Directions: In the following questions, some of the sentences have errors and some are correct. Find out which part of a sentence has an error. The number of that part is your answer. If a sentence is free from errors, then your answer is (4) i.e., No error. 

He (1) / loved her (2) / despite of himself. (3) / No error (4)  

Direction: In each of the following questions, choose the correctly spelt word.

TIMID

In these questions read each sentence to find out whether there is any error in it. If there is no error, the answer is (D).

I like reading (A) / more than (B)/ to play (C)./ No error (D).

Direction: In the question, a sentence has been given in Direct/Indirect. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/Direct and mark your answer in the Answer Sheet.

The traffic constable said to us, “Stop”,

Direction: In the following question, out of the four alternatives, choose the one which can be substituted for the given sentence.

That cannot be approached easily

Directions: In the following passage there are blanks, each of which has been numbered.

These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case. For decades, there has been evidence that classroom techniques designed to get students to ___(25)____ in the learning process produces better educational outcomes at virtually all levels.

And a new Harvard study suggests it may be important to let students know it. The study shows that, though students felt as if they learned more through ____(26)___ lectures, they actually learned more when taking part in classrooms that employed so-called active-learning strategies.
 Lead author Louis Deslauriers, the director of science teaching and learning and senior physics preceptor, knew that students would learn more from active learning. But many students and faculty remained hesitant to switch to it.

“Often, students seemed genuinely to prefer smooth-as-silk traditional lectures,” Deslauriers said. “We wanted to take them at their word. Perhaps they actually felt like they learned more from lectures than

they did from ____________ (27) learning.” The question of whether students’ perceptions of their learning ____________ (28) with how well they’re actually learning is particularly important, Deslauriers said, because while students eventually see the value of active learning, initially it can feel ________________ (29).
 “Deep learning is hard work. The effort involved in active learning can be misinterpreted as a sign of poor learning,” he said. “On the other hand, a superstar lecturer can explain things in such a way as to make students feel like they are learning more than they actually are.”

To understand that dichotomy, Deslauriers and his co-authors designed an experiment that would expose students in an introductory physics class to both traditional lectures and active learning.

When the results were tallied, the authors found that students felt as if they learned more from the lectures, but in fact scored higher on tests following the active learning sessions. Ultimately, Deslauriers said, the study shows that it’s important to ensure that neither instructors nor students are ___ (30)____ into thinking that lectures are the best learning option. “Students might give fabulous evaluations to an amazing lecturer based on this feeling of learning, even though their actual learning isn’t optimal,” he said. “This could help to explain why study after study shows that student evaluations seem to be completely uncorrelated with actual learning.”

Fill at the (30).

Direction: In the following question, out of the four alternatives, choose the one which can be substituted for the given sentence.

Consisting of many things or parts