If laws were to be enforced, …

CBSE, JEE, NEET, NDA

CBSE, JEE, NEET, NDA

Question Bank, Mock Tests, Exam Papers

NCERT Solutions, Sample Papers, Notes, Videos

If laws were to be enforced, it would bring about change and relief in the lives of about (a) ten thousand children (b) twenty thousand children (c) hundred children (d) a thousand children (e) None of the these
  • 3 answers

Ankit Yadav 4 weeks ago

B

Nikita Gupta 1 month ago

C

Nikita Gupta 1 month ago

B
http://mycbseguide.com/examin8/

Related Questions:

Online learning
  • 0 answers
Online learning
  • 0 answers
Mcq type Ouestion's
  • 1 answers
Note making of 'The third level '
  • 0 answers
Article on mental health day
  • 0 answers
UNSEEN PASSAGE- 1 Attempt any 8 questions out of 10 [8 Marks] (I) Human beings are in the process of dramatically reshaping the Earth's ecosystems. As far back as the 19th century, some scientists have noted that the current era is defined mainly bh the impact of human activity. Now, there is an emerging consensus among Earth scientists that we have indeed entered a new period of geological time, the Anthropocene epoch. (II) Scientists who study the history of the Earth usually divide the geological time according to major changes to the biology and climate of the Earth. For instance, the ancient Cambrian period, some 500 million years ago, is distinguished by a sudden explosion in the diversity of life, including the emergence of the ancestors of many modern species. More recently, the Pleistocene epoch, which ended about ten thousand years ago, is notable for the glaciers that swept over much of the Earth. The new Anthropocene epoch would be distinguished from all earlier times in Earth's history by the dramatic impacts of human activity on the Earth. (III) Though Earth scientists debate exactly when the Anthropocene began, there is a clear consensus that human changes to the environment are real and extreme. For one, many life forms have become, and are becoming, extinct as a result of human activity. For this reason, some palaeontologists argue that the human impacts of the Anthropocene began at the end of the last Ice Age, around ten thousand years ago. The fossil record indicates that around that time, many large animals, such as woolly mammoths and giant sloths, went extinct shortly after humans arrived in their ranges. (IV) The pace of human-caused extinctions has only increased in the past several hundred years. The growth and spread of human populations, caused by advances in seafaring technology and agriculture, has led to overexploitation of fraglie ecosystems, introduction of invasive species, and pollution, causing many extinctions. The international Union for the Conservation of Nature (IUCN), has found that, of species surveyed on its "Red List", about a fifth of all mammals and reptiles and nearly a third of amphibians are in danger of extinction. (V) This ongoing rapid loss of species has been described as a mass extinction, as servere as the event that wiped out the dinosaurs 65 million years ago. To some ecologists, this steep decline in biodiversity suggests that the Anthropocene epoch began in the 17th and 18th centuries, when the rate of extinction shot up dramatically. (VI) Human activity is also altering the climate as a whole. Since the Industrial Revolution of the 18th and 19th centuries, humans have significantly altered the atmosphere by mining and burning fossil fuels such as coal, oil, and natural gas. Some by-products of the use of these fuels, such as carbon dioxide, are greenhouse gases that trap solar energy on Earth. To assess the impact of these greenhouse gases on the Earth, scientists have had to investigate the history of the Earth's climate. Ice cores, samples of ice layers that have trapped atmospheric chemicals over time, have supplied scientists with millennia of year-by-year information about greenhouse gas concentrations and atmospheric temperature. (VII) Evidence from ice cores clearly shows that the Industrial Revolution brought about a sudden jump in carbon dioxide in the atmosphere, along with an increase in temperatures. A scientific consensus exists that this ongoing rise in temperatures has resulted in warming of the oceans, rising sea levels, and more frequent extreme weather events. Thus, some climatologists propose that the Anthropocene's onset occurred with the Industrial Revolution and its effects on Earth's atmosphere. (VIII) Whenever the Anthropocene is judged to have begun, its impact is undeniable. Human activity has changed the face of the planet ; the global ecosystem has been and is being reshaped, the composition of the atmosphere has been altered, and even weather patterns are changing in response to human activity. The consequences of these changes will affect life on Earth for millions of years to come, leaving a mark of human activity that may well outlive humanity itself.
  • 0 answers
The Last Lesson Text-Flamingo Q3 Multiple Choice Questions based on an extract A. Poor man! It was in honour of this last lesson that he had put on his fine Sunday clothes, and now I understood why the old men of the village were sitting there in the back of the room. It was because they were sorry, too, that they had not gone to school more. It was their way of thanking our master for his forty years of faithful service and of showing their respect for the country that was theirs no more. i Why does the narrator refer to M. Hamel as ‘Poor man!’? a) He empathizes with M. Hamel as he had to leave the village. b) He believes that M. Hamel’s “fine Sunday clothes” clearly reflected that he was not rich. c) He feels sorry for M. Hamel as it was his last French lesson. d) He thinks that M. Hamel’s patriotism and sense of duty resulted in his poverty. ii Which of the following idioms might describe the villagers’ act of attending the last lesson most accurately? a) ‘Too good to miss’ b) ‘Too little, too late’ c) ‘Too many cooks spoil the broth’ d) ‘Too cool for school’ iii Choose the option that might raise a question about M. Hamel’s “faithful service”. a) When Franz came late, M. Hamel told him that he was about to begin class without him. b) Franz mentioned how cranky M. Hamel was and his “great ruler rapping on the table”. c) M. Hamel often sent students to water his flowers, and gave a holiday when he wanted to go fishing. d) M. Hamel permitted villagers put their children “to work on a farm or at the mills” for some extra money. iv Choose the option that most appropriately fills in the blanks, for the following description of the given extract. The villagers and their children sat in class, forging with their old master a (i) _____ togetherness. In that moment, the class room stood (ii) _____. It was France itself, and the last French lesson a desperate hope to (iii) ______ to the remnants of what they had known and taken for granted. Their own (iv) _______. a) (i) graceful; (ii) still; (iii) hang on; (iv) country b) (i) bygone; (ii) up; (iii) keep on; (iv) education beautiful; (ii) mesmerised; (iii) carry on; (iv) unity d) (i) forgotten; (ii) transformed; (iii) hold on; (iv) identity B. M. Hamel went on to talk of the French language, saying that it was the most beautiful language in the world — the clearest, the most logical; that we must guard it among us and never forget it, because when a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison. Then he opened a grammar book and read us our lesson. I was amazed to see how well I understood it. All he said seemed so easy, so easy! i Which of the following can be attributed to M. Hamel’s declaration about the French language? a) subject expertise b) nostalgic pride c) factual accuracy d) patriotic magnification ii Read the quotes given below. Choose the option that might best describe M. Hamel’s viewpoint. a) Option (i) b) Option (ii) c) Option (iii) d) Option (iv) iii “I was amazed to see how well I understood it.” Select the option that does NOT explain why Franz found the grammar lesson “easy”. a) Franz was paying careful attention in class this time. b) M. Hamel was being extremely patient and calm in his teaching. c) Franz was inspired and had found a new meaning and purpose to Franz had realized that French was the clearest and most logical language. iv Franz was able to understand the grammar lesson easily because he was a) receptive. b) appreciative. c) introspective. d) competitive. Q 5. Stand-alone MCQs i Franz saw a huge crowd assembled in front of the bulletin board, but did not stop. How would you evaluate his reaction? a) Franz was too little to care about the news of lost battles. b) Nobody in Franz’s family was in the army, so it did not matter. c) Bad news had become very normal, so he went about his task. d) It was too crowded for Franz to find out what news was up on the board. ii There was usually great bustle and noise when school began, but it was all very quiet. Which of the following describes Franz’ emotions most accurately? a) shock and awe b) disappointment and anxiety c) confusion and distress d) curiosity and uncertainty iii “I never saw him look so tall”. Which of the following best captures M. Hamel on the last day of school? a) cranky, miserable, dedicated, resigned b) patient, dignified, emotional, courageous c) calm, nostalgic, disappointed, patriotic d) proud, reproachful, persistent, heroic iv Look at the table below. Column A provides instances from the story ‘The Last Lesson’. Column B provides titles of some famous English language poems. Choose the option that correctly match items of Column A with Column B. Column A Column B 1. M. Hamel distributed new copies that looked like little French flags, and ended the class with an emphatic “Vive La France!”. (i) ‘Remorse is memory awake’ (Emily Dickinson) 2. Hauser sat at the end of the class, thumbing his primer, desperately (ii) ‘A House called Tomorro to learn with the children, even as he cried. 3. M. Hamel shared how Alsace always put off learning, and how its people always thought they had plenty of time. (iii) ‘For Whom the Bell Tolls’ (John Donne) 4. Class ended when the church￾clock struck twelve. And then the Angelus. Simultaneously, Prussian trumpets sounded under the school windows. (iv) ‘Do Not Go gentle into that Good night’ (Dylan Thomas) a) 1 – (i); 2 – (ii); 3 – (iii); 4 – (iv) b) 1 – (ii); 2 – (iii); 3 – (iv); 4 – (i) c) 1 – (iii); 2 – (iv); 3 – (i); 4 – (ii) d) 1 – (iv); 2 – (i); 3 – (ii); 4 – (iii)
  • 2 answers

myCBSEguide App

myCBSEguide

Trusted by 1 Crore+ Students

CBSE Test Generator

Create papers in minutes

Print with your name & Logo

Download as PDF

3 Lakhs+ Questions

Solutions Included

Based on CBSE Blueprint

Best fit for Schools & Tutors

Work from Home

  • Work from home with us
  • Create questions or review them from home

No software required, no contract to sign. Simply apply as teacher, take eligibility test and start working with us. Required desktop or laptop with internet connection