JAMB Use of English 1991

72 reviewed questions with answers and explanations.

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Question 1

The young are not listening to their elders, and perhaps they never have. But now it happens that, with many of them, the reason may be medical. The young aren't listening because they can't hear. Just as nagging parents have long suspected, otologists (hearing specialists) now report that youngsters are going deaf as a result of blasting their eardrums with electronically amplified rock 'n' roll. The hearing specialists used to worry about loud noise as a cause of deafness only in industrial and military situations. They knew that eight hours of daily exposure, year in and year out, to the din of the proverbial boiler factory would eventually result in permanent hearing loss. Riveters were particularly susceptible. Then they learned that the same thing happened to aviators. After the advent of jets, the hazard applied to ground crews at airports and flight-deck personnel aboard aircraft carriers — hence the introduction of insulated, noise-absorbing plastic earmuffs. In discotheques and rock 'n' roll joints, the trouble is not so much in the instruments themselves, or the close quarters. The blame goes to the electronic amplifiers. An old-fashioned military band, playing a march in Ramat Park, generated as much sound. But the sound was not amplified and was dissipated in the open air. A trombonist sitting in front of a tuba player might be a bit deaf for an hour or so after a concert; then his hearing returned to normal. A microphone hooked up to a public address system did not appreciably increase the hearing hazard. What did was multiple microphones and speakers, and the installation of internal microphones in such instruments as guitars and bouzoukis.

The young are not listening to their elders because

  1. they never have
  2. their parents nag constantly
  3. they are permanently deaf
  4. they appear to be going deaf
Answer and explanation

D: they appear to be going deaf

The passage says the reason may be medical and reports that youngsters are going deaf. D preserves that qualified explanation. It does not say every young person is permanently deaf, and nagging is not presented as the cause.

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Question 2

The young are not listening to their elders, and perhaps they never have. But now it happens that, with many of them, the reason may be medical. The young aren't listening because they can't hear. Just as nagging parents have long suspected, otologists (hearing specialists) now report that youngsters are going deaf as a result of blasting their eardrums with electronically amplified rock 'n' roll. The hearing specialists used to worry about loud noise as a cause of deafness only in industrial and military situations. They knew that eight hours of daily exposure, year in and year out, to the din of the proverbial boiler factory would eventually result in permanent hearing loss. Riveters were particularly susceptible. Then they learned that the same thing happened to aviators. After the advent of jets, the hazard applied to ground crews at airports and flight-deck personnel aboard aircraft carriers — hence the introduction of insulated, noise-absorbing plastic earmuffs. In discotheques and rock 'n' roll joints, the trouble is not so much in the instruments themselves, or the close quarters. The blame goes to the electronic amplifiers. An old-fashioned military band, playing a march in Ramat Park, generated as much sound. But the sound was not amplified and was dissipated in the open air. A trombonist sitting in front of a tuba player might be a bit deaf for an hour or so after a concert; then his hearing returned to normal. A microphone hooked up to a public address system did not appreciably increase the hearing hazard. What did was multiple microphones and speakers, and the installation of internal microphones in such instruments as guitars and bouzoukis.

'Just as nagging parents have long suspected' implies that the parents suspected that

  1. their children did not listen to them
  2. children could not hear properly
  3. otologist where always right
  4. children were disobedient because they did not listen to their parents
Answer and explanation

B: children could not hear properly

The sentence links what parents suspected to specialists reporting hearing loss. B captures their suspicion that the children could not hear properly. The alternatives refer only to behaviour or to trusting specialists, rather than the hearing problem.

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Question 3

The young are not listening to their elders, and perhaps they never have. But now it happens that, with many of them, the reason may be medical. The young aren't listening because they can't hear. Just as nagging parents have long suspected, otologists (hearing specialists) now report that youngsters are going deaf as a result of blasting their eardrums with electronically amplified rock 'n' roll. The hearing specialists used to worry about loud noise as a cause of deafness only in industrial and military situations. They knew that eight hours of daily exposure, year in and year out, to the din of the proverbial boiler factory would eventually result in permanent hearing loss. Riveters were particularly susceptible. Then they learned that the same thing happened to aviators. After the advent of jets, the hazard applied to ground crews at airports and flight-deck personnel aboard aircraft carriers — hence the introduction of insulated, noise-absorbing plastic earmuffs. In discotheques and rock 'n' roll joints, the trouble is not so much in the instruments themselves, or the close quarters. The blame goes to the electronic amplifiers. An old-fashioned military band, playing a march in Ramat Park, generated as much sound. But the sound was not amplified and was dissipated in the open air. A trombonist sitting in front of a tuba player might be a bit deaf for an hour or so after a concert; then his hearing returned to normal. A microphone hooked up to a public address system did not appreciably increase the hearing hazard. What did was multiple microphones and speakers, and the installation of internal microphones in such instruments as guitars and bouzoukis.

What is the result of being subjected to the din of the proverbial boiler factory for a prolonged length of time?

  1. loss of hearing which will never improve.
  2. Total deafness eight hours a day.
  3. Temporary deafness.
  4. Hearing loss which can be corrected by medical treatment.
Answer and explanation

A: loss of hearing which will never improve.

The passage says prolonged daily exposure eventually results in permanent hearing loss. A captures the lasting nature of that damage. The other alternatives describe temporary loss or recovery that the passage does not state.

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Question 4

The young are not listening to their elders, and perhaps they never have. But now it happens that, with many of them, the reason may be medical. The young aren't listening because they can't hear. Just as nagging parents have long suspected, otologists (hearing specialists) now report that youngsters are going deaf as a result of blasting their eardrums with electronically amplified rock 'n' roll. The hearing specialists used to worry about loud noise as a cause of deafness only in industrial and military situations. They knew that eight hours of daily exposure, year in and year out, to the din of the proverbial boiler factory would eventually result in permanent hearing loss. Riveters were particularly susceptible. Then they learned that the same thing happened to aviators. After the advent of jets, the hazard applied to ground crews at airports and flight-deck personnel aboard aircraft carriers — hence the introduction of insulated, noise-absorbing plastic earmuffs. In discotheques and rock 'n' roll joints, the trouble is not so much in the instruments themselves, or the close quarters. The blame goes to the electronic amplifiers. An old-fashioned military band, playing a march in Ramat Park, generated as much sound. But the sound was not amplified and was dissipated in the open air. A trombonist sitting in front of a tuba player might be a bit deaf for an hour or so after a concert; then his hearing returned to normal. A microphone hooked up to a public address system did not appreciably increase the hearing hazard. What did was multiple microphones and speakers, and the installation of internal microphones in such instruments as guitars and bouzoukis.

‘The same thing happened to aviators’ This excerpt according to the passage means

  1. that riveters were particularly susceptible
  2. industrial and military deafness
  3. that continued loud noise resulted in deafness
  4. that working in a boiler factory affected one’s hearing.
Answer and explanation

C: that continued loud noise resulted in deafness

The aviators are compared with workers whose repeated exposure to loud noise caused lasting hearing loss. C states the shared result. The excerpt does not mean that aviators worked in boiler factories or that riveters alone were susceptible.

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Question 6

The preparation which a study of the humanities can provide stems from three observations about education in our world of accelerating social and technological change. First, with the rate of change, we cannot hope to train our students for specific technologies. That kind of vocational education is obsolescent. By the time the specific training will have been completed, the world will have moved on. If our education consists of narrow training, we will not be prepared to change. Second, and paradoxically, what our students desire from their education is preparation for specific careers — business, engineering, medicine, computer programming and the like — but we will not be able to train them for a life-long career. Their confronting the depressed job market gives our students a certain anxiety, but the solution they seek in vocational training is not sufficient. Third, we sense in our students a narrowing materialism, with the good life defined in terms of material comforts. Education then means learning to do a job which will make money. I see in this definition a limiting sense of what education and thus life offer, a definition which excludes joy and meaning. Our approach to the study of the humanities responds to these three related problems. In our changing, yet narrowing world, the teaching of the humanities finds one powerful justification — it teaches students how to think.

‘Our world of accelerating social and technological change’ means that

  1. our world is moving too fast socially and technologically
  2. our world is going through more rapid, social and technological change
  3. the social and technological change is more exhilarating than before
  4. the social and technological change is accelerating our world.
Answer and explanation

B: our world is going through more rapid, social and technological change

Accelerating change means change happening increasingly rapidly. B directly describes faster social and technological change. Too fast adds an unsupported judgement, while exhilaration and physically accelerating the world are different ideas.

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Question 7

The preparation which a study of the humanities can provide stems from three observations about education in our world of accelerating social and technological change. First, with the rate of change, we cannot hope to train our students for specific technologies. That kind of vocational education is obsolescent. By the time the specific training will have been completed, the world will have moved on. If our education consists of narrow training, we will not be prepared to change. Second, and paradoxically, what our students desire from their education is preparation for specific careers — business, engineering, medicine, computer programming and the like — but we will not be able to train them for a life-long career. Their confronting the depressed job market gives our students a certain anxiety, but the solution they seek in vocational training is not sufficient. Third, we sense in our students a narrowing materialism, with the good life defined in terms of material comforts. Education then means learning to do a job which will make money. I see in this definition a limiting sense of what education and thus life offer, a definition which excludes joy and meaning. Our approach to the study of the humanities responds to these three related problems. In our changing, yet narrowing world, the teaching of the humanities finds one powerful justification — it teaches students how to think.

What is the major weakness of training students for specific technologies?

  1. It trains students for only one type of career.
  2. It helps students to acquire money later when they are employed.
  3. It makes them anxious for a job in the market
  4. It cannot help students to cope with the rapid changes in the world.
Answer and explanation

D: It cannot help students to cope with the rapid changes in the world.

The writer says the world will have moved on by the end of specific training. Such preparation therefore does not equip students to adapt to rapid change. D states the central weakness; earning money and job anxiety are separate issues.

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Question 8

The preparation which a study of the humanities can provide stems from three observations about education in our world of accelerating social and technological change. First, with the rate of change, we cannot hope to train our students for specific technologies. That kind of vocational education is obsolescent. By the time the specific training will have been completed, the world will have moved on. If our education consists of narrow training, we will not be prepared to change. Second, and paradoxically, what our students desire from their education is preparation for specific careers — business, engineering, medicine, computer programming and the like — but we will not be able to train them for a life-long career. Their confronting the depressed job market gives our students a certain anxiety, but the solution they seek in vocational training is not sufficient. Third, we sense in our students a narrowing materialism, with the good life defined in terms of material comforts. Education then means learning to do a job which will make money. I see in this definition a limiting sense of what education and thus life offer, a definition which excludes joy and meaning. Our approach to the study of the humanities responds to these three related problems. In our changing, yet narrowing world, the teaching of the humanities finds one powerful justification — it teaches students how to think.

‘We sense in our students a narrowing materialism’ means that our students’ concept of education is one that

  1. prepares them for money, joy and meaning
  2. makes them ready to confront the depressed job market
  3. only prepare them to acquire material comforts
  4. trains them for a life-long career.
Answer and explanation

C: only prepare them to acquire material comforts

The writer defines the narrowing outlook in terms of material comforts and earning money. C captures that limited goal. Joy and meaning are explicitly excluded by it, and a lifelong career is not what the phrase itself means.

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Question 9

The preparation which a study of the humanities can provide stems from three observations about education in our world of accelerating social and technological change. First, with the rate of change, we cannot hope to train our students for specific technologies. That kind of vocational education is obsolescent. By the time the specific training will have been completed, the world will have moved on. If our education consists of narrow training, we will not be prepared to change. Second, and paradoxically, what our students desire from their education is preparation for specific careers — business, engineering, medicine, computer programming and the like — but we will not be able to train them for a life-long career. Their confronting the depressed job market gives our students a certain anxiety, but the solution they seek in vocational training is not sufficient. Third, we sense in our students a narrowing materialism, with the good life defined in terms of material comforts. Education then means learning to do a job which will make money. I see in this definition a limiting sense of what education and thus life offer, a definition which excludes joy and meaning. Our approach to the study of the humanities responds to these three related problems. In our changing, yet narrowing world, the teaching of the humanities finds one powerful justification — it teaches students how to think.

According to the writer, a study of the humanities

  1. is accepted by present day students as essential
  2. prepares students for specific careers
  3. provides a missing link in the technological education of our students
  4. is the best solution to the problem of unemployment.
Answer and explanation

C: provides a missing link in the technological education of our students

The humanities supply the ability to think that narrow technological preparation lacks. C captures this complementary role. The writer does not claim that the humanities alone eliminate unemployment or train students for a specific occupation.

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Question 10

The preparation which a study of the humanities can provide stems from three observations about education in our world of accelerating social and technological change. First, with the rate of change, we cannot hope to train our students for specific technologies. That kind of vocational education is obsolescent. By the time the specific training will have been completed, the world will have moved on. If our education consists of narrow training, we will not be prepared to change. Second, and paradoxically, what our students desire from their education is preparation for specific careers — business, engineering, medicine, computer programming and the like — but we will not be able to train them for a life-long career. Their confronting the depressed job market gives our students a certain anxiety, but the solution they seek in vocational training is not sufficient. Third, we sense in our students a narrowing materialism, with the good life defined in terms of material comforts. Education then means learning to do a job which will make money. I see in this definition a limiting sense of what education and thus life offer, a definition which excludes joy and meaning. Our approach to the study of the humanities responds to these three related problems. In our changing, yet narrowing world, the teaching of the humanities finds one powerful justification — it teaches students how to think.

What type of education does the writer advocate for our student?

  1. Vocational as well as technological education
  2. Business, engineering, medicine and computer programming
  3. Technological education plus the humanities
  4. Technology education only
Answer and explanation

C: Technological education plus the humanities

The argument calls for the humanities alongside technological preparation, so students gain adaptable thinking as well as technical learning. C combines those aims. The other options either omit the humanities or repeat narrow vocational fields.

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Question 11

One fact that we have to comprehend is that, in our unconscious mind, we cannot distinguish between a wish and a deed. We are all aware of some of our illogical dreams in which two completely opposite statements can exist side by side — very acceptable in our dreams but unthinkable and illogical in our waking state. Just as our unconscious mind cannot differentiate between the wish to kill somebody in anger and the act of having done so, the young child is unable to make this distinction. The child who angrily wishes his mother to drop dead for not having gratified his needs will be traumatized greatly by the actual death of his mother — even if this event is not linked closely in time with his destructive wishes. He will always take part of or the whole of the blame for the loss of his mother. He will always say to himself — rarely to others — 'I did it. I am responsible. I was bad, therefore mummy left me.' It is well to remember that the child will react in the same manner if he loses a parent by divorce, separation or desertion. Death is often seen by a child as an impermanent thing and has therefore little distinction from a divorce in which he may have an opportunity to see a parent again.

This passage emphasizes

  1. child growing up in ignorance
  2. our unconscious mind
  3. a child's inability to distinguish between dream and reality
  4. illogical dreams
Answer and explanation

C: a child's inability to distinguish between dream and reality

The passage centres on a child treating an imagined wish as if it had caused a real event, using dreams as an analogy. C is the closest summary of that confusion. The other options focus on only one supporting idea or are too general.

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Question 12

One fact that we have to comprehend is that, in our unconscious mind, we cannot distinguish between a wish and a deed. We are all aware of some of our illogical dreams in which two completely opposite statements can exist side by side — very acceptable in our dreams but unthinkable and illogical in our waking state. Just as our unconscious mind cannot differentiate between the wish to kill somebody in anger and the act of having done so, the young child is unable to make this distinction. The child who angrily wishes his mother to drop dead for not having gratified his needs will be traumatized greatly by the actual death of his mother — even if this event is not linked closely in time with his destructive wishes. He will always take part of or the whole of the blame for the loss of his mother. He will always say to himself — rarely to others — 'I did it. I am responsible. I was bad, therefore mummy left me.' It is well to remember that the child will react in the same manner if he loses a parent by divorce, separation or desertion. Death is often seen by a child as an impermanent thing and has therefore little distinction from a divorce in which he may have an opportunity to see a parent again.

Our unconscious minds and dreams are alike in that

  1. both are out of our control
  2. both can accommodate contradiction
  3. neither functions in a continuous manner
  4. both deal with non-real issues
Answer and explanation

B: both can accommodate contradiction

The opening explains that opposite statements can coexist in dreams and compares this with the unconscious mind. B identifies their shared tolerance of contradiction. Lack of control and discontinuity are not the stated comparison.

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Question 13

One fact that we have to comprehend is that, in our unconscious mind, we cannot distinguish between a wish and a deed. We are all aware of some of our illogical dreams in which two completely opposite statements can exist side by side — very acceptable in our dreams but unthinkable and illogical in our waking state. Just as our unconscious mind cannot differentiate between the wish to kill somebody in anger and the act of having done so, the young child is unable to make this distinction. The child who angrily wishes his mother to drop dead for not having gratified his needs will be traumatized greatly by the actual death of his mother — even if this event is not linked closely in time with his destructive wishes. He will always take part of or the whole of the blame for the loss of his mother. He will always say to himself — rarely to others — 'I did it. I am responsible. I was bad, therefore mummy left me.' It is well to remember that the child will react in the same manner if he loses a parent by divorce, separation or desertion. Death is often seen by a child as an impermanent thing and has therefore little distinction from a divorce in which he may have an opportunity to see a parent again.

The child would feel responsible for his mother’s death even if it is unconnected with his wishes because

  1. he regards his wish as a curse
  2. He hates her and wants her dead
  3. his needs are not gratified
  4. he cannot distinguish between wish and reality.
Answer and explanation

D: he cannot distinguish between wish and reality.

The child treats the angry wish as though it caused the death. The passage explicitly compares this with failing to distinguish a wish from a deed. D explains the resulting responsibility; a curse or actual murderous intent is not asserted.

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Question 14

One fact that we have to comprehend is that, in our unconscious mind, we cannot distinguish between a wish and a deed. We are all aware of some of our illogical dreams in which two completely opposite statements can exist side by side — very acceptable in our dreams but unthinkable and illogical in our waking state. Just as our unconscious mind cannot differentiate between the wish to kill somebody in anger and the act of having done so, the young child is unable to make this distinction. The child who angrily wishes his mother to drop dead for not having gratified his needs will be traumatized greatly by the actual death of his mother — even if this event is not linked closely in time with his destructive wishes. He will always take part of or the whole of the blame for the loss of his mother. He will always say to himself — rarely to others — 'I did it. I am responsible. I was bad, therefore mummy left me.' It is well to remember that the child will react in the same manner if he loses a parent by divorce, separation or desertion. Death is often seen by a child as an impermanent thing and has therefore little distinction from a divorce in which he may have an opportunity to see a parent again.

‘Traumatized’ as used in the passage means

  1. angered
  2. made happy and satisfied
  3. made sad and dejected
  4. made to feel guilty.
Answer and explanation

D: made to feel guilty.

The following sentences explain the trauma through the child blaming himself and saying he is responsible. In this context D identifies the feeling emphasized by the author. Anger and satisfaction conflict with that description, while general sadness misses its focus.

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Question 16

Undergraduate students in psychology and education come to their first course in statistics with diverse expectations of and backgrounds in mathematics. Some have considerable formal training and quantitative aptitude and look forward to learning statistics. Others — perhaps the majority, including some of those who aspire to postgraduate studies — are less confident in their quantitative skills. They regard a course in statistics as a necessary evil for the understanding or carrying out of research in their chosen fields, but an evil nonetheless. The third edition, like its predecessors, is directed primarily at the latter audience. It was written with the conviction that statistical concepts can be described simply without loss of accuracy and that understanding statistical techniques as research tools can be effectively promoted by discussing them within the context of their application to concrete data rather than as pure abstractions. Further, its contents are limited to those statistical techniques that are widely used in the literature of psychology and to the principles underlying them. The changes that have been made in this edition reflect both the results of our teaching experience and the increasing prominence being given by statisticians to certain topics. Thus, our discussions of some procedures, particularly those in the realm of descriptive statistics, which students grasp easily, have been shortened or rearranged. The treatment of other topics has been expanded. Greater emphasis has been placed on sampling theory, hypothesis testing, and the notion of statistical power.

The book discussed in this passage is about

  1. psychology and education
  2. mathematics for undergraduate students
  3. quantitative skills for postgraduate students
  4. statistical procedure related to research
Answer and explanation

D: statistical procedure related to research

The book explains statistical techniques as tools for research and discusses their application to concrete data. D describes its subject. Psychology and education identify its readers, while the other options misstate the level or focus.

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Question 17

Undergraduate students in psychology and education come to their first course in statistics with diverse expectations of and backgrounds in mathematics. Some have considerable formal training and quantitative aptitude and look forward to learning statistics. Others — perhaps the majority, including some of those who aspire to postgraduate studies — are less confident in their quantitative skills. They regard a course in statistics as a necessary evil for the understanding or carrying out of research in their chosen fields, but an evil nonetheless. The third edition, like its predecessors, is directed primarily at the latter audience. It was written with the conviction that statistical concepts can be described simply without loss of accuracy and that understanding statistical techniques as research tools can be effectively promoted by discussing them within the context of their application to concrete data rather than as pure abstractions. Further, its contents are limited to those statistical techniques that are widely used in the literature of psychology and to the principles underlying them. The changes that have been made in this edition reflect both the results of our teaching experience and the increasing prominence being given by statisticians to certain topics. Thus, our discussions of some procedures, particularly those in the realm of descriptive statistics, which students grasp easily, have been shortened or rearranged. The treatment of other topics has been expanded. Greater emphasis has been placed on sampling theory, hypothesis testing, and the notion of statistical power.

The expression, ‘necessary evil’ means that

  1. evil is essential in studying the subject discussed
  2. studying the subject is an unpleasant experience which must be endured
  3. only those who are evil can understand the subject
  4. those lacking in quantitative skills see the subject as an evil.
Answer and explanation

B: studying the subject is an unpleasant experience which must be endured

A necessary evil is something unpleasant that must nevertheless be accepted. The less confident students regard statistics as difficult but needed for research. B captures both necessity and unpleasantness; the alternatives omit one or change the meaning.

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Question 19

Undergraduate students in psychology and education come to their first course in statistics with diverse expectations of and backgrounds in mathematics. Some have considerable formal training and quantitative aptitude and look forward to learning statistics. Others — perhaps the majority, including some of those who aspire to postgraduate studies — are less confident in their quantitative skills. They regard a course in statistics as a necessary evil for the understanding or carrying out of research in their chosen fields, but an evil nonetheless. The third edition, like its predecessors, is directed primarily at the latter audience. It was written with the conviction that statistical concepts can be described simply without loss of accuracy and that understanding statistical techniques as research tools can be effectively promoted by discussing them within the context of their application to concrete data rather than as pure abstractions. Further, its contents are limited to those statistical techniques that are widely used in the literature of psychology and to the principles underlying them. The changes that have been made in this edition reflect both the results of our teaching experience and the increasing prominence being given by statisticians to certain topics. Thus, our discussions of some procedures, particularly those in the realm of descriptive statistics, which students grasp easily, have been shortened or rearranged. The treatment of other topics has been expanded. Greater emphasis has been placed on sampling theory, hypothesis testing, and the notion of statistical power.

The changes that were made in the book were motivated by

  1. professional experience and popularity of topics
  2. teaching experience and statisticians view of some topics
  3. the examination results of previous generation of students
  4. the need to avoid areas which students grasp easily
Answer and explanation

B: teaching experience and statisticians view of some topics

The final paragraph explicitly names teaching experience and the increasing prominence statisticians give certain topics. B repeats those two reasons. Examination results and avoiding easy material are not offered as the combined motivation.

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Question 21

All too often, there is a difference between what we say and what we think we have said, and between how we feel we have handled people and how they think they have been treated. When such 'gaps' occur between the intent and the action, it is often stated that there has been 'a breakdown in communication'. Sometimes, the breakdown is allowed to become so serious that the gap becomes a chasm: relatives in a family ceasing to speak to one another, managements and trade unions refusing to meet, or governments recalling ambassadors when relations between states reach a low ebb. In fact, sometimes when people communicate, either as individuals or within groups, problems inevitably occur; instructions may be impossible to carry out, offence is taken at a particular remark, a directive is ambiguously phrased or people's attitudes are coloured by jealousy, resentment or frustration. During the past fifty years, industrial, commercial and public service organizations have grown prodigiously to meet the needs of advanced technological societies. Sometimes as many as 10,000 people work on one site, or one company employs more than 50,000 people. Clearly, good communications are essential to the efficient operation of any organization, and vital to the fulfilment of all those who commit their working lives to it. For this reason, management specialists and behavioural scientists have devoted much thought and energy over recent years to analysing the problems caused by bad communication practices, and to creating good communication climate and systems. As a result of the current structure of societies and economies, most of us will spend our working lives in an organization — for many of us it will be a large one. If we are to understand our working environment, it is essential that we become good communicators with social skills.

Which of the following titles best sums up the passage?

  1. The need for effective communication
  2. Breakdown in communication
  3. communication in technological societies
  4. Bad communication practices
Answer and explanation

A: The need for effective communication

The passage moves from failures of communication to why organizations need effective communication and people with social skills. A covers both the problem and the concluding need. The alternatives describe only a narrower part of the discussion.

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Question 22

All too often, there is a difference between what we say and what we think we have said, and between how we feel we have handled people and how they think they have been treated. When such 'gaps' occur between the intent and the action, it is often stated that there has been 'a breakdown in communication'. Sometimes, the breakdown is allowed to become so serious that the gap becomes a chasm: relatives in a family ceasing to speak to one another, managements and trade unions refusing to meet, or governments recalling ambassadors when relations between states reach a low ebb. In fact, sometimes when people communicate, either as individuals or within groups, problems inevitably occur; instructions may be impossible to carry out, offence is taken at a particular remark, a directive is ambiguously phrased or people's attitudes are coloured by jealousy, resentment or frustration. During the past fifty years, industrial, commercial and public service organizations have grown prodigiously to meet the needs of advanced technological societies. Sometimes as many as 10,000 people work on one site, or one company employs more than 50,000 people. Clearly, good communications are essential to the efficient operation of any organization, and vital to the fulfilment of all those who commit their working lives to it. For this reason, management specialists and behavioural scientists have devoted much thought and energy over recent years to analysing the problems caused by bad communication practices, and to creating good communication climate and systems. As a result of the current structure of societies and economies, most of us will spend our working lives in an organization — for many of us it will be a large one. If we are to understand our working environment, it is essential that we become good communicators with social skills.

According to the passage, which of the following are NOT likely to contribute to a breakdown in communication?

  1. people's attitude and feeling
  2. Ambiguously phrased instruction
  3. Managements and trade unions
  4. Management specialists and behavioral, scientists
Answer and explanation

D: Management specialists and behavioral, scientists

Management specialists and behavioural scientists are described as analysing failures and improving communication systems. D therefore identifies those working against breakdowns. The other options are presented as causes or examples of communication difficulties.

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Question 23

All too often, there is a difference between what we say and what we think we have said, and between how we feel we have handled people and how they think they have been treated. When such 'gaps' occur between the intent and the action, it is often stated that there has been 'a breakdown in communication'. Sometimes, the breakdown is allowed to become so serious that the gap becomes a chasm: relatives in a family ceasing to speak to one another, managements and trade unions refusing to meet, or governments recalling ambassadors when relations between states reach a low ebb. In fact, sometimes when people communicate, either as individuals or within groups, problems inevitably occur; instructions may be impossible to carry out, offence is taken at a particular remark, a directive is ambiguously phrased or people's attitudes are coloured by jealousy, resentment or frustration. During the past fifty years, industrial, commercial and public service organizations have grown prodigiously to meet the needs of advanced technological societies. Sometimes as many as 10,000 people work on one site, or one company employs more than 50,000 people. Clearly, good communications are essential to the efficient operation of any organization, and vital to the fulfilment of all those who commit their working lives to it. For this reason, management specialists and behavioural scientists have devoted much thought and energy over recent years to analysing the problems caused by bad communication practices, and to creating good communication climate and systems. As a result of the current structure of societies and economies, most of us will spend our working lives in an organization — for many of us it will be a large one. If we are to understand our working environment, it is essential that we become good communicators with social skills.

From the text, it can be inferred that a good communicator needs to

  1. Create favorable communication conditions
  2. Get the technological systems to work efficiently
  3. Call a spade a spade
  4. Be able to address 10,000 workers
Answer and explanation

A: Create favorable communication conditions

The passage values a good communication climate and social skills. A expresses the need to create conditions that help people understand one another. Merely operating technology or addressing a large crowd does not ensure that understanding.

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Question 24

All too often, there is a difference between what we say and what we think we have said, and between how we feel we have handled people and how they think they have been treated. When such 'gaps' occur between the intent and the action, it is often stated that there has been 'a breakdown in communication'. Sometimes, the breakdown is allowed to become so serious that the gap becomes a chasm: relatives in a family ceasing to speak to one another, managements and trade unions refusing to meet, or governments recalling ambassadors when relations between states reach a low ebb. In fact, sometimes when people communicate, either as individuals or within groups, problems inevitably occur; instructions may be impossible to carry out, offence is taken at a particular remark, a directive is ambiguously phrased or people's attitudes are coloured by jealousy, resentment or frustration. During the past fifty years, industrial, commercial and public service organizations have grown prodigiously to meet the needs of advanced technological societies. Sometimes as many as 10,000 people work on one site, or one company employs more than 50,000 people. Clearly, good communications are essential to the efficient operation of any organization, and vital to the fulfilment of all those who commit their working lives to it. For this reason, management specialists and behavioural scientists have devoted much thought and energy over recent years to analysing the problems caused by bad communication practices, and to creating good communication climate and systems. As a result of the current structure of societies and economies, most of us will spend our working lives in an organization — for many of us it will be a large one. If we are to understand our working environment, it is essential that we become good communicators with social skills.

Chasm’ as used in the passage means

  1. serious eruption
  2. disaster
  3. wide difference
  4. disagreement.
Answer and explanation

C: wide difference

The gap between intentions and understanding becomes a chasm: a much wider separation. C gives the figurative sense in this context. A physical eruption is irrelevant, and disaster or disagreement does not express the widening gap as directly.

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Question 26

Choose the option opposite in meaning to “conscientious”: I am happy to inform you that your boys are conscientious

  1. industrious
  2. carefree
  3. careful
  4. corrupt
Answer and explanation

B: carefree

Conscientious describes taking duties seriously and carefully. Carefree contrasts with that careful concern. Industrious and careful are related positive qualities, while corrupt refers to dishonesty rather than lack of conscientious attention.

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Question 27

Choose the option opposite in meaning to “prosperous”: My father is a very prosperous businessman.

  1. ungrateful
  2. unscrupulous
  3. unskillful
  4. unsuccessful.
Answer and explanation

D: unsuccessful.

Prosperous describes success and wealth in business. Unsuccessful is its direct opposite among these options. The other words concern gratitude, morality or skill and do not directly reverse prosperity.

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Question 28

Choose the option opposite in meaning to “relaxed”: The hostess greeted her guests in a very relaxed manner.

  1. energetic
  2. athletic
  3. stiff
  4. perplexed.
Answer and explanation

C: stiff

A relaxed manner is easy and unstrained. A stiff manner is formal or tense, providing the clearest contrast. Energetic and athletic concern activity, while perplexed means confused.

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Question 29

Choose the option opposite in meaning to “lightly”: Ayo takes his studies rather lightly

  1. humorously
  2. tediously
  3. carefully
  4. seriously
Answer and explanation

D: seriously

Taking studies lightly means not treating them as important. Seriously directly reverses that attitude. Humorously and tediously concern other qualities; carefully is related to conduct but is not the direct contrast in this expression.

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Question 31

Choose the option nearest in meaning to “no love lost”: There is no love lost between Hassan and Hassana.

  1. dislike each other
  2. are head over heels in love
  3. will love each other
  4. are still good friends.
Answer and explanation

A: dislike each other

No love lost between two people means they dislike each other. A states that mutual hostility. The expression does not mean they are in love, will become lovers, or remain good friends.

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Question 33

Choose the option nearest in meaning to “would rather not attend”: I would rather not attend the party.

  1. detest attending
  2. do not have the enthusiasm to attend
  3. must not attend
  4. have a choice to attend or not to.
Answer and explanation

B: do not have the enthusiasm to attend

Would rather not attend expresses a preference not to go. Lacking enthusiasm is the closest option. Detest is much stronger, must not states a prohibition, and merely having a choice does not state the preference.

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Question 34

Choose the most appropriate interpretation: If Garba had listened to advice, he would not have had to be rushed to the hospital.

  1. deliberately desired to be rushed
  2. was in position to have prevented the need to be rushed
  3. was rushed against his wish
  4. was given a cheque, but preferred to go.
Answer and explanation

B: was in position to have prevented the need to be rushed

The past conditional imagines that following advice would have prevented the emergency. B states that Garba could have avoided the need to be rushed to hospital. The sentence does not say he desired it or merely went against his wishes.

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Question 35

Aduke: “Ngozi, let’s visit the market.” Ngozi: “If you insist, Aduke.” What does Ngozi’s reply suggest?

  1. is very willing to accompany Aduke
  2. must accompany Aduke
  3. is not keen on going with Aduke
  4. is pretending not to be interested in going with Aduke.
Answer and explanation

C: is not keen on going with Aduke

If you insist signals reluctant agreement rather than eagerness. C best describes Ngozi’s attitude to the visit. Nothing establishes an obligation or proves that the reluctance is pretended, and very willing contradicts the wording.

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Question 36

Choose the option nearest in meaning to “hands out an olive branch”: The new leader hands out an olive branch.

  1. sues for peace
  2. gives out branches of the olive tree
  3. challenges his opponents to a fight
  4. blesses his supporters.
Answer and explanation

A: sues for peace

An olive branch symbolizes a peace offer. The leader therefore seeks peace, as option A says. The other alternatives take the branch literally or suggest fighting or a religious blessing instead of reconciliation.

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Question 37

Choose the option nearest in meaning to “a bed of roses”: When you go to a foreign country to study, you will discover that life there is not a bed of roses.

  1. as pleasant as one thought
  2. a bed with roses
  3. an unmitigated disappointment
  4. as expected.
Answer and explanation

A: as pleasant as one thought

A bed of roses means an easy or pleasant situation. A gives the closest meaning within the sentence; not remains outside the target phrase and negates that pleasant expectation. The literal bed and complete disappointment are not the idiom’s meaning.

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Question 38

Choose the option nearest in meaning to “jaundiced”: Because our representative is immature and biased, he takes a jaundiced view of our problem

  1. hazy
  2. unclear
  3. prejudiced
  4. bleak
Answer and explanation

C: prejudiced

A jaundiced view is prejudiced or negatively biased. C matches both the adjective and the description of the representative as biased. Hazy and unclear describe confusion, while bleak describes a gloomy outlook more generally.

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Question 39

Choose the option nearest in meaning to “regrets”: The president has sent his regrets. He is unable to attend the meeting

  1. explanations
  2. anxieties
  3. unhappiness
  4. apologies
Answer and explanation

D: apologies

Sending one’s regrets is a polite way of apologizing for being unable to attend. D fits the following sentence about the meeting. Anxieties and unhappiness are emotions, and explanations alone do not convey the apology.

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Question 40

Choose the option nearest in meaning to “courageously”: The woman acted courageously when she was attacked by thieves

  1. shyly
  2. fearlessly
  3. timidly
  4. carelessly
Answer and explanation

B: fearlessly

Courageously means bravely, so fearlessly is the closest offered adverb. Shyly and timidly suggest reluctance or fear, while carelessly describes a lack of attention rather than courage.

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Question 41

Choose the option nearest in meaning to “manifested”: We all have both good and bad characteristics. Either is, however, easily manifested in times of crisis

  1. demanded
  2. highlighted
  3. submerged
  4. determined
Answer and explanation

B: highlighted

Manifested means made evident or shown. Highlighted is the closest option because it makes a quality noticeable. Demanded means required, submerged means hidden, and determined means established or decided.

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Question 42

Choose the option that best completes the sentence: The sea waves continue to … the cliff on the west coast constantly.

  1. impair
  2. rub
  3. knock
  4. erode.
Answer and explanation

D: erode.

Sea waves erode a cliff by gradually wearing it away. D names that coastal process. Impair is a broad word for damage, while rub and knock do not describe the gradual wearing away as precisely.

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Question 44

Choose the option that best completes the sentence: Note that only senior members of staff have the … of using the toilet upstairs.

  1. permission
  2. occasion
  3. privilege
  4. habit
Answer and explanation

C: privilege

A privilege is a special right available to a particular group. Restricting the upstairs toilet to senior staff fits that meaning. Permission normally uses to, and occasion or habit does not express the special entitlement.

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Question 45

Choose the option that best completes the sentence: The chief priest will … the men into the cult today.

  1. indoctrinate
  2. usher
  3. convert
  4. initiate.
Answer and explanation

D: initiate.

To initiate someone into a group is to admit them through its introductory ceremony or rites. D fits the chief priest and the cult. Indoctrinate concerns beliefs, convert concerns a change of faith, and usher means guide or lead.

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Question 46

Choose the option that best completes the sentence: Jimoh is noted for his … attitude to his seniors at school.

  1. receptive
  2. respective
  3. respectful
  4. respectable.
Answer and explanation

C: respectful

Respectful describes showing respect towards other people. It fits an attitude towards seniors. Respectable means worthy of respect, receptive means open to ideas, and respective means relating separately to each person or thing.

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Question 49

Choose the option that best completes the sentence: The African extended family system gives security to _____ members

  1. his
  2. her
  3. its
  4. their
Answer and explanation

C: its

The subject is the singular family system, so its is the possessive form referring back to it. Their would refer to a plural antecedent. His and her are personal forms and do not fit the system.

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Question 51

Choose the option that best completes the sentence: Insects can become … to insecticides.

  1. immunized
  2. resistant
  3. reticent
  4. immobilized.
Answer and explanation

B: resistant

Resistant to insecticides means able to withstand their effects. B names the property insects can develop. Reticent concerns speaking, immobilized means unable to move, and immunized does not fit the preposition and meaning here.

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Question 52

Choose the option that best completes the sentence: The council chairman … the tension between the villagers and the tax collectors.

  1. dispersed
  2. defused
  3. diffused
  4. disputed.
Answer and explanation

B: defused

To defuse tension means make a tense situation less dangerous or hostile. B fits the chairman’s effect on the dispute. Diffused means spread, dispersed means scattered, and disputed means challenged as untrue.

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Question 53

Choose the option that best completes the sentence: If I had been told of the matter earlier, I … there so late.

  1. would not go
  2. should not go
  3. will not have gone.
  4. would not have gone.
Answer and explanation

D: would not have gone.

If I had been told describes an unreal past condition. Would not have gone gives its imagined past result. The other choices do not combine the conditional auxiliary with a completed past action.

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Question 54

Choose the option that best completes the sentence: Each of the candidates that came late … to complete …

  1. have/this form
  2. are having/these forms
  3. have/these forms
  4. has/this form.
Answer and explanation

D: has/this form.

Each is the singular head of the subject, even though candidates is plural. Has to complete is therefore required. D also supplies the singular this form, which fits the individual requirement placed on each candidate.

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Question 55

Choose the option that best completes the sentence: I wanted to avail myself … the opportunity of listening to the lecture, but the lecturer failed to turn up

  1. with
  2. for
  3. of
  4. at.
Answer and explanation

C: of

To avail oneself of an opportunity means to make use of it. Of is part of this reflexive verb pattern. The other prepositions do not complete the expression in the sentence.

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Question 56

Choose the option that best completes the sentence: I would have been surprised if you _____ the orange.

  1. plucked
  2. have plucked
  3. had plucked
  4. did pluck.
Answer and explanation

C: had plucked

Would have been surprised describes an imagined past result, so if you had plucked supplies the matching past perfect condition. Have plucked refers to a present perfect, while the other forms do not mark the earlier unreal past action.

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Question 57

Choose the option that best completes the sentence: On getting to the seashore, …

  1. it was empty
  2. nobody was there
  3. people had deserted the place
  4. he found nobody there.
Answer and explanation

D: he found nobody there.

The opening phrase describes someone arriving at the seashore, so the main clause must name that person as its subject. He found nobody there does so. The other subjects cannot logically perform the arrival described.

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Question 60

Choose the option that best completes the sentence: _____ I know, nobody has seen any leopards in this area

  1. so far as
  2. in as much as
  3. provided
  4. even as
Answer and explanation

A: so far as

So far as I know limits the statement to the speaker’s knowledge. A fits naturally before the claim about leopards. The other options introduce reasons, conditions or simultaneity rather than the intended qualification.

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Question 61

Choose the option that best completes the sentence: … him in the crowd, I would have told you at once.

  1. If I will see
  2. If I saw
  3. Had I seen
  4. Should I see.
Answer and explanation

C: Had I seen

Had I seen is an inverted form of if I had seen. It matches would have told for an unreal past situation. The other options use an unsuitable tense or express a different kind of condition.

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Question 63

Choose the option that best completes the sentence: … his uncle helped him or not, he would still not be able to do it.

  1. Although
  2. If
  3. Whether
  4. Since.
Answer and explanation

C: Whether

Whether introduces alternatives and pairs with or not. The sentence says the outcome is unchanged in either case. Although, if and since do not express that two-way alternative as clearly in this construction.

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Question 65

Choose the option that best completes the sentence: Before the bill could be settled, Chuwang … all the money.

  1. has spent
  2. will have spent
  3. had spent
  4. will spent.
Answer and explanation

C: had spent

The money was spent before the possible settlement of the bill, a past reference point. Had spent marks that earlier past event. The other options use present or future forms that do not fit the narrative.

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Question 66

Choose the option that best completes the sentence: Either the chief of the village or the leader of the farmers _____ to be held responsible for the revolt

  1. were
  2. are
  3. is
  4. have
Answer and explanation

C: is

Either links two singular people: the chief and the leader. The singular verb is therefore needed before to be held responsible. Were and are are plural, while have does not complete the passive structure.

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Question 67

Choose the option that best completes the sentence: We must observe that most of the support by other states … only marginal returns.

  1. have yielded
  2. yield
  3. has yielded
  4. have yield.
Answer and explanation

C: has yielded

Support is the singular, uncountable head of the subject. Has yielded agrees with it; states belongs to a modifying phrase. The other options use plural agreement or omit the required participle form.

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Question 68

Choose the option that best completes the sentence: She asked me whether I _____ the letter for her

  1. minded to post
  2. mind to post
  3. minded posting
  4. minded to posting
Answer and explanation

C: minded posting

Mind takes an -ing form when it means object to doing something. Minded posting fits the past reported question. Minded to post and the other infinitive combinations do not fit that verb pattern.

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Question 69

Choose the option that best completes the sentence: The effort made by the principal to get the students to be serious in their studies _____

  1. are appreciated
  2. will appreciate
  3. is to appreciate
  4. is appreciated
Answer and explanation

D: is appreciated

Effort is singular and receives appreciation, so is appreciated supplies singular agreement and the passive voice. Are appreciated is plural. The remaining choices make the effort the active appreciator or use the wrong form.

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Question 70

Choose the option that best completes the sentence: How I wish I … my mother’s advice.

  1. had heeded
  2. have heeded
  3. heed
  4. will heed.
Answer and explanation

A: had heeded

Wish followed by a past perfect expresses regret about an earlier event. Had heeded means the speaker regrets not following the advice. The other options do not express that unreal past situation.

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Question 71

Choose the option that best completes the sentence: Only observers from the Ministry of Works … allowed into the conference room.

  1. is
  2. are
  3. have
  4. been.
Answer and explanation

B: are

Observers is plural, so are allowed is the correct passive form. The phrase from the Ministry does not change the number. Is is singular, and have or been alone cannot complete the passive.

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Question 73

Choose the option that best completes the sentence: The school will … for Easter in another six weeks.

  1. break off
  2. break away
  3. break out
  4. break up.
Answer and explanation

D: break up.

When a school breaks up, it closes for a holiday. D therefore fits the Easter break. Break off means stop an activity, break away means separate, and break out describes a sudden beginning or escape.

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Question 74

Choose the option that best completes the sentence: His power supply was _____ from the mains because he did not pay his electricity bill.

  1. blown out
  2. cut off
  3. put off
  4. put out.
Answer and explanation

B: cut off

Cut off means disconnect or stop a supply. It fits electricity disconnected for non-payment. The other phrasal verbs describe extinguishing, postponing or other actions rather than this supply disconnection.

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Question 75

Choose the option that best completes the sentence: When you’ve finished using the telephone, please hang …

  1. down
  2. up
  3. off
  4. on.
Answer and explanation

B: up

Hang up means end a telephone call by replacing or disconnecting the receiver. Up completes that expression. Hang on means wait, while down and off do not express ending a call.

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Question 76

Choose the option that best completes the sentence: I do not intend to stay for long at the function. I only want to …

  1. put in an appearance
  2. put up appearance
  3. show up appearance
  4. keep up appearance.
Answer and explanation

A: put in an appearance

Put in an appearance means attend, often for a short time. That fits the speaker’s intention not to stay long. The other combinations do not form the attendance expression.

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Question 77

Choose the option that best completes the sentence: The man rose to an important position as a result of … hard work.

  1. sheer
  2. cheer
  3. share
  4. shear.
Answer and explanation

A: sheer

Sheer emphasizes the force or extent of the hard work. A is the word meaning absolute or unqualified here. Cheer, share and shear have unrelated meanings despite their similar spelling or sound.

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Question 78

Choose the option that best completes the sentence: Ebun Ojo … international fame as an actress

  1. aquired
  2. acquired
  3. acquared
  4. aqcuired
Answer and explanation

B: acquired

Acquired is the correct spelling of the past tense of acquire, meaning gained. The sentence says the actress gained international fame. The other options misspell the word by omitting or rearranging letters.

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Question 79

Choose the option that best completes the sentence: The story on the lost jewel was quite …

  1. unbelievable
  2. unbeliveable
  3. unbelieveable
  4. unbelivable
Answer and explanation

A: unbelievable

Unbelievable is the correctly spelled adjective meaning difficult to believe. It is formed from believe and -able, with the final e of believe dropped. The other options alter the vowel sequence or retain an unnecessary e.

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Question 80

Choose the option that best completes the sentence: The patient is suffering from …

  1. reumatism
  2. rheumantism
  3. rhuematism
  4. rheumatism.
Answer and explanation

D: rheumatism.

Rheumatism is the correctly spelled word in this sentence. It begins rheu- and ends -matism. The other alternatives omit the h, move the vowels or insert an extra n.

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Question 81

Choose the option that best completes the sentence: The attitude of my students to … baffles me

  1. pronunciation
  2. pronouncation
  3. pronunceation
  4. pronounceation
Answer and explanation

A: pronunciation

Pronunciation is the standard noun for the way words are spoken. Its middle letters are -nunci-, even though the related verb is pronounce. A spells the noun correctly; the other alternatives carry incorrect vowel patterns.

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Question 84

Choose the option that best completes the sentence: Provided you … to the market very soon, we shall be able to eat early enough.

  1. shall go
  2. would go
  3. went
  4. go
Answer and explanation

D: go

Provided introduces a condition for the future result. The present simple go is used in that condition even though the market visit is future. The other options introduce unsuitable modal or past forms.

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Question 90

Choose the option that best completes the sentence: I did not enjoy the party. If you had invited Tariere, it … better organized.

  1. had been
  2. would have been
  3. would be
  4. could be
Answer and explanation

B: would have been

The speaker evaluates a party that has already happened. Would have been gives the imagined past result of inviting Tariere. The other options do not supply the matching past conditional form.

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Question 92

Choose the option that best completes the sentence: Asabe is overdue for retirement as she … in this college since 1954.

  1. is teaching
  2. has been teaching
  3. taught
  4. was teaching.
Answer and explanation

B: has been teaching

Since 1954 gives the starting point of teaching that continues into the present. Has been teaching expresses that duration and agrees with Asabe. The other forms do not connect the continuing activity to the present retirement situation.

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Question 94

Choose the option that best completes the sentence: After listening to the statements from the two students, the headmaster realized that it was a trivial argument that _____ a serious quarrel between them.

  1. touched in
  2. drew in
  3. touched off
  4. brought up.
Answer and explanation

C: touched off

To touch off a quarrel means trigger or start it. The argument caused the serious quarrel, so C fits. The other expressions do not convey that cause-and-effect relationship in this sentence.

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Question 96

Choose the option that best completes the sentence: When the transformer blew up, Saka threw himself down … his stomach.

  1. at
  2. over
  3. to
  4. on.
Answer and explanation

D: on.

On his stomach describes lying face down, with that part of the body against the ground. D fits the action of throwing himself down. At, over and to do not express the same body position.

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Question 98

Choose the option that best completes the sentence: The spokesman confirmed that the government would not give … to the demands of the trade union leaders.

  1. up
  2. into
  3. onto
  4. in.
Answer and explanation

D: in.

Give in to demands means yield to them. In completes the phrasal verb before the following to. Into would incorrectly combine with another to, while up and onto do not express yielding in this structure.

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Question 100

Choose the option that best completes the sentence: If they had not all jumped out of the car just in time, they …

  1. might have been perished
  2. will have perished
  3. were all going to perish
  4. would have perished.
Answer and explanation

D: would have perished.

The past condition if they had not jumped pairs with would have perished for its imagined past result. Perish is intransitive, so might have been perished is invalid. The other alternatives do not form that past conditional result.

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