{"id":1617848,"date":"2021-05-18T10:41:38","date_gmt":"2021-05-18T10:41:38","guid":{"rendered":"https:\/\/rozgarpatrika.com\/questionpapers\/?p=1617848"},"modified":"2021-05-18T10:58:33","modified_gmt":"2021-05-18T10:58:33","slug":"ssc-cgl-2019-tier-2-english-language-comprehension-question-paper-16-nov-2020-evening-shift","status":"publish","type":"post","link":"https:\/\/rozgarpatrika.com\/questionpapers\/ssc-cgl-2019-tier-2-english-language-comprehension-question-paper-16-nov-2020-evening-shift\/","title":{"rendered":"SSC CGL 2019 Tier-2 English Language & Comprehension Question Paper -16 Nov 2020 (Evening Shift)"},"content":{"rendered":"

English Language & Comprehension<\/span> Question Papers<\/strong>
\n16th November 2020 (Evening Shift)<\/strong>
\nCGL (Tier-2) 2019<\/strong><\/h2>\n
\n

 <\/p>\n

Comprehension<\/strong>: In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number. A marketplace is always abuzz with activity. It is especially (1)______ a visit in the evenings. A (2)______ range of items are on display. (3)______ and getting a satisfactory (4)______ give the necessary sense of (5)______ to the bored housewife and bring a smile (6)______ her face. People from all (7)______ of life, rich and poor, (8)______ shoulders with each other. From their busy (9)______, here people \ufb01nd time to (10)______ a greeting with friends or neighbours.<\/p>\n

SubQuestion No: 1<\/strong>
\nQ.1 Select the most appropriate option to \ufb01ll in blank number 1.<\/strong>
\nOption:
\n1. asset
\n2. value
\n3. worth
\n4. credit<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number.
\nA market place is always abuzz with activity. It is especially (1)______ a visit in the evenings. A (2)______ range of items are on display. (3)______ and getting a satisfactory (4)______ give the necessary sense of (5)______ to the bored housewife and bring a smile (6)______ her face. People from all (7)______ of life, rich and poor, (8)______ shoulders with each other. From their busy (9)______, here people \ufb01nd time to (10)______ a greeting with friends or neighbours.<\/p>\n

SubQuestion No: 2<\/strong>
\nQ.2 Select the most appropriate option to \ufb01ll in blank number 2.<\/strong>
\nOption:
\n1. wide
\n2. tall
\n3. short
\n4. narrow<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number. A market place is always abuzz with activity. It is especially (1)______ a visit in the evenings. A (2)______ range of items are on display. (3)______ and getting a satisfactory (4)______ give the necessary sense of (5)______ to the bored housewife and bring a smile (6)______ her face. People from all (7)______ of life, rich and poor, (8)______ shoulders with each other. From their busy (9)______, here people \ufb01nd time to (10)______ a greeting with friends or neighbours.<\/p>\n

SubQuestion No: 3<\/strong>
\nQ.3 Select the most appropriate option to \ufb01ll in blank number 3.<\/strong>
\nOption:
\n1. Fighting
\n2. Bargaining
\n3. Debating
\n4. Snatching<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number. A market place is always abuzz with activity. It is especially (1)______ a visit in the evenings. A (2)______ range of items are on display. (3)______ and getting a satisfactory (4)______ give the necessary sense of (5)______ to the bored housewife and bring a smile (6)______ her face. People from all (7)______ of life, rich and poor, (8)______ shoulders with each other. From their busy (9)______, here people \ufb01nd time to (10)______ a greeting with friends or neighbours.<\/p>\n

SubQuestion No: 4<\/strong>
\nQ.4 Select the most appropriate option to \ufb01ll in blank number 4.<\/strong>
\nOption:
\n1. case
\n2. pact
\n3. deal
\n4. contract<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number. A market place is always abuzz with activity. It is especially (1)______ a visit in the evenings. A (2)______ range of items are on display. (3)______ and getting a satisfactory (4)______ give the necessary sense of (5)______ to the bored housewife and bring a smile (6)______ her face. People from all (7)______ of life, rich and poor, (8)______ shoulders with each other. From their busy (9)______, here people \ufb01nd time to (10)______ a greeting with friends or neighbours.<\/p>\n

SubQuestion No: 5<\/strong>
\nQ.5 Select the most appropriate option to \ufb01ll in blank number 5.<\/strong>
\nOption:
\n1. exertion
\n2. achievement
\n3. creation
\n4. improvement<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number. A market place is always abuzz with activity. It is especially (1)______ a visit in the evenings. A (2)______ range of items are on display. (3)______ and getting a satisfactory (4)______ give the necessary sense of (5)______ to the bored housewife and bring a smile (6)______ her face. People from all (7)______ of life, rich and poor, (8)______ shoulders with each other. From their busy (9)______, here people \ufb01nd time to (10)______ a greeting with friends or neighbours.<\/p>\n

SubQuestion No: 6<\/strong>
\nQ.6 Select the most appropriate option to \ufb01ll in blank number 6.<\/strong>
\nOption:
\n1. to
\n2. in
\n3. at
\n4. of<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number. A market place is always abuzz with activity. It is especially (1)______ a visit in the evenings. A (2)______ range of items are on display. (3)______ and getting a satisfactory (4)______ give the necessary sense of (5)______ to the bored housewife and bring a smile (6)______ her face. People from all (7)______ of life, rich and poor, (8)______ shoulders with each other. From their busy (9)______, here people \ufb01nd time to (10)______ a greeting with friends or neighbours.<\/p>\n

SubQuestion No: 7<\/strong>
\nOption:
\n1. steps
\n2. walks
\n3. parts
\n4. tours<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number. A market place is always abuzz with activity. It is especially (1)______ a visit in the evenings. A (2)______ range of items are on display. (3)______ and getting a satisfactory (4)______ give the necessary sense of (5)______ to the bored housewife and bring a smile (6)______ her face. People from all (7)______ of life, rich and poor, (8)______ shoulders with each other. From their busy (9)______, here people \ufb01nd time to (10)______ a greeting with friends or neighbours.<\/p>\n

SubQuestion No: 8<\/strong>
\nQ.8 Select the most appropriate option to \ufb01ll in blank number 8.<\/strong>
\nOption:
\n1. join
\n2. rub
\n3. pat
\n4. swipe<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number. A market place is always abuzz with activity. It is especially (1)______ a visit in the evenings. A (2)______ range of items are on display. (3)______ and getting a satisfactory (4)______ give the necessary sense of (5)______ to the bored housewife and bring a smile (6)______ her face. People from all (7)______ of life, rich and poor, (8)______ shoulders with each other. From their busy (9)______, here people \ufb01nd time to (10)______ a greeting with friends or neighbours.<\/p>\n

SubQuestion No: 9<\/strong>
\nQ.9 Select the most appropriate option to \ufb01ll in blank number 9.<\/strong>
\nOption:
\n1. pattern
\n2. system
\n3. schedule
\n4. custom<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number. A market place is always abuzz with activity. It is especially (1)______ a visit in the evenings. A (2)______ range of items are on display. (3)______ and getting a satisfactory (4)______ give the necessary sense of (5)______ to the bored housewife and bring a smile (6)______ her face. People from all (7)______ of life, rich and poor, (8)______ shoulders with each other. From their busy (9)______, here people \ufb01nd time to (10)______ a greeting with friends or neighbours.<\/p>\n

SubQuestion No : 10<\/strong>
\nQ.10 Select the most appropriate option to \ufb01ll in blank number 10.<\/strong>
\nOption:
\n1. displace
\n2. transfer
\n3. exchange
\n4. return<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number. A no-examination policy would kill the competitive (1)______ among the students. It is (2)______ to encourage healthy competition in today\u2019s (3)______ where all admissions and job (4)______ are based on elimination. Also, (5)______ the total absence of examinations, (6)______ who truly deserve may not get fair (7)______, while those who need to (8)______ may not get the right (9)______. Moreover, examinations help to assess the (10)______ of teaching.<\/p>\n

SubQuestion No : 11<\/strong>
\nQ.11 Select the most appropriate option to \ufb01ll in blank number 1.<\/strong>
\nOption:
\n1. spirit
\n2. stamina
\n3. life
\n4. soul<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number. A no-examination policy would kill the competitive (1)______ among the students. It is (2)______ to encourage healthy competition in today\u2019s (3)______ where all admissions and job (4)______ are based on elimination. Also, (5)______ the total absence of examinations, (6)______ who truly deserve may not get fair (7)______, while those who need to (8)______ may not get the right (9)______. Moreover, examinations help to assess the (10)______ of teaching.<\/p>\n

SubQuestion No: 12<\/strong>
\nQ.12 Select the most appropriate option to \ufb01ll in blank number 2.<\/strong>
\nOption:
\n1. convenient
\n2. important
\n3. auspicious
\n4. applicable<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number. A no-examination policy would kill the competitive (1)______ among the students. It is (2)______ to encourage healthy competition in today\u2019s (3)______ where all admissions and job (4)______ are based on elimination. Also, (5)______ the total absence of examinations, (6)______ who truly deserve may not get fair (7)______, while those who need to (8)______ may not get the right (9)______. Moreover, examinations help to assess the (10)______ of teaching.<\/p>\n

SubQuestion No: 13<\/strong>
\nQ.13 Select the most appropriate option to \ufb01ll in blank number 3.<\/strong>
\nOption:
\n1. season
\n2. period
\n3. term
\n4. times<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number. A no-examination policy would kill the competitive (1)______ among the students. It is (2)______ to encourage healthy competition in today\u2019s (3)______ where all admissions and job (4)______ are based on elimination. Also, (5)______ the total absence of examinations, (6)______ who truly deserve may not get fair (7)______, while those who need to (8)______ may not get the right (9)______. Moreover, examinations help to assess the (10)______ of teaching.<\/p>\n

SubQuestion No: 14<\/strong>
\nQ.14 Select the most appropriate option to \ufb01ll in blank number 4.<\/strong>
\nOption:
\n1. vocations
\n2. functions
\n3. recruitments
\n4. occupations<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the
\nalternatives given. Select the most appropriate option for each number. A no-examination policy would kill the competitive (1)______ among the students. It is (2)______ to encourage healthy competition in today\u2019s (3)______ where all admissions and job (4)______ are based on elimination. Also, (5)______ the total absence of examinations, (6)______ who truly deserve may not get fair (7)______, while those who need to (8)______ may not get the right (9)______. Moreover, examinations help to assess the (10)______ of teaching.<\/p>\n

SubQuestion No: 15<\/strong>
\nQ.15 Select the most appropriate option to \ufb01ll in blank number 5.<\/strong>
\nOption:
\n1. in
\n2. among
\n3. on
\n4. between<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number. A no-examination policy would kill the competitive (1)______ among the students. It is (2)______ to encourage healthy competition in today\u2019s (3)______ where all admissions and job (4)______ are based on elimination. Also, (5)______ the total absence of examinations, (6)______ who truly deserve may not get fair (7)______, while those who need to (8)______ may not get the right (9)______. Moreover, examinations help to assess the (10)______ of teaching.<\/p>\n

SubQuestion No: 16<\/strong>
\nQ.16 Select the most appropriate option to \ufb01ll in blank number 6.<\/strong>
\nOption:
\n1. these
\n2. which
\n3. that
\n4. those<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the
\nalternatives given. Select the most appropriate option for each number.\u00a0 A no-examination policy would kill the competitive (1)______ among the students. It is (2)______ to encourage healthy competition in today\u2019s (3)______ where all admissions and job (4)______ are based on elimination. Also, (5)______ the total absence of examinations, (6)______ who truly deserve may not get fair (7)______, while those who need to (8)______ may not get the right (9)______. Moreover, examinations help to assess the (10)______ of teaching.<\/p>\n

SubQuestion No: 17<\/strong>
\nQ.17 Select the most appropriate option to \ufb01ll in blank number 7.<\/strong>
\nOption:
\n1. con\ufb01rmation
\n2. recognition
\n3. contribution
\n4. reception<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the
\nalternatives given. Select the most appropriate option for each number. A no-examination policy would kill the competitive (1)______ among the students. It is (2)______ to encourage healthy competition in today\u2019s (3)______ where all admissions and job (4)______ are based on elimination. Also, (5)______ the total absence of examinations, (6)______ who truly deserve may not get fair (7)______, while those who need to (8)______ may not get the right (9)______. Moreover, examinations help to assess the (10)______ of teaching.<\/p>\n

SubQuestion No: 18<\/strong>
\nQ.18 Select the most appropriate option to \ufb01ll in blank number 8.<\/strong>
\nOption:
\n1. encourage
\n2. recover
\n3. reform
\n4. improve<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the
\nalternatives given. Select the most appropriate option for each number. A no-examination policy would kill the competitive (1)______ among the students. It is (2)______ to encourage healthy competition in today\u2019s (3)______ where all admissions and job\u00a0 (4)______ are based on elimination. Also, (5)______ the total absence of examinations, (6)______ who truly deserve may not get fair (7)______, while those who need to (8)______ may not get the right (9)______. Moreover, examinations help to assess the (10)______ of teaching.<\/p>\n

SubQuestion No: 19<\/strong>
\nQ.19 Select the most appropriate option to \ufb01ll in blank number 9.<\/strong>
\nAns
\n1. settlement
\n2. agreement
\n3. feedback
\n4. decision<\/p>\n

Comprehension:<\/strong> In the following passage some words have been deleted. Fill in the blanks with the help of the
\nalternatives given. Select the most appropriate option for each number.\u00a0 A no-examination policy would kill the competitive (1)______ among the students. It is (2)______ to encourage healthy competition in today\u2019s (3)______ where all admissions and job (4)______ are based on elimination. Also, (5)______ the total absence of examinations, (6)______ who truly deserve may not get fair (7)______, while those who need to (8)______ may not get the right (9)______. Moreover, examinations help to assess the (10)______ of teaching.<\/p>\n

SubQuestion No: 20<\/strong>
\nQ.20 Select the most appropriate option to \ufb01ll in blank number 10.<\/strong>
\nOption:
\n1. consequences
\n2. expense
\n3. quantity
\n4. effectiveness<\/p>\n

Comprehension:<\/strong> In the following passage, some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number. A raptor\u2019s day begins soon after dawn. They (1)______ their wings for a quick warm-up and are ready for the hunt. Nature (2)______ these birds so well that they do not need to hunt every day. By (3)______ a good kill on a particular day, the larger raptor can go without hunting (4)______ two or three weeks. These predators can do without regular meals. This helps them
\nto (5)______ if there is bad weather or lack of food.<\/p>\n

SubQuestion No: 21<\/strong>
\nQ.21 Select the most appropriate option to \ufb01ll in blank number 1.<\/strong>
\nOption:
\n1. \ufb02ing
\n2. \ufb02ee
\n3. \ufb02ap
\n4. \ufb02ow<\/p>\n

Comprehension:<\/strong> In the following passage, some words have been deleted. Fill in the blanks with the help of the
\nalternatives given. Select the most appropriate option for each number. A raptor\u2019s day begins soon after dawn. They (1)______ their wings for a quick warm-up and are ready for the hunt. Nature (2)______ these birds so well that they do not need to hunt every day. By (3)______ a good kill on a particular day, the larger raptor can go without hunting (4)______ two or three weeks. These predators can do without regular meals. This helps them to (5)______ if there is bad weather or lack of food.<\/p>\n

SubQuestion No: 22<\/strong>
\nQ.22 Select the most appropriate option to \ufb01ll in blank number 2.<\/strong>
\nOption:
\n1. have built
\n2. has built
\n3. have build
\n4. has build<\/p>\n

Comprehension:<\/strong> In the following passage, some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number. A raptor\u2019s day begins soon after dawn. They (1)______ their wings for a quick warm-up and are ready for the hunt. Nature (2)______ these birds so well that they do not need to hunt every day. By (3)______ a good kill on a particular day, the larger raptor can go without hunting (4)______ two or three weeks. These predators can do without regular meals. This helps them
\nto (5)______ if there is bad weather or lack of food.<\/p>\n

SubQuestion No: 23<\/strong>
\nQ.23 Select the most appropriate option to \ufb01ll in blank number 3.<\/strong>
\nOption:
\n1. taking
\n2. having
\n3. making
\n4. doing<\/p>\n

Comprehension:<\/strong> In the following passage, some words have been deleted. Fill in the blanks with the help of the
\nalternatives given. Select the most appropriate option for each number. A raptor\u2019s day begins soon after dawn. They (1)______ their wings for a quick warm-up and are ready for the hunt. Nature (2)______ these birds so well that they do not need to hunt every day. By (3)______ a good kill on a particular day, the larger raptor can go without hunting (4)______ two or three weeks. These predators can do without regular meals. This helps them
\nto (5)______ if there is bad weather or lack of food.<\/p>\n

SubQuestion No: 24<\/strong>
\nQ.24 Select the most appropriate option to \ufb01ll in blank number 4.<\/strong>
\nOption:
\n1. for
\n2. in
\n3. since
\n4. from<\/p>\n

Comprehension:<\/strong> In the following passage, some words have been deleted. Fill in the blanks with the help of the
\nalternatives given. Select the most appropriate option for each number. A raptor\u2019s day begins soon after dawn. They (1)______ their wings for a quick warm-up and are ready for the hunt. Nature (2)______ these birds so well that they do not need to hunt every day. By (3)______ a good kill on a particular day, the larger raptor can go without hunting (4)______ two or three weeks. These predators can do without regular meals. This helps them to (5)______ if there is bad weather or lack of food.<\/p>\n

SubQuestion No: 25<\/strong>
\nQ.25 Select the most appropriate option to \ufb01ll in blank number 5.<\/strong>
\nOption:
\n1. satisfy
\n2. saturate
\n3. survive
\n4. support<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Plato is the earliest important educational thinker, and education is an essential element in \u2018The Republic\u2019 (his most important work on philosophy and political theory, written around 360 B.C.). In it, he advocates some rather extreme methods: removing children from their mothers’ care and raising them as wards of the state, and differentiating children suitable to the various
\ncastes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. He believed that education should be holistic, including facts, skills, physical discipline, music and art. Plato believed that talent and intelligence is not distributed genetically and thus is be found in children born to all classes, although his proposed system of selective public education for an educated minority of the population does not really follow a democratic model. Aristotle considered human nature, habit and reason to be equally important forces to be
\ncultivated in education, the ultimate aim of which should be to produce good and virtuous citizens. He proposed that teachers lead their students systematically, and that repetition be used as a key tool to develop good habits, unlike Socrates’ emphasis on questioning his listeners to bring out their own ideas. He emphasized the balancing of the theoretical and practical aspects of subjects taught, among which he explicitly mentions reading, writing, mathematics, music, physical education, literature, history, and a wide range of sciences, as well as play, which he also considered important.<\/p>\n

SubQuestion No: 26<\/strong>
\nQ.26 Which of these methods is NOT advocated in \u2018The Republic\u2019?<\/strong>
\nOption:
\n1. Differentiating children based on castes
\n2. Imparting similar education to all children
\n3. Bringing up children under state guardianship
\n4. Keeping children away from mothers<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Plato is the earliest important educational thinker, and education is an essential element in \u2018The Republic\u2019 (his most important work on philosophy and political theory, written around 360 B.C.). In it, he advocates some rather extreme methods: removing children from their mothers’ care and raising them as wards of the state, and differentiating children suitable to the various
\ncastes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. He believed that education should be holistic, including facts, skills, physical discipline, music and art. Plato believed that talent and intelligence is not distributed genetically and thus is be found in children born to all classes, although his proposed system of selective public education for an educated minority of the population does not really follow a democratic model.\u00a0 Aristotle considered human nature, habit and reason to be equally important forces to be
\ncultivated in education, the ultimate aim of which should be to produce good and virtuous citizens. He proposed that teachers lead their students systematically, and that repetition be used as a key tool to develop good habits, unlike\u00a0 Socrates’ emphasis on questioning his listeners to bring out their own ideas. He emphasized the balancing of the theoretical and practical aspects of subjects taught, among which he explicitly mentions reading, writing, mathematics, music, physical education, literature, history, and a wide range of sciences, as well as play, which he also considered important.<\/p>\n

SubQuestion No: 27<\/strong>
\nQ.27 Aristotle believed that virtuous citizens could be produced by cultivating:<\/strong>
\nOption:
\n1. art and music
\n2. mathematics and science
\n3. theoretical aspects of education
\n4. habit and reason<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Plato is the earliest important educational thinker, and education is an essential element in \u2018The Republic\u2019 (his most important work on philosophy and political theory, written around 360 B.C.). In it, he advocates some rather extreme methods: removing children from their mothers’ care and raising them as wards of the state, and differentiating children suitable to the various
\ncastes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. He believed that education should be holistic, including facts, skills, physical discipline, music and art. Plato believed that talent and intelligence is not distributed genetically and thus is be found in children born to all classes, although his proposed system of selective public education for an educated minority of the population does not really follow a democratic model. Aristotle considered human nature, habit and reason to be equally important forces to be
\ncultivated in education, the ultimate aim of which should be to produce good and virtuous citizens. He proposed that teachers lead their students systematically, and that repetition be used as a key tool to develop good habits, unlike Socrates’ emphasis on questioning his listeners to bring out their own ideas. He emphasized the balancing of the theoretical and practical aspects of subjects taught, among which he explicitly mentions reading, writing, mathematics, music, physical education, literature, history, and a wide range of sciences, as well as play, which he also considered important.<\/p>\n

SubQuestion No: 28<\/strong>
\nQ.28 What tool does Aristotle advocate to teachers to develop good habits in students?<\/strong>
\nOption:
\n1. Writing
\n2. Reading
\n3. Questioning
\n4. Repetition<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Plato is the earliest important educational thinker, and education is an essential element in \u2018The Republic\u2019 (his most important work on philosophy and political theory, written around 360 B.C.). In it, he advocates some rather extreme methods: removing children from their mothers’ care and raising them as wards of the state, and differentiating children suitable to the various
\ncastes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. He believed that education should be holistic, including facts, skills, physical discipline, music and art. Plato believed that talent and intelligence is not distributed genetically and thus is be found in children born to all classes, although his proposed system of selective public education for an educated minority of the population does not really follow a democratic model. Aristotle considered human nature, habit and reason to be equally important forces to be
\ncultivated in education, the ultimate aim of which should be to produce good and virtuous citizens. He proposed that teachers lead their students systematically, and that repetition be used as a key tool to develop good habits, unlike Socrates’ emphasis on questioning his listeners to bring out their own ideas. He emphasized the balancing of the theoretical and practical aspects of subjects taught, among which he explicitly mentions reading, writing, mathematics, music, physical education, literature, history, and a wide range of sciences, as well as play, which he also considered important.<\/p>\n

SubQuestion No: 29<\/strong>
\nQ.29 Children who are imparted highest education, would be responsible for:<\/strong>
\nOption:
\n1. developing talent and skills
\n2. inculcating good habits
\n3. guarding the city
\n4. teaching the illiterate<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Plato is the earliest important educational thinker, and education is an essential element in \u2018The Republic\u2019 (his most important work on philosophy and political theory, written around 360 B.C.). In it, he advocates some rather extreme methods: removing children from their mothers’ care and raising them as wards of the state, and differentiating children suitable to the various
\ncastes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. He believed that education should be holistic, including facts, skills, physical discipline, music and art. Plato believed that talent and intelligence is not distributed genetically and thus is be found in children born to all classes, although his proposed system of selective public education for an educated minority of the population does not really follow a democratic model. Aristotle considered human nature, habit and reason to be equally important forces to be
\ncultivated in education, the ultimate aim of which should be to produce good and virtuous citizens. He proposed that teachers lead their students systematically, and that repetition be used as a key tool to develop good habits, unlike Socrates’ emphasis on questioning his listeners to bring out their own ideas. He emphasized the balancing of the theoretical and practical aspects of subjects taught, among which he explicitly mentions reading, writing, mathematics, music, physical education, literature, history, and a wide range of sciences, as well as play, which he also considered important.<\/p>\n

SubQuestion No: 30<\/strong>
\nQ.30 Which of these statements is NOT true?<\/strong>
\nOption:
\n1. Socrates encouraged the listeners to come up with original ideas.
\n2. The Republic was written around 360 A.D.
\n3. Socrates considered music and physical education as important aspects of learning.
\n4. Plato\u2019s methods of education can be called \u2018extreme\u2019.<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Chanhudaro was a tiny settlement (less than 7 hectares) as compared to Mohenjodaro (125 hectares), almost exclusively devoted to craft production, including bead-making, shellcutting, metal-working, seal-making and weight-making. The variety of materials used to make beads is remarkable: stones like carnelian (of a beautiful red colour), jasper,crystal, quartz and steatite; metals like copper, bronze and gold; and shell, faience and terracotta or burnt clay. Some beads were made of two or more stones, cemented together, some of stone with gold caps. The shapes were numerous\u2013 disc shaped, cylindrical, spherical, barrel-shaped, segmented. Some were decorated by incising or painting, and some had designs etched onto them. Techniques for making beads differed according to the material. Steatite, a very soft stone, was easily worked. Some beads were moulded out of a paste made with steatite powder. This permitted making a variety of shapes, unlike the geometrical forms made out of harder stones. How the steatite micro bead was made remains a puzzle for archaeologists studying ancient technology. Archaeologists\u2019 experiments have revealed that the red colour of carnelian was obtained by \ufb01ring the yellowish raw material and beads at various stages of production. Nodules were chipped into rough shapes, and then \ufb01nely \ufb02aked into the \ufb01nal form. Grinding, polishing and \ufb01nally drilling completed the process. Specialised drills have been found at Chanhudaro, Lothal and more recently at Dholavira. Nageshwar and Balakot, both settlements are near the coast. These were specialised centres for making shell objects \u2013 including bangles, ladles and inlay \u2013 which were taken to other settlements. Similarly, it is likely that \ufb01nished products (such as beads) from Chanhudaro and Lothal were taken to the large urban centres such as Mohenjodaro and Harappa.<\/p>\n

SubQuestion No: 31<\/strong>
\nQ.31 Which of these stones is very soft and easy to mould?<\/strong>
\nOption:
\n1. Quartz
\n2. Steatite
\n3. Jasper
\n4. Crystal<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Chanhudaro was a tiny settlement (less than 7 hectares) as compared to Mohenjodaro (125 hectares), almost exclusively devoted to craft production, including bead-making, shellcutting, metal-working, seal-making and weight-making. The variety of materials used to make beads is remarkable: stones like carnelian (of a beautiful red colour), jasper,crystal, quartz and steatite; metals like copper, bronze and gold; and shell, faience and terracotta or burnt clay. Some beads were made of two or more stones, cemented together, some of stone with gold caps. The shapes were numerous\u2013 disc shaped, cylindrical, spherical, barrel-shaped, segmented. Some were decorated by incising or painting, and some had designs etched onto them. Techniques for making beads differed according to the material. Steatite, a very soft stone, was easily worked. Some beads were moulded out of a paste made with steatite powder. This permitted making a variety of shapes, unlike the geometrical forms made out of harder stones. How the steatite micro bead was made remains a puzzle for archaeologists studying ancient technology. Archaeologists\u2019 experiments have revealed that the red colour of carnelian was obtained by \ufb01ring the yellowish raw material and beads at various stages of production. Nodules were chipped into rough shapes, and then \ufb01nely \ufb02aked into the \ufb01nal form. Grinding, polishing and \ufb01nally drilling completed the process. Specialised drills have been found at Chanhudaro, Lothal and more recently at Dholavira. Nageshwar and Balakot, both settlements are near the coast. These were specialised centres for making shell objects \u2013 including bangles, ladles and inlay \u2013 which were taken to other settlements. Similarly, it is likely that \ufb01nished products (such as beads) from Chanhudaro and Lothal were taken to the large urban centres such as Mohenjodaro and Harappa.<\/p>\n

SubQuestion No: 33<\/strong>
\nQ.33 Which is the \ufb01nal process in the production of beads?<\/strong>
\nOption:
\n1. Polishing
\n2. Drilling
\n3. Grinding
\n4. Chipping<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Chanhudaro was a tiny settlement (less than 7 hectares) as compared to Mohenjodaro (125 hectares), almost exclusively devoted to craft production, including bead-making, shellcutting, metal-working, seal-making and weight-making. The variety of materials used to make beads is remarkable: stones like carnelian (of a beautiful red colour), jasper,crystal, quartz and steatite; metals like copper, bronze and gold; and shell, faience and terracotta or burnt clay. Some beads were made of two or more stones, cemented together, some of stone with gold caps. The shapes were numerous\u2013 disc shaped, cylindrical, spherical, barrel-shaped, segmented. Some were decorated by incising or painting, and some had designs etched onto them. Techniques for making beads differed according to the material. Steatite, a very soft stone, was easily worked. Some beads were moulded out of a paste made with steatite powder. This permitted making a variety of shapes, unlike the geometrical forms made out of harder stones. How the steatite micro bead was made remains a puzzle for archaeologists studying ancient technology. Archaeologists\u2019 experiments have revealed that the red colour of carnelian was obtained by \ufb01ring the yellowish raw material and beads at various stages of production. Nodules were chipped into rough shapes, and then \ufb01nely \ufb02aked into the \ufb01nal form. Grinding, polishing and \ufb01nally drilling completed the process. Specialised drills have been found at Chanhudaro, Lothal and more recently at Dholavira. Nageshwar and Balakot, both settlements are near the coast. These were specialised centres for making shell objects \u2013 including bangles, ladles and inlay \u2013 which were taken to other settlements. Similarly, it is likely that \ufb01nished products (such as beads) from Chanhudaro and Lothal were taken to the large urban centres such as Mohenjodaro and Harappa.<\/p>\n

SubQuestion No: 35<\/strong>
\nQ.35 Shell objects were mostly made at Nageshwar and Balakot because:<\/strong>
\nOption:
\n1. the women loved to wear bangles made of shells
\n2. shells were readily available in these coastal areas
\n3. specialised drills were found here
\n4. shells were transported here from Lothal<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Santiniketan embodies Rabindranath Tagore\u2019s vision of a place of learning that is unfettered by religious and regional barriers. Established in 1863 with the aim of helping education go beyond the con\ufb01nes of the classroom, Santiniketan grew into the Visva Bharati University in 1921, attracting some of the most creative minds in the country. He developed a curriculum that was a unique blend of art, human values and cultural interchange. Even today, in every step, in every brick and in every tree at Santiniketan, one can still feel his presence, his passion, his dedication and his pride in the\u00a0 institution. In 1862, Maharishi Debendranath Tagore, father of Rabindranath, was taking a boat ride through Birbhum, the westernmost corner of Bengal, when he came across a landscape that struck him as the perfect place for meditation. He bought the large tract of land and built a small house and planted some saplings around it. Debendranath Tagore decided to call the place Santiniketan, or the \u2018abode of peace\u2019, because of the serenity it brought to his soul. In 1863, he turned it into a spiritual centre where people from all religions, castes and creeds
\ncame and participated in meditation. In the years that followed, Debendranath\u2019s son Rabindranath went on to become one of the most formidable literary forces India has ever produced. He wrote in all literary genres but he
\nwas \ufb01rst and foremost a poet. As one of the earliest educators to think in terms of the global village, he envisioned an education that was deeply rooted in one\u2019s immediate surroundings but connected to the cultures of the wider world.
\nLocated in the heart of nature, the school aimed to combine education with a sense of obligation towards the larger civic community. Blending the best of western and traditional eastern systems of education, the curriculum revolved organically around nature with classes being held in the open air. Tagore wanted his students to feel free despite being in the formal learning environment of a school, because he himself had dropped out of school when he found himself unable to think and felt claustrophobic within the four walls of a classroom. Nature walks and excursions were a part of the curriculum, special attention was paid to natural phenomena and students were encouraged to follow the life cycles of insects, birds and plants. The rural paradise of Santiniketan, Tagore\u2019s erstwhile home, has become a thriving centre of art, education and internationalism over the years.<\/p>\n

SubQuestion No: 36<\/strong>
\nQ.36 Rabindranath was a \u2018formidable\u2019 literary force. This implies he was:<\/strong>
\nOption:
\n1. a powerful writer
\n2. an avid reader of books
\n3. an orthodox educationist
\n4. a wealthy landowner<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Santiniketan embodies Rabindranath Tagore\u2019s vision of a place of learning that is unfettered by religious and regional barriers. Established in 1863 with the aim of helping education go beyond the con\ufb01nes of the classroom, Santiniketan grew into the Visva Bharati University in 1921, attracting some of the most creative minds in the country. He developed a curriculum that was a unique blend of art, human values and cultural interchange. Even today, in every step, in every brick and in every tree at Santiniketan, one can still feel his presence, his passion, his dedication and his pride in the institution. In 1862, Maharishi Debendranath Tagore, father of Rabindranath, was taking a boat ride through Birbhum, the westernmost corner of Bengal, when he came across a landscape that struck him as the perfect place for meditation. He bought the large tract of land and built a small house and planted some saplings around it. Debendranath Tagore decided to call the place Santiniketan, or the \u2018abode of peace\u2019, because of the serenity it brought to his soul. In 1863, he turned it into a spiritual centre where people from all religions, castes and creeds came and participated in meditation. In the years that followed, Debendranath\u2019s son Rabindranath went on to become one of the most formidable literary forces India has ever produced. He wrote in all literary genres but he was \ufb01rst and foremost a poet. As one of the earliest educators to think in terms of the global village, he envisioned an education that was deeply rooted in one\u2019s immediate surroundings but connected to the cultures of the wider world. Located in the heart of nature, the school aimed to combine education with a sense of obligation towards the larger civic community. Blending the best of western and traditional eastern systems of education, the curriculum revolved organically around nature with classes being held in the open air. Tagore wanted his students to feel free despite being in the formal learning environment of a school, because he himself had dropped out of school when he found himself unable to think and felt claustrophobic within the four walls of a classroom. Nature walks and excursions were a part of the curriculum, special attention was paid to natural phenomena and students were encouraged to follow the life cycles of insects, birds and plants. The rural paradise of Santiniketan, Tagore\u2019s erstwhile home, has become a thriving centre of art, education and internationalism over the years.<\/p>\n

SubQuestion No: 37<\/strong>
\nQ.37 With what aim was Santiniketan established?<\/strong>
\nOption:
\n1. To nurture plants, birds and insects
\n2. To attract the most creative minds
\n3. To encourage education outside the classroom
\n4. To make it the perfect place for meditation<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Santiniketan embodies Rabindranath Tagore\u2019s vision of a place of learning that is unfettered by religious and regional barriers. Established in 1863 with the aim of helping education go beyond the con\ufb01nes of the classroom, Santiniketan grew into the Visva Bharati University in 1921, attracting some of the most creative minds in the country. He developed a curriculum that was a unique blend of art, human values and cultural interchange. Even today, in every step, in every brick and in every tree at Santiniketan, one can still feel his presence, his passion, his dedication and his pride in the institution. In 1862, Maharishi Debendranath Tagore, father of Rabindranath, was taking a boat ride through Birbhum, the westernmost corner of Bengal, when he came across a landscape that struck him as the perfect place for meditation. He bought the large tract of land and built a small house and planted some saplings around it. Debendranath Tagore decided to call the place Santiniketan, or the \u2018abode of peace\u2019, because of the serenity it brought to his soul. In 1863, he turned it into a spiritual centre where people from all religions, castes and creeds came and participated in meditation. In the years that followed, Debendranath\u2019s son Rabindranath went on to become one of the most formidable literary forces India has ever produced. He wrote in all literary genres but he was \ufb01rst and foremost a poet. As one of the earliest educators to think in terms of the global village, he envisioned an education that was deeply rooted in one\u2019s immediate surroundings but connected to the cultures of the wider world. Located in the heart of nature, the school aimed to combine education with a sense of obligation towards the larger civic community. Blending the best of western and traditional eastern systems of education, the curriculum revolved organically around nature with classes being held in the open air. Tagore wanted his students to feel free despite being in the formal learning environment of a school, because he himself had dropped out of school when he found himself unable to think and felt claustrophobic within the four walls of a classroom. Nature walks and excursions were a part of the curriculum, special attention was paid to natural phenomena and students were encouraged to follow the life cycles of insects, birds and plants. The rural paradise of Santiniketan, Tagore\u2019s erstwhile home, has become a thriving centre of art, education and internationalism over the years.<\/p>\n

SubQuestion No: 38<\/strong>
\nQ.38 The word \u2018unfettered\u2019 in the text suggests:<\/strong>
\nOption:
\n1. free from barriers
\n2. outside the classroom
\n3. restricted by regional differences
\n4. bound by religious beliefs<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Santiniketan embodies Rabindranath Tagore\u2019s vision of a place of learning that is unfettered by religious and regional barriers. Established in 1863 with the aim of helping education go beyond the con\ufb01nes of the classroom, Santiniketan grew into the Visva Bharati University in 1921, attracting some of the most creative minds in the country. He developed a curriculum that was a unique blend of art, human values and cultural interchange. Even today, in every step, in every brick and in every tree at Santiniketan, one can still feel his presence, his passion, his dedication and his pride in the institution. In 1862, Maharishi Debendranath Tagore, father of Rabindranath, was taking a boat ride through Birbhum, the westernmost corner of Bengal, when he came across a landscape that struck him as the perfect place for meditation. He bought the large tract of land and built a small house and planted some saplings around it. Debendranath Tagore decided to call the place Santiniketan, or the \u2018abode of peace\u2019, because of the serenity it brought to his soul. In 1863, he turned it into a spiritual centre where people from all religions, castes and creeds came and participated in meditation. In the years that followed, Debendranath\u2019s son Rabindranath went on to become one of the most formidable literary forces India has ever produced. He wrote in all literary genres but he was \ufb01rst and foremost a poet. As one of the earliest educators to think in terms of the global village, he envisioned an education that was deeply rooted in one\u2019s immediate surroundings but connected to the cultures of the wider world. Located in the heart of nature, the school aimed to combine education with a sense of obligation towards the larger civic community. Blending the best of western and traditional eastern systems of education, the curriculum revolved organically around nature with classes being held in the open air. Tagore wanted his students to feel free despite being in the formal learning environment of a school, because he himself had dropped out of school when he found himself unable to think and felt claustrophobic within the four walls of a classroom. Nature walks and excursions were a part of the curriculum, special attention was paid to natural phenomena and students were encouraged to follow the life cycles of insects, birds and plants. The rural paradise of Santiniketan, Tagore\u2019s erstwhile home, has become a thriving centre of art, education and internationalism over the years.<\/p>\n

SubQuestion No: 39<\/strong>
\nQ.39 What did Santiniketan initially serve as?<\/strong>
\nOption:
\n1. A classroom
\n2. A spiritual centre
\n3. A holiday resort
\n4. A summer house<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Santiniketan embodies Rabindranath Tagore\u2019s vision of a place of learning that is unfettered by religious and regional barriers. Established in 1863 with the aim of helping education go beyond the con\ufb01nes of the classroom, Santiniketan grew into the Visva Bharati University in 1921, attracting some of the most creative minds in the country. He developed a curriculum that was a unique blend of art, human values and cultural interchange. Even today, in every step, in every brick and in every tree at Santiniketan, one can still feel his presence, his passion, his dedication and his pride in the institution. In 1862, Maharishi Debendranath Tagore, father of Rabindranath, was taking a boat ride through Birbhum, the westernmost corner of Bengal, when he came across a landscape that struck him as the perfect place for meditation. He bought the large tract of land and built a small house and planted some saplings around it. Debendranath Tagore decided to call the place Santiniketan, or the \u2018abode of peace\u2019, because of the serenity it brought to his soul. In 1863, he turned it into a spiritual centre where people from all religions, castes and creeds came and participated in meditation. In the years that followed, Debendranath\u2019s son Rabindranath went on to become one of the most formidable literary forces India has ever produced. He wrote in all literary genres but he was \ufb01rst and foremost a poet. As one of the earliest educators to think in terms of the global village, he envisioned an education that was deeply rooted in one\u2019s immediate surroundings but connected to the cultures of the wider world. Located in the heart of nature, the school aimed to combine education with a sense of obligation towards the larger civic community. Blending the best of western and traditional eastern systems of education, the curriculum revolved organically around nature with classes being held in the open air. Tagore wanted his students to feel free despite being in the formal learning environment of a school, because he himself had dropped out of school when he found himself unable to think and felt claustrophobic within the four walls of a classroom. Nature walks and excursions were a part of the curriculum, special attention was paid to natural phenomena and students were encouraged to follow the life cycles of insects, birds and plants. The rural paradise of Santiniketan, Tagore\u2019s erstwhile home, has become a thriving centre of art, education and internationalism over the years.<\/p>\n

SubQuestion No : 40<\/strong>
\nQ.40 Tagore\u2019s \u2018erstwhile\u2019 home means:<\/strong>
\nOption:
\n1. former home
\n2. rural retreat
\n3. serene abode
\n4. magni\ufb01cent house<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Santiniketan embodies Rabindranath Tagore\u2019s vision of a place of learning that is unfettered by religious and regional barriers. Established in 1863 with the aim of helping education go beyond the con\ufb01nes of the classroom, Santiniketan grew into the Visva Bharati University in 1921, attracting some of the most creative minds in the country.\u00a0 He developed a curriculum that was a unique blend of art, human values and cultural interchange. Even today, in every step, in every brick and in every tree at Santiniketan, one can still feel his presence, his passion, his dedication and his pride in the institution. In 1862, Maharishi Debendranath Tagore, father of Rabindranath, was taking a boat ride through Birbhum, the westernmost corner of Bengal, when he came across a landscape that struck him as the perfect place for meditation. He bought the large tract of land and built a small house and planted some saplings around it. Debendranath Tagore decided to call the place Santiniketan, or the \u2018abode of peace\u2019, because of the serenity it brought to his soul. In 1863, he turned it into a spiritual centre where people from all religions, castes and creed scame and participated in meditation. In the years that followed, Debendranath\u2019s son Rabindranath went on to become one of the most formidable literary forces India has ever produced. He wrote in all literary genres but he
\nwas \ufb01rst and foremost a poet. As one of the earliest educators to think in terms of the global village, he envisioned an education that was deeply rooted in one\u2019s immediate surroundings but connected to the cultures of the wider world.
\nLocated in the heart of nature, the school aimed to combine education with a sense of obligation towards the larger civic community. Blending the best of western and traditional eastern systems of education, the curriculum revolved organically around nature with classes being held in the open air. Tagore wanted his students to feel free despite being in the formal learning environment of a school, because he himself had dropped out of school when he found himself unable to think and felt claustrophobic within the four walls of a classroom. Nature walks and excursions were a part of the curriculum, special attention was paid to natural phenomena and students were encouraged to follow the life cycles of insects, birds and plants. The rural paradise of Santiniketan, Tagore\u2019s erstwhile home, has become a thriving centre of art, education and internationalism over the years.<\/p>\n

SubQuestion No : 41<\/strong>
\nQ.41 Which of these statements about Santiniketan is NOT true?<\/strong>
\nOption:
\n1. Santiniketan grew into Visva Bharati university.
\n2. Santiniketan is located in the western most part of Bengal.
\n3. At Santiniketan, classes were held in the open air.
\n4. Santiniketan was set up by Rabindranath Tagore.<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Santiniketan embodies Rabindranath Tagore\u2019s vision of a place of learning that is unfettered by religious and regional barriers. Established in 1863 with the aim of helping education go beyond the con\ufb01nes of the classroom, Santiniketan grew into the Visva Bharati University in 1921, attracting some of the most creative minds in the country. He developed a curriculum that was a unique blend of art, human values and cultural interchange. Even today, in every step, in every brick and in every tree at Santiniketan, one can still feel his presence, his passion, his dedication and his pride in the institution. In 1862, Maharishi Debendranath Tagore, father of Rabindranath, was taking a boat ride through Birbhum, the westernmost corner of Bengal, when he came across a landscape that struck him as the perfect place for meditation. He bought the large tract of land and built a small house and planted some saplings around it. Debendranath Tagore decided to call the place Santiniketan, or the \u2018abode of peace\u2019, because of the serenity it brought to his soul. In 1863, he turned it into a spiritual centre where people from all religions, castes and creeds
\ncame and participated in meditation. In the years that followed, Debendranath\u2019s son Rabindranath went on to become one of the most formidable literary forces India has ever produced. He wrote in all literary genres but he
\nwas \ufb01rst and foremost a poet. As one of the earliest educators to think in terms of the global village, he envisioned an education that was deeply rooted in one\u2019s immediate surroundings but connected to the cultures of the wider world.
\nLocated in the heart of nature, the school aimed to combine education with a sense of obligation towards the larger civic community. Blending the best of western and traditional eastern systems of education, the curriculum revolved organically around nature with classes being held in the open air. Tagore wanted his students to feel free despite being in the formal learning environment of a school, because he himself had dropped out of school when he
\nfound himself unable to think and felt claustrophobic within the four walls of a classroom. Nature walks and excursions were a part of the curriculum, special attention was paid to natural phenomena and students were encouraged to follow the life cycles of insects, birds and plants. The rural paradise of Santiniketan, Tagore\u2019s erstwhile home, has become a thriving centre of art, education and internationalism over the years.<\/p>\n

SubQuestion No : 42<\/strong>
\nQ.42 When did Santiniketan grow into a university?<\/strong>
\nOption:
\n1. In 1863
\n2. In 1922
\n3. In 1862
\n4. In 1921<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Santiniketan embodies Rabindranath Tagore\u2019s vision of a place of learning that is unfettered by religious and regional barriers. Established in 1863 with the aim of helping education go beyond the con\ufb01nes of the classroom, Santiniketan grew into the Visva Bharati University in 1921, attracting some of the most creative minds in the country. He developed a curriculum that was a unique blend of art, human values and cultural interchange. Even today, in every step, in every brick and in every tree at Santiniketan, one can still feel his presence, his passion, his dedication and his pride in the institution. In 1862, Maharishi Debendranath Tagore, father of Rabindranath, was taking a boat ride through Birbhum, the westernmost corner of Bengal, when he came across a landscape that struck him as the perfect place for meditation. He bought the large tract of land and built a small house and planted some saplings around it. Debendranath Tagore decided to call the place Santiniketan, or the \u2018abode of peace\u2019, because of the serenity it brought to his soul. In 1863, he turned it into a spiritual centre where people from all religions, castes and creeds
\ncame and participated in meditation. In the years that followed, Debendranath\u2019s son Rabindranath went on to become one of the most formidable literary forces India has ever produced. He wrote in all literary genres but he
\nwas \ufb01rst and foremost a poet. As one of the earliest educators to think in terms of the global village, he envisioned an education that was deeply rooted in one\u2019s immediate surroundings but connected to the cultures of the wider world.
\nLocated in the heart of nature, the school aimed to combine education with a sense of obligation towards the larger civic community. Blending the best of western and traditional eastern systems of education, the curriculum revolved organically around nature with classes being held in the open air. Tagore wanted his students to feel free despite being in the formal learning environment of a school, because he himself had dropped out of school when he found himself unable to think and felt claustrophobic within the four walls of a classroom. Nature walks and excursions were a part of the curriculum, special attention was paid to natural phenomena and students were encouraged to follow the life cycles of insects, birds and plants. The rural paradise of Santiniketan, Tagore\u2019s erstwhile home, has become a thriving centre of art, education and internationalism over the years.<\/p>\n

SubQuestion No : 43<\/strong>
\nQ.43 What does the name Santiniketan mean?<\/strong>
\nOption:
\n1. Abode of love
\n2. Abode of peace
\n3. Abode of learning
\n4. Abode of culture<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Santiniketan embodies Rabindranath Tagore\u2019s vision of a place of learning that is unfettered by religious and regional barriers. Established in 1863 with the aim of helping education go beyond the con\ufb01nes of the classroom, Santiniketan grew into the Visva Bharati University in 1921, attracting some of the most creative minds in the country. He developed a curriculum that was a unique blend of art, human values and cultural interchange. Even today, in every step, in every brick and in every tree at Santiniketan, one can still feel his presence, his passion, his dedication and his pride in the\u00a0 institution. In 1862, Maharishi Debendranath Tagore, father of Rabindranath, was taking a boat ride through Birbhum, the westernmost corner of Bengal, when he came across a landscape that struck him as the perfect place for meditation. He bought the large tract of land and built a small house and planted some saplings around it. Debendranath Tagore decided to call the place Santiniketan, or the \u2018abode of peace\u2019, because of the serenity it brought to his soul. In 1863, he turned it into a spiritual centre where people from all religions, castes and creeds
\ncame and participated in meditation. In the years that followed, Debendranath\u2019s son Rabindranath went on to become one of the most formidable literary forces India has ever produced. He wrote in all literary genres but he
\nwas \ufb01rst and foremost a poet. As one of the earliest educators to think in terms of the global village, he envisioned an education that was deeply rooted in one\u2019s immediate surroundings but connected to the cultures of the wider world.
\nLocated in the heart of nature, the school aimed to combine education with a sense of obligation towards the larger civic community. Blending the best of western and traditional eastern systems of education, the curriculum revolved organically around nature with classes being held in the open air. Tagore wanted his students to feel free despite being in the formal learning environment of a school, because he himself had dropped out of school when he
\nfound himself unable to think and felt claustrophobic within the four walls of a classroom. Nature walks and excursions were a part of the curriculum, special attention was paid to natural phenomena and students were encouraged to follow the life cycles of insects, birds and plants. The rural paradise of Santiniketan, Tagore\u2019s erstwhile home, has become a thriving centre of art, education and internationalism over the years.<\/p>\n

SubQuestion No : 44<\/strong>
\nQ.44 Why did Rabindranath drop out of school?<\/strong>
\nOption:
\n1. He found the curriculum too tough.
\n2. He wanted a formal learning environment.
\n3. He felt sti\ufb02ed within the classroom.
\n4. He was not interested in studies.<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Santiniketan embodies Rabindranath Tagore\u2019s vision of a place of learning that is unfettered by religious and regional barriers. Established in 1863 with the aim of helping education go beyond the con\ufb01nes of the classroom, Santiniketan grew into the Visva Bharati University in 1921, attracting some of the most creative minds in the country. He developed a curriculum that was a unique blend of art, human values and cultural interchange. Even today, in every step, in every brick and in every tree at Santiniketan, one can still feel his presence, his passion, his dedication and his pride in the institution. In 1862, Maharishi Debendranath Tagore, father of Rabindranath, was taking a boat ride through Birbhum, the westernmost corner of Bengal, when he came across a landscape that struck him as the perfect place for meditation. He bought the large tract of land and built a small house and planted some saplings around it. Debendranath Tagore decided to call the place Santiniketan, or the \u2018abode of peace\u2019, because of the serenity it brought to his soul. In 1863, he turned it into a spiritual centre where people from all religions, castes and creeds came and participated in meditation. In the years that followed, Debendranath\u2019s son Rabindranath went on to become one of the most formidable literary forces India has ever produced. He wrote in all literary genres but he was \ufb01rst and foremost a poet. As one of the earliest educators to think in terms of the global village, he envisioned an education that was deeply rooted in one\u2019s immediate surroundings but connected to the cultures of the wider world. Located in the heart of nature, the school aimed to combine education with a sense of obligation towards the larger civic community. Blending the best of western and traditional eastern systems of education, the curriculum revolved organically around nature with classes being held in the open air. Tagore wanted his students to feel free despite being in the formal learning environment of a school, because he himself had dropped out of school when he
\nfound himself unable to think and felt claustrophobic within the four walls of a classroom. Nature walks and excursions were a part of the curriculum, special attention was paid to natural phenomena and students were encouraged to follow the life cycles of insects, birds and plants. The rural paradise of Santiniketan, Tagore\u2019s erstwhile home, has become a thriving centre of art, education and internationalism over the years.<\/p>\n

SubQuestion No : 45<\/strong>
\nQ.45 The curriculum designed for Santiniketan was a blend of:<\/strong>
\nOption:
\n1. western education and village practices
\n2. spiritual and religious exchange
\n3. human values, art and culture
\n4. science and religion<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Her name was Sulekha, but since her childhood everyone had been calling her Bholi, the simpleton. She was the fourth daughter of Ramlal. When she was ten months old, she had fallen off the cot on her head and perhaps it had damaged some par t of her brain. That was why she remained a backward child and came to be known as Bholi, the simpleton. At birth, the child was very fair and pretty. But when she was two years old, she had an attack of smallpox. Only the eyes were saved, but the entire body was permanently dis\ufb01gured by deep black pockmarks. Little Sulekha could not speak till she was \ufb01ve as she was a slow learner, and when at last she learnt to speak, she stammered. The other children often made fun of her and mimicked her. As a result, she talked very little. Ramlal had seven children \u2014 three sons and four daughters, and the youngest of them was Bholi. It was a prosperous farmer\u2019s household and there was plenty to eat and drink. All the children except Bholi were healthy and strong. The sons had been sent to the city to study in schools and later in colleges. Of the daughters, Radha, the eldest, had already been married. The second daughter Mangla\u2019s marriage had also been settled, and when that was done, Ramlal would think of the third, Champa. They were good-looking, healthy girls, and it was not dif\ufb01cult to \ufb01nd bridegrooms for them. But Ramlal was worried about Bholi. She had neither good looks nor intelligence. From her very childhood Bholi was neglected at home. She was seven years old when Mangla was married. The same year a primary school for girls was opened in their village. The Tehsildar sahib
\ncame to perform its opening ceremony. He said to Ramlal, \u201cAs a revenue of\ufb01cial you are the representative of the government in the village and so you must set an example to the villagers. You must send your daughters to school.\u201dThat night when Ramlal consulted his wife,she cried, \u201cAre you crazy? If girls go to school, who will marry them?\u201d But Ramlal had not the courage to disobey the Tehsildar. At last his wife said, \u201cI will tell you what to do. Send Bholi to school. As it is, there is little chance of her getting married, with her ugly face and lack of sense. Let the teachers at school worry about her.\u201d<\/p>\n

\nSubQuestion No : 46<\/strong>
\nQ.46 The word \u2018dis\ufb01gured\u2019 suggests that Bholi\u2019s looks were:<\/strong>
\nOption:
\n1. improved
\n2. impaired
\n3. preserved
\n4. enhanced<\/p>\n

Comprehension: Read the given passage and answer the questions that follow. Her name was Sulekha, but since her childhood everyone had been calling her Bholi, the simpleton. She was the fourth daughter of Ramlal. When she was ten months old, she had fallen off the cot on her head and perhaps it had damaged some par t of her brain. That was why she remained a backward child and came to be known as Bholi, the simpleton. At birth, the child was very fair and pretty. But when she was two years old, she had an attack of smallpox. Only the eyes were saved, but the entire body was permanently dis\ufb01gured by deep black pockmarks. Little Sulekha could not speak till she was \ufb01ve as she was a slow learner, and when at last she learnt to speak, she stammered. The other children often made fun of her and mimicked her. As a result, she talked very little. Ramlal had seven children \u2014 three sons and four daughters, and the youngest of them was Bholi. It was a prosperous farmer\u2019s household and there was plenty to eat and drink. All the children except Bholi were healthy and strong. The sons had been sent to the city to study in schools and later in colleges. Of the daughters, Radha, the eldest, had already been married. The second daughter Mangla\u2019s marriage had also been settled, and when that was done, Ramlal would think of the third, Champa. They were good-looking, healthy girls, and it was not dif\ufb01cult to \ufb01nd bridegrooms for them. But Ramlal was worried about Bholi. She had neither good looks nor intelligence. From her very childhood Bholi was neglected at home. She was seven years old when Mangla was married. The same year a primary school for girls was opened in their village. The Tehsildar sahib came to perform its opening ceremony. He said to Ramlal, \u201cAs a revenue of\ufb01cial you are the representative of the government in the village and so you must set an example to the villagers. You must send your daughters to school.\u201dThat night when Ramlal consulted his wife, she cried, \u201cAre you crazy? If girls go to school, who will marry them?\u201d But Ramlal had not the courage to disobey the Tehsildar. At last his wife said, \u201cI will tell you what to do. Send Bholi to school. As it is, there is little chance of her getting married, with her ugly face and lack of sense. Let the teachers at school worry about her.\u201d<\/p>\n

SubQuestion No : 47<\/strong>
\nQ.47 \u2018Backward child\u2019 in the passage means:<\/strong>
\nOption:
\n1. physically challenged
\n2. mentally challenged
\n3. belonging to a poor family
\n4. belonging to an underprivileged community<\/p>\n

Comprehension: <\/strong>Read the given passage and answer the questions that follow. Her name was Sulekha, but since her childhood everyone had been calling her Bholi, the simpleton. She was the fourth daughter of Ramlal. When she was ten months old, she had fallen off the cot on her head and perhaps it had damaged some par t of her brain. That was why she remained a backward child and came to be known as Bholi, the simpleton. At birth, the child was very fair and pretty. But when she was two years old, she had an attack of smallpox. Only the eyes were saved, but the entire body was permanently dis\ufb01gured by deep black pockmarks. Little Sulekha could not speak till she was \ufb01ve as she was a slow learner, and when at last she learnt to speak, she stammered. The other children often made fun of her and mimicked her. As a result, she talked very little. Ramlal had seven children \u2014 three sons and four daughters, and the youngest of them was Bholi. It was a prosperous farmer\u2019s household and there was plenty to eat and drink. All the children except Bholi were healthy and strong. The sons had been sent to the city to study in schools and later in colleges. Of the daughters, Radha, the eldest, had already been married. The second daughter Mangla\u2019s marriage had also been settled, and when that was done, Ramlal would think of the third, Champa. They were good-looking, healthy girls, and it was not dif\ufb01cult to \ufb01nd bridegrooms for them. But Ramlal was worried about Bholi. She had neither good looks nor intelligence. From her very childhood Bholi was neglected at home. She was seven years old when Mangla was married. The same year a primary school for girls was opened in their village. The Tehsildar sahib came to perform its opening ceremony. He said to Ramlal, \u201cAs a revenue of\ufb01cial you are the representative of the government in the village and so you must set an example to the villagers. You must send your daughters to school.\u201dThat night when Ramlal consulted his wife,she cried, \u201cAre you crazy? If girls go to school, who will marry them?\u201d But Ramlal had not the courage to disobey the Tehsildar. At last his wife said, \u201cI will tell you what to do. Send Bholi to school. As it is, there is little chance of her getting married, with her ugly face and lack of sense. Let the teachers at school worry about her.\u201d<\/p>\n

SubQuestion No : 48<\/strong>
\nQ.48 Bholi\u2019s mother agreed to send her to school because:<\/strong>
\nOption:
\n1. she wanted to educate Bholi
\n2. she cared for Bholi\u2019s well-being
\n3. she wanted to wash her hands off Bholi
\n4. Bholi was neglected at home<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Her name was Sulekha, but since her childhood everyone had been calling her Bholi, the simpleton. She was the fourth daughter of Ramlal. When she was ten months old, she had fallen off the cot on her head and perhaps it had damaged some par t of her brain. That was why she remained a backward child and came to be known as Bholi, the simpleton. At birth, the child was very fair and pretty. But when she was two years old, she had an attack of smallpox. Only the eyes were saved, but the entire body was permanently dis\ufb01gured by deep black pockmarks. Little Sulekha could not speak till she was \ufb01ve as she was a slow learner, and when at last she learnt to speak, she stammered. The other children often made fun of her and mimicked her. As a result, she talked very little. Ramlal had seven children \u2014 three sons and four daughters, and the youngest of them was Bholi. It was a prosperous farmer\u2019s household and there was plenty to eat and drink. All the children except Bholi were healthy and strong. The sons had been sent to the city to study in schools and later in colleges. Of the daughters, Radha, the eldest, had already been married. The second daughter Mangla\u2019s marriage had also been settled, and when that was done, Ramlal would think of the third, Champa. They were good-looking, healthy girls, and it was not dif\ufb01cult to \ufb01nd bridegrooms for them. But Ramlal was worried about Bholi. She had neither good looks nor intelligence. From her very childhood Bholi was neglected at home. She was seven years old when Mangla was married. The same year a primary school for girls was opened in their village. The Tehsildar sahib came to perform its opening ceremony. He said to Ramlal, \u201cAs a revenue of\ufb01cial you are the representative of the government in the village and so you must set an example to the villagers. You must send your daughters to school.\u201dThat night when Ramlal consulted his wife,she cried, \u201cAre you crazy? If girls go to school, who will marry them?\u201d But Ramlal had not the courage to disobey the Tehsildar. At last his wife said, \u201cI will tell you what to do. Send Bholi to school. As it is, there is little chance of her getting married, with her ugly face and lack of sense. Let the teachers at school worry about her.\u201d<\/p>\n

SubQuestion No : 49<\/strong>
\nQ.49 What did the small pox attack do to Sulekha?<\/strong>
\nOption:
\n1. It damaged her speech.
\n2. It made her look ugly.
\n3. It damaged her eyes.
\n4. It made her dull.<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Her name was Sulekha, but since her childhood everyone had been calling her Bholi, the simpleton. She was the fourth daughter of Ramlal. When she was ten months old, she had fallen off the cot on her head and perhaps it had damaged some par t of her brain. That was why she remained a backward child and came to be known as Bholi, the simpleton. At birth, the child was very fair and pretty. But when she was two years old, she had an attack of smallpox. Only the eyes were saved, but the entire body was permanently dis\ufb01gured by deep black pockmarks. Little Sulekha could not speak till she was \ufb01ve as she was a slow learner, and when at last she learnt to speak, she stammered. The other children often made fun of her and mimicked her. As a result, she talked very little. Ramlal had seven children \u2014 three sons and four daughters, and the youngest of them was Bholi. It was a prosperous farmer\u2019s household and there was plenty to eat and drink. All the children except Bholi were healthy and strong. The sons had been sent to the city to study in schools and later in colleges. Of the daughters, Radha, the eldest, had already been married. The second daughter Mangla\u2019s marriage had also been settled, and when that was done, Ramlal would think of the third, Champa. They were good-looking, healthy girls, and it was not dif\ufb01cult to \ufb01nd bridegrooms for them. But Ramlal was worried about Bholi. She had neither good looks nor intelligence. From her very childhood Bholi was neglected at home. She was seven years old when Mangla was married. The same year a primary school for girls was opened in their village. The Tehsildar sahib
\ncame to perform its opening ceremony. He said to Ramlal, \u201cAs a revenue of\ufb01cial you are the representative of the government in the village and so you must set an example to the villagers. You must send your daughters to school.\u201d That night when Ramlal consulted his wife,she cried, \u201cAre you crazy? If girls go to school, who will marry them?\u201d But Ramlal had not the courage to disobey the Tehsildar. At last his wife said, \u201cI will tell you what to do. Send Bholi to school. As it is, there is little chance of her getting married, with her ugly face and lack of sense. Let the teachers at school worry about her.\u201d<\/p>\n

SubQuestion No : 51<\/strong>
\nQ.51 How was Ramlal expected to set an example for the villagers?<\/strong>
\nOption:
\n1. By sending his daughters to school
\n2. By treating Bholi as an equal
\n3. By marrying off his daughters at an early age
\n4. By sending his sons to school<\/p>\n

Comprehension:<\/strong> Read the given passage and answer the questions that follow. Her name was Sulekha, but since her childhood everyone had been calling her Bholi, the simpleton. She was the fourth daughter of Ramlal. When she was ten months old, she had fallen off the cot on her head and perhaps it had damaged some par t of her brain. That was why she remained a backward child and came to be known as Bholi, the simpleton. At birth, the child was very fair and pretty. But when she was two years old, she had an attack of smallpox. Only the eyes were saved, but the entire body was permanently dis\ufb01gured by deep black pockmarks. Little Sulekha could not speak till she was \ufb01ve as she was a slow learner, and when at last she learnt to speak, she stammered. The other children often made fun of her and mimicked her. As a result, she talked very little. Ramlal had seven children \u2014 three sons and four daughters, and the youngest of them was Bholi. It was a prosperous farmer\u2019s household and there was plenty to eat and drink. All the children except Bholi were healthy and strong. The sons had been sent to the city to study in schools and later in colleges. Of the daughters, Radha, the eldest, had already been married. The second daughter Mangla\u2019s marriage had also been settled, and when that was done, Ramlal would think of the third, Champa. They were good-looking, healthy girls, and it was not dif\ufb01cult to \ufb01nd bridegrooms for them. But Ramlal was worried about Bholi. She had neither good looks nor intelligence. From her very childhood Bholi was neglected at home. She was seven years old when Mangla was married. The same year a primary school for girls was opened in their village. The Tehsildar sahib
\ncame to perform its opening ceremony. He said to Ramlal, \u201cAs a revenue of\ufb01cial you are the representative of the government in the village and so you must set an example to the villagers. You must send your daughters to school.\u201dThat night when Ramlal consulted his wife,she cried, \u201cAre you crazy? If girls go to school, who will marry them?\u201d But Ramlal had not the courage to disobey the Tehsildar. At last his wife said, \u201cI will tell you what to do. Send Bholi to school. As it is, there is little chance of her getting married, with her ugly face and lack of sense. Let the teachers at school worry about her.\u201d<\/p>\n

SubQuestion No : 53<\/strong>
\nQ.53 Why was Ramlal worried about Bholi?<\/strong>
\nOption:
\n1. She was not willing to get educated.
\n2. She was too old to get married.
\n3. It would be dif\ufb01cult to arrange her marriage.
\n4. It was dif\ufb01cult to comprehend her speech.<\/p>\n

Comprehension: <\/strong>Read the given passage and answer the questions that follow. Her name was Sulekha, but since her childhood everyone had been calling her Bholi, the simpleton. She was the fourth daughter of Ramlal. When she was ten months old, she had fallen off the cot on her head and perhaps it had damaged some par t of her brain. That was why she remained a backward child and came to be known as Bholi, the simpleton. At birth, the child was very fair and pretty. But when she was two years old, she had an attack of smallpox. Only the eyes were saved, but the entire body was permanently dis\ufb01gured by deep black pockmarks. Little Sulekha could not speak till she was \ufb01ve as she was a slow learner, and when at last she learnt to speak, she stammered. The other children often made fun of her and mimicked her. As a result, she talked very little. Ramlal had seven children \u2014 three sons and four daughters, and the youngest of them was Bholi. It was a prosperous farmer\u2019s household and there was plenty to eat and drink. All the children except Bholi were healthy and strong. The sons had been sent to the city to study in schools and later in colleges. Of the daughters, Radha, the eldest, had already been married. The second daughter Mangla\u2019s marriage had also been settled, and when that was done, Ramlal would think of the third, Champa. They were good-looking, healthy girls, and it was not dif\ufb01cult to \ufb01nd bridegrooms for them. But Ramlal was worried about Bholi. She had neither good looks nor intelligence. From her very childhood Bholi was neglected at home. She was seven years old when Mangla was married. The same year a primary school for girls was opened in their village. The Tehsildar sahib
\ncame to perform its opening ceremony. He said to Ramlal, \u201cAs a revenue of\ufb01cial you are the representative of the government in the village and so you must set an example to the villagers. You must send your daughters to school.\u201dThat night when Ramlal consulted his wife,she cried, \u201cAre you crazy? If girls go to school, who will marry them?\u201d But Ramlal had not the courage to disobey the Tehsildar. At last his wife said, \u201cI will tell you what to do. Send Bholi to school. As it is, there is little chance of her getting married, with her ugly face and lack of sense. Let the teachers at school worry about her.\u201d<\/p>\n

SubQuestion No : 54<\/strong>
\nQ.54 Sulekha came to be called Bholi because she was:<\/strong>
\nOption:
\n1. fair and pretty
\n2. healthy and strong
\n3. the youngest daughter
\n4. not very intelligent<\/p>\n

Comprehension: <\/strong>Read the given passage and answer the questions that follow. Her name was Sulekha, but since her childhood everyone had been calling her Bholi, the simpleton. She was the fourth daughter of Ramlal. When she was ten months old, she had fallen off the cot on her head and perhaps it had damaged some par t of her brain. That was why she remained a backward child and came to be known as Bholi, the simpleton. At birth, the child was very fair and pretty. But when she was two years old, she had an attack of smallpox. Only the eyes were saved, but the entire body was permanently dis\ufb01gured by deep black pockmarks. Little Sulekha could not speak till she was \ufb01ve as she was a slow learner, and when at last she learnt to speak, she stammered. The other children often made fun of her and mimicked her. As a result, she talked very little. Ramlal had seven children \u2014 three sons and four daughters, and the youngest of them was Bholi. It was a prosperous farmer\u2019s household and there was plenty to eat and drink. All the children except Bholi were healthy and strong. The sons had been sent to the city to study in schools and later in colleges. Of the daughters, Radha, the eldest, had already been married. The second daughter Mangla\u2019s marriage had also been settled, and when that was done, Ramlal would think of the third, Champa. They were good-looking, healthy girls, and it was not dif\ufb01cult to \ufb01nd bridegrooms for them. But Ramlal was worried about Bholi. She had neither good looks nor intelligence. From her very childhood Bholi was neglected at home. She was seven years old when Mangla was married. The same year a primary school for girls was opened in their village. The Tehsildar sahib
\ncame to perform its opening ceremony. He said to Ramlal, \u201cAs a revenue of\ufb01cial you are the representative of the government in the village and so you must set an example to the villagers. You must send your daughters to school.\u201dThat night when Ramlal consulted his wife,she cried, \u201cAre you crazy? If girls go to school, who will marry them?\u201d But Ramlal had not the courage to disobey the Tehsildar. At last his wife said, \u201cI will tell you what to do. Send Bholi to school. As it is, there is little chance of her getting married, with her ugly face and lack of sense. Let the teachers at school worry about her.\u201d<\/p>\n

SubQuestion No: 55<\/strong>
\nQ.55 At what age did Sulekha damage her brain?<\/strong>
\nOption:
\n1. Ten months
\n2. Five years
\n3. Two years
\n4. Seven years<\/p>\n

Q.56 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. However, Yusuf comforted himself by imagining the hotel food in store for him the next day.
\nB. First, Yusuf\u2019s stomach was occupied by excitement.
\nC. It was dif\ufb01cult to eat dinner that night.
\nD. Secondly, mother was on one of her health trips and had prepared sprouted beans and yoghurt.
\nOption:
\n1. BADC
\n2. BCAD
\n3. ACBD
\n4. CBDA<\/p>\n

Q.57 Select the most appropriate option to \ufb01ll in the blank. The Children\u2019s Series ______ recommended for young readers.<\/strong>
\nOption:
\n1. is
\n2. have
\n3. are
\n4. has<\/p>\n

Q.58 Select the most appropriate one-word substitution for the given words. An imaginary ideal society<\/strong>
\nOption:
\n1. Flawless
\n2. Ultimate
\n3. Utopia
\n4. Model<\/p>\n

Q.59 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. A hole is in my pocket.<\/strong>
\nOption:
\n1. A hole are there
\n2. A hole there is
\n3. There is a hole
\n4. No improvement<\/p>\n

Q.60 Select the most appropriate antonym of the given word.<\/strong>
\nCRUCIAL
\nOption:
\n1. Stable
\n2. Essential
\n3. Urgent
\n4. Trivial<\/p>\n

Q.61 Select the misspelt word.<\/strong>
\nOption:
\n1. sense
\n2. swallow
\n3. survey
\n4. strech<\/p>\n

Q.62 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. I will accept the responsibility while a time comes.<\/strong>
\nOption:
\n1. when the time
\n2. whenever a time
\n3. No improvement
\n4. until a time<\/p>\n

Q.63 Identify the segment in the sentence which contains a grammatical error. I want you to complete this work by two days.<\/strong>
\nOption:
\n1. this work
\n2. I want you
\n3. to complete
\n4. by two days<\/p>\n

Q.64 Select the correct passive form of the given sentence. Razia Sultana ruled over the northern part of India.<\/strong>
\nOption:
\n1. The northern part of India is ruled over by Razia Sultana.
\n2. The northern part of India was ruled over by Razia Sultana.
\n3. The northern part of India had been ruled over by Razia Sultana.
\n4. The northern part of India was being ruled over by Razia Sultana.<\/p>\n

Q.65 Select the correct active form of the given sentence. Was your bag left in the bus?<\/strong>
\nOption:
\n1. Did you left your bag in the bus?
\n2. Did you leave your bag in the bus?
\n3. Have you left your bag in the bus?
\n4. Was you leaving your bag in the bus?<\/p>\n

Q.66 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. The other was on the side table near the window.
\nB. When I returned, I was shocked to see one set lying on the \ufb02oor.
\nC. I was gone for more than an hour.
\nOption:
\n1. CDAB
\n2. DBAC
\n3. DCBA
\n4. CBDA<\/p>\n

Q.67 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. Although Sonu had many more that he wanted to ask, he realised mummy was tired and became silent.
\nB. She answered a few and then stopped.
\nC. When mummy returned from work, she took Sonu for a walk.
\nD. But she was too tired to answer all his questions.
\nOption:
\n1. CABD
\n2. BDAC
\n3. DACB
\n4. CDBA<\/p>\n

Q.68 Select the correct indirect form of the given sentence. She said to me, \u201cHave you ever \ufb02own a kite?\u201d<\/strong>
\nOption:
\n1. She asked me if you have ever \ufb02own a kite.
\n2. She asked me that had I ever \ufb02own a kite.
\n3. She asked me if I had ever \ufb02own a kite.
\n4. She asked me if I ever \ufb02ew a kite.<\/p>\n

Q.69 Select the most appropriate meaning of the underlined idiom in the given sentence. She felt like a \ufb01sh out of water at her new job.<\/strong>
\nOption:
\n1. angry and hurt
\n2. comfortable and relaxed
\n3. uncomfortable and restless
\n4. happy and free<\/p>\n

Q.70 Select the most appropriate synonym of the given word.<\/strong>
\nEFFICIENCY
\nOption:
\n1. Disability
\n2. Fluency
\n3. Tendency
\n4. Capability<\/p>\n

Q.71 Identify the segment in the sentence which contains a grammatical error. The venue for the wedding have not yet been \ufb01nalised.<\/strong>
\nOption:
\n1. been \ufb01nalised
\n2. The venue
\n3. have not yet
\n4. for the wedding<\/p>\n

Q.72 Select the correct direct form of the given sentence. He asked me if I would like to learn French.<\/strong>
\nOption:
\n1. He said to me, \u201cDo you like to learn French?\u201d
\n2. He said to me, \u201cI would like to learn French.\u201d
\n3. He said to me, \u201cYou would like to learn French?\u201d
\n4. He said to me, \u201cWould you like to learn French?\u201d<\/p>\n

Q.73 Identify the segment in the sentence which contains a grammatical error. There was enough evidence to convict him on selling of fake medicines.<\/strong>
\nOption:
\n1. to convict him
\n2. fake medicines
\n3. on selling of
\n4. There was enough evidence<\/p>\n

Q.74 Select the most appropriate option to \ufb01ll in the blank. ______ you mind lending me your book for a day?<\/strong>
\nOption:
\n1. Would
\n2. Need
\n3. May
\n4. Could<\/p>\n

Q.75 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. There was an argument about if we shall move to another city.<\/strong>
\nOption:
\n1. about if we should move
\n2. on if we shall be moving
\n3. about whether we should move
\n4. No improvement<\/p>\n

Q.76 Select the most appropriate one-word substitution for the given words. A government by the nobles<\/strong>
\nOption:
\n1. Monarchy
\n2. Democracy
\n3. Oligarchy
\n4. Aristocracy<\/p>\n

Q.77 Select the most appropriate one-word substitution for the given words. A place where gambling games are played<\/strong>
\nOption:
\n1. Arena
\n2. Stadium
\n3. Casino
\n4. Gymnasium<\/p>\n

Q.78 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. The place was not cold only and also damp.<\/strong>
\nOption:
\n1. No improvement
\n2. only cold not also
\n3. not only cold but also
\n4. not only cold and both<\/p>\n

Q.79 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. Many a person are unable of distinguish right from wrong.<\/strong>
\nOption:
\n1. are unable to
\n2. are capable of
\n3. is unable to
\n4. No improvement<\/p>\n

Q.80 Select the correct passive form of the given sentence. They are making elaborate arrangements for the party.<\/strong>
\nOption:
\n1. Elaborate arrangements have been made for the party.
\n2. Elaborate arrangements are made for the party.
\n3. Elaborate arrangements are being made for the party.
\n4. Elaborate arrangements were being made for the party.<\/p>\n

Q.81 Identify the segment in the sentence which contains a grammatical error. The man played the \ufb02ute and led all the mouse out of the town.<\/strong>
\nOption:
\n1. all the mouse
\n2. the \ufb02ute and led
\n3. out of the town
\n4. The man played<\/p>\n

Q.82 Select the correct direct form of the given sentence. She told her brother that she was going to meet her friend.<\/strong>
\nOption:
\n1. She said to her brother, \u201cI was going to meet my friend.\u201d
\n2. She said to her brother, \u201cShe will go to meet her friend.\u201d
\n3. She said to her brother, \u201cI am gone to meet her friend.\u201d
\n4. She said to her brother, \u201cI am going to meet my friend.\u201d<\/p>\n

Q.83 Select the correct direct form of the given sentence. Saaransh said he had solved the crossword the previous day.<\/strong>
\nOption:
\n1. Saaransh said, \u201cI solved the crossword yesterday.\u201d
\n2. Saaransh said, \u201cHe have solved the crossword yesterday.\u201d
\n3. Saaransh said, \u201cI have solved the crossword the previous day.\u201d
\n4. Saaransh said, \u201cHe has solved the crossword the previous day.\u201d<\/p>\n

Q.84 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. We are coping the problems with the best of our ability.<\/strong>
\nOption:
\n1. coping in the problems by
\n2. No improvement
\n3. coping with the problems to
\n4. coping the problems at<\/p>\n

Q.85 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. I have been working with children before, so I know what to expect.<\/strong>
\nOption:
\n1. No improvement
\n2. have worked
\n3. am working
\n4. work<\/p>\n

Q.86 Select the most appropriate one-word substitution for the given words. A partner in crime<\/strong>
\nOption:
\n1. Alibi
\n2. Amateur
\n3. Agent
\n4. Accomplice<\/p>\n

Q.87 Select the correct passive form of the given sentence. We all regard Liza as an expert.<\/strong>
\nOption:
\n1. Liza is regarded as an expert by all of us.
\n2. Liza has been regarded as an expert by all of us.
\n3. Liza was regarded as an expert by all of us.
\n4. Liza should be regarded as an expert by all of us.<\/p>\n

Q.88 Select the most appropriate meaning of the underlined idiom in the given sentence. Information technology has developed by leaps and bounds.<\/strong>
\nOption:
\n1. at a rapid pace
\n2. very gradually
\n3. through unfair means
\n4. in far off places<\/p>\n

Q.89 Select the correct indirect form of the given sentence. He said to Manoj, \u201cI celebrated my birthday two days ago.\u201d<\/strong>
\nOption:
\n1. He told Manoj that he celebrated his birthday two days ago.
\n2. He told Manoj that he celebrated my birthday two days before.
\n3. He told Manoj that I celebrated my birthday two days ago.
\n4. He told Manoj that he had celebrated his birthday two days before.<\/p>\n

Q.90 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. She are having two brothers and three sisters.<\/strong>
\nOption:
\n1. No improvement
\n2. is having
\n3. has
\n4. have<\/p>\n

Q.91 Select the most appropriate one-word substitution for the given words. A close-\ufb01tting cover for a sword<\/strong>
\nOption:
\n1. Shank
\n2. Sheath
\n3. Quiver
\n4. Dagger<\/p>\n

Q.92 Select the most appropriate meaning of the underlined idiom in the given sentence. Her success as a singer was a nine days\u2019 wonder.<\/strong>
\nOption:
\n1. a proud achievement
\n2. an impossible feat
\n3. eternal fame
\n4. a short-lived sensation<\/p>\n

Q.93 Select the correct passive form of the given sentence. We have looked at the plan carefully.<\/strong>
\nOption:
\n1. The plan was looked at carefully.
\n2. The plan is being looked at carefully.
\n3. The plan has been looked at carefully.
\n4. The plan have been looked at carefully.<\/p>\n

Q.94 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. Dr Prince became aware of a small \ufb01gure standing in the aisle beside his seat.
\nB. \u201cWon\u2019t your mother be wondering where you are?\u201d he asked her.
\nC. He brought his eyes into focus and saw that it was a girl of seven or eight.
\nD. She was staring at him steadily with large blue eyes.
\nOption:
\n1. BDAC
\n2. CDBA
\n3. ACDB
\n4. ABCD<\/p>\n

Q.95 Select the correct indirect form of the given sentence. The Prime Minister has said, \u201cThe government will extend help to the unorganised sector.\u201d<\/strong>
\nOption:
\n1. The Prime Minister has said that the government will extend help to the unorganised sector.
\n2. The Prime Minister said that the government has extended help to the unorganised sector.
\n3. The Prime Minister said that the government would extend help to the unorganised sector.
\n4. The Prime Minister has said that the government extended help to the unorganised sector.<\/p>\n

Q.96 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. She could not accompany her daughter due to visa restrictions.
\nB. That trip to Florida with her father Yuri launched her on the path to success.
\nC. Maria had not yet celebrated her tenth birthday when she was packed off in a train to the United States.
\nD. But it also required a heart-wrenching two-year separation from her mother Yelena.
\nOption:
\n1. CADB
\n2. BCAD
\n3. ABCD
\n4. CBDA<\/p>\n

Q.97 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. Soon, Mahima\u2019s castle was ready.
\nB. As for Sudhir\u2019s castle, even the walls weren\u2019t ready yet.
\nC. It was beautiful with big and small domes and arches.
\nD. Sudhir and Mahima settled down on the sand and each began to make a separate castle.
\nOption:
\n1. DACB
\n2. DBCA
\n3. CBDA
\n4. ABDC<\/p>\n

Q.98 Identify the segment in the sentence which contains a grammatical error. He loses his tempers on the slightest provocation.<\/strong>
\nOption:
\n1. He loses
\n2. provocation
\n3. the slightest
\n4. his tempers on<\/p>\n

Q.99 Select the correct direct form of the given sentence. The policeman warned us not to block the traf\ufb01c.<\/strong>
\nOption:
\n1. The policeman said to us, \u201cLet us not block the traf\ufb01c.\u201d
\n2. The policeman said to us, \u201cYou did not block the traf\ufb01c.\u201d
\n3. The policeman said to us, \u201cWe should not block the traf\ufb01c.\u201d
\n4. The policeman said to us, \u201cDo not block the traf\ufb01c.\u201d<\/p>\n

Q.100 Select the correct indirect form of the given sentence. The supervisor said to the worker, \u201cHow long have you been working for this company?\u201d<\/strong>
\nOption:
\n1. The supervisor asked the worker for how long had he been working for this company.
\n2. The supervisor asked the worker how long had he being working for that company.
\n3. The supervisor asked the worker that how long you had been working for that company.
\n4. The supervisor asked the worker how long he had been working for that company.<\/p>\n

Q.101 Select the correct indirect form of the given sentence. He said to his brother, \u201cPack your bags and leave now.\u201d<\/strong>
\nOption:
\n1. He ordered his brother to pack your bags and leave now.
\n2. He instructed his brother to pack his bags and leave then.
\n3. He suggested his brother that he should pack his bags and leave then.
\n4. He told his brother that pack your bags and leave now.<\/p>\n

Q.102 Select the most appropriate one-word substitution for the given words. A doctor who treats skin diseases<\/strong>
\nOption:
\n1. Dermatologist
\n2. Orthodontist
\n3. Cardiologist
\n4. Ophthalmologist<\/p>\n

Q.103 Select the misspelt word.<\/strong>
\nOption:
\n1. foreiner
\n2. conjure
\n3. summon
\n4. intrigue<\/p>\n

Q.104 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. If you had asked me, I had told you not to invest in that property.<\/strong>
\nOption:
\n1. I would have told you
\n2. I would tell you
\n3. I will tell you
\n4. No improvement<\/p>\n

Q.105 Select the most appropriate synonym of the given word.<\/strong>
\nRAMIFICATION
\nOption:
\n1. Inception
\n2. Consequence
\n3. Source
\n4. Satisfaction<\/p>\n

Q.106 Select the most appropriate one-word substitution for the given words. Safe to drink<\/strong>
\nOption:
\n1. Delectable
\n2. Potable
\n3. Feasible
\n4. Edible<\/p>\n

Q.107 Select the correct passive form of the given sentence. My mother gave me an interesting book.<\/strong>
\nOption:
\n1. I was given an interesting book by my mother.
\n2. I am given an interesting book by my mother.
\n3. An interesting book is given to me by my mother.
\n4. An interesting book has been given to my mother.<\/p>\n

Q.108 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. Mahatma Gandhi got a doctor to volunteer his services for six months.
\nB. Health conditions in Champaran were miserable.
\nC. The doctor gave quinine to malaria patients and the ointment with castor oil to those with skin eruptions.
\nD. Only three medicines were available- castor oil, quinine and sulphur ointment.
\nOption:
\n1. BCDA
\n2. CDAB
\n3. ACBD
\n4. BADC<\/p>\n

Q.109 Select the correct active form of the given sentence. Let the shops be opened.<\/strong>
\nOption:
\n1. Open the shops.
\n2. The shops should be opened.
\n3. Have the shops opened?
\n4. The shops are open.<\/p>\n

Q.110 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. This stain can be remove by lime juice.<\/strong>
\nOption:
\n1. removed through
\n2. remove from
\n3. removed with
\n4. No improvement<\/p>\n

Q.111 Select the most appropriate option to \ufb01ll in the blank. The artists will arrive ______ an hour.<\/strong>
\nOption:
\n1. within
\n2. between
\n3. along
\n4. before<\/p>\n

Q.112 Identify the segment in the sentence which contains a grammatical error. The three of them shouted out to each another when the train started moving.<\/strong>
\nOption:
\n1. started moving
\n2. shouted out to each another
\n3. when the train
\n4. The three of them<\/p>\n

Q.113 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. I bet you can\u2019t beat me by chess.<\/strong>
\nOption:
\n1. No improvement
\n2. in the chess
\n3. on chess
\n4. at chess<\/p>\n

Q.114 Select the most appropriate meaning of the underlined idiom in the given sentence. His comments cast a slur upon the integrity of his manager.<\/strong>
\nOption:
\n1. redeemed
\n2. praised
\n3. improved
\n4. damaged<\/p>\n

Q.115 Identify the segment in the sentence which contains a grammatical error. Zoya won the \ufb01rst prize in the race unless she stumbled and fell.<\/strong>
\nOption:
\n1. unless she
\n2. prize in the race
\n3. Zoya won the \ufb01rst
\n4. stumbled and fell<\/p>\n

Q.116 Select the correct active form of the given sentence. You might be promoted this year.<\/strong>
\nOption:
\n1. They should have promoted you this year.
\n2. They will promote you this year.
\n3. They might promote you this year.
\n4. You may promote them this year.<\/p>\n

Q.117 Select the correct active form of the given sentence. He was hit in the eye by an arrow.<\/strong>
\nOption:
\n1. An arrow has hit him in the eye.
\n2. An arrow hit him in the eye.
\n3. An arrow will hit him in the eye.
\n4. An arrow was hitting him in the eye.<\/p>\n

Q.118 Select the correct direct form of the given sentence. She asked her mother where her gold bracelet was.<\/strong>
\nOption:
\n1. She said to her mother, \u201cWhere is my gold bracelet?\u201d
\n2. She said to her mother, \u201cWhere was my gold bracelet?\u201d
\n3. She asked to her mother, \u201cWhere my gold bracelet is?\u201d
\n4. She said to her mother, \u201cWhere was her gold bracelet?\u201d<\/p>\n

Q.119 Identify the segment in the sentence which contains a grammatical error. We must plan how can we cope with the present situation.<\/strong>
\nOption:
\n1. how can we
\n2. cope with the
\n3. present situation
\n4. We must plan<\/p>\n

Q.120 Select the most appropriate meaning of the underlined idiom in the given sentence. If the audit report shows anomalies, the \ufb01nance manager will be brought to book.<\/strong>
\nOption:
\n1. given a promotion
\n2. rewarded suitably
\n3. supported fully
\n4. held accountable<\/p>\n

Q.121 Select the most appropriate option to \ufb01ll in the blank. The police will regard it as an accident ______ any evidence to the contrary is found.<\/strong>
\nOption:
\n1. still
\n2. whenever
\n3. otherwise
\n4. unless<\/p>\n

Q.122 Select the correct direct form of the given sentence. The young man prayed to God to help him clear that interview.<\/strong>
\nOption:
\n1. The young man said, \u201cO God! Help him to clear that interview.\u201d
\n2. The young man said to God, \u201cWill you help me clear that interview?\u201d
\n3. The young man said to God, \u201cYou have to help me clear that interview.\u201d
\n4. The young man said, \u201cO God! Help me clear this interview.\u201d<\/p>\n

Q.123 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. But he seems to have become weary when it came to the ears.
\nB. The result is that we spend all our hours hankering after something unattainable, namely silence.
\nC. God constructed the human body with a lot of forethought and solicitude.
\nD. He left them as the most vulnerable part of a human being.
\nOption:
\n1. DABC
\n2. CDBA
\n3. CADB
\n4. BCDA<\/p>\n

Q.124 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. You have not showed any improvement in your handwriting.<\/strong>
\nOption:
\n1. had not showed
\n2. has not shown
\n3. No improvement
\n4. have not shown<\/p>\n

Q.125 Select the correct direct form of the given sentence. The commander ordered the soldiers to climb the hill.<\/strong>
\nOption:
\n1. The commander said to the soldiers, \u201cPlease climb the hill.\u201d
\n2. The commander ordered to the soldiers, \u201cGo and climb the hill.\u201d
\n3. The commander said to the soldiers, \u201cStart climbing the hill.\u201d
\n4. The commander said to the soldiers, \u201cClimb the hill.\u201d<\/p>\n

Q.126 Select the most appropriate meaning of the underlined idiom in the given sentence. If we lay our heads together, we will surely \ufb01nd a solution.<\/strong>
\nOption:
\n1. rest for a while
\n2. work in consultation
\n3. work in isolation
\n4. take a break<\/p>\n

Q.127 Select the correct indirect form of the given sentence. He exclaimed, \u201cWhat a \ufb01ne piece of architecture it is!\u201d<\/strong>
\nOption:
\n1. He exclaimed that what a \ufb01ne piece of architecture it was.
\n2. He exclaimed what a \ufb01ne piece of architecture is it.
\n3. He exclaimed was it a \ufb01ne piece of architecture.
\n4. He exclaimed that it was a \ufb01ne piece of architecture.<\/p>\n

Q.128 Select the correct indirect form of the given sentence. The Principal says, \u201cHard work is the key to success.\u201d<\/strong>
\nOption:
\n1. The Principal says that hard work was the key to success.
\n2. The Principal said that hard work was the key to success.
\n3. The Principal says that hard work is the key to success.
\n4. The Principal say that hard work is the key to success.<\/p>\n

Q.129 Select the correct direct form of the given sentence. The doctor asked her what medicine she had taken then.<\/strong>
\nOption:
\n1. The doctor said to her, \u201cWhat medicine have you taken now?\u201d
\n2. The doctor said to her, \u201cWhat medicine you are taking now?\u201d
\n3. The doctor said to her, \u201cWhat medicine you have taken then?\u201d
\n4. The doctor said to her, \u201cWhat were medicine you have taken then?\u201d<\/p>\n

Q.130 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. The child put a ladder on the wall and climbed up.<\/strong>
\nOption:
\n1. against the wall
\n2. No improvement
\n3. over a wall
\n4. above the wall<\/p>\n

Q.131 Identify the segment in the sentence which contains a grammatical error. Laws and rules are made to safeguarding our rights and protect us.<\/strong>
\nOption:
\n1. safeguarding our rights
\n2. Laws and rules
\n3. are made to
\n4. and protect us<\/p>\n

Q.132 Select the correct passive form of the given sentence. Harsh has applied for leave.<\/strong>
\nOption:
\n1. Leave was applied by Harsh.
\n2. Leave is applied for by Harsh.
\n3. Leave has been applied for by Harsh.
\n4. Leave had been applied by Harsh.<\/p>\n

Q.133 Select the most appropriate one-word substitution for the given words. A group of stars that make a pattern<\/strong>
\nOption:
\n1. Constellation
\n2. Comet
\n3. Horizon
\n4. Planet<\/p>\n

Q.134 Select the correct active form of the given sentence. The catch should not be dropped.<\/strong>
\nOption:
\n1. Don\u2019t drop the catch.
\n2. You would not drop the catch.
\n3. Have you dropped the catch?
\n4. Let the catch not be dropped.<\/p>\n

Q.135 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. \u201cWow! That\u2019s fantastic news,\u201d said his family and friends.
\nB. He had gone to Kolkata for the inter-state swimming championship.
\nC. Irfan was a swimming champ.
\nD. \u201cHe won golds in 100 m freestyle, 100 m butter\ufb02y and relay,\u201d informed his coach.
\nOption:
\n1. CABD
\n2. CBAD
\n3. CDAB
\n4. CBDA<\/p>\n

Q.136 Select the correct indirect form of the given sentence. Mother said to her, \u201cPaint the river blue.\u201d<\/strong>
\nOption:
\n1. Mother said her to paint the river blue.
\n2. Mother told her to paint the river blue.
\n3. Mother told to her paint the river blue.
\n4. Mother asked her paint the river blue.<\/p>\n

Q.137 Select the most appropriate one-word substitution for the given words. One who does not care for art or literature<\/strong>
\nOption:
\n1. Philatelist
\n2. Plagiarist
\n3. Pessimist
\n4. Philistine<\/p>\n

Q.138 Identify the segment in the sentence which contains a grammatical error. Although this is a narrowest street, many large trucks can enter it.<\/strong>
\nOption:
\n1. Although this is
\n2. many large trucks
\n3. a narrowest street
\n4. can enter it<\/p>\n

Q.139 Select the misspelt word.<\/strong>
\nOption:
\n1. partner
\n2. approach
\n3. \ufb02orish
\n4. slander<\/p>\n

Q.140 Select the most appropriate one-word substitution for the given words. A word or law no longer in use<\/strong>
\nOption:
\n1. Venerable
\n2. Obsolete
\n3. Vintage
\n4. Absolute<\/p>\n

Q.141 Select the correct passive form of the given sentence. Hang the washing on the clothesline.<\/strong>
\nOption:
\n1. Let the washing be hanged on the clothesline.
\n2. Let the washing be hung on the clothesline.
\n3. Let the washing hanging on the clothesline.
\n4. Let the washing to be hung on the clothesline.<\/p>\n

Q.142 Identify the segment in the sentence which contains a grammatical error. I didn\u2019t knew you had gone to Goa for a vacation.<\/strong>
\nOption:
\n1. you had gone
\n2. for a vacation
\n3. to Goa
\n4. I didn\u2019t knew<\/p>\n

Q.143 Identify the segment in the sentence which contains a grammatical error. No one of them came to the inauguration of our new factory.<\/strong>
\nOption:
\n1. inauguration of
\n2. came to the
\n3. our new factory
\n4. No one of them<\/p>\n

Q.144 Select the most appropriate option to improve the underlined statement in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. I suggest you to see a solicitor.<\/strong>
\nOption:
\n1. am suggesting you
\n2. suggest that you
\n3. suggest you that
\n4. No improvement<\/p>\n

Q.145 Select the correct direct form of the given sentence. The boy requested his mother to give him a mango.<\/strong>
\nOption:
\n1. The boy said to his mother, \u201cWill you give me a mango?\u201d
\n2. The boy said to his mother, \u201cGive me a mango now.\u201d
\n3. The mother said to the boy, \u201cGive him a mango.\u201d
\n4. The boy said to his mother, \u201cPlease give me a mango.\u201d<\/p>\n

Q.146 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. People were driving away wild pigs from the \ufb01elds by shooting at them.
\nB. We were passing through the sugarcane \ufb01elds near Mysore.
\nC. We thought that the shooting was over when a sloth bear came running towards us.
\nD. Some got shot and others escaped.
\nOption:
\n1. CDAB
\n2. BADC
\n3. DABC
\n4. ACDB<\/p>\n

Q.147 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. I was being depressed when you called.<\/strong>
\nOption:
\n1. No improvement
\n2. being depressing
\n3. feeling depressed
\n4. going depressed<\/p>\n

Q.148 Identify the segment in the sentence which contains a grammatical error. You must be careful about what you say as you meet her.<\/strong>
\nOption:
\n1. about what you say
\n2. meet her
\n3. as you
\n4. You must be careful<\/p>\n

Q.149 Select the correct direct form of the given sentence. Neha exclaimed that it was a very pleasant surprise.<\/strong>
\nOption:
\n1. Neha said, \u201cIs it a very pleasant surprise?\u201d
\n2. Neha said, \u201cHow a pleasant surprise!\u201d
\n3. Neha said, \u201cIt is a very pleasant surprise.\u201d
\n4. Neha said, \u201cWhat a pleasant surprise!\u201d<\/p>\n

Q.150 Identify the segment in the sentence which contains a grammatical error. This jewellery box is made from silver and is an antique piece.<\/strong>
\nOption:
\n1. This jewellery box
\n2. is made from silver
\n3. and is
\n4. an antique piece<\/p>\n

Q.151 Select the correct direct form of the given sentence. I told my parents not to worry about me.<\/strong>
\nOption:
\n1. I said to my parents, \u201cYou don\u2019t have to worry about me.\u201d
\n2. I said to my parents, \u201cNothing to worry about me.\u201d
\n3. I said to my parents, \u201cYou don\u2019t be worried about me.\u201d
\n4. I said to my parents, \u201cDon\u2019t worry about me.\u201d<\/p>\n

Q.152 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. I will not go to the party lest you will promise to accompany me.<\/strong>
\nOption:
\n1. No improvement
\n2. until you should
\n3. if you will
\n4. unless you<\/p>\n

Q.153 Select the most appropriate meaning of the underlined idiom in the given sentence. His probation was extended because his performance was not up to the mark.<\/strong>
\nOption:
\n1. lacking in maturity
\n2. up to the required standard
\n3. of the desired height
\n4. more than expected<\/p>\n

Q.154 Select the correct active form of the given sentence. Only home-cooked food is eaten by us.<\/strong>
\nOption:
\n1. We eat only home-cooked food.
\n2. We are eating only home-cooked food.
\n3. We ate only home-cooked food.
\n4. We have eaten only home-cooked food.<\/p>\n

Q.155 Select the most appropriate antonym of the given word.<\/strong>
\nENDORSE
\nOption:
\n1. Af\ufb01rm
\n2. Support
\n3. Advocate
\n4. Renounce<\/p>\n

Q.156 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. Mummy struggled to pull them apart and \ufb01nally succeeded.
\nB. She tried to get them to make up but they did not listen.
\nC. It was a \ufb01erce \ufb01ght, of course.
\nD. The two children scratched and hit each other.
\nOption:
\n1. CDAB
\n2. DBAC
\n3. CBDA
\n4. ACBD<\/p>\n

Q.157 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. Soon after they left school, they decided that a small town was no place to make a fortune.
\nB. On reaching Paris, they agreed to separate because they wished to be independent of each other.
\nC. So, they ran away from home and managed to reach France on a cargo ship.
\nD. My father was a year older than his brother Oscar.
\nOption:
\n1. DACB
\n2. BDCA
\n3. ACBD
\n4. DBAC<\/p>\n

Q.158 Identify the segment in the sentence which contains a grammatical error. Do you mind lending me your book for a hour?<\/strong>
\nOption:
\n1. for a hour
\n2. Do you mind
\n3. your book
\n4. lending me<\/p>\n

Q.159 Select the most appropriate antonym of the given word.<\/strong>
\nGRADUALLY
\nOption:
\n1. Constantly
\n2. Abruptly
\n3. Readily
\n4. Steadily<\/p>\n

Q.160 Select the correct passive form of the given sentence. They will lay the foundation stone next week.<\/strong>
\nOption:
\n1. The foundation stone will have been laid by them next week.
\n2. The foundation stone is being laid by them next week.
\n3. The foundation stone will be laying by next week.
\n4. The foundation stone will be laid by them next week.<\/p>\n

Q.161 Identify the segment in the sentence which contains a grammatical error. She has been a member of this club since it\u2019s formation.<\/strong>
\nOption:
\n1. a member of
\n2. She has been
\n3. since it\u2019s formation
\n4. this club<\/p>\n

Q.162 Select the most appropriate one-word substitution for the given words. The state of being married to one person at a time<\/strong>
\nOption:
\n1. Monogamy
\n2. Bigamy
\n3. Polygamy
\n4. Homogamy<\/p>\n

Q.163 Select the most appropriate meaning of the underlined idiom in the given sentence. The threat of the pandemic is not just a cry in the wilderness.<\/strong>
\nOption:
\n1. mourning for the loss
\n2. spreading rumours
\n3. an unheeded warning
\n4. tears of sorrow<\/p>\n

Q.164 Select the correct indirect form of the given sentence. The landlord said to me, \u201cDid you pay the water bill on time?\u201d<\/strong>
\nOption:
\n1. The landlord asked me if I paid the water bill on time.
\n2. The landlord asked me did I paid the water bill on time.
\n3. The landlord asked to me that did I pay the water bill on time.
\n4. The landlord asked me if I had paid the water bill on time.<\/p>\n

Q.165 Select the correct indirect form of the given sentence. Mahesh said to Priya, \u201cHow will you pay off your debts?\u201d<\/strong>
\nOption:
\n1. Mahesh asked Priya how she would pay off your debts.
\n2. Mahesh asked Priya how will she pay off her debts.
\n3. Mahesh asked Priya how she would pay off her debts.
\n4. Mahesh asked Priya that how you will pay off your debts.<\/p>\n

Q.166 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. She is not ready for marriage, isn\u2019t it?<\/strong>
\nOption:
\n1. isn\u2019t she
\n2. is she
\n3. is it
\n4. No improvement<\/p>\n

Q.167 Identify the segment in the sentence which contains a grammatical error. The tired and vexed travellers waiting at the airport for a long time.<\/strong>
\nOption:
\n1. waiting at the airport
\n2. for a long time
\n3. The tired and
\n4. vexed travellers<\/p>\n

Q.168 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. Therefore, I bought a good house in a respectable neighbourhood.
\nB. This made me eager to welcome the \ufb01rst guest at home and show my hospitality.
\nC. I intended to be a model citizen in the neighbourhood.
\nD. I decided it was time for me to settle down.
\nOption:
\n1. DBCA
\n2. CBDA
\n3. DACB
\n4. CADB<\/p>\n

Q.169 Select the most appropriate one-word substitution for the given words. A very large impressive residence<\/strong>
\nOption:
\n1. Cottage
\n2. Mansion
\n3. Cabin
\n4. Igloo<\/p>\n

Q.170 Select the most appropriate option to \ufb01ll in the blank. The ______ chair was discarded by the tenant.<\/strong>
\nOption:
\n1. broken
\n2. broke
\n3. break
\n4. broking<\/p>\n

Q.171 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. He was considered a genius by his school headmaster.<\/strong>
\nOption:
\n1. No improvement
\n2. was to be considered
\n3. was been considered
\n4. was considering<\/p>\n

Q.172 Select the correct passive form of the given sentence. They are lifting the car with a crane.<\/strong>
\nOption:
\n1. The car was being lifted with a crane.
\n2. The car is being lifted with a crane.
\n3. The car had lifted with a crane.
\n4. The car is lifted with a crane.<\/p>\n

Q.173 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. But it does not appear to have any effect on the children.
\nB. School teachers try to do their best from the early years by ordering, \u201cSilence!\u201d every few seconds in the class.
\nC. They look sweet and elegant but the moment they open their mouths, they let out a shattering volume of sound.
\nD. Someone noted recently that present day babies are peculiarly loud-throated.
\nOption:
\n1. DCBA
\n2. ACBD
\n3. CABD
\n4. BACD<\/p>\n

Q.174 Select the most appropriate meaning of the underlined idiom in the given sentence. The news of a leopard in the city spread like wild \ufb01re.<\/strong>
\nOption:
\n1. caused damage
\n2. caused fear
\n3. spread slowly
\n4. spread rapidly<\/p>\n

Q.175 Select the correct active form of the given sentence. A new song is being composed by her.<\/strong>
\nOption:
\n1. She has composed a new song.
\n2. She has been composing a new song.
\n3. She is composing a new song.
\n4. She composed a new song.<\/p>\n

Q.176 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. Why not you to be a good boy and sit down?<\/strong>
\nOption:
\n1. you not be
\n2. No improvement
\n3. you are not being
\n4. don\u2019t you be<\/p>\n

Q.177 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. I am not used to drink coffee.<\/strong>
\nOption:
\n1. not used to drinking
\n2. No improvement
\n3. not used to drink
\n4. not use to drank<\/p>\n

Q.178 Select the correct indirect form of the given sentence. My neighbour said to me, \u201cHello! How are you?\u201d<\/strong>
\nOption:
\n1. My neighbour greeted me and asked how was I.
\n2. My neighbour said hello and asked how are you.
\n3. My neighbour greeted me and asked how I was.
\n4. My neighbour said hello and asked how were I.<\/p>\n

Q.179 Identify the segment in the sentence which contains a grammatical error. The small cafe at the end of the road is her.<\/strong>
\nOption:
\n1. The small cafe
\n2. at the end
\n3. of the road
\n4. is her<\/p>\n

Q.180 Select the most appropriate one-word substitution for the given words. A group of lions<\/strong>
\nOption:
\n1. Herd
\n2. Pack
\n3. Pride
\n4. Colony<\/p>\n

Q.181 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. He has being put behind prison for life.<\/strong>
\nOption:
\n1. being putting in
\n2. been put in
\n3. No improvement
\n4. been put behind<\/p>\n

Q.182 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. She had never seen so large and so golden an apple.
\nB. Hilda was passing through an orchard when an apple fell at her feet.
\nC. So, she wrapped it in her handkerchief and carried it home to store it in her drawer.
\nD. She held it carefully in her clasped hands and thought it would be a pity to eat it.
\nOption:
\n1. DACB
\n2. BADC
\n3. BCAD
\n4. ABCD<\/p>\n

Q.183 Select the correct active form of the given sentence. Your lunch box has been packed by mother.<\/strong>
\nOption:
\n1. Mother has packed your lunch box.
\n2. Mother is packing your lunch box.
\n3. Mother had packed your lunch box.
\n4. Mother will pack your lunch box.<\/p>\n

Q.184 Select the correct indirect form of the given sentence. The teacher says, \u201cMagnets attract objects made of iron.\u201d<\/strong>
\nOption:
\n1. The teacher says that magnets attract objects made of iron.
\n2. The teacher says magnets attracts objects made of iron.
\n3. The teacher said that magnets attracted objects made of iron.
\n4. The teacher said that magnets were attracting objects made of iron.<\/p>\n

Q.185 Identify the segment in the sentence which contains a grammatical error. Poor people have run down of food supplies during the lockdown.<\/strong>
\nOption:
\n1. Poor people have
\n2. during the lockdown
\n3. food supplies
\n4. run down of<\/p>\n

Q.186 Select the correct indirect form of the given sentence. He said to me, \u201cYour father is waiting for you at the reception.\u201d<\/strong>
\nOption:
\n1. He told me that your father was waiting for him at the reception.
\n2. He told me that his father was waiting for you at the reception.
\n3. He told to me my father was waiting for you at the reception.
\n4. He told me that my father was waiting for me at the reception.<\/p>\n

Q.187 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. Each morning he was driven to Obedience School in a black limousine.
\nB. Each evening he fell asleep in his fur-lined basket in front of the \ufb01replace.
\nC. Each afternoon he was fed two grilled lamb chops for lunch.
\nD. Henry D. Penrose was a dog with a pedigree.
\nOption:
\n1. DCAB
\n2. DBCA
\n3. DABC
\n4. DACB<\/p>\n

Q.188 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. So, those subjected to make-up had to face a \ufb01ery misery.
\nB. There were lights at all angles and around half a dozen large mirrors in the room.
\nC. The make-up room had the look of a hair-cutting salon.
\nD. They were all incandescent lights.
\nOption:
\n1. ADBC
\n2. CBDA
\n3. BADC
\n4. DCAB<\/p>\n

Q.189 Select the correct passive form of the given sentence. He asked me to sing a song.<\/strong>
\nOption:
\n1. I was being asked to sing a song.
\n2. I had been asked to sing a song.
\n3. I am asked to sing a song.
\n4. I was asked to sing a song.<\/p>\n

Q.190 Select the correct active form of the given sentence. Kites have been bought by many children.<\/strong>
\nOption:
\n1. Many children are buying kites.
\n2. Many children have bought kites.
\n3. Many children bought kites.
\n4. Many children had bought kites.<\/p>\n

Q.191 Select the correct direct form of the given sentence. I told him that if he went around the park he would see some rare \ufb02owers.<\/strong>
\nOption:
\n1. I said to him, \u201cIf you go around the park you would saw some rare \ufb02owers.\u201d
\n2. I said to him, \u201cIf you went around the park you would see some rare \ufb02owers.\u201d
\n3. I said to him, \u201cIf he went around the park he will see some rare \ufb02owers.\u201d
\n4. I said to him, \u201cIf you go around the park you will see some rare \ufb02owers.\u201d<\/p>\n

Q.192 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. Someone had been smart enough to remove it before I went on the rampage.
\nB. My hands had been itching to tear down that collage from my bedroom wall.
\nC. But I found the wall bare.
\nD. So, I entered my room in a hurry.
\nOption:
\n1. BDCA
\n2. ABCD
\n3. DABC
\n4. CBAD<\/p>\n

Q.193 Identify the segment in the sentence which contains a grammatical error. Neither Sam nor I are interested in attending the meeting.<\/strong>
\nOption:
\n1. in attending
\n2. Neither Sam nor I
\n3. are interested
\n4. the meeting<\/p>\n

Q.194 Select the most appropriate option to improve the underlined segment in the given sentence. If there is no need to improve it, select \u2018No improvement\u2019. I am really looking forward to meet you.<\/strong>
\nOption:
\n1. to meeting you
\n2. to have met you
\n3. to be meeting you
\n4. No improvement<\/p>\n

Q.195 Select the most appropriate synonym of the given word.<\/strong>
\nREVIVE
\nOption:
\n1. Review
\n2. Depress
\n3. Restore
\n4. Damage<\/p>\n

Q.196 Select the correct indirect form of the given sentence. The tailor said to him, \u201cYour shirt will be ready by tomorrow.\u201d<\/strong>
\nOption:
\n1. The tailor told him that his shirt would be ready by the next day.
\n2. The tailor told to him that your shirt will be ready by the next day.
\n3. The tailor told him that your shirt would be ready by tomorrow.
\n4. The tailor told him that his shirt will be ready by tomorrow.<\/p>\n

Q.197 Select the correct active form of the given sentence. By whom were you pushed into the mud?<\/strong>
\nOption:
\n1. Who pushed you into the mud?
\n2. Who has pushed you into the mud?
\n3. Whom did you push into the mud?
\n4. Who was pushing you into the mud?<\/p>\n

Q.198 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. Some turned their eyes to the TV screen waiting for the movie to begin.
\nB. No sooner had the big jet taken off than the passengers began to busy themselves.
\nC. They knew it would be a long \ufb02ight to Boston.
\nD. Others took out books and magazines to read.
\nOption:
\n1. CBAD
\n2. CBDA
\n3. BCAD
\n4. BDAC<\/p>\n

Q.199 Given below are four sentences in jumbled order. Pick the option that gives their correct order.<\/strong>
\nA. He had lost his leg in an accident \ufb01ve years back.
\nB. With that accident his dream of becoming the next Carl Lewis had been shattered forever.
\nC. In place of his left leg was a wooden stump.
\nD. Vikas sat up and removed the bed sheet that was covering his leg.
\nOption:
\n1. CDAB
\n2. BCAD
\n3. ACDB
\n4. DCAB<\/p>\n

Q.200 Select the correct indirect form of the given sentence. The librarian said to her, \u201cYou can borrow only two books at a time.\u201d<\/strong>
\nOption:
\n1. The librarian told her that she could borrow only two books at a time.
\n2. The librarian told her that they could borrow only two books at a time.
\n3. The librarian told her that you can borrow only two books at a time.
\n4. The librarian told her that she can borrow only two books at a time.<\/p>\n","protected":false},"excerpt":{"rendered":"

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