Reading Comprehension

An 'insidious problem' would be the one that is caused seemingly

Directions: Read the given passage and answer the question that follows by selecting the most appropriate option.
Clearly the socialisation of gender is reinforced at school. "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialisation patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms." (Marshall, 1997). Yet gender bias in education reaches beyond socialisation patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom.
Research has found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. They give boys greater opportunity to expand ideas and be -animated than they do girls and that they reinforce boys more for general responses than they do for girls. Clearly the socialisation of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. Gender bias in education is an insidious problem that causes very few people to stand up and take notice.

A 'hidden curriculum' implies here that

Directions: Read the given passage and answer the question that follows by selecting the most appropriate option.
Clearly the socialisation of gender is reinforced at school. "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialisation patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms." (Marshall, 1997). Yet gender bias in education reaches beyond socialisation patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom.
Research has found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. They give boys greater opportunity to expand ideas and be -animated than they do girls and that they reinforce boys more for general responses than they do for girls. Clearly the socialisation of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. Gender bias in education is an insidious problem that causes very few people to stand up and take notice.

In 'inequitable education',

Directions: Read the given passage and answer the question that follows by selecting the most appropriate option.
Clearly the socialisation of gender is reinforced at school. "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialisation patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms." (Marshall, 1997). Yet gender bias in education reaches beyond socialisation patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom.
Research has found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. They give boys greater opportunity to expand ideas and be -animated than they do girls and that they reinforce boys more for general responses than they do for girls. Clearly the socialisation of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. Gender bias in education is an insidious problem that causes very few people to stand up and take notice.

A word from the essay which is the opposite of 'demonstrated' is

Directions: Read the given passage and answer the question that follows by selecting the most appropriate option.
Clearly the socialisation of gender is reinforced at school. "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialisation patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms." (Marshall, 1997). Yet gender bias in education reaches beyond socialisation patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom.
Research has found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. They give boys greater opportunity to expand ideas and be -animated than they do girls and that they reinforce boys more for general responses than they do for girls. Clearly the socialisation of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. Gender bias in education is an insidious problem that causes very few people to stand up and take notice.

Socialisation is a process of

Directions: Read the given passage and answer the question that follows by selecting the most appropriate option.
Clearly the socialisation of gender is reinforced at school. "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialisation patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms." (Marshall, 1997). Yet gender bias in education reaches beyond socialisation patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom.
Research has found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. They give boys greater opportunity to expand ideas and be -animated than they do girls and that they reinforce boys more for general responses than they do for girls. Clearly the socialisation of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. Gender bias in education is an insidious problem that causes very few people to stand up and take notice.

'Remediation' in the classroom is the process of

Directions: Read the given passage and answer the question that follows by selecting the most appropriate option.
Clearly the socialisation of gender is reinforced at school. "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialisation patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms." (Marshall, 1997). Yet gender bias in education reaches beyond socialisation patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom.
Research has found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. They give boys greater opportunity to expand ideas and be -animated than they do girls and that they reinforce boys more for general responses than they do for girls. Clearly the socialisation of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. Gender bias in education is an insidious problem that causes very few people to stand up and take notice.

A synonym for 'general' is

Directions: Read the given passage and answer the question that follows by selecting the most appropriate option.
Clearly the socialisation of gender is reinforced at school. "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialisation patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms." (Marshall, 1997). Yet gender bias in education reaches beyond socialisation patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom.
Research has found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. They give boys greater opportunity to expand ideas and be -animated than they do girls and that they reinforce boys more for general responses than they do for girls. Clearly the socialisation of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. Gender bias in education is an insidious problem that causes very few people to stand up and take notice.

A 'perception' referred to here is that

Directions: Read the given passage and answer the question that follows by selecting the most appropriate option.
Clearly the socialisation of gender is reinforced at school. "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialisation patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms." (Marshall, 1997). Yet gender bias in education reaches beyond socialisation patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom.
Research has found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. They give boys greater opportunity to expand ideas and be -animated than they do girls and that they reinforce boys more for general responses than they do for girls. Clearly the socialisation of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. Gender bias in education is an insidious problem that causes very few people to stand up and take notice.

The passage can be called

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.       Some researchers suggest that emotional intelligence can be leaned and strengthened, while others claim it is an inborn characteristic. The purpose for developing our emotional literacy is to precisely identify and communicate our feelings. When we do this we are helping nature fulfill its design for our feelings. We must know how we feel in order to be able to fill our emotional needs. And we must communicate our feelings in order to get the emotional support and understanding we need from others, as well as to show our emotional support and understanding to them.
2.         Also, one of the first steps to developing our emotional intelligence is to improve our emotional literacy. In other words, to improve our ability to identify our feelings by their specific names -, and the more specific we can be, the better. In the English language we have thousands of words which describe and identify our emotions, we just don't use many of them. If you are interested in working on your emotional literacy, the first step is to start using simple, three word sentences such as these : I feel sad. I feel motivated. I feel offended. I feel appreciated. I feel hurt. I feel disrespected. When we talk about our feelings using three word sentences we are sending what have been called "I messages". On the other hand, when we say things like ''You make me so jealous" we are sending a "you message". These "you messages" typically put the other person on the defensive, which hurts communication and relationships rather than helping.

An 'inborn characteristic' referred here is one's ability to

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.       Some researchers suggest that emotional intelligence can be leaned and strengthened, while others claim it is an inborn characteristic. The purpose for developing our emotional literacy is to precisely identify and communicate our feelings. When we do this we are helping nature fulfill its design for our feelings. We must know how we feel in order to be able to fill our emotional needs. And we must communicate our feelings in order to get the emotional support and understanding we need from others, as well as to show our emotional support and understanding to them.
2.         Also, one of the first steps to developing our emotional intelligence is to improve our emotional literacy. In other words, to improve our ability to identify our feelings by their specific names -, and the more specific we can be, the better. In the English language we have thousands of words which describe and identify our emotions, we just don't use many of them. If you are interested in working on your emotional literacy, the first step is to start using simple, three word sentences such as these : I feel sad. I feel motivated. I feel offended. I feel appreciated. I feel hurt. I feel disrespected. When we talk about our feelings using three word sentences we are sending what have been called "I messages". On the other hand, when we say things like ''You make me so jealous" we are sending a "you message". These "you messages" typically put the other person on the defensive, which hurts communication and relationships rather than helping.

Here, 'emotional support' suggests

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.       Some researchers suggest that emotional intelligence can be leaned and strengthened, while others claim it is an inborn characteristic. The purpose for developing our emotional literacy is to precisely identify and communicate our feelings. When we do this we are helping nature fulfill its design for our feelings. We must know how we feel in order to be able to fill our emotional needs. And we must communicate our feelings in order to get the emotional support and understanding we need from others, as well as to show our emotional support and understanding to them.
2.         Also, one of the first steps to developing our emotional intelligence is to improve our emotional literacy. In other words, to improve our ability to identify our feelings by their specific names -, and the more specific we can be, the better. In the English language we have thousands of words which describe and identify our emotions, we just don't use many of them. If you are interested in working on your emotional literacy, the first step is to start using simple, three word sentences such as these : I feel sad. I feel motivated. I feel offended. I feel appreciated. I feel hurt. I feel disrespected. When we talk about our feelings using three word sentences we are sending what have been called "I messages". On the other hand, when we say things like ''You make me so jealous" we are sending a "you message". These "you messages" typically put the other person on the defensive, which hurts communication and relationships rather than helping.

In the context, 'defensive' means

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.       Some researchers suggest that emotional intelligence can be leaned and strengthened, while others claim it is an inborn characteristic. The purpose for developing our emotional literacy is to precisely identify and communicate our feelings. When we do this we are helping nature fulfill its design for our feelings. We must know how we feel in order to be able to fill our emotional needs. And we must communicate our feelings in order to get the emotional support and understanding we need from others, as well as to show our emotional support and understanding to them.
2.         Also, one of the first steps to developing our emotional intelligence is to improve our emotional literacy. In other words, to improve our ability to identify our feelings by their specific names -, and the more specific we can be, the better. In the English language we have thousands of words which describe and identify our emotions, we just don't use many of them. If you are interested in working on your emotional literacy, the first step is to start using simple, three word sentences such as these : I feel sad. I feel motivated. I feel offended. I feel appreciated. I feel hurt. I feel disrespected. When we talk about our feelings using three word sentences we are sending what have been called "I messages". On the other hand, when we say things like ''You make me so jealous" we are sending a "you message". These "you messages" typically put the other person on the defensive, which hurts communication and relationships rather than helping.

''You messages" are usually about

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.       Some researchers suggest that emotional intelligence can be leaned and strengthened, while others claim it is an inborn characteristic. The purpose for developing our emotional literacy is to precisely identify and communicate our feelings. When we do this we are helping nature fulfill its design for our feelings. We must know how we feel in order to be able to fill our emotional needs. And we must communicate our feelings in order to get the emotional support and understanding we need from others, as well as to show our emotional support and understanding to them.
2.         Also, one of the first steps to developing our emotional intelligence is to improve our emotional literacy. In other words, to improve our ability to identify our feelings by their specific names -, and the more specific we can be, the better. In the English language we have thousands of words which describe and identify our emotions, we just don't use many of them. If you are interested in working on your emotional literacy, the first step is to start using simple, three word sentences such as these : I feel sad. I feel motivated. I feel offended. I feel appreciated. I feel hurt. I feel disrespected. When we talk about our feelings using three word sentences we are sending what have been called "I messages". On the other hand, when we say things like ''You make me so jealous" we are sending a "you message". These "you messages" typically put the other person on the defensive, which hurts communication and relationships rather than helping.

'Working on your emotional literacy' means to

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.       Some researchers suggest that emotional intelligence can be leaned and strengthened, while others claim it is an inborn characteristic. The purpose for developing our emotional literacy is to precisely identify and communicate our feelings. When we do this we are helping nature fulfill its design for our feelings. We must know how we feel in order to be able to fill our emotional needs. And we must communicate our feelings in order to get the emotional support and understanding we need from others, as well as to show our emotional support and understanding to them.
2.         Also, one of the first steps to developing our emotional intelligence is to improve our emotional literacy. In other words, to improve our ability to identify our feelings by their specific names -, and the more specific we can be, the better. In the English language we have thousands of words which describe and identify our emotions, we just don't use many of them. If you are interested in working on your emotional literacy, the first step is to start using simple, three word sentences such as these : I feel sad. I feel motivated. I feel offended. I feel appreciated. I feel hurt. I feel disrespected. When we talk about our feelings using three word sentences we are sending what have been called "I messages". On the other hand, when we say things like ''You make me so jealous" we are sending a "you message". These "you messages" typically put the other person on the defensive, which hurts communication and relationships rather than helping.

'Unseasonal winds' refer to

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.        Dust-caked clouds coated the bay, tanker ships signalled.
2.       Dozens of us wearily pressed on through the unseasonal winds and blanketed chill. Outdoor cafe chairs were abandoned, some overturned and others stacked waiting to tumble down. But not today. My bag felt heavier on my shoulder than ever before. I lifted it in my hand to relieve the pressure and dreamed of days when I, too, was lighter.
3.        My mind wandered.
4.        Another year gone.
5.       I tripped through a wall of pedestrians, then suddenly a moving bus carelessly littered me down into the curb. My tear-stained eyes searched for an angel on the concrete surface, but the illuminated white crossing hand signalled my insignificance.
6.       I pushed myself up, bruised and filthy. A horn quickly warned me of approaching death, then the yellow taxi sped through the red bulb. Sighing, I checked each direction, brushing waste from my body as I joined a new crowd and made the final push across the last road. I hoisted my bag, checked. for my office keys, then entered one of the many sky-gripping fortresses of the financial district.
7.        Back to work.