English New pattern for SBI PO 2017

Directions (1-15): Five alternative summaries are given below the text. Choose the option that best captures the essence of the text.

Q1. Laljipada’s residents are largely entrepreneurs running cottage industries from their homes that are as small as 100 square feet. Primarily migrants from North India, they contradict the popular perception that migrants take away jobs from the local population. The 20,000 families here are self-employed; they make products that feed into larger businesses such as imitation jewelry, recycled plastic and paper waste, or operate small tailoring or bakery units. With each family contributing in some way or the other to the final finished product, all the families here are dependent on each other for their livelihood.

(a) Laljipada’s residents run cottage industries from their homes contributing to other finished products and are interdependent on each other for livelihood.

English Para Jumble for SBI PO 2017

Directions (1-5): Rearrange the following sentences in a proper sequence to form a meaningful paragraph, and then answer the given questions. 

(A) At the same time, allowing restaurant drivers to take leftovers home in a ‘doggy bag’ is a common phenomenon in the US, but the practice is frowned upon in some EU countries. 

(B) An approach to train waste-minimising habits is through cooking classes, for example, the local authority of Brussels trained 1900 people in 2009 on how to minimise waste. 

(C) Caterers can minimise waste by anticipating demand, informed by reservations and customer feedback surveys.

(D) There are similar education opportunities in the hospitality industry as well.

(E) Societal efforts are needed to banish this embarrassment.

(F) The European Parliament has recommended that this practical training be incorporated in school curricula. 

Q1. Which of the following should be the THIRD sentence after the rearrangement? 

(a) A

(b) B

(c) F

(d) D

(E) E 

Q2. Which of the following should be the FOURTH sentence after the rearrangement? 

(a) A

(b) B

(c) C

(d) E

(e) D

Q3. Which of the following should be the LAST (SIXTH) sentence after the rearrangement? 

(a) A

(b) E

(c) D

(d) C

(e) B

Q4. Which of the following should be the FIRST sentence after the rearrangement? 

(a) A

(b) B

(c) C

(d) D

(e) E

Q5. Which of the following should be the FIFTH sentence after the rearrangement?   

(a) A

(b) B

(c) C

(d) D

(e) F 

Directions (6-10): Rearrange the following sentences in a proper sequence to form a meaningful paragraph, and then answer the given questions.  

(A) “Anything that you touch will turn into gold” - The king was delighted with his good future.

(B) Even though he was very rich he always craved for more and more.

(C) Everything he touched turned into gold. He turned trees, grass, tables, chairs, flowers, and vases into gold. 

(D) One day, he called his court magician and commanded, “Find me a spell that can get me more treasures than I already have”. 

(E) King Midas was a very greedy king.

(F) The magician said. “Your majesty, I can give you a power that no one else in this world has”. 

Q6. Which of the following should the FIRST sentence after rearrangement? 

(a) F

(b) A

(c) E

(d) B 

(e) C 

Q7. Which of the following should the SECOND sentence after rearrangement?   

(a) A

(b) B

(c) C

(d) E

(e) D 

Q8. Which of the following should the THIRD sentence after rearrangement?  

(a) E

(b) F

(c) D

(d) C

(e) B 

Q9. Which of the following should the FOURTH sentence after rearrangement?   

(a) B

(b) G

(c) F

(d) E

(e) C 

Q10. Which of the following should the LAST (SIXTH) sentence after rearrangement? 

(a) C

(b) A

(c) B

(d) D

(e) F 

Directions (11-15): Rearrange the following sentences in a proper sequence to form a meaningful paragraph; then answer the questions given below them.

A. He did whatever work was assigned to him and soon the lion became so fond of him that he promised to give him a cart full of almonds as pension when he (the squirrel) retired.

B. Once a squirrel joined the service of the king of the forest, the lion.

C. The squirrel had waited so long for this day but when he saw the almonds, he was seized with sadness as he realised that they were of no use to him now when he had lost all his teeth.

D. However, he envied other squirrels in the forest because of their carefree life which he could not enjoy as he had to be by the king’s side all the time.

E. He consoled himself with the thought that at the end of this career, he would receive a cart full of almonds, a food that only a few squirrels got to taste in their lifetime.

F. Finally, the day came when it was time for him to retire and so promised the king gave a grand banquet in his honour and presented him with a cart full of almonds.   

Q11. Which of the following should be SECOND sentence after the rearrangement? 

(a) A

(b) B

(c) F

(d) D

(e) E

Q12. Which of the following should be FIRST sentence after the rearrangement? 

(a) A

(b) C

(c) B

(d) D

(e) E

Q13. Which of the following should be FIFTH sentence after the rearrangement? 

(a) E

(b) D

(c) B

(d) F

(e) A 

Q14. Which of the following should be FOURTH sentence after the rearrangement?   

(a) A

(b) B

(c) C

(d) F

(e) E

Q15. Which of the following should the THIRD sentence after rearrangement?  

(a) E

(b) F

(c) D

(d) C

(e) B 

Solutions

Sol(1-5): The correct order of re-arrangement of sentences is: BFDCAE

S1. Ans.(d)

S2. Ans.(c)

S3. Ans.(b)

S4. Ans.(b)

S5. Ans.(a)

Sol(6-10): The correct order of re-arrangement of sentences is: EBDFAC

S6. Ans.(c)

S7. Ans.(b)

S8. Ans.(c)

S9. Ans.(c)

S10. Ans.(a)

Sol(11-15): The correct order of re-arrangement of sentences is: BADEFC

S11. Ans.(a)

S12. Ans.(c)

S13. Ans.(d)

S14. Ans.(e)

S15. Ans.(c)

Reading Comprehension for SBI/UIIC/SBIPO

Directions (Q. 1 -10): Read the passage carefully and answer the questions given below it. Certain words/ phrases have been given in bold to help you locate them while answering some of the questions.

While it is universally accepted that the end of all education lies in developing the ability to have a meaningful and rewarding engagement at the end of the completion of formal courses, the fact remains that the Indian context is far from satisfactory in terms of gross pass-out and employment mismatch. Commonly classed as the ‘unemployed’, millions of our youth are outside the scope of financial engagement largely because the skills they attain during education have little demand in the employment scenario in India. 

This happens to be the greatest cause of worry among all stakeholders since lack of a rewarding engagement at the end of education carries with it the hazard of a ripple de-motivating effect that adversely affects the education process itself. It is common knowledge that Indian education is still oriented towards the services sector with most of the institutions in the system churning out graduates in general streams and subjects. The numbers in this regard are disproportionately high compared to the requirements of such graduates in the country and it is a common sight that most of such graduates end up with a profession which has little to do with the education they attain mostly at state expense. Hence, the common sight of disconcertingly large number of university pass-outs sitting for competitive examinations in the services sector in the country. Not surprisingly, an overwhelming majority of them remain unemployed after exhausting their attempts at securing jobs in the services sector or are forced to adopt a profession that has little to do with their aptitude or interests. While importance of vocational education at the level of schools had been realised as early as the 1950s with the setting up of Industrial Training Institutes (ITIs), it was only with the National Policy of Education, 1986, that a credible and concrete set up was fine-tuned in the context of vocational education in India. The setting up of the National Skill Development Council, the Department of School Education and Literacy’s ‘Technical and Vocational Education and Training initiatives’ (TVET) in schools and the Department of Higher Education’s Technical Education initiatives, have all contributed significantly towards the popularisation of vocational education right from the level of secondary stage of education itself. Though the National Skill Development Policy, 2009 seeks to address issues concerning the vocational education sector in the country, most interventions required in this sector are essentially long-term ones requiring a simultaneous overhaul of vocational education curricula according to industry needs; popularisation of vocational education among entrants at the higher secondary stage; development of a viable and robust training mechanism for vocational education teachers in schools, and increased industry-institution interface in vocational education. Also, a large section of the population still consider a general education degree more acceptable socially than a vocational education degree in spite of the fact that vocational education offers greater chances of employment in the short and medium run.

While most issues have received attention from governments and policy planners, vocational education still suffers from an apathy caused partly by institutional neglect as also the weakness of the general population to go for general degree courses catering exclusively to the services sector. This mismatch carries enormous economic costs through wastage of scarce economic resources and social costs with an increasingly unmanageable number of unemployable general education graduates. The root cause for this is that vocational education has been considered as an appendage to the general education framework in the country, the idea being that vocational education is meant to absorb spill-overs. A dedicated vocational education policy coupled with provision for adequate resources and active industry participation can reverse the general neglect vocational education has faced in the country since long.

1. What does the author mean by ripple demotivation effect, according to the passage?

1) Demotivation in the field of educational institution due to lack of funds.

2) A vicious cycle in which students are demotivated due to unemployment.

3) Education demotivates the stakeholders for some times.

4) The education system gets demotivated in imparting skills.

5) Other than given options

2. Which of the following did not promote the vocational education?

1) National Skill Development Council

2) Department of School Education

3) Literacy's Technical and Vocational Education and Training

4) National Policy of Education

5) Other than given options

3. Indian education is mainly inclined towards

1) Primary sector 

2) Agricultural sector 

3) Manufacturing sector

4) Service sector or Tertiary sector 

5) Secondary sector

4. Which of the following statement is false in the context of the given passage?

1) The education attained by the graduates are not productive and it is mostly attained at state's cost.

2) The pass out are not able to get jobs.

3) The unemployed youths are burden to government.

4) Mostly pass out are involved in the jobs which reduces their productivity

5) Other than given options

5. Which of the following points is/are suggested by the author to implement vocational education?

1) A committed vocational educational policy should be implemented.

2) Try to meet the need of society.

3) Strengthening University Industry Interactions.

4) Only 1) and 3)

5) All 1), 2) and 3)

6. Choose the word which is MOST OPPOSITE in meaning of the word 'churning' as used in the passage?

1) Stiring 

2) Agitating 

3) Whisking 

4) Whipping 

5) Settling

7. Choose the word which is MOST SIMILAR in meaning to the word 'entrants' as used in the passage?

1) Spectator 

2) Professional 

3) Fan 

4) Expert 

5) Aspirant

8. Choose the word which is MOST SIMILAR in meaning to the word 'exclusively' as used in the passage?

1) Rarely 

2) Particularly 

3) Partially 

4) Silently 

5) Oftenly

9. Choose the word which is MOST OPPOSITE in meaning of the word 'overhaul' as used in the passage?

1) Renovate 

2) Revamp 

3) Mend 

4) Ignore 

5) Inspect

10. Choose the word which is MOST SIMILAR in meaning to the word 'appendage' as used in the passage?

1) Depression 

2) Body 

3) Advantage 

4) Addendum 

5) Rejection

Answers:

1. 2

2. 5

3. 4

4. 5

5. 4

6. 5

7. 5

8. 2

9. 4

10. 4

English Classes part 6 (Prepositions part 2)

Important Rules of Prepositions

Accustomed of

• He was accustomed of working hard in his youth. (used to)

Accused of

• The man accused of stealing was sent to jail. (blamed of)

Acquainted with

• Please introduce him to me if you are acquainted with him. (know)

Afraid of

•  Don’t get afraid of that dog. It won’t bite. (fear from)

Agree to (idea)

• The president agreed to the resolution and passed it. (accept)

Agree with (person)

• If you agree with me please support me. (have same opinion)

According to

• He was acquitted as he was innocent according to the jury. (in the opinion of)

Adapted to

• Man easily gets adapted to new environments. (change)

Along with

• The Prime Minister along with his retinue entered the hall. (together with)

Associated with

• He had long been associated with the organization before he retired. (worked with)

Averse to

•  Initially people are averse to accepting their weakness, but with the passage of time they start realizing and correcting themselves. (unwilling to)

Believe in (faith)

• I believe in God. (have faith in)

Belong to

• As this country belongs to us, we belong to this country. (have a right over)

Clever at

• She is clever at painting and playing mu sic, but I am at mu sic. (skilled at)

Congratulate on

• I congratulated her on her great success. (greeted)

Cure for

•  As man conquers a disease and find a cure for it, another pops up. (remedy for)

 Depend on

• High rate of employment depends on growth of economy. (is related with)

Derived from

• Many English words are derived from Greek and Latin. (came/originate from)

Details of

• This new book contains de tails of her extensive journey. (description of)

Different from

• Village life is quite different from city life. (not same)

Divide into

• The property was divided into two parts and given to the two sons. (break into)

Dream of

• The henpeck husband could never dream of op pos ing his wife. (think of) Frightened of Those frightened of obstacles never proceed ahead for success. (having fear of)

Famous for

•  The city of Benaras is famous for its teeming ghats. (known for)

Good at

• He is quite good at convincing people in his favour. (skilled at)

Ignorant of

• Being ignorant of the consequences, thenaives easily fall into bad habits. (not knowing)

Increase in

• There has been a tremendous increase in the multi-nationals in our country. (rise in)

Insist on

• The shopkeeper could not deny when she insisted on paying later. (said forcefully)

Interested in

• Work hard if you are interested in your progress. (want to)

Lack of

• Lack of money brings poverty and lack of knowledge ignorance. (devoid of, not having)

Fond of

•  The mother was very fond of her youngest child. (loved/liked very much)

Aim at

• The shooter aimed at the tar get and shot accurately. (fix at the tar get)

Laugh at

•  Don’t laugh at those who are deprived of God’s blessings. (ridicule, make fun of)

Listen to

• Hello! Please listen to me. (lend your ear, heed, pay attention to)

Look at

•  What are you looking at? (see)

Look after

• The nurse looked after the child better than the mother. (to take care of, to rear)

Look for

• Have you lost anything? What are you looking for under the table. (to search for)

Look into

• I have requested the police commissioner to look into the matter of increasing crime in our locality. (investigate, to probe, examine)

English question set (Cloze Test) for SBI and other upcoming exams:

Direction: In the following passage there are blanks, each of which has been numbered. One of which fits the blank appropriately. Find out the appropriate word in each case.

There is great hue and (1) to empower women. Not only woman associations but also state and the (2) reforms shower torrents of speeches about the woman (3). But the irony is that crimes against women are increasing in leaps and (4). Dowry deaths are multiplying. Torture and exploitation of women is (5). Women education is still much (6). Most of the women are still (7) within the four walls of their houses, where they work like (8). The women in rural areas are suffering even more and most of them are (9). The other side of the picture is that a minority of women are in public service and politics. But the women in politics have either (10) family background in that sphere or have been raised due to the grace of their male sphere or well wishers

Q.1.   (1) cry              (2) scream              (3) shriek                 (4) shudder        (5) chaos

Q.2.   (1) social          (2) chaotic              (3) mental               (4) emotional     (5) personality

Q.3.   (1) downfall     (2) denunciation   (3) trap                    (4) assailant       (5) upliftment

Q.4.   (1) wounds       (2) bounds             (3) traitor               (4) trash              (5) deteriorate

Q.5.   (1) halt             (2) baulk                 (3) intact               (4) stopped        (5) pause

Q.6.   (1) aware         (2) ignored             (3) enlightened      (4) cognizant       (5) conscious

Q.7.   (1) free            (2) rescued            (3) saved              (4) caged              (5) liberated

Q.8.   (1) idle            (2) lazy                   (3) drudges          (4) thinker           (5) shirker

Q.9.   (1) illiterate    (2) educated         (3) literate           (4) aware              (5) letter

Q.10. (1) her             (2) his                    (3) if                     (4) their                (5) you

Answers:

1. 1

2. 1

3. 5

4. 2

5. 3

6. 2

7. 4

8. 3

9. 1

10. 4

Reading Comprehension for SBI and other upcoming exams (v imp)

Directions (Q.1-10): Read the following passage carefully and answer the questions given below. Certain words/phrases have been printed in bold to help you locate them.

The debate over the moves by the Central and the Jammu and Kashmir governments to resettle Kashmiri Pandits in Kashmir is one that will only bring pain to any well-wisher of the State. To understand this, one has to go back in time, when the second half of the 1980s saw Kashmir spiral out of control, gripped by violence, suspicion and dread. What had begun as an ethnic conflict was soon imparted a religious colour by Pakistan’s Inter-Services Intelligence (ISI). The Pandits, a Hindu minority in the Kashmir Valley, were targeted by the Jammu Kashmir Liberation Front (JKLF), even though the organisation had sought to build on the original secular foundations of the National Conference, and by the Hizb-ul-Mujahideen, a secessionist outfit, which sparked their exodus. By 2008, their population, as assessed by the Kashmiri Pandit Sangharsh Samiti (KPSS), was reduced to 651 families from 75,343 families on January 1, 1990. Nearly 70,000 families fled in the turmoil of 1990-92, and even though the violence was brought under control, most of the remaining families left thereafter.

By 1990 — I was Special Commissioner, Anantnag, in South Kashmir then — the public had ceased to visit government offices. But in early March, several hundred people from the Nai Basti neighbourhood went to the Special Commissioner’s office in Khannabal demanding to see me. Because of the disturbed circumstances, I had set up office and residence in the rest house in the district headquarters. Mohammad Syed Shah, generally known as Syed Shah, the brother of the separatist leader, Shabbir Shah, and Muslim United Front (MUF) member of the dissolved State Assembly, demanded to know why Pandits were leaving en masse and in turn why the administration was doing nothing about it. Mr. Shah accused the administration of encouraging the migration so that the Army would be left free to unleash its heavy artillery on all habitations. When I asked the delegation if it believed that I would be party to such a plan, this was their response: ‘I had been kept in the dark, while they were privy to “secret” information’. That the Pandits were apprehensive was hardly surprising, I said. Places of worship, like the one in Anantnag, where the majority went, were being used to issue threats to them over loudspeakers. I learnt later that these inflammatory sermons, and their reverberating public applause, were audio recordings circulated to mosques to be played over loudspeakers at prayer time. Local Muslims needed to reassure the Pandits of their safety, I said. The administration would provide security whenever a threat to the Pandits was anticipated, but how effective it would all be would depend on unstinted public support, given that the residences of the Pandits were scattered. The gathering concurred and dispersed. I requested State Governor Jagmohan that he appeal to the Pandits, in a telecast, that they stay on in Kashmir, and assure them of their safety on the basis of the assurances of the Anantnag residents. Unfortunately, the only announcement to this effect was that “refugee” camps were being set up in every district, and Pandits who felt threatened could move to them rather than leave the Valley. Pandits in service who felt threatened were free to leave their stations; they would continue to be paid their salaries. I relate this story because the present flurry of allegations brings a sense of de-ja-vu. The Pandits — more than 1,20,000 in the early 1980s — numbered about 7,000 in the Kashmir Valley, in 2005.

Source- The Hindu

Q.1. Which of the following is the meaning of the word “Exodus”?

1) Creating riot

2) Extinction

3) Mass departure

4) Fear

5) None of these

Q.2. Which of the following is the synonym of the word “Dread”?

1) Apprehension

2) Fusillade

3) Lachrymose

4) Confidence

5) Stagnation

Q.3. Choose an appropriate Title for the above passage :

1) Return to a lost paradise.

2) Furious Kashmir

3) The Birth of a riot

4) Deadly Co-existence in Kashmir

5) Born to die

Q.4. Which of the following options best describes the meaning of the phrase “privy to secret information”.

1) wrong information but seems to be secret

2) All rubbish

3) Forwarding wrong but secret information

4) Well acquainted with

5) None of the above

Q.5.  Which of the following is not true according to the passage?

1) Kashmiri pandits moved to refugee camps even after the assurance from the state governor.

2) Author set up an office and resident in the affected district headquarter.

3) Mosques were to console the affected pundits and to assure them safety on loudspeakers.

4) Some people blamed the author for promoting the migration.

5) None of the above.

Q.6. Which of the following is not the synonym of the word “turmoil”?

1) chaos

2) pandemonium

3) mayhem

4) bedlam

5) None of these

Q.7. What is the synonym of the word “apprehensive”?

1) fidgety, , 

2) strained

3) tense

4) All of the above

5) None of the above

Q.8. In the passage, Mr Shah accused the administration for………….. .

1) having pandits killed in the district.

2) migration of the pandits

3) distracting the inquiry

4) not maintaining peace in the valley

5) none of the above

Q.9. What is not the synonym of word “unstinted”?

1) lavish

 2) magnanimous

3) generous

4) All of the above

5) None of the above

Q.10. Which of the following organizations is not mentioned in the passage?

1) MUF

2) KPSS

3) ISI

4) JKLF

5) None of the above

Answers:

1.(3)
2.(1)
3.(4)
4.(4)
5.(3)
6.(5)
7.(4)
8.(2)
9.(5)
10.(5)