AI Generated Exam Paper
Primary 5 English Practice Paper 2
Free Kimi AI-generated P5 English Practice Paper 2 with questions, answers, and syllabus-aligned practice for Singapore students preparing for exams.
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Questions
TuitionGoWhere Practice Paper (AI)
Subject: English
Level: Primary 5
Paper: Practice Paper
Duration: 1 hour 15 minutes
Total Marks: 60
Version: 2 of 5
Name: _________________________
Class: _________________________
Date: _________________________
Instructions
- Write your name, class, and date in the spaces provided.
- Read each question carefully before answering.
- Answer all questions.
- Write your answers in the spaces provided.
- Marks are shown in brackets [ ] at the end of each question or part question.
Section A: Grammar and Vocabulary [20 marks]
Questions 1–10 carry 1 mark each. Questions 11–15 carry 2 marks each.
Choose the correct word or phrase to complete each sentence. Write the letter (A, B, C, or D) in the space provided.
1. Neither the teacher nor the students _____________ forgot about the class picnic.
A) has
B) have
C) having
D) had
Answer: _____ [1]
2. The group of monkeys _____________ swinging from branch to branch when we entered the zoo.
A) was
B) were
C) are
D) be
Answer: _____ [1]
3. By the time we finish decorating, the guests _____________ already.
A) will arrive
B) will have arrived
C) arrived
D) have arrived
Answer: _____ [1]
4. If I _____________ you, I would apologise to her immediately.
A) am
B) was
C) were
D) be
Answer: _____ [1]
5. The cake _____________ by my grandmother before I woke up this morning.
A) bakes
B) baked
C) was baked
D) has baked
Answer: _____ [1]
6. "Please submit your homework _____________ Friday," Mrs. Tan announced to the class.
A) in
B) on
C) at
D) by
Answer: _____ [1]
7. Despite _____________ heavy rain, the football match continued.
A) a
B) an
C) the
D) — no article needed
Answer: _____ [1]
8. The _____________ puppy waited patiently for its owner to return.
A) excite
B) excitement
C) excited
D) excitingly
Answer: _____ [1]
9. "You must finish this task _____________ you want to join us for dinner," my mother said firmly.
A) although
B) unless
C) if
D) while
Answer: _____ [1]
10. The scientist, _____________ research on climate change, won the prestigious award.
A) who
B) whose
C) whom
D) which
Answer: _____ [1]
For questions 11–15, each sentence contains one grammatical error. Rewrite the sentence correctly in the space provided.
11. Each of the players are required to bring their own water bottles.
______________________________________________________________________ [2]
12. She has lived in Singapore since five years.
______________________________________________________________________ [2]
13. The book was so interesting that I can't put it down.
______________________________________________________________________ [2]
14. Walking along the beach, the sunset was beautiful.
______________________________________________________________________ [2]
15. Neither James nor his friends was aware of the changes.
______________________________________________________________________ [2]
Section B: Cloze Passage [10 marks]
Read the passage below carefully. Choose the correct word from the box for each blank. Write the letter (A–J) in the space provided. Each word is used exactly once.
| A. however | B. therefore | C. although | D. finally | E. suddenly | | F. anxious | G. relieved | H. fortunate | I. exhausted | J. determined |
The night before her PSLE oral examination, Mei Ling was (16). She had practised her conversation topics repeatedly, yet she could not shake off her nervousness. (17), she reminded herself that hard work always pays off. Her mother noticed her restlessness and sat beside her. "You have prepared well," she said gently. "Stay calm and believe in yourself."
The next morning, Mei Ling woke up early. (18), she felt a wave of confidence wash over her. (19) she was still nervous, she took deep breaths and reviewed her notes one last time. (20)__________, it was time to leave for school. Mei Ling walked into the examination room with her head held high, ready to give her best.
16. _____________ [1]
17. _____________ [1]
18. _____________ [1]
19. _____________ [1]
20. _____________ [1]
For questions 21–25, choose the correct phrase from those in brackets to complete each sentence. Write the letter (A–E) in the box provided. Each option is used exactly once.
| A. broke out in a cold sweat | B. kept her fingers crossed | C. caught her breath | D. let off steam | E. pulled herself together |
21. When Mei Ling realised she had forgotten her examination pass, she _____________ in panic.
[ ] _____________ [1]
22. After taking a few moments to calm down, she _____________ and searched for a solution.
[ ] _____________ [1]
23. Her mother _____________, hoping that a teacher at school could verify Mei Ling's identity.
[ ] _____________ [1]
24. Once the problem was solved, Mei Ling _____________ as her anxiety melted away.
[ ] _____________ [1]
25. She had been worried for days, so after the examination, she _____________ by playing badminton with her friends.
[ ] _____________ [1]
Section C: Editing [10 marks]
There are a total of 10 errors in the passage below. Underline each error and write the correct word in the space provided. Errors may include spelling, grammar, punctuation, or tense mistakes. The first error has been done for you as an example.
Example:
One of the most challenge challenges young people face today is managing their time.
Most students finds it difficult to balance their studies with extracurricular activities. Finding time for everything seem impossible, especially when examinations are approaching. However, with proper planning, students can still enjoy they're hobbies while doing well in school.
First, students should created a timetable and stick to it. This help them allocate specific times for homework, revision, and leisure. Second, they should prioritise theirs tasks by identifying what is most urgent. Importantly, students must also learn to say no to distraction such as excessive screen time.
Lastly, students should not neglect their health. Getting enough sleep, eating nutritious meals, and exercising regular are essential. When students takes care of themselves, they will have more energy to focus on their studies. By follow these simple tips, students can achieve a balanced lifestyle and reduce unnecessary stress.
| Line | Error | Correction |
|---|---|---|
| Example | challenge | challenges |
| 1 | [1] | |
| 2 | [1] | |
| 3 | [1] | |
| 4 | [1] | |
| 5 | [1] | |
| 6 | [1] | |
| 7 | [1] | |
| 8 | [1] | |
| 9 | [1] | |
| 10 | [1] |
Section D: Comprehension [20 marks]
Read the passage below carefully and answer questions 26–33.
The Digital Detox Challenge
In an era dominated by smartphones and social media, one school in Singapore has taken a bold step to help students reclaim their attention spans. Greenfield Primary School recently launched a month-long "Digital Detox Challenge," encouraging students to reduce their screen time and rediscover offline activities.
The initiative was spearheaded by Mrs. Lim, the school's senior teacher, who noticed a disturbing trend. "During recess, I observed that more than half the students were staring at screens rather than talking to each other," she explained. "Even during physical education lessons, some students would sneak glances at their watches to check notifications."
The challenge required participants to limit recreational screen time to 30 minutes per day on weekdays and one hour on weekends. To support them, the school organised various activities: nature sketching in the school garden, board game tournaments, and even a "letter-writing week" where students penned handwritten notes to elderly residents at a nearby care home.
Twelve-year-old Ethan Tan admitted the first week was tough. "I kept reaching for my tablet out of habit," he recalled. "But my friends and I started a football club during lunch breaks, and before I knew it, I was looking forward to going outside rather than staying indoors."
Not all students embraced the challenge equally. Some parents reported that their children found ingenious ways to circumvent the rules, such as claiming homework required internet research when it did not. Nevertheless, by the end of the month, even the skeptics acknowledged unexpected benefits. "I actually read three whole books," marvelled Priya Sharma, previously an avid gamer. "I didn't think I could concentrate for that long anymore."
The school's preliminary survey results were encouraging. Before the challenge, the average student reported 4.2 hours of daily recreational screen time. Afterward, this dropped to 2.1 hours, with 78% of participants stating they planned to continue limiting their screen use voluntarily.
Educational researchers cautioned that such initiatives require careful implementation. Dr. Kenneth Woo, a psychology professor at the National University of Singapore, noted: "Abrupt, punitive restrictions often backfire. What makes Greenfield's approach effective is its emphasis on replacing digital habits with meaningful alternatives, not simply removing them."
Mrs. Lim remains optimistic but realistic. "We're not against technology," she clarified. "We want students to develop self-regulation skills so they can make conscious choices rather than being controlled by their devices." The school plans to make the Digital Detox Challenge an annual event, with student ambassadors leading peer support groups to sustain the momentum.
Whether this small experiment can spark broader change remains uncertain. Yet for Ethan, the transformation has been permanent. "I still use my phone," he grinned, "but now I actually notice when my friends are talking to me. That feels like progress."
26. According to the passage, what observation led Mrs. Lim to start the Digital Detox Challenge? [2]
27. In your own words, explain what the Digital Detox Challenge required students to do. [2]
28. The passage states that Ethan "kept reaching for my tablet out of habit." What does this suggest about his relationship with digital devices before the challenge? [2]
29. Why did some parents think their children were "circumventing the rules" of the challenge? [2]
30. How did Priya Sharma's attitude toward reading change during the challenge? Use evidence from the passage to support your answer. [3]
31. Explain Dr. Kenneth Woo's view on why Greenfield Primary School's approach was effective. [3]
32. Identify two strategies the school used to support the success of the Digital Detox Challenge, and explain why each strategy was helpful. [4]
33. "We're not against technology," Mrs. Lim says. Do you agree that schools should focus on helping students develop "self-regulation skills" rather than imposing strict screen-time limits? Explain your view with reasons. [2]
END OF PAPER
Total Marks: 60
Please check that you have answered all questions before handing in your paper.
Answers
TuitionGoWhere Practice Paper (AI) — Answer Key
Subject: English
Level: Primary 5
Paper: Practice Paper
Total Marks: 60
Version: 2 of 5
Section A: Grammar and Vocabulary [20 marks]
1. B) have [1]
Explanation: In "neither... nor..." constructions, the verb agrees with the noun closest to it. "Students" is plural, so the plural verb "have" is correct. This follows the principle of proximity in subject-verb agreement.
Common error: Choosing "has" because "neither" seems singular. Remember: with "neither... nor..." and "either... or...", look at the nearest subject.
2. A) was [1]
Explanation: "Group" is a collective noun that can take singular or plural verbs depending on whether the group acts as a unit or as individuals. Here, "group of monkeys" acts as a unit (the group as a whole was swinging), so "was" is correct. Also, "when we entered" indicates past time, requiring a past tense.
Common error: Choosing "were" because "monkeys" is plural. The subject is "group," not "monkeys."
3. B) will have arrived [1]
Explanation: "By the time we finish" indicates a future time marker. The future perfect tense ("will have arrived") is used for actions that will be completed before a specific future time. Here, the guests' arrival will be completed before the finishing of decorating.
Key concept: Future perfect = will have + past participle. Used for "by the time," "before," "by next week" + future reference.
4. C) were [1]
Explanation: This is the subjunctive mood used for hypothetical or imaginary situations. In "If I were you," the verb "were" is used for all persons in formal English, though "was" is sometimes heard in informal speech. For examination purposes, "were" is the standard correct form.
Key concept: Subjunctive mood = were (not was) for hypothetical "if" clauses and wishes ("I wish I were taller").
5. C) was baked [1]
Explanation: The cake did not bake itself; someone baked it. This requires the passive voice. "By my grandmother" identifies the agent. "Yesterday morning" requires past tense. Passive voice in past simple = was/were + past participle.
Step-by-step: (1) Identify passive needed: cake receives the action. (2) Identify tense: "yesterday morning" = past simple. (3) Form: was + baked.
6. D) by [1]
Explanation: "By Friday" indicates a deadline—something must be completed no later than Friday. "On Friday" would mean exactly that day. "By" expresses "no later than" or "before or at."
Distinction: "Submit by Friday" = deadline is Friday (can be earlier). "Submit on Friday" = specifically that day.
7. C) the [1]
Explanation: "Heavy rain" refers to specific, definite rain that is contextually understood (the rain that was currently falling and affecting the match). We use "the" when the noun is specific or already known in context.
Distinction: "A heavy rain" (one of many possible rains, indefinite) vs. "the heavy rain" (the specific rain relevant now).
8. C) excited [1]
Explanation: The sentence describes how the puppy felt (emotion), so we need an adjective describing a state of feeling. "Excited" = feeling excitement (adjective of emotion). "Exciting" would describe what causes excitement; "excitingly" is an adverb; "excitement" is a noun; "excite" is a verb.
Key concept: -ed adjectives (excited, bored, surprised) describe how someone feels. -ing adjectives (exciting, boring, surprising) describe what something does to someone.
9. B) unless [1]
Explanation: "Unless" means "if not"—the mother is saying "If you do not finish this task, you cannot join us." The sentence expresses a negative condition: dinner participation is conditional on task completion.
Logical analysis: "You must finish... [if not] you want to join us" → "unless you finish" captures this negative conditional.
10. B) whose [1]
Explanation: "Whose" is the possessive relative pronoun showing that the research belongs to the scientist. "Who" is for subjects; "whom" is for objects; "which" is for things, not people.
Test: Replace with "the scientist's" → "The scientist's research" ✓. This confirms "whose" is needed.
11. Each of the players is required to bring his or her own water bottles. [2]
Mark breakdown: [1] for changing "are" to "is"; [1] for correcting "their" to "his or her" (or "their" if accepting singular they in modern usage, but "his or her" is examination-standard).
Step-by-step explanation:
- Step 1: Identify the subject. "Each of the players" → "each" is singular (each one).
- Step 2: Subject-verb agreement: singular subject requires singular verb "is," not "are."
- Step 3: Pronoun agreement: "each" is singular, so "their" (plural) is incorrect. Use "his or her" (formal) or "their" (increasingly accepted; check your school's style guide).
12. She has lived in Singapore for five years. [2]
OR: She has lived in Singapore since 2019 / since she was seven.
Mark breakdown: [1] for changing "since" to "for" with duration; [1] for correct phrase structure OR correct alternative with specific time point.
Step-by-step explanation:
- Step 1: Recognise time markers. "Five years" is a duration (how long), not a specific starting point.
- Step 2: "Since" requires a specific point in time: since Monday, since 2020, since I was born.
- Step 3: "For" requires a duration: for five years, for two hours, for a long time.
13. The book was so interesting that I couldn't put it down. [2]
Mark breakdown: [1] for changing "can't" to "couldn't"; [1] for maintaining sentence coherence.
Step-by-step explanation:
- Step 1: Identify tense consistency. "Was" (past tense) requires past tense in the result clause.
- Step 2: "Can't" = present; "couldn't" = past of "can't."
- Step 3: Past narrative requires past modals throughout.
14. Walking along the beach, I saw a beautiful sunset. [2]
OR: As I walked along the beach, the sunset was beautiful.
Mark breakdown: [1] for correcting the dangling modifier; [1] for logical subject-verb relationship.
Step-by-step explanation:
- Step 1: Identify the dangling modifier. "Walking along the beach" describes someone walking, but the sentence says "the sunset was beautiful"—sunsets don't walk.
- Step 2: Add the person as the subject: "I saw a beautiful sunset" or restructure: "As I walked along the beach..."
- Step 3: The introductory participial phrase must logically attach to the subject that follows.
15. Neither James nor his friends were aware of the changes. [2]
Mark breakdown: [1] for changing "was" to "were"; [1] for applying proximity principle correctly.
Step-by-step explanation:
- Step 1: Apply the proximity rule with "neither... nor..." The verb agrees with the nearer subject.
- Step 2: "His friends" (plural) is nearer than "James" (singular).
- Step 3: Plural subject requires plural verb: "were," not "was."
Section B: Cloze Passage [10 marks]
16. F) anxious [1]
Explanation: Context clue: "She had practised... yet she could not shake off her nervousness." "Nervousness" = feeling worried/apprehensive = "anxious." The comma before the blank requires an adjective describing Mei Ling's state before the oral examination.
17. J) determined [1]
Explanation: Despite anxiety, she "reminded herself that hard work always pays off"—showing resolve and firm intention. "Determined" = having made a firm decision to do something. This contrasts with anxiety while showing positive mindset.
18. G) relieved [1]
OR E) suddenly (with appropriate interpretation, but G) relieved preferred)
Preferred answer: G) relieved. The wave of confidence replaces anxiety. "Relieved" = anxiety lifted, feeling reassured. The morning brings confidence after a night of worry.
Alternative analysis: If taking "suddenly" for question 18, then "relieved" would need repositioning. The semantic flow strongly supports: anxious → determined → relieved → although → finally.
19. C) although [1]
Explanation: Introduces a concession. "She felt confident" BUT "still nervous." "Although" = despite the fact that, showing contrast between confidence and remaining nervousness.
20. D) finally [1]
Explanation: Chronological sequence marker. "Finally" = after all the preparation and emotional adjustment, the moment of departure arrives. Signals the conclusion of the preparatory phase.
21. A) broke out in a cold sweat [1]
Explanation: Idiom meaning to suddenly start sweating due to fear or anxiety. Matches "when she realised she had forgotten her examination pass"—panic reaction.
22. E) pulled herself together [1]
Explanation: Idiom meaning to regain self-control after being upset. Matches "After taking a few moments to calm down"—recovering from panic to search for solution.
23. B) kept her fingers crossed [1]
Explanation: Idiom meaning to hope for good luck. Matches "hoping that a teacher at school could verify Mei Ling's identity"—the mother's hopeful wish.
24. C) caught her breath [1]
Explanation: Idiom meaning to stop breathing momentarily from surprise/relief, or to rest after exertion. Here: relief after problem solved, anxiety melted away. Can mean to pause and recover composure.
Note: Some may interpret as "let off steam," but that follows in 25. "Caught her breath" captures the moment of relief.
25. D) let off steam [1]
Explanation: Idiom meaning to release pent-up energy or emotion through activity. Matches "by playing badminton"—physical release after worry.
Section C: Editing [10 marks]
| Line | Error | Correction | Explanation |
|---|---|---|---|
| 1 | finds | find [1] | Subject "Most students" = plural. Plural subject requires plural verb (no -s). |
| 2 | seem | seems [1] | Gerund phrase "Finding... seem" = singular subject. Singular verb needed. OR: "seem" if treating "Finding time... and leisure" as plural activities; but gerund as subject is typically singular. |
| 3 | they're | their [1] | "They're" = they are (contraction). Possessive "their" needed for "their hobbies." |
| 4 | created | create [1] | Modal verb "should" requires base infinitive (no -ed). |
| 5 | help | helps [1] | Subject "This" = singular. Singular verb requires -s in present tense. |
| 6 | theirs | their [1] | "Theirs" = possessive pronoun (stands alone: "the tasks are theirs"). "Their" = possessive adjective requires noun after it ("their tasks"). |
| 7 | distraction | distractions [1] | "Such as" introduces examples; typically plural when referring to multiple types. "Distractions" matches plural examples. |
| 8 | regular | regularly [1] | Word modifies verb "exercising" → need adverb, not adjective. Adverb form = -ly. |
| 9 | takes | take [1] | Subject "students" = plural. Plural verb = base form (no -s). |
| 10 | follow | following [1] | Preposition "By" requires gerund (-ing form), not infinitive/base verb. |
Revised passage for reference:
Most students find it difficult to balance their studies with extracurricular activities. Finding time for everything seems impossible, especially when examinations are approaching. However, with proper planning, students can still enjoy their hobbies while doing well in school.
First, students should create a timetable and stick to it. This helps them allocate specific times for homework, revision, and leisure. Second, they should prioritise their tasks by identifying what is most urgent. Importantly, students must also learn to say no to distractions such as excessive screen time.
Lastly, students should not neglect their health. Getting enough sleep, eating nutritious meals, and exercising regularly are essential. When students take care of themselves, they will have more energy to focus on their studies. By following these simple tips, students can achieve a balanced lifestyle and reduce unnecessary stress.
Section D: Comprehension [20 marks]
26. According to the passage, what observation led Mrs. Lim to start the Digital Detox Challenge? [2]
Answer:
Mrs. Lim observed that during recess, more than half the students were staring at screens rather than talking to each other [1], and even during physical education lessons, some students would sneak glances at their watches to check notifications [1].
Marking note: Accept specific reference to students being absorbed by devices instead of interacting or participating in activities. Both observations together constitute the "disturbing trend."
27. In your own words, explain what the Digital Detox Challenge required students to do. [2]
Answer:
The challenge required participants to limit their recreational screen time to 30 minutes per day on weekdays and one hour on weekends [1]. Students were also encouraged to participate in organised offline activities such as nature sketching, board games, and letter-writing [1].
Marking note: Must include both the time limits AND the engagement in alternative activities for full marks. "In your own words" means not copying exact phrasing; accept paraphrases retaining key numbers and concepts.
28. The passage states that Ethan "kept reaching for my tablet out of habit." What does this suggest about his relationship with digital devices before the challenge? [2]
Answer:
This suggests that Ethan's use of digital devices had become automatic and ingrained [1]—he reached for his tablet without conscious thought or deliberate intention [1], indicating a dependence or addiction-like pattern where the device was his default activity during free time.
Marking note: Award marks for understanding of "habit" as unconscious behaviour and interpretation of this as problematic overuse/dependency. Accept "compulsive," "automatic," "unthinking," "routine."
29. Why did some parents think their children were "circumventing the rules" of the challenge? [2]
Answer:
Parents thought children were circumventing rules because the children found ingenious ways to break the rules [1]—specifically, claiming homework required internet research when it actually did not [1], thereby creating false excuses to use screens.
Marking note: Must capture deliberate deception/dishonesty and the specific method (false homework claims). Accept general "making excuses to use devices" for partial credit.
30. How did Priya Sharma's attitude toward reading change during the challenge? Use evidence from the passage to support your answer. [3]
Answer:
Priya's attitude changed from disinterest or inability to concentrate to surprise at her own capability [1]. Before, she was an "avid gamer" who presumably spent all leisure time on games [1]. During the challenge, she "actually read three whole books" and "didn't think [she] could concentrate for that long anymore"—showing she had lost faith in her attention span but rediscovered it [1].
Marking note: [1] for identifying change (from gaming/non-reader to reader); [1] for specific evidence of past identity ("avid gamer"); [1] for specific evidence of change and self-surprise ("three whole books," "didn't think I could concentrate").
31. Explain Dr. Kenneth Woo's view on why Greenfield Primary School's approach was effective. [3]
Answer:
Dr. Woo believed Greenfield's approach was effective because it was not abrupt or punitive [1]. Instead of simply removing screen time (restriction), the school emphasised replacing digital habits with meaningful alternatives [1] such as nature sketching, board games, and letter-writing. This substitution strategy addresses the root need—what to do instead of screens—rather than just forbidding behaviour, which "often backfires" [1].
Marking note: [1] for contrast with abrupt/punitive methods; [1] for identifying replacement/substitution strategy; [1] for explaining why this works (meets underlying needs, sustainable change, prevents rebellion/backfire).
32. Identify two strategies the school used to support the success of the Digital Detox Challenge, and explain why each strategy was helpful. [4]
Answer:
Strategy 1: The school organised various alternative activities (nature sketching, board game tournaments, letter-writing week) [1].
Why helpful: This gave students concrete, enjoyable alternatives to screen time, filling the void left by reduced device use and showing them offline activities could be equally engaging [1].
Strategy 2: The school created peer support through activities (implied by "student ambassadors leading peer support groups" planned future, and immediate peer engagement like Ethan's football club) OR community connection (letter-writing to elderly) giving purpose and social reward [1].
Why helpful: Building social bonds and shared experiences strengthened motivation; knowing others were participating reduced isolation, and contributing to community (elderly residents) provided meaning beyond entertainment [1].
Alternative Strategy 2: Measuring and publicising results (preliminary survey showing 4.2 to 2.1 hours reduction, 78% continuing voluntarily) [1].
Why helpful: Tangible evidence of success motivated continued effort and validated the challenge's worth to students and parents [1].
Marking note: Accept any two distinct strategies with linked explanations. Must identify strategy [1] and explain mechanism of help [1] for each.
33. "We're not against technology," Mrs. Lim says. Do you agree that schools should focus on helping students develop "self-regulation skills" rather than imposing strict screen-time limits? Explain your view with reasons. [2]
Answer:
(Open-ended; accept reasoned arguments in either direction or balanced view)
Sample agreement: Yes, self-regulation is preferable [1]. Strict limits are temporary external controls that don't persist when students leave school. Self-regulation teaches lifelong decision-making, enabling students to manage their own behaviour in university and workplace where no one monitors screen time [1].
Sample disagreement: Strict limits are necessary [1]. Primary students' prefrontal cortex is still developing, making self-regulation physiologically difficult. External boundaries protect sleep, attention span, and social development while students mature; self-regulation can come later [1].
Balanced view: Both approaches have merit [1]. Younger students may need initial limits with graduated responsibility, while older primary students should practise making choices within boundaries—ultimately building self-regulation through supported experience [1].
Marking note: [1] for clear position; [1] for reasoned explanation with developmentally appropriate or practical justification.
Mark Summary
| Section | Marks |
|---|---|
| A: Grammar and Vocabulary | 20 |
| B: Cloze Passage | 10 |
| C: Editing | 10 |
| D: Comprehension | 20 |
| Total | 60 |
End of Answer Key