A 'microcosm of society'

Directions: Read the given passage and answer the question that follows by selecting the most appropriate option.
Clearly the socialisation of gender is reinforced at school. "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialisation patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms." (Marshall, 1997). Yet gender bias in education reaches beyond socialisation patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom.
Research has found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. They give boys greater opportunity to expand ideas and be -animated than they do girls and that they reinforce boys more for general responses than they do for girls. Clearly the socialisation of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. Gender bias in education is an insidious problem that causes very few people to stand up and take notice.

In the line 'Hope is the thing with feathers', the poet is using a/an

Directions: Read the given poem and answer the question that follows by selecting the most appropriate option.
Hope is the thing with feathers
That perches in the soul,
And sings the tune - without the words,
And never stops at all,
And sweetest in the gale is heard;
And sore must be the storm
That could abash the little bird
That kept so many warm,
I've heard it in the chillest land,
And on the strangest sea;
Yet, never, in extremity,
It asked a crumb of me.
Emily Dickinson

'Abash' means a sense of

Directions: Read the given poem and answer the question that follows by selecting the most appropriate option.
Hope is the thing with feathers
That perches in the soul,
And sings the tune - without the words,
And never stops at all,
And sweetest in the gale is heard;
And sore must be the storm
That could abash the little bird
That kept so many warm,
I've heard it in the chillest land,
And on the strangest sea;
Yet, never, in extremity,
It asked a crumb of me.
Emily Dickinson

An 'insidious problem' would be the one that is caused seemingly

Directions: Read the given passage and answer the question that follows by selecting the most appropriate option.
Clearly the socialisation of gender is reinforced at school. "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialisation patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms." (Marshall, 1997). Yet gender bias in education reaches beyond socialisation patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom.
Research has found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. They give boys greater opportunity to expand ideas and be -animated than they do girls and that they reinforce boys more for general responses than they do for girls. Clearly the socialisation of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. Gender bias in education is an insidious problem that causes very few people to stand up and take notice.

A 'hidden curriculum' implies here that

Directions: Read the given passage and answer the question that follows by selecting the most appropriate option.
Clearly the socialisation of gender is reinforced at school. "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialisation patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms." (Marshall, 1997). Yet gender bias in education reaches beyond socialisation patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom.
Research has found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. They give boys greater opportunity to expand ideas and be -animated than they do girls and that they reinforce boys more for general responses than they do for girls. Clearly the socialisation of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. Gender bias in education is an insidious problem that causes very few people to stand up and take notice.

'A crumb' is a metaphor for

Directions: Read the given poem and answer the question that follows by selecting the most appropriate option.
Hope is the thing with feathers
That perches in the soul,
And sings the tune - without the words,
And never stops at all,
And sweetest in the gale is heard;
And sore must be the storm
That could abash the little bird
That kept so many warm,
I've heard it in the chillest land,
And on the strangest sea;
Yet, never, in extremity,
It asked a crumb of me.
Emily Dickinson

The observation 'perches in the soul' refers to human

Directions: Read the given poem and answer the question that follows by selecting the most appropriate option.
Hope is the thing with feathers
That perches in the soul,
And sings the tune - without the words,
And never stops at all,
And sweetest in the gale is heard;
And sore must be the storm
That could abash the little bird
That kept so many warm,
I've heard it in the chillest land,
And on the strangest sea;
Yet, never, in extremity,
It asked a crumb of me.
Emily Dickinson

In 'inequitable education',

Directions: Read the given passage and answer the question that follows by selecting the most appropriate option.
Clearly the socialisation of gender is reinforced at school. "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialisation patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms." (Marshall, 1997). Yet gender bias in education reaches beyond socialisation patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom.
Research has found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. They give boys greater opportunity to expand ideas and be -animated than they do girls and that they reinforce boys more for general responses than they do for girls. Clearly the socialisation of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. Gender bias in education is an insidious problem that causes very few people to stand up and take notice.

A word from the essay which is the opposite of 'demonstrated' is

Directions: Read the given passage and answer the question that follows by selecting the most appropriate option.
Clearly the socialisation of gender is reinforced at school. "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialisation patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms." (Marshall, 1997). Yet gender bias in education reaches beyond socialisation patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom.
Research has found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. They give boys greater opportunity to expand ideas and be -animated than they do girls and that they reinforce boys more for general responses than they do for girls. Clearly the socialisation of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. Gender bias in education is an insidious problem that causes very few people to stand up and take notice.

'And sweetest in the gale is heard' means

Directions: Read the given poem and answer the question that follows by selecting the most appropriate option.
Hope is the thing with feathers
That perches in the soul,
And sings the tune - without the words,
And never stops at all,
And sweetest in the gale is heard;
And sore must be the storm
That could abash the little bird
That kept so many warm,
I've heard it in the chillest land,
And on the strangest sea;
Yet, never, in extremity,
It asked a crumb of me.
Emily Dickinson

Socialisation is a process of

Directions: Read the given passage and answer the question that follows by selecting the most appropriate option.
Clearly the socialisation of gender is reinforced at school. "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialisation patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms." (Marshall, 1997). Yet gender bias in education reaches beyond socialisation patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom.
Research has found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. They give boys greater opportunity to expand ideas and be -animated than they do girls and that they reinforce boys more for general responses than they do for girls. Clearly the socialisation of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. Gender bias in education is an insidious problem that causes very few people to stand up and take notice.

'Remediation' in the classroom is the process of

Directions: Read the given passage and answer the question that follows by selecting the most appropriate option.
Clearly the socialisation of gender is reinforced at school. "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialisation patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms." (Marshall, 1997). Yet gender bias in education reaches beyond socialisation patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom.
Research has found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. They give boys greater opportunity to expand ideas and be -animated than they do girls and that they reinforce boys more for general responses than they do for girls. Clearly the socialisation of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. Gender bias in education is an insidious problem that causes very few people to stand up and take notice.

A synonym for 'general' is

Directions: Read the given passage and answer the question that follows by selecting the most appropriate option.
Clearly the socialisation of gender is reinforced at school. "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialisation patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms." (Marshall, 1997). Yet gender bias in education reaches beyond socialisation patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom.
Research has found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. They give boys greater opportunity to expand ideas and be -animated than they do girls and that they reinforce boys more for general responses than they do for girls. Clearly the socialisation of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. Gender bias in education is an insidious problem that causes very few people to stand up and take notice.

A 'perception' referred to here is that

Directions: Read the given passage and answer the question that follows by selecting the most appropriate option.
Clearly the socialisation of gender is reinforced at school. "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialisation patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms." (Marshall, 1997). Yet gender bias in education reaches beyond socialisation patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom.
Research has found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. They give boys greater opportunity to expand ideas and be -animated than they do girls and that they reinforce boys more for general responses than they do for girls. Clearly the socialisation of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. Gender bias in education is an insidious problem that causes very few people to stand up and take notice.

'Never, in extremity' refers to

Directions: Read the given poem and answer the question that follows by selecting the most appropriate option.
Hope is the thing with feathers
That perches in the soul,
And sings the tune - without the words,
And never stops at all,
And sweetest in the gale is heard;
And sore must be the storm
That could abash the little bird
That kept so many warm,
I've heard it in the chillest land,
And on the strangest sea;
Yet, never, in extremity,
It asked a crumb of me.
Emily Dickinson

Child-centred education was advocated by which of the following thinkers?

While teaching a child having single parent, a teacher should

Acceleration with reference to gifted children means

Knowledge of ______ will be most significant for a teacher dealing with a class comprising students of mixed age groups.

Which one of the following could be an end stage of a child possessing bodily-kinesthetic intelligence?

Gifted students

Classrooms after the implementation of RTE Act 2009 are

Systematic presentation of concepts may be related with which of the following principles of development?

The sentence 'Madam drives a bicycle' is

Classification of students in different groups on the basis of their IQ tends to ______ their self-esteem and ________ their academic performance.

Scaffolding in the context of learning theories refers to

Raven's Progressive Matrices Test is an example of _____ test.

The news of 'a woman selling her child to obtain food' may be understood best on the basis of

Assessment _______ learning influences learning by reinforcing the ______ between assessment and instruction.

The word 'Comprehensive' in the scheme of Continuous and Comprehensive Evaluation is supported by all of the following, except

How teachers and students ______ gender in the classroom, it ____ the learning environment.

In Science practicals, boys generally take control of apparatus and ask girls to record data or wash utensils. This tendency reflects that

The word 'Compulsory' in the 'Right to Free and Compulsory Education 2009' means

Which of the following principles is not involved in lesson planning?

What does 'self-regulation of learners' mean?

The 'Lab Schools' advocated by John Dewey were examples of

Group project activity as prescribed by CBSE is a powerful means

For an intrinsically motivated student,

Achievement motivation is

Ideal 'Waiting Time' for getting response from students should be proportional to

Suppose you are the Chairperson of a Board of School Education. How would you plan to improve the overall quality of education in the schools under your jurisdiction? This type of question is an example of

Children in primary schools follow which of the following stages as proposed by Lawrence Kohlberg? a. Obedience and Punishment Orientation b. Individualism and Exchange c. Good Interpersonal Relationships d. Social Contract and Individual Rights

The place, people, things and nature that surround any living organism are called

A student says, "My mother ringed Principal ma’am last night." As a teacher, your response should be

When one particular image is fixed with an individual or group, it is known as

Bodies that do not have their own heat and light, but are lit by the light of the stars are known as

The following are the features of anecdotal record, except

Resources which are found in a region, but have not been utilised, are known as

The Mughal architecture is a blending of

In the Indian freedom struggle, 'Dandi March' marked the beginning of

Which one of the following is an erosional land feature?

Which of the following is a conventional source of energy?

Who led the anti-British movement in Kittoor?

In India, the Governor of a State is appointed by the

Out of the following, which is the most ideal layer of the atmosphere for flying aeroplanes?

Who among the following Mughal rulers led the idea of 'Universal Peace'?

Who among the following was the founder of 'Khalsa'?

Article 21 of the Indian Constitution entitles

The highest law making body in India is the

Which of the following forests do not have a distinct period of shedding leaves and therefore, do not ever look bare?

When rock fragments get compressed and hardened to form layers of rocks they are known as

The Standard Meridian of India is

When a state does not interfere in religious affairs, it is called

A type of farming in which higher doses of modern inputs are used to obtain higher productivity is known as

When a number of industries locate close to each other and share the benefits of their closeness, it is referred to as

Which one of the following is true about classical dances?

A particular area from which all the voters living there choose their representative is called a

When the subjugation of one country by another leads to political, economic, social and cultural changes, we refer to this process as

Which of the following literary heritages of India means 'approaching and sitting near'?

More than 80 percent of the population of the world lives in

East coast of North America and the sea around Japan have rich fishing grounds because of

In India, the Munda tribe live in the _____ region.

The system of tax became most prominent in the period of

The tomb of a Sufi saint is known as

The movement of Earth around the sun is known as

Read the following points about the Atlantic Ocean: A. It is 'S' shaped. B. Its coastline is smooth and straight. C. It is the busiest ocean from commercial viewpoint. Which of the above statements are true?

Which one of the following is a 'Palaeolithic site'?

A map can be universally understood by way of

The famous conquest of Kalinga by the Mauryan ruler Ashoka was fought in present day

A narrow strip of land which connects two land masses is known as

Which of the following complements diversity?

From the following, the most suitable composition of biosphere

The year 2012 can also be written as

Where, among the following, is the mid-day sun exactly overhead at least once a year on all latitudes?

Which one of the following is the most suitable teaching aid to show proportionate size and shape of continents?

The collection of weather information by using weather instruments is an example of collecting

Which of the following is the most important feature of a book on Social Science at the national level?

Parents of a first generation learner express their inability to help their child in dealing with his/her educational problems during a PTA. As a teacher you should

A Social Science teacher often takes an objective type formative assessment, but she has a doubt about the reliability of the test developed by her. What should be done to increase the reliability of these assessments?

Continuous and comprehensive evaluation mainly focuses on

Social Science should equip children with

The median score of a class of 51 students is 36 in a summative assessment in Social Science. It suggests that

Which one of the following should be the most noticeable for a Social Science teacher about a discussion held recently?

Which of the following is an advantage of a spiral curriculum in Social Science?

While assessing the attitudes and values, a Social Science teacher may assign weightage to which of the following descriptors?

Which one of the following is not recommended by CBSE for formative assessment?

If a teacher wants to teach 'evolution of life', he/she must visit

The following factors form the basis for teaching Social Science, except

While teaching democratic polity, a Social Science teacher invites an expert of Political Science from a local college to speak to her class. Before the expert could speak to her class, the teacher must share which of the following with him?

Normative dimension of Social Science includes which of the following dimensions?

A class includes some tribal children and as a result, there is an environment of cultural diversity in that class. Which of the following would be the most suitable method for the teacher to use this effectively?

Which one of the following is a characteristic of reciprocal learning?

Best way to teach the topic 'Functions of Parliament' is through

Your classmate has just finished reading a book from the library that you wanted and you want him/her to give it to you. Choose how you will make the request.

The purpose of 'rapid reading' is

Use of dialogues and avoiding unnecessary details pertain to

'You ask, what has my government done for you? I can answer in two words: A lot!" The question put here is

I suggest that we all watch the movie 'TIGER'. It has been suggested that we watch the movie 'TIGER' together. The two given statements can be differentiated by drawing students' attention to the

According to the observation in the NCF 2005 [3.1.3], English is a ______ language in India.

Which of the following is a lexical word?

Read the following exchange:Teacher: Shall we go out to the garden and find out the names of those flowers near the wall? Students: Yes, yes, yeah ... Teacher: Yes, Ma'am, please. Here, the teacher

Note-taking is done

The process of word formation consists of

Speaker 1: Can I borrow your pencil, please? Speaker 2: Why not? During this exchange, while assessing students' speaking-listening skills, mark/s would be deducted for

If a piece of writing is complete, in the third person, without digressions and emotional overtones and logically arranged, it is a

'Rahul received the following telegram on his birthday. Write three sentences about it.'[The input is given] This writing task requires the skill of

While writing, one of the cohesive devices used is

'You have to bring your own stationery. You will need 2 pencils, an eraser and a ruler.' The underlined word is a

Constructivism is a theory where students

Which of the following is not a teacher-centered instruction?

Language acquisition

In a listening-speaking assessment activity, indicate how you will assess the following exchange: Teacher : Have you watched any English film lately? Tell your friend about it. Student 1 : Of course. Especially animations. Student 2 : Me too. I like them a lot.

According to NCF 2005 [3.1.3], "At the initial stages of language learning, _______ may be one of the languages for learning activities that create the child's awareness of the world."

Choose the appropriate intonation. He has passed with distinction in English, however ...

With regard to reading for comprehension, which of the following pairs is an example of homographs?

While reading, 'signification' is

What is taught is not what is learnt because

While writing a telegram, a necessary feature to be applied is

Read the following examples of dangling modifiers used in sentences by some students. Indicate how you will assess them. Student 1: Having arrived late for practice, a written excuse was needed. Student 2: Without knowing his name, it was difficult to introduce him. Student 3: The experiment was a failure not having studied the lab manual carefully.

Criteria of assessment is a/an

The 'value' of a word in a text means the

Affective factors in motivation are linked to students'

Iconic mode of learning is based on a system of using

Which of the following is the most appropriate activity for gifted students?

Which one is right in reference to Social Science at elementary level?

The passage can be called

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.       Some researchers suggest that emotional intelligence can be leaned and strengthened, while others claim it is an inborn characteristic. The purpose for developing our emotional literacy is to precisely identify and communicate our feelings. When we do this we are helping nature fulfill its design for our feelings. We must know how we feel in order to be able to fill our emotional needs. And we must communicate our feelings in order to get the emotional support and understanding we need from others, as well as to show our emotional support and understanding to them.
2.         Also, one of the first steps to developing our emotional intelligence is to improve our emotional literacy. In other words, to improve our ability to identify our feelings by their specific names -, and the more specific we can be, the better. In the English language we have thousands of words which describe and identify our emotions, we just don't use many of them. If you are interested in working on your emotional literacy, the first step is to start using simple, three word sentences such as these : I feel sad. I feel motivated. I feel offended. I feel appreciated. I feel hurt. I feel disrespected. When we talk about our feelings using three word sentences we are sending what have been called "I messages". On the other hand, when we say things like ''You make me so jealous" we are sending a "you message". These "you messages" typically put the other person on the defensive, which hurts communication and relationships rather than helping.

An 'inborn characteristic' referred here is one's ability to

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.       Some researchers suggest that emotional intelligence can be leaned and strengthened, while others claim it is an inborn characteristic. The purpose for developing our emotional literacy is to precisely identify and communicate our feelings. When we do this we are helping nature fulfill its design for our feelings. We must know how we feel in order to be able to fill our emotional needs. And we must communicate our feelings in order to get the emotional support and understanding we need from others, as well as to show our emotional support and understanding to them.
2.         Also, one of the first steps to developing our emotional intelligence is to improve our emotional literacy. In other words, to improve our ability to identify our feelings by their specific names -, and the more specific we can be, the better. In the English language we have thousands of words which describe and identify our emotions, we just don't use many of them. If you are interested in working on your emotional literacy, the first step is to start using simple, three word sentences such as these : I feel sad. I feel motivated. I feel offended. I feel appreciated. I feel hurt. I feel disrespected. When we talk about our feelings using three word sentences we are sending what have been called "I messages". On the other hand, when we say things like ''You make me so jealous" we are sending a "you message". These "you messages" typically put the other person on the defensive, which hurts communication and relationships rather than helping.

Here, 'emotional support' suggests

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.       Some researchers suggest that emotional intelligence can be leaned and strengthened, while others claim it is an inborn characteristic. The purpose for developing our emotional literacy is to precisely identify and communicate our feelings. When we do this we are helping nature fulfill its design for our feelings. We must know how we feel in order to be able to fill our emotional needs. And we must communicate our feelings in order to get the emotional support and understanding we need from others, as well as to show our emotional support and understanding to them.
2.         Also, one of the first steps to developing our emotional intelligence is to improve our emotional literacy. In other words, to improve our ability to identify our feelings by their specific names -, and the more specific we can be, the better. In the English language we have thousands of words which describe and identify our emotions, we just don't use many of them. If you are interested in working on your emotional literacy, the first step is to start using simple, three word sentences such as these : I feel sad. I feel motivated. I feel offended. I feel appreciated. I feel hurt. I feel disrespected. When we talk about our feelings using three word sentences we are sending what have been called "I messages". On the other hand, when we say things like ''You make me so jealous" we are sending a "you message". These "you messages" typically put the other person on the defensive, which hurts communication and relationships rather than helping.

In the context, 'defensive' means

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.       Some researchers suggest that emotional intelligence can be leaned and strengthened, while others claim it is an inborn characteristic. The purpose for developing our emotional literacy is to precisely identify and communicate our feelings. When we do this we are helping nature fulfill its design for our feelings. We must know how we feel in order to be able to fill our emotional needs. And we must communicate our feelings in order to get the emotional support and understanding we need from others, as well as to show our emotional support and understanding to them.
2.         Also, one of the first steps to developing our emotional intelligence is to improve our emotional literacy. In other words, to improve our ability to identify our feelings by their specific names -, and the more specific we can be, the better. In the English language we have thousands of words which describe and identify our emotions, we just don't use many of them. If you are interested in working on your emotional literacy, the first step is to start using simple, three word sentences such as these : I feel sad. I feel motivated. I feel offended. I feel appreciated. I feel hurt. I feel disrespected. When we talk about our feelings using three word sentences we are sending what have been called "I messages". On the other hand, when we say things like ''You make me so jealous" we are sending a "you message". These "you messages" typically put the other person on the defensive, which hurts communication and relationships rather than helping.

''You messages" are usually about

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.       Some researchers suggest that emotional intelligence can be leaned and strengthened, while others claim it is an inborn characteristic. The purpose for developing our emotional literacy is to precisely identify and communicate our feelings. When we do this we are helping nature fulfill its design for our feelings. We must know how we feel in order to be able to fill our emotional needs. And we must communicate our feelings in order to get the emotional support and understanding we need from others, as well as to show our emotional support and understanding to them.
2.         Also, one of the first steps to developing our emotional intelligence is to improve our emotional literacy. In other words, to improve our ability to identify our feelings by their specific names -, and the more specific we can be, the better. In the English language we have thousands of words which describe and identify our emotions, we just don't use many of them. If you are interested in working on your emotional literacy, the first step is to start using simple, three word sentences such as these : I feel sad. I feel motivated. I feel offended. I feel appreciated. I feel hurt. I feel disrespected. When we talk about our feelings using three word sentences we are sending what have been called "I messages". On the other hand, when we say things like ''You make me so jealous" we are sending a "you message". These "you messages" typically put the other person on the defensive, which hurts communication and relationships rather than helping.

'Working on your emotional literacy' means to

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.       Some researchers suggest that emotional intelligence can be leaned and strengthened, while others claim it is an inborn characteristic. The purpose for developing our emotional literacy is to precisely identify and communicate our feelings. When we do this we are helping nature fulfill its design for our feelings. We must know how we feel in order to be able to fill our emotional needs. And we must communicate our feelings in order to get the emotional support and understanding we need from others, as well as to show our emotional support and understanding to them.
2.         Also, one of the first steps to developing our emotional intelligence is to improve our emotional literacy. In other words, to improve our ability to identify our feelings by their specific names -, and the more specific we can be, the better. In the English language we have thousands of words which describe and identify our emotions, we just don't use many of them. If you are interested in working on your emotional literacy, the first step is to start using simple, three word sentences such as these : I feel sad. I feel motivated. I feel offended. I feel appreciated. I feel hurt. I feel disrespected. When we talk about our feelings using three word sentences we are sending what have been called "I messages". On the other hand, when we say things like ''You make me so jealous" we are sending a "you message". These "you messages" typically put the other person on the defensive, which hurts communication and relationships rather than helping.

'Unseasonal winds' refer to

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.        Dust-caked clouds coated the bay, tanker ships signalled.
2.       Dozens of us wearily pressed on through the unseasonal winds and blanketed chill. Outdoor cafe chairs were abandoned, some overturned and others stacked waiting to tumble down. But not today. My bag felt heavier on my shoulder than ever before. I lifted it in my hand to relieve the pressure and dreamed of days when I, too, was lighter.
3.        My mind wandered.
4.        Another year gone.
5.       I tripped through a wall of pedestrians, then suddenly a moving bus carelessly littered me down into the curb. My tear-stained eyes searched for an angel on the concrete surface, but the illuminated white crossing hand signalled my insignificance.
6.       I pushed myself up, bruised and filthy. A horn quickly warned me of approaching death, then the yellow taxi sped through the red bulb. Sighing, I checked each direction, brushing waste from my body as I joined a new crowd and made the final push across the last road. I hoisted my bag, checked. for my office keys, then entered one of the many sky-gripping fortresses of the financial district.
7.        Back to work.

"I messages" are usually about

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.       Some researchers suggest that emotional intelligence can be leaned and strengthened, while others claim it is an inborn characteristic. The purpose for developing our emotional literacy is to precisely identify and communicate our feelings. When we do this we are helping nature fulfill its design for our feelings. We must know how we feel in order to be able to fill our emotional needs. And we must communicate our feelings in order to get the emotional support and understanding we need from others, as well as to show our emotional support and understanding to them.
2.         Also, one of the first steps to developing our emotional intelligence is to improve our emotional literacy. In other words, to improve our ability to identify our feelings by their specific names -, and the more specific we can be, the better. In the English language we have thousands of words which describe and identify our emotions, we just don't use many of them. If you are interested in working on your emotional literacy, the first step is to start using simple, three word sentences such as these : I feel sad. I feel motivated. I feel offended. I feel appreciated. I feel hurt. I feel disrespected. When we talk about our feelings using three word sentences we are sending what have been called "I messages". On the other hand, when we say things like ''You make me so jealous" we are sending a "you message". These "you messages" typically put the other person on the defensive, which hurts communication and relationships rather than helping.

Here, 'blanketed chill' signifies that the weather was

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.        Dust-caked clouds coated the bay, tanker ships signalled.
2.       Dozens of us wearily pressed on through the unseasonal winds and blanketed chill. Outdoor cafe chairs were abandoned, some overturned and others stacked waiting to tumble down. But not today. My bag felt heavier on my shoulder than ever before. I lifted it in my hand to relieve the pressure and dreamed of days when I, too, was lighter.
3.        My mind wandered.
4.        Another year gone.
5.       I tripped through a wall of pedestrians, then suddenly a moving bus carelessly littered me down into the curb. My tear-stained eyes searched for an angel on the concrete surface, but the illuminated white crossing hand signalled my insignificance.
6.       I pushed myself up, bruised and filthy. A horn quickly warned me of approaching death, then the yellow taxi sped through the red bulb. Sighing, I checked each direction, brushing waste from my body as I joined a new crowd and made the final push across the last road. I hoisted my bag, checked. for my office keys, then entered one of the many sky-gripping fortresses of the financial district.
7.        Back to work.

'An angel on the concrete surface' refers to

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.        Dust-caked clouds coated the bay, tanker ships signalled.
2.       Dozens of us wearily pressed on through the unseasonal winds and blanketed chill. Outdoor cafe chairs were abandoned, some overturned and others stacked waiting to tumble down. But not today. My bag felt heavier on my shoulder than ever before. I lifted it in my hand to relieve the pressure and dreamed of days when I, too, was lighter.
3.        My mind wandered.
4.        Another year gone.
5.       I tripped through a wall of pedestrians, then suddenly a moving bus carelessly littered me down into the curb. My tear-stained eyes searched for an angel on the concrete surface, but the illuminated white crossing hand signalled my insignificance.
6.       I pushed myself up, bruised and filthy. A horn quickly warned me of approaching death, then the yellow taxi sped through the red bulb. Sighing, I checked each direction, brushing waste from my body as I joined a new crowd and made the final push across the last road. I hoisted my bag, checked. for my office keys, then entered one of the many sky-gripping fortresses of the financial district.
7.        Back to work.

Here, 'sky-gripping fortresses' are

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.        Dust-caked clouds coated the bay, tanker ships signalled.
2.       Dozens of us wearily pressed on through the unseasonal winds and blanketed chill. Outdoor cafe chairs were abandoned, some overturned and others stacked waiting to tumble down. But not today. My bag felt heavier on my shoulder than ever before. I lifted it in my hand to relieve the pressure and dreamed of days when I, too, was lighter.
3.        My mind wandered.
4.        Another year gone.
5.       I tripped through a wall of pedestrians, then suddenly a moving bus carelessly littered me down into the curb. My tear-stained eyes searched for an angel on the concrete surface, but the illuminated white crossing hand signalled my insignificance.
6.       I pushed myself up, bruised and filthy. A horn quickly warned me of approaching death, then the yellow taxi sped through the red bulb. Sighing, I checked each direction, brushing waste from my body as I joined a new crowd and made the final push across the last road. I hoisted my bag, checked. for my office keys, then entered one of the many sky-gripping fortresses of the financial district.
7.        Back to work.

A word that means 'of a nature' is

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.       Some researchers suggest that emotional intelligence can be leaned and strengthened, while others claim it is an inborn characteristic. The purpose for developing our emotional literacy is to precisely identify and communicate our feelings. When we do this we are helping nature fulfill its design for our feelings. We must know how we feel in order to be able to fill our emotional needs. And we must communicate our feelings in order to get the emotional support and understanding we need from others, as well as to show our emotional support and understanding to them.
2.         Also, one of the first steps to developing our emotional intelligence is to improve our emotional literacy. In other words, to improve our ability to identify our feelings by their specific names -, and the more specific we can be, the better. In the English language we have thousands of words which describe and identify our emotions, we just don't use many of them. If you are interested in working on your emotional literacy, the first step is to start using simple, three word sentences such as these : I feel sad. I feel motivated. I feel offended. I feel appreciated. I feel hurt. I feel disrespected. When we talk about our feelings using three word sentences we are sending what have been called "I messages". On the other hand, when we say things like ''You make me so jealous" we are sending a "you message". These "you messages" typically put the other person on the defensive, which hurts communication and relationships rather than helping.

The antonym from the passage for the word 'general' is

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.       Some researchers suggest that emotional intelligence can be leaned and strengthened, while others claim it is an inborn characteristic. The purpose for developing our emotional literacy is to precisely identify and communicate our feelings. When we do this we are helping nature fulfill its design for our feelings. We must know how we feel in order to be able to fill our emotional needs. And we must communicate our feelings in order to get the emotional support and understanding we need from others, as well as to show our emotional support and understanding to them.
2.         Also, one of the first steps to developing our emotional intelligence is to improve our emotional literacy. In other words, to improve our ability to identify our feelings by their specific names -, and the more specific we can be, the better. In the English language we have thousands of words which describe and identify our emotions, we just don't use many of them. If you are interested in working on your emotional literacy, the first step is to start using simple, three word sentences such as these : I feel sad. I feel motivated. I feel offended. I feel appreciated. I feel hurt. I feel disrespected. When we talk about our feelings using three word sentences we are sending what have been called "I messages". On the other hand, when we say things like ''You make me so jealous" we are sending a "you message". These "you messages" typically put the other person on the defensive, which hurts communication and relationships rather than helping.

' ... I, too, was lighter' suggests that the narrator

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.        Dust-caked clouds coated the bay, tanker ships signalled.
2.       Dozens of us wearily pressed on through the unseasonal winds and blanketed chill. Outdoor cafe chairs were abandoned, some overturned and others stacked waiting to tumble down. But not today. My bag felt heavier on my shoulder than ever before. I lifted it in my hand to relieve the pressure and dreamed of days when I, too, was lighter.
3.        My mind wandered.
4.        Another year gone.
5.       I tripped through a wall of pedestrians, then suddenly a moving bus carelessly littered me down into the curb. My tear-stained eyes searched for an angel on the concrete surface, but the illuminated white crossing hand signalled my insignificance.
6.       I pushed myself up, bruised and filthy. A horn quickly warned me of approaching death, then the yellow taxi sped through the red bulb. Sighing, I checked each direction, brushing waste from my body as I joined a new crowd and made the final push across the last road. I hoisted my bag, checked. for my office keys, then entered one of the many sky-gripping fortresses of the financial district.
7.        Back to work.

'Carelessly littered me down' implies that the subject

Directions: Read the passage given below and answer the question that follows by selecting the most appropriate option.
1.        Dust-caked clouds coated the bay, tanker ships signalled.
2.       Dozens of us wearily pressed on through the unseasonal winds and blanketed chill. Outdoor cafe chairs were abandoned, some overturned and others stacked waiting to tumble down. But not today. My bag felt heavier on my shoulder than ever before. I lifted it in my hand to relieve the pressure and dreamed of days when I, too, was lighter.
3.        My mind wandered.
4.        Another year gone.
5.       I tripped through a wall of pedestrians, then suddenly a moving bus carelessly littered me down into the curb. My tear-stained eyes searched for an angel on the concrete surface, but the illuminated white crossing hand signalled my insignificance.
6.       I pushed myself up, bruised and filthy. A horn quickly warned me of approaching death, then the yellow taxi sped through the red bulb. Sighing, I checked each direction, brushing waste from my body as I joined a new crowd and made the final push across the last road. I hoisted my bag, checked. for my office keys, then entered one of the many sky-gripping fortresses of the financial district.
7.        Back to work.