Free online practice of the SSC CGL 17 September 2025 Shift 3 previous year question paper (PYQ). All 100 questions are from the actual shift, available in English and Hindi with full solutions. Tap “Start Free Online Test” to attempt it in a timed, exam-like interface.
Q1 · General Intelligence & Reasoning
Select the letter-cluster from among the given options that can replace the question mark (?) in the following series.
MNO, JKL, GHI, DEF, ?
- ASD
- CGF
- ABC
- JHB
निम्नलिखित श्रेणी में प्रश्नवाचक चिन्ह (?) के स्थान पर दिए गए विकल्पों में से कौन-सा अक्षर-समूह आएगा?
MNO, JKL, GHI, DEF, ?
- ASD
- CGF
- ABC
- JHB
Q2 · General Intelligence & Reasoning
Choose the address that is the same as the one given below.
10, Rani Ghat Road, Lucknow, Uttar Pradesh - 226003
- 10, Rani Ghat Road, Lucknow, Uttar Pradesh - 226003
- 10, Rani Ghat Road, Lucknow, Delhi - 226003
- 10, Rani Ghat Road, Lucknow, Rajasthan - 226003
- 10, Rani Ghat Road, Lucknow, Bihar - 226003
नीचे दिए गए पते के समान पता चुनिए।
10, Rani Ghat Road, Lucknow, Uttar Pradesh - 226003
- 10, Rani Ghat Road, Lucknow, Uttar Pradesh - 226003
- 10, Rani Ghat Road, Lucknow, Delhi - 226003
- 10, Rani Ghat Road, Lucknow, Rajasthan - 226003
- 10, Rani Ghat Road, Lucknow, Bihar - 226003
Q3 · General Intelligence & Reasoning
Choose the address that is the same as the one given below.
Villa No. 204, Lake View Estate, Banjara Hills, Hyderabad, Telangana - 500034
- Villa No. 204, Lake View Estate, Banjara Hills, Hyderabad, Telangana - 500034
- Villa 204, Lakeview Estate, Banjara Hills, Hyderabad, Telangana - 500034
- Villa No. 204, Lake View Estates, Banjara Hills, Hyderabad, Telangana - 500034
- Villa No. 240, Lake View Estate, Banjara Hills, Hyderabad, Telangana - 500034
नीचे दिए गए पते के समान पता चुनिए।
Villa No. 204, Lake View Estate, Banjara Hills, Hyderabad, Telangana - 500034
- Villa No. 204, Lake View Estate, Banjara Hills, Hyderabad, Telangana - 500034
- Villa 204, Lakeview Estate, Banjara Hills, Hyderabad, Telangana - 500034
- Villa No. 204, Lake View Estates, Banjara Hills, Hyderabad, Telangana - 500034
- Villa No. 240, Lake View Estate, Banjara Hills, Hyderabad, Telangana - 500034
Q4 · General Intelligence & Reasoning
Consider the following statement and choose the option that follows.
Problem: Frequent breakdown of ATM machines in remote areas.
Course of Action:
Action I. Banks should deploy mobile ATMs in these areas.
Action II. Banks should shut down ATMs that face regular issues.
- Only I follows
- Only II follows
- Both follows
- Neither follows
निम्नलिखित कथन पर विचार कीजिए और उसके अनुसार सही विकल्प चुनिए।
समस्या: दूरस्थ क्षेत्रों में ATM मशीनों का बार-बार खराब होना।
कार्यवाही:
कार्यवाही I. बैंकों को इन क्षेत्रों में मोबाइल ATM तैनात करने चाहिए।
कार्यवाही II. बैंकों को उन ATM को बंद कर देना चाहिए जिनमें नियमित रूप से समस्याएँ आती हैं।
- केवल I अनुसरण करती है
- केवल II अनुसरण करती है
- दोनों अनुसरण करती हैं
- कोई भी अनुसरण नहीं करती
Q5 · General Intelligence & Reasoning
If 3 @ 2 = 7, 6 @ 3 = 21, 8 @ 2 = 22, Then 5 @ 4 = ?
- 21
- 15
- 30
- 20
यदि 3 @ 2 = 7, 6 @ 3 = 21, 8 @ 2 = 22, तो 5 @ 4 = ?
- 21
- 15
- 30
- 20
Q6 · General Intelligence & Reasoning
If 'P' denotes 'addition', 'D' denotes 'subtraction', 'S' denotes 'multiplication', and 'V' denotes 'division', then what will be the value of the following expression?
(48 V 8 P 25 D 6 S 4 P 3) D (25 V 5 S 3 D 4 S 3)
- 4
- 5
- 6
- 7
यदि 'P' का अर्थ 'योग', 'D' का अर्थ 'घटाव', 'S' का अर्थ 'गुणा' तथा 'V' का अर्थ 'भाग' है, तो निम्नलिखित व्यंजक का मान क्या होगा?
(48 V 8 P 25 D 6 S 4 P 3) D (25 V 5 S 3 D 4 S 3)
- 4
- 5
- 6
- 7
Q7 · General Intelligence & Reasoning
The given statements are followed by two conclusions. Find out which conclusion is TRUE based on the given statements.
Statements:
S > T = U, V ≥ W < T, O = S = P, W > Q > R
Conclusions:
I. T = O
II. T > O
- Only conclusion I is true
- Only conclusion II is true
- Both conclusion I and II are true
- Neither conclusion I nor II is true
दिए गए कथनों के बाद दो निष्कर्ष दिए गए हैं। दिए गए कथनों के आधार पर ज्ञात कीजिए कि कौन-सा निष्कर्ष सत्य है।
कथन:
S > T = U, V ≥ W < T, O = S = P, W > Q > R
निष्कर्ष:
I. T = O
II. T > O
- केवल निष्कर्ष I सत्य है
- केवल निष्कर्ष II सत्य है
- निष्कर्ष I और II दोनों सत्य हैं
- न तो निष्कर्ष I और न ही II सत्य है
Q8 · General Intelligence & Reasoning
P is the son of Q. Q is the brother of R. R is the son of S. How is P related to S?
- Son
- Nephew
- Grandson
- Uncle
P, Q का पुत्र है। Q, R का भाई है। R, S का पुत्र है। P का S से क्या संबंध है?
- पुत्र
- भतीजा
- पोता
- चाचा
Q9 · General Intelligence & Reasoning
Complete the series:
1331, 10648, 35937, 85184, ?
- 15478
- 189384
- 166375
- 136789
श्रेणी को पूरा कीजिए:
1331, 10648, 35937, 85184, ?
- 15478
- 189384
- 166375
- 136789
Q10 · General Intelligence & Reasoning
Instruction: Identify the assumptions that must hold for the statement to be valid, then choose the correct option.
Statement: The Directive Principles of State Policy (DPSPs) are non-justiciable in nature, meaning they cannot be enforced by the courts. However, they serve as guidelines for the government to formulate policies that promote social justice, economic welfare, and the overall well-being of the citizens.
Assumptions:
I. The DPSPs serve as instructions to the government to create policies aimed at promoting welfare.
II. Since the DPSPs are not enforceable by courts, they have limited significance in real governance.
III. The incorporation of DPSPs in the Constitution reflects the importance of social justice and welfare in Indian governance.
- Only I and II are implicit
- Only I and III are implicit
- Only I is implicit
- All I, II, and III are implicit
निर्देश: उन मान्यताओं की पहचान कीजिए जो कथन के वैध होने के लिए आवश्यक हैं, फिर सही विकल्प चुनिए।
कथन: राज्य के नीति निदेशक तत्व (DPSPs) स्वभावतः गैर-न्यायिक (Non-Justiciable) हैं, अर्थात इन्हें न्यायालयों द्वारा लागू नहीं कराया जा सकता। फिर भी, वे सरकार को ऐसी नीतियाँ बनाने हेतु मार्गदर्शन प्रदान करते हैं जो सामाजिक न्याय, आर्थिक कल्याण तथा नागरिकों के समग्र हित को बढ़ावा देती हैं।
मान्यताएँ:
I. DPSPs सरकार को कल्याणोन्मुख नीतियाँ बनाने के लिए निर्देश प्रदान करते हैं।
II. चूँकि DPSPs न्यायालयों द्वारा लागू नहीं किए जा सकते, इसलिए वास्तविक शासन में उनका महत्व सीमित है।
III. संविधान में DPSPs का समावेश भारतीय शासन व्यवस्था में सामाजिक न्याय और कल्याण के महत्व को दर्शाता है।
- केवल I और II निहित हैं
- केवल I और III निहित हैं
- केवल I निहित है
- I, II और III सभी निहित हैं
Q11 · General Intelligence & Reasoning
Read the following statement carefully and identify the conclusion that follows.
Statement: The government has increased import duty on luxury cars.
Conclusions:
I. Imported luxury cars will become more expensive.
II. Local car manufacturers will stop making budget cars.
- Only Conclusion I follows
- Only Conclusion II follows
- Both I and II follow
- Neither I nor II follows
निम्नलिखित कथन को ध्यानपूर्वक पढ़िए और उससे निकलने वाले निष्कर्ष की पहचान कीजिए।
कथन: सरकार ने लग्ज़री कारों पर आयात शुल्क बढ़ा दिया है।
निष्कर्ष:
I. आयातित लग्ज़री कारें अधिक महंगी हो जाएँगी।
II. स्थानीय कार निर्माता बजट कारों का निर्माण बंद कर देंगे।
- केवल निष्कर्ष I अनुसरण करता है
- केवल निष्कर्ष II अनुसरण करता है
- I और II दोनों अनुसरण करते हैं
- न तो I और न ही II अनुसरण करता है
Q12 · General Intelligence & Reasoning
Read the following statement carefully and identify the conclusion that follows.
Statement: Attendance in public libraries has increased in recent years.
Conclusions:
I. People are regaining interest in reading.
II. Digital platforms have become less popular.
- Only Conclusion I follows
- Only Conclusion II follows
- Both I and II follow
- Neither I nor II follows
निम्नलिखित कथन को ध्यानपूर्वक पढ़िए और उससे निकलने वाले निष्कर्ष की पहचान कीजिए।
कथन: हाल के वर्षों में सार्वजनिक पुस्तकालयों में उपस्थिति बढ़ी है।
निष्कर्ष:
I. लोगों में पढ़ने के प्रति रुचि पुनः बढ़ रही है।
II. डिजिटल मंच कम लोकप्रिय हो गए हैं।
- केवल निष्कर्ष I अनुसरण करता है
- केवल निष्कर्ष II अनुसरण करता है
- I और II दोनों अनुसरण करते हैं
- न तो I और न ही II अनुसरण करता है
Q13 · General Intelligence & Reasoning
Find the option that best completes the analogy.
AB : IJ :: EF : ?
- MN
- OP
- QR
- KL
वह विकल्प ज्ञात कीजिए जो सादृश्य को सर्वोत्तम रूप से पूरा करता है।
AB : IJ :: EF : ?
- MN
- OP
- QR
- KL
Q14 · General Intelligence & Reasoning
If "PATNA" is written as "ANTAP", how is "RAJASTHAN" written?
- NAHSTAJAR
- NAHTSAJAR
- NAHTSRAJA
- NAHTSAJRA
यदि "PATNA" को "ANTAP" लिखा जाता है, तो "RAJASTHAN" को कैसे लिखा जाएगा?
- NAHSTAJAR
- NAHTSAJAR
- NAHTSRAJA
- NAHTSAJRA
Q15 · General Intelligence & Reasoning
Find the odd one out from the given alternatives:
- National Park
- Biosphere Reserve
- Sanctuary
- Census
दिए गए विकल्पों में से विषम (Odd One Out) का चयन कीजिए:
- राष्ट्रीय उद्यान
- जैवमंडल आरक्षित क्षेत्र
- अभयारण्य
- जनगणना
Q16 · General Intelligence & Reasoning
What comes next?
RST, STU, TUV, UVW, VWX, WXY, XYZ, YZA, ?
- ZAB
- RST
- ABC
- ACD
अगला पद क्या होगा?
RST, STU, TUV, UVW, VWX, WXY, XYZ, YZA, ?
- ZAB
- RST
- ABC
- ACD
Q17 · General Intelligence & Reasoning
A train 180 m long passes a point in 12 s. Find the speed of the train.
- 45 km/h
- 54 km/h
- 60 km/h
- 72 km/h
180 m लंबी एक रेलगाड़ी किसी बिंदु को 12 s में पार करती है। रेलगाड़ी की चाल ज्ञात कीजिए।
- 45 km/h
- 54 km/h
- 60 km/h
- 72 km/h
Q18 · General Intelligence & Reasoning
If 4 & 4 = 32 and 5 & 5 = 50, what is 6 & 6?
- 72
- 64
- 84
- 76
यदि 4 & 4 = 32 तथा 5 & 5 = 50 है, तो 6 & 6 क्या होगा?
- 72
- 64
- 84
- 76
Q19 · General Intelligence & Reasoning
If in a certain code, 'TRUTH' is written as 'UQSVI', how is 'FALSE' written?
- GXMTF
- GZJUF
- GPLTF
- GQLTF
यदि किसी कूट भाषा में 'TRUTH' को 'UQSVI' लिखा जाता है, तो 'FALSE' को कैसे लिखा जाएगा?
- GXMTF
- GZJUF
- GPLTF
- GQLTF
Q20 · General Intelligence & Reasoning
If 6 machines complete a task in 10 days, how many days for 15 machines at same rate?
- 4
- 6
- 5
- 8
यदि 6 मशीनें किसी कार्य को 10 दिनों में पूरा करती हैं, तो उसी दर से 15 मशीनें उस कार्य को कितने दिनों में पूरा करेंगी?
- 4
- 6
- 5
- 8
Q21 · General Intelligence & Reasoning
If 8 # 2 = 65 and 7 # 3 = 55, then 6 # 5 = ?
- 35
- 44
- 58
- 69
यदि 8 # 2 = 65 तथा 7 # 3 = 55 है, तो 6 # 5 = ?
- 35
- 44
- 58
- 69
Q22 · General Intelligence & Reasoning
Introducing a woman, Jay said, "She is the daughter of the only child of my grandfather." How is the woman related to Jay?
- Aunt
- Sister
- Niece
- Cousin
एक महिला का परिचय कराते हुए जय ने कहा, "वह मेरे दादा की एकमात्र संतान की पुत्री है।" वह महिला जय से किस प्रकार संबंधित है?
- बुआ/मौसी
- बहन
- भतीजी/भांजी
- चचेरी/ममेरी बहन
Q23 · General Intelligence & Reasoning
If '+' means '×', '×' means '−', '−' means '÷', then 10 − 5 + 3 × 2 = ?
- 1
- 2
- 3
- 4
यदि '+' का अर्थ '×', '×' का अर्थ '−' तथा '−' का अर्थ '÷' है, तो 10 − 5 + 3 × 2 = ?
- 1
- 2
- 3
- 4
Q24 · General Intelligence & Reasoning
Find the next number in the series:
3, 7, 15, 31, 63, ?
- 127
- 125
- 126
- 129
श्रेणी में अगली संख्या ज्ञात कीजिए:
3, 7, 15, 31, 63, ?
- 127
- 125
- 126
- 129
Q25 · General Intelligence & Reasoning
The series given below contains a sequence of numbers. Accordingly identify the incorrect combination.
25, 29, 37, 53, 87
- 29
- 37
- 53
- 87
नीचे दी गई श्रेणी में संख्याओं का एक क्रम दिया गया है। तदनुसार गलत संयोजन की पहचान कीजिए।
25, 29, 37, 53, 87
- 29
- 37
- 53
- 87
Q26 · General Awareness
Which of the following statements about Mumbai's architectural heritage is/are correct?
1. Victorian Gothic buildings in Mumbai reflect colonial-era architecture with Neo-Gothic elements.
2. Art Deco buildings in Mumbai were part of the 19th-century colonial urban development.
3. The Oval Maidan distinctly separates the Victorian Gothic and Art Deco architectural styles.
- Only 1 and 2 are correct
- Only 2 and 3 are correct
- Only 1 and 3 are correct
- All 1, 2, and 3 are correct
मुंबई की स्थापत्य विरासत के संबंध में निम्नलिखित में से कौन-सा/से कथन सही है/हैं?
1. मुंबई की विक्टोरियन गॉथिक इमारतें नव-गॉथिक तत्वों सहित औपनिवेशिक कालीन वास्तुकला को दर्शाती हैं।
2. मुंबई की आर्ट डेको इमारतें 19वीं शताब्दी के औपनिवेशिक शहरी विकास का हिस्सा थीं।
3. ओवल मैदान विक्टोरियन गॉथिक और आर्ट डेको वास्तुकला शैलियों को स्पष्ट रूप से अलग करता है।
- केवल 1 और 2 सही हैं
- केवल 2 और 3 सही हैं
- केवल 1 और 3 सही हैं
- 1, 2 और 3 सभी सही हैं
Q27 · General Awareness
Fill in the blank: The hornbill bird, after which the festival is named, symbolizes boldness and _____ in Naga folklore.
- wisdom
- prosperity
- grandeur
- peace
रिक्त स्थान भरिए: हॉर्नबिल पक्षी, जिसके नाम पर इस उत्सव का नाम रखा गया है, नागा लोककथाओं में साहस और _____ का प्रतीक है।
- बुद्धिमत्ता
- समृद्धि
- भव्यता
- शांति
Q28 · General Awareness
Which one of the following pairs is correctly matched in accordance with Gupta's administration (Officer-Stated Role)?
- Dhruvadhikaranika - Treasurer
- Bhandagaradhikrita - Chief of Police
- Talavataka - Village Accountant
- Utkhetayita - Land-Survey Officer
गुप्त प्रशासन (अधिकारी–निर्दिष्ट भूमिका) के अनुसार निम्नलिखित में से कौन-सा युग्म सही सुमेलित है?
- ध्रुवाधिकरणिक - कोषाध्यक्ष
- भंडागाराधिकृत - पुलिस प्रमुख
- तलावटका - ग्राम लेखाकार
- उत्केतयिता - भूमि सर्वेक्षण अधिकारी
Q29 · General Awareness
Which classical musical treatise, composed in the 13th century CE by Sharangadeva in Maharashtra, is considered a foundational text in Indian musicology?
- Natya Shastra
- Sangeet Sudha
- Sangeet Ratnakara
- Abhinaya Darpana
महाराष्ट्र में 13वीं शताब्दी ईस्वी में शारंगदेव द्वारा रचित कौन-सा शास्त्रीय संगीत ग्रंथ भारतीय संगीतशास्त्र का आधारभूत ग्रंथ माना जाता है?
- नाट्य शास्त्र
- संगीत सुधा
- संगीत रत्नाकर
- अभिनय दर्पण
Q30 · General Awareness
When was the Amateur Athletics Federation of India (AAFI) established?
- 1936
- 1946
- 1956
- 1966
भारतीय एमेच्योर एथलेटिक्स महासंघ (AAFI) की स्थापना कब हुई थी?
- 1936
- 1946
- 1956
- 1966
Q31 · General Awareness
Fill in the blank: After defeating the Mughal emperor, _______ declared himself the ruler and founded the Second Afghan Empire.
- Humayun
- Sher Shah Suri
- Bahlul Lodi
- Sikandar Lodi
रिक्त स्थान भरिए: मुगल सम्राट को पराजित करने के बाद, _______ ने स्वयं को शासक घोषित किया और द्वितीय अफगान साम्राज्य की स्थापना की।
- हुमायूँ
- शेर शाह सूरी
- बहलोल लोदी
- सिकंदर लोदी
Q32 · General Awareness
What was the primary objective of the Ring-Fencing Policy adopted by the British in India during the 18th century?
- To expand British territory by annexing Indian states
- To economically exploit coastal trading companies
- To create buffer states to defend British territories
- To impose direct rule over all princely territories
18वीं शताब्दी के दौरान भारत में ब्रिटिशों द्वारा अपनाई गई रिंग-फेंसिंग नीति का मुख्य उद्देश्य क्या था?
- भारतीय राज्यों का विलय करके ब्रिटिश क्षेत्र का विस्तार करना
- तटीय व्यापारिक कंपनियों का आर्थिक शोषण करना
- ब्रिटिश क्षेत्रों की रक्षा के लिए बफर राज्यों का निर्माण करना
- सभी रियासती क्षेत्रों पर प्रत्यक्ष शासन लागू करना
Q33 · General Awareness
Which of the following statements about India's boxing medals at the 2000 Sydney Olympics is correct?
- India did not win any boxing medals at Sydney 2000.
- India won multiple boxing medals at Sydney 2000.
- Karnam Malleswari won a boxing bronze medal at Sydney 2000.
- India won its first Olympic boxing medal at Sydney 2000.
वर्ष 2000 के सिडनी ओलंपिक में भारत के मुक्केबाजी पदकों के संबंध में निम्नलिखित में से कौन-सा कथन सही है?
- सिडनी 2000 में भारत ने मुक्केबाजी में कोई पदक नहीं जीता था।
- सिडनी 2000 में भारत ने मुक्केबाजी में अनेक पदक जीते थे।
- करनम मल्लेश्वरी ने सिडनी 2000 में मुक्केबाजी का कांस्य पदक जीता था।
- भारत ने सिडनी 2000 में अपना पहला ओलंपिक मुक्केबाजी पदक जीता था।
Q34 · General Awareness
What was the strategic focus of the 10th India-Sri Lanka Mitra Shakti exercise in August 2024?
- Maritime piracy response and naval drills
- NATO-style warfare in desert terrain
- Joint counter-insurgency in semi-urban zones under UN mandate
- Cyber defence and digital warfare simulations
अगस्त 2024 में आयोजित 10वें भारत–श्रीलंका मित्र शक्ति अभ्यास का रणनीतिक केंद्रबिंदु क्या था?
- समुद्री डकैती से निपटना और नौसैनिक अभ्यास
- रेगिस्तानी क्षेत्र में नाटो-शैली का युद्ध
- संयुक्त राष्ट्र के अधिदेश के अंतर्गत अर्ध-शहरी क्षेत्रों में संयुक्त विद्रोह-रोधी अभियान
- साइबर रक्षा और डिजिटल युद्ध के अनुकरण अभ्यास
Q35 · General Awareness
Who authored 'The White Tiger', winner of the 2008 Man Booker Prize?
- Aravind Adiga
- Rohinton Mistry
- Arundhati Roy
- Vikram Seth
वर्ष 2008 का मैन बुकर पुरस्कार विजेता उपन्यास 'The White Tiger (द व्हाइट टाइगर)' किसने लिखा था?
- अरविंद अडिगा
- रोहिंटन मिस्त्री
- अरुंधति रॉय
- विक्रम सेठ
Q36 · General Awareness
Fill in the blanks: The Indian Olympic Association (IOA) was officially formed in _____, with Sir Dorabji Tata as its founding President and Dr. A.G. Noehren as Secretary.
- 1920
- 1922
- 1930
- 1927
रिक्त स्थान भरिए: भारतीय ओलंपिक संघ (IOA) का आधिकारिक गठन _____ में हुआ था, जिसके संस्थापक अध्यक्ष सर दोराबजी टाटा तथा सचिव डॉ. ए.जी. नोएहरन थे।
- 1920
- 1922
- 1930
- 1927
Q37 · General Awareness
Which of the following statements regarding the 56th National Kho Kho Championship 2023-24 is/are correct?
1. Maharashtra won both the men's and women's titles, becoming overall champions.
2. The championship matches were held at Delhi's Indira Gandhi Indoor Stadium and Karnail Singh Stadium.
- Only 1 is correct
- Only 2 is correct
- Both 1 and 2 are correct
- Neither 1 nor 2 is correct
56वीं राष्ट्रीय खो-खो चैंपियनशिप 2023–24 के संबंध में निम्नलिखित में से कौन-सा/से कथन सही है/हैं?
1. महाराष्ट्र ने पुरुष एवं महिला दोनों वर्गों के खिताब जीतकर समग्र चैंपियन का स्थान प्राप्त किया।
2. चैंपियनशिप के मैच दिल्ली के इंदिरा गांधी इंडोर स्टेडियम तथा कर्नैल सिंह स्टेडियम में आयोजित किए गए।
- केवल 1 सही है
- केवल 2 सही है
- 1 और 2 दोनों सही हैं
- न तो 1 और न ही 2 सही है
Q38 · General Awareness
By which Constitutional Amendment was education transferred to the Concurrent List?
- 42nd
- 24th
- 44th
- 61st
किस संवैधानिक संशोधन द्वारा शिक्षा को समवर्ती सूची में स्थानांतरित किया गया था?
- 42वाँ
- 24वाँ
- 44वाँ
- 61वाँ
Q39 · General Awareness
Read the below statements about transpiration:
1. Transpiration is highest in dry and windy conditions.
2. It helps in the ascent of sap through cohesion-tension.
3. Transpiration always results in wilting.
Which of the above statements are correct?
- Only 1 and 2 are correct
- Only 1 and 3 are correct
- Only 2 and 3 are correct
- 1, 2 and 3 are correct
वाष्पोत्सर्जन (Transpiration) के बारे में नीचे दिए गए कथनों को पढ़िए:
1. शुष्क और तेज़ हवा वाली परिस्थितियों में वाष्पोत्सर्जन सर्वाधिक होता है।
2. यह संसंजन-तनाव (Cohesion-Tension) सिद्धांत के माध्यम से रसारोहण (Ascent of Sap) में सहायता करता है।
3. वाष्पोत्सर्जन हमेशा मुरझाने (Wilting) का कारण बनता है।
उपरोक्त में से कौन-से कथन सही हैं?
- केवल 1 और 2 सही हैं
- केवल 1 और 3 सही हैं
- केवल 2 और 3 सही हैं
- 1, 2 और 3 सही हैं
Q40 · General Awareness
Which major constitutional feature was first introduced by the Government of India Act, 1935 and later adopted in the Indian Constitution?
- Fundamental Duties
- Federal structure with Provincial Autonomy
- Parliamentary Sovereignty
- Universal Adult Franchise
कौन-सी प्रमुख संवैधानिक विशेषता सर्वप्रथम भारत शासन अधिनियम, 1935 द्वारा प्रस्तुत की गई थी और बाद में भारतीय संविधान में अपनाई गई?
- मूल कर्तव्य
- प्रांतीय स्वायत्तता सहित संघीय संरचना
- संसदीय सर्वोच्चता
- सार्वभौमिक वयस्क मताधिकार
Q41 · General Awareness
Fill in the Blank: Tippani dance uses _____ tools to pound the floor.
- Metal rods
- Wooden sticks
- Bamboo poles
- Stones
रिक्त स्थान भरिए: टिप्पणी नृत्य में फर्श को कूटने के लिए _____ उपकरणों का उपयोग किया जाता है।
- धातु की छड़ें
- लकड़ी की छड़ियाँ
- बाँस के डंडे
- पत्थर
Q42 · General Awareness
Which Swiss-based business school is known for publishing the annual World Competitiveness Index?
- University of Geneva School
- IMD Business School
- ETH Zurich Institute
- University of St. Gallen
कौन-सा स्विट्जरलैंड स्थित बिजनेस स्कूल वार्षिक विश्व प्रतिस्पर्धात्मकता सूचकांक (World Competitiveness Index) प्रकाशित करने के लिए प्रसिद्ध है?
- जिनेवा विश्वविद्यालय विद्यालय
- IMD बिजनेस स्कूल
- ETH ज्यूरिख संस्थान
- सेंट गैलेन विश्वविद्यालय
Q43 · General Awareness
If the price of a product goes up by 10% and, as a result, the quantity demanded falls by 20%, how would you classify the demand?
- Demand is elastic (elasticity greater than 1)
- Demand is inelastic (elasticity less than 1)
- Demand is unitary elastic (elasticity equals 1)
- Demand is perfectly elastic (elasticity is infinite)
यदि किसी उत्पाद की कीमत में 10% की वृद्धि हो जाती है और परिणामस्वरूप उसकी माँग की मात्रा में 20% की कमी आ जाती है, तो माँग को किस प्रकार वर्गीकृत किया जाएगा?
- माँग लोचदार है (लोच 1 से अधिक)
- माँग अलोचदार है (लोच 1 से कम)
- माँग एकक लोचदार है (लोच 1 के बराबर)
- माँग पूर्णतः लोचदार है (लोच अनंत है)
Q44 · General Awareness
The Mahalanobis Model was used in which plan?
- First
- Second
- Fourth
- Fifth
महालनोबिस मॉडल का उपयोग किस पंचवर्षीय योजना में किया गया था?
- प्रथम
- द्वितीय
- चतुर्थ
- पंचम
Q45 · General Awareness
Which of the following initiatives launched in 2025 aims to combine mangrove regeneration with rural employment under the MGNREGS platform?
- Mission Mangrove Mitra
- Sagar Suraksha Yojana
- EcoJobs for Coasts
- Blue Belt Programme
निम्नलिखित में से 2025 में प्रारंभ की गई कौन-सी पहल मनरेगा (MGNREGS) मंच के अंतर्गत मैंग्रोव पुनर्जीवन को ग्रामीण रोजगार के साथ जोड़ने का लक्ष्य रखती है?
- मिशन मैंग्रोव मित्र
- सागर सुरक्षा योजना
- तटीय क्षेत्रों हेतु हरित रोजगार
- ब्लू बेल्ट कार्यक्रम
Q46 · General Awareness
The BOP crisis of 1991 involved a shortage of?
- Water
- Electricity
- Foreign exchange
- Labour
वर्ष 1991 के भुगतान संतुलन (BOP) संकट में किसकी कमी उत्पन्न हो गई थी?
- जल
- विद्युत
- विदेशी मुद्रा
- श्रम
Q47 · General Awareness
Read the following statements carefully and choose the correct option regarding Assertion (A) and Reason (R).
Assertion (A): India had to approach the IMF and World Bank in 1991 for a bailout loan.
Reason (R): Foreign exchange reserves had declined to the point that they could barely finance two weeks of imports.
- Both A and R are true and R is the correct explanation of A.
- Both A and R are true but R is not the correct explanation of A.
- A is true but R is false.
- A is false but R is true.
निम्नलिखित कथनों को ध्यानपूर्वक पढ़िए और अभिकथन (A) तथा कारण (R) के संबंध में सही विकल्प चुनिए।
अभिकथन (A): भारत को 1991 में राहत ऋण (Bailout Loan) के लिए IMF और विश्व बैंक का सहारा लेना पड़ा।
कारण (R): विदेशी मुद्रा भंडार इतना घट गया था कि उससे केवल लगभग दो सप्ताह के आयात का ही वित्तपोषण किया जा सकता था।
- A और R दोनों सत्य हैं तथा R, A की सही व्याख्या है।
- A और R दोनों सत्य हैं, परंतु R, A की सही व्याख्या नहीं है।
- A सत्य है, परंतु R असत्य है।
- A असत्य है, परंतु R सत्य है।
Q48 · General Awareness
What makes Chhau a syncretic Indian dance form?
- It uses Sanskrit-only chants in temple rituals
- It merges tribal, folk, and classical Hindu elements
- It evolved purely from Vaishnav temple dance
- It prohibits all forms of theatrical expression
छाऊ को भारतीय नृत्य की एक समन्वित (Syncretic) शैली क्या बनाती है?
- इसमें मंदिर अनुष्ठानों में केवल संस्कृत मंत्रों का प्रयोग होता है।
- यह जनजातीय, लोक तथा शास्त्रीय हिंदू तत्वों का समन्वय करती है।
- इसका विकास पूर्णतः वैष्णव मंदिर नृत्य से हुआ है।
- यह सभी प्रकार की नाटकीय अभिव्यक्तियों को निषिद्ध करती है।
Q49 · General Awareness
Arrange the following judicial events chronologically:
1. Berubari Union case
2. Kesavananda Bharati case
3. S.R. Bommai case
- 1-2-3
- 3-2-1
- 2-1-3
- 3-1-2
निम्नलिखित न्यायिक घटनाओं को कालानुक्रमिक क्रम में व्यवस्थित कीजिए:
1. बेरुबारी यूनियन मामला
2. केशवानंद भारती मामला
3. एस.आर. बोम्मई मामला
- 1-2-3
- 3-2-1
- 2-1-3
- 3-1-2
Q50 · General Awareness
Which of the following is NOT a consequence of space weather events like solar flares and CMEs?
- Disruption of satellite communication
- Blackouts in radio frequencies
- Alteration of ocean currents
- Damage to power grids
निम्नलिखित में से कौन-सा सौर ज्वालाओं (Solar Flares) और कोरोनल मास इजेक्शन (CMEs) जैसी अंतरिक्ष मौसम घटनाओं का परिणाम नहीं है?
- उपग्रह संचार में व्यवधान
- रेडियो आवृत्तियों में ब्लैकआउट
- महासागरीय धाराओं में परिवर्तन
- विद्युत ग्रिड को क्षति
Q51 · Quantitative Aptitude
A gardener organizes plants into rows to create a square formation but discovers that 15 plants are not included. If the total number of plants is 3984, then what is the number of plants in each row?
- 43
- 45
- 63
- 65
एक माली पौधों को वर्गाकार व्यवस्था में पंक्तियों में सजाता है, लेकिन उसे पता चलता है कि 15 पौधे शामिल नहीं हो पाए। यदि पौधों की कुल संख्या 3984 है, तो प्रत्येक पंक्ति में पौधों की संख्या क्या है?
- 43
- 45
- 63
- 65
Q52 · Quantitative Aptitude
If A is 25% more than B, and B is 20% more than C, then what is A : C?
- 3 : 2
- 2 : 3
- 5 : 4
- 6 : 5
यदि A, B से 25% अधिक है तथा B, C से 20% अधिक है, तो A : C क्या होगा?
- 3 : 2
- 2 : 3
- 5 : 4
- 6 : 5
Q53 · Quantitative Aptitude
Evaluate \( \sqrt{12 + \sqrt{12 + \sqrt{12 + \cdots}}} \)
- 5
- 4
- 6
- 2
मान ज्ञात कीजिए: \( \sqrt{12 + \sqrt{12 + \sqrt{12 + \cdots}}} \)
- 5
- 4
- 6
- 2
Q54 · Quantitative Aptitude
The cost price of an article is ₹500. A shopkeeper sells it at a discount of 20% on the marked price. If the marked price is ₹600, what is the shopkeeper's profit or loss percentage?
- 5% Profit
- 4% Loss
- 8% Profit
- 10% Loss
किसी वस्तु का क्रय मूल्य ₹500 है। एक दुकानदार उसे अंकित मूल्य पर 20% की छूट देकर बेचता है। यदि अंकित मूल्य ₹600 है, तो दुकानदार का लाभ या हानि प्रतिशत क्या होगा?
- 5% लाभ
- 4% हानि
- 8% लाभ
- 10% हानि
Q55 · Quantitative Aptitude
Pipes A and B can fill a tank in 20 minutes and 30 minutes, respectively. Meanwhile, a drainpipe C can empty the tank in 60 minutes. If all three pipes are opened simultaneously, how long will it take to fill the tank?
- 15 min
- 20 min
- 25 min
- 10 min
पाइप A और B किसी टंकी को क्रमशः 20 मिनट तथा 30 मिनट में भर सकते हैं। वहीं निकासी पाइप C उसी टंकी को 60 मिनट में खाली कर सकता है। यदि तीनों पाइप एक साथ खोल दिए जाएँ, तो टंकी भरने में कितना समय लगेगा?
- 15 मिनट
- 20 मिनट
- 25 मिनट
- 10 मिनट
Q56 · Quantitative Aptitude
Given x + y + z = 0, and x³ + y³ + z³ = 3xyz, evaluate (x − y)³ + (y − z)³ + (z − x)³.
- 0
- 9(x − y)(y − z)(z − x)
- 27xyz
- 3(x − y)(y − z)(z − x)
यदि x + y + z = 0 तथा x³ + y³ + z³ = 3xyz है, तो (x − y)³ + (y − z)³ + (z − x)³ का मान ज्ञात कीजिए।
- 0
- 9(x − y)(y − z)(z − x)
- 27xyz
- 3(x − y)(y − z)(z − x)
Q57 · Quantitative Aptitude
A sum of ₹5000 is lent out in two parts, one at 6% simple interest and the other at 9% simple interest. If the annual interest is ₹390, the sum lent at 6% is:
- ₹2000
- ₹2500
- ₹3000
- ₹3500
₹5000 की एक राशि को दो भागों में उधार दिया गया, जिसमें एक भाग 6% साधारण ब्याज पर तथा दूसरा भाग 9% साधारण ब्याज पर दिया गया। यदि वार्षिक ब्याज ₹390 है, तो 6% पर दी गई राशि कितनी है?
- ₹2000
- ₹2500
- ₹3000
- ₹3500
Q58 · Quantitative Aptitude
A man has ₹15,000. He lends a part of it to X for 3 years at 10% simple interest and the remaining to Y for 3 years at 12% simple interest. If the total interest received from both X and Y after 3 years is ₹4,950, find the amount lent to X.
- ₹7,000
- ₹7,500
- ₹8,000
- ₹8,500
एक व्यक्ति के पास ₹15,000 हैं। वह इसका एक भाग X को 3 वर्षों के लिए 10% साधारण ब्याज पर तथा शेष भाग Y को 3 वर्षों के लिए 12% साधारण ब्याज पर उधार देता है। यदि 3 वर्षों बाद X और Y दोनों से प्राप्त कुल ब्याज ₹4,950 है, तो X को दी गई राशि ज्ञात कीजिए।
- ₹7,000
- ₹7,500
- ₹8,000
- ₹8,500
Q59 · Quantitative Aptitude
A taut wire supports a vertical pole. The wire is fixed to the ground 10 meters away from the base of the pole and makes an angle of 60° with the ground. What is the length of the wire?
- 10 m
- 10√3 m
- 20 m
- 20√3 m
एक तना हुआ तार एक ऊर्ध्वाधर खंभे को सहारा देता है। तार खंभे के आधार से 10 मीटर दूर भूमि पर बंधा है तथा भूमि के साथ 60° का कोण बनाता है। तार की लंबाई क्या है?
- 10 m
- 10√3 m
- 20 m
- 20√3 m
Q60 · Quantitative Aptitude
A cone and a sphere have equal volumes. If the cone's height is twice its radius, what is the ratio of the cone's radius to the sphere's radius?
- \( \sqrt[3]{2} : 1 \)
- \( \sqrt[3]{4} : 1 \)
- \( \sqrt[3]{6} : 1 \)
- \( \sqrt[3]{9} : 1 \)
एक शंकु और एक गोले का आयतन समान है। यदि शंकु की ऊँचाई उसकी त्रिज्या की दोगुनी है, तो शंकु की त्रिज्या और गोले की त्रिज्या का अनुपात क्या होगा?
- \( \sqrt[3]{2} : 1 \)
- \( \sqrt[3]{4} : 1 \)
- \( \sqrt[3]{6} : 1 \)
- \( \sqrt[3]{9} : 1 \)
Q61 · Quantitative Aptitude
A hemisphere and cylinder of equal radii have equal total surface areas. Find the ratio of cylinder height to radius.
- 1 : 2
- 7 : 4
- 6 : 5
- 2 : 5
समान त्रिज्या वाले एक अर्धगोले और एक बेलन के कुल पृष्ठीय क्षेत्रफल बराबर हैं। बेलन की ऊँचाई और त्रिज्या का अनुपात ज्ञात कीजिए।
- 1 : 2
- 7 : 4
- 6 : 5
- 2 : 5
Q62 · Quantitative Aptitude
A large cubical cake needs to be cut into 64 smaller, identical cubical pieces. What is the minimum number of straight cuts required?
- 8
- 9
- 16
- 63
एक बड़े घनाकार केक को 64 छोटे समान घनाकार टुकड़ों में काटना है। इसके लिए न्यूनतम कितने सीधे कटों की आवश्यकता होगी?
- 8
- 9
- 16
- 63
Q63 · Quantitative Aptitude
The radius of a cone is raised by 20%, while the height is reduced by 10%. What is the percentage change in the volume of the cone?
- 27.4% decrease
- 29.6% increase
- 4.8% increase
- 5.2% increase
एक शंकु की त्रिज्या में 20% की वृद्धि की जाती है, जबकि उसकी ऊँचाई में 10% की कमी कर दी जाती है। शंकु के आयतन में प्रतिशत परिवर्तन क्या होगा?
- 27.4% की कमी
- 29.6% की वृद्धि
- 4.8% की वृद्धि
- 5.2% की वृद्धि
Q64 · Quantitative Aptitude
If sinA = \( \frac{3}{5} \) and A lies in the second quadrant, find the value of (sinA + cosA)².
- 0
- 1
- \( \frac{1}{25} \)
- \( \frac{1}{5} \)
यदि sinA = \( \frac{3}{5} \) है तथा A द्वितीय चतुर्थांश में स्थित है, तो (sinA + cosA)² का मान ज्ञात कीजिए।
- 0
- 1
- \( \frac{1}{25} \)
- \( \frac{1}{5} \)
Q65 · Quantitative Aptitude
If sin A = \( \frac{m}{n} \), then what is the value of (1 + tan²A)?
- \( \frac{n^2}{n^2 - m^2} \)
- \( \frac{2n^2}{n^2 - m^2} \)
- \( \frac{n^2}{2(n^2 - m^2)} \)
- \( \frac{5n^2}{n^2 - m^2} \)
यदि sin A = \( \frac{m}{n} \) है, तो (1 + tan²A) का मान क्या होगा?
- \( \frac{n^2}{n^2 - m^2} \)
- \( \frac{2n^2}{n^2 - m^2} \)
- \( \frac{n^2}{2(n^2 - m^2)} \)
- \( \frac{5n^2}{n^2 - m^2} \)
Q66 · Quantitative Aptitude
What is the slope of the line passing through points (2, 3) and (4, 7)?
- 2
- 3
- 5
- 4
बिंदुओं (2, 3) और (4, 7) से गुजरने वाली रेखा की ढाल (Slope) क्या है?
- 2
- 3
- 5
- 4
Q67 · Quantitative Aptitude
A sector has a central angle of 180° and a radius of 12 cm. Another sector has a central angle of π/2 radians and the same radius. What is the ratio of the area of the first sector to the area of the second sector?
- 1 : 2
- 2 : 1
- 3 : 1
- 1 : 3
एक सेक्टर का केंद्रीय कोण 180° तथा त्रिज्या 12 cm है। दूसरे सेक्टर का केंद्रीय कोण π/2 रेडियन है तथा उसकी त्रिज्या भी समान है। पहले सेक्टर के क्षेत्रफल और दूसरे सेक्टर के क्षेत्रफल का अनुपात क्या होगा?
- 1 : 2
- 2 : 1
- 3 : 1
- 1 : 3
Q68 · Quantitative Aptitude
What is the total measure of all interior angles in a ten-sided polygon?
- 540°
- 1440°
- 720°
- 900°
दस भुजाओं वाले बहुभुज के सभी आंतरिक कोणों का कुल माप कितना होगा?
- 540°
- 1440°
- 720°
- 900°
Q69 · Quantitative Aptitude
What is the equation of the perpendicular bisector of the line segment connecting the points (2, 8) and (6, 4)?
- y = −x − 10
- y = x − 2
- y = −x + 10
- y = x + 2
बिंदुओं (2, 8) और (6, 4) को जोड़ने वाले रेखाखंड के लंब समद्विभाजक का समीकरण क्या है?
- y = −x − 10
- y = x − 2
- y = −x + 10
- y = x + 2
Q70 · Quantitative Aptitude
The ratios of the perimeters of two similar triangles are expressed as 3 : 5. Together, their areas total 34 cm². What is the area of the larger triangle?
- 9 cm²
- 15 cm²
- 25 cm²
- 35 cm²
दो समरूप त्रिभुजों के परिमापों का अनुपात 3 : 5 है। उनके क्षेत्रफलों का कुल योग 34 cm² है। बड़े त्रिभुज का क्षेत्रफल ज्ञात कीजिए।
- 9 cm²
- 15 cm²
- 25 cm²
- 35 cm²
Q71 · Quantitative Aptitude
19³ + 20³ − 39³ + 118 is equal to:
- −44342
- −6789
- 0
- 1
19³ + 20³ − 39³ + 118 का मान क्या है?
- −44342
- −6789
- 0
- 1
Q72 · Quantitative Aptitude
If cot A = \( x + \frac{1}{x} \), find cosec²A.
- \( x^2 + \frac{1}{x^2} + 1 \)
- \( x^2 + \frac{1}{x^2} + 2 \)
- \( x^2 + \frac{1}{x^2} + 3 \)
- \( x^2 + \frac{1}{x^2} + 4 \)
यदि cot A = \( x + \frac{1}{x} \) है, तो cosec²A ज्ञात कीजिए।
- \( x^2 + \frac{1}{x^2} + 1 \)
- \( x^2 + \frac{1}{x^2} + 2 \)
- \( x^2 + \frac{1}{x^2} + 3 \)
- \( x^2 + \frac{1}{x^2} + 4 \)
Q73 · Quantitative Aptitude
A tangent line PA is drawn from an external point P to a circle. If the radius is 8 cm and the distance from P to the center is 17 cm, what is the length of the tangent PA?
- 9 cm
- 15 cm
- 25 cm
- 28 cm
किसी वृत्त पर बाह्य बिंदु P से एक स्पर्श रेखा PA खींची गई है। यदि त्रिज्या 8 cm है तथा बिंदु P से केंद्र की दूरी 17 cm है, तो स्पर्श रेखा PA की लंबाई क्या होगी?
- 9 cm
- 15 cm
- 25 cm
- 28 cm
Q74 · Quantitative Aptitude
When two tangents, PA and PB, are drawn to a circle from a point P outside the circle, and the angle between them is 90°, what is the distance from P to the center (O) of the circle, if the radius is 5 cm?
- 5 cm
- 5√2 cm
- 10 cm
- 5√3 cm
किसी वृत्त के बाहर स्थित बिंदु P से वृत्त पर दो स्पर्श रेखाएँ PA और PB खींची गई हैं। यदि उनके बीच का कोण 90° है, तो केंद्र (O) से बिंदु P की दूरी क्या होगी, जबकि वृत्त की त्रिज्या 5 cm है?
- 5 cm
- 5√2 cm
- 10 cm
- 5√3 cm
Q75 · Quantitative Aptitude
Multiply 0.45 by 0.6 and express the result as a decimal.
- 0.86
- 0.27
- 0.76
- 0.54
0.45 को 0.6 से गुणा कीजिए तथा परिणाम को दशमलव के रूप में व्यक्त कीजिए।
- 0.86
- 0.27
- 0.76
- 0.54
Q76 · English
Select the most appropriate synonym of the given word:
REBELLIOUS
- Submissive
- Obedient
- Disobedient
- Agreeable
Select the most appropriate synonym of the given word:
REBELLIOUS
- Submissive
- Obedient
- Disobedient
- Agreeable
Q77 · English
Select the most appropriate synonym of the given word:
EULOGY
- Tribute
- Criticism
- Insult
- Condemnation
Select the most appropriate synonym of the given word:
EULOGY
- Tribute
- Criticism
- Insult
- Condemnation
Q78 · English
Select the most appropriate antonym of the given word:
Turpitude
- Depravity
- Vice
- Morality
- Sin
Select the most appropriate antonym of the given word:
Turpitude
- Depravity
- Vice
- Morality
- Sin
Q79 · English
Choose the correct meaning of idiom:
To cry stinking fish
- Boasting excessively
- Ridiculing others
- Taking pride silently
- Undervaluing one's own worth or effort
Choose the correct meaning of idiom:
To cry stinking fish
- Boasting excessively
- Ridiculing others
- Taking pride silently
- Undervaluing one's own worth or effort
Q80 · English
Which is the correct spelling for 'a statement of beliefs'?
- Creed
- Creade
- Crid
- Credd
Which is the correct spelling for 'a statement of beliefs'?
- Creed
- Creade
- Crid
- Credd
Q81 · English
Find the correctly spelled word meaning having a harmful effect.
- Deleterious
- Deliterious
- Deleterous
- Deletrious
Find the correctly spelled word meaning having a harmful effect.
- Deleterious
- Deliterious
- Deleterous
- Deletrious
Q82 · English
Choose the correct one-word substitute for:
'A person who opposes war or use of violence'.
- Pacifist
- Terrorist
- Militant
- Revolutionary
Choose the correct one-word substitute for:
'A person who opposes war or use of violence'.
- Pacifist
- Terrorist
- Militant
- Revolutionary
Q83 · English
Choose the correct one-word substitute for:
'A belief or opinion that goes against the established doctrine, especially in religion or ideology'.
- Sedition
- Heresy
- Blasphemy
- Schism
Choose the correct one-word substitute for:
'A belief or opinion that goes against the established doctrine, especially in religion or ideology'.
- Sedition
- Heresy
- Blasphemy
- Schism
Q84 · English
Fill in the blank with the correct inversion structure:
No sooner had he entered the room _____ the fire alarm went off.
- when
- than
- but
- and then
Fill in the blank with the correct inversion structure:
No sooner had he entered the room _____ the fire alarm went off.
- when
- than
- but
- and then
Q85 · English
Find the part of the sentence that contains an error.
The training program was designed / to make the employees capable to handle / complex queries efficiently / in customer support operations.
- The training program was designed
- to make the employees capable to handle
- complex queries efficiently
- in customer support operations.
Find the part of the sentence that contains an error.
The training program was designed / to make the employees capable to handle / complex queries efficiently / in customer support operations.
- The training program was designed
- to make the employees capable to handle
- complex queries efficiently
- in customer support operations.
Q86 · English
Change the following from active to passive:
The nurse will give you the injection.
- You will be given the injection by the nurse.
- You are given the injection by the nurse.
- You will have been given the injection by the nurse.
- You were being given the injection by the nurse.
Change the following from active to passive:
The nurse will give you the injection.
- You will be given the injection by the nurse.
- You are given the injection by the nurse.
- You will have been given the injection by the nurse.
- You were being given the injection by the nurse.
Q87 · English
Find the part of the sentence that contains an error.
It was not until the second report / was leaked to the press / did the ministry issue / a formal clarification.
- It was not until the second report
- was leaked to the press
- did the ministry issue
- a formal clarification.
Find the part of the sentence that contains an error.
It was not until the second report / was leaked to the press / did the ministry issue / a formal clarification.
- It was not until the second report
- was leaked to the press
- did the ministry issue
- a formal clarification.
Q88 · English
Select the sentence containing the homonym of the highlighted word:
The monk meditated beneath the ancient corbel protruding from the chapel wall.
- The corbel cracked under the weight of the vaulted stone.
- The corbel was adorned with grotesques typical of Gothic style.
- The scholar explained the political corbel in Machiavellian strategy.
- The mason restored the damaged stone corbel last year.
Select the sentence containing the homonym of the highlighted word:
The monk meditated beneath the ancient corbel protruding from the chapel wall.
- The corbel cracked under the weight of the vaulted stone.
- The corbel was adorned with grotesques typical of Gothic style.
- The scholar explained the political corbel in Machiavellian strategy.
- The mason restored the damaged stone corbel last year.
Q89 · English
Convert the sentence provided below from its passive voice structure to an active voice structure:
The audience was made to believe that the product was revolutionary.
- The presenter made the audience believe the product was revolutionary.
- The audience believed the product to be revolutionary.
- The audience was forced to believe in the product.
- The presenter convinced the audience of the product's use.
Convert the sentence provided below from its passive voice structure to an active voice structure:
The audience was made to believe that the product was revolutionary.
- The presenter made the audience believe the product was revolutionary.
- The audience believed the product to be revolutionary.
- The audience was forced to believe in the product.
- The presenter convinced the audience of the product's use.
Q90 · English
Choose the most suitable option to replace the highlighted part of the sentence:
He took pain to finish the task on time.
- had pain
- took pains
- gave pain
- took the pain
Choose the most suitable option to replace the highlighted part of the sentence:
He took pain to finish the task on time.
- had pain
- took pains
- gave pain
- took the pain
Q91 · English
PASSAGE (Q91-Q95): Language has rarely been a neutral vehicle of communication; in colonial India, it functioned as an instrument of control, ideology, and identity. The British administration, while ostensibly engaged in civilizing and educating the colonized, meticulously manipulated linguistic hierarchies to entrench authority. English, elevated to the status of official and judicial language, was not merely a tool of governance—it became a symbol of intellectual legitimacy and social mobility. Indigenous languages, by contrast, were systematically subordinated, fragmented, and recast as vernaculars—a term that subtly suggested parochialism and inferiority. The imposition of English education through Macaulay's Minute of 1835 was more than a curricular reform; it was a calculated cultural intervention. The production of a class of Indians who were, in Macaulay's words, "Indian in blood and color, but English in taste," exemplified a form of linguistic hegemony designed to internalize colonial values. English became the medium through which the colonized were taught to perceive themselves and their traditions through the lens of imperial rationality, often resulting in alienation from indigenous epistemologies. Simultaneously, the colonial state's treatment of regional languages was riddled with contradictions. While British administrators encouraged the codification of Indian languages, such efforts often stripped them of their oral fluidity and cultural nuance. Sanskrit and Persian, once associated with prestige, were gradually marginalized, while languages like Hindi and Urdu became arenas of communal and political contestation—each championed by different religious and regional groups, further entrenching societal divisions. This reshaping of linguistic order served dual purposes: facilitating administrative efficiency and diffusing dissent. A populace divided along linguistic and communal lines was easier to govern. Moreover, fluency in English became a gatekeeping mechanism for bureaucratic inclusion and economic opportunity, thereby embedding inequality into the fabric of colonial modernity. In essence, language under colonial rule was not just about grammar or vocabulary—it was about access, allegiance, and authority. Understanding this interplay offers a lens into how colonial power was sustained not only through coercion but also through cultural engineering. In post-colonial India, the legacies of this linguistic stratification continue to reverberate in educational policy, social mobility, and debates over language and identity.
What was the primary role of English in colonial India according to the passage?
- Enhancing regional unity
- Facilitating oral traditions
- Legitimizing colonial ideology and control
- Promoting Indian languages
PASSAGE (Q91-Q95): Language has rarely been a neutral vehicle of communication; in colonial India, it functioned as an instrument of control, ideology, and identity. The British administration, while ostensibly engaged in civilizing and educating the colonized, meticulously manipulated linguistic hierarchies to entrench authority. English, elevated to the status of official and judicial language, was not merely a tool of governance—it became a symbol of intellectual legitimacy and social mobility. Indigenous languages, by contrast, were systematically subordinated, fragmented, and recast as vernaculars—a term that subtly suggested parochialism and inferiority. The imposition of English education through Macaulay's Minute of 1835 was more than a curricular reform; it was a calculated cultural intervention. The production of a class of Indians who were, in Macaulay's words, "Indian in blood and color, but English in taste," exemplified a form of linguistic hegemony designed to internalize colonial values. English became the medium through which the colonized were taught to perceive themselves and their traditions through the lens of imperial rationality, often resulting in alienation from indigenous epistemologies. Simultaneously, the colonial state's treatment of regional languages was riddled with contradictions. While British administrators encouraged the codification of Indian languages, such efforts often stripped them of their oral fluidity and cultural nuance. Sanskrit and Persian, once associated with prestige, were gradually marginalized, while languages like Hindi and Urdu became arenas of communal and political contestation—each championed by different religious and regional groups, further entrenching societal divisions. This reshaping of linguistic order served dual purposes: facilitating administrative efficiency and diffusing dissent. A populace divided along linguistic and communal lines was easier to govern. Moreover, fluency in English became a gatekeeping mechanism for bureaucratic inclusion and economic opportunity, thereby embedding inequality into the fabric of colonial modernity. In essence, language under colonial rule was not just about grammar or vocabulary—it was about access, allegiance, and authority. Understanding this interplay offers a lens into how colonial power was sustained not only through coercion but also through cultural engineering. In post-colonial India, the legacies of this linguistic stratification continue to reverberate in educational policy, social mobility, and debates over language and identity.
What was the primary role of English in colonial India according to the passage?
- Enhancing regional unity
- Facilitating oral traditions
- Legitimizing colonial ideology and control
- Promoting Indian languages
Q92 · English
PASSAGE (Q91-Q95): Language has rarely been a neutral vehicle of communication; in colonial India, it functioned as an instrument of control, ideology, and identity. The British administration, while ostensibly engaged in civilizing and educating the colonized, meticulously manipulated linguistic hierarchies to entrench authority. English, elevated to the status of official and judicial language, was not merely a tool of governance—it became a symbol of intellectual legitimacy and social mobility. Indigenous languages, by contrast, were systematically subordinated, fragmented, and recast as vernaculars—a term that subtly suggested parochialism and inferiority. The imposition of English education through Macaulay's Minute of 1835 was more than a curricular reform; it was a calculated cultural intervention. The production of a class of Indians who were, in Macaulay's words, "Indian in blood and color, but English in taste," exemplified a form of linguistic hegemony designed to internalize colonial values. English became the medium through which the colonized were taught to perceive themselves and their traditions through the lens of imperial rationality, often resulting in alienation from indigenous epistemologies. Simultaneously, the colonial state's treatment of regional languages was riddled with contradictions. While British administrators encouraged the codification of Indian languages, such efforts often stripped them of their oral fluidity and cultural nuance. Sanskrit and Persian, once associated with prestige, were gradually marginalized, while languages like Hindi and Urdu became arenas of communal and political contestation—each championed by different religious and regional groups, further entrenching societal divisions. This reshaping of linguistic order served dual purposes: facilitating administrative efficiency and diffusing dissent. A populace divided along linguistic and communal lines was easier to govern. Moreover, fluency in English became a gatekeeping mechanism for bureaucratic inclusion and economic opportunity, thereby embedding inequality into the fabric of colonial modernity. In essence, language under colonial rule was not just about grammar or vocabulary—it was about access, allegiance, and authority. Understanding this interplay offers a lens into how colonial power was sustained not only through coercion but also through cultural engineering. In post-colonial India, the legacies of this linguistic stratification continue to reverberate in educational policy, social mobility, and debates over language and identity.
What is implied by calling native languages "vernaculars"?
- They were widely respected
- They were seen as equal to English
- They were considered culturally rich
- They were regarded as inferior or parochial
PASSAGE (Q91-Q95): Language has rarely been a neutral vehicle of communication; in colonial India, it functioned as an instrument of control, ideology, and identity. The British administration, while ostensibly engaged in civilizing and educating the colonized, meticulously manipulated linguistic hierarchies to entrench authority. English, elevated to the status of official and judicial language, was not merely a tool of governance—it became a symbol of intellectual legitimacy and social mobility. Indigenous languages, by contrast, were systematically subordinated, fragmented, and recast as vernaculars—a term that subtly suggested parochialism and inferiority. The imposition of English education through Macaulay's Minute of 1835 was more than a curricular reform; it was a calculated cultural intervention. The production of a class of Indians who were, in Macaulay's words, "Indian in blood and color, but English in taste," exemplified a form of linguistic hegemony designed to internalize colonial values. English became the medium through which the colonized were taught to perceive themselves and their traditions through the lens of imperial rationality, often resulting in alienation from indigenous epistemologies. Simultaneously, the colonial state's treatment of regional languages was riddled with contradictions. While British administrators encouraged the codification of Indian languages, such efforts often stripped them of their oral fluidity and cultural nuance. Sanskrit and Persian, once associated with prestige, were gradually marginalized, while languages like Hindi and Urdu became arenas of communal and political contestation—each championed by different religious and regional groups, further entrenching societal divisions. This reshaping of linguistic order served dual purposes: facilitating administrative efficiency and diffusing dissent. A populace divided along linguistic and communal lines was easier to govern. Moreover, fluency in English became a gatekeeping mechanism for bureaucratic inclusion and economic opportunity, thereby embedding inequality into the fabric of colonial modernity. In essence, language under colonial rule was not just about grammar or vocabulary—it was about access, allegiance, and authority. Understanding this interplay offers a lens into how colonial power was sustained not only through coercion but also through cultural engineering. In post-colonial India, the legacies of this linguistic stratification continue to reverberate in educational policy, social mobility, and debates over language and identity.
What is implied by calling native languages "vernaculars"?
- They were widely respected
- They were seen as equal to English
- They were considered culturally rich
- They were regarded as inferior or parochial
Q93 · English
PASSAGE (Q91-Q95): Language has rarely been a neutral vehicle of communication; in colonial India, it functioned as an instrument of control, ideology, and identity. The British administration, while ostensibly engaged in civilizing and educating the colonized, meticulously manipulated linguistic hierarchies to entrench authority. English, elevated to the status of official and judicial language, was not merely a tool of governance—it became a symbol of intellectual legitimacy and social mobility. Indigenous languages, by contrast, were systematically subordinated, fragmented, and recast as vernaculars—a term that subtly suggested parochialism and inferiority. The imposition of English education through Macaulay's Minute of 1835 was more than a curricular reform; it was a calculated cultural intervention. The production of a class of Indians who were, in Macaulay's words, "Indian in blood and color, but English in taste," exemplified a form of linguistic hegemony designed to internalize colonial values. English became the medium through which the colonized were taught to perceive themselves and their traditions through the lens of imperial rationality, often resulting in alienation from indigenous epistemologies. Simultaneously, the colonial state's treatment of regional languages was riddled with contradictions. While British administrators encouraged the codification of Indian languages, such efforts often stripped them of their oral fluidity and cultural nuance. Sanskrit and Persian, once associated with prestige, were gradually marginalized, while languages like Hindi and Urdu became arenas of communal and political contestation—each championed by different religious and regional groups, further entrenching societal divisions. This reshaping of linguistic order served dual purposes: facilitating administrative efficiency and diffusing dissent. A populace divided along linguistic and communal lines was easier to govern. Moreover, fluency in English became a gatekeeping mechanism for bureaucratic inclusion and economic opportunity, thereby embedding inequality into the fabric of colonial modernity. In essence, language under colonial rule was not just about grammar or vocabulary—it was about access, allegiance, and authority. Understanding this interplay offers a lens into how colonial power was sustained not only through coercion but also through cultural engineering. In post-colonial India, the legacies of this linguistic stratification continue to reverberate in educational policy, social mobility, and debates over language and identity.
According to the passage, why was Macaulay's Minute significant?
- It promoted multilingual education
- It introduced oral language reforms
- It institutionalized English as a tool of cultural dominance
- It strengthened Sanskrit and Persian education
PASSAGE (Q91-Q95): Language has rarely been a neutral vehicle of communication; in colonial India, it functioned as an instrument of control, ideology, and identity. The British administration, while ostensibly engaged in civilizing and educating the colonized, meticulously manipulated linguistic hierarchies to entrench authority. English, elevated to the status of official and judicial language, was not merely a tool of governance—it became a symbol of intellectual legitimacy and social mobility. Indigenous languages, by contrast, were systematically subordinated, fragmented, and recast as vernaculars—a term that subtly suggested parochialism and inferiority. The imposition of English education through Macaulay's Minute of 1835 was more than a curricular reform; it was a calculated cultural intervention. The production of a class of Indians who were, in Macaulay's words, "Indian in blood and color, but English in taste," exemplified a form of linguistic hegemony designed to internalize colonial values. English became the medium through which the colonized were taught to perceive themselves and their traditions through the lens of imperial rationality, often resulting in alienation from indigenous epistemologies. Simultaneously, the colonial state's treatment of regional languages was riddled with contradictions. While British administrators encouraged the codification of Indian languages, such efforts often stripped them of their oral fluidity and cultural nuance. Sanskrit and Persian, once associated with prestige, were gradually marginalized, while languages like Hindi and Urdu became arenas of communal and political contestation—each championed by different religious and regional groups, further entrenching societal divisions. This reshaping of linguistic order served dual purposes: facilitating administrative efficiency and diffusing dissent. A populace divided along linguistic and communal lines was easier to govern. Moreover, fluency in English became a gatekeeping mechanism for bureaucratic inclusion and economic opportunity, thereby embedding inequality into the fabric of colonial modernity. In essence, language under colonial rule was not just about grammar or vocabulary—it was about access, allegiance, and authority. Understanding this interplay offers a lens into how colonial power was sustained not only through coercion but also through cultural engineering. In post-colonial India, the legacies of this linguistic stratification continue to reverberate in educational policy, social mobility, and debates over language and identity.
According to the passage, why was Macaulay's Minute significant?
- It promoted multilingual education
- It introduced oral language reforms
- It institutionalized English as a tool of cultural dominance
- It strengthened Sanskrit and Persian education
Q94 · English
PASSAGE (Q91-Q95): Language has rarely been a neutral vehicle of communication; in colonial India, it functioned as an instrument of control, ideology, and identity. The British administration, while ostensibly engaged in civilizing and educating the colonized, meticulously manipulated linguistic hierarchies to entrench authority. English, elevated to the status of official and judicial language, was not merely a tool of governance—it became a symbol of intellectual legitimacy and social mobility. Indigenous languages, by contrast, were systematically subordinated, fragmented, and recast as vernaculars—a term that subtly suggested parochialism and inferiority. The imposition of English education through Macaulay's Minute of 1835 was more than a curricular reform; it was a calculated cultural intervention. The production of a class of Indians who were, in Macaulay's words, "Indian in blood and color, but English in taste," exemplified a form of linguistic hegemony designed to internalize colonial values. English became the medium through which the colonized were taught to perceive themselves and their traditions through the lens of imperial rationality, often resulting in alienation from indigenous epistemologies. Simultaneously, the colonial state's treatment of regional languages was riddled with contradictions. While British administrators encouraged the codification of Indian languages, such efforts often stripped them of their oral fluidity and cultural nuance. Sanskrit and Persian, once associated with prestige, were gradually marginalized, while languages like Hindi and Urdu became arenas of communal and political contestation—each championed by different religious and regional groups, further entrenching societal divisions. This reshaping of linguistic order served dual purposes: facilitating administrative efficiency and diffusing dissent. A populace divided along linguistic and communal lines was easier to govern. Moreover, fluency in English became a gatekeeping mechanism for bureaucratic inclusion and economic opportunity, thereby embedding inequality into the fabric of colonial modernity. In essence, language under colonial rule was not just about grammar or vocabulary—it was about access, allegiance, and authority. Understanding this interplay offers a lens into how colonial power was sustained not only through coercion but also through cultural engineering. In post-colonial India, the legacies of this linguistic stratification continue to reverberate in educational policy, social mobility, and debates over language and identity.
What contradiction does the passage point out in British treatment of Indian languages?
- English was discouraged for administration
- Persian was elevated over Hindi
- Codification preserved linguistic purity
- Codification ignored oral and cultural nuances
PASSAGE (Q91-Q95): Language has rarely been a neutral vehicle of communication; in colonial India, it functioned as an instrument of control, ideology, and identity. The British administration, while ostensibly engaged in civilizing and educating the colonized, meticulously manipulated linguistic hierarchies to entrench authority. English, elevated to the status of official and judicial language, was not merely a tool of governance—it became a symbol of intellectual legitimacy and social mobility. Indigenous languages, by contrast, were systematically subordinated, fragmented, and recast as vernaculars—a term that subtly suggested parochialism and inferiority. The imposition of English education through Macaulay's Minute of 1835 was more than a curricular reform; it was a calculated cultural intervention. The production of a class of Indians who were, in Macaulay's words, "Indian in blood and color, but English in taste," exemplified a form of linguistic hegemony designed to internalize colonial values. English became the medium through which the colonized were taught to perceive themselves and their traditions through the lens of imperial rationality, often resulting in alienation from indigenous epistemologies. Simultaneously, the colonial state's treatment of regional languages was riddled with contradictions. While British administrators encouraged the codification of Indian languages, such efforts often stripped them of their oral fluidity and cultural nuance. Sanskrit and Persian, once associated with prestige, were gradually marginalized, while languages like Hindi and Urdu became arenas of communal and political contestation—each championed by different religious and regional groups, further entrenching societal divisions. This reshaping of linguistic order served dual purposes: facilitating administrative efficiency and diffusing dissent. A populace divided along linguistic and communal lines was easier to govern. Moreover, fluency in English became a gatekeeping mechanism for bureaucratic inclusion and economic opportunity, thereby embedding inequality into the fabric of colonial modernity. In essence, language under colonial rule was not just about grammar or vocabulary—it was about access, allegiance, and authority. Understanding this interplay offers a lens into how colonial power was sustained not only through coercion but also through cultural engineering. In post-colonial India, the legacies of this linguistic stratification continue to reverberate in educational policy, social mobility, and debates over language and identity.
What contradiction does the passage point out in British treatment of Indian languages?
- English was discouraged for administration
- Persian was elevated over Hindi
- Codification preserved linguistic purity
- Codification ignored oral and cultural nuances
Q95 · English
PASSAGE (Q91-Q95): Language has rarely been a neutral vehicle of communication; in colonial India, it functioned as an instrument of control, ideology, and identity. The British administration, while ostensibly engaged in civilizing and educating the colonized, meticulously manipulated linguistic hierarchies to entrench authority. English, elevated to the status of official and judicial language, was not merely a tool of governance—it became a symbol of intellectual legitimacy and social mobility. Indigenous languages, by contrast, were systematically subordinated, fragmented, and recast as vernaculars—a term that subtly suggested parochialism and inferiority. The imposition of English education through Macaulay's Minute of 1835 was more than a curricular reform; it was a calculated cultural intervention. The production of a class of Indians who were, in Macaulay's words, "Indian in blood and color, but English in taste," exemplified a form of linguistic hegemony designed to internalize colonial values. English became the medium through which the colonized were taught to perceive themselves and their traditions through the lens of imperial rationality, often resulting in alienation from indigenous epistemologies. Simultaneously, the colonial state's treatment of regional languages was riddled with contradictions. While British administrators encouraged the codification of Indian languages, such efforts often stripped them of their oral fluidity and cultural nuance. Sanskrit and Persian, once associated with prestige, were gradually marginalized, while languages like Hindi and Urdu became arenas of communal and political contestation—each championed by different religious and regional groups, further entrenching societal divisions. This reshaping of linguistic order served dual purposes: facilitating administrative efficiency and diffusing dissent. A populace divided along linguistic and communal lines was easier to govern. Moreover, fluency in English became a gatekeeping mechanism for bureaucratic inclusion and economic opportunity, thereby embedding inequality into the fabric of colonial modernity. In essence, language under colonial rule was not just about grammar or vocabulary—it was about access, allegiance, and authority. Understanding this interplay offers a lens into how colonial power was sustained not only through coercion but also through cultural engineering. In post-colonial India, the legacies of this linguistic stratification continue to reverberate in educational policy, social mobility, and debates over language and identity.
What lasting impact of colonial language policy does the passage highlight?
- Improved literacy in rural areas
- Complete linguistic equality post-Independence
- Lingering stratification in education and opportunity
- Decentralized governance
PASSAGE (Q91-Q95): Language has rarely been a neutral vehicle of communication; in colonial India, it functioned as an instrument of control, ideology, and identity. The British administration, while ostensibly engaged in civilizing and educating the colonized, meticulously manipulated linguistic hierarchies to entrench authority. English, elevated to the status of official and judicial language, was not merely a tool of governance—it became a symbol of intellectual legitimacy and social mobility. Indigenous languages, by contrast, were systematically subordinated, fragmented, and recast as vernaculars—a term that subtly suggested parochialism and inferiority. The imposition of English education through Macaulay's Minute of 1835 was more than a curricular reform; it was a calculated cultural intervention. The production of a class of Indians who were, in Macaulay's words, "Indian in blood and color, but English in taste," exemplified a form of linguistic hegemony designed to internalize colonial values. English became the medium through which the colonized were taught to perceive themselves and their traditions through the lens of imperial rationality, often resulting in alienation from indigenous epistemologies. Simultaneously, the colonial state's treatment of regional languages was riddled with contradictions. While British administrators encouraged the codification of Indian languages, such efforts often stripped them of their oral fluidity and cultural nuance. Sanskrit and Persian, once associated with prestige, were gradually marginalized, while languages like Hindi and Urdu became arenas of communal and political contestation—each championed by different religious and regional groups, further entrenching societal divisions. This reshaping of linguistic order served dual purposes: facilitating administrative efficiency and diffusing dissent. A populace divided along linguistic and communal lines was easier to govern. Moreover, fluency in English became a gatekeeping mechanism for bureaucratic inclusion and economic opportunity, thereby embedding inequality into the fabric of colonial modernity. In essence, language under colonial rule was not just about grammar or vocabulary—it was about access, allegiance, and authority. Understanding this interplay offers a lens into how colonial power was sustained not only through coercion but also through cultural engineering. In post-colonial India, the legacies of this linguistic stratification continue to reverberate in educational policy, social mobility, and debates over language and identity.
What lasting impact of colonial language policy does the passage highlight?
- Improved literacy in rural areas
- Complete linguistic equality post-Independence
- Lingering stratification in education and opportunity
- Decentralized governance
Q96 · English
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.
He said, "What are you doing?"
- He asked what are you doing.
- He asked what I had been doing.
- He asked what was I doing.
- He asked what I was doing.
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.
He said, "What are you doing?"
- He asked what are you doing.
- He asked what I had been doing.
- He asked what was I doing.
- He asked what I was doing.
Q97 · English
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.
She said, "Let him not be disturbed during the meeting."
- She asked not to disturb him during the meeting.
- She advised that he should not be disturbed during the meeting.
- She said that let him not be disturbed.
- She ordered no one disturb him.
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.
She said, "Let him not be disturbed during the meeting."
- She asked not to disturb him during the meeting.
- She advised that he should not be disturbed during the meeting.
- She said that let him not be disturbed.
- She ordered no one disturb him.
Q98 · English
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.
The professor said that had he known earlier, he would have made the necessary arrangements.
- "If I knew earlier, I would have made the necessary arrangements," said the professor.
- "Had I known earlier, I would have made the necessary arrangements," said the professor.
- "If I would have known earlier, I would make arrangements," the professor said.
- "Had I knew earlier, I would arrange things," said the professor.
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.
The professor said that had he known earlier, he would have made the necessary arrangements.
- "If I knew earlier, I would have made the necessary arrangements," said the professor.
- "Had I known earlier, I would have made the necessary arrangements," said the professor.
- "If I would have known earlier, I would make arrangements," the professor said.
- "Had I knew earlier, I would arrange things," said the professor.
Q99 · English
Rearrange the following sentences to form a meaningful passage:
1. Ocean acidification is a consequence of increased CO2 emissions.
2. This leads to a decline in marine biodiversity.
3. Coral reefs are particularly vulnerable to acidification.
4. Urgent action is required to reduce emissions and mitigate damage.
- 2-3-1-4
- 1-3-2-4
- 3-1-2-4
- 4-1-2-3
Rearrange the following sentences to form a meaningful passage:
1. Ocean acidification is a consequence of increased CO2 emissions.
2. This leads to a decline in marine biodiversity.
3. Coral reefs are particularly vulnerable to acidification.
4. Urgent action is required to reduce emissions and mitigate damage.
- 2-3-1-4
- 1-3-2-4
- 3-1-2-4
- 4-1-2-3
Q100 · English
Rearrange the following sentences in correct order to make a logical passage.
1. Therefore, emotional intelligence is highly valued in leadership.
2. Emotional intelligence (EQ) is distinct from IQ.
3. It involves understanding and managing one's own emotions.
4. It also includes perceiving and influencing others' emotions.
- 2-1-3-4
- 2-3-4-1
- 2-4-1-3
- 3-4-2-1
Rearrange the following sentences in correct order to make a logical passage.
1. Therefore, emotional intelligence is highly valued in leadership.
2. Emotional intelligence (EQ) is distinct from IQ.
3. It involves understanding and managing one's own emotions.
4. It also includes perceiving and influencing others' emotions.
- 2-1-3-4
- 2-3-4-1
- 2-4-1-3
- 3-4-2-1