JAMB Use of English 1988

Question 1

I was to remember my first day at Freedom University for a long time. On arrival on campus, I expected to be met by some stale students (as was the practice in my secondary school) but every student around was new like myself. I asked the way to Grant Hall but no one could tell me. I asked a number of other questions about issues that bothered me, such as where and how to pay the fees, the way to the dining hall and so on, but no help was forthcoming. So in the midst of so many people I am all alone I mused to myself. The prospect was not in the least cheerful and all the elation I had felt at gaining entry into a renowned university at sixteen began to disappear. Then, as if propelled by an unknown benevolent force, I walked a little bit down the corridor in the direction of a notice board at which some ten young men and women were peering. For want of something to do, I decided to stop and look at the notice board. Alas! I had opened on the key to all the riddles that had dribbled me since I set foot on campus that morning. On the board there was a big campus map in which I was able to locate Grant Hall and other places of interest, there were details of the various activities lined up for the three days of orientation for freshmen and a comprehensive list of those offered admission into various courses. How blissful I felt to see the light of knowledge, having been wallowing in the darkness of ignorance. Even then I was not able to escape the thought that though I could not be sure how much of the responsibility for the darkness was mine, the fact that something had not been done to draw attention to that apocalypse of a notice board had contributed clearly to my initial predicament. All that notwithstanding, I learnt from that incident an indelible lesson which was to stand me in very good stead throughout my stay in the university: namely, the importance of reading notice boards and handbills if one is to be well informed about places and events in the university.

The writer of the passage felt isolated because

1. there were too many people
2. he was a new student in freedom university
3. there were too many new students
4. none of the many people around could help him

Question 2

I was to remember my first day at Freedom University for a long time. On arrival on campus, I expected to be met by some stale students (as was the practice in my secondary school) but every student around was new like myself. I asked the way to Grant Hall but no one could tell me. I asked a number of other questions about issues that bothered me, such as where and how to pay the fees, the way to the dining hall and so on, but no help was forthcoming. So in the midst of so many people I am all alone I mused to myself. The prospect was not in the least cheerful and all the elation I had felt at gaining entry into a renowned university at sixteen began to disappear. Then, as if propelled by an unknown benevolent force, I walked a little bit down the corridor in the direction of a notice board at which some ten young men and women were peering. For want of something to do, I decided to stop and look at the notice board. Alas! I had opened on the key to all the riddles that had dribbled me since I set foot on campus that morning. On the board there was a big campus map in which I was able to locate Grant Hall and other places of interest, there were details of the various activities lined up for the three days of orientation for freshmen and a comprehensive list of those offered admission into various courses. How blissful I felt to see the light of knowledge, having been wallowing in the darkness of ignorance. Even then I was not able to escape the thought that though I could not be sure how much of the responsibility for the darkness was mine, the fact that something had not been done to draw attention to that apocalypse of a notice board had contributed clearly to my initial predicament. All that notwithstanding, I learnt from that incident an indelible lesson which was to stand me in very good stead throughout my stay in the university: namely, the importance of reading notice boards and handbills if one is to be well informed about places and events in the university.

The writer says that the prospect was not cheerful because

1. no one could tell him how to get to Grant Hall
2. he had felt too elated when he gained admission into the university
3. there was no hope of getting out of his predicament
4. the other students were hostile

Question 3

I was to remember my first day at Freedom University for a long time. On arrival on campus, I expected to be met by some stale students (as was the practice in my secondary school) but every student around was new like myself. I asked the way to Grant Hall but no one could tell me. I asked a number of other questions about issues that bothered me, such as where and how to pay the fees, the way to the dining hall and so on, but no help was forthcoming. So in the midst of so many people I am all alone I mused to myself. The prospect was not in the least cheerful and all the elation I had felt at gaining entry into a renowned university at sixteen began to disappear. Then, as if propelled by an unknown benevolent force, I walked a little bit down the corridor in the direction of a notice board at which some ten young men and women were peering. For want of something to do, I decided to stop and look at the notice board. Alas! I had opened on the key to all the riddles that had dribbled me since I set foot on campus that morning. On the board there was a big campus map in which I was able to locate Grant Hall and other places of interest, there were details of the various activities lined up for the three days of orientation for freshmen and a comprehensive list of those offered admission into various courses. How blissful I felt to see the light of knowledge, having been wallowing in the darkness of ignorance. Even then I was not able to escape the thought that though I could not be sure how much of the responsibility for the darkness was mine, the fact that something had not been done to draw attention to that apocalypse of a notice board had contributed clearly to my initial predicament. All that notwithstanding, I learnt from that incident an indelible lesson which was to stand me in very good stead throughout my stay in the university: namely, the importance of reading notice boards and handbills if one is to be well informed about places and events in the university.

In the passage, the darkness of ignorance refers to the

1. state of the writer before he found the notice board
2. ignorance of illiterates
3. ignorance of those who have not been to university
4. fact that he was a freshman.

Question 4

I was to remember my first day at Freedom University for a long time. On arrival on campus, I expected to be met by some stale students (as was the practice in my secondary school) but every student around was new like myself. I asked the way to Grant Hall but no one could tell me. I asked a number of other questions about issues that bothered me, such as where and how to pay the fees, the way to the dining hall and so on, but no help was forthcoming. So in the midst of so many people I am all alone I mused to myself. The prospect was not in the least cheerful and all the elation I had felt at gaining entry into a renowned university at sixteen began to disappear. Then, as if propelled by an unknown benevolent force, I walked a little bit down the corridor in the direction of a notice board at which some ten young men and women were peering. For want of something to do, I decided to stop and look at the notice board. Alas! I had opened on the key to all the riddles that had dribbled me since I set foot on campus that morning. On the board there was a big campus map in which I was able to locate Grant Hall and other places of interest, there were details of the various activities lined up for the three days of orientation for freshmen and a comprehensive list of those offered admission into various courses. How blissful I felt to see the light of knowledge, having been wallowing in the darkness of ignorance. Even then I was not able to escape the thought that though I could not be sure how much of the responsibility for the darkness was mine, the fact that something had not been done to draw attention to that apocalypse of a notice board had contributed clearly to my initial predicament. All that notwithstanding, I learnt from that incident an indelible lesson which was to stand me in very good stead throughout my stay in the university: namely, the importance of reading notice boards and handbills if one is to be well informed about places and events in the university.

According to the passage, the writer’s predicament was caused by

1. the writer himself
2. those who displayed the notices and perhaps the writer
3. the nature of the notice board and where it was placed
4. those who displayed the notices.

Question 6

To listen properly is a hard job, and probably one of the toughest skills in the art of communication. Good listening has nothing to do with proper functioning of one's auditory organs, which is assumed to be inevitable. Good listening in the sense we are interested in, is not a biological factor, but a psychological one. Your auditory organs may be in perfect order, when actually, you cannot use them creatively. Creative listening implies your being efficient, in the art of concentration, in other words, you concentrate on what one is saying so as to make sure that you hear all that is said. At the same time you are concentrating to hear all that is being said, you are also thinking fast, digesting what is being said, allowing your mental faculties and your memory to accept that which you understand, and to reject that which you do not understand, sorting out what you do not understand and storing them somewhere in your brain for future discussion, and, all at the same time, rationalizing what you hear, accepting that which you find rational and rejecting that which you do not find rational. After you must have listened creatively to what you have been told, then you can respond if the need arises. It is quite proper that you respond because the process of response enhances the art of communication. But your response ought to be only a necessary response, a response that will improve your understanding. This response should involve your monitoring, some of those things you have been told but which you do not understand, or politely questioning the rationality of some of the speaker’s arguments. But your response must be constructive, must enhance the communicative worth. It should not be an unnecessary argument or an opportunity for you to express dissatisfaction or disaffection. The ability to listen properly aids communication and understanding.

The passage says that

1. there are many skills of communication of which listening is one
2. the art of listening is the toughest of all communication skills
3. good listening depends on perfect function of the auditory organs
4. good listening needs formal training

Question 8

To listen properly is a hard job, and probably one of the toughest skills in the art of communication. Good listening has nothing to do with proper functioning of one's auditory organs, which is assumed to be inevitable. Good listening in the sense we are interested in, is not a biological factor, but a psychological one. Your auditory organs may be in perfect order, when actually, you cannot use them creatively. Creative listening implies your being efficient, in the art of concentration, in other words, you concentrate on what one is saying so as to make sure that you hear all that is said. At the same time you are concentrating to hear all that is being said, you are also thinking fast, digesting what is being said, allowing your mental faculties and your memory to accept that which you understand, and to reject that which you do not understand, sorting out what you do not understand and storing them somewhere in your brain for future discussion, and, all at the same time, rationalizing what you hear, accepting that which you find rational and rejecting that which you do not find rational. After you must have listened creatively to what you have been told, then you can respond if the need arises. It is quite proper that you respond because the process of response enhances the art of communication. But your response ought to be only a necessary response, a response that will improve your understanding. This response should involve your monitoring, some of those things you have been told but which you do not understand, or politely questioning the rationality of some of the speaker’s arguments. But your response must be constructive, must enhance the communicative worth. It should not be an unnecessary argument or an opportunity for you to express dissatisfaction or disaffection. The ability to listen properly aids communication and understanding.

Creative listening implies all EXCEPT

1. a critical enterprise
2. an uncompromising rejection of the speaker's argument
3. some argument with the speaker
4. a great deal of discipline

Question 9

To listen properly is a hard job, and probably one of the toughest skills in the art of communication. Good listening has nothing to do with proper functioning of one's auditory organs, which is assumed to be inevitable. Good listening in the sense we are interested in, is not a biological factor, but a psychological one. Your auditory organs may be in perfect order, when actually, you cannot use them creatively. Creative listening implies your being efficient, in the art of concentration, in other words, you concentrate on what one is saying so as to make sure that you hear all that is said. At the same time you are concentrating to hear all that is being said, you are also thinking fast, digesting what is being said, allowing your mental faculties and your memory to accept that which you understand, and to reject that which you do not understand, sorting out what you do not understand and storing them somewhere in your brain for future discussion, and, all at the same time, rationalizing what you hear, accepting that which you find rational and rejecting that which you do not find rational. After you must have listened creatively to what you have been told, then you can respond if the need arises. It is quite proper that you respond because the process of response enhances the art of communication. But your response ought to be only a necessary response, a response that will improve your understanding. This response should involve your monitoring, some of those things you have been told but which you do not understand, or politely questioning the rationality of some of the speaker’s arguments. But your response must be constructive, must enhance the communicative worth. It should not be an unnecessary argument or an opportunity for you to express dissatisfaction or disaffection. The ability to listen properly aids communication and understanding.

The tone of the passage is

1. sermonizing
2. pleading
3. analytical
4. argumentative

Question 11

In the past learning English as a separate subject seemed relatively easy. The textbook selected and graded items of language which were put into context and then practised intensively. New items were carefully controlled so that the student could cope quite easily. Now that English is used as a medium of instruction, however, all this has changed. unknown items of grammar and vocabulary appear in texts which attempt to explain new and often difficult information. Difficulties with the language interact with difficulties as regards the subject matter. The student's reading in his own subject slows down and his comprehension becomes less secure. He expresses himself slowly and often fails to convey his ideas exactly. He is disappointed to find that under pressure he makes a lot of unnecessary mistakes in areas where he knows the correct language forms. His social relations are difficult as he cannot find the right phrase quickly enough to keep a conversation going, so his language often betrays him into dullness, coldness, or worst of all, rudeness. Instead of the student being in control of the language, the language seems now to be in control of the student. All of this can be very depressing and the student can start to feel very anxious. Working in a foreign language is also very tiring, and the concentration and self-discipline required to correct one's mistakes is very great indeed.

Select the most appropriate title for this passage

1. problem of learning a new language
2. problems of learning English as a separate subject
3. problems of working in English as a foreign language
4. difficulties with interacting in English

Question 12

In the past learning English as a separate subject seemed relatively easy. The textbook selected and graded items of language which were put into context and then practised intensively. New items were carefully controlled so that the student could cope quite easily. Now that English is used as a medium of instruction, however, all this has changed. unknown items of grammar and vocabulary appear in texts which attempt to explain new and often difficult information. Difficulties with the language interact with difficulties as regards the subject matter. The student's reading in his own subject slows down and his comprehension becomes less secure. He expresses himself slowly and often fails to convey his ideas exactly. He is disappointed to find that under pressure he makes a lot of unnecessary mistakes in areas where he knows the correct language forms. His social relations are difficult as he cannot find the right phrase quickly enough to keep a conversation going, so his language often betrays him into dullness, coldness, or worst of all, rudeness. Instead of the student being in control of the language, the language seems now to be in control of the student. All of this can be very depressing and the student can start to feel very anxious. Working in a foreign language is also very tiring, and the concentration and self-discipline required to correct one's mistakes is very great indeed.

The student begins to experience difficulties with English when

1. learning English with other subjects
2. learning English as a separate subject
3. his comprehension becomes less secure
4. using English as a medium of instruction.

Question 13

In the past learning English as a separate subject seemed relatively easy. The textbook selected and graded items of language which were put into context and then practised intensively. New items were carefully controlled so that the student could cope quite easily. Now that English is used as a medium of instruction, however, all this has changed. unknown items of grammar and vocabulary appear in texts which attempt to explain new and often difficult information. Difficulties with the language interact with difficulties as regards the subject matter. The student's reading in his own subject slows down and his comprehension becomes less secure. He expresses himself slowly and often fails to convey his ideas exactly. He is disappointed to find that under pressure he makes a lot of unnecessary mistakes in areas where he knows the correct language forms. His social relations are difficult as he cannot find the right phrase quickly enough to keep a conversation going, so his language often betrays him into dullness, coldness, or worst of all, rudeness. Instead of the student being in control of the language, the language seems now to be in control of the student. All of this can be very depressing and the student can start to feel very anxious. Working in a foreign language is also very tiring, and the concentration and self-discipline required to correct one's mistakes is very great indeed.

The expression ‘his language often betrays him into dullness, coldness, or worst of all, rudeness’ means that

1. his English language lets him down and he becomes dull, cold and rude
2. the way he uses the language gives one the impression that he is dull, cold or rude
3. he betrays his bad manners by using English badly
4. his dullness, coldness or rudeness betrays his bad manners in language use.

Question 14

In the past learning English as a separate subject seemed relatively easy. The textbook selected and graded items of language which were put into context and then practised intensively. New items were carefully controlled so that the student could cope quite easily. Now that English is used as a medium of instruction, however, all this has changed. unknown items of grammar and vocabulary appear in texts which attempt to explain new and often difficult information. Difficulties with the language interact with difficulties as regards the subject matter. The student's reading in his own subject slows down and his comprehension becomes less secure. He expresses himself slowly and often fails to convey his ideas exactly. He is disappointed to find that under pressure he makes a lot of unnecessary mistakes in areas where he knows the correct language forms. His social relations are difficult as he cannot find the right phrase quickly enough to keep a conversation going, so his language often betrays him into dullness, coldness, or worst of all, rudeness. Instead of the student being in control of the language, the language seems now to be in control of the student. All of this can be very depressing and the student can start to feel very anxious. Working in a foreign language is also very tiring, and the concentration and self-discipline required to correct one's mistakes is very great indeed.

The statement ‘instead of the student being in control of the language, the language seems now to be in control of the student’ implies that the

1. writer is not serious, he is only being humorous
2. language can make the student behave like an Englishman
3. language can make the student behave rather badly
4. student should stop using the language so as not to be controlled by it.

Question 15

In the past learning English as a separate subject seemed relatively easy. The textbook selected and graded items of language which were put into context and then practised intensively. New items were carefully controlled so that the student could cope quite easily. Now that English is used as a medium of instruction, however, all this has changed. unknown items of grammar and vocabulary appear in texts which attempt to explain new and often difficult information. Difficulties with the language interact with difficulties as regards the subject matter. The student's reading in his own subject slows down and his comprehension becomes less secure. He expresses himself slowly and often fails to convey his ideas exactly. He is disappointed to find that under pressure he makes a lot of unnecessary mistakes in areas where he knows the correct language forms. His social relations are difficult as he cannot find the right phrase quickly enough to keep a conversation going, so his language often betrays him into dullness, coldness, or worst of all, rudeness. Instead of the student being in control of the language, the language seems now to be in control of the student. All of this can be very depressing and the student can start to feel very anxious. Working in a foreign language is also very tiring, and the concentration and self-discipline required to correct one's mistakes is very great indeed.

The most likely source of difficulty for the student working with English as a medium of instruction is

1. the newness of the subject matter in the texts being read
2. unknown items of grammar and vocabulary in the texts
3. the student's slow reading rate in his own subject
4. the tiring nature of working in a foreign language

Question 17

In order to approach the problem of anxiety in play, let us consider the activity of building and destroying a tower. Many a mother thinks that her little son is in a 'destructive stage' or even has a 'destructive personality' because after building a big, big tower, the boy cannot follow her advice to leave the tower for Daddy to see, but instead must kick it and make it collapse. The almost manic pleasure with which children watch the collapse in a second of the product of long play-labour has puzzled many, especially since the child does not appreciate it at all if his tower falls by accident or by a helpful uncle's hand. He, the builder, must destroy it himself. This game, I should think, arises from the not so distant experience of sudden falls at the very time when standing upright on wobbly legs afforded a new and fascinating perspective on existence. The child who consequently learns to make a tower 'stand up' enjoys causing the same tower to waver and collapse. In addition to the active mastery over a previously passive event, it makes one feel stronger to know that there is somebody weaker ' and towers, unlike little sisters, can't cry and call, 'Mummy!'.

The expression ‘must kick it and make it collapse’ in this context means

1. is forced to kick it and demolish it.
2. is obliged to kick it and make it collapse
3. cannot resist the urge to demolish it
4. ought to kick it and make it collapse

Question 18

In order to approach the problem of anxiety in play, let us consider the activity of building and destroying a tower. Many a mother thinks that her little son is in a 'destructive stage' or even has a 'destructive personality' because after building a big, big tower, the boy cannot follow her advice to leave the tower for Daddy to see, but instead must kick it and make it collapse. The almost manic pleasure with which children watch the collapse in a second of the product of long play-labour has puzzled many, especially since the child does not appreciate it at all if his tower falls by accident or by a helpful uncle's hand. He, the builder, must destroy it himself. This game, I should think, arises from the not so distant experience of sudden falls at the very time when standing upright on wobbly legs afforded a new and fascinating perspective on existence. The child who consequently learns to make a tower 'stand up' enjoys causing the same tower to waver and collapse. In addition to the active mastery over a previously passive event, it makes one feel stronger to know that there is somebody weaker ' and towers, unlike little sisters, can't cry and call, 'Mummy!'.

According to this passage, it gives the child great pleasure

1. for daddy to see the tower he has built
2. to destroy the tower himself
3. to see his tower accidentally destroyed
4. to be helped to destroy the tower

Question 19

In order to approach the problem of anxiety in play, let us consider the activity of building and destroying a tower. Many a mother thinks that her little son is in a 'destructive stage' or even has a 'destructive personality' because after building a big, big tower, the boy cannot follow her advice to leave the tower for Daddy to see, but instead must kick it and make it collapse. The almost manic pleasure with which children watch the collapse in a second of the product of long play-labour has puzzled many, especially since the child does not appreciate it at all if his tower falls by accident or by a helpful uncle's hand. He, the builder, must destroy it himself. This game, I should think, arises from the not so distant experience of sudden falls at the very time when standing upright on wobbly legs afforded a new and fascinating perspective on existence. The child who consequently learns to make a tower 'stand up' enjoys causing the same tower to waver and collapse. In addition to the active mastery over a previously passive event, it makes one feel stronger to know that there is somebody weaker ' and towers, unlike little sisters, can't cry and call, 'Mummy!'.

How does the author try to explain this ‘destructive stage’?

1. It is the last stage in child development.
2. The child wants to displease his parents.
3. It grows out of the child’s recent experiences of sudden falls.
4. The child is just going through a destructive stage.

Question 21

The market was old, timeless Africa, loud, crowded and free. Here, a man sat making sandals from old discarded motor- car tyres, there another worked at an old sewing machine, making a nightgown-like affair while the buyer waited, a little further on, an old goldsmith worked at his dying art, but using, now, copper filings instead of gold to fashion the lovely trinkets women wear the world over; elsewhere a woman sold country cloth fashioned with such fine art that only Africans think of it as a garment of utility. Trade was slow and loud everywhere. This was as much a social as a shopping centre. For an excuse to spend the day at the market, a woman would walk all the way from her village to town with half a dozen eggs. She would spread them on a little bit of ground for which she paid rent. Through the day she would squat on the ground and talk to others who came for the same reason. She would refuse to sell her wares till it was time to leave. They were the excuse for her being there. There were many like that. But there were many others for whom trade was an earnest business. Whether in earnest or as an excuse, the traders were boisterously free, loud- mouthed and happy. The laughter of the market was a laughter found nowhere else in all the world.

According to the passage, the woman with half a dozen eggs in the market

1. is doing earnest business
2. comes purposely to enjoy herself
3. is like other traders in the market
4. does not like her husband at home.

Question 22

The market was old, timeless Africa, loud, crowded and free. Here, a man sat making sandals from old discarded motor- car tyres, there another worked at an old sewing machine, making a nightgown-like affair while the buyer waited, a little further on, an old goldsmith worked at his dying art, but using, now, copper filings instead of gold to fashion the lovely trinkets women wear the world over; elsewhere a woman sold country cloth fashioned with such fine art that only Africans think of it as a garment of utility. Trade was slow and loud everywhere. This was as much a social as a shopping centre. For an excuse to spend the day at the market, a woman would walk all the way from her village to town with half a dozen eggs. She would spread them on a little bit of ground for which she paid rent. Through the day she would squat on the ground and talk to others who came for the same reason. She would refuse to sell her wares till it was time to leave. They were the excuse for her being there. There were many like that. But there were many others for whom trade was an earnest business. Whether in earnest or as an excuse, the traders were boisterously free, loud- mouthed and happy. The laughter of the market was a laughter found nowhere else in all the world.

‘An old goldsmith worked on his dying art’ means that the

1. goldsmith’s trade was no longer popular
2. goldsmith was old and might soon die
3. goldsmith knew well the art of dyeing
4. goldsmith now used copper filings.

Question 23

The market was old, timeless Africa, loud, crowded and free. Here, a man sat making sandals from old discarded motor- car tyres, there another worked at an old sewing machine, making a nightgown-like affair while the buyer waited, a little further on, an old goldsmith worked at his dying art, but using, now, copper filings instead of gold to fashion the lovely trinkets women wear the world over; elsewhere a woman sold country cloth fashioned with such fine art that only Africans think of it as a garment of utility. Trade was slow and loud everywhere. This was as much a social as a shopping centre. For an excuse to spend the day at the market, a woman would walk all the way from her village to town with half a dozen eggs. She would spread them on a little bit of ground for which she paid rent. Through the day she would squat on the ground and talk to others who came for the same reason. She would refuse to sell her wares till it was time to leave. They were the excuse for her being there. There were many like that. But there were many others for whom trade was an earnest business. Whether in earnest or as an excuse, the traders were boisterously free, loud- mouthed and happy. The laughter of the market was a laughter found nowhere else in all the world.

Which of the following titles BEST reflects the content of the passage?

1. a market scene
2. trading in the market
3. an African market scene
4. an African shopping center

Question 24

The market was old, timeless Africa, loud, crowded and free. Here, a man sat making sandals from old discarded motor- car tyres, there another worked at an old sewing machine, making a nightgown-like affair while the buyer waited, a little further on, an old goldsmith worked at his dying art, but using, now, copper filings instead of gold to fashion the lovely trinkets women wear the world over; elsewhere a woman sold country cloth fashioned with such fine art that only Africans think of it as a garment of utility. Trade was slow and loud everywhere. This was as much a social as a shopping centre. For an excuse to spend the day at the market, a woman would walk all the way from her village to town with half a dozen eggs. She would spread them on a little bit of ground for which she paid rent. Through the day she would squat on the ground and talk to others who came for the same reason. She would refuse to sell her wares till it was time to leave. They were the excuse for her being there. There were many like that. But there were many others for whom trade was an earnest business. Whether in earnest or as an excuse, the traders were boisterously free, loud- mouthed and happy. The laughter of the market was a laughter found nowhere else in all the world.

Which of the following statements BEST illustrates the impression the writer has created about the market?

1. an old, timeless and scantily populated place
2. a place people come to for business or pleasure
3. an old, crowded and discarded place
4. a place for all types of wares and laughter

Question 25

The market was old, timeless Africa, loud, crowded and free. Here, a man sat making sandals from old discarded motor- car tyres, there another worked at an old sewing machine, making a nightgown-like affair while the buyer waited, a little further on, an old goldsmith worked at his dying art, but using, now, copper filings instead of gold to fashion the lovely trinkets women wear the world over; elsewhere a woman sold country cloth fashioned with such fine art that only Africans think of it as a garment of utility. Trade was slow and loud everywhere. This was as much a social as a shopping centre. For an excuse to spend the day at the market, a woman would walk all the way from her village to town with half a dozen eggs. She would spread them on a little bit of ground for which she paid rent. Through the day she would squat on the ground and talk to others who came for the same reason. She would refuse to sell her wares till it was time to leave. They were the excuse for her being there. There were many like that. But there were many others for whom trade was an earnest business. Whether in earnest or as an excuse, the traders were boisterously free, loud- mouthed and happy. The laughter of the market was a laughter found nowhere else in all the world.

Which of the following groups of items may be found for sale in the market?

1. motor-car tyres, eggs and gold trinkets
2. eggs, sandals and gold trinkets
3. country cloth, gold trinkets and sandals
4. country cloth, copper trinkets and eggs

Question 27

Choose the option opposite in meaning to “intake”: Makerere University has a large intake of students each year

1. rejection
2. product
3. output
4. turn-out

Question 28

Choose the option opposite in meaning to “reluctantly”: Florence flogged the girl reluctantly.

1. eagerly
2. calmly
3. furiously
4. laboriously

Question 29

Choose the option opposite in meaning to “expert”: Sola’s car is badly damaged; he has to look for an expert mechanic to fix it.

1. uneducated
2. amateurish
3. awkward
4. unscientific.

Question 30

Choose the option opposite in meaning to “densely”: Coastal plains are often very densely populated.

1. weakly
2. badly
3. rarely
4. sparsely

Question 32

Choose the option opposite in meaning to “plaintiff”: The judge blamed the plaintiff for misleading the court.

1. defendant
2. complainant
3. accused
4. prosecution.

Question 33

Choose the option opposite in meaning to “vandalized”: The thieves vandalized the vault’s lock.

1. repaired
2. arranged
3. serviced
4. actuated.

Question 34

Choose the option opposite in meaning to “call off”: The demonstrators have refused to call off their action.

1. consolidate
2. start
3. resume
4. end.

Question 35

Choose the option opposite in meaning to “angry”: The angry waves swallowed the boat.

1. gentle
2. unruffled
3. cool
4. serene.

Question 36

Choose the option nearest in meaning to “fast friends”: Ngozi and Ekaete were fast friends when we were in the secondary school.

1. friends who run very quickly together
2. friends who go without food for a long time together
3. friends who are not easily separated from each other
4. friends who spend too much time and energy on pleasure and excitement together

Question 37

Choose the option nearest in meaning to “rusticated”: My son has just been rusticated from the university.

1. sent home to get his fees
2. sent home for misconduct
3. sent home to rest for sometime
4. sent home to become rustic

Question 38

Choose the option nearest in meaning to “concerted”: All we need is a concerted effort to combat the epidemic

1. persistent
2. dramatic
3. joint
4. concentrated

Question 39

Choose the option nearest in meaning to “cupboard love”: Jimoh has cupboard love for Sidikatu

1. love that never fails
2. genuine love
3. love for what he wants from her
4. love that can fail in time of trouble

Question 40

Choose the option nearest in meaning to “on which side his bread is buttered”: Yahaya hardly knows on which side his bread is buttered in the matter

1. where his interest lies
2. what he must do
3. where he should go
4. whom to contact for help

Question 41

Choose the option nearest in meaning to “under a cloud”: The preacher is under a cloud among the congregation.

1. out of favour
2. under observation
3. under weather
4. confused

Question 42

Choose the option nearest in meaning to “played to the gallery”: The politician played to the gallery to win the election.

1. obeyed the people
2. sang a good song for the people
3. went to the gallery
4. went out of his way to appeal to the taste of the people.

Question 44

Choose the option nearest in meaning to “wane”: The popularity of the slogan is beginning to wane.

1. wear
2. slide
3. thin out
4. decline

Question 45

Choose the option nearest in meaning to “dyed-in-the-wool”: The policeman looked at the face of the robber and saw tell-tale signs of a dyed-in-the wool convict.

1. hardened
2. remorseless
3. heady
4. hardhearted

Question 48

Choose the option nearest in meaning to “setting the cat among the pigeons”: The senator had the habit of setting the cat among the pigeons whenever matters concerning his constituency came up for debate

1. illuminating issues that are not clear
2. monopolizing the discussion
3. making frequent interruptions in the nature of points of correction
4. introducing elements of controversy and confusion

Question 49

Choose the option nearest in meaning to “off color”: Adah has not been regular at lectures because she has been off color

1. gloomy
2. trying to hide her bleached skin
3. slightly sick
4. upset

Question 51

Choose the option nearest in meaning to “crestfallen”: The news of his performance in the sessional examination has made Okechukwu crestfallen

1. highly irritable
2. dejected
3. elated
4. pompous

Question 52

Choose the option nearest in meaning to “cut no ice”: The man rebuked his son severely, but his words seem to have cut no ice.

1. been unconvincing
2. had no effect
3. not cooled the boy's temper
4. added insult to injury

Question 53

Choose the option nearest in meaning to “nucleus”: The urban environment tends to form the nucleus of a common dialect.

1. setting
2. repository
3. cell
4. core

Question 54

Choose the option nearest in meaning to “presently”: I shall be with you presently

1. now
2. in a moment
3. at present
4. for the time being

Question 55

Choose the option nearest in meaning to “superfluous”: The builder's taste reflected superfluous grandeur

1. excellent
2. superlative
3. expensive
4. too much

Question 56

Choose the option that best completes the sentence: The child’s recent training has not been very effective, he is likely to _____ to his old habits.

1. revert
2. convert
3. reverse
4. revise

Question 57

Choose the option that best completes the sentence: The students went on whispering in _____ of the teacher.

1. dishonour
2. disagreement
3. defiance
4. disobedience

Question 58

Choose the option that best completes the sentence: You can never find Okwu; he is a very _____ person.

1. delusive
2. elusive
3. illusive
4. deceptive

Question 59

Choose the option that best completes the sentence: You could see that Akpan did not give his evidence _____.

1. honestly completely
2. complete honestly
3. honest completely
4. completely honestly

Question 60

Choose the option that best completes the sentence: The suspect defrauded his _____ victims of large sums of money.

1. unsuspected
2. unsuspecting
3. unexpecting
4. unexpected

Question 61

Choose the option that best completes the sentence: The _____ of the participating countries will hold a preconference on the eve of the conference.

1. Auditor Generals
2. Auditor General
3. Auditors General
4. Auditors Generals

Question 64

Choose the option that best completes the sentence: The water is not good for drinking; it’s been _____ by the dead rabbit.

1. contaminated
2. infested
3. spoilt
4. diseased

Question 65

Choose the option that best completes the sentence: The austerity of the times has made people more _____ in their spending.

1. watchful
2. circumspect
3. miserly
4. hesitant

Question 66

Choose the option that best completes the sentence: Are you sure he prefers a horse ride _____ a walk?

1. than to take
2. to taking
3. instead of take
4. than

Question 67

Choose the option that best completes the sentence: _____ to your request, we have decided to provide the necessary information

1. As regards
2. With regards
3. With regard
4. Regarding

Question 69

Choose the option that best completes the sentence: Just to convince you about my commitment to the project, I shall _____ at the office before I leave for Kano tomorrow.

1. put up an appearance
2. put in an appearance
3. put up appearance
4. put an appearance

Question 70

Choose the option that best completes the sentence: There was a _____ of steps.

1. stair
2. height
3. flight
4. climb

Question 74

Choose the option that best completes the sentence: That old lady prefers _____ bread _____ clothes.

1. to bake/than making
2. to bake/ to making
3. baking/to making
4. baking/than to make

Question 75

Choose the option that best completes the sentence: I wonder how much _____

1. cost these earrings
2. do these earrings cost
3. are these earrings costing
4. these earrings cost

Question 76

Choose the option that best completes the sentence: The college authorities have _____ the students to end the strike.

1. called for
2. called on
3. called
4. called at

Question 77

Choose the option that best completes the sentence: I have been trying to locate you _____

1. since five days
2. five days now
3. since five days now
4. for five days

Question 79

Choose the option that best completes the sentence: The whole class looked forward to _____ Kainji Dam at Christmas.

1. visiting
2. visit
3. be visiting
4. a visit

Question 81

Choose the option that best completes the sentence: I know you think I’m talking nonsense, Shehu, but _____ you’ll realize that I was right.

1. at one time
2. on time
3. in time
4. at times

Question 84

Choose the option that best completes the sentence: I know that your friend will not accept the proposal; _____.

1. and you neither
2. and neither you
3. neither do you
4. neither will you

Question 85

Choose the option that best completes the sentence: Mark is a very handsome fellow who informs me that he has _____ for pretty girls.

1. a heart
2. a lip
3. an eye
4. a check

Question 86

Choose the option that best completes the sentence: Wale Agun, in creating his characters, draws freely _____ his experience in life.

1. by
2. in
3. on
4. of

Question 87

Choose the option that best completes the sentence: When I have an appointment with someone, I hate _____ waiting

1. to be keeping
2. for being kept
3. being kept
4. in being kept

Question 89

Choose the option that best completes the sentence: There is no point getting upset by problems; I take them _____

1. in my stride
2. on the spur of the moment
3. by leaps and bounds
4. in a jiffy

Question 90

Choose the option that best completes the sentence: There is no need to stand _____ ceremony in matters of this nature

1. by
2. to
3. on
4. for

Question 91

Choose the option that best completes the sentence: The driver will _____ all the students interested in going to Lagos tomorrow at 7 a.m. outside the Main Building.

1. lift
2. lift up
3. pick
4. pick up

Question 92

Choose the option that best completes the sentence: What bothered me about the lecture was that the speaker _____ too many irrelevant works

1. slighted
2. sighted
3. sited
4. cited

Question 94

Choose the option that best completes the sentence: We heard the _____ of brakes, which was followed by a crashing noise.

1. screaming
2. screeching
3. scraping
4. streaking

Question 95

Choose the option that best completes the sentence: It’s no good _____ about the result until you have sat for the examination.

1. to worry
2. for worrying
3. worrying
4. to have worried

Question 96

Choose the option that best completes the sentence: If you do not want to _____ your car to robbers, then do not travel in the night.

1. loose
2. loss
3. lose
4. lost

Question 97

Choose the option that best completes the sentence: The beautiful plan made for the expansion of the business fell _____ as soon as the manager died.

1. down
2. out
3. in
4. through