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The teacher asked the (a) / students to talk (b) / loudly because there was a (c) / noise outside the class room. (d) /  No error.(e)
  • a)
    The teacher asked the
  • b)
    students to talk
  • c)
    loudly because there was a
  • d)
    noise outside the class room.  
  • e)
    No error
Correct answer is option 'E'. Can you explain this answer?
Most Upvoted Answer
The teacher asked the (a) / students to talk (b) / loudly because ther...
Given sentence is grammatically correct and there is no error in it.

Explanation:
The sentence is in the form of a statement. The subject of the sentence is "teacher" and the verb is "asked". The object of the verb is "students" and the infinitive phrase is "to talk loudly". The conjunction "because" is used to explain the reason why the teacher asked the students to talk loudly. The word "noise" is used as a noun and it is correct to write "outside the classroom" instead of "outside the class room".

Therefore, the sentence is grammatically correct and the correct answer is option E, "No error".
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Community Answer
The teacher asked the (a) / students to talk (b) / loudly because ther...
Answer should be option C - loudly because there was A (noise)
And noises isn't quantifiable
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Directions: Read the following passage and answer the question.The pandemic has forced schooling to move online, but the burden of digital inequality has fallen on the great majority of children who do not have access to smartphones, let alone laptops, or the Internet. But is there no alternative to virtual classrooms? Several creative teacher-led initiatives on the ground, reported in this newspaper, demonstrate that it is not just desirable but also possible for governments and communities to design solutions that take the last child along.In Karnataka, for instance, the vatara shaale model of community schooling - using open community spaces like temples, courtyards and prayer halls to teach children in small groups, with social distancing norms in place - began when a group of government school teachers sought to create a pandemic classroom that was inclusive. Like in many other states, only about 30 per cent of children in the state have digital access. Spliced for other factors like caste and gender, it throws up a grim picture - as well as the possibility that children, especially in the more impoverished parts, would be sucked into wage labour or child marriage. Similarly, in Sikkim, a maths teacher's concern for the students of her village led her to visit them at their home for short lessons that ensure they do not fall off the learning grid. The local administration of a village in Bastar, Chhattisgarh, has allowed teachers to broadcast English lessons through loudspeakers. Both the Sikkim and Karnataka state governments have responded by absorbing elements of these innovations in new learning programmes devised to adapt to the COVID-19 challenge.Few they might be, but these examples are a glimmer of hope in an education system that stifles creativity in both teachers and students. They also show up the generalisation of the commitment-less, under trained government school teacher as a lazy stereotype. The fact is that schools and teachers exist in a continuum with local communities, and are more responsive to their needs than they are given credit for. Many teachers used the disruption of the pandemic to come up with solutions that adapted to their environments and local needs - and placed the concerns of children who might be left behind at the centre, without being told to by government circulars.Q. Which of the following can be inferred from the passage?

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Directions: Read the passage and answer the question that follows.After graduation, our 18-year-old (former) students scatter to the four winds. We teach them, we set them loose, and we hope they do well. Yet just because they are no longer in our classrooms doesn't mean we don't wonder about them—what they're up to, how they're doing. Sometimes we get the answer to these questions via social media or some other digital means. And that's great, but not the same as seeing them in person.Fortunately, sometimes they do come back to visit. They get a job in the area and come by after work. They are home from college for a break. They come to see friends, to see teachers, to help out. It means the world to me when they come back. Here's why.I work closely with my kids, generally for several years. And then, they are gone. And I miss them. Every year I rework my program, my department, and my life to fill holes that kids leave when they graduate. I have to find someone to do the jobs they did, for me and for the program. Who is going to be the lead technician? Who is going to be the one who welcomes in the new kids? Who is going to be the student voice when I am making decisions? Who is going to be the one who makes us laugh?Students leave holes, and sometimes we don't have anyone to fill them, especially the kids who have served as emotional caretakers. So when former students come in to say hi and see how things are going, I get them back for a bit!One of the things I love most about teaching high school is watching my students grow and become adults. Once they graduate, though, I stop getting to see that process. When kids come back, I get to hear about their lives and see how much they've changed.In my program, we tell stories about former students: the time B ripped his pants on stage during a show and handled it beautifully; the time C started the year in tears because of stage fright and ended the year with two shows under her belt; the way J ran everything and knew where everything was. These kids are the heroes of the department, and when the new kids get to meet them, it continues the tradition of learning from people who have been their shoes.As someone who gets super focused and uptight, having someone come in who is there just to be happy and enjoy themselves reminds me of the fun parts of my job and to have fun with my students.Q. Which of the following best expresses the author's main idea in the given passage?

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The teacher asked the (a) / students to talk (b) / loudly because there was a (c) / noise outside the class room. (d) / No error.(e)a)The teacher asked theb)students to talkc)loudly because there was ad)noise outside the class room. e)No errorCorrect answer is option 'E'. Can you explain this answer?
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The teacher asked the (a) / students to talk (b) / loudly because there was a (c) / noise outside the class room. (d) / No error.(e)a)The teacher asked theb)students to talkc)loudly because there was ad)noise outside the class room. e)No errorCorrect answer is option 'E'. Can you explain this answer? for CLAT 2025 is part of CLAT preparation. The Question and answers have been prepared according to the CLAT exam syllabus. Information about The teacher asked the (a) / students to talk (b) / loudly because there was a (c) / noise outside the class room. (d) / No error.(e)a)The teacher asked theb)students to talkc)loudly because there was ad)noise outside the class room. e)No errorCorrect answer is option 'E'. Can you explain this answer? covers all topics & solutions for CLAT 2025 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for The teacher asked the (a) / students to talk (b) / loudly because there was a (c) / noise outside the class room. (d) / No error.(e)a)The teacher asked theb)students to talkc)loudly because there was ad)noise outside the class room. e)No errorCorrect answer is option 'E'. Can you explain this answer?.
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