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 - 1 |
(28) forms of (29) and inequality persist even today in many places. Subtle forms could not be understood (30) being pursued (31); that is, because I cannot (32) cruder forms of untouchability, let me therefore practice more (33) and subtle kinds of discrimination. It (34) work that way. There are (35) today which are available to the Dalits as well as to others. Those are (36) by a set of reasoning which does not inform a large number of other (37). |
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 - 1 |
(28) forms of (29) and inequality persist even today in many places. Subtle forms could not be understood (30) being pursued (31); that is, because I cannot (32) cruder forms of untouchability, let me therefore practice more (33) and subtle kinds of discrimination. It (34) work that way. There are (35) today which are available to the Dalits as well as to others. Those are (36) by a set of reasoning which does not inform a large number of other (37). |
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 - 1 |
(28) forms of (29) and inequality persist even today in many places. Subtle forms could not be understood (30) being pursued (31); that is, because I cannot (32) cruder forms of untouchability, let me therefore practice more (33) and subtle kinds of discrimination. It (34) work that way. There are (35) today which are available to the Dalits as well as to others. Those are (36) by a set of reasoning which does not inform a large number of other (37). |
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 - 1 |
(28) forms of (29) and inequality persist even today in many places. Subtle forms could not be understood (30) being pursued (31); that is, because I cannot (32) cruder forms of untouchability, let me therefore practice more (33) and subtle kinds of discrimination. It (34) work that way. There are (35) today which are available to the Dalits as well as to others. Those are (36) by a set of reasoning which does not inform a large number of other (37). |
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 - 1 |
(28) forms of (29) and inequality persist even today in many places. Subtle forms could not be understood (30) being pursued (31); that is, because I cannot (32) cruder forms of untouchability, let me therefore practice more (33) and subtle kinds of discrimination. It (34) work that way. There are (35) today which are available to the Dalits as well as to others. Those are (36) by a set of reasoning which does not inform a large number of other (37). |
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 - 1 |
(28) forms of (29) and inequality persist even today in many places. Subtle forms could not be understood (30) being pursued (31); that is, because I cannot (32) cruder forms of untouchability, let me therefore practice more (33) and subtle kinds of discrimination. It (34) work that way. There are (35) today which are available to the Dalits as well as to others. Those are (36) by a set of reasoning which does not inform a large number of other (37). |
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 - 1 |
(28) forms of (29) and inequality persist even today in many places. Subtle forms could not be understood (30) being pursued (31); that is, because I cannot (32) cruder forms of untouchability, let me therefore practice more (33) and subtle kinds of discrimination. It (34) work that way. There are (35) today which are available to the Dalits as well as to others. Those are (36) by a set of reasoning which does not inform a large number of other (37). |
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 - 1 |
(28) forms of (29) and inequality persist even today in many places. Subtle forms could not be understood (30) being pursued (31); that is, because I cannot (32) cruder forms of untouchability, let me therefore practice more (33) and subtle kinds of discrimination. It (34) work that way. There are (35) today which are available to the Dalits as well as to others. Those are (36) by a set of reasoning which does not inform a large number of other (37). |
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 - 1 |
(28) forms of (29) and inequality persist even today in many places. Subtle forms could not be understood (30) being pursued (31); that is, because I cannot (32) cruder forms of untouchability, let me therefore practice more (33) and subtle kinds of discrimination. It (34) work that way. There are (35) today which are available to the Dalits as well as to others. Those are (36) by a set of reasoning which does not inform a large number of other (37). |
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 - 1 |
(28) forms of (29) and inequality persist even today in many places. Subtle forms could not be understood (30) being pursued (31); that is, because I cannot (32) cruder forms of untouchability, let me therefore practice more (33) and subtle kinds of discrimination. It (34) work that way. There are (35) today which are available to the Dalits as well as to others. Those are (36) by a set of reasoning which does not inform a large number of other (37). |
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 - 2 |
Will not create a (38) world in the 21st century by forgetting what happened in the 19th century and much of the 20th century. This is not to say that our (39) to the dangers emerging form the (40) of the past must also be (41) in the past. There is, if anything, a greater need today than ever before for (42) forward-looking approaches to global governance. As we (43) upon the still-new millennium, though, it seems ironically clear that in many parts of the world, tomorrow's possible (44) might still be due, in (45) small part, to yesterday's colonial attempts at order. I have no wish to give those politicians in post-colonial countries, whose leadership has been found (46) in the present, any reason to find excuses for their failures in the (47). |
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 - 2 |
Will not create a (38) world in the 21st century by forgetting what happened in the 19th century and much of the 20th century. This is not to say that our (39) to the dangers emerging form the (40) of the past must also be (41) in the past. There is, if anything, a greater need today than ever before for (42) forward-looking approaches to global governance. As we (43) upon the still-new millennium, though, it seems ironically clear that in many parts of the world, tomorrow's possible (44) might still be due, in (45) small part, to yesterday's colonial attempts at order. I have no wish to give those politicians in post-colonial countries, whose leadership has been found (46) in the present, any reason to find excuses for their failures in the (47). |
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 - 2 |
Will not create a (38) world in the 21st century by forgetting what happened in the 19th century and much of the 20th century. This is not to say that our (39) to the dangers emerging form the (40) of the past must also be (41) in the past. There is, if anything, a greater need today than ever before for (42) forward-looking approaches to global governance. As we (43) upon the still-new millennium, though, it seems ironically clear that in many parts of the world, tomorrow's possible (44) might still be due, in (45) small part, to yesterday's colonial attempts at order. I have no wish to give those politicians in post-colonial countries, whose leadership has been found (46) in the present, any reason to find excuses for their failures in the (47). |
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 - 2 |
Will not create a (38) world in the 21st century by forgetting what happened in the 19th century and much of the 20th century. This is not to say that our (39) to the dangers emerging form the (40) of the past must also be (41) in the past. There is, if anything, a greater need today than ever before for (42) forward-looking approaches to global governance. As we (43) upon the still-new millennium, though, it seems ironically clear that in many parts of the world, tomorrow's possible (44) might still be due, in (45) small part, to yesterday's colonial attempts at order. I have no wish to give those politicians in post-colonial countries, whose leadership has been found (46) in the present, any reason to find excuses for their failures in the (47). |
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 - 2 |
Will not create a (38) world in the 21st century by forgetting what happened in the 19th century and much of the 20th century. This is not to say that our (39) to the dangers emerging form the (40) of the past must also be (41) in the past. There is, if anything, a greater need today than ever before for (42) forward-looking approaches to global governance. As we (43) upon the still-new millennium, though, it seems ironically clear that in many parts of the world, tomorrow's possible (44) might still be due, in (45) small part, to yesterday's colonial attempts at order. I have no wish to give those politicians in post-colonial countries, whose leadership has been found (46) in the present, any reason to find excuses for their failures in the (47). |
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 - 2 |
Will not create a (38) world in the 21st century by forgetting what happened in the 19th century and much of the 20th century. This is not to say that our (39) to the dangers emerging form the (40) of the past must also be (41) in the past. There is, if anything, a greater need today than ever before for (42) forward-looking approaches to global governance. As we (43) upon the still-new millennium, though, it seems ironically clear that in many parts of the world, tomorrow's possible (44) might still be due, in (45) small part, to yesterday's colonial attempts at order. I have no wish to give those politicians in post-colonial countries, whose leadership has been found (46) in the present, any reason to find excuses for their failures in the (47). |
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 - 2 |
Will not create a (38) world in the 21st century by forgetting what happened in the 19th century and much of the 20th century. This is not to say that our (39) to the dangers emerging form the (40) of the past must also be (41) in the past. There is, if anything, a greater need today than ever before for (42) forward-looking approaches to global governance. As we (43) upon the still-new millennium, though, it seems ironically clear that in many parts of the world, tomorrow's possible (44) might still be due, in (45) small part, to yesterday's colonial attempts at order. I have no wish to give those politicians in post-colonial countries, whose leadership has been found (46) in the present, any reason to find excuses for their failures in the (47). |
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 - 2 |
Will not create a (38) world in the 21st century by forgetting what happened in the 19th century and much of the 20th century. This is not to say that our (39) to the dangers emerging form the (40) of the past must also be (41) in the past. There is, if anything, a greater need today than ever before for (42) forward-looking approaches to global governance. As we (43) upon the still-new millennium, though, it seems ironically clear that in many parts of the world, tomorrow's possible (44) might still be due, in (45) small part, to yesterday's colonial attempts at order. I have no wish to give those politicians in post-colonial countries, whose leadership has been found (46) in the present, any reason to find excuses for their failures in the (47). |
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 - 2 |
Will not create a (38) world in the 21st century by forgetting what happened in the 19th century and much of the 20th century. This is not to say that our (39) to the dangers emerging form the (40) of the past must also be (41) in the past. There is, if anything, a greater need today than ever before for (42) forward-looking approaches to global governance. As we (43) upon the still-new millennium, though, it seems ironically clear that in many parts of the world, tomorrow's possible (44) might still be due, in (45) small part, to yesterday's colonial attempts at order. I have no wish to give those politicians in post-colonial countries, whose leadership has been found (46) in the present, any reason to find excuses for their failures in the (47). |
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 - 2 |
Will not create a (38) world in the 21st century by forgetting what happened in the 19th century and much of the 20th century. This is not to say that our (39) to the dangers emerging form the (40) of the past must also be (41) in the past. There is, if anything, a greater need today than ever before for (42) forward-looking approaches to global governance. As we (43) upon the still-new millennium, though, it seems ironically clear that in many parts of the world, tomorrow's possible (44) might still be due, in (45) small part, to yesterday's colonial attempts at order. I have no wish to give those politicians in post-colonial countries, whose leadership has been found (46) in the present, any reason to find excuses for their failures in the (47). |
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 -3 |
In 1893, Lokmanya Tilak converted the Ganpati festival into a public ceremony. He campaigned (48) the wide circulation of this public celebration throughout Maharashtra. It was (49) this festival that he could advise public places to the nationalist movement. The desired publicity of this festival was further (50) by Shivaji festival. It was inaugurated in honour of Chhatrapati Shivaji, the greatest Maratha king, in the (51) of several thousand people. In the activity the Marathas were (52) and this helped a lot in mounting an attack on the British rule. |
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 - 3 |
In 1893, Lokmanya Tilak converted the Ganpati festival into a public ceremony. He campaigned (48) the wide circulation of this public celebration throughout Maharashtra. It was (49) this festival that he could advise public places to the nationalist movement. The desired publicity of this festival was further (50) by Shivaji festival. It was inaugurated in honour of Chhatrapati Shivaji, the greatest Maratha king, in the (51) of several thousand people. In the activity the Marathas were (52) and this helped a lot in mounting an attack on the British rule. |
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 - 3 |
In 1893, Lokmanya Tilak converted the Ganpati festival into a public ceremony. He campaigned (48) the wide circulation of this public celebration throughout Maharashtra. It was (49) this festival that he could advise public places to the nationalist movement. The desired publicity of this festival was further (50) by Shivaji festival. It was inaugurated in honour of Chhatrapati Shivaji, the greatest Maratha king, in the (51) of several thousand people. In the activity the Marathas were (52) and this helped a lot in mounting an attack on the British rule. |
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 - 3 |
In 1893, Lokmanya Tilak converted the Ganpati festival into a public ceremony. He campaigned (48) the wide circulation of this public celebration throughout Maharashtra. It was (49) this festival that he could advise public places to the nationalist movement. The desired publicity of this festival was further (50) by Shivaji festival. It was inaugurated in honour of Chhatrapati Shivaji, the greatest Maratha king, in the (51) of several thousand people. In the activity the Marathas were (52) and this helped a lot in mounting an attack on the British rule. |
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 - 3 |
In 1893, Lokmanya Tilak converted the Ganpati festival into a public ceremony. He campaigned (48) the wide circulation of this public celebration throughout Maharashtra. It was (49) this festival that he could advise public places to the nationalist movement. The desired publicity of this festival was further (50) by Shivaji festival. It was inaugurated in honour of Chhatrapati Shivaji, the greatest Maratha king, in the (51) of several thousand people. In the activity the Marathas were (52) and this helped a lot in mounting an attack on the British rule. |
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 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 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 word is correctly spelt. Find the correctly spelt word. |
Direction: In the following questions, four alternatives are given for the Idiom/Phrase underlined in the sentence. 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 underlined in the sentence. 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 underlined in the sentence. 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 underlined in the sentence. 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 underlined in the sentence. 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 underlined in the sentence. 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 underlined in the sentence. 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 underlined in the sentence. 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 underlined in the sentence. 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 underlined in the sentence. Choose the alternative which best expresses the meaning of the Idiom/Phrase. |
Direction: In the following questions, a part of the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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 the sentence is underlined. Below are given alternatives to the underlined part at [a], [b] and [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, 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, 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 - 1 |
A reason why people at school read books is to please their teacher. The teacher has said that this that or the other is a good book and that it is a sign of good taste to enjoy It. So, a number of boys and girls, anxious to please their teacher, get the book and read it. Two or three of them may genuinely like it, for its own sake and be grateful to the teacher for putting it in their way. But many will not honestly like it or will persuade themselves that they like it. And that does a great deal of harm. The people who cannot like the book run the risk of two things happening to them; either they are put off the idea of the book-let us suppose the book was David Copperfield-either they are put off the idea of classical novels or they take a dislike to Dickens and decide firmly never to waste their time on anything of the sort again or they get a guilty conscience about the whole thing, they feel that they do not like what they ought to like and that therefore there is something wrong with them. |
They are quite mistaken, of course. There is nothing wrong with them. The mistake has all been on the teacher's side. What has happened is that they have been shoved up against a book before they were ready for it. It is like giving a young child food only suitable for an adult. Result: indigestion, violent stomach-ache and a rooted dislike of that article of food evermore. |
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 - 1 |
A reason why people at school read books is to please their teacher. The teacher has said that this that or the other is a good book and that it is a sign of good taste to enjoy It. So, a number of boys and girls, anxious to please their teacher, get the book and read it. Two or three of them may genuinely like it, for its own sake and be grateful to the teacher for putting it in their way. But many will not honestly like it or will persuade themselves that they like it. And that does a great deal of harm. The people who cannot like the book run the risk of two things happening to them; either they are put off the idea of the book-let us suppose the book was David Copperfield-either they are put off the idea of classical novels or they take a dislike to Dickens and decide firmly never to waste their time on anything of the sort again or they get a guilty conscience about the whole thing, they feel that they do not like what they ought to like and that therefore there is something wrong with them. |
They are quite mistaken, of course. There is nothing wrong with them. The mistake has all been on the teacher's side. What has happened is that they have been shoved up against a book before they were ready for it. It is like giving a young child food only suitable for an adult. Result: indigestion, violent stomach-ache and a rooted dislike of that article of food evermore. |
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 - 1 |
A reason why people at school read books is to please their teacher. The teacher has said that this that or the other is a good book and that it is a sign of good taste to enjoy It. So, a number of boys and girls, anxious to please their teacher, get the book and read it. Two or three of them may genuinely like it, for its own sake and be grateful to the teacher for putting it in their way. But many will not honestly like it or will persuade themselves that they like it. And that does a great deal of harm. The people who cannot like the book run the risk of two things happening to them; either they are put off the idea of the book-let us suppose the book was David Copperfield-either they are put off the idea of classical novels or they take a dislike to Dickens and decide firmly never to waste their time on anything of the sort again or they get a guilty conscience about the whole thing, they feel that they do not like what they ought to like and that therefore there is something wrong with them. |
They are quite mistaken, of course. There is nothing wrong with them. The mistake has all been on the teacher's side. What has happened is that they have been shoved up against a book before they were ready for it. It is like giving a young child food only suitable for an adult. Result: indigestion, violent stomach-ache and a rooted dislike of that article of food evermore. |
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 - 1 |
A reason why people at school read books is to please their teacher. The teacher has said that this that or the other is a good book and that it is a sign of good taste to enjoy It. So, a number of boys and girls, anxious to please their teacher, get the book and read it. Two or three of them may genuinely like it, for its own sake and be grateful to the teacher for putting it in their way. But many will not honestly like it or will persuade themselves that they like it. And that does a great deal of harm. The people who cannot like the book run the risk of two things happening to them; either they are put off the idea of the book-let us suppose the book was David Copperfield-either they are put off the idea of classical novels or they take a dislike to Dickens and decide firmly never to waste their time on anything of the sort again or they get a guilty conscience about the whole thing, they feel that they do not like what they ought to like and that therefore there is something wrong with them. |
They are quite mistaken, of course. There is nothing wrong with them. The mistake has all been on the teacher's side. What has happened is that they have been shoved up against a book before they were ready for it. It is like giving a young child food only suitable for an adult. Result: indigestion, violent stomach-ache and a rooted dislike of that article of food evermore. |
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 - 1 |
A reason why people at school read books is to please their teacher. The teacher has said that this that or the other is a good book and that it is a sign of good taste to enjoy It. So, a number of boys and girls, anxious to please their teacher, get the book and read it. Two or three of them may genuinely like it, for its own sake and be grateful to the teacher for putting it in their way. But many will not honestly like it or will persuade themselves that they like it. And that does a great deal of harm. The people who cannot like the book run the risk of two things happening to them; either they are put off the idea of the book-let us suppose the book was David Copperfield-either they are put off the idea of classical novels or they take a dislike to Dickens and decide firmly never to waste their time on anything of the sort again or they get a guilty conscience about the whole thing, they feel that they do not like what they ought to like and that therefore there is something wrong with them. |
They are quite mistaken, of course. There is nothing wrong with them. The mistake has all been on the teacher's side. What has happened is that they have been shoved up against a book before they were ready for it. It is like giving a young child food only suitable for an adult. Result: indigestion, violent stomach-ache and a rooted dislike of that article of food evermore. |
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 - 2 |
Many years ago, I was the chief guest at a function. This was held in a hostel for poor students that had been built by a philanthropist. Food and shelter were free, but students had to bear other expenses like tuition and clothing. In my younger days, I have come across many families who would look after students who were economically backward but otherwise bright. They used to help them with their fees or clothing and often with their food as well. In those days, most colleges were located in larger towns. Many poor students who came to study in these towns used to stay with these families and would be treated as part of the family. The woman of the house considered this a good deed and helped the poor students wholeheartedly. Today, the situation is different. Even smaller towns have schools and colleges, so this custom has disappeared. While I was sitting on the dais, I remembered the past and congratulated the person who had built the hostel. It was a good deed and of great help to many students. The hostel secretary told me about some of the students in the hostel who had secured ranks but had a problem paying their tuition fees. He said, "Madam, this year we have three students from different disciplines who have secured ranks. All of them are from extremely poor families. They have one more year to complete their degrees." 'What are they studying?? "One is in medicine, the second in engineering and the third in commerce." "Can I meet them after the function?" |
The function went on as usual. Often, at such functions too much praise is lavished on the chief guest. Sometimes, they even make exaggerated and false claims about the chief guest. I feel this unnecessary praising is the highest form of corruption where people are easily fooled and it encourages those who are praised to develop an inflated opinion of themselves. That's why in the twelfth century, in Karnataka, the great revolutionary leader Basaveshwara warned in his teaching that praise is like a golden gallows. After the function, I met the three poor bright boys whom the secretary had told me about.' They were a little puzzled, shy and nervous. All of them had the same story: father in a small job unable to make ends meet, a large family back in the village, no land or any other asset. Only sheer determination to excel in studies had brought them here against all odds. |
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 - 2 |
Many years ago, I was the chief guest at a function. This was held in a hostel for poor students that had been built by a philanthropist. Food and shelter were free, but students had to bear other expenses like tuition and clothing. In my younger days, I have come across many families who would look after students who were economically backward but otherwise bright. They used to help them with their fees or clothing and often with their food as well. In those days, most colleges were located in larger towns. Many poor students who came to study in these towns used to stay with these families and would be treated as part of the family. The woman of the house considered this a good deed and helped the poor students wholeheartedly. Today, the situation is different. Even smaller towns have schools and colleges, so this custom has disappeared. While I was sitting on the dais, I remembered the past and congratulated the person who had built the hostel. It was a good deed and of great help to many students. The hostel secretary told me about some of the students in the hostel who had secured ranks but had a problem paying their tuition fees. He said, "Madam, this year we have three students from different disciplines who have secured ranks. All of them are from extremely poor families. They have one more year to complete their degrees." 'What are they studying?? "One is in medicine, the second in engineering and the third in commerce." "Can I meet them after the function?" |
The function went on as usual. Often, at such functions too much praise is lavished on the chief guest. Sometimes, they even make exaggerated and false claims about the chief guest. I feel this unnecessary praising is the highest form of corruption where people are easily fooled and it encourages those who are praised to develop an inflated opinion of themselves. That's why in the twelfth century, in Karnataka, the great revolutionary leader Basaveshwara warned in his teaching that praise is like a golden gallows. After the function, I met the three poor bright boys whom the secretary had told me about.' They were a little puzzled, shy and nervous. All of them had the same story: father in a small job unable to make ends meet, a large family back in the village, no land or any other asset. Only sheer determination to excel in studies had brought them here against all odds. |
Which of the following is/are not true about the hostel? |
I. Lodging and boarding arrangements were available to poor students without any payment. |
II. The hostel was built by the philanthropist who was also the chief guest at the function. |
III. Tuition and clothing were free of cost for the poor students. |
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 - 2 |
Many years ago, I was the chief guest at a function. This was held in a hostel for poor students that had been built by a philanthropist. Food and shelter were free, but students had to bear other expenses like tuition and clothing. In my younger days, I have come across many families who would look after students who were economically backward but otherwise bright. They used to help them with their fees or clothing and often with their food as well. In those days, most colleges were located in larger towns. Many poor students who came to study in these towns used to stay with these families and would be treated as part of the family. The woman of the house considered this a good deed and helped the poor students wholeheartedly. Today, the situation is different. Even smaller towns have schools and colleges, so this custom has disappeared. While I was sitting on the dais, I remembered the past and congratulated the person who had built the hostel. It was a good deed and of great help to many students. The hostel secretary told me about some of the students in the hostel who had secured ranks but had a problem paying their tuition fees. He said, "Madam, this year we have three students from different disciplines who have secured ranks. All of them are from extremely poor families. They have one more year to complete their degrees." 'What are they studying?? "One is in medicine, the second in engineering and the third in commerce." "Can I meet them after the function?" |
The function went on as usual. Often, at such functions too much praise is lavished on the chief guest. Sometimes, they even make exaggerated and false claims about the chief guest. I feel this unnecessary praising is the highest form of corruption where people are easily fooled and it encourages those who are praised to develop an inflated opinion of themselves. That's why in the twelfth century, in Karnataka, the great revolutionary leader Basaveshwara warned in his teaching that praise is like a golden gallows. After the function, I met the three poor bright boys whom the secretary had told me about.' They were a little puzzled, shy and nervous. All of them had the same story: father in a small job unable to make ends meet, a large family back in the village, no land or any other asset. Only sheer determination to excel in studies had brought them here against all odds. |
Why did the chief guest want to meet the three students? |
I. To please the secretary |
II. To observe a ritual |
III. To impress the secretary. |
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 - 2 |
Many years ago, I was the chief guest at a function. This was held in a hostel for poor students that had been built by a philanthropist. Food and shelter were free, but students had to bear other expenses like tuition and clothing. In my younger days, I have come across many families who would look after students who were economically backward but otherwise bright. They used to help them with their fees or clothing and often with their food as well. In those days, most colleges were located in larger towns. Many poor students who came to study in these towns used to stay with these families and would be treated as part of the family. The woman of the house considered this a good deed and helped the poor students wholeheartedly. Today, the situation is different. Even smaller towns have schools and colleges, so this custom has disappeared. While I was sitting on the dais, I remembered the past and congratulated the person who had built the hostel. It was a good deed and of great help to many students. The hostel secretary told me about some of the students in the hostel who had secured ranks but had a problem paying their tuition fees. He said, "Madam, this year we have three students from different disciplines who have secured ranks. All of them are from extremely poor families. They have one more year to complete their degrees." 'What are they studying?? "One is in medicine, the second in engineering and the third in commerce." "Can I meet them after the function?" |
The function went on as usual. Often, at such functions too much praise is lavished on the chief guest. Sometimes, they even make exaggerated and false claims about the chief guest. I feel this unnecessary praising is the highest form of corruption where people are easily fooled and it encourages those who are praised to develop an inflated opinion of themselves. That's why in the twelfth century, in Karnataka, the great revolutionary leader Basaveshwara warned in his teaching that praise is like a golden gallows. After the function, I met the three poor bright boys whom the secretary had told me about.' They were a little puzzled, shy and nervous. All of them had the same story: father in a small job unable to make ends meet, a large family back in the village, no land or any other asset. Only sheer determination to excel in studies had brought them here against all odds. |
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 - 2 |
Many years ago, I was the chief guest at a function. This was held in a hostel for poor students that had been built by a philanthropist. Food and shelter were free, but students had to bear other expenses like tuition and clothing. In my younger days, I have come across many families who would look after students who were economically backward but otherwise bright. They used to help them with their fees or clothing and often with their food as well. In those days, most colleges were located in larger towns. Many poor students who came to study in these towns used to stay with these families and would be treated as part of the family. The woman of the house considered this a good deed and helped the poor students wholeheartedly. Today, the situation is different. Even smaller towns have schools and colleges, so this custom has disappeared. While I was sitting on the dais, I remembered the past and congratulated the person who had built the hostel. It was a good deed and of great help to many students. The hostel secretary told me about some of the students in the hostel who had secured ranks but had a problem paying their tuition fees. He said, "Madam, this year we have three students from different disciplines who have secured ranks. All of them are from extremely poor families. They have one more year to complete their degrees." 'What are they studying?? "One is in medicine, the second in engineering and the third in commerce." "Can I meet them after the function?" |
The function went on as usual. Often, at such functions too much praise is lavished on the chief guest. Sometimes, they even make exaggerated and false claims about the chief guest. I feel this unnecessary praising is the highest form of corruption where people are easily fooled and it encourages those who are praised to develop an inflated opinion of themselves. That's why in the twelfth century, in Karnataka, the great revolutionary leader Basaveshwara warned in his teaching that praise is like a golden gallows. After the function, I met the three poor bright boys whom the secretary had told me about.' They were a little puzzled, shy and nervous. All of them had the same story: father in a small job unable to make ends meet, a large family back in the village, no land or any other asset. Only sheer determination to excel in studies had brought them here against all odds. |
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 - 2 |
Many years ago, I was the chief guest at a function. This was held in a hostel for poor students that had been built by a philanthropist. Food and shelter were free, but students had to bear other expenses like tuition and clothing. In my younger days, I have come across many families who would look after students who were economically backward but otherwise bright. They used to help them with their fees or clothing and often with their food as well. In those days, most colleges were located in larger towns. Many poor students who came to study in these towns used to stay with these families and would be treated as part of the family. The woman of the house considered this a good deed and helped the poor students wholeheartedly. Today, the situation is different. Even smaller towns have schools and colleges, so this custom has disappeared. While I was sitting on the dais, I remembered the past and congratulated the person who had built the hostel. It was a good deed and of great help to many students. The hostel secretary told me about some of the students in the hostel who had secured ranks but had a problem paying their tuition fees. He said, "Madam, this year we have three students from different disciplines who have secured ranks. All of them are from extremely poor families. They have one more year to complete their degrees." 'What are they studying?? "One is in medicine, the second in engineering and the third in commerce." "Can I meet them after the function?" |
The function went on as usual. Often, at such functions too much praise is lavished on the chief guest. Sometimes, they even make exaggerated and false claims about the chief guest. I feel this unnecessary praising is the highest form of corruption where people are easily fooled and it encourages those who are praised to develop an inflated opinion of themselves. That's why in the twelfth century, in Karnataka, the great revolutionary leader Basaveshwara warned in his teaching that praise is like a golden gallows. After the function, I met the three poor bright boys whom the secretary had told me about.' They were a little puzzled, shy and nervous. All of them had the same story: father in a small job unable to make ends meet, a large family back in the village, no land or any other asset. Only sheer determination to excel in studies had brought them here against all odds. |
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 - 2 |
Many years ago, I was the chief guest at a function. This was held in a hostel for poor students that had been built by a philanthropist. Food and shelter were free, but students had to bear other expenses like tuition and clothing. In my younger days, I have come across many families who would look after students who were economically backward but otherwise bright. They used to help them with their fees or clothing and often with their food as well. In those days, most colleges were located in larger towns. Many poor students who came to study in these towns used to stay with these families and would be treated as part of the family. The woman of the house considered this a good deed and helped the poor students wholeheartedly. Today, the situation is different. Even smaller towns have schools and colleges, so this custom has disappeared. While I was sitting on the dais, I remembered the past and congratulated the person who had built the hostel. It was a good deed and of great help to many students. The hostel secretary told me about some of the students in the hostel who had secured ranks but had a problem paying their tuition fees. He said, "Madam, this year we have three students from different disciplines who have secured ranks. All of them are from extremely poor families. They have one more year to complete their degrees." 'What are they studying?? "One is in medicine, the second in engineering and the third in commerce." "Can I meet them after the function?" |
The function went on as usual. Often, at such functions too much praise is lavished on the chief guest. Sometimes, they even make exaggerated and false claims about the chief guest. I feel this unnecessary praising is the highest form of corruption where people are easily fooled and it encourages those who are praised to develop an inflated opinion of themselves. That's why in the twelfth century, in Karnataka, the great revolutionary leader Basaveshwara warned in his teaching that praise is like a golden gallows. After the function, I met the three poor bright boys whom the secretary had told me about.' They were a little puzzled, shy and nervous. All of them had the same story: father in a small job unable to make ends meet, a large family back in the village, no land or any other asset. Only sheer determination to excel in studies had brought them here against all odds. |
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 - 2 |
Many years ago, I was the chief guest at a function. This was held in a hostel for poor students that had been built by a philanthropist. Food and shelter were free, but students had to bear other expenses like tuition and clothing. In my younger days, I have come across many families who would look after students who were economically backward but otherwise bright. They used to help them with their fees or clothing and often with their food as well. In those days, most colleges were located in larger towns. Many poor students who came to study in these towns used to stay with these families and would be treated as part of the family. The woman of the house considered this a good deed and helped the poor students wholeheartedly. Today, the situation is different. Even smaller towns have schools and colleges, so this custom has disappeared. While I was sitting on the dais, I remembered the past and congratulated the person who had built the hostel. It was a good deed and of great help to many students. The hostel secretary told me about some of the students in the hostel who had secured ranks but had a problem paying their tuition fees. He said, "Madam, this year we have three students from different disciplines who have secured ranks. All of them are from extremely poor families. They have one more year to complete their degrees." 'What are they studying?? "One is in medicine, the second in engineering and the third in commerce." "Can I meet them after the function?" |
The function went on as usual. Often, at such functions too much praise is lavished on the chief guest. Sometimes, they even make exaggerated and false claims about the chief guest. I feel this unnecessary praising is the highest form of corruption where people are easily fooled and it encourages those who are praised to develop an inflated opinion of themselves. That's why in the twelfth century, in Karnataka, the great revolutionary leader Basaveshwara warned in his teaching that praise is like a golden gallows. After the function, I met the three poor bright boys whom the secretary had told me about.' They were a little puzzled, shy and nervous. All of them had the same story: father in a small job unable to make ends meet, a large family back in the village, no land or any other asset. Only sheer determination to excel in studies had brought them here against all odds. |
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 - 2 |
Many years ago, I was the chief guest at a function. This was held in a hostel for poor students that had been built by a philanthropist. Food and shelter were free, but students had to bear other expenses like tuition and clothing. In my younger days, I have come across many families who would look after students who were economically backward but otherwise bright. They used to help them with their fees or clothing and often with their food as well. In those days, most colleges were located in larger towns. Many poor students who came to study in these towns used to stay with these families and would be treated as part of the family. The woman of the house considered this a good deed and helped the poor students wholeheartedly. Today, the situation is different. Even smaller towns have schools and colleges, so this custom has disappeared. While I was sitting on the dais, I remembered the past and congratulated the person who had built the hostel. It was a good deed and of great help to many students. The hostel secretary told me about some of the students in the hostel who had secured ranks but had a problem paying their tuition fees. He said, "Madam, this year we have three students from different disciplines who have secured ranks. All of them are from extremely poor families. They have one more year to complete their degrees." 'What are they studying?? "One is in medicine, the second in engineering and the third in commerce." "Can I meet them after the function?" |
The function went on as usual. Often, at such functions too much praise is lavished on the chief guest. Sometimes, they even make exaggerated and false claims about the chief guest. I feel this unnecessary praising is the highest form of corruption where people are easily fooled and it encourages those who are praised to develop an inflated opinion of themselves. That's why in the twelfth century, in Karnataka, the great revolutionary leader Basaveshwara warned in his teaching that praise is like a golden gallows. After the function, I met the three poor bright boys whom the secretary had told me about.' They were a little puzzled, shy and nervous. All of them had the same story: father in a small job unable to make ends meet, a large family back in the village, no land or any other asset. Only sheer determination to excel in studies had brought them here against all odds. |
Which of the following is/are the reason/s praise is considered as 'golden gallows'? |
I. It provides the audience with false information distracting them from the chief guest's speech. |
II. It creates wrong notions about themselves in the minds of those being praised. |
III. It helps people to easily fool the persons being praised. |
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 - 2 |
Many years ago, I was the chief guest at a function. This was held in a hostel for poor students that had been built by a philanthropist. Food and shelter were free, but students had to bear other expenses like tuition and clothing. In my younger days, I have come across many families who would look after students who were economically backward but otherwise bright. They used to help them with their fees or clothing and often with their food as well. In those days, most colleges were located in larger towns. Many poor students who came to study in these towns used to stay with these families and would be treated as part of the family. The woman of the house considered this a good deed and helped the poor students wholeheartedly. Today, the situation is different. Even smaller towns have schools and colleges, so this custom has disappeared. While I was sitting on the dais, I remembered the past and congratulated the person who had built the hostel. It was a good deed and of great help to many students. The hostel secretary told me about some of the students in the hostel who had secured ranks but had a problem paying their tuition fees. He said, "Madam, this year we have three students from different disciplines who have secured ranks. All of them are from extremely poor families. They have one more year to complete their degrees." 'What are they studying?? "One is in medicine, the second in engineering and the third in commerce." "Can I meet them after the function?" |
The function went on as usual. Often, at such functions too much praise is lavished on the chief guest. Sometimes, they even make exaggerated and false claims about the chief guest. I feel this unnecessary praising is the highest form of corruption where people are easily fooled and it encourages those who are praised to develop an inflated opinion of themselves. That's why in the twelfth century, in Karnataka, the great revolutionary leader Basaveshwara warned in his teaching that praise is like a golden gallows. After the function, I met the three poor bright boys whom the secretary had told me about.' They were a little puzzled, shy and nervous. All of them had the same story: father in a small job unable to make ends meet, a large family back in the village, no land or any other asset. Only sheer determination to excel in studies had brought them here against all odds. |
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 - 3 |
There is no general agreement about how the planets were formed. The most widely accepted theory is that about 5000 million years ago swirling clouds of matter began to condense. Through the action of centrifugal force, the heavier molecules were concentrated near the centre of the eddies and the lighter, gaseous material was thrown out towards the periphery. Such is the theory. What is known is that nine satellites began orbiting round the sun. These are the planets. The planet on which man lives is the third closest to the sun, with the third shortest orbit. It also has something none of the others has - an atmosphere that can support life in all the manifold forms that exist on our planet. There may be satellites circling other stars in other parts of the universe that have the right ingredients for some sort of life to evolve, but the earth is the only one in the solar system. |
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 - 3 |
There is no general agreement about how the planets were formed. The most widely accepted theory is that about 5000 million years ago swirling clouds of matter began to condense. Through the action of centrifugal force, the heavier molecules were concentrated near the centre of the eddies and the lighter, gaseous material was thrown out towards the periphery. Such is the theory. What is known is that nine satellites began orbiting round the sun. These are the planets. The planet on which man lives is the third closest to the sun, with the third shortest orbit. It also has something none of the others has - an atmosphere that can support life in all the manifold forms that exist on our planet. There may be satellites circling other stars in other parts of the universe that have the right ingredients for some sort of life to evolve, but the earth is the only one in the solar system. |
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 - 3 |
There is no general agreement about how the planets were formed. The most widely accepted theory is that about 5000 million years ago swirling clouds of matter began to condense. Through the action of centrifugal force, the heavier molecules were concentrated near the centre of the eddies and the lighter, gaseous material was thrown out towards the periphery. Such is the theory. What is known is that nine satellites began orbiting round the sun. These are the planets. The planet on which man lives is the third closest to the sun, with the third shortest orbit. It also has something none of the others has - an atmosphere that can support life in all the manifold forms that exist on our planet. There may be satellites circling other stars in other parts of the universe that have the right ingredients for some sort of life to evolve, but the earth is the only one in the solar system. |
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 - 3 |
There is no general agreement about how the planets were formed. The most widely accepted theory is that about 5000 million years ago swirling clouds of matter began to condense. Through the action of centrifugal force, the heavier molecules were concentrated near the centre of the eddies and the lighter, gaseous material was thrown out towards the periphery. Such is the theory. What is known is that nine satellites began orbiting round the sun. These are the planets. The planet on which man lives is the third closest to the sun, with the third shortest orbit. It also has something none of the others has - an atmosphere that can support life in all the manifold forms that exist on our planet. There may be satellites circling other stars in other parts of the universe that have the right ingredients for some sort of life to evolve, but the earth is the only one in the solar system. |
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 - 3 |
There is no general agreement about how the planets were formed. The most widely accepted theory is that about 5000 million years ago swirling clouds of matter began to condense. Through the action of centrifugal force, the heavier molecules were concentrated near the centre of the eddies and the lighter, gaseous material was thrown out towards the periphery. Such is the theory. What is known is that nine satellites began orbiting round the sun. These are the planets. The planet on which man lives is the third closest to the sun, with the third shortest orbit. It also has something none of the others has - an atmosphere that can support life in all the manifold forms that exist on our planet. There may be satellites circling other stars in other parts of the universe that have the right ingredients for some sort of life to evolve, but the earth is the only one in the solar system. |
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 - 4 |
A mask is a covering for the head or face. It was one of the first ways in which primitive man expressed his artistic instinct. Primitive tribes used masks to ensure a good harvest, a safe hunt and to ward off evil. Masks were also worn by merrymakers at festivals. Masks of change are believed to turn the wearer into the spirit, animal of demon that the mask depicts. Thus the shaman (medical man) masks of the Eskimos are supposed to establish a mystic link with the spirit concerned. They induce a state of trance and possession before effecting a cure. |
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 - 4 |
A mask is a covering for the head or face. It was one of the first ways in which primitive man expressed his artistic instinct. Primitive tribes used masks to ensure a good harvest, a safe hunt and to ward off evil. Masks were also worn by merrymakers at festivals. Masks of change are believed to turn the wearer into the spirit, animal of demon that the mask depicts. Thus the shaman (medical man) masks of the Eskimos are supposed to establish a mystic link with the spirit concerned. They induce a state of trance and possession before effecting a cure. |
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 - 4 |
A mask is a covering for the head or face. It was one of the first ways in which primitive man expressed his artistic instinct. Primitive tribes used masks to ensure a good harvest, a safe hunt and to ward off evil. Masks were also worn by merrymakers at festivals. Masks of change are believed to turn the wearer into the spirit, animal of demon that the mask depicts. Thus the shaman (medical man) masks of the Eskimos are supposed to establish a mystic link with the spirit concerned. They induce a state of trance and possession before effecting a cure. |
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 - 4 |
A mask is a covering for the head or face. It was one of the first ways in which primitive man expressed his artistic instinct. Primitive tribes used masks to ensure a good harvest, a safe hunt and to ward off evil. Masks were also worn by merrymakers at festivals. Masks of change are believed to turn the wearer into the spirit, animal of demon that the mask depicts. Thus the shaman (medical man) masks of the Eskimos are supposed to establish a mystic link with the spirit concerned. They induce a state of trance and possession before effecting a cure. |
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 - 4 |
A mask is a covering for the head or face. It was one of the first ways in which primitive man expressed his artistic instinct. Primitive tribes used masks to ensure a good harvest, a safe hunt and to ward off evil. Masks were also worn by merrymakers at festivals. Masks of change are believed to turn the wearer into the spirit, animal of demon that the mask depicts. Thus the shaman (medical man) masks of the Eskimos are supposed to establish a mystic link with the spirit concerned. They induce a state of trance and possession before effecting a cure. |
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 - 5 |
Winston Churchil was lecturing in Toronto when the amplifying system broke down. Angry cries of Louder! Louder! began at once. Churchill raised his hand for quiet. Grasping his portable microphone which hung from his lapel, he held it afloat for all to see and with a dramatic gesture flung it to the ground where it smashed to pieces. Then he thundered, "Now that we have exhausted the resources of science, we shall fall back upon mother Nature!" |
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 - 5 |
Winston Churchil was lecturing in Toronto when the amplifying system broke down. Angry cries of Louder! Louder! began at once. Churchill raised his hand for quiet. Grasping his portable microphone which hung from his lapel, he held it afloat for all to see and with a dramatic gesture flung it to the ground where it smashed to pieces. Then he thundered, "Now that we have exhausted the resources of science, we shall fall back upon mother Nature!" |
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 - 5 |
Winston Churchil was lecturing in Toronto when the amplifying system broke down. Angry cries of Louder! Louder! began at once. Churchill raised his hand for quiet. Grasping his portable microphone which hung from his lapel, he held it afloat for all to see and with a dramatic gesture flung it to the ground where it smashed to pieces. Then he thundered, "Now that we have exhausted the resources of science, we shall fall back upon mother Nature!" |
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 - 5 |
Winston Churchil was lecturing in Toronto when the amplifying system broke down. Angry cries of Louder! Louder! began at once. Churchill raised his hand for quiet. Grasping his portable microphone which hung from his lapel, he held it afloat for all to see and with a dramatic gesture flung it to the ground where it smashed to pieces. Then he thundered, "Now that we have exhausted the resources of science, we shall fall back upon mother Nature!" |
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 - 5 |
Winston Churchil was lecturing in Toronto when the amplifying system broke down. Angry cries of Louder! Louder! began at once. Churchill raised his hand for quiet. Grasping his portable microphone which hung from his lapel, he held it afloat for all to see and with a dramatic gesture flung it to the ground where it smashed to pieces. Then he thundered, "Now that we have exhausted the resources of science, we shall fall back upon mother Nature!" |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. For some time in his youth Abraham Lincoln was the manager of a shop. |
P. Then a chance customer would come. |
Q. Young Lincoln way of keeping shop was entirely unlike anyone else's. |
R. Lincoln would jump up and attend to his needs and then revert to his reading. |
S. He used to lay full length on the counter of the shop eagerly reading a book. |
6. Never before had Lincoln had so much time for reading as had then. |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. Manisha went shopping one morning. |
P. Disappointed she turned around and returned to the parking lot. |
Q. She got out and walked to the nearest shop. |
R. She drove her car into the parking lot and stopped. |
S. It was there that she realised that she'd forgotten her purse at home. |
6. She drove home with an empty basket. |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. Several sub-cities have been planned around capital. |
P. Dwarka is the first among them. |
Q. They are expected to alleviate the problem of housing. |
R. It is coming up in the South -West of capital. |
S. It will cater to over one million people when completed. |
6. Hopefully the housing problem will not be as acute at present after these sub-cities are built. |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. Your letter was big relief. |
P. How did you exams go? |
Q. After your result, you must come here for a week. |
R. You hadn't written for over a month. |
S. I am sure you will come out with flying colours. |
6. But don't forget to bring chocolate for Garima. |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. While crossing a busy road, we should obey the policeman on duty. |
P. We should always cross the road at the zebra crossing. |
Q. We must look to the signal lights and cross the road only when the road is clear. |
R. If there are no signal lights at the crossing, we should look to the right, then to left and again the right, before crossing the road. |
S. If the road is not clear we should wait. |
6. We should never run while crossing the road. |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. As a dramatist Rabindranath was not what might be called a success. |
P. His dramas were moulded on the lines of the traditional Indian village dramas than the dramas of modem world. |
Q. His plays were more a catalogue of ideas than a vehicle of the expression of action. |
R. Actually the drama has always been the life of Indian people, as it deals with legends of gods and goddesses. |
S. Although in his short stories and novels he was able to create living and well defined characters, he did not seem to be able to do so in dramas |
6. Therefore, drama forms the essential part of the traditional Indian Culture. |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. Ramai and Samai were two poor young men. |
P. On market day they sold their labour. |
Q. They lived near Maheshpur. |
R. On other days, they remained in the village looking for work. |
S. They wanted regular work. |
6. The headman gave them two plots. |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. The art of growing old is one which the passage of time has forced upon my attention. |
P. One of these is undue absorption in the past. |
Q. One's thought must be directed to the future and to things about which there is something to be done. |
R. Psychologically, there are two dangers to be guarded against in old age. |
S. It does not do to live in memories, in regrets for the good old days or in sadness about friend who are dead. |
6. This is not always easy one's own past is gradually increasing weight. |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. We speak today of self-determination in politics. |
P. So long as one is conscious of a restraint, it is possible to resist it or to near it as a necessary evil and to keep free in spirit. |
Q. Slavery begins when one ceases to feel that r restraint and it depends on if the evil is accepted as good. |
R. There is, however, a subtler domination exercised in the sphere of ideas by one culture to another. |
S. Political subjection primarily means restraint on the outer life of people. |
6. Cultural subjection is ordinarily of an unconscious character and it implies slavery from the very start. |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. The city is almost a slum and stinks most of time. |
P. The slush on the road did not deter them. |
Q. The occasional slips and falls were considered a small price to pay for the trip. |
R. They were excited, fascinated by the sight of fresh snow on the roads. |
S. Even so, it looked beautiful to tourists of various categories. |
6. But some visitors came away with the unforgettable sight of young labours scantily clad. |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. Politeness is not a quality possessed by only one nation or race. |
P. One may observe that a man of one nation will remove his hat or fold his hands by way of greetings when he meets someone he knows. |
Q. A man of another country will not to do so. |
R. It is a quality to be found among all peoples and nations in every corner of the Earth. |
S. Obviously, each person follows the custom of his particular country. |
6. In any case, we should not mock at others habits |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. Throughout history man has used energy from the Sun. |
P. Today, when we burn wood or use electric current we are drawing energy. |
Q. However we now have a new supply of energy. |
R. All our ordinary life depends on Sun. |
S. This has come from the Sun. |
6. This energy comes from inside atoms. |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. In India marriages are usually arranged by parents |
P. Sometimes boys and girls do not like the idea of arranged marriages. |
Q. Most young people accept the state of affairs. |
R. Sujata was like that. |
S. They assume their parents can make good choices. |
6. She felt she was a modern girl and not subject for bargaining. |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. I had halted on the road. |
P. As soon as I saw the elephant I knew I should not shoot him. |
Q. It is a serious matter to shoot a working elephant. |
R. I knew that his 'must' was already passing off. |
S. The elephant was standing 8 yards from the road |
6. I decided to watch him for a while and then go home. |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. Helen Keller has an ageless quality about her in keeping with her amazing life story. |
P. Although warmed by this human reaction, she has in wish to be set aside from the rest of mankind. |
Q. She is an inspiration to both blind and who can see everywhere. |
R. When she visited 3apan after World War n, boys and girls from remote villages ran to her, crying, "Helen Keller." |
S. Blind, deaf and mute from early childhood, she rose about her triple handicap to become one of the best known characters in the modem world. |
6. She believes the blind should live and work with their fellows, with full responsibility. |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. But how does a new word get into the dictionary? |
P. When a new dictionary is being edited, a lexicographer collects all the alphabetically arranged citation slips for a particular word. |
Q. The dictionary makers notice it and make a note of it on a citation slip. |
R. The moment a new word is coined, it usually enters the spoken language. |
S. The word then passes from the realm of hearing to the realm of writing. |
6. He sorts them according to their grammatical function and carefully writes a definition. |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. Gandhi's first, political fast was made soon after his return from Africa. |
P. He had also received help from this man's sister. |
Q. This was then the poor labourers of the cotton mills of Ahmedabad were on strike. |
R. He was a friend of the largest mill owner. |
S. Gandhi had made the strikers promise to remain on strike until the owners agreed to accept the decision of 371 arbitrator. |
6. He did not fast against the mill owners, but in order to strengthen the determination of the strikers. |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. Kabir knew that Ramananda got up very early in the morning and went down on the steps of the 'ghat' to bathe in the waters of the sacred Ganges. |
P. As Ramananda came down the steps before daybreak for his usual bath, he trod on the sleeping man. |
Q. Kabir at once jumped up and threw himself at the feet of the preacher. |
R. "Ram, Ram", he exclaimed in astonishment. |
S. One dark night, Kabir went to the 'ghat' and lay down on one of the river steps. |
6. He said, "You have given me the mantra, 'Ram, Ram,' I have become your disciple". |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. We must also understand that the fruits of labour are sweeter than the gifts of fortune. |
P. Moreover, too much of thinking is also a disease. |
Q. Indeed, thought and action can be separately analysed but can never be separated from each other. |
R. Hence, thought to be complete demands action and action without thought also has no value. |
S. It keeps us depressed and gloomy. |
6. The best life, therefore, is lived both in thought and deed. |
Direction: In the following questions, the first and the last parts of a passage are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the passage and find out which of the four combinations is correct. |
1. I went to my friend last week. |
P. He politely refused it oblige me. |
Q. I did not speak even a single word. |
R. Actually I wanted his scooter for a day. |
S. I felt ashamed of myself. |
6. I was mistaken in assessing a true friendship. |
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. |
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