Solved Question Paper - ENGLISH LANGUAGE held on 08 July 2012 (A.M.)
Directions : In question Nos. 26 to 30, a part of the sentence is underlined. Below are given alternatives to the underlined part at (A), (B), (C) which may improve the sentence. Choose the correct alternative. In case no improvement is needed your answer is (D). Mark your answer in the Answer Sheet.
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26. You shall have attended if the court had instructed you to do so.
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27. The relics of Greece over which such a great deal of evidence has been collected should be preserved.
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28. When the beverage was ready, they drank possibly as much as they could.
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29. A citizen is expected to give allegiance to his country of origin.
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30. We were with daggers drawn despite attempts to understand each other.
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Directions : In question Nos. 31 to 35, out of the four alternatives choose the one which be substituted for the given words/sentence.
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31. A round or cylindrical container used for storing things such as food, chemicals or rolls of film.
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32. A place of permanent residence
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33. That cannot be altered or withdrawn
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34. Money paid to employees on retirement
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35. A place where clothes are kept
A closet is a small space built into the house for holding things including clothes. A cupboard is typically used to store kitchen items (cups, glasses etc.). In the above case the wardrobe is the closest answer. |
Directions : In question Nos. 36 to 40, four words are given in each question, out of which only one word is correctly spelt. Find the correctly spelt word and indicate it in the Answer Sheet by blackening the appropriate rectangle.
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36.
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37.
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38.
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39.
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40.
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Directions : In question Nos. 41 to 50, you have two brief passages with 5 questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives and mark it by blackening the appropriate rectangle in the Answer Sheet.
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PASSAGE - I (Question number 41-45)Stuck with the development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management courses is that they fail to impact the partifipants' on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants' managers on what behaviour they should be reinforcing back on the job. Others include a follow-up training day to review the progress of the participants. None of this is really going far enough. The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants' development programme. Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the world place -- or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition. So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill-acquistion and skill-application. But can such a sharp distinction be maintained? Skills are really acquired only in the context of applying them on the job, finding them effective and, therefore, reinforcing them. The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the follow-up. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill. 41. What is the passage about?
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42. Which of the following statements is false?
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43. The writer's attitude, as reflected in the passage, is
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44. The course promoters' attitude is
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45. The word 'mindset' here means
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PASSAGE - II (Question number 46-50)One may look at life, events, society, history, in another way. A way which might, at a stretch, be described as the Gandhian way, though it may from times before Mahatma Gandhi came on the scene. The Gandhian reaction to all the grim poverty, squalor and degradation of the human being would approximate to effort at self-change and self-improvement, to a regime of living regulated by discipline from within. To change society, the individual must first change himself. In this way of looking at life and society, words too begin to mean differently. Revolution, for instance, is a term frequently used, but not always in the sense it has been in the lexicon of the militant. So also with words like peace and struggle. Even society may mean differently, being some kind of organic entity for the militant, and more or less a sum of individuals for the Gandhian. There is yet another way, which might, for want of a better description, be called the mystic. The mystic's perspective measures these concerns that transcend political ambition and the dynamism of the reformer, whether he be militant or Gandhian. The mystic measures the terror of knowing the remorseless march of time; he seeks to know what was before birth, what comes after death. The continuous presence of death, of the consciousness of death, sets his priorities and values : militants and Gandhians, kings and prophets, must leave all that they have build; all that they have unbuilt and depart when messengers of the buffalo-riding Yama come out of the shadows. Water will to water, dust to dust. Think of impermanence. Everything passes. 46. The Gandhian reaction to poverty is
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47. According to Gandhianism, the individual who wants to change society
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48. Who, according to the passage, finds new meaning for words like revolutions, peace and struggle?
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49. The expression 'water will to water, dust to dust' means
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50. What does society mean to a Gandhian?
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