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English Quiz :Twisted Ones for IBPS/BOM Exams

 English Quiz :Twisted Ones for IBPS/BOM Exams |_2.1
Directions (1-10): Read the following passage carefully and choose
the best answer to each question out of the five given alternatives.
To teach is
to create a space in which obedience to truth is practiced. Space may sound
like a vague, poetic metaphor until we realize that it describes experiences of
everyday life. We know what it means to be in a green and open field; we know
what it means to be on a crowded rush hour bus. These experiences of physical
space have parallels in our relations with others. On our jobs, we know what it
is to be pressed and crowded, our working space diminished by the urgency of
deadlines and competitiveness of colleagues.
But then
there are times when deadlines disappear and colleagues cooperate, when
everyone has space to move, invent and produce with energy and enthusiasm. With
family and friends, we know how it feels to have unreasonable demands placed
upon us, to be boxed in the expectations of those nearest to us. But then there
are times when we feel accepted for who we are (or forgiven for who we are
not), times when a spouse or a child or a friend gives us the space both to be
and to become.

Similar
experiences of crowding and space are found in education. To sit in a class
where the teacher stuffs our minds with information, organizes it with
finality, insists on having the answer while being utterly uninterested in our
views, and forces us into a grim competition for grades-to sit in such a class
is to experience a lack of space for learning. But to study with a teacher who
not only speaks but also listens, who not only gives answers but asks questions
and welcomes our insights, who provides information and theories that do not
close doors but open new ones, who encourages students to help each other
learn-to study with such a teacher is to know the power of a learning space.
A learning
space has three essential dimensions: openness, boundaries and an air of hospitality.
To create open learning space is to remove the impediments to learning that we
find around and within us: we often create them ourselves to evade the
challenge of truth and transformation. One source of such impediments is our
fear of appearing ignorant to others or to ourselves. The openness of a space
is created by the firmness of its boundaries. A learning space cannot extend
indefinitely; if it did, it would not be a structure for learning but an
invitation for confusion and chaos. When space boundaries are violated, the
quality of space suffers. The teacher who wants to create an open learning
space must define and defend its boundaries with care, because the pursuit of
truth can often be painful and discomforting, the learning space must be hospitable.
Hospitality means receiving each other, our struggles, our new-born ideas with
openness and care. It means creating an ethos in which the community of truth
can form and the pain of its transformation be borne. A learning space needs to
be hospitable not to make learning painless, but to make painful things
possible, things without which no learning can occur-things like exposing
ignorance, testing tentative hypotheses, challenging false or partial
information, and mutual criticism of thought.

The task of
creating learning space with qualities of openness, boundaries and hospitality
can be approached at several levels. The most basic level is the physical
arrangement of the classroom. Consider the traditional classroom setting with
row upon row of chairs facing the lectern where learning space is confined to
the narrow alley of attention between each student and teacher. In this space,
there is no community of truth, hospitality or room for students to relate to
the thoughts of each other. Contrast it with the chairs placed in a circular
arrangement, creating an open space within which learners can interconnect. At
another level, the teacher can create conceptual space-with words, in two ways.
One is through assigned reading; the other is through lecturing. Assigned
reading, not in the form of speed reading several hundred pages, but
contemplative reading which opens, not fills, our learning space. A teacher can
also create a learning space by means of lectures. By providing critical
information and a framework of interpretation a lecturer can lay down the
boundaries within which learning occurs.
We also
create learning space through the kind of speech we utter and the silence from
which true speech emanates. Speech is a precious gift and a vital tool, but
often our speaking is an evasion of truth, a way of buttressing our
self-serving reconstructions of reality. Silence must therefore be an integral
part of learning space. In silence, more than in arguments, our mind-made world
falls away and must also create emotional space in the classroom, space that
allow feeling to arise and be dealt with because submerged feelings can
undermine learning. In an emotionally honest learning space, one created by a
teacher who does not fear dealing with feelings, the community of truth can
flourish between us and we can flourish in it.
Q1. Which of
the following statements best describes the author’s conception of learning
space?
(a) Where
the teacher is friendly.
(b) Where
these is no grim competition for grades.
(c) Where
the students are encouraged to learn about space.
(d) Where
the teacher provides information and theories which open new doors and
encourages students to help each other learn.
(e)
Physical, perceptual and behavioral levels.
Q2. The
statements ‘the openness of a space is created by the firmness of its
boundaries’ appears contradictory.
Which of the
following statements provides the best justification for the proposition?
(a) We
cannot have a space without boundaries.
(b) Bounded
space is highly structured.
(c) When
space boundaries are violated, the quality of space suffers.
(d) A
teacher can effectively defend a learning space without boundaries.
(e) Learning
encompasses such elements as courage, dignity and endeavor.
Q3.
According to the author, learning is a painful process because:
(a) It
exposes our ignorance.
(b) Our
views and hypotheses are challenged.
(c) It
involves criticizing the views of others.
(d) Of all
of the above reasons.
(e) A
teacher who is not afraid of confronting feelings.
Q4. The task
of creating learning space with qualities of openness, boundaries and
hospitality is multidimensional. It involves operating at:
(a)
Psychological and conceptual levels.
(b)
Physical, perceptual and behavioral levels.
(c)
Physical, conceptual and emotional levels.
(d)
Conceptual, verbal and sensitive levels.
(e) Bounded
space is highly structured.
Q5.
According to the author, silence must be an integral part of learning space
because:
(a) Silence
helps to unite us with others to create a community of truth.
(b) Silent
contemplation prepares us to construct our mind-made world.
(c) Speaking
is too often an exercise in the evasion of truth.
(d) Speaking
is too often a way of buttressing our self-serving reconstruction of reality.
(e) Exclusively
rooted in our experiences of physical space.
Q6.
According to the author, an effective teacher does not allow
(a) feelings
to arise within the learning space.
(b) silence
to become an integral part of the learning space.
(c) learning
space to be filled by speed reading of several hundred pages of assigned
reading.
(d)
violation of learning space boundaries.
(e) creative
extrapolation and illustrations.
Q7.
Understanding the notion of space in our relations with others is:
(a) To
acknowledge the beauty of poetic metaphor.
(b)
Exclusively rooted in our experiences of physical space.
(c) To
accept a spiritual dimension in our dealings with our peers.
(d) To
extend the parallel of physical space to our experiences in daily life.
(e)
Psychological and conceptual levels.
Q8. Another
way of describing the author’s notion of learning space can be summarized in
the following manner.
(a) It is
vital that learning be accompanied by unlearning.
(b) Learning
encompasses such elements as courage, dignity and endeavor.
(c) An
effective teacher recognizes the value of empathy.
(d)
Encourage good learners, discourage indifferent ones.
(e) Our
views and hypotheses are challenged.
Q9.
Conceptual space with words can be created by
(a) Assigned
reading and lecturing.
(b) Speed
reading and written comprehension.
(c) Gentle
persuasion and deliberate action.
(d) creative
extrapolation and illustrations.
(e)
involving emotionally and physically
Q10. An
emotionally honest learning space can only be created by:
(a) A teacher
committed to join the community.
(b) A
teacher who is not afraid of confronting feelings.
(c) A
teacher who takes care not to undermine the learning process.
(d) A
teacher who worships critical silence.
(e) A
teacher who is bold enough to create nuisance


Directions (11-15): In each of the following sentences, parts of the sentence
are left blank. Beneath each sentence, five different ways of completing the
sentence are indicated. Choose the best alternative from among the five
options.

Q11. As the consequences of climate change
become more __________, increasing numbers of people have come to __________
that the longer we hesitate, the more expensive the problem becomes.
(a) severe,
reminisce
(b) visible,
evaluate
(c) evident,
reconcile
(d) visible,
recognize
(e)
pronounced, imagine
Q12. In the
past, universities have been created in times of __________, typically to
encourage people to think beyond their immediate need for survival to more
edifying spiritual or national __________.
(a) poverty,
wealth
(b) distress,
well being
(c) plenty,
goals
(d) prosperity,
interests
(e)
scarcity, goals
Q13. Is
academic freedom affordable in a time of economic crisis? There remains a
nagging sense that universities are __________ now that ordinary people are
__________ to make ends meet.
(a) free,
living
(b) luxuries,
struggling
(c) useless,
surviving
(d) unnecessary,
studying
(e)
exuberances, able

Q14. The new knowledge produced by original research is an instance of social
capital formation. Hence, the university’s unique institutional mission is to
manufacture knowledge as a/an __________.
(a) social
institution
(b) intellectual
property
(c) consumable
(d) utility
(e) public
good
Q15.
Contrary to the hopes of many, the end of the Second World War and the shock of
the Nazi atrocities did not mean the end of war and genocide; the decades
following it have been __________ with bloody conflicts in which entire
population groups have been __________.
(a) marred,
involved
(b) riddled,
involved
(c) rife,
murdered
(d) rife,
associated
(e) marred,
compromised
Solutions
S1. Ans.(d) 
Sol. Where the teacher provides
information and theories which open new doors and encourages students to help
each other learn.

S2. Ans.(c) 
Sol. When space boundaries are
violated, the quality of space suffers.


S3. Ans.(c) 
Sol. It involves criticizing the views
of others.

S4. Ans.(c) 
Sol. Physical, conceptual and
emotional levels.


S5. Ans.(a) 
Sol. Silence helps to unite us with
others to create a community of truth.

S6. Ans.(c) 
Sol. learning space to be filled by
speed reading of several hundred pages of assigned reading.

S7. Ans.(d) 
Sol. To extend the parallel of
physical space to our experiences in daily life.

S8. Ans.(c) 
Sol. An effective teacher recognizes
the value of empathy.

S9. Ans.(a) 
Sol. Assigned reading and lecturing.

S10. Ans.(b) 
Sol.  A teacher
who is not afraid of confronting feelings.

S11. Ans.(d) 
Sol.  When things are ‘visible’ people
‘recognize’.

S12. Ans.(c) 
Sol.  Plenty, Goals. If people are to be
encouraged toward thinking beyond their immediate need for survival, it can
only be done when survival is not a problem, hence plenty or prosperity fits in
the blank. once they are beyond the problem of survival people can be directed
towards “edifying spiritual or national” goal or objectives.   

S13. Ans.(b) 
Sol.  Luxuries, struggling. In times of
economic crisis, the nagging sense about the universities could be option B or
D. during economic crisis it does not make sense to say that people are
‘studying’ to make ends meet. ‘struggling’ make better sense.

S14. Ans.(e) 
Sol.  public
good.  Social capital controls the world.
The most appropriate option approximating to ‘social capital’ is public good.

S15. Ans.(c) 
Sol.  Rife, murdered. “did not mean the
end of war and genocide” controls the words; the options will show that
something that is “contrary to” the hopes of many. Hence, “rife” (widespread)
fits in the first blank. Marred and riddled will be followed by “by” and not
‘with’. In the second blank we need a word that is similar to genocide hence
murdered.

     English Quiz :Twisted Ones for IBPS/BOM Exams |_3.1
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English Quiz :Twisted Ones for IBPS/BOM Exams |_5.1

English Quiz :Twisted Ones for IBPS/BOM Exams |_6.1

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