Question 1

In the following question on English idioms, choose the alternative which best expresses the meaning of the expression Turn over a new leaf, often used to describe a positive change in behaviour.

Accepted Answer

Introduction / Context: This idiom question examines your understanding of the common English expression Turn over a new leaf. This phrase often appears in stories, moral lessons, and conversations about self improvement. It does not literally refer to the leaf of a plant, but to a page or leaf in a book, and symbolises starting a fresh chapter in life by giving up bad habits and adopting better behaviour. Given Data / Assumptions: Idiom: Turn over a new leaf. Options describe behaviour change, reading activity, physical movement, and a new job. You must choose the option that best captures the accepted figurative meaning. The focus is on moral or behavioural improvement, not simply changing tasks. Concept / Approach: Turn over a new leaf means to make a fresh start, especially by changing ones conduct or habits for the better. The imagery is of turning a page in a book to begin writing a better story. The correct answer should mention positive change in behaviour, not just performing a new action. The options that mention reading between pages, doing a somersault, or starting a new job are not connected with moral improvement and therefore do not match the idiom. Step-by-Step Solution: Step 1: Recall that the idiom is often used when someone decides to stop bad habits and live more responsibly. Step 2: Examine option a, change ones behaviour for the better. This directly refers to behavioural improvement and a fresh start. Step 3: Examine option b, read between the pages of a book. This describes an action related to reading and not to personal change. Step 4: Examine option c, do a somersault, which refers to a physical movement and is unrelated to moral choices. Step 5: Examine option d, do a new job, which might be part of a new start but does not capture the emphasis on better behaviour. Step 6: Conclude that option a is the only one that reflects the figurative meaning of the idiom. Verification / Alternative check: Consider example sentences such as After failing his exams, he decided to turn over a new leaf and study seriously. Here the idiom clearly refers to changing habits, not to reading or doing gymnastics. If we replace it with change his behaviour for the better, the sentence keeps the same meaning. Replacing it with start a new job or do a somersault would make the sentence illogical. This confirms that option a is the best match. Why Other Options Are Wrong: Read between the pages of a book: Talks about a literal reading activity and has nothing to do with self improvement. Do a somersault: Describes a physical action and does not suggest any moral or behavioural change. Do a new job: Refers to employment, which can change even when behaviour remains the same, so it does not express the deeper idea of turning over a new leaf. Common Pitfalls: Some learners focus on individual words like leaf and imagine only plants or books. Others think of any kind of change as a new leaf. To avoid confusion, remember that idioms often carry a moral or emotional message. Turn over a new leaf belongs to the group of expressions that talk about becoming more responsible, such as mend ones ways or make a fresh start. Connecting the idiom to this theme will help you recall the correct meaning quickly in examination conditions. Final Answer: The idiom Turn over a new leaf means change ones behaviour for the better, so option a is correct.

Question 2

In the following question on English idioms, choose the alternative which best expresses the meaning of the expression Take up the hatchet, which uses war imagery.

Accepted Answer

Introduction / Context: This idiom question tests your understanding of the expression Take up the hatchet. The phrase uses the image of a hatchet, a small axe used historically as a weapon. In idiomatic English, it refers not to carpentry or general work but to the idea of preparing for conflict or war. Recognising such war related idioms is important when reading historical accounts and figurative political commentary. Given Data / Assumptions: Idiom given: Take up the hatchet. Options describe formal behaviour, pursuing a chance, being trapped, and preparing for war. Only one option correctly reflects the historical and idiomatic sense of the phrase. The question assumes familiarity with similar idioms like bury the hatchet, which has the opposite meaning of making peace. Concept / Approach: In many cultures, taking up weapons symbolises beginning or renewing hostilities. To take up the hatchet means to prepare for war or to start fighting again. It is frequently contrasted with bury the hatchet, which means to end a conflict. The correct answer will therefore mention preparation for war or direct engagement in conflict, not just formal behaviour or taking opportunities. Step-by-Step Solution: Step 1: Recall that a hatchet is a small axe that can be used as a weapon. Step 2: Understand that take up suggests picking up the weapon, implying readiness to fight. Step 3: Examine option a, behave formally. This is unrelated to fighting or weapons. Step 4: Examine option b, pursue a chance. This speaks about opportunity, not conflict. Step 5: Examine option c, be caught in a trap, which describes a state of helplessness, not conscious preparation for war. Step 6: Examine option d, prepare for or go to war, which matches the weapon based imagery and the idiomatic meaning. Step 7: Choose option d as the best expression of the idiom. Verification / Alternative check: Consider a sentence such as After years of peace, the tribes took up the hatchet once again. The meaning clearly is that they resumed fighting, not that they started behaving formally or chasing chances. If we substitute prepare for war, the sentence retains its sense. In contrast, inserting pursue a chance would make no logical sense in this context. This confirms that the idiom refers specifically to war or conflict. Why Other Options Are Wrong: Behave formally: This may involve manners or dress, not weapons or conflict. Pursue a chance: Focuses on opportunity and ambition rather than hostility. Be caught in a trap: Describes being stuck or deceived, which is not implied by taking up a weapon. Common Pitfalls: Because many exams also test the idiom bury the hatchet, which means to make peace, learners sometimes mix up the two and think that both are about ending fights. It is important to note that take up the hatchet is the opposite and signals starting or renewing hostility. Remembering this pair as a contrast, with bury meaning peace and take up meaning war, will help you avoid mistakes and quickly identify the correct answer in exam conditions. Final Answer: The idiom Take up the hatchet means prepare for or go to war, so option d is correct.

Question 3

In the following question on English idioms, choose the alternative which best expresses the meaning of the expression At loose ends, often used to describe an unsettled or uncertain state.

Accepted Answer

Introduction / Context: This idiom question focuses on the expression At loose ends. The phrase is often used to describe a person who does not know what to do next, feels unsettled, or has uncompleted tasks. It appears in both spoken and written English to mark periods of uncertainty, unemployment, or transition when someone lacks clear direction or occupation. Given Data / Assumptions: Idiom given: At loose ends. Options describe tying thread, keeping options open, being in uncertainty, and repaying debts. You must choose the option capturing the sense of not being settled or properly engaged. The expression refers to a mental or situational state, not a physical action with thread. Concept / Approach: At loose ends is an idiom that suggests a lack of clear duties, plans, or emotional stability. A person at loose ends may feel restless, bored, or unsure of what to do next. The best option will express this idea of uncertainty or lack of structure in life or work. It does not literally refer to sewing, nor does it mean deliberately keeping future choices open or making payments. Step-by-Step Solution: Step 1: Recall that at loose ends usually describes someone who is idle, confused, or unsure about their next move. Step 2: Examine option a, tie two loose ends of a thread, which is a physical action and not an idiomatic meaning. Step 3: Examine option b, keep options open. This indicates a strategic decision, often positive, and does not capture the feeling of restlessness or confusion. Step 4: Examine option c, in an uncertain situation. This reflects a state of not being sure what to do or how things will turn out. Step 5: Examine option d, repay debts, which concerns finances and does not relate to the idea of being unsettled. Step 6: Decide that option c best represents the idiomatic meaning of at loose ends. Verification / Alternative check: Consider a sentence such as After losing his job, he was at loose ends for several months. Clearly, the sentence describes a period when he was unsure about his next step, not a time when he was happily keeping options open by choice. If we replace at loose ends with in an uncertain situation, the meaning remains very similar. On the other hand, replacing it with repay debts or tie loose ends would not fit the context. This confirms that option c is most accurate. Why Other Options Are Wrong: Tie two loose ends of a thread: Literal action that belongs to sewing, not to emotional or career situations. Keep options open: Implies a conscious strategy for flexibility, rather than the discomfort of not knowing what to do. Repay debts: Refers to financial transactions and has no connection to the idiom in question. Common Pitfalls: Learners sometimes confuse at loose ends with tie up loose ends, another idiom that means to complete remaining small tasks. At loose ends is about feeling adrift, while tie up loose ends is about finishing work. Keeping these expressions separate in your mind and noticing the different prepositions will help prevent errors. Regular exposure to natural English texts such as novels and biographies will show you these idioms used in context and reinforce the correct meanings. Final Answer: The idiom At loose ends means being in an uncertain situation, so option c is correct.

Question 4

In the following question on English idioms, choose the alternative which best expresses the meaning of the expression With might and main, used to describe putting in maximum effort.

Accepted Answer

Introduction / Context: This idiom question explores the expression With might and main. The phrase is somewhat old fashioned but still appears in literature, speeches, and examination passages. It combines two words for strength, might and main, to emphasise the idea of using all available energy or power to do something. Given Data / Assumptions: Idiom: With might and main. Options speak about risk, force, confidence, and blessings. You must select the option that conveys the sense of maximum physical or mental effort. The phrase refers to strength and exertion, not to luck, faith, or risk taking. Concept / Approach: With might and main means with all ones strength, with great force, or with full effort. The correct alternative should therefore focus on the intensity of effort, not on emotional states like confidence or external factors like blessings. Among the options, with full force matches this meaning most closely, as it expresses the idea of putting all energy and power into an action. Step-by-Step Solution: Step 1: Recall that might is another word for strength or power, and main historically also referred to strength. Step 2: Understand that combining might and main intensifies the sense of effort. Step 3: Examine option a, with full risks, which focuses on danger rather than strength. Step 4: Examine option b, with full force, which clearly relates to using maximum power or energy. Step 5: Examine option c, having full confidence, which relates to belief in success, not necessarily to the level of exertion. Step 6: Examine option d, with full blessings, which suggests spiritual support, not physical or mental power. Step 7: Conclude that option b best expresses the idiomatic meaning. Verification / Alternative check: Consider the sentence The workers pulled the rope with might and main to move the heavy load. Replacing with might and main by with full force keeps the meaning strong and clear: they used all their strength. Substituting with full risks or with full blessings does not fit naturally, because the context is about power, not danger or spiritual help. This comparison confirms that with full force is the correct paraphrase of the idiom. Why Other Options Are Wrong: With full risks: Emphasises possible danger or loss, not the amount of effort applied. Having full confidence: Describes positive belief, which may exist even when the effort is weak. With full blessings: Suggests approval or support from others, not the direct strength with which a task is done. Common Pitfalls: A common error is to pick a generally positive sounding phrase without matching it to the specific focus of the idiom. Since might and main both relate to strength, any correct paraphrase must talk about effort or force. To improve performance on idiom questions, learners should link each expression to a simple core idea. For this idiom, that core idea is full strength. Keeping such mental labels will help you quickly reject options that are about confidence, luck, or risk rather than effort. Final Answer: The idiom With might and main means doing something with full force, so option b is correct.

Question 5

In the following question on English idioms, choose the alternative which best expresses the meaning of the expression Ruffle somebody s feather, used to describe causing annoyance or irritation.

Accepted Answer

Introduction / Context: This idiom question tests your understanding of the expression Ruffle somebody s feather. The image comes from birds, whose feathers lie smooth when they are calm and become ruffled when they are disturbed. In human communication, the phrase is used figuratively to describe actions or remarks that upset, annoy, or irritate someone, disturbing their calm mental state. Given Data / Assumptions: Idiom: Ruffle somebody s feather. Options include gambling, escaping responsibility, annoying someone, and showing contempt. You must select the alternative that best matches the emotional impact implied by ruffling feathers. The focus is on causing irritation, not on risk taking or moral judgment. Concept / Approach: When you ruffle a bird s feathers, you disturb its smooth appearance and likely its comfort. Similarly, ruffling somebody s feather means to upset that person, usually by saying or doing something they do not like. The correct answer should express this idea of causing annoyance or minor anger. Options that refer to gambling, running away from responsibility, or expressing contempt do not capture the central sense of irritation. Step-by-Step Solution: Step 1: Visualise the metaphor of feathers being smoothed down when calm and ruffled when disturbed. Step 2: Link that image to people losing their calm when someone irritates them. Step 3: Examine option a, gamble, which refers to betting money or taking financial risks and has no connection to annoyance. Step 4: Examine option b, escape responsibility, which describes avoiding duties, not directly upsetting others. Step 5: Examine option c, annoy somebody, which clearly expresses the idea of disturbing someone s peace of mind. Step 6: Examine option d, show contempt for, which is a stronger feeling of disrespect and is not the usual implied level of irritation here. Step 7: Decide that option c best expresses the idiomatic meaning. Verification / Alternative check: Take a sample sentence such as His critical remarks ruffled the manager s feathers. If we replace ruffled the manager s feathers with annoyed the manager, the sentence keeps the same emotional tone. Replacing it with made the manager gamble or made the manager escape responsibility is clearly wrong. Even show contempt for is not accurate, because someone may be annoyed without being treated with open contempt. This test confirms that annoy somebody is the correct explanation of the idiom. Why Other Options Are Wrong: Gamble: Focuses on risk and money, unrelated to causing irritation. Escape responsibility: Describes a person avoiding duties but does not necessarily upset others in the way the idiom suggests. Show contempt for: Implies strong disrespect or scorn, which is different from merely irritating someone. Common Pitfalls: Candidates sometimes over interpret feather based idioms by thinking of birds literally instead of considering human emotional states. Others choose show contempt for because it sounds serious and formal. To avoid such errors, remember that many idioms describe everyday emotions like irritation, disappointment, or embarrassment rather than extreme feelings. Linking ruffle somebody s feather to the simple idea of getting on someone s nerves will help you recall the correct meaning quickly during exams. Final Answer: The idiom Ruffle somebody s feather means annoy somebody, so option c is correct.

Question 6

In the following question on English idioms, choose the alternative which best expresses the meaning of the expression Cut short, commonly used when something is interrupted unexpectedly.

Accepted Answer

Introduction / Context: This idiom question examines the expression Cut short, which occurs frequently in news reports, conversations, and narratives. The phrase is used when an activity, speech, journey, or plan is stopped earlier than expected, often due to some external reason. The question asks you to identify the option that best captures this sense of unexpected interruption. Given Data / Assumptions: Expression: Cut short. Options cover deleting, praising, interrupting, and slicing. Only one option represents the figurative meaning of stopping something before its natural or planned end. The focus is on time and continuation, not on physical cutting of objects. Concept / Approach: To cut something short, in idiomatic usage, means to bring it to an end earlier than planned. For example, a speech might be cut short by a technical problem or a holiday might be cut short due to an emergency. The correct answer must therefore involve interruption or premature stopping. Options referring to deleting text, offering praise, or literally slicing things do not capture this temporal and procedural aspect. Step-by-Step Solution: Step 1: Recall that cut short is typically used with activities like journeys, meetings, or conversations. Step 2: Examine option a, delete, which relates to removing text or data, not to ending an ongoing activity prematurely. Step 3: Examine option b, praise, which means to express approval and has no connection to stopping something early. Step 4: Examine option c, interrupt, which accurately describes stopping or breaking the continuity of an activity before it finishes. Step 5: Examine option d, slice into small pieces, which refers to physical cutting, not to the timing of an action. Step 6: Conclude that interrupt is the best paraphrase of the idiom Cut short. Verification / Alternative check: Consider the sentence The meeting was cut short by a power failure. If we replace was cut short by with was interrupted by, the sentence keeps the same meaning and tone. Replacing it with was deleted by or was praised by would either be meaningless or completely wrong. Similarly, you might read that a players career was cut short by injury, meaning it ended earlier than it normally should have. In all such cases, the sense of interruption is central, confirming option c as correct. Why Other Options Are Wrong: Delete: Refers to removing something that exists, usually text or files, not to ending an ongoing process early. Praise: Describes positive evaluation and has nothing to do with shortening or stopping an activity. Slice into small pieces: Literal cutting of material objects, which is not the figurative idea behind the idiom. Common Pitfalls: Some learners focus on the word cut and think only of physical cutting, such as cutting vegetables. Others confuse cut short with cut out or cut off. The key is to associate cut short with time and length of an event. Whenever you see cut short with a journey, holiday, speech, or career, think of it as interrupted or ended early. This simple association will help you quickly choose the right alternative in exam settings. Final Answer: The idiom Cut short means to interrupt, so option c is correct.

Question 7

In the following question on English idioms, choose the alternative which best expresses the meaning of the expression Bad blood, used to describe negative feelings between people or groups.

Accepted Answer

Introduction / Context: This idiom question tests your understanding of the phrase Bad blood. The expression is often used in news articles, biographies, and social discussions to describe long lasting negative feelings between individuals, families, or communities. It does not refer to the medical condition of blood, but to emotional hostility or resentment. Given Data / Assumptions: Idiom: Bad blood. Options include war, ill feeling, threatening attitude, and an infected state. The task is to choose the alternative that best matches the figurative meaning. The context is social or emotional relationships rather than physical health. Concept / Approach: Bad blood refers to ongoing hostility, resentment, or ill will between parties, often based on past conflicts or perceived wrongs. It may not show as open fighting, but the relationship is damaged and unfriendly. The correct answer must convey this sense of negative emotion. While war and threatening attitude describe open conflict or aggression, ill feeling accurately captures the emotional background that the idiom emphasises. The option about infected state confuses the metaphor with literal medical language and is not correct. Step-by-Step Solution: Step 1: Recall that bad blood is used when people talk about old quarrels or grudges that still affect relationships. Step 2: Examine option a, war, which means active armed conflict and is much stronger than the emotional state implied by the idiom. Step 3: Examine option b, ill feeling, which suggests resentment, dislike, or hostility held in the mind. Step 4: Examine option c, threatening attitude, which refers to a visible posture of threat, not necessarily long term resentment. Step 5: Examine option d, in an infected state of being, which misreads blood literally and refers to physical sickness. Step 6: Conclude that ill feeling is the closest match to the idiomatic meaning. Verification / Alternative check: Imagine the sentence There has been bad blood between the two families for years. If we replace bad blood with ill feeling, the sentence becomes There has been ill feeling between the two families for years, which keeps the meaning intact. Replacing it with war would imply ongoing armed conflict, which is not always the case, and in an infected state of being would sound medically incorrect. This confirms that ill feeling is the best option. Why Other Options Are Wrong: War: Indicates open armed conflict rather than the underlying emotional hostility described by the idiom. Threatening attitude: Focuses on visible behaviour at a particular time, not on long term resentment. In an infected state of being: Takes the metaphor literally and refers to physical disease, which is not the idiomatic sense. Common Pitfalls: Some candidates are misled by the medical association of blood and choose options related to infection. Others overstate the level of conflict and choose war. To avoid such errors, remember that idiomatic phrases like bad blood and bad taste in the mouth often describe emotional reactions, not medical conditions. When you see bad blood in reading passages, pay attention to whether the passage mentions past quarrels, jealousy, or longstanding grudges. That context will reinforce the meaning of ill feeling in your mind. Final Answer: The idiom Bad blood refers to ill feeling, so option b is correct.

Question 8

In the following question on English idioms, choose the alternative which best expresses the meaning of the expression A laughing stock, used to describe someone or something that is widely ridiculed.

Accepted Answer

Introduction / Context: This idiom question looks at the expression A laughing stock. The phrase is widely used in conversational English, media commentary, and literature to describe a person, group, or organisation that has become the target of general ridicule. Understanding this idiom is important for interpreting social criticism and humorous writing. Given Data / Assumptions: Idiom: A laughing stock. Options describe an object of laughter, a storehouse of jokes, an object of desire, and a valuable stock. You must choose the meaning that reflects ridicule and humiliation. The phrase does not refer to physical stock or merchandise in finance or trade. Concept / Approach: A laughing stock is someone or something that people laugh at in a negative way, often because of repeated mistakes, failures, or foolish behaviour. The focus is on being the object of scornful amusement. The correct option must therefore indicate that the subject is being laughed at, not that it is a source of jokes or something admired. The words storehouse and stock of high value tend to suggest positive assets, which is opposite in tone to this idiom. Step-by-Step Solution: Step 1: Recall that when newspapers say a team has become a laughing stock, they mean it is widely mocked. Step 2: Examine option a, an object of laughter. This clearly indicates that others laugh at the person or thing. Step 3: Examine option b, a storehouse of jokes. This suggests a place where jokes are kept, which is not how the idiom is used. Step 4: Examine option c, an object of desire, which describes something attractive, the opposite of what a laughing stock is. Step 5: Examine option d, a stock of high value, which refers to financial assets and suggests respect, not ridicule. Step 6: Decide that option a best captures the idea of someone or something being mocked. Verification / Alternative check: Consider the sentence After the scandal, the politician became a laughing stock. If we paraphrase it as became an object of laughter, the meaning stays faithful. On the other hand, saying became a storehouse of jokes or became an object of desire would completely change the tone and meaning. Similarly, became a stock of high value would clash with the implied humiliation. This comparison demonstrates that option a is the correct interpretation. Why Other Options Are Wrong: A storehouse of jokes: Refers to a place or collection of jokes, not a person or group being laughed at. An object of desire: Expresses admiration or attraction, which is the opposite of ridicule. A stock of high value: Suggests financial worth and respect, not shame or embarrassment. Common Pitfalls: Some learners focus only on the word laughing and assume any mention of jokes will be correct. Others think of stock only in its commercial sense and combine that with a positive interpretation. To avoid such mistakes, always consider the emotional tone of the idiom in real usage. A laughing stock carries a strongly negative tone, highlighting embarrassment and mockery. Remembering that will help you reject any option that suggests admiration or value. Final Answer: The idiom A laughing stock refers to an object of laughter, so option a is correct.

Question 9

In the following question on sentence arrangement, the first and last parts of a passage are numbered 1 and 6. The parts P, Q, R, and S are in jumbled order. Choose the combination that arranges them into a coherent paragraph about the ancient trade…

Accepted Answer

Introduction / Context: This question tests your ability to reorder jumbled sentence parts to form a logical and coherent paragraph. The topic is the ancient trade of making ropes and how we know about its history. The first sentence and the last sentence are fixed, and you must decide the correct order of the middle parts labelled P, Q, R, and S so that the passage reads smoothly and meaningfully. Given Data / Assumptions: Fixed opening: 1. Making ropes is one of the oldest trades in the world. Fixed ending: 6. We have found too, ropes which were made of thin copper wire in the city of Pompeii, which was destroyed by a volcano 2000 years ago. P: People used them for tethering animals, for drawing water from wells and for dragging large stones which were used in building. Q: We know that people made ropes several centuries back. R: They made them from camel hair and from twisted grass. S: We have found pieces of rope in very old Egyptian tombs. Task: Choose the correct order of P, Q, R, S between sentences 1 and 6. Concept / Approach: A good paragraph on history usually starts by stating knowledge about the past, then provides evidence, then gives details of materials and uses. Here, after the general statement that making ropes is one of the oldest trades, it is natural to follow with an explanation of how we know this fact. That is done in part Q. Evidence from tombs comes next in S, because it supports the claim. Then part R tells us what ropes were made from, and part P explains how people used them. This leads smoothly to the final sentence about later archaeological finds in Pompeii. Step-by-Step Solution: Step 1: Start with sentence 1, which introduces the topic of rope making as an ancient trade. Step 2: Identify which part naturally explains how we know this. Part Q begins with We know that people made ropes several centuries back, which directly follows the general claim. Step 3: Next, look for specific evidence supporting Q. Part S mentions We have found pieces of rope in very old Egyptian tombs, which acts as archaeological proof. Step 4: After evidence, part R describes how early ropes were made, mentioning camel hair and twisted grass. Step 5: Finally, part P lists practical uses of ropes, such as tethering animals and dragging stones, which fits after explaining what ropes are made of. Step 6: Check that this order gives a smooth sequence: 1 Q S R P 6, which corresponds to option QSRP. Verification / Alternative check: Read the full paragraph with the chosen order: Making ropes is one of the oldest trades in the world. We know that people made ropes several centuries back. We have found pieces of rope in very old Egyptian tombs. They made them from camel hair and from twisted grass. People used them for tethering animals, for drawing water from wells and for dragging large stones which were used in building. We have found too, ropes which were made of thin copper wire in the city of Pompeii, which was destroyed by a volcano 2000 years ago. The flow is logical from claim to evidence, then to materials, then to uses, and finally to another archaeological example. No other option produces this clear progression. Why Other Options Are Wrong: PRQS: Jumps from uses of ropes to general knowledge and then to materials, breaking the logical explanation sequence. SQPR: Starts with Egyptian tombs without first stating that we know ropes are very old, making the evidence appear without context. QSPR: Places uses P before materials R, which is less natural than first telling what ropes were made from and then how they were used. Common Pitfalls: Many learners focus only on time markers and ignore the structure of explanation and evidence. Another mistake is to choose an order that sounds fine in isolated sentences but does not progress logically from general claim to specific proof and detail. When solving para jumbles, always look for introduction, explanation of knowledge, supporting evidence, then details and examples. This structure appears again and again in reading comprehension passages and will guide you to the correct order quickly. Final Answer: The correct arrangement of the parts is QSRP, so option a is correct.

Question 10

In the following question on sentence arrangement, the first and last parts of a story are numbered 1 and 6. The parts P, Q, R, and S are in jumbled order. Choose the combination that arranges them into a coherent story about a king and a stone plac…

Accepted Answer

Introduction / Context: This para jumble question presents a short moral story about a king who wanted to teach his lazy subjects a lesson. The first sentence and the last sentence are fixed, and the four middle parts P, Q, R, and S must be arranged to form a logical sequence of events. Understanding the natural order of actions in a story helps you choose the correct combination. Given Data / Assumptions: Fixed opening: 1. The king was distressed because his people were lazy. Fixed ending: 6. Under the stone the king had placed a purse full of money. P: All cursed the stone and blamed the Government. Q: Then the king had the stone removed. R: Next day people passed by and went round it. S: He had a big stone put in the middle of the road one night. Task: Decide the correct order of P, Q, R, S for a coherent story. Concept / Approach: A story usually follows a cause and effect pattern. First, the king must take some action in response to his distress. That action is placing a stone in the road, described in S. Then people encounter the stone on the next day, given in R. Their reaction, cursing the stone and blaming the Government, appears in P. Finally, the king responds by having the stone removed, which is part Q, leading naturally to the discovery mentioned in sentence 6. When arranged in this order, the story flows smoothly from problem to experiment to reaction and to the final reveal. Step-by-Step Solution: Step 1: Begin with sentence 1, which describes the king s distress over the laziness of his people. Step 2: Identify the king s first action to test or teach his people. Part S says he had a big stone put in the middle of the road one night, which is the clear next step. Step 3: After the stone is placed, the next event should describe how people reacted when they encountered it. Part R begins with next day, which fits perfectly here. Step 4: Part P describes that all cursed the stone and blamed the Government, which is a natural reaction after they have gone around it. Step 5: Once their reaction is shown, the king responds again. Part Q says then the king had the stone removed, which logically leads to the discovery under the stone in sentence 6. Step 6: The full order is 1 S R P Q 6, which corresponds to the combination SRPQ. Verification / Alternative check: Read the complete story using the chosen order: The king was distressed because his people were lazy. He had a big stone put in the middle of the road one night. Next day people passed by and went round it. All cursed the stone and blamed the Government. Then the king had the stone removed. Under the stone the king had placed a purse full of money. This sequence is coherent, and the moral about missed opportunity becomes clear. Other orders break this smooth timeline or separate cause and effect in an unnatural way. Why Other Options Are Wrong: PSRQ: Starts with people cursing the stone before explaining that the stone has been placed, which is illogical. QPRS: Has the king remove the stone before the people have reacted to it, breaking the chronological order. PQRS: Again begins with the reaction P before introducing the initial action of placing the stone, making the narrative confusing. Common Pitfalls: Learners sometimes ignore time cues such as next day and then, which clearly signal the sequence of events. Another common mistake is to start with the most dramatic sentence rather than the one that logically follows the introduction. For para jumble questions, always pay attention to temporal markers, pronouns that refer back to earlier nouns, and cause effect links. These clues usually point you to the correct order quickly. Final Answer: The correct arrangement of the parts is SRPQ, so option b is correct.

Question 11

In the following question on sentence arrangement, the first and last parts of a personal narrative are numbered 1 and 6. The parts P, Q, R, and S are in jumbled order. Choose the combination that arranges them into a coherent paragraph about leavin…

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Introduction / Context: This para jumble question presents a short personal narrative that begins with a date and ends with the narrator holding a prayer book. The middle parts describe the physical setting, emotional reaction, and the reason for that reaction. Your task is to arrange the parts P, Q, R, and S so that the story unfolds in a natural and emotionally coherent order. Given Data / Assumptions: Fixed opening: 1. September 2005. Fixed ending: 6. In my hands I held my prayer book. P: I felt such a great weight on me that I could barely move. Q: As the doors closed behind me, I was overcome by deep loneliness and despair. R: I was leaving behind my family and I did not know when I would see them again. S: I was going through the departure gate at the airport in Holguin, Cuba. The paragraph describes a moment of departure, emotional response, and its cause. Concept / Approach: A well structured narrative usually moves from setting to emotional reaction and then to explanation of the emotions, finishing with a closing visual or symbolic detail. After the date, the reader needs to know where the narrator is and what is happening physically. That is provided by S, which specifies the departure gate in Holguin, Cuba. Then Q presents the immediate emotional reaction as the doors close. R explains the reason for that reaction, namely leaving the family behind. P then intensifies the emotional description by describing the weight and inability to move. Finally, sentence 6 offers a closing image of the prayer book in the narrator s hands, suggesting reliance on faith or comfort. Step-by-Step Solution: Step 1: Begin with sentence 1, which simply gives the date, September 2005. Step 2: Establish the physical scene next. Part S states I was going through the departure gate at the airport in Holguin, Cuba, which situates the story in place and action. Step 3: After the scene is set, describe the immediate emotional moment. Part Q begins with As the doors closed behind me, I was overcome by deep loneliness and despair, logically following the act of passing through the gate. Step 4: Provide the reason behind this emotion. Part R explains that I was leaving behind my family and I did not know when I would see them again, which clearly justifies the loneliness and despair. Step 5: Intensify the description of emotional and physical impact. Part P adds I felt such a great weight on me that I could barely move, showing how strongly the narrator was affected. Step 6: Close with sentence 6, In my hands I held my prayer book, a visual symbol of seeking comfort or strength. Step 7: The resulting order 1 S Q R P 6 matches combination SQRP. Verification / Alternative check: Read the full paragraph with the chosen order: September 2005. I was going through the departure gate at the airport in Holguin, Cuba. As the doors closed behind me, I was overcome by deep loneliness and despair. I was leaving behind my family and I did not know when I would see them again. I felt such a great weight on me that I could barely move. In my hands I held my prayer book. The passage now reads as a smooth and emotionally coherent narrative, starting with time, moving through place, emotion, cause, intensity, and finally to a symbolic object. Other orders either break the logical chain or place emotional explanation before the events that trigger it. Why Other Options Are Wrong: RSQP: Starts with leaving the family before the reader is told where the narrator is, which makes the context less clear. RQPS: Presents reason R and then immediately jumps to deep loneliness Q without first showing the physical setting at the gate. PSRQ: Begins directly with the heavy feeling P without grounding the reader in time and place, leading to confusion until later sentences. Common Pitfalls: In para jumble questions, many students look only for grammatical connections and ignore narrative flow. Others place the strongest emotional sentence at the beginning even when the story needs a gradual build up. To avoid such mistakes, identify which sentence introduces setting, which provides immediate reaction, and which explains the cause. Arrange them so that each part naturally answers questions raised by the previous one. Practising with short narrative jumbles like this one will improve your ability to quickly see the underlying storyline in exam passages. Final Answer: The correct arrangement of the parts is SQRP, so option c is correct.

Question 12

In the following question, the first and the last parts of a short passage are numbered 1 and 6. The remaining parts P, Q, R and S are jumbled. Read the steps that describe the simple recipe for making white sauce and choose the option that gives th…

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Introduction / Context: This English comprehension question tests the skill of arranging jumbled sentences into a logically ordered paragraph. The passage describes the step by step method of preparing a simple white sauce, and you must decide the correct sequence of the parts labelled P, Q, R and S so that the process is described in a natural cooking order. Given Data / Assumptions: Sentence 1 introduces the main idea: the recipe for making white sauce is very simple. Part R tells us to heat one tablespoon of butter in a pan. Part Q instructs us to add fine flour (maida) when the butter is heated. Part P tells us to stir the mixture of maida and butter constantly. Part S tells us to add one cup of milk and cook for one minute. Sentence 6 closes the recipe by adding salt and pepper to taste. Concept / Approach: To solve ordering questions, look for a logical time sequence and cause effect relationships. Cooking instructions usually follow the order of preparation: first heating fat, then adding flour, then stirring, then adding liquid and finally seasoning. We also check that pronouns and connectors refer to something already introduced, and that the passage flows smoothly from the introduction in sentence 1 to the conclusion in sentence 6. Step-by-Step Solution: Step 1: Begin after sentence 1 by identifying which step must occur first in cooking. Heating butter (R) must come before adding flour or milk, so R is the first among P, Q, R and S. Step 2: Once butter is hot, the next action is to add flour (maida). This is described in Q, so Q logically follows R to create the basic roux. Step 3: After flour and butter are together, the cook must stir that mixture. That is exactly what P states, so P comes after Q. Step 4: When flour and butter are mixed smoothly, milk is added and cooked briefly. That matches S, so S comes last among the four parts. Step 5: Finally, sentence 6 adds the finishing touch of salt and pepper, which naturally comes after cooking the sauce. Verification / Alternative check: Read the sequence 1 R Q P S 6 as one continuous paragraph. The steps move from heating butter, to adding flour, to stirring the mixture, to adding milk and cooking, and finally to seasoning. Any other order would either try to stir before flour is added or add milk before butter is even heated, both of which break the normal cooking logic. Therefore the sequence RQPS is consistent and realistic. Why Other Options Are Wrong: Sequence QRSP begins by adding flour before butter is heated, which is not logical. Sequence PRQS starts with stirring a mixture that has not been created yet. Sequence SRQP begins with adding milk before butter and flour are combined, which again breaks the recipe. Only RQPS respects the natural order of actions in making a white sauce. Common Pitfalls: A common mistake is to focus only on memorising patterns like P before Q instead of thinking about the real world process being described. In procedural paragraphs, always imagine the sequence practically. Another pitfall is to be misled by the word “mixture” and place P too early. Remember that a mixture must be formed before it can be stirred, so you must first heat butter (R) and add flour (Q) before stirring (P). Final Answer: The correct order of the parts is R Q P S, so the correct option is RQPS.

Question 13

In the following question the first and the last parts of a short passage are numbered 1 and 6. The remaining parts P, Q, R and S are jumbled. Read the passage about a difficult future path and moral confusion in modern times, and choose the option …

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Introduction / Context: This question is an example of a paragraph rearrangement problem where the first and last sentences are fixed, and the middle parts P, Q, R and S must be ordered correctly. The passage discusses how the future may be difficult because people increasingly ignore moral standards, leading to a threat to the legacy of freedom. You must choose the order that creates a logically flowing argument. Given Data / Assumptions: Sentence 1 states that the speaker cannot promise that the future path will be wonderful. Part R says the path might be very difficult because the present time is different from earlier eras. Part Q says that people no longer even pretend to care about what is right. Part P claims that whatever one feels like doing today is treated as moral. Part S warns that, if you look around, this situation leads gradually to destruction. Sentence 6 concludes that the legacy of freedom faces an uncertain future. Concept / Approach: The main idea progresses from a warning about the future, to an explanation of the current moral confusion, to the dangerous consequences of that confusion. The strategy is to look for a sentence that directly explains why the path may be difficult, then follow with details of how moral standards have decayed, and finally link this decay to a path of destruction that justifies the fearful conclusion. Step-by-Step Solution: Step 1: After sentence 1, the natural continuation is an explanation of why the future path might not be wonderful. Part R does this by saying that the path might be very difficult because our time is different from other eras. Step 2: Once the time is described as difficult, we need details. Part Q explains that people no longer even pretend to care about what is right, which shows moral decline. Step 3: Part P deepens that idea by saying that whatever one feels like doing is presented as moral. This shows how subjective desire replaces objective right and wrong. Step 4: Part S draws a clear consequence: if you observe this trend, the path leads to destruction. This result naturally prepares for the final fear in sentence 6. Verification / Alternative check: Read the sequence 1 R Q P S 6. It forms a smooth argument: the future may be difficult, the times are morally confused, people treat desire as morality, this leads to destruction, and therefore the legacy of freedom is in danger. No other order builds the argument so clearly from cause to effect. This confirms that the correct sequence is RQPS. Why Other Options Are Wrong: In PSRQ, the passage begins with an abstract complaint about behaviour without connecting to the difficulty of the future, so the link with sentence 1 is weak. In QSRP, the destruction (S) appears before the full explanation of moral decay, which feels abrupt. In PQRS, there is no direct bridge between sentence 1 and P, and the reasoning chain becomes muddled. Only RQPS clearly connects the initial statement with detailed reasons and a logical conclusion. Common Pitfalls: Students often focus only on which sentences sound good next to each other, without respecting the argumentative chain from problem to cause to consequence. Another pitfall is to treat P as the first part because it sounds general, but that leaves sentence 1 disconnected. Always check that each sentence answers or elaborates the previous one. Final Answer: The correct order of the parts is R Q P S, so the correct option is RQPS.

Question 14

In the following question the first and the last parts of a short story are numbered 1 and 6. The remaining parts P, Q, R and S are jumbled. Read the story about Rose, who feels lonely in the house, and choose the option that gives the correct order…

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Introduction / Context: This is a rearrangement question based on a short narrative about a girl named Rose who spends her time alone in a small room on the terrace. The opening sentence introduces her loneliness, and the last sentence mentions that reading and writing are the only things she learnt from the convent. You must choose the correct order of the middle parts so that the description of her room and her activities flows naturally. Given Data / Assumptions: Sentence 1 tells us that Rose was lonely in the house. Part Q says she sat all day in a room on the terrace. Part S describes the room as little, with nothing but a bed and a rug. Part R states that she would sit on the rug and do her reading and writing. Part P says she was very good at that, referring to her reading and writing. Sentence 6 explains that reading and writing were the only things she had learnt from the convent. Concept / Approach: To order a narrative, move from setting, to description of place, to action, and then to evaluation. First we expect to know where Rose spends her lonely time, then how that place looks, then what she does there, and finally how good she is at that activity. The last sentence must connect back to the activity mentioned just before it. Step-by-Step Solution: Step 1: After sentence 1, the reader needs to know where Rose spends her lonely days. Part Q provides that information: she sat all day in a room on the terrace. Step 2: Once the location is given, the next logical step is to describe that room. Part S tells us that it is a little room with only a bed and a rug, so S follows Q. Step 3: After the setting is established, we are told what Rose actually does there. Part R says she would sit on the rug and do her reading and writing, which directly uses the rug mentioned in S. Step 4: Finally, part P comments that she was very good at that, clearly referring to her reading and writing. This naturally leads into sentence 6 about the convent. Verification / Alternative check: Read the sequence 1 Q S R P 6. The story now unfolds smoothly: Rose is lonely, she sits all day in a terrace room, the room is described, her activity is described, her skill is evaluated, and finally the source of that skill is revealed in the last line. No pronoun is left without a clear reference. This confirms that QSRP is the correct order. Why Other Options Are Wrong: In QRSP, P comes before R, so we are told she was very good at something before that something is defined, which creates confusion. In RSPQ and PSQR, the narrative jumps around without first establishing the physical setting of the room on the terrace. The link between the rug, the activity and the convent is weakest in those sequences. Common Pitfalls: Many candidates ignore small linking words like “that”, which in P refers back to reading and writing in R. Others forget that a room description must follow the mention of the room, not precede it without context. Always check reference chains and ensure that each sentence prepares the ground for the next. Final Answer: The correct order of the parts is Q S R P, so the correct option is QSRP.

Question 15

In the following question the first and the last parts of a short passage are numbered 1 and 6. The remaining parts P, Q, R and S are jumbled. The passage is a short dialogue where a boy claims to be a spaceman. Read the sentences carefully and choo…

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Introduction / Context: This paragraph rearrangement item is based on a short conversational scene. A boy modestly claims that he is a spaceman, and two other characters, John and George, react to this surprising statement. You must put the parts P, Q, R and S in an order that produces a coherent and believable dialogue right from the opening claim to the amused reaction at the end. Given Data / Assumptions: Sentence 1 states that the boy modestly says, “As a matter of fact, I am a spaceman.” Part S says that John and George stared at the boy. Part R repeats the boy's claim: “I am a spaceman,” he said again. Part Q adds the information “From another planet.” Part P explains, “You cannot see it from here,” most likely referring to his planet or spaceship. Sentence 6 concludes with John gasping and George giving a shout of laughter. Concept / Approach: In dialogues, we expect a pattern: statement, immediate reaction, further insistence or explanation, and final reaction. The other characters must first hear and react to the initial claim before the boy supplies more details like where he is from and why nobody can see his world. The emotional reaction expressed in sentence 6 should come after the most surprising information has been fully revealed. Step-by-Step Solution: Step 1: After the boy first calls himself a spaceman in sentence 1, the natural next step is for John and George to react. Part S captures this: John and George stared at the boy in surprise. Step 2: Seeing their disbelief, the boy would reasonably repeat his claim. Part R does exactly that by having him say again, “I am a spaceman.” So R follows S. Step 3: After repeating the claim, he adds more information. Part Q tells us that he is from another planet, which makes the story more fantastic. Step 4: Part P then explains why John and George cannot see his planet or ship: “You cannot see it from here.” This detail sets up the final reaction. Verification / Alternative check: Read the sequence 1 S R Q P 6. First the bold claim is made, then John and George stare, the boy repeats himself, adds that he is from another planet, explains that they cannot see it from here, and finally John gasps while George laughs. This is exactly how a playful conversation would unfold. No antecedent is missing and each new sentence follows logically from the previous one. Why Other Options Are Wrong: In PSRQ, P appears too early and refers to an unseen “it” without any prior question about a planet or spaceship. In QPSR, several explanations come before the visible reaction of John and George, weakening the dramatic impact. In RQPS, the repetition of “I am a spaceman” comes immediately after the first claim without giving the other characters time to react, which feels unnatural. Common Pitfalls: Learners sometimes arrange sentences only by matching quotation marks instead of thinking about realistic human reactions. Another pitfall is to ignore who is speaking and when non verbal reactions like staring or gasping should appear. Always visualise the scene and place reactions immediately after surprising statements. Final Answer: The correct order of the parts is S R Q P, so the correct option is SRQP.

Question 16

In the following question the first and the last parts of a short story are numbered 1 and 6. The remaining parts P, Q, R and S are jumbled. The story describes how Buddha teaches a poor woman that death is inevitable. Read the passage and choose th…

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Introduction / Context: This narrative jumble question is based on a well known Buddhist story. A poor woman who has lost her only son approaches Buddha, hoping that he will restore the child to life. Buddha uses an unusual request about mustard seeds to help her realise that death comes to every household. You need to arrange the parts P, Q, R and S in a logical sequence between the fixed first and last sentences. Given Data / Assumptions: Sentence 1 states that a poor woman lost her only son. Part S says that she came to Buddha to bring her son back to life. Part P states that Buddha asked her to bring mustard seed from a house where no death had ever taken place. Part Q explains that Buddha wanted her to understand that death is inevitable. Part R informs us that she could not find such a house. Sentence 6 concludes that the woman understood the message of Buddha. Concept / Approach: The story must move through the classic stages of a moral tale: problem, appeal for help, special instruction, attempt to fulfil it, and moral understanding. The request about mustard seeds must come before the failed search, and the explanation of Buddha's intention must follow or accompany that request but precede the realisation in the last sentence. Step-by-Step Solution: Step 1: After the loss of her only son in sentence 1, the natural next step is that she seeks help. Part S describes this action: she comes to Buddha to bring her son back to life. Step 2: Buddha responds by giving her a task. Part P records this instruction: she has to bring mustard seed from a house where nobody has died. Step 3: The reason behind this instruction is explained in part Q. Buddha wanted her to understand that death is inevitable, so Q follows P. Step 4: The outcome of the task appears in part R, which says that she could not find such a house. This failure prepares the ground for the understanding mentioned in sentence 6. Verification / Alternative check: If we read the sequence 1 S P Q R 6, the narrative makes perfect sense: the woman loses her son, seeks Buddha, receives a symbolic task, fails to complete it because every house has faced death, and then realises Buddha's teaching. There are no unexplained references, and the moral message flows naturally from the events. Why Other Options Are Wrong: In SQPR, the explanation of Buddha's intention (Q) appears before the mustard seed instruction (P), which breaks the cause effect order. In RSPQ, the failure to find a house without death appears before the instruction is even given. In SRPQ, again the order of the instruction, its purpose and the result is mixed, which damages clarity. Common Pitfalls: Students sometimes place the moral explanation too early because they recognise it as important. However, in stories the instruction usually comes first, followed by action, and then understanding. Another error is to ignore time words like “next day” or implied sequencing in tasks and results. Final Answer: The correct order of the parts is S P Q R, so the correct option is SPQR.

Question 17

In the following question the first and the last parts of a short passage are numbered 1 and 6. The remaining parts P, Q, R and S are jumbled. The passage describes difficulties in organising a programme because of lack of time and resources. Read t…

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Introduction / Context: This jumbled paragraph question concerns a speaker who is stressed about organising a programme. The first sentence tells us not to ask what they are doing this time, and the last sentence says that they do not want to give up trying. In between, the parts explain why this time is harder than earlier occasions and how the speaker feels about it. You must arrange P, Q, R and S in a logical order. Given Data / Assumptions: Sentence 1 says, “Do not ask what we are doing this time.” Part P points out that on other occasions they have had time in hand. Part R notes that this time they face not only a lack of time but also a lack of resources. Part Q states that it is difficult to say whether the programme can be put up at all. Part S says that the speaker is gradually losing confidence and asks the listener to see what can be done. Sentence 6 ends with a firm statement that they do not want to give up trying. Concept / Approach: The structure of the argument is contrast based: we compare previous situations with the present one and then move from practical difficulties to emotional impact, and finally to determination. So we expect first a reference to past occasions, then a description of present challenges, then an expression of doubt about success, and finally a plea for help before the concluding determination not to give up. Step-by-Step Solution: Step 1: After the introductory complaint in sentence 1, it is natural to contrast the current situation with earlier ones. Part P does this by saying that on other occasions they have had time in hand. Step 2: Having mentioned the past advantage, the passage must emphasise how the present is worse. Part R states that this time they are short of both time and resources, which fits immediately after P. Step 3: Once the difficulty is fully outlined, the next logical step is to doubt whether the programme can happen at all. Part Q clearly expresses this doubt. Step 4: Part S then shows the emotional effect: the speaker is losing confidence and requests the listener to help, which leads naturally into the final statement about not giving up trying. Verification / Alternative check: Reading the sequence 1 P R Q S 6 gives a smooth progression: this time is different, previous times had more time, now there is also a resource crunch, so the programme may not even happen, the speaker is losing confidence but still asks for help and then reaffirms that they will keep trying. The logical and emotional flow is consistent, confirming PRQS as the correct order. Why Other Options Are Wrong: In RQSP, the present difficulties appear abruptly without any comparison with the past, and the doubt about the programme comes before a full explanation of what has gone wrong. In QSRP and QRPS, the sequence of doubt, emotional reaction and factual description becomes jumbled, leaving the reader uncertain about the timeline and severity of the problems. Common Pitfalls: A frequent mistake is to place the emotional sentence S too early because it sounds dramatic. However, good writing usually presents facts first and feelings later. Another error is to ignore the contrast marker “this time”, which must be linked with a statement about “other occasions” in P. Final Answer: The correct order of the parts is P R Q S, so the correct option is PRQS.

Question 18

In the following question the first and the last parts of a short passage are numbered 1 and 6. The remaining parts P, Q, R and S are jumbled. The passage describes a mysterious shadow that takes away children. Read the passage carefully and choose …

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Introduction / Context: This rearrangement question presents a dramatic and slightly mysterious scenario involving a shadow that takes children away. The first sentence tells us that it is five in the evening, and the last sentence asserts that the shadow must be defeated. The middle parts must show the approach of six o clock, the coming of the shadow, what it does, and the narrator's resolve. You must find the order that builds suspense in a logical way. Given Data / Assumptions: Sentence 1 states that it is now five in the evening. Part Q says that soon it will be six and it will be time. Part S tells us that the shadow will then come in darkness. Part P adds that it will bear away another child. Part R expresses the narrator's resolve to unveil the truth and end the injustices committed by the shadow. Sentence 6 concludes that the shadow must be defeated. Concept / Approach: A suspenseful narrative usually moves from the setting of time, to an imminent event, to the dangerous action, and finally to the determination to fight back. Here, the key is to keep the chronological progression from five o clock, to six o clock, to the arrival of darkness and the shadow, and then to what the shadow does. Only after this can the narrator's mission and the concluding sentence make sense. Step-by-Step Solution: Step 1: After knowing that it is five in the evening, the obvious next idea is that six o clock is approaching. Part Q states that soon it will be six, and that it will be time, which connects directly to the clock. Step 2: Once six o clock and “time” are mentioned, the reader needs to know what happens at that time. Part S explains that the shadow will then come in darkness, introducing the threat. Step 3: The next question is what the shadow does. Part P clarifies that it will bear away another child, raising the stakes of the narrative. Step 4: After the danger is fully described, part R gives the narrator's response: they must unveil the truth and end the injustices committed by the shadow. That thought naturally leads into the final sentence which states that the shadow must be defeated. Verification / Alternative check: Read the sequence 1 Q S P R 6. We move from five o clock to six o clock, then to the coming of darkness, then to the shadow taking another child, and finally to the narrator's commitment to stop it and defeat the shadow. The progression is chronological and thematic, and each sentence supports the final claim that the shadow must be defeated. Why Other Options Are Wrong: In PSRQ, the narrative jumps to the shadow bearing away a child before even mentioning when the shadow appears. In SQRP, the mention of the shadow coming in darkness appears without the prior time marker, and R appears too early, lessening the suspense. In PRQS, the order of action and explanation is muddled and does not build up the threat step by step. Common Pitfalls: A typical error is to place the narrator's resolve (R) too early because it sounds important. However, the reader must first understand who the shadow is and what it does. Another mistake is to ignore temporal clues like “soon it will be six” and “then”, which clearly indicate sequence. Final Answer: The correct order of the parts is Q S P R, so the correct option is QSPR.

Question 19

In the following question the first and the last parts of a short passage are numbered 1 and 6. The remaining parts P, Q, R and S are jumbled. The passage shows a little girl trying to find out whether her mother loves her. Read the passage and choo…

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Introduction / Context: This question presents a sensitive scene between a child and her mother. The girl asks, “Mother do you love me?”, which is given as sentence 1, and sentence 6 shows her climbing onto her mother's lap. The intervening parts describe her restlessness, waiting, observation of her mother's eyes and understanding. You must choose the order of P, Q, R and S that best reflects natural emotional progression. Given Data / Assumptions: Sentence 1 has the girl asking her mother whether she loves her. Part S says that she got no direct reply and grew restless. Part Q tells us that she kept waiting but her mother did not speak. Part P states that she then looked into her mother's tear filled eyes out of impatience for a reply. Part R states that she then understood what her mother's eyes said and the reason for her silence. Sentence 6 concludes that she climbed slowly onto her mother's lap. Concept / Approach: Emotional narratives typically respect a clear sequence of feelings: question, silence, increasing restlessness, searching for a sign, recognition and reconciliatory action. The girl's restlessness arises because there is no answer, the look into the eyes comes from that restlessness, and understanding arises from what she sees. The physical action at the end then symbolises acceptance and love. Step-by-Step Solution: Step 1: After the question in sentence 1, the immediate response is silence and emotional tension. Part S captures that she receives no direct reply and becomes restless, which naturally follows the question. Step 2: Part Q then spells out that she keeps waiting but her mother still does not speak. This extends the silence and emphasises the length of the wait. Step 3: As her impatience grows, she actively seeks an answer in another way. Part P shows this action: she looks into her mother's tear filled eyes, wanting a reply. Step 4: Finally, part R states that she understands the message in her mother's eyes and the reason for the silence. That insight prepares for her gentle, trusting move onto her mother's lap in the last sentence. Verification / Alternative check: Read the sequence 1 S Q P R 6. The emotional curve is smooth: question, silence, growing restlessness, searching gaze, understanding, and then physical closeness. The mother never answers in words, but her eyes communicate love, and the girl responds accordingly. The last sentence fits naturally after R because understanding is followed by action. Why Other Options Are Wrong: In QSRP, the overlapping ideas of waiting and restlessness are reversed in a way that feels slightly repetitive and then understanding is placed before the detailed observation of the eyes. In PRQS, looking into the eyes (P) appears before we are told that the mother does not respond, which weakens the cause for that impatient look. In RQPS and QSRP, the recognition in R comes at the wrong point, before the eyes have been fully described. Common Pitfalls: A common mistake is to treat S and Q as interchangeable without thinking about the slight difference in meaning. Growing restless (S) is a reaction to the lack of a direct reply, and the continued waiting (Q) extends that feeling. Another pitfall is to ignore how R depends on P; understanding what the eyes say must come after the eyes are explicitly observed. Final Answer: The correct order of the parts is S Q P R, so the correct option is SQPR.

Question 20

In the following question the first and the last parts of a short factual passage are numbered 1 and 6. The remaining parts P, Q, R and S are jumbled. The passage describes how settlers reached Alaska and how the Iditarod trail developed. Read the p…

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Introduction / Context: This rearrangement question is based on a descriptive passage about the early settlers in Alaska and the development of the Iditarod trail. The first sentence presents settlers coming to Alaska for gold, and the last sentence mentions that in winter the only means of travel down this trail is by dog sledge. You must order the middle sentences so that the history of the trail unfolds logically. Given Data / Assumptions: Sentence 1 states that in the early nineteen twenties, settlers came to Alaska looking for gold. Part R explains that they travelled by boat to Seward and Krik and from there by land into the gold fields. Part Q tells us that the trail they used to travel inland is known today as the Iditarod trail. Part S says that this Iditarod trail quickly became a major thoroughfare in Alaska. Part P states that today people use it to get from place to place. Sentence 6 concludes that in winter the only means of travel down this trail is by dog sledge. Concept / Approach: The passage follows a clear historical order: first movement of settlers, then the path they created, then its importance, and finally its present use. We start with how they travelled, then name the trail, then describe its importance, and finally connect it to present travel conditions before the special note about winter travel in sentence 6. Step-by-Step Solution: Step 1: After sentence 1 tells us that settlers came to Alaska for gold, we expect information about the route they took. Part R describes their travel by boat and then by land into the gold fields, so R clearly comes next. Step 2: Once that route is described, the passage can name it. Part Q does this by stating that the trail they used is now known as the Iditarod trail. Step 3: Part S then logically explains that this trail quickly became a major thoroughfare, which shows its growing significance in Alaska. Step 4: After the historical importance is established, part P brings the description to the present day by saying that people still use the trail to get from place to place. This leads smoothly into sentence 6 about winter travel by dog sledge. Verification / Alternative check: Reading the sequence 1 R Q S P 6 presents a clear timeline: settlers arrive, they use a particular route, that route becomes the Iditarod trail, it becomes important, and people still use it today, with dog sledge as the only means in winter. The narrative moves naturally from past to present, with each sentence explaining or extending the previous one. Why Other Options Are Wrong: In PSQR, present day use (P) appears before the naming and historical development of the trail, which disrupts the time order. In PQRS, again the logical movement from past travel to naming and importance is broken. In QRSP, the name of the trail appears before any description of how settlers travelled, leaving the reader wondering how the trail originated. Common Pitfalls: Students often pay less attention to time markers like “today” and historical references like “in the early nineteen twenties”. Failing to order sentences according to timeline leads to a confusing paragraph. Always try to reconstruct the story: first what happened, then how it got its name, then how it developed, then what the situation is now. Final Answer: The correct order of the parts is R Q S P, so the correct option is RQSP.

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