Passage 3
A good education should, among other things, train you to think 41 yourself. The examination system does anything but 42 . What has to be learned is rigidly laid down by the syllabus, 43 the student is encouraged to memorize. Examinations do not motivate a student to read 44 , but to restrict his reading; they do not enable him to 45 more and more knowledge, but induce cramming. They lower the standards of teaching, 46 they deprive the teachers of 47 freedom. Teachers themselves are often judged by examination 48 and instead of teaching their subjects, they are reduced 49 training students in exam techniques which they despise. The most successful are not 50 the best educated; they are the best trained 51 the technique of working under stress.
The results 52 which so much depends are often 53 more than a subjective assessment by 54 anonymous examiner. Examiners are 55 human beings. They get tired and hungry; they make mistakes. 56 they have to mark stacks of 57 scrawled script in a limited amount of time. They work under the same sort of pressure 58 the candidates. And their word carries weight. After a judge's decision you have the right of appeal, but not after an 59 . There must surely be 60 simpler and more effective ways of assessing a person's true ability.
41 a. to b. over c. for d. through
42 a. that b. it c. those d. them
43 a. so b. as c. though d. if
44 a. widely b. broadly c. loosely d. freely
45 a.catch b. search c. seize d. seek
46 a. but b. lest c. that d. for
47 a. all b. every c. each d. whole
48 a. papers b. questions c. results d. influence
49 a. in b. to c. on d. from
50 a. but b. also c. sometimes d. always
51 a. for b. with c. in d. to
52 a. among b. from c. on d. of
53 a. nothing b. anything c. much d. far
54 a. some b. a few c. that d. many
55 a. the b. none c. not d. merely
56 a. Moreover b. Also c. Yet d.Though
57 a. hasting b. hastily c. haste d. hasty
58 a. upon b. onto c. as d. like
59 a. examiner's b. examinee's c. examiner d. examinee
60 a. many b. much c. plenty d. lots
Passage 4
Animals and insects can 61 with others of the same kind through 62 or signals. For example, bees use signals to communicate 63 to other bees. When one of them has found some food, it flies back to its 64 and “dance” in the air to tell the others 65 its discovery. The “dance” gives information about the place 66 the food is, and about the 67 to that place.
Some animals 68 sounds to show their feelings, and 69 information to each other. 70 instance, a dog barks when it is angry or excited. Birds make 71 kinds of sound to signal, say, friendship or danger.
Human beings have something 72 . They have the ability to express their feelings, ideas and actions 73 words.
How did man first learn to 74 ? Perhaps we shall never know. 75 , we do know that as man’s knowledge increased 76 , needed to use more different sounds in order to 77 communication about more things. He began to, and gradually, put these sounds together to 78 , first, group of words, then sentences. 79 different parts of the world, people developed their own systems of sounds. Today, we call these systems “ 80 ”.
61. a. contactb. speakc. contract d. convey
62. a. songs b. sings c. sounds d. thoughts
63. a. informationb. inferencec. informations d. inferences
64. a. hutchb. hive c. hide d. hovel
65. a. forb. on c. with d. of
66. a. that b. here c. there d. where
67. a. destinationb. distance c. distinction d. discovery
68. a. withb. by means of c. make d. put
69. a. to sentb. to pass c. t o make d. to past
70. a. For b. Of c. In d. By
71. a. differentb. a variety c. all d. difference
72. a. specificb. specify c. special d. spectacular
73. a. throughb. in c. on d. by
74. a. say b. speak c. tell d. words
75. a. Althoughb. However c. Whatever d. Wherever
76. a. they b. we c. he d. that
77. a. depress b. impressc. press d. express
78. a. compose ofb. build upc. for m d. consist
79. a. Inb. At c. On d. Among
80. a. sentencesb. dialects c. conversationsd. languages
