UNIBEN English Language 2021/2022 Past Questions

Read the passages below and answer the questions that follow:
PASSAGE A
Every discernible observer could foresee the crisis which engulfed the Edo House last week. Only a few days before, reports were rife about the AC reaching out to some PDP legislators to cross-carpet. The intention being to gain a majority and then assume the Speakership with the least constraint. Zakawanu Garuba, the then Speaker, retorted with a fiat, threatening to declare vacant the seat of any defector. This in spite of the constitutional support for such action, as evidenced, for example, by the crisis that has torn the PDP apart in Edo State. The party has two factional chairmen in the state, even though one is more vociferous.
The desperate attempt by Garuba to cling to the Speaker's chair is condemnable. He was not being recalled from the legislature; and so, he still has his seat as a floor member. As speaker, he was only first among equals. The Speakership is not his birthright. With the defection of one PDP lawmaker to the AC, the legislature reconvened hours after the bloodbath and elected a protem Speaker, while impeaching and suspending Garuba and a few others. They are to be probed. (Adapted from The Guardian, Thursday, March 4, 2011, p.14)

Read the passages below and answer the questions that follow:
PASSAGE A
Every discernible observer could foresee the crisis which engulfed the Edo House last week. Only a few days before, reports were rife about the AC reaching out to some PDP legislators to cross-carpet. The intention being to gain a majority and then assume the Speakership with the least constraint. Zakawanu Garuba, the then Speaker, retorted with a fiat, threatening to declare vacant the seat of any defector. This in spite of the constitutional support for such action, as evidenced, for example, by the crisis that has torn the PDP apart in Edo State. The party has two factional chairmen in the state, even though one is more vociferous.
The desperate attempt by Garuba to cling to the Speaker's chair is condemnable. He was not being recalled from the legislature; and so, he still has his seat as a floor member. As speaker, he was only first among equals. The Speakership is not his birthright. With the defection of one PDP lawmaker to the AC, the legislature reconvened hours after the bloodbath and elected a protem Speaker, while impeaching and suspending Garuba and a few others. They are to be probed. (Adapted from The Guardian, Thursday, March 4, 2011, p.14)

Read the passages below and answer the questions that follow:
PASSAGE A
Every discernible observer could foresee the crisis which engulfed the Edo House last week. Only a few days before, reports were rife about the AC reaching out to some PDP legislators to cross-carpet. The intention being to gain a majority and then assume the Speakership with the least constraint. Zakawanu Garuba, the then Speaker, retorted with a fiat, threatening to declare vacant the seat of any defector. This in spite of the constitutional support for such action, as evidenced, for example, by the crisis that has torn the PDP apart in Edo State. The party has two factional chairmen in the state, even though one is more vociferous.
The desperate attempt by Garuba to cling to the Speaker's chair is condemnable. He was not being recalled from the legislature; and so, he still has his seat as a floor member. As speaker, he was only first among equals. The Speakership is not his birthright. With the defection of one PDP lawmaker to the AC, the legislature reconvened hours after the bloodbath and elected a protem Speaker, while impeaching and suspending Garuba and a few others. They are to be probed. (Adapted from The Guardian, Thursday, March 4, 2011, p.14)

Read the passages below and answer the questions that follow:
PASSAGE A
Every discernible observer could foresee the crisis which engulfed the Edo House last week. Only a few days before, reports were rife about the AC reaching out to some PDP legislators to cross-carpet. The intention being to gain a majority and then assume the Speakership with the least constraint. Zakawanu Garuba, the then Speaker, retorted with a fiat, threatening to declare vacant the seat of any defector. This in spite of the constitutional support for such action, as evidenced, for example, by the crisis that has torn the PDP apart in Edo State. The party has two factional chairmen in the state, even though one is more vociferous.
The desperate attempt by Garuba to cling to the Speaker's chair is condemnable. He was not being recalled from the legislature; and so, he still has his seat as a floor member. As speaker, he was only first among equals. The Speakership is not his birthright. With the defection of one PDP lawmaker to the AC, the legislature reconvened hours after the bloodbath and elected a protem Speaker, while impeaching and suspending Garuba and a few others. They are to be probed. (Adapted from The Guardian, Thursday, March 4, 2011, p.14)

Read the passages below and answer the questions that follow:
PASSAGE A
Every discernible observer could foresee the crisis which engulfed the Edo House last week. Only a few days before, reports were rife about the AC reaching out to some PDP legislators to cross-carpet. The intention being to gain a majority and then assume the Speakership with the least constraint. Zakawanu Garuba, the then Speaker, retorted with a fiat, threatening to declare vacant the seat of any defector. This in spite of the constitutional support for such action, as evidenced, for example, by the crisis that has torn the PDP apart in Edo State. The party has two factional chairmen in the state, even though one is more vociferous.
The desperate attempt by Garuba to cling to the Speaker's chair is condemnable. He was not being recalled from the legislature; and so, he still has his seat as a floor member. As speaker, he was only first among equals. The Speakership is not his birthright. With the defection of one PDP lawmaker to the AC, the legislature reconvened hours after the bloodbath and elected a protem Speaker, while impeaching and suspending Garuba and a few others. They are to be probed. (Adapted from The Guardian, Thursday, March 4, 2011, p.14)

Read the passages below and answer the questions that follow:
PASSAGE A
Every discernible observer could foresee the crisis which engulfed the Edo House last week. Only a few days before, reports were rife about the AC reaching out to some PDP legislators to cross-carpet. The intention being to gain a majority and then assume the Speakership with the least constraint. Zakawanu Garuba, the then Speaker, retorted with a fiat, threatening to declare vacant the seat of any defector. This in spite of the constitutional support for such action, as evidenced, for example, by the crisis that has torn the PDP apart in Edo State. The party has two factional chairmen in the state, even though one is more vociferous.
The desperate attempt by Garuba to cling to the Speaker's chair is condemnable. He was not being recalled from the legislature; and so, he still has his seat as a floor member. As speaker, he was only first among equals. The Speakership is not his birthright. With the defection of one PDP lawmaker to the AC, the legislature reconvened hours after the bloodbath and elected a protem Speaker, while impeaching and suspending Garuba and a few others. They are to be probed. (Adapted from The Guardian, Thursday, March 4, 2011, p.14)

Read the passages below and answer the questions that follow:
PASSAGE A
Every discernible observer could foresee the crisis which engulfed the Edo House last week. Only a few days before, reports were rife about the AC reaching out to some PDP legislators to cross-carpet. The intention being to gain a majority and then assume the Speakership with the least constraint. Zakawanu Garuba, the then Speaker, retorted with a fiat, threatening to declare vacant the seat of any defector. This in spite of the constitutional support for such action, as evidenced, for example, by the crisis that has torn the PDP apart in Edo State. The party has two factional chairmen in the state, even though one is more vociferous.
The desperate attempt by Garuba to cling to the Speaker's chair is condemnable. He was not being recalled from the legislature; and so, he still has his seat as a floor member. As speaker, he was only first among equals. The Speakership is not his birthright. With the defection of one PDP lawmaker to the AC, the legislature reconvened hours after the bloodbath and elected a protem Speaker, while impeaching and suspending Garuba and a few others. They are to be probed. (Adapted from The Guardian, Thursday, March 4, 2011, p.14)

PASSAGE ii: University students in guidance and counselling come to their first course in statistics with diverse expectations and backgrounds in mathematics. Some have considerable formal training and quantitative aptitude and look forward to learn statistics. Others - perhaps the majority, including some of those who inspire to postgraduate studies - are less confident in their quantitative skills. Thy regard a course in statistics as a necessary evil to the understanding or carrying out of research in their chosen fields. But an evil nonetheless. This third edition, like the predecessor is directed primarily at the latter audience. It was written with the conviction that statistical concepts can be described without loss of accuracy and that understanding of 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.
Furthermore, its contents are limited to those statistical techniques that are widely used in the literature of guidance and counselling 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.

PASSAGE ii: University students in guidance and counselling come to their first course in statistics with diverse expectations and backgrounds in mathematics. Some have considerable formal training and quantitative aptitude and look forward to learn statistics. Others - perhaps the majority, including some of those who inspire to postgraduate studies - are less confident in their quantitative skills. Thy regard a course in statistics as a necessary evil to the understanding or carrying out of research in their chosen fields. But an evil nonetheless. This third edition, like the predecessor is directed primarily at the latter audience. It was written with the conviction that statistical concepts can be described without loss of accuracy and that understanding of 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.
Furthermore, its contents are limited to those statistical techniques that are widely used in the literature of guidance and counselling 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.

PASSAGE ii: University students in guidance and counselling come to their first course in statistics with diverse expectations and backgrounds in mathematics. Some have considerable formal training and quantitative aptitude and look forward to learn statistics. Others - perhaps the majority, including some of those who inspire to postgraduate studies - are less confident in their quantitative skills. Thy regard a course in statistics as a necessary evil to the understanding or carrying out of research in their chosen fields. But an evil nonetheless. This third edition, like the predecessor is directed primarily at the latter audience. It was written with the conviction that statistical concepts can be described without loss of accuracy and that understanding of 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.
Furthermore, its contents are limited to those statistical techniques that are widely used in the literature of guidance and counselling 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.

PASSAGE ii: University students in guidance and counselling come to their first course in statistics with diverse expectations and backgrounds in mathematics. Some have considerable formal training and quantitative aptitude and look forward to learn statistics. Others - perhaps the majority, including some of those who inspire to postgraduate studies - are less confident in their quantitative skills. Thy regard a course in statistics as a necessary evil to the understanding or carrying out of research in their chosen fields. But an evil nonetheless. This third edition, like the predecessor is directed primarily at the latter audience. It was written with the conviction that statistical concepts can be described without loss of accuracy and that understanding of 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.
Furthermore, its contents are limited to those statistical techniques that are widely used in the literature of guidance and counselling 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.

PASSAGE ii: University students in guidance and counselling come to their first course in statistics with diverse expectations and backgrounds in mathematics. Some have considerable formal training and quantitative aptitude and look forward to learn statistics. Others - perhaps the majority, including some of those who inspire to postgraduate studies - are less confident in their quantitative skills. Thy regard a course in statistics as a necessary evil to the understanding or carrying out of research in their chosen fields. But an evil nonetheless. This third edition, like the predecessor is directed primarily at the latter audience. It was written with the conviction that statistical concepts can be described without loss of accuracy and that understanding of 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.
Furthermore, its contents are limited to those statistical techniques that are widely used in the literature of guidance and counselling 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.

PASSAGE ii: University students in guidance and counselling come to their first course in statistics with diverse expectations and backgrounds in mathematics. Some have considerable formal training and quantitative aptitude and look forward to learn statistics. Others - perhaps the majority, including some of those who inspire to postgraduate studies - are less confident in their quantitative skills. Thy regard a course in statistics as a necessary evil to the understanding or carrying out of research in their chosen fields. But an evil nonetheless. This third edition, like the predecessor is directed primarily at the latter audience. It was written with the conviction that statistical concepts can be described without loss of accuracy and that understanding of 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.
Furthermore, its contents are limited to those statistical techniques that are widely used in the literature of guidance and counselling 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.

PASSAGE ii: University students in guidance and counselling come to their first course in statistics with diverse expectations and backgrounds in mathematics. Some have considerable formal training and quantitative aptitude and look forward to learn statistics. Others - perhaps the majority, including some of those who inspire to postgraduate studies - are less confident in their quantitative skills. Thy regard a course in statistics as a necessary evil to the understanding or carrying out of research in their chosen fields. But an evil nonetheless. This third edition, like the predecessor is directed primarily at the latter audience. It was written with the conviction that statistical concepts can be described without loss of accuracy and that understanding of 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.
Furthermore, its contents are limited to those statistical techniques that are widely used in the literature of guidance and counselling 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.

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Choose the words nearest in meaning to the ones underlined.

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Choose the words that are opposite in meaning to the ones underlined.

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Choose the word or group of words which best completes each of the following sentences in questions.

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