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
She had three children______her first husband.
Question # 2
Her reaction was not the only______ one.
Question # 3
Choose correct word or phrase that is most opposite of the word given.
Blunt
Question # 4
Choose correct word or phrase that is most similar to the word given
FILTH
Question # 5
Educational planning should aim at meeting the educational needs
of the entire population of all age group. 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
as any university professor. The retired and the age 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 adult for various forms of self – learning. A
viable education system of the future should consist of modules with different
kinds of functions serving a diversity of constituents. 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 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
organizations such as libraries. Museums, municipal recreational programs,
health services etc.
Which of the following is
most nearly the same in meaning as the word ‘meeting’ as used in the passage?
Question # 6
The public distribution system which provides food at low prices is a subject of vital concern There is a growing realization that though Pakistan has enough food to feed its masses three square meals a day the monster of starvation and food insecurity continues to haunt the poor in our country Increasing the purchasing power of the poor through providing productive employment leading to rising income and thus good standard of living is the ultimate objective of public policy.However till then there is a need to provide assured supply of food through a restructured more efficient and decentralized public distribution system (PDS).Although the PDS is extensive it is one of the largest such systems in the world it has yet to reach the rural poor and the far off places it remains an urban phenomenon with the majority of the rural poor still out of its reach due to lack of economic and physical access the poorest in the cities and the migrants are left out for they generally do not possess ration cards The allocation of PDS supplies in big cities is larger than in rural areas in view of urgently needs to be streamlined.In addition considering the large food grains production combined with food subsidy on one hand and the continuing slow starvation and dismal poverty of the rural population on the other there is a strong case for making PDS target group oriented.The growing salaried class is provided job security regular income and percent insulation against these gains of development have not percolated down to the vast majority of our working population.If one only dearness allowance to the employees in public and private sector and looks at its growth in the past few years the rising food subsidy is insignificant to the point of inequity The food subsidy is a kind of D.A to the poor the self-employed and those in the unorganized sector of the economy.It is true that subsidies should not become a permanent feature except for the destitute disabled widows and the old it is also true dependence and hence is habit-forming killing the general initiative of the people by making PDS target group oriented not only the poorest and neediest would be reached without additional cost but it will actually cut overall costs incurred on large cities and for better off localities when the food and food subsidy are limited the rural and urban poor should have the priority in the PDS supplies The PDS should be closely linked with programs of employment generation and nutrition improvement.
h. Which of the following according to the passage is compared with dearness allowance
Question # 7
She was waiting for you __________ the table this morning.
Question # 8
Scientist cannot make energy themselves.This point is elaborated in the paragraph by explaining.
Question # 9
Take you application to the ______ you think can help you
Question # 10
One who is well versed in the science of female ailments:
Top Scorers of ECAT Pre Engineering MCQ's Test For English Full Book
A
Amna Abid25 - Mar - 2026
08 Min 44 Sec
27/30
E
eman shahid03 - Apr - 2026
02 Min 11 Sec
21/30
F
Fatima Faisal30 - Mar - 2026
03 Min 19 Sec
21/30
N
Nehal Ali26 - Jun - 2026
04 Min 04 Sec
21/30
S
Shoaib Hussain17 - Jun - 2026
04 Min 55 Sec
21/30
S
Saim Haider30 - Mar - 2026
08 Min 38 Sec
21/30
A
Axis Jewels18 - Jun - 2026
02 Min 42 Sec
18/30
M
Muzammal Hussain17 - Mar - 2026
02 Min 53 Sec
18/30
M
Mohsin Hussain21 - Apr - 2026
03 Min 14 Sec
18/30
A
Aiman Khan18 - Jun - 2026
06 Min 30 Sec
18/30
A
AYESHA BUTT16 - Jun - 2026
07 Min 45 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
ECAT
English
Important MCQ's
Sr.#
Question
Answer
1
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.
It can be inferred from the passage
that Whately found Dickens’ characters to be
A. Especially interesting to young readers
B. Ordinary persons in recognizably human situations
C. Less liable than Jane Austen's characters to have a realistic mixture of moral qualities
D. More often villainous in recognizably human situation
2
Ambition
A. desire
B. ordinary
C. supplement
D. uphold
3
Identify Error
He has assured me that he will get that work done. No error
A. A
B. B
C. C
D. D
4
Witness : Crime
A. Game : Fan
B. Guard : Security
C. Showman : Advertisement
D. Critic : Performance
5
Identify Error
Most of teachers at the state university care about their students progressNo error
Home
News
Colleges
Courses
Admission
Lectures
Online Test
Past Papers
Date Sheets
Results
Study Abroad
Jobs
Tutors
More
Apps
