(Set – 1: Passages 1–5)
🧩 Passage 1 – The Paradox of Modern Communication
The world today is more connected than ever before, yet human beings often feel more isolated. Technology has eliminated geographical distances, allowing instant communication across continents. However, this ease of interaction has also reduced the depth of relationships. Virtual conversations, though convenient, often lack emotional nuance and empathy.
In earlier decades, communication demanded patience — letters took days or weeks to arrive, and phone calls were special occasions. The waiting itself gave value to the message. Now, messages are instant and disposable. The convenience of modern communication has replaced emotional investment with efficiency.
Moreover, the abundance of digital messages has led to a decline in meaningful dialogue. People talk more, but listen less. The ability to express quickly has overshadowed the ability to reflect deeply. Emotional cues — tone, gesture, silence — have vanished in text-based interactions.
The paradox, therefore, is that while communication has become easier, genuine connection has become harder. The challenge for the present generation is to use technology as a bridge, not as a barrier, to human relationships.
Questions:
Q1. The main idea of the passage is:
A) Modern communication has strengthened emotional bonds.
B) Technology connects people but weakens relationships.
C) Letters are more effective than phone calls.
D) Emotional cues are unimportant today.
Answer: B
Explanation: The passage contrasts ease of communication with emotional disconnection.
Q2. Which word best describes the author’s tone?
A) Celebratory
B) Analytical and reflective
C) Sarcastic
D) Pessimistic
Answer: B
Q3. The phrase “messages are instant and disposable” implies:
A) People delete messages quickly.
B) Messages are valued less because they are easy to send.
C) Messages are more permanent.
D) Technology is unreliable.
Answer: B
Q4. What, according to the author, has vanished in digital communication?
A) Emotional cues
B) Speed
C) Honesty
D) Relevance
Answer: A
Q5. The passage suggests that technology should be used as:
A) A substitute for empathy
B) A bridge to build real connection
C) A tool for avoiding people
D) A means of isolation
Answer: B
🧩 Passage 2 – The Purpose of Education
Education has often been viewed as a means to secure employment and economic stability. While this perspective is practical, it overlooks the deeper purpose of education — the cultivation of wisdom, empathy, and critical thinking. A truly educated person is not merely one who possesses degrees or professional skills but one who understands the responsibilities of being human in a complex world.
Modern systems of education, driven by competition and standardized testing, tend to prioritize measurable outcomes over intellectual curiosity. Students are trained to reproduce information rather than to question it. As a result, creativity and moral reasoning are often sacrificed at the altar of performance.
True education must aim to balance intellectual achievement with ethical awareness. It should nurture the ability to think independently, to distinguish between right and wrong, and to act with compassion.
In this sense, education is not preparation for life — it is life itself. It must inspire individuals to pursue truth, to challenge injustice, and to contribute meaningfully to society. Economic prosperity may be one outcome, but it should never be the sole objective.
Questions:
Q1. According to the author, the ultimate goal of education is to:
A) Train people for jobs
B) Develop wisdom and moral reasoning
C) Promote competition
D) Achieve high test scores
Answer: B
Q2. The author criticizes modern education for:
A) Lack of infrastructure
B) Overemphasis on measurable performance
C) Encouraging creativity
D) Supporting curiosity
Answer: B
Q3. “Education is not preparation for life — it is life itself” means:
A) Education continues throughout life.
B) Education is limited to school.
C) Education is irrelevant.
D) Education ends after graduation.
Answer: A
Q4. Which of the following is NOT a quality of a truly educated person, according to the passage?
A) Empathy
B) Independent thought
C) Blind obedience
D) Critical reasoning
Answer: C
Q5. The author’s tone is:
A) Critical yet idealistic
B) Sarcastic
C) Disinterested
D) Apathetic
Answer: A
🧩 Passage 3 – The Value of Scientific Curiosity
Scientific progress is not the result of mere accumulation of facts but the outcome of curiosity guided by discipline. Great discoveries have often emerged not from structured programs but from a persistent desire to know “why” and “how.” Curiosity is the starting point of all scientific advancement; without it, even the most advanced laboratories would remain lifeless.
However, curiosity alone is not enough. It must be coupled with patience, skepticism, and ethical responsibility. Science, when divorced from ethics, can become destructive rather than liberating. The twentieth century witnessed both the wonders of space exploration and the horrors of nuclear warfare — both born from scientific progress.
Therefore, the true spirit of science lies not only in discovery but also in discernment. The scientist must be both a seeker of truth and a guardian of humanity’s well-being. When curiosity serves compassion, science becomes a force for good.
Questions:
Q1. The main idea of the passage is:
A) Curiosity without ethics is dangerous.
B) Science has no role in society.
C) Science is based on random discoveries.
D) Facts are more important than curiosity.
Answer: A
Q2. Which of the following pairs contrasts scientific progress?
A) Space exploration and nuclear war
B) Biology and physics
C) Medicine and astronomy
D) Chemistry and mathematics
Answer: A
Q3. The author believes scientific curiosity should be:
A) Independent of moral control
B) Guided by discipline and ethics
C) Focused only on profit
D) Suppressed by institutions
Answer: B
Q4. The tone of the author is:
A) Inspirational and cautionary
B) Satirical
C) Indifferent
D) Amusing
Answer: A
Q5. “The scientist must be both a seeker of truth and a guardian of humanity” means:
A) Scientists must balance discovery with moral concern.
B) Scientists should stop research.
C) Science and ethics are unrelated.
D) Science only benefits researchers.
Answer: A
🧩 Passage 4 – Democracy and Dissent
A healthy democracy does not silence disagreement; it thrives on it. Dissent, when expressed responsibly, acts as a corrective mechanism against the misuse of power. History shows that progress often begins with those who challenge authority — reformers, activists, and thinkers who refused to accept injustice.
Unfortunately, in many democracies today, dissent is seen as disloyalty. Critics are often labeled as “anti-national” or “troublemakers.” This attitude undermines the very foundation of democracy, which is built on freedom of thought and expression.
Constructive criticism is not a threat but a necessity. It allows governments to refine policies, address public concerns, and prevent corruption. Suppressing criticism leads to stagnation, while encouraging debate leads to progress.
Thus, democracy and dissent are not opposites; they are interdependent. Without the voice of dissent, democracy degenerates into authoritarianism.
Questions:
Q1. What is the main idea of the passage?
A) Dissent is dangerous for democracy.
B) Dissent strengthens democracy.
C) Democracy must suppress criticism.
D) Silence ensures peace.
Answer: B
Q2. The author views dissent as:
A) A form of disrespect
B) A necessary democratic tool
C) A sign of instability
D) A personal attack
Answer: B
Q3. The tone of the author is:
A) Defensive
B) Assertive and democratic
C) Cynical
D) Despairing
Answer: B
Q4. What happens when criticism is suppressed?
A) Progress accelerates
B) Stagnation and misuse of power occur
C) Citizens become more active
D) Peace increases
Answer: B
Q5. “Democracy and dissent are not opposites” implies:
A) Both are mutually reinforcing.
B) Dissent destroys democracy.
C) Dissent is unimportant.
D) Democracy cannot tolerate debate.
Answer: A
🧩 Passage 5 – The Challenge of Sustainable Development
Sustainable development is often misunderstood as merely an environmental concern, but it encompasses a broader vision — economic, social, and ecological balance. The challenge is not only to meet present needs without compromising the future but also to redefine what we mean by “growth.”
In traditional economics, growth is measured by GDP — the total value of goods and services produced. However, GDP does not account for environmental degradation, social inequality, or depletion of resources. A country may have a high GDP and yet be unsustainable if its development harms nature or marginalizes communities.
True progress must therefore integrate environmental protection, social inclusion, and economic efficiency. This is the “triple bottom line” approach: people, planet, and profit.
Achieving sustainability requires a shift in values — from consumerism to conservation, from short-term gains to long-term responsibility. The goal is not to stop development but to make it equitable and enduring.
Questions:
Q1. The central idea of the passage is that:
A) Economic growth ensures sustainability.
B) Sustainable development balances economy, society, and environment.
C) Environmentalism opposes growth.
D) Sustainability ignores economy.
Answer: B
Q2. GDP is criticized because it:
A) Measures only agricultural output.
B) Ignores social and environmental costs.
C) Measures happiness directly.
D) Reduces inequality.
Answer: B
Q3. “Triple bottom line” refers to:
A) GDP, Inflation, and Employment
B) People, Planet, and Profit
C) Growth, Industry, and Infrastructure
D) Government, Society, and Culture
Answer: B
Q4. The passage suggests sustainability requires:
A) Short-term profit
B) Long-term ethical responsibility
C) Overproduction
D) Consumption growth
Answer: B
Q5. The author’s tone is:
A) Instructive and reformative
B) Humorous
C) Emotional
D) Aggressive
Answer: A
