Read the passage and answer the questions that follow.
My grandmother and I were good friends. My parents left me with her when they went to live in the city and we were constantly together. She used to wake me up in the morning and get me ready for school. She said her morning prayer in a monotonous sing-song while she
bathed and dressed me in the hope that I would listen and get to know it by heart; I listened because I loved her voice but never bothered to learn it. Then she would fetch my wooden slate which she had already washed and plastered with yellow chalk, a tiny earthen ink-pot and a red pen, tie them all in a bundle and hand it to me. After a breakfast of a thick, stale chapatti with a little butter and sugar spread on it, we went to school. She carried several stale chapattis with her for the village dogs.
My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the verandah singing the alphabet or the prayer in a chorus, my
grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us to our home growling and fighting with each other for the chapattis we threw to them. When my parents were comfortably settled in the city, they sent for us. That was a turning-point in our friendship. Although we shared the same room, my grandmother no longer came to
school with me. I used to go to an English school in a motor bus. There were no dogs in the streets and she took to feeding sparrows in the courtyard of our city house. As the years
rolled by we saw less of each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things of western science and learning, the law of
gravity, Archimedes’ Principle, the world being round, etc. This made her unhappy. She could not help me with my lessons. She did not believe in the things they taught at the English
school and was distressed that there was no teaching about God and the scriptures.
Q241.Why did grandmother carry stale chapattis with her?
- ATo feed the stray dogs
- BTo serve as her lunch
- CTo feed her grandson
- DTo give away to poor people
Show answer
Concept: Find the line about stale chapattis.
- ‘She carried several stale chapattis with her for the village dogs.’
- On the way back the dogs followed them, fighting for the chapattis they threw.
Trick: Purpose stated with ‘for’.
Answer: (A) To feed the stray dogs
अवधारणा: बासी चपातियों वाली पंक्ति खोजें।
- ‘She carried several stale chapattis with her for the village dogs.’
- लौटते समय कुत्ते उनके पीछे आते और फेंकी गई चपातियों के लिए लड़ते।
ट्रिक: ‘for’ उद्देश्य बताता है।
उत्तर: (A) To feed the stray dogs
Read the passage and answer the questions that follow.
My grandmother and I were good friends. My parents left me with her when they went to live in the city and we were constantly together. She used to wake me up in the morning and get me ready for school. She said her morning prayer in a monotonous sing-song while she
bathed and dressed me in the hope that I would listen and get to know it by heart; I listened because I loved her voice but never bothered to learn it. Then she would fetch my wooden slate which she had already washed and plastered with yellow chalk, a tiny earthen ink-pot and a red pen, tie them all in a bundle and hand it to me. After a breakfast of a thick, stale chapatti with a little butter and sugar spread on it, we went to school. She carried several stale chapattis with her for the village dogs.
My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the verandah singing the alphabet or the prayer in a chorus, my
grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us to our home growling and fighting with each other for the chapattis we threw to them. When my parents were comfortably settled in the city, they sent for us. That was a turning-point in our friendship. Although we shared the same room, my grandmother no longer came to
school with me. I used to go to an English school in a motor bus. There were no dogs in the streets and she took to feeding sparrows in the courtyard of our city house. As the years
rolled by we saw less of each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things of western science and learning, the law of
gravity, Archimedes’ Principle, the world being round, etc. This made her unhappy. She could not help me with my lessons. She did not believe in the things they taught at the English
school and was distressed that there was no teaching about God and the scriptures.
Q242.Grandmother sang the morning prayer in a monotonous tone so that:
- Aher melodious voice echoed in the house
- Bher grandson would learn it too
- Cher grandson would wake up with the sound
- Dher children would return home soon
Show answer
Concept: The purpose follows ‘in the hope that’.
- She said her prayer in a sing-song while dressing him ‘in the hope that I would listen and get to know it by heart’.
- So she wanted her grandson to learn the prayer.
Yaad rakhein: ‘in the hope that’ = purpose.
Answer: (B) her grandson would learn it too
अवधारणा: उद्देश्य ‘in the hope that’ के बाद दिया है।
- वह तैयार करते समय प्रार्थना गाती थी ‘in the hope that I would listen and get to know it by heart’।
- अर्थात् वह चाहती थी कि पोता भी प्रार्थना सीख ले।
याद रखें: ‘in the hope that’ = उद्देश्य।
उत्तर: (B) her grandson would learn it too
Read the passage and answer the questions that follow.
My grandmother and I were good friends. My parents left me with her when they went to live in the city and we were constantly together. She used to wake me up in the morning and get me ready for school. She said her morning prayer in a monotonous sing-song while she
bathed and dressed me in the hope that I would listen and get to know it by heart; I listened because I loved her voice but never bothered to learn it. Then she would fetch my wooden slate which she had already washed and plastered with yellow chalk, a tiny earthen ink-pot and a red pen, tie them all in a bundle and hand it to me. After a breakfast of a thick, stale chapatti with a little butter and sugar spread on it, we went to school. She carried several stale chapattis with her for the village dogs.
My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the verandah singing the alphabet or the prayer in a chorus, my
grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us to our home growling and fighting with each other for the chapattis we threw to them. When my parents were comfortably settled in the city, they sent for us. That was a turning-point in our friendship. Although we shared the same room, my grandmother no longer came to
school with me. I used to go to an English school in a motor bus. There were no dogs in the streets and she took to feeding sparrows in the courtyard of our city house. As the years
rolled by we saw less of each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things of western science and learning, the law of
gravity, Archimedes’ Principle, the world being round, etc. This made her unhappy. She could not help me with my lessons. She did not believe in the things they taught at the English
school and was distressed that there was no teaching about God and the scriptures.
Q243.Why did the grandmother accompany her grandson to school every day?
- ATo keep him safe from stray dogs
- BTo read scriptures in the temple while he studied
- CTo spend more time with him
- DTo ensure he wouldn’t run away to play in the streets
Show answer
Concept: Check why she went to the school.
- ‘The school was attached to the temple.’
- While the children sang, ‘my grandmother sat inside reading the scriptures’ and they returned together.
- There is no mention of protection from dogs or of the boy running away.
Trick: School + temple in one place → she read scriptures there.
Answer: (B) To read scriptures in the temple while he studied
अवधारणा: देखें कि वह स्कूल क्यों जाती थीं।
- ‘The school was attached to the temple.’
- बच्चे पढ़ते, तब ‘my grandmother sat inside reading the scriptures’ और फिर दोनों साथ लौटते।
- कुत्तों से बचाने या भाग जाने का उल्लेख नहीं।
ट्रिक: स्कूल और मंदिर एक जगह → वहाँ धर्मग्रंथ पढ़ना।
उत्तर: (B) To read scriptures in the temple while he studied
Read the passage and answer the questions that follow.
My grandmother and I were good friends. My parents left me with her when they went to live in the city and we were constantly together. She used to wake me up in the morning and get me ready for school. She said her morning prayer in a monotonous sing-song while she
bathed and dressed me in the hope that I would listen and get to know it by heart; I listened because I loved her voice but never bothered to learn it. Then she would fetch my wooden slate which she had already washed and plastered with yellow chalk, a tiny earthen ink-pot and a red pen, tie them all in a bundle and hand it to me. After a breakfast of a thick, stale chapatti with a little butter and sugar spread on it, we went to school. She carried several stale chapattis with her for the village dogs.
My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the verandah singing the alphabet or the prayer in a chorus, my
grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us to our home growling and fighting with each other for the chapattis we threw to them. When my parents were comfortably settled in the city, they sent for us. That was a turning-point in our friendship. Although we shared the same room, my grandmother no longer came to
school with me. I used to go to an English school in a motor bus. There were no dogs in the streets and she took to feeding sparrows in the courtyard of our city house. As the years
rolled by we saw less of each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things of western science and learning, the law of
gravity, Archimedes’ Principle, the world being round, etc. This made her unhappy. She could not help me with my lessons. She did not believe in the things they taught at the English
school and was distressed that there was no teaching about God and the scriptures.
Q244.What kind of woman was the grandmother?
- AIlliterate
- BModern
- CSelf-centred
- DReligious
Show answer
Concept: Infer her character from her actions.
- She says morning prayers, reads the scriptures in the temple and is distressed that the English school taught nothing about God.
- She could read scriptures, so not ‘illiterate’; she disliked western learning, so not ‘modern’; she fed dogs and sparrows, so not ‘self-centred’.
Trick: Prayer + scriptures + God → religious.
Answer: (D) Religious
अवधारणा: उनके कार्यों से उनका स्वभाव समझें।
- वह प्रार्थना करती हैं, मंदिर में धर्मग्रंथ पढ़ती हैं और दुखी हैं कि English school में God के बारे में नहीं पढ़ाया जाता।
- वह पढ़ सकती थीं, इसलिए ‘illiterate’ नहीं; पश्चिमी शिक्षा नापसंद, इसलिए ‘modern’ नहीं; कुत्तों व चिड़ियों को खिलाती थीं, इसलिए ‘self-centred’ नहीं।
ट्रिक: Prayer + scriptures + God → religious (धार्मिक)।
उत्तर: (D) Religious
Read the passage and answer the questions that follow.
My grandmother and I were good friends. My parents left me with her when they went to live in the city and we were constantly together. She used to wake me up in the morning and get me ready for school. She said her morning prayer in a monotonous sing-song while she
bathed and dressed me in the hope that I would listen and get to know it by heart; I listened because I loved her voice but never bothered to learn it. Then she would fetch my wooden slate which she had already washed and plastered with yellow chalk, a tiny earthen ink-pot and a red pen, tie them all in a bundle and hand it to me. After a breakfast of a thick, stale chapatti with a little butter and sugar spread on it, we went to school. She carried several stale chapattis with her for the village dogs.
My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the verandah singing the alphabet or the prayer in a chorus, my
grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us to our home growling and fighting with each other for the chapattis we threw to them. When my parents were comfortably settled in the city, they sent for us. That was a turning-point in our friendship. Although we shared the same room, my grandmother no longer came to
school with me. I used to go to an English school in a motor bus. There were no dogs in the streets and she took to feeding sparrows in the courtyard of our city house. As the years
rolled by we saw less of each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things of western science and learning, the law of
gravity, Archimedes’ Principle, the world being round, etc. This made her unhappy. She could not help me with my lessons. She did not believe in the things they taught at the English
school and was distressed that there was no teaching about God and the scriptures.
Q245.What does the narrator refer to as the ‘turning point’?
- AGrandmother feeding sparrows
- BGoing to an English school
- CLearning western science
- DHe and his grandmother shifting to the city
Show answer
Concept: Locate the words ‘turning-point’.
- ‘When my parents were comfortably settled in the city, they sent for us. That was a turning-point in our friendship.’
- After the move he went to an English school and they saw less of each other – these were results of the shift.
Yaad rakhein: ‘That’ refers to the sentence just before it – the move to the city.
Answer: (D) He and his grandmother shifting to the city
अवधारणा: ‘turning-point’ शब्द खोजें।
- ‘When my parents were comfortably settled in the city, they sent for us. That was a turning-point in our friendship.’
- शहर जाने के बाद English school और कम मिलना – ये उसके परिणाम थे।
याद रखें: ‘That’ ठीक पहले वाले वाक्य (शहर जाना) की ओर संकेत करता है।
उत्तर: (D) He and his grandmother shifting to the city
In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number.
‘Make in India’ is a call to the global manufacturers (1)______ at making India a manufacturing (2)______. It is a national programme designed (3)______ facilitate investment, foster
innovation, enhance skill (4)______ and build best-in-class manufacturing (5)______. The
programme lays emphasis on various sectors with focus on job creation.
Q246.Select the most appropriate option to fill in the blank no. 1.
- Aassisted
- Baimed
- Cmanaged
- Dconducted
Show answer
Concept: ‘Aim at’ = to target; ‘aimed at doing’ describes the purpose of a call/programme.
- ‘a call to the global manufacturers aimed at making India a manufacturing hub’ (= which is aimed at).
- ‘assisted/managed/conducted at’ are not idiomatic with ‘at making’.
Trick: aimed at + V-ing = with the goal of.
Answer: (B) aimed
अवधारणा: ‘Aim at’ = लक्ष्य रखना; ‘aimed at + V-ing’ किसी अभियान का उद्देश्य बताता है।
- ‘a call … aimed at making India a manufacturing hub’।
- ‘assisted/managed/conducted at’ के साथ ‘at making’ प्रयोग नहीं होता।
ट्रिक: aimed at + V-ing = … के उद्देश्य से।
उत्तर: (B) aimed
In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number.
‘Make in India’ is a call to the global manufacturers (1)______ at making India a manufacturing (2)______. It is a national programme designed (3)______ facilitate investment, foster
innovation, enhance skill (4)______ and build best-in-class manufacturing (5)______. The
programme lays emphasis on various sectors with focus on job creation.
Q247.Select the most appropriate option to fill in the blank no. 2.
- Aseat
- Bsurface
- Cheart
- Dhub
Show answer
Concept: ‘Hub’ = central place of activity; ‘manufacturing hub’ is a standard collocation.
- Make in India wants India to be a global centre of manufacturing → ‘a manufacturing hub’.
- ‘seat’ (of government/learning), ‘heart’ and ‘surface’ do not collocate with ‘manufacturing’.
Trick: manufacturing hub, IT hub, trade hub.
Answer: (D) hub
अवधारणा: ‘Hub’ = गतिविधियों का केंद्र; ‘manufacturing hub’ मानक collocation है।
- Make in India का लक्ष्य भारत को विनिर्माण का वैश्विक केंद्र बनाना → ‘a manufacturing hub’।
- ‘seat’, ‘heart’, ‘surface’ का ‘manufacturing’ के साथ यह प्रयोग नहीं होता।
ट्रिक: manufacturing hub, IT hub, trade hub।
उत्तर: (D) hub
In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number.
‘Make in India’ is a call to the global manufacturers (1)______ at making India a manufacturing (2)______. It is a national programme designed (3)______ facilitate investment, foster
innovation, enhance skill (4)______ and build best-in-class manufacturing (5)______. The
programme lays emphasis on various sectors with focus on job creation.
Q248.Select the most appropriate option to fill in the blank no. 3.
- Afor
- Bat
- Cto
- Dwith
Show answer
Concept: ‘Designed to + V1’ expresses purpose (infinitive).
- ‘a national programme designed to facilitate investment’ – ‘facilitate’ is a base verb, so ‘to’.
- ‘for’, ‘at’, ‘with’ would need a noun or gerund, not a base verb.
Yaad rakhein: designed to / meant to / intended to + V1.
Answer: (C) to
अवधारणा: ‘Designed to + V1’ उद्देश्य बताता है (infinitive)।
- ‘designed to facilitate investment’ – ‘facilitate’ मूल verb है, इसलिए ‘to’।
- ‘for/at/with’ के बाद noun या gerund आता है, V1 नहीं।
याद रखें: designed to / meant to / intended to + V1।
उत्तर: (C) to
In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number.
‘Make in India’ is a call to the global manufacturers (1)______ at making India a manufacturing (2)______. It is a national programme designed (3)______ facilitate investment, foster
innovation, enhance skill (4)______ and build best-in-class manufacturing (5)______. The
programme lays emphasis on various sectors with focus on job creation.
Q249.Select the most appropriate option to fill in the blank no. 4.
- Aagreement
- Bprogress
- Cdecline
- Ddevelopment
Show answer
Concept: ‘Skill development’ is the standard term for building people’s abilities.
- ‘enhance skill development’ fits a programme focused on job creation.
- ‘agreement’ makes no sense; ‘decline’ is negative; ‘skill progress’ is not a standard collocation.
Trick: Skill India / skill development – fixed pair.
Answer: (D) development
अवधारणा: ‘Skill development’ = कौशल विकास, मानक शब्द-युग्म।
- ‘enhance skill development’ – रोज़गार-सृजन पर केंद्रित कार्यक्रम से मेल खाता है।
- ‘agreement’ अर्थहीन; ‘decline’ नकारात्मक; ‘skill progress’ मानक नहीं।
ट्रिक: Skill development – निश्चित जोड़ी।
उत्तर: (D) development
In the following passage some words have been deleted. Fill in the blanks with the help of the alternatives given. Select the most appropriate option for each number.
‘Make in India’ is a call to the global manufacturers (1)______ at making India a manufacturing (2)______. It is a national programme designed (3)______ facilitate investment, foster
innovation, enhance skill (4)______ and build best-in-class manufacturing (5)______. The
programme lays emphasis on various sectors with focus on job creation.
Q250.Select the most appropriate option to fill in the blank no. 5.
- Ainfrastructure
- Bgroundwork
- Cfundamental
- Dfooting
Show answer
Concept: A noun meaning ‘physical facilities (factories, roads, power)’ is needed.
- ‘build best-in-class manufacturing infrastructure’ – we build infrastructure.
- ‘groundwork’ = preparatory work; ‘fundamental’ is an adjective; ‘footing’ = basis/position – none fit ‘build … manufacturing’.
Trick: build infrastructure – common collocation.
Answer: (A) infrastructure
अवधारणा: यहाँ ‘भौतिक सुविधाएँ (कारखाने, सड़कें, बिजली)’ अर्थ वाला noun चाहिए।
- ‘build best-in-class manufacturing infrastructure’ = बुनियादी ढाँचा बनाना।
- ‘groundwork’ = प्रारंभिक तैयारी; ‘fundamental’ adjective है; ‘footing’ = आधार/स्थिति – उपयुक्त नहीं।
ट्रिक: build infrastructure – सामान्य collocation।
उत्तर: (A) infrastructure
Q251.Select the correct active form of the given sentence.
Have all the bills been verified by someone?
- AHas someone verified all the bills?
- BHave someone verified all the bills?
- CHas someone verify all the bills?
- DIs someone verifying all the bills?
Show answer
Concept: In a passive question 'Have/Has + subject + been + V3 + by + agent?', the active form is 'Has/Have + agent + V3 + object?' — the tense (present perfect) stays the same.
- Agent 'someone' becomes the subject; 'all the bills' becomes the object.
- 'Someone' is singular, so the helping verb is has, not 'have'.
- Main verb stays in V3: verified. So: 'Has someone verified all the bills?'
- (B) has wrong agreement, (C) uses V1 'verify', (D) changes the tense.
Trick: Present perfect passive (has/have been + V3) → active (has/have + V3); match has/have with the new subject.
Answer: (A) Has someone verified all the bills?
अवधारणा: Passive प्रश्न 'Have/Has + subject + been + V3 + by + agent?' का active रूप 'Has/Have + agent + V3 + object?' होता है; tense (present perfect) वही रहता है।
- Agent 'someone' नया subject बनता है और 'all the bills' object बनता है।
- 'Someone' singular है, इसलिए helping verb has लगेगा, 'have' नहीं।
- Main verb V3 में रहेगा: verified, अतः 'Has someone verified all the bills?'
- (B) में agreement गलत है, (C) में V1 'verify' है, (D) में tense बदल गया है।
ट्रिक: Present perfect passive (has/have been + V3) → active (has/have + V3); has/have नए subject के अनुसार चुनें।
उत्तर: (A) Has someone verified all the bills?
Q252.Select the most appropriate one-word substitution for the given group of words.
To give one’s authority to another
- Ashirk
- Bdelegate
- Cusurp
- Dsupervise
Show answer
Concept: To delegate means to entrust one's authority, duty or power to another person (usually a subordinate).
- 'To give one's authority to another' = delegate.
- Shirk = to avoid a duty; usurp = to seize power wrongfully; supervise = to oversee work.
- Only 'delegate' means handing over authority willingly.
Yaad rakhein: Delegate → 'delegation of powers' — a manager delegates work to his team.
Answer: (B) delegate
अवधारणा: Delegate का अर्थ है अपना अधिकार (authority) या कार्य किसी दूसरे को सौंपना।
- 'To give one's authority to another' = delegate (अधिकार सौंपना)।
- Shirk = कर्तव्य से बचना; usurp = अनुचित रूप से सत्ता छीन लेना; supervise = निगरानी करना।
- केवल 'delegate' में स्वेच्छा से अधिकार देना निहित है।
याद रखें: Delegate → 'delegation of powers' (शक्तियों का प्रत्यायोजन) — manager अपनी टीम को काम delegate करता है।
उत्तर: (B) delegate
Q253.Select the most appropriate option to substitute the underlined segment in the given
sentence. If there is no need to substitute it, select ‘No substitution’.
I wished I have tried more harder.
- ANo substitution
- Bhad tried more hard
- Chad tried harder
- Dhave tried hardest
Show answer
Concept: After 'wish' for an unreal past wish we use the past perfect (had + V3). Also, a comparative like 'harder' never takes 'more'.
- The regret is about the past → 'I wished I had tried…'.
- 'More harder' is a double comparative; the comparative of 'hard' is simply harder.
- (B) 'more hard' is wrong; (D) 'have tried hardest' has wrong tense and degree.
- Correct: 'I wished I had tried harder.'
Trick: Wish + past regret → had + V3; never use 'more' with an '-er' comparative.
Answer: (C) had tried harder
अवधारणा: 'Wish' के बाद बीते समय की अधूरी इच्छा/पछतावे के लिए past perfect (had + V3) आता है। साथ ही '-er' वाली comparative के साथ 'more' नहीं लगता।
- पछतावा past का है → 'I wished I had tried…'।
- 'More harder' double comparative है; 'hard' की comparative केवल harder है।
- (B) 'more hard' गलत है; (D) 'have tried hardest' में tense और degree दोनों गलत हैं।
- सही वाक्य: 'I wished I had tried harder.'
ट्रिक: Wish + past का पछतावा → had + V3; '-er' comparative के साथ 'more' कभी नहीं।
उत्तर: (C) had tried harder
Q254.Select the most appropriate option to fill in the blank.
You ______ carry all the books to school daily.
- Aought not
- Bwould not
- Chave not
- Dneed not
Show answer
Concept: Need not expresses absence of necessity — the action is not required.
- Sense: it is not necessary to carry all the books daily.
- 'Ought not' = it is morally wrong (and needs 'to': ought not to carry).
- 'Would not' shows refusal or past habit; 'have not' needs a V3 or 'to'.
- So 'You need not carry all the books to school daily.'
Trick: Need not + V1 = 'zaroorat nahin'; ought not to + V1 = 'nahin karna chahiye'.
Answer: (D) need not
अवधारणा: Need not आवश्यकता न होने को दर्शाता है — काम करना ज़रूरी नहीं।
- भाव: रोज़ सारी किताबें स्कूल ले जाना आवश्यक नहीं है।
- 'Ought not' = नैतिक रूप से नहीं करना चाहिए (और इसके बाद 'to' चाहिए: ought not to carry)।
- 'Would not' इनकार या past habit दर्शाता है; 'have not' के बाद V3 या 'to' चाहिए।
- अतः 'You need not carry all the books to school daily.'
ट्रिक: Need not + V1 = ज़रूरत नहीं; ought not to + V1 = नहीं करना चाहिए।
उत्तर: (D) need not
Q255.Select the correct direct form of the given sentence.
He told you that he had not known that it was your birthday that day.
- AHe said to you, “You did not know that it was my birthday today.”
- BHe said to you, “I did not know that it is your birthday today.”
- CHe said to you, “I do not know that it was your birthday that day.”
- DYou said to him, “I do not know that it is your birthday today.”
Show answer
Concept: Indirect → direct: 'told you' → 'said to you', and the reporter's words return to the first person with present time words ('that day' → today).
- 'He told you that he…' → He said to you, "I …" (he → I, your stays your).
- Had not known (past perfect) → did not know (simple past).
- 'That day' → today. Option (B) has I, did not know, your, today.
- (A) uses 'You did not know… my birthday'; (C) keeps 'that day'; (D) reverses speaker and listener.
Trick: Direct form check: speaker → 'I', listener → 'you/your', 'that day' → 'today'.
Answer: (B) He said to you, “I did not know that it is your birthday today.”
अवधारणा: Indirect से direct में: 'told you' → 'said to you', reported speech फिर से first person में और समय शब्द वर्तमान में ('that day' → today) आते हैं।
- 'He told you that he…' → He said to you, "I …" (he → I, your वही रहेगा)।
- Had not known (past perfect) → did not know (simple past)।
- 'That day' → today; option (B) में I, did not know, your, today सब सही हैं।
- (A) में 'You… my birthday' है; (C) में 'that day' रह गया; (D) में speaker-listener उलट गए।
ट्रिक: Direct form में: बोलने वाला → 'I', सुनने वाला → 'you/your', 'that day' → 'today'।
उत्तर: (B) He said to you, “I did not know that it is your birthday today.”
Q256.Select the most appropriate meaning of the underlined idiom in the given sentence.
He runs for two hours at a stretch to build his stamina.
- Aeasily
- Bpainfully
- Ccomfortably
- Dcontinuously
Show answer
Concept: At a stretch means continuously, without a break.
- He runs for two hours without stopping → at a stretch.
- 'Easily', 'painfully', 'comfortably' describe manner, not continuity.
- So the meaning is 'continuously'.
Yaad rakhein: At a stretch = in one go / non-stop (e.g., 'He worked ten hours at a stretch').
Answer: (D) continuously
अवधारणा: At a stretch का अर्थ है लगातार, बिना रुके।
- वह बिना रुके दो घंटे दौड़ता है → at a stretch।
- 'Easily' (आसानी से), 'painfully' (कष्ट से), 'comfortably' (आराम से) तरीका बताते हैं, निरंतरता नहीं।
- अतः अर्थ है 'continuously' (लगातार)।
याद रखें: At a stretch = एक ही बार में / बिना रुके (जैसे 'He worked ten hours at a stretch')।
उत्तर: (D) continuously
Q257.Select the correct active form of the given sentence.
The entire area was being given a face-lift.
- AThey were giving a face-lift to the entire area.
- BThey will be giving a face-lift to the entire area.
- CThey have given a face-lift to the entire area.
- DThey are giving a face-lift to the entire area.
Show answer
Concept: Past continuous passive 'was/were being + V3' changes to active 'was/were + V-ing'. With no agent given, use 'They'.
- No agent → subject 'They'.
- 'Was being given' (past continuous) → were giving (They takes 'were').
- Object 'the entire area' comes after the verb: 'They were giving a face-lift to the entire area.'
- (B) future, (C) present perfect, (D) present continuous — wrong tense.
Trick: 'being' in passive = continuous tense in active; was/were tells you it is past.
Answer: (A) They were giving a face-lift to the entire area.
अवधारणा: Past continuous passive 'was/were being + V3' active में 'was/were + V-ing' बनता है। Agent न होने पर subject 'They' लेते हैं।
- Agent नहीं है → subject 'They'।
- 'Was being given' (past continuous) → were giving ('They' के साथ 'were')।
- Object 'the entire area' verb के बाद: 'They were giving a face-lift to the entire area.'
- (B) future, (C) present perfect, (D) present continuous — tense गलत।
ट्रिक: Passive में 'being' = active में continuous tense; was/were से पता चलता है कि past है।
उत्तर: (A) They were giving a face-lift to the entire area.
Q258.Select the correct passive form of the given sentence.
Send these books at my new address.
- AThese books should have been sent at my new address.
- BLet these books be sent at my new address.
- CThese books must be send at my new address.
- DThese books are being sent at my new address.
Show answer
Concept: An imperative sentence (order/request) becomes passive with Let + object + be + V3.
- 'Send these books…' is a command → Let + these books + be + sent.
- Passive: 'Let these books be sent at my new address.'
- (A) 'should have been sent' changes the meaning; (C) 'be send' uses V1; (D) changes the sentence into a statement of fact.
Trick: Imperative → 'Let + object + be + V3' (or 'You are requested/ordered to…').
Answer: (B) Let these books be sent at my new address.
अवधारणा: आज्ञार्थक वाक्य (Imperative — आदेश/अनुरोध) का passive Let + object + be + V3 से बनता है।
- 'Send these books…' आदेश है → Let + these books + be + sent।
- Passive: 'Let these books be sent at my new address.'
- (A) 'should have been sent' अर्थ बदल देता है; (C) 'be send' में V1 है; (D) तथ्य-कथन बना देता है।
ट्रिक: Imperative → 'Let + object + be + V3' (या 'You are requested/ordered to…')।
उत्तर: (B) Let these books be sent at my new address.
Q259.Select the correct indirect form of the given sentence.
She said, “I will finish reading the novel today.”
- AShe said that she will finished reading the novel that day.
- BShe said she will finish reading the novel today.
- CShe said that she would finish reading the novel that day.
- DShe said that I would finish reading the novel today.
Show answer
Concept: With a past reporting verb ('said'), the reported tense moves one step back: will → would; time word today → that day; pronoun I → she.
- Reporting verb 'said' is past → 'that' joins the clause.
- I → she (speaker), will → would.
- Today → that day: 'She said that she would finish reading the novel that day.'
- (A) keeps 'will finished', (B) keeps 'will…today', (D) keeps 'I'.
Trick: Said (past) → will becomes would, today becomes that day.
Answer: (C) She said that she would finish reading the novel that day.
अवधारणा: Reporting verb past ('said') हो तो reported speech का tense एक कदम पीछे जाता है: will → would; today → that day; I → she।
- Reporting verb 'said' past है → 'that' से जोड़ते हैं।
- I → she (बोलने वाली), will → would।
- Today → that day: 'She said that she would finish reading the novel that day.'
- (A) में 'will finished', (B) में 'will…today', (D) में 'I' बचा है।
ट्रिक: Said (past) → will बनता है would, today बनता है that day।
उत्तर: (C) She said that she would finish reading the novel that day.
Q260.Select the most appropriate one-word substitution for the given group of words.
A speech expressing one’s thoughts aloud to oneself
- Aharangue
- Bsoliloquy
- Chyperbole
- Dsacrilege
Show answer
Concept: A soliloquy is a speech in which a character speaks his thoughts aloud to himself (as Hamlet does in 'To be or not to be').
- Speaking one's thoughts aloud to oneself = soliloquy.
- Harangue = a long, angry speech to a crowd; hyperbole = deliberate exaggeration; sacrilege = disrespect to something sacred.
- So the answer is soliloquy.
Yaad rakhein: Soli (alone) + loqui (speak) → speaking alone; compare 'monologue' (one person speaking to others).
Answer: (B) soliloquy
अवधारणा: Soliloquy (स्वगत भाषण) वह भाषण है जिसमें पात्र अपने विचार स्वयं से ही ज़ोर से बोलता है (जैसे Hamlet का 'To be or not to be')।
- अपने विचार स्वयं से ज़ोर से बोलना = soliloquy।
- Harangue = भीड़ के सामने लंबा, क्रोधपूर्ण भाषण; hyperbole = अतिशयोक्ति; sacrilege = पवित्र वस्तु का अपमान।
- अतः उत्तर soliloquy है।
याद रखें: Soli (अकेले) + loqui (बोलना) → अकेले बोलना; 'monologue' दूसरों के सामने एक व्यक्ति का लंबा भाषण है।
उत्तर: (B) soliloquy
