Read the passage and answer the questions that follow.
The methods of embalming, or treating the dead body, that the ancient Egyptians used is called âmummificationâ. Using special processes, the Egyptians removed all moisture from the body, leaving only a dried form that would not easily decay. It was important in their religion to preserve the dead body in as life-like a manner as possible. The mummification process took seventy days. Special priests worked as embalmers, treating and wrapping the body. Beyond knowing the correct rituals and prayers to be performed at various stages, the priests also needed a detailed knowledge of human anatomy. The first step in the process was the removal of all internal parts that might decay rapidly. The brain was removed by carefully inserting special hooked instruments up through the nostrils in order to pull out bits of brain tissue. The embalmers then removed the organs of the abdomen and chest through a cut usually made on the left side of the abdomen. They left only the heart in place, believing it to be the center of a person's being and intelligence. The other organs were preserved separately, with the stomach, liver, lungs and intestines placed in special boxes or jars, today called âcanopic jarsâ. These were buried with the mummy.
The embalmers next removed all moisture from the body. This they did by covering the body with ânatronâ, a type of salt which has great drying properties, and by placing additional natron packets inside the body. When the body had dried out completely, embalmers removed the internal packets and lightly washed the natron off the body. The result was a very dried-out but recognizable human form. To make the mummy seem even more life-like, sunken areas of the body were filled out with linen and other materials and false eyes were added. Next the wrapping began. Each mummy needed hundreds of yards of linen. The priests carefully wound the long strips of linen around the body, sometimes even wrapping each finger and toe separately before wrapping the entire hand or foot. In order to protect the dead
from mishap in after life, amulets were placed among the wrappings and prayers and magical words written on some of the linen strips. Often the priests placed a mask of the person's face between the layers of head bandages. At last, the priests wrapped the final cloth or shroud in place and secured it with linen strips. The mummy was complete. It was then placed in the tomb along with food, furniture, vessels, perfumes, jewels and other things required in the after life.
Mummification was done to:
correct answer:-2
Read the passage and answer the questions that follow.
The methods of embalming, or treating the dead body, that the ancient Egyptians used is called âmummificationâ. Using special processes, the Egyptians removed all moisture from the body, leaving only a dried form that would not easily decay. It was important in their religion to preserve the dead body in as life-like a manner as possible. The mummification process took seventy days. Special priests worked as embalmers, treating and wrapping the body. Beyond knowing the correct rituals and prayers to be performed at various stages, the priests also needed a detailed knowledge of human anatomy. The first step in the process was the removal of all internal parts that might decay rapidly. The brain was removed by carefully inserting special hooked instruments up through the nostrils in order to pull out bits of brain tissue. The embalmers then removed the organs of the abdomen and chest through a cut usually made on the left side of the abdomen. They left only the heart in place, believing it to be the center of a person's being and intelligence. The other organs were preserved separately, with the stomach, liver, lungs and intestines placed in special boxes or jars, today called âcanopic jarsâ. These were buried with the mummy.
The embalmers next removed all moisture from the body. This they did by covering the body with ânatronâ, a type of salt which has great drying properties, and by placing additional natron packets inside the body. When the body had dried out completely, embalmers removed the internal packets and lightly washed the natron off the body. The result was a very dried-out but recognizable human form. To make the mummy seem even more life-like, sunken areas of the body were filled out with linen and other materials and false eyes were added. Next the wrapping began. Each mummy needed hundreds of yards of linen. The priests carefully wound the long strips of linen around the body, sometimes even wrapping each finger and toe separately before wrapping the entire hand or foot. In order to protect the dead
from mishap in after life, amulets were placed among the wrappings and prayers and magical words written on some of the linen strips. Often the priests placed a mask of the person's face between the layers of head bandages. At last, the priests wrapped the final cloth or shroud in place and secured it with linen strips. The mummy was complete. It was then placed in the tomb along with food, furniture, vessels, perfumes, jewels and other things required in the after life.
Why was the knowledge of anatomy important for the priests?
correct answer:-3
Read the passage and answer the questions that follow.
The methods of embalming, or treating the dead body, that the ancient Egyptians used is called âmummificationâ. Using special processes, the Egyptians removed all moisture from the body, leaving only a dried form that would not easily decay. It was important in their religion to preserve the dead body in as life-like a manner as possible. The mummification process took seventy days. Special priests worked as embalmers, treating and wrapping the body. Beyond knowing the correct rituals and prayers to be performed at various stages, the priests also needed a detailed knowledge of human anatomy. The first step in the process was the removal of all internal parts that might decay rapidly. The brain was removed by carefully inserting special hooked instruments up through the nostrils in order to pull out bits of brain tissue. The embalmers then removed the organs of the abdomen and chest through a cut usually made on the left side of the abdomen. They left only the heart in place, believing it to be the center of a person's being and intelligence. The other organs were preserved separately, with the stomach, liver, lungs and intestines placed in special boxes or jars, today called âcanopic jarsâ. These were buried with the mummy.
The embalmers next removed all moisture from the body. This they did by covering the body with ânatronâ, a type of salt which has great drying properties, and by placing additional natron packets inside the body. When the body had dried out completely, embalmers removed the internal packets and lightly washed the natron off the body. The result was a very dried-out but recognizable human form. To make the mummy seem even more life-like, sunken areas of the body were filled out with linen and other materials and false eyes were added. Next the wrapping began. Each mummy needed hundreds of yards of linen. The priests carefully wound the long strips of linen around the body, sometimes even wrapping each finger and toe separately before wrapping the entire hand or foot. In order to protect the dead
from mishap in after life, amulets were placed among the wrappings and prayers and magical words written on some of the linen strips. Often the priests placed a mask of the person's face between the layers of head bandages. At last, the priests wrapped the final cloth or shroud in place and secured it with linen strips. The mummy was complete. It was then placed in the tomb along with food, furniture, vessels, perfumes, jewels and other things required in the after life.
What was the initial step in the process of mummification?
correct answer:-4
Read the passage and answer the questions that follow.
The methods of embalming, or treating the dead body, that the ancient Egyptians used is called âmummificationâ. Using special processes, the Egyptians removed all moisture from the body, leaving only a dried form that would not easily decay. It was important in their religion to preserve the dead body in as life-like a manner as possible. The mummification process took seventy days. Special priests worked as embalmers, treating and wrapping the body. Beyond knowing the correct rituals and prayers to be performed at various stages, the priests also needed a detailed knowledge of human anatomy. The first step in the process was the removal of all internal parts that might decay rapidly. The brain was removed by carefully inserting special hooked instruments up through the nostrils in order to pull out bits of brain tissue. The embalmers then removed the organs of the abdomen and chest through a cut usually made on the left side of the abdomen. They left only the heart in place, believing it to be the center of a person's being and intelligence. The other organs were preserved separately, with the stomach, liver, lungs and intestines placed in special boxes or jars, today called âcanopic jarsâ. These were buried with the mummy.
The embalmers next removed all moisture from the body. This they did by covering the body with ânatronâ, a type of salt which has great drying properties, and by placing additional natron packets inside the body. When the body had dried out completely, embalmers removed the internal packets and lightly washed the natron off the body. The result was a very dried-out but recognizable human form. To make the mummy seem even more life-like, sunken areas of the body were filled out with linen and other materials and false eyes were added. Next the wrapping began. Each mummy needed hundreds of yards of linen. The priests carefully wound the long strips of linen around the body, sometimes even wrapping each finger and toe separately before wrapping the entire hand or foot. In order to protect the dead
from mishap in after life, amulets were placed among the wrappings and prayers and magical words written on some of the linen strips. Often the priests placed a mask of the person's face between the layers of head bandages. At last, the priests wrapped the final cloth or shroud in place and secured it with linen strips. The mummy was complete. It was then placed in the tomb along with food, furniture, vessels, perfumes, jewels and other things required in the after life.
Hooked instruments were inserted through the nostrils to extract the:
correct answer:-2
Read the passage and answer the questions that follow.
The methods of embalming, or treating the dead body, that the ancient Egyptians used is called âmummificationâ. Using special processes, the Egyptians removed all moisture from the body, leaving only a dried form that would not easily decay. It was important in their religion to preserve the dead body in as life-like a manner as possible. The mummification process took seventy days. Special priests worked as embalmers, treating and wrapping the body. Beyond knowing the correct rituals and prayers to be performed at various stages, the priests also needed a detailed knowledge of human anatomy. The first step in the process was the removal of all internal parts that might decay rapidly. The brain was removed by carefully inserting special hooked instruments up through the nostrils in order to pull out bits of brain tissue. The embalmers then removed the organs of the abdomen and chest through a cut usually made on the left side of the abdomen. They left only the heart in place, believing it to be the center of a person's being and intelligence. The other organs were preserved separately, with the stomach, liver, lungs and intestines placed in special boxes or jars, today called âcanopic jarsâ. These were buried with the mummy.
The embalmers next removed all moisture from the body. This they did by covering the body with ânatronâ, a type of salt which has great drying properties, and by placing additional natron packets inside the body. When the body had dried out completely, embalmers removed the internal packets and lightly washed the natron off the body. The result was a very dried-out but recognizable human form. To make the mummy seem even more life-like, sunken areas of the body were filled out with linen and other materials and false eyes were added. Next the wrapping began. Each mummy needed hundreds of yards of linen. The priests carefully wound the long strips of linen around the body, sometimes even wrapping each finger and toe separately before wrapping the entire hand or foot. In order to protect the dead
from mishap in after life, amulets were placed among the wrappings and prayers and magical words written on some of the linen strips. Often the priests placed a mask of the person's face between the layers of head bandages. At last, the priests wrapped the final cloth or shroud in place and secured it with linen strips. The mummy was complete. It was then placed in the tomb along with food, furniture, vessels, perfumes, jewels and other things required in the after life.
Which of the following was NOT buried with the mummies?
correct answer:-3
Read the passage and answer the questions that follow.
Vasco Da Gama was the first European to find an ocean trading route to India. He accomplished what many explorers before him could not do. His discovery of this sea route helped the Portuguese establish a long-lasting colonial empire in Asia and Africa. The new ocean route around Africa allowed Portuguese sailors to avoid the Arab trading hold in the Mediterranean and Middle East. Vasco da Gama opened a new world of riches by opening up an Indian Ocean route. His voyage and explorations helped change the world for Europeans. Vasco da Gamaâs maritime career was during the period when Portugal was searching for a trade route around Africa to India. The Ottoman Empire controlled almost all European trade routes to Asia. This meant they could, and did, charge high prices for ships passing through
ports. When Manuel I became King of Portugal in 1495, he continued efforts to open a trade route to India by going around Africa. Although other people were considered for the job, Manuel I finally chose 37-year-old Vasco da Gama for this task.
On 8 July 1497, Vasco da Gama sailed from Lisbon with a fleet of four ships and a crew of 170 men. Da Gama commanded the Sao Gabriel. Paulo da Gama - brother to Vasco - commanded the SĂŁo Rafael, a three mast ship. They sailed past the Canary Islands, and reached the Cape Verde islands and then continued sailing, though storms still delayed them for a while. They rounded the cape of Good Hope on 22 November and anchored at Mossel Bay, South Africa. They began sailing again and continued until they reached the Rio dos Bons Sinais (River of Good Omens). Here they erected a statue in the name of Portugal. They stayed here for a month because much of the crew were sick from scurvy - a disease caused by lack of Vitamin C. Da Gamaâs fleet eventually began sailing again. Finally, on 20 May 1498 they reached India. They headed for Kappad, near the large city of Calicut. In Calicut, da Gama met with the king. But the king of Calicut was not impressed with da Gama, and the gifts he brought as offering. They spent several months trading in India, and studying their customs. They left India at the end of August.
In which month did Vasco da Gamaâs ship reach the Cape of Good Hope?
correct answer:-1
Read the passage and answer the questions that follow.
Vasco Da Gama was the first European to find an ocean trading route to India. He accomplished what many explorers before him could not do. His discovery of this sea route helped the Portuguese establish a long-lasting colonial empire in Asia and Africa. The new ocean route around Africa allowed Portuguese sailors to avoid the Arab trading hold in the Mediterranean and Middle East. Vasco da Gama opened a new world of riches by opening up an Indian Ocean route. His voyage and explorations helped change the world for Europeans. Vasco da Gamaâs maritime career was during the period when Portugal was searching for a trade route around Africa to India. The Ottoman Empire controlled almost all European trade routes to Asia. This meant they could, and did, charge high prices for ships passing through
ports. When Manuel I became King of Portugal in 1495, he continued efforts to open a trade route to India by going around Africa. Although other people were considered for the job, Manuel I finally chose 37-year-old Vasco da Gama for this task.
On 8 July 1497, Vasco da Gama sailed from Lisbon with a fleet of four ships and a crew of 170 men. Da Gama commanded the Sao Gabriel. Paulo da Gama - brother to Vasco - commanded the SĂŁo Rafael, a three mast ship. They sailed past the Canary Islands, and reached the Cape Verde islands and then continued sailing, though storms still delayed them for a while. They rounded the cape of Good Hope on 22 November and anchored at Mossel Bay, South Africa. They began sailing again and continued until they reached the Rio dos Bons Sinais (River of Good Omens). Here they erected a statue in the name of Portugal. They stayed here for a month because much of the crew were sick from scurvy - a disease caused by lack of Vitamin C. Da Gamaâs fleet eventually began sailing again. Finally, on 20 May 1498 they reached India. They headed for Kappad, near the large city of Calicut. In Calicut, da Gama met with the king. But the king of Calicut was not impressed with da Gama, and the gifts he brought as offering. They spent several months trading in India, and studying their customs. They left India at the end of August.
From where did Vasco da Gama embark upon his journey?
correct answer:-4
Read the passage and answer the questions that follow.
Vasco Da Gama was the first European to find an ocean trading route to India. He accomplished what many explorers before him could not do. His discovery of this sea route helped the Portuguese establish a long-lasting colonial empire in Asia and Africa. The new ocean route around Africa allowed Portuguese sailors to avoid the Arab trading hold in the Mediterranean and Middle East. Vasco da Gama opened a new world of riches by opening up an Indian Ocean route. His voyage and explorations helped change the world for Europeans. Vasco da Gamaâs maritime career was during the period when Portugal was searching for a trade route around Africa to India. The Ottoman Empire controlled almost all European trade routes to Asia. This meant they could, and did, charge high prices for ships passing through
ports. When Manuel I became King of Portugal in 1495, he continued efforts to open a trade route to India by going around Africa. Although other people were considered for the job, Manuel I finally chose 37-year-old Vasco da Gama for this task.
On 8 July 1497, Vasco da Gama sailed from Lisbon with a fleet of four ships and a crew of 170 men. Da Gama commanded the Sao Gabriel. Paulo da Gama - brother to Vasco - commanded the SĂŁo Rafael, a three mast ship. They sailed past the Canary Islands, and reached the Cape Verde islands and then continued sailing, though storms still delayed them for a while. They rounded the cape of Good Hope on 22 November and anchored at Mossel Bay, South Africa. They began sailing again and continued until they reached the Rio dos Bons Sinais (River of Good Omens). Here they erected a statue in the name of Portugal. They stayed here for a month because much of the crew were sick from scurvy - a disease caused by lack of Vitamin C. Da Gamaâs fleet eventually began sailing again. Finally, on 20 May 1498 they reached India. They headed for Kappad, near the large city of Calicut. In Calicut, da Gama met with the king. But the king of Calicut was not impressed with da Gama, and the gifts he brought as offering. They spent several months trading in India, and studying their customs. They left India at the end of August.
Who controlled the European trade routes to Asia before 1497?
correct answer:-4
Read the passage and answer the questions that follow.
Vasco Da Gama was the first European to find an ocean trading route to India. He accomplished what many explorers before him could not do. His discovery of this sea route helped the Portuguese establish a long-lasting colonial empire in Asia and Africa. The new ocean route around Africa allowed Portuguese sailors to avoid the Arab trading hold in the Mediterranean and Middle East. Vasco da Gama opened a new world of riches by opening up an Indian Ocean route. His voyage and explorations helped change the world for Europeans. Vasco da Gamaâs maritime career was during the period when Portugal was searching for a trade route around Africa to India. The Ottoman Empire controlled almost all European trade routes to Asia. This meant they could, and did, charge high prices for ships passing through
ports. When Manuel I became King of Portugal in 1495, he continued efforts to open a trade route to India by going around Africa. Although other people were considered for the job, Manuel I finally chose 37-year-old Vasco da Gama for this task.
On 8 July 1497, Vasco da Gama sailed from Lisbon with a fleet of four ships and a crew of 170 men. Da Gama commanded the Sao Gabriel. Paulo da Gama - brother to Vasco - commanded the SĂŁo Rafael, a three mast ship. They sailed past the Canary Islands, and reached the Cape Verde islands and then continued sailing, though storms still delayed them for a while. They rounded the cape of Good Hope on 22 November and anchored at Mossel Bay, South Africa. They began sailing again and continued until they reached the Rio dos Bons Sinais (River of Good Omens). Here they erected a statue in the name of Portugal. They stayed here for a month because much of the crew were sick from scurvy - a disease caused by lack of Vitamin C. Da Gamaâs fleet eventually began sailing again. Finally, on 20 May 1498 they reached India. They headed for Kappad, near the large city of Calicut. In Calicut, da Gama met with the king. But the king of Calicut was not impressed with da Gama, and the gifts he brought as offering. They spent several months trading in India, and studying their customs. They left India at the end of August.
Why did Vasco da Gamaâs crew stay at Rio dos Bons Sinais for a month?
correct answer:-2
Read the passage and answer the questions that follow.
Vasco Da Gama was the first European to find an ocean trading route to India. He accomplished what many explorers before him could not do. His discovery of this sea route helped the Portuguese establish a long-lasting colonial empire in Asia and Africa. The new ocean route around Africa allowed Portuguese sailors to avoid the Arab trading hold in the Mediterranean and Middle East. Vasco da Gama opened a new world of riches by opening up an Indian Ocean route. His voyage and explorations helped change the world for Europeans. Vasco da Gamaâs maritime career was during the period when Portugal was searching for a trade route around Africa to India. The Ottoman Empire controlled almost all European trade routes to Asia. This meant they could, and did, charge high prices for ships passing through
ports. When Manuel I became King of Portugal in 1495, he continued efforts to open a trade route to India by going around Africa. Although other people were considered for the job, Manuel I finally chose 37-year-old Vasco da Gama for this task.
On 8 July 1497, Vasco da Gama sailed from Lisbon with a fleet of four ships and a crew of 170 men. Da Gama commanded the Sao Gabriel. Paulo da Gama - brother to Vasco - commanded the SĂŁo Rafael, a three mast ship. They sailed past the Canary Islands, and reached the Cape Verde islands and then continued sailing, though storms still delayed them for a while. They rounded the cape of Good Hope on 22 November and anchored at Mossel Bay, South Africa. They began sailing again and continued until they reached the Rio dos Bons Sinais (River of Good Omens). Here they erected a statue in the name of Portugal. They stayed here for a month because much of the crew were sick from scurvy - a disease caused by lack of Vitamin C. Da Gamaâs fleet eventually began sailing again. Finally, on 20 May 1498 they reached India. They headed for Kappad, near the large city of Calicut. In Calicut, da Gama met with the king. But the king of Calicut was not impressed with da Gama, and the gifts he brought as offering. They spent several months trading in India, and studying their customs. They left India at the end of August.
Which of the following statements is NOT true?
correct answer:-2
Read the passage and answer the questions that follow.
My grandmother and I were good friends. My parents left me with her when they went to live in the city and we were constantly together. She used to wake me up in the morning and get me ready for school. She said her morning prayer in a monotonous sing-song while she bathed and dressed me in the hope that I would listen and get to know it by heart; I listened because I loved her voice but never bothered to learn it. Then she would fetch my wooden slate which she had already washed and plastered with yellow chalk, a tiny earthen ink-pot and a red pen, tie them all in a bundle and hand it to me. After a breakfast of a thick, stale chapatti with a little butter and sugar spread on it, we went to school. She carried several stale chapattis with her for the village dogs.
My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the verandah singing the alphabet or the prayer in a chorus, my grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us to our home growling and fighting with each other for the chapattis we threw to them. When my parents were comfortably settled in the city, they sent for us. That was a turning-point in our friendship. Although we shared the same room, my grandmother no longer came to school with me. I used to go to an English school in a motor bus. There were no dogs in the
streets and she took to feeding sparrows in the courtyard of our city house. As the years rolled by we saw less of each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things of western science and learning, the law of gravity, Archimedesâ Principle, the world being round, etc. This made her unhappy. She could not help me with my lessons. She did not believe in the things they taught at the English school and was distressed that there was no teaching about God and the scriptures.
What does the narrator refer to as the âturning pointâ?
correct answer:-2
Read the passage and answer the questions that follow.
My grandmother and I were good friends. My parents left me with her when they went to live in the city and we were constantly together. She used to wake me up in the morning and get me ready for school. She said her morning prayer in a monotonous sing-song while she bathed and dressed me in the hope that I would listen and get to know it by heart; I listened because I loved her voice but never bothered to learn it. Then she would fetch my wooden slate which she had already washed and plastered with yellow chalk, a tiny earthen ink-pot and a red pen, tie them all in a bundle and hand it to me. After a breakfast of a thick, stale chapatti with a little butter and sugar spread on it, we went to school. She carried several stale chapattis with her for the village dogs.
My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the verandah singing the alphabet or the prayer in a chorus, my grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us to our home growling and fighting with each other for the chapattis we threw to them. When my parents were comfortably settled in the city, they sent for us. That was a turning-point in our friendship. Although we shared the same room, my grandmother no longer came to school with me. I used to go to an English school in a motor bus. There were no dogs in the
streets and she took to feeding sparrows in the courtyard of our city house. As the years rolled by we saw less of each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things of western science and learning, the law of gravity, Archimedesâ Principle, the world being round, etc. This made her unhappy. She could not help me with my lessons. She did not believe in the things they taught at the English school and was distressed that there was no teaching about God and the scriptures.
Why did grandmother carry stale chapattis with her?
correct answer:-1
Read the passage and answer the questions that follow.
My grandmother and I were good friends. My parents left me with her when they went to live in the city and we were constantly together. She used to wake me up in the morning and get me ready for school. She said her morning prayer in a monotonous sing-song while she bathed and dressed me in the hope that I would listen and get to know it by heart; I listened because I loved her voice but never bothered to learn it. Then she would fetch my wooden slate which she had already washed and plastered with yellow chalk, a tiny earthen ink-pot and a red pen, tie them all in a bundle and hand it to me. After a breakfast of a thick, stale chapatti with a little butter and sugar spread on it, we went to school. She carried several stale chapattis with her for the village dogs.
My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the verandah singing the alphabet or the prayer in a chorus, my grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us to our home growling and fighting with each other for the chapattis we threw to them. When my parents were comfortably settled in the city, they sent for us. That was a turning-point in our friendship. Although we shared the same room, my grandmother no longer came to school with me. I used to go to an English school in a motor bus. There were no dogs in the
streets and she took to feeding sparrows in the courtyard of our city house. As the years rolled by we saw less of each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things of western science and learning, the law of gravity, Archimedesâ Principle, the world being round, etc. This made her unhappy. She could not help me with my lessons. She did not believe in the things they taught at the English school and was distressed that there was no teaching about God and the scriptures.
Grandmother sang the morning prayer in a monotonous tone so that:
correct answer:-1
Read the passage and answer the questions that follow.
My grandmother and I were good friends. My parents left me with her when they went to live in the city and we were constantly together. She used to wake me up in the morning and get me ready for school. She said her morning prayer in a monotonous sing-song while she bathed and dressed me in the hope that I would listen and get to know it by heart; I listened because I loved her voice but never bothered to learn it. Then she would fetch my wooden slate which she had already washed and plastered with yellow chalk, a tiny earthen ink-pot and a red pen, tie them all in a bundle and hand it to me. After a breakfast of a thick, stale chapatti with a little butter and sugar spread on it, we went to school. She carried several stale chapattis with her for the village dogs.
My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the verandah singing the alphabet or the prayer in a chorus, my grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us to our home growling and fighting with each other for the chapattis we threw to them. When my parents were comfortably settled in the city, they sent for us. That was a turning-point in our friendship. Although we shared the same room, my grandmother no longer came to school with me. I used to go to an English school in a motor bus. There were no dogs in the
streets and she took to feeding sparrows in the courtyard of our city house. As the years rolled by we saw less of each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things of western science and learning, the law of gravity, Archimedesâ Principle, the world being round, etc. This made her unhappy. She could not help me with my lessons. She did not believe in the things they taught at the English school and was distressed that there was no teaching about God and the scriptures.
Why did the grandmother accompany her grandson to school every day?
correct answer:-2
Read the passage and answer the questions that follow.
My grandmother and I were good friends. My parents left me with her when they went to live in the city and we were constantly together. She used to wake me up in the morning and get me ready for school. She said her morning prayer in a monotonous sing-song while she bathed and dressed me in the hope that I would listen and get to know it by heart; I listened because I loved her voice but never bothered to learn it. Then she would fetch my wooden slate which she had already washed and plastered with yellow chalk, a tiny earthen ink-pot and a red pen, tie them all in a bundle and hand it to me. After a breakfast of a thick, stale chapatti with a little butter and sugar spread on it, we went to school. She carried several stale chapattis with her for the village dogs.
My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the verandah singing the alphabet or the prayer in a chorus, my grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us to our home growling and fighting with each other for the chapattis we threw to them. When my parents were comfortably settled in the city, they sent for us. That was a turning-point in our friendship. Although we shared the same room, my grandmother no longer came to school with me. I used to go to an English school in a motor bus. There were no dogs in the
streets and she took to feeding sparrows in the courtyard of our city house. As the years rolled by we saw less of each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things of western science and learning, the law of gravity, Archimedesâ Principle, the world being round, etc. This made her unhappy. She could not help me with my lessons. She did not believe in the things they taught at the English school and was distressed that there was no teaching about God and the scriptures.
What kind of woman was the grandmother?
correct answer:-4
Read the passage and answer the questions that follow.
When Tao Ying rides on the bus alone, quite often she does not bother to buy a ticket. Why should she? Without her, the bus would still be stopping at every stop, a driver and a conductor would still have to be employed, and the same amount of petrol used. Clearly Tao Ying has to be astute. When the bus conductor looked like the responsible type, she would buy a ticket as soon as she got on board. But if he appeared to be casual and careless, she would not dream of paying, considering it a small punishment for him and a little saving for herself.
Today she is with her son Xiao Ye. She follows him onto the bus. As the doors shut her jacket is caught, ballooning up like a tent behind her. She twists this way and that, finally wrenching herself free. âMama, tickets!â Xiao Ye says. Children are often more conscious of rituals than adults. Without a ticket in his hand, the ride doesnât count as a proper ride. On the peeling paint of the door somebody has painted the shape of a pale finger. It points at a number: 1.10 m. Between Xiao Ye âs round head and the tip of the painted digit setting out the height requirement for a ticket rests the beautiful slender fingers of Tao Ying. âXiao Ye, you are not quite tall enough, still one centimetre away,â she tells him softly.
âMama! Iâm tall enough, Iâm tall enough!â Xiao Ye shouts at the top of his voice, stamping on the floor as if it were a tin drum. âYou told me the last time I could have a ticket the next time, this is the next time. You donât keep your word!â He looks up at his mother angrily. Tao Ying looks down at her son. A ticket costs twenty cents. Twenty cents is not to be scoffed at. It can buy a cucumber, two tomatoes or, at a reduced price, three bunches of radishes or enough spinach to last four days. But Xiao Yeâs face is raised up like a half-open blossom, waiting to receive his promise from the sun. She says, âTwo tickets, please.â The fierce conductor has beady eyes. âThis child is one centimetre short of requiring a ticket.â
Xiao Ye shrinks, not just one but several centimetresâ the need for a ticket has all of a sudden become interwoven with the pride of a small child. To be able to purchase self-esteem with twenty cents is something that can only happen in childhood and certainly no mother can resist an opportunity to make her son happy. âI would like to buy two tickets,â she says politely.
Xiao Ye was eager to buy a bus ticket because he:
correct answer:-2
Read the passage and answer the questions that follow.
When Tao Ying rides on the bus alone, quite often she does not bother to buy a ticket. Why should she? Without her, the bus would still be stopping at every stop, a driver and a conductor would still have to be employed, and the same amount of petrol used. Clearly Tao Ying has to be astute. When the bus conductor looked like the responsible type, she would buy a ticket as soon as she got on board. But if he appeared to be casual and careless, she would not dream of paying, considering it a small punishment for him and a little saving for herself.
Today she is with her son Xiao Ye. She follows him onto the bus. As the doors shut her jacket is caught, ballooning up like a tent behind her. She twists this way and that, finally wrenching herself free. âMama, tickets!â Xiao Ye says. Children are often more conscious of rituals than adults. Without a ticket in his hand, the ride doesnât count as a proper ride. On the peeling paint of the door somebody has painted the shape of a pale finger. It points at a number: 1.10 m. Between Xiao Ye âs round head and the tip of the painted digit setting out the height requirement for a ticket rests the beautiful slender fingers of Tao Ying. âXiao Ye, you are not quite tall enough, still one centimetre away,â she tells him softly.
âMama! Iâm tall enough, Iâm tall enough!â Xiao Ye shouts at the top of his voice, stamping on the floor as if it were a tin drum. âYou told me the last time I could have a ticket the next time, this is the next time. You donât keep your word!â He looks up at his mother angrily. Tao Ying looks down at her son. A ticket costs twenty cents. Twenty cents is not to be scoffed at. It can buy a cucumber, two tomatoes or, at a reduced price, three bunches of radishes or enough spinach to last four days. But Xiao Yeâs face is raised up like a half-open blossom, waiting to receive his promise from the sun. She says, âTwo tickets, please.â The fierce conductor has beady eyes. âThis child is one centimetre short of requiring a ticket.â
Xiao Ye shrinks, not just one but several centimetresâ the need for a ticket has all of a sudden become interwoven with the pride of a small child. To be able to purchase self-esteem with twenty cents is something that can only happen in childhood and certainly no mother can resist an opportunity to make her son happy. âI would like to buy two tickets,â she says politely.
Which of the following statements is NOT true?
correct answer:-4
Read the passage and answer the questions that follow.
When Tao Ying rides on the bus alone, quite often she does not bother to buy a ticket. Why should she? Without her, the bus would still be stopping at every stop, a driver and a conductor would still have to be employed, and the same amount of petrol used. Clearly Tao Ying has to be astute. When the bus conductor looked like the responsible type, she would buy a ticket as soon as she got on board. But if he appeared to be casual and careless, she would not dream of paying, considering it a small punishment for him and a little saving for herself.
Today she is with her son Xiao Ye. She follows him onto the bus. As the doors shut her jacket is caught, ballooning up like a tent behind her. She twists this way and that, finally wrenching herself free. âMama, tickets!â Xiao Ye says. Children are often more conscious of rituals than adults. Without a ticket in his hand, the ride doesnât count as a proper ride. On the peeling paint of the door somebody has painted the shape of a pale finger. It points at a number: 1.10 m. Between Xiao Ye âs round head and the tip of the painted digit setting out the height requirement for a ticket rests the beautiful slender fingers of Tao Ying. âXiao Ye, you are not quite tall enough, still one centimetre away,â she tells him softly.
âMama! Iâm tall enough, Iâm tall enough!â Xiao Ye shouts at the top of his voice, stamping on the floor as if it were a tin drum. âYou told me the last time I could have a ticket the next time, this is the next time. You donât keep your word!â He looks up at his mother angrily. Tao Ying looks down at her son. A ticket costs twenty cents. Twenty cents is not to be scoffed at. It can buy a cucumber, two tomatoes or, at a reduced price, three bunches of radishes or enough spinach to last four days. But Xiao Yeâs face is raised up like a half-open blossom, waiting to receive his promise from the sun. She says, âTwo tickets, please.â The fierce conductor has beady eyes. âThis child is one centimetre short of requiring a ticket.â
Xiao Ye shrinks, not just one but several centimetresâ the need for a ticket has all of a sudden become interwoven with the pride of a small child. To be able to purchase self-esteem with twenty cents is something that can only happen in childhood and certainly no mother can resist an opportunity to make her son happy. âI would like to buy two tickets,â she says politely.
For the child, the ticket was a symbol of:
correct answer:-2
Read the passage and answer the questions that follow.
When Tao Ying rides on the bus alone, quite often she does not bother to buy a ticket. Why should she? Without her, the bus would still be stopping at every stop, a driver and a conductor would still have to be employed, and the same amount of petrol used. Clearly Tao Ying has to be astute. When the bus conductor looked like the responsible type, she would buy a ticket as soon as she got on board. But if he appeared to be casual and careless, she would not dream of paying, considering it a small punishment for him and a little saving for herself.
Today she is with her son Xiao Ye. She follows him onto the bus. As the doors shut her jacket is caught, ballooning up like a tent behind her. She twists this way and that, finally wrenching herself free. âMama, tickets!â Xiao Ye says. Children are often more conscious of rituals than adults. Without a ticket in his hand, the ride doesnât count as a proper ride. On the peeling paint of the door somebody has painted the shape of a pale finger. It points at a number: 1.10 m. Between Xiao Ye âs round head and the tip of the painted digit setting out the height requirement for a ticket rests the beautiful slender fingers of Tao Ying. âXiao Ye, you are not quite tall enough, still one centimetre away,â she tells him softly.
âMama! Iâm tall enough, Iâm tall enough!â Xiao Ye shouts at the top of his voice, stamping on the floor as if it were a tin drum. âYou told me the last time I could have a ticket the next time, this is the next time. You donât keep your word!â He looks up at his mother angrily. Tao Ying looks down at her son. A ticket costs twenty cents. Twenty cents is not to be scoffed at. It can buy a cucumber, two tomatoes or, at a reduced price, three bunches of radishes or enough spinach to last four days. But Xiao Yeâs face is raised up like a half-open blossom, waiting to receive his promise from the sun. She says, âTwo tickets, please.â The fierce conductor has beady eyes. âThis child is one centimetre short of requiring a ticket.â
Xiao Ye shrinks, not just one but several centimetresâ the need for a ticket has all of a sudden become interwoven with the pride of a small child. To be able to purchase self-esteem with twenty cents is something that can only happen in childhood and certainly no mother can resist an opportunity to make her son happy. âI would like to buy two tickets,â she says politely.
âXiao Ye shrinks, not just one but several centimetresâ - Why?
correct answer:-1
Read the passage and answer the questions that follow.
When Tao Ying rides on the bus alone, quite often she does not bother to buy a ticket. Why should she? Without her, the bus would still be stopping at every stop, a driver and a conductor would still have to be employed, and the same amount of petrol used. Clearly Tao Ying has to be astute. When the bus conductor looked like the responsible type, she would buy a ticket as soon as she got on board. But if he appeared to be casual and careless, she would not dream of paying, considering it a small punishment for him and a little saving for herself.
Today she is with her son Xiao Ye. She follows him onto the bus. As the doors shut her jacket is caught, ballooning up like a tent behind her. She twists this way and that, finally wrenching herself free. âMama, tickets!â Xiao Ye says. Children are often more conscious of rituals than adults. Without a ticket in his hand, the ride doesnât count as a proper ride. On the peeling paint of the door somebody has painted the shape of a pale finger. It points at a number: 1.10 m. Between Xiao Ye âs round head and the tip of the painted digit setting out the height requirement for a ticket rests the beautiful slender fingers of Tao Ying. âXiao Ye, you are not quite tall enough, still one centimetre away,â she tells him softly.
âMama! Iâm tall enough, Iâm tall enough!â Xiao Ye shouts at the top of his voice, stamping on the floor as if it were a tin drum. âYou told me the last time I could have a ticket the next time, this is the next time. You donât keep your word!â He looks up at his mother angrily. Tao Ying looks down at her son. A ticket costs twenty cents. Twenty cents is not to be scoffed at. It can buy a cucumber, two tomatoes or, at a reduced price, three bunches of radishes or enough spinach to last four days. But Xiao Yeâs face is raised up like a half-open blossom, waiting to receive his promise from the sun. She says, âTwo tickets, please.â The fierce conductor has beady eyes. âThis child is one centimetre short of requiring a ticket.â
Xiao Ye shrinks, not just one but several centimetresâ the need for a ticket has all of a sudden become interwoven with the pride of a small child. To be able to purchase self-esteem with twenty cents is something that can only happen in childhood and certainly no mother can resist an opportunity to make her son happy. âI would like to buy two tickets,â she says politely.
Why does Tao Ying buy two tickets?
correct answer:-3
