UNIBEN English Language 2022/2023 Past Questions

Practice each question, then open it to see the full details.

Question 1
PASSAGE I
The Second World African Festival of Arts and Culture (FESTAC) was staged in Nigeria in 1977. At the Colloquium organized during the festival, various issues affecting the development of the black world, including the inability of most independent African nations to make a clean break with the language of colonialism, we're discussed by seasoned intellectuals. It was resolved then that each African country should assign important functions to its major indigenous languages in order to facilitate the selection of one of them to replace the colonial language at the national level. This, it was hoped, could bring about the much needed unity and national integration. Besides, since the different European languages in use were considered to be unsuitable for the expression of African cultural values, African countries were urged to promote their cultures in their local languages.

As they put it, no language could effectively express an experience does not occur in that language; therefore, a campaign should be mounted, as a matter of urgency, to give impetus to the promotion of African languages. The media in each country it was suggested, should spearhead the quest for an indigenous national language by educating, motivating and mobilising their government and people towards the selection of an appropriate local language. This, in itself, was a recognition that the media - a term usually applied in reference to all the important agencies of mass information and entertainment, like the press, the radio and the television - wield tremendous and immeasurable power through their ability to mobilise the people and modify their behaviour, particularly towards important national issues. Regrettably, the media in Nigeria are yet to take up such major roles that would facilitate the emergence of an indigenous national language in the country.
A suitable title for this passage is
  • A.The Media and the Language Problem of Africa
  • B.Africans and FESTAC Colloquium
  • C.The Media and Cultural Expression in Africa and the Black World
  • D.African Intellectuals and Colloquium
Objective
Question 2
PASSAGE I
The Second World African Festival of Arts and Culture (FESTAC) was staged in Nigeria in 1977. At the Colloquium organized during the festival, various issues affecting the development of the black world, including the inability of most independent African nations to make a clean break with the language of colonialism, we're discussed by seasoned intellectuals. It was resolved then that each African country should assign important functions to its major indigenous languages in order to facilitate the selection of one of them to replace the colonial language at the national level. This, it was hoped, could bring about the much needed unity and national integration. Besides, since the different European languages in use were considered to be unsuitable for the expression of African cultural values, African countries were urged to promote their cultures in their local languages.

As they put it, no language could effectively express an experience does not occur in that language; therefore, a campaign should be mounted, as a matter of urgency, to give impetus to the promotion of African languages. The media in each country it was suggested, should spearhead the quest for an indigenous national language by educating, motivating and mobilising their government and people towards the selection of an appropriate local language. This, in itself, was a recognition that the media - a term usually applied in reference to all the important agencies of mass information and entertainment, like the press, the radio and the television - wield tremendous and immeasurable power through their ability to mobilise the people and modify their behaviour, particularly towards important national issues. Regrettably, the media in Nigeria are yet to take up such major roles that would facilitate the emergence of an indigenous national language in the country.
'This', as used in paragraph one refers to
  • A.each African country
  • B.the media in Africa
  • C.the colonial language
  • D.the indigenous language
Objective
Question 3
PASSAGE I
The Second World African Festival of Arts and Culture (FESTAC) was staged in Nigeria in 1977. At the Colloquium organized during the festival, various issues affecting the development of the black world, including the inability of most independent African nations to make a clean break with the language of colonialism, we're discussed by seasoned intellectuals. It was resolved then that each African country should assign important functions to its major indigenous languages in order to facilitate the selection of one of them to replace the colonial language at the national level. This, it was hoped, could bring about the much needed unity and national integration. Besides, since the different European languages in use were considered to be unsuitable for the expression of African cultural values, African countries were urged to promote their cultures in their local languages.

As they put it, no language could effectively express an experience does not occur in that language; therefore, a campaign should be mounted, as a matter of urgency, to give impetus to the promotion of African languages. The media in each country it was suggested, should spearhead the quest for an indigenous national language by educating, motivating and mobilising their government and people towards the selection of an appropriate local language. This, in itself, was a recognition that the media - a term usually applied in reference to all the important agencies of mass information and entertainment, like the press, the radio and the television - wield tremendous and immeasurable power through their ability to mobilise the people and modify their behaviour, particularly towards important national issues. Regrettably, the media in Nigeria are yet to take up such major roles that would facilitate the emergence of an indigenous national language in the country.
The writer's opinion of the media in Nigeria is that they
  • A.have made little or no attempt to promote the local languages
  • B.favour the use of English instead of a Nigerian language
  • C.cannot facilitate the emergence of a local national language
  • D.lack the power to mobilise the government and people of Nigeria
Objective
Question 4
PASSAGE I
The Second World African Festival of Arts and Culture (FESTAC) was staged in Nigeria in 1977. At the Colloquium organized during the festival, various issues affecting the development of the black world, including the inability of most independent African nations to make a clean break with the language of colonialism, we're discussed by seasoned intellectuals. It was resolved then that each African country should assign important functions to its major indigenous languages in order to facilitate the selection of one of them to replace the colonial language at the national level. This, it was hoped, could bring about the much needed unity and national integration. Besides, since the different European languages in use were considered to be unsuitable for the expression of African cultural values, African countries were urged to promote their cultures in their local languages.

As they put it, no language could effectively express an experience does not occur in that language; therefore, a campaign should be mounted, as a matter of urgency, to give impetus to the promotion of African languages. The media in each country it was suggested, should spearhead the quest for an indigenous national language by educating, motivating and mobilising their government and people towards the selection of an appropriate local language. This, in itself, was a recognition that the media - a term usually applied in reference to all the important agencies of mass information and entertainment, like the press, the radio and the television - wield tremendous and immeasurable power through their ability to mobilise the people and modify their behaviour, particularly towards important national issues. Regrettably, the media in Nigeria are yet to take up such major roles that would facilitate the emergence of an indigenous national language in the country.
Which of the following is true according to the passage?
  • A.Colonial languages are to blame for all the problems of Africa
  • B.national unity and cohesion will be enhanced through an indigenous national language
  • C.the media in Africa can enforce indigenous national languages
  • D.the sole purpose of FESTAC was to discuss the language problems of Africa and the black world
Objective
Question 5
PASSAGE I
The Second World African Festival of Arts and Culture (FESTAC) was staged in Nigeria in 1977. At the Colloquium organized during the festival, various issues affecting the development of the black world, including the inability of most independent African nations to make a clean break with the language of colonialism, we're discussed by seasoned intellectuals. It was resolved then that each African country should assign important functions to its major indigenous languages in order to facilitate the selection of one of them to replace the colonial language at the national level. This, it was hoped, could bring about the much needed unity and national integration. Besides, since the different European languages in use were considered to be unsuitable for the expression of African cultural values, African countries were urged to promote their cultures in their local languages.

As they put it, no language could effectively express an experience does not occur in that language; therefore, a campaign should be mounted, as a matter of urgency, to give impetus to the promotion of African languages. The media in each country it was suggested, should spearhead the quest for an indigenous national language by educating, motivating and mobilising their government and people towards the selection of an appropriate local language. This, in itself, was a recognition that the media - a term usually applied in reference to all the important agencies of mass information and entertainment, like the press, the radio and the television - wield tremendous and immeasurable power through their ability to mobilise the people and modify their behaviour, particularly towards important national issues. Regrettably, the media in Nigeria are yet to take up such major roles that would facilitate the emergence of an indigenous national language in the country.
According to the passage, the colonial language is
  • A.superior to African languages
  • B.inadequate for African cultural expression
  • C.effective for national unity and cohesion
  • D.restricted as a result of political independence
Objective
Question 6
PASSAGE II
If we examine the opportunities for girls or women in less developed countries, we usually find a dismal picture. In some countries, the ratio of boys to girls in secondary schools is more than seven to one. What happens to the girls? Often they are kept at home to look after younger siblings and to perform a variety of domestic chores. Their education is not perceived as in any way equal in importance to that of the boys. When a non-literate or barely literate girl reaches adolescence, she has little or no qualification for employment, even if her community provides any opportunity for the employment of women. The solution is to get her married as soon as possible, with the inevitable result that she produces children too soon, too often and too late. With no formal alternative, she is hardly aware that there is any alternative. In a study made in Thailand, it was noted that the literate women marry later and ceases childbearing earlier than her non-literate counterpart. But the latter is so chained in her household by the necessities of gathering fuel, preparing food and tending children that she is very difficult to reach, even if health services, nutrition, education, maternal and child health centres are available in her community. She does not understand what they are intended to do.
The phrase "a dismal picture" means
  • A.a dull show
  • B.an interesting show
  • C.a sad situation
  • D.a dreadful appearance
Objective
Question 7
PASSAGE II
If we examine the opportunities for girls or women in less developed countries, we usually find a dismal picture. In some countries, the ratio of boys to girls in secondary schools is more than seven to one. What happens to the girls? Often they are kept at home to look after younger siblings and to perform a variety of domestic chores. Their education is not perceived as in any way equal in importance to that of the boys. When a non-literate or barely literate girl reaches adolescence, she has little or no qualification for employment, even if her community provides any opportunity for the employment of women. The solution is to get her married as soon as possible, with the inevitable result that she produces children too soon, too often and too late. With no formal alternative, she is hardly aware that there is any alternative. In a study made in Thailand, it was noted that the literate women marry later and ceases childbearing earlier than her non-literate counterpart. But the latter is so chained in her household by the necessities of gathering fuel, preparing food and tending children that she is very difficult to reach, even if health services, nutrition, education, maternal and child health centres are available in her community. She does not understand what they are intended to do.
According to the writer, most girls in less developed countries are not in school because
  • A.they refuse to be educated
  • B.they prefer getting married and having children
  • C.the education of boys is rated higher
  • D.the girls have no employment
Objective
Question 8
PASSAGE II
If we examine the opportunities for girls or women in less developed countries, we usually find a dismal picture. In some countries, the ratio of boys to girls in secondary schools is more than seven to one. What happens to the girls? Often they are kept at home to look after younger siblings and to perform a variety of domestic chores. Their education is not perceived as in any way equal in importance to that of the boys. When a non-literate or barely literate girl reaches adolescence, she has little or no qualification for employment, even if her community provides any opportunity for the employment of women. The solution is to get her married as soon as possible, with the inevitable result that she produces children too soon, too often and too late. With no formal alternative, she is hardly aware that there is any alternative. In a study made in Thailand, it was noted that the literate women marry later and ceases childbearing earlier than her non-literate counterpart. But the latter is so chained in her household by the necessities of gathering fuel, preparing food and tending children that she is very difficult to reach, even if health services, nutrition, education, maternal and child health centres are available in her community. She does not understand what they are intended to do.
The non-literate woman is very difficult to reach because she
  • A.does not understand the value of education and health services
  • B.is too far from the city and from school
  • C.is not permitted to go out to attend clinics for health services
  • D.can only gather fuel and prepare food
Objective
Question 9
PASSAGE II
If we examine the opportunities for girls or women in less developed countries, we usually find a dismal picture. In some countries, the ratio of boys to girls in secondary schools is more than seven to one. What happens to the girls? Often they are kept at home to look after younger siblings and to perform a variety of domestic chores. Their education is not perceived as in any way equal in importance to that of the boys. When a non-literate or barely literate girl reaches adolescence, she has little or no qualification for employment, even if her community provides any opportunity for the employment of women. The solution is to get her married as soon as possible, with the inevitable result that she produces children too soon, too often and too late. With no formal alternative, she is hardly aware that there is any alternative. In a study made in Thailand, it was noted that the literate women marry later and ceases childbearing earlier than her non-literate counterpart. But the latter is so chained in her household by the necessities of gathering fuel, preparing food and tending children that she is very difficult to reach, even if health services, nutrition, education, maternal and child health centres are available in her community. She does not understand what they are intended to do.
The phrase "too late" as used in the passage implies that the woman
  • A.ought to have stopped producing children earlier
  • B.goes on producing children when she ought to have stopped
  • C.fails to marry early enough for her to produce children
  • D.had all he children at an advanced age
Objective
Question 10
PASSAGE II
If we examine the opportunities for girls or women in less developed countries, we usually find a dismal picture. In some countries, the ratio of boys to girls in secondary schools is more than seven to one. What happens to the girls? Often they are kept at home to look after younger siblings and to perform a variety of domestic chores. Their education is not perceived as in any way equal in importance to that of the boys. When a non-literate or barely literate girl reaches adolescence, she has little or no qualification for employment, even if her community provides any opportunity for the employment of women. The solution is to get her married as soon as possible, with the inevitable result that she produces children too soon, too often and too late. With no formal alternative, she is hardly aware that there is any alternative. In a study made in Thailand, it was noted that the literate women marry later and ceases childbearing earlier than her non-literate counterpart. But the latter is so chained in her household by the necessities of gathering fuel, preparing food and tending children that she is very difficult to reach, even if health services, nutrition, education, maternal and child health centres are available in her community. She does not understand what they are intended to do.
The writer emphasizes that in less developed countries
  • A.the education of girls is not important
  • B.the non-literate woman has some advantage because she has more children
  • C.the literate female is a threat to the male in employment
  • D.there is need to give boys and girls equal opportunities in education
Objective
Question 37
After each of the following sentences, a list of possible interpretations of all or part of the sentence is given. Choose the interpretation that you consider most appropriate for each sentence
The appearance which the famous actor made last month was his swan song. This means that
  • A. the actor sang beautifully during the play.
  • B. the play was postponed because of the actors non-appearance
  • C. the play was the actors last appearance before he died
  • D. the last play was the actors best performance
Objective