In each of the following questions, sentences are given with blanks to be filled in with an appropriate word (s). Four alternatives are suggested for each question. Choose the correct alternative out of the four and indicate your choice for the correct answer.

The house remained_____ for a long time.

In each of the following questions, sentences are given with blanks to be filled in with an appropriate word (s). Four alternatives are suggested for each question. Choose the correct alternative out of the four and indicate your choice for the correct answer.

I usually go to bed early and also get ______early.

Directions : In the following questions, a sentence is divided into five parts with one of the parts of each sentence is highlighted in bold suggesting the grammatically correct part of the sentence. Out of the four other parts, choose the part of the sentence which contains grammatical or contextual error in it. If the given sentence is both grammatically correct and contextually meaningful, choose option (E) i.e., “No error” as your answer.

During the course of the exhibition (1)/the old man who was (2)/looking usually cheerful (3)/kept on take notes. (4)/No error (5) 

Direction: In the following questions, out of the four alternatives, choose the one which best expresses the meaning of the given word as your answer.

ENERVATE

Directions: In the following passage there are blanks, each of which has been numbered.

These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case. For decades, there has been evidence that classroom techniques designed to get students to ___(25)____ in the learning process produces better educational outcomes at virtually all levels.

And a new Harvard study suggests it may be important to let students know it. The study shows that, though students felt as if they learned more through ____(26)___ lectures, they actually learned more when taking part in classrooms that employed so-called active-learning strategies.
 Lead author Louis Deslauriers, the director of science teaching and learning and senior physics preceptor, knew that students would learn more from active learning. But many students and faculty remained hesitant to switch to it.

“Often, students seemed genuinely to prefer smooth-as-silk traditional lectures,” Deslauriers said. “We wanted to take them at their word. Perhaps they actually felt like they learned more from lectures than

they did from ____________ (27) learning.” The question of whether students’ perceptions of their learning ____________ (28) with how well they’re actually learning is particularly important, Deslauriers said, because while students eventually see the value of active learning, initially it can feel ________________ (29).
 “Deep learning is hard work. The effort involved in active learning can be misinterpreted as a sign of poor learning,” he said. “On the other hand, a superstar lecturer can explain things in such a way as to make students feel like they are learning more than they actually are.”

To understand that dichotomy, Deslauriers and his co-authors designed an experiment that would expose students in an introductory physics class to both traditional lectures and active learning.

When the results were tallied, the authors found that students felt as if they learned more from the lectures, but in fact scored higher on tests following the active learning sessions. Ultimately, Deslauriers said, the study shows that it’s important to ensure that neither instructors nor students are ___ (30)____ into thinking that lectures are the best learning option. “Students might give fabulous evaluations to an amazing lecturer based on this feeling of learning, even though their actual learning isn’t optimal,” he said. “This could help to explain why study after study shows that student evaluations seem to be completely uncorrelated with actual learning.”

Fill at the (29).

Direction: In the following questions, a passage given in the below. Read the passage carefully and choose the best answer to each question.

As my train was not due to leave for another hour, I had plenty of time to spare. After buying some magazines to read on the journey, I made my way to the luggage office to collect the heavy suitcase I had left there three days before. There were only a few people waiting, and I took out my wallet to find the receipt for my case. The receipt did not seem to be where I had left it. I emptied the contents of the wallet, and the railway tickets, money, scraps of paper, and photographs tumbled out of it; but no matter how hard I searched, the receipt was nowhere to be found.

I explained the situation sorrowfully to the assistant. The man looked at me suspiciously as if to say he had heared this type of story many times and asked me to describe the case. I told him that it was an old, brown looking object no different from the many suitcases I could see on the shelves. The assistant then gave me form and told me to make a list of the contents of the case. If they were correct, he said, I could take the case away. I tried to remember all the articles I had hurriedly packed and wrote them down.

After I had done this, I went to look among the shelves. There were hundreds of cases there and for one dreadful moment , it occurred to me that if someone had picked the receipt up , he could easily have  claimed the case already , Fortunately this had not happened , for after a time , I found the case lying on its side high up in the corner . After examining the articles inside, the assistant gave me the case . 

I took out my walled to pay him. I pulled out a ten-shilling note and out slipped my “lost” receipt with it! I could not help blushing . The assistant noded his head knowingly, as if to say that he had often seen this happen too!!

The writer took out his wallet the first time to

Choose the correct meaning of the following Technical / Official terms from the options given below: 

Affidavit / शपथ-पत्र 

Read each part of the sentence to find out if there is any error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error, mark your answer as (5).

His team (1)/ has yet not (2) / revealed its (3)/ future strategy (4)/ No Error (5)