English Grammar and Composition Full Syllabus MOCK Test) CSS Test Session Series, Final Phase, For CSS Examination 2021)

 Full Syllabus MOCK Test)

English Grammar and Composition

CSS Test Session Series, Final Phase,

For CSS Examination 2021)

 TIME ALLOWED:                                              THREE HOURS              

 PART-I(MCQS):                                                  MAXIMUM 30 MINUTES

 PART-I (MCQS) MAXIMUM MARKS =          20       

       PART-II MAXIMUM MARKS =                               80

                                                                         

                                                                            (Part I)

Synonyms

1:Zest

a)      gusto

b)      cram

c)      worry

d)     trial

2:haggle

a)      tired

b)      climb

c)      decrease

d)     bargain

3: throng

a)      Garment

b)      bell

c)      Mass

d)     weight

4:irksome

a)      outrageous

b)      fearsome

c)      impoverished

d)     annoying

5:saccharine

a)      leave

b)      sweet

c)      arid

d)     quit

6.Chimera

a)      chimney

b)      protest

c)      illusion

d)     panache

7.sacrosanct

a)      prayer

b)      sanctuary

c)      pious

d)     sacred

8. stentorian

a)      violent

b)      misbegotten

c)      loud

d)     stealthy

9. sumptuous

a)      delirious

b)      gorgeous

c)      perilous

d)     luxurious

10. louche

a)      gauche

b)      fine

c)      brilliant

d)     indecent

Antonyms

Which of these words is most nearly the opposite of the word provided?

1. philistine

a)      novice

b)      Intellectual

c)      pious

d)     debutante

2.germane

a)      Irrelevant

b)      indifferent

c)      impartial

d)     improvident

3.demur

a)      Embrace

b)      Crude

c)      Boisterous

d)     Falter

4.pit

a)      group

b)      peak

c)      select

d)     marry

5.rotund

a)      Round

b)      Unimportant

c)      Thin

d)     Dull

6.Brazen

a)                  Bashful

b)                  Boisterous

c)                  Noisy

d)                 Heated

7.Malodorous

a)      Acrid

b)      Pungent

c)      Fragrant

d)     Delicious

8.pique

a)      value

b)      gully

c)      smooth

d)     Soothe

9.abridge

a)      shorten

b)      extend

c)      stress

d)     easy

10. awe

a)      Borrow

b)      Shallow

c)      Low

d)     Contempt

 

(Part II)

 

1.      Trace the grammatical errors from the following sentences and write correct sentences  (5)

                  i.)            The goats fled in haste for a leopard entered the fold.

                ii.)            I remember him throwing a stone at the dog.

              iii.)            No sooner I had fallen than they ran away.

              iv.)            He asked me did I know him?

                v.)            You must finish this within 12 o’clock

2.      Make précis of the following passage (20)

The thing above all that a teacher should Endeavour to produce in his pupils if democracy is to survive, is the kind of tolerance that springs from an Endeavour to understand those who are different from ourselves. It is perhaps a natural impulse to view with horror and disgust all manners and customs different from those to such we are use. Ants and savages put strangers to death. And those who have never traveled either physically or mentally find it difficult to tolerate the queer ways and outlandish beliefs of other nationals and other times other sees and other political parties. This kind of ignorant intolerance is the antithesis of civilized outlook and is one of the gravest dangers to which cur over crowded world is exposed. The educational system, ought to be designed to correct it, but much too little is done in this direction at present. In every country nationalistic feeling is encouraged and school children are taught what they are only too ready to believe, that the inhabitants of other countries are morally and intellectually inferior to those of the country in which the school children happens to reside. In all this the teachers are not to blame. They are not free to teach as they would wish. It is they who know most intimately the needs of the young. It is they who through daily contact have come to care for them. But it is not they who decided what shall be taught or what the methods of instruction are to be.

3.      Read the following passage and answer the question given at the end of paragraph in your own words. (20)

Philosophy of Education is a label applied to the study of the purpose, process, nature and ideals of education. It can be considered a branch of both philosophy and education. Education can be defined as the teaching and learning of specific skills, and the imparting of knowledge, judgment and wisdom, and is something broader than the societal institution of education we often speak of. Many educationalists consider it a weak and woolly field, too far removed from the practical applications of the real world to be useful. But philosophers dating back to Plato and the Ancient Greeks have given the area much thought and emphasis, and there is little doubt that their work has helped shape the practice of education over the millennia. Plato is the earliest important educational thinker, and education is an essential element in "The Republic" (his most important work on philosophy and political theory, written around 360 B.C.). In it, he advocates some rather extreme methods: removing children from their mothers' care and raising them as wards of the state, and differentiating children suitable to the various castes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. He believed that education should be holistic, including facts, skills, physical discipline, music and art. Plato believed that talent and intelligence is not distributed genetically and thus is be found in children born to all classes, although his proposed system of selective public education for an educated minority of the population does not really follow a democratic model.

Aristotle considered human nature, habit and reason to be equally important forces to be cultivated in education, the ultimate aim of which should be to produce good and virtuous citizens. He proposed that teachers lead their students systematically, and that repetition be used as a key tool to develop good habits, unlike Socrates' emphasis on questioning his listeners to bring out their own ideas. He emphasized the balancing of the theoretical and practical aspects of subjects taught, among which he explicitly mentions reading, writing, mathematics, music, physical education, literature, history, and a wide range of sciences, as well as play, which he also considered important.

During the Medieval period, the idea of Perennialism was first formulated by St. Thomas Aquinas in his work "De Magistro". Perennialism holds that one should teach those things deemed to be of everlasting importance to all people everywhere, namely principles and reasoning, not just facts (which are apt to change over time), and that one should teach first about people, not machines or techniques. It was originally religious in nature, and it was only much later that a theory of secular perennialism developed. During the Renaissance, the French skeptic Michel de Montaigne (1533 - 1592) was one of the first to critically look at education. Unusually for his time, Montaigne was willing to question the conventional wisdom of the period, calling into question the whole edifice of the educational system, and the implicit assumption that university-educated philosophers were necessarily wiser than uneducated farm workers, for example.

4.      Change the following sentences from direct to indirect or vice versa.(5)

                  i.)            He wished her success.

                ii.)            Yaqub said to me, “ Can you spare some money for me”

              iii.)            I said to him, “Will you come tomorrow?”

              iv.)            I asked him who he was.

                v.)            Najma said to her companions, “Let me go on with my work, please.”

5.      Make sentences (any five) from the following pair of words. (10)

                  i.)            Atheist, agnostic

                ii.)            Gourmand, gourmet

              iii.)            Prig, snob

              iv.)            Circumscribe, proscribe

                v.)            Decry, descry

              vi.)            Insidious, invidious

            vii.)            Censor, censure

6.      Make sentences from (any five) following idiomatic phrases. (5)

                  i.)            To cleanse the Augean stables

                ii.)            Cut the guardian knot

              iii.)            To cross the Rubicon

              iv.)            Fabian tactics

                v.)            Dogged by ill luck

              vi.)            The whirligig of time

            vii.)            Waifs and stray

7.      Punctuate the following sentences with suitable punctuation marks. (5)

                  i.)            blest is the man who has found his work let him ask no other blessedness.

                ii.)            It was leveled hardened widened by very slow degrees

              iii.)            It is an excellent work carefully compiled copiously illustrated and well arranged.

              iv.)            Obviously a work must have charm or it cannot succeed and the charm will depend on very complex conditions of the artist’s mind.

                v.)            We are all and who would not be offended at unkind treatment 

8.      Translate the following paragraph in English (10)