Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

I did not know where they were going (a)/ nor could I understand (b)/ why had they left so soon. (c)/ No error (d)/

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

Please convey (a)/ my best wishes (b)/ back to your parents. (c)/ No error (d)/

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

Until you do not go to the station (a)/ to receive him (b)/ I can hardly feel at ease. (c)/ No error (d)/

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

The distinguished visitor said that he had great pleasure to be with us for some time (a)/ and that the pleasure was all the greater (b)/ because his visit afforded him an opportunity to study the working of an institution of such eminence as ours. (c)/ No error (d)/

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

The call of the seas (a)/ have always (b)/ found an echo in me. (c)/ No error (d)/

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

Hardly I had left home for Mumbai (a)/ when my son who is settled in Kolkata arrived (b)/ without any prior information. (c)/ No error (d)/

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d)..

It is difficult to explain (a)/ why did Rajgopalachari resigned (b)/ from the Congress in 1940. (c)/ No error (d)/

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

Now it can be easily said (a) that the population of this city is greater (b)/ than any other city in India. (c)/ No error (d)/

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

The boss reminded them of the old saying (a)/ that honesty was the best policy, (b)/ and told them that they had better be honest in their work. (c)/ No error (d)/

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

The way he's behaving, (a)/ he'll soon spill the beans, (b)/ I'm afraid. (c)/ No error (d)/

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

We swam up to the drowning man, caught hold of his clothes (a)/ before he could go down again (b)/ and pulled him out, safe to the shore. (c)/ No error (d)/

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

“Gulliver's Travels” are (a)/ the most fascinating adventure story (b)/ that I have ever read. (c)/ No error (d)/

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

Meena was so tired (a)/ that she could not hardly (b)/ talk to the guests for a few minutes. (c)/ No error (d)/

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

He goes (a)/ to office (b)/ by foot. (c)/ No error (d)/

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

Most of the developing countries find it (a)/ difficult to cope up with the problems (b)/ created by the sudden impact of technological progress. (c)/ No error (d)/

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

If I was knowing (a)/ why he was absent, (b)/ I would have informed you. (c)/ No error (d)/

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

The hundred-rupees notes (a)/ that he gave them for the goods bought from them looked genuine (b)/ but later they reliably learnt that the notes were all counterfeit. (c)/ No error (d)/

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

The police investigated into the matter.

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

I am living in this town since 1980.

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

There is no rain in our village for the last six months.

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

Ramachandra Murthy and his family have been in Guyana from 1985.

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

If I was you, I should tell him the truth.

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

Anil ought not to tell me your secret, but he did.

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

If I were him, I would have not accepted the offer.

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

What the nation needs is people of character.

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

He is better than any boy in the class.

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

We now come to the important question of where this great swarm of galaxies have come from.

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

I did not wait for him because he went out before I arrived.

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

I never saw you at the party yesterday.

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

Fewer rainfall means less traffic accidents, according to the experts' report on highway safety.

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

Ajeet is a bigger scholar than his brother.

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

Your sister cooks well, isn't she?

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

Since the beginning of the term, we spending a lot of time on poetry.

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

Dickens's novels, like many writers, are largely autobiographical.

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

Never I have seen such breathtaking scenery!

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

Whenever I saw him, he has been reading the same novel.

Directions: Look at the underlined part of the sentence. Below the sentence are given three possible substitutions for the underlined part. If one of them is better than the underlined part, mark that as your answer. If none of the substitutions improves the sentence, mark (4).

She was as pretty as, if not prettier than, any other girl at the party.

Directions: In the given sentence, choose the word/phrase nearest in meaning to the underlined part.

Although the boys in his class were naughty, he never resorted to corporal punishment.

Directions: In the given sentence, choose the word/phrase nearest in meaning to the underlined part.

She is a woman of sterling qualities.

Directions: In the given sentence, choose the word/phrase nearest in meaning to the underlined part.

He wanted to mitigate his burdens.

Directions: In the given sentence, choose the word/phrase nearest in meaning to the underlined part.

She adjusted quite well with her husband's idiosyncrasies.

Directions: In the given sentence, choose the word/phrase nearest in meaning to the underlined part.

The decision to drop the atom bomb on Hiroshima was a grave one.

Directions: In the given sentence, choose the word/phrase nearest in meaning to the underlined part.

The Deputy Inspector General made a perfunctory inspection of the police station.

Directions: In the given sentence, choose the word/phrase nearest in meaning to the underlined part.

A scientist generally carries out his investigations empirically.

Directions: In the given sentence, choose the word/phrase nearest in meaning to the underlined part.

He is employed in an ordnance factory.

Directions: In the given sentence, choose the word/phrase nearest in meaning to the underlined part.

He is a sycophant who tries to win over politicians.

Directions: In the given sentence, choose the word/phrase most opposite in meaning to the underlined part.

Kapil's bowling yesterday proved very costly.

Directions: In the given sentence, choose the word/phrase nearest in meaning to the underlined part.

I cannot believe in the veracity of his statement.

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

He asked her that (a)/ whether she knew (b)/ what had happened last week when she was on leave. (c)/ No error (d)/

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

People blamed him (a)/ for being (b)/ a coward person. (c)/ No error (d)/

Directions: One of the parts of the given sentence contains an error. Mark that part. If you find no error, your answer should be indicated as (d).

The teenager reassured his father at the station (a)/ “Don't worry, dad. (b)/ I will, pull on very nicely at the hostel.” (c)/ No error (d)/

Directions: In the given sentence, choose the word/phrase most opposite in meaning to the underlined part.

I cannot see much likeness between the two boys.

Directions: In the given sentence, choose the word/phrase most opposite in meaning to the underlined part.

I am still dubious about that plan.

Directions: In the given sentence, choose the word/phrase most opposite in meaning to the underlined part.

The wise say that life is meant not merely to accumulate wealth but for self-realization.

Directions: In the given sentence, choose the word/phrase most opposite in meaning to the underlined part.

He will never turn down your request.

Directions: In the given sentence, choose the word/phrase most opposite in meaning to the underlined part.

Real happiness does not lie in material possessions alone.

Directions: In the given sentence, choose the word/phrase most opposite in meaning to the underlined part.

I was upset by his hostile attitude.

Directions: In the given sentence, choose the word/phrase most opposite in meaning to the underlined part.

Mala is always defiant in her behaviour.

Directions: In the given sentence, choose the word/phrase most opposite in meaning to the underlined part.

Ashoka was a magnanimous king.

Directions: In the given sentence, choose the word/phrase most opposite in meaning to the underlined part.

I find his views repugnant.

Directions: In the question given below, the first and sixth sentence are given in the beginning as S₁ and S₆. The middle four sentences have been jumbled up. These are labelled as P, Q, R and S. You are required to find out the proper sequence of the four sentences and mark it as your answer.

S₁ : The lions used to be widely distributed in Africa and Asia. S₆ : No hunting is permitted in such reserved areas. P : There are special forest zones set aside for wildlife in various countries. Q : Indiscriminate killing by hunters has been the cause of this drastic fall in their numbers. R : Today they are a relatively rare species. S : If the species survives at all, it will be only in national parks.

Directions: In the question given below, the first and sixth sentence are given in the beginning as S1 and S6. The middle four sentences have been jumbled up. These are labelled as P, Q, R and S. You are required to find out the proper sequence of the four sentences and mark it as your answer.

S₁ : What soda-water is composed of you may see for yourself if you watch your glass as it stands on the table after you have slaked your first thirst. S₆ : 'Carbonic acid' is the old name for it, but it is more correct to name it, when it is out of the water, 'Carbon dioxide'. P : The liquid is plain water, as you will find out if you are too slow about drinking. Q : You will see that it is separating into two different things, a liquid and a gas. R : The gas is so heavy that you can fairly drink it from the glass, and it has, as you know, a tingle-tangle taste. S : The other is a heavy, sour and invisible gas that slips up through the water in little bubbles and collects in the empty half of the glass.

Directions: In the question given below, the first and sixth sentence are given in the beginning as S1 and S6. The middle four sentences have been jumbled up. These are labelled as P, Q, R and S. You are required to find out the proper sequence of the four sentences and mark it as your answer.

S₁ : What Martin Luther King, the peaceful warrior and his followers suffered, is very difficult to describe. S₆ : For they had taken an oath to 'refrain from the violence of the fist, tongue or heart'. P : The police used fire hoses and ferocious dogs to rout them. Q : The law courts sent them to solitary confinement where not a ray of the sun entered. R : They were abused and stoned by the mob, slapped and kicked by the police. S : They suffered and tolerated all this without ever lifting a hand in self defence.

Directions: In the question given below, the first and sixth sentence are given in the beginning as S1 and S6. The middle four sentences have been jumbled up. These are labelled as P, Q, R and S. You are required to find out the proper sequence of the four sentences and mark it as your answer.

S₁ : The woman who lives a normal life is able to check the swelling conceit and egotism of her menfolk simply because her outlook is so different. S₆ : And both ranges of interest make her what only fools deny her to be, namely, essentially practical; her eye is steadily fixed on the concrete thing, and she mistrusts that chasing of the wild goose which is one of the chief pastimes and delights of man. P : She is primarily concerned with little ordinary things, the minutiae of talk and behaviour for example, on the one hand, and with very big ones, the colossal elementary facts of life, such as birth, mating and death on the other. Q : The first are personal and particular; whereas the second, those enormous facts about life which women are never allowed to lose sight of, are, of course, universal, meaning just as much in the Fiji Islands as they do here. R : Her interests are at once narrower and wider than those of men. S : It is more personal and yet more impersonal.

Directions: In the question given below, the first and sixth sentence are given in the beginning as S1 and S6. The middle four sentences have been jumbled up. These are labelled as P, Q, R and S. You are required to find out the proper sequence of the four sentences and mark it as your answer.

S₁ : There are, I think, several factors that contribute to wisdom. S₆ : You have not time to consider the effect which your discoveries or inventions may have outside the field of medicine. P : This has become more difficult than it used to be owing to the extent and complexity of the specialized knowledge required of various kinds of technicians. Q : Of these I should put first a sense of proportion: the capacity to take account of all the important factors in a problem and to attach to each its due weight. R : The work is difficult and is likely to absorb the whole of your intellectual energy. S : Suppose, for example, that you are engaged in research in scientific medicine.

Directions: In the question given below, the first and sixth sentence are given in the beginning as S1 and S6. The middle four sentences have been jumbled up. These are labelled as P, Q, R and S. You are required to find out the proper sequence of the four sentences and mark it as your answer.

S₁ : There were no fingerprints anywhere. S₆ : These conclusions made the detectives think that it was a fake theft. P : First of all it was impossible even for a child to enter through the hole in the roof. Q : When the investigators tried to reconstruct the crime, they came up against facts. R : Moreover, when the detectives tried to push a silver vase, it was found to be double the size of the hole. S : Again, the size of the hole was examined by the experts who said that nothing had been passed through it.

Directions: In the question given below, the first and sixth sentence are given in the beginning as S1 and S6. The middle four sentences have been jumbled up. These are labelled as P, Q, R and S. You are required to find out the proper sequence of the four sentences and mark it as your answer.

S₁ : If you want to film a scene in slow motion, you run the camera twice as fast as usual, which sounds ridiculous but isn't. S₆ : On the screen, everything appears at half the speed at which the camera recorded it when it was filmed. P : If you are filming in slow motion, however, the camera runs at twice the normal speed, yet, in spite of this, the projector which shows the film will be run at the normal speed, and this means that the projector will show the film at half the speed at which it was photographed. Q : This is because the camera which took the pictures and the projector which shows them run at the same speed. R : When a film camera is running at normal speed, it takes twenty-four pictures a second. S : When the film is run through the film-projector in the camera, twenty-four pictures a second appear on the screen.

Directions: In the question given below, the first and sixth sentence are given in the beginning as S1 and S6. The middle four sentences have been jumbled up. These are labelled as P, Q, R and S. You are required to find out the proper sequence of the four sentences and mark it as your answer.

S₁ : Great quantities of animal oil come from whales. S₆ : A few other creatures also yield oil. P : It produces a great quantity of oil which can be made into food for human consumption. Q : These enormous creatures of the sea are the largest remaining animals in the world. R : When the whale is killed, the blubber is stripped off and boiled down. S : To protect the whales from the cold of the Arctic seas, nature has provided them with a thick covering of fat called blubber.

Directions: In the question given below, the first and sixth sentence are given in the beginning as S1 and S6. The middle four sentences have been jumbled up. These are labelled as P, Q, R and S. You are required to find out the proper sequence of the four sentences and mark it as your answer.

S₁ : The distance between theatre and reality has stretched so far that when we come across a truly contemporary play, it is a cause for rejoicing. S₆ : But the question is, have we forgotten his legacy in modern India? P : It searches our collective psyche like an unrelenting laser beam. Q : Most importantly, the play questions whether religion and politics can fuse together in modern India. R : Gandhiji had both the spiritual and political dimensions that we so lack today. S : Prasanna's 'Gandhiji' staged recently by the National School of Drama is one such play.

Directions: In the question given below, the first and sixth sentence are given in the beginning as S1 and S6. The middle four sentences have been jumbled up. These are labelled as P, Q, R and S. You are required to find out the proper sequence of the four sentences and mark it as your answer.

S₁ : We who live in the present day world are proud to call ourselves civilized. S₆ : In fact, science has added to our worries. P : But let us search our hearts and ask ourselves, 'Has science solved our problem?' Q : Is it because we live and dress better than our forefathers? R : Frankly speaking, the answer is 'No'. S: Of course, we have the advantages of the inventions of science which our ancestors had never known.

Directions: Rearrange the jumbled parts P, Q, R and S of the sentence, to produce the correct sentence.

Athens

it was also (P)/ the first democracy in the world (Q)/ was not only (R) an almost perfect democracy (S)

Directions: Rearrange the jumbled parts P, Q, R and S of the sentence, to produce the correct sentence.

Mohan, the son of my friend,

gave me a set of pens (P)/ which is very precious (Q)/ while working in Japan (R)/ who died in an accident (S)/

Directions: Rearrange the jumbled parts P, Q, R and S of the sentence, to produce the correct sentence.

Seventy-two people

reports PTI (P)/ were affected by food poisoning (Q)/ including several women and children (R)/ of the central part of the city (S)/

Directions: Rearrange the jumbled parts P, Q, R and S of the sentence, to produce the correct sentence.

The practice of taking performance-boosting drugs among athletes

but checking it is not going to be easy (P)/ is generally conceded to be unfair (Q)/ of the detection technology (R)/ for the user is generally one jump ahead (S)/

Directions: Rearrange the jumbled parts P, Q, R and S of the sentence, to produce the correct sentence.

The boy said

I am not going to the school (P)/ with my friends in the classroom (Q)/ where my teacher scolds (R)/ me when I want to play (S)/

Directions: Choose the best option to complete the sentence.

Many of the city's narrow streets have been ________.

Directions: Choose the best option to complete the sentence.

Only the chairman _______ to the proposal to build more houses.

Directions: Choose the best option to complete the sentence.

He hoped to bring the _______ to a satisfactory conclusion.

Directions: Rearrange the jumbled parts P, Q, R and S of the sentence, to produce the correct sentence.

The clerk

on the desk (P)/ left the money (Q)/ in the safe (R)/ which he should have locked up (S)/

Directions: Rearrange the jumbled parts P, Q, R and S of the sentence, to produce the correct sentence.

There must be countries now in which peasants

can spend several years in universities (P)/ so that (Q)/ a lot of young persons (R)/ are going without substantial meals (S)/

Directions: Choose the best option to complete the sentence.

It is necessary to ________ that adequate standards are maintained.

Directions: Rearrange the jumbled parts P, Q, R and S of the sentence, to produce the correct sentence.

My friend

while going to his office (P)/ met with an accident (Q)/ on his scooter (R)/ due to rash driving (S)/

Directions: Rearrange the jumbled parts P, Q, R and S of the sentence, to produce the correct sentence.

Hardly had my brother descended from the plane

when the people (P)/ waved and cheered (Q)/ who had come to receive him (R)/ from the lounge (S)/

Directions: Rearrange the jumbled parts P, Q, R and S of the sentence, to produce the correct sentence.

The Prime Minister declared that

those states (P)/ will get all help and aid (Q)/ where family planning (R)/ is effected very efficiently (S)/

Directions: Rearrange the jumbled parts P, Q, R and S of the sentence, to produce the correct sentence.

All religions are

to advance the cause of peace (P)/ in a holy partnership (Q)/ justice and freedom (R)/ bound together (S)/

Which one of the following statements is correct?

Directions: Read the following passage and answer the question that follows.

This rule of always trying to do things as well as one can do them has an important bearing upon the problem of ambition. No man or woman should be without ambition, which is the inspiration of activity. But if one allows ambition to drive one to attempt things which are beyond one’s own personal capacity, then unhappiness will result. If one imagines that one can do everything better than other people, then envy and jealousy, those twin monsters, will come to sadden one’s days. But if one concentrates one’s attention upon developing one’s own special capacities, the things one is best at, then one does not worry overmuch if other people are more successful.

The statement 'if one allows ambition to drive one to attempt things which are beyond one's own personal capacity, then unhappiness will result', means that

Directions: Read the following passage and answer the question that follows.

This rule of always trying to do things as well as one can do them has an important bearing upon the problem of ambition. No man or woman should be without ambition, which is the inspiration of activity. But if one allows ambition to drive one to attempt things which are beyond one’s own personal capacity, then unhappiness will result. If one imagines that one can do everything better than other people, then envy and jealousy, those twin monsters, will come to sadden one’s days. But if one concentrates one’s attention upon developing one’s own special capacities, the things one is best at, then one does not worry overmuch if other people are more successful.

Which one of the following statements can be assumed to be true?

Directions: Read the following passage and answer the question that follows.

This rule of always trying to do things as well as one can do them has an important bearing upon the problem of ambition. No man or woman should be without ambition, which is the inspiration of activity. But if one allows ambition to drive one to attempt things which are beyond one’s own personal capacity, then unhappiness will result. If one imagines that one can do everything better than other people, then envy and jealousy, those twin monsters, will come to sadden one’s days. But if one concentrates one’s attention upon developing one’s own special capacities, the things one is best at, then one does not worry overmuch if other people are more successful.

Fill in the blank 61.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – I
One of the most interesting new books published recently is “Spaceship” by Prof. E.C. Walker.
Our earth he says 61. [(a) is, (b) have been, (c) will be] like a spaceship, and all the 400 million people 400 million people 62. [(a) over, (b) on, (c) upon] earth are passengers on it. And we are heading 63. [(a) about, (b) to, (c) towards] a disaster. The levels of atmospheric pollution 64. [(a) increasing, (b) arriving, (c) coming] in the cities and industrial areas of the world could in time change the weather patterns of the earth, raising the temperature 65. [(a) in, (b) of, (c) for] the whole planet. If this rose a few 66. [(a) degrees, (b) steps, (c) miles] the deserts of the world would expand to double their size. The polar ice caps would start melting. If the polar ice caps melted, the 67. [(a) water, (b) ice, (c) sea] level all over the world would rise 68. [(a) in, (b) by, (c) to] about 60 meters. Prof. Walker’s 69 [(a) idea, (b) thought, (c) book] is not at all about gloom and doom. He admits that the 70. [(a) ideas, (b) solutions, (c) changes] he describes could take thousands of years.

Fill in the blank 66.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – I
One of the most interesting new books published recently is “Spaceship” by Prof. E.C. Walker.
Our earth he says 61. [(a) is, (b) have been, (c) will be] like a spaceship, and all the 400 million people 400 million people 62. [(a) over, (b) on, (c) upon] earth are passengers on it. And we are heading 63. [(a) about, (b) to, (c) towards] a disaster. The levels of atmospheric pollution 64. [(a) increasing, (b) arriving, (c) coming] in the cities and industrial areas of the world could in time change the weather patterns of the earth, raising the temperature 65. [(a) in, (b) of, (c) for] the whole planet. If this rose a few 66. [(a) degrees, (b) steps, (c) miles] the deserts of the world would expand to double their size. The polar ice caps would start melting. If the polar ice caps melted, the 67. [(a) water, (b) ice, (c) sea] level all over the world would rise 68. [(a) in, (b) by, (c) to] about 60 meters. Prof. Walker’s 69 [(a) idea, (b) thought, (c) book] is not at all about gloom and doom. He admits that the 70. [(a) ideas, (b) solutions, (c) changes] he describes could take thousands of years.

Fill in the blank 78.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – II
Sometimes the message are sent with 71. [(a) many, (b) few, (c) no] accompanying words and we speak in 72. [(a) body, (b) signal, (c) foreign] language alone. But, what gestures make 73. [(a) with body, (b) up, (c) into] language? Most of us are 74. [(a) easy, (b) familiar, (c) efficient] with the common hand gestures. Some 75. [(a) students, (b) people, (c) officers] cannot talk without using their hands. 76. [(a) We, (b) Arms, (c) They] reach out as they explain almost 77. [(a) exacting, (b) shaping, (c) changing] their words, emphasizing and exaggerating and 78. [(a) teaching, (b) holding, (c) punctuating] with their hands. Other people hardly 79. [(a) adjust, (b) use, (c) wave] their hands at all when they 80. [(a) lecture, (b) unite, (c) talk].

Fill in the blank 62.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – I
One of the most interesting new books published recently is “Spaceship” by Prof. E.C. Walker.
Our earth he says 61. [(a) is, (b) have been, (c) will be] like a spaceship, and all the 400 million people 400 million people 62. [(a) over, (b) on, (c) upon] earth are passengers on it. And we are heading 63. [(a) about, (b) to, (c) towards] a disaster. The levels of atmospheric pollution 64. [(a) increasing, (b) arriving, (c) coming] in the cities and industrial areas of the world could in time change the weather patterns of the earth, raising the temperature 65. [(a) in, (b) of, (c) for] the whole planet. If this rose a few 66. [(a) degrees, (b) steps, (c) miles] the deserts of the world would expand to double their size. The polar ice caps would start melting. If the polar ice caps melted, the 67. [(a) water, (b) ice, (c) sea] level all over the world would rise 68. [(a) in, (b) by, (c) to] about 60 meters. Prof. Walker’s 69 [(a) idea, (b) thought, (c) book] is not at all about gloom and doom. He admits that the 70. [(a) ideas, (b) solutions, (c) changes] he describes could take thousands of years.

Fill in the blank 68.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – I
One of the most interesting new books published recently is “Spaceship” by Prof. E.C. Walker.
Our earth he says 61. [(a) is, (b) have been, (c) will be] like a spaceship, and all the 400 million people 400 million people 62. [(a) over, (b) on, (c) upon] earth are passengers on it. And we are heading 63. [(a) about, (b) to, (c) towards] a disaster. The levels of atmospheric pollution 64. [(a) increasing, (b) arriving, (c) coming] in the cities and industrial areas of the world could in time change the weather patterns of the earth, raising the temperature 65. [(a) in, (b) of, (c) for] the whole planet. If this rose a few 66. [(a) degrees, (b) steps, (c) miles] the deserts of the world would expand to double their size. The polar ice caps would start melting. If the polar ice caps melted, the 67. [(a) water, (b) ice, (c) sea] level all over the world would rise 68. [(a) in, (b) by, (c) to] about 60 meters. Prof. Walker’s 69 [(a) idea, (b) thought, (c) book] is not at all about gloom and doom. He admits that the 70. [(a) ideas, (b) solutions, (c) changes] he describes could take thousands of years.

Fill in the blank 64.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – I
One of the most interesting new books published recently is “Spaceship” by Prof. E.C. Walker.
Our earth he says 61. [(a) is, (b) have been, (c) will be] like a spaceship, and all the 400 million people 400 million people 62. [(a) over, (b) on, (c) upon] earth are passengers on it. And we are heading 63. [(a) about, (b) to, (c) towards] a disaster. The levels of atmospheric pollution 64. [(a) increasing, (b) arriving, (c) coming] in the cities and industrial areas of the world could in time change the weather patterns of the earth, raising the temperature 65. [(a) in, (b) of, (c) for] the whole planet. If this rose a few 66. [(a) degrees, (b) steps, (c) miles] the deserts of the world would expand to double their size. The polar ice caps would start melting. If the polar ice caps melted, the 67. [(a) water, (b) ice, (c) sea] level all over the world would rise 68. [(a) in, (b) by, (c) to] about 60 meters. Prof. Walker’s 69 [(a) idea, (b) thought, (c) book] is not at all about gloom and doom. He admits that the 70. [(a) ideas, (b) solutions, (c) changes] he describes could take thousands of years.

The system based on rewards satisfied all except

Directions: Read the following passages and answer the question that follows.

PASSAGE – I
Those responsible for teaching young people have resorted to a variety of means to make their pupils learn. The earliest of these was the threat of punishment. This meant that the pupil who was slow, careless or inattentive risked either physical chastisement or the loss of some expected privilege. Learning was thus associated with fear. At a later period, pupils were encouraged to learn in the hope of some kind of reward. This often took the form of marks awarded for work done and sometimes of prizes given at the end of the year to the best scholar. Such a system appealed to the competitive spirit, but was just as depressing as the older system for the slow pupil.
In the nineteenth century sprang up a new type of teacher, convinced that learning was worthwhile for its own sake and that the young pupil’s principal stimulus should neither be anxiety to avoid a penalty nor ambition to win a reward, but sheer desire to learn. Interest, direct or indirect, became the keyword of instruction.

The passage says that early instruments for measuring earthquakes were

Directions: Read the following passage and answer the given question.

An earthquake comes like a thief in the night, without warning. It was necessary, therefore, to invent instruments that neither slumbered nor slept. Some devices were quite simple. One, for instance, consisted of rods of various lengths and thicknesses which would stand up on end like ninepins. When a shock came it shook the rigid table upon which these stood. If it were gentle, only the more unstable rods fell. If it were severe, they all fell. Thus, the rods by falling and by the direction in which they fell, recorded for the slumbering scientist, the strength of a shock that was too weak to waken him and the direction from which it came.

But, instruments far more delicate than that were needed if any really serious advance was to be made. The ideal to be aimed at was to devise an instrument that could record with a pen on paper the movements, of the ground or of the table, as the quake passed by. While I write, my pen moves but the paper keeps still. With practice, no doubt, I could, in time, learn to write by holding the pen still while the paper moved. That sounds a silly suggestion, but that was precisely the idea adopted in some of the early instruments (seismometers) for recording earthquake waves. But when table, penholder and paper are all moving, how is it possible to write legibly? The key to a solution of that problem lay in an everyday observation. Why does a person standing in a bus or train tend to fall when a sudden start is made? It is because his feet move on, but his head stays still.

The early seismometers adopted the idea that in order to record the earthquake, it is

Directions: Read the following passage and answer the given question.

An earthquake comes like a thief in the night, without warning. It was necessary, therefore, to invent instruments that neither slumbered nor slept. Some devices were quite simple. One, for instance, consisted of rods of various lengths and thicknesses which would stand up on end like ninepins. When a shock came it shook the rigid table upon which these stood. If it were gentle, only the more unstable rods fell. If it were severe, they all fell. Thus, the rods by falling and by the direction in which they fell, recorded for the slumbering scientist, the strength of a shock that was too weak to waken him and the direction from which it came.

But, instruments far more delicate than that were needed if any really serious advance was to be made. The ideal to be aimed at was to devise an instrument that could record with a pen on paper the movements, of the ground or of the table, as the quake passed by. While I write, my pen moves but the paper keeps still. With practice, no doubt, I could, in time, learn to write by holding the pen still while the paper moved. That sounds a silly suggestion, but that was precisely the idea adopted in some of the early instruments (seismometers) for recording earthquake waves. But when table, penholder and paper are all moving, how is it possible to write legibly? The key to a solution of that problem lay in an everyday observation. Why does a person standing in a bus or train tend to fall when a sudden start is made? It is because his feet move on, but his head stays still.

Why was it necessary to invent instruments to observe an earthquake?

Directions: Read the following passage and answer the given question.

An earthquake comes like a thief in the night, without warning. It was necessary, therefore, to invent instruments that neither slumbered nor slept. Some devices were quite simple. One, for instance, consisted of rods of various lengths and thicknesses which would stand up on end like ninepins. When a shock came it shook the rigid table upon which these stood. If it were gentle, only the more unstable rods fell. If it were severe, they all fell. Thus, the rods by falling and by the direction in which they fell, recorded for the slumbering scientist, the strength of a shock that was too weak to waken him and the direction from which it came.

But, instruments far more delicate than that were needed if any really serious advance was to be made. The ideal to be aimed at was to devise an instrument that could record with a pen on paper the movements, of the ground or of the table, as the quake passed by. While I write, my pen moves but the paper keeps still. With practice, no doubt, I could, in time, learn to write by holding the pen still while the paper moved. That sounds a silly suggestion, but that was precisely the idea adopted in some of the early instruments (seismometers) for recording earthquake waves. But when table, penholder and paper are all moving, how is it possible to write legibly? The key to a solution of that problem lay in an everyday observation. Why does a person standing in a bus or train tend to fall when a sudden start is made? It is because his feet move on, but his head stays still.

Fill in the blank 67.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – I
One of the most interesting new books published recently is “Spaceship” by Prof. E.C. Walker.
Our earth he says 61. [(a) is, (b) have been, (c) will be] like a spaceship, and all the 400 million people 400 million people 62. [(a) over, (b) on, (c) upon] earth are passengers on it. And we are heading 63. [(a) about, (b) to, (c) towards] a disaster. The levels of atmospheric pollution 64. [(a) increasing, (b) arriving, (c) coming] in the cities and industrial areas of the world could in time change the weather patterns of the earth, raising the temperature 65. [(a) in, (b) of, (c) for] the whole planet. If this rose a few 66. [(a) degrees, (b) steps, (c) miles] the deserts of the world would expand to double their size. The polar ice caps would start melting. If the polar ice caps melted, the 67. [(a) water, (b) ice, (c) sea] level all over the world would rise 68. [(a) in, (b) by, (c) to] about 60 meters. Prof. Walker’s 69 [(a) idea, (b) thought, (c) book] is not at all about gloom and doom. He admits that the 70. [(a) ideas, (b) solutions, (c) changes] he describes could take thousands of years.

What helps the snakes receive advance warning is their sensitivity to

Directions: Read the following passages and answer the question that follows.

PASSAGE – II
On a surface which is free from obstacles, such as a clear road or a path, only two or three species of snakes can hope to catch up with a human being, even if they are foolish to try. A snake seems to move very fast but its movements are deceptive. In spite of the swift, wave-like motions of its body, the snake crawls along the ground at no more than the speed of man’s walk. It may, however, have an advantage inside a jungle, where the progress of a man is obstructed by thorny bushes. But in such places, the footsteps of a man are usually more than enough to warn snakes to keep away. Although they have no ears of the usual kind, they can feel slight vibrations of the ground through their bodies, and thus get an early warning of danger.

A simple device which consisted of rods that stood up on end like ninepins was replaced by a more sophisticated one because it failed

Directions: Read the following passage and answer the given question.

An earthquake comes like a thief in the night, without warning. It was necessary, therefore, to invent instruments that neither slumbered nor slept. Some devices were quite simple. One, for instance, consisted of rods of various lengths and thicknesses which would stand up on end like ninepins. When a shock came it shook the rigid table upon which these stood. If it were gentle, only the more unstable rods fell. If it were severe, they all fell. Thus, the rods by falling and by the direction in which they fell, recorded for the slumbering scientist, the strength of a shock that was too weak to waken him and the direction from which it came.

But, instruments far more delicate than that were needed if any really serious advance was to be made. The ideal to be aimed at was to devise an instrument that could record with a pen on paper the movements, of the ground or of the table, as the quake passed by. While I write, my pen moves but the paper keeps still. With practice, no doubt, I could, in time, learn to write by holding the pen still while the paper moved. That sounds a silly suggestion, but that was precisely the idea adopted in some of the early instruments (seismometers) for recording earthquake waves. But when table, penholder and paper are all moving, how is it possible to write legibly? The key to a solution of that problem lay in an everyday observation. Why does a person standing in a bus or train tend to fall when a sudden start is made? It is because his feet move on, but his head stays still.

Fill in the blank 63.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – I
One of the most interesting new books published recently is “Spaceship” by Prof. E.C. Walker.
Our earth he says 61. [(a) is, (b) have been, (c) will be] like a spaceship, and all the 400 million people 400 million people 62. [(a) over, (b) on, (c) upon] earth are passengers on it. And we are heading 63. [(a) about, (b) to, (c) towards] a disaster. The levels of atmospheric pollution 64. [(a) increasing, (b) arriving, (c) coming] in the cities and industrial areas of the world could in time change the weather patterns of the earth, raising the temperature 65. [(a) in, (b) of, (c) for] the whole planet. If this rose a few 66. [(a) degrees, (b) steps, (c) miles] the deserts of the world would expand to double their size. The polar ice caps would start melting. If the polar ice caps melted, the 67. [(a) water, (b) ice, (c) sea] level all over the world would rise 68. [(a) in, (b) by, (c) to] about 60 meters. Prof. Walker’s 69 [(a) idea, (b) thought, (c) book] is not at all about gloom and doom. He admits that the 70. [(a) ideas, (b) solutions, (c) changes] he describes could take thousands of years.

The everyday observation referred to in the passage relates to

Directions: Read the following passage and answer the given question.

An earthquake comes like a thief in the night, without warning. It was necessary, therefore, to invent instruments that neither slumbered nor slept. Some devices were quite simple. One, for instance, consisted of rods of various lengths and thicknesses which would stand up on end like ninepins. When a shock came it shook the rigid table upon which these stood. If it were gentle, only the more unstable rods fell. If it were severe, they all fell. Thus, the rods by falling and by the direction in which they fell, recorded for the slumbering scientist, the strength of a shock that was too weak to waken him and the direction from which it came.

But, instruments far more delicate than that were needed if any really serious advance was to be made. The ideal to be aimed at was to devise an instrument that could record with a pen on paper the movements, of the ground or of the table, as the quake passed by. While I write, my pen moves but the paper keeps still. With practice, no doubt, I could, in time, learn to write by holding the pen still while the paper moved. That sounds a silly suggestion, but that was precisely the idea adopted in some of the early instruments (seismometers) for recording earthquake waves. But when table, penholder and paper are all moving, how is it possible to write legibly? The key to a solution of that problem lay in an everyday observation. Why does a person standing in a bus or train tend to fall when a sudden start is made? It is because his feet move on, but his head stays still.

Fill in the blank 71.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – II
Sometimes the message are sent with 71. [(a) many, (b) few, (c) no] accompanying words and we speak in 72. [(a) body, (b) signal, (c) foreign] language alone. But, what gestures make 73. [(a) with body, (b) up, (c) into] language? Most of us are 74. [(a) easy, (b) familiar, (c) efficient] with the common hand gestures. Some 75. [(a) students, (b) people, (c) officers] cannot talk without using their hands. 76. [(a) We, (b) Arms, (c) They] reach out as they explain almost 77. [(a) exacting, (b) shaping, (c) changing] their words, emphasizing and exaggerating and 78. [(a) teaching, (b) holding, (c) punctuating] with their hands. Other people hardly 79. [(a) adjust, (b) use, (c) wave] their hands at all when they 80. [(a) lecture, (b) unite, (c) talk].

Fill in the blank 69.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – I
One of the most interesting new books published recently is “Spaceship” by Prof. E.C. Walker.
Our earth he says 61. [(a) is, (b) have been, (c) will be] like a spaceship, and all the 400 million people 400 million people 62. [(a) over, (b) on, (c) upon] earth are passengers on it. And we are heading 63. [(a) about, (b) to, (c) towards] a disaster. The levels of atmospheric pollution 64. [(a) increasing, (b) arriving, (c) coming] in the cities and industrial areas of the world could in time change the weather patterns of the earth, raising the temperature 65. [(a) in, (b) of, (c) for] the whole planet. If this rose a few 66. [(a) degrees, (b) steps, (c) miles] the deserts of the world would expand to double their size. The polar ice caps would start melting. If the polar ice caps melted, the 67. [(a) water, (b) ice, (c) sea] level all over the world would rise 68. [(a) in, (b) by, (c) to] about 60 meters. Prof. Walker’s 69 [(a) idea, (b) thought, (c) book] is not at all about gloom and doom. He admits that the 70. [(a) ideas, (b) solutions, (c) changes] he describes could take thousands of years.

Which one of the following statements best reflects the underlying tone of the passage?

Directions: Read the following passage and answer the question that follows.

This rule of always trying to do things as well as one can do them has an important bearing upon the problem of ambition. No man or woman should be without ambition, which is the inspiration of activity. But if one allows ambition to drive one to attempt things which are beyond one’s own personal capacity, then unhappiness will result. If one imagines that one can do everything better than other people, then envy and jealousy, those twin monsters, will come to sadden one’s days. But if one concentrates one’s attention upon developing one’s own special capacities, the things one is best at, then one does not worry overmuch if other people are more successful.

The system which appealed to the competitive spirit in the pupils was largely based on

Directions: Read the following passages and answer the question that follows.

PASSAGE – I
Those responsible for teaching young people have resorted to a variety of means to make their pupils learn. The earliest of these was the threat of punishment. This meant that the pupil who was slow, careless or inattentive risked either physical chastisement or the loss of some expected privilege. Learning was thus associated with fear. At a later period, pupils were encouraged to learn in the hope of some kind of reward. This often took the form of marks awarded for work done and sometimes of prizes given at the end of the year to the best scholar. Such a system appealed to the competitive spirit, but was just as depressing as the older system for the slow pupil.
In the nineteenth century sprang up a new type of teacher, convinced that learning was worthwhile for its own sake and that the young pupil’s principal stimulus should neither be anxiety to avoid a penalty nor ambition to win a reward, but sheer desire to learn. Interest, direct or indirect, became the keyword of instruction.

The snake has an advantage over men inside a jungle because there

Directions: Read the following passages and answer the question that follows.

PASSAGE – II
On a surface which is free from obstacles, such as a clear road or a path, only two or three species of snakes can hope to catch up with a human being, even if they are foolish to try. A snake seems to move very fast but its movements are deceptive. In spite of the swift, wave-like motions of its body, the snake crawls along the ground at no more than the speed of man’s walk. It may, however, have an advantage inside a jungle, where the progress of a man is obstructed by thorny bushes. But in such places, the footsteps of a man are usually more than enough to warn snakes to keep away. Although they have no ears of the usual kind, they can feel slight vibrations of the ground through their bodies, and thus get an early warning of danger.

Fill in the blank 70.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – I
One of the most interesting new books published recently is “Spaceship” by Prof. E.C. Walker.
Our earth he says 61. [(a) is, (b) have been, (c) will be] like a spaceship, and all the 400 million people 400 million people 62. [(a) over, (b) on, (c) upon] earth are passengers on it. And we are heading 63. [(a) about, (b) to, (c) towards] a disaster. The levels of atmospheric pollution 64. [(a) increasing, (b) arriving, (c) coming] in the cities and industrial areas of the world could in time change the weather patterns of the earth, raising the temperature 65. [(a) in, (b) of, (c) for] the whole planet. If this rose a few 66. [(a) degrees, (b) steps, (c) miles] the deserts of the world would expand to double their size. The polar ice caps would start melting. If the polar ice caps melted, the 67. [(a) water, (b) ice, (c) sea] level all over the world would rise 68. [(a) in, (b) by, (c) to] about 60 meters. Prof. Walker’s 69 [(a) idea, (b) thought, (c) book] is not at all about gloom and doom. He admits that the 70. [(a) ideas, (b) solutions, (c) changes] he describes could take thousands of years.

Fill in the blank 74.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – II
Sometimes the message are sent with 71. [(a) many, (b) few, (c) no] accompanying words and we speak in 72. [(a) body, (b) signal, (c) foreign] language alone. But, what gestures make 73. [(a) with body, (b) up, (c) into] language? Most of us are 74. [(a) easy, (b) familiar, (c) efficient] with the common hand gestures. Some 75. [(a) students, (b) people, (c) officers] cannot talk without using their hands. 76. [(a) We, (b) Arms, (c) They] reach out as they explain almost 77. [(a) exacting, (b) shaping, (c) changing] their words, emphasizing and exaggerating and 78. [(a) teaching, (b) holding, (c) punctuating] with their hands. Other people hardly 79. [(a) adjust, (b) use, (c) wave] their hands at all when they 80. [(a) lecture, (b) unite, (c) talk].

The educational system which caused fear in the pupil's mind was based on

Directions: Read the following passages and answer the question that follows.

PASSAGE – I
Those responsible for teaching young people have resorted to a variety of means to make their pupils learn. The earliest of these was the threat of punishment. This meant that the pupil who was slow, careless or inattentive risked either physical chastisement or the loss of some expected privilege. Learning was thus associated with fear. At a later period, pupils were encouraged to learn in the hope of some kind of reward. This often took the form of marks awarded for work done and sometimes of prizes given at the end of the year to the best scholar. Such a system appealed to the competitive spirit, but was just as depressing as the older system for the slow pupil.
In the nineteenth century sprang up a new type of teacher, convinced that learning was worthwhile for its own sake and that the young pupil’s principal stimulus should neither be anxiety to avoid a penalty nor ambition to win a reward, but sheer desire to learn. Interest, direct or indirect, became the keyword of instruction.

Which one of the following alternatives brings out the meaning of 'to have a bearing upon' clearly?

Directions: Read the following passage and answer the question that follows.

This rule of always trying to do things as well as one can do them has an important bearing upon the problem of ambition. No man or woman should be without ambition, which is the inspiration of activity. But if one allows ambition to drive one to attempt things which are beyond one’s own personal capacity, then unhappiness will result. If one imagines that one can do everything better than other people, then envy and jealousy, those twin monsters, will come to sadden one’s days. But if one concentrates one’s attention upon developing one’s own special capacities, the things one is best at, then one does not worry overmuch if other people are more successful.

Fill in the blank 75.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – II
Sometimes the message are sent with 71. [(a) many, (b) few, (c) no] accompanying words and we speak in 72. [(a) body, (b) signal, (c) foreign] language alone. But, what gestures make 73. [(a) with body, (b) up, (c) into] language? Most of us are 74. [(a) easy, (b) familiar, (c) efficient] with the common hand gestures. Some 75. [(a) students, (b) people, (c) officers] cannot talk without using their hands. 76. [(a) We, (b) Arms, (c) They] reach out as they explain almost 77. [(a) exacting, (b) shaping, (c) changing] their words, emphasizing and exaggerating and 78. [(a) teaching, (b) holding, (c) punctuating] with their hands. Other people hardly 79. [(a) adjust, (b) use, (c) wave] their hands at all when they 80. [(a) lecture, (b) unite, (c) talk].

Fill in the blank 72.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – II
Sometimes the message are sent with 71. [(a) many, (b) few, (c) no] accompanying words and we speak in 72. [(a) body, (b) signal, (c) foreign] language alone. But, what gestures make 73. [(a) with body, (b) up, (c) into] language? Most of us are 74. [(a) easy, (b) familiar, (c) efficient] with the common hand gestures. Some 75. [(a) students, (b) people, (c) officers] cannot talk without using their hands. 76. [(a) We, (b) Arms, (c) They] reach out as they explain almost 77. [(a) exacting, (b) shaping, (c) changing] their words, emphasizing and exaggerating and 78. [(a) teaching, (b) holding, (c) punctuating] with their hands. Other people hardly 79. [(a) adjust, (b) use, (c) wave] their hands at all when they 80. [(a) lecture, (b) unite, (c) talk].

Fill in the blank 76.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – II
Sometimes the message are sent with 71. [(a) many, (b) few, (c) no] accompanying words and we speak in 72. [(a) body, (b) signal, (c) foreign] language alone. But, what gestures make 73. [(a) with body, (b) up, (c) into] language? Most of us are 74. [(a) easy, (b) familiar, (c) efficient] with the common hand gestures. Some 75. [(a) students, (b) people, (c) officers] cannot talk without using their hands. 76. [(a) We, (b) Arms, (c) They] reach out as they explain almost 77. [(a) exacting, (b) shaping, (c) changing] their words, emphasizing and exaggerating and 78. [(a) teaching, (b) holding, (c) punctuating] with their hands. Other people hardly 79. [(a) adjust, (b) use, (c) wave] their hands at all when they 80. [(a) lecture, (b) unite, (c) talk].

Fill in the blank 80.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – II
Sometimes the message are sent with 71. [(a) many, (b) few, (c) no] accompanying words and we speak in 72. [(a) body, (b) signal, (c) foreign] language alone. But, what gestures make 73. [(a) with body, (b) up, (c) into] language? Most of us are 74. [(a) easy, (b) familiar, (c) efficient] with the common hand gestures. Some 75. [(a) students, (b) people, (c) officers] cannot talk without using their hands. 76. [(a) We, (b) Arms, (c) They] reach out as they explain almost 77. [(a) exacting, (b) shaping, (c) changing] their words, emphasizing and exaggerating and 78. [(a) teaching, (b) holding, (c) punctuating] with their hands. Other people hardly 79. [(a) adjust, (b) use, (c) wave] their hands at all when they 80. [(a) lecture, (b) unite, (c) talk].

Fill in the blank 73.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – II
Sometimes the message are sent with 71. [(a) many, (b) few, (c) no] accompanying words and we speak in 72. [(a) body, (b) signal, (c) foreign] language alone. But, what gestures make 73. [(a) with body, (b) up, (c) into] language? Most of us are 74. [(a) easy, (b) familiar, (c) efficient] with the common hand gestures. Some 75. [(a) students, (b) people, (c) officers] cannot talk without using their hands. 76. [(a) We, (b) Arms, (c) They] reach out as they explain almost 77. [(a) exacting, (b) shaping, (c) changing] their words, emphasizing and exaggerating and 78. [(a) teaching, (b) holding, (c) punctuating] with their hands. Other people hardly 79. [(a) adjust, (b) use, (c) wave] their hands at all when they 80. [(a) lecture, (b) unite, (c) talk].

Fill in the blank 65.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – I
One of the most interesting new books published recently is “Spaceship” by Prof. E.C. Walker.
Our earth he says 61. [(a) is, (b) have been, (c) will be] like a spaceship, and all the 400 million people 400 million people 62. [(a) over, (b) on, (c) upon] earth are passengers on it. And we are heading 63. [(a) about, (b) to, (c) towards] a disaster. The levels of atmospheric pollution 64. [(a) increasing, (b) arriving, (c) coming] in the cities and industrial areas of the world could in time change the weather patterns of the earth, raising the temperature 65. [(a) in, (b) of, (c) for] the whole planet. If this rose a few 66. [(a) degrees, (b) steps, (c) miles] the deserts of the world would expand to double their size. The polar ice caps would start melting. If the polar ice caps melted, the 67. [(a) water, (b) ice, (c) sea] level all over the world would rise 68. [(a) in, (b) by, (c) to] about 60 meters. Prof. Walker’s 69 [(a) idea, (b) thought, (c) book] is not at all about gloom and doom. He admits that the 70. [(a) ideas, (b) solutions, (c) changes] he describes could take thousands of years.

Fill in the blank 77.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – II
Sometimes the message are sent with 71. [(a) many, (b) few, (c) no] accompanying words and we speak in 72. [(a) body, (b) signal, (c) foreign] language alone. But, what gestures make 73. [(a) with body, (b) up, (c) into] language? Most of us are 74. [(a) easy, (b) familiar, (c) efficient] with the common hand gestures. Some 75. [(a) students, (b) people, (c) officers] cannot talk without using their hands. 76. [(a) We, (b) Arms, (c) They] reach out as they explain almost 77. [(a) exacting, (b) shaping, (c) changing] their words, emphasizing and exaggerating and 78. [(a) teaching, (b) holding, (c) punctuating] with their hands. Other people hardly 79. [(a) adjust, (b) use, (c) wave] their hands at all when they 80. [(a) lecture, (b) unite, (c) talk].

Fill in the blank 79.

Directions: In the following passage, at certain points, you are given a choice of three words in brackets, one of which fits the blank. Choose the word which best fits the meaning of the passage and mark the corresponding letter viz. (a), (b) or (c) as your answer.

PASSAGE – II
Sometimes the message are sent with 71. [(a) many, (b) few, (c) no] accompanying words and we speak in 72. [(a) body, (b) signal, (c) foreign] language alone. But, what gestures make 73. [(a) with body, (b) up, (c) into] language? Most of us are 74. [(a) easy, (b) familiar, (c) efficient] with the common hand gestures. Some 75. [(a) students, (b) people, (c) officers] cannot talk without using their hands. 76. [(a) We, (b) Arms, (c) They] reach out as they explain almost 77. [(a) exacting, (b) shaping, (c) changing] their words, emphasizing and exaggerating and 78. [(a) teaching, (b) holding, (c) punctuating] with their hands. Other people hardly 79. [(a) adjust, (b) use, (c) wave] their hands at all when they 80. [(a) lecture, (b) unite, (c) talk].