Best Reading Comprehension MCQ SET 1 for UGC NTA NET Exam
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Reading Comprehension section contains a different MCQs Sets. Each MCQs Sets of Reading Comprehension covers 5 passage with 5 MCQs per passage which are helpful for studying and practicing for UGC NET-SET Examinations.
Best Reading Comprehension MCQ SET 1 for UGC NTA NET Exam are as follows:-
Read the following passage and answer the questions 1–5.
Each day at Shantiniketan, the school starts with Saraswati Vandana. When painting competitions are held in the school, images of Hindu gods and goddesses are the most common. Sanskrit is the favourite subject of many students. Nothing is new about it except that the 1200 odd students studying in the Hindu-run school are Muslims.
In 1983, when Ranchodbhai Kiri started Shantiniketan in the all-Muslim Juhapura area of Ahmedabad in Gujarat, only 20% of the students were Muslims, but when riots involving the Muslims of Juhapura and the Hindus of nearby Jivraj Park, Vejalpur, affected the locality, Hindus started migrating.
Today, all the students are Muslims and the school is an unparalleled example of harmony. In 2002, when a section of inflamed Muslims wanted the school closed, the parents of the students stood like a wall behind it. Shantiniketan’s principal said, ‘We never thought of moving the school out of the area because of the love and affection of the local Muslims.
Indeed, they value the high standard of education which we have set’. Such is the reputation of the school that some of the local Muslim strongmen accused of involvement in communal riots are willing to protect the school during riots.
The parents of Shantiniketan’s students believe that it is the best school when it comes to quality of teaching. A large number of students have gone for both graduation and post-graduation studies. Significantly, the only Muslim teacher in the 40-member teaching staff named Husena Mansuri teaches Sanskrit.
In fact, she is so happy with the school that she recently declined the Principalship of another Muslim-run school. Some of the students’ entries in a recent inter-school painting competition were truly moving.
One drew a picture of Bharat Mata with a mosque and temple, while another portrayed a boy tying rakhi to his sister. Truly, Shantiniketan is a beacon of hope that despite the provocations from both communities, Hindus and Muslims, can live side by side with mutual respect.
1. How does Shantiniketan school start the day?
(b) National anthem
(c) Saraswati Vandana
2. Write the subject which is most preferred by the students.
3. Who protects the school during the riot times?
(b) Local Muslims
4. Who is the teacher of Sanskrit?
(a) Manisha Vakil
(b) Ranchodbhai Kiri
(c) Husena Mansuri
(d) Husena Khatoon
5. What is the hope despite the communal riots?
(a) Hindus and Muslims can live side by side.
(b) Only Hindus can live.
(c) Hindus and Muslims cannot live side by side.
(d) Only Muslims can live.
PASSAGE 1 Answer Key
Q.1:-(c) Saraswati Vandana
Q.3:-(b) Local Muslims
Q.4:-(c) Husena Mansuri
Q.5:-(a) Hindus and Muslims can live side by side.
Read the following passage and answer the questions 6–10.
Some religious leaders have taught that man is made up of a body and a soul, but they have been silent about intellect. Their followers try to feed the body to earth and save the soul from perdition after death—but they neglected the claims of the mind.
Bread for the body and virtue for the soul, these are regarded as indispensable requisites of human welfare. Nothing is said about knowledge and education. Thus, Jesus Christ spoke of feeding the hungry, healing the sick and converting the sinners, but he never taught the duty of teaching an ignorant and increasing scientific knowledge.
He himself was not a well-educated man and intellectual pursuits were beyond his horizon. Gautama Buddha also laid stress on morality, meditation and asceticism, but he did not attach great importance to history, science, art or literature.
St. Ambrose deprecated scientific studies and wrote, ‘To discuss the nature and position of the earth does not help us in our hope for life to come’. St. Basil said very frankly and foolishly, ‘It is not a matter of interest to us whether the earth is a sphere, a cylinder or a disc’.
Thomas Carlyle also followed the Christian tradition and declared that he honored only two kinds of men and no third, i.e., the manual laborer and the religious teacher. He forgot the scientist, the scholar and the artist. The cynics of Greece despised education at last.
6. What have the religious teachers taught in the past?
(a) That man is made up of body only.
(b) That man is made up of soul only.
(c) That man is made up of bubbles.
(d) That man is made up of body and soul together.
7. According to the passage, what is food for the soul?
8. The following philosophers are mentioned in the paragraph:
(B) Gautama Buddha
(C) St. Ambrose
(D) Thomas Carlyle
(E) St. Basil
Which of the following depicts the correct order as they appear in the paragraph.
(a) (A), (B), (C), (D) and (E)
(b) (A), (C), (D), (E) and (B)
(c) (A), (B), (C), (E) and (D)
(d) (B), (A), (C), (D) and (E)
9. Intellectual pursuits have been neglected because
(A) They are unnecessary and superfluous.
(B) They make people dwarf.
(C) They lead people to hell.
(a) Only (A) is correct
(b) Only (B) is correct
(c) Only (C) is correct
(d) Only (A) and (B) are correct
10. The style of the passage is
PASSAGE 2 Answer Key
Q.6:-(d) That man is made up of body and soul together.
Q.8:-(c) (A), (B), (C), (E) and (D)
Q.9:-(a) Only (A) is correct
Read the following passage and answer the questions 11–15.
The previous decade has reversed the presumptions about development and more than anything else, it has made it difficult to decide what is in store during the next decade. However, there are some things about which one can make claims with some confidence.
Firstly, education, health and productive employment are the decisive factors for development and impartiality. We believe that all these are the results of rapid economic development and to achieve these ends, development only can generate resources. In the present form, it will be best to view it as a better reason than as a result of development.
In fact, in every case of successful development, the evaluation of previous reforms in education, technical skills, health, existence and productive tasks are included.
Secondly, technical ability is a vital resource and explains the high ratio of development in production and trade as compared to ratios of development in more traditional factors, such as natural resources or capital formation. There is no requisite capability in research. In fact, industrial momentum in a factory or farm is more important than the presence of a research organization.
Thirdly, essentially required environment also cannot be ignored for a long time period, which is next only to the issue of disarmament in the list of international issues. At the national level, there has been a definite rise in ignorance towards the environment due to development.
In the context of India, at least two immediate factors increase the ratio mentioned above. The first one of these is the rise in population level. By giving momentum to expansion of population and the workforce, human resource development has achieved synergistic importance.
An increase in population is also a factor but is not the most important one, which delineated environmental decay in rural and urban areas. Second, as a large country, we cannot make an independent place for ourselves in the global system without developing appropriate ability for the development of our self-respect.
In order to achieve this objective, the achievement of technical skills is a decisive step. So far, we have taken human resource development, technical and environmental issues as supporting factors of the main part of the plan.
Along with the expansion of quality of basic infrastructure and targets of production (tonnes of steel and kilowatt hours of electricity), other targets of capacity (kilometres) and other targets (number of schools and students, number of electrified villages), known techniques, full use of natural resources and maximum possible use of available financial resources have been emphasized upon.
11. According to this passage, what has been considered to be the most important by us out of the following?
(a) Basic facilities and increase in the number of achieved targets.
(b) Ideal use of available natural resources.
(c) Maximum use of available financial resources.
(d) All the above
12. According to the author of the passage, whose effect, out of the following is felt at the national level?
(a) Expansion of workforce of high quality.
(b) Lack of care and activism for the protection of environmental resources.
(c) Continuous decay of technical potentialities in urbanized countries.
(d) Emphasis on a slower pace of disarmament as compared to disarmament in other nations.
13. According to the author of the passage, which of the following factors is of synergistic importance?
(a) Population growth
(c) Human resource development
(d) None of the above
14. Which of the following areas has not been included among various ‘targets’ mentioned in the passage?
(a) Maximum use of financial resources
(b) Electricity production
(c) Population growth
(d) Number of schools and children
15. Which of the following can be the most suitable title of the passage?
(a) Potential obstacles in economic development.
(b) Main factors of development.
(c) Targets in development process.
(d) Role of population growth in development.
PASSAGE 3 Answer Key
Read the following passage and answer the questions16–20.
The great Acharyas have said that everything discovered has a great goal; surrender yourself to that goal and act towards it by drawing your inspiration from that goal whereby you will get a new column of energy.
Do not allow this energy to be dissipated in the futile memory of past regrets or failures, or excitement of the present and bring that entire energy focused into activity, i.e., the highest creative action in the world outside, whereby the individual who is till now considered the most inefficient finds his way to the highest achievement and success.
This can be said very easily in a second. In order to train our mind to this attitude, considerable training is needed because we have already trained our mind wrongly to such an extent that we have become perfect in imperfections.
Not knowing the art of action, we have mastered artists in doing wrong things and the totality of activity will bring the country to a wrong end indeed. If each one is given a car to achieve an ideal socialistic pattern and nobody knows driving, but starts driving, what would be the condition on road? Everybody has equal rights on the public road.
Then, each car will necessarily dash against the other and there is bound to be a jumble. There seems to be a very apt pattern of life that we are heading to. Every one of us is a vehicle. We know how to go forward. The point intellect is very powerful and everybody is driving but nobody knows how to control the mental energy and direct it properly or guide it to the proper destination.
16. What is the effect of wrong training of our mind?
(a) Becoming perfect in all aspects of life.
(b) Becoming master artists.
(c) Taking the country to wrong destination.
(d) Carrying on activities without knowing how to control mental energies.
17. The source of energy according to the author is
(a) Highest creative action.
(b) Proper training of mind.
(c) Inspiration from past events.
(d) Stimulation obtained from a set goal.
18. The author’s main focus in the passage is
(a) Finding out a worthy goal in life.
(b) Regulation of energy in proper channels.
(c) Struggle for equal rights.
(d) Car accidents due to lack of driving skills.
19. The country may perish because of
(a) Failures in past acts.
(b) Wrong deeds performed without proper knowledge.
(c) Completely surrender to anyone goal.
(d) Directing mental energy to the right destination.
20. The author considers everyone to be a vehicle that knows how to go forward
(a) Without driving energy
(b) With least consideration for others
(c) With no sense of direction
(d) With no control on speed
PASSAGE 4 Answer Key
Q.16:-(d) Carrying on activities without knowing how to control mental energies.
Q.17:-(d) Stimulation obtained from a set goal.
Q.18:-(b) Regulation of energy in proper channels.
Q.19:-(b) Wrong deeds performed without proper knowledge.
Q.20:-(c) With no sense of direction
Read the following passage carefully and answer the questions 21–25.
The phrase ‘What is it like?’ stands for a fundamental thought process. How does one go about observing and reporting on things and events that occupy the segments of earth space? Of all the infinite varieties of phenomena on the face of the earth, how does one decide what phenomena to observe?
There is no such thing as a complete description of the earth or any part of it, for every microscopic point on the earth’s surface differs from every other such point. Experience shows that the things observed are already familiar because they are like phenomena that occur at home or because they resemble the abstract images and models developed in the human mind.
How are abstract images formed? Humans alone, among all other animals on the earth, possess language and their words symbolize not only specific things but also mental images of classes of things. People can remember what they have seen or experienced because they attach a word symbol to them.
During the long record of our efforts to gain more and more knowledge about the face of the earth as the human habitat, there has been a continuing interplay between things and events. The direct observation through the senses is described as a percept and the mental image is described as a concept.
Percepts are what some people describe as reality, in contrast to mental images, which are theoretical, implying that they are not real. The relation of percept to concept is not as simple as the definition implies.
It is now quite clear that people of different cultures or even individuals in the same culture develop different mental images of reality and what they perceive is a reflection of these preconceptions.
The direct observation of things and events on the face of the earth is so clearly a function of the mental images of the mind of the observer that the whole idea of reality must be reconsidered. Concepts determine what the observer perceives, yet concepts are derived from the generalizations of previous percepts.
What happens is that the educated observer is taught to accept a set of concepts and then sharpens or changes these concepts during a professional career. In any one field of scholarship, professional opinion at one time determines what concepts and procedures are acceptable and these form a kind of model of scholarly behavior.
21. The problem raised in the passage reflects on
(a) Thought process
(b) Human behaviour
(c) Cultural perceptions
(d) Professional opinion
22. According to the passage, human beings have which of the following in mind the most?
(a) Observation of things
(b) Preparation of mental images
(c) Expression through language
(d) To gain knowledge
23. Concept means
(a) A mental image
(b) A reality
(c) An idea expressed in language form
(d) All the above
24. The relation of percept to concept is
25. In the passage, the earth is taken as
(a) The globe
(b) The human habitat
(c) A celestial body
(d) A planet
PASSAGE 5 Answer Key
Q.25:-(b) The human habitat