KUEPE Use of English: Örnek Sorular ve Çalışma Stratejileri
KUEPE Use of English çalışmalarında yalnızca gramer kurallarını bilmek yeterli değildir. Kelime bilgisi, dil yapıları, collocation kullanımı ve metnin genel anlamını birlikte değerlendirebilmek önemlidir.
WOLA’da KUEPE hazırlık çalışmalarında öğrencinin yalnızca doğru cevabı bulması değil, neden o cevabın doğru olduğunu anlayabilmesi de önemsenir. Bu nedenle örnek çalışmalarda soru mantığını ve dil kullanımını anlamaya yardımcı olacak açıklamalara da yer veriyoruz.
KUEPE Use of English Bölümü
Use of English çalışmalarında kelimeler ve dil bilgisi yapıları tek başına değil, metin içerisindeki anlamları ve birbirleriyle kurdukları ilişkiler üzerinden değerlendirilmelidir. Öğrencinin cümlenin yapısını tanıması kadar paragrafın genel yönünü takip edebilmesi de önemlidir.
Key to Success
- Read for Context: Boşluğun bulunduğu cümleyi tek başına değerlendirmek yerine, önceki ve sonraki cümlelerle kurduğu anlam ilişkisine dikkat edin. Doğru cevap çoğu zaman yalnızca gramer bilgisinden değil, metnin genel akışından anlaşılır.
- Recognize Language Patterns: Tense, relative clauses, participles, prepositions ve linking words gibi yapıların yalnızca kurallarını değil, hangi bağlamlarda kullanıldıklarını da tanımaya çalışın.
- Build Vocabulary in Context: Akademik kelimeleri tek tek ezberlemek yerine collocation’lar ve cümle içerisindeki kullanımlarıyla birlikte öğrenin. İki kelimenin anlam bakımından yakın olması, aynı cümlede birbirlerinin yerine kullanılabilecekleri anlamına gelmez.
- Manage Your Time: Bir soruda gereğinden fazla zaman kaybetmek yerine emin olmadığınız soruyu işaretleyip daha sonra tekrar değerlendirmek, sınav süresini daha dengeli kullanmanızı sağlar.
KUEPE Use of English – Practice Test 1
WOLA Original Practice Test
Bu çalışma, KUEPE’ye hazırlanan öğrencilerin akademik İngilizce ve bağlam içinde dil kullanımı becerilerini geliştirmek amacıyla WOLA tarafından özgün olarak hazırlanmıştır. Koç Üniversitesi’nin resmî sınav materyali değildir.
Instructions: Read the text below and choose the best option A, B, C, or D for each gap.
The Changing Nature of Learning
The way university students learn has changed considerably over the past decade. Digital resources have made academic information easier to access, but having access to information does not necessarily mean that students are able to use it (1) ______.
One of the most important skills in higher education is the ability to distinguish reliable information from material that may be incomplete or inaccurate. Students are therefore expected not only to locate information (2) ______ also to evaluate the quality of the sources they use.
This has become particularly important with the rapid development of artificial intelligence. AI-based tools can assist students with a variety of academic tasks, (3) ______ summarising texts, generating ideas and organising information. However, these tools should be regarded as a form of support rather than a substitute (4) ______ independent thinking.
Research suggests that learning is more effective when students actively engage with new information. Simply reading the same material repeatedly is unlikely to be as beneficial as questioning, discussing and applying (5) ______ has been learned.
Another important factor is time management. University students are frequently required to manage several assignments at the same time. Students (6) ______ leave most of their work until the last minute may experience higher levels of stress and have fewer opportunities to revise their work carefully.
Developing an effective study routine, however, does not mean studying continuously for long periods. Short, focused study sessions can often be more productive, particularly when they (7) ______ by regular breaks.
Students should also recognise that making mistakes is a natural part of the learning process. Instead of simply trying to avoid errors, learners can examine why an answer was incorrect and use that information (8) ______ their understanding.
Ultimately, academic success depends on more than memorising information. Students need to develop the ability to analyse ideas, establish connections between different sources and express their conclusions (9) ______.
These abilities develop gradually. The more frequently students practise them, the more confident they are likely (10) ______ when dealing with unfamiliar academic tasks.
Questions
1.
A) effectively
B) effective
C) effectiveness
D) effect
2.
A) and
B) but
C) but to
D) but also
3.
A) including
B) included
C) include
D) to include
4.
A) of
B) to
C) for
D) with
5.
A) which
B) that
C) what
D) whose
6.
A) which
B) whose
C) whom
D) who
7.
A) accompany
B) accompanied
C) are accompanied
D) have accompanying
8.
A) improve
B) improving
C) to improve
D) improved
9.
A) clear
B) clearly
C) clarity
D) clearer
10.
A) become
B) becoming
C) to become
D) have become
Answer Key & Explanations
| Soru | Cevap | Neden? |
|---|---|---|
| 1 | A – effectively | Use fiilini nitelediği için adjective değil adverb gerekir: use information effectively. |
| 2 | D – but also | Burada yapı not only … but also … şeklindedir. |
| 3 | A – including | Ardından akademik görevlere ilişkin örnekler sıralandığı için including kullanılır. |
| 4 | C – for | Doğru collocation a substitute for something şeklindedir. |
| 5 | C – what | What has been learned, “öğrenilmiş olan şey” anlamında noun clause oluşturur. |
| 6 | D – who | Students insanları ifade eder ve boşluktaki kelime yan cümlenin öznesidir. Bu nedenle who kullanılır. |
| 7 | C – are accompanied | Study sessions’a regular breaks eşlik ettiği için passive yapı gerekir: are accompanied by. |
| 8 | C – to improve | Bilginin hangi amaçla kullanıldığını gösteren infinitive yapıdır: to improve their understanding. |
| 9 | B – clearly | Express fiilini nitelediği için adverb olan clearly gerekir. |
| 10 | C – to become | Doğru yapı be likely to + verb şeklindedir. |
Test Technique
Read for Context: Boşluğu doldurmadan önce yalnızca cümleyi değil, paragrafın anlamını da değerlendirin.
Recognize Language Patterns: not only … but also, a substitute for ve be likely to gibi yapıları tek tek kelimeler yerine bütün olarak tanımaya çalışın.
Check the Word Form: Seçeneklerde aynı kelimenin farklı biçimleri varsa boşlukta noun, adjective, adverb veya verb gerekip gerekmediğini kontrol edin.
Read Again After Choosing: Cevabı yerleştirdikten sonra cümleyi yeniden okuyun. Seçiminizin hem gramer hem de anlam açısından doğal olup olmadığını kontrol edin.
KUEPE Use of English – Practice Test 2
WOLA Original Practice Test
Bu çalışma, WOLA eğitmenleri tarafından KUEPE’ye hazırlanan öğrencilerle yapılan çalışmalar, sınav deneyimleri ve öğrenci geri bildirimleri doğrultusunda özgün olarak hazırlanmıştır.
Bu çalışma Koç Üniversitesi’nin resmî sınav materyali değildir.
Part 1 – Emissions Trading
Questions 21–30: Choose the best answer to complete the text. (1 pt. each)
Emissions trading is an administrative approach that aims at reducing the cost of pollution control by providing economic (21) ______ for achieving reductions in the emissions of pollutants. In such a plan, a central authority (22) ______ limits on each pollutant and they (23) ______ that clean air is a common-pool resource.
Groups that intend to exceed the limits may buy emissions credits from those (24) ______ to stay below their designated limits. This transfer is normally (25) ______ to as a trade.
In some emissions trading systems, a portion of the traded credits is required to be retired. By retiring some of the credits, the system (26) ______ a net reduction in emissions, as well as cost reduction, from each trade.
Most authorities agree that emissions trading is an effective strategy (27) ______ properly designed and administered.
The advocates of free-market environmentalism sometimes use emissions trading or marketable rights as examples to support the theory that free markets can (28) ______ environmental problems.
The total amount of available marketable or tradable rights is generally set by a political process, not by the market, but the systems (29) ______ the market to determine how to deal with the resulting allocation problem.
If a given country or facility does not need all of its allowances, it may offer it for sale (30) ______ the organization that has insufficient allowances for its emissions production.
Questions 21–30
21.
A) incentives
B) quests
C) restrains
D) impairment
22.
A) looks up to
B) takes place
C) refrains
D) sets
23.
A) undermine
B) design
C) recognize
D) relieve
24.
A) are able
B) able
C) been able
D) are
25.
A) claimed
B) considered
C) referred
D) taken
26.
A) releases
B) prospers
C) asserts
D) achieves
27.
A) whether
B) unless
C) if
D) though
28.
A) result in
B) handle
C) rise
D) break out
29.
A) allow
B) have
C) provide
D) endeavor
30.
A) other
B) each
C) the other
D) another
Part 2 – Pablo Picasso
Questions 31–40: Choose the best answer to complete the text. (1 pt. each)
Pablo Picasso was born on October 25, 1881 in Málaga, Spain, as the first child of José Ruiz y Blanco and Maria Picasso y López. Picasso’s father, José Ruiz y Blanco, (31) ______ the potential of Picasso’s art talent was himself a painter.
Picasso’s first words were “piz, piz”, a shortening of the Spanish word for “lapiz” in order to draw the pigeons (32) ______ sleeping outside his window.
Although Picasso attended art schools throughout his childhood, he often (33) ______ his father taught, he never finished his college-level course of study at the Academia de San Fernando in Madrid.
The Museum Picasso in Barcelona features many of Picasso’s early works, (34) ______ while he was living in Spain, as well as the extensive collection of Jaime Sabartés, Picasso’s close friend from his Barcelona days.
There are many precise and detailed figure studies (35) ______ in his youth under his father’s tutelage, as well as rarely seen works from his old age that clearly (36) ______ Picasso’s firm grounding in classical techniques.
The Guinness Book of Records names Picasso the most (37) ______ painter ever – in his lifetime he produced around 13,500 paintings, 100,000 prints and engravings, 34,000 book illustrations, and 300 sculptures.
In addition, Picasso had a considerable collection of the work of (38) ______ famous artists, some of whom were his (39) ______, such as Henri Matisse.
In the aftermath of Picasso’s death, Paul McCartney wrote a song in tribute to him, which (40) ______ on his album Band on the Run later that year.
Questions 31–40
31.
A) who recognizing
B) recognized
C) being recognized
D) recognizing
32.
A) he
B) which
C) of which
D) —
33.
A) those
B) when
C) those where
D) those which
34.
A) created
B) that created
C) creating
D) having created
35.
A) that have been done
B) that have done
C) done
D) to be done
36.
A) demonstrate
B) underestimate
C) perceive
D) outnumber
37.
A) controversial
B) prolific
C) indistinguishable
D) perceptible
38.
A) the others
B) the other
C) others
D) another
39.
A) ancestors
B) contemporaries
C) undertakers
D) detractors
40.
A) released
B) having been released
C) was released
D) had been released
Practice Test 2 – Answer Key
| Part 1 | Answer | Part 2 | Answer |
|---|---|---|---|
| 21 | A | 31 | D |
| 22 | D | 32 | D |
| 23 | C | 33 | C |
| 24 | B | 34 | A |
| 25 | C | 35 | C |
| 26 | D | 36 | A |
| 27 | C | 37 | B |
| 28 | B | 38 | C |
| 29 | A | 39 | B |
| 30 | D | 40 | C |
Testleri çözerken yalnızca doğru seçeneğe değil, yanlış seçeneklerin neden uygun olmadığına da dikkat edin. Use of English çalışmalarında bu yaklaşım, benzer yapıların farklı metinlerde daha hızlı fark edilmesini sağlar.
WOLA’da KUEPE Hazırlık
KUEPE’ye hazırlanırken yalnızca İngilizce seviyesini geliştirmek değil, sınavda karşılaşılabilecek Reading, Listening, Writing ve Use of English çalışmalarının yapısını önceden tanımak da önemlidir.
WOLA’da KUEPE hazırlık programı öğrencinin mevcut İngilizce seviyesi, sınava kalan süre ve geliştirilmesi gereken beceriler dikkate alınarak birebir planlanır.
Derslerde web sitesinde yer alan örnek çalışmaların yanı sıra, WOLA eğitmenleri tarafından hazırlanmış farklı çalışma materyalleri ve sınav uygulamaları kullanılmaktadır.