English Full Test-2 - CLAT MCQ
30 Questions MCQ Test Additional Study Material for CLAT - English Full Test-2
Directions (Q. 1 - 5): Read the passage carefully and answer the questions given below it. Certain words/phrases have been given underline to help locate them while answering some of the questions.
Students of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual role of phonological skills in young children’s reading progress. Children, who have good phonological skills, or good “phonological awareness”, become good readers and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have a specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old.
Phonological skills in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refers to a deficit in recognising smaller units of should within spoken words. Development work has shown that this deficit can be at the level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognizing that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognizing that the odd word out in the set of words fan, cat, hat, mat is fan, this task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonants in a syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyms in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In longer words, rime and rhyme may differ. The onsets in val: en: tine are /v/ and /t/, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.
A 6-year old might have difficulty in recognizing that plea and pray being with the same initial sound. This is a phonemic judgement. Although the initial phoneme /P/ is shared between the two words, in plea it is part of ht onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the time), such phonemic judgements are difficult for them to make. In fact, a recent survey of different developmental studies has shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appears to emerge at around the ages of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 or 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be a precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to develop as reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).
The early availability of onsets and rimes is supported by studies that have compared the development of phonological awareness of onsets, rimes and phonemes in the same subjects using the same phonological awareness tasks. For example, a study by Treiman and Zudowski used a same different judgement task based on the beginning or the end sound of words. In the beginning sound task, the words either began with the same onset, as in plea and plank, or shred only the initial phoneme, as in plea and pray. In the end sound task, the words either shared the entire rime, as in spit and wit, or shred only the final phoneme, s in rat and wit Treiman and Zudowski showed that 4 and 5 year old children found the onset-rime version of the same different task significantly easier than the version based on phonemes. Only the 6-year olds, who had been learning to read for a year, were able to perform both versions of the tasks with equal levels of success.
Q.
From the following statements, pick out the true statement according to the passage
Students of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual role of phonological skills in young children’s reading progress. Children, who have good phonological skills, or good “phonological awareness”, become good readers and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have a specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old.
Phonological skills in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refers to a deficit in recognising smaller units of should within spoken words. Development work has shown that this deficit can be at the level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognizing that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognizing that the odd word out in the set of words fan, cat, hat, mat is fan, this task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonants in a syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyms in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In longer words, rime and rhyme may differ. The onsets in val: en: tine are /v/ and /t/, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.
A 6-year old might have difficulty in recognizing that plea and pray being with the same initial sound. This is a phonemic judgement. Although the initial phoneme /P/ is shared between the two words, in plea it is part of ht onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the time), such phonemic judgements are difficult for them to make. In fact, a recent survey of different developmental studies has shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appears to emerge at around the ages of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 or 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be a precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to develop as reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).
The early availability of onsets and rimes is supported by studies that have compared the development of phonological awareness of onsets, rimes and phonemes in the same subjects using the same phonological awareness tasks. For example, a study by Treiman and Zudowski used a same different judgement task based on the beginning or the end sound of words. In the beginning sound task, the words either began with the same onset, as in plea and plank, or shred only the initial phoneme, as in plea and pray. In the end sound task, the words either shared the entire rime, as in spit and wit, or shred only the final phoneme, s in rat and wit Treiman and Zudowski showed that 4 and 5 year old children found the onset-rime version of the same different task significantly easier than the version based on phonemes. Only the 6-year olds, who had been learning to read for a year, were able to perform both versions of the tasks with equal levels of success.
Q.
Which one of the following is likely to emerge last in the cognitive development of a child?
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Students of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual role of phonological skills in young children’s reading progress. Children, who have good phonological skills, or good “phonological awareness”, become good readers and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have a specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old.
Phonological skills in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refers to a deficit in recognising smaller units of should within spoken words. Development work has shown that this deficit can be at the level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognizing that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognizing that the odd word out in the set of words fan, cat, hat, mat is fan, this task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonants in a syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyms in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In longer words, rime and rhyme may differ. The onsets in val: en: tine are /v/ and /t/, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.
A 6-year old might have difficulty in recognizing that plea and pray being with the same initial sound. This is a phonemic judgement. Although the initial phoneme /P/ is shared between the two words, in plea it is part of ht onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the time), such phonemic judgements are difficult for them to make. In fact, a recent survey of different developmental studies has shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appears to emerge at around the ages of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 or 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be a precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to develop as reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).
The early availability of onsets and rimes is supported by studies that have compared the development of phonological awareness of onsets, rimes and phonemes in the same subjects using the same phonological awareness tasks. For example, a study by Treiman and Zudowski used a same different judgement task based on the beginning or the end sound of words. In the beginning sound task, the words either began with the same onset, as in plea and plank, or shred only the initial phoneme, as in plea and pray. In the end sound task, the words either shared the entire rime, as in spit and wit, or shred only the final phoneme, s in rat and wit Treiman and Zudowski showed that 4 and 5 year old children found the onset-rime version of the same different task significantly easier than the version based on phonemes. Only the 6-year olds, who had been learning to read for a year, were able to perform both versions of the tasks with equal levels of success.
Q.
A phonological deficit in which of the following is likely to be classified as dyslexia?
Students of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual role of phonological skills in young children’s reading progress. Children, who have good phonological skills, or good “phonological awareness”, become good readers and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have a specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old.
Phonological skills in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refers to a deficit in recognising smaller units of should within spoken words. Development work has shown that this deficit can be at the level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognizing that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognizing that the odd word out in the set of words fan, cat, hat, mat is fan, this task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonants in a syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyms in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In longer words, rime and rhyme may differ. The onsets in val: en: tine are /v/ and /t/, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.
A 6-year old might have difficulty in recognizing that plea and pray being with the same initial sound. This is a phonemic judgement. Although the initial phoneme /P/ is shared between the two words, in plea it is part of ht onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the time), such phonemic judgements are difficult for them to make. In fact, a recent survey of different developmental studies has shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appears to emerge at around the ages of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 or 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be a precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to develop as reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).
The early availability of onsets and rimes is supported by studies that have compared the development of phonological awareness of onsets, rimes and phonemes in the same subjects using the same phonological awareness tasks. For example, a study by Treiman and Zudowski used a same different judgement task based on the beginning or the end sound of words. In the beginning sound task, the words either began with the same onset, as in plea and plank, or shred only the initial phoneme, as in plea and pray. In the end sound task, the words either shared the entire rime, as in spit and wit, or shred only the final phoneme, s in rat and wit Treiman and Zudowski showed that 4 and 5 year old children found the onset-rime version of the same different task significantly easier than the version based on phonemes. Only the 6-year olds, who had been learning to read for a year, were able to perform both versions of the tasks with equal levels of success.
Q.
The Treiman and Zudowski experiment found evidence to support the following:
Students of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual role of phonological skills in young children’s reading progress. Children, who have good phonological skills, or good “phonological awareness”, become good readers and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have a specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old.
Phonological skills in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refers to a deficit in recognising smaller units of should within spoken words. Development work has shown that this deficit can be at the level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognizing that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognizing that the odd word out in the set of words fan, cat, hat, mat is fan, this task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonants in a syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyms in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In longer words, rime and rhyme may differ. The onsets in val: en: tine are /v/ and /t/, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.
A 6-year old might have difficulty in recognizing that plea and pray being with the same initial sound. This is a phonemic judgement. Although the initial phoneme /P/ is shared between the two words, in plea it is part of ht onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the time), such phonemic judgements are difficult for them to make. In fact, a recent survey of different developmental studies has shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appears to emerge at around the ages of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 or 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be a precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to develop as reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).
The early availability of onsets and rimes is supported by studies that have compared the development of phonological awareness of onsets, rimes and phonemes in the same subjects using the same phonological awareness tasks. For example, a study by Treiman and Zudowski used a same different judgement task based on the beginning or the end sound of words. In the beginning sound task, the words either began with the same onset, as in plea and plank, or shred only the initial phoneme, as in plea and pray. In the end sound task, the words either shared the entire rime, as in spit and wit, or shred only the final phoneme, s in rat and wit Treiman and Zudowski showed that 4 and 5 year old children found the onset-rime version of the same different task significantly easier than the version based on phonemes. Only the 6-year olds, who had been learning to read for a year, were able to perform both versions of the tasks with equal levels of success.
Q.
The single-syllable words Rhyme and Rime are constituted by the exactly same set of
I. rime(s)
II. onset(s)
III. rhyme(s)
IV. phoneme(s)
Directions (Q. 6 - 15): In the following passage there are blanks each of which has been numbered. These numbers are printed below four or five words are suggested, one of which fits the blank appropriately.
Perhaps, we Americans do not yet fully understand the great (6) .That India has to teach in thus (7) . Her freedom. (8) her mighty triumph of a (9) revolution our War of Independence (10) in size and concept. India has taught humanity a lesson, and it is (11) our peril if we do not learn it. The lesson? That war and killing (12) nothing (13) loss, and that a noble end is assured only if the (14) to attain it are of a (15) with it and also noble.
Q. Find out the appropriate words for the No. 6
Perhaps, we Americans do not yet fully understand the great (6) .That India has to teach in thus (7) . Her freedom. (8) her mighty triumph of a (9) revolution our War of Independence (10) in size and concept. India has taught humanity a lesson, and it is (11) our peril if we do not learn it. The lesson? That war and killing (12) nothing (13) loss, and that a noble end is assured only if the (14) to attain it are of a (15) with it and also noble.
Q. Find out the appropriate words for the No. 7
Perhaps, we Americans do not yet fully understand the great (6) .That India has to teach in thus (7) . Her freedom. (8) her mighty triumph of a (9) revolution our War of Independence (10) in size and concept. India has taught humanity a lesson, and it is (11) our peril if we do not learn it. The lesson? That war and killing (12) nothing (13) loss, and that a noble end is assured only if the (14) to attain it are of a (15) with it and also noble.
Q. Find out the appropriate words for the No. 8
Perhaps, we Americans do not yet fully understand the great (6) .That India has to teach in thus (7) . Her freedom. (8) her mighty triumph of a (9) revolution our War of Independence (10) in size and concept. India has taught humanity a lesson, and it is (11) our peril if we do not learn it. The lesson? That war and killing (12) nothing (13) loss, and that a noble end is assured only if the (14) to attain it are of a (15) with it and also noble.
Q. Find out the appropriate words for the No. 9
Perhaps, we Americans do not yet fully understand the great (6) .That India has to teach in thus (7) . Her freedom. (8) her mighty triumph of a (9) revolution our War of Independence (10) in size and concept. India has taught humanity a lesson, and it is (11) our peril if we do not learn it. The lesson? That war and killing (12) nothing (13) loss, and that a noble end is assured only if the (14) to attain it are of a (15) with it and also noble.
Q. Find out the appropriate words for the No. 10
Perhaps, we Americans do not yet fully understand the great (6) .That India has to teach in thus (7) . Her freedom. (8) her mighty triumph of a (9) revolution our War of Independence (10) in size and concept. India has taught humanity a lesson, and it is (11) our peril if we do not learn it. The lesson? That war and killing (12) nothing (13) loss, and that a noble end is assured only if the (14) to attain it are of a (15) with it and also noble.
Q. Find out the appropriate words for the No. 11
Perhaps, we Americans do not yet fully understand the great (6) .That India has to teach in thus (7) . Her freedom. (8) her mighty triumph of a (9) revolution our War of Independence (10) in size and concept. India has taught humanity a lesson, and it is (11) our peril if we do not learn it. The lesson? That war and killing (12) nothing (13) loss, and that a noble end is assured only if the (14) to attain it are of a (15) with it and also noble.
Q. Find out the appropriate words for the No. 12
Perhaps, we Americans do not yet fully understand the great (6) .That India has to teach in thus (7) . Her freedom. (8) her mighty triumph of a (9) revolution our War of Independence (10) in size and concept. India has taught humanity a lesson, and it is (11) our peril if we do not learn it. The lesson? That war and killing (12) nothing (13) loss, and that a noble end is assured only if the (14) to attain it are of a (15) with it and also noble.
Q. Find out the appropriate words for the No. 13
Perhaps, we Americans do not yet fully understand the great (6) .That India has to teach in thus (7) . Her freedom. (8) her mighty triumph of a (9) revolution our War of Independence (10) in size and concept. India has taught humanity a lesson, and it is (11) our peril if we do not learn it. The lesson? That war and killing (12) nothing (13) loss, and that a noble end is assured only if the (14) to attain it are of a (15) with it and also noble.
Q. Find out the appropriate words for the No. 14
Perhaps, we Americans do not yet fully understand the great (6) .That India has to teach in thus (7) . Her freedom. (8) her mighty triumph of a (9) revolution our War of Independence (10) in size and concept. India has taught humanity a lesson, and it is (11) our peril if we do not learn it. The lesson? That war and killing (12) nothing (13) loss, and that a noble end is assured only if the (14) to attain it are of a (15) with it and also noble.
Q. Find out the appropriate words for the No. 15
Directions (Q. 16 - 20): Fill in the Blanks with Appropriate Words
When it come to back stabbing, a quill …… be than a dagger.
The Education Minister emphasized the need to discover and …… each student’s ……….. talents.
In a free and democratic country each and every person has rights as well as duties and it is of …….. importance that everything is ……… in the right perspective.
Directions (Q. 21 - 25): In the following sentences given, below, a word or phrase is written in underline letter. For each underline part four words/phrases are listed below each sentence. Choose the word nearest in meaning to the underline part.
Q. There was a major split in the Congress party in 1969.
The claims of students look hollow when they attributed their poor performance to difficulty of examination.
The old man shows no sign of infirmity even though he is eighty years old.
Directions (Q. 26 - 30): Fill in the Blanks
Classical music fills the ears rather than …….. them.
We ……….the family members after expressing our grief at a tragedy.
Rights …….. automatically to him who duly performs his duties.
Improvement in efficiency and productivity has to be the key …….. of policy in respect of both the public and the private sectors in the Five Years Plans.
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