Comprehension
Based on the given passage, answer the questions 31-35 :
We were nearly finished with listening to everybody's morning life when a myna came in, sat on the ceiling fan and started chattering loudly. Mala looked at her and said, "Sir, she too wants to talk about her morning routine!". This was a fine statement coming from Mala who was feeling a little inane since she had no special morning narrative to offer as a hosteller. Her remark cheered her up and everybody else too. It gave me an interesting idea which vaguely reflected the topic we had abandoned. I asked, how far do you think this myna has come from? No one took this question seriously, but it propelled me to go a step further, 'what else is present in our class that might have come from afar?' It was obvious that I was now referring to non-human participants but were they living or non-living? This question came from Rupal, one of the habitual late comers. 'Never mind', I said, 'say whatever you notice. She surprised everybody by saying that the electricity come from God knows where. Two students immediately intervened. 'you know it is coming from thermal power station'. "It might be coming from the national grid-it is all connected, you know." There was silence. Even the myna turned quiet. My job in such moments came down to prompting further, so I said, 'That's a great thought. Let us see if there are any other long-distance participants in our class.
My students started spotting things at a wild, inspired speed. Dust on the desks! The air! The sound of traffic! The dust seemed to have travelled the longest distance indeed-from Rajasthan as everybody thought. I was ready to conclude. "So, is that the longest commuter?" We were uncertain, but not quite ready to let the quest die. Jaya said "The sun has travelled lakhs of miles." I was stunned. So was everyone else. We had become aware of a phenomenon we had never thought about, how the sun came from so far away to make our class happen. The unpredicted outcomes of learning are far more important than the ones we can predict and plan for.
We were nearly finished with listening to everybody's morning life when a myna came in, sat on the ceiling fan and started chattering loudly. Mala looked at her and said, "Sir, she too wants to talk about her morning routine!". This was a fine statement coming from Mala who was feeling a little inane since she had no special morning narrative to offer as a hosteller. Her remark cheered her up and everybody else too. It gave me an interesting idea which vaguely reflected the topic we had abandoned. I asked, how far do you think this myna has come from? No one took this question seriously, but it propelled me to go a step further, 'what else is present in our class that might have come from afar?' It was obvious that I was now referring to non-human participants but were they living or non-living? This question came from Rupal, one of the habitual late comers. 'Never mind', I said, 'say whatever you notice. She surprised everybody by saying that the electricity come from God knows where. Two students immediately intervened. 'you know it is coming from thermal power station'. "It might be coming from the national grid-it is all connected, you know." There was silence. Even the myna turned quiet. My job in such moments came down to prompting further, so I said, 'That's a great thought. Let us see if there are any other long-distance participants in our class.
My students started spotting things at a wild, inspired speed. Dust on the desks! The air! The sound of traffic! The dust seemed to have travelled the longest distance indeed-from Rajasthan as everybody thought. I was ready to conclude. "So, is that the longest commuter?" We were uncertain, but not quite ready to let the quest die. Jaya said "The sun has travelled lakhs of miles." I was stunned. So was everyone else. We had become aware of a phenomenon we had never thought about, how the sun came from so far away to make our class happen. The unpredicted outcomes of learning are far more important than the ones we can predict and plan for.
Question: 1
The teacher repeatedly asks children to think of more long distance commuters. Which of the following describes the teacher's approach more appropriately?
The teacher repeatedly asks children to think of more long distance commuters. Which of the following describes the teacher's approach more appropriately?
Updated On: Mar 21, 2024
- Asking several questions
- Making students think
- Not satisfied by any answer
- Not responding to students' queries
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The Correct Option is B
Solution and Explanation
The Correct answer is Option (B) : Making students think
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Question: 2
The children asked several questions in this class which of the following best describes children's attitude?
The children asked several questions in this class which of the following best describes children's attitude?
Updated On: Mar 21, 2024
- Participatory
- Bothersome
- Hyperactive
- Naughty
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The Correct Option is A
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The Correct answer is Option (A) : Participatory
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Question: 3
The teacher opened the discussion on long-distance commuters by asking about the myna. This shows his ability to
The teacher opened the discussion on long-distance commuters by asking about the myna. This shows his ability to
Updated On: Mar 21, 2024
- ask multiple questions about long distance commuters
- help children arrive at the correct answer to his questions
- utilize unexpected learning opportunities in the classroom
- use birds as a teaching learning material
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The Correct Option is C
Solution and Explanation
The Correct answer is Option (C) : utilize unexpected learning opportunities in the classroom
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Question: 4
The students were talking a lot in this class. Which word describes the teacher best
The students were talking a lot in this class. Which word describes the teacher best
Updated On: Mar 21, 2024
- Unplanned
- Talkative
- Democratic
- Pleasant
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The Correct Option is C
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The Correct answer is Option (C) : Democratic
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Question: 5
By addressing, dust, air, sound and the sunlight as long distance participants, the teacher
By addressing, dust, air, sound and the sunlight as long distance participants, the teacher
Updated On: Mar 21, 2024
- entertained his students
- expanded his students thought
- cheered up his students
- reduced the shame of coming late
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The Correct Option is B
Solution and Explanation
The Correct answer is Option (B) : expanded his students thought
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Top Questions on Reading Comprehension
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THE FAIR ISLE METHOD: Fair Isle knitting is a traditional technique that involves using two or more colours of yarn in a single row to create intricate patterns and designs. This method requires careful tension management to ensure even stitches and prevent puckering. To begin, select your colours and cast on the desired number of stitches. As you knit, alternate between colours every few stitches, carrying the unused yarn along the back of the work. Mastering the Fair Isle technique allows you to create stunning visual effects in garments, accessories, and home textiles.
THE CONTINENTAL STYLE: The Continental knitting style, often referred to as “picking,” involves holding the yarn in the left hand while the right hand manipulates the needles. This method allows for greater speed and efficiency, particularly when working with complex patterns or multiple colours. To practice this style, start by casting on your stitches and using your left hand to tension the yarn. With each stitch, simply “pick” the yarn with your right needle, forming a quick and fluid motion. As you become comfortable with this technique, you may find that your overall knitting speed and comfort improve significantly.
THE SHORT-ROW TECHNIQUE: Short-row knitting is an advanced technique that allows for the creation of shaped garments, such as sleeves and shoulders, without the need for complex shaping. To make a sleeve using this technique, begin by casting on the required number of stitches. Work a portion of the row, then turn your work and return without completing the full row to create the “short rows” that shape the curves of the sleeve. To prevent holes at the turn, wrap the stitch before you turn your work. Repeat this process as needed to achieve the desired shaping and dimension of the sleeve. Once you have shaped the sleeve, you can then sew the side seams to connect the pieces of your garment and finally, complete the edges to ensure a clean finish. This method not only helps shape curves but also adds dimension to your piece, allowing you to enhance fit and style.- AILET BALLB (Hons.) - 2025
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The Story of Coffee
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