English Questions For SBI Clerk Prelims 2018

Dear Aspirants,

English Questions For SBI Clerk Prelims 2018 (Conjunction Based)

This section can be easy as pie if your basics are clear. Sometimes, even those who can communicate very well in English, fail to perform to the best of their ability in the banking exams. So, instead of boiling the ocean, try building up a strong vocabulary, an effective knowledge of grammar, and efficient comprehension skills so as to be on the ball to face this particular section. Here is a quiz being provided by Adda247 to let you practice the best of latest pattern English Questions.

Directions (1-10): Read the passage carefully and then answer the questions given below.

It is well known that a child learns to walk, to talk, and to know his way around the world just by trying something out and seeing what happens, then modifying what he does (or thinks) in accordance with what has actually happened. In this way, he spends his first few years in a wonderfully creative way, discovering all sorts of things that are new to him and this leads people to look back on childhood as a kind of lost paradise. As the child grows older, learning takes on a narrower meaning. He accumulates knowledge to please others. He learns then for some utilitarian purpose and not mainly for the love of the action of learning itself. So, his ability to see something new and original gradually dies away. And without it there is evidently no ground from which anything can grow.
Evidently then, the ability to learn something new is based on the general state of mind of a human being. It do not depend on special talents, nor does it operate only in special fields. But when it does operate, there is an undivided and total interest in what one is doing. Only this kind of whole-hearted interest will give the mind the energy needed to see what is new and different, especially when the later seems to threaten what is familiar, precious, secure, or otherwise dear to us. It is clear that all the great scientists and artists had such a feeling for their work. But no matter what his occupation may be, anyone can, in principle, approach life in this way. Here I am reminded of Anne Sullivan, who was the teacher of Helen Keller. When she came to teach this child, who was blind and deaf from an early age, she met a 'wild animal'. She worked with the child as best as she could. with all the energies at her disposal, remaining extremely sensitively observant, feeling out the unknown mind of the child and eventual learning how to communicate with her.
The key step here was to teach the child to form a concept (which she had never learned, because she had not been able to communicate with other people to any significant extent). This was done by causing her to come in contact with water in a wide variety of different forms and contexts, each time scratching the word 'water' on the palm of her hand. For a long time, the child did not grasp what it was all about. But suddenly she realized that all these different experiences referred to one substance in its many aspects which was symbolized by the
word 'water' scratched in her palm. This initiated a fantastic revolution in the whole of her mind, the depth and scope of which we find hard to appreciate without having experienced directly what it means to live without conceptual abstraction.

Q1. According to the author's arguments, which of the following statement sheds light on why a child is in a more creative state of mind?
(a) A child doesn't understand its own self-interest.
(b) A child does not want security or familiarity.
(c) Knowledge acquisition for the child is not a mere accumulative process.
(d) As he fails to see something new and original gradually.
(e) None of the above

Q2. The experience of Helen described above can best be summarized by
(a) Fun
(b) Joy
(c) Excitement
(d) Revelation
(e) Adventurous

Q3. Which of the following is NOT a necessary step in the formation of 'concept' as described above?
(a) Reconciliation of information derived from at least two different perceptual media
(b) Deciphering the multiple information content in a signal
(c) Searching for similarities across differences
(d) Developing curiosity in mind, the depth and scope of which we find hard to appreciate.
(e) none of the above

Q4. Which of the following does NOT necessarily follow from the above passage?
(a) Utilitarian learning cannot lead to creative discoveries.
(b) Abstractions are the bedrock on which inter-subjective human communication rests.
(c) Creativity is not the preserve of a few select professions.
(d) Creative engagements are most often subversive.
(e) None of the above

Q5. From the following sentences choose the option that reflects the grammatically and contextually correct sentence/s.
[I] It do not depend on special talents, nor does it operate only in special fields.
[II] He accumulates knowledge to please others.
[III] So, his ability to see something new and original gradually dies away.
(a) Only [I]
(b) Only [II]
(c) Only [III]
(d) Both [II] and [III]
(e) All are correct

(Directions 76-78): Choose the word which is most similar with the meaning of the given word.

(a) scatter
(b) diverge
(c) derange
(d) litter
(e) acquire

(a) improbably
(b) obscurely
(c) vaguely
(d) doubtless
(e) impalpably

(a) alert
(b) heedless
(c) oblivious
(d) bemused
(e) unwary

(Directions 79-80): Choose the word that is most opposite in meaning with the given word in bold.

(a)  wonderland
(b) utopia
(c) abyss
(d) heaven
(e) Bliss

(a) practical
(b) Quixotic
(c) functional
(d) realistic
(e) pragmatic

Directions (11-15): Read the passage carefully and answer the questions based on the passage. Some of the words have been highlighted which will be required to answer some of the questions.

There is a fairly universal sentiment that the use of nuclear weapons is clearly contrary to morality and that its production probably so, does not go far enough. These activities are not only opposed to morality but also to law if the legal objection can be added to the moral, the argument against the use and the manufacture of these weapons will considerably be reinforced. Now the time is ripe to evaluate the responsibility of scientists who knowingly use their expertise for the construction of such weapons, which has deleterious effect on mankind.

To this must be added the fact that more than 50 percent of the skilled scientific manpower in the world is now engaged in the armaments industry. How appropriate it is that all this valuable skill should be devoted to the manufacture of weapons of death in a world of poverty is a question that must touch the scientific conscience.

A meeting of biologists on the Long-Term Worldwide Biological consequences of nuclear war added frightening dimension to those forecasts. Its report suggested that the long biological effects resulting from climatic changes may at least be as serious as the immediate ones.

Sub-freezing temperatures, low light levels, and high doses of ionizing and ultraviolet radiation extending for many months after a large-scale nuclear war could destroy the biological support system of civilization, at least in the Northern Hemisphere. Productivity in natural and agricultural ecosystems could be severely restricted for a year or more. Post war survivors would face starvation as well as freezing conditions in the dark and be exposed to near lethal doses of radiation. If, as now seems possible, the Southern Hemisphere were affected also, global disruption of the biosphere could ensue. In any event, there would be severe consequences, even in the areas not affected directly, because of the interdependence of the world economy. In either case the extinction of a large fraction of the earth's animals, plants and microorganism seems possible. The population size of Homo sapiens conceivably could be reduced to prehistoric levels or below, and extinction of the human species itself cannot be excluded.

Q11. According to the passage, the argument against use and manufacture of nuclear weapons
(a) Does not stand the test of legality
(b) Possesses legal strength although it does not have moral standing
(c) Is acceptable only on moral grounds
(d) Becomes stronger if legal and moral considerations are combined
(e) All the given options are incorrect.

Q12. The scientists possessing expertise in manufacturing destructive weapons are
(a) Very few in number
(b) Irresponsible and incompetent
(c) More than half of the total number
(d) Engaged in the armaments industry against their desire
(e) not conscious of the repercussions of their actions.

Q13. The author's most important objective of writing the above passage seems to
(a) Highlight the use of nuclear weapons as an effective population control measures.
(b) Illustrate the devastating effects of use of nuclear weapons on mankind.
(c) Duly highlight the supremacy of the nations which possess nuclear weapons.
(d) Summarise the long biological effects of use of nuclear weapons.
(e) Explain scientifically the climatic changes resulting from use of nuclear weapons.

Q14. The author of the passage seems to be of the view that
(a) Utilization of scientific skills in manufacture of weapons is appropriate.
(b) Manufacture of weapons of death would help eradication of poverty.
(c) Spending money on manufacture of weapons may be justifiable subject to the availability of funds.
(d) Utilization of valuable knowledge for manufacture of lethal weapons is inhuman.
(e) The evaluation of the scientific skills in manufacture of weapons is appropriate.

Q15. Which of the following is one of the consequences of nuclear war?
(a) Fertility of land will last for a year or more.
(b) Post-war survivors being very few will have abundant food.
(c) Lights would be cooler and more comfortable.
(d) Southern Hemisphere would remain quite safe in the post-war period.
(e) None of these.