155057703 | 3998584ee ‘ANSWERING THE QUESTIONS: FOCUSED READING Focused reading means that you now need to slow down and read the questions, the answer choices, and the relevant parts ofthe passage slowly and carefully, Make sure you understand exaely what the ‘question i asking When you lok through the specific parts ofthe passage relevant to the question, ‘make sure you understand what the passage I saying. The correct answer's always grounded in the text. ‘When you read @ question, you shouldbe abe to recognize quickly which ofthe seven question types escred earlier the question is (although sometimes its tricky and combines two question types). The ‘ferent question types requite somewhat diferent strategies, but In each case you need to consider every answer choice. They put alot of effort into making the wrong answers lok right, so you need to climinate every other answer before you can be sure that you have the right one. Supporting dea questions are almost always grounded in specific words or sentences inthe text. Read the question stem careful, dent the subject matter ofthe question, and then fin the specie place lor places inthe passage where this ublect matter is mentioned. Read 3 couple of lines up and down from the mention, and then find the answer that corresponds as clsely os possible to the statement ia the text. Entrance exams have to make these questions indisputable, so the correct answer wil almost always correspond closely with a specifi phrase or sentence inthe tet. ‘tye and tone questions ae also grounded in specific word nthe text, but these words are often scattered throughout the passage. For this ype of question, go back to the passage and examine how ‘these tone words are applied. Cxamine the structure ofthe steument and consider whether the structure provides an element of tone. For example if there are two arguments presented, is one presented in greater deta andin more postive terms than the other? And remember, for tone ‘questions, the correct answer wil usually be moderate intone. Inference and applying information questions require you to focus non the text and then take astep back. You need to focus very closely on how the passage deals withthe subject matter ofthe question ‘Once you havea fim understanding ofthe argument, principe, o situation described inthe passage, ply your understanding tothe answer choices with cold log. With inference questions, nd the ‘onswer cholce that has tobe tre Ifthe statements Inthe passage are true, With applying infrmation ‘questions avoid surface similarities inthe answer choles an look fr the answer choice that matches ‘most closely the fundamental dynamics ofthe specified situation. ‘THE ART OF THE WRONG ANSWER, Of athe question types in entrance exams, Reading Comprehension questions have the most potent ‘or subjectivity. It is ver eay for two people to interpret the same text in two different ways. Schools, however, cannot offer questions with subjective answers, because If it does, t would ace thousands of angry complaints on every question (siti, it faces only hundreds). In thelr efforts to make answer choices that are incisputaby incorrect, the test writers tend t follow certain patterns: + Going to0 for. he best answer Is the one that corresponds as clesely as possible to the information presented in the text, and only the information presented inthe text. fan answer is ‘mostly correct but makes an aditional statement about something thats not mentioned in the text (and fit snot an inference or applying information question, itis probably wrong. fan answer overstates the case itis almast certainly wan. Sirus English 2014 (09155057703 | 3990564P18 Tai ond Review Stems kotpunen ranch | 208 ‘Not going for enough. These are answers that are party correct, but not as comprehensive 3s ‘hey could be. They might state the central idea ofa paragraph instead ofthe central idea ofthe ‘passage. They might mention one ofthe important arguments presented in the txt, but neglect to mention that there another. They may closely paraphrase the text, but not addres the ‘question entirely, These questions are the reason you need to read a ofthe answer choices, ‘because a parialy correct and not obwousl incorrect answer can look awfully tempting when the clocks running down. Markit down as a weak possibilty and keep looking for a better “Answering the wrong question, Some answer choices are tempting because they would be the answer to another question. An elegant statement ofthe passage’s main idea may look like 2 {00d answer, but not when the question asks fora supporting dea Instead. Ths is where your focused reading comes in. Read the question careful so that you know exactly what i asking for. Read the relevant part ofthe passage carefully so that you know exactly what its sayig. ‘Quoting the wrong part ofthe passage. These canbe tricky. you know that an answer sounds ‘very similar to something that you read in the passage, and itis related tothe subject matter of ‘the question, that answer can look vey tempting when you're Ina hurry, even if does not ‘lly answer the question. Use you inital reading to lean what peces of information are where 50 that you can find the right Information quickly when you need it English 2014 09155057703 | 3998564Titra Review ystems Katipunan Branch | 201 EXERCISES Since the 1934 introduction to supermarket shelves of Calgene's Flav Save tomato the frst genetically ‘modified food item tobe offered to consumers, transgene foods have made a quet transformation of ‘the food production system in America. The amount of farmland planted with transgene crops exploded {om barely over 10,000 acres in 1994 to approximately 200 millon acres n 2008, The Grocery Manufactures of America estimate that transgene cops—primarily corm and soybeans—now appear in ‘approximately 75 percent of all procesced foads found in grocery stores. While many In the Industry ‘applaud this transformation asa beneficial use of technology that wil improve products and profs, many observers are concerned that the long-term effects ofthese transgenic foods are stil poorly understood ‘Humans have been modifying food since the dawn of agrcuture. The difference between conventional selective breeding and biotechnology is that instead of relying on natural but targeted reproductive processes, biotechnology relies onthe tools of recombinant ONA technology, primal restriction ‘endonucleases and ligase enzymes, to ater the genetic codes of organisms in ways that could not occur ‘in nature One transgenic food organism, the “Bt potato," combines the genetic code ofa regular potato with that ofthe Bacilus thuringiensis bacterium, esting in 2 potato that is poisonous to many types of Insect pest, but stil edible by humans Cts of bioengineering warn that we have no long-term studies onthe effets of such manipulation of| food organisms. Modified foods might have unintended consequences forthe health cf people who eat them. The modifications introduced into domesticated crops might spread into wld plant specs, fundamentaly altering the ecosystem. Many critics have argued that the introduction of bioengineered {foods gves biotechnology companies undue power aver the processes of food preduction, and thereby leaves small farmers and farmersin the developing world a the mercy of large corporations. Perhaps ‘the most common ertetsm leveled a transgenic foodsis that they are “not natural.” Despite these cricsms, the agricultural industry in Ameria has continued to move ahead with further researc into and planting of transgenic cops. Government regulatory agencies, such asthe EPA, the FDA, and the Department of Agriculture, have essentially glen biotechnology companies free rein as Jong as they can establish that transgenic crops are “substantially similar to conventional crops, and biotechnology companies have so far successfull fought off al efforts to have transgene foods labeled as such, To date, no confirmed case of harmful healt effects from transgenic foods has been ‘documented, American consumers, although they consistently voice doubts about transgenic foods ‘when asked about them on survey, are aparently unconcerned thatthe eat on average, several ‘genetically modified foods each week ‘Questions 1-6 refer tothe passage above. 41. Which of the folowing statements best summaries the main dea of the passage? 'A. The tools of recombinant ONA technology have spured a fundamental transformation in the way a which food is engineered and grown, 8. Amajority of Americans now eat transgenic foods because ofthe benefits in nutrition and cost offered by these new products C_Despite the fact that ranegenic foods have been proven unsafe or human consumption, biotechnology companies have quietly achieved widespread alstibution ofthese foods. Genetically modified foods, though they face eric frm those who doubt tel safety, have ‘become a significant part of the American food production system, ayPage English 2014 09155057703 | 3990584pee erent E. Biotechnology offers a solution to the growing levels of hunger and malnutrition inthe ‘developing word, although cites wory that transgenic foods may have unintended health 2. The passage mentions each ofthe following as concerns ralsed by ees of transgenic foods Excerr: ‘A. Transgenic foods might affect the health of consumers in unforeseen ways. 1. ‘Transgenic foode may be more reitant to insect pests than conventional crops. An agricultural distribution system based on genetically modified food wil leave small farmers | Noerror c English 2014 09155057703 3998564ahd tet etn ba | 0 “English Word Meaning/Vocabulay. 10 items. Score 1. His taste in clothes is impeccable 6. Despite his maudlin plots, many ‘2. exclient regard him 35a great writer. bi flawed 2. complicated questionable bi marrow ‘desirable simple unique 4, meandering e-emotiona 2. His trenchant asides reveled is ‘rue feelings about the proposal 7.1hate people who Importune the a.vague President for favors. be sarcastic ‘2. manipulate incisive bast persistently empty influence penchant 4. deceive approach 3. He ea ertic who lathes madern art. a prefers '. She s unpopular among those be supports ‘who consider him a veritable «dabbles in rag. imitates a quarrelsome woman hates ba violent women a snobbish woman 4. Mis attempt to implicate the manager was a flasco. ‘d.ahopeless wornan a. sucess fs man-hater be struggle «popular move ‘9. That conclusion isthe result of 4. complete failure specious reasoning. mistake 2 logical valle 5.He sone politician who has ne compunction sbout misleading Cheating. 4. concusive 2. qualm spacious be inclination shameless 410, Time has effaced the inscription, 4. interest ‘2. restored consideration be traced «validated 4. nstitutionalzed « obiterated English 2014 09155057703 | 3998584ey English Sentence Completion. 25 items. Score: 1. The pressure of population on avaiable resources isthe key to understanding history: ‘consequently, any historical writing that takes no cognizance of—~fact is~—flawed. demographic. intrinsically ecological. marginally cultura. substantively psychological. hilosophically political. demonstratively spere 2. During the opera's most famous aria the tempo chosen by the orchestra's conductor seemed-~ _sithout necessary relation to what had gone before. tedious ‘melodious capricious competing cautious 3. Thestate is @ network of exchanged benefits and belles, between rulers ané citizens based ‘on those laws and procedures that are~—to the maintenance of community. ‘3 compromise..nical an interdependence. subsidiary 2 counterpoint. Incidental an equivalence. prerequisite arecprocty.. conducive eeree 4. An investigation that is-—can occasionally ied new facts, even notable ones, but typically the appearance of such fats isthe result of a search na definite direction. timely unguided 4. uncomplicated © subjective 5. Uke many elghteenth-century scholars who ved by cultivating thos In power, Winckelmann ‘neglected to neutralize, by some —gesture of comradeship, the resentment his peers were ‘bound to fel because of his—the high and mighty. (quixotic itrigue with enigmatic. familiarity with proptiatory. involvement with salutary. questioning of Unfelgned. sympathy for BiPase English 2014 09185057703 | 3998564ee 6. The characterization of historical analysis as form of fiction fs not likely tobe recelved—by tether historians or iterary crite, who agre that history and fiction deal with-—orders of experience. a. quietly. significant enthusiastically. hifting passively. unusual 4. sympathetically. distinct © contentiousl.. realistic 7. Documenting science's—-philosophy would be-—, since ts almost axiomatic that many philosophers use sclentific concepts asthe foundations for ther speculations. ‘strut of. elementary influence on.. superfluous tellance on. inappropriate dependence on. dificult differences from..mpossble 8 Her—should nt be confused with miserliness; 3s long as | have known her, she has alwaysbeen wilingto assist those who are in need. 2. intemperance bi. itolerance © apprehension 4. diffdence ce frugaity 9. Physicists rejected the innovative experimental technique because, although some problems it also produced new-—. 2. clarified. data cased. interpretations resolved. complications caused, hypotheses revealed. Inconsstences 10. The spelings of many Old English words have been—In the ling language, although their pronunciations have changes. 1 preserved shortened preempted 4. revised improved 11 Social tensions among adult factions can be—by polities, but adolescents and children have no such--for resolving their confct with the exclusive world of adults. 2. intensified. attitude b. complicated. reliot © fustreted. justification 4. adjusted, mechanism revealed. opportunity HlPae English 2014 09185087703 | 399050412, Kagan maintains that an infant's reactions tots fist stressful experiences ae part ofa natural process of development, not harbingers of childhood unhappiness of ~signs of adolescent arsiety prophetic normal ‘monotonous viual ‘ypicat 13, During the 1960s assessments ofthe family shifted remarkably, from general endorsement aft asa worthwhile, stable institution to widespread-—It as an oppressive and bankrupt one whose- “was bath imminent and welcome. a. fight from. restitution i. fascination with. corruption rejection of. vogue 4. censure of. dissolution @ relinguishment af. ascent 14, Te comes as no surprise that societies have codes of behavior; the character ofthe codes, onthe ‘other hand, can often be ‘3. predictable b. unexpected © admirable expla confusing 15, Far from viewing Jefferson a a keptial but enightened intellectual, hictrians of the 1960's portrayed im as—thinker, eager toil the young with hs politcal erthadoxy while censoring ideas he did nat lke. 2. anadventurous b. adoctrinaie ©. anedlectic 4. judicious fe aeynical 16. na~society that worships efficiency itis ficult for 2 sensitive and idealistic person to make ‘the kinds of decisions that alone spel success as it is defined by sucha society ‘3, bureaucratic. edifying pragmatic. haraheaded rational. welbintentioned ¢ compettve.evenhanded ‘modern. dysfunctional English 2014 09155057703 | 2998564rood ree tee 4 217. The sheer diversity of tropical plants represents aseemingly—source of raw materials, of which ‘only afew have been utilized, 3. exploited b, quantifiable © controversial 4. inexhaustible remarkable 418, The —of mass literacy coineided with the is industrial revolution; in tur, the new expansion In teracy, as well as cheaper printing, helped to nurture the-—-of popular Iiterature. 2. building. mistrust '. reappearance. display receipt. source 4. Selection. influence fe emergence. se 19. During a period of protracted ies, the sckcan become infirm, both the strength to ‘work and many ofthe specific skis they ance possessed regaining serving pursuing Insuring losing 20. Unfortunately, his damaging attacks on the ramifieations ofthe economic policy have been-— Dy his wholenearted acceptance of that palcys underlying assumptions. | supplemented undermines wasted 4. diverted redeemed 21. Inparto the Arcti, the land grades Into the land fas ce so-—that you can walk of the coast And not know you ae over the hidden sea, permanently trmpereeptibly leregularly precariously slightly 22. In the machinelike word of casscal physics, the human intellect appears—, since the mechanical nature of classical physi does nat —creaive reasoning, the very ability that had ‘made the formulation of classical principles possible. ‘anomalous. allow for abstract. speak to anachronistic. deny enduring. value contradictory. exclude mpPaze English 2014 99155057703 | 3990504eens feet 23, [tis puzling to observe that Jones's novel has recently been criticized for is-—~structure, since ‘commentators have traditionally argued that its most obvious-—is it relentiessly rig, indeed schematic, framework, ‘attention to. preoccupation b. speculation about. characteristic parody of. eispaity 4. violation of. contradiction © lackor.- flaw 24, Tohave true disciples, a thinker must not be too-—: any effective Intellectual leader depends con the ably of ether people to~—thought procestes that didnot orainate with them popular. dismiss ‘methodical. interpret \diosyneratic. reenact seitzonfident. revitalize pragmatic. aiscourege 25, For some time now, ~has been presumed nat to est: the cynical conviction that everybody hhas an angles considered wisdom. 3. rationafty| . flexblty ©. difidence 4. dulnterestedness insincerity English 2014 09155057703 3998564en English Analogy. 30 tems. score: 1. ADULT chit: ‘2 horse: mare beat kitten 7. NUMB- INSENSIBLE ©. swine: 20M 1, reflect luminous 4. human: animal 1. burnish:ustrous & cowsherd cc heckle :raucous 4. repulse : odious fe braid: sinuous 2. MANSION : RESIDENCE lmousine: automobile chandelier: candle 8, EXORBITANT : MODERATION tuxedo wardrobe 6 ‘diamond : rhinestone 3. dispassionate : equanimity yacht: harbor macabre: interest © perfidious: loyalty 13. ENVELOPE : LETTER 4. brillant: gulibtty 2. searfhat lavish extravagance b. box: bag © crate: produce 9, TROUBLED : DISTRAUGHT ‘4. neck: head blood : heart annoyed: dslusioned disturbed: interrupted 4, CHOREOGRAPHY: DANCE: covetous ‘rapacious | ceremony : sermon 4. outmoded : ostentatious agenda: advertisement tranquil: placid ‘poetry: retitation 46 Instrumentation : conductor 10. SCALPEL : SURGEON plot story ‘a. laser: agronorist b, magnet: ecologist 5. OVERDOSE: PRESCRIPTION syringe: geologist a. deprivation : materialism 4. telescope : astronomer '. incicretion seonvention (© microscope: geometrician © affltion: sympathy 4. adventure : expedition 11, 000R :ROOM : drug: medicine ‘rudder : anchor b. boat: ship 6. EVAPORATE: VAPOR © patio terrace ‘3. petrity:stone 4. hatch: hold 1. centrifuge : quid basement :attic saturate fuid 4. corrode: ald ©. incinerate fre wolPare English 2014 09155057703 | 2998584P15 Trl ond Review atm Katpanon rch 12. CANVAS : PAINTER 118, PERFUNCTORLY-INSPRATION 2. leather :shos brush spalette 3. insolently: veneration ©. chisel: wood bi. ardenty: passion mate: seulptor €.phlegmatcally: composure hammer: carpenter 4. surreptitiousy: obsession halting: reluctance 13, PANEGYRIC : EULOGIZE ‘2. ballad: stigmatize 19. cLoT:DissoLveD ode eritcize ‘2. enthusiast: infloonced lampoon :satrze b. carton distorted 4. trade sentertain & crowd: dispersed fe treatise dispute 4. chain: disengaged ‘@ disciple inspired 14, GLOSSARY : TEXT: a. bibliography source 20, STUDY : LEARN bi. abstract essertation a. pervade : encompass legend : map Db. search find 4. index: catalog © gether: win abbreviation footnote 4. agree skeep @. accumulate: raise 435, LULLABY SONG 2, APPLE: FRUIT: ‘narrative : volume 2. egg chicken bb. lecture: tutor brung: chair ©. paragraph: page © wool fabric 4. diatribe = discourse 4. fase : dynamite Invective: compliment fe. wick: candle 16. FERVOR: ZEALOT 22, TABLECLOTH : TABLE 3. antipathy: philanthropist 2. tent ground i. improvidence : spenathrit shires hanger © concsin politician window : sll 4. determination: ecologist 4. shoot: mattress 8. nonchalance:arobat fe. doud earth ASSUAGE : SORROW. 23, FERTILE ;GROW ‘2. retaliate antipathy 2, Immunie feist b. dampen : ardor 1b. nourish enrich entrust: reliability © ear: burn 4. counsel: reluctance 4. graft: mutply (ewithhold: appreciation prune :dwart 2, FRESCO : WALL: 2. fountain “courtyard . parquet: floor © thateh : root 4. statuary: passage gargoyle : gutter arse English 2014 09155057703 | 3998564nee trent be | 25, STRUT: WING 28, RELEVANT : CRUCIAL 2. lever: handle a. marginal: unique 1b. ale whee! i. perceptible obvious buttress wal apparent : real beam :tvet 4. peripheral: central & well: pipe © posible desirable 26, ATTENTIVE: oFFIcIOUS 29, INTEREST: FASCINATION :: ‘oubifl : ambiguous ike : abhorrence b. absorbed : engrossed delusion: gully © tefined: snobbish & exertion: fatigue 4. magisterial: authoritative 4. science: witchcraft Impromptu: spontaneous bonfire torch 30, TELLER: BANK. 3 guest: motel 27, BLANDISHMENT : COAX bb. architect: blueprint actor: rehearsal 3 medal: honor 4. actor: stage budget :save @. teacher: schoo! dary reminisce 4. concert: play plea threaten wise English 2014 09155057703 | 3998584eee erence | at ENGLISH MOCK ExAM TEST. SENTENCE COMPLETION Directions: Read each item carefully. Then, choose the best word or par of words that would complete the sentence. 1. Each person is itferent from each other; he has his own, responses to stil 2. unusual lovely weird ‘unique untapped 2 Heisso, that all his classmates hate him. 2. obnoxious calculating rational 3, Inbar 10 inform us of his participation inthe schoo! play "Harnlet’ he {tellus when this willbe. Tension | forgot eagerness | forgot happiness | failed ‘obsession | never forgot Impatience | asked Roy pares 4 Curly has aways, children which prompted him to take up 23. loved | Veterinary medicine bated | child Psychology loved | child Psychology 4. beinterested with | Business Management ©. loved | have kids in college 5. Mycrush came inside the laboratory slowly | slepy playing [playin too vawning | conscious surprisingly | conscious hopping | turned off and | began tabe____ of my appearance. mirare English 2014 09155057703 | 3998564pee meee meta |e Test ANALOGY Directions: Find out how the capitalized pair of word is elated to each other. Then choose the ‘numbered pair af words that expresses the same/clsest relationship as that nthe orignal al. 1. FORK:SPOON a. hen rooster b. cup: saucer KEYS: PIANO © coffee: cream 2. keys: tambourine 4. bread: butter . pages :book fe. stone :cement leaves: notebook 4. gong: tribe 2. MEET: MET stings: gultar 2. forebear:forebode b alter: changed 7. FINGER RING ‘kind kindled 2. legs: anklet <4. withhold: withheld b. ears: earings fe slap saps nape: necklace 4. head: wig 3. BANAUE: RICE TERRACES ele: wig 3. Naga: Mayon Valeano Baguio : strawberries 8. PROTEIN FISH © Pater Balot a, calories : ream 4. Bohol : Chocolate Hills vitamins : minerals @ Agoo: Hundred Islands carbohydrates : meat carbohydrates: rice 44. HORRID: REPUGNANT sun: eneray 2. cute: ualy b. charming : winsome 9. CAT: KITTEN & horrible: encoursing a. child: baby 4. chaotic: peaceful ion cub endearing frightful © ealfzeow 4. goat lamb 5. SHARP: VAGUE ©. fox: wolf a. shake :rock precious :tawdry 10, RAM: SHEEP precise: appraisal 3 doe ram 4. pleky: undseriminating deer: venison ©. ‘transform: change elf: dwarf 4. daughter: mother fe. drake: duck HIP ae English 2014 109155057703 | 3998566‘1s ttl and Review stems ti mou 12, There too much ‘on TV these days that all the shows children watch should be. a violence | banned b. violence | monitored ‘& peace | monitored <4. pomography | licensed polities | in cattoons 13. The earthquake that happened two years ago caused great In our county a. havoc b. sadness ©. challenge sorrow ‘e sympathy 14, The dea that there willbe another earthquake before the year 2012 ends with an intensity of AL inthe Richter scale is so that it _ the Christmas spirit 3. overwhelming | dampens stupid | arouses strange | puzzles comical | ridicules humorous | pepsup peor 415, Last year, the Philippines, the most gods ‘a lead | earned tosing | lost b sponsored | wen 4 playing | garnered leading | eared English 2024 09155057703 | 3998564rarer ner teas mt | 6. The Mt Pinatubo eruption, depresses | except Influenced | especialy affected | especialy ‘confused | everyone Impressed | especialy __ everyone, the Actas. 7. After months of ‘consideration, Maria Clara finaly decided to accept ose’s proposal of marriage, a. meaninglul artful frank senseless thoughtful 8. lam usvally__by men who do not_ women's rights. impressed | respect angered | plty attracted | love bothered | know angered | respect 9. do not know why but! am so ‘today that all my outputs ae. ‘hyper | lethargic daring | weird listless | unsatisfactory 4 weird | artful © sad | peculiar 10.8 ie lar, evento himsel wolf cel person hypocrite barbarian 11, Gayl is aan, 2. stupid [joined born winner | won smart | bagged smart | lst Inteligent | won tn fact, she__in the quiz bee held last month, eras English 2014 09155057703 | 3990584rnb etter ee et | 23 11, SEE SAW. 14, PRINCE : PAUPER a. take taking 2. princes: princess ». bring brought vassal king bring: bringing king esne 4. steal stolen 1. lord: master fe. tse: risen slave: pauper 412, MELANCHOLIC: JUBILANT 15. cE: WATER. 18. happy: ectatle a. horse: pony 1b. depressed : manic water quid & sad:sorrow © fry:cook 44 triumph : victory water: steam defeat: winner ©. bread: butter 413, ANTICIPATE: EXPECT ‘COMPLAIN |. jeopardy: safety 2. far:lstant preach: reprimand ‘._patify: comfort peace : humble nearsfar pure: innocence é express: demonstrate e 17, ALPHA: OMEGA 2. Genesis: Exodus b. end: last & bread butter fast: ace fe. Genesis: Revelation wiPaze English 2014 (09155057703 | 3990584reheat ee Directions: Find out how the fst twa words are related to eachother. Then choose a partner forthe ‘hid word fom the numbered cholees 418, ROMEO :JULET 35. CLEOPATRA, 3 Mark Anthony Hered Aristotle Wiliam Shakespeare Judas 19, THREE: TRIANGLE as FOUR, a. box b, octagonal hexagonal 4. rectangle ©. circle 20, DOG: MAMMAL as. row. a at b. mothers © shark 4. unfair hen 21, SEA GAMES : SOUTH EAST ASIA ae OLYMPICS: ‘3 continent b. world Europe: 4. Usa fe Antartica 22, DOGS : RABIES as, eNom a. snake beat ent 4. wolf fe. tion 23, FUPINOS: RICE as POTATOES 2 Chinese b. Germans © tapanese 6 here fe. Americen-Indians welPape English 2014 09155057703 | 3998584relent tse | 208 24, ZOOLOGY : ANIMALS 2: BOTANY stare teeth plants earthquake fossils eee 25, CEBUANO : CEBU AS ono 1. locano be. Panggasinense = eilono 4. tbanag, e longeo Pane English 2014 09155057703 13990564rrsnnel eee | 84 ‘TESTI IDENTIFYING ERRORS. Direction: The underlined word/eroup of words in each sentence may or may not be correct. The choices below each sentence represent fve posible correct answers. Choose the best answer. 4. think Mike i coming on Thursday together with her mother 2. dancing with together at attached to tied to together with 2, Neither Mary no her friend love cts for pets 4 norher fiends orher fiends plus her friends orher fiends nor er friend 3, Where did you lost your handkerchief? 2, have you lose id vou oss lid you lose Aid you loses Aid you lost 4, ‘The numberof beds on aur roof are amazing. 2. willbe & would be be 5. By the way, do yu ike Kenneth somewhere? 3. had youseen bare you with haveyou seen 4 did you cal © doyoulke yorrace English 2014 09155057703 | 3998584 -ES 6. hope you would make the right decision when you decided to fire him. wil make ‘would have made make made would make 7. Everyone who attended the conference were members of the rotary club, 3. wasa member b, have been members & wasmembers 4. hasbeen fe. were members 18. One half of the ice have melted a. seems melted b. are meting .haemeltea 4. have melted havermett ‘9, Lea elonga sone of those people who is talented and beautiful at the same time has been e 10. I was so engrossed in reading that book that you lent me lastnight that Lwas not able to hear the phone rng. a. wewere notable b. weareable (have been able 4, am notable 2. Iwas not able 11. The counel is voleng out their suggestions when the president strived, has been English 2014 09155057703 | 3998584‘hte epee | 2. One third of the apple onthe plate was eaten. was rotting Is rotting were eaten paogse 13, Many houses were destroyed because ofthe tidal wave lst month, 2. was destroyed b. has been destroyed were destructed 4. aredestroyed ©. were destroyed 114, Many a heart was broken because of too much idealism a. were broken b. wasbroke hasbroke 4. had broke was broken 15. You love outdoors, aren't you? oyou will you didn’ your don't your aren't you? eet ete) mise. English 2014 09155057703 | 39985841s eth tem ttn te | {Choose the correct word inside the parenthesis 11 Tory, together with her friends, { know, knows the value of understanding one's interests in We 2. One ofthe older boys has, have} remarked that ife shouldbe planned early 3. Searching for» purpose in Ife, n addition to knowing one’s strengths and weaknesses, (sare) par af set-irection, 4. Everybody (want, wants) a better if. 5. There (go, goes) un and hie sister Ethel 6 Neitherher mom nor her dad (was, were present during her radaton 7. Baking cakes and reading pocket books are )her hobbies 8 Here (cme, comes the teacher to give us the quartery exams 9, Few (is, are) invited to Mlchae' party. 10, Two hundred kilometers (is, ae} ong way fom home 11, One ofthe teachers (was, were} angry because nobody stened. 12 Ether her teacher ar her parents (has, have influenced her dedson. 13, A numberof ai (lan, plans) to organize a graduton bal. 14, Weeping and wang does, do ) not help solving problem. 15. Reading good books and consuiting my mother (help, helps) me come up with sound delsons sarees English 2014 09155057703 | 3998584anette tern ‘TEST IV READING COMPREHENSION Directions: The folowing sa test on how well you understand printed materi. Read each selection carefully and then answer the questions that follow. eis dificult to say who actually invented the parachute. Long before it actual sppearance, ‘many people had been toying withthe idea of using something lik a large umbrella ta break the fll {rom a height. Leonardo da Vinci (1452 ~1519), for example, sketched plans fora parachute in his notebooks ‘The basic principle ofa parachute ifr simple. Gravity pulls a fling object down, but air slows down the abject’ fll. However, since the fores of gravity is ordinaily greater than the resistance offered to faling object by the ar, the purpose of the parachutes to provide the object a greater ares of resistance, Tollustrate this ll you need isa big handkerchlet, some short paces of string ted tits ‘comers, and a small object to serve as a weight. Dropped from 2 height, wil oat gently to earth, just lke aful-szed parachute. The air under the handkerchief works lik a kind of cushion and breaks the object's fal Since te fist parachutes tended to swing wily back and forth as they descended, holes or ‘vents were put up in the tops to allow smoother air flow around the chutes to reduce the swaying “These vets aso reduced the shock when the parachutes opened. 1. What pull fling object down? 2. chute bale area of resistance 4. the objectitslt ervity 2. Aparachute gives afaling object @ which stows doven ts fall 2. gravitational fall holes and vents cushion centeiugal force greater area of resistance 3. The following statements are true except Holes or vents were put in the tops of parachutes to allow smoother air low. ‘The gravitational force is greater than the resistance offered tothe fling object down, Gravity sort of magnetized a falling objet down. The holes or vents reduce the shock when parachutes open, {Leonardo ds Vine was the real inventor of parachutes otPage English 2014 09155057703 | 3998504(1S Toi ond Review Stems Kop 4. The subject matter ofthis selection s about parachutes gravity the air versus the gravitational pull areas of resistance Leonardo da Vine’ invention From ancint times until less than a century ago, people generally believed that certain nonilvng materials could be transformed directly into Wing organisms. We ele to this belief ax ablogeness oF spontaneous generation ‘The ancients were familar with the hatching of birds rom eggs and with birth in larger animals. However, they knew litle or nothing about the growth and development of smaller animale such as inseets and worms. Animals of this sort were linked with stories of spontaneous generation, (One of the most astounding accounts of spontaneous generation came from Jean Baptiste Van elon, Belgian physician, about three centuries ago. Van Helmont,outined a method, based on a belief dating hack o the Greek poet Homer in the ninth century B.C, of prodlng mice from grains of wheat and human sweat. According to Van Helmont, a dit shir placed in acontalner with grains of wheat would produce mice in 1 days. Supposedly the mice would be formed from the fermenting ‘heat, while the human sweat inthe drt shirt would provide them with the “active principle” necessary forthe process. (ther accounts of spontaneous generation are equally intresting and amazing, Frogs and fish were thought tobe generated in clouds during thunderstorms and to fall othe earth with ran Honeybees supposedly came from the decaying carcasses of animals suchas horses. Actually the Insects thought to be honeybees were les that resemble honeybees. These fies came from maggots ‘that hatched from eggs lid inthe carcass. For centuries, however, no one observed tis egg-laying, and ‘the bolie remained unchanged. 5. Carcass means 2 coffin bi. pile of insects honeybee 4. cadaver body of dead animal sepa English 2014 09155057703 | 3990564ral est ee tt | 4 6. Which of the folowing statements not directly mentioned in the selection but is a reasonable conclusion? {3 Flles came from maggots that hatched from eggs lad inthe carcass. Van Helmant’s method is astonshing. Frogs and fish cannot be generated during thunderstorms. ‘The account on spontaneous generation i fctous. Larger animale can alzo produce eees. 7. The following statements are nat tue except | Spontaneous generation Is aso called ablogeneticum. ‘Frogs are generated inthe clouds during thunderstorms. ‘A ity shir placed in 2 container with grains or wheat would produce mice in 12 days 14. The principle of spontaneous generation states that certain nonlving or dead materials could be transformed deeetly to living organism. Greek poet Homer gave @ remarkable contribution to science. 8. Allof the following were mentioned inthe selection except 4, During the ancient times, people believed that dead materials could be transformed 6. The owner and chairman ofthe company discuss the idea with the lets. No eror. A Bieroil Oy tae-D 7. bought a pound of sugar. No eror AB oC > 8. Last December, we have never been to San Francisco, No eror. a 8 c D 9. These samples of perfumes smell ike roses. No error. A 8 c > 10, She and improved our English with practicing. No erro, Ala c D 11. They were against thelr daughters marrying Fred. No e Ae Bn Cee D e nan atplane right now. No error a8 cry 13, Al together with his cousins goes to her granny's hows regulary every Monday, No error A 8 c ° 14, She wasall worn out from washing windows. No erro. a Boe > 15, Mara got sick so she sin hospital, No error. A 8 c . 16, Helves at 431 Loyola Street at the moment while his house s being repated, No error. AB c ° 17. Uinds opened a box bya knife, No err a 8 . 18, He went to the store for some cgaretes. No error. a 8 c > 19, He as spoke to his mother. No error. A BC > 12H English 2014 09155057702 | 3998804land Review stems Katipnon Branch | 2018 20, Thewoman is happy about returning to the province, No erro. a e cD 21, The elevators inone ofthe stoves doesn't work, No erat A 8 cD 22. Neither ofthe three trains are running today, No error A‘ 8 co 23. Alarge percentage of goods sold Inthe Philippines are foreign. No error. a Be ° 24. IS one of those problems thats difficult to solve, No error. 8 c D 25, There are a numberof people who lve in rural areas today that are considering x 8 ‘moving nto the ctes, No error. c ° 26, The boys think that one ofthe rats in the science laboratory have escaped. No error. a BC > 27. How many had resstered were not yet known, No error. Ae) ° 28, Marissa, as wells her felends, wasn the concert lastnight. No error. A 8 Oe DoE 29, Neither Mes. Castro nor her daughter inlaw is working. at the present time, No error. A 8 co E 30. | can honestly say that Bob and Ted nether smokes nor drinks. No error. A 8 co € 31. The vistors liked New York ity but now they've returned to thei ity. No error. a8 c . e 32, Rebecca help us cok fr the party. No etor. A 8 oc ° 33, Tessie did't had any money left after her vacation. No er oar c . 34, His beng away very often caused a strain inthe relationship. No eror a Bo ° 35, The sculptor was coated with an alloy composed of ametal anda chemical. No error. a 8 c D E 36. While Bobby finshed practicing, he laid his violin onthe piano. No error a 8 c o E 37. An armistice isan agreement among the two sides to stop fighting. Ne * 8 ic 38. When Joe need a ladder, he borrows his nelghbor’s ladder. No error a e c ° 38, Pedro is waking up atsboclock inthe morning to goto work. No error a 6 c ° selPaae English 2014 09185057703 | 39905047S Tala ond Reve Stes Kapa 40. Mr. Reyes doesn't know very much English yt but he speaks it good enough to keep his ob a c Notror D 41, After spending some next several years in the army, the young man probably will cquice a 8 c stills which he can use in eivlan life ° € 42. The ambasador's appointment has already been confirmed. No.error A argh D 43, My sister and me play tennis with Alice on Mondays. No error a‘ 8 cD 44, The balloon was filed with more and even more air unit burst * . © ° 45, Of the two compositions, the fist one was the better one. No eror a OeaG 46, Nancy grew as popula 2 the other gr after overcoming her shyness. a8 c 42. £29, although wonderfully nutritious, have high amount of fat content. No error « 5 & . 48, Clothing, specially women’s clothing is constantly being changed by dress designers to ny 5 € ° promote the fashion industry. No error e 49, ita fele both unprepared to and nervous about the interview which she was about to face, a 8 c D E 50, Affected by the pollution, many tees Inthe atea eid not grow to thei full height. a 8 c ° DIPase English 2014 09155057703 | 3998564Analogy SIL KEEP: THROW 8 rs 8 c b. remove release ress insist ‘analyze: understand abandon : uphold ISCOURAGE: DISSUADE samble = help annoyed: pleased lite: debase abet ad 53, ERASE: ERADICATE a‘ a c sustain survive deprive: increase abolish : destroy Surrender: fight ‘54, ABSURD: SENSIBLE A a c °. 55.0 a 8 c D. abstracts painting ‘unique: unusual abstract clear )PPER: METAL, aan sand stem :flower tree trunk ‘whale: mammal ‘56. BROOM: LEAVES a a c . rake ir. fork: plate brush = bests mirror: face 57, SCISSORS: SHEARS A 8 « B, soil :coth dry : bucket thread needle kee: cleaver ‘58, RECIPE: COOKBOOK b lock: key road: highway concept encyclopedia English 2014 4. merchandise: catalogue 59, BACTERIA: ANTIBIOTICS A. this : alfa 8. hungry: famine © prey:lion 1. wound :iniury 60, ACCOMPLICE: ACCESSORY 1A. foe: villain '. conspirator opposition C frlend: acquaintance ©. rival opponent (61, AMASS; DISPERSE A. gather: dismiss 8 hard: rough food : digest D. disperse: gather 62, ESTEEM: ABHOR respect gust love: favor ‘wrath: hate poee 63, FLEXIBLE: GYMNAST A. boxer tall 8. clumsy: awkward © adeltion subtraction 1. acrobat nimble 64, AFFLUENT: WEALTH ‘A. poor: poverty wealth: money © loud :quiet D. poverty: ete 65. UNCERTAIN: VAGUE A. black white 8. fethion: clear © antique old D. sour: bitter 00/25 (09155057703 | 39805641M, Reading Comprehension Inthe course oftheir work, both detectives and sociologists must gather and analyze information, For detectives the abject ito identify and locate criminals and to collect evidence to ensure that the dentication is correct. Sociologist, on ather hand, develops theories and methods to help them understand social behavior. Although ther specific goals iffer, both socologst and detectives formulate theories and develop methods in an attempt to answer to general questions: "Why did it happen?” and “in what circumstances sit kay to happen again?”-—that isto explain and predict. ‘Wiliam Sanders (The Sociologists a Detective) 66, Sanders is trying to show us that a sociologist is aso a detective that a detective can ako bea sociologist 2 comparison between the work ofa sociologist and detective the difference between a sociologist and a detective the theories behind sociology and criminology 657, Which of the following statements isnot true? Detectives eather and analyze information Sociologists try to understand social behavior Sociologists and detectives attempt to explain and pret “Theories that sociologists develop are taken from questions about sail behavior ‘The goals ofa sociologists are similar to that ofthe goals ofa detective rone> 68, According tothe selection, n what way isthe work ofthe Soclologlst similar to that ofthe work ofa detective? ‘A. The both identify and locate criminal behavior 8. They both ty to explain what motivated a specifictype of action or behavior © They both display social interactions and social conflets 1. They both collect and analyae information They both explain and predet the future ‘What would growth mean in a family? Perhaps one could say that more children would be family frowth, But thisis hardly it unless it shouldbe accompanied by other forms of growth. Famly growth ‘would mean increased capacity to supply the material needs Family. However, the needs of family are ‘ot just material In fac, they ate principally pirtual. Hence, family growth means very much more ‘than just increased capac to meet material needs. The family ithe Workshop for socal living. nk, ‘the Young children should growin learning how tobe responsible, how to cooperate, how to trust. Family growth therefore would correspondingly mean that the father and the mother become more adept at handling the children. It would mean increased love and unity among the members ofthe family. tt would mean mare cooperation and sel-sacrfie, les jealousy, and fewer squabbles. This would be family growth. roiiP see English 2014 99155057703 | 3398564ronavatnateeespen tance | 69, The expression “to meet material needs" means A. To see material object 8. Tofulfill materia goals ©. Tostisty material needs ©. To fulfil material possessions 70. The word adept is similar in meaning to A skilled incapable 8. strict D. suitable ‘71, Squabbles means A divorce C.Injuries enemies O.quarrel "72.The sentence “The familys the workshop fr soca ving” means ‘A. The failyis ikea workshop where ciléren learn skis The family the place where children lear everything about work The family's. a business workshop 1. The familys ike aworkshop where children fist learn everything about fe "73 According tothe selection, what would growth mean in family? ‘an increased numberof children “an increased capacity to mest material needs love, unity and responsiblity among the members allofthe above hone ofthe above "74. The slecton tll us that children should learn ‘A. tohandle their parents B. toberesponsible and united tocope ith jealousy 1. accept their social status E. tobe accompanied by other forms of growth ‘Sometimes 1am very much tempted to beleve that one reason why so many people don’t 60 anything fr thelr “less fortunate” brothers is —hold your breath television. (And while you're att, Yyoumight as wall hold your dsbelif fora wile, too, ‘We have lived with television fr so long that, without our knowing it ithas changed our way of looking at if. It used tobe that people watched TV and pretended was ea life. Now it seems that al thishas changed. Many people actually look at life asifit were television. 175. The author is blaming our TV sets for ‘people nowadays watch TV programs almost the entre day people nowadays watch TV programs and hold thei disbelit in lie people nowadays look at really sift were a TV program people nowadays pretend that TV programe are realities people nowadays are addicted in helping the poor re2)P ape English 2014 09185057703 | 3998564eee eee | at 76. What leads the author to believe that TV has changed our way of looking at fe? ‘That there's 2 TV setin living oom ‘That we spend more time watching TV programs ‘That we don't care fr ur less fortunate brothers That we might not believe him ‘That we imitate in fe whatever we encounter in TV programs 1. Vocabulary 17. The book that we read in class avery profound meaning A. shallow deep 1B. complicate D.both 2andb 78. First year high school students are usually consideres as neophytes compared tothe senor students ‘A. professionals comic 8. beginners intelligent 78, Plridelis the pseudonym of Marcelo H. Del Pl. A. Pen name other name 8. Synonym None ofthe above 80, Halo-Halo is a heterogeneous mixture ‘A. composed of dsimiar parts B. nonhomogenaus © miccellanecue D. allofthe above ‘81, Maria's workin the government is colossal She hardly has time for hese A ficult danger 8. columns D. boring 82. Bon refused to sky dive. He didn't want to put himself jeopardy A. certainly danger 8. attitude D.bothaandb 83. The girs of St. Teresa's High Schoo! are avid fans of Philippine basketball A eager Canary B. disloyal Du indiferent ‘84 My sister, who is ahousewife, complains that her dally works are very mundane. ‘2 ordinary C exciting b. extraordinary D. blissful £85, The political party of Emilio Aguinado, the Magdslo, Is now defunct a, extinct, C vanished b. non-existing D.allthe above English 2024 (09185057703 /3998584nid eter bee] ‘Sentence Completion 86, Thiscake is ours ake's and Al mine E.her's 2 we Dime ‘87. You wil try your best to answer all my questions,_? A aren'tyou—Careyou € won't you nat B wor'tyou —D.sn'tyou 88.4 large ___of workremains tobe done tomorrow. ‘A. evaluation C.quality amount 3. pile Dinumber 189, This letter of request in Mr. Santos handwriting i really a A. copy semblance replica 5. facsimile 0. forgery ‘90.1 wanted to mallthe check forgot. ‘AL nevertheless. although None of the above & and Dusince 91. Mr.Lazaro.as not entirely satistied___the figures__ submited to his lent. A torhe Gat we Eth 5. from,she 00, they 92, The boys were throwing stones___the dag when itbegan to move __ them. A atjtoward toward, to Eat trom B. to,away —_D.toward, rom '93.1have__things_t want you tod. ‘A. fewer, which these, because. some, where B. lotsof, whom. several that ‘96, The regeneration ofthe Pine Barrens after the devattating wiléfire did not take place overnight; on the contrary, the regrowth was ‘AL expected gradual E-rapid B, Encouraged Ds infinite 95. Before Mr. Gomer gets approval ta build the new shopping center he designed, hes required to submits an official summary of his proposed venture. ‘A. mediation B. lifiation . standardization D. construction E. prospectus ws)Pse English 2014 09155057703 3998584196. Federer gave a ___ performance nthe fina the spectators were treated toa display of his abilities onthe cour inconsolable ‘A. stupendous 8. consummate - peerless disappointing incomparable ._ competent -waning stellar limited 97. The rites _remarks helped us to understand the implications of this_fllm, film that was really ground-breaking in is approach. 98, The Chaplin fms that she watched when young lft an) _ ‘A. instructive - pedestrian 8, polemical- provocative pertinent - avantgarde D._ unwarranted - conservative . hlpful innocuous Impression on Sule, end she now has 2 __ appetite fr reading anything remotely related to Chaplin life and works. ‘A. overwhelming blunted 8. forcible -terble negative- sharpened . indelible- voracious evanescent reduced 99. The lawyer was__for conduct that wasn complete vielaton of egal procedures: he was found to have_amember ofthe jury reprimanded - observed disbarred suborned ‘expelled - questioned ‘commended -mislead disqualified ~ rejected nene> 100. The management had to admit to clandestine activites when the union leader was able to supply evidence that an agitator had been planted among the members in order to__trouble and ‘iscredt the union ‘AL egregious -avert Undeniable - molly crcurnstantial- prevent ‘uncubstantated-insigate Sncontravertie-fornent English 2014 09155057703 | 3998564