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SECTION 2: ENGLISH PROFICIENCY NAME: ____________________________ Kommentar [A1]: USTET

English Proficiency
Time – 45 minutes SCHOOL: _________________________ 80 Questions in 45 minutes
80 Questions All items are answerable in 10-20
seconds

For each question, decide which is the best answer choice, and encircle the corresponding letter. Test Types
I. Fill in the blanks  40
II. Vocabulary (underlined word in a
phrase) 20
1. I don't know when __________. 10 items: similar meaning
10 items: opposite meaning
(1) will she arrive (2) she arrive (3) she will arrive (4) does she arrive III. Reading Comprehension (3 stories)
 20

2. When he ______, I'll let you know.

Kommentar [A2]:
(1) arrives (2) will arrive (3) arrived (4) would arrive
Kommentar [A3]:

3. Every possible means _______, but none proves successful.

(1) has tried (2) have tried (3) have been tried (4) has been tried Kommentar [A4]:

4. The election __________ next month.

(1) is to be held (2) is to hold (3) is to be hold (4) is hold Kommentar [A5]:

5. Jane __________ John for three years.

(1) has been married (3) has married with Kommentar [A6]:

(2) has been married to (4) has got married with

6. You can find that the house __________ for years.

(1) hasn't been painted (3) hasn't painted Kommentar [A7]:

(2) didn't be painted (4) didn't paint

7. After everyone _______, the concert began.

(1) sitted (2) seat (3) seated (4) was seated Kommentar [A8]:

8. The children __________ good care of.

(1) have taken (2) has taken (3) have been taken (4) has been taken Kommentar [A9]:

9. We have to go to the seaside in his car because ours __________ fixed.

(1) wasn't (2) haven't (3) hasn't been (4) hadn't been Kommentar [A10]:

10. He said he felt bad because he __________ late the night before.
(1) sits up (3) has sit up
(2) was sitting up (4) had been sitting up Kommentar [A11]:

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11. Until he was married, he __________ any new clothes.

(1) has not had (2) doesn't have (3) has not (4) did not have Kommentar [A12]:

12. By the end of the 18th century, the city's population __________ about two million.
(1) was (2) were (3) had been (4) has been Kommentar [A13]:

13. When the film __________, a crowd of people stopped to watch it so that traffic came to a stop.
(1) was being shot (2) was shooting (3) was shot (4) shot Kommentar [A14]:

14. I don't think you __________ John.

(1) having met (2) have met (3) to have met (4) had met Kommentar [A15]:

15. The Smiths chose to buy the house as its surroundings __________ clean and quiet.
(1) was (2) has been (3) being (4) were Kommentar [A16]:

16. I _________ TV when the light went out.

(1) watched (2) was watching (3) will watch (4) had watched Kommentar [A17]:

17. __________ still sneak out at night?

(1) Have they (2) Do they (3) Had they (4) Did they Kommentar [A18]:

18. That student __________ barely understand what the teacher says.
(1) can’t (2) doesn’t (3) can (4) does Kommentar [A19]:

19. Not until your monkey is several years old __________ from its mother.
(1) can it separate (3) it separates
(2) will it separate (4) does it separate Kommentar [A20]:

20. I have been waiting for __________ incident report since last week.
(1) youre (2) your (3) yours (4) you’re Kommentar [A21]:

21. Not only __________ watch a movie, but they also ate dinner in a fancy restaurant.
(1) have they (2) did they (3) had they (4) do they Kommentar [A22]:

22. China, a book written and illustrated by eight Chinese experts, __________ a rare self-portrait of the land, its
people, and its 5, 000-year-old heritage.
(1) provide (2) provided (3) had provided (4) provides Kommentar [A23]:

23. The farmers could not sell their tractors, __________ could they find buyers for their crops.
(1) and (2) nor (3) yet (4) or Kommentar [A24]:

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24. They would never get education if it __________ to their families.

(1) has been left (2) was left (3) is left (4) were left Kommentar [A25]:

25. The three men discovered that the wind __________ and was carrying them away from shore.
(1) shifted (3) has been shifting
(2) had shifted (4) have shift Kommentar [A26]:

26. A rare wood sculpture __________ in the attic of an abandoned house was delivered to the curator of the town
museum.
(1) that was found (3) that has been found Kommentar [A27]:

(2) which was found (4) which has been found

27. Your job consists of arranging the books, cataloging new arrivals, and __________.
(1) the pamphlets have to be alphabetized (3) having to alphabetize the pamphlets
(2) you have to alphabetize the pamphlets (4) alphabetizing the pamphlets Kommentar [A28]:

28. Jennifer __________ for eight hours by the time she reaches Los Angeles.
(1) will have driven (3) will have driven
(2) would have been driving (4) will have been driving Kommentar [A29]:

29. Give these old skates to __________ you think can use them.
(1) whoever (2) everyone (3) someone (4) whomever Kommentar [A30]:

30. The sad news __________ at noon.

(1) are broadcasted (3) were broadcast
(2) was broadcast (4) is broadcasted Kommentar [A31]:

31. I had never swum in the ocean before, __________ I was surprised at how __________ it tasted.
(1) so, bitterly (2) and, bitterly (3) and, bitter (4) so, bitter Kommentar [A32]:

32. He hated everything and everybody __________ caused his defeat.

(1) that (2) which (3) who (4) which have Kommentar [A33]:

33. Improving the state of local prisons must be made a priority, __________ the prisoners’ conditions would
improve, too.
(1) and (2) however (3) that (4) so Kommentar [A34]:

34. If every customer complains that an item is missing in __________ order, something is wrong in our procedure.
(1) their (2) your (3) its (4) his Kommentar [A35]:

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35. When I found him, he __________ the letter already.

(1) mailed (2) has mailed (3) mails (4) had mailed Kommentar [A36]:

36. If I had had her experiences, I __________ a book – maybe several books.
(1) would have written (3) will have written Kommentar [A37]:

(2) would write (4) might have written

37. Each of the contestants was accompanied by _________ manager.

(1) their (2) the (3) her (4) its Kommentar [A38]:

38. Neither the twins nor their brother __________ found guilty.
(1) were (2) have been (3) was (4) had been Kommentar [A39]:

39. The trees __________ until we found a cure.

(1) were dying (3) have been dying
(2) had been dying (4) have died Kommentar [A40]:

40. You can prolong your mobile phone’s battery life by __________ and placing it in a durable case.
(1) not overcharging it (3) avoiding overcharging it
(2) having it not overcharged (4) making sure not to overcharge it Kommentar [A41]:

Directions: Choose the word or phrase that means the same or about the same as the underlined word. Kommentar [A42]: Underlined
word in a phrase

Samples can be found in this site:

41. charged with a number of petty offenses
https://www.zaner-
(1) immense (2) spiteful (3) minor (4) mean bloser.com/media/zb/zaner-
bloser/WW_Week4-6.pdf

42. gullible enough to believe

(1) credulous (2) astute (3) biting (4) unworldly Kommentar [A43]:
Kommentar [A44]:

43. a perverted interest in death

(1) artful (3) unnatural Kommentar [A45]:

(2) corrupted (4) misrepresented

44. oblivious of his surroundings

(1) remote (2) unaware (3) naive (4) cognizant Kommentar [A46]:

45. gregarious smile

(1) solitary (2) cold (3) introverted (4) affable Kommentar [A47]:

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46. a potent influence

(1) powerful (2) feeble (3) infirm (4) fragile Kommentar [A48]:

47. dutiful to their course

(1) devoted (2) remiss (3) contemptuous (4) thorough Kommentar [A49]:

48. abhor with a passion

(1) cherish (2) fancy (3) loathe (4) relish Kommentar [A50]:

49. encroach on a neighbor’s land

(1) respect (2) desist (3) ignore (4) trespass Kommentar [A51]:

50. raucous behavior of the studio audience

(1) subdued (2) harsh (3) dulcet (4) restrained Kommentar [A52]:

Directions: Choose the word or phrase that means the opposite as the underlined word. Kommentar [A53]:
Underlined word in a phrase

Samples can be found in this site:

51. tired and famished for food and sleep
https://www.zaner-
(1) satiated (2) peckish (3) ravenous (4) starved bloser.com/media/zb/zaner-
bloser/WW_Week4-6.pdf

52. phenomenal growth of cotton manufacturing Kommentar [A54]:

(1) astonishing (2) remarkable (3) stunning (4) typical Kommentar [A55]:

53. fastidious attention to detail

(1) scrupulous (2) finicky (3) squeamish (4) lax Kommentar [A56]:

54. a rich shipping magnate

(1) mogul (2) plebian (3) tycoon (4) aristocrat Kommentar [A57]:

55. couldn’t repress a smirk

(1) stifle (2) curb (3) release (4) extinguish Kommentar [A58]:

56. fortend to be someone

(1) profess (2) deny (3) sham (4) affect Kommentar [A59]:

57. a cacophony that wakes me up every morning

(1) lull (2) uproar (3) clamor (4) din Kommentar [A60]:

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58. a breach between two factions of the party

(1) delict (2) neglect (3) agreement (4) transgression Kommentar [A61]:

59. living a melancholic life

(1) buoyant (2) dejected (3) lugubrious (4) desolate Kommentar [A62]:

60. the homely man in the tweed jacket

(1) unostentatious (3) imposing Kommentar [A63]:

(2) plain (4) ugly

Reading Comprehension Kommentar [A64]:

4 passages
Directions: Answer the questions below based on the information in the accompanying passages and 20 questions
compositions and then darken the corresponding oval on the answer sheet. Easy lang daw

PASSAGE 1:

If Johnny can’t write, one of the reasons may be a conditioning based on speed rather than respect for the Kommentar [A65]: From UPCAT
2013 set A
creative process. Speed is neither a valid test of nor a proper preparation for competence in writing. It makes for item number 226 – 230
murkiness, glibness, disorganization. It takes the beauty out of the language. It rules out respect for the reflective
thought that should precede expression. It runs counter to the word-by-word and line-by-line reworking that
enables a piece to be finely knit.
This is not to minimize the value of genuine facility. With years of practice, a man may be able to put down
words swiftly and expertly. But it is the same kind of swiftness that enables a cellist, after having invested years of
efforts, to negotiate an intricate passage from Haydn. Speed writing is for stenographers and court reporters, not
for anyone who wants to use language with precision and distinction.
Thomas Mann was not ashamed to admit that he would often take a full day to write 500 words, and
another day to edit them, out of respect for the most difficult art in the world. Flaubert would ponder a paragraph
for hours. Did it say what he wanted it to say—not approximately but exactly? Did the words turn into one another
with proper rhythm and grace? Where they artistically and securely fitted together? Were they briskly alive, or were
they full of fuzz and ragged edges? Were they likely to make things happen inside the mind of the reader, igniting
the imagination and touching off all sorts of new anticipations? These questions are relevant not only for the
established novelist but for anyone who attaches value to words as a medium of expression and communication.
E. B. White, whose respect for the environment of good writing is exceeded by no word-artist of our time,
would rather have his five fingers cut off than to be guilty of handling words lightly. No sculptor chipping away at a
granite block in order to produce a delicate curve or freature has labored more painstakingly than White in
fashioning a short paragraph. Obviously, we can’t expect our schools to make every Johnny into a White or a
Flaubert or a Mann, but it is not unreasonable to expect more of them to provide the conditions that promote clear,
careful, competent expression. Certainly the cumulative effort of the school experience should not have to be
undone in later years.
—by Norman Cousins, Editor of Saturday Review

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61. According to the passage, competence in writing is

(1) an art that takes practice. (3) a result of the spontaneous flow of words. Kommentar [A66]:
(2) a skill that requires dexterity. (4) an innate ability that a few people have.

62. The main purpose of the passage is to

(1) present an original idea. (3) argue against an established practice.
(2) describe a new process. (4) comment on a skill and its techniques. Kommentar [A67]:

63. Our schools, according to the passage,

(1) are providing proper conditions for good writing.
(2) should not stress writing speed on a test. Kommentar [A68]:
(3) should give essay tests rather than multiple-choice tests.
(4) teach good writing primarily through reading.

64. In describing White as a “word-artist,” the author means that White

(1) was a great writer. (3) was colorful in his descriptions. Kommentar [A69]:
(2) illustrated his stories. (4) had artistic background.

65. It can be inferred from the passage that the author values good literature primarily for its ability to
(1) relieve the boredom of everyday life. (3) prevent disorder in society.
(2) accurately describe events as they occur. (4) communicate ideas and experiences. Kommentar [A70]:

PASSAGE 2:

French portrait painting in the years immediately following the French Revolution developed a character all its Kommentar [A71]: From UPCAT
2013 Set A
own. The bitter experience of the Revolution created a people who had lost their ability to idealize, and could only item number 250 - 254
recognize a reality they could see. Naturalism became a jealous god that purged completely the elements of
Romanticism—be they classical, Walterian, Bolati, or whatever—with which it had found a certain compatibility in the
first half of the century. We can see naturalism as an end in itself in the late portraits of Francis Peters, where the
earlier Walterial ideal was swept aside. It can also be seen in the work of James Ellis Green, whose portrait of General
Lefete is no match for his marvelous equestrian “Welton.” And it can be recognized in countless other painters of the
period. It has gained for the sixties and seventies the reputation of an art that is crass and banal in its naturalism,
devoid of any poetry. With some justification, the question has been asked whether a painter that was so captivated
by objectivism and the pursuit of reality could attain the level of the highest form of art. The painted portrait in
America experienced the same disastrous result. An excessive naturalism had been encouraged by the appearance
of the camera, which produced an image of total objectivity and accuracy, and unfortunately both patron and artist
accepted this as the true form of art. The photographic naturalism of the painted portrait was not to be outdone by
the modeled portrait, and American portraiture had to await the arrival of such men as Jerome Singer, John Elkin,
and Jerode Balter to restore Art with a capital A upon the throne usurped by Naturalism with a capital N. To rise
above the dull mediocrity it had achieved, naturalism had to be revitalized with elegance and heroism.

66. According to the author, after the French Revolution French portrait painting
(1) was returned to the common man. (3) decreased in quality. Kommentar [A72]:
(2) improved its idealism. (4) developed into a modern classicism.

67. Each of the following is mentioned as affecting art in the 1870s EXCEPT
(1) photography. (2) religion. (3) objectivism. (4) naturalism. Kommentar [A73]:

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68. It seems to be that the thing the author dislikes most about the art following the French Revolution is its
(1) inability to make changes. (3) poor craftsmanship.
(2) use of naturalism. (4) lack of elegance. Kommentar [A74]:

69. The author implies that he liked least the works of

(1) Green. (2) Singer. (3) Peters. (4) Bolati. Kommentar [A75]:

70. The article’s main purpose is to

(1) discuss the reasons for the changes in some of the art of the mid-1800s. Kommentar [A76]:
(2) show how war can destroy art.
(3) urge that art take a turn from naturalism.
(4) show how classical art and modern art are alike.

PASSAGE 3:
The general principles of dynamics are rules which demonstrate a relationship between the motions of
bodies and the forces which produce those motions. Based in large part on the work of the predecessors, Sir Isaac
Newton deduced three laws of dynamics which he published in 1687 in his famous Principia.
Prior to Newton, Aristotle had established that the natural state of a body was a state of rest, and that
unless a force acted upon it to maintain motion, a moving body would come to rest. Galileo had succeeded in
correctly describing the behavior of falling objects and in recording that no force was required to maintain a body in
motion. He noted that the effect of force was to change motion. Huygens recognized that a change in the direction
of motion involved acceleration, just as did a change in speed, and further, that the action of a force was required.
Kepler deduced the laws describing the motion of planets around the sun. It was primarily from Galileo and Kepler
that Newton borrowed.

71. Which of the following scientists established that the natural state of a body was a state of rest?
(1) Galileo (2) Kepler (3) Aristotle (4) Newton Kommentar [A77]:

72. Huygen stated that acceleration was required

(1) for either a change in direction or a change in speed. Kommentar [A78]:
(2) only for a change in speed.
(3) only for a change in direction.
(4) neither for a change in direction nor for a change in speed.

73. The first scientist to correctly describe the behavior of falling objects was
(1) Aristotle. (2) Newton. (3) Kepler. (4) Galileo. Kommentar [A79]:

74. According to this passage, Newton based his laws primarily upon the work of
(1) Galileo and Copernicus. (3) Huygens and Kepler.
(2) Ptolemy and Copernicus. (4) Galileo and Kepler. Kommentar [A80]:

75. What was the main purpose of this passage?

(1) to demonstrate the development of Newton’s laws Kommentar [A81]:
(2) to establish Newton as the authority in the field of physics
(3) to discredit Newton’s laws of motion
(4) to describe the motion of planets around the sun

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PASSAGE 4:
The first reaction one has to the question of viable approaches to the control of chemical and biological
weapons (CBW) is that there are no such approaches. And it is most difficult to dispense with this first reaction. The
reasons are that the nations, including some of the smaller ones, are already downstream too far. The larger
arsenals for CB warfare may be restricted to the major powers, but there is little doubt that an increasing capability
is proliferating in some of the smaller and developing countries. What used to be largely a picture of research has
turned to development, and development has turned to manufacturing and stockpiling. The subject is shrouded in
secrecy and it is the secrecy which seems to provide a non-stop momentum to realize the full potential of these
types of weapons. No one really knows what someone else may have ready for employment in a military situation.
The large and expensive programs in the United States and the Soviet Union are attributed to each other’s “large and
expensive programs”. Knowledge and capability required for detection and defense are tied to knowledge and
capability for retaliation. The “no first use” policy of the United States and other major nations implies that this
retaliation may be in kind, and this requires that weapons of the CB class be available.
A philosophy of mutual deterrence is developing in CB warfare comparable to that in the nuclear warfare. In
fact, much of the literature on the subject repeats that the stalemate in the latter opens up the need for capability in
the former. As an arms race, CBW does not present the spiraling costs of the ICBM-ABM systems, hence a movement
to CB weapons (especially chemical) among some smaller nations. So far as the major powers are concerned, the
elements in CBW which are common with the nuclear arms race include the now-accepted approach to that race.
Thus in discussing control of CB warfare, an editorial in the British journal, Nature, concluded:
“The balance of terror between the great power blocs may not be to everybody’s taste, but it is probably still
the best way of avoiding war.”

76. It can be inferred that the control of chemical and biological warfare
(1) is less costly than controlling other systems of warfare.
(2) may not be possible or necessarily desirable. Kommentar [A82]:
(3) is in the hands of the United States and Russia.
(4) should become a matter of prime importance.

77. Which of the following is not given as a cause for the continued development of CB weapons?
(1) increase hostilities between the nations involved Kommentar [A83]:
(2) the need to have CB weapons with which to retaliate
(3) the need to be able to detect a CB attack
(4) other weapons programs are more costly than the development of a CB system

78. The writer in the British journal might feel that the research and development of CB system should be
(1) encouraged and expanded. (3) immediately halted.
(2) conducted only by the major powers. (4) maintained as it is now. Kommentar [A84]:

79. The justification for the United States’ participation in CB warfare programs is mainly due to the
(1) need for undetectable weaponry. (3) costliness of the nuclear programs.
(2) still untapped knowledge in that field. (4) Soviet Union’s having such a program. Kommentar [A85]:

80. The main purpose of this article is to

(1) show the difficulties involved in stopping CB warfare programs. Kommentar [A86]:
(2) explain the cost of CB warfare.
(3) discuss alternatives to CB warfare.
(4) chronicle the history of CB warfare.

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