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Q. I. Literary training was a difficult matter. I had neither the resources nor the literary equipment necessary, and I had not the time I would have wished to devote to the subject. We gave three periods at the most to literary training. Hindi, Tamil, Gujarati and Urdu were all taught, and tuition was given through the vernaculars of the boys. English was taught as well.
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
How did the author describe his language skills before starting the literary training?
[0.8 marks]
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
How did the author describe his language skills before starting the literary training?
[0.8 marks]
- sufficient
- insufficient
- proficient
- limited
Q. I. Literary training was a difficult matter. I had neither the resources nor the literary equipment necessary, and I had not the time I would have wished to devote to the subject. We gave three periods at the most to literary training. Hindi, Tamil, Gujarati and Urdu were all taught, and tuition was given through the vernaculars of the boys. English was taught as well.
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
Which of the following is not true about children’s learning according to the author?
[0.8 marks]
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
Which of the following is not true about children’s learning according to the author?
[0.8 marks]
- They learn more through their eyes than through their ears
- They learn more through their ears than through their eyes.
- They learn more through their teacher than through books.
- They learn more through listening than through reading.
Q. I. Literary training was a difficult matter. I had neither the resources nor the literary equipment necessary, and I had not the time I would have wished to devote to the subject. We gave three periods at the most to literary training. Hindi, Tamil, Gujarati and Urdu were all taught, and tuition was given through the vernaculars of the boys. English was taught as well.
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
Which quote summarises the writer’s feelings about the process of learning?
[0.8 marks]
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
Which quote summarises the writer’s feelings about the process of learning?
[0.8 marks]
- It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning.” – Jiddu Krishnamurti
- “I am always ready to learn although I do not always like being taught.” – Winston Churchill
- Tell me and I forget, teach me and I may remember, involve me and I learn.” – Benjamin Franklin
- “You don’t understand anything until you learn it more than one way.” – Marvin Minsky
Q. I. Literary training was a difficult matter. I had neither the resources nor the literary equipment necessary, and I had not the time I would have wished to devote to the subject. We gave three periods at the most to literary training. Hindi, Tamil, Gujarati and Urdu were all taught, and tuition was given through the vernaculars of the boys. English was taught as well.
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
Which of the following things were reproduced with ease by the author’s boys?
[0.8 marks]
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
Which of the following things were reproduced with ease by the author’s boys?
[0.8 marks]
- what the author told them in person
- What the author told them to read
- What they read in books
- What they heard in a different language
Q. Physical classes have been suspended in schools in India for over 1.5 years now. While some students were able to study online, learning remained inaccessible for most. Two surveys — School Children’s Online and Offline Learning (SCHOOL) and Annual Status of Education Report (ASER) — evaluated the impact of the pandemic on learning outcomes. In August 2021, only 8% of children in rural areas and 25% of children in urban areas studied online regularly. Even those who were online found it difficult to follow the curriculum and had connectivity issues. As a result, the percentage of children who could read and perform calculations declined from pre-pandemic levels.
In March 2021, ASER conducted a study in 24 rural districts of Karnataka to estimate the learning loss and to understand the current status of learning. Nearly 18, 000 children between the age group of 3 to 16 were assessed for their reading and arithmetic skills.
The SCHOOL survey covered nearly 1, 400 underprivileged children in August this year across 15 States and UTs. The survey focused on children in rural hamlets and urban areas who generally attend govt. schools.
Many not in class
Only 28% of rural children studied regularly while 37% didn't study at all. Of those who were able to study, only 8% regularly attended online classes or learned through videos. In urban areas, the share of students who studied regularly was slightly better at 47% (though only 25% could study through online classes) while 19% of them did not study at all.
Educating children through television has not taken off despite regular educational broadcasts on television channels. Those who could afford private tuition studied more regularly.
Learning roadblocks
The major problems for children who didn't study online regularly were the lack of online material or the unavailability of a device. As many as 43% of parents in rural areas said no online material was sent by the school, while 36% said their children did not have their own smartphones. Among those children who studied online, the majority of them said that they faced connectivity issues and found online classes difficult to follow.
-Adapted from an article from The Hindu ‘Only 8% of children in rural areas studied online regularly in August’
Based on your understanding of the passage, answer below given question by choosing the correct option
What do we understand from the conclusion of the passage?
[0.8 marks]
In March 2021, ASER conducted a study in 24 rural districts of Karnataka to estimate the learning loss and to understand the current status of learning. Nearly 18, 000 children between the age group of 3 to 16 were assessed for their reading and arithmetic skills.
The SCHOOL survey covered nearly 1, 400 underprivileged children in August this year across 15 States and UTs. The survey focused on children in rural hamlets and urban areas who generally attend govt. schools.
Many not in class
Only 28% of rural children studied regularly while 37% didn't study at all. Of those who were able to study, only 8% regularly attended online classes or learned through videos. In urban areas, the share of students who studied regularly was slightly better at 47% (though only 25% could study through online classes) while 19% of them did not study at all.
Educating children through television has not taken off despite regular educational broadcasts on television channels. Those who could afford private tuition studied more regularly.
Learning roadblocks
The major problems for children who didn't study online regularly were the lack of online material or the unavailability of a device. As many as 43% of parents in rural areas said no online material was sent by the school, while 36% said their children did not have their own smartphones. Among those children who studied online, the majority of them said that they faced connectivity issues and found online classes difficult to follow.
-Adapted from an article from The Hindu ‘Only 8% of children in rural areas studied online regularly in August’
Based on your understanding of the passage, answer below given question by choosing the correct option
What do we understand from the conclusion of the passage?
[0.8 marks]
- The education rate is rapidly declining
- There were major problems suffered by the students during the pandemic which impacted their learning
- Students used the pandemic as an excuse to not study at all
- There is a high rise in the education rate since online education can be provided to more children while staying at home
Q. I. Literary training was a difficult matter. I had neither the resources nor the literary equipment necessary, and I had not the time I would have wished to devote to the subject. We gave three periods at the most to literary training. Hindi, Tamil, Gujarati and Urdu were all taught, and tuition was given through the vernaculars of the boys. English was taught as well.
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
Select the option that describes the experience of one of the author’s students.
[0.8 marks]
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
Select the option that describes the experience of one of the author’s students.
[0.8 marks]
- I like to learn from my teacher as he makes everything seem important.
- I like to learn from my teacher as he gives us many books to read.
- I do not like to learn from my teacher as he never talks to us.
- I do not understand my teacher as he always speaks in English
Q. Physical classes have been suspended in schools in India for over 1.5 years now. While some students were able to study online, learning remained inaccessible for most. Two surveys — School Children’s Online and Offline Learning (SCHOOL) and Annual Status of Education Report (ASER) — evaluated the impact of the pandemic on learning outcomes. In August 2021, only 8% of children in rural areas and 25% of children in urban areas studied online regularly. Even those who were online found it difficult to follow the curriculum and had connectivity issues. As a result, the percentage of children who could read and perform calculations declined from pre-pandemic levels.
In March 2021, ASER conducted a study in 24 rural districts of Karnataka to estimate the learning loss and to understand the current status of learning. Nearly 18, 000 children between the age group of 3 to 16 were assessed for their reading and arithmetic skills.
The SCHOOL survey covered nearly 1, 400 underprivileged children in August this year across 15 States and UTs. The survey focused on children in rural hamlets and urban areas who generally attend govt. schools.
Many not in class
Only 28% of rural children studied regularly while 37% didn't study at all. Of those who were able to study, only 8% regularly attended online classes or learned through videos. In urban areas, the share of students who studied regularly was slightly better at 47% (though only 25% could study through online classes) while 19% of them did not study at all.
Educating children through television has not taken off despite regular educational broadcasts on television channels. Those who could afford private tuition studied more regularly.
Learning roadblocks
The major problems for children who didn't study online regularly were the lack of online material or the unavailability of a device. As many as 43% of parents in rural areas said no online material was sent by the school, while 36% said their children did not have their own smartphones. Among those children who studied online, the majority of them said that they faced connectivity issues and found online classes difficult to follow.
-Adapted from an article from The Hindu ‘Only 8% of children in rural areas studied online regularly in August’
Based on your understanding of the passage, answer below given question by choosing the correct option
What is meant by the statement that ‘learning remained inaccessible for most’ from the passage?
[0.8 marks]
In March 2021, ASER conducted a study in 24 rural districts of Karnataka to estimate the learning loss and to understand the current status of learning. Nearly 18, 000 children between the age group of 3 to 16 were assessed for their reading and arithmetic skills.
The SCHOOL survey covered nearly 1, 400 underprivileged children in August this year across 15 States and UTs. The survey focused on children in rural hamlets and urban areas who generally attend govt. schools.
Many not in class
Only 28% of rural children studied regularly while 37% didn't study at all. Of those who were able to study, only 8% regularly attended online classes or learned through videos. In urban areas, the share of students who studied regularly was slightly better at 47% (though only 25% could study through online classes) while 19% of them did not study at all.
Educating children through television has not taken off despite regular educational broadcasts on television channels. Those who could afford private tuition studied more regularly.
Learning roadblocks
The major problems for children who didn't study online regularly were the lack of online material or the unavailability of a device. As many as 43% of parents in rural areas said no online material was sent by the school, while 36% said their children did not have their own smartphones. Among those children who studied online, the majority of them said that they faced connectivity issues and found online classes difficult to follow.
-Adapted from an article from The Hindu ‘Only 8% of children in rural areas studied online regularly in August’
Based on your understanding of the passage, answer below given question by choosing the correct option
What is meant by the statement that ‘learning remained inaccessible for most’ from the passage?
[0.8 marks]
- No school in the country was open during the pandemic.
- During online classes, all students did not receive individual attention from their teachers
- Many students chose to not attend the online classes their school’s held during the pandemic
- A huge percentage of students in India did not receive an appropriate education as they did not possess the means to access it
Q. I. Literary training was a difficult matter. I had neither the resources nor the literary equipment necessary, and I had not the time I would have wished to devote to the subject. We gave three periods at the most to literary training. Hindi, Tamil, Gujarati and Urdu were all taught, and tuition was given through the vernaculars of the boys. English was taught as well.
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
A collocation is a group of words that often occur together.
The author says ‘Such was the capital with which I had to carry on.’
Select the word from the options which correctly collocates with carry.
[0.8 marks]
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
A collocation is a group of words that often occur together.
The author says ‘Such was the capital with which I had to carry on.’
Select the word from the options which correctly collocates with carry.
[0.8 marks]
- Forward
- Backward
- Under
- above
Q. I. Literary training was a difficult matter. I had neither the resources nor the literary equipment necessary, and I had not the time I would have wished to devote to the subject. We gave three periods at the most to literary training. Hindi, Tamil, Gujarati and Urdu were all taught, and tuition was given through the vernaculars of the boys. English was taught as well.
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
Select the option that lists what we can conclude from the text.
(1) limited knowledge is not a deterrent from trying one’s best.
(2) bookish learning is more suitable to children than practical learning.
(3) the author had intelligent, curious boys.
(4) the author was afraid of making mistakes
[0.8 marks]
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
Select the option that lists what we can conclude from the text.
(1) limited knowledge is not a deterrent from trying one’s best.
(2) bookish learning is more suitable to children than practical learning.
(3) the author had intelligent, curious boys.
(4) the author was afraid of making mistakes
[0.8 marks]
- (1) and (3) are true.
- (2), (3) and (4) are true.
- (2) and (4) are true.
- (1), (2) and (3) are true.
Q. I. Literary training was a difficult matter. I had neither the resources nor the literary equipment necessary, and I had not the time I would have wished to devote to the subject. We gave three periods at the most to literary training. Hindi, Tamil, Gujarati and Urdu were all taught, and tuition was given through the vernaculars of the boys. English was taught as well.
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
Select the option that suitably completes the given dialogue as per the context in paragraph IV
Student:(1) Sir, ________
Teacher: Don’t worry about it. (2) __________
[0.8 marks]
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
Select the option that suitably completes the given dialogue as per the context in paragraph IV
Student:(1) Sir, ________
Teacher: Don’t worry about it. (2) __________
[0.8 marks]
- (1) I love reading books. (2) It’s more important to learn from books than the teacher.
- (1) I don’t like reading books. (2) Books are the most important part of any education.
- (1) I don’t like reading books. (2) It’s more important to learn from the teacher than books.
- (1) I love reading books. (2) It’s more important to learn from the teacher than books.
Q. I. Literary training was a difficult matter. I had neither the resources nor the literary equipment necessary, and I had not the time I would have wished to devote to the subject. We gave three periods at the most to literary training. Hindi, Tamil, Gujarati and Urdu were all taught, and tuition was given through the vernaculars of the boys. English was taught as well.
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
The author mentions looking for efficient learning methods. He refers to the need for learning beyond books because he realises that
[0.8 marks]
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
The author mentions looking for efficient learning methods. He refers to the need for learning beyond books because he realises that
[0.8 marks]
- Knowledge without context is the best way to teach.
- Books and their knowledge are easily forgotten if not made relevant.
- Most students at that time had difficulty reading books.
- Most books of the time were written in English.
Q. I. Literary training was a difficult matter. I had neither the resources nor the literary equipment necessary, and I had not the time I would have wished to devote to the subject. We gave three periods at the most to literary training. Hindi, Tamil, Gujarati and Urdu were all taught, and tuition was given through the vernaculars of the boys. English was taught as well.
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
What is the relationship between (1) and (2)?
(1) The author had limited knowledge of the languages he had to teach
(2) the author had immense love for the languages of his country
[0.8 marks]
II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.
III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.
IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.
V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.
Adapted from The Story of My Experiments with Truth by M K Gandhi
Based on your understanding of the passage, answer below given question by choosing the correct option.
What is the relationship between (1) and (2)?
(1) The author had limited knowledge of the languages he had to teach
(2) the author had immense love for the languages of his country
[0.8 marks]
- (1) is the reason for (2)
- (1) is the result of (2)
- (1) is irrelevant due to (2)
- (1) is a deterrent of (2)
Q. Physical classes have been suspended in schools in India for over 1.5 years now. While some students were able to study online, learning remained inaccessible for most. Two surveys — School Children’s Online and Offline Learning (SCHOOL) and Annual Status of Education Report (ASER) — evaluated the impact of the pandemic on learning outcomes. In August 2021, only 8% of children in rural areas and 25% of children in urban areas studied online regularly. Even those who were online found it difficult to follow the curriculum and had connectivity issues. As a result, the percentage of children who could read and perform calculations declined from pre-pandemic levels.
In March 2021, ASER conducted a study in 24 rural districts of Karnataka to estimate the learning loss and to understand the current status of learning. Nearly 18, 000 children between the age group of 3 to 16 were assessed for their reading and arithmetic skills.
The SCHOOL survey covered nearly 1, 400 underprivileged children in August this year across 15 States and UTs. The survey focused on children in rural hamlets and urban areas who generally attend govt. schools.
Many not in class
Only 28% of rural children studied regularly while 37% didn't study at all. Of those who were able to study, only 8% regularly attended online classes or learned through videos. In urban areas, the share of students who studied regularly was slightly better at 47% (though only 25% could study through online classes) while 19% of them did not study at all.
Educating children through television has not taken off despite regular educational broadcasts on television channels. Those who could afford private tuition studied more regularly.
Learning roadblocks
The major problems for children who didn't study online regularly were the lack of online material or the unavailability of a device. As many as 43% of parents in rural areas said no online material was sent by the school, while 36% said their children did not have their own smartphones. Among those children who studied online, the majority of them said that they faced connectivity issues and found online classes difficult to follow.
-Adapted from an article from The Hindu ‘Only 8% of children in rural areas studied online regularly in August’
Based on your understanding of the passage, answer below given question by choosing the correct option
What percentage of students in the rural area studied online regularly?
[0.8 marks]
In March 2021, ASER conducted a study in 24 rural districts of Karnataka to estimate the learning loss and to understand the current status of learning. Nearly 18, 000 children between the age group of 3 to 16 were assessed for their reading and arithmetic skills.
The SCHOOL survey covered nearly 1, 400 underprivileged children in August this year across 15 States and UTs. The survey focused on children in rural hamlets and urban areas who generally attend govt. schools.
Many not in class
Only 28% of rural children studied regularly while 37% didn't study at all. Of those who were able to study, only 8% regularly attended online classes or learned through videos. In urban areas, the share of students who studied regularly was slightly better at 47% (though only 25% could study through online classes) while 19% of them did not study at all.
Educating children through television has not taken off despite regular educational broadcasts on television channels. Those who could afford private tuition studied more regularly.
Learning roadblocks
The major problems for children who didn't study online regularly were the lack of online material or the unavailability of a device. As many as 43% of parents in rural areas said no online material was sent by the school, while 36% said their children did not have their own smartphones. Among those children who studied online, the majority of them said that they faced connectivity issues and found online classes difficult to follow.
-Adapted from an article from The Hindu ‘Only 8% of children in rural areas studied online regularly in August’
Based on your understanding of the passage, answer below given question by choosing the correct option
What percentage of students in the rural area studied online regularly?
[0.8 marks]
- 37%
- 27%
- 25%
- 8%
Q. Physical classes have been suspended in schools in India for over 1.5 years now. While some students were able to study online, learning remained inaccessible for most. Two surveys — School Children’s Online and Offline Learning (SCHOOL) and Annual Status of Education Report (ASER) — evaluated the impact of the pandemic on learning outcomes. In August 2021, only 8% of children in rural areas and 25% of children in urban areas studied online regularly. Even those who were online found it difficult to follow the curriculum and had connectivity issues. As a result, the percentage of children who could read and perform calculations declined from pre-pandemic levels.
In March 2021, ASER conducted a study in 24 rural districts of Karnataka to estimate the learning loss and to understand the current status of learning. Nearly 18, 000 children between the age group of 3 to 16 were assessed for their reading and arithmetic skills.
The SCHOOL survey covered nearly 1, 400 underprivileged children in August this year across 15 States and UTs. The survey focused on children in rural hamlets and urban areas who generally attend govt. schools.
Many not in class
Only 28% of rural children studied regularly while 37% didn't study at all. Of those who were able to study, only 8% regularly attended online classes or learned through videos. In urban areas, the share of students who studied regularly was slightly better at 47% (though only 25% could study through online classes) while 19% of them did not study at all.
Educating children through television has not taken off despite regular educational broadcasts on television channels. Those who could afford private tuition studied more regularly.
Learning roadblocks
The major problems for children who didn't study online regularly were the lack of online material or the unavailability of a device. As many as 43% of parents in rural areas said no online material was sent by the school, while 36% said their children did not have their own smartphones. Among those children who studied online, the majority of them said that they faced connectivity issues and found online classes difficult to follow.
-Adapted from an article from The Hindu ‘Only 8% of children in rural areas studied online regularly in August’
Based on your understanding of the passage, answer below given question by choosing the correct option
Which one of these is not considered to be a major roadblock to online schooling?
[0.8 marks]
In March 2021, ASER conducted a study in 24 rural districts of Karnataka to estimate the learning loss and to understand the current status of learning. Nearly 18, 000 children between the age group of 3 to 16 were assessed for their reading and arithmetic skills.
The SCHOOL survey covered nearly 1, 400 underprivileged children in August this year across 15 States and UTs. The survey focused on children in rural hamlets and urban areas who generally attend govt. schools.
Many not in class
Only 28% of rural children studied regularly while 37% didn't study at all. Of those who were able to study, only 8% regularly attended online classes or learned through videos. In urban areas, the share of students who studied regularly was slightly better at 47% (though only 25% could study through online classes) while 19% of them did not study at all.
Educating children through television has not taken off despite regular educational broadcasts on television channels. Those who could afford private tuition studied more regularly.
Learning roadblocks
The major problems for children who didn't study online regularly were the lack of online material or the unavailability of a device. As many as 43% of parents in rural areas said no online material was sent by the school, while 36% said their children did not have their own smartphones. Among those children who studied online, the majority of them said that they faced connectivity issues and found online classes difficult to follow.
-Adapted from an article from The Hindu ‘Only 8% of children in rural areas studied online regularly in August’
Based on your understanding of the passage, answer below given question by choosing the correct option
Which one of these is not considered to be a major roadblock to online schooling?
[0.8 marks]
- Internet connectivity
- Lack of smart devices
- Conducting tests and exams
- Difficulty in concentrating
Q. Physical classes have been suspended in schools in India for over 1.5 years now. While some students were able to study online, learning remained inaccessible for most. Two surveys — School Children’s Online and Offline Learning (SCHOOL) and Annual Status of Education Report (ASER) — evaluated the impact of the pandemic on learning outcomes. In August 2021, only 8% of children in rural areas and 25% of children in urban areas studied online regularly. Even those who were online found it difficult to follow the curriculum and had connectivity issues. As a result, the percentage of children who could read and perform calculations declined from pre-pandemic levels.
In March 2021, ASER conducted a study in 24 rural districts of Karnataka to estimate the learning loss and to understand the current status of learning. Nearly 18, 000 children between the age group of 3 to 16 were assessed for their reading and arithmetic skills.
The SCHOOL survey covered nearly 1, 400 underprivileged children in August this year across 15 States and UTs. The survey focused on children in rural hamlets and urban areas who generally attend govt. schools.
Many not in class
Only 28% of rural children studied regularly while 37% didn't study at all. Of those who were able to study, only 8% regularly attended online classes or learned through videos. In urban areas, the share of students who studied regularly was slightly better at 47% (though only 25% could study through online classes) while 19% of them did not study at all.
Educating children through television has not taken off despite regular educational broadcasts on television channels. Those who could afford private tuition studied more regularly.
Learning roadblocks
The major problems for children who didn't study online regularly were the lack of online material or the unavailability of a device. As many as 43% of parents in rural areas said no online material was sent by the school, while 36% said their children did not have their own smartphones. Among those children who studied online, the majority of them said that they faced connectivity issues and found online classes difficult to follow.
-Adapted from an article from The Hindu ‘Only 8% of children in rural areas studied online regularly in August’
Based on your understanding of the passage, answer below given question by choosing the correct option
What was not a means of education in the pandemic?
[0.8 marks]
In March 2021, ASER conducted a study in 24 rural districts of Karnataka to estimate the learning loss and to understand the current status of learning. Nearly 18, 000 children between the age group of 3 to 16 were assessed for their reading and arithmetic skills.
The SCHOOL survey covered nearly 1, 400 underprivileged children in August this year across 15 States and UTs. The survey focused on children in rural hamlets and urban areas who generally attend govt. schools.
Many not in class
Only 28% of rural children studied regularly while 37% didn't study at all. Of those who were able to study, only 8% regularly attended online classes or learned through videos. In urban areas, the share of students who studied regularly was slightly better at 47% (though only 25% could study through online classes) while 19% of them did not study at all.
Educating children through television has not taken off despite regular educational broadcasts on television channels. Those who could afford private tuition studied more regularly.
Learning roadblocks
The major problems for children who didn't study online regularly were the lack of online material or the unavailability of a device. As many as 43% of parents in rural areas said no online material was sent by the school, while 36% said their children did not have their own smartphones. Among those children who studied online, the majority of them said that they faced connectivity issues and found online classes difficult to follow.
-Adapted from an article from The Hindu ‘Only 8% of children in rural areas studied online regularly in August’
Based on your understanding of the passage, answer below given question by choosing the correct option
What was not a means of education in the pandemic?
[0.8 marks]
- Educational broadcasts on television
- Private tuitions
- In-person classes
- Online classes
Q. Physical classes have been suspended in schools in India for over 1.5 years now. While some students were able to study online, learning remained inaccessible for most. Two surveys — School Children’s Online and Offline Learning (SCHOOL) and Annual Status of Education Report (ASER) — evaluated the impact of the pandemic on learning outcomes. In August 2021, only 8% of children in rural areas and 25% of children in urban areas studied online regularly. Even those who were online found it difficult to follow the curriculum and had connectivity issues. As a result, the percentage of children who could read and perform calculations declined from pre-pandemic levels.
In March 2021, ASER conducted a study in 24 rural districts of Karnataka to estimate the learning loss and to understand the current status of learning. Nearly 18, 000 children between the age group of 3 to 16 were assessed for their reading and arithmetic skills.
The SCHOOL survey covered nearly 1, 400 underprivileged children in August this year across 15 States and UTs. The survey focused on children in rural hamlets and urban areas who generally attend govt. schools.
Many not in class
Only 28% of rural children studied regularly while 37% didn't study at all. Of those who were able to study, only 8% regularly attended online classes or learned through videos. In urban areas, the share of students who studied regularly was slightly better at 47% (though only 25% could study through online classes) while 19% of them did not study at all.
Educating children through television has not taken off despite regular educational broadcasts on television channels. Those who could afford private tuition studied more regularly.
Learning roadblocks
The major problems for children who didn't study online regularly were the lack of online material or the unavailability of a device. As many as 43% of parents in rural areas said no online material was sent by the school, while 36% said their children did not have their own smartphones. Among those children who studied online, the majority of them said that they faced connectivity issues and found online classes difficult to follow.
-Adapted from an article from The Hindu ‘Only 8% of children in rural areas studied online regularly in August’
Based on your understanding of the passage, answer below given question by choosing the correct option
What were the percentages of students in the rural and urban areas who did not study at all through the pandemic?
[0.8 marks]
In March 2021, ASER conducted a study in 24 rural districts of Karnataka to estimate the learning loss and to understand the current status of learning. Nearly 18, 000 children between the age group of 3 to 16 were assessed for their reading and arithmetic skills.
The SCHOOL survey covered nearly 1, 400 underprivileged children in August this year across 15 States and UTs. The survey focused on children in rural hamlets and urban areas who generally attend govt. schools.
Many not in class
Only 28% of rural children studied regularly while 37% didn't study at all. Of those who were able to study, only 8% regularly attended online classes or learned through videos. In urban areas, the share of students who studied regularly was slightly better at 47% (though only 25% could study through online classes) while 19% of them did not study at all.
Educating children through television has not taken off despite regular educational broadcasts on television channels. Those who could afford private tuition studied more regularly.
Learning roadblocks
The major problems for children who didn't study online regularly were the lack of online material or the unavailability of a device. As many as 43% of parents in rural areas said no online material was sent by the school, while 36% said their children did not have their own smartphones. Among those children who studied online, the majority of them said that they faced connectivity issues and found online classes difficult to follow.
-Adapted from an article from The Hindu ‘Only 8% of children in rural areas studied online regularly in August’
Based on your understanding of the passage, answer below given question by choosing the correct option
What were the percentages of students in the rural and urban areas who did not study at all through the pandemic?
[0.8 marks]
- 37% and 19%
- 28% and 47%
- 25% and 8%
- 60% and 25%
Q. Physical classes have been suspended in schools in India for over 1.5 years now. While some students were able to study online, learning remained inaccessible for most. Two surveys — School Children’s Online and Offline Learning (SCHOOL) and Annual Status of Education Report (ASER) — evaluated the impact of the pandemic on learning outcomes. In August 2021, only 8% of children in rural areas and 25% of children in urban areas studied online regularly. Even those who were online found it difficult to follow the curriculum and had connectivity issues. As a result, the percentage of children who could read and perform calculations declined from pre-pandemic levels.
In March 2021, ASER conducted a study in 24 rural districts of Karnataka to estimate the learning loss and to understand the current status of learning. Nearly 18, 000 children between the age group of 3 to 16 were assessed for their reading and arithmetic skills.
The SCHOOL survey covered nearly 1, 400 underprivileged children in August this year across 15 States and UTs. The survey focused on children in rural hamlets and urban areas who generally attend govt. schools.
Many not in class
Only 28% of rural children studied regularly while 37% didn't study at all. Of those who were able to study, only 8% regularly attended online classes or learned through videos. In urban areas, the share of students who studied regularly was slightly better at 47% (though only 25% could study through online classes) while 19% of them did not study at all.
Educating children through television has not taken off despite regular educational broadcasts on television channels. Those who could afford private tuition studied more regularly.
Learning roadblocks
The major problems for children who didn't study online regularly were the lack of online material or the unavailability of a device. As many as 43% of parents in rural areas said no online material was sent by the school, while 36% said their children did not have their own smartphones. Among those children who studied online, the majority of them said that they faced connectivity issues and found online classes difficult to follow.
-Adapted from an article from The Hindu ‘Only 8% of children in rural areas studied online regularly in August’
Based on your understanding of the passage, answer below given question by choosing the correct option
Which of the following statements is true about online education?
[0.8 marks]
In March 2021, ASER conducted a study in 24 rural districts of Karnataka to estimate the learning loss and to understand the current status of learning. Nearly 18, 000 children between the age group of 3 to 16 were assessed for their reading and arithmetic skills.
The SCHOOL survey covered nearly 1, 400 underprivileged children in August this year across 15 States and UTs. The survey focused on children in rural hamlets and urban areas who generally attend govt. schools.
Many not in class
Only 28% of rural children studied regularly while 37% didn't study at all. Of those who were able to study, only 8% regularly attended online classes or learned through videos. In urban areas, the share of students who studied regularly was slightly better at 47% (though only 25% could study through online classes) while 19% of them did not study at all.
Educating children through television has not taken off despite regular educational broadcasts on television channels. Those who could afford private tuition studied more regularly.
Learning roadblocks
The major problems for children who didn't study online regularly were the lack of online material or the unavailability of a device. As many as 43% of parents in rural areas said no online material was sent by the school, while 36% said their children did not have their own smartphones. Among those children who studied online, the majority of them said that they faced connectivity issues and found online classes difficult to follow.
-Adapted from an article from The Hindu ‘Only 8% of children in rural areas studied online regularly in August’
Based on your understanding of the passage, answer below given question by choosing the correct option
Which of the following statements is true about online education?
[0.8 marks]
- Everyone has access to online education.
- Although internet connectivity is a problem, most students have access to smartphones
- Internet connectivity is available throughout the country, but children do not have their devices.
- Low internet connectivity and lack of access to devices have resulted in low access to online education
Q. Physical classes have been suspended in schools in India for over 1.5 years now. While some students were able to study online, learning remained inaccessible for most. Two surveys — School Children’s Online and Offline Learning (SCHOOL) and Annual Status of Education Report (ASER) — evaluated the impact of the pandemic on learning outcomes. In August 2021, only 8% of children in rural areas and 25% of children in urban areas studied online regularly. Even those who were online found it difficult to follow the curriculum and had connectivity issues. As a result, the percentage of children who could read and perform calculations declined from pre-pandemic levels.
In March 2021, ASER conducted a study in 24 rural districts of Karnataka to estimate the learning loss and to understand the current status of learning. Nearly 18, 000 children between the age group of 3 to 16 were assessed for their reading and arithmetic skills.
The SCHOOL survey covered nearly 1, 400 underprivileged children in August this year across 15 States and UTs. The survey focused on children in rural hamlets and urban areas who generally attend govt. schools.
Many not in class
Only 28% of rural children studied regularly while 37% didn't study at all. Of those who were able to study, only 8% regularly attended online classes or learned through videos. In urban areas, the share of students who studied regularly was slightly better at 47% (though only 25% could study through online classes) while 19% of them did not study at all.
Educating children through television has not taken off despite regular educational broadcasts on television channels. Those who could afford private tuition studied more regularly.
Learning roadblocks
The major problems for children who didn't study online regularly were the lack of online material or the unavailability of a device. As many as 43% of parents in rural areas said no online material was sent by the school, while 36% said their children did not have their own smartphones. Among those children who studied online, the majority of them said that they faced connectivity issues and found online classes difficult to follow.
-Adapted from an article from The Hindu ‘Only 8% of children in rural areas studied online regularly in August’
Based on your understanding of the passage, answer below given question by choosing the correct option
Select the question that displays the cause-effect relationship.
[0.8 marks]
In March 2021, ASER conducted a study in 24 rural districts of Karnataka to estimate the learning loss and to understand the current status of learning. Nearly 18, 000 children between the age group of 3 to 16 were assessed for their reading and arithmetic skills.
The SCHOOL survey covered nearly 1, 400 underprivileged children in August this year across 15 States and UTs. The survey focused on children in rural hamlets and urban areas who generally attend govt. schools.
Many not in class
Only 28% of rural children studied regularly while 37% didn't study at all. Of those who were able to study, only 8% regularly attended online classes or learned through videos. In urban areas, the share of students who studied regularly was slightly better at 47% (though only 25% could study through online classes) while 19% of them did not study at all.
Educating children through television has not taken off despite regular educational broadcasts on television channels. Those who could afford private tuition studied more regularly.
Learning roadblocks
The major problems for children who didn't study online regularly were the lack of online material or the unavailability of a device. As many as 43% of parents in rural areas said no online material was sent by the school, while 36% said their children did not have their own smartphones. Among those children who studied online, the majority of them said that they faced connectivity issues and found online classes difficult to follow.
-Adapted from an article from The Hindu ‘Only 8% of children in rural areas studied online regularly in August’
Based on your understanding of the passage, answer below given question by choosing the correct option
Select the question that displays the cause-effect relationship.
[0.8 marks]
- Cause: Pandemic spreading rapidly across the country, Effect: Schools deciding to not hold online classes
- Cause: Schools were unable to hold physical classes; Effect: State governments distributed smartphones to all students to access learning
- Cause: The pandemic forced schools to close for safety, Effect: All students across the country chose to not study through the pandemic
- Cause: The pandemic forced schools to close for safety; Effect: Students across the country had severe learning loss
