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Mock Test Series for CLAT 2020

Created by: Gyanm Institute

CLAT : Notes | EduRev

 Page 1


Sample Questions for UG-CLAT 
2020 
` 
English Language 
 
1. 
                                                                                                                                                                                                                                                           
The summer he turned 82, my father lost his stories. He was still vibrant, garrulous and 
energetic, and initially none of us noticed that his anecdotes were getting repetitive, that he 
was forgetting names and places, that he was confusing times and references. A man of many 
narratives, we listened to his oft-repeated tales, sometimes with feigned patience and 
sometimes with visible impatience. 
  
Till the day the stories stopped. The words dried out. The memories disappeared. The change 
happened so gradually that its final suddenness took us, his immediate family by complete 
surprise. And when the stories dried up, the energy seemed to drain away from his soul. This 
loss of energy was immediately and visibly apparent as this was one trait, above all others that 
characterised my father. 
  
A child of Partition, Baba had left his native Barisal in present-day Bangladesh, on the eve of 
this momentous event in 1947, at the age of 14. My grandmother, widowed since the birth of 
my father, her youngest son, decided to leave their sprawling homestead with extensive 
farming lands and immigrate to the yet-to be formed republic of India, along with her four 
other sons. Thus, family lore tells us, she liquidated some of her assets, packed her immediate 
family and necessary belongings onto a steamer and sailed into the teeming, seething city of 
Calcutta to set up a new life. 
  
A seminal rupture in the subcontinent, Partition had wreaked havoc among countless families, 
uprooted and flung far and wide without any recourse. Baba often became that recourse – his 
contribution making a significant difference to families struggling to survive with some degree 
of dignity. It seemed his experience of early loss and deprivation had in a strangely converse 
way, endowed him with a generosity of soul that I have yet to encounter in another person. 
  
It was thus shocking to see this extraordinary man with the mind, heart and soul of a Colossus 
shorn of his spirit. 
  
In an effort to revive his flagging interest, I urged him to start writing down stories from his 
life. I bought him a notebook and with great flourish announced his assignment. 
Page 2


Sample Questions for UG-CLAT 
2020 
` 
English Language 
 
1. 
                                                                                                                                                                                                                                                           
The summer he turned 82, my father lost his stories. He was still vibrant, garrulous and 
energetic, and initially none of us noticed that his anecdotes were getting repetitive, that he 
was forgetting names and places, that he was confusing times and references. A man of many 
narratives, we listened to his oft-repeated tales, sometimes with feigned patience and 
sometimes with visible impatience. 
  
Till the day the stories stopped. The words dried out. The memories disappeared. The change 
happened so gradually that its final suddenness took us, his immediate family by complete 
surprise. And when the stories dried up, the energy seemed to drain away from his soul. This 
loss of energy was immediately and visibly apparent as this was one trait, above all others that 
characterised my father. 
  
A child of Partition, Baba had left his native Barisal in present-day Bangladesh, on the eve of 
this momentous event in 1947, at the age of 14. My grandmother, widowed since the birth of 
my father, her youngest son, decided to leave their sprawling homestead with extensive 
farming lands and immigrate to the yet-to be formed republic of India, along with her four 
other sons. Thus, family lore tells us, she liquidated some of her assets, packed her immediate 
family and necessary belongings onto a steamer and sailed into the teeming, seething city of 
Calcutta to set up a new life. 
  
A seminal rupture in the subcontinent, Partition had wreaked havoc among countless families, 
uprooted and flung far and wide without any recourse. Baba often became that recourse – his 
contribution making a significant difference to families struggling to survive with some degree 
of dignity. It seemed his experience of early loss and deprivation had in a strangely converse 
way, endowed him with a generosity of soul that I have yet to encounter in another person. 
  
It was thus shocking to see this extraordinary man with the mind, heart and soul of a Colossus 
shorn of his spirit. 
  
In an effort to revive his flagging interest, I urged him to start writing down stories from his 
life. I bought him a notebook and with great flourish announced his assignment. 
  
Stories were my particular stock in trade. I’d nurtured an early passion for storytelling and 
story writing into a teaching career focussed on literacy. I used specific strategies to build a 
writing habit in my students, centred on the belief that we all have stories to tell. As the 
children became confident and joyful storytellers, their acquisition of benchmarked literacy 
skills outstripped that of their peers. 
  
Could I use these same strategies to draw the forgotten stories from Baba? Would these 
forgotten stories in turn help him reconstruct a sense of self? 
  
[Extracted, with edits and revisions, from: “Her father’s memories were slipping away. She 
made him tell stories so that he could hold on to them”, by Ranu Bhattacharyya, Scroll, 2019.] 
  
  
1.1   Which of the following most accurately expresses the author’s main idea in the passage? 
  
(a) As people get older, they tend to lose their memories. 
(b) Asking an old person who is losing their memory to write down stories from their life 
may help them reconstruct their sense of identity. 
(c) Partition was a very disruptive event in our subcontinent’s history, and we should 
ensure our grandchildren know about it. 
(d) It can sometimes be tiresome and boring to listen to old people telling the same stories 
over and over again. 
  
(Answer: (b)) 
  
Rationale: 
 
The correct answer is (b) - asking an old person who is losing their memory to write down 
stories from their life may help them reconstruct their sense of identity. This is apparent from 
the way in which the author describes how their father was losing his memory, how the author 
asks him to write down stories from his life, and finally, in the last paragraph of the passage, 
where the author describes how they wondered if asking their father to write down such stories 
would help them ‘reconstruct a sense of self’. While the points set out in (a), (c), and (d) may 
have been discussed in the passage, none of these is the author’s main point, as the idea in 
option (b) is the one that is discussed at most length and in depth. 
  
  
1.2   Why did the author think that asking their father to write down stories would help him? 
  
(a) Because the author had come across genetics research which indicated that this had 
helped other people as well. 
(b) Because the author thought that thinking about the past would help their father regain 
his memory. 
Page 3


Sample Questions for UG-CLAT 
2020 
` 
English Language 
 
1. 
                                                                                                                                                                                                                                                           
The summer he turned 82, my father lost his stories. He was still vibrant, garrulous and 
energetic, and initially none of us noticed that his anecdotes were getting repetitive, that he 
was forgetting names and places, that he was confusing times and references. A man of many 
narratives, we listened to his oft-repeated tales, sometimes with feigned patience and 
sometimes with visible impatience. 
  
Till the day the stories stopped. The words dried out. The memories disappeared. The change 
happened so gradually that its final suddenness took us, his immediate family by complete 
surprise. And when the stories dried up, the energy seemed to drain away from his soul. This 
loss of energy was immediately and visibly apparent as this was one trait, above all others that 
characterised my father. 
  
A child of Partition, Baba had left his native Barisal in present-day Bangladesh, on the eve of 
this momentous event in 1947, at the age of 14. My grandmother, widowed since the birth of 
my father, her youngest son, decided to leave their sprawling homestead with extensive 
farming lands and immigrate to the yet-to be formed republic of India, along with her four 
other sons. Thus, family lore tells us, she liquidated some of her assets, packed her immediate 
family and necessary belongings onto a steamer and sailed into the teeming, seething city of 
Calcutta to set up a new life. 
  
A seminal rupture in the subcontinent, Partition had wreaked havoc among countless families, 
uprooted and flung far and wide without any recourse. Baba often became that recourse – his 
contribution making a significant difference to families struggling to survive with some degree 
of dignity. It seemed his experience of early loss and deprivation had in a strangely converse 
way, endowed him with a generosity of soul that I have yet to encounter in another person. 
  
It was thus shocking to see this extraordinary man with the mind, heart and soul of a Colossus 
shorn of his spirit. 
  
In an effort to revive his flagging interest, I urged him to start writing down stories from his 
life. I bought him a notebook and with great flourish announced his assignment. 
  
Stories were my particular stock in trade. I’d nurtured an early passion for storytelling and 
story writing into a teaching career focussed on literacy. I used specific strategies to build a 
writing habit in my students, centred on the belief that we all have stories to tell. As the 
children became confident and joyful storytellers, their acquisition of benchmarked literacy 
skills outstripped that of their peers. 
  
Could I use these same strategies to draw the forgotten stories from Baba? Would these 
forgotten stories in turn help him reconstruct a sense of self? 
  
[Extracted, with edits and revisions, from: “Her father’s memories were slipping away. She 
made him tell stories so that he could hold on to them”, by Ranu Bhattacharyya, Scroll, 2019.] 
  
  
1.1   Which of the following most accurately expresses the author’s main idea in the passage? 
  
(a) As people get older, they tend to lose their memories. 
(b) Asking an old person who is losing their memory to write down stories from their life 
may help them reconstruct their sense of identity. 
(c) Partition was a very disruptive event in our subcontinent’s history, and we should 
ensure our grandchildren know about it. 
(d) It can sometimes be tiresome and boring to listen to old people telling the same stories 
over and over again. 
  
(Answer: (b)) 
  
Rationale: 
 
The correct answer is (b) - asking an old person who is losing their memory to write down 
stories from their life may help them reconstruct their sense of identity. This is apparent from 
the way in which the author describes how their father was losing his memory, how the author 
asks him to write down stories from his life, and finally, in the last paragraph of the passage, 
where the author describes how they wondered if asking their father to write down such stories 
would help them ‘reconstruct a sense of self’. While the points set out in (a), (c), and (d) may 
have been discussed in the passage, none of these is the author’s main point, as the idea in 
option (b) is the one that is discussed at most length and in depth. 
  
  
1.2   Why did the author think that asking their father to write down stories would help him? 
  
(a) Because the author had come across genetics research which indicated that this had 
helped other people as well. 
(b) Because the author thought that thinking about the past would help their father regain 
his memory. 
(c) Because the author had seen how their students had benefitted tremendously from 
similar strategies in their teaching career. 
(d) Because the author had done the same thing in the past and had regained their memory 
as a result. 
  
(Answer: (c)) 
  
Rationale: 
 
The correct answer is (c) - because the author had seen how their students had benefitted 
tremendously from similar strategies in their teaching career. This is clear from the second-
to-last paragraph of the passage, where the author describes how deploying similar strategies 
with their students helped the students far outstrip benchmarked literacy skills. Option (b) 
does not provide an answer to the question at all. Options (a) and (d) are not supported by any 
information in the passage. 
  
  
1.3   What does the word ‘garrulous’ as used in the passage mean? 
  
(a) Quiet and restrained. 
(b) Tall and handsome. 
(c) Moody and reflective. 
(d) Excessively talkative. 
  
(Answer: (d)) 
  
Rationale: 
 
The correct answer is (d) - excessively talkative. This is apparent from how the author 
describes their father in the first paragraph, and talks about his ‘many narratives’ and ‘oft-
repeated tales’. Options (a) and (c) are contrary to the author’s description of their father in 
the portion of the passage where the word ‘garrulous’ is used, and there is nothing in that 
portion of the passage to support (b) as the correct answer. 
  
  
1.4   What role did the author’s father play for families uprooted by the Partition? 
  
(a) He acted as a source of help to them in a difficult situation through his generosity of 
soul. 
(b) He helped them find lost family members and put them in touch with them. 
(c) He helped them by providing food and medicines when they were in need. 
(d) He told them stories of their homeland, since he had such a large store of stories and 
anecdotes. 
  
Page 4


Sample Questions for UG-CLAT 
2020 
` 
English Language 
 
1. 
                                                                                                                                                                                                                                                           
The summer he turned 82, my father lost his stories. He was still vibrant, garrulous and 
energetic, and initially none of us noticed that his anecdotes were getting repetitive, that he 
was forgetting names and places, that he was confusing times and references. A man of many 
narratives, we listened to his oft-repeated tales, sometimes with feigned patience and 
sometimes with visible impatience. 
  
Till the day the stories stopped. The words dried out. The memories disappeared. The change 
happened so gradually that its final suddenness took us, his immediate family by complete 
surprise. And when the stories dried up, the energy seemed to drain away from his soul. This 
loss of energy was immediately and visibly apparent as this was one trait, above all others that 
characterised my father. 
  
A child of Partition, Baba had left his native Barisal in present-day Bangladesh, on the eve of 
this momentous event in 1947, at the age of 14. My grandmother, widowed since the birth of 
my father, her youngest son, decided to leave their sprawling homestead with extensive 
farming lands and immigrate to the yet-to be formed republic of India, along with her four 
other sons. Thus, family lore tells us, she liquidated some of her assets, packed her immediate 
family and necessary belongings onto a steamer and sailed into the teeming, seething city of 
Calcutta to set up a new life. 
  
A seminal rupture in the subcontinent, Partition had wreaked havoc among countless families, 
uprooted and flung far and wide without any recourse. Baba often became that recourse – his 
contribution making a significant difference to families struggling to survive with some degree 
of dignity. It seemed his experience of early loss and deprivation had in a strangely converse 
way, endowed him with a generosity of soul that I have yet to encounter in another person. 
  
It was thus shocking to see this extraordinary man with the mind, heart and soul of a Colossus 
shorn of his spirit. 
  
In an effort to revive his flagging interest, I urged him to start writing down stories from his 
life. I bought him a notebook and with great flourish announced his assignment. 
  
Stories were my particular stock in trade. I’d nurtured an early passion for storytelling and 
story writing into a teaching career focussed on literacy. I used specific strategies to build a 
writing habit in my students, centred on the belief that we all have stories to tell. As the 
children became confident and joyful storytellers, their acquisition of benchmarked literacy 
skills outstripped that of their peers. 
  
Could I use these same strategies to draw the forgotten stories from Baba? Would these 
forgotten stories in turn help him reconstruct a sense of self? 
  
[Extracted, with edits and revisions, from: “Her father’s memories were slipping away. She 
made him tell stories so that he could hold on to them”, by Ranu Bhattacharyya, Scroll, 2019.] 
  
  
1.1   Which of the following most accurately expresses the author’s main idea in the passage? 
  
(a) As people get older, they tend to lose their memories. 
(b) Asking an old person who is losing their memory to write down stories from their life 
may help them reconstruct their sense of identity. 
(c) Partition was a very disruptive event in our subcontinent’s history, and we should 
ensure our grandchildren know about it. 
(d) It can sometimes be tiresome and boring to listen to old people telling the same stories 
over and over again. 
  
(Answer: (b)) 
  
Rationale: 
 
The correct answer is (b) - asking an old person who is losing their memory to write down 
stories from their life may help them reconstruct their sense of identity. This is apparent from 
the way in which the author describes how their father was losing his memory, how the author 
asks him to write down stories from his life, and finally, in the last paragraph of the passage, 
where the author describes how they wondered if asking their father to write down such stories 
would help them ‘reconstruct a sense of self’. While the points set out in (a), (c), and (d) may 
have been discussed in the passage, none of these is the author’s main point, as the idea in 
option (b) is the one that is discussed at most length and in depth. 
  
  
1.2   Why did the author think that asking their father to write down stories would help him? 
  
(a) Because the author had come across genetics research which indicated that this had 
helped other people as well. 
(b) Because the author thought that thinking about the past would help their father regain 
his memory. 
(c) Because the author had seen how their students had benefitted tremendously from 
similar strategies in their teaching career. 
(d) Because the author had done the same thing in the past and had regained their memory 
as a result. 
  
(Answer: (c)) 
  
Rationale: 
 
The correct answer is (c) - because the author had seen how their students had benefitted 
tremendously from similar strategies in their teaching career. This is clear from the second-
to-last paragraph of the passage, where the author describes how deploying similar strategies 
with their students helped the students far outstrip benchmarked literacy skills. Option (b) 
does not provide an answer to the question at all. Options (a) and (d) are not supported by any 
information in the passage. 
  
  
1.3   What does the word ‘garrulous’ as used in the passage mean? 
  
(a) Quiet and restrained. 
(b) Tall and handsome. 
(c) Moody and reflective. 
(d) Excessively talkative. 
  
(Answer: (d)) 
  
Rationale: 
 
The correct answer is (d) - excessively talkative. This is apparent from how the author 
describes their father in the first paragraph, and talks about his ‘many narratives’ and ‘oft-
repeated tales’. Options (a) and (c) are contrary to the author’s description of their father in 
the portion of the passage where the word ‘garrulous’ is used, and there is nothing in that 
portion of the passage to support (b) as the correct answer. 
  
  
1.4   What role did the author’s father play for families uprooted by the Partition? 
  
(a) He acted as a source of help to them in a difficult situation through his generosity of 
soul. 
(b) He helped them find lost family members and put them in touch with them. 
(c) He helped them by providing food and medicines when they were in need. 
(d) He told them stories of their homeland, since he had such a large store of stories and 
anecdotes. 
  
(Answer: (a)) 
  
Rationale: 
 
The correct answer is (a) - he acted as a source of help to them in a difficult situation through 
his generosity of soul. This is clear from the fourth paragraph of the passage. There is nothing 
in the passage to support option (b) or (c) as the correct option. While the author’s father, we 
are told, had a lot of stories to tell, there is nothing in the passage to indicate he told these 
stories to families uprooted by the Partition nor that hearing such stories helped them; 
therefore, (d) cannot be the correct answer. 
  
  
1.5   Why did the sudden stop in their father’s stories take the author and their family by 
surprise? 
  
(a) Because the stop in stories was accompanied with an increase in his analysis of news 
and current affairs, and the author and their family were very interested in the same things. 
(b) Because one day the author asked their father about the Partition, and he had forgotten 
that it had ever occurred. 
(c) Because the author wanted to hear more stories about their grandmother, and he 
refused to talk about her. 
(d) Because the author and their family used to listen to his stories impatiently since he 
would often repeat them, and had not noticed he was forgetting or confusing some parts of the 
stories. 
  
(Answer: (d)) 
  
Rationale: 
 
The correct answer is (d) - because the author and their family used to listen to his stories 
impatiently since he would often repeat them, and had not noticed he was forgetting or 
confusing some parts of the stories. The author explains this in the first paragraph, and 
describes how they were taken by surprise one day when the stories stopped, in the second 
paragraph. There is no information in the passage to support (a), (b), or (c) as the correct 
option. 
 
2. 
  
The old woman didn’t like the look or sound of the kid. She scowled at her husband. ‘Where did 
you pick up this kitten from? Why do we need her?’ When the old man told her she was a goat 
kid, she picked her up and exclaimed in amazement: ‘Yes, she is a goat kid!’ 
  
All night, they went over the story of how the kid had come into their hands. 
  
Page 5


Sample Questions for UG-CLAT 
2020 
` 
English Language 
 
1. 
                                                                                                                                                                                                                                                           
The summer he turned 82, my father lost his stories. He was still vibrant, garrulous and 
energetic, and initially none of us noticed that his anecdotes were getting repetitive, that he 
was forgetting names and places, that he was confusing times and references. A man of many 
narratives, we listened to his oft-repeated tales, sometimes with feigned patience and 
sometimes with visible impatience. 
  
Till the day the stories stopped. The words dried out. The memories disappeared. The change 
happened so gradually that its final suddenness took us, his immediate family by complete 
surprise. And when the stories dried up, the energy seemed to drain away from his soul. This 
loss of energy was immediately and visibly apparent as this was one trait, above all others that 
characterised my father. 
  
A child of Partition, Baba had left his native Barisal in present-day Bangladesh, on the eve of 
this momentous event in 1947, at the age of 14. My grandmother, widowed since the birth of 
my father, her youngest son, decided to leave their sprawling homestead with extensive 
farming lands and immigrate to the yet-to be formed republic of India, along with her four 
other sons. Thus, family lore tells us, she liquidated some of her assets, packed her immediate 
family and necessary belongings onto a steamer and sailed into the teeming, seething city of 
Calcutta to set up a new life. 
  
A seminal rupture in the subcontinent, Partition had wreaked havoc among countless families, 
uprooted and flung far and wide without any recourse. Baba often became that recourse – his 
contribution making a significant difference to families struggling to survive with some degree 
of dignity. It seemed his experience of early loss and deprivation had in a strangely converse 
way, endowed him with a generosity of soul that I have yet to encounter in another person. 
  
It was thus shocking to see this extraordinary man with the mind, heart and soul of a Colossus 
shorn of his spirit. 
  
In an effort to revive his flagging interest, I urged him to start writing down stories from his 
life. I bought him a notebook and with great flourish announced his assignment. 
  
Stories were my particular stock in trade. I’d nurtured an early passion for storytelling and 
story writing into a teaching career focussed on literacy. I used specific strategies to build a 
writing habit in my students, centred on the belief that we all have stories to tell. As the 
children became confident and joyful storytellers, their acquisition of benchmarked literacy 
skills outstripped that of their peers. 
  
Could I use these same strategies to draw the forgotten stories from Baba? Would these 
forgotten stories in turn help him reconstruct a sense of self? 
  
[Extracted, with edits and revisions, from: “Her father’s memories were slipping away. She 
made him tell stories so that he could hold on to them”, by Ranu Bhattacharyya, Scroll, 2019.] 
  
  
1.1   Which of the following most accurately expresses the author’s main idea in the passage? 
  
(a) As people get older, they tend to lose their memories. 
(b) Asking an old person who is losing their memory to write down stories from their life 
may help them reconstruct their sense of identity. 
(c) Partition was a very disruptive event in our subcontinent’s history, and we should 
ensure our grandchildren know about it. 
(d) It can sometimes be tiresome and boring to listen to old people telling the same stories 
over and over again. 
  
(Answer: (b)) 
  
Rationale: 
 
The correct answer is (b) - asking an old person who is losing their memory to write down 
stories from their life may help them reconstruct their sense of identity. This is apparent from 
the way in which the author describes how their father was losing his memory, how the author 
asks him to write down stories from his life, and finally, in the last paragraph of the passage, 
where the author describes how they wondered if asking their father to write down such stories 
would help them ‘reconstruct a sense of self’. While the points set out in (a), (c), and (d) may 
have been discussed in the passage, none of these is the author’s main point, as the idea in 
option (b) is the one that is discussed at most length and in depth. 
  
  
1.2   Why did the author think that asking their father to write down stories would help him? 
  
(a) Because the author had come across genetics research which indicated that this had 
helped other people as well. 
(b) Because the author thought that thinking about the past would help their father regain 
his memory. 
(c) Because the author had seen how their students had benefitted tremendously from 
similar strategies in their teaching career. 
(d) Because the author had done the same thing in the past and had regained their memory 
as a result. 
  
(Answer: (c)) 
  
Rationale: 
 
The correct answer is (c) - because the author had seen how their students had benefitted 
tremendously from similar strategies in their teaching career. This is clear from the second-
to-last paragraph of the passage, where the author describes how deploying similar strategies 
with their students helped the students far outstrip benchmarked literacy skills. Option (b) 
does not provide an answer to the question at all. Options (a) and (d) are not supported by any 
information in the passage. 
  
  
1.3   What does the word ‘garrulous’ as used in the passage mean? 
  
(a) Quiet and restrained. 
(b) Tall and handsome. 
(c) Moody and reflective. 
(d) Excessively talkative. 
  
(Answer: (d)) 
  
Rationale: 
 
The correct answer is (d) - excessively talkative. This is apparent from how the author 
describes their father in the first paragraph, and talks about his ‘many narratives’ and ‘oft-
repeated tales’. Options (a) and (c) are contrary to the author’s description of their father in 
the portion of the passage where the word ‘garrulous’ is used, and there is nothing in that 
portion of the passage to support (b) as the correct answer. 
  
  
1.4   What role did the author’s father play for families uprooted by the Partition? 
  
(a) He acted as a source of help to them in a difficult situation through his generosity of 
soul. 
(b) He helped them find lost family members and put them in touch with them. 
(c) He helped them by providing food and medicines when they were in need. 
(d) He told them stories of their homeland, since he had such a large store of stories and 
anecdotes. 
  
(Answer: (a)) 
  
Rationale: 
 
The correct answer is (a) - he acted as a source of help to them in a difficult situation through 
his generosity of soul. This is clear from the fourth paragraph of the passage. There is nothing 
in the passage to support option (b) or (c) as the correct option. While the author’s father, we 
are told, had a lot of stories to tell, there is nothing in the passage to indicate he told these 
stories to families uprooted by the Partition nor that hearing such stories helped them; 
therefore, (d) cannot be the correct answer. 
  
  
1.5   Why did the sudden stop in their father’s stories take the author and their family by 
surprise? 
  
(a) Because the stop in stories was accompanied with an increase in his analysis of news 
and current affairs, and the author and their family were very interested in the same things. 
(b) Because one day the author asked their father about the Partition, and he had forgotten 
that it had ever occurred. 
(c) Because the author wanted to hear more stories about their grandmother, and he 
refused to talk about her. 
(d) Because the author and their family used to listen to his stories impatiently since he 
would often repeat them, and had not noticed he was forgetting or confusing some parts of the 
stories. 
  
(Answer: (d)) 
  
Rationale: 
 
The correct answer is (d) - because the author and their family used to listen to his stories 
impatiently since he would often repeat them, and had not noticed he was forgetting or 
confusing some parts of the stories. The author explains this in the first paragraph, and 
describes how they were taken by surprise one day when the stories stopped, in the second 
paragraph. There is no information in the passage to support (a), (b), or (c) as the correct 
option. 
 
2. 
  
The old woman didn’t like the look or sound of the kid. She scowled at her husband. ‘Where did 
you pick up this kitten from? Why do we need her?’ When the old man told her she was a goat 
kid, she picked her up and exclaimed in amazement: ‘Yes, she is a goat kid!’ 
  
All night, they went over the story of how the kid had come into their hands. 
  
That same night the old lady gave the goat kid that resembled a kitten a nickname: Poonachi. 
She once had a cat by the same name. In memory of that beloved cat, this goat kid too was 
named Poonachi. They had acquired her without spending a penny. Now they had to look after 
her somehow. Her husband had told her a vague story about meeting a demon who looked like 
Bakasuran and receiving the kid from him as a gift. She wondered if he could have stolen it 
from a goatherd. Someone might come looking for it tomorrow. Maybe her husband had told 
her the story only to cover up his crime? 
  
The old woman was not used to lighting lamps at night. The couple ate their evening meal and 
went to bed when it was still dusk. That night, though, she took a large earthern lamp and 
filled it with castor oil extracted the year before. There was no cotton for a wick. She tore off a 
strip from a discarded loincloth of her husband’s and fashioned it into a wick. 
  
She looked at the kid under the lamplight in that shed as though she were seeing her own child 
after a long time. There was no bald spot or bruise anywhere on her body. The kid was all black. 
As she stared at the lamp, her wide open eyes were starkly visible. There was a trace of fatigue 
on her face. The old woman thought the kid looked haggard because she had not been fed 
properly. She must be just a couple of days old. A determination that she must somehow raise 
this kid to adulthood took root in her heart. 
  
She called the old man to come and see the kid. She looked like a black lump glittering in the 
lamplight in that pitch-black night. He pulled fondly at her flapping ears and said, ‘Aren’t you 
lucky to come and live here?’ 
  
It had been a long time since there was such pleasant chit-chat between the couple. Because of 
the kid’s sudden entry into their lives, they ended up talking a while about the old days. 
  
[Extracted, with edits and revisions, from Poonachi, or the Story of a Black Goat, by Perumal 
Murugan, translated by N. Kalyan Raman, Context, 2018.] 
  
  
2.1   Why did the old woman doubt her husband’s story about how he had got the kid? 
  
(a) Because goat kids are only sold in livestock markets. 
(b) Because she thought the story was vague, and that he had actually stolen it from a 
goatherd. 
(c) Because she did not think Bakasuran was so generous as to gift him a goat kid. 
(d) Because her husband was a habitual thief and regularly stole things from other people. 
  
(Answer: (b)) 
  
Rationale: 
 
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