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SSC CGL 2025 PYQs

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1,200 questions in English Comprehension.

Q941.
Select the most appropriate option to substitute the underline/Bold segment in the given sentence.
The tourists are going to abroad for a cultural exchange program.
  1. Aare going abroad
  2. Bare going for abroad
  3. Care going in abroad
  4. Dare going towards abroad
Show answer

Concept: 'Abroad' is an adverb, so no preposition comes before it.

  1. 'Going to abroad' is wrong.
  2. Correct: 'The tourists are going abroad…'

Yaad rakhein: Same rule: go home, go upstairs, go abroad (no 'to').

Answer: (A) are going abroad

अवधारणा: 'Abroad' क्रियाविशेषण है, इसलिए इससे पहले preposition नहीं आता।

  1. 'going to abroad' गलत।
  2. सही: 'The tourists are going abroad…'

याद रखें: इसी तरह: go home, go upstairs, go abroad (बिना 'to')।

उत्तर: (A) are going abroad

SSC CGLEnglish ComprehensionSentence improvement – abroadSSC CGL 2025 · 15 Sep Shift 2
Q942.
Select the most appropriate option to substitute the underline/Bold segment in the given sentence.
She is looking forward to meet you.
  1. Ais looking forward for meeting you
  2. Bis looking forward to meeting you
  3. Cis looking forward about meeting you
  4. Dis looking forward meet you
Show answer

Concept: In 'look forward to', 'to' is a preposition → verb + ing.

  1. 'looking forward to meet' is wrong.
  2. Correct: 'She is looking forward to meeting you.'

Yaad rakhein: Same pattern: object to, used to (accustomed), committed to, with a view to + V-ing.

Answer: (B) is looking forward to meeting you

अवधारणा: 'look forward to' में 'to' preposition है → क्रिया + ing।

  1. 'looking forward to meet' गलत।
  2. सही: 'She is looking forward to meeting you.'

याद रखें: इसी तरह: object to, be used to, committed to, with a view to + V-ing।

उत्तर: (B) is looking forward to meeting you

SSC CGLEnglish ComprehensionSentence improvement – look forward toSSC CGL 2025 · 15 Sep Shift 2
Directions (Qs. 93-97): Read the following passage carefully and answer the questions that follow.

Science, as both a method and an institution, occupies a paradoxical position within modern society. It promises objectivity, progress, and mastery over nature, yet it simultaneously engenders profound ethical dilemmas. The relentless pursuit of innovation often outpaces moral reflection, leaving humanity to confront consequences it is ill-prepared to manage. From genetic modification to artificial intelligence, scientific advancement expands the boundaries of what can be done, while offering little guidance on what should be done. This widening gap between capability and conscience underscores the need for an ethical framework that evolves in tandem with discovery. Historically, science has been regarded as a neutral enterprise — its value determined by human application. However, this notion of neutrality is increasingly untenable in a world where data, algorithms, and biotechnologies directly shape social realities. The scientist no longer functions solely as an observer but as an active agent of transformation, capable of altering both the environment and the human condition itself. Consequently, the question of responsibility becomes inseparable from the act of inquiry. Ethics, then, cannot remain external to science; it must be integrated within its very methodology. The development of nuclear weapons, surveillance technologies, and environmental exploitation has demonstrated that knowledge divorced from moral accountability leads to existential peril. In this sense, ethical deliberation is not an impediment to progress but its precondition. The challenge lies in reconciling the empirical rigor of science with the normative demands of ethics — an endeavor that requires humility, dialogue, and an awareness of science’s sociopolitical embeddedness. To imagine science as detached from values is to ignore the historical record of how power and ideology have influenced research agendas, from colonial anthropology to corporate-funded pharmacology. In the twenty-first century, as humanity stands at the threshold of genetic redesign and machine consciousness, the integration of ethical reasoning into scientific practice is no longer optional but essential. The true measure of scientific progress will thus depend not merely on discovery, but on discernment — on our collective ability to wield knowledge without surrendering wisdom.
Q943.
According to the passage, why is the traditional notion of scientific neutrality considered "untenable"?
  1. AScience has lost its empirical foundation.
  2. BModern research is influenced by social and political forces.
  3. CScientists no longer rely on observation.
  4. DTechnology has replaced the need for experimentation.
Show answer

Concept: Neutrality is rejected because science now shapes society directly.

  1. The passage says data, algorithms and biotechnology directly shape social realities, and scientists act as agents of change.
  2. So research is tied to social and political forces – it cannot be neutral.

Trick: Options (A), (C), (D) make claims the passage never makes – eliminate.

Answer: (B) Modern research is influenced by social and political forces.

अवधारणा: विज्ञान अब समाज को सीधे प्रभावित करता है, इसलिए तटस्थ नहीं।

  1. गद्यांश: डेटा, एल्गोरिद्म, जैव-प्रौद्योगिकी सीधे सामाजिक वास्तविकता गढ़ते हैं; वैज्ञानिक परिवर्तन के सक्रिय कारक हैं।
  2. अतः शोध सामाजिक-राजनीतिक शक्तियों से जुड़ा है।

ट्रिक: (A), (C), (D) की बातें गद्यांश में नहीं – हटा दें।

उत्तर: (B) Modern research is influenced by social and political forces.

SSC CGLEnglish ComprehensionReading comprehension – inferenceSSC CGL 2025 · 15 Sep Shift 2
Directions (Qs. 93-97): Read the following passage carefully and answer the questions that follow.

Science, as both a method and an institution, occupies a paradoxical position within modern society. It promises objectivity, progress, and mastery over nature, yet it simultaneously engenders profound ethical dilemmas. The relentless pursuit of innovation often outpaces moral reflection, leaving humanity to confront consequences it is ill-prepared to manage. From genetic modification to artificial intelligence, scientific advancement expands the boundaries of what can be done, while offering little guidance on what should be done. This widening gap between capability and conscience underscores the need for an ethical framework that evolves in tandem with discovery. Historically, science has been regarded as a neutral enterprise — its value determined by human application. However, this notion of neutrality is increasingly untenable in a world where data, algorithms, and biotechnologies directly shape social realities. The scientist no longer functions solely as an observer but as an active agent of transformation, capable of altering both the environment and the human condition itself. Consequently, the question of responsibility becomes inseparable from the act of inquiry. Ethics, then, cannot remain external to science; it must be integrated within its very methodology. The development of nuclear weapons, surveillance technologies, and environmental exploitation has demonstrated that knowledge divorced from moral accountability leads to existential peril. In this sense, ethical deliberation is not an impediment to progress but its precondition. The challenge lies in reconciling the empirical rigor of science with the normative demands of ethics — an endeavor that requires humility, dialogue, and an awareness of science’s sociopolitical embeddedness. To imagine science as detached from values is to ignore the historical record of how power and ideology have influenced research agendas, from colonial anthropology to corporate-funded pharmacology. In the twenty-first century, as humanity stands at the threshold of genetic redesign and machine consciousness, the integration of ethical reasoning into scientific practice is no longer optional but essential. The true measure of scientific progress will thus depend not merely on discovery, but on discernment — on our collective ability to wield knowledge without surrendering wisdom.
Q944.
What does the author imply about the relationship between ethics and progress?
  1. AEthics restricts technological innovation.
  2. BEthical reflection is essential for genuine progress.
  3. CScientific progress occurs independently of ethics.
  4. DEthical principles are obsolete in modern science.
Show answer

Concept: The author wants ethics built into science, not kept outside.

  1. Ethics 'must be integrated within its very methodology'.
  2. Ethical thinking is shown as a condition for real progress, not a barrier.

Trick: The author's whole argument pushes for ethics – options calling ethics a hindrance or obsolete contradict it.

Answer: (B) Ethical reflection is essential for genuine progress.

अवधारणा: लेखक चाहता है कि नैतिकता विज्ञान के भीतर हो।

  1. नैतिकता को विज्ञान की कार्यप्रणाली में शामिल करना ज़रूरी बताया।
  2. नैतिक चिंतन वास्तविक प्रगति की शर्त है, बाधा नहीं।

ट्रिक: पूरा तर्क नैतिकता के पक्ष में है – उसे बाधा/अप्रासंगिक कहने वाले विकल्प गलत।

उत्तर: (B) Ethical reflection is essential for genuine progress.

SSC CGLEnglish ComprehensionReading comprehension – author's viewSSC CGL 2025 · 15 Sep Shift 2
Directions (Qs. 93-97): Read the following passage carefully and answer the questions that follow.

Science, as both a method and an institution, occupies a paradoxical position within modern society. It promises objectivity, progress, and mastery over nature, yet it simultaneously engenders profound ethical dilemmas. The relentless pursuit of innovation often outpaces moral reflection, leaving humanity to confront consequences it is ill-prepared to manage. From genetic modification to artificial intelligence, scientific advancement expands the boundaries of what can be done, while offering little guidance on what should be done. This widening gap between capability and conscience underscores the need for an ethical framework that evolves in tandem with discovery. Historically, science has been regarded as a neutral enterprise — its value determined by human application. However, this notion of neutrality is increasingly untenable in a world where data, algorithms, and biotechnologies directly shape social realities. The scientist no longer functions solely as an observer but as an active agent of transformation, capable of altering both the environment and the human condition itself. Consequently, the question of responsibility becomes inseparable from the act of inquiry. Ethics, then, cannot remain external to science; it must be integrated within its very methodology. The development of nuclear weapons, surveillance technologies, and environmental exploitation has demonstrated that knowledge divorced from moral accountability leads to existential peril. In this sense, ethical deliberation is not an impediment to progress but its precondition. The challenge lies in reconciling the empirical rigor of science with the normative demands of ethics — an endeavor that requires humility, dialogue, and an awareness of science’s sociopolitical embeddedness. To imagine science as detached from values is to ignore the historical record of how power and ideology have influenced research agendas, from colonial anthropology to corporate-funded pharmacology. In the twenty-first century, as humanity stands at the threshold of genetic redesign and machine consciousness, the integration of ethical reasoning into scientific practice is no longer optional but essential. The true measure of scientific progress will thus depend not merely on discovery, but on discernment — on our collective ability to wield knowledge without surrendering wisdom.
Q945.
Which of the following best captures the meaning of "capability and conscience" in the passage?
  1. ATechnical ability versus moral responsibility.
  2. BKnowledge versus ignorance.
  3. CAmbition versus fear.
  4. DDiscovery versus application.
Show answer

Concept: The phrase sums up 'what can be done' vs 'what should be done'.

  1. Capability = technical ability (what science can do).
  2. Conscience = moral responsibility (what one should do).
  3. So: technical ability versus moral responsibility.

Yaad rakhein: Conscience = inner sense of right and wrong.

Answer: (A) Technical ability versus moral responsibility.

अवधारणा: यह वाक्यांश 'क्या किया जा सकता है' बनाम 'क्या करना चाहिए' दर्शाता है।

  1. Capability = तकनीकी क्षमता।
  2. Conscience = नैतिक ज़िम्मेदारी।
  3. अतः तकनीकी क्षमता बनाम नैतिक उत्तरदायित्व।

याद रखें: Conscience = सही-गलत का आंतरिक बोध, अंतरात्मा।

उत्तर: (A) Technical ability versus moral responsibility.

SSC CGLEnglish ComprehensionReading comprehension – phrase meaningSSC CGL 2025 · 15 Sep Shift 2
Directions (Qs. 93-97): Read the following passage carefully and answer the questions that follow.

Science, as both a method and an institution, occupies a paradoxical position within modern society. It promises objectivity, progress, and mastery over nature, yet it simultaneously engenders profound ethical dilemmas. The relentless pursuit of innovation often outpaces moral reflection, leaving humanity to confront consequences it is ill-prepared to manage. From genetic modification to artificial intelligence, scientific advancement expands the boundaries of what can be done, while offering little guidance on what should be done. This widening gap between capability and conscience underscores the need for an ethical framework that evolves in tandem with discovery. Historically, science has been regarded as a neutral enterprise — its value determined by human application. However, this notion of neutrality is increasingly untenable in a world where data, algorithms, and biotechnologies directly shape social realities. The scientist no longer functions solely as an observer but as an active agent of transformation, capable of altering both the environment and the human condition itself. Consequently, the question of responsibility becomes inseparable from the act of inquiry. Ethics, then, cannot remain external to science; it must be integrated within its very methodology. The development of nuclear weapons, surveillance technologies, and environmental exploitation has demonstrated that knowledge divorced from moral accountability leads to existential peril. In this sense, ethical deliberation is not an impediment to progress but its precondition. The challenge lies in reconciling the empirical rigor of science with the normative demands of ethics — an endeavor that requires humility, dialogue, and an awareness of science’s sociopolitical embeddedness. To imagine science as detached from values is to ignore the historical record of how power and ideology have influenced research agendas, from colonial anthropology to corporate-funded pharmacology. In the twenty-first century, as humanity stands at the threshold of genetic redesign and machine consciousness, the integration of ethical reasoning into scientific practice is no longer optional but essential. The true measure of scientific progress will thus depend not merely on discovery, but on discernment — on our collective ability to wield knowledge without surrendering wisdom.
Q946.
The author's tone toward science can best be described as:
  1. ACondemnatory and pessimistic.
  2. BAnalytical and cautionary.
  3. CDetached and indifferent.
  4. DRomantic and idealistic.
Show answer

Concept: Tone = the author's attitude shown through word choice.

  1. He reasons carefully about science's benefits and risks → analytical.
  2. He warns about ignoring ethics → cautionary.
  3. He neither condemns science nor praises it blindly.

Trick: Balanced, argued passages with warnings → 'analytical/cautionary' is the safe pick.

Answer: (B) Analytical and cautionary.

अवधारणा: लहजा = शब्दों से झलकता लेखक का दृष्टिकोण।

  1. विज्ञान के लाभ-जोखिम पर तर्कपूर्ण विचार → analytical।
  2. नैतिकता की उपेक्षा पर चेतावनी → cautionary।
  3. न विज्ञान की निंदा, न अंधी प्रशंसा।

ट्रिक: संतुलित तर्क + चेतावनी वाला गद्यांश → 'analytical and cautionary'।

उत्तर: (B) Analytical and cautionary.

SSC CGLEnglish ComprehensionReading comprehension – toneSSC CGL 2025 · 15 Sep Shift 2
Directions (Qs. 93-97): Read the following passage carefully and answer the questions that follow.

Science, as both a method and an institution, occupies a paradoxical position within modern society. It promises objectivity, progress, and mastery over nature, yet it simultaneously engenders profound ethical dilemmas. The relentless pursuit of innovation often outpaces moral reflection, leaving humanity to confront consequences it is ill-prepared to manage. From genetic modification to artificial intelligence, scientific advancement expands the boundaries of what can be done, while offering little guidance on what should be done. This widening gap between capability and conscience underscores the need for an ethical framework that evolves in tandem with discovery. Historically, science has been regarded as a neutral enterprise — its value determined by human application. However, this notion of neutrality is increasingly untenable in a world where data, algorithms, and biotechnologies directly shape social realities. The scientist no longer functions solely as an observer but as an active agent of transformation, capable of altering both the environment and the human condition itself. Consequently, the question of responsibility becomes inseparable from the act of inquiry. Ethics, then, cannot remain external to science; it must be integrated within its very methodology. The development of nuclear weapons, surveillance technologies, and environmental exploitation has demonstrated that knowledge divorced from moral accountability leads to existential peril. In this sense, ethical deliberation is not an impediment to progress but its precondition. The challenge lies in reconciling the empirical rigor of science with the normative demands of ethics — an endeavor that requires humility, dialogue, and an awareness of science’s sociopolitical embeddedness. To imagine science as detached from values is to ignore the historical record of how power and ideology have influenced research agendas, from colonial anthropology to corporate-funded pharmacology. In the twenty-first century, as humanity stands at the threshold of genetic redesign and machine consciousness, the integration of ethical reasoning into scientific practice is no longer optional but essential. The true measure of scientific progress will thus depend not merely on discovery, but on discernment — on our collective ability to wield knowledge without surrendering wisdom.
Q947.
The closest meaning of the word "discernment" as used in the passage is:
  1. AConfusion
  2. BJudgment
  3. CRepetition
  4. DAchievement
Show answer

Concept: Discernment = the ability to judge well.

  1. The passage contrasts mere discovery with discernment – wise judgement about using discoveries.
  2. Confusion is the opposite; repetition and achievement don't fit.

Yaad rakhein: Discerning (adj.) = showing good judgement.

Answer: (B) Judgment

अवधारणा: Discernment = अच्छा निर्णय करने की क्षमता, विवेक।

  1. गद्यांश में केवल खोज के मुकाबले विवेकपूर्ण निर्णय पर ज़ोर है।
  2. Confusion उल्टा अर्थ; repetition, achievement मेल नहीं खाते।

याद रखें: Discerning (विशेषण) = विवेकशील।

उत्तर: (B) Judgment

SSC CGLEnglish ComprehensionReading comprehension – vocabularySSC CGL 2025 · 15 Sep Shift 2
Q948.
Select the correct indirect/direct form of the given sentence.
The doctor advised that excessive screen time could harm one's eyesight over time.
  1. AThe doctor said, "Excessive screen time can harm your eyesight over time."
  2. BThe doctor said, "Excessive screen time could harm your eyesight over time."
  3. CThe doctor said, "Excessive screen time harms one's eyesight over time."
  4. DThe doctor said, "Excessive screen time will harm your eyesight over time."
Show answer

Concept: Reverse the backshift when converting reported speech to direct.

  1. 'could' in reported speech → 'can' in direct speech.
  2. 'one's' (general) → 'your' when the doctor speaks directly.
  3. Only option (A) has both 'can' and 'your'; (B) keeps 'could', (C) drops the modal, (D) uses 'will'.

Trick: Backshift pairs: can → could, will → would, may → might.

Answer: (A) The doctor said, "Excessive screen time can harm your eyesight over time."

अवधारणा: अप्रत्यक्ष से प्रत्यक्ष बनाते समय काल-परिवर्तन उलटें।

  1. 'could' → 'can'।
  2. 'one's' → 'your' (डॉक्टर सीधे बोल रहे हैं)।
  3. केवल विकल्प (A) में 'can' और 'your' दोनों हैं; (B) में 'could', (D) में 'will'।

ट्रिक: जोड़े: can → could, will → would, may → might।

उत्तर: (A) The doctor said, "Excessive screen time can harm your eyesight over time."

SSC CGLEnglish ComprehensionNarration – indirect to directSSC CGL 2025 · 15 Sep Shift 2
Q949.
Select the correct indirect/direct form of the given sentence.
She said, "I am learning French."
  1. AShe said that she was learning French.
  2. BShe said that she is learning French.
  3. CShe said that she has been learning French.
  4. DShe said that she will learn French.
Show answer

Concept: Past reporting verb → present continuous changes to past continuous.

  1. 'said' is past → 'am learning' becomes 'was learning'.
  2. 'I' → 'she'; add 'that'.
  3. She said that she was learning French.

Trick: is/am/are + ing → was/were + ing.

Answer: (A) She said that she was learning French.

अवधारणा: रिपोर्टिंग क्रिया भूतकाल में हो तो present continuous → past continuous।

  1. 'am learning' → 'was learning'।
  2. 'I' → 'she', 'that' जोड़ें।
  3. She said that she was learning French.

ट्रिक: is/am/are + ing → was/were + ing।

उत्तर: (A) She said that she was learning French.

SSC CGLEnglish ComprehensionNarration – direct to indirectSSC CGL 2025 · 15 Sep Shift 2
Q950.
Sentences of a paragraph are given below in jumbled order. Arrange the sentences in the correct order to form a meaningful and coherent paragraph.
1. For centuries, cartographers placed themselves at the center of the world map, revealing more about human ego than geographic accuracy.
2. The projection of power through maps demonstrates how knowledge can serve as an instrument of domination.
3. Colonial empires redrew boundaries to reflect their influence, shaping political realities that persist even today.
4. Thus, the act of mapping has always been less about location and more about perception.
  1. A1, 3, 2, 4
  2. B1, 2, 3, 4
  3. C4, 1, 3, 2
  4. D2, 1, 3, 4
Show answer

Concept: Find the opener, link examples to the general point, and end with the conclusion.

  1. 1 opens: map-makers putting themselves at the centre.
  2. 3 gives the colonial example of redrawing boundaries; 2 generalises it as knowledge used for domination.
  3. 4 starts with 'Thus' → conclusion. Order: 1, 3, 2, 4.

Trick: A sentence beginning with 'Thus/Hence' is almost always the last one.

Answer: (A) 1, 3, 2, 4

अवधारणा: आरंभ, उदाहरण, सामान्य बात और निष्कर्ष क्रम में लगाएँ।

  1. 1 से शुरुआत: मानचित्रकार स्वयं को केंद्र में रखते थे।
  2. 3 में औपनिवेशिक उदाहरण; 2 उसे सामान्य रूप देता है (ज्ञान = प्रभुत्व का साधन)।
  3. 4 'Thus' से शुरू → निष्कर्ष। क्रम: 1, 3, 2, 4।

ट्रिक: 'Thus/Hence' से शुरू होने वाला वाक्य प्रायः अंतिम होता है।

उत्तर: (A) 1, 3, 2, 4

SSC CGLEnglish ComprehensionPara jumbleSSC CGL 2025 · 15 Sep Shift 2
Q951.
Select the most appropriate option to substitute the underline/Bold segment in the given sentence.
She is junior than him in experience.
  1. Ajunior from him
  2. Bmore junior than him
  3. Cjunior to him
  4. Dyounger to him
Show answer

Concept: Words ending in '-ior' (junior, senior, superior, inferior, prior) are followed by 'to', not 'than'.

  1. 'junior than' is wrong.
  2. Correct: 'She is junior to him in experience.'
  3. 'younger to' is also wrong — 'younger' takes 'than'.

Trick: '-ior' → 'to': senior to, superior to, prior to, junior to.

Answer: (C) junior to him

अवधारणा: '-ior' पर खत्म होने वाले शब्द (junior, senior, superior, inferior, prior) के बाद 'than' नहीं, 'to' आता है।

  1. 'junior than' गलत है।
  2. सही: 'She is junior to him in experience.'
  3. 'younger' के साथ 'than' आता है, 'to' नहीं।

ट्रिक: '-ior' वाले शब्द → 'to'।

उत्तर: (C) junior to him

SSC CGLEnglish ComprehensionComparatives with 'to' – juniorSSC CGL 2025 · 15 Sep Shift 1
Q952.
Select the correct indirect/direct form of the given sentence.
She said, "I am reading a novel right now."
  1. AShe said that she is reading a novel right now.
  2. BShe said that she was reading a novel at that time.
  3. CShe said she had been reading a novel right now.
  4. DShe said she reads a novel at that time.
Show answer

Concept: With a past reporting verb, present continuous becomes past continuous; 'now' becomes 'then/at that time'.

  1. 'I am reading' → 'she was reading'.
  2. 'right now' → 'at that time'.
  3. Only option (B) carries both changes.

Trick: Two quick checks: tense moved one step back + time word changed. Only (B) does both.

Answer: (B) She said that she was reading a novel at that time.

अवधारणा: Reporting verb भूतकाल में हो तो present continuous → past continuous, और 'now' → 'at that time'।

  1. 'I am reading' → 'she was reading'।
  2. 'right now' → 'at that time'।
  3. दोनों बदलाव केवल (B) में हैं।

ट्रिक: दो जाँच: काल एक कदम पीछे + समय-सूचक बदला — केवल (B) में दोनों।

उत्तर: (B) She said that she was reading a novel at that time.

SSC CGLEnglish ComprehensionDirect to indirect – present continuousSSC CGL 2025 · 15 Sep Shift 1
Q953.
Select the most appropriate synonym of the given word:
Carefree
  1. ATense
  2. BAnxious
  3. CStressed
  4. DNon-chalant
Show answer

Concept: Carefree = without worry; relaxed.

  1. Nonchalant = calm, casually unconcerned → same sense.
  2. Tense, anxious, stressed are opposites.

Trick: Three options share one meaning (worried) — the odd one out is the synonym.

Answer: (D) Non-chalant

अवधारणा: Carefree = बेफ़िक्र, चिंता-मुक्त।

  1. Nonchalant = शांत, बेपरवाह → समान अर्थ।
  2. Tense, anxious, stressed = चिंतित (विपरीत)।

ट्रिक: तीन विकल्प एक जैसे (चिंतित) हैं — अलग वाला ही उत्तर।

उत्तर: (D) Non-chalant

SSC CGLEnglish ComprehensionSynonym – CarefreeSSC CGL 2025 · 15 Sep Shift 1
Q954.
Rearrange the following sentences to form a coherent paragraph:
1. This practice involves using genetic material to identify individuals and establish relationships, offering unprecedented accuracy.
2. Forensic science has been revolutionized by advancements in DNA profiling.
3. Its applications range from solving cold cases and identifying disaster victims to exonerating wrongly accused individuals.
4. Before DNA, forensic methods relied heavily on less precise evidence like fingerprints and eyewitness accounts.
  1. A2, 4, 1, 3
  2. B4, 2, 1, 3
  3. C2, 1, 4, 3
  4. D1, 2, 3, 4
Show answer

Concept: Start with the general topic, then background, explanation, and uses.

  1. 2 introduces the topic (DNA profiling changed forensics).
  2. 4 gives the earlier situation ('Before DNA…').
  3. 1 'This practice' explains the method; 3 'Its applications' lists uses.

Trick: Sentences starting with 'This/Its' cannot open a paragraph — eliminates (D).

Answer: (A) 2, 4, 1, 3

अवधारणा: पहले विषय, फिर पृष्ठभूमि, व्याख्या और उपयोग।

  1. 2 विषय का परिचय देता है।
  2. 4 पहले की स्थिति बताता है ('Before DNA…')।
  3. 1 'This practice' विधि समझाता है; 3 'Its applications' उपयोग।

ट्रिक: 'This/Its' से शुरू होने वाला वाक्य पहला नहीं हो सकता।

उत्तर: (A) 2, 4, 1, 3

SSC CGLEnglish ComprehensionPara jumble – DNA profilingSSC CGL 2025 · 15 Sep Shift 1
Q955.
Fill in the blanks with the antonym of the bracketed word.
He favoured a ____ (quixotic) approach to the problem.
  1. ARomantic
  2. BVisionary
  3. CPragmatic
  4. DIdealistic
Show answer

Concept: Quixotic = idealistic in an impractical way (from Don Quixote).

  1. Opposite: pragmatic = practical, realistic.
  2. Romantic, visionary, idealistic are near-synonyms of quixotic.

Trick: Three options mean 'dreamy' — the one that doesn't is the antonym.

Answer: (C) Pragmatic

अवधारणा: Quixotic = अव्यावहारिक रूप से आदर्शवादी (डॉन क्विक्ज़ोट से)।

  1. विलोम: pragmatic = व्यावहारिक।
  2. Romantic, visionary, idealistic समानार्थी हैं।

ट्रिक: तीन विकल्प 'सपनों वाले' अर्थ के — अलग वाला विलोम।

उत्तर: (C) Pragmatic

SSC CGLEnglish ComprehensionAntonym – QuixoticSSC CGL 2025 · 15 Sep Shift 1
Q956.
Choose the incorrect spelling.
  1. AObfuscate
  2. BOnomotopoeia
  3. CSesquipedalian
  4. DApathetic
Show answer

Concept: Correct form: onomatopoeia (a word imitating a sound).

  1. Onomatopoeia — 'a' after 'onom', not 'o'.
  2. Obfuscate, sesquipedalian, apathetic are correct.

Trick: Split it: ono-MATO-poeia.

Answer: (B) Onomotopoeia

अवधारणा: सही वर्तनी: onomatopoeia (ध्वनि की नकल करने वाला शब्द)।

  1. onom के बाद 'a' आता है: onomatopoeia।
  2. बाकी तीनों सही हैं।

ट्रिक: तोड़कर याद करें: ono-MATO-poeia।

उत्तर: (B) Onomotopoeia

SSC CGLEnglish ComprehensionSpelling – incorrect wordSSC CGL 2025 · 15 Sep Shift 1
Q957.
Select the most appropriate homonym to fill in the blanks of the given sentences.
She reached for her ____ (1) mirror while sitting at the table to read the terms of the new peace ____ (2).
  1. Acompact
  2. Bterms
  3. Cglass
  4. Ddeal
Show answer

Concept: A homonym has the same form with different meanings.

  1. Blank 1: compact (noun) = small make-up case with a mirror.
  2. Blank 2: compact = a formal agreement, e.g. a peace compact.
  3. Other options fit only one blank.

Trick: Test each option in both blanks — only 'compact' survives twice.

Answer: (A) compact

अवधारणा: एक ही शब्द, अलग-अलग अर्थ = homonym।

  1. पहला रिक्त: compact = दर्पण वाली छोटी मेकअप डिबिया।
  2. दूसरा: compact = औपचारिक समझौता।
  3. अन्य विकल्प केवल एक रिक्त में ठीक बैठते हैं।

ट्रिक: हर विकल्प दोनों रिक्तों में रखकर देखें।

उत्तर: (A) compact

SSC CGLEnglish ComprehensionHomonym – compactSSC CGL 2025 · 15 Sep Shift 1
Q958.
Select the option that expresses the given sentence in the Active/Passive voice.
The artifact was thought to have been stolen from the museum during the renovation.
  1. AThe artifact thought it was stolen during the renovation.
  2. BHistorians thought the artifact had been stolen during the renovation.
  3. CIt was thought that the artifact had been stolen from the museum.
  4. DInvestigators thought the artifact was stolen during the renovation.
Show answer

Concept: 'X was thought to have been stolen' → active: '[someone] thought X had been stolen'.

  1. Supply a logical doer: 'Historians'.
  2. 'to have been stolen' (earlier action) → 'had been stolen'.
  3. (A) makes the artifact think; (C) remains passive; (D) loses 'had been'.

Trick: Perfect infinitive (to have + V3) → past perfect in the active clause.

Answer: (B) Historians thought the artifact had been stolen during the renovation.

अवधारणा: 'X was thought to have been stolen' → कर्तृवाच्य: 'कोई thought X had been stolen'।

  1. तार्किक कर्ता: 'Historians'।
  2. 'to have been stolen' → 'had been stolen'।
  3. (A) में वस्तु सोच रही है, (C) अभी भी passive, (D) में had been नहीं।

ट्रिक: to have + V3 → active में past perfect।

उत्तर: (B) Historians thought the artifact had been stolen during the renovation.

SSC CGLEnglish ComprehensionPassive to active – reported beliefSSC CGL 2025 · 15 Sep Shift 1
Q959.
Select the correct one-word substitute for the following situation.
She experiences intense fear while speaking in public.
  1. AAnthophobia
  2. BSociophobia
  3. CErgophobia
  4. DGlossophobia
Show answer

Concept: Glossophobia = fear of public speaking (glossa = tongue).

  1. Anthophobia – fear of flowers.
  2. Ergophobia – fear of work.
  3. Sociophobia – general fear of social situations.

Trick: Gloss- = tongue/speech (as in 'glossary').

Answer: (D) Glossophobia

अवधारणा: Glossophobia = सार्वजनिक रूप से बोलने का डर (glossa = जीभ)।

  1. Anthophobia – फूलों का डर।
  2. Ergophobia – काम का डर।
  3. Sociophobia – सामाजिक स्थितियों का डर।

ट्रिक: Gloss- = जीभ/भाषा (जैसे glossary)।

उत्तर: (D) Glossophobia

SSC CGLEnglish ComprehensionOne-word substitution – phobiasSSC CGL 2025 · 15 Sep Shift 1
Q960.
Select the most appropriate option to fill in the blank.
Not until the results were officially announced ____ the students celebrate.
  1. Athey did
  2. Bdid they
  3. Chad they
  4. Dwere they
Show answer

Concept: A sentence beginning with a negative expression takes question order: auxiliary + subject + verb.

  1. Past simple → auxiliary 'did'.
  2. 'Not until the results were announced did they celebrate.'

Trick: Negative opener (Never, Hardly, Not until, Seldom) → write it like a question.

Answer: (B) did they

अवधारणा: नकारात्मक शब्द से वाक्य शुरू हो तो प्रश्न जैसा क्रम: सहायक क्रिया + कर्ता + क्रिया।

  1. Past simple → 'did'।
  2. 'Not until … did they celebrate.'

ट्रिक: Never, Hardly, Not until, Seldom से शुरू → प्रश्नवाचक क्रम।

उत्तर: (B) did they

SSC CGLEnglish ComprehensionInversion after 'Not until'SSC CGL 2025 · 15 Sep Shift 1