1 of 90 102 AWES_English_PGT_Dec_2015 English Direction: Read the passage given below and answer the question. From the moment a baby first opens its eyes, it is learning. Sight and sensation spark of a learning process which will determine in large measure the sort of person it will become. Language stands head and shoulders over all other tools as an instrument of learning. It is language that gives man his lead in intelligence over all other creatures. Only man can stand off and contemplate his own situation. No other creature can assemble a list of ideas, consider them, draw conclusions and then explain his reasoning. Man can do all this because he possesses language. And if thought depends on language, clearly the quality of an individual's thought will depend on that person's language - rudimentary or sophisticated, precise or approximate, stereotyped or original. Very young babies are soothed by human voice uttering comforting words close to them. This essentially emotional response provides early evidence that feeling is an important component of language learning. Children learn to use language in interaction with other human beings and this learning precedes best against a background of affectionate feedback from the person who is closest to them. This is seen to perfection in the interaction between parent and baby: eyes locked together, the adult almost physically drawing 'verbal' response from the baby, both engulfed by their unique experience of intimate and joyful 'connecting' which sets the pattern of relationships between two people. Thus, long before they can speak, children are involved in a two-way process of communication which is steadily building a foundation on which their later use of language will be based. Constantly surrounded by language, they are unconsciously building structures in their minds into which their speech and reading will later fit - grammatical constructions, tense sequences, and so on. The forms of these structures will depend on the amount and complexity of speech they hear. Fortunate are those children who listen to articulate adults expressing ideas and defending opinions. They will know, long before they can contribute themselves and understand that relationships are forged through this process of speaking and listening; that warmth and humour have a place in the process, as have all other human emotions. Using books is the most important means of ensuring a child's adequate language development. None of us can endlessly initiate and maintain speech with very small children; we run out of ideas, or just get plain sick of it. Their lives are limited and the experience just is not there to provide the raw material for constant verbal interaction, without inevitable boredom on the child's part and desperation on the adults. Young children's understanding greatly outruns their capacity for expression as their speech strains to encompass their awareness, to represent reality as they see it. All the wonderful modifying words - later, nearly, tomorrow, almost, wait, half-lend begin to steer the child away from the simple extremes of "yest" and "no" towards the adult word of compromise; from the child's black and white world to the subtle shades and tints of the real world. The range of imaginative experience opened up by books expands the inevitably limited horizons of children's surroundings and allows them to make joyful, intrigued, awestruck acquaintance with countless people, animals, objects and ideas in their first years of life, to their incalculable advantage. Books also help children to see things from other points of view besides their own as they unconsciously put themselves into other people's places - 'if that could happen to him, it could happen to me'. This imaginative self-awareness brings apprehensions and fears as well as heightened hopes and joys. Our society in increasingly dominated by visual images and crude noise. Television selects what we look at; advertisements are designed so that non-readers may get the points, sound is often loud, strident and undifferentiated. In books children can experience language which is subtle, resourceful, exhilarating and harmonious; language which provides the human ear (and understanding) with a pointed and precise pleasure, the searing illuminating impact of good and true words.

Q) Why do books help in establishment of verbal give-and take?

Because they help in interaction with others

Because they are rooted in language

Because they have varied topics

Because they are beautiful to look at Question not answered The correct option is "Because they are rooted in language" Score:- 4

2 of 90 101 AWES_English_PGT_Dec_2015 English Direction: Read the passage given below and answer the question. From the moment a baby first opens its eyes, it is learning. Sight and sensation spark of a learning process which will determine in large measure the sort of person it will become. Language stands head and shoulders over all other tools as an instrument of learning. It is language that gives man his lead in intelligence over all other creatures. Only man can stand off and contemplate his own situation. No other creature can assemble a list of ideas, consider them, draw conclusions and then explain his reasoning. Man can do all this because he possesses language. And if thought depends on language, clearly the quality of an individual's thought will depend on that person's language - rudimentary or sophisticated, precise or approximate, stereotyped or original. Very young babies are soothed by human voice uttering comforting words close to them. This essentially emotional response provides early evidence that feeling is an important component of language learning. Children learn to use language in interaction with other human beings and this learning precedes best against a background of affectionate feedback from the person who is closest to them. This is seen to perfection in the interaction between parent and baby: eyes locked together, the adult almost physically drawing 'verbal' response from the baby, both engulfed by their unique experience of intimate and joyful 'connecting' which sets the pattern of relationships between two people. Thus, long before they can speak, children are involved in a two-way process of communication which is steadily building a foundation on which their later use of language will be based. Constantly surrounded by language, they are unconsciously building structures in their minds into which their speech and reading will later fit - grammatical constructions, tense sequences, and so on. The forms of these structures will depend on the amount and complexity of speech they hear. Fortunate are those children who listen to articulate adults expressing ideas and defending opinions. They will know, long before they can contribute themselves and understand that relationships are forged through this process of speaking and listening; that warmth and humour have a place in the process, as have all other human emotions. Using books is the most important means of ensuring a child's adequate language development. None of us can endlessly initiate and maintain speech with very small children; we run out of ideas, or just get plain sick of it. Their lives are limited and the experience just is not there to provide the raw material for constant verbal interaction, without inevitable boredom on the child's part and desperation on the adults. Young children's understanding greatly outruns their capacity for expression as their speech strains to encompass their awareness, to represent reality as they see it. All the wonderful modifying words - later, nearly, tomorrow, almost, wait, half-lend begin to steer the child away from the simple extremes of "yest" and "no" towards the adult word of compromise; from the child's black and white world to the subtle shades and tints of the real world. The range of imaginative experience opened up by books expands the inevitably limited horizons of children's surroundings and allows them to make joyful, intrigued, awestruck

acquaintance with countless people, animals, objects and ideas in their first years of life, to their incalculable advantage. Books also help children to see things from other points of view besides their own as they unconsciously put themselves into other people's places - 'if that could happen to him, it could happen to me'. This imaginative self-awareness brings apprehensions and fears as well as heightened hopes and joys. Our society in increasingly dominated by visual images and crude noise. Television selects what we look at; advertisements are designed so that non-readers may get the points, sound is often loud, strident and undifferentiated. In books children can experience language which is subtle, resourceful, exhilarating and harmonious; language which provides the human ear (and understanding) with a pointed and precise pleasure, the searing illuminating impact of good and true words. Q) What are the things that a baby can do that enable it to learn about the world around it?

See, hear and sense

Understand and use language

Sense and analyse

See and hear Question not answered The correct option is "Sense and analyse" Score:- 4

3 of 90 108 AWES_English_PGT_Dec_2015 English Direction: Read the passage given below and answer the question. From the moment a baby first opens its eyes, it is learning. Sight and sensation spark of a learning process which will determine in large measure the sort of person it will become. Language stands head and shoulders over all other tools as an instrument of learning. It is language that gives man his lead in intelligence over all other creatures. Only man can stand off and contemplate his own situation. No other creature can assemble a list of ideas, consider them, draw conclusions and then explain his reasoning. Man can do all this because he possesses language. And if thought depends on language, clearly the quality of an individual's thought will depend on that person's language - rudimentary or sophisticated, precise or approximate, stereotyped or original. Very young babies are soothed by human voice uttering comforting words close to them. This essentially emotional response provides early evidence that feeling is an important component of language learning. Children learn to use language in interaction with other human beings and this learning precedes best against a background of affectionate feedback from the person who is closest to them. This is seen to perfection in the interaction between parent and baby: eyes locked together, the adult almost physically drawing 'verbal' response from the baby, both engulfed by their unique experience of intimate and joyful 'connecting' which sets the pattern of relationships between two people. Thus, long before they can speak, children are involved in a two-way process of communication which is steadily building a foundation on which their later use of language will be based. Constantly surrounded by language, they are unconsciously building structures in their minds into which their speech and reading will later fit - grammatical constructions, tense sequences, and so on. The forms of these structures will depend on the amount and complexity of speech they hear. Fortunate are those children who listen to articulate adults expressing ideas and defending opinions. They will know, long before they can contribute themselves and understand that relationships are forged through this process of speaking and listening; that warmth and humour have a place in the process, as have all other human emotions.

Using books is the most important means of ensuring a child's adequate language development. None of us can endlessly initiate and maintain speech with very small children; we run out of ideas, or just get plain sick of it. Their lives are limited and the experience just is not there to provide the raw material for constant verbal interaction, without inevitable boredom on the child's part and desperation on the adults. Young children's understanding greatly outruns their capacity for expression as their speech strains to encompass their awareness, to represent reality as they see it. All the wonderful modifying words - later, nearly, tomorrow, almost, wait, half-lend begin to steer the child away from the simple extremes of "yest" and "no" towards the adult word of compromise; from the child's black and white world to the subtle shades and tints of the real world. The range of imaginative experience opened up by books expands the inevitably limited horizons of children's surroundings and allows them to make joyful, intrigued, awestruck acquaintance with countless people, animals, objects and ideas in their first years of life, to their incalculable advantage. Books also help children to see things from other points of view besides their own as they unconsciously put themselves into other people's places - 'if that could happen to him, it could happen to me'. This imaginative self-awareness brings apprehensions and fears as well as heightened hopes and joys. Our society in increasingly dominated by visual images and crude noise. Television selects what we look at; advertisements are designed so that non-readers may get the points, sound is often loud, strident and undifferentiated. In books children can experience language which is subtle, resourceful, exhilarating and harmonious; language which provides the human ear (and understanding) with a pointed and precise pleasure, the searing illuminating impact of good and true words. Q) Tick the correct word from the passage that would mean 'pronounce distinctly.

Articulate

Intrigued

Awestruck

Harmonious Question not answered The correct option is "Articulate" Score:- 4

4 of 90 100 AWES_English_PGT_Dec_2015 English Direction: Read the passage given below and answer the question. From the moment a baby first opens its eyes, it is learning. Sight and sensation spark of a learning process which will determine in large measure the sort of person it will become. Language stands head and shoulders over all other tools as an instrument of learning. It is language that gives man his lead in intelligence over all other creatures. Only man can stand off and contemplate his own situation. No other creature can assemble a list of ideas, consider them, draw conclusions and then explain his reasoning. Man can do all this because he possesses language. And if thought depends on language, clearly the quality of an individual's thought will depend on that person's language - rudimentary or sophisticated, precise or approximate, stereotyped or original. Very young babies are soothed by human voice uttering comforting words close to them. This essentially emotional response provides early evidence that feeling is an important component of language learning. Children learn to use language in interaction with other human beings and this learning precedes best against a background of affectionate feedback from the person who is closest to them. This is seen to

perfection in the interaction between parent and baby: eyes locked together, the adult almost physically drawing 'verbal' response from the baby, both engulfed by their unique experience of intimate and joyful 'connecting' which sets the pattern of relationships between two people. Thus, long before they can speak, children are involved in a two-way process of communication which is steadily building a foundation on which their later use of language will be based. Constantly surrounded by language, they are unconsciously building structures in their minds into which their speech and reading will later fit - grammatical constructions, tense sequences, and so on. The forms of these structures will depend on the amount and complexity of speech they hear. Fortunate are those children who listen to articulate adults expressing ideas and defending opinions. They will know, long before they can contribute themselves and understand that relationships are forged through this process of speaking and listening; that warmth and humour have a place in the process, as have all other human emotions. Using books is the most important means of ensuring a child's adequate language development. None of us can endlessly initiate and maintain speech with very small children; we run out of ideas, or just get plain sick of it. Their lives are limited and the experience just is not there to provide the raw material for constant verbal interaction, without inevitable boredom on the child's part and desperation on the adults. Young children's understanding greatly outruns their capacity for expression as their speech strains to encompass their awareness, to represent reality as they see it. All the wonderful modifying words - later, nearly, tomorrow, almost, wait, half-lend begin to steer the child away from the simple extremes of "yest" and "no" towards the adult word of compromise; from the child's black and white world to the subtle shades and tints of the real world. The range of imaginative experience opened up by books expands the inevitably limited horizons of children's surroundings and allows them to make joyful, intrigued, awestruck acquaintance with countless people, animals, objects and ideas in their first years of life, to their incalculable advantage. Books also help children to see things from other points of view besides their own as they unconsciously put themselves into other people's places - 'if that could happen to him, it could happen to me'. This imaginative self-awareness brings apprehensions and fears as well as heightened hopes and joys. Our society in increasingly dominated by visual images and crude noise. Television selects what we look at; advertisements are designed so that non-readers may get the points, sound is often loud, strident and undifferentiated. In books children can experience language which is subtle, resourceful, exhilarating and harmonious; language which provides the human ear (and understanding) with a pointed and precise pleasure, the searing illuminating impact of good and true words. Q) What is an important component of language learning?

Feeling

Emotions

Environment

Linguistics Question not answered The correct option is "Feeling" Score:- 4

5 of 90 103 AWES_English_PGT_Dec_2015 English Direction: Read the passage given below and answer the question. From the moment a baby first opens its eyes, it is learning. Sight and sensation spark of a learning

process which will determine in large measure the sort of person it will become. Language stands head and shoulders over all other tools as an instrument of learning. It is language that gives man his lead in intelligence over all other creatures. Only man can stand off and contemplate his own situation. No other creature can assemble a list of ideas, consider them, draw conclusions and then explain his reasoning. Man can do all this because he possesses language. And if thought depends on language, clearly the quality of an individual's thought will depend on that person's language - rudimentary or sophisticated, precise or approximate, stereotyped or original. Very young babies are soothed by human voice uttering comforting words close to them. This essentially emotional response provides early evidence that feeling is an important component of language learning. Children learn to use language in interaction with other human beings and this learning precedes best against a background of affectionate feedback from the person who is closest to them. This is seen to perfection in the interaction between parent and baby: eyes locked together, the adult almost physically drawing 'verbal' response from the baby, both engulfed by their unique experience of intimate and joyful 'connecting' which sets the pattern of relationships between two people. Thus, long before they can speak, children are involved in a two-way process of communication which is steadily building a foundation on which their later use of language will be based. Constantly surrounded by language, they are unconsciously building structures in their minds into which their speech and reading will later fit - grammatical constructions, tense sequences, and so on. The forms of these structures will depend on the amount and complexity of speech they hear. Fortunate are those children who listen to articulate adults expressing ideas and defending opinions. They will know, long before they can contribute themselves and understand that relationships are forged through this process of speaking and listening; that warmth and humour have a place in the process, as have all other human emotions. Using books is the most important means of ensuring a child's adequate language development. None of us can endlessly initiate and maintain speech with very small children; we run out of ideas, or just get plain sick of it. Their lives are limited and the experience just is not there to provide the raw material for constant verbal interaction, without inevitable boredom on the child's part and desperation on the adults. Young children's understanding greatly outruns their capacity for expression as their speech strains to encompass their awareness, to represent reality as they see it. All the wonderful modifying words - later, nearly, tomorrow, almost, wait, half-lend begin to steer the child away from the simple extremes of "yest" and "no" towards the adult word of compromise; from the child's black and white world to the subtle shades and tints of the real world. The range of imaginative experience opened up by books expands the inevitably limited horizons of children's surroundings and allows them to make joyful, intrigued, awestruck acquaintance with countless people, animals, objects and ideas in their first years of life, to their incalculable advantage. Books also help children to see things from other points of view besides their own as they unconsciously put themselves into other people's places - 'if that could happen to him, it could happen to me'. This imaginative self-awareness brings apprehensions and fears as well as heightened hopes and joys. Our society in increasingly dominated by visual images and crude noise. Television selects what we look at; advertisements are designed so that non-readers may get the points, sound is often loud, strident and undifferentiated. In books children can experience language which is subtle, resourceful, exhilarating and harmonious; language which provides the human ear (and understanding) with a pointed and precise pleasure, the searing illuminating impact of good and true words. Q) How do books help children see things from other's point of view?

Books have beautiful cover

Books create awareness about various topics

Books help in imaginative self-awareness

Books generate a lot of discussion Question not answered The correct option is "Books help in imaginative self-awareness" Score:- 4

6 of 90 109 AWES_English_PGT_Dec_2015 English Direction: Read the passage given below and answer the question. From the moment a baby first opens its eyes, it is learning. Sight and sensation spark of a learning process which will determine in large measure the sort of person it will become. Language stands head and shoulders over all other tools as an instrument of learning. It is language that gives man his lead in intelligence over all other creatures. Only man can stand off and contemplate his own situation. No other creature can assemble a list of ideas, consider them, draw conclusions and then explain his reasoning. Man can do all this because he possesses language. And if thought depends on language, clearly the quality of an individual's thought will depend on that person's language - rudimentary or sophisticated, precise or approximate, stereotyped or original. Very young babies are soothed by human voice uttering comforting words close to them. This essentially emotional response provides early evidence that feeling is an important component of language learning. Children learn to use language in interaction with other human beings and this learning precedes best against a background of affectionate feedback from the person who is closest to them. This is seen to perfection in the interaction between parent and baby: eyes locked together, the adult almost physically drawing 'verbal' response from the baby, both engulfed by their unique experience of intimate and joyful 'connecting' which sets the pattern of relationships between two people. Thus, long before they can speak, children are involved in a two-way process of communication which is steadily building a foundation on which their later use of language will be based. Constantly surrounded by language, they are unconsciously building structures in their minds into which their speech and reading will later fit - grammatical constructions, tense sequences, and so on. The forms of these structures will depend on the amount and complexity of speech they hear. Fortunate are those children who listen to articulate adults expressing ideas and defending opinions. They will know, long before they can contribute themselves and understand that relationships are forged through this process of speaking and listening; that warmth and humour have a place in the process, as have all other human emotions. Using books is the most important means of ensuring a child's adequate language development. None of us can endlessly initiate and maintain speech with very small children; we run out of ideas, or just get plain sick of it. Their lives are limited and the experience just is not there to provide the raw material for constant verbal interaction, without inevitable boredom on the child's part and desperation on the adults. Young children's understanding greatly outruns their capacity for expression as their speech strains to encompass their awareness, to represent reality as they see it. All the wonderful modifying words - later, nearly, tomorrow, almost, wait, half-lend begin to steer the child away from the simple extremes of "yest" and "no" towards the adult word of compromise; from the child's black and white world to the subtle shades and tints of the real world. The range of imaginative experience opened up by books expands the inevitably limited horizons of children's surroundings and allows them to make joyful, intrigued, awestruck acquaintance with countless people, animals, objects and ideas in their first years of life, to their incalculable advantage. Books also help children to see things from other points of view besides their own as they unconsciously put themselves into other people's places - 'if that could happen to him, it could happen to me'. This imaginative self-awareness brings apprehensions and fears as well as heightened hopes and joys.

Our society in increasingly dominated by visual images and crude noise. Television selects what we look at; advertisements are designed so that non-readers may get the points, sound is often loud, strident and undifferentiated. In books children can experience language which is subtle, resourceful, exhilarating and harmonious; language which provides the human ear (and understanding) with a pointed and precise pleasure, the searing illuminating impact of good and true words. Q) Tick the correct word from the last paragraph, the opposite of which is ___________________ 'darkening'.

Obscure

mystify

vague

None of the above Question not answered The correct option is "None of the above" Score:- 4

7 of 90 105 AWES_English_PGT_Dec_2015 English Direction: Read the passage given below and answer the question. From the moment a baby first opens its eyes, it is learning. Sight and sensation spark of a learning process which will determine in large measure the sort of person it will become. Language stands head and shoulders over all other tools as an instrument of learning. It is language that gives man his lead in intelligence over all other creatures. Only man can stand off and contemplate his own situation. No other creature can assemble a list of ideas, consider them, draw conclusions and then explain his reasoning. Man can do all this because he possesses language. And if thought depends on language, clearly the quality of an individual's thought will depend on that person's language - rudimentary or sophisticated, precise or approximate, stereotyped or original. Very young babies are soothed by human voice uttering comforting words close to them. This essentially emotional response provides early evidence that feeling is an important component of language learning. Children learn to use language in interaction with other human beings and this learning precedes best against a background of affectionate feedback from the person who is closest to them. This is seen to perfection in the interaction between parent and baby: eyes locked together, the adult almost physically drawing 'verbal' response from the baby, both engulfed by their unique experience of intimate and joyful 'connecting' which sets the pattern of relationships between two people. Thus, long before they can speak, children are involved in a two-way process of communication which is steadily building a foundation on which their later use of language will be based. Constantly surrounded by language, they are unconsciously building structures in their minds into which their speech and reading will later fit - grammatical constructions, tense sequences, and so on. The forms of these structures will depend on the amount and complexity of speech they hear. Fortunate are those children who listen to articulate adults expressing ideas and defending opinions. They will know, long before they can contribute themselves and understand that relationships are forged through this process of speaking and listening; that warmth and humour have a place in the process, as have all other human emotions. Using books is the most important means of ensuring a child's adequate language development. None of us can endlessly initiate and maintain speech with very small children; we run out of ideas, or just get plain sick of it. Their lives are limited and the experience just is not there to provide the raw material for constant verbal interaction, without inevitable boredom on the child's part and desperation on the adults.

Young children's understanding greatly outruns their capacity for expression as their speech strains to encompass their awareness, to represent reality as they see it. All the wonderful modifying words - later, nearly, tomorrow, almost, wait, half-lend begin to steer the child away from the simple extremes of "yest" and "no" towards the adult word of compromise; from the child's black and white world to the subtle shades and tints of the real world. The range of imaginative experience opened up by books expands the inevitably limited horizons of children's surroundings and allows them to make joyful, intrigued, awestruck acquaintance with countless people, animals, objects and ideas in their first years of life, to their incalculable advantage. Books also help children to see things from other points of view besides their own as they unconsciously put themselves into other people's places - 'if that could happen to him, it could happen to me'. This imaginative self-awareness brings apprehensions and fears as well as heightened hopes and joys. Our society in increasingly dominated by visual images and crude noise. Television selects what we look at; advertisements are designed so that non-readers may get the points, sound is often loud, strident and undifferentiated. In books children can experience language which is subtle, resourceful, exhilarating and harmonious; language which provides the human ear (and understanding) with a pointed and precise pleasure, the searing illuminating impact of good and true words. Q) Children who listen to articulate adults are at an advantage over others as:-

It improves their concentration

They become more obedient

They learn how to use language for interaction with other human beings

None of the above Question not answered The correct option is "They learn how to use language for interaction with other human beings." Score:- 4

8 of 90 104 AWES_English_PGT_Dec_2015 English Direction: Read the passage given below and answer the question. From the moment a baby first opens its eyes, it is learning. Sight and sensation spark of a learning process which will determine in large measure the sort of person it will become. Language stands head and shoulders over all other tools as an instrument of learning. It is language that gives man his lead in intelligence over all other creatures. Only man can stand off and contemplate his own situation. No other creature can assemble a list of ideas, consider them, draw conclusions and then explain his reasoning. Man can do all this because he possesses language. And if thought depends on language, clearly the quality of an individual's thought will depend on that person's language - rudimentary or sophisticated, precise or approximate, stereotyped or original. Very young babies are soothed by human voice uttering comforting words close to them. This essentially emotional response provides early evidence that feeling is an important component of language learning. Children learn to use language in interaction with other human beings and this learning precedes best against a background of affectionate feedback from the person who is closest to them. This is seen to perfection in the interaction between parent and baby: eyes locked together, the adult almost physically drawing 'verbal' response from the baby, both engulfed by their unique experience of intimate and joyful 'connecting' which sets the pattern of relationships between two people. Thus, long before they can speak, children are involved in a two-way process of communication which is steadily building a foundation on which their later use of language will be based. Constantly surrounded

by language, they are unconsciously building structures in their minds into which their speech and reading will later fit - grammatical constructions, tense sequences, and so on. The forms of these structures will depend on the amount and complexity of speech they hear. Fortunate are those children who listen to articulate adults expressing ideas and defending opinions. They will know, long before they can contribute themselves and understand that relationships are forged through this process of speaking and listening; that warmth and humour have a place in the process, as have all other human emotions. Using books is the most important means of ensuring a child's adequate language development. None of us can endlessly initiate and maintain speech with very small children; we run out of ideas, or just get plain sick of it. Their lives are limited and the experience just is not there to provide the raw material for constant verbal interaction, without inevitable boredom on the child's part and desperation on the adults. Young children's understanding greatly outruns their capacity for expression as their speech strains to encompass their awareness, to represent reality as they see it. All the wonderful modifying words - later, nearly, tomorrow, almost, wait, half-lend begin to steer the child away from the simple extremes of "yest" and "no" towards the adult word of compromise; from the child's black and white world to the subtle shades and tints of the real world. The range of imaginative experience opened up by books expands the inevitably limited horizons of children's surroundings and allows them to make joyful, intrigued, awestruck acquaintance with countless people, animals, objects and ideas in their first years of life, to their incalculable advantage. Books also help children to see things from other points of view besides their own as they unconsciously put themselves into other people's places - 'if that could happen to him, it could happen to me'. This imaginative self-awareness brings apprehensions and fears as well as heightened hopes and joys. Our society in increasingly dominated by visual images and crude noise. Television selects what we look at; advertisements are designed so that non-readers may get the points, sound is often loud, strident and undifferentiated. In books children can experience language which is subtle, resourceful, exhilarating and harmonious; language which provides the human ear (and understanding) with a pointed and precise pleasure, the searing illuminating impact of good and true words. Q) The range of language affects a person's thinking by:-

Using auditory skills to improve language

Assembling notes and writing them down

Assembling a list of ideas and drawing conclusions based on these ideas

None of the above Question not answered The correct option is "Assembling a list of ideas and drawing conclusions based on these ideas." Score:- 4

9 of 90 107 AWES_English_PGT_Dec_2015 English Direction: Read the passage given below and answer the question. From the moment a baby first opens its eyes, it is learning. Sight and sensation spark of a learning process which will determine in large measure the sort of person it will become. Language stands head and shoulders over all other tools as an instrument of learning. It is language that gives man his lead in intelligence over all other creatures. Only man can stand off and contemplate his own situation. No other creature can assemble a list of ideas, consider them, draw conclusions and then explain his reasoning. Man can do all this because he possesses language. And if thought depends on language, clearly the quality of an individual's thought will depend on that person's language - rudimentary or sophisticated,

precise or approximate, stereotyped or original. Very young babies are soothed by human voice uttering comforting words close to them. This essentially emotional response provides early evidence that feeling is an important component of language learning. Children learn to use language in interaction with other human beings and this learning precedes best against a background of affectionate feedback from the person who is closest to them. This is seen to perfection in the interaction between parent and baby: eyes locked together, the adult almost physically drawing 'verbal' response from the baby, both engulfed by their unique experience of intimate and joyful 'connecting' which sets the pattern of relationships between two people. Thus, long before they can speak, children are involved in a two-way process of communication which is steadily building a foundation on which their later use of language will be based. Constantly surrounded by language, they are unconsciously building structures in their minds into which their speech and reading will later fit - grammatical constructions, tense sequences, and so on. The forms of these structures will depend on the amount and complexity of speech they hear. Fortunate are those children who listen to articulate adults expressing ideas and defending opinions. They will know, long before they can contribute themselves and understand that relationships are forged through this process of speaking and listening; that warmth and humour have a place in the process, as have all other human emotions. Using books is the most important means of ensuring a child's adequate language development. None of us can endlessly initiate and maintain speech with very small children; we run out of ideas, or just get plain sick of it. Their lives are limited and the experience just is not there to provide the raw material for constant verbal interaction, without inevitable boredom on the child's part and desperation on the adults. Young children's understanding greatly outruns their capacity for expression as their speech strains to encompass their awareness, to represent reality as they see it. All the wonderful modifying words - later, nearly, tomorrow, almost, wait, half-lend begin to steer the child away from the simple extremes of "yest" and "no" towards the adult word of compromise; from the child's black and white world to the subtle shades and tints of the real world. The range of imaginative experience opened up by books expands the inevitably limited horizons of children's surroundings and allows them to make joyful, intrigued, awestruck acquaintance with countless people, animals, objects and ideas in their first years of life, to their incalculable advantage. Books also help children to see things from other points of view besides their own as they unconsciously put themselves into other people's places - 'if that could happen to him, it could happen to me'. This imaginative self-awareness brings apprehensions and fears as well as heightened hopes and joys. Our society in increasingly dominated by visual images and crude noise. Television selects what we look at; advertisements are designed so that non-readers may get the points, sound is often loud, strident and undifferentiated. In books children can experience language which is subtle, resourceful, exhilarating and harmonious; language which provides the human ear (and understanding) with a pointed and precise pleasure, the searing illuminating impact of good and true words. Q) The imaginative experience opened up by books help the children by:-

Giving them insight into human psyche

Making reading interesting

Expanding the limited horizons of their surroundings

None of the above Question not answered The correct option is "Expanding the limited horizons of their surroundings.." Score:- 4

10 of 90

106 AWES_English_PGT_Dec_2015 English Direction: Read the passage given below and answer the question. From the moment a baby first opens its eyes, it is learning. Sight and sensation spark of a learning process which will determine in large measure the sort of person it will become. Language stands head and shoulders over all other tools as an instrument of learning. It is language that gives man his lead in intelligence over all other creatures. Only man can stand off and contemplate his own situation. No other creature can assemble a list of ideas, consider them, draw conclusions and then explain his reasoning. Man can do all this because he possesses language. And if thought depends on language, clearly the quality of an individual's thought will depend on that person's language - rudimentary or sophisticated, precise or approximate, stereotyped or original. Very young babies are soothed by human voice uttering comforting words close to them. This essentially emotional response provides early evidence that feeling is an important component of language learning. Children learn to use language in interaction with other human beings and this learning precedes best against a background of affectionate feedback from the person who is closest to them. This is seen to perfection in the interaction between parent and baby: eyes locked together, the adult almost physically drawing 'verbal' response from the baby, both engulfed by their unique experience of intimate and joyful 'connecting' which sets the pattern of relationships between two people. Thus, long before they can speak, children are involved in a two-way process of communication which is steadily building a foundation on which their later use of language will be based. Constantly surrounded by language, they are unconsciously building structures in their minds into which their speech and reading will later fit - grammatical constructions, tense sequences, and so on. The forms of these structures will depend on the amount and complexity of speech they hear. Fortunate are those children who listen to articulate adults expressing ideas and defending opinions. They will know, long before they can contribute themselves and understand that relationships are forged through this process of speaking and listening; that warmth and humour have a place in the process, as have all other human emotions. Using books is the most important means of ensuring a child's adequate language development. None of us can endlessly initiate and maintain speech with very small children; we run out of ideas, or just get plain sick of it. Their lives are limited and the experience just is not there to provide the raw material for constant verbal interaction, without inevitable boredom on the child's part and desperation on the adults. Young children's understanding greatly outruns their capacity for expression as their speech strains to encompass their awareness, to represent reality as they see it. All the wonderful modifying words - later, nearly, tomorrow, almost, wait, half-lend begin to steer the child away from the simple extremes of "yest" and "no" towards the adult word of compromise; from the child's black and white world to the subtle shades and tints of the real world. The range of imaginative experience opened up by books expands the inevitably limited horizons of children's surroundings and allows them to make joyful, intrigued, awestruck acquaintance with countless people, animals, objects and ideas in their first years of life, to their incalculable advantage. Books also help children to see things from other points of view besides their own as they unconsciously put themselves into other people's places - 'if that could happen to him, it could happen to me'. This imaginative self-awareness brings apprehensions and fears as well as heightened hopes and joys. Our society in increasingly dominated by visual images and crude noise. Television selects what we look at; advertisements are designed so that non-readers may get the points, sound is often loud, strident and undifferentiated. In books children can experience language which is subtle, resourceful, exhilarating and harmonious; language which provides the human ear (and understanding) with a pointed and precise pleasure, the searing illuminating impact of good and true words. Q) Talking alone is an inadequate base for language development because:-

The child is not exposed to the complexity of speech

Child becomes introvert

There is no follow up

None of the above Question not answered The correct option is "The child is not exposed to the complexity of speech " Score:- 4

11 of 90 119 AWES_English_PGT_Dec_2015 English Direction: Read the following poem and answer the question. Invictus: The Unconquerable Out of the night that covers me Black as the Pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud, Under the bludgeoning of chance My head is bloody, but unbowed Beyond this place of wrath and tears Looms but the horror of the shade, And yet the menace of the years Finds, and shall find me, unafraid It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate: I am the captain of my soul --- W.E. Henley Q) The word 'Circumstance' in the second stanza refers to a:-

Deadly creature

Situation

Destiny

None of the above Question not answered The correct option is "Deadly creature" Score:- 4

12 of 90 113 AWES_English_PGT_Dec_2015

English Direction: Read the following poem and answer the question. Invictus: The Unconquerable Out of the night that covers me Black as the Pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud, Under the bludgeoning of chance My head is bloody, but unbowed Beyond this place of wrath and tears Looms but the horror of the shade, And yet the menace of the years Finds, and shall find me, unafraid It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate: I am the captain of my soul --- W.E. Henley Q) The theme of the poem can be summed up as:-

No one can escape death

Fate can be cruel

To accept responsibility for our lives no matter our circumstances

None of the above Question not answered The correct option is "To accept responsibility for our lives no matter our circumstances" Score:- 4

13 of 90 110 AWES_English_PGT_Dec_2015 English Direction: Read the following poem and answer the question. Invictus: The Unconquerable Out of the night that covers me Black as the Pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud, Under the bludgeoning of chance

My head is bloody, but unbowed Beyond this place of wrath and tears Looms but the horror of the shade, And yet the menace of the years Finds, and shall find me, unafraid It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate: I am the captain of my soul --- W.E. Henley Q) What does the poet thank God for?

Wrath and tears

Painful situations

Dark night

Unconquerable soul Question not answered The correct option is "Unconquerable soul" Score:- 4

14 of 90 112 AWES_English_PGT_Dec_2015

English Direction: Read the following poem and answer the question.

Invictus: The Unconquerable Out of the night that covers me Black as the Pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud, Under the bludgeoning of chance My head is bloody, but unbowed Beyond this place of wrath and tears Looms but the horror of the shade, And yet the menace of the years Finds, and shall find me, unafraid It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate: I am the captain of my soul

--- W.E. Henley Q) The poem is set in one of the following eras of English literature:-

Georgian

Victorian

Romantic Revival

None of the above Question not answered The correct option is "Victorian" Score:- 4

15 of 90 111 AWES_English_PGT_Dec_2015 English Direction: Read the following poem and answer the question. Invictus: The Unconquerable Out of the night that covers me Black as the Pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud, Under the bludgeoning of chance My head is bloody, but unbowed Beyond this place of wrath and tears Looms but the horror of the shade, And yet the menace of the years Finds, and shall find me, unafraid It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate: I am the captain of my soul --- W.E. Henley Q) How have the problems of the various years found the poet?

Peaceful

Shaken

Unafraid

Broken Question not answered

The correct option is "unafraid " Score:- 4

16 of 90 116 AWES_English_PGT_Dec_2015 English Direction: Read the following poem and answer the question. Invictus: The Unconquerable Out of the night that covers me Black as the Pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud, Under the bludgeoning of chance My head is bloody, but unbowed Beyond this place of wrath and tears Looms but the horror of the shade, And yet the menace of the years Finds, and shall find me, unafraid It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate: I am the captain of my soul --- W.E. Henley Q) The metaphor of 'night' in the poem signifies:-

Cruelty

Pain & suffering

Darkness

Betrayal in love Question not answered The correct option is "Pain & suffering" Score:- 4

17 of 90 115 AWES_English_PGT_Dec_2015 English Direction: Read the following poem and answer the question. Invictus: The Unconquerable Out of the night that covers me Black as the Pit from pole to pole, I thank whatever gods may be

For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud, Under the bludgeoning of chance My head is bloody, but unbowed Beyond this place of wrath and tears Looms but the horror of the shade, And yet the menace of the years Finds, and shall find me, unafraid It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate: I am the captain of my soul --- W.E. Henley Q) By referring to his head as bloody, the poet means to talk about:-

Murder

Horrors of death

Mass killing

None of the above Question not answered The correct option is " Horrors of death" Score:- 4

18 of 90 114 AWES_English_PGT_Dec_2015 English Direction: Read the following poem and answer the question. Invictus: The Unconquerable Out of the night that covers me Black as the Pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud, Under the bludgeoning of chance My head is bloody, but unbowed Beyond this place of wrath and tears Looms but the horror of the shade, And yet the menace of the years Finds, and shall find me, unafraid It matters not how strait the gate, How charged with punishments the scroll,

I am the master of my fate: I am the captain of my soul --- W.E. Henley Q) Rhyme scheme of the poem is:-

abab, cdcd, efef, gbgb

abba, abba, efef, ghgh

abcb, abcb, efef, gggg

None of the above Question not answered The correct option is "abab, cdcd, efef, gbgb" Score:- 4

19 of 90 117 AWES_English_PGT_Dec_2015 English Direction: Read the following poem and answer the question. Invictus: The Unconquerable Out of the night that covers me Black as the Pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud, Under the bludgeoning of chance My head is bloody, but unbowed Beyond this place of wrath and tears Looms but the horror of the shade, And yet the menace of the years Finds, and shall find me, unafraid It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate: I am the captain of my soul --- W.E. Henley Q) The metaphor of 'menace of the years' signifies:-

Weakness

Ingratitude

Cruelty of fate

Advancing age Question not answered

The correct option is "Advancing age" Score:- 4

20 of 90 118 AWES_English_PGT_Dec_2015 English Direction: Read the following poem and answer the question. Invictus: The Unconquerable Out of the night that covers me Black as the Pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud, Under the bludgeoning of chance My head is bloody, but unbowed Beyond this place of wrath and tears Looms but the horror of the shade, And yet the menace of the years Finds, and shall find me, unafraid It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate: I am the captain of my soul --- W.E. Henley Q) The literary device used in the second line of the poem.

Oxymoron

Transferred epithet

Hyperbole

None of the above Question not answered The correct option is "None of the above" Score:- 4

21 of 90 137 AWES_English_PGT_Dec_2015 English Select the correct meaning of the idiom. Ante - diluvium.

Up to date

Against dualism

Old time

Time period Question not answered The correct option is "Old time" Score:- 4

22 of 90 144 AWES_English_PGT_Dec_2015 English Select the correct/appropriate conjunctions for the following sentence, from the given options. His distrust ________ his assistants is perhaps unfounded.

for

of

in

on Question not answered The correct option is "of " Score:- 4

23 of 90 120 AWES_English_PGT_Dec_2015 English Select the word that is most nearly opposite in meaning to the word in capital letters. PREDILECTION

Argument

Antipathy

Analogy

Anticlimax Question not answered The correct option is "Antipathy" Score:- 4

24 of 90 132 AWES_English_PGT_Dec_2015 English Mark the correctly spelt word.

Inocculate

Inoculate

Innoculate

Innoculete

Question not answered The correct option is "Inoculate" Score:- 4

25 of 90 152 AWES_English_PGT_Dec_2015 English Identify the figures of speech and select the correct option. The moan of doves in immemorial elms and murmuring of innumerable bees.

Simile

Repetition

Onomatopoeia

Alliteration Question not answered The correct option is "Onomatopoeia" Score:- 4

26 of 90 162 AWES_English_PGT_Dec_2015 English Match the famous quote with its author/poem for the below question. What's in a name? That which we call a rose, by any other name would smell as sweet.

William Wordsworth

William Shakespeare

Ben Spencer

None of the above Question not answered The correct option is "William Shakespeare" Score:- 4

27 of 90 187 AWES_English_PGT_Dec_2015 English Choose the book to which these famous character belong to:- Amelia Sedley and Rebecca Sharp

Tess of The D'Urbervilles

Rebecca

Sense and Sensibility

Vanity Fair Question not answered

The correct option is "Vanity Fair" Score:- 4

28 of 90 176 AWES_English_PGT_Dec_2015 English Select the most appropriate modals to fill in the blank. _____________ you have another biscuit?

Won't

Might

May

None of the above Question not answered The correct option is "won't " Score:- 4

29 of 90 138 AWES_English_PGT_Dec_2015 English Select the correct meaning of the idiom. To put the cart before the horse.

To make something dangerous

To do the reverse thing

To make something more difficult

To change the order Question not answered The correct option is "To change the order" Score:- 4

30 of 90 134 AWES_English_PGT_Dec_2015 English Mark the correctly spelt word.

Forecaust

Forecast

Forcast

Forcaste Question not answered The correct option is "Forecast" Score:- 4

31 of 90 177 AWES_English_PGT_Dec_2015 English Select the most appropriate modals to fill in the blank. She ________ have cooked dinner. Just as it was ready, Chris called up to say he wont be coming home for dinner.

may

needn't

must

should Question not answered The correct option is "needn't" Score:- 4

32 of 90 172 AWES_English_PGT_Dec_2015 English Identify the underlined phrases and clauses in the given sentence:- This is the book that I told you about.

Noun phrase

Adjective clause

Adverb clause

Noun clause Question not answered The correct option is "adjective clause" Score:- 4

33 of 90 126 AWES_English_PGT_Dec_2015 English Choose the option closest in meaning to the word in capital letters. ENTRENCHED

Filled up

Followed by

Kept down

Fortified Question not answered The correct option is "fortified" Score:- 4

34 of 90 123 AWES_English_PGT_Dec_2015 English Select the word that is most nearly opposite in meaning to the word in capital letters. PROTRACT

Not to display

To cut short

Not to be careful about future

To indulge in extravagance Question not answered The correct option is "To cut short" Score:- 4

35 of 90 170 AWES_English_PGT_Dec_2015 English Identify the underlined phrases and clauses in the given sentence:- Ram is helpful, whereas Madhavi is friendly.

Noun phrase

Adjective clause

Adverb clause

Noun clause Question not answered The correct option is "Adjective clause" Score:- 4

36 of 90 186 AWES_English_PGT_Dec_2015 English Choose the book to which these famous character belong to:- Josephine March

East of Eden

Wuthering Heights

Great Expectation

Little Women Question not answered The correct option is "Little Women" Score:- 4

37 of 90

184 AWES_English_PGT_Dec_2015 English Match the Book with the author. The Picture of Dorian Gray

Jules Verne

Oscar Wilde

Herman Melville

Pearl S Buck Question not answered The correct option is "Oscar Wilde" Score:- 4

38 of 90 183 AWES_English_PGT_Dec_2015 English Match the Book with the author. Sea of Poppies

Amitav Ghosh

Arundhati Roy

Jhumpa Lahiri

Kiran Desai Question not answered The correct option is "Amitav Ghosh" Score:- 4

39 of 90 130 AWES_English_PGT_Dec_2015 English Mark the correctly spelt word.

Efflorescence

Efloresense

Efflorascence

Eflorescence Question not answered The correct option is "Efflorescence" Score:- 4

40 of 90 164 AWES_English_PGT_Dec_2015 English Match the famous quote with its author/poem for the below question.

Goodness is beauty in the best estate.

Alexander Pope

Christopher Marlowe

William Shakespeare

John Keats Question not answered The correct option is "Christopher Marlowe" Score:- 4

41 of 90 129 AWES_English_PGT_Dec_2015 English Choose the option closest in meaning to the word in capital letters. APHORISM

Wither

Proverb

Prune

Break Question not answered The correct option is "proverb" Score:- 4

42 of 90 156 AWES_English_PGT_Dec_2015 English Select the correct option for the following:- The Renaissance Scholars of the classics who revived the knowledge of the Greek language were called:-

Romantics

Humanists

Fascists

None of the above Question not answered The correct option is "Humanists" Score:- 4

43 of 90 181 AWES_English_PGT_Dec_2015 English Match the Book with the author.

Jane Eyre

Agatha Christie

Charlotte Bronte

Anne Bronte

Emily Bronte Question not answered The correct option is "Charlotte Bronte" Score:- 4

44 of 90 175 AWES_English_PGT_Dec_2015 English Select the most appropriate modals to fill in the blank. Martha ________ swim until she was ten.

can

could

can't

couldn't Question not answered The correct option is "couldn't" Score:- 4

45 of 90 133 AWES_English_PGT_Dec_2015 English Mark the correctly spelt word.

Puerrile

Puerile

Purrile

Puerille Question not answered The correct option is "Puerile" Score:- 4

46 of 90 178 AWES_English_PGT_Dec_2015 English Select the most appropriate modals to fill in the blank. You will catch cold if you go out like that. I think you _________ take a hat.

supposed to

ought to

have to

None of the above Question not answered The correct option is "ought to" Score:- 4

47 of 90 136 AWES_English_PGT_Dec_2015 English Select the correct meaning of the idiom. To turn the candle at both ends.

To spend money quickly

To furnish the job

To waste time

To make both ends meet Question not answered The correct option is "To spend money quickly" Score:- 4

48 of 90 145 AWES_English_PGT_Dec_2015 English Below sentence has been given in Active voice. Tick the correct option which best expresses the same sentence in Passive voice. I ran the obstacle course in record time.

The obstacle course was ran by me in record time

The obstacle course was run by me in record time

In record time, I ran the obstacle course

None of the above Question not answered The correct option is "The obstacle course was run by me in record time." Score:- 4

49 of 90 131 AWES_English_PGT_Dec_2015 English Mark the correctly spelt word.

Sacreligious

Sacrilegious

Sacriligious

Sacrilegeous Question not answered The correct option is "Sacrilegious" Score:- 4

50 of 90 148 AWES_English_PGT_Dec_2015 English Below sentence has been given in Active voice. Tick the correct option which best expresses the same sentence in Passive voice. Monali was writing a letter to her mother.

A letter has been written by Monali to her mother

A letter was written by Monali to her mother

A letter was written to her mother by Monali

A letter was being written by Monali to her mother Question not answered The correct option is "A letter was being written by Monali to her mother." Score:- 4

51 of 90 182 AWES_English_PGT_Dec_2015 English Match the Book with the author. The Lost world

Alistair MacLean

Ian Fleming

Agatha Christie

Sir Arthur Conan Doyle Question not answered The correct option is "Sir Arthur Conan Doyle" Score:- 4

52 of 90 161 AWES_English_PGT_Dec_2015 English Match the famous quote with its author/poem for the below question. Silence is the sleep that nourishes wisdom.

Marcus Bacon

P B Shelly

Francis Bacon

None of the above Question not answered The correct option is "Francis Bacon" Score:- 4

53 of 90 171 AWES_English_PGT_Dec_2015 English Identify the underlined phrases and clauses in the given sentence:- My friend likes playing cricket.

Adverb phrase

Adjective phrase

Noun phrase

None of the above Question not answered The correct option is "noun phrase" Score:- 4

54 of 90 141 AWES_English_PGT_Dec_2015 English Select the correct/appropriate conjunctions for the following sentence, from the given options. He stood _____________ me.

besides

between

beside

along Question not answered The correct option is "beside" Score:- 4

55 of 90 189 AWES_English_PGT_Dec_2015 English Choose the book to which these famous character belong to:- Ichabod Crane

Sleepy Hollow

The Count of Monte Cristo

The Citadel

Benhur Question not answered The correct option is "Sleepy Hollow" Score:- 4

56 of 90 149 AWES_English_PGT_Dec_2015 English Below sentence has been given in Active voice. Tick the correct option which best expresses the same sentence in Passive voice. Mangoes taste sweet.

Sweet is the taste of mangoes

Mangoes are sweet when tasted

Mangoes are sweet on tasting

None of the above Question not answered The correct option is "Mangoes are sweet when tasted." Score:- 4

57 of 90 150 AWES_English_PGT_Dec_2015 English Identify the figures of speech and select the correct option. Her mother, too, upon this occasion felt a pleasing distress.

Transferred Epithet

Antithesis

Oxymoron

Euphemism Question not answered The correct option is "Oxymoron" Score:- 4

58 of 90 151 AWES_English_PGT_Dec_2015 English Identify the figures of speech and select the correct option. Four Brutus is an honourable man; so are they all, all honourable men.

Oxymoron

Irony

Onomatopoeia

Antithesis Question not answered The correct option is "Irony" Score:- 4

59 of 90 125 AWES_English_PGT_Dec_2015 English Choose the option closest in meaning to the word in capital letters. ANTITHESIS

Fixed dislike

Direct opposite

Musical response

Lack of feeling Question not answered The correct option is "direct opposite" Score:- 4

60 of 90 143 AWES_English_PGT_Dec_2015 English Select the correct/appropriate conjunctions for the following sentence, from the given options. In pursuance ________ your instructions we are writing today to the collector.

to

of

for

with Question not answered The correct option is "of" Score:- 4

61 of 90 128 AWES_English_PGT_Dec_2015 English Choose the option closest in meaning to the word in capital letters. GRANDIOSE

Unpretentious

Boring

Imposing

Lanky

Question not answered The correct option is "imposing" Score:- 4

62 of 90 167 AWES_English_PGT_Dec_2015 English Match the famous quote with its author/poem for the below question. Two roads diverged in a wood, and I took the one less travelled by, and that has made all the difference.

James Joyce

W B Henley

Robert Frost

None of the above Question not answered The correct option is "Robert Frost" Score:- 4

63 of 90 124 AWES_English_PGT_Dec_2015 English Select the word that is most nearly opposite in meaning to the word in capital letters. DEBILITATE

To guess

To conspire

To argue

To strengthen Question not answered The correct option is "To strengthen" Score:- 4

64 of 90 139 AWES_English_PGT_Dec_2015 English Select the correct meaning of the idiom. To play fast and loose.

To make mistakes

To start well and loose

To say one thing & do another

To treat something or someone without enough care Question not answered

The correct option is "To treat something or someone without enough care " Score:- 4

65 of 90 154 AWES_English_PGT_Dec_2015 English Identify the figures of speech and select the correct option. Gray hairs must be respected.

Metonymy

Metaphor

Synecdoche

Personification Question not answered The correct option is "Metonymy" Score:- 4

66 of 90 179 AWES_English_PGT_Dec_2015 English Select the most appropriate modals to fill in the blank. You ___________ put anything on the shelves until the glue has set hard.

needn't

may

mustn't

can Question not answered The correct option is "mustn't" Score:- 4

67 of 90 168 AWES_English_PGT_Dec_2015 English Match the famous quote with its author/poem for the below question. Men may come and Men may go but I go on forever.

H.W Longfellow

Lord Tennyson

Mathew Arnold

None of the above Question not answered

The correct option is "H.W Longfellow" Score:- 4

68 of 90 146 AWES_English_PGT_Dec_2015 English Below sentence has been given in Active voice. Tick the correct option which best expresses the same sentence in Passive voice. The cleaning crew vacuums & dusts the office every night.

The office got vacuumed & dusted by the cleaning crew every night

Every night the office is vacuumed & dusted by the cleaning crew

Every night the office was vacuumed & dusted by the cleaning crew

None of the above Question not answered The correct option is "Every night the office is vacuumed & dusted by the cleaning crew." Score:- 4

69 of 90 147 AWES_English_PGT_Dec_2015 English Below sentence has been given in Active voice. Tick the correct option which best expresses the same sentence in Passive voice. Did they catch the thief?

Was the thief caught by them?

Is the thief being caught by them?

The thief was caught by them?

None of the above Question not answered The correct option is "Was the thief caught by them?" Score:- 4

70 of 90 135 AWES_English_PGT_Dec_2015 English Select the correct meaning of the idiom. A penny for your thoughts.

A way of paying for someone's thoughts

A way of asking what someone is thinking

A way of extracting information

Paying for someone’s thought Question not answered

The correct option is "A way of asking what someone is thinking" Score:- 4

71 of 90 142 AWES_English_PGT_Dec_2015 English Select the correct/appropriate conjunctions for the following sentence, from the given options. There is no agreement __________ the great powers about a treaty to ban nuclear weapons.

between

among

within

None of the above Question not answered The correct option is "among" Score:- 4

72 of 90 159 AWES_English_PGT_Dec_2015 English Select the correct option for the following:- Milton describes his 'Lycidas' as a:-

Sonnet

Pastoral elegy

Threnody

Dirge Question not answered The correct option is "Pastoral elegy" Score:- 4

73 of 90 155 AWES_English_PGT_Dec_2015 English Select the correct option for the following:- The liberty that the poets can take to violate the ordinary norms of speech, including the use of meter and rhyme is called:-

Poetic Justice

Poetic Freedom

Poetic License

None of the above Question not answered

The correct option is "Poetic License" Score:- 4

74 of 90 153 AWES_English_PGT_Dec_2015 English Identify the figures of speech and select the correct option. Toll for the brave, The brave that are no more.

Euphemism

Litotes

Anti-Climax

None of the above Question not answered The correct option is "Euphemism" Score:- 4

75 of 90 173 AWES_English_PGT_Dec_2015 English Identify the underlined phrases and clauses in the given sentence:- I stopped the work because I was tired.

Noun phrase

Adjective clause

Adverb clause

Noun clause Question not answered The correct option is "adverb clause" Score:- 4

76 of 90 121 AWES_English_PGT_Dec_2015 English Select the word that is most nearly opposite in meaning to the word in capital letters. LACONIC

Incorrigible

Exhausted

Voluble

Jealous Question not answered

The correct option is "Voluble" Score:- 4

77 of 90 188 AWES_English_PGT_Dec_2015 English Choose the book to which these famous character belong to:- Ebenezer Scrooge

Charlie and The Great Glass Elevator

Oliver Twist

A Christmas Carol

Les Miserable Question not answered The correct option is "A Christmas Carol" Score:- 4

78 of 90 185 AWES_English_PGT_Dec_2015 English Choose the book to which these famous character belong to:- Hercule Poirot

H M S Ulysses

Hickory Dickory Dock

Triple

The Valley of Fear Question not answered The correct option is "Hickory Dickory Dock" Score:- 4

79 of 90 157 AWES_English_PGT_Dec_2015 English Select the correct option for the following:- The Term epiphany was coined by:-

John Ruskin

T S Eliot

James Joyce

Aldous Huxley Question not answered

The correct option is "James Joyce" Score:- 4

80 of 90 163 AWES_English_PGT_Dec_2015 English Match the famous quote with its author/poem for the below question. Hell is just a frame of mind.

W B Yeats

Christopher Marlowe

Ben Jonson

G B Shaw Question not answered The correct option is "Christopher Marlowe" Score:- 4

81 of 90 166 AWES_English_PGT_Dec_2015 English Match the famous quote with its author/poem for the below question. Beauty is truth, Truth beauty that is all ye know on earth, and all ye need to know

John Keats

William Wordsworth

P B Shelley

Robert Frost Question not answered The correct option is "John Keats" Score:- 4

82 of 90 158 AWES_English_PGT_Dec_2015 English Select the correct option for the following:- Dr Faustus appears as a prominent character in one of the following plays by Christopher Marlowe.

The tragedy of Edward

Jew of Malta

The tragical history of Dr Faustus

Tambur lane Question not answered

The correct option is "The tragical history of Dr Faustus" Score:- 4

83 of 90 165 AWES_English_PGT_Dec_2015 English Match the famous quote with its author/poem for the below question. Life is made of ever so many partings welded together.

Emily Bronte

Thomas Hardy

Charles Dickens

Jane Austen Question not answered The correct option is "Charles Dickens" Score:- 4

84 of 90 160 AWES_English_PGT_Dec_2015 English Match the famous quote with its author/poem for the below question. Only those who risk going too far can possibly find out how far one can go.

G B Shaw

T S Eliot

Charles Dickens

None of the above Question not answered The correct option is "T S Eliot" Score:- 4

85 of 90 174 AWES_English_PGT_Dec_2015 English Identify the underlined phrases and clauses in the given sentence:- Reading books gives us knowledge and pleasure.

noun phrase

adverb phrase

adjective phrase

adverb clause Question not answered

The correct option is "noun phrase" Score:- 4

86 of 90 122 AWES_English_PGT_Dec_2015 English Select the word that is most nearly opposite in meaning to the word in capital letters. INIMICAL

Inquisitive

Supportive

Lack-lustre

Coarse Question not answered The correct option is "Supportive" Score:- 4

87 of 90 169 AWES_English_PGT_Dec_2015 English Match the famous quote with its author/poem for the below question. They flash upon that inward eye which is the bliss of Solitude.

William Wordsworth

William Good Earth

William Shakespeare

William Spencer Question not answered The correct option is "William Wordsworth" Score:- 4

88 of 90 140 AWES_English_PGT_Dec_2015 English Select the correct/appropriate conjunctions for the following sentence, from the given options. The shareholders have expressed satisfaction ________ the way the business is being run.

to

with

for

on Question not answered

The correct option is "with" Score:- 4

89 of 90 127 AWES_English_PGT_Dec_2015 English Choose the option closest in meaning to the word in capital letters. LUDICROUS

Excessive

Profitable

Disordered

Ridiculous Question not answered The correct option is "ridiculous" Score:- 4

90 of 90 180 AWES_English_PGT_Dec_2015 English Match the Book with the author. The Secret Lives of Lawrence of Arabia.

Ken Follet

Thomas Hardy

Philip Knightley and Collin Simpson

A J Cronin Question not answered The correct option is "Philip Knightley and Collin Simpson" Score:- 4