GRADE 12 ENGILSH MODEL EXAMINATIONS 2016

SECTION TWO : SENTENCE COMPLETION                           

DIRECTIONS: The following questions are incomplete sentences. There are four alternative words/phrases, A-D, given below each Questions.

Choose the word /phrase that best completes the sentences.  

SECTION THREE: SUBSTITUTION
Directions: Each of the following questions has an underlined word or phrase. Choose one word or phrase that keeps the meaning of the given sentence if substituted for the underlined word or phrase.

Natural calamity has become a challenge to most nations in developing countries. Mankind can no more ignore the issue.

We decided to call on and see for ourselves what is going on in the company.

Reports show that productions are steadily on the decline.

Anyone contravening these rules would be out of the game. So make up your

mind before you join in

One main problem faced by national parks and game reserves in East Africa is

poaching.

I often can’t stand people who always complain. They get on my nerve.

The teacher asked us to hand in the homework this Friday.

Old shanty parts of Addis Ababa are pulled down and new modern high rising

buildings are erected

Contrary to what I heard about her, she is such a cute girl difficult to part with. She has a huge sense of humor

This task call for careful investigation and scrutiny.

SECTION FOUR: COMMUNICATIVE ACTIVITIES

DIRECTION: The following questions are presented in the form of dialogue.

The part said by one of the speakers is given, and a blank space is left for

other. Four alternative answers, A-D, are given for each of the blank spaces.

Choose the alternative that is most appropriate to complete the dialogue

SECTION FIVE: WRITING  

Directions: The following questions are related to different aspects of writing. Read each very carefully and write the letter of your answer in the separate answer sheet provided.

                             SECTION SIX: PARAGRAPH COHERENCE 

Directions: From the alternatives given in each sentence, choose the letter (AD) that represents the best arrangement of the following sentences to get a coherent paragraph.  

a Some of them, however, have a feasible solutions.

a. One is the image others have of you.
b. Another cause of self- concept comes from social comparisons.
c. There are several reasons for your self-concept.
d. Comparing your test scores is a good example of a social comparison.
e. If those you love and respect think highly of you, you will see a positive self-image
reflected in their behaviors

a. From words do not always have meaning in themselves.
b. When you study, you often need to make short notes.
c. Here are some useful suggestions to improve your study skill.
d. Such words are called form words.
e. To do this efficiently, you need to omit all unimportant words

a, Unfortunately, space is being polluted by debris from these space flights.
b. on 4 October 1957 the first satellite, sputnik, was launched.
c. more than 70.000 objects have been left in space.
d. since then, thousands of spacecraft have been sent into space.
e. every few weeks new satellites are put into orbit

a. All of us are prone to the same fundamental human principles that cause
these cases of scientific dental
b. because it is not ignorance
c. but if we really want to change how they think, we need to take an honest look at
what is driving those beliefs
d. it is easy to dismiss people who believe things that are factually incorrect.
e. it is psychology.
f. research has proven that humans are distinctly uncomfortable with events
or phenomena without clear causes, and when we do not know something, we tend
to fill in the gaps ourselves

SECTION SEVEN: WORD ORDER

DIRECTIONS: The following words are NOT in the proper order. When put

in the right order, they make correct sentences. From the given

alternatives, choose the one that is best and write the letter of your

choice on the separate answer sheet provided.

PASSAGE 1

Reasons and Solutions to Student Exam and Essay Cheating

1. Cheating comes in many variation, just because you are not leaning over and peaking at somebody else’s exam, it does not mean that you are not cheating. Cheating includes any dishonest action used by a student to complete an assignment without actually having to complete it themselves. Some of the most common forms of cheating are looking at someone else’s exam, using material
2. without permission, collaborating with other students without permissions, and not reporting another students if you see that he or she is cheating. Student cheat for all types of reason s: pressure to succeed, lack of time to study, peer pressure, laziness, and the list goes on. While schools claim that a student can be expelled for cheating, many cheating student escape the consequences. I do not think that it’s possible to set consequences based on the reason why a person cheated because the severity of a reason can be relative, but it’s more logical to base consequences on the method in which the cheating was done.
3. Perhaps the most classic form of cheating on an exam is taking a quick peek at the exam of the person sitting next to you. Oftentimes it’s easy to see answers in the corner of your eye and the teaching seldom notices. I believe that this type of cheating should result in automatic failure of the exam, no question asked. Likewise, if the student tries to cheat again then he or she should fail the whole course. Looking at someone else’s exam is extremely unfair because you’re putting forth no effort to complete the work, and you’re benefitting from someone else’s hard work. students generally do this when they’re not confident in their own answer and they want confirmation of the correct answer, but that doesn’t make it acceptable. Not informing consequences for this type of cheating will result in the student feeling as if he or she never has to study or do work, because there will always be someone to copy off. One possible way to solve this problem is to have the exam questions in different order so that a student would have to really try in order to steal someone’s answers and it more noticeable for the teacher.
4. Using restricted materials is another common form of cheating .students find ways to sneak in note-cards, write answers on their hands. Peek at textbook, or

store information in electronic device. Students usually do this to ensure that they don’t forget any information while taking the test. The best way to prevent any of this action from happening is for the teacher to walk around the room and make 

sure that there is no material present. Unfortunately, technology makes this difficult. If a student is taking a math test then oftentimes a graphing calculator is needed, but these calculators have the capabilities to store material. I feel that if a student tries to cheat in this manner then the consequence should be that they are no longer able to use a calculator in future exams and they will fail the current test .Not allowing calculators during future exams would be a drastic consequence because many algebra and geometry tests require calculators. Obviously, if this type of cheating occurred again then the student should fail the course. If this type of cheating is not stopped, then students will see no need to study or read their textbook because they can just record the information.

4. Although many students do not realize that unapproved collaboration is a form of cheating, it actually is. Sometimes the teacher who observes the room or the classroom is so carless that it’s impossible to hear whispering. Collaborating with classmates during an exam that is supposed to be done by each individual is dishonest. The consequence for this type of cheating should be failing the test, being separated from the class for future tests, and failing class if it happens again. Collaborating with classmates gives some students and an advantage over the ones that are not doing so, and it fails to reflect the skills of each individual. 

Obviously cheating in this way is a huge disadvantage to the student because they are not always going to have someone there to help.

5. Lastly, failing to report someone else’s cheating or allowing someone to copy cheat off you is a form of cheating. Most students are not willing to report a cheater because they are concerned about the reactions they will get from their classmates.

There are ways to anonymously report cheater. While you may feel like you are throwing someone under the bus, you will actually be harming a lot more people if you don’t tell. If someone in the class gets a perfect score because they cheated, then the curve of the test might be higher, and the expectation for high scores will also be higher. People that are not cheating do not have the same advantage as ones that are, they did her work, and they are going to be the ones that get the short end of the stick. The consequence for not reporting a cheater should not be as severe as the ones for cheating. In fact, the consequences are mostly personal because it’s nearly impossible to tell if someone knows someone else cheated. The consequences are that you put in alit of time and effort to study and you have less of a chance of getting a good grade.

PASSAGE 2 

Our Dogs Are Watching Us 

1. A few months ago, I reported a study of the ability of dogs to read the mind of their owners. Well, not exactly. They were not really reading minds;’ they were reading human body language to figure out which of two containers actually hard food hidden in it. Now experimenter has conducted more research on an attempt to identify the single skill that dogs have but other animals’ lack
2. In experiments reported in November 2002, scientists compared dogs, wolves and chimpanzees. The tests involved hiding food in two containers, then pointing at looking at, and tapping on the container with the food.
3. While dogs were quick to figure out which container held what they were looking for, neither the wolves nor the chimps understood what the experiments were trying to communicate. The inability of the chimp to perform better than the dogs was surprising, considering the overall intelligence of chimpanzees. But the difference between dogs and wolves were fascinating because of the relation between the two.
4. Wolves gave rise to dogs several thousand years ago, and while the physical difference s between two are the most obvious, there are clearly mental difference, too. This experiment suggested those differences are in the areas of social interaction with humans. A team of Hungarian scientist has found that they think is the key: dogs look at people’s faces. It sounds simple, but there are experiments to back up the claim.
5. The Hungarian team made sure that the wolves were socialized to humans by having them live with people 24 hours a day from the time they were four day old. This meant that the dogs and wolves were equally used to human voice and gestures. By familiarizing the wolves and dogs humans, the researcher hopes to eliminate the effect that the animals’ anxiety might have on the experiment. The
6. socialization seems to have worked .some of the wolves were able to understand some of the human gesture although overall they still were not as good as dogs.
7. It was a second experiment that revealed the key difference between the two animals. Both dogs and wolves were trained to get a piece of meat in two ways. They were taught how to lift the lid of a container to get the meat inside and how to pull a rope (tied around a piece of meat) out of a cage. When the animals had figured out how to do both, the scientists tricked them: the lid was fastened down and the rope was tied to the cage. It was now impossible for them to get at the food.
8. What happened? I’m sorry I can’t report the dogs learned to unite the rope or use a screwdriver to open the container , but they did do something the wolves didn’t do—they kept looking at the people  in the room , apparently waiting for some sort of  sign to help    them get the meat.
9. The differences between two animals were striking. In both tests seven out of nine dogs kept checking out the person, while only two out of seven wolves did. The
10. researchers claim that this act of looking at human faces is a ‘’genetic predisposition ‘’ in dogs. It is one of the innate differences between the two species and therefore must have been one of the first steps in the process of demonstration thousands of years ago.
11. I would like to see this piece of evidence applied to previous observation and theories about how dogs were demonstrated. Some research has theorized that as dogs evolved, from wolves, their behavior became more immature. For instance, dogs exhibit submissive behavior that wolves do not, as if adult dogs are more likely baby wolves. But the test conducted by the Hungarian researchers were done when the animals were only a few months old, so you would think that if dog behavior is basically the same as that of you wolves , the wolves in this experiment might  have looked at their owner , too.
12. I can add to this research from my own experience. My dog also looks at people to get food: he makes sure I’m not looking at him, and then steals my sandwich. that ‘s what I call highly evolved behavior