Reading Comprehension

The word 'stratum' as used in the passage means

Directions: Read the following passage to answer the given question.

A study recently recognized three varieties of non-native spoken English. Speakers of the first variety exhibit characteristics of a very long and difficult process of internal interpretation from their mother-tongue into English. Thought and expression do not go closely together. A listener would notice this from the way the speaker pauses before expressing himself, apparently deciding which words to use and how to arrange them. Therefore, thinking is exclusively through the medium of the mother-tongue and English is a poor shadow of the original thoughts of the speaker. Utterances heard invariably have to be translated silently into the mother­ tongue to be maximally meaningful, and this makes statements slow, halting and jerky.

The second variety speakers exhibit features described above but to a much lesser degree. Internal translations from the mother-tongue to English still take place during the speaker's expression of opinions and complex concepts but the process now takes a shorter span of time. With ordinary words or simple ideas, internal interpretations need not intervene between the points at which the thought is conceived and the time it is given verbal expression. Discussions are quicker and smoother though these might not always be entirely free from minor halting gaps.
With the third variety, speaker’s thought is almost entirely in English and translation is not needed. The speaker has a wealth of linguistic weapons to choose from and the ability to express the minute distinctions between similar concepts comes quickly and easily. Thus for instance, whereas speakers of the lower varieties have only the word `rain', the speaker of variety recognizes distinctions between `shower', `downpour', `drizzle', 'mist', `deluge', etc., and uses each in the appropriate context. Also, his mastery of the sounds and features of the English Language equips him to express the utterances accurately and automatically without having to pause and think of the correct version of a sound since he masters the various distinctions in the pronunciation of each vowel and each consonant.
We need to recognise, however, that most non-native learners of English `graduate' from one variety to another, from the lowest stratum of variety to the highest stratum of that variety, and then to variety II and so on until they achieve variety III. Length or periods of education, exposure to Standard English and a personal conscious effort play major roles in deciding what variety a particular speaker uses.

Finally, we must recognise that most speakers of the higher varieties are still capable of reverting to the lower ones if they choose to. Thus, we can find even an English language professor switching to the lowest stratum of variety if he feels so inclined when talking to a house-servant or a porter.

Which of the following statements is true about speakers of the first variety?

Directions: Read the following passage to answer the given question.

A study recently recognized three varieties of non-native spoken English. Speakers of the first variety exhibit characteristics of a very long and difficult process of internal interpretation from their mother-tongue into English. Thought and expression do not go closely together. A listener would notice this from the way the speaker pauses before expressing himself, apparently deciding which words to use and how to arrange them. Therefore, thinking is exclusively through the medium of the mother-tongue and English is a poor shadow of the original thoughts of the speaker. Utterances heard invariably have to be translated silently into the mother­ tongue to be maximally meaningful, and this makes statements slow, halting and jerky.

The second variety speakers exhibit features described above but to a much lesser degree. Internal translations from the mother-tongue to English still take place during the speaker's expression of opinions and complex concepts but the process now takes a shorter span of time. With ordinary words or simple ideas, internal interpretations need not intervene between the points at which the thought is conceived and the time it is given verbal expression. Discussions are quicker and smoother though these might not always be entirely free from minor halting gaps.
With the third variety, speaker’s thought is almost entirely in English and translation is not needed. The speaker has a wealth of linguistic weapons to choose from and the ability to express the minute distinctions between similar concepts comes quickly and easily. Thus for instance, whereas speakers of the lower varieties have only the word `rain', the speaker of variety recognizes distinctions between `shower', `downpour', `drizzle', 'mist', `deluge', etc., and uses each in the appropriate context. Also, his mastery of the sounds and features of the English Language equips him to express the utterances accurately and automatically without having to pause and think of the correct version of a sound since he masters the various distinctions in the pronunciation of each vowel and each consonant.
We need to recognise, however, that most non-native learners of English `graduate' from one variety to another, from the lowest stratum of variety to the highest stratum of that variety, and then to variety II and so on until they achieve variety III. Length or periods of education, exposure to Standard English and a personal conscious effort play major roles in deciding what variety a particular speaker uses.

Finally, we must recognise that most speakers of the higher varieties are still capable of reverting to the lower ones if they choose to. Thus, we can find even an English language professor switching to the lowest stratum of variety if he feels so inclined when talking to a house-servant or a porter.

While talking to a porter, an English language professor

Directions: Read the following passage to answer the given question.

A study recently recognized three varieties of non-native spoken English. Speakers of the first variety exhibit characteristics of a very long and difficult process of internal interpretation from their mother-tongue into English. Thought and expression do not go closely together. A listener would notice this from the way the speaker pauses before expressing himself, apparently deciding which words to use and how to arrange them. Therefore, thinking is exclusively through the medium of the mother-tongue and English is a poor shadow of the original thoughts of the speaker. Utterances heard invariably have to be translated silently into the mother­ tongue to be maximally meaningful, and this makes statements slow, halting and jerky.

The second variety speakers exhibit features described above but to a much lesser degree. Internal translations from the mother-tongue to English still take place during the speaker's expression of opinions and complex concepts but the process now takes a shorter span of time. With ordinary words or simple ideas, internal interpretations need not intervene between the points at which the thought is conceived and the time it is given verbal expression. Discussions are quicker and smoother though these might not always be entirely free from minor halting gaps.
With the third variety, speaker’s thought is almost entirely in English and translation is not needed. The speaker has a wealth of linguistic weapons to choose from and the ability to express the minute distinctions between similar concepts comes quickly and easily. Thus for instance, whereas speakers of the lower varieties have only the word `rain', the speaker of variety recognizes distinctions between `shower', `downpour', `drizzle', 'mist', `deluge', etc., and uses each in the appropriate context. Also, his mastery of the sounds and features of the English Language equips him to express the utterances accurately and automatically without having to pause and think of the correct version of a sound since he masters the various distinctions in the pronunciation of each vowel and each consonant.
We need to recognise, however, that most non-native learners of English `graduate' from one variety to another, from the lowest stratum of variety to the highest stratum of that variety, and then to variety II and so on until they achieve variety III. Length or periods of education, exposure to Standard English and a personal conscious effort play major roles in deciding what variety a particular speaker uses.

Finally, we must recognise that most speakers of the higher varieties are still capable of reverting to the lower ones if they choose to. Thus, we can find even an English language professor switching to the lowest stratum of variety if he feels so inclined when talking to a house-servant or a porter.

What general feeling does the author discuss in the first paragraph?

Directions: Read the following passage to answer the given question.

It was a sunny day in the month of May. The sun took its rightful position very early; lending credence to the general feeling that Andrew's birthday ceremony was going to be greeted with the blessing of a pleasant climate. The sky looked so bright that Andrew insisted on having an open air party. The habitual doubting Thomases had no dis­senting opinions to express. Andrew had gone to a great length to ensure a hitch-free party; a party which would remain the talk of the town. Although it was not intended to be free for all, a lot had been done to stamp the occasion on the memories of many people long afterwards.
The bright sun continued to smile. Andrew's face beamed with pleasure with every passing moment. Very few of his contemporaries have so succeeded in reaching the top of the ladder. Andrew in particular had been an orphan of storm. His father's death during his third year in the secondary school and that of his mother two years later were the only two of this orphan's `storms'. He suffered a physical misfortune when a machine severed his left middle finger. But Andrew did not despair.

The courage to fail is very cheap. Every fool can afford to fail. But it raises one above the herd of cowards and never-do-wells to be up and struggling. The reward of forbearance in the end is resounding success. And so it was for Andrew. Ever since he finished his university education, it had been success galore. He had got a good job in one of the country's insurance companies. His pay was good, his promotion had been steady and his prospects seemed bright. At forty, he had a good car and had already bought a house of his own. The world was at his feet!

The word in the passage that can replace the expression 'chances of advancement' is

Directions: Read the following passage to answer the given question.

It was a sunny day in the month of May. The sun took its rightful position very early; lending credence to the general feeling that Andrew's birthday ceremony was going to be greeted with the blessing of a pleasant climate. The sky looked so bright that Andrew insisted on having an open air party. The habitual doubting Thomases had no dis­senting opinions to express. Andrew had gone to a great length to ensure a hitch-free party; a party which would remain the talk of the town. Although it was not intended to be free for all, a lot had been done to stamp the occasion on the memories of many people long afterwards.
The bright sun continued to smile. Andrew's face beamed with pleasure with every passing moment. Very few of his contemporaries have so succeeded in reaching the top of the ladder. Andrew in particular had been an orphan of storm. His father's death during his third year in the secondary school and that of his mother two years later were the only two of this orphan's `storms'. He suffered a physical misfortune when a machine severed his left middle finger. But Andrew did not despair.

The courage to fail is very cheap. Every fool can afford to fail. But it raises one above the herd of cowards and never-do-wells to be up and struggling. The reward of forbearance in the end is resounding success. And so it was for Andrew. Ever since he finished his university education, it had been success galore. He had got a good job in one of the country's insurance companies. His pay was good, his promotion had been steady and his prospects seemed bright. At forty, he had a good car and had already bought a house of his own. The world was at his feet!

Andrew wanted to make his birthday function a memorable one because

Directions: Read the following passage to answer the given question.

It was a sunny day in the month of May. The sun took its rightful position very early; lending credence to the general feeling that Andrew's birthday ceremony was going to be greeted with the blessing of a pleasant climate. The sky looked so bright that Andrew insisted on having an open air party. The habitual doubting Thomases had no dis­senting opinions to express. Andrew had gone to a great length to ensure a hitch-free party; a party which would remain the talk of the town. Although it was not intended to be free for all, a lot had been done to stamp the occasion on the memories of many people long afterwards.
The bright sun continued to smile. Andrew's face beamed with pleasure with every passing moment. Very few of his contemporaries have so succeeded in reaching the top of the ladder. Andrew in particular had been an orphan of storm. His father's death during his third year in the secondary school and that of his mother two years later were the only two of this orphan's `storms'. He suffered a physical misfortune when a machine severed his left middle finger. But Andrew did not despair.

The courage to fail is very cheap. Every fool can afford to fail. But it raises one above the herd of cowards and never-do-wells to be up and struggling. The reward of forbearance in the end is resounding success. And so it was for Andrew. Ever since he finished his university education, it had been success galore. He had got a good job in one of the country's insurance companies. His pay was good, his promotion had been steady and his prospects seemed bright. At forty, he had a good car and had already bought a house of his own. The world was at his feet!

The expression 'The world was at his feet' means

Directions: Read the following passage to answer the given question.

It was a sunny day in the month of May. The sun took its rightful position very early; lending credence to the general feeling that Andrew's birthday ceremony was going to be greeted with the blessing of a pleasant climate. The sky looked so bright that Andrew insisted on having an open air party. The habitual doubting Thomases had no dis­senting opinions to express. Andrew had gone to a great length to ensure a hitch-free party; a party which would remain the talk of the town. Although it was not intended to be free for all, a lot had been done to stamp the occasion on the memories of many people long afterwards.
The bright sun continued to smile. Andrew's face beamed with pleasure with every passing moment. Very few of his contemporaries have so succeeded in reaching the top of the ladder. Andrew in particular had been an orphan of storm. His father's death during his third year in the secondary school and that of his mother two years later were the only two of this orphan's `storms'. He suffered a physical misfortune when a machine severed his left middle finger. But Andrew did not despair.

The courage to fail is very cheap. Every fool can afford to fail. But it raises one above the herd of cowards and never-do-wells to be up and struggling. The reward of forbearance in the end is resounding success. And so it was for Andrew. Ever since he finished his university education, it had been success galore. He had got a good job in one of the country's insurance companies. His pay was good, his promotion had been steady and his prospects seemed bright. At forty, he had a good car and had already bought a house of his own. The world was at his feet!

Which of the following can be made out from the second paragraph of the passage about Andrew's early life?

Directions: Read the following passage to answer the given question.

It was a sunny day in the month of May. The sun took its rightful position very early; lending credence to the general feeling that Andrew's birthday ceremony was going to be greeted with the blessing of a pleasant climate. The sky looked so bright that Andrew insisted on having an open air party. The habitual doubting Thomases had no dis­senting opinions to express. Andrew had gone to a great length to ensure a hitch-free party; a party which would remain the talk of the town. Although it was not intended to be free for all, a lot had been done to stamp the occasion on the memories of many people long afterwards.
The bright sun continued to smile. Andrew's face beamed with pleasure with every passing moment. Very few of his contemporaries have so succeeded in reaching the top of the ladder. Andrew in particular had been an orphan of storm. His father's death during his third year in the secondary school and that of his mother two years later were the only two of this orphan's `storms'. He suffered a physical misfortune when a machine severed his left middle finger. But Andrew did not despair.

The courage to fail is very cheap. Every fool can afford to fail. But it raises one above the herd of cowards and never-do-wells to be up and struggling. The reward of forbearance in the end is resounding success. And so it was for Andrew. Ever since he finished his university education, it had been success galore. He had got a good job in one of the country's insurance companies. His pay was good, his promotion had been steady and his prospects seemed bright. At forty, he had a good car and had already bought a house of his own. The world was at his feet!

Which word in the passage is a synonym of 'deadly'?

Directions: Read the following passage to answer the given question.

We are today faced with a great ecological problem for which we ourselves are largely responsible. Our planet, the Earth, the only home of man is bathed in a steady rain of the sun's rays. Most of these rays supply us heat and light, but a small percentage is deadly. These are the ultraviolet - B rays (or UV - B). If these were to get to the surface of the Earth directly, they would kill us off. Luckily, the Earth’s surface is shielded from these rays by the ozone layer; but sadly enough this ozone layer is being destroyed by man.

The ozone layer is formed from a kind of oxygen with three atoms (O₃) instead of the normal two (O₂). Ozone oc­curs naturally in the stratosphere, several kilometres above the Earth's surface. It absorbs the dangerous UV -B rays but allows the much needed and safe light to pass through. There, in the stratosphere, it is constantly being created by the sun's rays; thus it is a self-repairing shield. But man is now gradu­ally destroying this vital shield with his industrial gases. The most lethal of these gases are the chlorofluorocarbons, or CFCs, which are used in making all kinds of foamed plastic products, propellants in spray cans, coolants in air condi­tioners and refrigerators and solvents to clean electronic equip­ment.

Down here, they are not lethal. But after they have leaked from air conditioners, plastic foam, cups, etc; they slowly drift up to the stratosphere where, bombarded by ultraviolet rays, they break up at last, releasing chlorine, the real ozone killer. Sadly, one chlorine molecule may remain active for a century, destroying thousands of ozone molecules.

The greatest threat to the ozone layer is from

Directions: Read the following passage to answer the given question.

We are today faced with a great ecological problem for which we ourselves are largely responsible. Our planet, the Earth, the only home of man is bathed in a steady rain of the sun's rays. Most of these rays supply us heat and light, but a small percentage is deadly. These are the ultraviolet - B rays (or UV - B). If these were to get to the surface of the Earth directly, they would kill us off. Luckily, the Earth’s surface is shielded from these rays by the ozone layer; but sadly enough this ozone layer is being destroyed by man.

The ozone layer is formed from a kind of oxygen with three atoms (O₃) instead of the normal two (O₂). Ozone oc­curs naturally in the stratosphere, several kilometres above the Earth's surface. It absorbs the dangerous UV -B rays but allows the much needed and safe light to pass through. There, in the stratosphere, it is constantly being created by the sun's rays; thus it is a self-repairing shield. But man is now gradu­ally destroying this vital shield with his industrial gases. The most lethal of these gases are the chlorofluorocarbons, or CFCs, which are used in making all kinds of foamed plastic products, propellants in spray cans, coolants in air condi­tioners and refrigerators and solvents to clean electronic equip­ment.

Down here, they are not lethal. But after they have leaked from air conditioners, plastic foam, cups, etc; they slowly drift up to the stratosphere where, bombarded by ultraviolet rays, they break up at last, releasing chlorine, the real ozone killer. Sadly, one chlorine molecule may remain active for a century, destroying thousands of ozone molecules.

Which of the following is/are known as the real ozone killer(s)?

Directions: Read the following passage to answer the given question.

We are today faced with a great ecological problem for which we ourselves are largely responsible. Our planet, the Earth, the only home of man is bathed in a steady rain of the sun's rays. Most of these rays supply us heat and light, but a small percentage is deadly. These are the ultraviolet - B rays (or UV - B). If these were to get to the surface of the Earth directly, they would kill us off. Luckily, the Earth’s surface is shielded from these rays by the ozone layer; but sadly enough this ozone layer is being destroyed by man.

The ozone layer is formed from a kind of oxygen with three atoms (O₃) instead of the normal two (O₂). Ozone oc­curs naturally in the stratosphere, several kilometres above the Earth's surface. It absorbs the dangerous UV -B rays but allows the much needed and safe light to pass through. There, in the stratosphere, it is constantly being created by the sun's rays; thus it is a self-repairing shield. But man is now gradu­ally destroying this vital shield with his industrial gases. The most lethal of these gases are the chlorofluorocarbons, or CFCs, which are used in making all kinds of foamed plastic products, propellants in spray cans, coolants in air condi­tioners and refrigerators and solvents to clean electronic equip­ment.

Down here, they are not lethal. But after they have leaked from air conditioners, plastic foam, cups, etc; they slowly drift up to the stratosphere where, bombarded by ultraviolet rays, they break up at last, releasing chlorine, the real ozone killer. Sadly, one chlorine molecule may remain active for a century, destroying thousands of ozone molecules.

The ozone layer is

Directions: Read the following passage to answer the given question.

We are today faced with a great ecological problem for which we ourselves are largely responsible. Our planet, the Earth, the only home of man is bathed in a steady rain of the sun's rays. Most of these rays supply us heat and light, but a small percentage is deadly. These are the ultraviolet - B rays (or UV - B). If these were to get to the surface of the Earth directly, they would kill us off. Luckily, the Earth’s surface is shielded from these rays by the ozone layer; but sadly enough this ozone layer is being destroyed by man.

The ozone layer is formed from a kind of oxygen with three atoms (O₃) instead of the normal two (O₂). Ozone oc­curs naturally in the stratosphere, several kilometres above the Earth's surface. It absorbs the dangerous UV -B rays but allows the much needed and safe light to pass through. There, in the stratosphere, it is constantly being created by the sun's rays; thus it is a self-repairing shield. But man is now gradu­ally destroying this vital shield with his industrial gases. The most lethal of these gases are the chlorofluorocarbons, or CFCs, which are used in making all kinds of foamed plastic products, propellants in spray cans, coolants in air condi­tioners and refrigerators and solvents to clean electronic equip­ment.

Down here, they are not lethal. But after they have leaked from air conditioners, plastic foam, cups, etc; they slowly drift up to the stratosphere where, bombarded by ultraviolet rays, they break up at last, releasing chlorine, the real ozone killer. Sadly, one chlorine molecule may remain active for a century, destroying thousands of ozone molecules.

Which of the following statements best describes the ozone layer?

Directions: Read the following passage to answer the given question.

We are today faced with a great ecological problem for which we ourselves are largely responsible. Our planet, the Earth, the only home of man is bathed in a steady rain of the sun's rays. Most of these rays supply us heat and light, but a small percentage is deadly. These are the ultraviolet - B rays (or UV - B). If these were to get to the surface of the Earth directly, they would kill us off. Luckily, the Earth’s surface is shielded from these rays by the ozone layer; but sadly enough this ozone layer is being destroyed by man.

The ozone layer is formed from a kind of oxygen with three atoms (O₃) instead of the normal two (O₂). Ozone oc­curs naturally in the stratosphere, several kilometres above the Earth's surface. It absorbs the dangerous UV -B rays but allows the much needed and safe light to pass through. There, in the stratosphere, it is constantly being created by the sun's rays; thus it is a self-repairing shield. But man is now gradu­ally destroying this vital shield with his industrial gases. The most lethal of these gases are the chlorofluorocarbons, or CFCs, which are used in making all kinds of foamed plastic products, propellants in spray cans, coolants in air condi­tioners and refrigerators and solvents to clean electronic equip­ment.

Down here, they are not lethal. But after they have leaked from air conditioners, plastic foam, cups, etc; they slowly drift up to the stratosphere where, bombarded by ultraviolet rays, they break up at last, releasing chlorine, the real ozone killer. Sadly, one chlorine molecule may remain active for a century, destroying thousands of ozone molecules.

Which of the following is an unpleasant thing that responsible parents often do?

Directions: Read the following passage to answer the given question.

Every child, whether he comes to his family by birth or adoption, discovers what a family is, through the experi­ences of family life. The new-born infant has no way of know­ing which of the many faces that hover above him belongs to a parent. He has no way of knowing what a parent is. He only knows that he is comfortable or uncomfortable, hungry or satisfied.
Gradually, as the months go by, he begins to know who brings comfort when he is uncomfortable and food when he is hungry. He comes to know the feel of the arm that holds him close when he eats and holds him safe in his bath. He grows to know who responds to his needs when he cries out, who is the special person in the whole strange new world who belongs specially to him. This is his first recognition of a parent.
The mother and the father who care for a child, who listen for his voice and try to interpret what he means, who com­fort him, feed him and play with him discover for the first time what it is to be parents. They do not become parents by virtue of conception and birth alone. They grow to be parents just as the infant grows to recognize them as such. They come to know the developing personality of their child in a way that no other person really can. They recognise whether he is a lusty eater or a nibbler, vivacious or reserved, adventurous or cautious. By observing his intellectual and physical abili­ties, they also get to know what he may become in future. They are concerned with meeting his needs and wants, and fostering his growth to maturity.

Sometimes, because of their responsibility to their child, parents have to do unpleasant things. They have to, for instance, take him for injections. He can have no choice about taking medicine when he is ill. He must learn quickly, and not neces­sarily at his own pace, that fire is not a play-thing. In the intimacies of daily living, the child and the parents learn the bitter and the sweet of family relations. It is through the experiences of family life that a child and his parents grow to be a family. For every parent, biological or adoptive, it is the daily loving care of the child and his responsiveness that build up the parents' feelings. When the child feels, it is being loved and being cared for, it produces family closeness.

A new-born baby

Directions: Read the following passage to answer the given question.

Every child, whether he comes to his family by birth or adoption, discovers what a family is, through the experi­ences of family life. The new-born infant has no way of know­ing which of the many faces that hover above him belongs to a parent. He has no way of knowing what a parent is. He only knows that he is comfortable or uncomfortable, hungry or satisfied.
Gradually, as the months go by, he begins to know who brings comfort when he is uncomfortable and food when he is hungry. He comes to know the feel of the arm that holds him close when he eats and holds him safe in his bath. He grows to know who responds to his needs when he cries out, who is the special person in the whole strange new world who belongs specially to him. This is his first recognition of a parent.
The mother and the father who care for a child, who listen for his voice and try to interpret what he means, who com­fort him, feed him and play with him discover for the first time what it is to be parents. They do not become parents by virtue of conception and birth alone. They grow to be parents just as the infant grows to recognize them as such. They come to know the developing personality of their child in a way that no other person really can. They recognise whether he is a lusty eater or a nibbler, vivacious or reserved, adventurous or cautious. By observing his intellectual and physical abili­ties, they also get to know what he may become in future. They are concerned with meeting his needs and wants, and fostering his growth to maturity.

Sometimes, because of their responsibility to their child, parents have to do unpleasant things. They have to, for instance, take him for injections. He can have no choice about taking medicine when he is ill. He must learn quickly, and not neces­sarily at his own pace, that fire is not a play-thing. In the intimacies of daily living, the child and the parents learn the bitter and the sweet of family relations. It is through the experiences of family life that a child and his parents grow to be a family. For every parent, biological or adoptive, it is the daily loving care of the child and his responsiveness that build up the parents' feelings. When the child feels, it is being loved and being cared for, it produces family closeness.