1) In the following questions choose the word which is the exact OPPOSITE of the given words.

Decision makers should think more and not be VOLUBLE.

2) In the following questions choose the word which is the exact OPPOSITE of the given words.

Syndicate members brought down certain DELIBERATE measures to scrap the existing vagaries.

3) In the following questions choose the word which is the exact OPPOSITE of the given words.

Private colleges are of the notion that DEPENDENCE on universities would bring down their standards.

4) In each questions below five words are given. Find out that word, the spelling of which is WRONG. The letter of that word is the answer.

5) In each questions below five words are given. Find out that word, the spelling of which is WRONG. The letter of that word is the answer.

6) In each questions below five words are given. Find out that word, the spelling of which is WRONG. The letter of that word is the answer.

7) In each question below, there is a sentence of which some parts have been jumbled up. Rearrange these parts which are labelled P, Q, R and S to produce the correct sentence. Choose the proper sequence.
(P) When slaves sang this song,
(Q) and their arrival in heaven
(R) they could have been speaking
(S) of their departure from this life

8) In each question below, there is a sentence of which some parts have been jumbled up. Rearrange these parts which are labelled P, Q, R and S to produce the correct sentence. Choose the proper sequence.
(P) entirely harmless.
(Q) Although most people consider
(R) piranhas to be quite dangerous,
(S) they are, for the most part,

9) In each question below, there is a sentence of which some parts have been jumbled up. Rearrange these parts which are labelled P, Q, R and S to produce the correct sentence. Choose the proper sequence.
(P) But few among them still
(Q) Speak their native language.
(R) Over fourteen thousand Cherokee remain in their
(S) Ancestral homelands of North Carolina

10) In the questions below the sentences have been given in Active/Passive voice. From the given alternatives, choose the one which best expresses the given sentence in Passive/Active voice
Aamir Khan has started a new show in one of the channels.

11) In the questions below the sentences have been given in Active/Passive voice. From the given alternatives, choose the one which best expresses the given sentence in Passive/Active voice
Let us follow the rules, said the convener of sports.

12) In the questions below the sentences have been given in Active/Passive voice. From the given alternatives, choose the one which best expresses the given sentence in Passive/Active voice
Robert Bruce lived in dark, for 18 years from Scotland.

13) In each question, an incomplete statement (Stem) followed by fillers is given. Pick out the best one which can complete incomplete stem correctly and meaningfully.

Simon seldom scored below average on tests and projects. He was _____________

14) The weather outside our cottage was extremely inclement and hence we decided to

15) Sandra has a large mind to share her abundance with others; hence she has _________________

16) In each word of the following questions consists of pair of words bearing a relationship among these, from amongst the alternatives, pick up the pair that best illustrate a similar relationship.
BIRD : AVIARY ::

17) In each word of the following questions consists of pair of words bearing a relationship among these, from amongst the alternatives, pick up the pair that best illustrate a similar relationship.
BACTERIA : DECOMPOSITION ::

18) The below word of the following questions consists of pair of words bearing a relationship among these, from amongst the alternatives, pick up the pair that best illustrate a similar relationship.
NOVEL : FOREWORD ::

19) The pioneers of the teaching of science imagined that its introduction into education would remove the conventionality, artificiality, and backward-lookingness which were characteristic; of classical studies, but they were gravely disappointed. So, too, in their time had the humanists thought that the study of the classical authors in the original would banish at once the dull pedantry and superstition of mediaeval


scholasticism. The professional schoolmaster was a match for both of them, and has almost managed to make the understanding of chemical reactions as dull and as dogmatic an affair as the reading of Virgil's Aeneid.
The chief claim for the use of science in education is that it teaches a child something about the actual universe in which he is living, in making him acquainted with the results of scientific discovery, and at the same time teaches him how to think logically and inductively by studying scientific method. A certain limited success has been reached in the first of these aims, but practically none at all in the second. Those privileged members of the community who have been through a secondary or public school education may be expected to know something about the elementary physics and chemistry of a hundred years ago, but they probably know hardly more than any bright boy can pick up from an interest in wireless or scientific hobbies out of school hours.
As to the learning of scientific method, the whole thing is palpably a farce. Actually, for the convenience of teachers and the requirements of the examination system, it is necessary that the pupils not only do not learn scientific method but learn precisely the reverse, that is, to believe exactly what they are told and to reproduce it when asked, whether it seems nonsense to them o not. The way in which educated r people respond to such quackeries as spiritualism or astrology, not to say more dangerous ones such as racial theories or currency myths, shows that fifty years of education in the method of science in Britain or Germany has produced no visible effect whatever. The only way of learning the method of science is the long and bitter way of personal experience, and, until the educational or social systems are altered to make this possible, the best we can expect is the production of minority of people who are able to acquire some of the technique of science and a still smaller minority who are able to use and develop them.

1. The author implies that the 'professional schoolmaster' has

20) The pioneers of the teaching of science imagined that its introduction into education would remove the conventionality, artificiality, and backward-lookingness which were characteristic; of classical studies, but they were gravely disappointed. So, too, in their time had the humanists thought that the study of the classical authors in the original would banish at once the dull pedantry and superstition of mediaeval


scholasticism. The professional schoolmaster was a match for both of them, and has almost managed to make the understanding of chemical reactions as dull and as dogmatic an affair as the reading of Virgil's Aeneid.
The chief claim for the use of science in education is that it teaches a child something about the actual universe in which he is living, in making him acquainted with the results of scientific discovery, and at the same time teaches him how to think logically and inductively by studying scientific method. A certain limited success has been reached in the first of these aims, but practically none at all in the second. Those privileged members of the community who have been through a secondary or public school education may be expected to know something about the elementary physics and chemistry of a hundred years ago, but they probably know hardly more than any bright boy can pick up from an interest in wireless or scientific hobbies out of school hours.
As to the learning of scientific method, the whole thing is palpably a farce. Actually, for the convenience of teachers and the requirements of the examination system, it is necessary that the pupils not only do not learn scientific method but learn precisely the reverse, that is, to believe exactly what they are told and to reproduce it when asked, whether it seems nonsense to them o not. The way in which educated r people respond to such quackeries as spiritualism or astrology, not to say more dangerous ones such as racial theories or currency myths, shows that fifty years of education in the method of science in Britain or Germany has produced no visible effect whatever. The only way of learning the method of science is the long and bitter way of personal experience, and, until the educational or social systems are altered to make this possible, the best we can expect is the production of minority of people who are able to acquire some of the technique of science and a still smaller minority who are able to use and develop them.

2. The author’s attitude to secondary and public school education in the sciences is