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ENGLISH STUDY PACK

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Oct, 2024

Haramaya
 Reading Comprehension

A FEW TIPS & TRICKS:

• Reading the questions before the passage offers a purpose.
• Use the answer choices to help you.
● Eliminate any answers you know are wrong.
• Notice the language in the questions and the answer choices.
● Defining words like all, always, usually, most, best
● Negative words and prefixes like not, never, except, un-

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● When asked for a negative, eliminate all choices that are true.

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1. TOPICS OF PARAGRAPHS

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Topic is a general point that the paragraph explains. While you skim a
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paragraph, you should ask yourself these questions: “What is the paragraph
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about?” and “What general point is the paragraph trying to make?”
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Remember that it is not necessarily to read every word in the paragraph,

just glance through a paragraph to get the general point. Then, state the
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topic of the paragraph in a few words. Avoid using terms that are too
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general or too specific.

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Examples
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A. To what use does a kangaroo put its great heavy tail? It leans back and
props itself on it, as a man does on a shooting stick. Many lizards use their
tails that way too. The original monster lizards, almost certainly, swung their
tails as weapons, in a carry-over from the tail-swinging technique of fish.
And today? Is it true that a crocodile uses its tails as a weapon? Yes. It can
knock a man over with one wallop. Do any warm-blooded animals do the
same sort of thing? Yes again. Take ant bear. It thwacks with its tail as
powerfully as a bear with its forepaw.

Topic: the ways some animals use their tails

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B. The earth is getting warmer. This is called global warming. Scientists have
done research on the temperature of places around the world. They say that the
earth’s temperature is higher now than it was years ago. As a result, the climate
is changing in many countries. There are more storms, and the storms are
stronger. The summers are hotter in some places, and the winters are colder.

Topic: ________________________________

2. MAIN IDEA:
The main idea of a passage is the main point the author is speaking about. It is

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sometimes referred to as the “big picture”.

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• It is not the topic; the main idea is more specific than the topic.
• The main idea may be stated in the opening paragraph as a thesis, then

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restated in the concluding paragraph.iy
To determine the main idea, ask yourself these questions:
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• What is the passage about? (topic)
• What is the main point the author wants you to know about the topic?
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• Try to summarize the passage in 1 sentence (Roell, “How to Find the Main
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Idea”). Is that one of the answer choices?

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Not all main ideas are stated. Some are implied.

• Use the supporting details to determine the main idea of the passage.
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• The supporting details are the pieces in the puzzle that build the picture.
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• How do the supporting details tie together? What picture do they reveal?
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Main idea cues: title, topic, focus, subject, emphasis

➢ Main idea cues are clues or signals within a text that can help you identify
the central message or theme. These cues often appear in specific parts of
the passage. Here are some common types:
Title and Topic
● The title of the passage often directly relates to the main idea.
● The topic, or subject matter, of the text can also provide clues about the
main point.
Opening and Closing Paragraphs

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 ● The opening paragraph often introduces the main idea or thesis statement.
● The closing paragraph can restate the main idea or summarize the key
points.
Thesis Statement
● The thesis statement is a sentence that clearly expresses the main idea of
the passage. It is often found at the end of the introduction.
Topic Sentences
● Topic sentences are the main sentences of each paragraph. They usually
introduce the main point of that paragraph, which contributes to the overall
main idea.
Key Words and Phrases

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● Pay attention to repeated words or phrases throughout the passage. These
can be indicators of the main idea.

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● Look for words that express the author's opinion, such as "believe," "think,"
or "argue."

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Supporting Details iy
● Analyze the supporting details to understand how they relate to the main
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idea. They should provide evidence or examples to support the central point.
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∙ The topic is what the paragraph is about.

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∙ The controlling idea is what we learn, or what we find out in the

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paragraph about the topic.

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The main idea can be divided into 2 types.

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2.1. Stated main idea

This type of main idea is clearly stated in the paragraph. The writer can
locate the main idea in different places within a paragraph and uses the rest
of the paragraph to support the main idea. The main idea can appear at the
beginning, the middle, or the end of a paragraph. To find a stated main
idea, first a reader identifies the topic of the paragraph. Next, ask oneself a
question: “What is the paragraph saying about the topic?.” Then, finds the
one or two sentences that sum up the paragraph.
Examples:

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A. The rules of conduct in an examination are clear. Books, calculators and
papers are not allowed in the examination room. Proctors will not permit
anyone with such items to take the examination. A candidate who is caught
cheating will be asked to leave the examination room. His or her examination
paper will be retained by the proctor who will report the incident to the proper
authority. Failure to abide by these rules will result in the student failing the
examination.

Topic: the rules of conduct in an examination

Main idea: The rules of conduct in an examination are clear.

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B. Preferences about what tastes good vary markedly, and many examples exists of

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foods that are acceptable in one culture and not in another. In China, most people
think that cheese is disgusting, but in France, most people love cheese. One

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distinction exists between eating animals that are alive and animals that are dead.
In a few cultures, consumption of live, or nearly live, creatures is considered a
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gourmet specialty; for example, a Philippine dish includes ready-to-be-born
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chicks. In many cultures where hunting and fishing are dominant ways of
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procuring food, people believe that freshness of the catch is important. They
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consider canned meat or fish highly undesirable.

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Topic:_______________________________________
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Main Idea:_________________________________________
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2.2. Implied main idea

This type of main idea is not clearly stated and so it is called an implied main

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idea. It is more difficult to identify a main idea when it is inferred or implied. It
can be implied through other words in the paragraph. To identify the implied
main idea, first the reader needs to find out the topic and ask oneself the same
question: “What is the paragraph saying about the topic?.” Then, the reader can
identify the implied main ideas by drawing from facts, reasons, or examples that
give hints or suggestions concerning the main idea. These hints will be clues
leading the reader to discover the main idea in the selected text.
Examples

A. At the weekend, as soon as Matthew gets out of bed, he seats himself in front of
the television set and tunes in to his favorite program. His mother urges him to

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have his breakfast first but her words fall on deaf ears. Matthew pays no attention
to her request. Eventually, when his mother calls him again Matthew reluctantly

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moves to the dining table but not before he has adjusted the television set so that it
faces the dining table. Throughout breakfast his complete attention is focused on

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the television and, just as soon as he can, he moves the television set back to its
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original position. Matthew remains in front of it with rapt attention until the end of
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the final program at 7.00 pm.
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Topic: Matthew’s weekends

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Main idea: Matthew spends the whole day watching television.

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B. Sociologists reserve the term “small group” to refer to a group small enough for
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members to interact simultaneously, that is, to talk with each other or at least be
acquainted with each other. Small groups such as work groups and families are the
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intermediate link between the individual and the larger societies. This intermediate
position defines their importance in terms of attitudes, values, and behaviors. For
this reason, sociologists are interested in what happens when people get together in
small groups, whether it is to share gossip, reach a decision, or even play card
games.

Topic:_________________________________

Main idea:___________________________________

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 3. SUPPORTING DETAILS:
Supporting details are the additional information given to support the main idea.
• They illustrate the main point the author is making; they draw the picture for the
reader.
• Supporting details offer evidence to bolster the main idea.
• A detail may be a description, a reason, an example, additional information, etc.
To find supporting details:
• Supporting details are found within the heart of the passage
• They can be introduced with transition words like first, next, one, another, for
example, etc. .

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Supporting details cues: reasons, examples, steps, facts, first, next, last, another,

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finally, causes, methods, to begin, also, in addition

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4. RECOGNIZING REFERENCES
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Reference words are words or phrases which are used to refer to the ideas that
have already been stated in order to avoid repetition. They can be either
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anaphoric references (those that point back to what was mentioned previously) or
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cataphoric references (those that refer to what will be expressed later). The
strategy of recognizing reference words is to find the relationship of words or
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phrases in the passage

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The four common types of references words are pronouns, specific words, noun
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substitutes, and synonyms. The details of each one is presented below. It should be
noted that the reference word is underlined, whereas its antecedent or the word
or phrase that the reference word refers to is in bold.

4.1. Pronouns

A pronoun is used to replace the noun that has already been mentioned; e.g., I,
me, you, he, him, her, they, them, it.

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 Examples:

1. My nephew always stays with my mother. He always helps her with chores.

2. A thousand men built Abay Dam for 10 years. They worked day and night on
the dam.

4.2. Specific Words

Specific words give precise meaning according to the function in the sentence.
These words are: “this”, “that”, “these”, “those”, “here”, and “there”.

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Examples:

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1. My hometown is in the South of Ethiopia. That place is very cold in

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January.

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2. Ali passed the entrance examination. This made him happy.
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3. Dire Dawa is near my hometown, but I haven’t been there.
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4.3. Noun substitutes

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This is a writing technique used by the writer in which the writer purposefully
leaves out nouns that have already been stated. The following words are used to
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refer to the noun that has been omitted: “one”, “another”, “the other/others”, “some”,
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“those”, “all”, “the former”, “the latter”, etc.

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Examples:

1. There are ten textbooks for the students to read in the Semantic Course. Some
are available in the central library.

2. Two men are talking in the meeting room. One is my professor and the other is his
friend.

3. Moti and Bon are my colleagues. The former is handsome, but the latter is ugly.

4. 4. Synonyms

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Synonyms refer to words that have similar meanings. The writer usually uses
them to make the text interesting. For example, my son is playing and jumping in
the garden. He enjoys skipping and hopping like a rabbit.

5. INFERENCE:
• An inference is a logical conclusion based on given facts and the reader’s own
experience.
• It is an educated guess or “reading between the lines” about what the author is
hinting at but does not actually state.
• A logical inference is supported by facts and evidence in passage.

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To make a logical inference:
• Words like “suggest”, “infer”, and “imply” indicate an inference question.

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• Use the clues in the passage to draw a logical conclusion. Use the facts first, then

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your experience.
• Look for facts and details in the passage to support the inferences in the answer
choices
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Inference cues: implied, suggested, draw conclusion

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6. USING CONTEXT CLUES :

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• The author often gives clues within the context to help determine the meaning of
certain words. The meaning is somewhere within the text.
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• Use the sentences surrounding the word to determine the meaning.

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• The author may give the definition, a synonym, an antonym, an example, a

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restatement or an explanation of the word to help the reader.

To determine the meaning of a word in context:

• Skim the passage to find the word.

• Read the sentences before and after the sentence that includes the word.
• Look for a definition, explanation, synonym, or other clarification of the word.
• Be sure that the meaning you choose makes sense in the context of the passage.
Reread the sentences using the meaning instead of the word .

These questions have the word in italics. Watch for it as you read.

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 Multiple meanings of a word may be listed, but not all work within the context of
the passage.

When readers read, it cannot be possible for them to know the exact meaning of
every word in the text being read. However, if readers keep looking up the
meaning of every word in a dictionary, it will slow down their reading and also
make reading boring. Consequently, an important part of developing learner’s
reading skill is learning how to guess the meaning of an unfamiliar word.
Pookcharoen (2011) and Wiener and Bazerman (2000) agree that experienced
readers usually use context clues as their strategy to deal with unfamiliar words.

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Context refers to surrounding words, phrases, sentences, and paragraphs that an
unfamiliar word occurs. Using context clues to guess the meaning of an unfamiliar

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word can improve the pace of readers’ reading, help they understand the text
easily, and expand their existing vocabulary repertoire.

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The common types of context clues are definitions, restatement, examples,
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comparison and contrast, and cause and effect . The details and examples of
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each context clues are as follows:
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6.1. Definitions
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A writer directly defines a word in the same sentence or in the surrounding

paragraph in which it is used. A definition clue can be in the form of an
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explanation or a synonym. The signal clues for definitions are:

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to be to mean to define
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to refer to to be called to be defined as

to consist of to be seen as to be described as

to be thought of to be regarded as which means

Examples:
1. Sentence: A division into two contrasting parts, known as a dichotomy, often
highlights conflicting ideas, such as good and evil.
Definition: Dichotomy refers to a split or contrast between two opposing ideas

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 or entities.
Clue: "known as" indicates that a definition is being provided.
2. Sentence: Present everywhere at the same time, the term ubiquitous describes
technology's pervasive influence in modern life.
Definition: Ubiquitous refers to something that is found everywhere or is very
common.
Clue: "describes" signals that an explanation follows.
3. Sentence: Making something better or improving it, ameliorate is often used in
discussions about social policies.

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Definition: Ameliorate means to improve or make a situation better.
Clue: The context implies that a definition is being provided.

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4. Sentence: The mental discomfort experienced when holding two conflicting

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beliefs is what we refer to as cognitive dissonance.
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Definition: Cognitive dissonance is the psychological conflict resulting from
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incongruent beliefs and attitudes.
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Clue: "is what we refer to as" indicates that a definition is being provided.
5. Sentence: An irregularity or deviation from the norm can be called an anomaly,
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which often requires further investigation.

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Definition: Anomaly refers to something that deviates from what is standard,

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normal, or expected.
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Clue: "can be called" signals that an explanation follows.

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6. Sentence: A beginner or novice in a particular field can be defined as a neophyte.

Definition: Neophyte refers to someone who is new to a subject, skill, or belief.
Clue: "can be defined as" clearly introduces the definition.
7. Sentence: Five musicians performing together in harmony make up a quintet.
Definition: Quintet refers to a group of five people or things, especially in music.
Clue: "make up" indicates that a definition is being provided.
8. Sentence: Often regarded as a young person with exceptional talent, a prodigy
captures attention in various fields.

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 Definition: Prodigy refers to a person, especially a young one, endowed with
exceptional qualities or abilities.
Clue: "regarded as" serves as a signal that a definition is being provided.
9. Sentence: A tube containing mirrors and colored glass can be described as a
kaleidoscope, creating beautiful patterns when viewed through one end.
Definition: Kaleidoscope refers to an optical instrument with mirrors that
creates changing patterns through reflections.
Clue: "can be described as" indicates that an explanation follows.
10. Sentence: Someone who possesses profound knowledge in a specific area,
despite limitations in others, is often thought of as a savant.

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Definition: Savant refers to a person of profound or extensive learning; an

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eminent scholar.

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Clue: "is often thought of" signals that an explanation follows.
11. Sentence: Distinguished conductors or composers are often regarded as
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maestros in the world of classical music.
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Definition: Maestro refers to a master in any art, especially music; a
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distinguished conductor or composer.

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Clue: "are often regarded as" indicates that a definition is being provided.
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12. Sentence: The spirit or mood characteristic of a particular period of history is

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captured by the term zeitgeist, which means it reflects cultural trends and ideas.
Definition: Zeitgeist refers to the defining spirit or mood characteristic of a
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particular period of history.

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Clue: "which means" clearly introduces the definition.

6.2. Restatements

Sometimes, the writer uses signals of words that follow an unknown word or
expression to restate or explain what the antecedence words means. The signal
clues for restatements are:
or that is that is to say

in other words to put it another way i.e.

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 comma , commas ,…….., dash –

dashes –…….– parentheses ( )

Signal Words for Restatements

1. Sentence: The culmination of the project, or the final result after months of
effort, was celebrated by the entire team.
Definition: Culmination refers to the highest point of development or the final
stage of something.
Clue: "or" signals that a restatement is being provided.

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2. Sentence: The dichotomy in her argument—that is, the clear division between

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two opposing viewpoints—was compelling.
Definition: Dichotomy refers to a contrast between two things that are

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represented as being opposed or entirely different.
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Clue: "that is" indicates that an explanation follows.
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3. Sentence: His rhetoric, that is to say, his persuasive language and techniques,
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captivated the audience.

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Definition: Rhetoric refers to the art of effective or persuasive speaking or

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writing.
Clue: "that is to say" introduces a clarification.
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4. Sentence: Her tenacity, in other words, her determination and persistence,

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ensured that she achieved her goals.

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Definition: Tenacity refers to the quality of being very determined; persistence.

Clue: "in other words" signals that a restatement is being provided.
5. Sentence: The paradigm shift can be described as a fundamental change in
approach; to put it another way, it represents a new way of thinking about a
problem.
Definition: Paradigm shift refers to a significant change in the underlying
assumptions or practices of a particular field.
Clue: "to put it another way" indicates that an explanation follows.
6. Sentence: The zeitgeist, i.e., the spirit of the time, greatly influences cultural

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 trends and artistic movements.
Definition: Zeitgeist refers to the defining spirit or mood characteristic of a
particular period of history.
Clue: "i.e." introduces a specific clarification.
7. Sentence: The prodigy, a child with exceptional talent in music, astounded
everyone with her performance.
Definition: Prodigy refers to a person, especially a young one, endowed with
exceptional qualities or abilities.
Clue: The comma indicates additional information explaining the term.

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8. Sentence: The experiment revealed unexpected results—unexpected, indeed,
given our prior assumptions—leading us to rethink our hypothesis.

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Definition: Unexpected means not anticipated or foreseen; surprising.

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Clue: The commas provide additional context about what was unexpected.
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9. Sentence: His indignation—a strong feeling of displeasure—was evident when he
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heard the news.
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Definition: Indignation refers to anger or annoyance provoked by what is

perceived as unfair treatment.
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Clue: The dash introduces an elaboration on what indignation means.

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10. Sentence: The ephemeral nature of beauty—fleeting and temporary—reminds

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us to appreciate moments as they come.

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Definition: Ephemeral refers to something lasting for a very short time;

transient.
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Clue: The dashes indicate additional information explaining the term.

11.Sentence: The camaraderie (the mutual trust and friendship among teammates)
was palpable during their victory celebration.
Definition: Camaraderie refers to a spirit of friendship and community among
people.
Clue: Parentheses provide clarification about what camaraderie entails.

Examples

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 1. Students can gain a better understanding of a science concept if the
teacher were to use a metaphor, that is by referring to something else
which has the same quality with the concept being discussed .

2. Seventeenth-century attempts to preserve anatomical specimens

brought about modern embalming, the preservation of the body after
death by artificial chemical means.

6.3. Examples

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Often, the writer uses an example or illustration of word to identify the
unknown meaning of the word. Readers should draw on background

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knowledge to guess the meaning of the unknown word. The signal clues
for examples are:

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for example for instance such as
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such…as like e.g.
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colon : comma , dash –

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Examples:
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1. The play we attend last night contained a variety of morbid events: the
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death of a young child, the suicide of his father, and the murder of an
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older brother.
2. The waiter in the luxurious discotheque was always well remunerated
for his work. For example, his tip money amounted to at least 1,000 birr
a night.

6.4. Comparison and Contrast

The writer, sometimes, uses connectives showing comparison and

contrast to indirectly help define an unknown word. The signal clues
for comparison and contrast are:

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 Comparison
as/as….as like/alike similar to

resemble similarly likewise

correspondingly in the same way in like manner

compared to as if/as though as well as

Examples:

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1. Repartee, as well as other kinds of conversation which is fast and full of
intelligent and amusing remarks and replies, kept the talk show from

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becoming boring .

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2. If you invert the letter “W”, you will get the letter “M”. In the same way,
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you get the letter “u” by turning the letter “n” upside down.
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Contrast
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but/yet however/nevertheless while/whereas

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instead of on the other hand on the contrary

in contrast conversely despite/in spite of

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though/although/even
though
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Examples

1. A crowd of people gathered in the street during the protest

although they were not supposed to congregate there.

2. Despite proposed cutbacks in financial support for domestic

students, assistance for foreign students studying and training in
the United States is to be sharply increased .

6.5. Cause and Effect

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An unknown word is sometimes indirectly defined by connectives indicating cause and
effect. The signal clues for cause and effect are:

Cause
because since as

for now that because of

owing to due to on account of

Examples:

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1. These flowers bloomed earlier in May but are languishing now
because of the heat and lack of rain.

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2. Due to an oversight of those inexperienced engineers, the electricity
supply for the whole town failed.
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Effect
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so therefore thus
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hence accordingly consequently

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as a result so that in order that

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Examples:
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1. They knew that the young people needed a meeting place; therefore,
they converted an unused house into a teen center.

2. The eagle builds her nest high on a rocky cliff. As a result, she will have
no apprehension that anyone will steal her eggs.

Activity: Instructions: Read the following sentences and use the context clues as
a guide to define the words in bold type. Write your answer in the space given
and also explain the signal cues. Do not use a dictionary.

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 1. Before the competition, the athletes appeared calm although we all knew
they were extremely agitated.

Definition : ______________________________________

Clue : _________________________________________
2. Hypnotism is the process of inducing a state of relaxation in which
people seem to behave in ways they may not do otherwise.

Definition : _____________________________________

Clue : _________________________________________

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3. Due to the scarcity of food in her territory, the mother lioness had to
roam far to find a meal for her child.

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Definition : ____________________________________

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Clue : ________________________________________
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4. Chala looked dazed, that is, stunned, as if someone had shocked him
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with bad news or with a heavy blow to the head.
Definition : _________________________________________
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Clue : _____________________________________________
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6.6. Inference Clue

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Inference clues require readers to deduce the meaning of an unfamiliar word based on
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logical reasoning from the surrounding text. This type of clue does not provide a direct
definition but allows readers to piece together information.
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● Example: "She avoided eye contact, fidgeted constantly, and had a habit of
mumbling."
○ From these behaviors, one might infer that the character is anxious or
nervous without those specific words being stated.

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6.7. Mood/Tone Clue

Sometimes, the overall mood or tone of a passage can provide hints about an
unfamiliar word's meaning. Words used in contexts with specific emotional
connotations can guide inference.
● Example: "The crowd erupted in jubilant cheers when their team scored."
○ The positive tone associated with “jubilant” suggests it means something
akin(similar) to joyful or celebratory.

6.8. Guessing meaning from word structure

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This section talks about two types of word formation in the English language:
adding affixes to roots and compound words

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6.8.1. Adding affixes to roots
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Another strategy to discover the meaning of an unknown word is to break it
down into meaningful parts: prefixes, roots, and suffixes.
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A prefix is a group of letters with a special meaning that appears in front of a

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word. Adding a prefix to a root changes meaning.

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A Suffix is a group of letters with a special meaning that appears at the end of a
word. Adding a suffix to a root changes part of speech.
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The root is the basic part of the word. Prefixes and suffixes are added to some
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roots to create new words. In most cases, a word is created from at least one
root. Words can have more than one prefix, root, or suffix.

The strategy of analyzing word structure can help readers grasp the meanings of
unknown words.

For example, “transcription” can be divided into:

The prefix “trans” means “across.”

The suffix “-tion” means “state of.”

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 The root “script” means “to write.”

“Transcription” means “the state of writing across”.

That is, when you transcribe something, you change it from one form to a
written form – that is you “write across” as in the sentence “Many spoken
interviews are turned into transcriptions so you can read what you said”.

Activity: Instructions: Study the word parts below and their meanings given. Then,
choose the most appropriate word in the box which best fits in each blank.

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congenital degenerate gene genealogist genealogy generate genitals genocide genus
photogenic progenitor progeny

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Prefixes

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con-(with)
de- (down, away) iy
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pro- (forward)
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Roots
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gen (birth, race, kind)

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logy (study of)

photo (light)
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Suffixes
-al (that, which)
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-ate (to make)

-ic (relating to)
-ist (one who)
-or (one who)
-us (that, which)
-y (result of)

Choose the most appropriate word from the options given to complete each sentence:
1. The chemical units that carry heredity characteristics from parents to offspring
are called ______, which determine the characteristics of a living thing.

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 A) gene B) progenitor C) genealogy D) degenerate
2. A ________ quality is one that has always been part of your character and is
unlikely to change. A) photogenic B) congenital C) degenerate D) generate
3. _______ is the intentional destruction of a race but it can be extended to
include social or political groups.
A) Genocide B) Genealogy C) Genitals D) genus
4. It is important to grasp that being naturally beautiful or striking does not
necessarily translate to being _______ in photos.
A) photogenic B) progeny C) generate D) congenital
5. Completing the project on time and under budget ______________ a feeling of

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pride and accomplishment among the team.

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A) generates B) degenerate C) genealogy D) genocide

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6.8.2. Compound words
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Compound words are created from two words. Considering each word part can
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help readers recognize the unknown word and try to figure out its meaning. For
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example, consider the following words:

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bookmark (book + mark) landlocked (land + locked)

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openminded (open + minded) undercut (under + cut)

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paperwork (paper + work) upstart (up + start)

M

Activity: Understanding Compound Words

BY

Choose the correct definition for each compound word from the
options given.
1. breakneck:
A) A type of fish B) Extremely fast or dangerous C) A primary support D) A small
advantage
2. steelhead
A) A type of fish B) Extremely fast or dangerous
C) A person who controls access D) A small support

21
 3. mainstay
A) A primary support or essential part B) A type of fish
C) A foothold in climbing D) A person who controls access
4. toehold
A) Extremely fast or dangerous B) A small advantage or initial position
C) A primary support D) A type of fish
5. gatekeeper
A) A person who controls access to something B) Extremely fast or dangerous
C) A small support D) An essential part of a structure

SS
6.9. Considering multiple meanings of words

SB
Some words have many different meanings, and they tend to cause

iH
problem for readers; e.g. the word “light”. Look at the uses of the
iy
word in the following sentences. What does “light” mean in each
Al
case?
ed

1. Please light the fire in the fireplace. __________________

m

2. Ililli wore a light jacket despite the cold. _______________

am

3. I painted my room in a light blue. ____________________

4. We didn’t know about his criminal record; only today has it come to light.
oh

_______
M

5. The wall cuts off our light. __________________.

In addition, the meaning of a verb can differ when it is an intransitive, another
BY

when it is a transitive, and another when it is a linking verb. Consider the

meaning of the verb “grow” in the sentences below, identify type of verb in each
sentence, then guess the meaning of each one.

Type of verb meaning

1. The trade volume is growing. ______ _______________

2. Thai farmers grow rice. ______ _______________

3. We grow old. ______ _______________

22
From the above sentences, it can be concluded that the same word can have more
than one part of speech and the meaning of each part of speech may not be the
same. Therefore, in guessing the multi-meanings of a word, readers need to
notice how the word functions (part of speech) in the sentence, also use their
background knowledge and context clues to help draw conclusion about the
meaning. Then, test the meaning they guess in a sentence.
Activity: Instructions: Read each of the sentences that follows and decide the
specific meaning of the underlined word. Then choose the appropriate definition
provided.
∙ pay

a. have a good result b. give money in order to buy something

SS
c. suffer from something you have done d. money received from doing their jobs

SB
_____ 1. “Crime does not pay” is the message you get from the film.

iH
_____ 2. The employers in the factory were demanding higher pay.
∙ shoot
iy
Al
e. firing a gun f. making a film g. taking advantages of h. asking and acting quickly
ed
m

_____ 3. She was shooting at bottles on a wall.

am

_____ 4. They are going to start shooting tomorrow morning.

oh

_____ 5. Journalists were shooting questions at the Prime Minister

M

7. AUTHOR’S TONE:
BY

• The author’s tone is the attitude or feelings the writer has toward the
topic.
• Word choice is the best tool to determine author’s tone. Look for facts,
bias, intrigue.
• Positive or negative language can point to the author’s feelings about the
subject.

To determine the author’s tone, ask:

• Who is the author’s intended audience?
• What feelings does the writer have toward the subject?

23
 • What words support this feeling?
• Look at the answer choices. Find words within the passage that support
one of the choices.

Key Words for Analyzing Author's Tone

Positive Tone: Words that convey optimism, enthusiasm, or admiration:
● Admiring: admirable, commendable, impressive, outstanding
● Joyful: delightful, uplifting, joyous, cheerful
● Inspirational: motivating, encouraging, empowering, transformative
● Supportive: beneficial, helpful, constructive, valuable
● Affectionate: loving, warm-hearted, caring, compassionate

SS
● Confident: assured, certain, hopeful, promising

SB
Negative Tone: Words that express criticism, disappointment, or negativity:
● Critical: harsh, scathing, detrimental, condemning
●
iH
Disappointed: disheartening, discouraging, frustrating, upsetting
iy
● Angry: furious, outraged, irate, hostile
Al
● Pessimistic: bleak, hopeless, grim, cynical
● Fearful: alarming, dangerous, threatening, concerning
ed

● Dismissive: trivializing, belittling, condescending

m

Neutral Tone: Words that are factual or objective without strong emotional
am

connotations:
oh

● Descriptive: straightforward, factual, informative

● Balanced: impartial, fair-minded, equitable
M

● Analytical: logical, reasoned, methodical

BY

● Observational: noting, observing, reporting

Tone Indicators by Context
1. Emotional Context: Look for words that evoke feelings. For example:
● "heartwarming" suggests a positive tone.
● "devastating" indicates a negative tone.
2. Intensity of Language: The strength of the words used can indicate tone:
● "extraordinary" vs. "acceptable" (positive)
● "catastrophic" vs. "unfortunate" (negative)
3. Figurative Language: Metaphors and similes can reveal tone:
● "a beacon of hope" suggests positivity.

24
 ● "a dark cloud hanging over" implies negativity.
4. Adjectives and Adverbs: Descriptive words can clarify tone:
● Positive: "brilliant," "remarkable," "enthusiastic."
● Negative: "mediocre," "disastrous," "apathetic."
5. Verbs: Action words can also reflect tone:
● Positive: "celebrate," "embrace," "achieve."
● Negative: "struggle," "fail," "suffer."
➢ There are several types of tone that writers can convey, each serving a
different purpose or evoking a specific emotional response from readers.
● Formal: This tone is commonly employed in academic, professional, or
serious and often authoritative contexts. It is characterized by the

SS
deliberate selection of words, sentences that are well-organized, and
the absence of informal language. The practice of using formal language

SB
is prevalent in business, legal, and academic writing. The author’s
intention is to effectively communicate their expertise and knowledge.

iH
● Informal: An informal tone is characterized by its conversational and
iy
relaxed nature. It frequently incorporates contractions, slang, and a
Al
friendly or approachable tone. Personal communication and less formal
writing often exhibit this commonality.
ed

● Pessimistic Tone: A pessimistic tone is used to express a negative,

m

gloomy, or cynical perspective. The statement implies that the writer

am

anticipates negative or unfavorable results. Writing with a pessimistic

tone involves emphasizing problems, challenges, and potential
oh

difficulties. The reader may experience feelings of despair,

hopelessness, or disillusionment when exposed to it.
M

● Optimistic Tone: On the other hand, an optimistic tone expresses a

BY

positive, hopeful, or confident attitude. The statement implies that the

writer expects positive or beneficial results. Writing with an optimistic
tone highlights solutions, opportunities, and positive aspects. The text
has the potential to evoke feelings of hope, motivation, or
encouragement in the reader.
● Neutral: A neutral tone is characterized by its lack of emotion and its
objectivity. Its objective is to provide information or facts without
influencing the reader’s emotions. News reports and scientific papers
frequently employ a neutral tone.
● Positive: A positive tone is characterized by optimism, enthusiasm, and
approval. It is frequently employed to inspire or motivate the audience,

25
 fostering a sense of hope or happiness.
● Negative: On the other hand, a negative tone conveys pessimism,
disapproval, or criticism. It can be utilized to bring attention to
problems or issues, evoking a sense of concern or sadness.
● Casual: A casual tone is characterized by its relaxed, everyday, and
friendly nature. It is commonly utilized in personal emails, blogs, and
informal conversations.
● Humorous: A humorous tone is characterized by being lighthearted and
funny. Its goal is to entertain and evoke laughter from readers. Satirical
writing frequently employs a humorous tone.
● Sarcastic: Sarcasm is a type of verbal irony in which the speaker

SS
expresses the opposite of what they actually mean. It frequently
expresses mockery or criticism.

SB
● Conversational: The tone of this writing simulates a spoken
conversation, creating a dialogue-like experience for the reader.

iH
Narratives and personal essays frequently employ its usage.
iy
● Persuasive: A persuasive tone is used to effectively convince or
Al
influence the reader’s opinions or actions. A compelling argument often
incorporates appeals to both emotions and logic.
ed

● Informative Tone: An informative tone is employed in writing to deliver

m

objective, factual, and direct information without the inclusion of

am

personal opinions, emotions, or judgments. The purpose is to provide

education, clarification, or present information in a clear and unbiased
oh

manner. This tone is frequently found in textbooks, news articles,

research papers, and instructional materials.
M

● Objective: An objective tone is characterized by its impartiality and lack

BY

of bias. It is based on factual information, evidence, and avoids personal

opinions. In scientific and research writing, it is a common practice.
● Subjective: A subjective tone encompasses personal opinions, emotions,
and the perspective of the author. Personal narratives, reviews, and
editorials often include this common element.

26
8. AUTHOR’S PURPOSE
Why Did the Author Write This Piece?
The author's purpose refers to the reason behind writing a particular text.
Understanding this purpose helps readers interpret the content more
effectively.
❖ Common Purposes of Writing
➔ To Inform
◆ Characteristics:Language is factual and objective.
◆ Example: Textbooks, news articles, how-to guides.
➔ To Persuade
◆ Characteristics:Language is often biased and emotional.

SS
◆ Example: Opinion pieces, advertisements, political speeches.
➔ To Entertain

SB
◆ Characteristics:Language is engaging, humorous, or intriguing.
◆ Example: Novels, short stories, plays, poetry.
➔ To Analyze
iH
iy
◆ Characteristics:Language is focused and evidence-based.
Al
◆ Example: Research papers, analytical essays, critical reviews.
➔ To Describe
ed

◆ Characteristics:Language is rich in sensory details and imagery.

m

◆ Example: Descriptive passages in novels, travel writing, character

am

sketches.
❖ Steps to Determine Author's Purpose
oh

➔ Consider the Audience

M

◆ Identify who the intended readers are. Understanding the audience

can provide context for the author's choices in tone and language.
BY

➔ Analyze the Tone

◆ Examine the tone of the writing. Strong positive or negative
language often indicates persuasive intent, while neutral language
may suggest an informative purpose.
➔ Identify Key Features of the Passage
◆ Look for specific characteristics that align with one of the
purposes:Informative: Factual statements, statistics, explanations.

Example
Passage Excerpt:

27
"As I walked through the bustling market, vibrant colors of fresh fruits and vegetables
danced in my eyes while the sweet aroma of spices filled the air. Laughter echoed
from nearby stalls where vendors enthusiastically showcased their goods."
Analysis:
● Intended Audience: General readers interested in travel or culinary
experiences.
● Tone Used: Engaging and vivid; suggests a positive experience.
● Purpose Determination:
● The passage primarily aims to describe a lively market scene using
rich sensory details that evoke emotions and create a vivid image for
readers.

SS
9. FACT and OPINION

SB
What is a Fact?

iH
● Definition: A fact is a statement that can be proven true or false through
iy
evidence, observation, or research. Facts are objective and verifiable.
Al
Example:
ed

"The Earth revolves around the Sun." (This can be proven through scientific
evidence.)
m
am

"Water boils at 100 degrees Celsius at sea level." (This can be verified through
experimentation.)
oh

What is an Opinion?
M

● Definition: An opinion is a belief, judgment, or viewpoint that is subjective

BY

and cannot be proven true or false. Opinions are often influenced by

personal feelings, interpretations, or beliefs.
Example:
"Chocolate ice cream is the best flavor." (This is subjective and varies from
person to person.)
"The book was boring." (This reflects a personal feeling and cannot be universally
validated.)
➢ How to Determine Fact vs. Opinion
➔ Look at the Language Used

28
 ◆ Fact: Uses objective language that presents information clearly
without emotional connotations.
◆ Opinion: Often includes subjective language, adjectives, or phrases
that express feelings or judgments.
➔ Can the Statement Be Proven?
◆ If the statement can be verified through evidence, research, or
observation, it is a fact.
◆ If the statement reflects a belief or feeling that cannot be
substantiated with evidence, it is an opinion.
➔ Is the Statement a Feeling or Belief?
◆ Statements that express preferences, feelings, or beliefs are typically

SS
opinions.
◆ Statements that provide data or specific information are usually

SB
facts.

Examples for Practice

iH
iy
❖ Statement: "The capital of France is Paris."
Al
➢ Type: Fact
ed

➢ Reasoning: This statement can be verified through geographical

data.
m

❖ Statement: "Summer is the best season of the year."

am

➢ Type: Opinion
➢ Reasoning: This reflects a personal preference and cannot be
oh

universally proven.
M

❖ Statement: "The Great Wall of China is over 13,000 miles long."

➢ Type: Fact
BY

➢ Reasoning: This can be checked through historical records and

measurements.
❖ Statement: "Cats make better pets than dogs."
➢ Type: Opinion
➢ Reasoning: This is subjective and varies based on individual
preferences.
❖ Statement: "The Pacific Ocean is the largest ocean on Earth."
➢ Type: Fact
➢ Reasoning: This can be confirmed through scientific research and
geographical data.

29
10. SUMMARIZING
What is a Summary?
A summary is a concise restatement of the main ideas and essential points of a
passage or text. It distills the content into a shorter form, allowing readers to
grasp the core message without reading the entire piece.
❖ Key Characteristics of a Good Summary
➢ Main Ideas Focused
○ A summary should capture the primary concepts expressed in the
passage, highlighting the most important points while omitting
extraneous details.

SS
➢ Order of Information
○ Summaries are typically structured to reflect the order of

SB
information presented in the original text, although this is not
always necessary.
➢ Conciseness
iH
iy
○ A summary should be brief and to the point, avoiding unnecessary
Al
elaboration or repetition.
➢ Answering Key Questions
ed

○ A basic summary can address key questions such as:

m

■ Who: Who is involved in the passage?

am

■ What: What is the main topic or event?

■ When: When does it take place?
oh

■ Where: Where does it occur?

M

■ Why: Why is it significant?

■ How: How does it happen?
BY

❖ Steps to Create an Effective Summary

➢ Identify Main Ideas
○ Read through the passage and highlight or note down the main
ideas from each paragraph. Focus on topic sentences and key points
that convey the overall message.
➢ Draft the Summary
○ Use the main ideas to construct a coherent summary. Ensure that it
follows a logical sequence that reflects the structure of the original
text.
➢ Avoid Excessive Details

30
 ○ Be cautious not to include minor details or examples that do not
contribute significantly to understanding the main ideas.
➢ Check for Accuracy
○ Ensure that your summary accurately represents the content of the
passage without introducing new information or misrepresenting
the original ideas.
➢ Review Concluding Statements
○ Often, the concluding paragraph of a passage may encapsulate its
main points effectively, making it a useful reference when crafting
your summary.

SS
Passage Excerpt:

SB
"The rise in global temperatures has led to significant changes in weather patterns
across the globe. Scientists have observed more frequent and severe storms, droughts,

iH
and heatwaves. These changes pose serious threats to agriculture, water supply, and
iy
biodiversity. Immediate action is necessary to mitigate these effects and adapt to new
Al
environmental conditions."
ed

Questions
1. What is the main topic of the passage?
m

A) The causes of climate change

am

B) The impact of rising global temperatures on weather patterns

oh

C) Solutions for environmental issues

M

D) The importance of biodiversity

BY

2.Which of the following best summarizes the passage?

A) Rising global temperatures are causing severe weather changes, threatening

agriculture and water supply, necessitating immediate action.

B) Scientists believe that climate change is a hoax and does not affect weather
patterns.

C) Agriculture is important for biodiversity and should be protected at all costs.

31
D) Weather patterns have always changed, and there is no need for concern.

3. What specific threats are mentioned in the passage?

A) Increased tourism and economic growth

B) Severe storms, droughts, and heatwaves

C) Pollution and deforestation

SS
D) Urbanization and habitat destruction

SB
4. What action does the passage suggest is necessary?

iH
A) Delaying action until more research is conducted
iy
Al

B) Immediate action to mitigate effects of climate change

ed
m

C) Focusing solely on renewable energy sources

am

D) Ignoring weather changes as part of natural cycles

oh
M
BY

32
Practice Reading Comprehension questions
Directions: There are two passages under this section. Read each of them
carefully and answer questions from 1 - 10 according to the information therein.
From the four choices, **A-D**, given for each question, choose the correct
answer.
Passage:1

The Global Energy Crisis

The world is currently facing a significant energy crisis, driven by a confluence

of factors, including geopolitical tensions, increased demand, and supply

SS
disruptions. The conflict in Ukraine has disrupted global energy markets,
particularly for natural gas, leading to soaring prices and energy shortages in

SB
many countries. At the same time, the transition to renewable energy sources is

iH
still in its early stages, and traditional fossil fuels remain the dominant source of
energy. This has created a supply-demand imbalance, further exacerbating the
iy
energy crisis.
Al
ed

The energy crisis has far-reaching implications for economies, societies, and the
environment. Rising energy costs are putting a strain on households and
m

businesses, leading to inflation and economic slowdown. Additionally, the

am

reliance on fossil fuels contributes to climate change and environmental

degradation. Addressing the energy crisis requires a multifaceted approach that
oh

includes diversifying energy sources, investing in renewable energy

M

technologies, and promoting energy efficiency.

BY

One of the most pressing challenges in the transition to renewable energy is the
intermittency of sources like solar and wind power. To address this, grid
modernization and energy storage solutions are essential. Furthermore,
international cooperation is crucial to ensure a just and equitable transition to a
low-carbon economy.

The energy crisis also highlights the need for long-term energy planning and
investment. Governments and businesses must invest in energy infrastructure,
research and development, and human capital to ensure a sustainable and
resilient energy future. By taking proactive steps to address the energy crisis, we

33
can mitigate its negative impacts and build a more sustainable and prosperous
world.

Questions:

1.The main idea of the passage is:

A. The benefits of renewable energy

B. The challenges of the global energy crisis
C. The geopolitical causes of the energy crisis
D. The economic impact of the energy crisis

SS
2. The central subject matter of the passage is:

SB
A. Climate change
B. Renewable energy

iH
C. The global energy crisis iy
D. Geopolitical tensions
Al

3. The author's attitude towards the energy crisis can be described as:
ed

A. optimistic B. pessimistic
m

C. neutral D. indifferent
am

4. The tone of the passage is primarily:

oh

A. informative
B. persuasive
M

C. humorous
BY

D. sarcastic

5. The author's main purpose in writing this passage is to:

A. promote renewable energy
B. criticize the use of fossil fuels
C. inform readers about the global energy crisis
D. persuade governments to take action on climate change

6. The passage mentions which of the following as a factor contributing to the

energy crisis?
A. Increased demand for energy

34
B. Abundant supply of fossil fuels
C. Reduced reliance on renewable energy
D. Peaceful geopolitical relations

7. Based on the passage, it can be inferred that:

A. The energy crisis will be resolved soon.
B. The transition to renewable energy is complete.
C. The energy crisis has significant economic and social implications.
D. The reliance on fossil fuels is beneficial for the environment.

8. The passage is organized in a:

SS
A. chronological order
B. cause and effect order

SB
C. compare and contrast order
D. problem-solution order

iH
iy
9. The word "exacerbated" in the passage most likely means:
Al
A. worsened
B. improved
ed

C. stabilized
m

D. eliminated
am

10. The passage suggests that addressing the energy crisis requires:
A. relying solely on fossil fuels
oh

B. ignoring the economic and social implications

C. a multifaceted approach involving various strategies
M

D. ignoring the environmental impact

BY

2016 English Entrance Exam (Read Comprehension and Vocabulary)

Directions: There are two passages under this section. Read each of them
carefully and answer questions from 1 - 18 according to the information therein.
From the four choices, **A-D**, given for each question, choose the correct
answer.

35
Reading Passage 2

Breaking the Rules

1. College and high school students often look for shortcuts to make their work
easier. To achieve a good grade, students are sometimes tempted to cheat. One
of the most frequent ways of cheating is to buy essays from the Internet. This
may result in a good grade. However, plagiarism (copying someone else’s work
and pretending it is yours) is irresponsible from a social and an academic
standpoint.

SS
SB
2. First, plagiarism is socially unacceptable. Students are expected by teachers

iH
and their classmates to do their own work. If a student plagiarizes, he or she
violates that trust. This may damage the relationship between the student and
iy
the teacher, as well as the relationship with classmates.
Al
ed

3. Plagiarism is also wrong because it is against academic policy. Even though

m

buying essays and presenting them as your own may save time initially, this is
am

against university rules. In fact, universities have ways to prove if students have
plagiarized. Instructors can use software that compares a student essay and
oh

material on the Internet. This way, instructors can detect if a particular essay
M

was copied. The consequences are very serious.

BY

4. It is true that many students at colleges have busy schedules and may have
trouble completing their assignments on time. Some students may argue that
because of their situation, they sometimes have no choice but to buy essays from
the Internet. However, this should never be the solution. Instead, students might
try to negotiate with their instructor on the deadline. Furthermore, while
writing may be a struggle for some students who feel that their writing is not
good enough to receive an A, it is crucial that they do their own work. They may
go to a writing center for help. Otherwise, if they plagiarize, they will not
develop their own writing and critical thinking skills. As a result, they may not
be prepared to pass their final exams. In the end, plagiarizing is harmful to a
student’s own academic success.

36
5. I believe that university authorities should discourage plagiarism by making
students more aware of the problems it causes. It damages classroom
relationships, violates school policies, and prevents students from realizing their
own potential. If we don’t stop it, many students will lose out on their education.

(Source: Slightly adapted from *Effective Academic Writing 3* by Jason Davis and
Rhonda Liss (2006) Oxford University Press)

1. It is implied in paragraph 2 that

SS
A. there is nothing universities/colleges can do to control academic theft

SB
B. plagiarism can easily be detected and there are punishments for it
C. the majority of students commit this crime but it’s not taken seriously

iH
D. buying material from the Internet is the most frequent way of cheating
iy
Al
2. The word ‘This’ in paragraph 1, line 4 refers to
ed

A. making your work easier

m

B. being tempted to cheat

am

C. buying essays from the Internet

oh

D. using the Internet regularly

M

3. What does the word ‘their’ in paragraph 2, line 2 refer to?

BY

A. the students’
B. the teachers’
C. the group’s
D. the classmates’
4. The word ‘this’ in paragraph 3, line 2 refers to
A. saving the time initially on presentation
B. buying essays from the Internet
C. pretending the essays copied from Internet as yours

37
 D. the way instructors can compare students’ essays
5. Which one of the following has the closest meaning to the word ‘negotiate’ as
used in paragraph 4, line 5?
A. deal
B. dispute
C. argue
D. disagree
6. The right thing to do for students who believe their writing skills are not so
good is to

SS
A. ask their friends to write essays for them instead of taking them from the

SB
Internet

iH
B. buy essays from the Internet legally iy
C. try harder and improve their own writing skills through repeated practice
Al

D. focus on just the idea and let the teacher worry about the accuracy of their
ed

writing
m

7. If students have too many assignments to complete, they

am

A. have no choice but borrow some material from the Internet

oh

B. can try and convince their teacher to give them more time
M

C. should withdraw and take some time to improve their skills

BY

D. can ask their classmates to do some of the work for them

8. Which one of the following is NOT a problem caused by plagiarism?
A. The student can be suspended from the college/university.
B. The student can waste a lot of time surfing the Internet.
C. The student’s social relationships can be negatively affected.
D. The student can receive an F for the course or assignment.
9. The author suggests that the best way to prevent plagiarism in colleges is to
A. make students aware in advance that the act is wrong

38
 B. punish the criminal when he/she is found cheating
C. train university authorities so they can easily prevent it from happening
D. train teachers to be able to detect the crime when it is committed

Reading Passage 3
Factors that Lead to Success in College

1. The road to success in college is full of obstacles that might interfere with

SS
students reaching their goals. Despite these obstacles, students can achieve their
dream of earning their degree. They need support from family and friends,

SB
strong motivation, and the ability to focus.

iH
2. To begin with, college students need the support of their families to succeed.
If they are lucky, they have families that protect and nurture them. Their family
iy
members act as helping hands, and friends who they can depend on emotionally.
Al

Students need this support system to help them realize their own capacity even
ed

when they doubt themselves. For example, because the workload is too great or
the exams are too hard, students may get discouraged. Families can encourage
m

them to persevere. In addition, tuition and books are very expensive;

am

consequently, some students are forced to work. If they receive financial

assistance from their families, they can dedicate all their time to their studies.
oh

3. Students need to keep up the motivation they need to study. Students have
M

many obligations to fulfill, such as completing homework assignments and

BY

research projects, studying for exams, and writing term papers. Many students
work after school and arrive home late at night. Only dedicated and responsible
students will push themselves to finish their work before going to bed. When the
options are to go to a party with friends or stay home and work, only determined
students will choose to study.
4. Students also need to focus on realistic academic goals. Many students are not
aware of the importance of selecting the right college and major. In fact, a wrong
decision may result in a waste of time and money. For example, students may
have very high expectations and select a major that presents demands they
cannot meet. In some cases, they find themselves on a career path they don’t

39
even enjoy. As a result, they may have to change their major or drop out of
college when they realize that they cannot keep up their grades. If they are more
focused on what they want, the better their chances will be to achieve their
goals.
5. If students are enthusiastic about what they are studying, realistic about their
academic goals, and receive support from their families, their college journey
will be easier.

(Source: Slightly adapted from Effective Academic Writing 3 (p. 69-70) by Jason
Davis and Rhonda Liss (2006) Oxford University Press)

SS
SB
10. What should students consider before choosing an area of study as implied in
paragraph 4?

iH
A. the interest and capacity they have in an area of study
iy
Al
B. their parents’ approval of the area of study
ed

C. the status of the area of study in the society where they live
m

D. the job opportunity there may be for them after graduation

am

11. Which one of the following words has the correct meaning to the word
‘realize’ as stated in paragraph 2?
oh

A. boost
M

B. understand
BY

C. implement
D. achieve
12. What does the word ‘persevere’ as used in paragraph 2, line 7 mean?
A. carry on
B. predict
C. decide
D. give up

40
13. Which of the following words can be synonymous with the word ‘dedicated’
in paragraph 3, line 4?
A. desperate
B. decided
C. committed
D. stubborn
14. What does the word ‘demands’ as used in paragraph 4, line 4 mean?
A. requests

SS
B. requirements

SB
C. opportunities
D. orders

iH
15. In order to achieve their goals, students do not need
iy
Al
A. enthusiasm for what they study
ed

B. the capacity to focus

m

C. emotional support
am

D. the latest computer

oh
M

16. According to the information in paragraph 2, students who doubt themselves

BY

A. can only cause trouble to their family and friends.

B. will surely fail in their studies at college.
C. can be successful in college if given the right support.
D. should not be given the chance to join college at all.
17. Studying in college can be a challenge for some students because they
A. choose to have fun and relax rather than studying hard.
B. may not afford to buy materials required for their study.
C. tend to waste the money they receive from family and friends.

41
 D. do part-time jobs to earn money so that they can have fun.
18. Which one of the following is NOT among student’s duties in college?
A. doing a part-time job
B. doing assignments
C. reading for exams
D. writing term papers

Section Three: Vocabulary

SS
A. Completion

SB
Instructions: Questions from 19 - 24 are incomplete sentences. There are four
alternative words or phrases, A-D, given below each question.

iH
19. Any negotiation is a give-and-take process but there are things we cannot
iy
___ for anything. There is a limit to what you can give.
Al

A. dispute
ed

B. discuss
m
am

C. condemn
D. compromise
oh

20. The conflict between the two countries had ____ effect on their economy.
M

They have been spending a lot on armaments.

BY

A. an encouraging
B. a disastrous
C. a complementary
D. an easing
21. A new cure for malaria has been found. This could reduce the ____ that has
normally been caused by the disease, especially in developing countries.
A. immunity
B. longevity

42
C. famine
D. fatality
22. Due to economic and cultural factors, many children in the countryside ____
of school.
A. leave out
B. drop out
C. run out
D. fall out

SS
23. The whole building collapsed when it was hit by a missile. Only two ____
children were found alive in the rubble.

SB
A. mysterious
B. miraculous
iH
iy
C. fortunate
Al

D. fearless
ed
m
am

24. I think ____ memories are usually pleasant. That is because, as children, we
didn’t have to worry about the hardships of life.
oh

A. childhood
M

B. childish
BY

C. children
D. child

B. Substitution
Instructions:For questions from 25 - 30, each sentence has an underlined word
or phrase followed by alternatives A-D. Choose the word or phrase that best
corresponds with the meaning of the underlined word or phrase and blacken the
letter of your choice on the separate answer sheet provided.

43
25. Conservation of natural resources is one of the key duties of any society.
A. renovation
B. protection
C. utilization
D. afforestation
26. She told the class a very funny story. Nobody could stop laughing!
A. hilarious

SS
B. useful

SB
C. silly

iH
D. long
iy
Al
27. After her long career in several international organizations, she is now
ed

engaged in humanitarian service intending to give back to the community.

m

A. professional
am

B. charitable
oh

C. obligatory
M

D. profitable
BY

28. The ongoing competition between the two powerful countries to control the
region is causing more harm than good to the people.
A. contest
B. cooperation
C. hatred
D. argument

44
29. Any country needs a strong government in order to limit or eradicate
unlawful activities by some elements of society.
A. secretive
B. illicit
C. suspicious
D. trading
30. When you buy an item from a shop, you are usually given a one-year
assurance so if it stops working, you can get it fixed for free.
A. service

SS
B. replacement

SB
C. guarantee
D. certificate
iH
iy
Al
ed
m
am
oh
M
BY

45