Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, a sentence has been given in Direct/Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct Speech. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - I |
The nation and the nation and the people have to be (28) that terrorism means not only political terrorism. The (29) of terrorism has to be defined to include both (30) and social aspects. Scamsters who have looted public funds, be it from the (31) or banks, and cheated innocent men and women of their lives (32) through (33) companies have also to be brought within its scope. While targeting (34) committed political (35) one cannot leave out financial dacoits who (36) the blood of the nation and the poor and social (37) who knowingly disturb public order and peace. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - I |
The nation and the nation and the people have to be (28) that terrorism means not only political terrorism. The (29) of terrorism has to be defined to include both (30) and social aspects. Scamsters who have looted public funds, be it from the (31) or banks, and cheated innocent men and women of their lives (32) through (33) companies have also to be brought within its scope. While targeting (34) committed political (35) one cannot leave out financial dacoits who (36) the blood of the nation and the poor and social (37) who knowingly disturb public order and peace. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - I |
The nation and the nation and the people have to be (28) that terrorism means not only political terrorism. The (29) of terrorism has to be defined to include both (30) and social aspects. Scamsters who have looted public funds, be it from the (31) or banks, and cheated innocent men and women of their lives (32) through (33) companies have also to be brought within its scope. While targeting (34) committed political (35) one cannot leave out financial dacoits who (36) the blood of the nation and the poor and social (37) who knowingly disturb public order and peace. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - I |
The nation and the nation and the people have to be (28) that terrorism means not only political terrorism. The (29) of terrorism has to be defined to include both (30) and social aspects. Scamsters who have looted public funds, be it from the (31) or banks, and cheated innocent men and women of their lives (32) through (33) companies have also to be brought within its scope. While targeting (34) committed political (35) one cannot leave out financial dacoits who (36) the blood of the nation and the poor and social (37) who knowingly disturb public order and peace. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - I |
The nation and the nation and the people have to be (28) that terrorism means not only political terrorism. The (29) of terrorism has to be defined to include both (30) and social aspects. Scamsters who have looted public funds, be it from the (31) or banks, and cheated innocent men and women of their lives (32) through (33) companies have also to be brought within its scope. While targeting (34) committed political (35) one cannot leave out financial dacoits who (36) the blood of the nation and the poor and social (37) who knowingly disturb public order and peace. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - I |
The nation and the nation and the people have to be (28) that terrorism means not only political terrorism. The (29) of terrorism has to be defined to include both (30) and social aspects. Scamsters who have looted public funds, be it from the (31) or banks, and cheated innocent men and women of their lives (32) through (33) companies have also to be brought within its scope. While targeting (34) committed political (35) one cannot leave out financial dacoits who (36) the blood of the nation and the poor and social (37) who knowingly disturb public order and peace. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - I |
The nation and the nation and the people have to be (28) that terrorism means not only political terrorism. The (29) of terrorism has to be defined to include both (30) and social aspects. Scamsters who have looted public funds, be it from the (31) or banks, and cheated innocent men and women of their lives (32) through (33) companies have also to be brought within its scope. While targeting (34) committed political (35) one cannot leave out financial dacoits who (36) the blood of the nation and the poor and social (37) who knowingly disturb public order and peace. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - I |
The nation and the nation and the people have to be (28) that terrorism means not only political terrorism. The (29) of terrorism has to be defined to include both (30) and social aspects. Scamsters who have looted public funds, be it from the (31) or banks, and cheated innocent men and women of their lives (32) through (33) companies have also to be brought within its scope. While targeting (34) committed political (35) one cannot leave out financial dacoits who (36) the blood of the nation and the poor and social (37) who knowingly disturb public order and peace. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - I |
The nation and the nation and the people have to be (28) that terrorism means not only political terrorism. The (29) of terrorism has to be defined to include both (30) and social aspects. Scamsters who have looted public funds, be it from the (31) or banks, and cheated innocent men and women of their lives (32) through (33) companies have also to be brought within its scope. While targeting (34) committed political (35) one cannot leave out financial dacoits who (36) the blood of the nation and the poor and social (37) who knowingly disturb public order and peace. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - I |
The nation and the nation and the people have to be (28) that terrorism means not only political terrorism. The (29) of terrorism has to be defined to include both (30) and social aspects. Scamsters who have looted public funds, be it from the (31) or banks, and cheated innocent men and women of their lives (32) through (33) companies have also to be brought within its scope. While targeting (34) committed political (35) one cannot leave out financial dacoits who (36) the blood of the nation and the poor and social (37) who knowingly disturb public order and peace. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - II |
Writers are liked or disliked for something much (38) than their exceptional ability with (39). The sense we get of the person behind the writer, our feeling that his attitudes are interesting and (40), our (41) with his stories and (42) these are more important than some (43) recognition of (44) intelligence. We (45) to books and writers as we do to people. It was Forster, in fact, who said in Aspects of the Novel. Our final test of a novel will be our affection for it, as it is the test of our friends and of anything else which we cannot (46). In these terms, it seems to me that it is as easy to (47) Naipaul's work as to like Forster's. Naipaul?s deepest instincts are not to my taste. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - II |
Writers are liked or disliked for something much (38) than their exceptional ability with (39). The sense we get of the person behind the writer, our feeling that his attitudes are interesting and (40), our (41) with his stories and (42) these are more important than some (43) recognition of (44) intelligence. We (45) to books and writers as we do to people. It was Forster, in fact, who said in Aspects of the Novel. Our final test of a novel will be our affection for it, as it is the test of our friends and of anything else which we cannot (46). In these terms, it seems to me that it is as easy to (47) Naipaul's work as to like Forster's. Naipaul?s deepest instincts are not to my taste. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - II |
Writers are liked or disliked for something much (38) than their exceptional ability with (39). The sense we get of the person behind the writer, our feeling that his attitudes are interesting and (40), our (41) with his stories and (42) these are more important than some (43) recognition of (44) intelligence. We (45) to books and writers as we do to people. It was Forster, in fact, who said in Aspects of the Novel. Our final test of a novel will be our affection for it, as it is the test of our friends and of anything else which we cannot (46). In these terms, it seems to me that it is as easy to (47) Naipaul's work as to like Forster's. Naipaul?s deepest instincts are not to my taste. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - II |
Writers are liked or disliked for something much (38) than their exceptional ability with (39). The sense we get of the person behind the writer, our feeling that his attitudes are interesting and (40), our (41) with his stories and (42) these are more important than some (43) recognition of (44) intelligence. We (45) to books and writers as we do to people. It was Forster, in fact, who said in Aspects of the Novel. Our final test of a novel will be our affection for it, as it is the test of our friends and of anything else which we cannot (46). In these terms, it seems to me that it is as easy to (47) Naipaul's work as to like Forster's. Naipaul?s deepest instincts are not to my taste. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - II |
Writers are liked or disliked for something much (38) than their exceptional ability with (39). The sense we get of the person behind the writer, our feeling that his attitudes are interesting and (40), our (41) with his stories and (42) these are more important than some (43) recognition of (44) intelligence. We (45) to books and writers as we do to people. It was Forster, in fact, who said in Aspects of the Novel. Our final test of a novel will be our affection for it, as it is the test of our friends and of anything else which we cannot (46). In these terms, it seems to me that it is as easy to (47) Naipaul's work as to like Forster's. Naipaul?s deepest instincts are not to my taste. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - II |
Writers are liked or disliked for something much (38) than their exceptional ability with (39). The sense we get of the person behind the writer, our feeling that his attitudes are interesting and (40), our (41) with his stories and (42) these are more important than some (43) recognition of (44) intelligence. We (45) to books and writers as we do to people. It was Forster, in fact, who said in Aspects of the Novel. Our final test of a novel will be our affection for it, as it is the test of our friends and of anything else which we cannot (46). In these terms, it seems to me that it is as easy to (47) Naipaul's work as to like Forster's. Naipaul?s deepest instincts are not to my taste. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - II |
Writers are liked or disliked for something much (38) than their exceptional ability with (39). The sense we get of the person behind the writer, our feeling that his attitudes are interesting and (40), our (41) with his stories and (42) these are more important than some (43) recognition of (44) intelligence. We (45) to books and writers as we do to people. It was Forster, in fact, who said in Aspects of the Novel. Our final test of a novel will be our affection for it, as it is the test of our friends and of anything else which we cannot (46). In these terms, it seems to me that it is as easy to (47) Naipaul's work as to like Forster's. Naipaul?s deepest instincts are not to my taste. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - II |
Writers are liked or disliked for something much (38) than their exceptional ability with (39). The sense we get of the person behind the writer, our feeling that his attitudes are interesting and (40), our (41) with his stories and (42) these are more important than some (43) recognition of (44) intelligence. We (45) to books and writers as we do to people. It was Forster, in fact, who said in Aspects of the Novel. Our final test of a novel will be our affection for it, as it is the test of our friends and of anything else which we cannot (46). In these terms, it seems to me that it is as easy to (47) Naipaul's work as to like Forster's. Naipaul?s deepest instincts are not to my taste. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - II |
Writers are liked or disliked for something much (38) than their exceptional ability with (39). The sense we get of the person behind the writer, our feeling that his attitudes are interesting and (40), our (41) with his stories and (42) these are more important than some (43) recognition of (44) intelligence. We (45) to books and writers as we do to people. It was Forster, in fact, who said in Aspects of the Novel. Our final test of a novel will be our affection for it, as it is the test of our friends and of anything else which we cannot (46). In these terms, it seems to me that it is as easy to (47) Naipaul's work as to like Forster's. Naipaul?s deepest instincts are not to my taste. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - II |
Writers are liked or disliked for something much (38) than their exceptional ability with (39). The sense we get of the person behind the writer, our feeling that his attitudes are interesting and (40), our (41) with his stories and (42) these are more important than some (43) recognition of (44) intelligence. We (45) to books and writers as we do to people. It was Forster, in fact, who said in Aspects of the Novel. Our final test of a novel will be our affection for it, as it is the test of our friends and of anything else which we cannot (46). In these terms, it seems to me that it is as easy to (47) Naipaul's work as to like Forster's. Naipaul?s deepest instincts are not to my taste. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - III |
One of the oldest cities of Asia, Srinagar is known for its unique wooden architecture. Its (48) network of narrow streets amid multi-story wooded houses (49) out its waterways, make it look like medieval Islamic (50) centres. The large-scale demolition of traditional buildings and bazaars. (51) the quest for modernity have, however, (52) to their disappearance. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - III |
One of the oldest cities of Asia, Srinagar is known for its unique wooden architecture. Its (48) network of narrow streets amid multi-story wooded houses (49) out its waterways, make it look like medieval Islamic (50) centres. The large-scale demolition of traditional buildings and bazaars. (51) the quest for modernity have, however, (52) to their disappearance. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - III |
One of the oldest cities of Asia, Srinagar is known for its unique wooden architecture. Its (48) network of narrow streets amid multi-story wooded houses (49) out its waterways, make it look like medieval Islamic (50) centres. The large-scale demolition of traditional buildings and bazaars. (51) the quest for modernity have, however, (52) to their disappearance. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - III |
One of the oldest cities of Asia, Srinagar is known for its unique wooden architecture. Its (48) network of narrow streets amid multi-story wooded houses (49) out its waterways, make it look like medieval Islamic (50) centres. The large-scale demolition of traditional buildings and bazaars. (51) the quest for modernity have, however, (52) to their disappearance. |
Direction: In the following questions, you have several passages where some of the words have been left out. Read the passages carefully and choose the correct answer to each blank out of the four alternatives. |
Passage - III |
One of the oldest cities of Asia, Srinagar is known for its unique wooden architecture. Its (48) network of narrow streets amid multi-story wooded houses (49) out its waterways, make it look like medieval Islamic (50) centres. The large-scale demolition of traditional buildings and bazaars. (51) the quest for modernity have, however, (52) to their disappearance. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - I |
The last half of my life has been lived in one of those painful epochs of human history during which the world is getting worse, and past victories which had seemed to be definitive have turned out to be only temporary. When I was young, Victorian optimism was taken for granted. It was thought that freedom and prosperity would speed gradually throughout the world by an orderly process, and it was hoped that cruelty, tyranny, and injustice would continually diminish. Hardly anyone was haunted by the fear of great wars. Hardly anyone thought of the nineteenth century as a brief interlude between past and future barbarism. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - I |
The last half of my life has been lived in one of those painful epochs of human history during which the world is getting worse, and past victories which had seemed to be definitive have turned out to be only temporary. When I was young, Victorian optimism was taken for granted. It was thought that freedom and prosperity would speed gradually throughout the world by an orderly process, and it was hoped that cruelty, tyranny, and injustice would continually diminish. Hardly anyone was haunted by the fear of great wars. Hardly anyone thought of the nineteenth century as a brief interlude between past and future barbarism. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - I |
The last half of my life has been lived in one of those painful epochs of human history during which the world is getting worse, and past victories which had seemed to be definitive have turned out to be only temporary. When I was young, Victorian optimism was taken for granted. It was thought that freedom and prosperity would speed gradually throughout the world by an orderly process, and it was hoped that cruelty, tyranny, and injustice would continually diminish. Hardly anyone was haunted by the fear of great wars. Hardly anyone thought of the nineteenth century as a brief interlude between past and future barbarism. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - I |
The last half of my life has been lived in one of those painful epochs of human history during which the world is getting worse, and past victories which had seemed to be definitive have turned out to be only temporary. When I was young, Victorian optimism was taken for granted. It was thought that freedom and prosperity would speed gradually throughout the world by an orderly process, and it was hoped that cruelty, tyranny, and injustice would continually diminish. Hardly anyone was haunted by the fear of great wars. Hardly anyone thought of the nineteenth century as a brief interlude between past and future barbarism. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - I |
The last half of my life has been lived in one of those painful epochs of human history during which the world is getting worse, and past victories which had seemed to be definitive have turned out to be only temporary. When I was young, Victorian optimism was taken for granted. It was thought that freedom and prosperity would speed gradually throughout the world by an orderly process, and it was hoped that cruelty, tyranny, and injustice would continually diminish. Hardly anyone was haunted by the fear of great wars. Hardly anyone thought of the nineteenth century as a brief interlude between past and future barbarism. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - II |
It is difficult to reconcile the ideas of different schools of thought on the question of education. Some people maintain that pupils at school should concentrate on a narrow range of subjects which will benefit them directly in their subsequent careers. Others contend that they should study a wide range of subjects so that they have not only the specialised knowledge necessary for their chosen careers but also sound general knowledge about the world they will have to work and live in. Supporters of the first theory state that the greatest contributions to civilisation are made by those who are most expert in their trade or profession. Those on the other side say, that unless they have a broad general education, the experts will be too narrow in their outlook to have sympathy with their fellows or a proper sense of responsibility towards humanity as a whole. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - II |
It is difficult to reconcile the ideas of different schools of thought on the question of education. Some people maintain that pupils at school should concentrate on a narrow range of subjects which will benefit them directly in their subsequent careers. Others contend that they should study a wide range of subjects so that they have not only the specialised knowledge necessary for their chosen careers but also sound general knowledge about the world they will have to work and live in. Supporters of the first theory state that the greatest contributions to civilisation are made by those who are most expert in their trade or profession. Those on the other side say, that unless they have a broad general education, the experts will be too narrow in their outlook to have sympathy with their fellows or a proper sense of responsibility towards humanity as a whole. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - II |
It is difficult to reconcile the ideas of different schools of thought on the question of education. Some people maintain that pupils at school should concentrate on a narrow range of subjects which will benefit them directly in their subsequent careers. Others contend that they should study a wide range of subjects so that they have not only the specialised knowledge necessary for their chosen careers but also sound general knowledge about the world they will have to work and live in. Supporters of the first theory state that the greatest contributions to civilisation are made by those who are most expert in their trade or profession. Those on the other side say, that unless they have a broad general education, the experts will be too narrow in their outlook to have sympathy with their fellows or a proper sense of responsibility towards humanity as a whole. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - II |
It is difficult to reconcile the ideas of different schools of thought on the question of education. Some people maintain that pupils at school should concentrate on a narrow range of subjects which will benefit them directly in their subsequent careers. Others contend that they should study a wide range of subjects so that they have not only the specialised knowledge necessary for their chosen careers but also sound general knowledge about the world they will have to work and live in. Supporters of the first theory state that the greatest contributions to civilisation are made by those who are most expert in their trade or profession. Those on the other side say, that unless they have a broad general education, the experts will be too narrow in their outlook to have sympathy with their fellows or a proper sense of responsibility towards humanity as a whole. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - II |
It is difficult to reconcile the ideas of different schools of thought on the question of education. Some people maintain that pupils at school should concentrate on a narrow range of subjects which will benefit them directly in their subsequent careers. Others contend that they should study a wide range of subjects so that they have not only the specialised knowledge necessary for their chosen careers but also sound general knowledge about the world they will have to work and live in. Supporters of the first theory state that the greatest contributions to civilisation are made by those who are most expert in their trade or profession. Those on the other side say, that unless they have a broad general education, the experts will be too narrow in their outlook to have sympathy with their fellows or a proper sense of responsibility towards humanity as a whole. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - III |
Experiments with the Sulphonamides have made clear a fact about germs which is gaining increasing importance in fighting, them Germs, it seems, have the same ability as all the other living things gradually to change themselves to suit new conditions. But, as the generation of germs lasts only twenty twenty-five or thirty minutes, before all the germs divide to form new ones, changes that would take many years in animals can be achieved by germs in a few hours. Perhaps, then, you give the attacking germ a dose of Sulphonmides which upsets them somewhat but is not strong enough to prevent them from multiplying if so, they very rapidly develop new powers which enable them to resist the effects of the drug. After this has happened, even the strongest dose will fail to disturb them. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - III |
Experiments with the Sulphonamides have made clear a fact about germs which is gaining increasing importance in fighting, them Germs, it seems, have the same ability as all the other living things gradually to change themselves to suit new conditions. But, as the generation of germs lasts only twenty twenty-five or thirty minutes, before all the germs divide to form new ones, changes that would take many years in animals can be achieved by germs in a few hours. Perhaps, then, you give the attacking germ a dose of Sulphonmides which upsets them somewhat but is not strong enough to prevent them from multiplying if so, they very rapidly develop new powers which enable them to resist the effects of the drug. After this has happened, even the strongest dose will fail to disturb them. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - III |
Experiments with the Sulphonamides have made clear a fact about germs which is gaining increasing importance in fighting, them Germs, it seems, have the same ability as all the other living things gradually to change themselves to suit new conditions. But, as the generation of germs lasts only twenty twenty-five or thirty minutes, before all the germs divide to form new ones, changes that would take many years in animals can be achieved by germs in a few hours. Perhaps, then, you give the attacking germ a dose of Sulphonmides which upsets them somewhat but is not strong enough to prevent them from multiplying if so, they very rapidly develop new powers which enable them to resist the effects of the drug. After this has happened, even the strongest dose will fail to disturb them. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - III |
Experiments with the Sulphonamides have made clear a fact about germs which is gaining increasing importance in fighting, them Germs, it seems, have the same ability as all the other living things gradually to change themselves to suit new conditions. But, as the generation of germs lasts only twenty twenty-five or thirty minutes, before all the germs divide to form new ones, changes that would take many years in animals can be achieved by germs in a few hours. Perhaps, then, you give the attacking germ a dose of Sulphonmides which upsets them somewhat but is not strong enough to prevent them from multiplying if so, they very rapidly develop new powers which enable them to resist the effects of the drug. After this has happened, even the strongest dose will fail to disturb them. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - III |
Experiments with the Sulphonamides have made clear a fact about germs which is gaining increasing importance in fighting, them Germs, it seems, have the same ability as all the other living things gradually to change themselves to suit new conditions. But, as the generation of germs lasts only twenty twenty-five or thirty minutes, before all the germs divide to form new ones, changes that would take many years in animals can be achieved by germs in a few hours. Perhaps, then, you give the attacking germ a dose of Sulphonmides which upsets them somewhat but is not strong enough to prevent them from multiplying if so, they very rapidly develop new powers which enable them to resist the effects of the drug. After this has happened, even the strongest dose will fail to disturb them. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - IV |
Religion is the greatest instrument for so raising us. It is amazing that a person not intellectually bright, perhaps not even educated, is capable of grasping and living by something so advanced as the principles of Christianity. Yet, there is a common phenomenon. It is not, however, in my province to talk about religion, but rather to stress the power which great literature and the great personalities whom we meet in it and in history have to open and enlarge over minds, and to show us what is first rate in human personality and human character by showing us goodness and greatness. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - IV |
Religion is the greatest instrument for so raising us. It is amazing that a person not intellectually bright, perhaps not even educated, is capable of grasping and living by something so advanced as the principles of Christianity. Yet, there is a common phenomenon. It is not, however, in my province to talk about religion, but rather to stress the power which great literature and the great personalities whom we meet in it and in history have to open and enlarge over minds, and to show us what is first rate in human personality and human character by showing us goodness and greatness. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - IV |
Religion is the greatest instrument for so raising us. It is amazing that a person not intellectually bright, perhaps not even educated, is capable of grasping and living by something so advanced as the principles of Christianity. Yet, there is a common phenomenon. It is not, however, in my province to talk about religion, but rather to stress the power which great literature and the great personalities whom we meet in it and in history have to open and enlarge over minds, and to show us what is first rate in human personality and human character by showing us goodness and greatness. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - IV |
Religion is the greatest instrument for so raising us. It is amazing that a person not intellectually bright, perhaps not even educated, is capable of grasping and living by something so advanced as the principles of Christianity. Yet, there is a common phenomenon. It is not, however, in my province to talk about religion, but rather to stress the power which great literature and the great personalities whom we meet in it and in history have to open and enlarge over minds, and to show us what is first rate in human personality and human character by showing us goodness and greatness. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - IV |
Religion is the greatest instrument for so raising us. It is amazing that a person not intellectually bright, perhaps not even educated, is capable of grasping and living by something so advanced as the principles of Christianity. Yet, there is a common phenomenon. It is not, however, in my province to talk about religion, but rather to stress the power which great literature and the great personalities whom we meet in it and in history have to open and enlarge over minds, and to show us what is first rate in human personality and human character by showing us goodness and greatness. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - V |
Motivation for ruralism in under developed countries are understandably different from those in developed countries. There, it is a sheer physical necessity for the very act of man's survival. In the Third world countries, which are predominantly rural, the only lever that can lift human life above its present subhuman level, is rural development. Rural life in such countries has been stagnating for countries on end. Nothing worthwhile has been done to ameliorate the conditions of the rural population which is only slightly different from that of their quadruped counterparts. Ignorance, ill health and poverty have become synonyms of rural life in the undeveloped and underdeveloped countries. But the worst tragedy is that the concerned human populations have taken this state of affairs for granted, as something unalterable, something for which there is no remedy. Every ray of hope has gone out of their lives, m such countries, Rural Development is the inevitable condition of any material or non-material advancement. As such, enlightened sections of all such countries have been taking ever growing interest in the question of Rural Development. |
This was also part of the legacy of their freedom struggle. In countries like India, it is well-known that, attempts at Rural Development were an inseparable part of the Independence movement. Leaders like Gandhiji realised quite well that. Real India lived in her stagnating villages. Cities, which were mostly the products of Western colonialism, were just artificial showpieces. Even there, there were two worlds. The posh areas, where the affluent few, mostly the products and custodians of imperial interest lived, were little islands engulfed by the vast ocean of dirt, represented by the vast majority of people. Cities were by no means unknown to India, but in ancient India, they were integral parts, organically related to the rest of the country and society. But, modern cities are exotic centres of commercial and industrial exploitation. Cities in ancient India were the flowers of cultural and artistic excellence of the nation, modem cities are just parasites, preying on and debilitating the county. |
Hence, Gandhiji started the 'Go to Village Movement' which alone, according to him, could bring freedom to India and sustain it. |
Rural Development had the pride of place in his strategy for the nation's freedom. Thus, it had its origin in the freedom struggle. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - V |
Motivation for ruralism in under developed countries are understandably different from those in developed countries. There, it is a sheer physical necessity for the very act of man's survival. In the Third world countries, which are predominantly rural, the only lever that can lift human life above its present subhuman level, is rural development. Rural life in such countries has been stagnating for countries on end. Nothing worthwhile has been done to ameliorate the conditions of the rural population which is only slightly different from that of their quadruped counterparts. Ignorance, ill health and poverty have become synonyms of rural life in the undeveloped and underdeveloped countries. But the worst tragedy is that the concerned human populations have taken this state of affairs for granted, as something unalterable, something for which there is no remedy. Every ray of hope has gone out of their lives, m such countries, Rural Development is the inevitable condition of any material or non-material advancement. As such, enlightened sections of all such countries have been taking ever growing interest in the question of Rural Development. |
This was also part of the legacy of their freedom struggle. In countries like India, it is well-known that, attempts at Rural Development were an inseparable part of the Independence movement. Leaders like Gandhiji realised quite well that. Real India lived in her stagnating villages. Cities, which were mostly the products of Western colonialism, were just artificial showpieces. Even there, there were two worlds. The posh areas, where the affluent few, mostly the products and custodians of imperial interest lived, were little islands engulfed by the vast ocean of dirt, represented by the vast majority of people. Cities were by no means unknown to India, but in ancient India, they were integral parts, organically related to the rest of the country and society. But, modern cities are exotic centres of commercial and industrial exploitation. Cities in ancient India were the flowers of cultural and artistic excellence of the nation, modem cities are just parasites, preying on and debilitating the county. |
Hence, Gandhiji started the 'Go to Village Movement' which alone, according to him, could bring freedom to India and sustain it. |
Rural Development had the pride of place in his strategy for the nation's freedom. Thus, it had its origin in the freedom struggle. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - V |
Motivation for ruralism in under developed countries are understandably different from those in developed countries. There, it is a sheer physical necessity for the very act of man's survival. In the Third world countries, which are predominantly rural, the only lever that can lift human life above its present subhuman level, is rural development. Rural life in such countries has been stagnating for countries on end. Nothing worthwhile has been done to ameliorate the conditions of the rural population which is only slightly different from that of their quadruped counterparts. Ignorance, ill health and poverty have become synonyms of rural life in the undeveloped and underdeveloped countries. But the worst tragedy is that the concerned human populations have taken this state of affairs for granted, as something unalterable, something for which there is no remedy. Every ray of hope has gone out of their lives, m such countries, Rural Development is the inevitable condition of any material or non-material advancement. As such, enlightened sections of all such countries have been taking ever growing interest in the question of Rural Development. |
This was also part of the legacy of their freedom struggle. In countries like India, it is well-known that, attempts at Rural Development were an inseparable part of the Independence movement. Leaders like Gandhiji realised quite well that. Real India lived in her stagnating villages. Cities, which were mostly the products of Western colonialism, were just artificial showpieces. Even there, there were two worlds. The posh areas, where the affluent few, mostly the products and custodians of imperial interest lived, were little islands engulfed by the vast ocean of dirt, represented by the vast majority of people. Cities were by no means unknown to India, but in ancient India, they were integral parts, organically related to the rest of the country and society. But, modern cities are exotic centres of commercial and industrial exploitation. Cities in ancient India were the flowers of cultural and artistic excellence of the nation, modem cities are just parasites, preying on and debilitating the county. |
Hence, Gandhiji started the 'Go to Village Movement' which alone, according to him, could bring freedom to India and sustain it. |
Rural Development had the pride of place in his strategy for the nation's freedom. Thus, it had its origin in the freedom struggle. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - V |
Motivation for ruralism in under developed countries are understandably different from those in developed countries. There, it is a sheer physical necessity for the very act of man's survival. In the Third world countries, which are predominantly rural, the only lever that can lift human life above its present subhuman level, is rural development. Rural life in such countries has been stagnating for countries on end. Nothing worthwhile has been done to ameliorate the conditions of the rural population which is only slightly different from that of their quadruped counterparts. Ignorance, ill health and poverty have become synonyms of rural life in the undeveloped and underdeveloped countries. But the worst tragedy is that the concerned human populations have taken this state of affairs for granted, as something unalterable, something for which there is no remedy. Every ray of hope has gone out of their lives, m such countries, Rural Development is the inevitable condition of any material or non-material advancement. As such, enlightened sections of all such countries have been taking ever growing interest in the question of Rural Development. |
This was also part of the legacy of their freedom struggle. In countries like India, it is well-known that, attempts at Rural Development were an inseparable part of the Independence movement. Leaders like Gandhiji realised quite well that. Real India lived in her stagnating villages. Cities, which were mostly the products of Western colonialism, were just artificial showpieces. Even there, there were two worlds. The posh areas, where the affluent few, mostly the products and custodians of imperial interest lived, were little islands engulfed by the vast ocean of dirt, represented by the vast majority of people. Cities were by no means unknown to India, but in ancient India, they were integral parts, organically related to the rest of the country and society. But, modern cities are exotic centres of commercial and industrial exploitation. Cities in ancient India were the flowers of cultural and artistic excellence of the nation, modem cities are just parasites, preying on and debilitating the county. |
Hence, Gandhiji started the 'Go to Village Movement' which alone, according to him, could bring freedom to India and sustain it. |
Rural Development had the pride of place in his strategy for the nation's freedom. Thus, it had its origin in the freedom struggle. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - V |
Motivation for ruralism in under developed countries are understandably different from those in developed countries. There, it is a sheer physical necessity for the very act of man's survival. In the Third world countries, which are predominantly rural, the only lever that can lift human life above its present subhuman level, is rural development. Rural life in such countries has been stagnating for countries on end. Nothing worthwhile has been done to ameliorate the conditions of the rural population which is only slightly different from that of their quadruped counterparts. Ignorance, ill health and poverty have become synonyms of rural life in the undeveloped and underdeveloped countries. But the worst tragedy is that the concerned human populations have taken this state of affairs for granted, as something unalterable, something for which there is no remedy. Every ray of hope has gone out of their lives, m such countries, Rural Development is the inevitable condition of any material or non-material advancement. As such, enlightened sections of all such countries have been taking ever growing interest in the question of Rural Development. |
This was also part of the legacy of their freedom struggle. In countries like India, it is well-known that, attempts at Rural Development were an inseparable part of the Independence movement. Leaders like Gandhiji realised quite well that. Real India lived in her stagnating villages. Cities, which were mostly the products of Western colonialism, were just artificial showpieces. Even there, there were two worlds. The posh areas, where the affluent few, mostly the products and custodians of imperial interest lived, were little islands engulfed by the vast ocean of dirt, represented by the vast majority of people. Cities were by no means unknown to India, but in ancient India, they were integral parts, organically related to the rest of the country and society. But, modern cities are exotic centres of commercial and industrial exploitation. Cities in ancient India were the flowers of cultural and artistic excellence of the nation, modem cities are just parasites, preying on and debilitating the county. |
Hence, Gandhiji started the 'Go to Village Movement' which alone, according to him, could bring freedom to India and sustain it. |
Rural Development had the pride of place in his strategy for the nation's freedom. Thus, it had its origin in the freedom struggle. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - V |
Motivation for ruralism in under developed countries are understandably different from those in developed countries. There, it is a sheer physical necessity for the very act of man's survival. In the Third world countries, which are predominantly rural, the only lever that can lift human life above its present subhuman level, is rural development. Rural life in such countries has been stagnating for countries on end. Nothing worthwhile has been done to ameliorate the conditions of the rural population which is only slightly different from that of their quadruped counterparts. Ignorance, ill health and poverty have become synonyms of rural life in the undeveloped and underdeveloped countries. But the worst tragedy is that the concerned human populations have taken this state of affairs for granted, as something unalterable, something for which there is no remedy. Every ray of hope has gone out of their lives, m such countries, Rural Development is the inevitable condition of any material or non-material advancement. As such, enlightened sections of all such countries have been taking ever growing interest in the question of Rural Development. |
This was also part of the legacy of their freedom struggle. In countries like India, it is well-known that, attempts at Rural Development were an inseparable part of the Independence movement. Leaders like Gandhiji realised quite well that. Real India lived in her stagnating villages. Cities, which were mostly the products of Western colonialism, were just artificial showpieces. Even there, there were two worlds. The posh areas, where the affluent few, mostly the products and custodians of imperial interest lived, were little islands engulfed by the vast ocean of dirt, represented by the vast majority of people. Cities were by no means unknown to India, but in ancient India, they were integral parts, organically related to the rest of the country and society. But, modern cities are exotic centres of commercial and industrial exploitation. Cities in ancient India were the flowers of cultural and artistic excellence of the nation, modem cities are just parasites, preying on and debilitating the county. |
Hence, Gandhiji started the 'Go to Village Movement' which alone, according to him, could bring freedom to India and sustain it. |
Rural Development had the pride of place in his strategy for the nation's freedom. Thus, it had its origin in the freedom struggle. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - V |
Motivation for ruralism in under developed countries are understandably different from those in developed countries. There, it is a sheer physical necessity for the very act of man's survival. In the Third world countries, which are predominantly rural, the only lever that can lift human life above its present subhuman level, is rural development. Rural life in such countries has been stagnating for countries on end. Nothing worthwhile has been done to ameliorate the conditions of the rural population which is only slightly different from that of their quadruped counterparts. Ignorance, ill health and poverty have become synonyms of rural life in the undeveloped and underdeveloped countries. But the worst tragedy is that the concerned human populations have taken this state of affairs for granted, as something unalterable, something for which there is no remedy. Every ray of hope has gone out of their lives, m such countries, Rural Development is the inevitable condition of any material or non-material advancement. As such, enlightened sections of all such countries have been taking ever growing interest in the question of Rural Development. |
This was also part of the legacy of their freedom struggle. In countries like India, it is well-known that, attempts at Rural Development were an inseparable part of the Independence movement. Leaders like Gandhiji realised quite well that. Real India lived in her stagnating villages. Cities, which were mostly the products of Western colonialism, were just artificial showpieces. Even there, there were two worlds. The posh areas, where the affluent few, mostly the products and custodians of imperial interest lived, were little islands engulfed by the vast ocean of dirt, represented by the vast majority of people. Cities were by no means unknown to India, but in ancient India, they were integral parts, organically related to the rest of the country and society. But, modern cities are exotic centres of commercial and industrial exploitation. Cities in ancient India were the flowers of cultural and artistic excellence of the nation, modem cities are just parasites, preying on and debilitating the county. |
Hence, Gandhiji started the 'Go to Village Movement' which alone, according to him, could bring freedom to India and sustain it. |
Rural Development had the pride of place in his strategy for the nation's freedom. Thus, it had its origin in the freedom struggle. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - V |
Motivation for ruralism in under developed countries are understandably different from those in developed countries. There, it is a sheer physical necessity for the very act of man's survival. In the Third world countries, which are predominantly rural, the only lever that can lift human life above its present subhuman level, is rural development. Rural life in such countries has been stagnating for countries on end. Nothing worthwhile has been done to ameliorate the conditions of the rural population which is only slightly different from that of their quadruped counterparts. Ignorance, ill health and poverty have become synonyms of rural life in the undeveloped and underdeveloped countries. But the worst tragedy is that the concerned human populations have taken this state of affairs for granted, as something unalterable, something for which there is no remedy. Every ray of hope has gone out of their lives, m such countries, Rural Development is the inevitable condition of any material or non-material advancement. As such, enlightened sections of all such countries have been taking ever growing interest in the question of Rural Development. |
This was also part of the legacy of their freedom struggle. In countries like India, it is well-known that, attempts at Rural Development were an inseparable part of the Independence movement. Leaders like Gandhiji realised quite well that. Real India lived in her stagnating villages. Cities, which were mostly the products of Western colonialism, were just artificial showpieces. Even there, there were two worlds. The posh areas, where the affluent few, mostly the products and custodians of imperial interest lived, were little islands engulfed by the vast ocean of dirt, represented by the vast majority of people. Cities were by no means unknown to India, but in ancient India, they were integral parts, organically related to the rest of the country and society. But, modern cities are exotic centres of commercial and industrial exploitation. Cities in ancient India were the flowers of cultural and artistic excellence of the nation, modem cities are just parasites, preying on and debilitating the county. |
Hence, Gandhiji started the 'Go to Village Movement' which alone, according to him, could bring freedom to India and sustain it. |
Rural Development had the pride of place in his strategy for the nation's freedom. Thus, it had its origin in the freedom struggle. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - V |
Motivation for ruralism in under developed countries are understandably different from those in developed countries. There, it is a sheer physical necessity for the very act of man's survival. In the Third world countries, which are predominantly rural, the only lever that can lift human life above its present subhuman level, is rural development. Rural life in such countries has been stagnating for countries on end. Nothing worthwhile has been done to ameliorate the conditions of the rural population which is only slightly different from that of their quadruped counterparts. Ignorance, ill health and poverty have become synonyms of rural life in the undeveloped and underdeveloped countries. But the worst tragedy is that the concerned human populations have taken this state of affairs for granted, as something unalterable, something for which there is no remedy. Every ray of hope has gone out of their lives, m such countries, Rural Development is the inevitable condition of any material or non-material advancement. As such, enlightened sections of all such countries have been taking ever growing interest in the question of Rural Development. |
This was also part of the legacy of their freedom struggle. In countries like India, it is well-known that, attempts at Rural Development were an inseparable part of the Independence movement. Leaders like Gandhiji realised quite well that. Real India lived in her stagnating villages. Cities, which were mostly the products of Western colonialism, were just artificial showpieces. Even there, there were two worlds. The posh areas, where the affluent few, mostly the products and custodians of imperial interest lived, were little islands engulfed by the vast ocean of dirt, represented by the vast majority of people. Cities were by no means unknown to India, but in ancient India, they were integral parts, organically related to the rest of the country and society. But, modern cities are exotic centres of commercial and industrial exploitation. Cities in ancient India were the flowers of cultural and artistic excellence of the nation, modem cities are just parasites, preying on and debilitating the county. |
Hence, Gandhiji started the 'Go to Village Movement' which alone, according to him, could bring freedom to India and sustain it. |
Rural Development had the pride of place in his strategy for the nation's freedom. Thus, it had its origin in the freedom struggle. |
Direction: In the following questions, you have several brief passages with some questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. |
Passage - V |
Motivation for ruralism in under developed countries are understandably different from those in developed countries. There, it is a sheer physical necessity for the very act of man's survival. In the Third world countries, which are predominantly rural, the only lever that can lift human life above its present subhuman level, is rural development. Rural life in such countries has been stagnating for countries on end. Nothing worthwhile has been done to ameliorate the conditions of the rural population which is only slightly different from that of their quadruped counterparts. Ignorance, ill health and poverty have become synonyms of rural life in the undeveloped and underdeveloped countries. But the worst tragedy is that the concerned human populations have taken this state of affairs for granted, as something unalterable, something for which there is no remedy. Every ray of hope has gone out of their lives, m such countries, Rural Development is the inevitable condition of any material or non-material advancement. As such, enlightened sections of all such countries have been taking ever growing interest in the question of Rural Development. |
This was also part of the legacy of their freedom struggle. In countries like India, it is well-known that, attempts at Rural Development were an inseparable part of the Independence movement. Leaders like Gandhiji realised quite well that. Real India lived in her stagnating villages. Cities, which were mostly the products of Western colonialism, were just artificial showpieces. Even there, there were two worlds. The posh areas, where the affluent few, mostly the products and custodians of imperial interest lived, were little islands engulfed by the vast ocean of dirt, represented by the vast majority of people. Cities were by no means unknown to India, but in ancient India, they were integral parts, organically related to the rest of the country and society. But, modern cities are exotic centres of commercial and industrial exploitation. Cities in ancient India were the flowers of cultural and artistic excellence of the nation, modem cities are just parasites, preying on and debilitating the county. |
Hence, Gandhiji started the 'Go to Village Movement' which alone, according to him, could bring freedom to India and sustain it. |
Rural Development had the pride of place in his strategy for the nation's freedom. Thus, it had its origin in the freedom struggle. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error. If a sentence is free from error, your answer is [d], i.e., 'No error'. |
Direction: In the following questions, sentences are given with blanks to be filled in with an appropriate word (s). Four alternatives are suggested for each question. Choose the correct alternative out of the four. |
Direction: In the following questions, sentences are given with blanks to be filled in with an appropriate word (s). Four alternatives are suggested for each question. Choose the correct alternative out of the four. |
Direction: In the following questions, sentences are given with blanks to be filled in with an appropriate word (s). Four alternatives are suggested for each question. Choose the correct alternative out of the four. |
Direction: In the following questions, sentences are given with blanks to be filled in with an appropriate word (s). Four alternatives are suggested for each question. Choose the correct alternative out of the four. |
Direction: In the following questions, sentences are given with blanks to be filled in with an appropriate word (s). Four alternatives are suggested for each question. Choose the correct alternative out of the four. |
Direction: in the following questions, out of the four alternatives, choose the one which best expresses the meaning of the given word. |
Direction: in the following questions, out of the four alternatives, choose the one which best expresses the meaning of the given word. |
Direction: in the following questions, out of the four alternatives, choose the one which best expresses the meaning of the given word. |
Direction: In the following questions, choose the word opposite in meaning to the given word. |
Direction: In the following questions, choose the word opposite in meaning to the given word. |
Direction: In the following questions, choose the word opposite in meaning to the given word. |
Direction: In the following questions, four words are given in each question, out of which only one word is correctly spelt. Find the correctly spelt word. |
Direction: In the following questions, four words are given in each question, out of which only one word is correctly spelt. Find the correctly spelt word. |
Direction: In the following questions, four words are given in each question, out of which only one word is correctly spelt. Find the correctly spelt word. |
Direction: In the following questions, four alternatives are given for the Idiom/Phrase. Choose the alternative which best expresses the meaning of the Idiom/Phrase. |
Direction: In the following questions, four alternatives are given for the Idiom/Phrase. Choose the alternative which best expresses the meaning of the Idiom/Phrase. |
Direction: In the following questions, four alternatives are given for the Idiom/Phrase. Choose the alternative which best expresses the meaning of the Idiom/Phrase. |
Direction: In the following questions, four alternatives are given for the Idiom/Phrase. Choose the alternative which best expresses the meaning of the Idiom/Phrase. |
Direction: In the following questions, four alternatives are given for the Idiom/Phrase. Choose the alternative which best expresses the meaning of the Idiom/Phrase. |
Direction: In the following questions, four alternatives are given for the Idiom/Phrase. Choose the alternative which best expresses the meaning of the Idiom/Phrase. |
Direction: In the following questions, four alternatives are given for the Idiom/Phrase. Choose the alternative which best expresses the meaning of the Idiom/Phrase. |
Direction: In the following questions, four alternatives are given for the Idiom/Phrase. Choose the alternative which best expresses the meaning of the Idiom/Phrase. |
Direction: In the following questions, four alternatives are given for the Idiom/Phrase. Choose the alternative which best expresses the meaning of the Idiom/Phrase. |
Direction: In the following questions, four alternatives are given for the Idiom/Phrase. Choose the alternative which best expresses the meaning of the Idiom/Phrase. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. The secret of |
P. not in doing |
Q. but in liking |
R. happiness is |
S. what one likes |
6. What one does. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. One may imagine |
P. play the violin |
Q. the trumpet for his living |
R. that a man who blew |
S. would be glad to |
6. for his amusement. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. Animals depend |
P. nature's bounty |
Q. largely on |
R. for their existence |
S. as the herbivorous |
6. are preys to the carnivorous. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. Asia's population |
P. already crossed |
Q. is estimated to be |
R. the three billion mark |
S. which has |
6. about 60% of the world's. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. I was happy that I had |
P. and was going to appear |
Q. qualified the written test |
R. for the final interview |
S. and the preliminary interview |
6. for the job of a probationary officer. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. The Russians wanted |
P. and teachers |
Q. their own language |
R. were forbidden to teach |
S. to take the place of Polish language |
6. the Polish language. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. Gandhi lived the life of an ascetic |
P. even in the midst of winter |
Q. eating the simplest fruits of the earth |
R. in the open air |
S. sleeping on a plank |
6. and cared nothing for his personal appearance. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. The greatest defect |
P. is that |
Q. what to do |
R. of our civilization |
S. it does not know |
6. with its knowledge. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. Einstein said |
P. although more than 900 books had been written |
Q. his theory of relativity |
R. who understood |
S. that there were only twelve people |
6. attempting to explain it. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. The term 'desert' |
P. an uninhabited 'deserted' place |
Q. regions characterised by meagre rainfall scanty |
vegetation and |
R. is now commonly applied to |
S. once simply used for |
6. limited human use. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. Alexander |
P. was a disciple of Aristotle |
Q. who was a great conqueror |
R. as the greatest philosopher |
S. whom the world acknowledges |
6. the world has ever known. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. There was a boy named Pappu. |
P. So the aunt asked him to find work. |
Q. They were very poor. |
R. He lived with his aunt. |
S. But Pappu refused to work. |
6. At last she turned him out of the house. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. An electrical circuit |
P. which is |
Q. of wires |
R. designed to |
S. is a circle |
6. carry electricity. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. We have pleasure |
P. a double room with bath |
Q. for five days from September 4 to September 8. |
R. that we have reserved |
S. in informing you |
6. both days inclusive. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. A man wearing dark sunglasses walked into the bank. |
P. Then he shouted, "Give me all your money, all the money in this bank right now." |
Q. Everyone in the lobby screamed and started running. |
R. He went up to the teller and held up a hand grenade for all to see. |
S. Nervously the young female teller handed the man three big bags loaded with cash. |
6. Holding the grenade in one hand and the bags in the other, he walked out of the building. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. India's uniqueness lies in its unity in diversity. |
P. So, the problems of India should not be viewed in isolation. |
Q. Because of this factor, there are problems here and there at times. |
R. India is a multireligious, multicultural and multilingual country. |
S. But even small countries with mono-lithic society have more problems. |
6. And India is poised for success in all fields. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. My friend went to live in a village. |
P. But it was a very slow animal. |
Q. So, my friend bought a donkey for Rs. 500. |
R. One day his new neighbour told him that he must buy a donkey. |
S. Every family there had a donkey. |
6. It did not like to work. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. When Galileo went home, he began to experiment with the pendulum. |
P. When he showed it to his teachers, they were delighted. |
Q. It was not long before physicians were all using the instrument to count the heart beats of their patients. |
R. Soon he had invented an instrument which marked the rate of pulse beats. |
S. Then, the clock makers began to use the pendulum to keep time. |
6. Today it has many other uses. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. People have wrong calculations about Japan's population. |
P. No, this is not true. |
Q. And old people die more often than the young. |
R. There are more old people in Japan. |
S. The question is whether Japan has a lower death rate. |
6. So, it is very high in Japan. |
Direction: In the following questions, a sentence/passage is given. Four parts of the sentence/passage have been jumbled up and named P, Q, R and S. Read the sentence/passage an find out which of the four combinations is correct. |
1. Pollution is one of the evils brought about by the growth of science. |
P. Air pollution has very harmful effects. |
Q. They pollute the air and the atmosphere. |
R. It is making the environment, water and air dirty. |
S. Factories and industries keep throwing out smoke which contains toxic gases. |
6. People living in the surroundings breathe the impure air and are affected by diseases of the lungs and heart |
Direction: In the following questions, out of the four alternatives, choose the one which can be substituted for the given words/sentence. |
Direction: In the following questions, out of the four alternatives, choose the one which can be substituted for the given words/sentence. |
Direction: In the following questions, out of the four alternatives, choose the one which can be substituted for the given words/sentence. |
Direction: In the following questions, out of the four alternatives, choose the one which can be substituted for the given words/sentence. |
Direction: In the following questions, out of the four alternatives, choose the one which can be substituted for the given words/sentence. |
Direction: In the following questions, out of the four alternatives, choose the one which can be substituted for the given words/sentence. |
Direction: In the following questions, out of the four alternatives, choose the one which can be substituted for the given words/sentence. |
Direction: In the following questions, out of the four alternatives, choose the one which can be substituted for the given words/sentence. |
Direction: In the following questions, out of the four alternatives, choose the one which can be substituted for the given words/sentence. |
Direction: In the following questions, out of the four alternatives, choose the one which can be substituted for the given words/sentence. |
Direction: In the following questions, out of the four alternatives, choose the one which can be substituted for the given words/sentence. |
Direction: In the following questions, out of the four alternatives, choose the one which can be substituted for the given words/sentence. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a sentence has been given in Active/Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Passive/ Active Voice. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
Direction: In the following questions, a part of sentence is underlined. Below are given alternatives to the underlined part at [a], [b], [c] which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is [d]. |
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