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Q4581.
Choose the correct one-word substitute for:
The state of being unaware or unconscious of what is happening around one.
  1. AHighjack
  2. BOblivion
  3. CInterregnum
  4. DDesuetude
Show answer

Concept: Match the definition with the exact word.

  1. Oblivion = state of being unaware of one's surroundings.
  2. Interregnum = period between two rulers; Desuetude = state of disuse.
  3. 'Highjack' is a misspelling of hijack.

Trick: Oblivious (adjective) = unaware → oblivion (noun) = state of unawareness.

Answer: (B) Oblivion

अवधारणा: परिभाषा से सटीक शब्द मिलाएँ।

हल:

  1. Oblivion = आसपास की बातों से बेख़बर रहने की अवस्था।
  2. Interregnum = दो शासनों के बीच का समय; Desuetude = अनुपयोग की स्थिति।
  3. 'Highjack' तो hijack की ग़लत वर्तनी है।

ट्रिक: Oblivious (विशेषण) = बेख़बर → oblivion (संज्ञा) = बेख़बरी।

उत्तर: (B) Oblivion

SSC CGLEnglish ComprehensionOne-word substitution – OblivionSSC CGL 2025 · 12 Sep Shift 3 →
Q4582.
Select the correct option:
So intricate ____ the machinery that even experts took hours to assemble it.
  1. Ais
  2. Bwas
  3. Chas
  4. Dwere
Show answer

Concept: When a sentence starts with 'So + adjective', the verb comes before the subject.

  1. Subject 'the machinery' is uncountable/singular.
  2. Tense is past ('took hours').
  3. So intricate was the machinery that …

Trick: Two checks: singular → is/was; past → was.

Answer: (B) was

अवधारणा: वाक्य 'So + adjective' से शुरू हो तो क्रिया कर्ता से पहले आती है।

हल:

  1. कर्ता 'the machinery' एकवचन/अगणनीय है।
  2. काल भूतकाल है ('took hours')।
  3. So intricate was the machinery that …

ट्रिक: दो जाँच: एकवचन → is/was; भूतकाल → was।

उत्तर: (B) was

SSC CGLEnglish ComprehensionInversion after 'So + adjective'SSC CGL 2025 · 12 Sep Shift 3 →
Q4583.
Select the correct option:
His explanation was ____ than confusing; it was a tangled mess of ideas.
  1. Aless
  2. Bmore
  3. Cother
  4. Drather
Show answer

Concept: 'More than + adjective' means 'beyond merely/to a greater degree than'.

  1. The second clause ('a tangled mess') goes further than just confusing.
  2. So the explanation was more than confusing.
  3. 'Less' contradicts the meaning; 'other/rather' do not fit before 'than confusing' here.

Trick: Read the clause after the semicolon – it intensifies, so choose the word that intensifies.

Answer: (B) more

अवधारणा: 'More than + विशेषण' = केवल उतना नहीं, उससे भी अधिक।

हल:

  1. दूसरा भाग ('a tangled mess') केवल उलझन से आगे की बात कहता है।
  2. अतः explanation 'more than confusing' थी।
  3. 'Less' अर्थ के उल्टा है; 'other/rather' यहाँ उपयुक्त नहीं।

ट्रिक: सेमीकोलन के बाद का भाग बात को और तीव्र करता है – वैसा ही शब्द चुनें।

उत्तर: (B) more

SSC CGLEnglish ComprehensionComparatives – 'more than'SSC CGL 2025 · 12 Sep Shift 3 →
Q4584.
Select the correct option:
The measures, though seemingly justified by fiscal constraints, were in reality a masked effort to ____ opposition under the guise of austerity.
  1. Aquell
  2. Bgrow
  3. Crepel
  4. Dimpulse
Show answer

Concept: The blank needs a verb meaning 'to suppress'.

  1. 'Masked effort … under the guise of austerity' hints at hidden suppression.
  2. Quell = put an end to, crush (rebellion/opposition).
  3. Grow is opposite; repel means drive back (attack); impulse is a noun.

Yaad rakhein: Quell is commonly paired with: quell a riot, quell protests, quell fears.

Answer: (A) quell

अवधारणा: रिक्त स्थान में 'दबाना' अर्थ वाली क्रिया चाहिए।

हल:

  1. 'Masked effort … under the guise of austerity' छिपे दमन की ओर इशारा है।
  2. Quell = दबा देना, कुचल देना (विरोध/विद्रोह)।
  3. Grow उल्टा है; repel = पीछे धकेलना; impulse संज्ञा है।

याद रखें: Quell के साथ: quell a riot, quell protests, quell fears।

उत्तर: (A) quell

SSC CGLEnglish ComprehensionVocabulary – fill in the verbSSC CGL 2025 · 12 Sep Shift 3 →
Q4585.
Find the part of the sentence that contains an error:
The committee's objectives included (1)/ increasing membership, improving communication channels, and (2)/ to foster a sense of community (3)/ among its diverse members. (4)
  1. A(1)
  2. B(2)
  3. C(3)
  4. D(4)
Show answer

Concept: Items in a list must have the same grammatical form.

  1. The list starts with gerunds: increasing, improving.
  2. 'to foster' (infinitive) breaks the pattern.
  3. Correct: … and fostering a sense of community.

Trick: In any list joined by 'and', match the form of the first item (-ing with -ing).

Answer: (C) (3)

अवधारणा: सूची के सभी भागों का व्याकरणिक रूप एक जैसा होना चाहिए।

हल:

  1. सूची gerund से शुरू है: increasing, improving।
  2. 'to foster' (infinitive) क्रम तोड़ता है।
  3. सही: … and fostering a sense of community।

ट्रिक: 'and' से जुड़ी सूची में पहले शब्द का रूप देखें (-ing के साथ -ing)।

उत्तर: (C) (3)

SSC CGLEnglish ComprehensionError spotting – parallel structureSSC CGL 2025 · 12 Sep Shift 3 →
Q4586.
Find the part of the sentence that contains an error:
The unique challenges of the project, including its remote location (1)/ and the unpredictable weather patterns, (2)/ makes its successful completion (3)/ a testament to the team's resilience. (4)
  1. A(1)
  2. B(2)
  3. C(3)
  4. D(4)
Show answer

Concept: The verb agrees with the main subject, not with words in a 'including …' phrase.

  1. Main subject: 'The unique challenges' (plural).
  2. The phrase 'including … weather patterns' is extra information.
  3. 'makes' → 'make' its successful completion.

Trick: Cut out the phrase between commas and read: 'The challenges … make'.

Answer: (C) (3)

अवधारणा: क्रिया मुख्य कर्ता से मेल खाती है, 'including …' वाले वाक्यांश से नहीं।

हल:

  1. मुख्य कर्ता: 'The unique challenges' (बहुवचन)।
  2. 'including … weather patterns' अतिरिक्त जानकारी है।
  3. 'makes' → 'make' होना चाहिए।

ट्रिक: अल्पविरामों के बीच का भाग हटाकर पढ़ें: 'The challenges … make'।

उत्तर: (C) (3)

SSC CGLEnglish ComprehensionError spotting – subject–verb agreementSSC CGL 2025 · 12 Sep Shift 3 →
Q4587.
Change the following from active to passive:
Why did the committee reject the proposed amendments?
  1. AWhy were the proposed amendments rejected by the committee?
  2. BWhy have the proposed amendments been rejected by the committee?
  3. CWhy are the proposed amendments being rejected by the committee?
  4. DWhy did the proposed amendments be rejected by the committee?
Show answer

Concept: Past simple active (did + V1) becomes was/were + V3 in passive.

  1. Object 'the proposed amendments' (plural) becomes the subject → 'were'.
  2. Why + were + subject + rejected + by the committee?
  3. Options B and C change the tense; D uses the wrong form 'did … be'.

Trick: 'Did' never stays in a passive question – replace it with was/were.

Answer: (A) Why were the proposed amendments rejected by the committee?

अवधारणा: Past simple active (did + V1) passive में was/were + V3 बनता है।

हल:

  1. कर्म 'the proposed amendments' (बहुवचन) कर्ता बनेगा → 'were'।
  2. Why + were + कर्ता + rejected + by the committee?
  3. B और C में काल बदल गया; D में 'did … be' ग़लत है।

ट्रिक: Passive प्रश्न में 'did' नहीं रहता – उसकी जगह was/were।

उत्तर: (A) Why were the proposed amendments rejected by the committee?

SSC CGLEnglish ComprehensionActive to passive – Wh-question in pastSSC CGL 2025 · 12 Sep Shift 3 →
Q4588.
Select the option that contains the homonym of the highlighted word.
A thick bailey shielded the villagers from harm.
  1. AThe stone bailey stood firm against the attack.
  2. BGuards patrolled along the top of the outer bailey.
  3. CHorses rested quietly within the stone bailey.
  4. DThe knights took cover behind the castle bailey.
Show answer

Concept: A homonym here means the same word used in a different sense.

  1. In the given sentence 'bailey' is the protective outer wall of a castle.
  2. A (stood firm against the attack), B (patrolled along the top) and D (took cover behind) also use bailey as a wall.
  3. In C, horses resting 'within' the bailey uses it as the open courtyard inside the walls – a different sense.

Trick: Look for the option where the word becomes a place you are inside, not a barrier you stand on or behind.

Answer: (C) Horses rested quietly within the stone bailey.

अवधारणा: यहाँ homonym = वही शब्द, पर अलग अर्थ में।

  1. दिए वाक्य में 'bailey' = क़िले की बाहरी रक्षात्मक दीवार।
  2. A (हमले के सामने डटी रही), B (उसके ऊपर गश्त) और D (उसके पीछे आड़ ली) में भी bailey दीवार के अर्थ में है।
  3. C में घोड़े bailey के 'भीतर' आराम कर रहे हैं – यहाँ अर्थ दीवारों के अंदर का खुला आँगन है।

ट्रिक: वह विकल्प खोजें जहाँ शब्द दीवार नहीं, बल्कि अंदर का स्थान बन जाए।

उत्तर: (C) Horses rested quietly within the stone bailey.

SSC CGLEnglish ComprehensionHomonyms – baileySSC CGL 2025 · 12 Sep Shift 3 →
Q4589.
Convert the sentence provided below from its passive voice structure to an active voice structure:
It is believed that the ancient scrolls were hidden by the monks in a secret chamber.
  1. AThe monks hid the ancient scrolls in a secret chamber.
  2. BThe monks are believed to have hidden the ancient scrolls in a secret chamber.
  3. CThe ancient scrolls were hiding the monks in a secret chamber.
  4. DIn a secret chamber, the monks had hidden the ancient scrolls.
Show answer

Concept: Convert the inner passive to active and keep the 'believed' idea using 'to have + V3'.

  1. Inner clause: scrolls were hidden by the monks → the monks hid the scrolls.
  2. Earlier action than the belief → 'to have hidden'.
  3. The monks are believed to have hidden the ancient scrolls in a secret chamber.

Trick: Never drop 'believed' – an option without it (A, D) changes the meaning from belief to fact.

Answer: (B) The monks are believed to have hidden the ancient scrolls in a secret chamber.

अवधारणा: अंदर के passive को active करें और 'believed' भाव को 'to have + V3' से बनाए रखें।

हल:

  1. अंदर का वाक्य: scrolls were hidden by the monks → the monks hid the scrolls।
  2. छिपाने का काम मान्यता से पहले का है → 'to have hidden'।
  3. The monks are believed to have hidden the ancient scrolls in a secret chamber।

ट्रिक: 'believed' हटाने वाले विकल्प (A, D) मान्यता को तथ्य बना देते हैं – ग़लत।

उत्तर: (B) The monks are believed to have hidden the ancient scrolls in a secret chamber.

SSC CGLEnglish ComprehensionPassive to active – 'It is believed that'SSC CGL 2025 · 12 Sep Shift 3 →
Directions (Qs. 90-94): Read the following passage carefully and answer the questions that follow.

The symbiotic relationship between flowering plants and their pollinators is a cornerstone of global biodiversity and ecosystem stability. Pollinators, primarily insects like bees, butterflies, and moths, but also birds and bats, play a crucial role in the reproduction of over 80% of the world's flowering plants, including many food crops essential for human sustenance. As these animals visit flowers to feed on nectar or pollen, they inadvertently transfer pollen grains from one flower to another, enabling fertilization. This intricate dance has evolved over millions of years, leading to highly specialized adaptations in both plants and pollinators. For instance, some flowers have evolved specific shapes, colors, or scents to attract particular pollinators, while pollinators have developed specialized mouthparts or behaviors to access the rewards offered by these flowers. However, this vital relationship is under severe threat from various anthropogenic factors. Habitat loss due to urbanization and agriculture, pesticide use (especially neonicotinoids), climate change altering bloom times, and the spread of diseases and invasive species are collectively contributing to a dramatic decline in pollinator populations worldwide. The consequences of this decline are far-reaching. Beyond the ecological impact on wild plant reproduction, there are significant economic implications for agriculture. Many fruits, vegetables, and nuts rely heavily on animal pollination, and a reduction in pollinator services can lead to lower yields, reduced quality, and increased food costs. Scientists are actively researching solutions, from promoting pollinator-friendly farming practices and creating urban pollinator gardens to developing less harmful pest management strategies and conserving natural habitats. Understanding and protecting these unsung heroes of our ecosystems is paramount for food security and the health of our planet.
Q4590.
What is the central role of pollinators in ecosystems, as described in the passage?
  1. ATo decompose organic matter.
  2. BTo facilitate plant reproduction.
  3. CTo regulate water cycles.
  4. DTo control pest populations.
Show answer

Concept: Find the line that states what pollinators do.

  1. The passage says pollinators are crucial to the reproduction of over 80% of flowering plants.
  2. By carrying pollen between flowers they make fertilization possible.

Trick: Decomposition, water cycle and pest control are never mentioned – eliminate them.

Answer: (B) To facilitate plant reproduction.

अवधारणा: वह पंक्ति खोजें जो परागणकर्ताओं का कार्य बताती है।

हल:

  1. गद्यांश के अनुसार परागणकर्ता 80% से अधिक फूलदार पौधों के प्रजनन में अहम हैं।
  2. पराग एक फूल से दूसरे तक ले जाकर वे निषेचन संभव करते हैं।

ट्रिक: अपघटन, जल चक्र, कीट नियंत्रण का गद्यांश में ज़िक्र नहीं – हटाएँ।

उत्तर: (B) To facilitate plant reproduction.

SSC CGLEnglish ComprehensionReading comprehension – main roleSSC CGL 2025 · 12 Sep Shift 3 →
Directions (Qs. 90-94): Read the following passage carefully and answer the questions that follow.

The symbiotic relationship between flowering plants and their pollinators is a cornerstone of global biodiversity and ecosystem stability. Pollinators, primarily insects like bees, butterflies, and moths, but also birds and bats, play a crucial role in the reproduction of over 80% of the world's flowering plants, including many food crops essential for human sustenance. As these animals visit flowers to feed on nectar or pollen, they inadvertently transfer pollen grains from one flower to another, enabling fertilization. This intricate dance has evolved over millions of years, leading to highly specialized adaptations in both plants and pollinators. For instance, some flowers have evolved specific shapes, colors, or scents to attract particular pollinators, while pollinators have developed specialized mouthparts or behaviors to access the rewards offered by these flowers. However, this vital relationship is under severe threat from various anthropogenic factors. Habitat loss due to urbanization and agriculture, pesticide use (especially neonicotinoids), climate change altering bloom times, and the spread of diseases and invasive species are collectively contributing to a dramatic decline in pollinator populations worldwide. The consequences of this decline are far-reaching. Beyond the ecological impact on wild plant reproduction, there are significant economic implications for agriculture. Many fruits, vegetables, and nuts rely heavily on animal pollination, and a reduction in pollinator services can lead to lower yields, reduced quality, and increased food costs. Scientists are actively researching solutions, from promoting pollinator-friendly farming practices and creating urban pollinator gardens to developing less harmful pest management strategies and conserving natural habitats. Understanding and protecting these unsung heroes of our ecosystems is paramount for food security and the health of our planet.
Q4591.
According to the passage, what type of adaptations have plants developed to attract pollinators?
  1. ARoot structures
  2. BSpecific shapes, colors, or scents
  3. CPhotosynthetic efficiency
  4. DDrought resistance
Show answer

Concept: Locate the example sentence on adaptations.

  1. The passage: some flowers have evolved specific shapes, colors, or scents to attract particular pollinators.
  2. Roots, photosynthesis and drought are not discussed.

Trick: Attracting a visitor needs something it can see or smell – shape, colour, scent.

Answer: (B) Specific shapes, colors, or scents

अवधारणा: अनुकूलन वाले उदाहरण वाक्य को खोजें।

हल:

  1. गद्यांश: कुछ फूलों ने विशेष परागणकर्ताओं को आकर्षित करने के लिए विशिष्ट आकार, रंग या गंध विकसित की।
  2. जड़, प्रकाश-संश्लेषण, सूखा-रोध का कोई ज़िक्र नहीं।

ट्रिक: आकर्षित करने के लिए दिखने या सूँघने लायक गुण चाहिए – आकार, रंग, गंध।

उत्तर: (B) Specific shapes, colors, or scents

SSC CGLEnglish ComprehensionReading comprehension – plant adaptationsSSC CGL 2025 · 12 Sep Shift 3 →
Directions (Qs. 90-94): Read the following passage carefully and answer the questions that follow.

The symbiotic relationship between flowering plants and their pollinators is a cornerstone of global biodiversity and ecosystem stability. Pollinators, primarily insects like bees, butterflies, and moths, but also birds and bats, play a crucial role in the reproduction of over 80% of the world's flowering plants, including many food crops essential for human sustenance. As these animals visit flowers to feed on nectar or pollen, they inadvertently transfer pollen grains from one flower to another, enabling fertilization. This intricate dance has evolved over millions of years, leading to highly specialized adaptations in both plants and pollinators. For instance, some flowers have evolved specific shapes, colors, or scents to attract particular pollinators, while pollinators have developed specialized mouthparts or behaviors to access the rewards offered by these flowers. However, this vital relationship is under severe threat from various anthropogenic factors. Habitat loss due to urbanization and agriculture, pesticide use (especially neonicotinoids), climate change altering bloom times, and the spread of diseases and invasive species are collectively contributing to a dramatic decline in pollinator populations worldwide. The consequences of this decline are far-reaching. Beyond the ecological impact on wild plant reproduction, there are significant economic implications for agriculture. Many fruits, vegetables, and nuts rely heavily on animal pollination, and a reduction in pollinator services can lead to lower yields, reduced quality, and increased food costs. Scientists are actively researching solutions, from promoting pollinator-friendly farming practices and creating urban pollinator gardens to developing less harmful pest management strategies and conserving natural habitats. Understanding and protecting these unsung heroes of our ecosystems is paramount for food security and the health of our planet.
Q4592.
Which of the following is NOT listed as a threat to pollinator populations?
  1. AHabitat loss
  2. BPesticide use
  3. CIncreased rainfall
  4. DClimate change
Show answer

Concept: For a NOT question, tick off every item the passage does list.

  1. Listed threats: habitat loss, pesticides (neonicotinoids), climate change, diseases, invasive species.
  2. Increased rainfall is not mentioned.

Trick: In 'NOT' questions three options are copied from the text; the stranger is the answer.

Answer: (C) Increased rainfall

अवधारणा: NOT वाले प्रश्न में गद्यांश में दी गई हर बात पर निशान लगाएँ।

हल:

  1. सूचीबद्ध ख़तरे: आवास हानि, कीटनाशक, जलवायु परिवर्तन, रोग, आक्रामक प्रजातियाँ।
  2. बढ़ी हुई वर्षा का ज़िक्र नहीं।

ट्रिक: NOT प्रश्न में तीन विकल्प गद्यांश से लिए होते हैं; अनजान विकल्प ही उत्तर।

उत्तर: (C) Increased rainfall

SSC CGLEnglish ComprehensionReading comprehension – NOT a threatSSC CGL 2025 · 12 Sep Shift 3 →
Directions (Qs. 90-94): Read the following passage carefully and answer the questions that follow.

The symbiotic relationship between flowering plants and their pollinators is a cornerstone of global biodiversity and ecosystem stability. Pollinators, primarily insects like bees, butterflies, and moths, but also birds and bats, play a crucial role in the reproduction of over 80% of the world's flowering plants, including many food crops essential for human sustenance. As these animals visit flowers to feed on nectar or pollen, they inadvertently transfer pollen grains from one flower to another, enabling fertilization. This intricate dance has evolved over millions of years, leading to highly specialized adaptations in both plants and pollinators. For instance, some flowers have evolved specific shapes, colors, or scents to attract particular pollinators, while pollinators have developed specialized mouthparts or behaviors to access the rewards offered by these flowers. However, this vital relationship is under severe threat from various anthropogenic factors. Habitat loss due to urbanization and agriculture, pesticide use (especially neonicotinoids), climate change altering bloom times, and the spread of diseases and invasive species are collectively contributing to a dramatic decline in pollinator populations worldwide. The consequences of this decline are far-reaching. Beyond the ecological impact on wild plant reproduction, there are significant economic implications for agriculture. Many fruits, vegetables, and nuts rely heavily on animal pollination, and a reduction in pollinator services can lead to lower yields, reduced quality, and increased food costs. Scientists are actively researching solutions, from promoting pollinator-friendly farming practices and creating urban pollinator gardens to developing less harmful pest management strategies and conserving natural habitats. Understanding and protecting these unsung heroes of our ecosystems is paramount for food security and the health of our planet.
Q4593.
What are the economic implications of declining pollinator populations mentioned in the passage?
  1. AIncreased timber production
  2. BLower crop yields and higher food costs
  3. CDecreased demand for agricultural labor
  4. DGreater reliance on fossil fuels
Show answer

Concept: Find the part dealing with agriculture and money.

  1. Fewer pollinators → lower yields, reduced quality and increased food costs.
  2. Timber, labour demand and fossil fuels are not linked to pollinators in the passage.

Trick: Key words 'economic implications for agriculture' sit right before the answer line.

Answer: (B) Lower crop yields and higher food costs

अवधारणा: कृषि और पैसे से जुड़ा भाग खोजें।

हल:

  1. परागणकर्ता घटने से → उपज कम, गुणवत्ता कम और भोजन महँगा।
  2. लकड़ी, श्रम माँग, जीवाश्म ईंधन का संबंध गद्यांश में नहीं।

ट्रिक: 'economic implications for agriculture' शब्दों के ठीक बाद उत्तर है।

उत्तर: (B) Lower crop yields and higher food costs

SSC CGLEnglish ComprehensionReading comprehension – economic impactSSC CGL 2025 · 12 Sep Shift 3 →
Directions (Qs. 90-94): Read the following passage carefully and answer the questions that follow.

The symbiotic relationship between flowering plants and their pollinators is a cornerstone of global biodiversity and ecosystem stability. Pollinators, primarily insects like bees, butterflies, and moths, but also birds and bats, play a crucial role in the reproduction of over 80% of the world's flowering plants, including many food crops essential for human sustenance. As these animals visit flowers to feed on nectar or pollen, they inadvertently transfer pollen grains from one flower to another, enabling fertilization. This intricate dance has evolved over millions of years, leading to highly specialized adaptations in both plants and pollinators. For instance, some flowers have evolved specific shapes, colors, or scents to attract particular pollinators, while pollinators have developed specialized mouthparts or behaviors to access the rewards offered by these flowers. However, this vital relationship is under severe threat from various anthropogenic factors. Habitat loss due to urbanization and agriculture, pesticide use (especially neonicotinoids), climate change altering bloom times, and the spread of diseases and invasive species are collectively contributing to a dramatic decline in pollinator populations worldwide. The consequences of this decline are far-reaching. Beyond the ecological impact on wild plant reproduction, there are significant economic implications for agriculture. Many fruits, vegetables, and nuts rely heavily on animal pollination, and a reduction in pollinator services can lead to lower yields, reduced quality, and increased food costs. Scientists are actively researching solutions, from promoting pollinator-friendly farming practices and creating urban pollinator gardens to developing less harmful pest management strategies and conserving natural habitats. Understanding and protecting these unsung heroes of our ecosystems is paramount for food security and the health of our planet.
Q4594.
What is suggested as a solution to protect pollinators?
  1. AEncouraging deforestation
  2. BDeveloping more harmful pest management strategies
  3. CPromoting pollinator-friendly farming practices
  4. DReducing global trade
Show answer

Concept: Pick the measure the scientists' list actually contains.

  1. Solutions given: pollinator-friendly farming, urban pollinator gardens, less harmful pest control, habitat conservation.
  2. Deforestation and 'more harmful' pest control would worsen the problem.

Trick: A solution must reduce the stated threats – options that increase them are traps.

Answer: (C) Promoting pollinator-friendly farming practices

अवधारणा: वैज्ञानिकों की सूची में जो उपाय है, वही चुनें।

हल:

  1. समाधान: परागणकर्ता-अनुकूल खेती, शहरी परागण उद्यान, कम हानिकारक कीट प्रबंधन, आवास संरक्षण।
  2. वनों की कटाई और 'अधिक हानिकारक' कीट नियंत्रण समस्या बढ़ाएँगे।

ट्रिक: समाधान ख़तरे घटाता है – ख़तरा बढ़ाने वाले विकल्प जाल हैं।

उत्तर: (C) Promoting pollinator-friendly farming practices

SSC CGLEnglish ComprehensionReading comprehension – suggested solutionSSC CGL 2025 · 12 Sep Shift 3 →
Q4595.
Choose the most suitable option to replace the highlighted part of the sentence:
They proposed us to consider a different approach.
  1. Athat we consider a different approach
  2. Bus considering a different approach
  3. Cto consider a different approach by us
  4. Dthat we considered a different approach
Show answer

Concept: 'Propose' is not followed by object + to-infinitive; it takes a that-clause.

  1. Wrong: proposed us to consider.
  2. Right: proposed that we consider (base form – subjunctive).
  3. D 'considered' breaks the subjunctive; B is awkward.

Trick: Verbs like suggest, propose, recommend, insist + that + subject + base verb.

Answer: (A) that we consider a different approach

अवधारणा: 'Propose' के बाद object + to-infinitive नहीं, that-clause आता है।

हल:

  1. ग़लत: proposed us to consider।
  2. सही: proposed that we consider (क्रिया का मूल रूप – subjunctive)।
  3. D में 'considered' ग़लत; B अटपटा है।

ट्रिक: suggest, propose, recommend, insist + that + कर्ता + मूल क्रिया।

उत्तर: (A) that we consider a different approach

SSC CGLEnglish ComprehensionSentence improvement – 'propose' + that-clauseSSC CGL 2025 · 12 Sep Shift 3 →
Q4596.
Choose the most suitable option to replace the highlighted part of the sentence:
I wonder what is the reason for her sudden departure.
  1. Awhat the reason is for her sudden departure
  2. Bwhat the reason for her sudden departure are
  3. Cwhat is the reason her sudden departure
  4. Dthe reason for her sudden departure is what
Show answer

Concept: An indirect question inside a sentence uses statement order: subject + verb.

  1. 'What is the reason' is direct-question order → wrong after 'I wonder'.
  2. Statement order: what the reason is (for her sudden departure).
  3. B uses the plural verb 'are' with the singular subject 'the reason'; C keeps question order and drops 'for'; D is jumbled.

Trick: After wonder/know/ask/tell me, never put the verb before the subject.

Answer: (A) what the reason is for her sudden departure

अवधारणा: वाक्य के भीतर अप्रत्यक्ष प्रश्न में साधारण क्रम होता है: कर्ता + क्रिया।

  1. 'what is the reason' सीधे प्रश्न का क्रम है → 'I wonder' के बाद ग़लत।
  2. साधारण क्रम: what the reason is (for her sudden departure)।
  3. B में एकवचन कर्ता 'the reason' के साथ बहुवचन क्रिया 'are' है; C में प्रश्न-क्रम और 'for' गायब; D उलझा हुआ।

ट्रिक: wonder/know/ask/tell me के बाद क्रिया कर्ता से पहले नहीं आती।

उत्तर: (A) what the reason is for her sudden departure

SSC CGLEnglish ComprehensionEmbedded question word orderSSC CGL 2025 · 12 Sep Shift 3 →
Q4597.
A sentence is provided in direct speech. From the four given options, choose the one that most accurately conveys the sentence in its corresponding indirect speech.
The teacher said, "The Earth revolves around the Sun."
  1. AThe teacher said that the Earth revolved around the Sun.
  2. BThe teacher said that the Earth had revolved around the Sun.
  3. CThe teacher said that the Earth revolves around the Sun.
  4. DThe teacher said that the Earth is revolving around the Sun.
Show answer

Concept: Universal truths and scientific facts keep their tense in reported speech.

  1. 'The Earth revolves around the Sun' is a permanent fact.
  2. So 'revolves' stays even though the reporting verb is past ('said').

Trick: Facts, habits and proverbs → no tense change.

Answer: (C) The teacher said that the Earth revolves around the Sun.

अवधारणा: सार्वभौमिक सत्य और वैज्ञानिक तथ्य का काल अप्रत्यक्ष कथन में नहीं बदलता।

हल:

  1. 'The Earth revolves around the Sun' स्थायी तथ्य है।
  2. इसलिए 'said' के बाद भी 'revolves' बना रहता है।

ट्रिक: तथ्य, आदतें और कहावतें → काल नहीं बदलता।

उत्तर: (C) The teacher said that the Earth revolves around the Sun.

SSC CGLEnglish ComprehensionDirect to indirect – universal truthSSC CGL 2025 · 12 Sep Shift 3 →
Q4598.
A sentence is provided in indirect speech. From the four given options, choose the one that most accurately conveys the sentence in its corresponding direct speech.
She asked him if he could help her with the project the next day.
  1. A"Can you help me with the project tomorrow?" she asked him.
  2. B"Could you help me with the project the next day?" she asked him.
  3. C"Will you help me with the project tomorrow?" she asked him.
  4. D"Help me with the project tomorrow," she asked him.
Show answer

Concept: Reverse each indirect-speech change.

  1. 'asked … if' → a yes/no question with '?'.
  2. could → can; her → me; the next day → tomorrow.
  3. "Can you help me with the project tomorrow?" she asked him.

Trick: Time words flip back: the next day → tomorrow, that day → today; B keeps 'the next day' – wrong.

Answer: (A) "Can you help me with the project tomorrow?" she asked him.

अवधारणा: अप्रत्यक्ष कथन के हर बदलाव को उलटा करें।

हल:

  1. 'asked … if' → हाँ/ना वाला प्रश्न, '?' के साथ।
  2. could → can; her → me; the next day → tomorrow।
  3. "Can you help me with the project tomorrow?" she asked him।

ट्रिक: समय शब्द वापस: the next day → tomorrow; B में 'the next day' बचा है – ग़लत।

उत्तर: (A) "Can you help me with the project tomorrow?" she asked him.

SSC CGLEnglish ComprehensionIndirect to direct – yes/no questionSSC CGL 2025 · 12 Sep Shift 3 →
Q4599.
Rearrange the following sentences in correct order to make a logical passage:
1. This new approach significantly boosted employee morale.
2. The company decided to implement a flexible work-from-home policy.
3. Initially, some managers expressed concerns about productivity.
4. However, careful monitoring showed no dip in output.
  1. A2-3-4-1
  2. B3-4-2-1
  3. C2-1-3-4
  4. D3-2-1-4
Show answer

Concept: Start with the event, then doubt, then its answer, then the result.

  1. 2 introduces the decision (opener).
  2. 3 'Initially' – concerns raised.
  3. 4 'However' – concerns proved wrong; 1 'This new approach' – final outcome.

Trick: 'Initially … However' is a fixed pair – 3 must be just before 4.

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

अवधारणा: घटना → शंका → उसका जवाब → परिणाम।

हल:

  1. 2 निर्णय बताता है (शुरुआत)।
  2. 3 'Initially' – चिंताएँ।
  3. 4 'However' – चिंताएँ ग़लत साबित; 1 'This new approach' – अंतिम परिणाम।

ट्रिक: 'Initially … However' जोड़ी है – 3 के ठीक बाद 4 आएगा।

उत्तर: (A) 2-3-4-1

SSC CGLEnglish ComprehensionPara jumble – work-from-home policySSC CGL 2025 · 12 Sep Shift 3 →
Q4600.
Rearrange the following sentences to form a coherent paragraph:
1. This allows the bird to remain almost perfectly still relative to the flower.
2. The hummingbird's wings beat at an incredibly high frequency, often over 50 times per second.
3. This unique ability enables them to efficiently extract nectar while hovering in mid-air.
4. Such rapid wing movements create a stable platform, counteracting any air currents.
  1. A2, 4, 1, 3
  2. B3, 2, 4, 1
  3. C2, 1, 4, 3
  4. D1, 2, 4, 3
Show answer

Concept: Follow the pointer words 'Such' and 'This', which refer back to the previous idea.

  1. 2 states the fact (fast wing beats) – opener.
  2. 4 'Such rapid wing movements' refers to 2.
  3. 1 'This allows … still' follows the stable platform idea; 3 'This unique ability' sums up.

Trick: Sentences beginning with This/Such can never open a paragraph – 2 is the only possible start.

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

अवधारणा: 'Such' और 'This' जैसे संकेत शब्द पिछले विचार से जुड़ते हैं।

हल:

  1. 2 तथ्य बताता है (तेज़ पंख) – शुरुआत।
  2. 4 'Such rapid wing movements' – 2 की ओर संकेत।
  3. 1 'This allows … still' स्थिर प्लेटफ़ॉर्म के बाद; 3 'This unique ability' – निष्कर्ष।

ट्रिक: This/Such से शुरू वाक्य पहला नहीं हो सकता – केवल 2 से शुरुआत संभव।

उत्तर: (A) 2, 4, 1, 3

SSC CGLEnglish ComprehensionPara jumble – hummingbird flightSSC CGL 2025 · 12 Sep Shift 3 →