Reading Comprehension

Directions: Choose the appropriate number (1 - 4) according to the information given in the passage.

Men and women are failing in their several vocations every day mainly because of

Reading Passage

Read the passage and answer the given question. 
 
DEVELOPING THE ABILITY TO ORGANIZE 

1. The importance of organization. It has been pointed out in the preceding chapters that the silent reading period should be used to develop speed and thought getting, if pupils are to learn how to study effectively. The superior student is one who has acquired a third important skill, namely, the ability quickly and effectively to organize the subject-matter read. The term organization, as here used, includes making outlines and summaries and having pupils prepare lists of questions which they consider leading ones. The importance of developing the ability of pupils to organize can scarcely be overemphasized. 

2. Psychologists have done much valuable research in the field of the higher mental processes. The results of their investigations include the establishment of many basic principles in the science and art of organization. The psychological point of view. From a psychological point of view, training in the organization of subject-matter is urged because it requires the pupil to analyze, select, and synthesize. ! It requires much concentration, judgment, evaluation, and association and is considered one good test of general intelligence. Organization is a great aid to memory or retention. To the degree that a lesson or discussion is well organized, to that degree each minor point is seen in its proper relation to the major idea, and each major thought in its relation to the whole. 

3. The love of rhythm is said to be instinctive, and for that reason applied psychology urges the organization of a lecture or lesson in the most logical manner so that the preferred paths may function. The sociological point of view. Nor is the ability to organize of secondary importance when considered from the sociological point of view. How many men and women are failing in their several vocations every day, not so much because of some defect in personality, but because organization is sadly lacking in every proposition which they set forth? The fundamental principle in public speaking is organization. Because organization is of great consequence in life, both in and out of school, one feels justified in testing pupils to see how much organizing ability they have, and how that ability may be developed. 

4. Present lack of ability to organize. The inability of many grade pupils to organize the main points of a lesson under headings and subheadings is very noticeable in many schools. Teachers do not seem to realize that training pupils and developing in them an appreciation of the worth of organization is one effective method of building up good study habits. Too often pupils are not made to feel that they are expected to organize, weigh, and discriminate in their reading. Making a problem assignment stimulates the child to see for himself what sentences in the lesson are most worthwhile. 

5. Some teachers make a specific assignment of three or four questions. These questions act as guides to the pupil's reading; they form the topics for discussion in the next recitation period. Pupils thus learn to discriminate between points having little or much bearing on the question before them. After a few weeks of such training, summaries can be made at the close of a recitation period. The teacher and pupils together sum up the main points in the lesson that were brought out or that should be discussed. Having one section of a class prepare the questions for another section to evaluate is an effective device.

Directions: Choose the appropriate number (1 - 4) according to the information given in the passage.

According to the writer, the term 'Organization' means

Reading Passage

Read the passage and answer the given question. 
 
DEVELOPING THE ABILITY TO ORGANIZE

1. The importance of organization. It has been pointed out in the preceding chapters that the silent reading period should be used to develop speed and thought getting, if pupils are to learn how to study effectively. The superior student is one who has acquired a third important skill, namely, the ability quickly and effectively to organize the subject-matter read. The term organization, as here used, includes making outlines and summaries and having pupils prepare lists of questions which they consider leading ones. The importance of developing the ability of pupils to organize can scarcely be overemphasized.

2. Psychologists have done much valuable research in the field of the higher mental processes. The results of their investigations include the establishment of many basic principles in the science and art of organization. The psychological point of view. From a psychological point of view, training in the organization of subject-matter is urged because it requires the pupil to analyze, select, and synthesize. ! It requires much concentration, judgment, evaluation, and association and is considered one good test of general intelligence. Organization is a great aid to memory or retention. To the degree that a lesson or discussion is well organized, to that degree each minor point is seen in its proper relation to the major idea, and each major thought in its relation to the whole.

3. The love of rhythm is said to be instinctive, and for that reason applied psychology urges the organization of a lecture or lesson in the most logical manner so that the preferred paths may function. The sociological point of view. Nor is the ability to organize of secondary importance when considered from the sociological point of view. How many men and women are failing in their several vocations every day, not so much because of some defect in personality, but because organization is sadly lacking in every proposition which they set forth? The fundamental principle in public speaking is organization. Because organization is of great consequence in life, both in and out of school, one feels justified in testing pupils to see how much organizing ability they have, and how that ability may be developed.

4. Present lack of ability to organize. The inability of many grade pupils to organize the main points of a lesson under headings and subheadings is very noticeable in many schools. Teachers do not seem to realize that training pupils and developing in them an appreciation of the worth of organization is one effective method of building up good study habits. Too often pupils are not made to feel that they are expected to organize, weigh, and discriminate in their reading. Making a problem assignment stimulates the child to see for himself what sentences in the lesson are most worthwhile.

5. Some teachers make a specific assignment of three or four questions. These questions act as guides to the pupil's reading; they form the topics for discussion in the next recitation period. Pupils thus learn to discriminate between points having little or much bearing on the question before them. After a few weeks of such training, summaries can be made at the close of a recitation period. The teacher and pupils together sum up the main points in the lesson that were brought out or that should be discussed. Having one section of a class prepare the questions for another section to evaluate is an effective device.

Directions: Choose the appropriate number (1 - 4) according to the information given in the passage.

It is very noticeable in many schools, the inability of many grade pupils to organize the main points of a lesson

Reading Passage

Read the passage and answer the given question. 
 
DEVELOPING THE ABILITY TO ORGANIZE 

1. The importance of organization. It has been pointed out in the preceding chapters that the silent reading period should be used to develop speed and thought getting, if pupils are to learn how to study effectively. The superior student is one who has acquired a third important skill, namely, the ability quickly and effectively to organize the subject-matter read. The term organization, as here used, includes making outlines and summaries and having pupils prepare lists of questions which they consider leading ones. The importance of developing the ability of pupils to organize can scarcely be overemphasized. 

2. Psychologists have done much valuable research in the field of the higher mental processes. The results of their investigations include the establishment of many basic principles in the science and art of organization. The psychological point of view. From a psychological point of view, training in the organization of subject-matter is urged because it requires the pupil to analyze, select, and synthesize. ! It requires much concentration, judgment, evaluation, and association and is considered one good test of general intelligence. Organization is a great aid to memory or retention. To the degree that a lesson or discussion is well organized, to that degree each minor point is seen in its proper relation to the major idea, and each major thought in its relation to the whole. 

3. The love of rhythm is said to be instinctive, and for that reason applied psychology urges the organization of a lecture or lesson in the most logical manner so that the preferred paths may function. The sociological point of view. Nor is the ability to organize of secondary importance when considered from the sociological point of view. How many men and women are failing in their several vocations every day, not so much because of some defect in personality, but because organization is sadly lacking in every proposition which they set forth? The fundamental principle in public speaking is organization. Because organization is of great consequence in life, both in and out of school, one feels justified in testing pupils to see how much organizing ability they have, and how that ability may be developed. 

4. Present lack of ability to organize. The inability of many grade pupils to organize the main points of a lesson under headings and subheadings is very noticeable in many schools. Teachers do not seem to realize that training pupils and developing in them an appreciation of the worth of organization is one effective method of building up good study habits. Too often pupils are not made to feel that they are expected to organize, weigh, and discriminate in their reading. Making a problem assignment stimulates the child to see for himself what sentences in the lesson are most worthwhile. 

5. Some teachers make a specific assignment of three or four questions. These questions act as guides to the pupil's reading; they form the topics for discussion in the next recitation period. Pupils thus learn to discriminate between points having little or much bearing on the question before them. After a few weeks of such training, summaries can be made at the close of a recitation period. The teacher and pupils together sum up the main points in the lesson that were brought out or that should be discussed. Having one section of a class prepare the questions for another section to evaluate is an effective device.

Directions: Choose the appropriate number (1 - 4) according to the information given in the passage.

From the sociological and psychological point of view

Reading Passage

Read the passage and answer the given question. 
 
DEVELOPING THE ABILITY TO ORGANIZE 

1. The importance of organization. It has been pointed out in the preceding chapters that the silent reading period should be used to develop speed and thought getting, if pupils are to learn how to study effectively. The superior student is one who has acquired a third important skill, namely, the ability quickly and effectively to organize the subject-matter read. The term organization, as here used, includes making outlines and summaries and having pupils prepare lists of questions which they consider leading ones. The importance of developing the ability of pupils to organize can scarcely be overemphasized. 

2. Psychologists have done much valuable research in the field of the higher mental processes. The results of their investigations include the establishment of many basic principles in the science and art of organization. The psychological point of view. From a psychological point of view, training in the organization of subject-matter is urged because it requires the pupil to analyze, select, and synthesize. ! It requires much concentration, judgment, evaluation, and association and is considered one good test of general intelligence. Organization is a great aid to memory or retention. To the degree that a lesson or discussion is well organized, to that degree each minor point is seen in its proper relation to the major idea, and each major thought in its relation to the whole. 

3. The love of rhythm is said to be instinctive, and for that reason applied psychology urges the organization of a lecture or lesson in the most logical manner so that the preferred paths may function. The sociological point of view. Nor is the ability to organize of secondary importance when considered from the sociological point of view. How many men and women are failing in their several vocations every day, not so much because of some defect in personality, but because organization is sadly lacking in every proposition which they set forth? The fundamental principle in public speaking is organization. Because organization is of great consequence in life, both in and out of school, one feels justified in testing pupils to see how much organizing ability they have, and how that ability may be developed. 

4. Present lack of ability to organize. The inability of many grade pupils to organize the main points of a lesson under headings and subheadings is very noticeable in many schools. Teachers do not seem to realize that training pupils and developing in them an appreciation of the worth of organization is one effective method of building up good study habits. Too often pupils are not made to feel that they are expected to organize, weigh, and discriminate in their reading. Making a problem assignment stimulates the child to see for himself what sentences in the lesson are most worthwhile. 

5. Some teachers make a specific assignment of three or four questions. These questions act as guides to the pupil's reading; they form the topics for discussion in the next recitation period. Pupils thus learn to discriminate between points having little or much bearing on the question before them. After a few weeks of such training, summaries can be made at the close of a recitation period. The teacher and pupils together sum up the main points in the lesson that were brought out or that should be discussed. Having one section of a class prepare the questions for another section to evaluate is an effective device.

Directions: Choose the correct option to answer the following question.

It may be inferred that the described attempted murder took place in _____.

Reading Passage: KENNEDY
Directions: Read the passage carefully:
 [1] With a phalanx of Dallas police motorcycle officers clearing the way ahead, the big limousine carrying the Kennedy family made a 90-degree turn from Main onto Houston in front of the Dallas County Sheriff's Office. Almost two dozen deputies and other lawmen stood on the sidewalk watching.
[2] Atop the building was a large Hertz Rent-A-Car sign that had a digital time and temperature display. In front of the Depository, the limousine slowed to a crawl to make a 120-degree turn onto Elm Street, although turns of more than 90-degrees were prohibited by the Secret Service. The turn was so tight that Greer almost ran the limousine up onto the north curb near the Depository's front door, according to Depository Superintendent Roy Truly.
[3] The car continued a slow glide down the incline of Elm into Dealey Plaza, maintaining its position in the centre lane of the three-lane street. The crowds thinned out as the Triple Underpass approached and security men began to relax. About three car lengths ahead of the presidential limousine in the lead car, Agent Lawson, a former Army counterintelligence man now with the Secret Service White House detail was sitting in the right front seat. He looked at his watch. It was 12:30 p.m. Ppicking up the car's microphone, he radioed the Trade Mart saying: 'We'll be there in about five minutes.'
[4] In the presidential limousine, Kennedy was waving to his right hand; a group of people standing near a sign reading STEMMONS FREEWAY. His right arm and hand were slightly over the side of the car. Mrs. Kennedy had been waving to her left, but her thoughts were on the Texas heat, Mrs. Kennedy later told the Warren Commission: 'And in the motorcade, you know, I usually would be waving mostly to the left side and he was waving mostly to the right, which is one reason you are not looking at each other very much. And it was terribly hot. Just blinding all of us.' Sensing her discomfort, Mrs. Connally, an old acquaintance of Mrs. Kennedy’s, turned, and said: 'We'll soon be there.'
[5] Mrs. Kennedy recalled seeing the Triple Underpass ahead: 'We could see a tunnel in front of us. Everything was really slow then. And I remember thinking it would be so cool under the tunnel.' Mrs. Connally had wanted to mention the warm and enthusiastic welcome for some time, but she had held back. Now she could contain herself no longer. Turning to Kennedy, she said: 'Mr. President, you can't say that Dallas doesn’t love you.' According to Mrs. Kennedy, the President smiled and replied: 'No, you certainly can’t.’
[6] Soon after this remark, Mrs. Connally heard a frightening noise off to her right. She looked in that direction and caught a peripheral glimpse of Kennedy raising both hands to his neck. She heard no sound from the President, but noticed a blank, ‘nothing' expression on his face. Kellerman, sitting directly in front of Connally and Kennedy, noticed they had just passed a highway sign when he heard a 'pop' to his right and immediately looked in that direction, surveying the easternmost slope of the Grassy Knoll. Kellerman told the Warren Commission: ‘As I turned my head to the right to view whatever it was ...I heard a voice from the back seat and I firmly believe it was the president's [saying} 'My God, I am hit.' and I turned around and he has got his hands up here like this [indicating both hands up near the head] . . . [It] was enough for me to verify that the man was hit.
[7] So, in the same motion I come right back and grabbed the speaker and said to the driver. 'Let's get out of here, we're hit,' and grabbed the mike and I said. 'Lawson, this is Kellerman . . . we are hit; get us to the hospital immediately.' Now in the seconds that I talked just now, a flurry of shells comes into the car.”
Mrs. Connally testified she heard Kellerman say: 'Pull out of the motorcade. Take us to the nearest hospital.' The limousine indeed pulled out of the motorcade and raced to Parkland Hospital.
[8] Driver Greer said he was busy looking ahead to the railroad overpass when he heard a noise he thought was a motorcade backfire. Then he heard the noise again and caught a glimpse of Connally starting to slump over. He then heard two more noises that seemed to come one on top of the other. Greer said after the second noise and a glance over his right shoulder at Connally, he stepped on the accelerator. However, a film taken that day shows the limousine brake lights remained on until after the fatal shot to Kennedy.

Directions: Choose the correct option to answer the following question.

Around what time, was the motorcade supposed to reach the Trade Mart?

Reading Passage: KENNEDY
Directions: Read the passage carefully:
 [1] With a phalanx of Dallas police motorcycle officers clearing the way ahead, the big limousine carrying the Kennedy family made a 90-degree turn from Main onto Houston in front of the Dallas County Sheriff's Office. Almost two dozen deputies and other lawmen stood on the sidewalk watching.
[2] Atop the building was a large Hertz Rent-A-Car sign that had a digital time and temperature display. In front of the Depository, the limousine slowed to a crawl to make a 120-degree turn onto Elm Street, although turns of more than 90-degrees were prohibited by the Secret Service. The turn was so tight that Greer almost ran the limousine up onto the north curb near the Depository's front door, according to Depository Superintendent Roy Truly.
[3] The car continued a slow glide down the incline of Elm into Dealey Plaza, maintaining its position in the centre lane of the three-lane street. The crowds thinned out as the Triple Underpass approached and security men began to relax. About three car lengths ahead of the presidential limousine in the lead car, Agent Lawson, a former Army counterintelligence man now with the Secret Service White House detail was sitting in the right front seat. He looked at his watch. It was 12:30 p.m. Ppicking up the car's microphone, he radioed the Trade Mart saying: 'We'll be there in about five minutes.'
[4] In the presidential limousine, Kennedy was waving to his right hand; a group of people standing near a sign reading STEMMONS FREEWAY. His right arm and hand were slightly over the side of the car. Mrs. Kennedy had been waving to her left, but her thoughts were on the Texas heat, Mrs. Kennedy later told the Warren Commission: 'And in the motorcade, you know, I usually would be waving mostly to the left side and he was waving mostly to the right, which is one reason you are not looking at each other very much. And it was terribly hot. Just blinding all of us.' Sensing her discomfort, Mrs. Connally, an old acquaintance of Mrs. Kennedy’s, turned, and said: 'We'll soon be there.'
[5] Mrs. Kennedy recalled seeing the Triple Underpass ahead: 'We could see a tunnel in front of us. Everything was really slow then. And I remember thinking it would be so cool under the tunnel.' Mrs. Connally had wanted to mention the warm and enthusiastic welcome for some time, but she had held back. Now she could contain herself no longer. Turning to Kennedy, she said: 'Mr. President, you can't say that Dallas doesn’t love you.' According to Mrs. Kennedy, the President smiled and replied: 'No, you certainly can’t.’
[6] Soon after this remark, Mrs. Connally heard a frightening noise off to her right. She looked in that direction and caught a peripheral glimpse of Kennedy raising both hands to his neck. She heard no sound from the President, but noticed a blank, ‘nothing' expression on his face. Kellerman, sitting directly in front of Connally and Kennedy, noticed they had just passed a highway sign when he heard a 'pop' to his right and immediately looked in that direction, surveying the easternmost slope of the Grassy Knoll. Kellerman told the Warren Commission: ‘As I turned my head to the right to view whatever it was ...I heard a voice from the back seat and I firmly believe it was the president's [saying} 'My God, I am hit.' and I turned around and he has got his hands up here like this [indicating both hands up near the head] . . . [It] was enough for me to verify that the man was hit.
[7] So, in the same motion I come right back and grabbed the speaker and said to the driver. 'Let's get out of here, we're hit,' and grabbed the mike and I said. 'Lawson, this is Kellerman . . . we are hit; get us to the hospital immediately.' Now in the seconds that I talked just now, a flurry of shells comes into the car.”
Mrs. Connally testified she heard Kellerman say: 'Pull out of the motorcade. Take us to the nearest hospital.' The limousine indeed pulled out of the motorcade and raced to Parkland Hospital.
[8] Driver Greer said he was busy looking ahead to the railroad overpass when he heard a noise he thought was a motorcade backfire. Then he heard the noise again and caught a glimpse of Connally starting to slump over. He then heard two more noises that seemed to come one on top of the other. Greer said after the second noise and a glance over his right shoulder at Connally, he stepped on the accelerator. However, a film taken that day shows the limousine brake lights remained on until after the fatal shot to Kennedy.

Directions: Choose the correct option to answer the following question.

Which of the following is not true about the camel's hump?

Reading Passage: CAMEL
Directions: Read the passage carefully:
The camel is the oldest of domestic animals. It has been used for thousands of years, by the desert people of Africa and Asia to supply many of their needs. On the fertile edges of the desert, camels pull ploughs, turn wheels to irrigate the fields and carry goods to the market. In the desert itself, they are still almost the only means of transport. They supply food, milk and clothing in the form of wool and leather.
This useful animal is well adapted to life in harsh, arid lands. The Arabian camel has one hump; the Bactrian camel has two. The hump is, in fact, a store of fat which is used as a source of energy when food and water are scarce. When it does drink, the camel can take up to 100 litres of water in ten minutes.
The camel has broad, soft feet for a steady grip in the sand. A thick skin protects it from the fierce daytime sun and bitterly cold nights. The camel's eyes have three eyelids to help keep out sand; its ears and nose are also adapted to keep out sand storms. Camels stand about two meters high at the shoulder and weigh 500-800 kilos.
Often called the ship of desert; they can carry loads of 200 kilos and more, travelling up to 16 kilometres a day. Camels eat grass, dates and grain when available. Deep in the desert they survive on dry leaves, seeds and oats.

Directions: Choose the correct option to answer the following question.

According to the passage, how many people were there in Kennedy's car, when he was shot?

Reading Passage: KENNEDY
Directions: Read the passage carefully:
 [1] With a phalanx of Dallas police motorcycle officers clearing the way ahead, the big limousine carrying the Kennedy family made a 90-degree turn from Main onto Houston in front of the Dallas County Sheriff's Office. Almost two dozen deputies and other lawmen stood on the sidewalk watching.
[2] Atop the building was a large Hertz Rent-A-Car sign that had a digital time and temperature display. In front of the Depository, the limousine slowed to a crawl to make a 120-degree turn onto Elm Street, although turns of more than 90-degrees were prohibited by the Secret Service. The turn was so tight that Greer almost ran the limousine up onto the north curb near the Depository's front door, according to Depository Superintendent Roy Truly.
[3] The car continued a slow glide down the incline of Elm into Dealey Plaza, maintaining its position in the centre lane of the three-lane street. The crowds thinned out as the Triple Underpass approached and security men began to relax. About three car lengths ahead of the presidential limousine in the lead car, Agent Lawson, a former Army counterintelligence man now with the Secret Service White House detail was sitting in the right front seat. He looked at his watch. It was 12:30 p.m. Ppicking up the car's microphone, he radioed the Trade Mart saying: 'We'll be there in about five minutes.'
[4] In the presidential limousine, Kennedy was waving to his right hand; a group of people standing near a sign reading STEMMONS FREEWAY. His right arm and hand were slightly over the side of the car. Mrs. Kennedy had been waving to her left, but her thoughts were on the Texas heat, Mrs. Kennedy later told the Warren Commission: 'And in the motorcade, you know, I usually would be waving mostly to the left side and he was waving mostly to the right, which is one reason you are not looking at each other very much. And it was terribly hot. Just blinding all of us.' Sensing her discomfort, Mrs. Connally, an old acquaintance of Mrs. Kennedy’s, turned, and said: 'We'll soon be there.'
[5] Mrs. Kennedy recalled seeing the Triple Underpass ahead: 'We could see a tunnel in front of us. Everything was really slow then. And I remember thinking it would be so cool under the tunnel.' Mrs. Connally had wanted to mention the warm and enthusiastic welcome for some time, but she had held back. Now she could contain herself no longer. Turning to Kennedy, she said: 'Mr. President, you can't say that Dallas doesn’t love you.' According to Mrs. Kennedy, the President smiled and replied: 'No, you certainly can’t.’
[6] Soon after this remark, Mrs. Connally heard a frightening noise off to her right. She looked in that direction and caught a peripheral glimpse of Kennedy raising both hands to his neck. She heard no sound from the President, but noticed a blank, ‘nothing' expression on his face. Kellerman, sitting directly in front of Connally and Kennedy, noticed they had just passed a highway sign when he heard a 'pop' to his right and immediately looked in that direction, surveying the easternmost slope of the Grassy Knoll. Kellerman told the Warren Commission: ‘As I turned my head to the right to view whatever it was ...I heard a voice from the back seat and I firmly believe it was the president's [saying} 'My God, I am hit.' and I turned around and he has got his hands up here like this [indicating both hands up near the head] . . . [It] was enough for me to verify that the man was hit.
[7] So, in the same motion I come right back and grabbed the speaker and said to the driver. 'Let's get out of here, we're hit,' and grabbed the mike and I said. 'Lawson, this is Kellerman . . . we are hit; get us to the hospital immediately.' Now in the seconds that I talked just now, a flurry of shells comes into the car.”
Mrs. Connally testified she heard Kellerman say: 'Pull out of the motorcade. Take us to the nearest hospital.' The limousine indeed pulled out of the motorcade and raced to Parkland Hospital.
[8] Driver Greer said he was busy looking ahead to the railroad overpass when he heard a noise he thought was a motorcade backfire. Then he heard the noise again and caught a glimpse of Connally starting to slump over. He then heard two more noises that seemed to come one on top of the other. Greer said after the second noise and a glance over his right shoulder at Connally, he stepped on the accelerator. However, a film taken that day shows the limousine brake lights remained on until after the fatal shot to Kennedy.

Directions: Choose the correct option to answer the following question.

According to the passage, Dealey Plaza is on/in ________.

Reading Passage: KENNEDY
Directions: Read the passage carefully:
 [1] With a phalanx of Dallas police motorcycle officers clearing the way ahead, the big limousine carrying the Kennedy family made a 90-degree turn from Main onto Houston in front of the Dallas County Sheriff's Office. Almost two dozen deputies and other lawmen stood on the sidewalk watching.
[2] Atop the building was a large Hertz Rent-A-Car sign that had a digital time and temperature display. In front of the Depository, the limousine slowed to a crawl to make a 120-degree turn onto Elm Street, although turns of more than 90-degrees were prohibited by the Secret Service. The turn was so tight that Greer almost ran the limousine up onto the north curb near the Depository's front door, according to Depository Superintendent Roy Truly.
[3] The car continued a slow glide down the incline of Elm into Dealey Plaza, maintaining its position in the centre lane of the three-lane street. The crowds thinned out as the Triple Underpass approached and security men began to relax. About three car lengths ahead of the presidential limousine in the lead car, Agent Lawson, a former Army counterintelligence man now with the Secret Service White House detail was sitting in the right front seat. He looked at his watch. It was 12:30 p.m. Ppicking up the car's microphone, he radioed the Trade Mart saying: 'We'll be there in about five minutes.'
[4] In the presidential limousine, Kennedy was waving to his right hand; a group of people standing near a sign reading STEMMONS FREEWAY. His right arm and hand were slightly over the side of the car. Mrs. Kennedy had been waving to her left, but her thoughts were on the Texas heat, Mrs. Kennedy later told the Warren Commission: 'And in the motorcade, you know, I usually would be waving mostly to the left side and he was waving mostly to the right, which is one reason you are not looking at each other very much. And it was terribly hot. Just blinding all of us.' Sensing her discomfort, Mrs. Connally, an old acquaintance of Mrs. Kennedy’s, turned, and said: 'We'll soon be there.'
[5] Mrs. Kennedy recalled seeing the Triple Underpass ahead: 'We could see a tunnel in front of us. Everything was really slow then. And I remember thinking it would be so cool under the tunnel.' Mrs. Connally had wanted to mention the warm and enthusiastic welcome for some time, but she had held back. Now she could contain herself no longer. Turning to Kennedy, she said: 'Mr. President, you can't say that Dallas doesn’t love you.' According to Mrs. Kennedy, the President smiled and replied: 'No, you certainly can’t.’
[6] Soon after this remark, Mrs. Connally heard a frightening noise off to her right. She looked in that direction and caught a peripheral glimpse of Kennedy raising both hands to his neck. She heard no sound from the President, but noticed a blank, ‘nothing' expression on his face. Kellerman, sitting directly in front of Connally and Kennedy, noticed they had just passed a highway sign when he heard a 'pop' to his right and immediately looked in that direction, surveying the easternmost slope of the Grassy Knoll. Kellerman told the Warren Commission: ‘As I turned my head to the right to view whatever it was ...I heard a voice from the back seat and I firmly believe it was the president's [saying} 'My God, I am hit.' and I turned around and he has got his hands up here like this [indicating both hands up near the head] . . . [It] was enough for me to verify that the man was hit.
[7] So, in the same motion I come right back and grabbed the speaker and said to the driver. 'Let's get out of here, we're hit,' and grabbed the mike and I said. 'Lawson, this is Kellerman . . . we are hit; get us to the hospital immediately.' Now in the seconds that I talked just now, a flurry of shells comes into the car.”
Mrs. Connally testified she heard Kellerman say: 'Pull out of the motorcade. Take us to the nearest hospital.' The limousine indeed pulled out of the motorcade and raced to Parkland Hospital.
[8] Driver Greer said he was busy looking ahead to the railroad overpass when he heard a noise he thought was a motorcade backfire. Then he heard the noise again and caught a glimpse of Connally starting to slump over. He then heard two more noises that seemed to come one on top of the other. Greer said after the second noise and a glance over his right shoulder at Connally, he stepped on the accelerator. However, a film taken that day shows the limousine brake lights remained on until after the fatal shot to Kennedy.

Directions: Choose the correct option to answer the following question.

Which word in the passage can substitute “extremely dry”?

Reading Passage: CAMEL
Directions: Read the passage carefully:
The camel is the oldest of domestic animals. It has been used for thousands of years, by the desert people of Africa and Asia to supply many of their needs. On the fertile edges of the desert, camels pull ploughs, turn wheels to irrigate the fields and carry goods to the market. In the desert itself, they are still almost the only means of transport. They supply food, milk and clothing in the form of wool and leather.
This useful animal is well adapted to life in harsh, arid lands. The Arabian camel has one hump; the Bactrian camel has two. The hump is, in fact, a store of fat which is used as a source of energy when food and water are scarce. When it does drink, the camel can take up to 100 litres of water in ten minutes.
The camel has broad, soft feet for a steady grip in the sand. A thick skin protects it from the fierce daytime sun and bitterly cold nights. The camel's eyes have three eyelids to help keep out sand; its ears and nose are also adapted to keep out sand storms. Camels stand about two meters high at the shoulder and weigh 500-800 kilos.
Often called the ship of desert; they can carry loads of 200 kilos and more, travelling up to 16 kilometres a day. Camels eat grass, dates and grain when available. Deep in the desert they survive on dry leaves, seeds and oats.

Directions: Choose the correct option to answer the following question.

Which of the following is a way in which a camel can help us in agriculture?

Reading Passage: CAMEL
Directions: Read the passage carefully:
The camel is the oldest of domestic animals. It has been used for thousands of years, by the desert people of Africa and Asia to supply many of their needs. On the fertile edges of the desert, camels pull ploughs, turn wheels to irrigate the fields and carry goods to the market. In the desert itself, they are still almost the only means of transport. They supply food, milk and clothing in the form of wool and leather.
This useful animal is well adapted to life in harsh, arid lands. The Arabian camel has one hump; the Bactrian camel has two. The hump is, in fact, a store of fat which is used as a source of energy when food and water are scarce. When it does drink, the camel can take up to 100 litres of water in ten minutes.
The camel has broad, soft feet for a steady grip in the sand. A thick skin protects it from the fierce daytime sun and bitterly cold nights. The camel's eyes have three eyelids to help keep out sand; its ears and nose are also adapted to keep out sand storms. Camels stand about two meters high at the shoulder and weigh 500-800 kilos.
Often called the ship of desert; they can carry loads of 200 kilos and more, travelling up to 16 kilometres a day. Camels eat grass, dates and grain when available. Deep in the desert they survive on dry leaves, seeds and oats.

Directions: Choose the correct option to answer the following question.

Which of the following helps the camel to avoid the depositing of sand?

Reading Passage: CAMEL
Directions: Read the passage carefully:
The camel is the oldest of domestic animals. It has been used for thousands of years, by the desert people of Africa and Asia to supply many of their needs. On the fertile edges of the desert, camels pull ploughs, turn wheels to irrigate the fields and carry goods to the market. In the desert itself, they are still almost the only means of transport. They supply food, milk and clothing in the form of wool and leather.
This useful animal is well adapted to life in harsh, arid lands. The Arabian camel has one hump; the Bactrian camel has two. The hump is, in fact, a store of fat which is used as a source of energy when food and water are scarce. When it does drink, the camel can take up to 100 litres of water in ten minutes.
The camel has broad, soft feet for a steady grip in the sand. A thick skin protects it from the fierce daytime sun and bitterly cold nights. The camel's eyes have three eyelids to help keep out sand; its ears and nose are also adapted to keep out sand storms. Camels stand about two meters high at the shoulder and weigh 500-800 kilos.
Often called the ship of desert; they can carry loads of 200 kilos and more, travelling up to 16 kilometres a day. Camels eat grass, dates and grain when available. Deep in the desert they survive on dry leaves, seeds and oats.

Directions: Choose the correct option to answer the following question.

How many deputies were standing on the sidewalk?

Reading Passage: KENNEDY
Directions: Read the passage carefully:
 [1] With a phalanx of Dallas police motorcycle officers clearing the way ahead, the big limousine carrying the Kennedy family made a 90-degree turn from Main onto Houston in front of the Dallas County Sheriff's Office. Almost two dozen deputies and other lawmen stood on the sidewalk watching.
[2] Atop the building was a large Hertz Rent-A-Car sign that had a digital time and temperature display. In front of the Depository, the limousine slowed to a crawl to make a 120-degree turn onto Elm Street, although turns of more than 90-degrees were prohibited by the Secret Service. The turn was so tight that Greer almost ran the limousine up onto the north curb near the Depository's front door, according to Depository Superintendent Roy Truly.
[3] The car continued a slow glide down the incline of Elm into Dealey Plaza, maintaining its position in the centre lane of the three-lane street. The crowds thinned out as the Triple Underpass approached and security men began to relax. About three car lengths ahead of the presidential limousine in the lead car, Agent Lawson, a former Army counterintelligence man now with the Secret Service White House detail was sitting in the right front seat. He looked at his watch. It was 12:30 p.m. Ppicking up the car's microphone, he radioed the Trade Mart saying: 'We'll be there in about five minutes.'
[4] In the presidential limousine, Kennedy was waving to his right hand; a group of people standing near a sign reading STEMMONS FREEWAY. His right arm and hand were slightly over the side of the car. Mrs. Kennedy had been waving to her left, but her thoughts were on the Texas heat, Mrs. Kennedy later told the Warren Commission: 'And in the motorcade, you know, I usually would be waving mostly to the left side and he was waving mostly to the right, which is one reason you are not looking at each other very much. And it was terribly hot. Just blinding all of us.' Sensing her discomfort, Mrs. Connally, an old acquaintance of Mrs. Kennedy’s, turned, and said: 'We'll soon be there.'
[5] Mrs. Kennedy recalled seeing the Triple Underpass ahead: 'We could see a tunnel in front of us. Everything was really slow then. And I remember thinking it would be so cool under the tunnel.' Mrs. Connally had wanted to mention the warm and enthusiastic welcome for some time, but she had held back. Now she could contain herself no longer. Turning to Kennedy, she said: 'Mr. President, you can't say that Dallas doesn’t love you.' According to Mrs. Kennedy, the President smiled and replied: 'No, you certainly can’t.’
[6] Soon after this remark, Mrs. Connally heard a frightening noise off to her right. She looked in that direction and caught a peripheral glimpse of Kennedy raising both hands to his neck. She heard no sound from the President, but noticed a blank, ‘nothing' expression on his face. Kellerman, sitting directly in front of Connally and Kennedy, noticed they had just passed a highway sign when he heard a 'pop' to his right and immediately looked in that direction, surveying the easternmost slope of the Grassy Knoll. Kellerman told the Warren Commission: ‘As I turned my head to the right to view whatever it was ...I heard a voice from the back seat and I firmly believe it was the president's [saying} 'My God, I am hit.' and I turned around and he has got his hands up here like this [indicating both hands up near the head] . . . [It] was enough for me to verify that the man was hit.
[7] So, in the same motion I come right back and grabbed the speaker and said to the driver. 'Let's get out of here, we're hit,' and grabbed the mike and I said. 'Lawson, this is Kellerman . . . we are hit; get us to the hospital immediately.' Now in the seconds that I talked just now, a flurry of shells comes into the car.”
Mrs. Connally testified she heard Kellerman say: 'Pull out of the motorcade. Take us to the nearest hospital.' The limousine indeed pulled out of the motorcade and raced to Parkland Hospital.
[8] Driver Greer said he was busy looking ahead to the railroad overpass when he heard a noise he thought was a motorcade backfire. Then he heard the noise again and caught a glimpse of Connally starting to slump over. He then heard two more noises that seemed to come one on top of the other. Greer said after the second noise and a glance over his right shoulder at Connally, he stepped on the accelerator. However, a film taken that day shows the limousine brake lights remained on until after the fatal shot to Kennedy.

Directions: Choose the correct option to answer the following question.

Which of the following is an example of adaptation of an organ?

Reading Passage: CAMEL
Directions: Read the passage carefully:
The camel is the oldest of domestic animals. It has been used for thousands of years, by the desert people of Africa and Asia to supply many of their needs. On the fertile edges of the desert, camels pull ploughs, turn wheels to irrigate the fields and carry goods to the market. In the desert itself, they are still almost the only means of transport. They supply food, milk and clothing in the form of wool and leather.
This useful animal is well adapted to life in harsh, arid lands. The Arabian camel has one hump; the Bactrian camel has two. The hump is, in fact, a store of fat which is used as a source of energy when food and water are scarce. When it does drink, the camel can take up to 100 litres of water in ten minutes.
The camel has broad, soft feet for a steady grip in the sand. A thick skin protects it from the fierce daytime sun and bitterly cold nights. The camel's eyes have three eyelids to help keep out sand; its ears and nose are also adapted to keep out sand storms. Camels stand about two meters high at the shoulder and weigh 500-800 kilos.
Often called the ship of desert; they can carry loads of 200 kilos and more, travelling up to 16 kilometres a day. Camels eat grass, dates and grain when available. Deep in the desert they survive on dry leaves, seeds and oats.

Directions: Choose the correct option to answer the following question.

'Discipline' as used in the passage means ______.

Reading Passage: Foreign Language
Directions: Read the passage carefully:
The learning of a foreign language should be an integral part of every university student's education.  As a discipline, it affords the mind excellent training. It utilizes skills needed in so many other subjects: the concentration required for memorizing music (not to mention developing the ear for tone and pitch). The logical thinking for resolving mathematical problems, even the deductive reasoning capabilities needed to comprehend philosophical concepts.  The mind is stretched through the simple act of teaming the grammatical patterns, vocabulary and phonological system of a language. At the same time, the student of a foreign language is acquiring a useful tool. This tool has a double advantage, for while most people (especially teachers) expound on the rewards of being able to communicate in a second, third or fourth language, perhaps the more promising of the two, is being able to understand and hopefully appreciate another cultural group through their literature, their music and customs all of which are best assimilated through the medium of their language.