Jamb English Language 1988 Past Questions and Answers

Question 91:

• JAMB 1988

In the past, learning English as a separate subject seemed relatively easy. The textbook selected and graded items of language which were put into context and then practiced intensively. New items were carefully controlled do that the student could cope quite easily. Now that English used as a medium of instruction, however, all this has changed. Unknown items of grammar and vocabulary appear in texts which attempt to explain new and often difficult information. Difficulties with the language interact with difficulties as regards the subject matter. The student’s reading in his own subject slows down and his comprehension becomes less secure. He expresses himself slowly and often fails to convey his ideas exactly. He is disappointed to find that under pressure he makes a lot of unnecessary mistakes in area where he knows the correct language forms. His social relation are difficult as he cannot find the right phrase quickly enough to keep a conversation going; so his language often betrays him into dullness, coldness, or worst of all rudeness. Instead of the students being in control of the language, the language seems now to be in control of the student.
All of this can be very depressing and the student can start to feel very anxious. Working in a foreign language is also very tiring, and the concentration and self-discipline required to correct one’s mistakes is very great indeed.


The most likely source of difficulty for the student working with English as a medium of instruction is

A. The newness of the subject matter in the texts being read
B. Unknown items of grammar and vocabulary in the texts
C. The student's slow reading rate in his own subject
D. The tiring nature of working in a foriegn language

Question 92:

• JAMB 1988

In order to approach the problem of anxiety in play, let us consider the activity of building and destroying a tower. Many a mother thinks that her son is in a ‘destructive stage’ or even has a ‘destructive personality’ because after building a big, big tower, the boy cannot follow her advice to leave the tower for Daddy to see, but instead must kick it and make it collapse. The almost manic pleasure with which children watch the collapse in a second of the product of long play-labor has puzzles many, especially since the child does not appreciate it at all if his tower falls by accident or by a helpful uncle’s hand. He, the builder must destroy it himself. This game, I should think arises from the not so distant experience of sudden falls at the very time when standing upright on wobbly legs afforded a new and fascinating perspective on existence. The child who consequently learns to make a tower ‘stand up’ enjoys causing the same tower to waver and collapse; in addition to the active mastery over a previous passive event, it makes one feel stronger to know that there is somebody weaker-and towers, unlike little sister, can’t cry and call ‘mummy’


In the passage 'manic pleasure' means

A. Wicked pleasure
B. Childish pleasure
C. Unlimited pleasure
D. Human pleasure

Question 93:

• JAMB 1988

In order to approach the problem of anxiety in play, let us consider the activity of building and destroying a tower. Many a mother thinks that her son is in a ‘destructive stage’ or even has a ‘destructive personality’ because after building a big, big tower, the boy cannot follow her advice to leave the tower for Daddy to see, but instead must kick it and make it collapse. The almost manic pleasure with which children watch the collapse in a second of the product of long play-labor has puzzles many, especially since the child does not appreciate it at all if his tower falls by accident or by a helpful uncle’s hand. He, the builder must destroy it himself. This game, I should think arises from the not so distant experience of sudden falls at the very time when standing upright on wobbly legs afforded a new and fascinating perspective on existence. The child who consequently learns to make a tower ‘stand up’ enjoys causing the same tower to waver and collapse; in addition to the active mastery over a previous passive event, it makes one feel stronger to know that there is somebody weaker-and towers, unlike little sister, can’t cry and call ‘mummy’


The expression 'must kick it and make it collapse' in this context means

A. Is forced to kick it and demolish
B. Is obliged to kick it and demolish it
C. Cannot resist the urgue to demolish it
D. Ought to kick it and make it collapse

Question 94:

• JAMB 1988

In order to approach the problem of anxiety in play, let us consider the activity of building and destroying a tower. Many a mother thinks that her son is in a ‘destructive stage’ or even has a ‘destructive personality’ because after building a big, big tower, the boy cannot follow her advice to leave the tower for Daddy to see, but instead must kick it and make it collapse. The almost manic pleasure with which children watch the collapse in a second of the product of long play-labor has puzzles many, especially since the child does not appreciate it at all if his tower falls by accident or by a helpful uncle’s hand. He, the builder must destroy it himself. This game, I should think arises from the not so distant experience of sudden falls at the very time when standing upright on wobbly legs afforded a new and fascinating perspective on existence. The child who consequently learns to make a tower ‘stand up’ enjoys causing the same tower to waver and collapse; in addition to the active mastery over a previous passive event, it makes one feel stronger to know that there is somebody weaker-and towers, unlike little sister, can’t cry and call ‘mummy’


According to this passage, it gives the child great pleasure

A. For daddy to see the tower he has built
B. To destroy the tower himself
C. To see his tower accidentally destroyed
D. To be helped to destroy the tower

Question 95:

• JAMB 1988

In order to approach the problem of anxiety in play, let us consider the activity of building and destroying a tower. Many a mother thinks that her son is in a ‘destructive stage’ or even has a ‘destructive personality’ because after building a big, big tower, the boy cannot follow her advice to leave the tower for Daddy to see, but instead must kick it and make it collapse. The almost manic pleasure with which children watch the collapse in a second of the product of long play-labor has puzzles many, especially since the child does not appreciate it at all if his tower falls by accident or by a helpful uncle’s hand. He, the builder must destroy it himself. This game, I should think arises from the not so distant experience of sudden falls at the very time when standing upright on wobbly legs afforded a new and fascinating perspective on existence. The child who consequently learns to make a tower ‘stand up’ enjoys causing the same tower to waver and collapse; in addition to the active mastery over a previous passive event, it makes one feel stronger to know that there is somebody weaker-and towers, unlike little sister, can’t cry and call ‘mummy’


How does the author try to explain this 'destructive stage'?

A. It is the last stage in child development
B. The child wants to displease his parents
C. It grows out of the child's recent experience of sudden falls
D. The child is just going through a destructive stage