List of practice Questions

Recent years have seen a great focus on making Indian cities global cities. For urban planners and dreamers, Mumbai urgently needs north-south and cast-west connectivity. Towards this, they argue for the need to construct an'express ring freeway' to circle the city 'such that a freeway can be accessed from any point in the city in less than 10 minutes'. 'Quick entry and exit', and 'efficient traffic dispersal are seen as critical to the smooth functioning of the city...
For the less privileged the streets have a different role to play. They are more than freeways of connectivity. Streets. for good or bad. all too often become effectively bazaars, and meals combining the different purposes of pilgrimage, recreation (transporation) and economic exchange. As people blur the boundaries between publick and private space by living on the street. buying and sellign, eating, drinking tea, playing cricekt or even just standing, urban planners point to how these activities impeded traffic and cause congestion.
In order to decongest, poor poeple are shifted to the outskirts. In the Vision Mumbai document prepared by the private consultancy from McKinsey...mass housing for the poor is being planned in the salt pan lands outside the city. What happens to their livelihood? The long quote below captures the voice of the poor.
"We are in fact human earthmovers and tractors. We levelled the land first. We have contributed to the city. We carry your shit out of the city. I don't see citizens' groups dredging sewers and digging roads. The city is not for the rich only. We need each other. I don't beg. I wash your clothes. Women can go to work because we are there to look after their children. The staff in Mantralary, the collectorate, the BMC, even the police live in slums. Because we are there, women can walk safely at night...Groups such as Bombay First talk about Mumbai a world class city. How can it be a world-class city without a place for its poor? (Anand 2006: 3422)
Read the given passage carefully and answer following question.
The Ruhr Coal field of Germany has been one of the major industrial regions of Europe for a long time. Coal and iron and steel formed the basis of economy, but as the demand for coal declined, the industry started shrinking. Even after the iron ore was exhausted, the industry remained, using imported ore brought by waterways to the Ruhr.
The Ruhr region is responsible for 80 per cent of Germany's total steel production. Changes in the industrial structure have led to the decay of some areas, and there are problems of industrial waste and pollution. The future prosperity of the Ruhr is based less on the products of coal and steel, for which it was initially famous, and more on the new industries like the huge Opel car assembly plant, new chemical plants, universities. Out-of-town shopping centres have appreared resulting in a ‘New Ruhr’ landscape.
The iron and steel industry forms the base of all other industries and, therefore, it is called a basic industry. It is basic because it provides raw material for other industries such as machine tools used for further production. It may also be called a heavy industry because it uses large quantities of bulky raw materials and its products are also heavy.
Iron is extracted from iron ore by smelting in a blast furnace with carbon (coke) and limestone. The molten iron is cooled and moulded to form a pig iron which is used for converting into steel by adding strengthening materials manganese.
Read the passage given below and answer the question :
It would be easy to compile a book full of disturbing stories about schools and classrooms where neatness, mechanical accuracy, and orthodoxy of opinion - i.e., agreeing with the teacher's spoken or even unspoken notions of what is right and proper for children to believe and say - count for far more than honest, independent, original expression. It is still common in a great many schools to fail answer sheets that have more than a very few errors in grammar, punctuation, or spelling, regardless of any other merit they inight have. Not long an answer, entirely free of any mechanical errors and otherwise well written, was failed because student wrote it in three colours of ink. And this was in a 'good' school system. But the real reason that our schools do not turn out people, who can use language simply and strongly, let alone beautifully, lies deeper. It is that with very few exceptions the schools, from kindergarten through graduate school, do not give a damn what the students think. Think, care about, or want to know. What counts is what the system has decided they shall be made to learn.
If we are to make real progress in improving student writing, the first lesson we have to learn is this: a student will be concerned with his own use of language, and therefore try to judge its effectiveness, only when he is talking to an audience, and not just one that allows him to say what he wants as he wants, but one that takes him and his ideas seriously.