Example Test Questions Are UGM: Vocabulary Test
Example Test Questions Are UGM
The second part of the test Are, namely Vocabulary test Your knowledge of English vocabulary commonly used in academic world. Part of the test that labeled the name of the Vocabulary is divided into two parts, namely part A and Part B. Part A test Your ability to use vocabulary in the context of reading, in the form of Cloze Test; while Section B tests Your ability about the word partner in the context of the sentence (co-location).
On the test part A You will be given exposure to reading text in which there are parts removed, and Your task is to choose the most appropriate option (A, B,C, or D) to fill the blank part in the passage. While in part B You will be tested to choose the words that appropriately fill a couple other words that have been given the bottom line.
Consider the following example:
The example about the VOCABULARY (Bag A)
For questions 1 – 15, choose the word or phrase in A, B, C, or D which best completes each blank space in the text.
This research aims at (1) --- the correlation between the time spent between children and parents and the choice of the language made by the children in their daily interaction with the neighboring children in a multicultural community. The major source of (2) ---- is the longitudinal report of the language use between the family in their daily interaction from 2005 – 2010. Etc
1. A. knowing
B. comprehending
C. admitting
D. investigating
2. A. knowledge
B. supply
C. data
D. entry
The example about the VOCABULARY (Bag B)
Choose the word or phrase in A, B, C, or D that best collocates (combines) with each of the underlined words or phrases in the following sentences.
1. Mr. Young looked at my first two printouts and ---- to the conclusion that I was arguing for Method A. In reality though, I think Method B is better.
A. jumped
B. ran
C. drew
D. pulled
2. Almost everybody takes a very strong interest -- her method of raising her rowdy children.
A. in
B. with
C. on
D. at
WAY COMMONLY USED TO DO ABOUT PART A
Note that all of the words provided as answer choices in sample problem number 1, is the verb form –ing. This means, in terms of grammar, all of these options need not be questioned. That is, to work on the problems of this type, You can not use the analysis of grammar as a strategy to overcome this issue. You have to do to cope with questions like this is the analysis of ‘semantic’ (analysis of meaning) by reading the text quickly but carefully, and consider the existing context.
Example Test Questions Are UGM
Very recommended, You seintensif may read scientific articles written in international journals in English and learn words commonly used in writing such. The reasoning is because the test material is very nuanced academic and more oriented to the articles of the journal as it is so that the participants are familiar with reading journals-international journals most likely to be helped by the ‘famililiaritas’ concerned with the words that are commonly used in journal writing.
In the example above exercise, the nuances of scientific reflected in the choices of words used in the text. See the following sections:
This research aims at (1) ——- The words preceding the text above, namely:
directs readers on the choice of certain words more commonly used in the research report. By looking at the advanced section of the sentence, namely :
a test participants will be able to choose the words in the right context fill in the blanks that exist on the part of the sentence. Of course, for those who are accustomed to write or read research reports or scientific journals international, words that can fit in the slot sentence above could have been predicted. For test participants who have no experience at all in terms of reading journals-English journal, it is advisable to learn the character writing the journal the scientific English language. This is the positive side of this test; we can learn to test preparation Are at once learn to know or even write the texts of scientific English.
For example question number 1, the choice of which precisely fills the blank section on the problem number 1 is D. investigating. The reason the choice of words is contextually most appropriate fill in the blank. So we are able to precisely choose the option, we must know actually the words that are commonly used in the context of a nuanced academic. Test participants can also examine the relationship between words in a sentence which contained the word in question, while ensuring the intent of the author of the text.
From the context, if we connect the parts that are underlined, namely the source and the longitudinal report, we can believe that the right words fill the blank portion are data words. Words (choice of) another such (A) knowledge, (B) supply, and (D) the entry does not meet the harmony of the context.
WAY COMMONLY USED TO DO ABOUT PART B
If observed, a matter of Vocabulary section B seem clearly test the ability of test participants to connect the words that are available in a choice of A, B, C, or D with an underlined word. This is called COLLOCATION or collocation. Collocation is a pair of words or group of words that mutually correspond to one another because of the matching of words with these word pairs. Some collocations are word pairs that are ‘fixed’ could not be contested; some of the other open with the other spouse the amount of which is limited.
An example of a partner that is ‘fixed’:
The only verb that can accompany the word ‘photo’ is the word ‘take’. We can say that the word ‘photo’ berkolokasi with the word ‘take’. There are no other words that can go in changing a word in the ‘intimate relationship’ both of those words (see McCharty and o'dell, 2000).
An example of a partner that is ‘open’ with the word (unlimited) other:
The above example shows that the phrase the rule can berkolokasi with the word keep or stick.
Words that berkolokasi can not be forced to be paired with other words that are not berkolokasi. Note that the word ‘fast’ in the phrase “fast food” can not be replaced with the word ‘quick’ to form the phrase “quick food”. The phrase ‘quick food’ is not acceptable in the construction of phrases the English language as a second words that build the phrase isn't berkolokasi. On the contrary, the word ‘quick’ in the phrase ‘quick glance’ cannot be replaced with the word ‘fast’ to form the phrase ‘fast glance’. The phrase ‘fast glance can not be accepted in konsttruksi English language phrases because the words that build the phrase isn't berkolokasi.
Look again at example problem number 1 above:
1. Mr. Young looked at my first two printouts and ---- to the conclusion that I was arguing for Method A. In reality though, I think Method B is better.
A. jumped
B. ran
C. drew
D. pulled
Given the bottom line in the sentence about is the phrase to the conclusion. Word berkolokasi with that phrase is (A). jumped, so the both of them if connected will form a phrase jumped to the conclusion. The words of the other as (B) ran (C) drew, or (D) pulled no berkolokasi with the phrase to the conclusion. We can not say (B) ran to the conclusion, (C) drew to the conclusion, or (D) pulled to the conclusion.
Note also an example of problem number 2 above.
2. Almost everybody takes a very strong interest -- her method of raising her rowdy children.
A. in
B. with
C. on
D. at
An underlined word in the sentence is of interest. The word berkolokasi with the word in. So the answer terpat for example problem number 2 is (A) in. In English one could say “I am interested by his choice. Nevertheless, when we translate kaliamat in English, we can not say I am interested with her choice because the word interested is not berkolokasi with the word with. The sentence above can we translate into I am interested in her choice.
To improve the ability to pair the word in the ‘collocation’ is required adequate knowledge about the words berkolokasi. Way that can be used to improve the knowledge of this collocation is to (1) read the text of the English-speaking seintensif possible, namely by paying attention to the words used in the text of the recitation; or (2) learn/memorize the words berkolokasi in the books of Vocabulary that discuss Collocation.
The second part of the test Are, namely Vocabulary test Your knowledge of English vocabulary commonly used in academic world. Part of the test that labeled the name of the Vocabulary is divided into two parts, namely part A and Part B. Part A test Your ability to use vocabulary in the context of reading, in the form of Cloze Test; while Section B tests Your ability about the word partner in the context of the sentence (co-location).
On the test part A You will be given exposure to reading text in which there are parts removed, and Your task is to choose the most appropriate option (A, B,C, or D) to fill the blank part in the passage. While in part B You will be tested to choose the words that appropriately fill a couple other words that have been given the bottom line.
Consider the following example:
The example about the VOCABULARY (Bag A)
For questions 1 – 15, choose the word or phrase in A, B, C, or D which best completes each blank space in the text.
This research aims at (1) --- the correlation between the time spent between children and parents and the choice of the language made by the children in their daily interaction with the neighboring children in a multicultural community. The major source of (2) ---- is the longitudinal report of the language use between the family in their daily interaction from 2005 – 2010. Etc
1. A. knowing
B. comprehending
C. admitting
D. investigating
2. A. knowledge
B. supply
C. data
D. entry
The example about the VOCABULARY (Bag B)
Choose the word or phrase in A, B, C, or D that best collocates (combines) with each of the underlined words or phrases in the following sentences.
1. Mr. Young looked at my first two printouts and ---- to the conclusion that I was arguing for Method A. In reality though, I think Method B is better.
A. jumped
B. ran
C. drew
D. pulled
2. Almost everybody takes a very strong interest -- her method of raising her rowdy children.
A. in
B. with
C. on
D. at
WAY COMMONLY USED TO DO ABOUT PART A
Note that all of the words provided as answer choices in sample problem number 1, is the verb form –ing. This means, in terms of grammar, all of these options need not be questioned. That is, to work on the problems of this type, You can not use the analysis of grammar as a strategy to overcome this issue. You have to do to cope with questions like this is the analysis of ‘semantic’ (analysis of meaning) by reading the text quickly but carefully, and consider the existing context.
Example Test Questions Are UGM
Very recommended, You seintensif may read scientific articles written in international journals in English and learn words commonly used in writing such. The reasoning is because the test material is very nuanced academic and more oriented to the articles of the journal as it is so that the participants are familiar with reading journals-international journals most likely to be helped by the ‘famililiaritas’ concerned with the words that are commonly used in journal writing.
In the example above exercise, the nuances of scientific reflected in the choices of words used in the text. See the following sections:
This research aims at (1) ——- The words preceding the text above, namely:
directs readers on the choice of certain words more commonly used in the research report. By looking at the advanced section of the sentence, namely :
a test participants will be able to choose the words in the right context fill in the blanks that exist on the part of the sentence. Of course, for those who are accustomed to write or read research reports or scientific journals international, words that can fit in the slot sentence above could have been predicted. For test participants who have no experience at all in terms of reading journals-English journal, it is advisable to learn the character writing the journal the scientific English language. This is the positive side of this test; we can learn to test preparation Are at once learn to know or even write the texts of scientific English.
For example question number 1, the choice of which precisely fills the blank section on the problem number 1 is D. investigating. The reason the choice of words is contextually most appropriate fill in the blank. So we are able to precisely choose the option, we must know actually the words that are commonly used in the context of a nuanced academic. Test participants can also examine the relationship between words in a sentence which contained the word in question, while ensuring the intent of the author of the text.
From the context, if we connect the parts that are underlined, namely the source and the longitudinal report, we can believe that the right words fill the blank portion are data words. Words (choice of) another such (A) knowledge, (B) supply, and (D) the entry does not meet the harmony of the context.
WAY COMMONLY USED TO DO ABOUT PART B
If observed, a matter of Vocabulary section B seem clearly test the ability of test participants to connect the words that are available in a choice of A, B, C, or D with an underlined word. This is called COLLOCATION or collocation. Collocation is a pair of words or group of words that mutually correspond to one another because of the matching of words with these word pairs. Some collocations are word pairs that are ‘fixed’ could not be contested; some of the other open with the other spouse the amount of which is limited.
An example of a partner that is ‘fixed’:
The only verb that can accompany the word ‘photo’ is the word ‘take’. We can say that the word ‘photo’ berkolokasi with the word ‘take’. There are no other words that can go in changing a word in the ‘intimate relationship’ both of those words (see McCharty and o'dell, 2000).
An example of a partner that is ‘open’ with the word (unlimited) other:
The above example shows that the phrase the rule can berkolokasi with the word keep or stick.
Words that berkolokasi can not be forced to be paired with other words that are not berkolokasi. Note that the word ‘fast’ in the phrase “fast food” can not be replaced with the word ‘quick’ to form the phrase “quick food”. The phrase ‘quick food’ is not acceptable in the construction of phrases the English language as a second words that build the phrase isn't berkolokasi. On the contrary, the word ‘quick’ in the phrase ‘quick glance’ cannot be replaced with the word ‘fast’ to form the phrase ‘fast glance’. The phrase ‘fast glance can not be accepted in konsttruksi English language phrases because the words that build the phrase isn't berkolokasi.
Look again at example problem number 1 above:
1. Mr. Young looked at my first two printouts and ---- to the conclusion that I was arguing for Method A. In reality though, I think Method B is better.
A. jumped
B. ran
C. drew
D. pulled
Given the bottom line in the sentence about is the phrase to the conclusion. Word berkolokasi with that phrase is (A). jumped, so the both of them if connected will form a phrase jumped to the conclusion. The words of the other as (B) ran (C) drew, or (D) pulled no berkolokasi with the phrase to the conclusion. We can not say (B) ran to the conclusion, (C) drew to the conclusion, or (D) pulled to the conclusion.
Note also an example of problem number 2 above.
2. Almost everybody takes a very strong interest -- her method of raising her rowdy children.
A. in
B. with
C. on
D. at
An underlined word in the sentence is of interest. The word berkolokasi with the word in. So the answer terpat for example problem number 2 is (A) in. In English one could say “I am interested by his choice. Nevertheless, when we translate kaliamat in English, we can not say I am interested with her choice because the word interested is not berkolokasi with the word with. The sentence above can we translate into I am interested in her choice.
To improve the ability to pair the word in the ‘collocation’ is required adequate knowledge about the words berkolokasi. Way that can be used to improve the knowledge of this collocation is to (1) read the text of the English-speaking seintensif possible, namely by paying attention to the words used in the text of the recitation; or (2) learn/memorize the words berkolokasi in the books of Vocabulary that discuss Collocation.
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