Mark the letter A, B, C or D to indicate the word that differs from the other three in the position of the primary stress in each of the following questions.

Question 3:

Read the following passage and mark the letter A, B, tr or I) to indicate the correct answer to each of the questions from 36 to 42.

Humans have struggled against weeds since the beginnings of agriculture. Marring our gardens is one of the milder effects of weeds - any plants that thrive where they are unwanted. They clog waterways, destroy wildlife habitats, and impede fanning. Their spread eliminates grazing areas and accounts for one-third of all crop loss. They compete for sunlight, nutrients, and water with useful plants.

The global need for weed control had been answered mainly by the chemical industry. Its herbicides are effective and sometimes necessary, but some pose serious problems, particularly if misused. Toxic compounds threaten animal and public health when they accumulate in food plants, groundwater, and drinking water. They also harm workers who apply them.

In recent years, the chemical industry has introduced several herbicides that are more ecologically sound. Yet new chemicals alone cannot solve the world's weed problems. Hence, scientists are exploring the innate weed-killing powers of living organisms, primarily insects and microorganisms.

The biological agents now in use are environmentally benign and are harmless to humans. They can be chosen for their ability to attack selected targets and leave crops and other plants untouched. In contrast, some of the most effective chemicals kill virtually all the plants they come in contact with, sparing only those that are naturally resistant or have been genetically modified for resistance. Furthermore, a number of biological agents can be administered only once, after which no added applications are needed. Chemicals typically must be used several times per growing season.

Question 41: The word "innate" is closest in meaning to _____________.

Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions from 43 to 50.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people's. In the same way, children learn all the other things they learn to do without being taught - to talk, run, climb, whistle, ride a bicycle - compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can't find the way to get the right answer. Let's end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one's life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, "But suppose they fail to learn something essential, some­thing they will need to get on in the world?" Don't worry! If it is essential, they will go out into the world and learn it.

Question 45: The word "he" in the first paragraph refers to ___________.

Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions from 43 to 50.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people's. In the same way, children learn all the other things they learn to do without being taught - to talk, run, climb, whistle, ride a bicycle - compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can't find the way to get the right answer. Let's end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one's life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, "But suppose they fail to learn something essential, some­thing they will need to get on in the world?" Don't worry! If it is essential, they will go out into the world and learn it.

Question 43: What does the author think is the best way for children to learn things?

Mark the letter A, B, C or D to indicate the word/phrases SIMILAR in meaning to the underlined word(s) in each of the following questions.

Question 22: Species that have already lost habitat because of deforestation are given higher priority in the plan because of their greater risk of extinction.

Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions from 43 to 50.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people's. In the same way, children learn all the other things they learn to do without being taught - to talk, run, climb, whistle, ride a bicycle - compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can't find the way to get the right answer. Let's end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one's life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, "But suppose they fail to learn something essential, some­thing they will need to get on in the world?" Don't worry! If it is essential, they will go out into the world and learn it.

Question 44: The passage suggests that learning to speak and learning to ride a bicycle are _________.

Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions from 43 to 50.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people's. In the same way, children learn all the other things they learn to do without being taught - to talk, run, climb, whistle, ride a bicycle - compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can't find the way to get the right answer. Let's end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one's life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, "But suppose they fail to learn something essential, some­thing they will need to get on in the world?" Don't worry! If it is essential, they will go out into the world and learn it.

Question 49: The word "complicated" in the third paragraph is closest in meaning to ___________.

Mark the letter A, B, C or D to indicate the word/phrases SIMILAR in meaning to the underlined word(s) in each of the following questions.

Question 23: He hurled the statue to the floor with such force that it shattered.

Mark the letter A, B, C or D to indicate the sentence that is closest in meaning to each of the following questions.

Question 26: "We shall be here the day after tomorrow", they said.

Read the following passage and mark the letter A, B, tr or I) to indicate the correct answer to each of the questions from 36 to 42.

Humans have struggled against weeds since the beginnings of agriculture. Marring our gardens is one of the milder effects of weeds - any plants that thrive where they are unwanted. They clog waterways, destroy wildlife habitats, and impede fanning. Their spread eliminates grazing areas and accounts for one-third of all crop loss. They compete for sunlight, nutrients, and water with useful plants.

The global need for weed control had been answered mainly by the chemical industry. Its herbicides are effective and sometimes necessary, but some pose serious problems, particularly if misused. Toxic compounds threaten animal and public health when they accumulate in food plants, groundwater, and drinking water. They also harm workers who apply them.

In recent years, the chemical industry has introduced several herbicides that are more ecologically sound. Yet new chemicals alone cannot solve the world's weed problems. Hence, scientists are exploring the innate weed-killing powers of living organisms, primarily insects and microorganisms.

The biological agents now in use are environmentally benign and are harmless to humans. They can be chosen for their ability to attack selected targets and leave crops and other plants untouched. In contrast, some of the most effective chemicals kill virtually all the plants they come in contact with, sparing only those that are naturally resistant or have been genetically modified for resistance. Furthermore, a number of biological agents can be administered only once, after which no added applications are needed. Chemicals typically must be used several times per growing season.

Question 40: Which of the following is NOT given as an advantage of using biological agents over chemical herbicides?

Mark the letter A, B, C or D to indicate the correct answer to each of the following questions.

Question 19: We all seem to have a different opinion, so let's let Joey decide, ________?

Mark the letter A, B, C or D to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions.

Question 1

Mark the letter A, B, C or D to indicate the correct answer to each of the following questions.

Question 12: There's a list of repairs as long as _________.

Mark the letter A, B, C or D to indicate the correct answer to each of the following questions.

Question 10: He decided to buy some chocolate kept in an _______ container for his father,  a _______ watch for his mother and a doll with ______ for his little sister.

Read the following passage and mark the letter A, B, C or D to indicate the correct word or phrase that best fits each of the numbered blanks from 31 to 35.

One of the hottest topics on the international development agenda is how to harness the power of International Monetary Fund for the benefit of developing countries. What is sometimes called "the death of distance", brought about by the Internet, allow professional services such as (31) _________ education and training to be provided easily and quickly to (32) _____ areas. Some of the gains can be seen in countries as diverse as India and Morocco, where innovations range from (33)______ government announcements to local craftsmen selling their wares to a (34)     _______ market. But already a huge and expanding digital divide is opening up between developed and developing nations. The major tasks facing world leaders at present is to supply everybody on the planet with clean water, basic education and the drugs needed to fight preventable diseases. Installing a modem in every classroom and linking us to (35) _______ _____  must be a lesser criteria at least.

Question 33

Mark the letter A, B, C or D to indicate the sentence that is closest in meaning to each of the following questions.

Question 27: "I am sorry, Jean. I broke your bicycle," said John.