ECAT Pre Computer Science MCQ Test With Answer for English Full Book
ECAT Pre Computer Science English MCQ Test with Answers is designed to help students strengthen their English language skills for the ECAT entry test. This test covers the complete English syllabus, including grammar, vocabulary, synonyms, antonyms, and comprehension-based questions. Each MCQ is selected according to the ECAT exam pattern to ensure relevant and effective preparation. Practicing these English MCQs enhances students’ command over language, improves accuracy, and builds confidence for the actual examination.
By attempting the Full Book English MCQ Test, students can evaluate their understanding of key concepts and identify areas that need improvement. The test provides instant feedback with correct answers, helping learners grasp the logic and rules behind each question. This online preparation is especially useful for Pre Computer Science students aiming to achieve a strong score in ECAT English. Regular practice of these MCQs ensures better time management, comprehension, and overall performance in the entry test.
ECAT Pre Engineering MCQ's Test For English Full Book
Try The ECAT Pre Engineering MCQ's Test For English Full Book
ECAT Pre Engineering MCQ's Test For English Full Book
00:00
Question # 1
Scientists, engineers and technologists cannot make a machine that
Question # 2
Amiably:
Question # 3
Although cynics may like to see he government’s policy for
women in terms of the party’s internal power struggles, it will nevertheless be
churlish to deny that it represents a pioneering effect aimed at bringing about
sweeping social reforms. In its language, scope and strategies, the policy documents
displays a degree of understanding of women’s needs that is uncommon in
government pronouncements. This is due in large part to the participatory
process that marked its formulation, seeking the active involvement right from
the start of women’s groups, academic institutions and non-government
organizations with grass roots experience. The result is not just a lofty
declaration of principles but a blueprint for a practical program of action.
The policy delineates a series of concrete measures to accord women a
decision-making role in the political domain and greater control over their
economic status. Of especially far-reaching impart are the devolution of
control of economic infrastructure to women, notably at the gram panchayat
level, and the amendment proposed in the Act of 1956 to give women comparcenary
rights.
And enlightened aspect of the policy is its recognition that
actual change in the status of women cannot be brought about by the mere enactment
of socially progressive legislation. Accordingly, it focuses on reorienting
development programs and sensitizing administrations to address specific
situations as, for instance, the growing number of households headed by women,
which is a consequence of rural-urban migration. The proposal to create an
equal-opportunity police force and give women greater control of police
stations is an acknowledgement of the biases and callousness displayed by the
generally all-male law-enforcement authorities in case of dowery and domestic
violence. While the mere enunciation of such a policy has the salutary effect
of sensitizing the administration as a whole, it does not make the task of its
implementation any easier. This is because the changes it envisages in the
political and economic status of woman strike at the root of power structures
in society and the basis of man-woman relationship. There is also the danger
that reservation for women in public life, while necessary for their greater
visibility, could lapse into tokenism or become a tool in the hands of vote
seeking politicians. Much will depend on the dissemination of the policy and
the ability of elected representatives and government agencies to reorder their
priorities.
Which of the following is
nearly the same in meaning to the word ‘delineates’ as used in the passage?
Question # 4
He bought a three ______ suit
Question # 5
Antipathy
Question # 6
Sophist : Truth
Question # 7
Covetous
Question # 8
The Baxter house is located at the
end of the street. This house sits farther back from the curb than the other
houses. It is almost difficult to see from the road without peering behind the
deformed oak tree that has obscured it for years. Even so, the Baxter house
stands out from the other houses on the street. It is tall and white. However,
this white is no longer pristinely white, but a dingy grayish cram color. Long
vines hang from the tattered roof. The Baxter house is two stories tall and has
a large yard in the back that has never been mowed. The other houses on the
street are a mere one story and have been painted a variety of colors. The
newer, single story properties all appear to have been built around the same time;
the yards mostly being of the same size, and the houses appearing to be clones
of one another. Aside from the Baxter house at the end, this street is a
perfect slice of middle America. The inhabitants of the other houses wonder who
lives in the ancient, dilapidated house at the end of the street.
What makes the other houses on the
street stand out visually from the Baxter house?
Top Scorers of ECAT Pre Engineering MCQ's Test For English Full Book
A
Amna Abid25 - Mar - 2026
08 Min 44 Sec
27/30
R
RedRose30 - Jan - 2026
01 Min 30 Sec
21/30
E
eman shahid03 - Apr - 2026
02 Min 11 Sec
21/30
F
Fatima Faisal30 - Mar - 2026
03 Min 19 Sec
21/30
S
suzi13 - Feb - 2026
04 Min 54 Sec
21/30
A
Ashar Ali16 - Feb - 2026
06 Min 34 Sec
21/30
S
Saim Haider30 - Mar - 2026
08 Min 38 Sec
21/30
M
Muzammal Hussain17 - Mar - 2026
02 Min 53 Sec
18/30
M
Mohsin Hussain21 - Apr - 2026
03 Min 14 Sec
18/30
B
Bushra tariq30 - Mar - 2026
09 Min 49 Sec
18/30
T
Three Sisters kitchen Ayesha21 - Apr - 2026
01 Min 40 Sec
15/30
H
Husnain Mehmood30 - Mar - 2026
01 Min 51 Sec
15/30
Z
Zohan Rizwan30 - Mar - 2026
02 Min 28 Sec
15/30
A
Aima Hussain29 - Dec - 2025
03 Min 03 Sec
15/30
S
Saman Amin15 - Nov - 2025
03 Min 05 Sec
15/30
ECAT
English
Important MCQ's
Sr.#
Question
Answer
1
A person or thing behind time
A. Lazy
B. Indolent
C. Sluggish
D. Antiquated
2
The leader's charisma attracted many flowers.
A. candour
B. magnetic appeal
C. power
D. humility
3
Choose the correctly spelt word.
A. TERRER
B. TEROR
C. TERROR
D. TEEROR
4
RESTURANT : MENU
A. library : catalogue
B. journal : newspaper
C. book : encyclopedia
D. college : clerk
5
Q.4 Educational planning should aim at meeting the educational needs of the entire population of all age groups while the traditional structure of education as a three layer hierarchy from the primary stage to the university represents the core we should not overlook the periphery which is equally important Under modern conditions workers need to rewind or renew their enthusiasm or strike out in a new direction or improve their skills as much any university professor the retired and the aged have their needs as well Educational planning in their words should take care of the needs of everyone.Our structures of education have been built up on the assumption that there is a terminal point to education This basic defect has become all the more harmful today.A UNESCO report entitled Learning to be prepared by Edgar Faure and others in 1973 asserts that the education of children must prepare the future should consist of modules with different kinds of functions serving a diversity of constituent And performance not the period of study should be the basis for credentials the writing is already on the wall In view of the fact that the significance of a commitment of lifelong learning and lifetime education is being discussed only in recent years even in educationally advanced countries the possibility of the idea becoming an integral part of the idea becoming an integral part of educational thinking seems to be a far cry For to move in that direction means such more than some simple rearrangement of the present organization of education but a good beginning can be made by developing open university programs for older learners of different categories and introducing extension services in the conventional colleges and schools also these institutions should learn to cooperate with the numerous community municipal recreational programs health services etc.
d.What should be the major characteristic of the future educational system
A. Different modules with same function
B. Same module for different groups
C. No modules but standard compulsory program for all
D. None of these
6
(Complete the sentence with suitable words)
The criminal ______ this cell in 2001.
A. Was brought to
B. Be brought to
C. Brought to
D. Brought
7
NOVICE : EXPERIENCE
A. Questioner : Knowledge
B. Invader : Bravery
C. Narrator : Objectivity
D. Rube : Sophistication
8
At the time Jane Austen’s novels
were published – between 1811 and 1818 – English literature was not part of any
academic curriculum. In addition, fiction was under strenuous attack. Certain
religious and political groups felt novels had the power to make so-called
immoral characters so interesting that young readers would identify with them;
these groups also considered novels to be of little practical use. Even
Coleridge, certainly no literary reactionary, spoke for many when the asserted
that “novel-reading occasions the destruction of the mind’s powers.”
These attitudes towards novels help
explain why Austen received little attention from early nineteenth-century
literary cities. (In any case a novelist published anonymously, as Austen was,
would not be likely to receive much critical attention.) The literary response
that was accorded to her, however, was often as incisive as twentieth-century
criticism. In his attack in 1816 on novelistic portrayals “outside of ordinary experience,”
for example. Scott made an insightful remark about the merits of Austen’s
fiction.
Her novels, wrote Scott, “present to
the reader an accurate and exact picture of ordinary everyday people and
places, reminiscent of seventeenth-century Flemish painting.” Scott did not use
the word ‘realism’, but he undoubtedly used a standard of realistic probability
in judging novels. The critic Whately did not use the word ‘realism’, either,
but he expressed agreement with Scott’s evaluation, and went on to suggest the possibilities
for moral instruction in what we have called Austen’s ‘realistic method’ her
characters, wrote Whately, are persuasive agents for moral truth since they are
ordinary persons “so clearly evoked that we feel an interest in their fate as
if it were our own.” Moral instruction, explained Whately, is more likely to be
effective when conveyed through recongnizably human and interesting characters
than when imparted by a sermonizing narrator. Whitely especially praised Austen’s
ability to create character who “mingle goodness and villainy, weakness and
virtue, as in life they are always mingled. “Whitely concluded his remarks by
comparing Austen’s art of characterization to Dickens’, starting his preference
for Austen’s.
Yet, the response of
nineteenth-century literary critics to Austen was not always so laudatory, and
often anticipated the reservations of twentieth-century literary critics. An
example of such a response was Lewes complaint in 1859 that Austen’s range of
subject and characters was too narrow. Praising her verisimilitude, Lewes added
that, nonetheless her focus was too often only upon the unlofty and the
commonplace. (Twentieth-century Marxists, on the other hand, were to complain
about what they saw as her exclusive emphasis on a lofty upper middle class.)
In any case having being rescued by literary critics from neglect and indeed
gradually lionized by them, Austen steadily reached, by the mid-nineteenth
century, the enviable pinnacle of being considered controversial.
How would you describe the synonym
of the word “Verisimilitude”?
.jpg)
Home
News
Colleges
Courses
Admission
Lectures
Online Test
Past Papers
Date Sheets
Results
Study Abroad
Jobs
Tutors
More
Apps
.gif)
