English I · End Term · Jan 2026 · FN

**Read the following passage and answer the given subquestions.** During the Depression, when milk supply exceeded demand, the US government bought milk to keep its price stable and support dairy farmers. Then, trying to find a way to store or get rid of the surplus, it started stockpiling cheese, which lasts longer than milk. The government bought so much cheese that it eventually filled every cold storage in the country. But there was still more excess milk. The US Department of Agriculture (USDA) rented half an acre in a Kansas cave and filled it floor to ceiling with blocks of cheese. At its height, the US had 2lbs of stored cheese for every resident. Eventually, the USDA turned to its nutrition programs to dispose of excess cheese. Despite most Indigenous peoples’ inability to digest milk, commodity cheese became the centerpiece of the Food Distribution Program on Indian Reservations (FDPIR). Musician Wade Fernandez, a member of the Menominee nation, sings Commodity Cheese Blues, lamenting, “I went downtown to the commod shop / Met the blues ’cause they were out of stock. Tell me please when I’ll get my commod cheese.” Nicknamed “pasteurized gold”, the bright orange cheese bricks sometimes operate as currency to buy other foods or goods. The irony of this treasure is not lost on critics. In 2006, an Indian Country Today article observed: “Some Lakota still say to this day that the only brick of gold the Lakota people got out of the Black Hills is the brick of cheese rationed out on commodity day.” Funneling surplus cheese into nutrition programs like FDPIR and school lunches was not enough to save the dairy industry, which accounts for 3.5% of the US gross domestic product – half a percentage more than the auto industry. President Jimmy Carter vowed to increase the price of milk by six cents a gallon in 1977 and committed to buying as much dairy as necessary to prop up the industry. When government-purchased cheese began to mold, the plan to get it out of storage became urgent. In 1981, a USDA official told the Washington Post: “We’ve looked and looked at ways to deal with this, but the distribution problems are incredible ... Probably the cheapest and most practical thing would be to dump it in the ocean.” Instead, President Reagan’s administration came up with a way to solve the problem without affecting the demand for or price of cheese. It created the Dairy Distribution Program, sending truckloads of cheese blocks to poor neighborhoods around the country. Inevitably, government cheese entered popular culture as a marker of poverty.

During the Depression, the US government bought milk to support dairy farmers.

**Read the following passage and answer the given subquestions.** During the Depression, when milk supply exceeded demand, the US government bought milk to keep its price stable and support dairy farmers. Then, trying to find a way to store or get rid of the surplus, it started stockpiling cheese, which lasts longer than milk. The government bought so much cheese that it eventually filled every cold storage in the country. But there was still more excess milk. The US Department of Agriculture (USDA) rented half an acre in a Kansas cave and filled it floor to ceiling with blocks of cheese. At its height, the US had 2lbs of stored cheese for every resident. Eventually, the USDA turned to its nutrition programs to dispose of excess cheese. Despite most Indigenous peoples’ inability to digest milk, commodity cheese became the centerpiece of the Food Distribution Program on Indian Reservations (FDPIR). Musician Wade Fernandez, a member of the Menominee nation, sings Commodity Cheese Blues, lamenting, “I went downtown to the commod shop / Met the blues ’cause they were out of stock. Tell me please when I’ll get my commod cheese.” Nicknamed “pasteurized gold”, the bright orange cheese bricks sometimes operate as currency to buy other foods or goods. The irony of this treasure is not lost on critics. In 2006, an Indian Country Today article observed: “Some Lakota still say to this day that the only brick of gold the Lakota people got out of the Black Hills is the brick of cheese rationed out on commodity day.” Funneling surplus cheese into nutrition programs like FDPIR and school lunches was not enough to save the dairy industry, which accounts for 3.5% of the US gross domestic product – half a percentage more than the auto industry. President Jimmy Carter vowed to increase the price of milk by six cents a gallon in 1977 and committed to buying as much dairy as necessary to prop up the industry. When government-purchased cheese began to mold, the plan to get it out of storage became urgent. In 1981, a USDA official told the Washington Post: “We’ve looked and looked at ways to deal with this, but the distribution problems are incredible ... Probably the cheapest and most practical thing would be to dump it in the ocean.” Instead, President Reagan’s administration came up with a way to solve the problem without affecting the demand for or price of cheese. It created the Dairy Distribution Program, sending truckloads of cheese blocks to poor neighborhoods around the country. Inevitably, government cheese entered popular culture as a marker of poverty.

The US government stopped stockpiling cheese once it filled every cold storage in the country.

**Read the following passage and answer the given subquestions.** During the Depression, when milk supply exceeded demand, the US government bought milk to keep its price stable and support dairy farmers. Then, trying to find a way to store or get rid of the surplus, it started stockpiling cheese, which lasts longer than milk. The government bought so much cheese that it eventually filled every cold storage in the country. But there was still more excess milk. The US Department of Agriculture (USDA) rented half an acre in a Kansas cave and filled it floor to ceiling with blocks of cheese. At its height, the US had 2lbs of stored cheese for every resident. Eventually, the USDA turned to its nutrition programs to dispose of excess cheese. Despite most Indigenous peoples’ inability to digest milk, commodity cheese became the centerpiece of the Food Distribution Program on Indian Reservations (FDPIR). Musician Wade Fernandez, a member of the Menominee nation, sings Commodity Cheese Blues, lamenting, “I went downtown to the commod shop / Met the blues ’cause they were out of stock. Tell me please when I’ll get my commod cheese.” Nicknamed “pasteurized gold”, the bright orange cheese bricks sometimes operate as currency to buy other foods or goods. The irony of this treasure is not lost on critics. In 2006, an Indian Country Today article observed: “Some Lakota still say to this day that the only brick of gold the Lakota people got out of the Black Hills is the brick of cheese rationed out on commodity day.” Funneling surplus cheese into nutrition programs like FDPIR and school lunches was not enough to save the dairy industry, which accounts for 3.5% of the US gross domestic product – half a percentage more than the auto industry. President Jimmy Carter vowed to increase the price of milk by six cents a gallon in 1977 and committed to buying as much dairy as necessary to prop up the industry. When government-purchased cheese began to mold, the plan to get it out of storage became urgent. In 1981, a USDA official told the Washington Post: “We’ve looked and looked at ways to deal with this, but the distribution problems are incredible ... Probably the cheapest and most practical thing would be to dump it in the ocean.” Instead, President Reagan’s administration came up with a way to solve the problem without affecting the demand for or price of cheese. It created the Dairy Distribution Program, sending truckloads of cheese blocks to poor neighborhoods around the country. Inevitably, government cheese entered popular culture as a marker of poverty.

At its height, the US had 2lbs of stored cheese for every resident. What does the word resident mean in this context?

**Read the following passage and answer the given subquestions.** During the Depression, when milk supply exceeded demand, the US government bought milk to keep its price stable and support dairy farmers. Then, trying to find a way to store or get rid of the surplus, it started stockpiling cheese, which lasts longer than milk. The government bought so much cheese that it eventually filled every cold storage in the country. But there was still more excess milk. The US Department of Agriculture (USDA) rented half an acre in a Kansas cave and filled it floor to ceiling with blocks of cheese. At its height, the US had 2lbs of stored cheese for every resident. Eventually, the USDA turned to its nutrition programs to dispose of excess cheese. Despite most Indigenous peoples’ inability to digest milk, commodity cheese became the centerpiece of the Food Distribution Program on Indian Reservations (FDPIR). Musician Wade Fernandez, a member of the Menominee nation, sings Commodity Cheese Blues, lamenting, “I went downtown to the commod shop / Met the blues ’cause they were out of stock. Tell me please when I’ll get my commod cheese.” Nicknamed “pasteurized gold”, the bright orange cheese bricks sometimes operate as currency to buy other foods or goods. The irony of this treasure is not lost on critics. In 2006, an Indian Country Today article observed: “Some Lakota still say to this day that the only brick of gold the Lakota people got out of the Black Hills is the brick of cheese rationed out on commodity day.” Funneling surplus cheese into nutrition programs like FDPIR and school lunches was not enough to save the dairy industry, which accounts for 3.5% of the US gross domestic product – half a percentage more than the auto industry. President Jimmy Carter vowed to increase the price of milk by six cents a gallon in 1977 and committed to buying as much dairy as necessary to prop up the industry. When government-purchased cheese began to mold, the plan to get it out of storage became urgent. In 1981, a USDA official told the Washington Post: “We’ve looked and looked at ways to deal with this, but the distribution problems are incredible ... Probably the cheapest and most practical thing would be to dump it in the ocean.” Instead, President Reagan’s administration came up with a way to solve the problem without affecting the demand for or price of cheese. It created the Dairy Distribution Program, sending truckloads of cheese blocks to poor neighborhoods around the country. Inevitably, government cheese entered popular culture as a marker of poverty.

What was one reason the USDA stockpiled cheese?

**Read the following passage and answer the given subquestions.** During the Depression, when milk supply exceeded demand, the US government bought milk to keep its price stable and support dairy farmers. Then, trying to find a way to store or get rid of the surplus, it started stockpiling cheese, which lasts longer than milk. The government bought so much cheese that it eventually filled every cold storage in the country. But there was still more excess milk. The US Department of Agriculture (USDA) rented half an acre in a Kansas cave and filled it floor to ceiling with blocks of cheese. At its height, the US had 2lbs of stored cheese for every resident. Eventually, the USDA turned to its nutrition programs to dispose of excess cheese. Despite most Indigenous peoples’ inability to digest milk, commodity cheese became the centerpiece of the Food Distribution Program on Indian Reservations (FDPIR). Musician Wade Fernandez, a member of the Menominee nation, sings Commodity Cheese Blues, lamenting, “I went downtown to the commod shop / Met the blues ’cause they were out of stock. Tell me please when I’ll get my commod cheese.” Nicknamed “pasteurized gold”, the bright orange cheese bricks sometimes operate as currency to buy other foods or goods. The irony of this treasure is not lost on critics. In 2006, an Indian Country Today article observed: “Some Lakota still say to this day that the only brick of gold the Lakota people got out of the Black Hills is the brick of cheese rationed out on commodity day.” Funneling surplus cheese into nutrition programs like FDPIR and school lunches was not enough to save the dairy industry, which accounts for 3.5% of the US gross domestic product – half a percentage more than the auto industry. President Jimmy Carter vowed to increase the price of milk by six cents a gallon in 1977 and committed to buying as much dairy as necessary to prop up the industry. When government-purchased cheese began to mold, the plan to get it out of storage became urgent. In 1981, a USDA official told the Washington Post: “We’ve looked and looked at ways to deal with this, but the distribution problems are incredible ... Probably the cheapest and most practical thing would be to dump it in the ocean.” Instead, President Reagan’s administration came up with a way to solve the problem without affecting the demand for or price of cheese. It created the Dairy Distribution Program, sending truckloads of cheese blocks to poor neighborhoods around the country. Inevitably, government cheese entered popular culture as a marker of poverty.

Which of the following sentences best summarizes the purpose of the Dairy Distribution Program?

**Read the following passage and answer the given subquestions.** During the Depression, when milk supply exceeded demand, the US government bought milk to keep its price stable and support dairy farmers. Then, trying to find a way to store or get rid of the surplus, it started stockpiling cheese, which lasts longer than milk. The government bought so much cheese that it eventually filled every cold storage in the country. But there was still more excess milk. The US Department of Agriculture (USDA) rented half an acre in a Kansas cave and filled it floor to ceiling with blocks of cheese. At its height, the US had 2lbs of stored cheese for every resident. Eventually, the USDA turned to its nutrition programs to dispose of excess cheese. Despite most Indigenous peoples’ inability to digest milk, commodity cheese became the centerpiece of the Food Distribution Program on Indian Reservations (FDPIR). Musician Wade Fernandez, a member of the Menominee nation, sings Commodity Cheese Blues, lamenting, “I went downtown to the commod shop / Met the blues ’cause they were out of stock. Tell me please when I’ll get my commod cheese.” Nicknamed “pasteurized gold”, the bright orange cheese bricks sometimes operate as currency to buy other foods or goods. The irony of this treasure is not lost on critics. In 2006, an Indian Country Today article observed: “Some Lakota still say to this day that the only brick of gold the Lakota people got out of the Black Hills is the brick of cheese rationed out on commodity day.” Funneling surplus cheese into nutrition programs like FDPIR and school lunches was not enough to save the dairy industry, which accounts for 3.5% of the US gross domestic product – half a percentage more than the auto industry. President Jimmy Carter vowed to increase the price of milk by six cents a gallon in 1977 and committed to buying as much dairy as necessary to prop up the industry. When government-purchased cheese began to mold, the plan to get it out of storage became urgent. In 1981, a USDA official told the Washington Post: “We’ve looked and looked at ways to deal with this, but the distribution problems are incredible ... Probably the cheapest and most practical thing would be to dump it in the ocean.” Instead, President Reagan’s administration came up with a way to solve the problem without affecting the demand for or price of cheese. It created the Dairy Distribution Program, sending truckloads of cheese blocks to poor neighborhoods around the country. Inevitably, government cheese entered popular culture as a marker of poverty.

President Jimmy Carter vowed to increase the price of milk by six cents a gallon in 1977 Which of the following is closest in meaning to the word "vowed"?

**Read the following passage and answer the given subquestions.** During the Depression, when milk supply exceeded demand, the US government bought milk to keep its price stable and support dairy farmers. Then, trying to find a way to store or get rid of the surplus, it started stockpiling cheese, which lasts longer than milk. The government bought so much cheese that it eventually filled every cold storage in the country. But there was still more excess milk. The US Department of Agriculture (USDA) rented half an acre in a Kansas cave and filled it floor to ceiling with blocks of cheese. At its height, the US had 2lbs of stored cheese for every resident. Eventually, the USDA turned to its nutrition programs to dispose of excess cheese. Despite most Indigenous peoples’ inability to digest milk, commodity cheese became the centerpiece of the Food Distribution Program on Indian Reservations (FDPIR). Musician Wade Fernandez, a member of the Menominee nation, sings Commodity Cheese Blues, lamenting, “I went downtown to the commod shop / Met the blues ’cause they were out of stock. Tell me please when I’ll get my commod cheese.” Nicknamed “pasteurized gold”, the bright orange cheese bricks sometimes operate as currency to buy other foods or goods. The irony of this treasure is not lost on critics. In 2006, an Indian Country Today article observed: “Some Lakota still say to this day that the only brick of gold the Lakota people got out of the Black Hills is the brick of cheese rationed out on commodity day.” Funneling surplus cheese into nutrition programs like FDPIR and school lunches was not enough to save the dairy industry, which accounts for 3.5% of the US gross domestic product – half a percentage more than the auto industry. President Jimmy Carter vowed to increase the price of milk by six cents a gallon in 1977 and committed to buying as much dairy as necessary to prop up the industry. When government-purchased cheese began to mold, the plan to get it out of storage became urgent. In 1981, a USDA official told the Washington Post: “We’ve looked and looked at ways to deal with this, but the distribution problems are incredible ... Probably the cheapest and most practical thing would be to dump it in the ocean.” Instead, President Reagan’s administration came up with a way to solve the problem without affecting the demand for or price of cheese. It created the Dairy Distribution Program, sending truckloads of cheese blocks to poor neighborhoods around the country. Inevitably, government cheese entered popular culture as a marker of poverty.

What problem did the USDA face with the government-purchased cheese that began to mold?

**Read the following passage and answer the given subquestions.** During the Depression, when milk supply exceeded demand, the US government bought milk to keep its price stable and support dairy farmers. Then, trying to find a way to store or get rid of the surplus, it started stockpiling cheese, which lasts longer than milk. The government bought so much cheese that it eventually filled every cold storage in the country. But there was still more excess milk. The US Department of Agriculture (USDA) rented half an acre in a Kansas cave and filled it floor to ceiling with blocks of cheese. At its height, the US had 2lbs of stored cheese for every resident. Eventually, the USDA turned to its nutrition programs to dispose of excess cheese. Despite most Indigenous peoples’ inability to digest milk, commodity cheese became the centerpiece of the Food Distribution Program on Indian Reservations (FDPIR). Musician Wade Fernandez, a member of the Menominee nation, sings Commodity Cheese Blues, lamenting, “I went downtown to the commod shop / Met the blues ’cause they were out of stock. Tell me please when I’ll get my commod cheese.” Nicknamed “pasteurized gold”, the bright orange cheese bricks sometimes operate as currency to buy other foods or goods. The irony of this treasure is not lost on critics. In 2006, an Indian Country Today article observed: “Some Lakota still say to this day that the only brick of gold the Lakota people got out of the Black Hills is the brick of cheese rationed out on commodity day.” Funneling surplus cheese into nutrition programs like FDPIR and school lunches was not enough to save the dairy industry, which accounts for 3.5% of the US gross domestic product – half a percentage more than the auto industry. President Jimmy Carter vowed to increase the price of milk by six cents a gallon in 1977 and committed to buying as much dairy as necessary to prop up the industry. When government-purchased cheese began to mold, the plan to get it out of storage became urgent. In 1981, a USDA official told the Washington Post: “We’ve looked and looked at ways to deal with this, but the distribution problems are incredible ... Probably the cheapest and most practical thing would be to dump it in the ocean.” Instead, President Reagan’s administration came up with a way to solve the problem without affecting the demand for or price of cheese. It created the Dairy Distribution Program, sending truckloads of cheese blocks to poor neighborhoods around the country. Inevitably, government cheese entered popular culture as a marker of poverty.

What did the Indian Country Today article observe about the cheese?

**Read the following passage and answer the given subquestions.** During the Depression, when milk supply exceeded demand, the US government bought milk to keep its price stable and support dairy farmers. Then, trying to find a way to store or get rid of the surplus, it started stockpiling cheese, which lasts longer than milk. The government bought so much cheese that it eventually filled every cold storage in the country. But there was still more excess milk. The US Department of Agriculture (USDA) rented half an acre in a Kansas cave and filled it floor to ceiling with blocks of cheese. At its height, the US had 2lbs of stored cheese for every resident. Eventually, the USDA turned to its nutrition programs to dispose of excess cheese. Despite most Indigenous peoples’ inability to digest milk, commodity cheese became the centerpiece of the Food Distribution Program on Indian Reservations (FDPIR). Musician Wade Fernandez, a member of the Menominee nation, sings Commodity Cheese Blues, lamenting, “I went downtown to the commod shop / Met the blues ’cause they were out of stock. Tell me please when I’ll get my commod cheese.” Nicknamed “pasteurized gold”, the bright orange cheese bricks sometimes operate as currency to buy other foods or goods. The irony of this treasure is not lost on critics. In 2006, an Indian Country Today article observed: “Some Lakota still say to this day that the only brick of gold the Lakota people got out of the Black Hills is the brick of cheese rationed out on commodity day.” Funneling surplus cheese into nutrition programs like FDPIR and school lunches was not enough to save the dairy industry, which accounts for 3.5% of the US gross domestic product – half a percentage more than the auto industry. President Jimmy Carter vowed to increase the price of milk by six cents a gallon in 1977 and committed to buying as much dairy as necessary to prop up the industry. When government-purchased cheese began to mold, the plan to get it out of storage became urgent. In 1981, a USDA official told the Washington Post: “We’ve looked and looked at ways to deal with this, but the distribution problems are incredible ... Probably the cheapest and most practical thing would be to dump it in the ocean.” Instead, President Reagan’s administration came up with a way to solve the problem without affecting the demand for or price of cheese. It created the Dairy Distribution Program, sending truckloads of cheese blocks to poor neighborhoods around the country. Inevitably, government cheese entered popular culture as a marker of poverty.

What does the passage suggest about the impact of government cheese on popular culture?

**Read the following passage and answer the given subquestions.** During the Depression, when milk supply exceeded demand, the US government bought milk to keep its price stable and support dairy farmers. Then, trying to find a way to store or get rid of the surplus, it started stockpiling cheese, which lasts longer than milk. The government bought so much cheese that it eventually filled every cold storage in the country. But there was still more excess milk. The US Department of Agriculture (USDA) rented half an acre in a Kansas cave and filled it floor to ceiling with blocks of cheese. At its height, the US had 2lbs of stored cheese for every resident. Eventually, the USDA turned to its nutrition programs to dispose of excess cheese. Despite most Indigenous peoples’ inability to digest milk, commodity cheese became the centerpiece of the Food Distribution Program on Indian Reservations (FDPIR). Musician Wade Fernandez, a member of the Menominee nation, sings Commodity Cheese Blues, lamenting, “I went downtown to the commod shop / Met the blues ’cause they were out of stock. Tell me please when I’ll get my commod cheese.” Nicknamed “pasteurized gold”, the bright orange cheese bricks sometimes operate as currency to buy other foods or goods. The irony of this treasure is not lost on critics. In 2006, an Indian Country Today article observed: “Some Lakota still say to this day that the only brick of gold the Lakota people got out of the Black Hills is the brick of cheese rationed out on commodity day.” Funneling surplus cheese into nutrition programs like FDPIR and school lunches was not enough to save the dairy industry, which accounts for 3.5% of the US gross domestic product – half a percentage more than the auto industry. President Jimmy Carter vowed to increase the price of milk by six cents a gallon in 1977 and committed to buying as much dairy as necessary to prop up the industry. When government-purchased cheese began to mold, the plan to get it out of storage became urgent. In 1981, a USDA official told the Washington Post: “We’ve looked and looked at ways to deal with this, but the distribution problems are incredible ... Probably the cheapest and most practical thing would be to dump it in the ocean.” Instead, President Reagan’s administration came up with a way to solve the problem without affecting the demand for or price of cheese. It created the Dairy Distribution Program, sending truckloads of cheese blocks to poor neighborhoods around the country. Inevitably, government cheese entered popular culture as a marker of poverty.

What does the author imply about the dairy industry’s situation despite the government’s efforts?

**Fill in the blank with appropriate options.** Raghu’s favourite hobby is photography. He enjoys capturing moments(1)________ his camera, whether it is a (2)_________ sunset on the beach or the smile (3)__________ his daughter’s face. Last summer, he travelled to Europe and photographed (4)________ landmarks (5)___________ Paris, Rome, and London. Based on the above data, answer the given subquestions.

Choose the correct preposition for blank (1).

**Fill in the blank with appropriate options.** Raghu’s favourite hobby is photography. He enjoys capturing moments(1)________ his camera, whether it is a (2)_________ sunset on the beach or the smile (3)__________ his daughter’s face. Last summer, he travelled to Europe and photographed (4)________ landmarks (5)___________ Paris, Rome, and London. Based on the above data, answer the given subquestions.

Choose the correct form of adjective for blank (2).

**Fill in the blank with appropriate options.** Raghu’s favourite hobby is photography. He enjoys capturing moments(1)________ his camera, whether it is a (2)_________ sunset on the beach or the smile (3)__________ his daughter’s face. Last summer, he travelled to Europe and photographed (4)________ landmarks (5)___________ Paris, Rome, and London. Based on the above data, answer the given subquestions.

Choose the correct preposition for blank (3).

**Fill in the blank with appropriate options.** Raghu’s favourite hobby is photography. He enjoys capturing moments(1)________ his camera, whether it is a (2)_________ sunset on the beach or the smile (3)__________ his daughter’s face. Last summer, he travelled to Europe and photographed (4)________ landmarks (5)___________ Paris, Rome, and London. Based on the above data, answer the given subquestions.

Choose the correct form of adjective for blank (4).

**Fill in the blank with appropriate options.** Raghu’s favourite hobby is photography. He enjoys capturing moments(1)________ his camera, whether it is a (2)_________ sunset on the beach or the smile (3)__________ his daughter’s face. Last summer, he travelled to Europe and photographed (4)________ landmarks (5)___________ Paris, Rome, and London. Based on the above data, answer the given subquestions.

Choose the correct preposition for blank (5).

Read the excerpt given below and fill in the blanks with those forms of the verbs which best fit the passage from the options provided. Your chosen answer should maintain the tense consistency of the excerpt. The sun [i] _____ through the window, warm and bright; the orchard on the slope below the house was in a bridal flush of pinky-white bloom, hummed over by a myriad of bees. Thomas Lynde—a meek little man whom Avonlea people called “Rachel Lynde’s husband”—was sowing his late turnip seed on the hill field beyond the barn; and Matthew Cuthbert ought to [ii] _____ his on the big red brook field away over by Green Gables. Mrs. Rachel knew that he ought because she [iii] _____ him tell Peter Morrison the evening before in William J. Blair’s store over at Carmody that he meant to sow his turnip seed the next afternoon. Peter [iv] _____ him, of course, for Matthew Cuthbert had never been known to volunteer information about anything in his whole life. And yet here was Matthew Cuthbert, at half-past three on the afternoon of a busy day, placidly driving over the hollow and up the hill. Now, where was Matthew Cuthbert going and why [v] _____ there? Excerpted from: Montgomery, Lucy Maud. Anne of Green Gables. The Project Gutenberg Literary Archive Foundation, 2008. Project Gutenberg. Based on the above data, answer the given subquestions.

Find the appropriate verb form to fill in blank [i].

Read the excerpt given below and fill in the blanks with those forms of the verbs which best fit the passage from the options provided. Your chosen answer should maintain the tense consistency of the excerpt. The sun [i] _____ through the window, warm and bright; the orchard on the slope below the house was in a bridal flush of pinky-white bloom, hummed over by a myriad of bees. Thomas Lynde—a meek little man whom Avonlea people called “Rachel Lynde’s husband”—was sowing his late turnip seed on the hill field beyond the barn; and Matthew Cuthbert ought to [ii] _____ his on the big red brook field away over by Green Gables. Mrs. Rachel knew that he ought because she [iii] _____ him tell Peter Morrison the evening before in William J. Blair’s store over at Carmody that he meant to sow his turnip seed the next afternoon. Peter [iv] _____ him, of course, for Matthew Cuthbert had never been known to volunteer information about anything in his whole life. And yet here was Matthew Cuthbert, at half-past three on the afternoon of a busy day, placidly driving over the hollow and up the hill. Now, where was Matthew Cuthbert going and why [v] _____ there? Excerpted from: Montgomery, Lucy Maud. Anne of Green Gables. The Project Gutenberg Literary Archive Foundation, 2008. Project Gutenberg. Based on the above data, answer the given subquestions.

Find the appropriate verb form to fill in blank [ii].

Read the excerpt given below and fill in the blanks with those forms of the verbs which best fit the passage from the options provided. Your chosen answer should maintain the tense consistency of the excerpt. The sun [i] _____ through the window, warm and bright; the orchard on the slope below the house was in a bridal flush of pinky-white bloom, hummed over by a myriad of bees. Thomas Lynde—a meek little man whom Avonlea people called “Rachel Lynde’s husband”—was sowing his late turnip seed on the hill field beyond the barn; and Matthew Cuthbert ought to [ii] _____ his on the big red brook field away over by Green Gables. Mrs. Rachel knew that he ought because she [iii] _____ him tell Peter Morrison the evening before in William J. Blair’s store over at Carmody that he meant to sow his turnip seed the next afternoon. Peter [iv] _____ him, of course, for Matthew Cuthbert had never been known to volunteer information about anything in his whole life. And yet here was Matthew Cuthbert, at half-past three on the afternoon of a busy day, placidly driving over the hollow and up the hill. Now, where was Matthew Cuthbert going and why [v] _____ there? Excerpted from: Montgomery, Lucy Maud. Anne of Green Gables. The Project Gutenberg Literary Archive Foundation, 2008. Project Gutenberg. Based on the above data, answer the given subquestions.

Find the appropriate verb form to fill in blank [iii].

Read the excerpt given below and fill in the blanks with those forms of the verbs which best fit the passage from the options provided. Your chosen answer should maintain the tense consistency of the excerpt. The sun [i] _____ through the window, warm and bright; the orchard on the slope below the house was in a bridal flush of pinky-white bloom, hummed over by a myriad of bees. Thomas Lynde—a meek little man whom Avonlea people called “Rachel Lynde’s husband”—was sowing his late turnip seed on the hill field beyond the barn; and Matthew Cuthbert ought to [ii] _____ his on the big red brook field away over by Green Gables. Mrs. Rachel knew that he ought because she [iii] _____ him tell Peter Morrison the evening before in William J. Blair’s store over at Carmody that he meant to sow his turnip seed the next afternoon. Peter [iv] _____ him, of course, for Matthew Cuthbert had never been known to volunteer information about anything in his whole life. And yet here was Matthew Cuthbert, at half-past three on the afternoon of a busy day, placidly driving over the hollow and up the hill. Now, where was Matthew Cuthbert going and why [v] _____ there? Excerpted from: Montgomery, Lucy Maud. Anne of Green Gables. The Project Gutenberg Literary Archive Foundation, 2008. Project Gutenberg. Based on the above data, answer the given subquestions.

Find the appropriate verb form to fill in blank [iv].

Read the excerpt given below and fill in the blanks with those forms of the verbs which best fit the passage from the options provided. Your chosen answer should maintain the tense consistency of the excerpt. The sun [i] _____ through the window, warm and bright; the orchard on the slope below the house was in a bridal flush of pinky-white bloom, hummed over by a myriad of bees. Thomas Lynde—a meek little man whom Avonlea people called “Rachel Lynde’s husband”—was sowing his late turnip seed on the hill field beyond the barn; and Matthew Cuthbert ought to [ii] _____ his on the big red brook field away over by Green Gables. Mrs. Rachel knew that he ought because she [iii] _____ him tell Peter Morrison the evening before in William J. Blair’s store over at Carmody that he meant to sow his turnip seed the next afternoon. Peter [iv] _____ him, of course, for Matthew Cuthbert had never been known to volunteer information about anything in his whole life. And yet here was Matthew Cuthbert, at half-past three on the afternoon of a busy day, placidly driving over the hollow and up the hill. Now, where was Matthew Cuthbert going and why [v] _____ there? Excerpted from: Montgomery, Lucy Maud. Anne of Green Gables. The Project Gutenberg Literary Archive Foundation, 2008. Project Gutenberg. Based on the above data, answer the given subquestions.

Find the appropriate verb form to fill in blank [v].

**Complete the telephonic conversation given below with the most polite and correct** **responses.** Sumit: Hi, Rachel. Thanks for joining the call. I wanted to discuss the upcoming project deadline. Rachel: Hi, Sumit. No problem. What's …………….. Sumit: (1) __________________________ Rachel: Hello, am I audible now? Sumit: (2) ______________________________ Rachel: Sumit, what is the current status of the work? Sumit: The team is making good progress, but we might need an extra week to finalise everything. Do you think we can get an extension? Rachel: (3)_________________Let me check with the client and see if they can accommodate an additional week. Sumit: (4)______________________We want to ensure the quality is top-notch. Rachel: Absolutely. I’ll update you once I get their response. Sumit: (5) ____________________________________ Rachel: Bye, Sumit. Based on the above conversation, answer the given subquestions.

Fill in blank (1) with the appropriate answer.

**Complete the telephonic conversation given below with the most polite and correct** **responses.** Sumit: Hi, Rachel. Thanks for joining the call. I wanted to discuss the upcoming project deadline. Rachel: Hi, Sumit. No problem. What's …………….. Sumit: (1) __________________________ Rachel: Hello, am I audible now? Sumit: (2) ______________________________ Rachel: Sumit, what is the current status of the work? Sumit: The team is making good progress, but we might need an extra week to finalise everything. Do you think we can get an extension? Rachel: (3)_________________Let me check with the client and see if they can accommodate an additional week. Sumit: (4)______________________We want to ensure the quality is top-notch. Rachel: Absolutely. I’ll update you once I get their response. Sumit: (5) ____________________________________ Rachel: Bye, Sumit. Based on the above conversation, answer the given subquestions.

Fill in blank (2) with the appropriate answer.

**Complete the telephonic conversation given below with the most polite and correct** **responses.** Sumit: Hi, Rachel. Thanks for joining the call. I wanted to discuss the upcoming project deadline. Rachel: Hi, Sumit. No problem. What's …………….. Sumit: (1) __________________________ Rachel: Hello, am I audible now? Sumit: (2) ______________________________ Rachel: Sumit, what is the current status of the work? Sumit: The team is making good progress, but we might need an extra week to finalise everything. Do you think we can get an extension? Rachel: (3)_________________Let me check with the client and see if they can accommodate an additional week. Sumit: (4)______________________We want to ensure the quality is top-notch. Rachel: Absolutely. I’ll update you once I get their response. Sumit: (5) ____________________________________ Rachel: Bye, Sumit. Based on the above conversation, answer the given subquestions.

Fill in blank (3) with the appropriate answer.

**Complete the telephonic conversation given below with the most polite and correct** **responses.** Sumit: Hi, Rachel. Thanks for joining the call. I wanted to discuss the upcoming project deadline. Rachel: Hi, Sumit. No problem. What's …………….. Sumit: (1) __________________________ Rachel: Hello, am I audible now? Sumit: (2) ______________________________ Rachel: Sumit, what is the current status of the work? Sumit: The team is making good progress, but we might need an extra week to finalise everything. Do you think we can get an extension? Rachel: (3)_________________Let me check with the client and see if they can accommodate an additional week. Sumit: (4)______________________We want to ensure the quality is top-notch. Rachel: Absolutely. I’ll update you once I get their response. Sumit: (5) ____________________________________ Rachel: Bye, Sumit. Based on the above conversation, answer the given subquestions.

Fill in blank (4) with the appropriate answer.

**Complete the telephonic conversation given below with the most polite and correct** **responses.** Sumit: Hi, Rachel. Thanks for joining the call. I wanted to discuss the upcoming project deadline. Rachel: Hi, Sumit. No problem. What's …………….. Sumit: (1) __________________________ Rachel: Hello, am I audible now? Sumit: (2) ______________________________ Rachel: Sumit, what is the current status of the work? Sumit: The team is making good progress, but we might need an extra week to finalise everything. Do you think we can get an extension? Rachel: (3)_________________Let me check with the client and see if they can accommodate an additional week. Sumit: (4)______________________We want to ensure the quality is top-notch. Rachel: Absolutely. I’ll update you once I get their response. Sumit: (5) ____________________________________ Rachel: Bye, Sumit. Based on the above conversation, answer the given subquestions.

Fill in blank (5) with the appropriate answer.

Fill in the blanks in List A using appropriate idioms from List B.

Based on the above data, answer the given subquestions.

Soldiers _____ their lives _____ to protect the nation.

Fill in the blanks in List A using appropriate idioms from List B.

Based on the above data, answer the given subquestions.

He was not _____; everything he has is a result of his own hard work.

Fill in the blanks in List A using appropriate idioms from List B.

Based on the above data, answer the given subquestions.

The CEO walked into the meeting hall promptly at ten_____.

Fill in the blanks in List A using appropriate idioms from List B.

Based on the above data, answer the given subquestions.

Michael Jackson’s stupendous success _____ the individual achievements of his siblings _____.

Fill in the blanks in List A using appropriate idioms from List B.

Based on the above data, answer the given subquestions.

I do not mean to be _____, but don’t you think that he should be more responsible in life?

**Read the following passage and answer the given subquestions.** An Audience for Violence To what extent can portrayals of juvenile delinquency in films be held responsible for encouraging youth along the same path? In January 2022, three children were brutally stabbed at Jahangirpuri in New Delhi. Upon enquiry, the police found that the killer was influenced by the wildly popular Allu Arjun-starrer Pushpa. The same year in August, a 14-year old boy was arrested by the Gujarat police in Surat for procuring a country-made revolver for Rs. 6,000 from UP. He also told the police that he was addicted to crime web series and would “get an adrenaline rush” whenever he saw armed protagonists, and would even show off or use the weapon to frighten others in his locality. These incidents establish a direct connection between delinquent behaviour and violence shown in films, an argument supported by a study conducted by psychiatrist Dr. Samir Parikh in 2008 with a sample size of 1,000 people aged 14-17. The study found that 79 per cent of the boys “loved watching violent movies” and 44 per cent of them had the urge to hit others. Interestingly, many of them said that they knew of friends who “carried weapons for protection.” This idea of self-protection stems mostly from three sociopolitical contexts. Firstly, the neo-liberal state’s withdrawal from the lives of the people where the state fails to offer any perception of security. Secondly, the idea of ‘responsible citizenry’ who consider protecting one’s house from ‘invaders’ by being armed as a sign of being responsible. And lastly, the peddling of a ‘culture of fear’ by the media that pushes one to believe that they are living through a crisis of safety. Film scholar Sayandeb Chowdhury, however, says, “A popular film is seen by thousands, but the proportion of violence that can directly refer back to any particular film is usually negligible. At the same time, the slow, immeasurable impact of many films over a period of time cannot be overlooked. In other words, it is like osmosis, which in terms of psychology, can lead to a case of transference,” says Chowdhury. According to Chowdhury, while early Indian cinema was not non-violent either, there is a perceptible difference in current films insofar as violence is projected as an acceptable and legitimate solution to a problem. “The visceral violence that routinely masquerades as entertainment may have unchained violence from the last bit of moral nudging that may have existed, . . .” notes the author of Uttam Kumar: A Life in Cinema. “Like cinema, politics is also making it legal to seek a solution in violence as an answer to complicated problems,” he adds. Excerpted from: Bhattacharya, Abhik. “An Audience for Violence.” Edited by Ramya Maddali, Outlook, vol. LXIII, no. 20, 01 Jul. 2023.

Which of the following is NOT true about the 14-year old boy who was arrested by the Gujarat police in Surat?

**Read the following passage and answer the given subquestions.** An Audience for Violence To what extent can portrayals of juvenile delinquency in films be held responsible for encouraging youth along the same path? In January 2022, three children were brutally stabbed at Jahangirpuri in New Delhi. Upon enquiry, the police found that the killer was influenced by the wildly popular Allu Arjun-starrer Pushpa. The same year in August, a 14-year old boy was arrested by the Gujarat police in Surat for procuring a country-made revolver for Rs. 6,000 from UP. He also told the police that he was addicted to crime web series and would “get an adrenaline rush” whenever he saw armed protagonists, and would even show off or use the weapon to frighten others in his locality. These incidents establish a direct connection between delinquent behaviour and violence shown in films, an argument supported by a study conducted by psychiatrist Dr. Samir Parikh in 2008 with a sample size of 1,000 people aged 14-17. The study found that 79 per cent of the boys “loved watching violent movies” and 44 per cent of them had the urge to hit others. Interestingly, many of them said that they knew of friends who “carried weapons for protection.” This idea of self-protection stems mostly from three sociopolitical contexts. Firstly, the neo-liberal state’s withdrawal from the lives of the people where the state fails to offer any perception of security. Secondly, the idea of ‘responsible citizenry’ who consider protecting one’s house from ‘invaders’ by being armed as a sign of being responsible. And lastly, the peddling of a ‘culture of fear’ by the media that pushes one to believe that they are living through a crisis of safety. Film scholar Sayandeb Chowdhury, however, says, “A popular film is seen by thousands, but the proportion of violence that can directly refer back to any particular film is usually negligible. At the same time, the slow, immeasurable impact of many films over a period of time cannot be overlooked. In other words, it is like osmosis, which in terms of psychology, can lead to a case of transference,” says Chowdhury. According to Chowdhury, while early Indian cinema was not non-violent either, there is a perceptible difference in current films insofar as violence is projected as an acceptable and legitimate solution to a problem. “The visceral violence that routinely masquerades as entertainment may have unchained violence from the last bit of moral nudging that may have existed, . . .” notes the author of Uttam Kumar: A Life in Cinema. “Like cinema, politics is also making it legal to seek a solution in violence as an answer to complicated problems,” he adds. Excerpted from: Bhattacharya, Abhik. “An Audience for Violence.” Edited by Ramya Maddali, Outlook, vol. LXIII, no. 20, 01 Jul. 2023.

Who is a “delinquent”?

**Read the following passage and answer the given subquestions.** An Audience for Violence To what extent can portrayals of juvenile delinquency in films be held responsible for encouraging youth along the same path? In January 2022, three children were brutally stabbed at Jahangirpuri in New Delhi. Upon enquiry, the police found that the killer was influenced by the wildly popular Allu Arjun-starrer Pushpa. The same year in August, a 14-year old boy was arrested by the Gujarat police in Surat for procuring a country-made revolver for Rs. 6,000 from UP. He also told the police that he was addicted to crime web series and would “get an adrenaline rush” whenever he saw armed protagonists, and would even show off or use the weapon to frighten others in his locality. These incidents establish a direct connection between delinquent behaviour and violence shown in films, an argument supported by a study conducted by psychiatrist Dr. Samir Parikh in 2008 with a sample size of 1,000 people aged 14-17. The study found that 79 per cent of the boys “loved watching violent movies” and 44 per cent of them had the urge to hit others. Interestingly, many of them said that they knew of friends who “carried weapons for protection.” This idea of self-protection stems mostly from three sociopolitical contexts. Firstly, the neo-liberal state’s withdrawal from the lives of the people where the state fails to offer any perception of security. Secondly, the idea of ‘responsible citizenry’ who consider protecting one’s house from ‘invaders’ by being armed as a sign of being responsible. And lastly, the peddling of a ‘culture of fear’ by the media that pushes one to believe that they are living through a crisis of safety. Film scholar Sayandeb Chowdhury, however, says, “A popular film is seen by thousands, but the proportion of violence that can directly refer back to any particular film is usually negligible. At the same time, the slow, immeasurable impact of many films over a period of time cannot be overlooked. In other words, it is like osmosis, which in terms of psychology, can lead to a case of transference,” says Chowdhury. According to Chowdhury, while early Indian cinema was not non-violent either, there is a perceptible difference in current films insofar as violence is projected as an acceptable and legitimate solution to a problem. “The visceral violence that routinely masquerades as entertainment may have unchained violence from the last bit of moral nudging that may have existed, . . .” notes the author of Uttam Kumar: A Life in Cinema. “Like cinema, politics is also making it legal to seek a solution in violence as an answer to complicated problems,” he adds. Excerpted from: Bhattacharya, Abhik. “An Audience for Violence.” Edited by Ramya Maddali, Outlook, vol. LXIII, no. 20, 01 Jul. 2023.

Which of the following is NOT true about the study, and the findings of that study, made by Dr. Samir Parikh in 2008?

**Read the following passage and answer the given subquestions.** An Audience for Violence To what extent can portrayals of juvenile delinquency in films be held responsible for encouraging youth along the same path? In January 2022, three children were brutally stabbed at Jahangirpuri in New Delhi. Upon enquiry, the police found that the killer was influenced by the wildly popular Allu Arjun-starrer Pushpa. The same year in August, a 14-year old boy was arrested by the Gujarat police in Surat for procuring a country-made revolver for Rs. 6,000 from UP. He also told the police that he was addicted to crime web series and would “get an adrenaline rush” whenever he saw armed protagonists, and would even show off or use the weapon to frighten others in his locality. These incidents establish a direct connection between delinquent behaviour and violence shown in films, an argument supported by a study conducted by psychiatrist Dr. Samir Parikh in 2008 with a sample size of 1,000 people aged 14-17. The study found that 79 per cent of the boys “loved watching violent movies” and 44 per cent of them had the urge to hit others. Interestingly, many of them said that they knew of friends who “carried weapons for protection.” This idea of self-protection stems mostly from three sociopolitical contexts. Firstly, the neo-liberal state’s withdrawal from the lives of the people where the state fails to offer any perception of security. Secondly, the idea of ‘responsible citizenry’ who consider protecting one’s house from ‘invaders’ by being armed as a sign of being responsible. And lastly, the peddling of a ‘culture of fear’ by the media that pushes one to believe that they are living through a crisis of safety. Film scholar Sayandeb Chowdhury, however, says, “A popular film is seen by thousands, but the proportion of violence that can directly refer back to any particular film is usually negligible. At the same time, the slow, immeasurable impact of many films over a period of time cannot be overlooked. In other words, it is like osmosis, which in terms of psychology, can lead to a case of transference,” says Chowdhury. According to Chowdhury, while early Indian cinema was not non-violent either, there is a perceptible difference in current films insofar as violence is projected as an acceptable and legitimate solution to a problem. “The visceral violence that routinely masquerades as entertainment may have unchained violence from the last bit of moral nudging that may have existed, . . .” notes the author of Uttam Kumar: A Life in Cinema. “Like cinema, politics is also making it legal to seek a solution in violence as an answer to complicated problems,” he adds. Excerpted from: Bhattacharya, Abhik. “An Audience for Violence.” Edited by Ramya Maddali, Outlook, vol. LXIII, no. 20, 01 Jul. 2023.

This idea of self-protection **stems** mostly from three sociopolitical contexts. In this sentence, the word “stems” is:

**Read the following passage and answer the given subquestions.** An Audience for Violence To what extent can portrayals of juvenile delinquency in films be held responsible for encouraging youth along the same path? In January 2022, three children were brutally stabbed at Jahangirpuri in New Delhi. Upon enquiry, the police found that the killer was influenced by the wildly popular Allu Arjun-starrer Pushpa. The same year in August, a 14-year old boy was arrested by the Gujarat police in Surat for procuring a country-made revolver for Rs. 6,000 from UP. He also told the police that he was addicted to crime web series and would “get an adrenaline rush” whenever he saw armed protagonists, and would even show off or use the weapon to frighten others in his locality. These incidents establish a direct connection between delinquent behaviour and violence shown in films, an argument supported by a study conducted by psychiatrist Dr. Samir Parikh in 2008 with a sample size of 1,000 people aged 14-17. The study found that 79 per cent of the boys “loved watching violent movies” and 44 per cent of them had the urge to hit others. Interestingly, many of them said that they knew of friends who “carried weapons for protection.” This idea of self-protection stems mostly from three sociopolitical contexts. Firstly, the neo-liberal state’s withdrawal from the lives of the people where the state fails to offer any perception of security. Secondly, the idea of ‘responsible citizenry’ who consider protecting one’s house from ‘invaders’ by being armed as a sign of being responsible. And lastly, the peddling of a ‘culture of fear’ by the media that pushes one to believe that they are living through a crisis of safety. Film scholar Sayandeb Chowdhury, however, says, “A popular film is seen by thousands, but the proportion of violence that can directly refer back to any particular film is usually negligible. At the same time, the slow, immeasurable impact of many films over a period of time cannot be overlooked. In other words, it is like osmosis, which in terms of psychology, can lead to a case of transference,” says Chowdhury. According to Chowdhury, while early Indian cinema was not non-violent either, there is a perceptible difference in current films insofar as violence is projected as an acceptable and legitimate solution to a problem. “The visceral violence that routinely masquerades as entertainment may have unchained violence from the last bit of moral nudging that may have existed, . . .” notes the author of Uttam Kumar: A Life in Cinema. “Like cinema, politics is also making it legal to seek a solution in violence as an answer to complicated problems,” he adds. Excerpted from: Bhattacharya, Abhik. “An Audience for Violence.” Edited by Ramya Maddali, Outlook, vol. LXIII, no. 20, 01 Jul. 2023.

What, according to Sayandeb Chowdhury, is the difference between violence in early Indian cinema and violence in current films?

**Read the following passage and answer the given subquestions.** An Audience for Violence To what extent can portrayals of juvenile delinquency in films be held responsible for encouraging youth along the same path? In January 2022, three children were brutally stabbed at Jahangirpuri in New Delhi. Upon enquiry, the police found that the killer was influenced by the wildly popular Allu Arjun-starrer Pushpa. The same year in August, a 14-year old boy was arrested by the Gujarat police in Surat for procuring a country-made revolver for Rs. 6,000 from UP. He also told the police that he was addicted to crime web series and would “get an adrenaline rush” whenever he saw armed protagonists, and would even show off or use the weapon to frighten others in his locality. These incidents establish a direct connection between delinquent behaviour and violence shown in films, an argument supported by a study conducted by psychiatrist Dr. Samir Parikh in 2008 with a sample size of 1,000 people aged 14-17. The study found that 79 per cent of the boys “loved watching violent movies” and 44 per cent of them had the urge to hit others. Interestingly, many of them said that they knew of friends who “carried weapons for protection.” This idea of self-protection stems mostly from three sociopolitical contexts. Firstly, the neo-liberal state’s withdrawal from the lives of the people where the state fails to offer any perception of security. Secondly, the idea of ‘responsible citizenry’ who consider protecting one’s house from ‘invaders’ by being armed as a sign of being responsible. And lastly, the peddling of a ‘culture of fear’ by the media that pushes one to believe that they are living through a crisis of safety. Film scholar Sayandeb Chowdhury, however, says, “A popular film is seen by thousands, but the proportion of violence that can directly refer back to any particular film is usually negligible. At the same time, the slow, immeasurable impact of many films over a period of time cannot be overlooked. In other words, it is like osmosis, which in terms of psychology, can lead to a case of transference,” says Chowdhury. According to Chowdhury, while early Indian cinema was not non-violent either, there is a perceptible difference in current films insofar as violence is projected as an acceptable and legitimate solution to a problem. “The visceral violence that routinely masquerades as entertainment may have unchained violence from the last bit of moral nudging that may have existed, . . .” notes the author of Uttam Kumar: A Life in Cinema. “Like cinema, politics is also making it legal to seek a solution in violence as an answer to complicated problems,” he adds. Excerpted from: Bhattacharya, Abhik. “An Audience for Violence.” Edited by Ramya Maddali, Outlook, vol. LXIII, no. 20, 01 Jul. 2023.

Many of the people who participated in the study conducted by psychiatrist Dr. Samir Parikh in 2008 said that they knew of _____.

**Read the following passage and answer the given subquestions.** An Audience for Violence To what extent can portrayals of juvenile delinquency in films be held responsible for encouraging youth along the same path? In January 2022, three children were brutally stabbed at Jahangirpuri in New Delhi. Upon enquiry, the police found that the killer was influenced by the wildly popular Allu Arjun-starrer Pushpa. The same year in August, a 14-year old boy was arrested by the Gujarat police in Surat for procuring a country-made revolver for Rs. 6,000 from UP. He also told the police that he was addicted to crime web series and would “get an adrenaline rush” whenever he saw armed protagonists, and would even show off or use the weapon to frighten others in his locality. These incidents establish a direct connection between delinquent behaviour and violence shown in films, an argument supported by a study conducted by psychiatrist Dr. Samir Parikh in 2008 with a sample size of 1,000 people aged 14-17. The study found that 79 per cent of the boys “loved watching violent movies” and 44 per cent of them had the urge to hit others. Interestingly, many of them said that they knew of friends who “carried weapons for protection.” This idea of self-protection stems mostly from three sociopolitical contexts. Firstly, the neo-liberal state’s withdrawal from the lives of the people where the state fails to offer any perception of security. Secondly, the idea of ‘responsible citizenry’ who consider protecting one’s house from ‘invaders’ by being armed as a sign of being responsible. And lastly, the peddling of a ‘culture of fear’ by the media that pushes one to believe that they are living through a crisis of safety. Film scholar Sayandeb Chowdhury, however, says, “A popular film is seen by thousands, but the proportion of violence that can directly refer back to any particular film is usually negligible. At the same time, the slow, immeasurable impact of many films over a period of time cannot be overlooked. In other words, it is like osmosis, which in terms of psychology, can lead to a case of transference,” says Chowdhury. According to Chowdhury, while early Indian cinema was not non-violent either, there is a perceptible difference in current films insofar as violence is projected as an acceptable and legitimate solution to a problem. “The visceral violence that routinely masquerades as entertainment may have unchained violence from the last bit of moral nudging that may have existed, . . .” notes the author of Uttam Kumar: A Life in Cinema. “Like cinema, politics is also making it legal to seek a solution in violence as an answer to complicated problems,” he adds. Excerpted from: Bhattacharya, Abhik. “An Audience for Violence.” Edited by Ramya Maddali, Outlook, vol. LXIII, no. 20, 01 Jul. 2023.

In other words, it is like osmosis, which in terms of psychology, can lead to a case of transference,” says Chowdhury. What is being likened to osmosis?

**Read the following passage and answer the given subquestions.** An Audience for Violence To what extent can portrayals of juvenile delinquency in films be held responsible for encouraging youth along the same path? In January 2022, three children were brutally stabbed at Jahangirpuri in New Delhi. Upon enquiry, the police found that the killer was influenced by the wildly popular Allu Arjun-starrer Pushpa. The same year in August, a 14-year old boy was arrested by the Gujarat police in Surat for procuring a country-made revolver for Rs. 6,000 from UP. He also told the police that he was addicted to crime web series and would “get an adrenaline rush” whenever he saw armed protagonists, and would even show off or use the weapon to frighten others in his locality. These incidents establish a direct connection between delinquent behaviour and violence shown in films, an argument supported by a study conducted by psychiatrist Dr. Samir Parikh in 2008 with a sample size of 1,000 people aged 14-17. The study found that 79 per cent of the boys “loved watching violent movies” and 44 per cent of them had the urge to hit others. Interestingly, many of them said that they knew of friends who “carried weapons for protection.” This idea of self-protection stems mostly from three sociopolitical contexts. Firstly, the neo-liberal state’s withdrawal from the lives of the people where the state fails to offer any perception of security. Secondly, the idea of ‘responsible citizenry’ who consider protecting one’s house from ‘invaders’ by being armed as a sign of being responsible. And lastly, the peddling of a ‘culture of fear’ by the media that pushes one to believe that they are living through a crisis of safety. Film scholar Sayandeb Chowdhury, however, says, “A popular film is seen by thousands, but the proportion of violence that can directly refer back to any particular film is usually negligible. At the same time, the slow, immeasurable impact of many films over a period of time cannot be overlooked. In other words, it is like osmosis, which in terms of psychology, can lead to a case of transference,” says Chowdhury. According to Chowdhury, while early Indian cinema was not non-violent either, there is a perceptible difference in current films insofar as violence is projected as an acceptable and legitimate solution to a problem. “The visceral violence that routinely masquerades as entertainment may have unchained violence from the last bit of moral nudging that may have existed, . . .” notes the author of Uttam Kumar: A Life in Cinema. “Like cinema, politics is also making it legal to seek a solution in violence as an answer to complicated problems,” he adds. Excerpted from: Bhattacharya, Abhik. “An Audience for Violence.” Edited by Ramya Maddali, Outlook, vol. LXIII, no. 20, 01 Jul. 2023.

Which of the following is a sociopolitical context that leads to a weaponized idea of self-protection?

**Read the following passage and answer the given subquestions.** An Audience for Violence To what extent can portrayals of juvenile delinquency in films be held responsible for encouraging youth along the same path? In January 2022, three children were brutally stabbed at Jahangirpuri in New Delhi. Upon enquiry, the police found that the killer was influenced by the wildly popular Allu Arjun-starrer Pushpa. The same year in August, a 14-year old boy was arrested by the Gujarat police in Surat for procuring a country-made revolver for Rs. 6,000 from UP. He also told the police that he was addicted to crime web series and would “get an adrenaline rush” whenever he saw armed protagonists, and would even show off or use the weapon to frighten others in his locality. These incidents establish a direct connection between delinquent behaviour and violence shown in films, an argument supported by a study conducted by psychiatrist Dr. Samir Parikh in 2008 with a sample size of 1,000 people aged 14-17. The study found that 79 per cent of the boys “loved watching violent movies” and 44 per cent of them had the urge to hit others. Interestingly, many of them said that they knew of friends who “carried weapons for protection.” This idea of self-protection stems mostly from three sociopolitical contexts. Firstly, the neo-liberal state’s withdrawal from the lives of the people where the state fails to offer any perception of security. Secondly, the idea of ‘responsible citizenry’ who consider protecting one’s house from ‘invaders’ by being armed as a sign of being responsible. And lastly, the peddling of a ‘culture of fear’ by the media that pushes one to believe that they are living through a crisis of safety. Film scholar Sayandeb Chowdhury, however, says, “A popular film is seen by thousands, but the proportion of violence that can directly refer back to any particular film is usually negligible. At the same time, the slow, immeasurable impact of many films over a period of time cannot be overlooked. In other words, it is like osmosis, which in terms of psychology, can lead to a case of transference,” says Chowdhury. According to Chowdhury, while early Indian cinema was not non-violent either, there is a perceptible difference in current films insofar as violence is projected as an acceptable and legitimate solution to a problem. “The visceral violence that routinely masquerades as entertainment may have unchained violence from the last bit of moral nudging that may have existed, . . .” notes the author of Uttam Kumar: A Life in Cinema. “Like cinema, politics is also making it legal to seek a solution in violence as an answer to complicated problems,” he adds. Excerpted from: Bhattacharya, Abhik. “An Audience for Violence.” Edited by Ramya Maddali, Outlook, vol. LXIII, no. 20, 01 Jul. 2023.

How many syllables are there in the word “juvenile”?

**Read the following passage and answer the given subquestions.** An Audience for Violence To what extent can portrayals of juvenile delinquency in films be held responsible for encouraging youth along the same path? In January 2022, three children were brutally stabbed at Jahangirpuri in New Delhi. Upon enquiry, the police found that the killer was influenced by the wildly popular Allu Arjun-starrer Pushpa. The same year in August, a 14-year old boy was arrested by the Gujarat police in Surat for procuring a country-made revolver for Rs. 6,000 from UP. He also told the police that he was addicted to crime web series and would “get an adrenaline rush” whenever he saw armed protagonists, and would even show off or use the weapon to frighten others in his locality. These incidents establish a direct connection between delinquent behaviour and violence shown in films, an argument supported by a study conducted by psychiatrist Dr. Samir Parikh in 2008 with a sample size of 1,000 people aged 14-17. The study found that 79 per cent of the boys “loved watching violent movies” and 44 per cent of them had the urge to hit others. Interestingly, many of them said that they knew of friends who “carried weapons for protection.” This idea of self-protection stems mostly from three sociopolitical contexts. Firstly, the neo-liberal state’s withdrawal from the lives of the people where the state fails to offer any perception of security. Secondly, the idea of ‘responsible citizenry’ who consider protecting one’s house from ‘invaders’ by being armed as a sign of being responsible. And lastly, the peddling of a ‘culture of fear’ by the media that pushes one to believe that they are living through a crisis of safety. Film scholar Sayandeb Chowdhury, however, says, “A popular film is seen by thousands, but the proportion of violence that can directly refer back to any particular film is usually negligible. At the same time, the slow, immeasurable impact of many films over a period of time cannot be overlooked. In other words, it is like osmosis, which in terms of psychology, can lead to a case of transference,” says Chowdhury. According to Chowdhury, while early Indian cinema was not non-violent either, there is a perceptible difference in current films insofar as violence is projected as an acceptable and legitimate solution to a problem. “The visceral violence that routinely masquerades as entertainment may have unchained violence from the last bit of moral nudging that may have existed, . . .” notes the author of Uttam Kumar: A Life in Cinema. “Like cinema, politics is also making it legal to seek a solution in violence as an answer to complicated problems,” he adds. Excerpted from: Bhattacharya, Abhik. “An Audience for Violence.” Edited by Ramya Maddali, Outlook, vol. LXIII, no. 20, 01 Jul. 2023.

According to the article, what sphere of social activity other than cinema has begun to proffer violent solutions as acceptable answers to complicated problems?

Identify the **incorrect** sentence among the two based on the usage of the verb:

Which of the following verbs have the same form in all tenses?

Choose the correct sentences based on the rules of countable and uncountable nouns: i) The traffic in the city centre was unusually heavy this morning. ii) This book is based on incorrect researches. iii) There is some waters left in the bottle. iv) She enjoys listening to classical music.

Identify the subject of the sentence. The manager and her team are working on the project.

Choose the correct sentence.

Choose the grammatically correct sentence.

Choose the grammatically correct sentence.

The consonant cluster in the word trivial is an instance of _________.

The /t/ sound in the word pilot is aspirated.

The word ‘machine’ is a _____ word.

How many syllables are there in the word oily?

You must go through the answers _________the end of the book.

Which of the following has an aspirated stop?

The word microbial is stressed as ______.

The traffic in the city was so heavy. It took us two hours to drive __________it.

In the following question, find out which part of the sentence has an error. If the sentence is grammatically correct, mark your answer as ‘No Error’. My favourite teacher has (A)/ taught me very well how to write and speak English (B)/ and French in a very short (C)/ span of time (D)

"The sun is setting" What is the tense of the verb?

"He jumped into the pool" Which word in the sentence above is the preposition?

In formal academic writing, to show cause which among the following phrases can be used?

Despite, although, and nevertheless are transitional devices that are used to ____.