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We are providing you with English Section Mock for the upcoming IBPS Clerk and RBI Assistant 2017 Prelim Exam. It contains 30 questions and time limit is 15 minutes.
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Question 1 of 30
1. Question
1 pointsDirection (1-10): Read the following passage and answer the questions that follow.
Access to schooling, and adequate teaching learning environment and appropriate School curriculum and and empowered and inclusive teaching community are four crucial prerequisites of a school system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum International focus. The critical link that binds these four critical elements together – the urgency of the teacher – continues to be cast aside why political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of much of the teacher education community.
Radical educational initiatives of both the left and the right have recognised the potential power of the agency of the teacher. In multiple experiments, they have used this latent force to build committed Institutions and cadres of teachers dedicated to their particular causes. In many instances this has lead to extreme politicization of the school teacher. In others, it has led to the education of a generation of students in half-truth underpinned by the personal beliefs, sectarian concerns and folk pedagogy of teachers who have had little access themselves to education and training in areas outlined by the NCF 2005.
Over the last decade or so, educational reform has included, apart from access, focus on developing alternative text materials and the training of teachers to transact these materials, without directly engaging with the issue of curriculum redesign. At the turn of the 20th century, a major national curriculum redesign was initiated following the change of political regime of the centre. NCF 2000 and the subsequent development of school textbooks game and divide public scrutiny and debate. Issues of equity, inclusion and exclusion, learner diversity, religious identity and communalism gained considerable importance in the curriculum debates that followed. For instance, scholars argued that “……the NCF, while load on rhetoric, fails to address the quality of education that children of poor and marginalized groups’ experience”. Several other critics describe the NCF 2000 as a retrogressive step in education that suit to import the Hindutva agenda in the graph of a national identity.
The subsequent change of national government in 2004, led to the NCERT curriculum review in 2005 underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender of symmetry and minority empowerment. Deeper than this politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view teachers as ‘ dispensers of information’ and children as passive recipients of an education sought to be delivered in 4 volt class rooms with little scope to develop critical thinking and understanding.Question: To facilitate social transformation, which of the following factors has been identified by the author?
Correct
Refer to the first sentence of passage
Incorrect
Refer to the first sentence of passage
Unattempted
Refer to the first sentence of passage
-
Question 2 of 30
2. Question
1 pointsDirection (1-10): Read the following passage and answer the questions that follow.
Access to schooling, and adequate teaching learning environment and appropriate School curriculum and and empowered and inclusive teaching community are four crucial prerequisites of a school system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum International focus. The critical link that binds these four critical elements together – the urgency of the teacher – continues to be cast aside why political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of much of the teacher education community.
Radical educational initiatives of both the left and the right have recognised the potential power of the agency of the teacher. In multiple experiments, they have used this latent force to build committed Institutions and cadres of teachers dedicated to their particular causes. In many instances this has lead to extreme politicization of the school teacher. In others, it has led to the education of a generation of students in half-truth underpinned by the personal beliefs, sectarian concerns and folk pedagogy of teachers who have had little access themselves to education and training in areas outlined by the NCF 2005.
Over the last decade or so, educational reform has included, apart from access, focus on developing alternative text materials and the training of teachers to transact these materials, without directly engaging with the issue of curriculum redesign. At the turn of the 20th century, a major national curriculum redesign was initiated following the change of political regime of the centre. NCF 2000 and the subsequent development of school textbooks game and divide public scrutiny and debate. Issues of equity, inclusion and exclusion, learner diversity, religious identity and communalism gained considerable importance in the curriculum debates that followed. For instance, scholars argued that “……the NCF, while load on rhetoric, fails to address the quality of education that children of poor and marginalized groups’ experience”. Several other critics describe the NCF 2000 as a retrogressive step in education that suit to import the Hindutva agenda in the graph of a national identity.
The subsequent change of national government in 2004, led to the NCERT curriculum review in 2005 underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender of symmetry and minority empowerment. Deeper than this politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view teachers as ‘ dispensers of information’ and children as passive recipients of an education sought to be delivered in 4 volt class rooms with little scope to develop critical thinking and understanding.
Question: Prior to 1990 what was not the agenda of the educational reforms?
(i) An appropriate curriculum
(ii) Well trained school teachersCorrect
Refer to first two sentences of passage.
Access to schooling, and adequate teaching learning environment — 1980s
appropriate School curriculum and and empowered and inclusive teaching community – late 1990sIncorrect
Refer to first two sentences of passage.
Access to schooling, and adequate teaching learning environment — 1980s
appropriate School curriculum and and empowered and inclusive teaching community – late 1990sUnattempted
Refer to first two sentences of passage.
Access to schooling, and adequate teaching learning environment — 1980s
appropriate School curriculum and and empowered and inclusive teaching community – late 1990s -
Question 3 of 30
3. Question
1 pointsDirection (1-10): Read the following passage and answer the questions that follow.
Access to schooling, and adequate teaching learning environment and appropriate School curriculum and and empowered and inclusive teaching community are four crucial prerequisites of a school system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum International focus. The critical link that binds these four critical elements together – the urgency of the teacher – continues to be cast aside why political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of much of the teacher education community.
Radical educational initiatives of both the left and the right have recognised the potential power of the agency of the teacher. In multiple experiments, they have used this latent force to build committed Institutions and cadres of teachers dedicated to their particular causes. In many instances this has lead to extreme politicization of the school teacher. In others, it has led to the education of a generation of students in half-truth underpinned by the personal beliefs, sectarian concerns and folk pedagogy of teachers who have had little access themselves to education and training in areas outlined by the NCF 2005.
Over the last decade or so, educational reform has included, apart from access, focus on developing alternative text materials and the training of teachers to transact these materials, without directly engaging with the issue of curriculum redesign. At the turn of the 20th century, a major national curriculum redesign was initiated following the change of political regime of the centre. NCF 2000 and the subsequent development of school textbooks game and divide public scrutiny and debate. Issues of equity, inclusion and exclusion, learner diversity, religious identity and communalism gained considerable importance in the curriculum debates that followed. For instance, scholars argued that “……the NCF, while load on rhetoric, fails to address the quality of education that children of poor and marginalized groups’ experience”. Several other critics describe the NCF 2000 as a retrogressive step in education that suit to import the Hindutva agenda in the graph of a national identity.
The subsequent change of national government in 2004, led to the NCERT curriculum review in 2005 underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender of symmetry and minority empowerment. Deeper than this politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view teachers as ‘ dispensers of information’ and children as passive recipients of an education sought to be delivered in 4 volt class rooms with little scope to develop critical thinking and understanding.
Question: Which of the following best describes the ‘latent force’ as used in the passage?
Correct
Refer to first two sentences of 2nd paragraph.
Incorrect
Refer to first two sentences of 2nd paragraph.
Unattempted
Refer to first two sentences of 2nd paragraph.
-
Question 4 of 30
4. Question
1 pointsDirection (1-10): Read the following passage and answer the questions that follow.
Access to schooling, and adequate teaching learning environment and appropriate School curriculum and and empowered and inclusive teaching community are four crucial prerequisites of a school system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum International focus. The critical link that binds these four critical elements together – the urgency of the teacher – continues to be cast aside why political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of much of the teacher education community.
Radical educational initiatives of both the left and the right have recognised the potential power of the agency of the teacher. In multiple experiments, they have used this latent force to build committed Institutions and cadres of teachers dedicated to their particular causes. In many instances this has lead to extreme politicization of the school teacher. In others, it has led to the education of a generation of students in half-truth underpinned by the personal beliefs, sectarian concerns and folk pedagogy of teachers who have had little access themselves to education and training in areas outlined by the NCF 2005.
Over the last decade or so, educational reform has included, apart from access, focus on developing alternative text materials and the training of teachers to transact these materials, without directly engaging with the issue of curriculum redesign. At the turn of the 20th century, a major national curriculum redesign was initiated following the change of political regime of the centre. NCF 2000 and the subsequent development of school textbooks game and divide public scrutiny and debate. Issues of equity, inclusion and exclusion, learner diversity, religious identity and communalism gained considerable importance in the curriculum debates that followed. For instance, scholars argued that “……the NCF, while load on rhetoric, fails to address the quality of education that children of poor and marginalized groups’ experience”. Several other critics describe the NCF 2000 as a retrogressive step in education that suit to import the Hindutva agenda in the graph of a national identity.
The subsequent change of national government in 2004, led to the NCERT curriculum review in 2005 underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender of symmetry and minority empowerment. Deeper than this politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view teachers as ‘ dispensers of information’ and children as passive recipients of an education sought to be delivered in 4 volt class rooms with little scope to develop critical thinking and understanding.
Question: How did personal beliefs and folk pedagogy entered into educational system?
Correct
‘It’ in the last sentence of the 2nd para refer to “extreme politicization of the school teacher”.
Incorrect
‘It’ in the last sentence of the 2nd para refer to “extreme politicization of the school teacher”.
Unattempted
‘It’ in the last sentence of the 2nd para refer to “extreme politicization of the school teacher”.
-
Question 5 of 30
5. Question
1 pointsDirection (1-10): Read the following passage and answer the questions that follow.
Access to schooling, and adequate teaching learning environment and appropriate School curriculum and and empowered and inclusive teaching community are four crucial prerequisites of a school system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum International focus. The critical link that binds these four critical elements together – the urgency of the teacher – continues to be cast aside why political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of much of the teacher education community.
Radical educational initiatives of both the left and the right have recognised the potential power of the agency of the teacher. In multiple experiments, they have used this latent force to build committed Institutions and cadres of teachers dedicated to their particular causes. In many instances this has lead to extreme politicization of the school teacher. In others, it has led to the education of a generation of students in half-truth underpinned by the personal beliefs, sectarian concerns and folk pedagogy of teachers who have had little access themselves to education and training in areas outlined by the NCF 2005.
Over the last decade or so, educational reform has included, apart from access, focus on developing alternative text materials and the training of teachers to transact these materials, without directly engaging with the issue of curriculum redesign. At the turn of the 20th century, a major national curriculum redesign was initiated following the change of political regime of the centre. NCF 2000 and the subsequent development of school textbooks game and divide public scrutiny and debate. Issues of equity, inclusion and exclusion, learner diversity, religious identity and communalism gained considerable importance in the curriculum debates that followed. For instance, scholars argued that “……the NCF, while load on rhetoric, fails to address the quality of education that children of poor and marginalized groups’ experience”. Several other critics describe the NCF 2000 as a retrogressive step in education that suit to import the Hindutva agenda in the graph of a national identity.
The subsequent change of national government in 2004, led to the NCERT curriculum review in 2005 underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender of symmetry and minority empowerment. Deeper than this politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view teachers as ‘ dispensers of information’ and children as passive recipients of an education sought to be delivered in 4 volt class rooms with little scope to develop critical thinking and understanding.
Question: Development of school textbooks generated public debate on many issues except
(i) making the curriculum child centred
(ii) using teaching community as an agency to bring changeCorrect
Refer to fourth sentence of 3rd paragraph.
Incorrect
Refer to fourth sentence of 3rd paragraph.
Unattempted
Refer to fourth sentence of 3rd paragraph.
-
Question 6 of 30
6. Question
1 pointsDirection (1-10): Read the following passage and answer the questions that follow.
Access to schooling, and adequate teaching learning environment and appropriate School curriculum and and empowered and inclusive teaching community are four crucial prerequisites of a school system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum International focus. The critical link that binds these four critical elements together – the urgency of the teacher – continues to be cast aside why political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of much of the teacher education community.
Radical educational initiatives of both the left and the right have recognised the potential power of the agency of the teacher. In multiple experiments, they have used this latent force to build committed Institutions and cadres of teachers dedicated to their particular causes. In many instances this has lead to extreme politicization of the school teacher. In others, it has led to the education of a generation of students in half-truth underpinned by the personal beliefs, sectarian concerns and folk pedagogy of teachers who have had little access themselves to education and training in areas outlined by the NCF 2005.
Over the last decade or so, educational reform has included, apart from access, focus on developing alternative text materials and the training of teachers to transact these materials, without directly engaging with the issue of curriculum redesign. At the turn of the 20th century, a major national curriculum redesign was initiated following the change of political regime of the centre. NCF 2000 and the subsequent development of school textbooks game and divide public scrutiny and debate. Issues of equity, inclusion and exclusion, learner diversity, religious identity and communalism gained considerable importance in the curriculum debates that followed. For instance, scholars argued that “……the NCF, while load on rhetoric, fails to address the quality of education that children of poor and marginalized groups’ experience”. Several other critics describe the NCF 2000 as a retrogressive step in education that suit to import the Hindutva agenda in the graph of a national identity.
The subsequent change of national government in 2004, led to the NCERT curriculum review in 2005 underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender of symmetry and minority empowerment. Deeper than this politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view teachers as ‘ dispensers of information’ and children as passive recipients of an education sought to be delivered in 4 volt class rooms with little scope to develop critical thinking and understanding.
Question: What hampers the critical thinking ability of school going children?
Correct
Refer the last sentence of passage
Incorrect
Refer the last sentence of passage
Unattempted
Refer the last sentence of passage
-
Question 7 of 30
7. Question
1 pointsDirection (1-10): Read the following passage and answer the questions that follow.
Access to schooling, and adequate teaching learning environment and appropriate School curriculum and and empowered and inclusive teaching community are four crucial prerequisites of a school system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum International focus. The critical link that binds these four critical elements together – the urgency of the teacher – continues to be cast aside why political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of much of the teacher education community.
Radical educational initiatives of both the left and the right have recognised the potential power of the agency of the teacher. In multiple experiments, they have used this latent force to build committed Institutions and cadres of teachers dedicated to their particular causes. In many instances this has lead to extreme politicization of the school teacher. In others, it has led to the education of a generation of students in half-truth underpinned by the personal beliefs, sectarian concerns and folk pedagogy of teachers who have had little access themselves to education and training in areas outlined by the NCF 2005.
Over the last decade or so, educational reform has included, apart from access, focus on developing alternative text materials and the training of teachers to transact these materials, without directly engaging with the issue of curriculum redesign. At the turn of the 20th century, a major national curriculum redesign was initiated following the change of political regime of the centre. NCF 2000 and the subsequent development of school textbooks game and divide public scrutiny and debate. Issues of equity, inclusion and exclusion, learner diversity, religious identity and communalism gained considerable importance in the curriculum debates that followed. For instance, scholars argued that “……the NCF, while load on rhetoric, fails to address the quality of education that children of poor and marginalized groups’ experience”. Several other critics describe the NCF 2000 as a retrogressive step in education that suit to import the Hindutva agenda in the graph of a national identity.
The subsequent change of national government in 2004, led to the NCERT curriculum review in 2005 underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender of symmetry and minority empowerment. Deeper than this politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view teachers as ‘ dispensers of information’ and children as passive recipients of an education sought to be delivered in 4 volt class rooms with little scope to develop critical thinking and understanding.
Question: Which of the following best describes the word ‘ossification’ as used in the passage?
Correct
“Ossification” here stands for getting hardened or inflexible
Incorrect
“Ossification” here stands for getting hardened or inflexible
Unattempted
“Ossification” here stands for getting hardened or inflexible
-
Question 8 of 30
8. Question
1 pointsDirection (1-10): Read the following passage and answer the questions that follow.
Access to schooling, and adequate teaching learning environment and appropriate School curriculum and and empowered and inclusive teaching community are four crucial prerequisites of a school system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum International focus. The critical link that binds these four critical elements together – the urgency of the teacher – continues to be cast aside why political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of much of the teacher education community.
Radical educational initiatives of both the left and the right have recognised the potential power of the agency of the teacher. In multiple experiments, they have used this latent force to build committed Institutions and cadres of teachers dedicated to their particular causes. In many instances this has lead to extreme politicization of the school teacher. In others, it has led to the education of a generation of students in half-truth underpinned by the personal beliefs, sectarian concerns and folk pedagogy of teachers who have had little access themselves to education and training in areas outlined by the NCF 2005.
Over the last decade or so, educational reform has included, apart from access, focus on developing alternative text materials and the training of teachers to transact these materials, without directly engaging with the issue of curriculum redesign. At the turn of the 20th century, a major national curriculum redesign was initiated following the change of political regime of the centre. NCF 2000 and the subsequent development of school textbooks game and divide public scrutiny and debate. Issues of equity, inclusion and exclusion, learner diversity, religious identity and communalism gained considerable importance in the curriculum debates that followed. For instance, scholars argued that “……the NCF, while load on rhetoric, fails to address the quality of education that children of poor and marginalized groups’ experience”. Several other critics describe the NCF 2000 as a retrogressive step in education that suit to import the Hindutva agenda in the graph of a national identity.
The subsequent change of national government in 2004, led to the NCERT curriculum review in 2005 underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender of symmetry and minority empowerment. Deeper than this politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view teachers as ‘ dispensers of information’ and children as passive recipients of an education sought to be delivered in 4 volt class rooms with little scope to develop critical thinking and understanding.
Question: Alternative development to text material was the main focus in
Correct
Refer the first sentence of 3rd para.
Incorrect
Refer the first sentence of 3rd para.
Unattempted
Refer the first sentence of 3rd para.
-
Question 9 of 30
9. Question
1 pointsDirection (1-10): Read the following passage and answer the questions that follow.
Access to schooling, and adequate teaching learning environment and appropriate School curriculum and and empowered and inclusive teaching community are four crucial prerequisites of a school system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum International focus. The critical link that binds these four critical elements together – the urgency of the teacher – continues to be cast aside why political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of much of the teacher education community.
Radical educational initiatives of both the left and the right have recognised the potential power of the agency of the teacher. In multiple experiments, they have used this latent force to build committed Institutions and cadres of teachers dedicated to their particular causes. In many instances this has lead to extreme politicization of the school teacher. In others, it has led to the education of a generation of students in half-truth underpinned by the personal beliefs, sectarian concerns and folk pedagogy of teachers who have had little access themselves to education and training in areas outlined by the NCF 2005.
Over the last decade or so, educational reform has included, apart from access, focus on developing alternative text materials and the training of teachers to transact these materials, without directly engaging with the issue of curriculum redesign. At the turn of the 20th century, a major national curriculum redesign was initiated following the change of political regime of the centre. NCF 2000 and the subsequent development of school textbooks game and divide public scrutiny and debate. Issues of equity, inclusion and exclusion, learner diversity, religious identity and communalism gained considerable importance in the curriculum debates that followed. For instance, scholars argued that “……the NCF, while load on rhetoric, fails to address the quality of education that children of poor and marginalized groups’ experience”. Several other critics describe the NCF 2000 as a retrogressive step in education that suit to import the Hindutva agenda in the graph of a national identity.
The subsequent change of national government in 2004, led to the NCERT curriculum review in 2005 underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender of symmetry and minority empowerment. Deeper than this politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view teachers as ‘ dispensers of information’ and children as passive recipients of an education sought to be delivered in 4 volt class rooms with little scope to develop critical thinking and understanding.
Question: Which of the following best describes the meaning of the word ‘underpinned’ as used in the passage?
Correct
underpin meaning – support, justify, or form the basis for.
Incorrect
underpin meaning – support, justify, or form the basis for.
Unattempted
underpin meaning – support, justify, or form the basis for.
-
Question 10 of 30
10. Question
1 pointsDirection (1-10): Read the following passage and answer the questions that follow.
Access to schooling, and adequate teaching learning environment and appropriate School curriculum and and empowered and inclusive teaching community are four crucial prerequisites of a school system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum International focus. The critical link that binds these four critical elements together – the urgency of the teacher – continues to be cast aside why political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of much of the teacher education community.
Radical educational initiatives of both the left and the right have recognised the potential power of the agency of the teacher. In multiple experiments, they have used this latent force to build committed Institutions and cadres of teachers dedicated to their particular causes. In many instances this has lead to extreme politicization of the school teacher. In others, it has led to the education of a generation of students in half-truth underpinned by the personal beliefs, sectarian concerns and folk pedagogy of teachers who have had little access themselves to education and training in areas outlined by the NCF 2005.
Over the last decade or so, educational reform has included, apart from access, focus on developing alternative text materials and the training of teachers to transact these materials, without directly engaging with the issue of curriculum redesign. At the turn of the 20th century, a major national curriculum redesign was initiated following the change of political regime of the centre. NCF 2000 and the subsequent development of school textbooks game and divide public scrutiny and debate. Issues of equity, inclusion and exclusion, learner diversity, religious identity and communalism gained considerable importance in the curriculum debates that followed. For instance, scholars argued that “……the NCF, while load on rhetoric, fails to address the quality of education that children of poor and marginalized groups’ experience”. Several other critics describe the NCF 2000 as a retrogressive step in education that suit to import the Hindutva agenda in the graph of a national identity.
The subsequent change of national government in 2004, led to the NCERT curriculum review in 2005 underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender of symmetry and minority empowerment. Deeper than this politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view teachers as ‘ dispensers of information’ and children as passive recipients of an education sought to be delivered in 4 volt class rooms with little scope to develop critical thinking and understanding.
Question: Which of the following is the most opposite in meaning to the word in ‘diversity’ as used in the passage?
Correct
diversity means a range of different things.
antonyms: uniformityIncorrect
diversity means a range of different things.
antonyms: uniformityUnattempted
diversity means a range of different things.
antonyms: uniformity -
Question 11 of 30
11. Question
1 pointsDirections (11-20): In each of the questions below, four different ways of writing a sentence are indicated. Choose the best way of writing the sentence. Choose last option “All of these” if all ways are correct.
Correct
“The Taj Mahal in moonlight” or “impressive in the moonlight” is correct
Incorrect
“The Taj Mahal in moonlight” or “impressive in the moonlight” is correct
Unattempted
“The Taj Mahal in moonlight” or “impressive in the moonlight” is correct
-
Question 12 of 30
12. Question
1 pointsDirections (11-20): In each of the questions below, four different ways of writing a sentence are indicated. Choose the best way of writing the sentence. Choose last option “All of these” if all ways are correct.
Correct
“attempted tactfully”
Incorrect
“attempted tactfully”
Unattempted
“attempted tactfully”
-
Question 13 of 30
13. Question
1 pointsDirections (11-20): In each of the questions below, four different ways of writing a sentence are indicated. Choose the best way of writing the sentence. Choose last option “All of these” if all ways are correct.
Correct
Use of ‘they’ or ‘them’ is inappropriate in other options
Incorrect
Use of ‘they’ or ‘them’ is inappropriate in other options
Unattempted
Use of ‘they’ or ‘them’ is inappropriate in other options
-
Question 14 of 30
14. Question
1 pointsDirections (11-20): In each of the questions below, four different ways of writing a sentence are indicated. Choose the best way of writing the sentence. Choose last option “All of these” if all ways are correct.
Correct
“badly needed”
Incorrect
“badly needed”
Unattempted
“badly needed”
-
Question 15 of 30
15. Question
1 pointsDirections (11-20): In each of the questions below, four different ways of writing a sentence are indicated. Choose the best way of writing the sentence. Choose last option “All of these” if all ways are correct.
Correct
“to say” will be compared to “to do”
Incorrect
“to say” will be compared to “to do”
Unattempted
“to say” will be compared to “to do”
-
Question 16 of 30
16. Question
1 pointsDirections (11-20): In each of the questions below, four different ways of writing a sentence are indicated. Choose the best way of writing the sentence. Choose last option “All of these” if all ways are correct.
Correct
“arriving” should be given a principal verb form in past
Incorrect
“arriving” should be given a principal verb form in past
Unattempted
“arriving” should be given a principal verb form in past
-
Question 17 of 30
17. Question
1 pointsDirections (11-20): In each of the questions below, four different ways of writing a sentence are indicated. Choose the best way of writing the sentence. Choose last option “All of these” if all ways are correct.
Correct
“listen” is used for people
Incorrect
“listen” is used for people
Unattempted
“listen” is used for people
-
Question 18 of 30
18. Question
1 pointsDirections (11-20): In each of the questions below, four different ways of writing a sentence are indicated. Choose the best way of writing the sentence. Choose last option “All of these” if all ways are correct.
Correct
Two contradictory statements are to be combined and “even though” does not make any sense here.
Incorrect
Two contradictory statements are to be combined and “even though” does not make any sense here.
Unattempted
Two contradictory statements are to be combined and “even though” does not make any sense here.
-
Question 19 of 30
19. Question
1 pointsDirections (11-20): In each of the questions below, four different ways of writing a sentence are indicated. Choose the best way of writing the sentence. Choose last option “All of these” if all ways are correct.
Correct
“to do so” is a better expression than “to do that thing”
Incorrect
“to do so” is a better expression than “to do that thing”
Unattempted
“to do so” is a better expression than “to do that thing”
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Question 20 of 30
20. Question
1 pointsDirections (11-20): In each of the questions below, four different ways of writing a sentence are indicated. Choose the best way of writing the sentence. Choose last option “All of these” if all ways are correct.
Correct
Incorrect
Unattempted
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Question 21 of 30
21. Question
1 pointsDirections (21-30): In the sentence below, there are two blank spaces. Below each sentence some pairs of words are given which are numbered (a), (b), (c), (d) and (e). Pick out the most appropriate pair to fill in the blank in same order, to complete the sentence meaningfully.
While announcing the name, it __ to make this evident, even at the risk of reducing an __ of a great writer such as Ishiguro to a trite high school essay.
Correct
Strove = make great efforts to achieve or obtain something; appraisal = an act of assessing something or someone.
Incorrect
Strove = make great efforts to achieve or obtain something; appraisal = an act of assessing something or someone.
Unattempted
Strove = make great efforts to achieve or obtain something; appraisal = an act of assessing something or someone.
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Question 22 of 30
22. Question
1 pointsDirections (21-30): In the sentence below, there are two blank spaces. Below each sentence some pairs of words are given which are numbered (a), (b), (c), (d) and (e). Pick out the most appropriate pair to fill in the blank in same order, to complete the sentence meaningfully.
His earliest novels __ back to Japan, and they are still too little__ .
Correct
Harked = used to draw attention to someone who has said or done something considered to be foolish or silly; appreciated = recognize the full worth of
Incorrect
Harked = used to draw attention to someone who has said or done something considered to be foolish or silly; appreciated = recognize the full worth of
Unattempted
Harked = used to draw attention to someone who has said or done something considered to be foolish or silly; appreciated = recognize the full worth of
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Question 23 of 30
23. Question
1 pointsDirections (21-30): In the sentence below, there are two blank spaces. Below each sentence some pairs of words are given which are numbered (a), (b), (c), (d) and (e). Pick out the most appropriate pair to fill in the blank in same order, to complete the sentence meaningfully.
Rather, like Visva-Bharati, established by Rabindranath Tagore, BHU has maintained a _____ of normalcy governed by sacred customs and rituals that have nicely preserved an empty shell of a special _____ identity.
Correct
Veneer = a thin decorative covering of fine wood applied to a coarser wood or other material; inherited = receive (money, property, or a title) as an heir at the death of the previous holder.
Incorrect
Veneer = a thin decorative covering of fine wood applied to a coarser wood or other material; inherited = receive (money, property, or a title) as an heir at the death of the previous holder.
Unattempted
Veneer = a thin decorative covering of fine wood applied to a coarser wood or other material; inherited = receive (money, property, or a title) as an heir at the death of the previous holder.
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Question 24 of 30
24. Question
1 pointsDirections (21-30): In the sentence below, there are two blank spaces. Below each sentence some pairs of words are given which are numbered (a), (b), (c), (d) and (e). Pick out the most appropriate pair to fill in the blank in same order, to complete the sentence meaningfully.
The young women who paid the price of mass protest by getting brutally assaulted and injured have already become symbols of a deeper ______ than the officials of BHU have the wherewithal and imagination to_______ .
Correct
Stirring = causing excitement or strong emotion; rousing; gauge = measures and gives a visual display of the amount, level, or contents of something.
Incorrect
Stirring = causing excitement or strong emotion; rousing; gauge = measures and gives a visual display of the amount, level, or contents of something.
Unattempted
Stirring = causing excitement or strong emotion; rousing; gauge = measures and gives a visual display of the amount, level, or contents of something.
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Question 25 of 30
25. Question
1 pointsDirections (21-30): In the sentence below, there are two blank spaces. Below each sentence some pairs of words are given which are numbered (a), (b), (c), (d) and (e). Pick out the most appropriate pair to fill in the blank in same order, to complete the sentence meaningfully.
Many national and provincial leaders felt that campus disturbances __ that the idealism of the freedom movement had__.
Correct
Indicated = point out; show; waned = have a progressively smaller part of its visible surface illuminated, so that it appears to decrease in size.
Incorrect
Indicated = point out; show; waned = have a progressively smaller part of its visible surface illuminated, so that it appears to decrease in size.
Unattempted
Indicated = point out; show; waned = have a progressively smaller part of its visible surface illuminated, so that it appears to decrease in size.
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Question 26 of 30
26. Question
1 pointsDirections (21-30): In the sentence below, there are two blank spaces. Below each sentence some pairs of words are given which are numbered (a), (b), (c), (d) and (e). Pick out the most appropriate pair to fill in the blank in same order, to complete the sentence meaningfully.
As new arrivals in the arena of higher learning, BHU girls are noticing a ______ that boys do not, accustomed as they are to the many advantages that upbringing in a patriarchal ______ offers.
Correct
Stench = a strong and very unpleasant smell; ethos = the characteristic spirit of a culture, era, or community as manifested in its attitudes and aspirations.
Incorrect
Stench = a strong and very unpleasant smell; ethos = the characteristic spirit of a culture, era, or community as manifested in its attitudes and aspirations.
Unattempted
Stench = a strong and very unpleasant smell; ethos = the characteristic spirit of a culture, era, or community as manifested in its attitudes and aspirations.
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Question 27 of 30
27. Question
1 pointsDirections (21-30): In the sentence below, there are two blank spaces. Below each sentence some pairs of words are given which are numbered (a), (b), (c), (d) and (e). Pick out the most appropriate pair to fill in the blank in same order, to complete the sentence meaningfully.
Mere legislation is not enough to __ superstition from society, but laws do have the utility value of curbing the prevalence of __ rituals and practices.
Correct
eradicate = destroy completely; put an end to; inhuman = lacking human qualities of compassion and mercy; cruel and barbaric.
Incorrect
eradicate = destroy completely; put an end to; inhuman = lacking human qualities of compassion and mercy; cruel and barbaric.
Unattempted
eradicate = destroy completely; put an end to; inhuman = lacking human qualities of compassion and mercy; cruel and barbaric.
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Question 28 of 30
28. Question
1 pointsDirections (21-30): In the sentence below, there are two blank spaces. Below each sentence some pairs of words are given which are numbered (a), (b), (c), (d) and (e). Pick out the most appropriate pair to fill in the blank in same order, to complete the sentence meaningfully.
Organising _______ rituals, offering magical cures and threatening people, under peril of ______ divine or supernatural displeasure, are covered by this law, even though these can be treated as offences under the Indian Penal Code too.
Correct
Macabre = disturbing because concerned with or causing a fear of death; incur = become subject to (something unwelcome or unpleasant) as a result of one’s own behaviour or actions.
Incorrect
Macabre = disturbing because concerned with or causing a fear of death; incur = become subject to (something unwelcome or unpleasant) as a result of one’s own behaviour or actions.
Unattempted
Macabre = disturbing because concerned with or causing a fear of death; incur = become subject to (something unwelcome or unpleasant) as a result of one’s own behaviour or actions.
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Question 29 of 30
29. Question
1 pointsDirections (21-30): In the sentence below, there are two blank spaces. Below each sentence some pairs of words are given which are numbered (a), (b), (c), (d) and (e). Pick out the most appropriate pair to fill in the blank in same order, to complete the sentence meaningfully.
One must __ acts that harm women in the name of exorcism, but is it possible to __ the very idea of devotees claiming to be “possessed” by god or the devil, except from the perspective of a rationalist?
Correct
Denounce = publicly declare to be wrong or evil; decry = publicly denounce.
Incorrect
Denounce = publicly declare to be wrong or evil; decry = publicly denounce.
Unattempted
Denounce = publicly declare to be wrong or evil; decry = publicly denounce.
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Question 30 of 30
30. Question
1 pointsDirections (21-30): In the sentence below, there are two blank spaces. Below each sentence some pairs of words are given which are numbered (a), (b), (c), (d) and (e). Pick out the most appropriate pair to fill in the blank in same order, to complete the sentence meaningfully.
There is evidence to _____ that the Lashkar-e-Tayba (LeT), the Jamaat ud Dawa and Falah-e-Insaniat Foundation (FIF) are affiliates and ideologically of the same____, and [therefore] the registration of the MML is not supported.
Correct
Substantiate = provide evidence to support or prove the truth of; hue = a colour or shade.
Incorrect
Substantiate = provide evidence to support or prove the truth of; hue = a colour or shade.
Unattempted
Substantiate = provide evidence to support or prove the truth of; hue = a colour or shade.
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tough :((
yes mains level
thanks
Results
7 of 30 questions answered correctly
Your time: 00:14:31
You have reached 7 of 30 points, (23.33%)
ibps po pre?
out
Results
12 of 30 questions answered correctly
plz update st
keep posting every day
thanks plz daily dijiye
mam qus 19 m 1st optn kyu 4th ans kyu nhi hoga
We use – ‘to do that thing’ — while speaking
but it is not apt to use
‘to do so’ is apt
nhi mam, ye nhi
1st me likhah has not been profitable
4th me has been unprofitable
esme kya difference h
nhi isme koi difference nhi hai
last words jo lines me likhe hai, because of that (A) is apt.
https://uploads.disquscdn.com/images/6577f2a298cc41d5665879471084c986d9213121313120cdd441ca32bb1a3979.jpg
OK. I did not see this
has not been profitable and has been unprofitable – mean the same
but while usage in sentence, the apt one is to be taken
So when we read this sentence, A is apt.
kuki vo profitable nhi rha hai
kuki vo unprofitable hai
ok mam thanx 🙂
You have reached 17 of 30 points
Thnks AZ
great u practice from quiz or reading newspaper
Mostly from quizzes bro
thanx nyc initiative plz post daily
and give quiz link to practice similar questions
6 point.very hard questions