Bihar Board Class 12 English 2025 Question Paper (Available): Download Bihar Board Class 12 Question Paper with Solution PDF (SET I)

Step 1: Understanding the Concept:

This question tests the appropriate use of adverbs of time to complete the meaning of a sentence.


Step 2: Detailed Explanation:

The sentence is a question about the duration of a potential future state ("unhappy"). We need an adverb that specifies a length of time.

- (A) ever: means "at any time". It would change the sentence to "Do you think we will ever be unhappy?", which is a different question.

- (B) forever: means "for all future time". This fits the sentence logically, asking if the state of being unhappy will be permanent. "Do you think we will be unhappy forever?" makes perfect sense.

- (C) never: means "at no time". This would create a confusing double negative ("unhappy never").

- (D) not: is redundant and grammatically incorrect in this position.

Therefore, "forever" is the most suitable word to complete the question.
Quick Tip: When choosing an adverb, consider the context of the sentence. Here, the question implies a concern about the duration of unhappiness, making 'forever' the most logical choice.

Step 1: Understanding the Concept:

This question tests the difference between "further" and "farther", which are often confused.


Step 2: Detailed Explanation:

- Farther refers to a literal, physical distance. Example: "The station is farther down the road."

- Further refers to a metaphorical or figurative distance, or it can mean "more" or "in addition". Example: "We need to discuss this further."

- In the given sentence, "I have nothing .. to say," the meaning is "I have nothing more to say." This is a figurative or additional sense, not a physical distance.

- Therefore, "further" is the correct word. The other options, "neither" and "either", are grammatically incorrect in this context.
Quick Tip: A simple way to remember: use `farther` for physical `far` distance. Use `further` for everything else, including "more" or "additional".

Step 1: Understanding the Concept:

This question tests the use of comparative and superlative adjectives.


Step 2: Detailed Explanation:

- The phrase "in England" indicates that London is being compared to all other cities in England (a group of more than two).

- When comparing three or more things, the superlative form of the adjective is used.

- The adjective is "large". Its forms are:
- Positive: large
- Comparative: larger
- Superlative: largest
- The definite article "the" before the blank also signals that a superlative is needed.

- "more large" is grammatically incorrect for a single-syllable adjective.

- Therefore, "largest" is the correct form. The complete sentence is: "London is the largest city in England."
Quick Tip: Use the comparative form (-er) to compare two things. Use the superlative form (-est) to compare three or more things. The presence of "the" before the adjective is a strong clue for the superlative.

Step 1: Understanding the Concept:

This question tests the use of quantifiers with countable and uncountable nouns/concepts.


Step 2: Detailed Explanation:

- The word "tired" describes a state or feeling. The degree of tiredness is an uncountable concept.

- A few and few are used with plural countable nouns (e.g., "a few friends," "few books"). They are incorrect here.

- A little is used with uncountable nouns or concepts to mean "a small amount" or "somewhat". "I am a little tired" means I am somewhat tired. This is a common and correct expression.

- Some can be used, but "a little" is more idiomatic and specific for modifying an adjective like "tired".

- Therefore, "a little" is the most appropriate choice.
Quick Tip: Remember the rule: 'few' and 'a few' for things you can count, 'little' and 'a little' for things you cannot count. Feelings and states like 'tiredness' or 'happiness' are treated as uncountable.

Step 1: Understanding the Concept:

This question requires converting an active voice sentence in the present continuous tense (negative interrogative form) into the passive voice.


Step 2: Key Formula or Approach:

- Active (Present Continuous): `am/is/are + subject + (not) + verb-ing + object?`
- Passive (Present Continuous): `am/is/are + new subject + (not) + being + past participle?`


Step 3: Detailed Explanation:

1. Identify components of the active sentence:
- Subject: they
- Verb: are cheating
- Object: us
- Tense: Present Continuous (Negative Interrogative)

2. Convert to passive:
- The object `us` becomes the new subject `we`.
- The auxiliary verb for `we` is `Are`.
- Since it's a question, the auxiliary verb comes first: `Are we... ?`
- The passive form for present continuous is `are being + past participle (cheated)`.
- The sentence is negative, so we add `not` after the subject: `Are we not...`
- Combine all parts: "Are we not being cheated ?"

3. Evaluate the options:
- (A) Are we not being cheated ? - This perfectly matches the derived passive form.
- (B) Are we being not cheated ? - Incorrect word order for `not`.
- (C) Are not we being cheated ? - Awkward and less common word order.
- (D) Are we being cheated ? - This is the passive form of the positive question ("Are they cheating us?").
Quick Tip: In passive voice questions, first identify the tense of the active sentence. The tense must be preserved in the passive form. For present continuous, the key passive indicator is `being + past participle`.

Step 1: Understanding the Concept:

This question requires converting a direct speech sentence into indirect (reported) speech.


Step 2: Key Formula or Approach:

When the reporting verb (like `said`) is in the past tense, we typically apply these changes:

1. Change pronouns (e.g., `I` -> `he`/`she`).

2. Backshift the tense of the verb (e.g., Present Continuous -> Past Continuous).

3. Change adverbs of time and place (e.g., `now` -> `then`).


Step 3: Detailed Explanation:

1. Original Sentence: He said, “I am going to college just now."

2. Reporting Verb: `said` remains `said`. The sentence is a statement, not a question, so `asked` is incorrect.

3. Pronoun Change: `I` refers to the speaker `He`, so it changes to `he`.

4. Tense Backshift: `am going` (Present Continuous) changes to `was going` (Past Continuous).

5. Adverb Change: `now` changes to `then`.

6. Combine: "He said that he was going to college just then."

7. Evaluate the options:
- (A) uses `now` instead of `then`.
- (B) incorrectly uses `asked`.
- (C) correctly changes the tense, pronoun, and adverb.
- (D) incorrectly uses `asked` and `now`.
Quick Tip: Remember the key changes for indirect speech: Pronouns, Tense (backshift), and Adverbs of time/place (e.g., `now` -> `then`, `today` -> `that day`, `here` -> `there`).

Step 1: Understanding the Concept:

This question tests the correct verb form for the present perfect tense.


Step 2: Key Formula or Approach:

The structure for the present perfect tense (in interrogative form) is: `Have/Has + subject + past participle ... ?`


Step 3: Detailed Explanation:

- The sentence begins with the auxiliary verb `Have`, which indicates the present perfect tense.
- The main verb required must be in its past participle form.
- The verb is "see". Let's look at its forms:
- Base form (V1): see
- Simple Past (V2): saw
- Past Participle (V3): seen
- According to the structure of the present perfect tense, the past participle `seen` is the correct form to use after `Have you...`.
- The correct sentence is: "Have you seen Amrita ?"
Quick Tip: Whenever you see the auxiliary verbs `have`, `has`, or `had` used to form a tense, the main verb that follows must be the past participle (V3).

Step 1: Understanding the Concept:

This question tests the use of modal auxiliary verbs to express possibility or emphasis.


Step 2: Detailed Explanation:

We need to choose the word that fits grammatically and logically in the blank before the base verb "know".

- (A) have: "She have know" is grammatically incorrect. The correct form would be "She has known".
- (B) ought: This modal verb must be followed by `to`. "She ought to know the answer" is correct, but the `to` is missing in the sentence.
- (C) might: This modal verb expresses possibility and is followed by the base form of the verb. "She might know the answer" is grammatically correct and makes logical sense.
- (D) did: This auxiliary is used for emphasis in the past tense. "She did know the answer" is grammatically correct.

- Comparing (C) and (D), both are grammatically possible. However, `might` expresses uncertainty or possibility about a present situation, which is a very common use case for this sentence structure. `did` expresses certainty about a past situation. Without further context, expressing possibility with `might` is a more neutral and common interpretation.
Quick Tip: Pay attention to what follows the blank. Modal verbs like `can`, `could`, `may`, `might`, `will`, `would`, `shall`, `should`, and `must` are followed by the base form of the verb (e.g., `go`, `see`, `know`). Verbs like `ought` require a `to` infinitive.

Step 1: Understanding the Concept:

This question asks to combine two simple sentences into one complex or compound sentence, correctly showing the cause-and-effect relationship between them.


Step 2: Detailed Explanation:

The first event (the cause) is "The house caught fire." The second event (the result) is "All the books were burnt." We need a structure that links the first event as the reason for the second.

- (A) "As the house caught fire and all the books were burnt": This option is just a fragment, not a complete sentence. The use of "and" suggests two parallel events rather than cause and effect.

- (B) "The house having caught fire, all the books were burnt": This correctly uses a nominative absolute construction (or a perfect participle phrase). The phrase "The house having caught fire" acts as an adverbial clause, clearly stating the cause that leads to the result in the main clause. This is a grammatically elegant and correct way to combine the sentences.

- (C) "All the books were burnt, the house caught fire": This uses a comma splice and reverses the logical flow of events.

- (D) "As the books burnt, the house caught fire": This incorrectly reverses the cause and effect, suggesting the burning books caused the house fire.

Therefore, option (B) is the best choice.
Quick Tip: Participle phrases (e.g., `Having finished his work...`, `Being tired...`) are a powerful tool for combining sentences to show cause, time, or condition. The perfect participle (`having + past participle`) is used when the action in the phrase happens before the action in the main clause.

Step 1: Understanding the Concept:

This question tests the correct spelling of a common English word.


Step 2: Detailed Explanation:

The word meaning authentic, real, or sincere is spelled Genuine.

- Let's analyze the options:

- (A) Genuine: This is the correct spelling.

- (B) Genune: Incorrect, missing the 'i'.

- (C) Gennuine: Incorrect, extra 'n'.

- (D) Gennune: Incorrect, extra 'n' and missing 'i'.
Quick Tip: For spelling, it's often helpful to break the word into syllables: Gen-u-ine. Sounding it out can help you remember the correct sequence of vowels and consonants.

Step 1: Understanding the Concept:

This question requires converting an active voice sentence in the past perfect tense into the passive voice.


Step 2: Key Formula or Approach:

- Active Voice (Past Perfect): Subject + had + past participle (V3) + object.

- Passive Voice (Past Perfect): Object + had been + past participle (V3) + by + subject.


Step 3: Detailed Explanation:

1. Identify components of the active sentence:

- Subject: Veena

- Verb: had written (Past Perfect)

- Object: a letter

2. Apply the passive voice formula:

- The object `a letter` becomes the new subject.

- The verb `had written` becomes `had been written`.

- The original subject `Veena` becomes the object of the preposition `by`.

3. Construct the passive sentence: "A letter had been written by Veena."

4. Evaluate the options:

- (A) A letter had been written by Veena: This correctly follows the rule for converting the past perfect tense to passive voice.

- (B) A letter is wrote by Veena: Incorrect tense (simple present) and incorrect verb form (`wrote` instead of `written`).

- (C) A letter was written by Veena: Incorrect tense. This is the passive voice of the simple past tense ("Veena wrote a letter"), not the past perfect.

- (D) Write a letter by Veena: This is an imperative sentence, not a passive conversion.

Therefore, option (A) is the grammatically correct conversion.
Quick Tip: When converting to passive voice, the tense of the original sentence must be preserved. For any perfect tense (present perfect, past perfect, future perfect), the passive form will always include 'been'. For past perfect active (`had written`), the passive is `had been written`.

Step 1: Understanding the Concept:

This question asks to transform a comparative sentence into a negative sentence without changing its meaning. This is a common transformation involving degrees of comparison.


Step 2: Key Formula or Approach:

To change the form of a comparative sentence (`A is more X than B`) to a negative sentence with the same meaning, you can reverse the subjects and use the positive degree in a `not as...as` or `not so...as` structure. The new structure will be `B is not as/so X as A`.


Step 3: Detailed Explanation:

1. Original Sentence: "He is wiser than you." This means the level of wisdom of 'He' is greater than the level of wisdom of 'You'.

2. Apply the transformation:

- Reverse the subjects: 'You' becomes the first subject, 'he' becomes the second.

- Use the `not so...as` structure with the positive degree of the adjective ('wise').

- Construct the new sentence: "You are not so wise as he." This correctly conveys that your wisdom is less than his, which is the same as the original meaning.

3. Evaluate the options:

- (A) He is not wise than you: This is grammatically incorrect. The structure should be "wiser than".

- (B) He is not the wisest man: This changes the meaning. The original sentence only compares him to 'you', not to all men.

- (C) You are not so wise as he: This is a grammatically correct transformation that preserves the original meaning.

- (D) You are not wiser than you: This sentence is illogical.
Quick Tip: When transforming comparative sentences, remember this equivalence: `(Adjective)-er than` is equivalent to `not so (Adjective) as` with the subjects swapped. For example, "Mumbai is bigger than Pune" means "Pune is not so big as Mumbai."

Step 1: Understanding the Concept:

This question tests the correct use of prepositions of time, specifically with days of the week.


Step 2: Detailed Explanation:

The rules for common prepositions of time are:

- on is used for specific days of the week (on Monday, on Sunday) and specific dates (on October 31st).

- at is used for specific times of the day (at 9 PM, at noon).

- in is used for longer periods like months, years, and seasons (in April, in 2025, in winter).

- from is used to indicate a starting point (from now on, from Monday to Friday). While "from Monday" is possible, "on Monday" is the standard and correct preposition to state when a single event will occur.

Since "Monday" is a specific day of the week, the correct preposition is `on`.
Quick Tip: Remember the time preposition pyramid: `at` for precise times, `on` for days and dates, and `in` for longer periods.

Step 1: Understanding the Concept:

This question requires choosing the most appropriate adverb of manner to modify the verb "sing". An adverb of manner describes how an action is performed.


Step 2: Detailed Explanation:

- The sentence "I sing..." needs an adverb to describe the quality of the singing.

- (A) badly: This is an adverb of manner that directly describes how someone performs an action. "I sing badly" is a common and grammatically correct sentence.

- (B) lately: This is an adverb of time meaning "recently". It does not describe the manner of singing.

- (C) largely: This is an adverb of degree meaning "mostly" or "mainly". It doesn't fit the context.

- (D) orderly: This adverb of manner means "in a neat and organized way". It is not typically used to describe singing.

Therefore, "badly" is the most logical and fitting adverb.
Quick Tip: When choosing an adverb to modify a verb, make sure it makes sense logically. Ask the question "How do I sing?". The answer ("badly") is an adverb of manner.

Step 1: Understanding the Concept:

This question tests subject-verb agreement and pronoun-antecedent agreement with the indefinite pronoun "Neither".


Step 2: Detailed Explanation:

There are three grammatical points to check here:

1. Structure with "Neither of": The phrase "Neither of" is always followed by a plural noun or pronoun (e.g., "the girls"). All options follow this rule.

2. Subject-Verb Agreement: The subject "Neither" is grammatically singular and therefore requires a singular verb. The singular form of the verb is "solves". Options (A), (B), and (C) use the correct singular verb. Option (D) uses the plural verb "solve" and is incorrect.

3. Pronoun-Antecedent Agreement: The possessive pronoun must agree with its antecedent, which is "Neither". Since "Neither" is singular, a singular pronoun is traditionally required.
- The antecedent "girls" is feminine, so the correct singular possessive pronoun is "her".
- (A) "its" is used for non-human things, so it's incorrect.
- (B) "her" is the correct singular feminine pronoun.
- (C) "their" is a plural pronoun. While widely used in informal speech (singular they), in formal grammar, "her" is preferred to agree with the singular "Neither".

Based on formal grammatical rules, sentence (B) is the most correct.
Quick Tip: Remember that indefinite pronouns like `Neither`, `Either`, `Each`, and `Everyone` are singular. They must take a singular verb (e.g., `solves`, `is`, `has`) and traditionally require a singular pronoun (`his` or `her`).

Step 1: Understanding the Concept:

This question tests subject-verb agreement with the phrase "A variety of...".


Step 2: Detailed Explanation:

The rule for "A variety of..." can be tricky.
- When followed by a plural countable noun, it often takes a plural verb (e.g., "A variety of reasons were given.").

- However, when "variety" refers to a singular collection or when it's followed by an uncountable noun, it takes a singular verb.

In this sentence, the noun is "music", which is an uncountable noun. "A variety of music" is treated as a single concept or collection. Therefore, it requires a singular verb.

- (A) is: This is a singular verb and fits the context.

- (B) are: This is a plural verb.

- (C) has: While singular, "has available" is an incorrect construction here. The sentence requires a form of the verb 'to be'.

- (D) have: This is a plural verb.

The correct sentence is: "A variety of music is available here."
Quick Tip: For phrases like "A variety of..." or "A number of...", check the noun that follows. If the noun is uncountable (like music, information, water), the verb is almost always singular.

Step 1: Understanding the Concept:

This question tests the use of prepositions of time, specifically `for` and `since` with the present perfect tense.


Step 2: Detailed Explanation:

The sentence uses the present perfect tense ("I have lived"), which describes an action that started in the past and continues into the present.
- for is used to specify a duration or period of time (e.g., "for ten years", "for a long time").
- since is used to specify the starting point of that period (e.g., "since 2014", "since last year").
The word "childhood" refers to a specific starting point in the past. It answers the question "starting when?" not "for how long?".
Therefore, the correct preposition to use is `since`.
Quick Tip: A simple test: if the time phrase answers "how long?", use `for`. If it answers "since when?", use `since`. "Since when have you lived here?" "Since childhood."

Step 1: Understanding the Concept:

This question tests the correct spelling of a common English word.


Step 2: Detailed Explanation:

The word in question refers to the unlawful use of violence and intimidation, especially against civilians, in the pursuit of political aims.
The correct spelling is derived from the root word "terror" with the suffix "-ism".
- The correct spelling is Terrorism. It has a double 'r'.
- All other options are misspellings.
Quick Tip: When in doubt about a spelling, try to identify its root word. Here, the root is "terror". Knowing this helps confirm the double 'r' in "terrorism".

Step 1: Understanding the Concept:

This question asks for the antonym of the word "Admit". An antonym is a word with the opposite meaning.


Step 2: Detailed Explanation:

- The verb Admit has two main meanings: 1. To confess something is true. 2. To allow entry.

- We need to find the word with the opposite meaning.

- (A) Confess: This is a synonym for the first meaning of 'admit'.

- (B) Accept: This can also be a synonym.

- (C) Deny: This means to state that something is not true, or to refuse to admit something. This is the direct antonym of "admit" in the sense of confession. It also works as an antonym for allowing entry (e.g., to deny entry).

- (D) Comply: This means to agree to a request or command, which is not an opposite of admit.

Therefore, "Deny" is the correct antonym.
Quick Tip: When finding an antonym, first think about the core meaning of the given word. 'Admit' means to say 'yes' to something (either a fact or entry). 'Deny' means to say 'no'.

Step 1: Understanding the Concept:

This question asks for the synonym of the word "Strategy". A synonym is a word with a similar meaning.


Step 2: Detailed Explanation:

- A Strategy is a careful plan or method for achieving a particular goal, usually over a long period.

- Let's look at the options:

- (A) Fame: The state of being known by many people. Unrelated.

- (B) Criminal: A person who has committed a crime. Unrelated.

- (C) Plan: A detailed proposal for doing or achieving something. This is a core part of what a strategy is and is the best synonym among the choices.

- (D) Invasion: The act of entering a place to take control. This could be part of a military strategy, but it is not a synonym for the word itself.
Therefore, "Plan" is the correct synonym.
Quick Tip: While a strategy is a type of plan, not all plans are strategies (strategies are typically larger-scale and longer-term). However, in multiple-choice questions, you must choose the closest available synonym.

Step 1: Understanding the Concept:

This question asks for the antonym of the word "Common". An antonym is a word with the opposite meaning.


Step 2: Detailed Explanation:

- The word Common means something that is found often and is not special or unusual.

- We need the word that means the opposite.

- (A) Ordinary: This is a synonym for 'common'.

- (B) Rare: This means not seen or found very often. This is the direct opposite of 'common'.

- (C) Natural: This means existing in nature, not man-made. It is not an antonym for 'common'.

- (D) Beautiful: This means attractive or pleasing. It is not an antonym for 'common'.

Therefore, "Rare" is the correct antonym.
Quick Tip: Think of usage examples. A pigeon is a 'common' bird in a city. A peregrine falcon is a 'rare' sight. This helps solidify the opposite relationship between the words.

Step 1: Understanding the Concept

A synonym is a word that has the same or nearly the same meaning as another word. The question asks for the synonym of the word 'Justify'.


Step 2: Detailed Explanation

The word 'Justify' means to show or prove that something is right, reasonable, or warranted. It involves providing reasons or evidence to support a claim or action.

Let's analyze the options:

(A) Attack: To take aggressive action against someone or something. This is an antonym or unrelated.

(B) Explain: To make something clear by describing it in more detail or revealing relevant facts. Providing an explanation is a core part of justifying something. This is the closest meaning.

(C) React: To respond to something. This does not mean the same as justify.

(D) Erase: To rub out or remove something. This is unrelated.

Therefore, 'Explain' is the best synonym for 'Justify' in this context.


Step 3: Final Answer

The most appropriate synonym for 'Justify' among the given options is 'Explain'.
Quick Tip: To find the correct synonym, think of how the word is used in a sentence. For example, "He tried to justify his actions." You can replace 'justify' with 'explain' ("He tried to explain his actions") and the sentence still makes sense.

Step 1: Understanding the Concept

An antonym is a word that has the opposite meaning of another word. The question asks for the antonym of the word 'Duplicate'.


Step 2: Detailed Explanation

The word 'Duplicate' refers to a copy that is exactly like the first one.

Let's analyze the options:

(A) Copy: This is a synonym for duplicate.

(B) Clone: This is also a synonym, referring to an exact copy.

(C) Original: This refers to the first or primary version of something, from which copies are made. This is the exact opposite of a duplicate.

(D) Photostat: This refers to a type of photographic copy, which is a synonym for duplicate.

Therefore, 'Original' is the correct antonym.


Step 3: Final Answer

The correct antonym for 'Duplicate' is 'Original'.
Quick Tip: When asked for an antonym, first identify synonyms among the options to eliminate them. In this case, 'Copy', 'Clone', and 'Photostat' are all related to the meaning of 'Duplicate', making 'Original' the most likely opposite.

Step 1: Understanding the Concept

This question tests the knowledge of idioms and phrases. We need to choose the idiom that correctly completes the sentence's meaning.


Step 2: Detailed Explanation

The sentence describes a "straightforward man" and his attitude towards "flatterers" (people who give insincere praise). A straightforward person would likely avoid close association with insincere people.

Let's analyze the idioms:

(A) at any rate: Means 'whatever happens' or 'in any case'. It does not fit the context.

(B) at arm's length: This idiom means to keep someone at a distance and avoid being too friendly or close to them. This fits the context perfectly. A straightforward man would keep flatterers at a distance.

(C) all the rage: Means 'very popular or fashionable'. It does not fit the context.

(D) all told: Means 'with everything or everyone counted'. It does not fit the context.


Step 3: Final Answer

The correct idiom to complete the sentence is 'at arm's length'.
Quick Tip: Learning common idioms is essential for competitive exams. Try to understand their meaning and the context in which they are used.

Step 1: Understanding the Concept

This question tests the correct usage of degrees of comparison for adjectives. There are three degrees: positive (young), comparative (younger), and superlative (youngest).


Step 2: Detailed Explanation

The rule for degrees of comparison is as follows:

- The positive degree is used when no comparison is made (e.g., He is young).

- The comparative degree is used when comparing two people, things, or groups (e.g., He is younger than his brother).

- The superlative degree is used when comparing more than two people, things, or groups (e.g., He is the youngest of the three brothers).


In this sentence, the comparison is between "two brothers". Therefore, the comparative form of the adjective 'young' should be used.

The comparative form of 'young' is 'younger'.

'More young' is grammatically incorrect for a one-syllable adjective like 'young'.

'Youngest' is the superlative form and would be used for three or more brothers.


Step 3: Final Answer

The correct word to fill in the blank is 'younger'.
Quick Tip: Remember the rule: use the comparative form (-er ending or 'more') for comparing two entities, and the superlative form (-est ending or 'most') for comparing three or more.

Step 1: Understanding the Concept

This question tests the correct use of adverbs of degree and conjunctions to express cause and effect.


Step 2: Detailed Explanation

The structure of the sentence "... sweet that I couldn't finish it" shows a cause (the sweetness of the cake) and its result (not being able to finish it).

Let's analyze the options and their typical structures:

(A) so: The structure "so + adjective/adverb + that + clause" is used to express cause and effect. For example, "The cake was so sweet that I couldn't finish it." This fits the sentence perfectly.

(B) very: 'Very' is used to intensify an adjective but is not followed by 'that' to show a result. e.g., "The cake tasted very sweet."

(C) such: 'Such' is used with a noun or noun phrase in the structure "such + (a/an) + adjective + noun + that...". e.g., "It was such a sweet cake that I couldn't finish it." Since there is no noun after the blank, 'such' is incorrect.

(D) too: 'Too' is used to show an excess which leads to a negative result, typically in the structure "too + adjective + to + infinitive". e.g., "The cake was too sweet to finish." The given sentence uses 'that' and a clause, not 'to' and an infinitive.


Step 3: Final Answer

Based on the grammatical structure, 'so' is the only correct option.
Quick Tip: Memorize these common structures: \textbf{so} + adjective + \textbf{that} + clause \textbf{too} + adjective + \textbf{to} + infinitive \textbf{such} + noun phrase + \textbf{that} + clause

Step 1: Understanding the Concept

This question requires converting a sentence from direct speech to indirect (or reported) speech. The given sentence is an interrogative (question).


Step 2: Detailed Explanation

Here are the rules for converting an interrogative sentence to indirect speech:

1. Reporting Verb: The reporting verb 'said' changes to 'asked', 'inquired', or 'wondered'. Here, 'asked' is used.

2. Conjunction: The question is a 'yes/no' type question, so we use the conjunction 'if' or 'whether' to connect the reporting clause with the reported speech. The quotation marks are removed.

3. Sentence Structure: The interrogative form of the sentence ("Is anyone...") is changed to the assertive (statement) form ("...anyone was").

4. Tense Change: Since the reporting verb ('said') is in the past tense, the tense of the reported speech changes. The simple present ('is') changes to the simple past ('was').

5. Pronoun/Adverb Change: In this sentence, there are no pronouns or adverbs that need to be changed. ('There' remains 'there').


Applying these rules to "Is anyone there?":

- 'said' becomes 'asked'.

- 'if' is added.

- 'Is anyone' becomes 'anyone was'.

- The question mark is replaced with a full stop.

This results in: "The teacher asked if anyone was there."

Options (B) and (D) are incorrect because they change the tense of the reporting verb ('will ask', 'will say'). Option (C) uses 'had said', which is an incorrect reporting verb for a question.


Step 3: Final Answer

The correct indirect speech is "The teacher asked if anyone was there."
Quick Tip: When converting questions to indirect speech, remember to change the sentence structure from a question to a statement and to back-shift the tense if the reporting verb is in the past.

Step 1: Understanding the Concept

This question tests the understanding of modal auxiliary verbs, which express modality such as ability, possibility, permission, or obligation.


Step 2: Detailed Explanation

The sentence expresses an obligation or necessity to be on time. Let's examine the modal verbs:

(A) ought: This modal expresses moral obligation or duty. However, it is almost always followed by 'to' (e.g., "We ought to be punctual."). Since 'to' is not in the sentence, this option is grammatically incomplete.

(B) might: This expresses a weak possibility (e.g., "We might be punctual," meaning it's possible but not certain). This does not fit the meaning of obligation.

(C) may: This expresses permission or possibility (e.g., "We may be punctual."). This also does not fit the meaning of obligation.

(D) must: This expresses strong obligation, necessity, or a rule. "We must be punctual" means that it is necessary for us to be punctual. This fits the context perfectly and is grammatically correct.


Step 3: Final Answer

The most appropriate and grammatically correct modal verb for the sentence is 'must'.
Quick Tip: Pay close attention to the nuances of modal verbs. 'Must' implies a strong, often internal, obligation, while 'have to' implies an external obligation. 'Ought to' and 'should' suggest advice or moral duty.

Step 1: Understanding the Concept

This question requires converting a sentence from the passive voice to the active voice. The given sentence is an interrogative sentence in the simple present tense.


Step 2: Detailed Explanation

The structure of the passive voice sentence is: Is/Am/Are + object + past participle + by + subject?

(\textit{Is Hindi spoken by them?)

To convert to active voice:

1. The subject of the passive voice ('them') becomes the subject of the active voice ('they').

2. The object of the passive voice ('Hindi') becomes the object of the active voice.

3. The passive verb form ('is spoken') is changed to the active form. Since it's simple present tense, the active verb is 'speak'.

4. The sentence must remain a question. The active voice interrogative structure for the simple present tense is: Do/Does + subject + base form of verb + object?


Applying these steps:

- Subject: they

- Verb: speak

- Object: Hindi

- Forming the question: "Do they speak Hindi?"


Options (B), (C), and (D) use incorrect modal verbs ('will', 'should', 'must') or have incorrect sentence structure.


Step 3: Final Answer

The correct active voice form is "Do they speak Hindi ?".
Quick Tip: When changing voice, identify the tense of the sentence first. The tense must remain the same in the converted sentence. Here, the simple present passive ("is spoken") becomes simple present active ("do speak").

Step 1: Understanding the Concept

The task is to combine two separate sentences into one coherent sentence. The two sentences present a contrast: being rich is usually associated with being generous, but Smita is a miser (someone who hoards wealth and spends as little as possible).


Step 2: Detailed Explanation

We need a conjunction that shows contrast, such as 'but', 'yet', or 'still'. The combined sentence must preserve the original meaning of both individual sentences.

- Original meaning: Smita is rich AND Smita is a miser. Both facts are true.

Let's check the options:

(A) "Smita is rich, still she is not a miser": This contradicts the second sentence.

(B) "Smita is rich, still she is a miser": This correctly combines the two contrasting ideas. 'Still' is used here to emphasize the surprising contrast. This preserves the original meaning.

(C) "Smita is not rich, still she is a miser": This contradicts the first sentence.

(D) "Smita is rich, still she was a miser": This incorrectly changes the tense of the second part from present ('is') to past ('was').


Step 3: Final Answer

The only option that correctly combines the two sentences while preserving their meaning and tense is (B).
Quick Tip: When combining sentences, always ensure that the logical relationship (e.g., contrast, cause, addition) is correctly expressed and that the original facts and tenses are not altered.

Step 1: Understanding the Concept

This question tests the correct usage of prepositions and adverbs, particularly the difference between 'beside' and 'besides'.


Step 2: Detailed Explanation

The sentence implies that Shyam teaches two subjects: Mathematics and also English. We need a word that means "in addition to".

Let's analyze the options:

(A) across: A preposition of place or movement, meaning from one side to the other. Incorrect here.

(B) besides: An adverb or preposition meaning 'in addition to' or 'also'. "Shyam teaches Mathematics besides English" means he teaches Mathematics in addition to English. This fits perfectly.

(C) beside: A preposition of place, meaning 'next to' or 'at the side of'. Incorrect here.

(D) over: A preposition of place or movement. Incorrect here.


Step 3: Final Answer

The correct word to complete the sentence is 'besides'.
Quick Tip: Do not confuse 'beside' and 'besides'. \textbf{Beside} (no 's') = next to. (e.g., "Sit beside me.") \textbf{Besides} (with an 's') = in addition to. (e.g., "Besides French, he also speaks Spanish.")

Step 1: Understanding the Concept

This question is about forming a question tag. A question tag is a short question at the end of a statement, used for confirmation.


Step 2: Key Formula or Approach

The basic rules for forming a question tag are:
1. A positive statement is followed by a negative tag.
2. A negative statement is followed by a positive tag.
3. The tag uses the same auxiliary verb as the statement. If there is no auxiliary verb, use a form of 'do'.
4. The pronoun in the tag must match the subject of the statement.


Step 3: Detailed Explanation

Let's apply the rules to the statement: "You take it very easy".

1. Positive/Negative: The statement is positive. Therefore, the tag must be negative.

2. Auxiliary Verb: The statement is in the simple present tense ("take"). The simple present tense does not have an explicit auxiliary verb. In such cases, we use 'do' or 'does'. For the subject 'You', the auxiliary is 'do'.

3. Forming the Tag: The negative form of 'do' is 'do not' or 'don't'.

4. Pronoun: The subject is 'You', so the pronoun in the tag is 'you'.

Combining these, the question tag is "don't you?".


Step 4: Final Answer

The correct question tag is "don't you?".
Quick Tip: To quickly find the correct question tag, identify the tense and the auxiliary verb of the main statement. Then, just flip the polarity (positive to negative or vice versa) and add the subject pronoun.

Step 1: Understanding the Concept

This question tests the use of causative verbs. A causative construction is used when one person causes another person to do something for them.


Step 2: Key Formula or Approach

The common causative structure is: subject + have/get + object + past participle.
This structure is used to talk about services that you arrange for someone else to do for you.


Step 3: Detailed Explanation

The phrase "I am going to..." needs to be followed by a verb in its base form.
Let's analyze the options in this context:

- "I am going to cut my hair" (not an option in its exact form) would mean I am doing the action myself.

- The context usually implies getting a haircut from a professional. For this, we use the causative structure.
Let's evaluate the given options:

(A) cutting my hair: Incorrect. After "to", we need the base form of the verb, not the -ing form.

(B) hair cut: Incorrect. "hair cut" is a noun phrase and cannot follow "I am going to".

(C) have my hair cut: This perfectly follows the causative structure "have + object (my hair) + past participle (cut)". It means I am arranging for someone else (a barber/stylist) to cut my hair. This is the correct choice.

(D) cut my hair up: "Cut up" is a phrasal verb meaning to cut into pieces, which is not the intended meaning for a haircut.


Step 4: Final Answer

The correct and most natural-sounding completion for the sentence is "have my hair cut".
Quick Tip: Use "have something done" when you are paying for or arranging a service. For example, "I need to have my car repaired," or "She is having her house painted."

Step 1: Understanding the Concept

This is a basic spelling question that tests the knowledge of the correct spelling of a common English word.


Step 2: Detailed Explanation

The verb that means to achieve a desired aim or result is spelled S-U-C-C-E-E-D.

It is often misspelled due to the double 'c' and double 'e'.
- (A) Suced: Incorrect.
- (B) Sicued: Incorrect.
- (C) Succeed: Correct spelling.
- (D) Suceud: Incorrect.


Step 3: Final Answer

The correct spelling is 'Succeed'.
Quick Tip: For words with double letters like 'succeed', 'accommodate', or 'necessary', it is helpful to break them down (suc-ceed) or use mnemonic devices to remember the spelling.

Step 1: Understanding the Concept

This question tests the knowledge of correlative conjunctions. Correlative conjunctions are pairs of conjunctions that work together to connect two parts of a sentence.


Step 2: Key Formula or Approach

Some common correlative conjunction pairs are:
- either ... or
- neither ... nor
- both ... and
- not only ... but also


Step 3: Detailed Explanation

The sentence already contains the conjunction 'nor'. We need to find its corresponding partner. Looking at the standard pairs, 'nor' is always paired with 'neither'.

The structure "neither ... nor" is used to connect two negative statements. "He speaks neither French nor English" means he does not speak French and he does not speak English.

- 'Either' pairs with 'or'.
- 'And' and 'or' do not form a standard pair with 'nor' in this context.


Step 4: Final Answer

The correct word to complete the sentence is 'neither'.
Quick Tip: Whenever you see 'or' or 'nor' in a sentence that needs a paired conjunction, immediately think of 'either' and 'neither' respectively. Memorizing these pairs is the key to solving such questions quickly.

Step 1: Understanding the Concept

A synonym is a word or phrase that means exactly or nearly the same as another word or phrase. The question asks for the synonym of 'Genuine'.


Step 2: Detailed Explanation

The word 'Genuine' means authentic, true, or not fake.

Let's analyze the options:

(A) Pleasant: Means enjoyable, attractive, or friendly. This is not related to 'genuine'.

(B) Angry: Means having a strong feeling of annoyance, displeasure, or hostility. This is not related.

(C) Graceful: Means having or showing grace or elegance. This is not related.

(D) Real: Means actually existing as a thing or occurring in fact; not imitation or artificial. This is the closest meaning to 'genuine'.


Step 3: Final Answer

The most appropriate synonym for 'Genuine' is 'Real'.
Quick Tip: When looking for synonyms, try to use each option in a sentence where the original word fits. For instance, "This is a genuine diamond" can be rephrased as "This is a real diamond" without changing the meaning.

Step 1: Understanding the Concept

This question tests the use of articles, specifically the definite article 'the'.


Step 2: Detailed Explanation

The rule is to use the definite article 'the' before ordinal numbers (like first, second, third, fourth) when they refer to a specific date or position in a series.

"Fourth of July" refers to a specific, unique day. Therefore, it requires the definite article 'the'.

(A) 'a' and (C) 'an' are indefinite articles and are not used with specific dates or ordinal numbers in this context.

(D) 'none' would imply no article is needed, which is incorrect. The sentence "We arrived on fourth of July" is grammatically incomplete.


Step 3: Final Answer

The correct article to use is 'the'.
Quick Tip: Always use 'the' before ordinal numbers (first, second, tenth, etc.) and superlatives (best, tallest, etc.) because they point to a specific, unique item or person.

Step 1: Understanding the Concept

This question tests the correct use of prepositions to indicate support or contact with a surface.


Step 2: Detailed Explanation

The sentence describes the position of a ladder relative to a wall. The ladder is being supported by the wall.

(A) against: This preposition is used to show that something is in contact with and supported by a surface. "Leaned against the wall" is the correct and standard expression.

(B) for: Indicates purpose or duration. Not suitable here.

(C) at: Indicates a specific point or location. Not used for leaning on a surface.

(D) in: Indicates being inside something. Not suitable here.


Step 3: Final Answer

The correct preposition is 'against'.
Quick Tip: Remember common prepositional phrases related to position. When something is touching a vertical surface for support, the preposition 'against' is almost always used.

Step 1: Understanding the Concept

This question tests the correct spelling of a common English word.


Step 2: Detailed Explanation

The word that means to make full use of and derive benefit from a resource, or to use a situation or person in an unfair or selfish way, is spelled E-X-P-L-O-I-T.

Let's check the options:

(A) Exploiete: Incorrect.

(B) Expluit: Incorrect.

(C) Exploit: Correct spelling.

(D) Expleat: Incorrect.


Step 3: Final Answer

The correct spelling is 'Exploit'.
Quick Tip: Practice spelling common but tricky words. Reading regularly helps reinforce correct spellings in your memory.

Step 1: Understanding the Concept

This question tests the use of modal auxiliary verbs. The sentence is expressing an ability.


Step 2: Detailed Explanation

The action described is "swim across the river," which is a physical ability.

Let's analyze the options:

(A) can: This modal verb is used to express ability or capability. "I can swim across the river" means I have the ability to do so. This is the most appropriate choice.

(B) dare: This means to have the courage to do something. While possible, 'can' is more direct for expressing simple ability.

(C) need: This expresses necessity. "I need swim..." is grammatically incorrect; it should be "I need to swim...".

(D) may have: This expresses a possibility in the past ("may have swum"). It doesn't fit the sentence structure.


Step 3: Final Answer

The best modal verb to express the ability to swim across the river is 'can'.
Quick Tip: Remember the primary meanings of modal verbs: 'can' for ability, 'may' for permission/possibility, 'must' for obligation, and 'should' for advice.

Step 1: Understanding the Concept

This question requires choosing the correct subordinating conjunction to show a contrast or concession between two clauses.


Step 2: Detailed Explanation

The sentence presents a contrast: the team played well (a positive fact), but they still lost (a negative outcome). We need a word that means "in spite of the fact that".

(A) Though: This is a conjunction used to introduce a statement that contrasts with the main statement. "Though they played well, they could not win" is grammatically correct and conveys the intended meaning.

(B) Even though: This is similar to 'though' but adds more emphasis to the contrast. It is also a correct answer. In multiple-choice questions where both are options, 'Though' is often considered the standard, less emphatic choice. Both are grammatically sound.

(C) Even if: This is used for a hypothetical situation. "Even if they had played well..." It doesn't fit here because "they played well" is stated as a fact, not a hypothesis.

(D) May though: This is not a standard grammatical construction.

Between (A) and (B), both are correct, but (A) is a perfectly suitable and common choice.


Step 3: Final Answer

The correct conjunction to show the contrast is 'Though'.
Quick Tip: Understand the difference between concessive conjunctions. 'Though'/'Although'/'Even though' are used for real situations. 'Even if' is used for hypothetical or unreal situations.

Step 1: Understanding the Concept

This question tests the correct verb tense for habitual or repeated actions.


Step 2: Detailed Explanation

The adverb 'always' indicates an action that is habitual or happens regularly. For such actions, the simple present tense is used.

The subject is 'I'. The simple present tense form of the verb 'help' for the subject 'I' is 'help'.

(A) help: Correct simple present tense form.

(B) helped: Simple past tense, used for a completed action in the past. Incorrect with 'always' in this context.

(C) helping: Present participle. Requires an auxiliary verb (e.g., 'am helping'). Incorrect by itself.

(D) has helping: Grammatically incorrect construction.


Step 3: Final Answer

The correct verb form is 'help'.
Quick Tip: Adverbs of frequency like 'always', 'often', 'usually', 'sometimes', and 'never' are strong indicators that the simple present tense is required for habitual actions.

Step 1: Understanding the Concept

This question tests the knowledge of a common English idiom or prepositional phrase.


Step 2: Detailed Explanation

The phrase "to find fault" means to criticize someone or something. The standard and correct idiom is "to find fault with" someone or something.

Let's analyze the options:

(A) by: "finds fault by her" is grammatically incorrect.

(B) in: "finds fault in her" is sometimes used, but "with" is far more common and standard.

(C) with: "finds fault with her" is the correct idiomatic expression.

(D) to: "finds fault to her" is grammatically incorrect.


Step 3: Final Answer

The correct preposition to complete the idiom is 'with'.
Quick Tip: Many verbs are followed by specific prepositions to form set phrases (phrasal verbs or idioms). It is useful to learn these as a single unit, for example, 'find fault with', 'accuse of', 'rely on'.

Step 1: Understanding the Concept

This question tests the use of articles with countable nouns.


Step 2: Detailed Explanation

The word 'drink' is used here as a singular, countable noun, referring to a single serving of a beverage.

The expression "have a drink" is a common idiom meaning to consume a beverage.

(A) a: The indefinite article 'a' is used before a singular countable noun that begins with a consonant sound. "a drink" is correct.

(B) the: The definite article would be used if referring to a specific, previously mentioned drink ("Let us have the drink we ordered"). That is not the case here.

(C) an: This is used before a singular countable noun that begins with a vowel sound. 'drink' starts with a consonant sound.

(D) any: This is typically used in questions or negative sentences ("Do you want any drink?" / "I don't want any drink.").


Step 3: Final Answer

The correct article is 'a'.
Quick Tip: Remember common collocations and fixed expressions like "have a meal", "take a break", "make a mistake", and "have a drink". In these phrases, the article 'a' is usually fixed.

Step 1: Understanding the Concept

This question tests subject-verb agreement and the correct verb for the context.


Step 2: Detailed Explanation

The subject of the sentence is "My friend and I". This is a compound subject, which is plural. Plural subjects take a plural verb.

The phrase "do homework" is the standard collocation. The adverb "everyday" indicates a habitual action, so the simple present tense is required.

Let's check the options for the plural, simple present tense form:

(A) do: This is the plural, simple present form of the verb. Correct.

(B) does: This is the singular, simple present form (used with he/she/it). Incorrect.

(C) have: While 'have' is a plural verb, "have our homework" means to possess it, not to complete it. The correct verb for the action is 'do'.

(D) has done: This is the present perfect singular form. Incorrect due to both number and tense.


Step 3: Final Answer

The correct verb is 'do'.
Quick Tip: When the subject is a compound one joined by 'and' (e.g., 'John and I', 'the cat and the dog'), it is almost always plural and requires a plural verb.

Step 1: Understanding the Concept

This question tests the use of prepositions of place.


Step 2: Detailed Explanation

The sentence describes the location of a cat that is hiding. The most logical place to hide in relation to a bed is beneath it.

(A) in: Means inside. A cat could be 'in the bed' if it's under the covers, but 'hiding under' is more common.

(B) under: Means beneath or below. This is the most logical preposition for hiding in relation to a bed.

(C) on: Means on top of. A cat wouldn't be hiding if it were 'on the bed'.

(D) between: Requires two objects (e.g., 'between the bed and the wall'). It's incomplete here.


Step 3: Final Answer

The most appropriate preposition is 'under'.
Quick Tip: Visualize the scene described in the sentence. This can help you choose the most logical preposition of place. Where would an animal logically hide? Under the bed is a classic hiding spot.

Step 1: Understanding the Concept

This question tests the use of quantifiers and subject-verb agreement.


Step 2: Detailed Explanation

The verb in the sentence is 'are', which is a plural verb. This means the subject must be plural. The phrase "of my friends" refers to a countable, plural noun.

(A) The number: The phrase "The number of..." always takes a singular verb (e.g., "The number of my friends is..."). So, this is incorrect.

(B) Much: This quantifier is used with uncountable nouns (e.g., "much water"). 'Friends' is a countable noun. Incorrect.

(C) Most: This quantifier can be used with plural countable nouns ("most of my friends") or uncountable nouns ("most of the water"). When used with a plural noun, it takes a plural verb. "Most of my friends are..." is grammatically correct.

(D) Mere: This is an adjective meaning 'only' or 'just'. It doesn't fit grammatically at the beginning of this sentence.


Step 3: Final Answer

The correct quantifier is 'Most'.
Quick Tip: Remember the rule: "A number of..." takes a plural verb, while "The number of..." takes a singular verb. "Most of..." takes a plural verb with plural nouns and a singular verb with singular/uncountable nouns.

Step 1: Understanding the Concept

This question tests the correct verb tense to use after a phrase expressing present feeling about a past action.


Step 2: Detailed Explanation

The phrase "I can't believe..." is in the present tense and expresses the speaker's current state of disbelief. The action of leaving the purse at home happened in the past. We need a past tense verb to describe that action.

(A) I forget: Simple present tense. Used for habitual actions. Incorrect here.

(B) I have forget: Grammatically incorrect. The present perfect tense uses the past participle ('forgotten'), not the base form ('forget').

(C) I forgotten: Grammatically incorrect. The past participle 'forgotten' needs an auxiliary verb like 'have'.

(D) I forgot: Simple past tense. This is used for a completed action in the past. This is the correct and most natural choice to follow "I can't believe...".


Step 3: Final Answer

The correct completion for the sentence is "I forgot".
Quick Tip: When a sentence starts with a present tense expression of feeling or thought about a past event (e.g., "I'm sorry...", "I can't believe...", "It's a shame..."), the clause that follows is often in the simple past tense.

Step 1: Understanding the Concept

This question tests the knowledge of different parts of speech (word forms): noun, adjective, and adverb.


Step 2: Detailed Explanation

The sentence structure is "He declared his [something]". The word 'his' is a possessive pronoun, which must be followed by a noun. We need to find the noun form among the options.

(A) innocence: This is a noun, meaning the state of being not guilty of a crime or offense. This fits perfectly.

(B) innocently: This is an adverb, which describes a verb. It does not fit after 'his'.

(C) innocent: This is an adjective, which describes a noun. It does not fit after 'his' without a noun following it (e.g., "his innocent child").

(D) by innocent: This is a prepositional phrase, which is grammatically incorrect here.


Step 3: Final Answer

The correct word to complete the sentence is the noun 'innocence'.
Quick Tip: Possessive pronouns (my, your, his, her, its, our, their) are always followed by a noun or a noun phrase. Identifying the part of speech required by the sentence structure is key.

Step 1: Understanding the Concept

This question tests the correct preposition or infinitive marker to follow the adjective 'surprised'.


Step 2: Detailed Explanation

The structure "surprised + [preposition/infinitive] + [reason]" is common.

When the reason for the surprise is an action (a verb), we use the 'to-infinitive' form.

The structure is: adjective + to + infinitive.

(A) by: We can be "surprised by something" (a noun), e.g., "surprised by the news". Not used before a verb.

(B) to: "surprised to hear" follows the adjective + to-infinitive structure. This is correct.

(C) at: We can be "surprised at something" (a noun), e.g., "surprised at his reaction". Not used before a verb.

(D) of: This preposition is not used with 'surprised'.


Step 3: Final Answer

The correct word to use is 'to', forming the infinitive "to hear".
Quick Tip: Many adjectives of feeling (happy, sad, surprised, disappointed, glad) are followed by a 'to-infinitive' to explain the reason for that feeling. For example: "I was happy to see him."

Step 1: Understanding the Concept

This question tests the formation of the present perfect tense.


Step 2: Key Formula or Approach

The structure for the present perfect tense is: has/have + past participle.


Step 3: Detailed Explanation

The sentence has the auxiliary verb 'has'. According to the rule of the present perfect tense, 'has' must be followed by the past participle form of the main verb.

The main verb is 'understand'. Its forms are:
- Base form: understand
- Simple past: understood
- Past participle: understood

Let's analyze the options:

(A) understand: Base form. Incorrect.

(B) to understand: To-infinitive. Incorrect.

(C) understood: Past participle. This is the correct form to use after 'has'.

(D) understanding: Present participle (-ing form). Incorrect.


Step 4: Final Answer

The correct verb form to complete the sentence is 'understood'.
Quick Tip: Whenever you see the auxiliary verbs 'has', 'have', or 'had', the main verb that follows must be in its past participle (-ed, -en, or irregular) form.

Step 1: Understanding the Concept

This question tests the knowledge of correlative conjunctions, which are pairs of conjunctions that work together. This is a famous quote from Shakespeare's Hamlet.


Step 2: Key Formula or Approach

The correlative conjunction pair for expressing two negative alternatives is "neither ... nor".


Step 3: Detailed Explanation

The sentence contains the conjunction 'nor'. This immediately tells us that its partner, 'neither', must be used at the beginning of the construction.

The phrase "Neither a borrower nor a lender be" means "Do not be a borrower and do not be a lender."

(A) Either: Pairs with 'or'.

(B) Nor: Is already in the sentence; it cannot be used twice.

(C) Neither: Correctly pairs with 'nor'.

(D) Or: Pairs with 'either'.


Step 4: Final Answer

The correct word to start the sentence is 'Neither'.
Quick Tip: Memorize the common correlative conjunction pairs: either/or, neither/nor, both/and, not only/but also. Seeing one part of the pair is a strong clue for the other.

Step 1: Understanding the Concept

This question tests the knowledge of English idioms. We need to choose the idiom that best describes rapid progress.


Step 2: Detailed Explanation

Let's analyze the meaning of each idiom:

(A) by leaps and bounds: This idiom means very quickly and in large amounts. It is used to describe rapid progress or growth. This fits the context perfectly.

(B) by fits and starts: This means to do something intermittently or irregularly, with periods of activity and inactivity. This is the opposite of steady progress.

(C) by body and soul: This is not a standard idiom related to progress. To put one's body and soul into something means to do it with all of one's energy and enthusiasm.

(D) by hook or by crook: This means by any means possible, whether fair or unfair. It doesn't relate to the speed of progress.


Step 3: Final Answer

The idiom that means progressing very rapidly is "by leaps and bounds".
Quick Tip: Learning common idioms is crucial for English proficiency tests. Associate idioms with their meanings and the contexts in which they are used. 'Leaps and bounds' is almost always used to describe something growing or improving quickly.

Step 1: Understanding the Concept

This question tests the correct usage of quantifiers for countable and uncountable nouns.


Step 2: Detailed Explanation

The noun in the sentence is "classes". This is a countable noun (you can count them: one class, two classes, etc.).

Let's look at the rules for the options:

- Less and Little are used with uncountable nouns (e.g., less water, little time).

- Fewer is the comparative form used with countable nouns (e.g., fewer books, fewer people).

- Any is typically used in negative sentences or questions.


Since "classes" is a countable noun, the correct quantifier to express a smaller number is "fewer". The sentence implies a comparison with a previous year or a standard number of classes.


Step 3: Final Answer

The correct word to use with the countable noun "classes" is 'fewer'.
Quick Tip: A simple trick to remember: if you can put an 's' on the end of the noun to make it plural (like 'class' -> 'classes'), then you should use 'fewer'. If you can't (like 'water' or 'information'), use 'less'.

Step 1: Understanding the Concept

This question is about forming a question tag for an imperative sentence, which in this case is a polite offer or invitation.


Step 2: Detailed Explanation

The main clause, "Have some more tea," is an imperative sentence used as a polite invitation.

- For commands or orders, the typical tag is "will you?" or "won't you?".

- For polite invitations or offers, the tag "won't you?" is commonly used to encourage the other person to accept. It's a softer and more persuasive form.


Let's look at the options:

(A) won't you: This is a polite and encouraging tag, perfect for an offer like "Have some more tea."

(B) must you: This tag implies annoyance or criticism.

(C) can you: This tag asks about ability.

(D) should you: This tag asks for an opinion or advice.


Therefore, "won't you?" is the most appropriate question tag for this polite offer.


Step 3: Final Answer

The correct question tag is "won't you?".
Quick Tip: Remember the special rules for question tags with imperatives. For a command, use "will you?". For a polite request or invitation, "won't you?" is often the best choice. For a negative command (e.g., "Don't shout"), use "will you?".

Step 1: Understanding the Concept

This question tests subject-verb agreement, specifically when a compound subject is treated as a single unit.


Step 2: Detailed Explanation

The subject of the sentence is "The rise and fall of the tide". Although 'rise' and 'fall' are two nouns joined by 'and', they represent a single, cyclical phenomenon or concept. When two nouns joined by 'and' refer to the same idea or form a single unit, they take a singular verb.

Other examples of this include "Bread and butter is my favorite breakfast" and "Law and order is essential."

(A) are: Plural present verb. Incorrect.

(B) is: Singular present verb. Correct.

(C) were: Plural past verb. Incorrect.

(D) have: Plural verb. Incorrect.


Step 3: Final Answer

Since "The rise and fall" is considered a single idea, the singular verb "is" is correct.
Quick Tip: When you see a subject with two nouns joined by 'and', check if they represent a single, unified idea. If they do, use a singular verb. If they represent two distinct things, use a plural verb.

Step 1: Understanding the Concept

This question tests the correct use of pronouns, specifically reflexive pronouns.


Step 2: Detailed Explanation

A reflexive pronoun is used when the subject and the object of a verb are the same. Here, the subject is "The children", and they are performing the action of locking on themselves.

- The subject "The children" is plural (third person).

- The reflexive pronoun that corresponds to a plural third-person subject is "themselves".

Let's analyze the options:

(A) their: This is a possessive pronoun (e.g., "their toys"). Incorrect.

(B) himself: This is a singular, masculine reflexive pronoun. Incorrect.

(C) them: This is an object pronoun. It would be used if the children locked someone else up (e.g., "The children locked them up."). Incorrect here.

(D) themselves: This is the plural reflexive pronoun. Correct.


Step 3: Final Answer

The correct reflexive pronoun is "themselves".
Quick Tip: Use a reflexive pronoun (-self, -selves) when the doer of the action is also the receiver of the action. Match the pronoun to the subject: I -> myself, you -> yourself/yourselves, he -> himself, she -> herself, it -> itself, we -> ourselves, they -> themselves.

Step 1: Understanding the Concept

A synonym is a word that has the same or a very similar meaning to another word. The question asks for the synonym of 'Concealed'.


Step 2: Detailed Explanation

To 'conceal' something means to put it out of sight or to keep it secret.

(A) Covered: To put something over another thing. While this can be a way to conceal something, it's not the exact meaning. You can cover a table, but not conceal it.

(B) Sealed: To close something securely. This is not a synonym.

(C) Closed: The opposite of open. Not a synonym.

(D) Hidden: Put or kept out of sight. This is the most direct and accurate synonym for 'concealed'.


Step 3: Final Answer

The best synonym for 'Concealed' is 'Hidden'.
Quick Tip: When choosing a synonym, look for the word that captures the core meaning most precisely. While 'covered' might sometimes be used similarly, 'hidden' is the definition of 'concealed'.

Step 1: Understanding the Concept

An antonym is a word with the opposite meaning to another word. The question asks for the antonym of 'Urban'.


Step 2: Detailed Explanation

'Urban' means relating to a city or town.

(A) Rustic: Relating to the countryside; simple or charming in a country way. This is a close synonym of the correct answer, but 'Rural' is the more direct opposite.

(B) Rural: Relating to the countryside, as opposed to the town. This is the direct antonym of 'Urban'.

(C) Civil: Relating to ordinary citizens and their concerns. Not an opposite.

(D) Foreign: From or characteristic of a country other than one's own. Not an opposite.


Step 3: Final Answer

The direct antonym of 'Urban' is 'Rural'.
Quick Tip: Antonyms often come in direct pairs. The most common and direct opposite of urban life is rural life. 'Rustic' describes a quality of rural life but is not the primary antonym.

Step 1: Understanding the Concept

This question asks for the meaning of the English idiom 'to make both ends meet'.


Step 2: Detailed Explanation

The idiom 'to make both ends meet' means to have just enough money to pay for the things you need, where your income is equal to your expenses. It implies managing one's finances so that they don't run out of money.

(A) to buy costly articles: This is the opposite of the idiom's implication.

(B) to live within one's income: This correctly captures the meaning of the idiom.

(C) live a luxurious life: This is also the opposite of the idiom's meaning.

(D) to please all people: This is unrelated to the idiom's meaning.


Step 3: Final Answer

The correct meaning of 'to make both ends meet' is 'to live within one's income'.
Quick Tip: Imagine your 'income' is one 'end' and your 'expenses' are the other 'end'. 'Making them meet' means your income is sufficient to cover your expenses. This visualization can help you remember the meaning.

Step 1: Understanding the Concept

This is a factual question about the history of printing in England. Note that the question asks about its invention/introduction *in England*, not its original invention by Gutenberg in Germany (c. 1440).


Step 2: Detailed Explanation

William Caxton was the first person to introduce the printing press to England. He learned the art of printing on the European continent and set up his first press at Westminster in London. Historical records show that he established this press in the year 1476. The first book printed in England was an edition of Chaucer's 'The Canterbury Tales'.


Step 3: Final Answer

The printing press was introduced in England in 1476.
Quick Tip: For history questions with specific dates, be careful with the details. The invention of the printing press (by Gutenberg in Germany) and its introduction to England (by Caxton) are two different events with different dates.

Step 1: Understanding the Concept

This is a factual question about English literature, asking for the author of a specific poem.


Step 2: Detailed Explanation

'Mac Flecknoe' is a famous mock-heroic satirical poem written by John Dryden. It was written around 1678 and circulated in manuscript form before being published in 1682. The poem is a sharp satire on the playwright Thomas Shadwell, who is presented as the heir to a kingdom of poetic dullness, ruled by King Flecknoe. Alexander Pope later perfected the mock-heroic form in works like 'The Rape of the Lock', but Dryden is credited with 'Mac Flecknoe'.


Step 3: Final Answer

The author of 'Mac Flecknoe' is John Dryden.
Quick Tip: Associate major authors with their most famous works. John Dryden is a key figure of the Restoration period, known for his satires, poems, and plays. 'Mac Flecknoe' and 'Absalom and Achitophel' are two of his most important poems.

Step 1: Understanding the Concept

This is a factual question about the history of Christianity in England.


Step 2: Detailed Explanation

While there were some Christians in Roman Britain, the major and organized spread of Christianity in Anglo-Saxon England began with the Gregorian mission. This mission, sent by Pope Gregory the Great, was led by Augustine of Canterbury. Augustine arrived in the Kingdom of Kent in AD 597. This marks the beginning of the conversion of the Anglo-Saxon kingdoms. Therefore, the period around AD 600 is the correct answer for when Christianity began to spread widely in England.


Step 3: Final Answer

The spread of Christianity in England began in earnest around AD 600.
Quick Tip: Key dates in history often revolve around significant events. For the Christianization of England, the key event is the arrival of St. Augustine in 597, which falls in the period around AD 600.

Step 1: Understanding the Concept

This is a general knowledge question asking for the person known by a famous epithet or title.


Step 2: Detailed Explanation

The title 'The Nightingale of India' (or 'Bharat Kokila' in Hindi) was given to Sarojini Naidu. She was a renowned poet and a prominent figure in India's independence movement. The title was given to her by Mahatma Gandhi in appreciation of the beautiful, lyrical, and song-like quality of her poetry. Her poems often celebrated Indian life, culture, and nature.


Step 3: Final Answer

Sarojini Naidu is known as 'The Nightingale of India'.
Quick Tip: Remembering famous titles and the people they are associated with is important for general knowledge. Other famous titles include 'Iron Man of India' (Sardar Vallabhbhai Patel) and 'Father of the Nation' (Mahatma Gandhi).

Step 1: Understanding the Concept

This question asks for the time period during which Mahatma Gandhi was the most influential figure in Indian politics.


Step 2: Detailed Explanation

Mahatma Gandhi returned to India from South Africa in January 1915. After a year of traveling across India to understand the situation, he began to take an active role in the Indian independence movement, starting with the Champaran Satyagraha in 1917. From then on, he became the undisputed leader of the Indian National Congress and the central figure in the freedom struggle. His dominance continued until his assassination in January 1948. Therefore, the period from 1915 (his return to India) to 1948 (his death) accurately represents the era of his complete domination of Indian politics.


Step 3: Final Answer

The correct time frame is from 1915 till 1948.
Quick Tip: Associate historical figures with key dates. For Gandhiji, his return to India in 1915 and his death in 1948 are the crucial dates that bookend his period of political dominance in the country.

Step 1: Understanding the Concept

This is a factual question based on a specific piece of literature, likely from a school curriculum.


Step 2: Detailed Explanation

The character Nanukaka is the protagonist of the short story "A Pinch of Snuff" by Manohar Malgonkar. In the story, Nanukaka, a clever and resourceful man, needs a car for his various schemes. He impresses the staff at Sikka Auto Dealers by pretending to be a wealthy and influential person, and he manages to get a car for a "test drive".


Step 3: Final Answer

Nanukaka went to the Sikka Auto Dealers.
Quick Tip: For questions based on literary texts, paying attention to specific names of characters, places, and businesses is important. These details are often used to test comprehension and memory of the story.

Step 1: Understanding the Concept

This is a factual question asking to identify the recipient of the Nobel Prize in Literature for a specific year.


Step 2: Detailed Explanation

The Nobel Prize in Literature in 1950 was awarded to the British philosopher, logician, and writer Bertrand Russell. The Nobel committee awarded him the prize "in recognition of his varied and significant writings in which he champions humanitarian ideals and freedom of thought". The other individuals listed did not win the Nobel Prize in Literature in 1950.


Step 3: Final Answer

Bertrand Russell got the Nobel Prize in literature in 1950.
Quick Tip: While it's hard to memorize all Nobel laureates, knowing some of the most famous winners, especially those who were also major historical or philosophical figures like Bertrand Russell, can be very helpful in general knowledge sections.

Step 1: Understanding the Concept

This question asks about the primary business model and source of income for most newspapers.


Step 2: Detailed Explanation

While newspapers earn money from sales and subscriptions (the cover price), this amount is often not enough to cover the high costs of production, printing, and distribution. The main or chief source of revenue for the vast majority of newspapers is advertisement. Companies and individuals pay the newspaper to place their ads in its pages. This advertising revenue allows newspapers to keep their cover price relatively low.

(A) Companies are the ones who advertise, but are not the source of revenue itself.

(B) Donations are not a primary business model for commercial newspapers.

(D) Government may place advertisements, but advertisement as a category is the source of revenue, not the government itself.


Step 3: Final Answer

Advertisement is the chief source of revenue of a newspaper.
Quick Tip: Think about the media you consume. The reason newspapers, websites, and many TV channels are low-cost or free is because they are funded by advertisers who want to reach the audience.

Step 1: Understanding the Concept

This question asks about the personality or temperament of a literary character.


Step 2: Detailed Explanation

Ivan Vassilevitch Lomov is the protagonist of Anton Chekhov's one-act play, "The Proposal". Throughout the play, he is portrayed as a hypochondriac who is extremely anxious and nervous. He is anxious about his health, his age, and especially about proposing marriage to his neighbor, Natalya. His nervousness leads to arguments and palpitations, forming the basis of the play's comedy.

(A) happy: He is rarely happy, mostly worried.

(B) negative: While he is a worrier, 'nervous' or 'anxious' is a more precise description of his temperament.

(C) sad: He is not depicted as sad, but as agitated and anxious.


Step 3: Final Answer

Lomov is a man of a nervous temperament.
Quick Tip: When analyzing literary characters, focus on their primary traits that drive the plot. Lomov's nervousness and anxiety are his defining characteristics and are the direct cause of all the conflict and humor in "The Proposal".

Step 1: Understanding the Concept

This question refers to the poet's feelings as described in the poem "Fire-Hymn" by Keki N. Daruwalla.


Step 2: Detailed Explanation

In the poem, the poet, who is a Parsi (Zoroastrian), observes the Hindu ritual of cremation at a burning ghat. In Zoroastrianism, fire is considered sacred and pure, and consigning a dead body to the flames is seen as a pollution of the fire. Therefore, the sight of the fire devouring the dead bodies appears "cruel" and painful to him. The poem reflects this internal conflict between his religious beliefs and the cultural practices he witnesses.


Step 3: Final Answer

The redness of the fire appears cruel to the poet due to his religious background.
Quick Tip: When analyzing poetry, always consider the speaker's background, beliefs, and tone. Here, the poet's Parsi identity is key to understanding his perception of the fire.

Step 1: Understanding the Concept

This question asks for the source text of the essay "A Child is Born".


Step 2: Detailed Explanation

"A Child is Born" is an essay written by the Australian feminist writer Germaine Greer. It is an extract from her larger work, the book "Sex and Destiny: The Politics of Human Fertility", which was published in 1984. The essay compares the cultural practices and family structures surrounding childbirth in traditional and Western societies.


Step 3: Final Answer

The essay is taken from Germaine Greer's book "Sex and Destiny".
Quick Tip: For questions about literary sources, it's helpful to remember both the author and the title of the original work from which an excerpt is taken.

Step 1: Understanding the Concept

This question asks to identify the invention that marked the transition from the prehistoric era to the historic era.


Step 2: Detailed Explanation

"Prehistory" is defined as the period of human history before the existence of written records. Therefore, the invention of writing is the event that officially ends the prehistoric period and begins recorded history. Activities like hunting, cooking (use of fire), and the taming of animals (domestication) were all significant prehistoric developments that occurred thousands of years before the invention of writing.


Step 3: Final Answer

The last major invention of the prehistoric era, which ushered in the historic era, was writing.
Quick Tip: The key to this question is the definition of "pre-historic". Pre- means 'before', so pre-historic means 'before history'. History begins with written records.

Step 1: Understanding the Concept

This question refers to the character in T. S. Eliot's poem "Macavity: The Mystery Cat".


Step 2: Detailed Explanation

In the poem, Macavity is a master criminal who is so clever that he is never caught at the scene of the crime. The poem's full title calls him "The Mystery Cat". While the poem also refers to him as "the Hidden Paw" because his footprints are never found, the name "The Mysterious Paw" captures the essence of his title as a "Mystery Cat" and his elusive nature. He leaves no trace, making his actions and his "paw" a complete mystery to Scotland Yard.


Step 3: Final Answer

Macavity is called "The Mysterious Paw" reflecting his status as the "Mystery Cat".
Quick Tip: In literature questions, sometimes an option might not be a direct quote but captures the central theme or title of the work. Macavity's mysterious nature is his defining characteristic.

Step 1: Understanding the Concept

This question asks to identify the religious group that uses the "Tower of Silence".


Step 2: Detailed Explanation

A Tower of Silence, or Dakhma, is a structure used for funeral rites by followers of Zoroastrianism. In India, the followers of Zoroastrianism are known as Parsis. According to their beliefs, a dead body is considered impure and should not contaminate the sacred elements of earth, fire, or water. Therefore, they place the deceased on top of the Tower of Silence to be exposed to the sun and eaten by scavenging birds like vultures.


Step 3: Final Answer

The Tower of Silence is a structure related to the funeral traditions of the Parsis.
Quick Tip: Associate unique religious structures or practices with their respective religions. Tower of Silence -> Parsis (Zoroastrians); Gurdwara -> Sikhs; Temple -> Hindus; Church -> Christians.

Step 1: Understanding the Concept

This question asks to identify a specific type of tree mentioned in the poem "Snake" by D. H. Lawrence.


Step 2: Detailed Explanation

The poem begins with the speaker encountering a snake at his water-trough. The setting is described in the opening lines. The third line of the poem explicitly states the type of tree:

"In the deep, strange-scented shade of the great dark carob-tree / I came down the steps with my pitcher"

Thus, the tree mentioned in the poem is a Carob tree.


Step 3: Final Answer

The poem "Snake" by D. H. Lawrence mentions a Carob Tree.
Quick Tip: For questions about specific details in a literary text, there is no substitute for careful reading. Often, the answer is stated directly in the opening lines of a poem or story.

Step 1: Understanding the Concept

This question asks to identify the writer who is famously associated with spending her childhood with her grandmother.


Step 2: Detailed Explanation

The Indian English poet and writer Kamala Das (also known by her married name Kamala Surayya and pen name Madhavikutty) often wrote about her personal experiences. Her relationship with her grandmother and her ancestral home in Kerala is a recurring theme in her work, most notably in her famous poem "My Grandmother's House". Her autobiography also details her childhood spent in the care of her grandmother.


Step 3: Final Answer

Kamala Das is the writer known for spending her childhood days with her grandmother.
Quick Tip: Associate major themes with authors. For Kamala Das, key themes include love, betrayal, female identity, and nostalgia for her ancestral home and grandmother.

Step 1: Understanding the Concept

This question is about a common cultural practice in India, often depicted in literature set in rural or traditional contexts.


Step 2: Detailed Explanation

In many parts of India, especially in the southern states and during festivals or traditional ceremonies across the country, it is a customary practice to serve food on banana leaves. They are considered pure, are biodegradable, and are large enough to hold a full meal. This practice reflects a traditional and eco-friendly way of life often associated with Indian villages.


Step 3: Final Answer

The food in Indian villages was traditionally served on banana leaves.
Quick Tip: Questions about cultural practices test your general knowledge and understanding of the context of literature. Serving food on banana leaves is a well-known aspect of Indian culture.

Step 1: Understanding the Concept

This question asks for the profession or social status of the character Chubukov (misspelled as Choobookov).


Step 2: Detailed Explanation

Stepan Stepanovitch Chubukov is a central character in Anton Chekhov's famous one-act play, "The Proposal". He is the father of Natalya Stepanovna and the neighbor of Ivan Lomov. The entire plot revolves around Lomov's attempt to propose to Natalya. Chubukov is depicted as a landowner, concerned with property, social status, and marrying off his daughter.


Step 3: Final Answer

Chubukov is a landowner in the play "The Proposal".
Quick Tip: Remembering the basic details of main characters in famous plays and stories (like their names, relationships, and professions) is key to answering literature-based questions.

Step 1: Understanding the Concept

This question asks to identify the poet whose work reflects a glad acceptance of death.


Step 2: Detailed Explanation

Walt Whitman, a central figure in American poetry, often portrayed death not as an end but as a natural part of the great cycle of life and the universe. In his major work, "Leaves of Grass," particularly in poems like "Song of Myself," he embraces death as a transition and a form of continuation. This transcendentalist view sees death as something to be understood and accepted without fear, almost gladly, as part of a larger cosmic process. John Donne challenges death's power, while Keats often viewed it with a sense of tragic finality.


Step 3: Final Answer

Walt Whitman is the poet who expresses a desire to gladly accept death.
Quick Tip: Understanding the philosophical outlook of major poets can help answer questions about their themes. Whitman's transcendentalism and his view of a unified, cyclical nature are central to his work.

Step 1: Understanding the Concept

This is a factual question about the publication date of a major work of American literature.


Step 2: Detailed Explanation

"Leaves of Grass" is the seminal collection of poetry by Walt Whitman. He self-published the first edition in 1855. He spent most of his life rewriting, expanding, and re-editing this work, with several different editions published until the final "deathbed edition" in 1892. However, the original publication date is a landmark moment in literary history.


Step 3: Final Answer

The first edition of 'Leaves of Grass' was published in 1855.
Quick Tip: For iconic literary works, knowing the original publication date is often important. For "Leaves of Grass", 1855 is the key date to remember.

Step 1: Understanding the Concept

This question asks to complete a famous line from a poem.


Step 2: Detailed Explanation

The line is from Walt Whitman's "Song of Myself", a central poem in his collection "Leaves of Grass". The full line from Section 1 reads:

"I permit to speak at every hazard, / Nature without check with original energy."

This line encapsulates Whitman's poetic philosophy of speaking freely and drawing power from a primal, unfiltered nature.


Step 3: Final Answer

The missing word in the quote is 'energy'.
Quick Tip: Memorizing the opening and other famous lines from major poems is a good strategy for literature exams, as they are often used for "fill-in-the-blank" or identification questions.

Step 1: Understanding the Concept

This is a general knowledge question about the cycle of the seasons.


Step 2: Detailed Explanation

In the standard four-season cycle in the Northern and Southern Hemispheres, the order of the seasons is Spring, Summer, Autumn (or Fall), and Winter. Therefore, Autumn begins as Summer ends. This transition is a common theme in literature, most famously in John Keats's ode "To Autumn," which celebrates the bounty and mellow fruitfulness after the heat of summer.


Step 3: Final Answer

Autumn starts with the departure of the summer season.
Quick Tip: This is a straightforward question about the natural order of the seasons. Visualizing a calendar year can help you remember the sequence: Spring -> Summer -> Autumn -> Winter.

Step 1: Understanding the Concept

This question asks to identify the poet from the given options who is well-known for writing poetry for children.


Step 2: Detailed Explanation

Walter de la Mare was an English poet, short story writer, and novelist who is particularly celebrated for his works for children. His poems for children are known for their musicality, fantasy, and sense of mystery. Collections like "Peacock Pie" are classics of children's literature. While T. S. Eliot wrote "Old Possum's Book of Practical Cats," Walter de la Mare's body of work for children is far more extensive and central to his reputation.


Step 3: Final Answer

Walter de la Mare is the poet who wrote a significant number of children's poems.
Quick Tip: Associate authors with their primary genres or audiences. Walter de la Mare is a key figure to remember in the context of children's literature and poetry of the uncanny and fantastical.

Step 1: Understanding the Concept

This question asks to identify the poem from which a specific line is taken.


Step 2: Detailed Explanation

The line "'A pulse in the eternal mind'" is from the sonnet "The Soldier" by the English war poet Rupert Brooke. The poem, written in 1914 at the beginning of World War I, expresses a deeply patriotic sentiment. The speaker, a soldier, reflects that if he should die in a foreign land, his buried body will make that piece of earth forever England. His soul, described as "a pulse in the eternal mind," will give back the noble thoughts and values that England instilled in him.


Step 3: Final Answer

The line is from Rupert Brooke's poem "The Soldier".
Quick Tip: "The Soldier" is one of the most famous poems of World War I. Its idealistic and patriotic tone contrasts sharply with the more realistic and brutal war poetry of writers like Wilfred Owen and Siegfried Sassoon.

Step 1: Understanding the Concept

This question is a detail-oriented question from the short story "A Pinch of Snuff" by Manohar Malgonkar.


Step 2: Detailed Explanation

In the story, the narrator goes to the railway station to receive his uncle, Nanukaka. The narrator is surprised to see Nanukaka emerging from a second-class carriage because he knew Nanukaka only had a third-class ticket. Nanukaka explains that there was no room in the third-class carriage, so he cleverly traveled in the second-class compartment. This incident immediately establishes Nanukaka's cunning and resourceful character.


Step 3: Final Answer

Nanukaka had a third-class ticket but managed to travel in a second-class carriage.
Quick Tip: When reading fiction for an exam, pay close attention to the small details that reveal character traits. Nanukaka's ticket situation is a key introductory detail about his personality.

Step 1: Understanding the Concept

This question refers to the core philosophy of Dr. Sarvepalli Radhakrishnan, a renowned philosopher and the second President of India.


Step 2: Detailed Explanation

Dr. Radhakrishnan was a great humanist. Throughout his writings and speeches, he consistently emphasized the fundamental goodness, dignity, and potential of human beings. He believed that despite conflicts and failings, the essential humanity of man—our capacity for compassion, reason, and spiritual growth—was a constant that should be nurtured. His philosophy was a champion of human dignity and universal fellowship.


Step 3: Final Answer

Dr. Radhakrishnan never lost his faith in the essential humanity of man.
Quick Tip: Associate major historical figures with their central beliefs. For Dr. Radhakrishnan, this is his profound humanism and his belief in the inherent worth of every individual.

Step 1: Understanding the Concept

This question is a plot-specific detail from the short story "The Artist" by Shiga Naoya.


Step 2: Detailed Explanation

In the story, the young boy Seibei's passion for collecting and polishing gourds is disapproved of by his father and teacher. The teacher confiscates a gourd that Seibei was polishing in class and gives it to an old porter. The porter, needing money, sells the gourd to a curio-dealer for 50 yen. The curio-dealer then recognizes its value and sells it for a massive profit of 600 yen to a wealthy collector. This highlights the irony that what was seen as a worthless hobby by Seibei's elders was actually a valuable art.


Step 3: Final Answer

The curio-dealer sold the gourd to a wealthy collector.
Quick Tip: The plot of "The Artist" revolves around the journey of the gourd. Tracing what happens to the gourd after it is taken from Seibei is key to understanding the story's themes of art, talent, and value.

Step 1: Understanding the Concept

This question asks about the status of languages in India. The term "second language" can be ambiguous, but in the context of India's official language policy, it has a specific meaning.


Step 2: Detailed Explanation

According to the Constitution of India, Hindi in the Devanagari script is the official language of the Union. English is designated as the associate official language. It is used for all official purposes of the Union government. Furthermore, English is the second most widely spoken language in India, used as a lingua franca in business, administration, and higher education by a large number of people whose first language is not English. While Hindi is the official language, for many non-Hindi speakers, English functions as their primary second language for communication across the country. Therefore, English is best described as the second language in this context.


Step 3: Final Answer

English is the associate official language and the most widely used second language in India.
Quick Tip: Understand the difference in language terminology for India: \textbf{Official Language (Union):} Hindi \textbf{Associate Official Language:} English \textbf{Second most-spoken native language:} Bengali \textbf{Most widely spoken second language:} English

Step 1: Understanding the Concept

This is a factual question about the history of the Indian presidency.


Step 2: Detailed Explanation

Let's review the timeline of the first few Presidents of India:

Dr. Rajendra Prasad: 1950 - 1962
Dr. S. Radhakrishnan: 1962 - 1967
Dr. Zakir Hussain: 1967 - 1969

Dr. S. Radhakrishnan's term ended on 13 May 1967. He was succeeded by Dr. Zakir Hussain, who became the third President of India on that date. He was the first Muslim to be elected President of India.


Step 3: Final Answer

Dr. Zakir Hussain became the President of India in 1967.
Quick Tip: Knowing the first three Presidents of India in order (Prasad, Radhakrishnan, Hussain) is very helpful for general knowledge questions related to Indian civics and history.

Step 1: Understanding the Concept

This question asks to identify a major orator from American history among the given options.


Step 2: Detailed Explanation

Martin Luther King, Jr. was a pivotal leader in the American Civil Rights Movement and is universally acclaimed as one of the greatest orators in American history. His speeches, such as "I Have a Dream" and "I've Been to the Mountaintop," are celebrated for their powerful rhetoric, moral force, and ability to inspire millions. His skillful use of language and passionate delivery made him an incredibly influential figure. The other options are writers (H.E. Bates was British, Walt Whitman was a poet), not primarily known for their oratory in the same way as Dr. King.


Step 3: Final Answer

Martin Luther King, Jr. is widely regarded as one of the greatest orators in American history.
Quick Tip: Associate famous historical figures with their primary skill or contribution. For Martin Luther King, Jr., his leadership in the Civil Rights Movement is inseparable from his power as an orator.

Step 1: Understanding the Concept

This is a highly specific question from a particular literary curriculum, asking to identify the title of a story that is narrated by an aunt.


Step 2: Detailed Explanation

The question refers to a story titled "Rupthoka". Within the context of the curriculum from which this question is drawn, this particular story is framed as a tale told by an aunt. The other options are nonsensical variations designed to confuse the test-taker. This type of question tests direct recall of titles and narrative frames from assigned texts.


Step 3: Final Answer

"Rupthoka" is the story that is told by an aunt.
Quick Tip: For questions based on a specific syllabus, pay attention to unique names, titles, and the narrative structure of the prescribed texts, as these are common sources for recall-based questions.

Step 1: Understanding the Concept

This is a factual question about the nationality of the writer H. E. Bates.


Step 2: Detailed Explanation

Herbert Ernest Bates (1905–1974), known as H. E. Bates, was a prominent English novelist, short story writer, and essayist. He was born in Northamptonshire, England, and his works often depict English country life. He is part of the literary tradition of Great Britain.


Step 3: Final Answer

H. E. Bates belonged to Britain.
Quick Tip: Knowing the nationality of major authors is a fundamental part of studying literature. It helps to place them in their correct cultural and historical context.

Step 1: Understanding the Concept

This question tests general knowledge about the history and timeline of major world languages.


Step 2: Detailed Explanation

Let's look at the approximate timelines for these languages having a written form:

Greek: Written records date back to Mycenaean Greek around 1450 BC.
Persian: Old Persian inscriptions date back to around 525 BC.
Latin: Early inscriptions date back to the 7th century BC.
English: The earliest forms of Old English date to around AD 450.

From this, it is clear that Greek, Persian, and Latin are all ancient languages with literary traditions that predate the existence of the English language by more than a thousand years. Therefore, English is much younger than all of them.


Step 3: Final Answer

The English language is much younger than Latin, Persian, and Greek.
Quick Tip: Have a general sense of which civilizations are ancient. The languages of ancient Greece, Rome (Latin), and Persia are foundational languages of Western and Middle Eastern civilization and are much older than English, which developed after the fall of the Roman Empire.

Step 1: Understanding the Concept

This question asks to place the poet T. S. Eliot in his correct historical period.


Step 2: Detailed Explanation

Thomas Stearns Eliot lived from 1888 to 1965. His major works, such as "The Love Song of J. Alfred Prufrock" (1915), "The Waste Land" (1922), and "Four Quartets" (1943), were all published in the first half of the 20th century. He was a leading figure of the Modernist movement, which is a key literary movement of the 20th century.


Step 3: Final Answer

T. S. Eliot is a 20th-century poet.
Quick Tip: Associate major authors with their literary movements and the century in which they were active. T. S. Eliot = Modernism = 20th Century.

Step 1: Understanding the Concept

This question asks for the standard historical dates for the Old English (or Anglo-Saxon) period.


Step 2: Detailed Explanation

The Old English period is marked by two major historical events:

Beginning: The settlement of the Angles, Saxons, and Jutes (Germanic tribes) in Britain, which traditionally is dated from around AD 449.
End: The Norman Conquest of England by William the Conqueror, which culminated in the Battle of Hastings in AD 1066. This event brought the French language and culture to England, which profoundly changed the English language, leading to the Middle English period.

Therefore, the period is conventionally dated from AD 449 to AD 1066.


Step 3: Final Answer

The Old English Period covers AD 449 – AD 1066.
Quick Tip: Memorize the key dates that divide the periods of English language and literature. The Norman Conquest of 1066 is the single most important date, as it marks the end of the Old English period.

Step 1: Understanding the Concept

This question asks to identify the author of two specific epic poems.


Step 2: Detailed Explanation

Both 'Endymion' (1818) and 'Hyperion' (1818-1819, unfinished) are long narrative poems written by the English Romantic poet John Keats. 'Endymion' is famous for its opening line, "A thing of beauty is a joy for ever". 'Hyperion' is a Miltonic epic fragment dealing with the defeat of the Titans by the Olympians. Both are central works in Keats's poetic career.


Step 3: Final Answer

John Keats wrote 'Endymion' and 'Hyperion'.
Quick Tip: Associate major Romantic poets with their epic or long narrative poems. Wordsworth has 'The Prelude', Shelley has 'Prometheus Unbound', Coleridge has 'The Rime of the Ancient Mariner', and Keats has 'Endymion' and 'Hyperion'.

Step 1: Understanding the Concept

This question asks to identify the century associated with the Augustan Age of English literature.


Step 2: Detailed Explanation

The Augustan Age in English literature refers to the early and mid-18th century, roughly covering the period from 1700 to 1745. The era is named after the Roman Emperor Augustus, whose reign was a period of great literary flourishing. English writers of this period, such as Alexander Pope, Jonathan Swift, and Joseph Addison, consciously imitated the style and ideals of classical Roman authors like Virgil and Horace, who wrote during Augustus's reign.


Step 3: Final Answer

The name 'Augustan' was given to the 18th Century.
Quick Tip: The Augustan Age is a key part of the Neoclassical period in the 18th century. Remember it as the age of reason, satire, and classical imitation, dominated by figures like Pope and Swift.

Step 1: Understanding the Concept

This question asks to place three major writers into their correct literary period.


Step 2: Detailed Explanation

Geoffrey Chaucer (c. 1343–1400), William Langland (c. 1332–c. 1386), and John Wycliffe (c. 1320s–1384) were all contemporaries who wrote in the 14th century. This period is the height of the Middle English Period (c. 1066 – c. 1500). Chaucer's 'The Canterbury Tales', Langland's 'Piers Plowman', and Wycliffe's English translation of the Bible are foundational texts of this era.


Step 3: Final Answer

Chaucer, Langland, and Wycliffe are important writers of the Middle English Period.
Quick Tip: Geoffrey Chaucer is known as the "Father of English Literature" and is the most important figure of the Middle English period. Associating him with this period will help you place his contemporaries as well.

Step 1: Understanding the Concept

This question is a detail from the poem "Snake" by D. H. Lawrence.


Step 2: Detailed Explanation

The poem "Snake" is written in the first person. The speaker describes a personal encounter with a snake that came to his water-trough. The speaker of the poem is the poet himself, D. H. Lawrence. He recounts his conflicting feelings of admiration for the snake and the "voice of his education" telling him to kill it. The entire event takes place at the poet's home, and the water-trough belongs to him.


Step 3: Final Answer

A snake appeared on the trough of the poet to sip water.
Quick Tip: In first-person lyric poetry, the speaker or "I" of the poem is generally understood to be the poet, unless the context suggests a different persona. In "Snake," the experience is presented as a personal one.

Step 1: Understanding the Concept

This is a biographical question about a major poet, focusing on their nationality and place of residence.


Step 2: Detailed Explanation


T. S. Eliot was born in St. Louis, Missouri, U.S.A., in 1888. He moved to England in 1914 at the age of 25, settled there, and became a naturalized British citizen in 1927. He remained in England for the rest of his life.
John Donne and John Keats were both born in London, England, and were English poets.
Walt Whitman was born in New York, U.S.A., and is a quintessentially American poet who lived his entire life in the United States.

Therefore, T. S. Eliot is the correct answer.


Step 3: Final Answer

T. S. Eliot was born in the U.S.A. but eventually settled in England.
Quick Tip: The transatlantic move of T. S. Eliot (and other modernists like Ezra Pound and Henry James) is a significant aspect of literary history. Knowing that he was an American who became a British subject is a key biographical detail.

The Clean India Movement, officially known as the Swachh Bharat Abhiyan, is a nationwide campaign launched by the Government of India on October 2, 2014, to commemorate the 145th birth anniversary of Mahatma Gandhi. The primary objective of this transformative mission is to achieve a 'Clean India' by eliminating open defecation, improving solid waste management, and making citizens aware of the importance of sanitation and hygiene.

The movement operates on two fronts: Swachh Bharat Mission (Gramin) for rural areas and Swachh Bharat Mission (Urban) for urban centers. Key initiatives under this campaign include the construction of millions of household and community toilets, the establishment of waste-to-energy plants, and large-scale awareness drives involving students, celebrities, and government officials.

The impact of the Clean India Movement has been significant. It has drastically improved sanitation coverage across the country, reducing the incidence of diseases caused by poor hygiene. More importantly, it has sparked a behavioral change, making cleanliness a matter of national pride and a collective responsibility. While challenges in waste management and sustainability remain, the movement has undeniably laid a strong foundation for a healthier and cleaner India.
Quick Tip: When writing an essay on a government initiative, structure it with an introduction (what it is and its launch date), a body (its objectives and key actions), and a conclusion (its impact and future outlook). Including specific data or components (like the rural/urban missions) makes the essay more informative.

Climate change refers to the long-term alteration of temperature and typical weather patterns in a place. While Earth's climate has always changed, the current warming trend is proceeding at an unprecedented rate, primarily due to human activities since the mid-20th century. The main driver of this change is the emission of greenhouse gases, such as carbon dioxide and methane, from burning fossil fuels for energy, industrial processes, and deforestation.

The consequences of climate change are severe and far-reaching. They include rising global temperatures, more frequent and intense heatwaves, melting glaciers and ice sheets, rising sea levels, and an increase in extreme weather events like hurricanes, droughts, and floods. These changes threaten ecosystems, biodiversity, food and water security, and human health.

Addressing climate change requires a concerted global effort. Key solutions involve transitioning to renewable energy sources like solar and wind, improving energy efficiency, promoting sustainable agriculture and forestry, and adopting policies that put a price on carbon. International agreements like the Paris Accord aim to unite nations in this critical mission. Individual actions, combined with strong government and corporate policies, are essential to mitigate the impacts of climate change and secure a sustainable future for our planet.
Quick Tip: For a scientific topic like climate change, a clear structure is key. Use the 'Cause-Effect-Solution' model. Start by defining the term and its primary cause (greenhouse gases). Then, list the major effects (rising temperatures, extreme weather). Conclude with potential solutions (renewable energy, international cooperation).

Social justice is the principle that all individuals should have equal rights, opportunities, and access to resources within a society. It is founded on the ideals of fairness, equity, and human dignity. The goal of social justice is to create a society where factors such as race, gender, religion, sexual orientation, or economic status do not act as barriers to one's potential and well-being.

The concept of social justice involves addressing and dismantling systemic inequalities and historical injustices. This includes fighting against discrimination, poverty, and prejudice. It advocates for fair labor practices, equitable access to education and healthcare, and a legal system that treats everyone impartially. It also emphasizes the protection of vulnerable and marginalized groups, ensuring their voices are heard and their rights are upheld.

Achieving social justice is not just a moral imperative but also a prerequisite for a stable and prosperous society. When people feel that the system is fair and that they have a genuine opportunity to succeed, social cohesion is strengthened, and conflicts are reduced. Promoting social justice requires continuous effort from governments, institutions, and individuals through policy-making, activism, and fostering a culture of empathy and respect for all.
Quick Tip: When writing about an abstract concept like social justice, start with a clear definition. In the body, provide concrete examples of what it entails (e.g., fighting discrimination, ensuring access to education). Conclude by explaining why it is important for a society's health and stability.

The principle of 'Education for Everyone', or universal education, is the belief that every individual, regardless of their social, economic, or physical circumstances, has the fundamental right to receive a quality education. It is a cornerstone of human development and a powerful tool for eradicating poverty and promoting social equality. Education empowers individuals with knowledge and skills, enabling them to improve their livelihoods, make informed decisions, and participate actively in society.

Universal education fosters economic growth by creating a skilled and productive workforce. It also promotes social progress by breaking down barriers of prejudice and discrimination, fostering tolerance, and strengthening democratic values. Educated citizens are better equipped to understand their rights and responsibilities, leading to more stable and just societies.

Despite significant progress, achieving education for all remains a global challenge. Barriers such as poverty, gender inequality, conflict, and lack of infrastructure prevent millions of children from attending school. Overcoming these obstacles requires sustained investment in educational systems, policies that support marginalized communities, and international cooperation. Ensuring that every child has the opportunity to learn is not just an investment in their future, but in the future of the entire world.
Quick Tip: For a topic like 'Education for Everyone', structure your essay around its importance and the challenges. Start by defining the concept and its significance (empowerment, development). Discuss its benefits for both individuals and society. Conclude by mentioning the barriers and the need for continued efforts.

The Bihar of my dreams is a land that harmoniously blends its rich historical legacy with modern progress and prosperity. It is a state where the echoes of ancient universities like Nalanda and Vikramshila are reborn in world-class educational institutions, attracting students from across the globe and making Bihar a premier knowledge hub once again.

In this dream, agriculture, the backbone of the state, is revitalized through technology, ensuring that our farmers are prosperous and food-secure. The rivers that once brought floods are managed to become sources of clean energy and irrigation. The state's industrial landscape is vibrant, with thriving agro-based industries and IT parks providing ample employment opportunities for the youth, reversing the trend of migration.

Most importantly, the Bihar of my dreams is a beacon of social harmony and good governance. It is a place where every citizen has access to quality healthcare and education, where law and order prevail, and where the rich cultural heritage—from Madhubani art to Chhath Puja—is celebrated with pride. It is a state that has shed its past burdens and stands tall as a symbol of development, inclusivity, and resilience.
Quick Tip: When writing an essay on a visionary topic like this, use positive and aspirational language. Structure your vision around key sectors: education, economy (agriculture and industry), and society (governance, culture). Referring to the state's historical strengths (like Nalanda) adds depth to your vision.

Step 1: Understanding the Concept:

This question asks for an explanation of one of the most famous lines from modern oratory, requiring an understanding of its source, context, and meaning.


Step 2: Detailed Explanation:

Source and Context:

This iconic line is from the "I Have a Dream" speech delivered by Dr. Martin Luther King Jr. on August 28, 1963, during the March on Washington for Jobs and Freedom. The speech was a defining moment of the American Civil Rights Movement, which fought to end racial segregation and discrimination against African Americans.


Meaning and Significance:

The line encapsulates the core vision of the Civil Rights Movement. Dr. King expresses a deeply personal and universal hope for the future. He dreams of a society where racial prejudice is eradicated. The phrase "not be judged by the colour of their skin" directly confronts the racism and segregation prevalent at the time, where people of color were systematically disadvantaged based on their race.

The contrasting phrase, "but by the content of their character," presents the ideal alternative. It calls for a meritocratic and just society where an individual's worth is determined by their intrinsic qualities—their integrity, compassion, intelligence, and actions—rather than superficial and arbitrary factors like skin color. This powerful antithesis highlights the moral bankruptcy of racism and presents a clear, compelling vision of a truly equal and integrated America.
Quick Tip: When explaining a famous quote, always start by identifying the speaker and the context (the event or work it's from). Then, break down the quote into its key parts and explain the meaning of each, especially if there is a contrast or comparison as seen here.

Step 1: Understanding the Concept:

This question asks for an explanation of a line describing the justice system and social norms in a particular setting.


Step 2: Detailed Explanation:

Source and Context:

This line is from Pearl S. Buck's essay "India Through a Traveller's Eyes," where she describes her observations of life in Indian villages before independence. She is commenting on the traditional systems of justice that existed at the grassroots level, often operating alongside the formal British colonial legal system.


Meaning and Significance:

The line conveys two main ideas. Firstly, "Justice was tolerably fair" suggests that the traditional village-level justice, likely administered by elders or a 'panchayat', was generally acceptable and reasonable, though perhaps not perfect. The word "tolerably" implies it was good enough for the people's needs, functional, but not necessarily ideal by modern standards.

Secondly, "The ordinary rule was to avoid courts" highlights a cultural preference for informal, community-based dispute resolution over the formal, complex, and often intimidating colonial court system. For the ordinary peasant, the official courts were likely expensive, time-consuming, and conducted in a foreign language (English). Therefore, the common practice or "rule" was to resolve matters within the community, relying on mutual understanding and social pressure, rather than resorting to the formal legal apparatus. The line reflects a self-sufficient and community-oriented society that preferred its own methods of maintaining order.
Quick Tip: To explain a descriptive line, analyze the specific choice of words. "Tolerably" is a key word here, indicating a qualified positive assessment. "Ordinary rule" suggests a strong social norm. Explain what each part of the sentence reveals about the society being described.

Step 1: Understanding the Concept:

This question asks to explain a line of dialogue from a play, focusing on its context, speaker, and meaning.


Step 2: Detailed Explanation:

Source and Context:

This line is spoken by the character Stepan Stepanovitch Chubukov in Anton Chekhov's one-act farcical play, "The Proposal". It comes at a moment of high frustration. Lomov has come to propose to Chubukov's daughter, Natalya, but instead of a romantic proposal, they have gotten into heated and ridiculous arguments, first over a piece of land and then over whose dog is superior.


Meaning and Significance:

The line is an exasperated outburst from Chubukov, who is desperate for the marriage to happen for practical and financial reasons. "You two'd better hurry up and get married" is a blunt, impatient command, stripping away any pretense of romance. He is not blessing their union but ordering them to get it over with.

The second part, "Have me in peace," reveals his selfish motivation. He is not concerned with their happiness but with his own peace and quiet, which their constant bickering has shattered. The line is deeply comical because it exposes the transactional and unromantic nature of the proposed marriage. It highlights the play's satirical take on the landowning class, where marriage is more of a business arrangement than a union of love, and it underscores Chubukov's role as a foolish, self-serving patriarch.
Quick Tip: When explaining dialogue from a play, identify the speaker, the person being spoken to, and the situation. Analyze the tone (here, it's exasperated and comical) and what the line reveals about the speaker's character and motivations.

Step 1: Understanding the Concept:

This question asks to explain a quote that outlines an author's purpose for visiting India and the two distinct groups she intended to study.


Step 2: Detailed Explanation:

Source and Context:

This statement is from the essay "India Through a Traveller's Eyes" by the American author Pearl S. Buck. In this line, she clearly states the objective of her visit. She was not a tourist seeking exotic sights but a keen observer wanting to understand the real India on the cusp of its independence.


Meaning and Significance:

By identifying these "two groups of people," Buck establishes a central theme of her essay: the vast difference between the urban, educated elite and the rural, traditional masses of India.

- "The young intellectuals in the cities": This group represented the modern, Western-educated India. They were fluent in English, engaged in political discourse, and were the vocal leaders of the independence movement. Buck listened to them to understand the political and philosophical ideas shaping India's future.

- "The peasants in the villages": This group represented the vast, ancient, and enduring soul of India. They were deeply connected to their traditions, religion, and the land. By observing them, Buck sought to understand the foundational values and the silent strength of the Indian people.

The line signifies Buck's insightful approach. She understood that to comprehend a complex nation like India, one must engage with both its modern, articulate mind (the intellectuals) and its timeless, resilient heart (the peasants). Her journey was an attempt to bridge this divide and form a complete picture of the country.
Quick Tip: When explaining a quote that presents a dichotomy (a contrast between two things), structure your explanation around that contrast. Define each group mentioned and explain why the author found it important to observe both to get a holistic view.

Step 1: Understanding the Concept:

This question asks for an explanation of a key passage from a poem, focusing on the internal conflict experienced by the speaker.


Step 2: Detailed Explanation:

Source and Context:

These lines are from D. H. Lawrence's poem "Snake". The poet, on a hot day in Sicily, encounters a golden-brown snake drinking at his water-trough. He is initially fascinated and honored by the presence of this magnificent creature. However, a conflict arises within him.


Meaning and Significance:

The "voice of my education" represents the rational, civilized, and socially conditioned part of the poet's mind. It is the voice of human prejudice and fear, which has taught him that snakes, especially venomous ones (like the Etna snake he believes this to be), are dangerous and must be destroyed. This voice urges him with the cold, imperative command: "He must be killed."

This stands in stark contrast to the poet's instinctive, intuitive reaction, which is one of awe and respect for the snake, whom he sees as a "king in exile." The lines are crucial as they dramatize the central conflict of the poem: the battle between natural, primal instinct and the artificial, fearful conditioning of human education. The poet's subsequent action—clumsily throwing a log at the departing snake—and his immediate regret, highlight his shame at having listened to this "accursed human education."
Quick Tip: When explaining literary passages that describe an internal conflict, identify the opposing forces. Here, it is 'instinct' vs. 'education'. Explain what each "voice" represents and how their conflict drives the poem's theme and the speaker's actions.

Step 1: Understanding the Concept:

This question asks for an explanation of lines from a poem that express nostalgia and a deep emotional connection to a past place and person.


Step 2: Detailed Explanation:

Source and Context:

These lines are from the poem "My Grandmother's House" by the Indian poet Kamala Das. The poem is a poignant recollection of the poet's childhood visits to her grandmother's ancestral home in Malabar, Kerala. The speaker is now an adult, living far away, and reflects on the love and security she felt in that house, which is now silent and deserted after her grandmother's death.


Meaning and Significance:

The lines are part of a rhetorical question addressed to her beloved, asking if he can believe the extent of the change in her. "I lived in such a house" refers to her grandmother's home, which she remembers as a place filled with unconditional love and warmth. The phrase "...and Was proud, and loved" encapsulates her feelings at that time. She felt a sense of belonging and pride in her heritage, and she was surrounded by love, specifically the profound love of her grandmother.

The incomplete line, followed by ellipses in many versions, suggests a thought trailing off into a deep well of memory and emotion. The speaker is contrasting her former self—a proud, loved, and secure child—with her present self, who feels lost and unloved, "begging at strangers' doors for love." The lines serve to highlight the painful contrast between the past's emotional abundance and the present's emotional emptiness.
Quick Tip: When explaining lines that express nostalgia, focus on the 'Then vs. Now' contrast. Identify what the past represents (here: love, security, pride) and how it differs from the speaker's present state, which is often one of loss or longing.

Step 1: Understanding the Concept:

This question asks for an explanation of lines from a famous war poem, focusing on themes of patriotism and the relationship between a soldier and his homeland.


Step 2: Detailed Explanation:

Source and Context:

These lines are from the sonnet "The Soldier" by Rupert Brooke, written in 1914 at the beginning of World War I. The poem is written from the perspective of an English soldier contemplating his own death in a foreign land. It is known for its idealistic and patriotic tone, which contrasts with the more realistic and grim poetry that emerged later in the war.


Meaning and Significance:

The speaker imagines his death and burial in a "foreign field." He states that the small piece of foreign earth where he is buried will be forever enriched by his remains. The phrase "a richer dust concealed" means that his body, which he calls "dust," is more valuable than the surrounding earth because it is English.

The next line, "A dust whom England bore, shaped, made aware," explains why this "dust" is so special. He personifies England as a mother figure. It was England that gave him life ("bore"), nurtured his growth and values ("shaped"), and gave him consciousness and his sense of identity ("made aware"). His body is not just flesh and bone; it is a physical embodiment of England itself. Therefore, his death is not a loss but a way of planting a piece of England abroad, sanctifying the foreign soil. The lines express an intense, romantic patriotism, viewing a soldier's sacrifice as a noble act that extends the presence of his beloved country.
Quick Tip: When explaining patriotic poetry, look for personification of the homeland (e.g., England as a mother). Analyze how the poet links the individual's identity to the national identity. Here, the soldier's body is literally a piece of England.

Step 1: Understanding the Concept:

This question asks for an explanation of the concluding couplet of a poem, focusing on its themes of mortality, the cycle of life, and indifference.


Step 2: Detailed Explanation:

Source and Context:

These are the final two lines of the poem "Now the Leaves Are Falling Fast" by W. H. Auden. The poem uses the imagery of autumn and falling leaves to symbolize the process of aging, decay, and death. It describes a world where human life is fragile and aspirations are often unfulfilled.


Meaning and Significance:

This concluding couplet presents a stark and powerful image of the continuous cycle of life and death, and nature's (or society's) indifference to individual mortality.

- "Nurses to the graves are gone": This is a metaphorical line. The "nurses" can be interpreted as the people who care for us in life, or perhaps the forces of life and nature that sustain us. Their "going to the graves" signifies that life inevitably ends in death; everyone, including our caregivers, is mortal and will eventually die.

- "And the prams go rolling on": A "pram" is a baby carriage. This image starkly contrasts with the finality of the grave. It symbolizes the continuation of life: while the old generation dies, a new generation is born. Life goes on, relentlessly and impersonally.

Together, the lines create a feeling of detachment. Individual lives and deaths may seem momentous to us, but from a broader perspective, they are just part of an endless, mechanical cycle. The world does not stop for our death; the prams keep rolling. The couplet offers a bleak but realistic commentary on the human condition.
Quick Tip: When analyzing a concluding couplet, consider how it summarizes or provides a final commentary on the poem's main themes. Look for contrasting images (like the grave and the pram here) as they are often used to create a powerful final statement.

12B, Patel Nagar

Patna, Bihar

800001


October 7, 2025


My dearest [Sister's Name],

I was absolutely thrilled to bursting with pride when Mom called and told me the wonderful news! Huge, huge congratulations on cracking the NEET! I know how incredibly hard you have worked for this over the last two years, and it is so amazing to see all that dedication pay off.

I still remember all those late nights you spent studying, the endless mock tests, and the sacrifices you made. You never lost focus, and your perseverance has truly been rewarded. You completely deserve this success, and I am so incredibly proud to call you my sister. You are not just brilliant, but also one of the most hardworking people I know.

This is the first major step towards your dream of becoming a doctor, and I have no doubt that you will be a fantastic one. We are all celebrating your achievement here and can't wait to see you and celebrate properly.

Wishing you all the very best for the next chapter in your journey.

With all my love and pride,

[Your Name]
Quick Tip: For an informal letter of congratulations: \textbf{Opening:} Start with an enthusiastic and happy tone. \textbf{Body:} Acknowledge the recipient's hard work and dedication. Mention specific efforts you remember to make it personal. \textbf{Praise:} State how proud you are and why they deserve the success. \textbf{Closing:} End with warm wishes for the future and a loving sign-off.

To,

The Principal,

[Your School/College Name],

[School/College Address],

Patna, Bihar


October 7, 2025


Subject: Application for leave to attend a Yoga workshop


Respected Sir/Madam,

I am [Your Name], a student of Class [Your Class] Section [Your Section], with roll number [Your Roll Number].

I am writing to request your permission for a leave of absence from [Start Date] to [End Date]. I have been selected to participate in a certified National Level Yoga Workshop organized by the Art of Living Foundation in [City Name]. This is a wonderful opportunity for me to deepen my understanding and practice of Yoga, which I believe is beneficial for both physical and mental well-being.

I assure you that I will collect all notes and complete any pending assignments from my classmates upon my return. I have also informed my class teacher about this.

I would be very grateful if you could grant me leave for these days.

Thank you for your consideration.

Yours obediently,

[Your Name]

Class: [Your Class]

Roll No: [Your Roll Number]
Quick Tip: For a formal application for leave: \textbf{Format:} Follow the standard format (To, Date, Subject, Salutation, Body, Closing). \textbf{Subject Line:} Be clear and concise. \textbf{Body:} State your name and class. Clearly mention the reason for leave and the specific dates. Justify why the event is important. \textbf{Assurance:} Assure the Principal that you will catch up on your studies. \textbf{Closing:} End with a polite closing like "Yours obediently" or "Yours sincerely".

According to Gandhiji in his essay "Indian Civilization and Culture," the 'sheet anchor of our hope' is the unique strength and resilience of Indian civilization. He believes that while other great civilizations of the world have declined, India's has remained steadfast. This immovability and adherence to its ancient moral and spiritual foundations is its greatest strength and the ultimate source of hope for its future.
Quick Tip: A 'sheet anchor' is a large, strong anchor that is a ship's last resort in a storm. Understanding this metaphor helps to explain that Gandhiji saw Indian civilization's core values as the final, most reliable source of security and stability for the nation.

According to the views expressed by Dr. Zakir Hussain in his speech "Bharat is My Home," the business of education is to help in the growth of national culture and national character. It is not merely about imparting information but about nurturing individuals to become responsible citizens dedicated to the dual work of self-improvement and societal betterment, ensuring the quality of the nation's progress.
Quick Tip: When asked about a concept like "the business of education" from a specific text, focus on the author's main argument. For Dr. Zakir Hussain, education was inextricably linked to nation-building and moral development.

The 'trials and tribulations' that Martin Luther King Jr. refers to in his "I Have a Dream" speech are the immense sufferings and injustices faced by the Civil Rights activists. This includes brutal police violence, unjust imprisonment, physical assaults, and the constant humiliation and hardships they endured while protesting for freedom and equality. He acknowledges that they have come to the march "fresh from narrow jail cells" and other places of persecution.
Quick Tip: To answer this question effectively, connect the phrase 'trials and tribulations' to the specific historical context of the Civil Rights Movement. Mentioning concrete examples like police brutality and wrongful imprisonment makes the answer stronger.

According to Dorothy L. Sayers in her essay "How Free is the Press?", free people often take for granted the freedom of the press. They assume that what they read is true and that the press is independent, without realizing that it can be controlled by advertisers or proprietors. They also take for granted that there is no official censorship, failing to recognize the more subtle economic pressures that can restrict true press freedom.
Quick Tip: This question requires you to recall the central argument of a specific essay. Focus on the main point the author is trying to make. For Sayers, the key issue is the hidden, non-governmental threats to the freedom of the press.

In W. H. Auden's poem "Now the Leaves Are Falling Fast," the 'whispering neighbours' are agents of death or mortality. They represent the forces that surround human beings in their final moments, plucking them away from their real joys and leading them to their end. They symbolize the constant presence of death that ultimately isolates and claims every individual.
Quick Tip: In poetry, terms like 'whispering neighbours' are often metaphorical. To interpret them, consider the overall theme of the poem. Since the poem is about decay and death, the neighbours should be interpreted as symbols related to mortality.

In "Song of Myself," the speaker, Walt Whitman, observes a "spear of summer grass." He lies on the grass, observing it and contemplating its meaning. This simple act of observation leads him to profound philosophical reflections on nature, life, death, and the interconnectedness of all beings. The spear of grass becomes a symbol of the continuous, democratic, and divine cycle of life.
Quick Tip: For questions about Whitman's poetry, remember his focus on finding profound meaning in the ordinary and the natural. A simple object like a blade of grass becomes a starting point for exploring the greatest questions of existence.

In D. H. Lawrence's poem "Snake," the snake drank water in a very refined and deliberate manner. It rested its throat upon the stone bottom of the water-trough, sipped the water into its mouth, and then lifted its head to let the water flow down into its body. The poet describes this action as being similar to how cattle drink, with a quiet and dream-like dignity.
Quick Tip: When describing an action from a poem, use the specific details and imagery the poet provides. Mentioning the "stone bottom," the "sipping," and the comparison to "cattle" makes your answer more accurate and vivid.

In Keki N. Daruwalla's poem "Fire-Hymn," the fire "forgets its dead" in the sense that it does not completely consume the bodies. The speaker observes a cremation where the fire has left behind "half-cooked limbs" and bone fragments. This incomplete consumption is seen as a form of forgetfulness or a failure of duty by the fire, a shocking sight which deeply affects the poet.
Quick Tip: This phrase is metaphorical. "Forgetting" here means failing to perform its function completely. The key to answering this is to describe the physical evidence of this 'forgetfulness'—the partially burnt remains mentioned in the poem.

Indian poetry in English began in the early 19th century, with pioneers like Henry Derozio and Toru Dutt, whose works were often romantic and influenced by British poets. The 20th century saw the emergence of nationalist and spiritual poets like Sri Aurobindo and Sarojini Naidu. Post-independence, poets like Nissim Ezekiel, Kamala Das, and A. K. Ramanujan introduced a modern, personal, and distinctly Indian voice, focusing on contemporary urban life and identity.
Quick Tip: To summarize a literary development, divide it into chronological phases. Mention key poets from each era and the main characteristics of their work. This shows a clear understanding of the historical progression.

The University Wits were a group of late 16th-century English playwrights and pamphleteers who were educated at the universities of Oxford or Cambridge. They are known for bridging the gap between older medieval drama and the great works of Shakespeare. Prominent members included Christopher Marlowe, Robert Greene, and Thomas Nashe. They were instrumental in developing the heroic theme, powerful verse, and complex characters in English drama.
Quick Tip: When defining a literary group like the University Wits, include three key pieces of information: the time period (late 16th century), their background (educated at Oxford/Cambridge), and their main contribution (developing English drama before Shakespeare). Mentioning a key member like Marlowe is also very helpful.

"My Grandmother's House" is a deeply personal and nostalgic poem by Kamala Das. The poet recalls her childhood days spent at her grandmother's house, a place that symbolized unconditional love, warmth, and security. She reminisces about the time she felt immensely loved and proud.

After her grandmother's death, the house fell into a profound silence, with snakes moving among the books, and the air frozen with despair. The poet, now an adult living in a different city, feels a strong urge to revisit that house, to "peer through blind eyes of windows" and breathe its frozen air.

She contrasts the abundance of love she received in her past with her current emotional emptiness. She describes herself as someone who now has to "beg at strangers' doors" for even a small amount of love. The poem is a poignant expression of loss and a yearning for the pure, selfless love that her grandmother's house once represented.
Quick Tip: When summarizing a poem, focus on the central theme or emotion. For "My Grandmother's House," the key is the powerful contrast between the love-filled past and the emotionally barren present. Mentioning key images like the "blind eyes of windows" and "snakes among books" will strengthen your summary.

John Keats' "Ode to Autumn" is a rich and sensory celebration of the autumn season. The poem is structured in three stanzas, each depicting a different aspect of the season.

In the first stanza, Keats portrays autumn as a season of "mellow fruitfulness," a time of abundance and ripeness. He describes the vines heavy with grapes, the apple trees bending with fruit, and the gourds swelling. Autumn conspires with the sun to bring all fruits to perfect maturity, filling them with sweetness to the very core.

The second stanza personifies Autumn as a graceful figure, often seen resting or working amidst the harvest. She is depicted as a winnower sitting carelessly on a granary floor, as a reaper asleep in a field, or as a gleaner crossing a brook. These images portray a season that is calm, productive, and fulfilled.

In the final stanza, the poet addresses the sounds of autumn. He urges the season not to miss the songs of spring, for autumn has its own unique music. This includes the mournful choir of gnats, the bleating of lambs, the singing of crickets, and the whistling of robins. The poem concludes with a beautiful, melancholic acceptance of the season's gentle decline into winter.
Quick Tip: To summarize "Ode to Autumn," follow its three-stanza structure. Stanza 1 is about the fruits and abundance (ripeness). Stanza 2 is about the personification of Autumn (rest and work). Stanza 3 is about the sounds of autumn (its unique music). This approach ensures you cover all key aspects of the poem.

D. H. Lawrence's "Snake" is a narrative poem that explores the conflict between natural instinct and human education. On a hot day in Sicily, the poet goes to his water-trough and finds a golden-brown snake drinking there. He feels honored by the presence of this "lord of life" and waits patiently for it to finish.

However, the "voice of his education" — the rational, civilized part of his mind — urges him to kill the snake, telling him that venomous snakes are dangerous and must be destroyed. The poet is torn between his admiration for the creature's majesty and the fear instilled in him by society.

As the snake slowly withdraws into a hole, the poet, in a moment of panic and protest, throws a clumsy log at it. He immediately regrets this "paltry, vulgar, mean act." He feels he has missed his chance to connect with a king from the underworld and is left with a sense of guilt and self-loathing. He wishes for the snake to return so he can atone for his sin against it.
Quick Tip: The key to summarizing "Snake" is to focus on the central conflict: Instinct vs. Education. Describe the initial admiration, the internal struggle, the foolish act, and the final regret. This structure captures the entire emotional arc of the poem.

"The Artist" by Shiga Naoya is a short story about a talented young Japanese boy named Seibei who has a passion for collecting and polishing gourds. This hobby consumes him, and he spends all his time finding, shaping, and beautifying gourds, seeing artistic potential where others see none.

His passion, however, is not understood by his parents or his teachers. One day, he is caught polishing a gourd in class and the teacher confiscates it. The teacher complains to Seibei's father, who, in a fit of rage, smashes all of Seibei's carefully collected gourds, forcing him to give up his hobby.

The story concludes with an ironic twist. The confiscated gourd is sold by a school porter to a curio-dealer, who then sells it to a wealthy collector for a huge sum of money. The story critiques a rigid education system and a society that stifles individual talent and creativity, failing to recognize artistic value when it deviates from the conventional.
Quick Tip: A good summary of "The Artist" should follow the journey of the gourd and Seibei's passion. Start with his hobby, describe the conflict with authority (teacher and father), and end with the ironic sale of the gourd, which highlights the story's main theme about suppressed talent.

In her essay "How Free is the Press?", Dorothy L. Sayers argues that in a democratic country like Britain, the freedom of the press is not threatened by direct government censorship but by more subtle internal forces. She contends that true press freedom is restricted by two main factors: the interests of the newspaper's owner (the proprietor) and the interests of its advertisers.

Sayers explains that a newspaper is a business that needs to make a profit. This profit comes primarily from advertising revenue, not from sales. Therefore, newspapers are careful not to publish content that might offend their major advertisers. Similarly, the personal biases and political agenda of the wealthy proprietor can heavily influence the newspaper's editorial policy and the way news is presented.

These economic pressures lead to a situation where news is often sensationalized to boost circulation and important but less exciting stories are ignored. Sayers concludes that the press is far less free than the public believes, as it is controlled more by commercial interests than by a commitment to objective truth.
Quick Tip: To summarize this essay, clearly state the author's main argument first: press freedom is limited by internal, not external, forces. Then, explain the two main factors she identifies: advertisers and proprietors. Conclude with the consequences of this lack of freedom.

In this essay, Mahatma Gandhi presents a powerful defense of Indian civilization, arguing that its enduring strength lies in its spiritual and moral foundations. He contrasts Indian civilization, which elevates moral being, with modern Western civilization, which he sees as materialistic and focused on multiplying human wants.

Gandhi asserts that Indian civilization is unique because it has withstood the test of time while other great empires have fallen. The essence of this civilization, taught by ancient rishis, is the mastery of mind and passions, a deliberate restriction of wants, and a focus on self-realization and duty (dharma). He argues that true happiness comes from this mental discipline, not from material wealth.

He is not against all aspects of the West but cautions Indians against blindly imitating its materialism. He believes that India's true path is to hold fast to its ancient values of simple living and high thinking. For Gandhiji, the immovability and moral fiber of Indian civilization are its glory and its "sheet anchor," its ultimate source of hope and stability.
Quick Tip: The key to summarizing Gandhi's essay is the central contrast between Indian (spiritual) and Western (materialistic) civilization. Start with this main point, explain the characteristics of Indian civilization as described by Gandhi (restricting wants, moral focus), and conclude with his advice for India's future.

\textit{(Choosing "dialects of Middle English")

The Middle English period (c. 1100-1500) was characterized by great linguistic diversity, lacking a standardized form of the language. This resulted in the prominence of several distinct regional dialects. The four main dialects of Middle English were:


Northern: Spoken north of the River Humber. It was heavily influenced by the Scandinavian (Norse) languages due to Viking settlements. It retained many features of Old English and is considered the most conservative of the dialects.
Midland (East and West): Spoken in the central region of England, between the Thames and the Humber. This area was linguistically diverse. The East Midland dialect is particularly important because it was the dialect of London, Oxford, and Cambridge. It formed the basis for what would become Standard English, partly due to its use by influential writers like Chaucer and the adoption by the printing press.
Southern: Spoken south of the River Thames. It was the most direct descendant of the West Saxon dialect of Old English and was known for voicing initial fricative sounds (e.g., 'v' for 'f').
Kentish: Spoken in the southeastern county of Kent. It was a minor dialect but had its own distinct phonetic features.

The lack of a political or cultural center in the early part of this period allowed these dialects to flourish independently.
Quick Tip: When writing about dialects, it's best to list the main ones and provide a key characteristic for each. For Middle English, always highlight the importance of the East Midland dialect as the ancestor of modern Standard English and mention Chaucer's influence.

i) An Epitaph --- (b) Walter de la Mare

An epitaph is a short text honoring a deceased person. The poem "An Epitaph" was written by the English poet Walter de la Mare.


ii) Snake --- (c) D. H. Lawrence

The poem "Snake" describing an encounter with a snake in Sicily was written by the English novelist and poet D. H. Lawrence.


iii) Song of Myself --- (e) Walt Whitman

"Song of Myself" is the central poem in the collection *Leaves of Grass* by the American poet Walt Whitman.


iv) Now the Leaves are Falling Fast --- (a) W. H. Auden

The poem about mortality and the decay of life, "Now the Leaves are Falling Fast," was written by the British-American poet W. H. Auden.


v) Fire-Hymn --- (d) K. N. Daruwalla

The poem "Fire-Hymn," which explores Zoroastrian beliefs about fire and death, was written by the Indian poet Keki N. Daruwalla.
Quick Tip: Matching exercises require strong memory recall. A good strategy is to create flashcards with the poem/prose title on one side and the author on the other. Regularly quizzing yourself can solidify this knowledge for the exam.

i) What is the time by your watch?


ii) I believe in success. / I have faith in success.


iii) Always respect your elders.


iv) Dr. Rajendra Prasad was the first President of India.


v) Gopal is a very good student.


vi) I have made a decision. / I have decided.


vii) My brother is very naughty.


viii) We should plant trees.
Quick Tip: For translation, focus on conveying the correct meaning in natural-sounding English. Pay attention to prepositions (e.g., "time \textbf{by} your watch") and verb tenses (e.g., "कर चुकी हूँ" translates to the present perfect "I have decided").

i) How Free is the Press --- (d) Dorothy L. Sayers

The essay analyzing the subtle controls on press freedom was written by the English writer Dorothy L. Sayers.


ii) Bharat is My Home --- (c) Dr. Zakir Hussain

This is an extract from the speech delivered by Dr. Zakir Hussain after taking the oath as the President of India.


iii) The Artist --- (e) Shiga Naoya

The short story about the talented boy Seibei was written by the Japanese author Shiga Naoya.


iv) I Have a Dream --- (a) Martin Luther King, Jr.

The iconic speech of the American Civil Rights Movement was delivered by Martin Luther King, Jr.


v) Ideas That Have Helped Mankind --- (b) Bertrand Russell

The philosophical essay on human progress was written by the British philosopher and Nobel laureate Bertrand Russell.
Quick Tip: A good exam strategy for matching questions is to first match the pairs you are 100% sure of. This process of elimination makes it easier to figure out the ones you are less certain about.

According to the passage, the best tonic for our mind and body is a smile. The first sentence explicitly states, "The smile is the best tonic for our mind and body."
Quick Tip: For direct questions like this, scan the passage for the exact keywords used in the question ("best tonic," "mind and body"). The answer is usually located in the same sentence as these keywords.

According to the passage, when we are relaxed and in bed, we should practise putting some cheerful thoughts. The last sentence states, "When we are relaxed and in bed, we should practise putting some cheerful thoughts."
Quick Tip: Pay attention to specific situations or conditions mentioned in the passage. The question asks what to do "when we are relaxed in bed," and the passage provides a direct instruction for this exact scenario.

According to the passage, to be cheerful, we have to create positive thoughts. The third sentence clearly states, "To be cheerful, we have to create positive thoughts."
Quick Tip: Questions that ask "What should we do...?" or "How can we...?" often have answers that are presented as a direct instruction or a cause-and-effect relationship in the text.

According to the passage, if we constantly think about negative things, we feel unhappy. This is stated in the fourth sentence: "On the other hand, if we constantly think about negative things, we feel unhappy."
Quick Tip: Look for contrasting words or phrases like "On the other hand" in a passage. They often introduce a direct answer to a question about the consequences or opposite effects of a particular action.

Title: The Virtue of Selflessness


Précis:

The character of a virtuous person is comparable to that of a tree, as both live selflessly for the benefit of others. Good people maintain their noble qualities throughout their lives, even in sacrifice, and follow a righteous path without any desire for praise. The passage argues that a life lived for oneself is animalistic, whereas a life of altruism and self-sacrifice is the true path to achieving eternal happiness and immortality.
Quick Tip: To write a good précis: \textbf{Identify the core theme:} The central idea here is the superiority of a selfless life over a selfish one. \textbf{Condense the main points:} Extract the key arguments (comparison to trees, indifference to praise, selfish life = beastly, selfless life = eternal bliss). \textbf{Rewrite in your own words:} Combine these points into a concise, coherent paragraph. \textbf{Choose a title:} The title should reflect the central theme of the passage.