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Directions: Read the passage carefully and answer the questions that follow.
It would be nice to lie on the hearthrug before the fire, leaning his head upon his hands, and think on those sentences. He shivered as if he had cold slimy water next to his skin. That was mean of Wells to shoulder him into the square ditch because he would not swap his little snuffbox for Wells's seasoned hacking chestnut, the conqueror of forty. How cold and slimy the water had been! A fellow had once seen a big rat jump into the scum. Mother was sitting at the fire with Dante waiting for Brigid to bring in the tea. She had her feet on the fender and her jewelled slippers were so hot and they had such a lovely warm smell! Dante knew a lot of things. She had taught him where the Mozambique Channel was what was the longest river in America and what was the name of the highest mountain on the moon. Father Arnall knew more than Dante because he was a priest but both his father and Uncle Charles said that Dante was a clever woman and a well-read woman. And when Dante made that noise after dinner and then put up her hand to her mouth: that was heartburn. A voice cried far out on the playground: "All in!" Then other voices cried from the lower and third lines: "All in! All in!" The players closed around, flushed and muddy, and he went among them, glad to go in. Rody Kickham held the ball by its greasy lace. A fellow asked him to give it one last: but he walked on without even answering the fellow. Simon Moonan told him not to because the prefect was looking. The fellow turned to Simon Moonan and said: "We all know why you speak. You are McGlade’s suck." Suck was a queer word. The fellow called Simon Moonan that name because Simon Moonan used to tie the prefect’s false sleeves behind his back and the prefect used to let on to be angry. But the sound was ugly. Once he had washed his hands in the lavatory of the Wicklow Hotel his father pulled the stopper up by the chain and the dirty water went down through the hole in the basin. And when it had all gone down slowly the hole in the basin had made a sound like that: suck. Only louder. To remember that and the white look of the lavatory made him feel cold and then hot. There were two cocks that you turned and water came out: cold and hot. He felt cold and then a little hot: and he could see the names printed on the cocks.
Q1: What can be inferred about the protagonist's relationship with Wells?
(a) They are close friends sharing mutual interests.
(b) They are acquaintances with a neutral relationship.
(c) There is an underlying animosity between them.
(d) They are relatives with a complicated relationship.

Ans: (c)
Sol: The reference to Wells shouldering the protagonist into the square ditch over a trivial matter of not swapping a snuffbox indicates a relationship marked by animosity or rivalry rather than friendship or neutrality (c).


Q2: What does the protagonist's recollection of the slimy water in the ditch most likely symbolize?
(a) His longing for adventurous experiences.
(b) His fear and disgust towards physical discomfort.
(c) His fascination with nature and outdoor activities.
(d) 
His indifference towards hygiene and cleanliness.

Ans: (b)
Sol: The protagonist's shiver and the description of the water as "cold and slimy" suggest feelings of fear or disgust, particularly in the context of a negative experience, rather than longing, fascination, or indifference (b).


Q3: How does the protagonist perceive Dante in comparison to Father Arnall?
(a) As equally knowledgeable and respected.
(b) As less knowledgeable but more respected.
(c) As more knowledgeable but less respected.
(d) 
As less knowledgeable and less respected.

Ans: (b)
Sol: Dante is seen as a well-read and clever woman who taught the protagonist various facts. However, Father Arnall, being a priest, is considered to know more. This suggests that while Dante is respected for her knowledge, she is perceived as less knowledgeable compared to Father Arnall (b).


Q4: The protagonist's feelings when recalling the sound 'suck' are best described as:
(a) Indifference and curiosity.
(b) Disgust and discomfort.
(c) Amusement and intrigue.
(d) 
Fear and apprehension.

Ans: (b)
Sol: The protagonist associates the sound 'suck' with an ugly and unpleasant memory, indicating feelings of disgust and discomfort, particularly in the context of the lavatory and the dirty water (b).


Q5: What does the protagonist's interaction with the ball and his peers reveal about his character?
(a) His desire for leadership and authority.
(b) His inclination towards teamwork and collaboration.
(c) His sense of detachment and individualism.
(d) 
His enthusiasm for physical sports and activities.

Ans: (c)
Sol: The protagonist's refusal to engage with a peer's request and his non-response indicate a sense of detachment or individualism, rather than a desire for leadership, collaboration, or enthusiasm for the activity (c).

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FAQs on Inference Based Questions - 1 - English for CLAT

1. What is the importance of inference in language learning?
Ans. Inference plays a crucial role in language learning as it allows individuals to make logical connections between words, phrases, and ideas, helping them understand the meaning beyond the literal words used.
2. How does inference contribute to reading comprehension?
Ans. Inference helps readers go beyond the text to understand implicit meanings, make predictions, and draw conclusions, enhancing their overall comprehension and critical thinking skills.
3. Can inference be taught as a skill in language education?
Ans. Yes, inference can be taught as a skill in language education through various strategies such as guided reading activities, explicit instruction on inferencing techniques, and providing opportunities for practice and feedback.
4. What are some common challenges students face in making inferences?
Ans. Some common challenges students face in making inferences include limited background knowledge, difficulty identifying context clues, lack of vocabulary skills, and struggles with abstract thinking.
5. How can teachers support students in developing their inference skills?
Ans. Teachers can support students in developing their inference skills by providing explicit instruction, modeling the inferencing process, offering scaffolded practice activities, and giving feedback on their inferencing abilities.
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