Synonyms Questions and Answers

Direction for [ Question No: 1 To 1 ] :

Read the passage given below and answer the questions that follow :

Soon some idea struck her and she went to the window and hollered, 'Roopa! Roopa!' After calling out for Roopa, she had a look at the things that she had brought for her. Roopa had to sit for her home science examination the next day and Tarawati had collected things like some kitchen items, a bucket, a mug and a stool that Roopa required for the practical examination.

While looking at the things that she had collected for Roopa, Tarawati recalled her husband who had died a few years ago. She remembered him berating her for not treating Roopa well. 'Roopa's mother! Do not think only sons deserve all love and care and not daughters'. I'm determined to give Roopa good education so that she leads a happy and meaningful life. You are not educated yourself. That's probably why you don't want her to be educated. This is not fair on your part. You must change your views and let her grow and flower into a happy, confident individual.'

Thinking of her husband's admonition on this account, Tarawati felt emotional. The fact of the matter was that Roopa's parents differed on Roopa's upbringing and fought with each other on the issue. The fight continued for days together and often it was Roopa who intervened to broker peace between them. On his death-bed too, Roopa's father had cried and pleaded with her to treat Roopa in a nice manner. Hugging Roopa, he had told Tarawati, 'Take care of Roopa. Give her good education and let her decide the course of her life herself.' While recalling the interaction, tears rolled down Tarawati's eyes.

Meanwhile, the evening shadows were getting darker. Tarawati was exhausted and had a headache too. She looked at her dust-laden feet and then around the room. In order to bring some semblance of order, she forced herself to get up and get going. Then she called her daughter again, Roopa! Roopa!'.

Direction for [ Question No: 2 To 2 ] :

Read the passage given below and answer the questions that follow.

What was this new state like? Fortunately, we have full accounts, both Indian and Greek. Megasthenes, the ambassador sent by Seleucus, has left a record and, much more important is that contemporary account - Kautilya's Arthashastra, 'the Science of Polity'. Kautilya is another name for Chanakya, and thus we have a book written, not only by a great scholar, but a man who played a dominating part in the establishment, growth and preservation of the empire. Chanakya has been called the Indian Machiavelli, and to some extent the comparison is justified. But he was a much bigger person in every way, greater in intellect and action. He was no mere follower of a king, a humble advisor of an all-powerful emperor. A picture of him emerges from an old Indian play - the Mudra-Rakshasa - which deals with this period. Bold and scheming, proud and revengeful, never forgetting a slight, never forgetting his purpose, availing himself of every device to delude and defeat the enemy, he sat with the reins of empire in his hands and looked upon the emperor more as a loved pupil than as a master. Simple and austere in his life, uninterested in the pomp and pageantry of high position, when he had redeemed his pledge and accomplished his purpose, he wanted to retire, to a life of contemplation.

There was hardly anything Chanakya would have refrained from doing to achieve his purpose; he was unscrupulous enough; yet he was also wise enough to know that this very purpose might be defeated by means unsuited to the end. Long before Clausewitz, he is reported to have said that war is only a continuance of state policy by other means. But, he adds, war must always serve the larger ends of policy and not become an end in itself; the statesman's objective must always be the betterment of the state as a result of war, not the mere defeat and destruction of the enemy. If war involves both parties in a common ruin, that is bankruptcy of statesmanship. War must be conducted by armed forces, but much more important than the force of arms is the high strategy which saps the enemy's morale and disrupts his forces and brings about his collapse, or takes him to the verge of collapse, before armed attack.

Direction for [ Question No: 3 To 3 ] :

Read the passage given below and answer the questions that follow.

The next morning, as I was about to leave the city, I saw peacocks on every tree, rock and hill. Their movements had the same peace, the same grace and the same beauty. As the evening shadows deepened, the air was filled with the song of peacocks. I thought they were there to both welcome and bid me farewell.

Whenever I recall that trip, my mind is filled with the images of those peacocks. I am surprised. Did I really see so many of them? Did the peacocks of Rajasthan actually come out to greet me? I wonder how they are now.

I try to imagine that city now, but all I can see is a picture of desolation. Shocked and disturbed, I am neither able to see the peacocks nor hear their song. Where have they all disappeared? In which corner of the world are they hiding? Suddenly, I have a vision of a lonely peacock on a distant hill. He seems battered and bruised. I walk quickly toward him but, before I can reach the hill, he rises into the sky screaming with terror and disappears.

Where has he gone? Where are his companions, those countless peacocks? Why is he sitting alone on that hill, the very picture of desolation? Why is he so despondent, so terrified? The sight of that dejected, bewildered peacock suddenly brings to mind another image of desolation that I had forgotten. On the far edge of a dark, oil-soaked sea, I see a forlorn duck covered with foul effluents, watching the waves in disbelief. Till yesterday, the sea was ambrosia, today it is poison. The wings of the duck are so heavy with slime that he can no longer fly. Poison flows through the veins in his body.

Direction for [ Question No: 4 To 4 ] :

Read the passage given below and answer the questions that follow by selecting the correct/most appropriate options.

For a few days, no one knew where Venkatashami had gone. Enquiries revealed that he had run away with the Dombara girl. The leader of the troupe came to the Gowda to express his grief and went back to the camp. There was nothing that anyone could do. Four days later, a Gowda from a village some five miles away was passing this way, and he brought Venkatashami and left him at his parents' house. The boy was burning with fever. It seems the girl was with him when he became ill. She had been taken home by her father and Venkatashami had been brought back seriously ill.

The boy did not recover from that illness. He was a handsome boy with an open face. Dark, yes, but attractive. The black of his skin, that of his eyes, and of his moustache were of three different shades. When he smiled, it was like a flash of lightning among the clouds. His body was so well-built, no hammer could break it. The fever that had caught hold of him seemed unwilling to let go of such a fine physique. They call the fever by the name typhoid now and can diagnose it in no time. But those days, nobody was aware of such things. All they knew was that something was wrong with the tongue. He was given the traditional medicines and kept on a local diet. A fortnight later, Venkatashami passed away. His delirious mind rambled and his talk was all about his meeting with the girl. Whenever he was conscious, he kept asking them to call her. It would have been all right if he had been married to her. His request would have been treated with understanding and sympathy, and she would have been sent for. But does one bring the girl who had led him astray to his bedside in these circumstances ?

Direction for [ Question No: 5 To 5 ] :

Read the passage given below and answer the questions that follow by selecting the correct/most appropriate options.

Lata stood outside the hall for a minute. Sunlight poured onto the stone steps. The edge of her middle finger was smeared with dark blue ink, and she looked at it, frowning. She was close to tears.

Other English students stood on the steps and chatted. A post-mortem of the paper was being held, and it was dominated by an optimistic and chubby girl who was ticking off on her fingers the various points she had answered correctly.

'This is one paper I know I have done really well,' she said. 'Especially the 'King Lear' question. I think that the answer was 'Yes'.' Others were looking excited or depressed. Everyone agreed that several of the questions were far harder than they had needed to be. A knot of history students stood not far away, discussing their paper, which had been held simultaneously in the same building. One of them was the young man who had brought himself to Lata's attention in the Imperial Book Depot, and he was looking a little worried. He had spent a great deal of time these last few months in extra-curricular activities - particularly cricket - and this had taken its toll upon his performance.

Lata walked to a bench beneath the gulmohar tree and sat down to collect herself. When she got home for lunch, she would be pestered with a hundred questions about how well she had done. She looked down at the red flowers that lay scattered at her feet. In her head, she could still hear the buzzing of the fly.

The young man, though he had been talking to his classmates, had noticed her walking down the steps. When she sat down on the far bench under the tree, he decided to have a word with her. He told his friends that he had to go home for lunch - that his father would be waiting for him - and hurried along the path past the gulmohar. As he came to the bench, he uttered an exclamation of surprise and stopped.

Direction for [ Question No: 6 To 6 ] :

Directions : Read the passage given below and answer the questions that follow by selecting the correct / most appropriate options.

If asked, "What matters are related to health i.e. health decisions ?" most of us would answer - hospitals, doctors and pills. Yet we are all making a whole range of decisions about our health which go beyond this limited area of doctors, pills etc. For example, whether or not to smoke, take exercise, wear a seat belt, drive a motor bike, drink alcohol regularly etc. The way we reach decisions and form attitudes about our health is only just beginning to be understood.

The main paradox is why people consistently do things which are known to be very hazardous. Two interesting examples of this are smoking and not wearing seat belts. Addiction makes smokers keep on smoking and whether to wear a seat belt or not is affected by safety considerations. Taken together both these examples show how people reach decisions about their health. Understanding this process is crucial. Only then can we effectively change public attitude towards voluntary activities like smoking.

Smokers run the risk of contracting heart disease, several times more as compared to non-smokers. Even lung cancer. Despite extensive press campaigns which have regularly told smokers and car drivers the grave risks they are running, the number of smokers and non-wearers of seat belts has remained much the same. Although the numbers of deaths from road accidents and smoking are well publicized, they have aroused little public interest.

If we give smokers the real figures of deaths caused by smoking, will it affect their views on the dangers of smoking ? Unfortunately not. Many of the real figures are in the form of probable estimates, and evidence shows that people are very bad at understanding this kind of information.

Direction for [ Question No: 7 To 8 ] :

Directions : Read the passage given below and answer the questions that follow by selecting the correct/most appropriate options :

Learning a language under any circumstances requires hard work and concentration. However, the circumstances can make a difference in both quality and quantity. Most foreign language students learn in a classroom, from a text-book. In a classroom, language learning can be controlled so that all the necessary structures are taught. Highly motivated students can thus learn the language efficiently and quickly. Learning on the streets and in the markets from experience and need can be effective although the student learns only what he happens to need, in a haphazard way.

Some language students find this real-life situation more meaningful because the students' success in fulfilling their needs depends on their language ability. However, shop-keepers are more likely to be tolerant of incorrect grammar than classroom teachers, so mispronunciations and errors will not matter much. Nevertheless, the rewards are different for the type of language learning situations. They are immediate (goods, bought in a store) in the real-life but delayed until a quiz or oral recital for the classroom learner.

The kind of language learnt in each setting differs too. In the classroom, the student is more likely to learn the grammatical language of educated people. The language learnt out of necessity often lacks the fine details of the classroom variety and might include informal expressions such as slang. The people learning on the street must be easily understood. Therefore, they might actually sound more like native speakers - although not necessarily educated people. So a combination of classroom instruction and the experience of using language in the street will result in the best language learning of all.

Direction for [ Question No: 9 To 9 ] :

Directions : Read the passage given below carefully and answer the questions that follow by selecting the correct/most appropriate options.

Water is the core of life; hence water must be central to our spiritual thinking. Water is not only most of earth, but also most of life. Therefore water conservation must be our deepest concern.

The Himalayan mountain range is among the highest, youngest and most fragile ecosystem of the planet. The Himalayas have given us some of the great river systems of the earth including the Indus, Ganga, Brahmaputra, Nu Salween, Yangtze and the Mekong. The Himalayas are also called the 'Third Pole', for they contain the largest mass of ice and snow outside the earth's polar region, the north and south poles. There is a permanent snowline above 5,000 metres. Some of the glaciers in the region are the longest outside the two poles. The Himalayas serve as water towers, providing water on a sustained basis to more than 1,000 million people and millions of hectares of land in South Asia. The greenery, benevolent climate, highly productive ecosystems, food production and overall happiness in South Asia are in fact, attributable to the bounty of the Himalayas. They are not only beautiful; they are life-givers. Little wonder that they are venerated as the abode of gods.

To keep the Third Pole preserved through assured conservation is one of the greatest challenges for the contemporary world. Himalayan mountains are a common but fragile natural resource. As mountain ecosystems have enormous bearing on the earth's systems, their special care, regeneration and conservation of their pristine resources would only bring more happiness, peace and prosperity to large parts of the world. In Agenda 21, Chapter 13 of the United Nations, the importance of mountains is underlined : "mountain environments are essential to the survival of global ecosystems."

The Himalayas in the state of Uttarakhand are especially rich in water resources. This area is home to dozens of perennial streams and numerous other rain-fed rivers along with innumerable rivulets, waterfalls and ponds, etc.

Direction for [ Question No: 10 To 10 ] :

Directions : Read the passage given below and answer the questions that follow by choosing the correct/most appropriate options :

Freedom is one of the most important factors in life. Man has fought politically all over the world for freedom. Religions have promised freedom, not in this world but in another. In the capitalist countries, individual freedom exists to some degree, and in the communist world it has been denied. From ancient times, freedom has meant a great deal to man, and there have been its opponents, not only political but religious through Inquisition, by excommunication, tortures and banishments, and the total denial of man's search for freedom. There have been wars and counter-wars fought for freedom. This has been the pattern of man's endeavours for freedom throughout history.

Freedom of self-expression and freedom of speech and thought exist in some parts of the world, but in others it does not. Those who have been conditioned, revolt against their backgrounds. This reaction which takes different forms is called 'freedom'. The reaction to politics is often to shun the field of politics.

One economic reaction is to form small communities based on some ideology or under the leadership of one person, but these soon disintegrate. The religious reaction against established organisations of belief is to revolt, either by joining other religious organisations or by following some guru or leader or by joining some cult. Or one denies the whole religious endeavour.

One thinks of freedom only as freedom of movement, either physical or movements of thought. It appears that one always seeks freedom on the surface. Surely, this is rather a limited freedom, involving a great deal of conflict, wars and violence.

Inner freedom is something entirely different. It has its roots not in the idea of freedom but in the reality of freedom. It covers all the endeavours of man. Without inner freedom life will always be an activity within the limited circle of time and conflict.