21PDM102L WORKSHEET-Jan 2024

UNIT 1
SYNONYMS
Select the synonym of the word in bold letters in the sentence as per the context:
1. She seemed not only to acquiesce, to be reconciled to her life and marriage, but to be
actually proud of it.
A. Watery
B. Consent
C. Liquidy
D. Aware
2. The vivid descriptions in the popular books by Lowell and his fervor in public lectures
convinced millions of people for years to come that Mars was home to intelligent life.
A. Laziness
B. Rumour
C. Passion
D. Intensity
3. They spend their time sailing, playing tennis, and sometimes recalling the halcyon days
of crossing the moors behind packs of beagles to hunt down rabbits.
A. Luminous
B. Motionless
C. Gentle
D. Peaceful
4. One argument mathematicians cite for not writing for a larger audience is
the esoteric nature of their work.
A. porous
B. implacable
C. abstruse
D. tantalizing
5. Because we human beings are transitory, our lives as ephemeral as dreams.
A. Ineffective
B. Accessible
C. Phenomenal
D. Impermanent
6. To carry he must speak louder; and this would rouse those striped and inimical creatures
from their feasting by the fire.
A. Detrimental
B. Transitional
C. Unknown
D. Friendly
7. No one even knew Major de Coverley’s first name, because no one had ever had
the temerity to ask him.
A. Utility
B. Audacity
C. Focus
D. Curiosity
8. Maybe when the whole world was marching one way, some ornery part of me started
shouting Go the other way, Willodeen.
A. Joyous
B. Cantankerous
C. Tempestuous
D. Clever
9. Durham whites were, as a group, far less sanguine about King and his impending North
Carolina tour.
A. Veritable
B. Optimistic
C. Conscious
D. Pessimistic
10. On General Hospital or Guiding Light a similar story might come off as trite.
A. Hackneyed
B. Blanched
C. Amorphous
D. Significant

Choose the synonym of the following words from the options given
11. Alacrity
A. Eagerness
B. Suspicion
C. Appreciating
D. Hesitant
12. Soporific
A. Impressive
B. Soothing
C. Merry
D. Lethargic
13. Venerate
A. Enable
B. Abuse
C. Steep
D. Reverence
14. Betise
A. Fault
B. Clever
C. Fierce
D. Flawless
15. Palliative
A. Disturbing
B. Occasional
C. Aggravate
D. Moderating
Identify the words that are synonymous to each other from each of the following lists:
16. a- ascetic, b- monetary, c- beneficiary, d- dynamic, e- pecuniary
A. a,c
B. b,c
C. b,e
D. c,d
17. a- hortatory, b- encouraging, c- symbiotic, d- ineluctable, e- unpopular
A. a, b
B. a, e
C. c, d
D. e, c
18. a- resourceful, b- spiritless, c- distinctive, d- languid, e- incredible
A. a, d
B. b, c
C. c, e
D. b, d
19. a- taciturn, b- halfhearted, c- staggering, d- uncommunicative, e- confident
A. c, e
B. b, d
C. a, d
D. b, c
20. a- confinement, b- individuality, c- authority, d- veracity, e- truthfulness
A. a, b
B. b, c
C. c, d
D. d, e
 ANTONYMS:
Select the antonym of the word in bold letters in the sentence as per the context:
1. The nation threw itself on the side of the Pharisees; not in the spirit, of punctilious
legalism, but with the ardour of a national enthusiasm deceived in its dearest hopes.
A. Former
B. Careless
C. Observant
D. Moderate

2. Operations ceased during the Civil War, and although resumed soon after its close, they
became somewhat desultory.
A. disconnected
B. lacking order
C. pertinent
D. random
3. Every time one of his children made a sound that was recognizably southern, Bull
would expurgate that sound from his child’s tongue on the spot.
A. stain
B. admit
C. entertain
D. renew
4. His clear, exhaustive and dignified style of treatment evidences the rectitude and nobility
of the man.
A. deception
B. smooth
C. atheism
D. anarchy
5. A half inch laceration to the back of the head was recorded and Quinn was declared fit to
be detained.
A. armour
B. preoccupation
C. palpitation
D. healing
6. From fecund egg to ravenous caterpillar (larva) to metamorphosing pupa to parental
adult, the butterfly's life is profoundly meaningful.
A. hard
B. fixed
C. barren
D. simple
7. Ideas of world revolution appear profoundly chimerical to virtually everyone in the
Soviet Union today.
A. economical
B. realistic
C. wonderful
D. unnatural
8. The boys teased that I was a dastard, not strong enough to serve our country, but how
wrong they were.
A. hero
B. loser
C. coward
D. cool
9. My shyness and gaucherie became worse, too, making me stolid and dumb when people
came to the house.
A. culminate
B. dwindle
C. quiet
D. tact
10. That will oil the wheels of life in this atrociously hibernal weather, and make existence
in a fog enjoyable.
A. seasonal
B. regular
C. attitude
D. sleepy

Choose the antonym of the following words from the options given
11. laconic
A. wicked
B. verbose
C. milky
D. fragrance
12. hegira
A. oasis
B. calm
C. return
D. noise
13. objurgation
A. rebuke
B. elegy
C. hate
D. praise
14. obloquy
A. hate
B. praise
C. circle
D. cure
15. dainty
A. coarse
B. graceful
C. delectable
D. obedient
Identify the words that are antonyms to each other from each of the following lists:
16. a-Ostracize, b-crucify , c-shun, d-discard, e-befriend
A. a, b
B. a, e
C. c, d
D. e, c

17. a-permanent ,b-beneficial, c-pernicious, d-parochial , e-dangerous

A. c, d
B. a, b
C. b, c
D. e, c
18. a-smart ,b-poverty, c-ostensible, d-opulence, e-transparancy
A. c, e
B. a, b
C. b, d
D. c, d

19. a-deliberate, b-different, c-energetic, d-phlegmatic , e-curious

A. a, b
B. b, d
C. e, c
D. c, d
20. a-conciliatory ,b-separation, c-stability, d-determination, e-provocation
A. a, b
B. a, e
C. c, d
D. e, c
 UNIT 2:
SENTENCE COMPLETION
Complete the sentence by choosing the correct option given
1. The Indian telecom sector has tremendous growth over the past decade.
A. Attended
B. Participated
C. Watched
D. Witnessed
2. The study that large amount of Small Scale Industries are running in and
around Coimbatore.
A. Informed
B. Introduced
C. Revealed
D. Announced
3. Higher educational attainment of the household head is with a lower
probability of entering poverty.
A. Associated
B. Amalgamated
C. Assimilated
D. Categorized
4. As a result there is a need for more innovative schemes to attract large-scale
investment into infrastructure.
A. Awakening
B. Locating
C. Recognizing
D. Introducing
5. The burger giant its year-end store in a newspaper article last month.
A. Confessed
B. Disclosed
C. Retaliated
D. Engaged
6. the formation of the sun, the planets and other stars begins with the
condensation of an interstellar cloud.
A. Except that
B. Accepting that
C. It is accepted that
D. That is accepted
7. When a person is given certain duties to perform, he must be
E. Enforced with law as well
F. Given necessary authority also
G. Assigned necessary duties
H. Able to understand the law
8. In an effort to bring the problem under control, the Indian government has recently
for prevention of pollution of the Ganges.
A. Disciplined a way out
B. Supervised an act
C. Dominated the action
D. Drawn up an action plan
9. Although the weather in Kodaikanal is not to have a year-round tourist season,
it has become a favourite summer resort.
A. Good as enough
B. Goodly enough
C. Good enough
D. Enough as good
10. Not until a student has mastered algebra the principles of geometry,
trigonometry and physics.
A. He can begin to understand
B. Can he begin to understand
C. He begins to understand
D. He begin to understand
11. In India particularly considering the prevalent differences between and tariffs,
alternate schemes for rural electrification are unlikely to succeed unless the resultant tariffs
are perceived to be .
A. People ……… better
B. Industry ………cheaper
C. Subsidiaries ………manageable
D. Costs ………reasonable
12. The researcher had been for some information when suddenly he
that he had noted down some of the facts in his diary.
A. Hunting ……… realized
B. Looking ………enquired
C. Levelled ………suggested
D. Generating ……… remembered
13. The series of banknotes are by the Reserve Bank of India as legal
tender.
A. Arranged ……… organized
 B. Constitutional ……… issued
C. Mahatma Gandhi ………issued
D. Promise ………organized
14. Processed chemicals are used agriculture and industry as _ materials
such as adhesives, unprocessed plastics, dyes and fertilizers.
A. For ………affiliated
B. Through ………cooperative
C. In ………auxiliary
D. By ………governmental
15. When I am an autocrat, I am in the extreme. My direct method is to
power and control.
A. Autocratic ……… engulf
B. Dominating ……… seek
C. Possessive ……… reject
D. Elaborate ……… develop
16. I am not easily by pressures that would interfere with accomplishing the goals
of my unit. I stick with my .
A. Swayed ……… convictions
B. empowered ………organisation
C. discouraged ………achievements
D. demurred ……… projections
17. Whether it be shallow or not, commitment is the , the bedrock of any
loving relationship.
A. Expression ……… perfunctory
B. Manifestation ……… deep
C. Foundation ……… genuinely
D. Basis ………absorbing
18. If you are you tend to respond to stressful situations, in a calm, secure, steady
and way.
A. Resilient ………rational
B. Propitious ………stable
C. Obdurate ………manageable
D. Supportive ………positive
19. Using designs to the importance of others is not a healthy act
A. Fictitious ……… enhance
B. Architectural ……… elevate
C. Nefarious ………undermine
D. Brittle ………activate
20. The so-called civilized human race has and ill-treated small and large animals
in an attempt to prove its
A. Cruelty ………altruism
B. Beaten ………generosity
C. Advocate ………worthlessness
D. Abused ………supremacy
 ERROR SPOTTING
Read each sentence and find out the error in them:
1. The Jury was divided(a) in the judgement of the case(b) which resulted in disorder of the
state(c) as it connected to a heinous criminal (d).
2. When the company (a) stopped providing lunch (b) every employee brought(c) their own
lunch to the office (d).
3. The boarding that Mano lives in(a) is closed during the vacation(b) that makes it
mandatory(c) for him to move out(d).
4. During the tour(a), I was surprised to meet Clint(b) who I was working with(c) in my
previous project(d)
5. Either Ramesh or Shubham has (a) to stop their bidding (b) as the auction seems to go
on(c) with this chaos(d).
6. The NEP proposes(a) a four years degree course (b) for the Arts and Science branches(c)
in the following years(d)
7. Neither the chef nor his cooks (a) failed in his duty (b) to create the taste (c) that
customers were expecting(d).
8. All the team members (a) have a tight bond with each other (b) which makes it (c)nearly
impossible to defeat them(d)
9. According to the instructions of the HR(a), Gautham, me and you have to (b) finish the
work(c) before the 6pm deadline(d).
10. The battle between the emperors(a) was too cruel that (b) no less than 50,000 were killed
(c) No error (d)
11. Kumar is a notorious kid (a) in the neighbourhood (b) who fears only Sanjay (c) who is
his older brother (d) No error (e)
12. Some genuine issues exist (a) with the newly adopted (b) System and needs to (c)
be examined seriously. (d) No error (e)
13. Based on a popular opinion (a), the scenery of Kashmir (b) is more enchanting than
Shimla (c) No error (d)
14. The patient who had heart attack (a) got admitted as early as he got the attack(b), but he
died (c) before the doctor could treat him(d) No error (e)
15. There is a little hope(a) of the King’s recovery (b) after the serious injuries in the
battlefield (c) No error (d)
16. My uncle has and is still (a) doing excellent work (b) that his organization relies on his
valuable input (c) on any large-scale decision (d) No error (e)
17. Shankar gives a hint(a) on one of the most precious gift(b) he bought for this wife (c) for
their anniversary (d) No error (e)
18. If he had heard of (a) your marriage (b) he had been (c) surprised (d) No error (e)
19. No sooner had I finished the exam (a) the timer ran out (b) and everyone started (c)
leaving the exam hall(d) No error (e)
20. You can never be (a) hundred percent sure about (b) your ability to reproduce (c) this
lesson word for word(d) No error (e)
 UNIT 3:
READING COMPREHENSION

I) The composer Wolfgang Amadeus Mozart’s remarkable musical talent was apparent
even before most children can sing a simple nursery rhyme. Wolfgang’s older sister Maria
Anna (who the family called Nannerl) was learning the clavier, an early keyboard instrument,
when her three-year-old brother took an interest in playing. As Nannerl later recalled,
Wolfgang “often spent much time at the clavier picking out thirds, which he was always
striking, and his pleasure showed that it sounded good.” Their father Leopold, an assistant
concertmaster at the Salzburg Court, recognized his children’s unique gifts and soon devoted
himself to their musical education.
Born in Salzburg, Austria, on January 27, 1756, Wolfgang had composed his first
original work by age five. Leopold planned to take Nannerl and Wolfgang on tour to play
before the European courts. Their first venture was to nearby Munich where the children
played for Maximillian III Joseph, elector of Bavaria. Leopold soon set his sights on the
capital of the Hapsburg Empire, Vienna. On their way to Vienna, the family stopped in Linz,
where Wolfgang gave his first public concert. By this time, Wolfgang was not only a virtuoso
harpsichord player, but he had also mastered the violin. The audience at Linz was stunned by
the six-year-old, and word of his genius soon traveled to Vienna. In a much anticipated
concert, the Mozart children appeared at the Schonbrunn Palace on October 13, 1762. They
utterly charmed the emperor and empress.
Following this success, Leopold was inundated with invitations for the children to
play, for a fee. Leopold seized the opportunity and booked as many concerts as possible at
courts throughout Europe. A concert could last three hours, and the children played at least
two per a day. Today, Leopold might be considered the worst kind of stage parent, but at the
time, it was not uncommon for prodigies to make extensive concert tours. Even so, it was an
exhausting schedule for a child who was just past the age of needing an afternoon nap.
1. According to the passage, Wolfgang became interested in music because
A. his father thought it would be profitable.
B. he had a natural talent.
C. he saw his sister learning to play an instrument.
D. he came from a musical family.

2. What was the consequence of Wolfgang’s first public appearance?

A. He charmed the emperor and empress of Hapsburg.
B. Word of Wolfgang’s genius spread to the capital.
C. Leopold set his sights on Vienna.
D. Invitations for the miracle children to play poured in.
3. Each of the following statements about Wolfgang Mozart is directly supported by the
passage except
A. Mozart’s father, Leopold, was instrumental in shaping his career.
B. Maria Anna was a talented musician in her own right.
C. Wolfgang’s childhood was devoted to his musical career.
D. Wolfgang preferred the violin to other instruments.

4. According to the passage, during Wolfgang’s early years, child prodigies were
A. few and far between.
B. accustomed to extensive concert tours.
C. expected to spend at least six hours per a day practicing their music.
D. expected to play for courts throughout Europe.

II) For more than forty years, a controlling insight in my educational philosophy has
been the recognition that no one has ever been—no one can ever be—educated in school or
college. That would be the case if our schools and colleges were at their very best, which they
certainly are not, and even if the students were among the best and the brightest, as well as
conscientious in the application of their powers. The reason is simply that youth itself—
immaturity—is an insuperable obstacle to becoming educated. Schooling is for the young.
Education comes later, usually much later. The very best thing for our schools to do is to
prepare the young for continued learning in later life by giving them the skills of learning and
the love of it.
To speak of an educated young person or of a wise young person, rich in the
understanding of basic ideas and issues, is as much a contradiction in terms as to speak of a
round square. The young can be prepared for education in the years to come, but only mature
men and women can become educated, beginning the process in their forties and fifties and
reaching some modicum of genuine insight, sound judgment and practical wisdom after they
have turned sixty.
Those who take this prescription seriously would, of course, be better off if their
schooling had given them the intellectual discipline and skill they need to carry it out, and if
it also had introduced them to the world of learning with some appreciation of its basic ideas
and issues. But even the individual who is fortunate enough to leave school or college with a
mind so disciplined, and with an abiding love of learning, would still have a long road to
travel before he or she became an educated person. If our schools and colleges were doing
their part and adults were doing theirs, all would be well. However, our schools and colleges
are not doing their part because they are trying to do everything else. And adults are not doing
their part because most are under the illusion that they had completed their education when
they finished their schooling.
Only the person who realizes that mature life is the time to get the education that no
young person can ever acquire is at last on the high road to learning. The road is steep and
rocky, but it is the high road, open to anyone who has skill in learning and the ultimate goal
of all learning in view—understanding the nature of things and man’s place in the total
scheme. An educated person is one who through the travail of his own life has assimilated the
ideas that make him representative of his culture, that make him a bearer of its traditions and
enable him to contribute to its improvement.
1. The author’s primary purpose in writing this passage is to
A. Highlight major tenets in educational philosophy in the last 40 years.
B. Raise public awareness for the need of teachers with training in the liberal arts.
C. Contrast the words schooling and education.
D. Suggest that youth stands in the way of one becoming educated.
E. Cite the importance of reading with active discussion.

2. According to the passage, the best thing that our schools can do is to
A. Improve academic instruction at the grass roots level.
B. Advocate using the word “education” in place of the word “schooling” to better convey to
adults the goal of teaching.
C. Convey to students that only through high scholastic achievement can one become truly
educated.
D. Implement closely the opinions of adults who have already been through the educational
process.
E. Help students acquire the skills for learning.

3. It can be inferred from the passage that the educated person must
A. Possess more maturity than passion.
B. Not be less than 40 years of age.
C. Be at least a university graduate.
D. Have read classic works of literature.
E. Have travelled widely in order to understand his or her own culture.

4. How is the passage organized?

A. An objective analysis is put forth supported by factual examples.
B. A single idea is presented with which the author does not agree.
C. A thesis is presented and support given for it.
D. Two ideas are contrasted and a conciliatory viewpoint emerges.
E. A popular viewpoint is criticized from a number of perspectives.

III) How does ritual affect relationships between groups and entities external to them?
According to traditional cultural anthropology, aggregates of individuals who regard their
collective well-being as dependent upon a common body of ritual performances use such
rituals to give their members confidence, to dispel their anxieties, and to discipline their
social organization. Conventional theories hold that rituals come into play when people feel
they are unable to control events and processes in their environment that are of crucial
importance to them. However, recent studies of the Tsembaga, a society of nomadic
agriculturalists in New Guinea, suggest that rituals do more than just give symbolic
expression to the relationships between a cultural group and components of its environments;
they influence those relationships in measurable ways.
Perhaps the most significant finding of the studies was that, among the Tsembaga,
ritual operates as a regulating mechanism in a system of a set of interlocking systems that
include such variables as the area of available land, necessary length of fallow periods, size
of the human and pig populations, nutritional requirements of pigs and people, energy
expended in various activities, and frequency of misfortune. In one sense, the Tsembaga
constitute an ecological population in an ecosystem that also includes the other living
organisms and nonliving substances found within the Tsembaga territory. By collating
measurable data (such as average monthly rainfall, average garden yield, energy expenditure
per cultivated acre, and nutritive values of common foods) with the collective decision to
celebrate certain rituals, anthropologists have been able to show how Tsembaga rituals
allocate energy and important materials. Studies have described how Tsembaga rituals
regulate those relationships among people, their pigs, and their gardens that are critical to
survival; control meat consumption; conserve marsupial fauna; redistribute land among
territorial groups; and limit the frequency of warfare. These studies have important
methodological and theoretical implications, for they enable cultural anthropologists to see
that rituals can in fact produce measurable results in an external world.
By focusing on Tsembaga rituals as part of the interaction within an ecosystem, newer
quantitative studies permit anthropologists to analyze how ritual operates as a mechanism
regulating survival. In the language of sociology, regulation is a “latent function” of
Tsembaga ritual, since the Tsembaga themselves see their rituals as pertaining less to their
material relations with the ecosystem than to their spiritual relations with their ancestors. In
the past, cultural anthropologists might have centered on the Tsembaga’s own interpretations
of their rituals in order to elucidate those rituals; but since tools now exist for examining the
adaptive aspects of rituals, these anthropologists are in a far better position to appreciate fully
the ecological sophistication of rituals, both among the Tsembaga and in other societies

1. The primary purpose of the passage is to

A. Propose that the complex functions of ritual have been best analyzed when
anthropologists and ecologists have collaborated in order to study human populations as
measurable units.
B. Criticize anthropologists’ use of an ecological approach that ignores the symbolic,
psychological, and socially cohesive effects of ritual.
C. Evaluate theories of culture that view ritual as an expression of a society’s understanding
of its relationship to its environment.
D. Point out the ecological sophistication of Tsembaga ritual and suggest the value of
quantitative methods in assessing this sophistication.
E. Argue that the studies showing that the effects of Tsembaga ritual on the environment can
be measured prove that the effects of ritual on other environments can also be measured.
2. On the basis of the information in the passage, one might expect to find all of the following
in the recent anthropological studies of the Tsembaga except
A. An examination of the caloric and nutritive value of the Tsembaga diet.
B. A study of the relationship between the number of Tsembaga rituals and the number of
pigs owned by the Tsembaga.
C. An analysis of the influence of Tsembaga forms of worship on the traditions of
neighboring populations.
D. A catalog of the ways in which Tsembaga rituals influence planting and harvest cycles.
E. A matrix summarizing the seasonality of Tsembaga rituals and the type and function of
weapons made.

3. Which of the following best expresses the author’s view of ritual?

A. Rituals symbolize the relationships between cultural groups and their environments.
B. As a cultural phenomenon, ritual is multifaceted and performs diverse functions.
C. Rituals imbue the events of the material world with spiritual significance.
D. A society’s view of its rituals yields the most useful information concerning the rituals’
functions.
E. The spiritual significance of ritual is deemed greater than the material benefits of ritual.

4. The author of the passage uses the term “latent function” (third paragraph) in order to
suggest that
A. The ability of ritual to regulate the environment is more a matter of study for sociologists
than for anthropologists.
B. Sociological terms describe ritual as precisely as anthropological terms.
C. Anthropologists and sociologists should work together to understand the symbolic or
psychological importance of rituals.
D. Anthropologists are more interested in the regulatory function of rituals of the Tsembaga
than they are the psychological function of rituals.
E. The Tsembaga are primarily interested in the spiritual values that are embodied in their
rituals.

IV) The lives of the Ancient Greeks revolved around eris, a concept by which they
defined the universe. They believed that the world existed in a condition of opposites. If there
was good, then there was evil, if there was love, then there was hatred; joy, then sorrow; war
then peace; and so on. The Greeks believed that good eris occured when one held a balanced
outlook on life and coped with problems as they arose. It was a kind of ease of living that
came from trying to bring together the great opposing forces in nature. Bad eris was evident
in the violent conditions that ruled men’s lives. Although these things were found in nature
and sometimes could not be controlled, it was believed that bad eris occurred when one
ignored a problem, letting it grow larger until it destroyed not only that person, but his family
as well. The Ancient Greeks saw eris as a goddess: Eris, the Goddess of Discord, better
known as Trouble.
 One myth that expresses this concept of bad eris deals with the marriage of King
Peleus and the river goddess Thetis. Zeus, the supreme ruler, learns that Thetis would bear a
child strong enough to destroy its father. Not wanting to father his own ruin, Zeus convinces
Thetis to marry a human, a mortal whose child could never challenge the gods. He promises
her, among other things, the greatest wedding in all of Heaven and Earth and allows the
couple to invite whomever they please. This is one of the first mixed marriages of Greek
Mythology and the lesson learned from it still applies today. They do invite everyone except
Eris, the Goddess of Discord. In other words, instead of facing the problems brought on by a
mixed marriage, they turn their backs on them. They refused to deal directly with their
problems and the result is tragic. In her fury, Eris arrives, ruins the wedding, causes a jealous
feud between the three major goddesses over a golden apple, and sets in place the conditions
that lead to the Trojan War. The war would take place 20 years in the future, but it would
result in the death of the only child of the bride and groom, Achilles. Eris would destroy the
parents’ hopes for their future, leaving the couple with no legitimate heirs to the throne.
Hence, when we are told, “If you don’t invite trouble, trouble comes,” it means that if
we don’t deal with our problems, our problems will deal with us with a vengeance! It is easy
to see why the Greeks considered many of their myths learning myths, for this one teaches us
the best way to defeat that which can destroy us.
1. According to the passage, the ancient Greeks believed in the concept of eris, in which bad
eris can be considered as
A. the violent conditions of life.
B. the problems man encounters.
C. the evil goddess who has a golden apple.
D. the murderer of generations.
2. It can be inferred that Zeus married Thetis off because
A. he needed to buy the loyalty of a great king of mankind.
B. he feared the gods would create bad eris by competing over her.
C. he feared the Trojan War would be fought over her.
D. he feared having an affair with her and, subsequently, a child by her.
3. It can also be inferred that Zeus did not fear a child sired by King Peleus because
A. he knew that the child could not climb Mt. Olympus.
B. he knew that the child would be killed in the Trojan War.
C. he knew that no matter how strong a mortal child was, he couldn’t overthrow an immortal
god.
D. he knew that Thetis would always love him above everyone else.
4. Which of the following statements is the message offered in the myth?
A. Do not consider a mixed marriage.
B. Do not anger the gods.
C. Do not ignore the problems that arise in life.
D. Do not take myths seriously.
V) Supernovas are among the most energetic events in the universe and result in the
complete disruption of stars at the end of their lives. Originally, the distinction between Type
I and Type II supernovas was based solely on the presence or absence of hydrogen atoms
(hydrogen lines). Supernovas without hydrogen lines were called Type I, while those with
hydrogen lines were Type II. Subsequent analysis of many of these events revealed that this
empirical classification schema instead reflected two different mechanisms for the supernova
explosion.
Type I supernovas happen in binary stars—two stars that orbit closely each other—
when one of the two binary stars is a small, dense, white dwarf star. If the companion star
ranges too close to the white dwarf that it is orbiting, the white dwarf’s gravitational pull will
draw matter from the other star. When the white dwarf acquires enough matter to become at
least 1.4 times as big as the Sun, it collapses and explodes in a supernova.
Type II supernovas occur when a star, much more massive than the Sun, ends its life.
When such a star begins burning out, the core of the star quickly collapses releasing amazing
energy in the form of neutrinos, a kind of particle smaller than even an atom. Electromagnetic
radiation—energy that is electric and magnetic—causes the star to explode in a supernova.
Whereas Type I supernovas typically destroy their parent stars, Type II explosions usually
leave behind the stellar core.
The classification schema regarding the mechanism for supernova explosions helps to
more succinctly answer the question: Is the Sun in danger of becoming a supernova? Neither
does our Sun have a companion star orbiting it nor does our Sun have the mass necessary to
become a supernova. Furthermore, it will be another billion years until the Sun runs out of
fuel and swells into a red giant star before going into a white dwarf form.
1. How is this passage organized?
A. A single phenomenon is introduced and two overlapping classification schemas are
contrasted.
B. An original theory is mentioned before being overturned as a result of new findings.
C. Two complementary mechanisms for describing a single phenomenon are discussed and a
conclusion is offered.
D. A new classification schema is described and an example of how it works is provided.
E. Two different classification systems are outlined and a question posed to help reconcile
both.
2. Which of the following best summarizes the author’s answer to the question: Is the Sun in
danger of becoming a supernova?
A. The Sun is too large to have a white dwarf as a partner and lacks the physical size
required to become a red giant.
B. Even if the Sun were paired with a white dwarf, the Sun does not have the mass necessary
to create sufficient electromagnetic radiation.
C. The Sun is not a white dwarf with a companion star orbiting it, nor does it have the size to
qualify as a Type II supernova.
D. Without a white dwarf orbiting the Sun, the Sun has no obvious way to increase its size to
become a Type II supernova.
E. The Sun will inevitably become a supernova once it passes from a red giant to white
dwarf but not for at least a billion years.

3. It can be inferred from the passage that

A. Classifying a Type I or Type II event based on the presence or absence of hydrogen is not
necessarily incompatible with a classification schema based on the mechanism by which
these two events explode.
B. A dense white dwarf’s gravitational pull on its companion star causes the companion star
to collapse and explode as a supernova.
C. Before a star such as the Sun can become a red giant, it must first become a white dwarf.
D. In a Type II supernova, energy and electromagnetic radiation causes a star to collapse and
explode.
E. Supernovas are rare events in our universe.
4. According to the passage, which statement or statements below are true?
I. The energy created from a Type II explosion is greater than the energy created by a Type I
explosion.
II. The sun is not a binary star.
III. Both Type I and Type II supernovas result in the complete destruction of the exploding
star.
A. I only
B. II only
C. I and III only
D. II and III only
E. I, II, and III
 WORD ANALOGY
1. Band: singers :: bevy:
A. Soldiers
B. People
C. Girls
D. Boys
2. Caw : crow :: coo:
A. Hen
B. Pigeon
C. Squirrel
D. Cock
3. Chains: clanking :: wheels :
A. Chattering
B. Rattling
C. Rustling
D. Flapping
4. Scales: justice:: torch:
A. Measures
B. Courts
C. Liberty
D. Peace
5. Geese: cackle :: sheep : _
A. Bleat
B. Gobble
C. Yelp
D. Grunt
6. balcony: house:: proscenium:
A. table
B. bed
C. stage
D. car
7. Camel: calf :: swan :
A. Tadpole
B. Gosling
C. Signet
D. Minnow
8. Locusts: cloud :: sticks :
A. Faggot
B. Heap
C. Cluster
D. Wreath
9. Goods: factory :: weapons:
A. Tannery
B. Cavalry
C. Apiary
D. Arsenal
 10. Horse: stable:: fowl:
A. Lair
B. Coop
C. Hive
D. Web
11. Mendicant: impecunious::
A. Critic: quizzical
B. Philanthropic: prodigal
C. Complainer: petulant
D. Liar: poor
12. Quixotic: feasible::
E. Sudden: workable
F. Theoretical: practical
G. Fashionable: efficient
H. Sad: adept
13. Oafish: astute::
A. Ocean: mountain
B. Wise: smart
C. Lake: thorough
D. Simpleton: sage
14. Vindicable: reprehensible::
A. Mild: serious
B. Bitter: sad
C. Solid: porous
D. Vivid: dull
15. Triangle: quadrilateral::
A. Plane: solid
B. Pentagon: hexagon
C. Rectangle: octagon
D. Cone: cube
16. Sonnet: line::
A. Ballad: poetry
B. Symphony: harmony
C. Epic: ode
D. Novel: chapter
17. Debate: forensic::
A. Opera: spoken
B. Drama: histrionic
C. Argument: domestic
D. Novel: original
18. Banyan tree: proproots::
A. Potato: tuber
B. Climbers: tendrils
C. Ginger: stem
D. Spinach: root
19. Embryo: child::
 A. Leaf: chlorophyll
B. Sprout: plant
C. Seed: fruit
D. Ton: coal
20. Creche: infants
A. Bedlam: lunatics
B. School: pupils
C. Deck: sailors
D. Cottage: beggar