Choose the correct word or phrase - a, b, c or d - that best completes the passage.
The traditional definition of literacy is considered to be the ability to read and write, or the ability to use language to, read, write, listen, and speak. In modern contexts, the word refers to reading and writing at a level (31) _______ for communication, or at a level that lets one understand and communicate ideas in a literate society,' so as to take (32) _______ in that society. The United Nations, Educational, Scientific and Cultural Organization (UNESCO) has drafted the following definition: “Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written 'materials (33) _______ with varying contexts. Literacy involves a continuum of learning to enable an Individual to achieve his or her goals, to develop his, or her (34) _______ and potential, and to participate fully in the wider society." . This claim is made on the (35) _______ that literate people can be trained less expensively than illiterate people, generally have a higher socio-economic (36) _______ and enjoy better health and employment prospects.
Many policy analysts consider literacy rates a crucial measure of a region's human capital. A Policy makers also argue that literacy increases job opportunities and access to higher education. In Kerala, India, for example, female and child mortality rates declined (37) _______ in the 1960s, when girls who were educated in the education reforms after 1948 began to raise families. Recent researchers, (38) _______, argue that correlations such as, the one listed above may have more to do with the effects of schooling rather than literacy in general. Regardless, the (39)_______ of educational systems worldwide includes a basic (40) _______ around communication through test and print, which is the foundation of most definitions of literacy.
(38)
A.therefore
B.however
C.consequently
D.additionally

Choose the correct word or phrase - a, b, c or d - that best completes the passage.
The traditional definition of literacy is considered to be the ability to read and write, or the ability to use language to, read, write, listen, and speak. In modern contexts, the word refers to reading and writing at a level (31) _______ for communication, or at a level that lets one understand and communicate ideas in a literate society,' so as to take (32) _______ in that society. The United Nations, Educational, Scientific and Cultural Organization (UNESCO) has drafted the following definition: “Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written 'materials (33) _______ with varying contexts. Literacy involves a continuum of learning to enable an Individual to achieve his or her goals, to develop his, or her (34) _______ and potential, and to participate fully in the wider society." . This claim is made on the (35) _______ that literate people can be trained less expensively than illiterate people, generally have a higher socio-economic (36) _______ and enjoy better health and employment prospects.
Many policy analysts consider literacy rates a crucial measure of a region's human capital. A Policy makers also argue that literacy increases job opportunities and access to higher education. In Kerala, India, for example, female and child mortality rates declined (37) _______ in the 1960s, when girls who were educated in the education reforms after 1948 began to raise families. Recent researchers, (38) _______, argue that correlations such as, the one listed above may have more to do with the effects of schooling rather than literacy in general. Regardless, the (39)_______ of educational systems worldwide includes a basic (40) _______ around communication through test and print, which is the foundation of most definitions of literacy.
(40)
A.concept
B.content
C.contact
D.context

Read the passage carefully, then choose the correct answers.
In the primary school, a child is in a comparatively simple setting and most of the time forms a relationship with one familiar teacher. On entering secondary school, a new world opens up and frequently it is a much more difficult world. The pupil soon learns to be less free in the way he speaks to teachers and even to his fellow pupils. He begins to lose gradually the free and easy ways of the primary school, for he senses the need for a more cautious approach in the secondary school where there are older pupils, Secondary staff and pupils suffer from the pressures of academic work and seem to have less time to stop and talk. Teachers with specialist roles may see hundreds of children in a week, and a pupil may be able to form relationships with very few of the staff. He has to decide which adults are approachable; good schools will make clear to every young person from the first year what guidance and personal help is available - but whether the reality of life in the institution actually encourages requests for help is another matter.
Adults often forget what a confusing picture school can offer to a child. He sees a great deal of movement, a great number of people – often rather frightening-looking people - and realizes that an increasing number of choices and decisions have to be made. As he progresses through the school the confusion may become less but the choices and decisions required will increase. The school will rightly expect the pupil to take the first steps to obtain the help he needs, for this is the pattern of adult life for which he has to be prepared, but all the time the opportunities for personal and group advice must be presented in a way which makes them easy to understand and within easy reach of pupils.
In secondary schools every pupil having problems should .....
A.be able to discuss 'his problems in class'
B.be able to discuss his problems with any teacher
C.know how to ask for help
D.be freed from any pressure of academic work.

Read the passage carefully, then choose the correct answers.
In the primary school, a child is in a comparatively simple setting and most of the time forms a relationship with one familiar teacher. On entering secondary school, a new world opens up and frequently it is a much more difficult world. The pupil soon learns to be less free in the way he speaks to teachers and even to his fellow pupils. He begins to lose gradually the free and easy ways of the primary school, for he senses the need for a more cautious approach in the secondary school where there are older pupils, Secondary staff and pupils suffer from the pressures of academic work and seem to have less time to stop and talk. Teachers with specialist roles may see hundreds of children in a week, and a pupil may be able to form relationships with very few of the staff. He has to decide which adults are approachable; good schools will make clear to every young person from the first year what guidance and personal help is available - but whether the reality of life in the institution actually encourages requests for help is another matter.
Adults often forget what a confusing picture school can offer to a child. He sees a great deal of movement, a great number of people – often rather frightening-looking people - and realizes that an increasing number of choices and decisions have to be made. As he progresses through the school the confusion may become less but the choices and decisions required will increase. The school will rightly expect the pupil to take the first steps to obtain the help he needs, for this is the pattern of adult life for which he has to be prepared, but all the time the opportunities for personal and group advice must be presented in a way which makes them easy to understand and within easy reach of pupils.
Talking about secondary schools, the author is mainly concerned about .....
A.academic standards
B.the personal development of pupils
C.the role of specialist teachers
D.the training of the individual teachers

Read the passage carefully, then choose the correct answers.
In the primary school, a child is in a comparatively simple setting and most of the time forms a relationship with one familiar teacher. On entering secondary school, a new world opens up and frequently it is a much more difficult world. The pupil soon learns to be less free in the way he speaks to teachers and even to his fellow pupils. He begins to lose gradually the free and easy ways of the primary school, for he senses the need for a more cautious approach in the secondary school where there are older pupils, Secondary staff and pupils suffer from the pressures of academic work and seem to have less time to stop and talk. Teachers with specialist roles may see hundreds of children in a week, and a pupil may be able to form relationships with very few of the staff. He has to decide which adults are approachable; good schools will make clear to every young person from the first year what guidance and personal help is available - but whether the reality of life in the institution actually encourages requests for help is another matter.
Adults often forget what a confusing picture school can offer to a child. He sees a great deal of movement, a great number of people – often rather frightening-looking people - and realizes that an increasing number of choices and decisions have to be made. As he progresses through the school the confusion may become less but the choices and decisions required will increase. The school will rightly expect the pupil to take the first steps to obtain the help he needs, for this is the pattern of adult life for which he has to be prepared, but all the time the opportunities for personal and group advice must be presented in a way which makes them easy to understand and within easy reach of pupils.
According to the passage adults usually .....
A.think that children learn better in secondary school
B.neglect their children when they enter secondary school
C.fail to encourage their .children to work hard
D.fail to know how confusing things may be to a child when she enters secondary school.

Choose the sentence, A, B, C or D, which is closest in meaning to the printed one.
Jane ran into her old friend downtown last week.
A.Jane went downtown to meet her old friend.
B.Jane had to drive her old friend downtown last week.
C.Jane met her old friend downtown unexpectedly.
D.Jane's car crashed into her friend last week.

Choose the sentence, A, B, C or D, which is closest in meaning to the printed one.
You should have persuaded him to change his mind.
A.It was essential to persuade him to change his mind but you didn't.
B.You persuaded him to change his mind but he didn't listen.
C.You didn't persuade him to change because he didn't mind.
D.It was diffucult to persuade him to change his mind.

...... a careful driver, he had a terrible accident last night
A.Inspite of
B.However
C.Nevertheless
D.Although

Identify the one underlined word or phrase - A, B, C or D - that must be changed for the sentence to be correct.
The tour (A) guide explained that the castle is (B) only open (C) in (D) Tuesdays.
A.tour
B.is
C.open
D.in

............. he is good student , they don't admire him.
A.Although
B.Though
C.Despite
D.In spite of