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Question 1
Direction: In the following passage, there are blanks, each of which has been numbered. Against each blank, five words are suggested, one of which fits the blank appropriately.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
Find out the appropriate word in each case.
Question 2
Direction: In the following passage, there are blanks, each of which has been numbered. Against each blank, five words are suggested, one of which fits the blank appropriately.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
Find out the appropriate word in each case.
Question 3
Direction: In the following passage, there are blanks, each of which has been numbered. Against each blank, five words are suggested, one of which fits the blank appropriately.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
Find out the appropriate word in each case.
Question 4
Direction: In the following passage, there are blanks, each of which has been numbered. Against each blank, five words are suggested, one of which fits the blank appropriately.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
Find out the appropriate word in each case.
Question 5
Direction: In the following passage, there are blanks, each of which has been numbered. Against each blank, five words are suggested, one of which fits the blank appropriately.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
Find out the appropriate word in each case.
Question 6
Direction: In the following passage, there are blanks, each of which has been numbered. Against each blank, five words are suggested, one of which fits the blank appropriately.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
Find out the appropriate word in each case.
Question 7
Direction: In the following passage, there are blanks, each of which has been numbered. Against each blank, five words are suggested, one of which fits the blank appropriately.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
Find out the appropriate word in each case.
Question 8
Direction: In the following passage, there are blanks, each of which has been numbered. Against each blank, five words are suggested, one of which fits the blank appropriately.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
Find out the appropriate word in each case.
Question 9
Direction: In the following passage, there are blanks, each of which has been numbered. Against each blank, five words are suggested, one of which fits the blank appropriately.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
Find out the appropriate word in each case.
Question 10
Direction: In the following passage, there are blanks, each of which has been numbered. Against each blank, five words are suggested, one of which fits the blank appropriately.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
The Sanskrit word for yoga is ‘yuj’, which has many meanings, one of them being to yoke together. Essentially then, yoga means to (1), and thereby harmonise mind, body and emotions to create a balanced individual. Yoga techniques can also help develop the power of (2) by exercising it in similar ways to any other muscle. Children’s lack of concentration and (3) to ‘sit still’ are often cited as issues by teachers. It is possible to teach children to appreciate (4), alongside their need for rest and activity during the day; yoga can indeed promote moments of stillness that subsequently lead to improved concentration and learning. It was during the 1970s, in Paris, that the president of RYE, Micheline Flak, first began to introduce yoga to her pupils during her daily English lessons. Having begun to regularly practise yoga herself and to feel the (5) benefits of this, she discovered that her classroom teaching also improved. Some of the key aspects that Flak (2006) alludes to in her analysis of the benefits of yoga in education are essential to note here: ‘It (6) the spine: stronger spine, greater self-confidence; it brings about correct breathing: better health, calmer emotions; it fosters relaxation: more receptive, ready to learn; it creates the conditions for (7), self-confidence, memorising, creativity.’ Flak recognises that the teaching and learning environment can be (8) and fast-paced in today’s schools. Across several decades, her consultancy and research have, therefore, focused on yoga becoming central to all aspects of classroom (9) and practice. The intellectual is clearly predominant within our western education system, but the close (10) of mind and body is focused upon through RYE techniques that either position themselves under each of these six steps, or between several of them. The result of practising these techniques with children can help them work towards the art of balanced living and improved health, because their vital energies become better managed.
Find out the appropriate word in each case.
Question 11
Direction: What approximate value will come in place of question mark (?) in the following question (You do not have to calculate the exact value).
120.001 × 45.995 + 145.002 + 14.995 ÷ 4.995 = ?
Question 12
Direction: What approximate value will come in place of the question mark (?) in the following question? (You are not expected to calculate the exact value)
√(5573.89+5669.02+5656.95)-√(65.97×90.15+735.05-1049.91)=?
Question 13
Direction: What will come in place of (?) in the following question. You do not have to calculate the exact value.
827.018+321.012+2333.943-333.043-323.912=113*(?)
Question 14
Direction: What should come in place of question mark (?) in the following question? (You do not have to calculate the exact value.)
√9026×√80÷14.978+?=199.989
Question 15
Direction: What should come in place of question mark (?) in the following question? (You do not have to calculate the exact value.)
(12171.96+1284.98+2471.025)–(3742.011+2525.036+526.987)=?
Question 16
When Chitra was born her mother’s age was 30 years. Four years after the birth of Chitra, when her sister Bittu was born, her father was 26 years old. Find the difference between the ages of her parents.
Question 17
In an examination, A candidate got 40% marks and failed by 40 marks. If the passing marks are 80% of the maximum marks, then what is the maximum marks in the examination?
Question 18
A Labourer works for 120 hours in a week, and earn Rs. 2400. If his per hour wages increased by 40% and his working hours decreased by 16(2/3)% then what will be the percentage effect on his wages?
Question 19
In a container containing a mixture of 60 litres, the ratio of water to spirit is 4: 1. How much spirit should be added to make the ratio 3: 2?
Question 20
A person saves 10% of his income and after 1 years his income raises by 20% but his saving remains the same than the increase in the expenditure is?
Question 21
Direction: Study the information given below and answer the questions based on it.
Step I: If an odd number is followed by an odd number then the resultant will be the addition of both the numbers.
Step II: If an odd number is followed by an even number then the resultant will be the subtraction of the smaller number from the larger number.
Step III: If an even number which is divisible by 4 is followed by an odd number then the resultant will be the multiplication of two numbers.
Step IV: If an even number is followed by an even number then the resultant will be the addition of both the numbers.
Step V: If an even number is followed by an odd number then the resultant will be the subtraction of the smaller number from the larger number.
Step I: If an odd number is followed by an odd number then the resultant will be the addition of both the numbers.
Step II: If an odd number is followed by an even number then the resultant will be the subtraction of the smaller number from the larger number.
Step III: If an even number which is divisible by 4 is followed by an odd number then the resultant will be the multiplication of two numbers.
Step IV: If an even number is followed by an even number then the resultant will be the addition of both the numbers.
Step V: If an even number is followed by an odd number then the resultant will be the subtraction of the smaller number from the larger number.
Find the sum of the resultant of the first and second row.
Question 22
Direction: Study the information given below and answer the questions based on it.
Step I: If an odd number is followed by an odd number then the resultant will be the addition of both the numbers.
Step II: If an odd number is followed by an even number then the resultant will be the subtraction of the smaller number from the larger number.
Step III: If an even number which is divisible by 4 is followed by an odd number then the resultant will be the multiplication of two numbers.
Step IV: If an even number is followed by an even number then the resultant will be the addition of both the numbers.
Step V: If an even number is followed by an odd number then the resultant will be the subtraction of the smaller number from the larger number.
Step I: If an odd number is followed by an odd number then the resultant will be the addition of both the numbers.
Step II: If an odd number is followed by an even number then the resultant will be the subtraction of the smaller number from the larger number.
Step III: If an even number which is divisible by 4 is followed by an odd number then the resultant will be the multiplication of two numbers.
Step IV: If an even number is followed by an even number then the resultant will be the addition of both the numbers.
Step V: If an even number is followed by an odd number then the resultant will be the subtraction of the smaller number from the larger number.
Find the difference between the resultant of the first and second row.
Question 23
Direction: Study the information given below and answer the questions based on it.
Step I: If an odd number is followed by an odd number then the resultant will be the addition of both the numbers.
Step II: If an odd number is followed by an even number then the resultant will be the subtraction of the smaller number from the larger number.
Step III: If an even number which is divisible by 4 is followed by an odd number then the resultant will be the multiplication of two numbers.
Step IV: If an even number is followed by an even number then the resultant will be the addition of both the numbers.
Step V: If an even number is followed by an odd number then the resultant will be the subtraction of the smaller number from the larger number.
Step I: If an odd number is followed by an odd number then the resultant will be the addition of both the numbers.
Step II: If an odd number is followed by an even number then the resultant will be the subtraction of the smaller number from the larger number.
Step III: If an even number which is divisible by 4 is followed by an odd number then the resultant will be the multiplication of two numbers.
Step IV: If an even number is followed by an even number then the resultant will be the addition of both the numbers.
Step V: If an even number is followed by an odd number then the resultant will be the subtraction of the smaller number from the larger number.
Find the resultant of row I if the resultant of row II is X.
Question 24
Direction: Study the information given below and answer the questions based on it.
Step I: If an odd number is followed by an odd number then the resultant will be the addition of both the numbers.
Step II: If an odd number is followed by an even number then the resultant will be the subtraction of the smaller number from the larger number.
Step III: If an even number which is divisible by 4 is followed by an odd number then the resultant will be the multiplication of two numbers.
Step IV: If an even number is followed by an even number then the resultant will be the addition of both the numbers.
Step V: If an even number is followed by an odd number then the resultant will be the subtraction of the smaller number from the larger number.
Step I: If an odd number is followed by an odd number then the resultant will be the addition of both the numbers.
Step II: If an odd number is followed by an even number then the resultant will be the subtraction of the smaller number from the larger number.
Step III: If an even number which is divisible by 4 is followed by an odd number then the resultant will be the multiplication of two numbers.
Step IV: If an even number is followed by an even number then the resultant will be the addition of both the numbers.
Step V: If an even number is followed by an odd number then the resultant will be the subtraction of the smaller number from the larger number.
Find the resultant of row II if the resultant of row I is X.
Question 25
Direction: Study the information given below and answer the questions based on it.
Step I: If an odd number is followed by an odd number then the resultant will be the addition of both the numbers.
Step II: If an odd number is followed by an even number then the resultant will be the subtraction of the smaller number from the larger number.
Step III: If an even number which is divisible by 4 is followed by an odd number then the resultant will be the multiplication of two numbers.
Step IV: If an even number is followed by an even number then the resultant will be the addition of both the numbers.
Step V: If an even number is followed by an odd number then the resultant will be the subtraction of the smaller number from the larger number.
Step I: If an odd number is followed by an odd number then the resultant will be the addition of both the numbers.
Step II: If an odd number is followed by an even number then the resultant will be the subtraction of the smaller number from the larger number.
Step III: If an even number which is divisible by 4 is followed by an odd number then the resultant will be the multiplication of two numbers.
Step IV: If an even number is followed by an even number then the resultant will be the addition of both the numbers.
Step V: If an even number is followed by an odd number then the resultant will be the subtraction of the smaller number from the larger number.
Find the average of the resultant of the both rows.
Question 26
Direction: Study the information given below and answer the questions based on it.
Eight persons A, B, C, D, E, F, G & H are sitting around a square table. Each of them owns one distinct brand of mobile phone viz. Apple, Samsung, Motorola, Sony, Vivo, Oppo, Nokia & Micromax (not necessarily in the same order). Four people are sitting at the corners and faces outside of the table. Four people sitting in the middle of the square table is facing towards the centre of the table.
B is not facing towards the centre. The owner of Micromax mobile is facing the owner of Motorola Mobile. Similarly, owner of Apple mobile is facing the owner of Samsung Mobile. The Apple phone owner is sitting between B & G. A is sitting fourth to the left of B. The immediate neighbours of Apple phone owner own Vivo & Nokia phone. H is sitting immediate left of B and owns a Micromax phone. The immediate neighbours of Motorola phone owner own Oppo & Nokia phone. C & D are facing each other. C doesn’t own Samsung or Motorola phone. D & F are immediate neighbours of A.
B is not facing towards the centre. The owner of Micromax mobile is facing the owner of Motorola Mobile. Similarly, owner of Apple mobile is facing the owner of Samsung Mobile. The Apple phone owner is sitting between B & G. A is sitting fourth to the left of B. The immediate neighbours of Apple phone owner own Vivo & Nokia phone. H is sitting immediate left of B and owns a Micromax phone. The immediate neighbours of Motorola phone owner own Oppo & Nokia phone. C & D are facing each other. C doesn’t own Samsung or Motorola phone. D & F are immediate neighbours of A.
The person sitting 3rd left of F owns which brand of mobile phone?
Question 27
Direction: Study the information given below and answer the questions based on it.
Eight persons A, B, C, D, E, F, G & H are sitting around a square table. Each of them owns one distinct brand of mobile phone viz. Apple, Samsung, Motorola, Sony, Vivo, Oppo, Nokia & Micromax (not necessarily in the same order). Four people are sitting at the corners and faces outside of the table. Four people sitting in the middle of the square table is facing towards the centre of the table.
B is not facing towards the centre. The owner of Micromax mobile is facing the owner of Motorola Mobile. Similarly, owner of Apple mobile is facing the owner of Samsung Mobile. The Apple phone owner is sitting between B & G. A is sitting fourth to the left of B. The immediate neighbours of Apple phone owner own Vivo & Nokia phone. H is sitting immediate left of B and owns a Micromax phone. The immediate neighbours of Motorola phone owner own Oppo & Nokia phone. C & D are facing each other. C doesn’t own Samsung or Motorola phone. D & F are immediate neighbours of A.
B is not facing towards the centre. The owner of Micromax mobile is facing the owner of Motorola Mobile. Similarly, owner of Apple mobile is facing the owner of Samsung Mobile. The Apple phone owner is sitting between B & G. A is sitting fourth to the left of B. The immediate neighbours of Apple phone owner own Vivo & Nokia phone. H is sitting immediate left of B and owns a Micromax phone. The immediate neighbours of Motorola phone owner own Oppo & Nokia phone. C & D are facing each other. C doesn’t own Samsung or Motorola phone. D & F are immediate neighbours of A.
The position of the owner of the Samsung phone with respect to H?
Question 28
Direction: Study the information given below and answer the questions based on it.
Eight persons A, B, C, D, E, F, G & H are sitting around a square table. Each of them owns one distinct brand of mobile phone viz. Apple, Samsung, Motorola, Sony, Vivo, Oppo, Nokia & Micromax (not necessarily in the same order). Four people are sitting at the corners and faces outside of the table. Four people sitting in the middle of the square table is facing towards the centre of the table.
B is not facing towards the centre. The owner of Micromax mobile is facing the owner of Motorola Mobile. Similarly, owner of Apple mobile is facing the owner of Samsung Mobile. The Apple phone owner is sitting between B & G. A is sitting fourth to the left of B. The immediate neighbours of Apple phone owner own Vivo & Nokia phone. H is sitting immediate left of B and owns a Micromax phone. The immediate neighbours of Motorola phone owner own Oppo & Nokia phone. C & D are facing each other. C doesn’t own Samsung or Motorola phone. D & F are immediate neighbours of A.
B is not facing towards the centre. The owner of Micromax mobile is facing the owner of Motorola Mobile. Similarly, owner of Apple mobile is facing the owner of Samsung Mobile. The Apple phone owner is sitting between B & G. A is sitting fourth to the left of B. The immediate neighbours of Apple phone owner own Vivo & Nokia phone. H is sitting immediate left of B and owns a Micromax phone. The immediate neighbours of Motorola phone owner own Oppo & Nokia phone. C & D are facing each other. C doesn’t own Samsung or Motorola phone. D & F are immediate neighbours of A.
Find the correct one from the following alternatives.
Question 29
Direction: Study the information given below and answer the questions based on it.
Eight persons A, B, C, D, E, F, G & H are sitting around a square table. Each of them owns one distinct brand of mobile phone viz. Apple, Samsung, Motorola, Sony, Vivo, Oppo, Nokia & Micromax (not necessarily in the same order). Four people are sitting at the corners and faces outside of the table. Four people sitting in the middle of the square table is facing towards the centre of the table.
B is not facing towards the centre. The owner of Micromax mobile is facing the owner of Motorola Mobile. Similarly, owner of Apple mobile is facing the owner of Samsung Mobile. The Apple phone owner is sitting between B & G. A is sitting fourth to the left of B. The immediate neighbours of Apple phone owner own Vivo & Nokia phone. H is sitting immediate left of B and owns a Micromax phone. The immediate neighbours of Motorola phone owner own Oppo & Nokia phone. C & D are facing each other. C doesn’t own Samsung or Motorola phone. D & F are immediate neighbours of A.
B is not facing towards the centre. The owner of Micromax mobile is facing the owner of Motorola Mobile. Similarly, owner of Apple mobile is facing the owner of Samsung Mobile. The Apple phone owner is sitting between B & G. A is sitting fourth to the left of B. The immediate neighbours of Apple phone owner own Vivo & Nokia phone. H is sitting immediate left of B and owns a Micromax phone. The immediate neighbours of Motorola phone owner own Oppo & Nokia phone. C & D are facing each other. C doesn’t own Samsung or Motorola phone. D & F are immediate neighbours of A.
Who among the following is the owner of Oppo phone?
Question 30
Direction: Study the information given below and answer the questions based on it.
Eight persons A, B, C, D, E, F, G & H are sitting around a square table. Each of them owns one distinct brand of mobile phone viz. Apple, Samsung, Motorola, Sony, Vivo, Oppo, Nokia & Micromax (not necessarily in the same order). Four people are sitting at the corners and faces outside of the table. Four people sitting in the middle of the square table is facing towards the centre of the table.
B is not facing towards the centre. The owner of Micromax mobile is facing the owner of Motorola Mobile. Similarly, owner of Apple mobile is facing the owner of Samsung Mobile. The Apple phone owner is sitting between B & G. A is sitting fourth to the left of B. The immediate neighbours of Apple phone owner own Vivo & Nokia phone. H is sitting immediate left of B and owns a Micromax phone. The immediate neighbours of Motorola phone owner own Oppo & Nokia phone. C & D are facing each other. C doesn’t own Samsung or Motorola phone. D & F are immediate neighbours of A.
B is not facing towards the centre. The owner of Micromax mobile is facing the owner of Motorola Mobile. Similarly, owner of Apple mobile is facing the owner of Samsung Mobile. The Apple phone owner is sitting between B & G. A is sitting fourth to the left of B. The immediate neighbours of Apple phone owner own Vivo & Nokia phone. H is sitting immediate left of B and owns a Micromax phone. The immediate neighbours of Motorola phone owner own Oppo & Nokia phone. C & D are facing each other. C doesn’t own Samsung or Motorola phone. D & F are immediate neighbours of A.
Which of the following persons are immediate neighbors of Sony Phone owner?
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Apr 29PO, Clerk, SO, Insurance
