Question 6 through 10 are in light of the c.

Laborers are littler than fighters

accompanying entry.
d. Termites don’t fly frequently
At the point when purchasing a house, you
must make sure to have it checked for e. All termites do not have eyes
termites. A termite is much like an
burrowing little creature in its mutual
propensities, albeit physically the two
2. “Establishes” in line 13 is closest in
creepy crawlies are unmistakable. Like
intending to…
those ants, termite states comprise of
diverse classes, each with its own specific a. Sets up
occupation. The most impeccably shaped
termites, both male and female, make up the b. Pulverizes
gainful class. They have eyes, hard body
dividers and completely created wings. A c. Control
couple of conceptive termites establishes
the province. At the point when new d. Protects
conceptive termites create, they leave to
e. Hides
shape another province. They utilize their
wings just this on time and after that sever
them.
3. How are termites like ants?
The specialist termites are little, dazzle and
wingless, with delicate bodies. They make a. They live in groups, and every class has
up the dominant part of the province and do a particular obligation
all the work. Troopers are eyeless and
wingless however are bigger than the b. Their bodies are the same shape
specialists what’s more, have hard heads
and solid jaws and legs. They shield the c. The lord and ruler are detained
state and are tended to by the specialists.
The male and female of the conceptive class d. The females’ regenerative limits are the
stay inside a shut in cell when the female same
lays a great many eggs. The laborers put the e. Their bodies look like the same
eggs in cell and look after them. Regardless
of the possibility that one province is dealt
with with toxic substance, if a male and
female of the regenerative class escape, 4. “Public” in line 3 is nearest in intending
they can shape another province. Bug to…
control organizations can examine a house
for infestation of termites. Regularly, of a. Eating
layman can not spot the confirmation, so it
is discriminating to have the supposition of b. Duplicating
a proffesional. Medicines change
c. Authoritative
contingent on the sort of termite.
d. Social
1. Which of the accompanying is not e. Private
genuine?
a. All termites have eyes

b. A few termites can’t fly

5. In line 8, “classes” is nearest in intending
to…
a. Genders
b. Settlements
c. Courses
d. Classes
e. Groups
Question 1 – 5 refer to following passage
Warman’s, the makers of office materials,
had advertised for a travelling salesman. Mr
Barlow applied for the job, and soon
afterwards was invited to the company head
office to meet MR. Snell, the sales
manager. Mr. Snell asked Mr. Barlow what
experience he had as a salesmen.
“I worked as a salesman for a brush
company until six months ago. I sold
brushes, dusters, tins of polish, things like
that. I went from door to door selling direct
to housewives” Mr. Snell then asked him
why he had left the job. “Well to be honest,
it was very hard work” Mr. Barlow replied.
“ it meant walking sometimes six or eight
miles a day. But the real reason for leaving
was I didn’t think very highly of the goods
that I was selling, and that made difficult for
me to be sincere when I had to tell
housewives what wonderful. Brushes they
were. I knew perfectly well they wouldn’t
last beyond a month.What’s more, they pay
was rather poor. I realized after a while that
I wouldn’t be able to support a family on the
money I was earning.
“I see, “said Mr. Snell. “so what did you do
the next ?” “For the last six month I have
been a salesman in a department store” said
Mr. Barlow.
“And do you think you could sell Warman’s
office materials with a clear conscience?”
Mr. Snell asked. “Do you think you could
be sincere about selling the papers, ink,
copying machines and so on that we
produce here?” Mr. Barlow said that he
could, that Warmans’s office materials
enjoyed a very high reputation, and that in
his department at Caldwell’s he sold almost
nothing else. He said that he had always
wanted to work for a big company with a
good name, to travel all over the country
selling goods to the other companies, rather
than to houswives on the doorstep and – he
added with a smile – to enjoy the money
and the working conditions offered with the
job for which he had applied.
“Mr. Barlow,” said Mr. Snell, “Do you have
a clean driving license ?” “yes I do, “Mr.
Barlow replied. “Than as long as your
medical examination proves to be
satisfactory, I’m quite prepared to offer you
the job. “Mr. Snell got up and shook Mr.
Barlow by the hand. “Congratulations” he
said, “and welcome to Warman’s”
6. The text tell us about.....
a. The experience of Mr. Barlow a salesman
b. Mr. Barlow’s ideals of his future career
c. Mr. Barlow’s miserable life at a brush
company
d. What Mr. Barlow likes about Warman’s.
e. The acceptance of Mr. Barlow at
Warman’s
7. The purpose of inviting Mr. Barlow to
Warman’s head office is ....
a. To have Mr. Barlow apply for the
advertised job
b. To find out if he were the right man for
the job
c. To explain to him more about travelling
salesman
d. To introduce him to Warman’s sales
manager
e. To see what kind of products he has been
selling.
8. Which of the following statements is
TRUE about Mr. Barlows?
a. He worked for a brush company for six
months.
b. He was unemployed for six months after
leaving the department store.
c. He worked for the department store six
months ago
d. He applied at Warman’s six months after
he left the brush company.
e. He had worked for Caldwell’s before he
worked for the brush company
9. The main reason why Mr. Barlow quitted
the brush company was that ....
a. He was too tired to walk six or eight
miles.
b. He realized that the products were not of
good quality.
c. He believed that the company would stop
producing brushes
d. He found it difficult to deal with
housewives
e. He know that these customers did not
really like that products
10. At Caldwell’s, Mr. Barlows was in
charge of selling ....
a. Groceries
b. Machines
c. Machine
d. Office materials
e. Dusters
Questions from 11-15
Education is often viewed as school in a
traditional, formal sense. Many people
believe that true learning can only take
place in a formal classroom setting. Others
feel education occurs in many different
forms and environments. There may not be
a definitive answer to the question of, 'What
is education?' However, we can start
thinking about the purpose of education. Is
it to educate youth to be responsible
citizens? Is it to develop individuals, as well
as society, in order to ensure a society's
economic success? Or is it to simply focus
on developing individual talents and
intelligence? Perhaps it is the balance of all
three that defines education? While our
answers may differ, we can perhaps agree
that education is a basic human right. When
that right is granted growth and
development, the society as a whole is more
likely to improve in areas such as health,
nutrition, general income and living
standards and population fertility rates.
As global citizens it is our responsibility to
critically think about the issues and attempt
to come up with solutions to the problems
plaguing education. In 1990 UNESCO
launched EFA, the movement to provide
quality education for all children, youth,
and adults by the year 2015. The
unfortunate reality is that for many
countries, larger issues some before
improving the quality of education. How
can we achieve the goals of EFA when
numerous countries around the world are
faced with challenges that seem far too
impossible to overcome? The answer lies in
attempting to bridge some of the gaps that
prevent developing nations to compete with
developed nations. One example is that of
providing greater access to technology and
narrowing the ever widening digital divide.
In many ways the most basic access to
technology can serve as a valuable
educational tool. Individuals who are not
afforded this access are at a disadvantage
when trying to grasp opportunities to make
life better for themselves, their families,
and their community.
11. The author's main concern in the first
paragraph of the passage is that.........
a. there is no exact definition about
education.
b. education is a fundamental individual's
right.
c. everyone has the right to get quality
education.
d. education occurs in any place not just
schools.
e. development can be gained through
education.
12. If the author is right concerning the role
of education, the following might be
predicted to take place, EXCEPT.........
a. longer life expectation
b. lesser birth rates
c. improved welfare
d. better quality living
e. more job opportunities
13. The following sentences reflect the
author's opinions in the passage, EXCEPT
.......
a. everyone has the right to get education.
b. education cannot be easily defined.
c. EFA provides quality education by 2015.
d. education is basic to human
development.
e. The EFA goals are faced with serious
challenges.
14. The situation the author shows in the
passage is best described as a follows ........
a. quality education fundamentally ensures
quality living in all sectors.
b. education is essentially everyone's right
yet it still has its challenges.
c. there are problems in education in spite
of its significant role.
d. as long as nations compete, education
cannot progress.
e. absence of an exact definition causes
problems in education.
15. The part following the passage above
would likely discuss .........
a. lack of access to technology in
developing countries to support educational
practices.
b. needs of modem digital technology to
back up the implementation of EFA in
education.
c. roles of technology in providing
individuals with cheap and accessible
quality education.
d. inability of developing nations to
compete with developed countries in
technology.
e. government's roles and responsibilities in
managing education for their citizens.