Reading Comprehension

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].

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.

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 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].

Directions: Answer the following question with the appropriate information given in the passage. Choose the correct option 1 - 4 from the given options.

The writer uses the words “as old as meat and bread” to show that the sandwich is

Directions: Read the passage carefully and answer the question that follows:

Time for Snacks

A sandwich is, in its basic form, slices of meat, cheese, or other food placed between two slices of bread. This way of eating must be as old as meat and bread. But the name was used only in the 18th century for John Montagu, 4th Earl of Sandwich, who had sliced meat and bread brought to him at the gaming table so that he could continue to play as he ate. He was a gambler who did not want to be disturbed even for eating. His famous name was easy to remember and it was given to the slices of bread with a stuffing in between.
Soon it was fashionable to serve sandwiches in the European continent, and the word was introduced into the French language. Since that time the sandwich has been included in every cuisine of the West because of its simplicity of preparation, endless variety, and the ease with which it could be taken anywhere.
Any type of roll or bread and any type of food that can be conveniently so eaten can go into a sandwich, hot or cold. British tea sandwiches are made with thin-cut bread filled with fish paste, cucumber, watercress, or tomato. Scandinavian smorrebrod are served open-faced, with skillfully prepared toppings of fish, sliced meats, and salads. In France, hollowed-out rolls are a popular base.

Directions: Complete the following sentence.

The sandwich was named after John Montagu because

Directions: Read the passage carefully and answer the question that follows:

Time for Snacks

A sandwich is, in its basic form, slices of meat, cheese, or other food placed between two slices of bread. This way of eating must be as old as meat and bread. But the name was used only in the 18th century for John Montagu, 4th Earl of Sandwich, who had sliced meat and bread brought to him at the gaming table so that he could continue to play as he ate. He was a gambler who did not want to be disturbed even for eating. His famous name was easy to remember and it was given to the slices of bread with a stuffing in between.
Soon it was fashionable to serve sandwiches in the European continent, and the word was introduced into the French language. Since that time the sandwich has been included in every cuisine of the West because of its simplicity of preparation, endless variety, and the ease with which it could be taken anywhere.
Any type of roll or bread and any type of food that can be conveniently so eaten can go into a sandwich, hot or cold. British tea sandwiches are made with thin-cut bread filled with fish paste, cucumber, watercress, or tomato. Scandinavian smorrebrod are served open-faced, with skillfully prepared toppings of fish, sliced meats, and salads. In France, hollowed-out rolls are a popular base.

Match the list by choosing the appropriate option A-C.

Russian Dressing

Directions: Read the passage carefully and answer the question that follows:

Time for Snacks

A sandwich is, in its basic form, slices of meat, cheese, or other food placed between two slices of bread. This way of eating must be as old as meat and bread. But the name was used only in the 18th century for John Montagu, 4th Earl of Sandwich, who had sliced meat and bread brought to him at the gaming table so that he could continue to play as he ate. He was a gambler who did not want to be disturbed even for eating. His famous name was easy to remember and it was given to the slices of bread with a stuffing in between.
Soon it was fashionable to serve sandwiches in the European continent, and the word was introduced into the French language. Since that time the sandwich has been included in every cuisine of the West because of its simplicity of preparation, endless variety, and the ease with which it could be taken anywhere.
Any type of roll or bread and any type of food that can be conveniently so eaten can go into a sandwich, hot or cold. British tea sandwiches are made with thin-cut bread filled with fish paste, cucumber, watercress, or tomato. Scandinavian smorrebrod are served open-faced, with skillfully prepared toppings of fish, sliced meats, and salads. In France, hollowed-out rolls are a popular base.

Directions: Answer the following question with the appropriate information given in the passage. Choose the correct option 1 - 4 from the given options.

Which of the following is true about the sandwich?

Directions: Read the passage carefully and answer the question that follows:

Time for Snacks

A sandwich is, in its basic form, slices of meat, cheese, or other food placed between two slices of bread. This way of eating must be as old as meat and bread. But the name was used only in the 18th century for John Montagu, 4th Earl of Sandwich, who had sliced meat and bread brought to him at the gaming table so that he could continue to play as he ate. He was a gambler who did not want to be disturbed even for eating. His famous name was easy to remember and it was given to the slices of bread with a stuffing in between.
Soon it was fashionable to serve sandwiches in the European continent, and the word was introduced into the French language. Since that time the sandwich has been included in every cuisine of the West because of its simplicity of preparation, endless variety, and the ease with which it could be taken anywhere.
Any type of roll or bread and any type of food that can be conveniently so eaten can go into a sandwich, hot or cold. British tea sandwiches are made with thin-cut bread filled with fish paste, cucumber, watercress, or tomato. Scandinavian smorrebrod are served open-faced, with skillfully prepared toppings of fish, sliced meats, and salads. In France, hollowed-out rolls are a popular base.

Directions: Complete the following sentence with the appropriate information given in the passage. Choose the correct option 1 - 4 from the given options. The favourite food of the American school children is

Directions: Read the passage carefully and answer the question that follows:

Time for Snacks

A sandwich is, in its basic form, slices of meat, cheese, or other food placed between two slices of bread. This way of eating must be as old as meat and bread. But the name was used only in the 18th century for John Montagu, 4th Earl of Sandwich, who had sliced meat and bread brought to him at the gaming table so that he could continue to play as he ate. He was a gambler who did not want to be disturbed even for eating. His famous name was easy to remember and it was given to the slices of bread with a stuffing in between.
Soon it was fashionable to serve sandwiches in the European continent, and the word was introduced into the French language. Since that time the sandwich has been included in every cuisine of the West because of its simplicity of preparation, endless variety, and the ease with which it could be taken anywhere.
Any type of roll or bread and any type of food that can be conveniently so eaten can go into a sandwich, hot or cold. British tea sandwiches are made with thin-cut bread filled with fish paste, cucumber, watercress, or tomato. Scandinavian smorrebrod are served open-faced, with skillfully prepared toppings of fish, sliced meats, and salads. In France, hollowed-out rolls are a popular base.

Match the list by choosing the appropriate option A-C.

Unites States

Directions: Read the passage carefully and answer the question that follows:

Time for Snacks

A sandwich is, in its basic form, slices of meat, cheese, or other food placed between two slices of bread. This way of eating must be as old as meat and bread. But the name was used only in the 18th century for John Montagu, 4th Earl of Sandwich, who had sliced meat and bread brought to him at the gaming table so that he could continue to play as he ate. He was a gambler who did not want to be disturbed even for eating. His famous name was easy to remember and it was given to the slices of bread with a stuffing in between.
Soon it was fashionable to serve sandwiches in the European continent, and the word was introduced into the French language. Since that time the sandwich has been included in every cuisine of the West because of its simplicity of preparation, endless variety, and the ease with which it could be taken anywhere.
Any type of roll or bread and any type of food that can be conveniently so eaten can go into a sandwich, hot or cold. British tea sandwiches are made with thin-cut bread filled with fish paste, cucumber, watercress, or tomato. Scandinavian smorrebrod are served open-faced, with skillfully prepared toppings of fish, sliced meats, and salads. In France, hollowed-out rolls are a popular base.