Passage 1
1. Frankness may be among the most overrated of virtues! And here's why. Because unrestricted and unfiltered frankness is a recipe for breaking relationships, even the closest ones. Such frankness is understandable, acceptable and even 'cute' only in children under the age of five.
2. Thinking before one speaks and using restraint are hallmarks of growing maturity and preparation for life. Learning to put a filter between thought and spoken word (and, even more importantly, written word) is an important life skill. THINK is a popular acronym for True, Helpful, Inspiring, Necessary and Kind. This would do wonderfully well as a filter in our minds.
3. It is good to speak what's true, but only along with the other attributes in the acronym, particularly the last one, kindness. In the righteous glow of speaking what we see as the truth, we often forget to be kind. We blurt out 'truths' even when it is totally unhelpful and unnecessary to do so, let alone inspiring! Too often, such truth-telling is destructive rather than noble. Only those who do not care about the consequences can afford the luxury of 'speaking their minds' whenever and wherever they please. When relationships are at stake, it is essential to choose the time, place and words appropriately when imparting unpleasant truths. And even then, only when absolutely necessary and with the utmost kindness.
4. Speaking without forethought can be even more dangerous in other circumstances, for example, when someone has entrusted us with a secret. A sign of maturity is the ability to keep a secret. Very young children are incapable of understanding the concept of a secret. To them, every piece of information is interesting, new and meant to be shared. As we grow older, we all learn how to keep a secret, but too often we keep only our own secrets and not those that others confide in us. We may blurt out something a friend told us in confidence, perhaps carelessly but often to appear important in other people's estimation. It gives us a sense of power to know something that our friends don't, and it requires conscious effort to keep the information to ourselves.
5. But this is the real test of an important life skill: self-restraint. Revealing a friend's secret is equivalent to betrayal of the friendship. Indeed, the consequences may well spread way beyond the friendship alone. It may lead to gossip spreading like a forest fire, destroying peace of mind and even lives.
6. Words have power to hurt or heal. They are not mere tools for tweeting and messaging. Before the tongue speaks, before the fingers fly over the keyboard, it is important to pause and apply the THINK acronym filter. Is this True, Helpful, Inspiring, Necessary and Kind?
7. Of course it is important to communicate. But it is far more important to be considerate and compassionate. Speaking well is a skill: speaking kindly is a life skill.
Questions and Answers
(a). The writer says that 'Learning to put a filter between thought and speech is an important life skill.' Which of the following options best encapsulates this principle?
(a) We should be sympathetic in our thoughts.
(b) Words can hurt or heal.
(c) We should communicate with compassion.
(d) Speaking well is a skill.
Answer: (c) We should communicate with compassion.
Explanation: The filter (THINK) ends with 'Kind', and paragraph 7 says it is more important to be considerate and compassionate.
(b). What is the tone of the writer in paragraph 1? Rationalise your response in about 40 words.
Answer: The writer's tone in paragraph 1 is very conscious. He wants to advise people about frankness. He is very much cautious about unrestricted and unfiltered frankness.
Explanation: Paragraph 1 warns that unfiltered frankness breaks relationships, which gives it a cautionary tone.
(c). Complete the sentence appropriately.
The author's use of vivid imagery in paragraph 5, such as 'gossip spreading like a forest fire' is meant to reinforce the dangers of speaking without forethought in adults vis-a-vis children because ______.
Answer: unlike in children below the age of five who share information without a thought, a lack of self-restraint in adults is a sign of immaturity and revealing a friend's secret amounts to betrayal.
Explanation: Paragraphs 4 and 5 contrast children who cannot grasp secrets with adults, for whom revealing a secret is betrayal.
(d). The passage includes some words that are similar in meaning to each other. From the sets 1–5 below, identify two sets of synonyms.
1. considerate and compassionate
2. to hurt or to heal
3. tweeting and messaging
4. unrestricted and unfiltered
5. whenever and wherever
(a) 1 and 4
(b) 3 and 5
(c) 2 and 3
(d) 1 and 3
Answer: (a) 1 and 4
Explanation: 'Considerate' and 'compassionate' (paragraph 7) and 'unrestricted' and 'unfiltered' (paragraph 1) are near-synonyms; 'hurt or heal' are opposites.
(e). Supply one point to justify the following statement.
Adults are hypocritical beings and keep double standards.
Answer: Too often we keep only our own secrets and not those that others confide in us.
Explanation: Paragraph 4 notes that adults guard their own secrets but reveal those confided in them.
(f). Based on the reading of the passage, examine in about 40 words, the connection the writer draws out between 'blurting out truths' and the feeling of 'righteousness'.
Answer: When feeling 'righteous', we blurt out 'truths' even when it is totally unhelpful and unnecessary to do so. Too often, such truth-telling is destructive rather than noble. When relationships are at stake, we ought to be more careful.
Explanation: Paragraph 3 says that in 'the righteous glow' of truth-telling we forget kindness and blurt out unhelpful truths.
(g). Evaluate which of the following is NOT recommended by the author when it comes to truth-telling or the luxury of speaking one's mind.
(a) Choose the time, place, and words appropriately.
(b) Be callously frank.
(c) Speak the truth kindly.
(d) Think before you speak.
Answer: (b) Be callously frank.
Explanation: Paragraph 3 advises choosing time, place and words and speaking with kindness, so callous frankness is the opposite of the advice.
(h). The writer emphasises that very young children are immature and behave without restraint or forethought, unlike adults.
Select the reason which DOES NOT correspond to the way they share secrets.
(a) To them, every piece of information is interesting.
(b) Every piece of information is new.
(c) Every piece of information is meant to be shared.
(d) Every piece of information gives them a sense of power.
Answer: (d) Every piece of information gives them a sense of power.
Explanation: Paragraph 4 says information is interesting, new and meant to be shared for children; the 'sense of power' is mentioned only for adults.
Passage 2
1. What is Discipline? Is it absolute freedom to do what a person wants? Is freedom regardless of consequences? Does it mean corrective action after a problem occurs or a wrong is done? Is it imposition? Is it abuse? Does it take away freedom?
2. The answer is none of the above. Discipline does not mean that a person takes a belt and beats up kids. That is madness. Discipline is loving firmness. It is direction. It is prevention before a problem arises. It is harnessing and channelising energy for great performance. Discipline is not something you do to but you do for those you care about.
3. Discipline is an act of love. Sometimes you have to be unkind to be kind: Not all medicine is sweet, not all surgery is painless, but we have to take it. We need to learn from nature. We are all familiar with that big animal, the giraffe. A mama giraffe gives birth to a baby giraffe, standing. All of a sudden, the baby falls on a hard surface from the cushion of mama's womb, and sits on the ground. The first thing mama does is to get behind the baby and give him a hard kick. The baby gets up, but his legs are weak and wobbly and the baby falls down. Mama goes behind again and gives him one more kick. The baby gets up but sits down again. Mama keeps kicking till the baby gets on its feet and starts moving. Why? Because mama knows that the only chance of survival for the baby in the jungle is to get on its feet. Otherwise it will be eaten up by wildcats and become dead meat.
4. Children brought up in a loving, disciplined environment end up respecting their parents more and become law-abiding citizens. The reverse is just as true. Good parents are not afraid of momentary dislikes by children to enforce the subject. Allowing a child to eat a box of chocolate could lead to sickness. At the same time, the discipline of eating one or two pieces a day can be an enjoyable experience for a longer time. Our instinct makes us do whatever we want regardless of the consequences. Freedom is not procured by a full enjoyment of what is desired but controlling the desire.
Questions and Answers
(a). Why does the writer equate eating and enjoying chocolates with inculcating discipline?
(a) Too many chocolates can make a child sick.
(b) Eating one or two pieces a day will make the box last longer.
(c) It is all about restraining one's desire.
(d) We all love chocolates excessively.
Answer: (c) It is all about restraining one's desire.
Explanation: Paragraph 4 ends that freedom comes not from full enjoyment of what is desired but from controlling the desire.
(b). What does the writer wish to project in the given line from paragraph 3? Rationalise your response in about 40 words.
Discipline is an act of love.
Answer: Discipline is like medicine or surgery: not all medicine is sweet, just like not all surgery is painless, but we have to take either of it for the sake of our health. Sometimes one has to be unkind to be kind so, discipline is an act of 'tough love'.
Explanation: Paragraph 3 compares discipline to bitter medicine and painful surgery that are taken for our own good.
(c). Complete the sentence appropriately.
The example 'If a student practises and revises regularly, he will not get poor grades' can be used to illustrate paragraph 2, as it reinforces that ______.
Answer: discipline is prevention before a problem arises.
Explanation: Paragraph 2 defines discipline as 'prevention before a problem arises', which regular revision illustrates.
(d). The passage includes some words that are opposites of each other. From the sets 1–5 below, identify two sets of antonyms.
1. weak and wobbly
2. harnessing and channelising
3. hard and cushioned
4. loving and disciplined
5. discipline and firmness
(a) 5 and 4
(b) 3 and 2
(c) 1 and 2
(d) 3 and 4
Answer: (d) 3 and 4
Explanation: 'Hard' contrasts with 'cushioned' (paragraph 3) and 'loving' (soft) contrasts with 'disciplined' (strict) in paragraph 4; the other sets are near-synonyms.
(e). Complete the sentence appropriately.
The writer draws out a connection between discipline and human temperament when he says that ______.
Answer: our instinct makes us do whatever we want regardless of the consequences.
Explanation: Paragraph 4 links discipline to our instinct of doing whatever we want regardless of consequences.
(f). The writer asserts in Paragraph 3 that discipline can be learned from nature and cites the example of tough behaviour exhibited by mama giraffe.
State one point the author puts forward in defence of mama giraffe.
Answer: Mama giraffe knows that the only chance of survival for the baby in the jungle is to get on its feet. Otherwise, it will be eaten up by wildcats and become dead meat. So, she repeatedly kicks the baby to get on its feet and get moving.
Explanation: Paragraph 3 explains that the kicks make the baby stand, which is its only chance of survival.
(g). The writer says, 'Discipline is an act of love.' Which of the following traits go against the conventional understanding of discipline and match the interpretation of the author?
1. corrective action
2. imposition of rules
3. conditional freedom
4. abuse
5. absolute freedom
6. loving firmness
(a) 1 and 5
(b) 3 and 6
(c) 2 and 4
(d) 1 and 6
Answer: (b) 3 and 6
Explanation: Paragraphs 2 and 4 describe discipline as loving firmness and freedom gained by controlling desire, rejecting the usual ideas listed in paragraph 1.
(h). Evaluate the INAPPROPRIATE reason that cannot be used to substantiate that 'Discipline is not something you do to but you do for those you care about.'
(a) Discipline does not mean that a person takes a belt and beats up kids.
(b) Children brought up in a loving, disciplined environment end up respecting their parents more.
(c) Mama keeps kicking till the baby gets on its feet and starts moving.
(d) Good parents are not afraid of momentary dislikes by children to enforce the subject.
Answer: (a) Discipline does not mean that a person takes a belt and beats up kids.
Explanation: Options (ii) to (iv) show discipline used for a loved one's good, while (i) only says what discipline is not.
Passage 3
1. Overpowering prey is a challenge for limbless creatures. Some species inject venom like Russell's viper. Some others opt for an alternative non-chemical method — rat snakes, for instance, grab and push their prey against the ground, while pythons use their brawn to squeeze their quarry to death. But snakes can't be neatly divided into venomous and non-venomous categories.
2. Even species listed as non-venomous aren't completely devoid of venom. The common sand boa, for instance, produces secretions particularly toxic to birds. So the species doesn't hedge its bets — it constricts its prey and injects venom for good measure.
3. Do vipers need venom potent enough to kill hundreds of rats with just one drop? After all, they eat only one or two at a time.
4. While predators try their darndest to kill most efficiently, their prey use any trick to avoid becoming a meal, such as developing immunity to venom. For instance, Californian ground squirrels are resistant to Northern Pacific rattlesnake venom.
5. Competition with prey is not the only thing driving snakes to evolve more and more toxic venom. Snakes also struggle to avoid becoming prey themselves.
6. Some snake predators have partial immunity to venom. Famously, mongooses are highly resistant to cobra venom, and with their speed and agility, kill snakes with impunity. It would be the death of cobras as a species if they didn't evolve more toxic venom to immobilise mongooses.
7. Venom has another important role. It's an extreme meat tenderiser; specific enzymes disintegrate the innards of prey. Normally, a reptile depends on the sun's warm rays to aid digestion. Venomous snakes have an advantage: enzymes in venom digest the meal from the inside before it rots in their guts.
8. But I wonder if we cannot use venom in our favour. In remote parts of India, local hospitality often involves leather-tough meat. I chew and chew until my jaws ache. If I spit it out or refuse, our hosts would be offended. Eventually, I swallow like a python stuffing a deer down its throat and hope I don't choke. If only I had venom.
Questions and Answers
(a). Why does the writer say 'If only I had venom'?
(a) He felt like a python swallowing a deer.
(b) He did not want to offend his host.
(c) The meat was as tough as leather.
(d) It would have made the meat tender.
Answer: (d) It would have made the meat tender.
Explanation: Paragraph 7 calls venom an extreme meat tenderiser, which would have softened the leather-tough meat of paragraph 8.
(b). The writer claims in Paragraph 5 that 'Snakes also struggle to avoid becoming prey themselves.' Rationalise this claim in about 40 words.
Answer: Mongooses, for example, are highly resistant to cobra venom, and with their speed and agility, kill snakes with impunity. So, cobras as a species have to keep evolving more and more toxic venom to immobilise mongooses who kill them with impunity, otherwise, they will go extinct.
Explanation: Paragraph 6 gives the mongoose example that supports the claim.
(c). Complete the sentence appropriately with an important point the author has used to justify it.
Snakes can't be neatly divided into venomous and non-venomous categories ______.
Answer: because even species listed as non-venomous aren't completely devoid of venom.
Explanation: Paragraph 2 opens with this point and gives the sand boa as the example.
(d). The passage includes some words that are similar in meaning to each other. From the sets 1–5 below, identify two sets of synonyms.
1. swallow and spit
2. disintegrate and rot
3. inside and inwards
4. grab and push
5. venomous and non-venomous
(a) 1 and 5
(b) 2 and 3
(c) 3 and 5
(d) 2 and 4
Answer: (b) 2 and 3
Explanation: 'Disintegrate' and 'rot' both mean break down, and 'inside' and 'inwards' are similar; sets 1 and 5 are opposites.
(e). Complete the sentence given below appropriately.
The writer stresses a deep connection between enzymes and snake venom. The enzymes in snake venom ______.
Answer: tenderise the innards of the prey and digest the meal from the inside before it rots in the guts of venomous snakes.
Explanation: Paragraph 7 explains how enzymes in venom break down and digest the prey from inside.
(f). Based on the reading of the passage, examine in about 40 words, why the writer says that both prey and predators keep evolving to beat each other in the struggle for survival.
Answer: It is true that both prey and predators have to keep evolving to beat each other in the struggle for survival. For example, Californian ground squirrels (a prey) are resistant to Northern Pacific rattlesnake venom and mongooses (predators) are highly resistant to cobra venom.
Explanation: Paragraphs 4 to 6 show prey and snake predators developing immunity, pushing snakes to evolve stronger venom.
(g). Select the option that displays what the writer projects about snakes as a species, with reference to the following statement.
Overpowering prey is a challenge for limbless creatures.
(a) They use venom to kill their prey.
(b) They constrict their prey.
(c) They assault the prey and inject venom in them.
(d) They either use brawn or venom.
Answer: (d) They either use brawn or venom.
Explanation: Paragraph 1 shows that snakes overpower prey either with venom or with physical force (brawn).
| Limbless Predators | Methods / Secretions |
|---|---|
| 1. rat snake | (a) inject venom |
| 2. sand boa | (b) squeeze their prey |
| 3. cobras and vipers | (c) grab and push their prey against the ground |
| 4. Russell's viper | (d) inject the deadliest venom |
| 5. python | (e) constricts its prey and injects venom |
Answer: 1 - (c), 2 - (e), 3 - (d), 4 - (a), 5 - (b)
Explanation: Paragraphs 1, 2 and 6 describe each snake's method: rat snakes grab and push, sand boa constricts and injects, pythons squeeze.
Passage 4
1. Science and technology not only dominate the psyche of humanity but also the whole biosphere. How does science influence civilisation and how is it related to human happiness?
2. The original, cosmic evolution of the biosphere was one that promoted, supported, nourished, sustained and enhanced life. Life went on adding to the evolution with newer species and ecosystems, even more beautiful and vibrant than the ones before. Our biosphere accommodated a pleasant weather cycle and climate system to support these newer species, keeping everything in dynamic equilibrium.
3. Now the biosphere is overburdened and ailing. Some of our ecosystems have already collapsed, while others are at death's door. Ever increasing pollution coupled with over-exploitation of natural resources and greenhouse gas emissions is driving several species towards extinction. This is not a phenomenon that has occurred by itself, and neither has it been caused by human beings alone. But it definitely has been spurred by so-called advances in technology.
4. In this millennium, we no longer live in a biosphere — we are inhabitants of a technosphere. A technosphere is an impaired biosphere that has no affinity with values of life nor with sustainability and evolution of life. Although technology has empowered civilisation, it has also reduced it to being a mere tool of science and technology. And when the whole civilisation turns technocratic, science and technology are bound to dominate, causing life to shrink. The intensifying climate crisis is but a symptom of the biosphere's illness and life's gradual collapse.
5. We've reached a point where we are intolerant of anything remotely 'unscientific' in our contemporary world. Scientists look for alternatives, but even these solutions are sought in the same domain that has caused these problems. In short, we are stewing in a soup of our own making.
6. So, what would be meaningful for the welfare of humans? Naturally, something that would enhance life, serve to integrate ecosystems and cleanse our environment. Enhancement of life includes betterment of human life and vice versa. If life shrinks, we cannot blossom.
7. Science and technology by themselves are neutral; it is the way we use them that has either a positive or negative impact on our lives and environment. And when we use science in a manner that increases unsustainability and unhappiness in our lives, how can we rely blindly on science for our happiness?
Questions and Answers
(a). Why does the writer question the link between science and our happiness?
(a) Because science has influenced human civilisation.
(b) Because science has made humans unhappy in the long run.
(c) Because science eliminates unscientific thinking.
(d) Because we have used science without foresight.
Answer: (d) Because we have used science without foresight.
Explanation: Paragraph 7 says science is neutral and it is the way we use it, unsustainably, that makes us unhappy.
(b). What is the tone of the writer in the given line? Rationalise your response in about 40 words.
We are 'stewing in a soup of our own making.' (Paragraph 5)
Answer: The tone of the writer is self-accusatory and guilt-ridden. The human civilisation is suffering because of its own misdeeds. Ironically, the scientists looking for solutions to these problems are seeking them in the same domain that has caused these problems: science.
Explanation: Paragraph 5 admits that we seek solutions in the very domain that caused the problems, so we suffer from our own doing.
(c). Complete the sentence appropriately.
The author's use of vivid imagery in paragraph 6, such as 'If life shrinks, we cannot blossom' justifies that ______.
Answer: we need to enhance life, integrate ecosystems and cleanse our environment for the betterment of human life and vice versa.
Explanation: Paragraph 6 ties human welfare to enhancing life, integrating ecosystems and cleansing the environment.
(d). The passage includes some words that are opposites of each other. From the sets 1–5 below, identify two sets of antonyms.
1. beautiful and vibrant
2. positive and negative
3. unsustainability and unhappiness
4. humanity and biosphere
5. shrink and blossom
(a) 3 and 4
(b) 2 and 5
(c) 1 and 5
(d) 2 and 3
Answer: (b) 2 and 5
Explanation: 'Positive' and 'negative' (paragraph 7) and 'shrink' and 'blossom' (paragraph 6) are opposites; the other pairs are not.
(e). Complete the sentence appropriately, citing two examples as evidence.
The writer says that our biosphere is in poor health because ______.
Answer: some of our ecosystems have collapsed and several species are at death's door.
Explanation: Paragraph 3 describes collapsed ecosystems and species being driven towards extinction.
(f). Based on the reading of the passage, examine in about 40 words, what connection the writer draws out between the healthy and sustainable evolution of the biosphere millions of years back and the continuous appearance of new species.
Answer: Our biosphere accommodated a pleasant weather cycle and the climate system to support the new species, new ecosystems, even more beautiful and vibrant than the previous ones and kept everything in dynamic equilibrium.
Explanation: Paragraph 2 explains that the biosphere's weather and climate supported each new species in dynamic equilibrium.
(g). The writer says that 'We live in an impaired biosphere that has no affinity with values of life nor with sustainability and evolution of life.' Which factors are responsible for this turn of events?
1. extinction of species
2. pollution
3. civilisation turning technocratic
4. over-exploitation of natural resources
5. finding solutions in science
6. climate crisis
(a) 1 and 2
(b) 1, 4 and 6
(c) 3 and 5
(d) 4 and 6
Answer: (c) 3 and 5
Explanation: Paragraphs 4 and 5 blame the technosphere on a technocratic civilisation that seeks every solution within science itself.
(h). Evaluate the INAPPROPRIATE option that does not reflect the essence of the given passage.
(a) The more the burden on the biosphere, the sicker it will be.
(b) The more we handle science, the more unsustainable the world will become.
(c) The more science dominates, the more technocratic the world will become.
(d) The more we evolve, the more life shrinks.
Answer: (d) The more we evolve, the more life shrinks.
Explanation: The passage says life shrinks because of technocratic domination (paragraph 4), not because of evolution, which originally enhanced life (paragraph 2).