2006 English Language WAEC SSCE (School Candidates) May/June

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English Language 1 - Objective Questions

Section A - Essay Writing

Answer four questions in all: one question from Section A and all the questions in Section B and C.

The government of your country has recently introduced a new means of communication which has had many positive effects on the lives of the majority of the people. Write a letter to your brother who is away from the country, stating how it has affected the lives of your people.
The rising cost of tertiary education in your country has become a serious problem. Write an article for publication in a national newspaper discussing this problem and suggesting measures that could be adopted to deal with it.
Write a letter to the chairman of the P.T.A. of your school suggesting three ways in which parents can work together with the teachers to create a better learning environment in the school.
You have been invited to take part in an inter-school debate, the topic of which is: Schooling in a village is more advantageous than schooling in a city. Write your speech for or against the motion.
Write a story to illustrate the saying: As one makes one's bed, so one must lie on it.

Section B - Comprehension

Read the following passage carefully and answer the questions on it.

Late one night, Mr. Oliver was returning to his school on the outskirts of the hill station of Simla. He had been teaching in this school for many years. A bachelor, he usually strolled into town in the evening, returning after dark when he would take a shortcut through a pine forest. Whenever there was a strong wind, the pine trees made moaning, eerie sounds that kept most people to the main road. But Mr. Oliver was not a nervous or imaginative man.

He carried a torch on this particular night, and its pale gleam—the batteries were running down—moved fitfully over the narrow forest path. When its flickering light fell on the figure of a boy sitting alone on a rock, Mr. Oliver stopped. Boys were not supposed to be out of school after 7 p.m., and it was now well past nine.

“What are you doing out here, boy?” asked Mr. Oliver sharply, moving closer to recognize the miscreant. But as he approached the boy, he sensed something was wrong. The boy appeared to be crying. His head hung down, and he held his face in his hands. His body shook convulsively. It was a strange, soundless weeping, and Mr. Oliver felt uneasy.

“What’s the matter?” he asked, his anger giving way to concern. “What are you crying for?” The boy would not answer or look up. His body continued to be rocked with silent sobbing. “Come on, boy, you shouldn’t be out here at this hour. Tell me the trouble. Look up.” The boy looked up. He took his hands from his face and looked up at his teacher. The light from Mr. Oliver’s torch fell on the boy’s face—if it could be called a face.

He had no eyes, ears, nose, or mouth. It was just a round, smooth head with a school cap on top. That’s where the story should have ended, as indeed it has for several people who have had similar experiences and dropped dead of unexplained heart attacks. But for Mr. Oliver, it did not end here.

The torch fell from his trembling hand. He turned and scrambled down the path, running blindly through the trees and calling for help. He was still running toward the school building when he saw a lantern swinging in the middle of the path. Mr. Oliver had never before been so pleased to see the night watchman. He stumbled up to the watchman, gasping for breath and speaking incoherently. “What is it, Sahib?” asked the watchman. “Has there been an accident? Why are you running?”

“I saw something—something horrible—a boy weeping in the forest, and he had no face!” “No face, Sahib?” “No eyes, nose, mouth, nothing!” “Do you mean it was like this, Sahib?” asked the watchman, raising the lamp to his own face. The watchman had no eyes, no ears, no features at all—not even an eyebrow. The wind blew the light out, and Mr. Oliver had his heart attack...

Question 6

Why did Mr. Oliver take the pine forest route to his school?
What did Mr. Oliver think when he first saw the ‘boy’?
What was the first indication to Mr. Oliver that all was not well?
What did the night watchman turn out to be?
“Mr. Oliver had never before been so pleased to see the night watchman.” What is ironical about this sentence?
“Do you mean it was like this, Sahib?” What does “this” refer to?
“...who have had similar experiences and dropped dead of unexplained heart attacks.”
1. What grammatical name is given to this expression?
2. What is its function?
For each of the following words, find another word or phrase which means the same and can replace it as used in the passage:
1. miscreant
2. sensed
3. concern
4. rocked
5. scrambled

Children today are being hurried through childhood, rushed into taking on adult tasks at a very early age. Granted that the effects are not always so dramatic or tragic, they can be profound and long-lasting. Parents are understandably eager to see their children succeed. When that eagerness turns into anxiety, parents may overload their children, pushing them too hard too soon. For instance, it is increasingly common to enroll young children in after-school activities. Often, special tutoring is added.

Of course, it is not wrong to encourage a child’s talents or interests. There is a danger of excess when some children have as many pressures as harried adults. Before their children are born, parents enroll them in preschool to improve their prospects of success. In some countries, children are assessed for reading and mathematics skills before age six. Such practices raise concerns about emotional damage. Many parents think it normal—even advisable—to teach children that winning is everything.

Some parents work extremely hard to provide every material comfort, believing they ensure their children’s happiness—but they may do the opposite. Often, children raised this way are involved in drinking, drugs, and rebellious behavior, fuming with resentment because they feel neglected.

The children often pay a high price. Although they may have material luxuries, they lack the most essential ingredients of a good childhood: parental attention and love. Without guidance, discipline, or direction, they face adult questions too soon. They obtain answers from peers or TV/movie characters, bringing childhood to an abrupt, even tragic end. Without doubt, rushing children through childhood is dangerous.

Question 7

Why do parents rush their children through childhood?
Give two examples of how parents rush their children through childhood.
State two sad effects of bringing up children in extreme luxury.
Why do children raised in luxury become angry?
What is ironical about parents’ efforts to make their children happy?
“...the children often pay a high price.” What is the meaning of this expression?
“Although they may have many material luxuries...”
1. What grammatical name is given to this expression?
2. What is its function?
For each of the following words, find another word or phrase which means the same and can replace it as used in the passage:
1. effects
2. eager
3. prospects
4. raised
5. essential
6. resentment

Section C - Summary

You are advised to spend about 40 minutes on this section.

Read the following passage carefully and answer the questions on it.

Although world agencies have made numerous efforts to stop malnutrition, achievements have fallen short of hopes. For example, in 1996, the United Nations set the goal of reducing by half the number of the world's undernourished—one 400 million people—by the year 2015. Commendably, some progress has been made. But the report of the Food and Agricultural Organization of the United Nations for 2001 acknowledges that unfortunately there has been a slowdown in the projection, and that the number of undernourished people has actually increased considerably in the majority of developing countries.

Malnutrition is usually triggered by a combination of factors, namely: an insufficient intake of proteins, vitamins, and minerals, and frequent infections. Such illnesses as diarrhea, measles, malaria, and respiratory diseases tax the body heavily and cause loss of nutrients. They reduce appetite and food intake, thus contributing to malnutrition. The undernourished child is in turn more susceptible to infections. Thus a vicious circle is formed that increases the mortality rates for protein-energy malnutrition. Children are at greater risk of suffering malnutrition because they are in a period of rapid growth that increases the demand for calories and proteins. For similar reasons, pregnant and nursing women are vulnerable to malnutrition.

Malnutrition has far-reaching effects. First, it wreaks havoc on the body, particularly that of a child. Every organ and system—including the heart, kidneys, stomach, intestines, lungs, and brain—may be affected. Various studies have shown that poor growth in a child is closely associated with impaired mental development and poor scholastic and intellectual performance. Secondly, for children who survive malnutrition, the aftermath can linger on into adulthood. Recent research relates undernourishment in infancy to a tendency towards such chronic illnesses in adulthood as heart disease, diabetes, and high blood pressure.

How can children be best protected from malnutrition? It is essential to improve the diet of the mother. Pregnant and nursing women need to consume more calories and proteins. Proteins in particular help in the production of the mother’s milk. So, when there is little food, preference should be given to women of childbearing age and to little children. Secondly, in almost all cases, the best possible food for a baby is its mother’s milk. This is especially so during the first days after birth because mother’s milk contains antibodies that protect the baby from infection. During the first four months or so, breast milk provides all the nutrients that the baby needs in order to grow and develop properly. But breastfeeding should be continued for as long as necessary, which could be up to two years. After the baby is weaned, the greatest possible variety of foods in different combinations should be introduced to provide nutrients that protect the baby. The mother should focus on providing the child with good-quality food, neither forcing the child to eat after it is full nor withholding food from the child when it appears to want more.

Question 8

In one sentence, summarize the causes of malnutrition.
In two sentences, one for each, summarize the two major effects of malnutrition.
In three sentences, one for each, summarize the three preventive measures against malnutrition recommended in the passage.

English Language 2 - Theory

Section 1

In each of the following sentences, there is one underlined word and one gap. From the list of words lettered A to D, choose the one that is most nearly opposite in meaning to the underlined word and that will, at the same time, correctly fill the gap in the sentence.

My uncle is a prosperous businessman; my aunt, unfortunately, is quite .............
1. unskillful
2. dishonest
3. unsuccessful
4. unqualified
The university has a large yearly intake; very few ............. take place.
1. turnouts
2. rejections
3. expulsions
4. obstructions
Rather than make derogatory remarks about the host, a guest should make ............. ones.
1. polite
2. complimentary
3. interesting
4. honest
These mechanized services contrast sharply with the ............. operations we had before.
1. electrical
2. manual
3. original
4. controlled
After Ade had listened to some advice, his rigid ideas became more .............
1. friendly
2. compromising
3. flexible
4. democratic
The policies of this government favour the elite rather than the .............
1. masses
2. oppressed
3. public
4. unemployed
God opposes the proud and rewards the .............
1. poor
2. honest
3. humble
4. faithful
The pilot says that it is easier to take off from the airport than to ............. on the tarmac.
1. land
2. come down
3. alight
4. drop
Although Chide’s manners are quite refined, his colleague's are rather .............
1. bold
2. crude
3. hostile
4. rash
I am quite outspoken but my brother is .............
1. dumb
2. indolent
3. taciturn
4. modest

Section 2

From the words lettered A to D, choose the word that best completes each of the following sentences.

All the people in the bus died in that ............. accident.
1. serious
2. reckless
3. fatal
4. dangerous
What a .............! The more you look, the less you see.
1. wonder
2. miracle
3. challenge
4. paradox
The soldiers pledged their ............. loyalty to the new government.
1. enduring
2. tireless
3. complete
4. questionable
There is an interesting article in the ............. issue of West Africa.
1. existing
2. current
3. contemporary
4. actual
After interrogation, the police ............. the information from the suspect.
1. exposed
2. wrung
3. received
4. obtained
Mr. Cham will never tell you everything; he’s very .............
1. secretive
2. quiet
3. reserved
4. realistic
The two trade unions decided to ............. in order to form a stronger organization.
1. intermix
2. amalgamate
3. consolidate
4. join
Many countries no longer have ............. punishment as the penalty for murder.
1. mortal
2. corporal
3. capital
4. fatal
............. packages should always be handled with care.
1. insecure
2. fragile
3. weak
4. boxed
Because of the hard times, many workers live in ............. poverty.
1. repulsive
2. ridiculous
3. abject
4. unpardonable

Section 3

After each of the following sentences, a list of possible interpretations is given. Choose the interpretation that is most appropriate for each sentence.

It’s obvious that John set little store by our friendship. This means that John
1. does not value our friendship
2. does not remember our friendship
3. thinks we’ve been friends for too long
4. thinks it’s easy to make friends
The general wondered whether the new recruits were equal to the task ahead. This means that the general wasn’t sure whether the new recruits
1. were sufficient in number
2. were old enough
3. had enough experience
4. could do the job
Not a single member of the board put in a good word for him. This means that
1. all the members criticized him
2. none of the members said anything favourable about him
3. some of the members disliked him
4. none of the members spoke kindly to him
Joe is very down to earth. This means that Joe is
1. a good farmer
2. rather short
3. practical and sensible
4. rough and dirty
Mary kept her fingers crossed about hearing from John. This means that Mary
1. had her fingers crossed all day long
2. waited to see John
3. hoped that John would contact her
4. refused to write to John
Researchers leave no stone unturned in their quest for solutions. This means that researchers
1. overturn everything
2. do everything possible
3. disturb everybody
4. need a lot of help
Ebrima’s stepmother keeps his nose to the grindstone. This means that Ebrima’s stepmother
1. makes Ebrima grind things all the time
2. makes Ebrima work all the time
3. keeps her hand on his nose
4. forces him to grind stones
Most people usually steer a middle course in all they do. This means that most people
1. travel quite slowly
2. work very hard
3. live and do things moderately
4. do not drive very fast
She delivered her speech without turning a hair. This means that she delivered her speech without
1. any emotion
2. combing her hair
3. nodding
4. looking up
Although wrestling is popular, it is not my cup of tea. This means that wrestling
1. is rough
2. is a primitive game
3. does not interest me
4. is not lucrative

Section 4

From the words lettered A to D below each of the following sentences, choose the word or group of words that is nearest in meaning to the underlined word as it is used in the sentence.

The marathon is a gruelling race.
1. powerful
2. exhausting
3. interesting
4. distant
The works of art in this gallery are priceless.
1. irreplaceable
2. precious
3. invaluable
4. durable
The detective was perplexed when the clues pointed to several suspects.
1. excited
2. worried
3. confused
4. discouraged
My father was sceptical about the story I told him.
1. ignorant
2. doubtful
3. embarrassed
4. lukewarm
The suspect refused to divulge the source of his information.
1. confirm
2. disclose
3. extract
4. affirm
My uncle was so engrossed in his work that he didn’t hear me come in.
1. fascinated
2. thrilled
3. absorbed
4. overwhelmed
The politician has an inordinate desire to become president.
1. unproven
2. excessive
3. incessant
4. incredible
The chairman was given a tumultuous welcome.
1. strange
2. pleasant
3. noisy
4. well-organized
Mr. Okoro has implicit confidence in his son’s ability.
1. absolute
2. normal
3. partial
4. faithful
The evidence of the witness was corroborated by the accused.
1. verified
2. alleged
3. confirmed
4. signed

Section 5

From the words or group of words lettered A to D, choose the word or group of words that best completes each of the following sentences.

Do you speak French? ‘Only ............. , I’m afraid’.
1. small
2. negligible
3. a little
4. few
Whatever you buy, always look for the ............. bargain.
1. good
2. best
3. better
4. more
We heard grandfather ............. the organ.
1. plays
2. played
3. play
4. to play
Are you sure this is ............. shop?
1. John’s and Elizabeth
2. John and Elizabeth’s
3. John’s and Elizabeth’s
4. John and Elizabeth
The driver risked ............. the car ahead of him.
1. overtaking
2. to overtake
3. overtake
4. overtaken
You can count on ............. boys to finish the work.
1. we
2. us
3. they
4. them
You think I’m being difficult, ............. ?
1. am I
2. isn’t it
3. aren’t
4. don’t you
It took him ages to get ............. his father’s death.
1. through
2. past
3. over
4. by
I have never read ............. book in all my life.
1. the more frightening
2. the frightening
3. a most frightening
4. a more frightening
Mbinki runs ............. as fast as I.
1. indeed
2. pretty
3. much
4. just
This is an improvement ............. your last report.
1. of
2. on
3. over
4. against
He threw the banana skin ............. the window.
1. by
2. over
3. at
4. through
Each of the footballers ............. to receive $1000.00.
1. are
2. is
3. have
4. were
Our tour of the tower came to an end all ............. soon.
1. much
2. rather
3. too
4. more
How I wish they ............. the note before coming.
1. receive
2. had received
3. have received
4. received
You ............. to me when you were away.
1. have not written
2. had not written
3. did not write
4. are not writing
No matter ............. you look at it, her lawyer will lose the case.
1. how
2. when
3. however
4. whichever
By the time school opens, I ............. here for eight weeks.
1. worked
2. will work
3. will be working
4. will have worked
Your mobile phone has ............. ten times in the last hour.
1. rang
2. rung
3. been ringing
4. being rung
The manager wanted to study the document ............. the background of the latest development.
1. against
2. with
3. in
4. over
As soon as he heard the bell, he ............. to the door.
1. was hurrying
2. hurries
3. hurried
4. has to hurry
The Principal made us ............. the work again.
1. do
2. to do
3. to be doing
4. doing
............. an ambulance, the child’s life would have been saved.
1. did we have
2. have we had
3. have we have
4. had we had
Really, I wouldn’t say this to ............. .
1. no other
2. each other
3. any other
4. another
If I had known that he was going home ............. him some money for my mother.
1. I would have given
2. I should give
3. I must give
4. I ought to have given
He said he was looking forward to ............. them next year.
1. visit
2. visiting
3. have visited
4. be visiting
The customer complained about ............. on the shirt delivered to him.
1. grease
2. plenty grease
3. little grease
4. more grease
The surgeon was in a hurry to operate ............. the patient.
1. over
2. in
3. on
4. with
She added ............. vegetables to her stew.
1. little
2. some
3. plenty
4. much
Please include ............. sites for our excursions.
1. all the interesting, many, historical
2. the many, all interesting, historical
3. the all historical, many, interesting
4. all the many, interesting, historical
Only one of the contestants ............. able to answer the question correctly.
1. can be
2. are
3. was
4. were
............. to school, it began to rain heavily.
1. Walking
2. As I was walking
3. I was walking
4. When walking
Since they started this assignment, they ............. any success.
1. did not have
2. are not having
3. have not had
4. do not have
The President ............. his wife and children is leaving for Paris.
1. or
2. and
3. with
4. despite
Johnson was glad ............. of your success.
1. for hearing
2. with hearing
3. by hearing
4. to hear
You can accompany me if you ............. to my terms.
1. agree
2. are agreeing
3. had agreed
4. agreed
He told his family that he ............. in three weeks.
1. is returning
2. would return
3. has returned
4. will return
It is ............. important that you stay indoors tonight.
1. extremely
2. too
3. very much
4. very well

Section 6

In the following passage, the numbered gaps indicate missing words. Against each number in the list below the passage, four options are given in columns lettered A to D. Choose the word that is most suitable to fill the numbered gaps in the passage.

PASSAGE A

The problem of unemployment is very great in many African countries. The - 79 - of labour is always far greater than the number of - 80 - provided. Consequently, there are armies of job seekers roaming the streets. It is the responsibility of the government to create jobs and organise - 81 - programmes in order to achieve greater employment. - 82 - can be sunk into these - 83 -, which can absorb more - 84 -. A man with a regular job will be able to feed himself and save a little in the blank which will earn him some - 85. The government could raise money through a rational economic - 86 - whereby undue consumption of luxury and foreign goods is discouraged. The country's - 87 - structure can also be planned so that nationals are encouraged to work harder for adequate incentives. The government can also protext - 88 - industries

	A	B	C	D
79	circulation	distribution	stock	supply
80	work	jobs	careers	activities
81	impact	crash	turnover	remedial
82	Capital	Salaries	Reserves	income
83	plans	arrangements	projects	concepts
84	effort	officers	labourers	workers
85	increment	interest	credit	surplus
86	objective	goal	policy	solution
87	salary	tariff	insurance	family
88	poor	infant	competing	complementary

My country is considered to be an industrialised nation. Out of its 25 million - 89 - only about a million are employed in - 90 -. A very large portion of its surface consists of - 91 - areas. The rest of the land is used for the - 92 - of food. In the north there is wide open land to which owners of - 93 - have grazing - 94 -. The greater part of this area consists of - 95 - land ploughed up for crops of grain, roots or just grass fields used for permanent - 96 -. Our agriculture does not follow any uniform pattern. There are different types of - 97 -. About a third of them - 98 - the farms which they occupy. The rest are tenant farmers who have - 99 - their farms from big - 100 -.

	A	B	C	D
89	citizens	townsmen	occupants	squatters
90	harvesting	agriculture	gardening	ranching
91	urban	city	rural	cultivated
92	manufacture	output	production	distribution
93	hatcheries	poultry	tractors	livestock
94	capacity	rights	authority	possibilities
95	fertilized	arable	rocky	water-logged
96	lawns	plots	pasture	patches
97	farmers	growers	breeders	grazers
98	monopolize	keep	reserve	owns
99	taken	hired	leased	borrowed
100	landlords	landowners	plot holders	house owners

English Language 3 - Test of Orals

Section 1

From the words lettered A to D, choose the word that has the same vowel sound as the one represented by the letter(s) underlined.
Example: seat

sit
cite
set
key

The correct answer is D because only key contains the same vowel sound as the one underlined in seat.

sit
1. quilt
2. clique
3. marine
4. sardine
wed
1. days
2. says
3. meal
4. deal
card
1. bat
2. hat
3. class
4. glad
bought
1. grouse
2. loss
3. worse
4. horse
who
1. bull
2. wood
3. rush
4. lose
serve
1. harp
2. come
3. journey
4. beg
man
1. dam
2. basket
3. parch
4. park
bottle
1. holy
2. prowess
3. grower
4. modern
cut
1. butcher
2. touch
3. pouch
4. pull
should
1. push
2. mould
3. cousin
4. gush
great
1. neighbour
2. meat
3. lead
4. peasant
boat
1. comfort
2. host
3. golf
4. mother
boil
1. mail
2. sour
3. coin
4. mayor
fair
1. sheer
2. here
3. heir
4. fear
ear
1. chair
2. wear
3. cheer
4. earnest

Section 2

From the words lettered A to D, choose the word that has the same consonant sound(s) as the one represented by the letter(s) underlined.

huge
1. bug
2. fog
3. hug
4. joy
wanted
1. reduce
2. handsome
3. sandwich
4. handkerchief
match
1. machine
2. charade
3. moustache
4. chunk
gas
1. debris
2. reverse
3. island
4. aisle
those
1. thrive
2. scathing
3. worthless
4. threat
knife
1. sink
2. bank
3. gnaw
4. single
feather
1. victor
2. vendor
3. physics
4. brave
face
1. lose
2. shoes
3. tease
4. rats
nation
1. anxious
2. decision
3. explosion
4. equation
cool
1. ceiling
2. architect
3. attache
4. brochure
cause
1. course
2. sauce
3. pores
4. toes
thread
1. bath
2. booth
3. writhe
4. northern
flood
1. plead
2. filip
3. burglar
4. ruffle
exact
1. exceed
2. excess
3. exhaust
4. excel
conduct
1. attached
2. resist
3. indict
4. impact

Section 3

From the words lettered A to D, choose the word that rhymes with the given word.

money
1. honey
2. monkey
3. donkey
4. Yankee
county
1. mountain
2. bounty
3. country
4. shanty
shallow
1. hallowed
2. mellow
3. callow
4. gallows
rushed
1. washed
2. dashed
3. stashed
4. hushed
arrival
1. recited
2. convivial
3. survival
4. retrieval

Section 4

In each of the following questions, the main/primary stress is indicated by writing the syllable on which it occurs in capital letters. From the words lettered A to D, choose the one that has the correct stress.

intimacy
1. IN-ti-ma-cy
2. in-TI-ma-cy
3. in-ti-MA-cy
4. in-ti-ma-CY
indigenous
1. IN-di-ge-nous
2. in-DI-ge-nous
3. in-di-GE-nous
4. in-di-ge-NOUS
participate
1. PAR-ti-ci-pate
2. par-TI-ci-pate
3. par-ti-CI-pate
4. par-ti-ci-PATE
fundamental
1. FUN-da-men-tal
2. fun-DA-men-tal
3. fun-da-MEN-tal
4. fun-da-men-TAL
constitution
1. CON-sti-tu-tion
2. con-STI-tu-tion
3. con-sti-TU-tion
4. con-sti-tu-TION

Section 5

In the following options lettered A to D, all the words except one have the same stress pattern. Identify the one with the different stress pattern.

1. pursue
2. local
3. river
4. country
1. review
2. surplus
3. surprise
4. concise
1. cruel
2. moral
3. humane
4. terror
1. profession
2. proposal
3. agreement
4. resolute
1. condolence
2. suspicion
3. attachment
4. personnel

Section 6

In each of the following sentences, the word that receives the emphatic stress is written in capital letters. From the questions lettered A to D, choose the one to which the given sentence is the appropriate answer.

Tamuno bought his WIFE an expensive car.
1. Did Musa buy his wife an expensive car?
2. Did Tamuno buy his daughter an expensive car?
3. Did Tamuno buy his wife a cheap car?
4. Did Tamuno buy his wife an expensive necklace?
Father REBUKED Kemi for being dishonest.
1. Did Mother rebuke Kemi for being dishonest?
2. Did Father praise Kemi for being dishonest?
3. Did Father rebuke Tunde for being dishonest?
4. Did Father rebuke Kemi for being honest?
Bola’s mother is a very PATIENT teacher.
1. Is Amina’s mother a very patient teacher?
2. Is Bola’s mother a very patient teacher?
3. Is Bola’s mother a very important teacher?
4. Is Bola’s mother a very patient doctor?
Chinwe is usually HOSPITABLE to strangers.
1. Is Ada usually hospitable to strangers?
2. Is Chinwe seldom hospitable to strangers?
3. Is Chinwe usually hostile to strangers?
4. Is Chinwe usually hospitable to foes?
LAZY workers often fail as bosses.
1. Do industrious workers often fail as bosses?
2. Do lazy workers sometimes fail as bosses?
3. Do lazy workers often succeed as bosses?
4. Do lazy workers often fail as subordinates?

Section 7

From the words lettered A to D, choose the word that contains the sound represented by the given phonetic symbol.

/æ/
1. mango
2. market
3. branch
4. plant
/b/
1. border
2. bother
3. boring
4. brother
/uː/
1. full
2. bush
3. shampoo
4. wool
/ʒː/
1. courage
2. favour
3. perhaps
4. scourge
/ə/
1. warning
2. party
3. exhaust
4. grandeur
/d/
1. handsome
2. adjust
3. round
4. passed
/w /
1. write
2. world
3. wrestle
4. wring
/ʃ /
1. rush
2. chimney
3. vision
4. charity
/dʒ/
1. beige
2. gorge
3. prestige
4. barrage
/k/
1. champion
2. chief
3. chorus
4. champagne