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| Unseen Passage for Class 11 with Answers: Unseen Comprehension Passage for Class 11 in English |
Unseen passage for Class 11 with Answers: Students can practice the various numbers of comprehension passage for Class 11 with answers in this page. These unseen comprehension passage for Class 11 have been prepared by expert faculties having years of experience. We have uploaded the Unseen passage Class 11 in english in this page. Students preparing for upcoming exams can bookmark this page for new unseen comprehension passages for Class 11.
Comprehension for Class 11
Friends, today we have written unseen passages for the students of Class 11. With the help of which children can prepare for their upcoming exams. In this post, we have written many unseen comprehension passage for class 11 with answers, with the help of which children can practice from home.
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Unseen Comprehension Passages for Class 11 in English with Answers |
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Unseen Passage for Class 11 in English
Comprehension means understanding or understanding. The purpose of reading a passage is to understand it. In this section, some passages of prose have been given for Unseen Passages for Class 11, whose length is 60 to 120 words. Then some questions related to Unseen passages Class 11 will remain at the bottom of that passage.
We have seen that often children have difficulty in answering the questions of Unseen Passage, that's why we should practice them properly before the exam and they should pass with good marks in the exam.
1 Unseen Comprehension Passage for Class 11 with Answers
When I was at college I used to spend my summer vacations in Dehra, at my grandmother's place. I would leave the plains early in May and return late in July. Deoli was a small station about thirty miles from Dehra; it marked the beginning of the heavy jungles of the Indian Terai.
The train would reach Deoli at about five in the morning, when the station would be dimly lit with electric bulbs and oil lamps, and the jungle across the railway tracks would just be visible in the faint light of dawn. Deoli had only one platform, and office of the station master and a waiting room. The platform boasted of a tea stall, a fruit vendor, and a few stray dogs; not much else, because the train stopped there for only ten minutes before rushing on into the forests.
Why it stopped at Deoli, I don't know. Nothing ever happened there. Nobody got off the train and nobody got in. There were never coolies on the platform. But the train would halt there a full ten minutes, and then a bell would sound, the guard would blow his whistle, and presently Deoli would be left behind and forgotten.
I used to wonder what happened in Deoli, behind the station walls.I always felt sorry for that lonely little platform, and for the place that nobody wanted to visit. I decided that one day I would get off the train at Deoli, and spend the day there, just to please the town.
I was eighteen, visiting my grandmother, and the night train stopped at Deoli. A girl came down the platform, selling baskets. It was a cold morning and the girl had a shawl thrown across her shoulders. Her feet were bare and her clothes were old but she was a young girl walking gracefully and with dignity.
1.1 On the basis of reading the above passage answer the following questions:-
1.) Where the author used to spend his summer vacation during his college period?
2.) Where was Deoli situated? What did it mark?
3.) Deseribe the railway station of Deoli.
4.) How did Deoli station look at five in the morning?
5.) Why was the author surprised about the station of Deoli ?
1.2 Find the meaning of the following words and phrases from the passage:-
(i) abandonment (para1)
(ii) unremembered (para3)
(iii) a room provided for the use of people who are waiting (para 2)
(iv) attractively elegant way (para 5)
Suggested answers for the above passage:
1.) The author used to spend his summer vacations in Dehra at his grandmother's place.
2.) Deoli was a small station thirty miles away from Dehra. It marked beginning of deep forests of Indian Terai.
3.) Deoli was a small, lonely and deserted station. It had only one platform an office for the station master and a waiting room. At the station small tea-stall, a fruit vendor and a few stray dogs could be seen.
4.) At five o' clock in the morning Deoli station was dimly lighted with electric bulbs and oil lamps. It gave a deserted look. The jungles across the tracks were just visible in the faint light of the dawn.
5.) The station of Deoli always looked almost deserted. There nobody got off the train and nobody got in. Yet the train stopped there for full ten minutes. This surprised the author.
6.) (i) vacations
(ii) forgotten
(iii) waiting room
(iv) gracefully
2 Unseen Passage for Class 11 with Answers
The object that we set before ourselves was to be albe to clothe ourselves entirely in cloth manufactured by our own hands. We therefore forthwith discarded the use of mill-woven cloth, and all the members of the Ashram resolved to wear hand-woven cloth made from Indian yarn only. The adoption of this practice brought us a world of experience. It enabled us to know, from direct contact, the conditions of life among the weavers, the extent of their production, the handicaps in the way of their obtaining their yarn supply, the way in which they were being made victims of fraud, and lastly, their ever growing indebtedness.
We were not in a position immediately to manufacture all the cloth for our needs. The alternative therefore was to get our cloth supply from handloom weavers. But ready-made cloth from Indian mill was not easily obtainable either from the cloth-dealers or from the weavers themselves. All the fine cloth woven by the weavers was from foreign yarn, since Indian mills did not spin fine counts.
Even today the out-trun of higher counts by Indian mills is very limited whilst highest counts they cannot spin at all. It was after the greatest effort that we were at last able be to find some weavers who condescended to weave Swadeshi yarn for us, and only on condition that the Ashram would take up all the cloth that they might produce. By thus adopting cloth woven from mill yarn as our wear, and propagating it among our friends, we made ourselves voluntary agents of the Indian spinning mills. This in its turn brought us in contact with the mills, and enabled us to know something about their management and their handicaps.
It enabled us to know, from direct contact, the conditions of life among the weavers, the extent of their production, the handicaps in the way of their obtaining their yarn supply, the way in which they were being made victims of fraud, and; lastly their ever growing indebtedness. We were not in a position immediately to manufacture all the cloth for our needs. The alternative therefore was to get our cloth supply from handloom weavers. But ready-made cloth from Indian mills was not easily obtainable either from the cloth dealers or from the weavers themselves.
All the fine cloth woven by the weavers was from foreign yarn, since Indian mills did not spin fine counts. Even today the out -turn of higher counts by Indian mills is very limited, whilst highest counts they cannot spin at all. It was after the greatest effort that we were at last able to find some weavers who condescended to weave Swadeshi yarn for us, and only on condition that the Ashram would take up all the cloth that they might produce.
1.1 On the basis of reading the above passage answer the following questions:-
1.) What did the members of the Ashram resolve?
2.) What knowledge and experience did the wearing of Indian hand woven cloth bring them?
3.) What object Gandhi and his companion set before themselves?
4.) What alternative were Gandhi and his companions left with?
5.) Why had Gandhi and the others had to make the greatest effort to get some weavers to weave for them?
1.2 Find the meaning of the following words and phrases from the passage:-
(i) feels superior (para 3)
(ii) Instantly (para 2)
(iii) another possibility (para 4)
(iv) disadvantage imposed (para 1)
Suggested answers for the above passage:
1.) The members of the Ashram resolved to wear hand-woven cloth from Indian yarn only.
2.) They were able to know about the conditions of life among the weavers the extent of their production, the difficulty in the way of obtaining their yarn and their growing indebtedness.
3.) The object that they set before themselves was to clothe themselves in the cloth manufactured by their own hands.
4.) Gandhi and his companions could not produce all the cloth that they needed. Therefore, they were left with the alternative to get their cloth supply from handloom weavers.
5.) The weavers wove all the fine cloth from foreign yarn. They were, therefore, not ready to weave Swadeshi yarn. Thus Gandhi and the others had to make their greatest effort to get some weavers to weave for them.
6.) (i) condescended
(ii) immediately
(iii) alternative
(iv) handicaps
3 Unseen Comprehension for Class 11 with Answers
We got freedom in 1947 as a result of what I call the first vision for the nation. This vision created the best of leaders in many fields like politics, philosophy, judiciary, science and technology and industry. Improvements took place in many aspects of life, in literacy, agricultural products, strategic areas certain small and large-scale industries. Now more than 50 years have gone by and we are called as one among the hundreds of developing countries and in a distinct way a separation from G-8 countries.
We have many challenges. Nearly 260 million people who are below the poverty line have to join the mainstream of a good life. Hundred percent literacy, health for all, multiple industrial and agricultural productivity and a lifestyle with a value system have to emerge. Hence, we need the second vision for the nation to become developed.
After Independence, India looked forward to development through Five Year Plans. The Green Revolution and technological growth enabled India to prosper with self-sufficiency in food, and achievements in many technological frontiers, particularly in the past two decades. A major transformation came during the information age when India established its position with its strong core competence in information technology. Today, India is in the knowledge age which provides an opportunity to become a developed nation with a strong economy.
In the twenty-first century, a new society is emerging where knowledge is the primary production resource instead of capital and labour. People’s lives will be enriched by IT- driven knowledge products and systems, biotechnology and space technology.
Even the rich and developed nations, in spite of their wealth and military strength, are afraid of virtual enemies and they live with the fear complex. Economic prosperity and military strength, alone do not bring peace to any nation, as we see from the dynamics of the world. In such a situation it is also very important to transform our religious forces into spiritual forces. Evolution of spiritual forces in addition to economic prosperity and military strength will bring happiness, peace and prosperity.
1.1 On the basis of reading the above passage answer the following questions:-
1.) What was created by the 'first vision' according to Dr. Kalam?
2.) In which aspects of life did the improvements take place?
3.) Which works are to do for better life of Indians?
4.) How did India develop itself after independence?
5.) What is the present condition of India in information technology?
1.2 Find the meaning of the following words and phrases from the passage:-
(i) founded
(ii) appear
(iii) betterments
(iv) change in way of thinking and behaving
Suggested answers for the above passage:
1.) The ‘first vision' created the best of leaders in many fields like politics, philosophy, judiciary, science and technology and industry.
2.) Improvements took place in many aspects of life, in literacy, agricultural products, and strategic areas, certain small and large-scale industries.
3.) Hundred percent literacy, health for all, multiple industrial and agricultural productivity and a lifestyle with a value system etc. Have to establish for better life of Indians.
4.) After Independence, India looked forward to development through ‘Five Year Plans'. The Green Revolution and technological growth enabled India to prosper with self-sufficiency in food, and achievements in many technological frontiers, particularly in the last two decades.
5.) India has established its position with its strong core competence in information technology. Today India is independent in this area and moving towards to become a developed nation.
6.) (i) established
(ii) emerge
(iii) improvements
(iv) revolution
4 Unseen Passage for Class 11 with Answers
The advance of the age of machinery has not been all a gain, in fact against all that the machine has given us must be set one serious disadvantage -the decline in craftsmanship. In days gone by a furniture-maker would use with care and pride the tools which, over a period of years, had become almost a part of him, and a chair took shape before his eyes.
It was the work not only of his hands but also of his mind, and expressed something of himself; no other chair, even one made by his own hands, would be just like that one. So it was with all craftsmen; everything they made was their own work, the result of their skill in the use of their tools, and they could look on it with pardonable pride.
What is the position today? In the large factories of the machine age, rows of men are engaged in producing not a whole article, but merely one part of that article. The individual workman does not even have the satisfaction of feeling that this part is the work of his own hands, because it is made by a complicated machine. All he has to do is to feed the raw material into the machine, press a lever, and put the finished part on a moving belt, which will convey it to the assembly lines.
There is the tension between individual and collective existence. Technology connects us to each other as never before, and in doing so makes explicit the degree to which we are defined and anticipated by others: the ways in which our ideas and identities do not simply belong to us, but are part of a larger human ebb and flow.
This has always been true – but rarely has it been more evident or more constantly experienced. For the first time in human history, the majority of the world’s population is not only literate – itself an achievement less than a century old – but also able to actively participate in written and recorded culture, courtesy of the connected devices pervading almost every country on earth. This is an astonishing, disconcerting, delightful thing: the crowd in the cloud becoming a stream of shared consciousness.
1.1 On the basis of reading the above passage answer the following questions:-
1.) What did everything made show about the craftsmen?
2.) How could the craftsmen look on the things made by them?
3.) What happens in the large factories?
4.) Why doesn't an individual workman have satisfaction?
5.) What does a workman usually do in the large factory?
1.2 Find the meaning of the following words and phrases from the passage:-
(i) manufacture (para 3)
(ii) occupied (para 3)
(iii) having gained knowledge (para 5)
(iv) a thought or feeling (para 1)
Suggested answers for the above passage:
1.Everything made show the craftsman’s skill in the use of their tools.
2.The craftsman’s could look on the things with pardonable pride
3.In the large factories, workers produce merely one part of an article and not the whole one.
4.An individual workman doesn’t have satisfaction because the product isn’t produced only by his own hands.
5.A workman feeds the raw material into the machines, press a lever, and put the finished part on a moving belt.
6.(a) producing
(b) engaged
(c) experienced
(d) expressed
5 Unseen Comprehension Passage for Class 11 with Answers
Sardar Vallabhbhai Patel started his movement in Bardoli in 1928. This movement earned Patel the title of Sardar or Leader.
Gandhiji had planned to make Bardoli the centre of his non-cooperation in its first phase, but after Chauri-Chaura incident he dropped this idea. Bardoli soon became the target of the British Government's displeasure. So, revenue raised by 22%. Cultivators were compelled to protest but the Government remained unmoved. The delegations, therefore, met Vallabhbhai who studied the situation carefully and then spoke to Gandhiji.
He told him that it was necessary to fight against the authorities for the cause of the farmers. Gandhiji gave his nod and Vallabhbhai in his own way, persuading the people to sacrifice everything, organized a farmer's movement. It was a non-cooperation movement, fully non-violent and disciplined. The Government cracked down on the agitators but they fearlessly continued their struggle under the leadership of Vallabhbhai.
All sorts of cruelties were inflicted upon them but the farmers remained united. Their morale remained on a high too. At last, the government had to draw up a compromise and meet all the demands of the farmers of the Bardoli Taluka. The agitation under the leadership of Vallabhbhai Patel was a grand success and had great impact on all future non-cooperation movements throughout the country. It brought great name and fame to Vallabhbhai. His dynamic leadership earned him the title of Sardar or true leader from Gandhiji.
The government began to auction the houses and the lands. But not a single man from Gujarat or anywhere else in India came forward to buy them. Patel had appointed volunteers in every village to keep watch. As soon as he sighted the officials who were coming to auction the property, the volunteer would sound his bugle. The farmers would leave the village and hide in the jungles. The officials would find the entire village empty. They could never find out who owned a particular house.
1.1 On the basis of reading the above passage answer the following questions:-
1.) What had Gandhiji planned for Bardoli?
2.) When did Gandhiji drop the idea of the first phase of his movement?
3.) How did the government show displeasure?
4.) Why did the delegations meet Vallabhbhai?
5.) What did Patel say to Gandhiji?
1.2 Find the meaning of the following words and phrases from the passage:-
(i) agreement (para 4)
(ii) forced (para 2)
(iii) first part of an action (para 5)
(iv) decided on beforehand (para 5)
Suggested answers for the above passage:
1.Gandhiji had planned to make Bardoli the centre of his non-cooperation movement in its first phase.
2.After Chauri-Chaura incident, Gandhiji dropped the idea of the first phase of his movement.
3.The Government showed displeasure by raising revenue by 22% at Bardoli Taluka.
4.The delegations meet Vallabhbhai to help them in the movement against the Government.
5.He told Gandhiji that it was necessary to fight against the authorities for the cause of the farmers.
6.(i) Compromise
(ii) Compelled
(iii) began
(iv) appointed
6 Unseen Comprehension for Class 11 with Answers
1. White House security entrance at 2:15 PM on Tuesday, October 17: There are six Indians in immaculate sherwanis that the secret service is trying to clear through by matching their passports or drivers’ licences to the information they have on their computers. Four clear and two have problems. One of them is me. The problem is my passport has no last name. Even though I have met with candidate Trump, President-Elect Trump, and then President Trump, at least a dozen times, it’s never been at the White House.
2. Diwali at the White House was scheduled to begin at 3:15 pm. For 30 minutes four different White House officials tried to get me cleared, but these secret service guys refused to break the protocol no matter who the visitor. It is 3:00 PM now. Finally, seeing no solution in sight the Secret Service offer a way out – I could go in as long as I am escorted by an official all the time. Three members of our group of six had already gone in, and finally the rest of us dash to the Roosevelt room, right next to the Oval Office. Just in time at 3:30 pm.
3. There were a total of 26 guests, most of them currently working for the Trump administration such as Nikki Haley, Seema Verma, Ajit Pai, Raj Shah, Vanilla Singh, along with six members of the Republican Hindu Coalition (RHC) that had played a major role in the election of President Trump. I am the RHC India Ambassador.
4. After a 10-minute wait in the Roosevelt room, all 26 of us line up in the Oval Office. President Trump walks in, and comes over to us, the Kumar family which includes my dad Shalabh “Shalli” Kumar, his son Vikram Aditya Kumar and of course me.
5. The President then proceeded to read his statement and light the diya with Nikki Haley and Seema Verma to his right and Shalabh Kumar and me to his left. (The writer is the RHC India Ambassador and winner of the Times of India Femina Miss India contest in 2010.)
2.1 On the basis of your reading of the passage, answer the following questions by choosing the best of the given choices.
Question (a)
The crisis the author describes in the opening paragraph in that the author and five other Indians
(i) do not have valid passports.
(ii) are not suitably dressed.
(iii) the information on their documents does not match with the information US security officials have.
(iv) they are late for the function.Answer:
(iii) the information on their documents does not match with the information US security officials have.Question (b)
Finally, the white House security officials allowed the author to enter the White House if(i) she could prove that she had met President Trump several times earlier.
(ii) she went in without a camera or a microphone.
(iii) a security officer remained with her all the time.
(iv) her father Shalabh Kumar took guarantee of her behaviour.
Answer:
(iii) a security officer remained with her all the time.Question (c)
The author was part of the 26 member team that celebrated Diwali with President trump
because she(i) belonged to the Kumar family.
(ii) was the Ambassador of RHC.
(iii) Neither of these
(iv) both of these
Answer:
(iv) both of theseQuestion (d)
The Diwali celebrations were held
(i) on the lawns of the White House,
(ii) in the Roosevelt Room.
(iii) in the Oval Office.
(iv) in President Trump’s drawing-room.
Answer:
(iii) in the Oval Office.Question (e)
‘Scheduled’ in para 2 means ……………………….
(i) arranged
(ii) decided
(iii) looked after
(iv) stationary
Answer:
(i) arrangedQuestion (f)
‘Dash’ in para 2 means ………………………
(i) reach on time
(ii) rush
(iii) wait
(iv) play colour
Answer:
True2.2 Answer the following.
(a) The author’s problem was that her ……………… had no last name.
(b) After a 10-minute wait in the ………………. Room, all 26 of the guests lined up in the Oval
Office.
(c) Diwali at the White House was scheduled to start at 3:15 pm. [True/False]
(d) Six members of the Republican Hindu Coalition played a major role in the election of President Trump. [True/False]Answer:
(a) passport
(b) Roosevelt
(c) False
(d) True2.3 Find words that have meanings similar to these:
(a) extremely clean and tidy (paragraph 1)
(b) accompanied (paragraph 2)Answer:
(a) immaculate
(b) escorted
7 Unseen Comprehension Passage for Class 11 with Answers
1. The modern classroom has taken several steps forward in its evolution of the learning environment in the past 25 years. Many of the benefits that we have seen in this setting are due to the introduction of new technology options for students. Instead of having a single computer for a class to use or a laboratory environment for the entire school placed in one room, we can now help students learn at their table or desk with items issued to them directly. Thus, there are quite a lot of advantages of having technology in classrooms.
2. Technology helps children to stay motivated during the learning process. Most students don’t like to go to school if they feel like they are wasting their time. When there is technology allowed in the classroom, then teachers have an opportunity to let children work at a pace which suits them the best without disturbing others. They can look up additional information about a subject they are learning about that day, play educational games that reinforce the lesson, or work on advanced material using a program.
3. Because many of today’s technology options allow students to see how well they are doing compared to the average of all users, it gives them a chance to push harder for themselves and their education. Many of the programs that encourage learning also issue rewards or award certificates, which helps to make the lessons fun as well.
4. Technology encourages more communication between teachers and parents. When there is technology in the classroom, then there are more opportunities for parents and teachers to connect with each other. Using a blog for the classroom can help parents get to see what their children are learning each day. Apps and software options allow teachers to instantly report on a child’s behaviour to let parents know in real-time what is happening throughout the day. There are options for chat boxes, instant messaging, and other forms of communication as well.
5. Let’s not forget about email here either. Since the 1990s when this technology option came into the classroom, it created more reliability in messaging between teachers and parents should there be a need to talk.
6. Technology also creates new ways to learn for today’s student. There are three critical forms of intelligence that we see in children today : emotional, creative, and instructional. The traditional classroom environment, which typically encourages lecturebased lessons, focuses more on the latter option. Standardized tests and similar ranking tools do the same. When children have access to technology today, then those who excel outside of the standard learning setup can still achieve their full potential.
7. Technology allows children to embrace their curiosity in multiple ways. They can try new things without embarrassment because their tech access gives them a level of anonymity. This process allows children to work, through trial-and error if they wish, to see if a different strategy helps them to learn more effectively.
8. It even encourages students to stay engaged with their learning environment. Children get bored very easily when they feel like they already know what is being taught in their classroom. Some children will transform into mentors or leaders in this situation to help their fellow students, but there are many more who disengage because they lack stimulation. By introducing technology to the classroom, there are fewer places where repetitive learning must take place. Teachers can introduce new subjects, try new techniques, or use different projects to encourage ongoing learning, which creates more overall engagement.
Question. Technology allows children to embrace their _____ in multiple ways.
(i) intelligence
(ii) hard work
(iii) curiosity
(iv) passion
Ans : (iii) curiosityQuestion. Which of the following is not a method through which technology encourages more communication between teachers and parents ?
(i) Apps and software options that allow teachers to instantly report on a child’s behaviour.
(ii) Usage of a blog for the classroom to help parents get to see what their children are learning each day.
(iii) Communication options such as chat boxes, instant messaging, and other forms ofcomm unication.
(iv) Software programs that allow parents to access the child’s tech and keep a check on their usage.
Ans : (iv) Software programs that allow parents to access the child’s tech and keep a check on their usageQuestion. Which of the following is not something that technology helps a student with in education ?
(i) Technology creates new ways to learn for today’s student.
(ii) Technology encourages more communication between parents and students.
(iii) Technology helps children to stay motivated during the learning process.
(iv) Technology encourages students to stay engaged with their learning environment.
Ans : (ii) Technology encourages more communication between parents and students.Question. Which of the following is not a way through which technology helps children to stay motivated during the learning process ?
(i) play educational games that reinforce a lesson
(ii) work on advanced material using a program
(iii) look up additional information about a subject they are learning about
(iv) allow them to work on a lesson beyond their curriculum
Ans : (iv) allow them to work on a lesson beyond their curriculumQuestion. The three critical forms of intelligence that we see in children today are :
I. motivational
II. creative
III. instructional
IV. competitive
V emotional
(i) I, II and III
(ii) II, III and IV
(iii) II, III and V
(iv) I, IV and V
Ans : (iii) II, III and VQuestion. Who is a mentor ?
(i) someone who gives someone help and advice related to something
(ii) someone who leads someone to become a better person
(iii) someone who helps someone in their time of need
(iv) someone who provides a better learning standard
Ans : (i) someone who gives someone help and advice related to somethingQuestion. Children can try new things with the help of technology without embarrassment because their tech access gives them a level of :
(i) confidence
(ii) anonymity
(iii) superiority
(iv) satisfaction
Ans : (ii) anonymityQuestion. Most children don’t like to go to school if :
(i) they don’t understand what is being taught in class.
(ii) they feel like they are wasting their time.
(iii) they find class too boring.
(iv) they can get away with it.
Ans : (ii) they feel like they are wasting their time.Question. What is the advantage of having a technology that allows students to see how well they are doing compared to the average of other students ?
(i) it gives an opportunity to learn from other students
(ii) it tells one how much more hard work is needed to achieve a goal
(iii) it motivates them to seek help where needed to reach the level of others
(iv) it gives them a chance to push harder for themselves and their education
Ans : (iv) it gives them a chance to push harder for themselves and their educationQuestion. Choose an option that makes the correct use of ‘stimulation’ as used in the passage, to fill in the space.
(i) Babies who love with their parents receive much more _____ than babies who sleep in a cot.
(ii) It was known that _____ made the heart to increase its oxygen consumption.
(iii) Near the boundary, the electrical _____ spreading enough to evoke both movements.
(iv) She has a low threshold of boredom and needs the constant _____ of physical activity.
Ans : (iv) She has a low threshold of boredom and needs the constant _____ of physical activity.Question. Technology helps children to see if a different strategy helps them to learn more effectively through :
(i) hard work and diligence.
(ii) trial and error method.
(iii) advanced software programs.
(iv) strategies and lessons.
Ans : (ii) trial and error method.Question. Choose an option that is clearly a synonym of the word ‘engaged’.
(i) immerse
(ii) surrender
(iii) release
(iv) disrupt
Ans : (i) immerse
8 Unseen Passage for Class 11 with Answers
1. Delhi tried very hard but it wasn’t enough. In the run-up to D-Day, the sound of firecrackers had not been heard. The Supreme Court ban on sales had made procuring them difficult, but many people, including school children, had resolved to buck tradition for clean air. And till 7 pm on Diwali, most neighbourhoods were quiet. Around that time the first sound of firecrackers going off was heard, and gradually it rose to a crescendo. But it was nowhere near the blitzkrieg of the past, not even half of that. And well before midnight, it was all over.
2. The bad news broke at dawn. It was a visibly smoggy morning. Air pollution levels had peaked to “severe” on Diwali night and remained dangerously high till Friday afternoon as reflected in the real-time monitoring data of Central Pollution Control Board (CPCB) and Delhi Pollution Control Committee (DPCC).
3. The CPCB, however, pointed out a silver lining. It said the air quality index (AQI) this year was better than the ones on Diwali in the past two years in spite of hostile meteorological conditions. On Diwali last year (October 30, 2016), the average AQI for the city was in the “severe” category at 426 while the year before that (November 11, 2015), it had been in the “very poor” category at 327. This time, it was marginally lower at 326.
4. There are so many factors impacting air quality – from the speed and direction of the wind to burning of crop stubble in neighbouring states – that it is difficult to definitively identify the main culprit. What, however, has to be acknowledged is that at least a majority of people have the will to stick to what may appear to be unpalatable decisions for better quality of life.
5 The data, however, is making informed observers worry-particularly the massive peaks in PM (Particulate Matter) 2.5 (fine, respirable pollution particles) and PM 10 (coarse pollution particles) levels on Thursday night after 10 pm. Delhi peaked to 656 micrograms per cubic metres around midnight.
6 However, the data also shows that in spite of unfavourable meteorological conditions, the air quality on Diwali this year was better than last year. It had not been so good in the two days preceding Diwali due to intrusion of humid air from the south-east coupled with prevailing calm wind conditions. The average mixing height (the height to which smoke or air will rise, mix and disperse) recorded on October 18 and 19 were 547 metres and 481 metres, respectively, according to CPCB. It should be at least 1000 metres for proper dispersal.
3.1 On the basis of your reading of the passage, answer the following questions by choosing the best of the given choices.
Question (a)
In the run-up to D-Day, the sound of firecrackers had not been heard because the
(i) Supreme Court banned the sales of firecrackers.
(ii) children resolved to back tradition for clean air.
(iii) neighbourhoods did not like the sound of firecrackers.
(iv) children were afraid of the sound of firecrackers.
Answer:
(i) the Supreme Court banned the sales of firecrackersQuestion (b)
The ‘bad news’ that broke at dawn was that
(i) there was smog in the sky.
(ii) the air pollution levels were dangerously high.
(iii) CPCB released real time figures that were alarming.
(iv) All of the above.
Answer:
(iv) All the aboveQuestion (c)
The AQI levels after Diwali this year were
(i) the same as in other years.
(ii) higher than other years.
(iii) lower than other years.
(iv) could not be ascertained.
Answer:
(iii) lower than other yearsQuestion (d)
There will be no air pollution if
(i) school children do not burst crackers on Diwali.
(ii) there is a strong wind on Diwali night.
(iii) if the motor vehicles do not run on Diwali.
(iv) None of the above.
Answer:
(iv) None of the above.Question (e)
‘Crescendo’ in para 1 means
(i) to happen successfully
(ii) an increase in intensity
(iii) better quality of life
(iv) metrological conditions
Answer:
(ii) an increase in intensityQuestion (f)
unpalatable in para 4 means
(i) 6,000 metres for proper dispersal
(ii) feeling happy
(iii) dispersal
(iv) not pleasant
Answer:
(iv) not pleasant3.2 Answer the following.
(a) The massive peaks in PM (Particulate Matter) 2.5 and PM 10 (coarse pollution particles) on
the Diwali day made the observers worried. [True/False]
(b) Despite the Supreme Court ban on the sale of firecrackers, many people including school
children were adamant to burst firecrackers on the Diwali Day. [True/False]
(c) In the run-up to D-Day in Delhi the sound of firecrackers gradually rose to a ………………….
(d) Delhi peaked to 656 …………………. per cubic metres around midnight.Answer:
(a) True
(b) False
(c) crescendo
(d) micrograms3.3 Find words from the passage which have a meaning similar to the following.
(a) unfavourable (paragraph 3)
(b) influencing (paragraph 4)Answer:
(a) hostile
(b) impacting
9 Unseen Comprehension for Class 11 with Answers
1. Roshni Bairwa remembers running all the way from her home in Tonk’s Mahmoodnagar Dhani village to the room where the ‘bal samooh’ (children’s group) met. “My grandparents are getting me married, you have to do something,” the then 12-year-old told the 20 or so children sitting there.
2. The children, all aged between eight and 16, trooped up to Roshni’s house and urged her grandparents to stop the impending wedding. Others, including village elders and teachers, joined in. The wedding was stopped. She had discovered a way out of the quagmire with the help of a local NGO and the village children.
3. When she was in class XII, the pressure to get married returned. This time her uncle found a match for her. When she resisted, she was taunted and beaten. People would point to her as the girl who brought shame to her family and asked their children not to speak to her. “I was 16 years old and alone in the world. I walked to school with my eyes fixed to the ground. I would think sometimes, what have I done that is so terrible for everyone to hate me so much?
I would cry myself to sleep,” recalls Roshni, who lost her father when she was two and had been abandoned by her mother shortly after. But even in those dark moments, Roshni didn’t give up, moving out of the village to Peeplu tehsil in Rajasthan where she rented a room and attended college.
4. With education and independence came a sense of confidence. “I kept in touch with the children in the village. Every time there was child marriage, they would call me and I would go to stop it. I realised I had already been thrown out of the village, the worst had already happened, what else could the villagers do? So I went and fought with everyone who was getting their child married,” she says with a laugh. So far she has stopped over a dozen marriages.
5. Even without the support of the law, young girls have been crusading against the practice. Earlier this month, 19-year-old Sushila Bishnoi from Barmer succeeded in getting her marriage annulled, submitting photographs, and congratulatory messages from her husband’s Facebook account to the court. The court accepted these as evidence that the union took place when both the bride and groom were 12 years old and declared the marriage invalid.
6. Seema Bairwal (name changed) was 15 when she was married to a man a few years older. Later when she started attending ‘bal samooh’ meetings with NGO Shiv Shiksha Samiti and Save the Children, it dawned on her that she had a choice. “I learnt that my life is mine. I have the power to say no to marriage.
1.1 On the basis of your reading of the passage, answer the following questions by choosing the best of the given choices.
Question (a)
The brides mentioned in the passage are rebels against
(i) the dowry system
(ii) child marriage
(iii) purdah system
(iv) arranged managesAnswer:
(ii) child marriageQuestion (b)
When Roshni was twelve years old, she succeeded in her mission with the help of …………
(i) 20 children aged between eight and sixteen
(ii) her grandparents
(iii) 20 children, her grandparents, village elders and teachers
(iv) children and an NGOAnswer:
(iii) 20 children, her grandparents, village elders and teachersQuestion (c)
When she Wps sixteen the people of the village …………………..
(i) taunted her and beat her up
(ii) boycotted her
(iii) were angry with her
(iv) were sympathetic and understandingAnswer:
(i) taunted her and beat her upQuestion (d)
Roshni moved out of the village in order to
(i) seek a job
(ii) escape the villagers
(iii) attend college
(iv) marry a boy of her choiceAnswer:
(iii) attend collegeQuestion (e)
‘Give up’ in para 3 means
(i) stop attending classes
(ii) stop doing something
(iii) very eager
(iv) voluntary helpAnswer:
(ii) stop doing somethingQuestion (f)
‘Annulled’ in para 5 means
(i) To state officially that something is not legally valid
(ii) Help somebody
(iii) impending doom
(iv) social worksAnswer:
(i) To state officially that something is not legally valid1.2 Answer the following.
(a) The children, all aged between eight and 16, trapped to …………….. and urged her grandparents to stop the impending wedding.
(b) Roshni lost her father when she was only ……………. years old.
(c) Education and independence made Roshni confident. [True/False]
(d) ‘Bal Samooh’ meetings with NGO Shiv Shiksha Samiti and ‘Save the Children’ encouraged
child marriage. [True/False]Answer:
(a) Roshini’s house
(b) two
(c) True
(d) False1.3 Find words/expressions from the passage that have a meaning similar to the following.
(a) about to happen soon (paragraph 2)
(b) realised (paragraph 6)Answer:
(a) impending
(b) dawned upon her
10 Unseen Comprehension Passage for Class 11 with Answers
1. The problem of the conservation of historical monuments (statues, columns, ancient buildings) requires an accurate study of the many environmental agents which bring about the deterioration process and affect the actual rate of deterioration. Among the most active causes of weathering, we can cite : (i) the weakening of the outer layer of the art work, which is caused by complex microphysical effects and is in particular due to wetting of the outer layer of the artwork (a comparison between the effects of rainwater and condensation is made); (ii) the chemico-physical action of pollutants captured in both the dry and wet phase.
2. The destructive processes depend on many factors : the past history of the monument, the capture and nature of the pollutants, and the frequency of some microclimatic conditions, particularly those supplying the water necessary for chemical reactions. To this end studies of diurnal and seasonal variations on the monument of both the heat wave and the fluxes of moisture and energy are very important.
3. Some of these processes have been shown with microclimatic studies and microphysical investigation associated with mineralogic and chemical analyses of samples of weathered material. Mathematical models in some cases (especially for solar radiation and temperature) permit physical simulation, reconstruction of past data and extrapolation into the future observation of many monuments from different epochs; situated at various sites, gives examples of the fundamental processes that are often associated with, or masked by, other effects.
4. The main weathering processes are due to the combined action of rainwater and atmospheric pollutants (particularly the carbonaceous particles due to combustion) deposited on the surface of the monument. The way in which the surface is wetted is very important : in fact, a short drizzle can activate the dry deposit without washing it away, and in this case the pH of rain droplets is of secondary importance; on the other hand, showers supply abundant water which favours dissolution of the stone and removal of the solute, resulting in a thinning of the original rock. Another important factor is the dynamic regime (i.e. laminar or turbulent) of the water flowing over the surface of the monument.
5. In zones where the surface of marble or calcareous monuments is only wetted, but protected from runoff, black crusts (characterized by crystals of gypsum and calcite with carbonaceous particles embedded in the crusts) are formed. Zones subjected to heavy run-off are also subjected to a thinning of the rock and small authentic calcite crystals form that are white in appearance.
6. In the case of relatively unpolluted towns, where marble and limestone sulphation is not the main cause of the deterioration process, biological deterioration mechanisms are often very important, due to the activity of epilithic and endolithic microflora and microfauna.
7. The case of particularly precious mortars, e.g. murals or frescoes, is discussed in order to clarify the thermodynamic method proposed for the analysis of experimental campaigns. Finally actions are described that act on the causes and not only on the effects.
Question. What favours the dissolution of the stone and removal of the solute, resulting in a thinning of the original rock ?
(i) showers which supply abundant water
(ii) pollutants in the air
(iii) deterioration over a period of long time
(iv) excessive restoration of an artwork
Ans : (i) showers which supply abundant waterQuestion. The destructive processes of historical monuments depend on many factors, that are :
I. the capture and nature of the pollutants
II. the supply of necessary chemical water reactions
III. the past history of the monument
IV the frequency of some microclimatic conditions
(i) II, III and IV
(ii) I, II and III
(iii) I, III and IV
(iv) I, II, III and IV
Ans : (iii) I, III and IVQuestion. The problem of the conservation of historical monuments requires :
(i) an understanding of the deterioration process.
(ii) an accurate study of the many environmental agents.
(iii) an accurate assumption of effects of rainwater.
(iv) an understanding of the effects caused by the chemico-physical action of pollutants.
Ans : (ii) an accurate study of the many environmental agents.Question. The main weathering processes of the monument are caused due to the deposition of _____ on the surface of the monument.
(i) gypsum and calcite with carbonaceous particles
(ii) the heat wave and the fluxes of moisture and energy
(iii) pollutants which weaken the art work
(iv) the combined action of rainwater and atmospheric pollutants
Ans : (iv) the combined action of rainwater and atmospheric pollutantsQuestion. To understand the destructive process of amonu ment it is very important to study the :
(i) moisture deposited on the monument yearly.
(ii) understand the variations of heat affecting the monument.
(iii) diurnal and seasonal variations on the monument.
(iv) fluxes of energy experienced by the monument.
Ans : (iii) diurnal and seasonal variations on the monument.Question. What are formed on the monuments in the zones where the surface of marble or calcareous monuments is only wetted but protected from run-off ?
(i) green patches
(ii) black crusts
(iii) grey mould
(iv) yellow residue
Ans : (ii) black crustsQuestion. Zones that experience _____ are also subjected to a thinning of the rock and small authentic calcite crystals form that are white in appearance on the monument.
(i) extreme air pollution
(ii) acid rainfall
(iii) harsh winds
(iv) heavy run-off
Ans : (iv) heavy run-offQuestion. Choose an option that is not similar in meaning to the word `weathering’.
(i) worn-out
(ii) eroded
(iii) disintegrated
(iv) softened
Ans : (iv) softenedQuestion. Which of the following will be the most appropriate title of the passage ?
(i) Deterioration Process of Historical Monuments
(ii) Monuments and their Deteriorations
(iii) The Legacy of Monuments
(iv) The Science of Deterioration
Ans : (i) Deterioration Process of Historical MonumentsQuestion. When considering the deterioration in the case of particularly precious mortars, actions are described that act on :
(i) the maintenance of the artwork.
(ii) keeping the mural in its original condition.
(iii) the causes and not only on the effects.
(iv) the effects of time that can be clearly seen.
Ans : (iii) the causes and not only on the effects.Question. In the passage the phrase ‘run-off’ refers to :
(i) the flowing of excessive water across a surface.
(ii) the fast deterioration of a surface.
(iii) the thinning of the upper layer of a monument.
(iv) the destructive affect of wind erosion.
Ans : (i) the flowing of excessive water across a surface.Question. When talking about weathering processes, the way in which the surface is _____ is very important.
(i) eroded
(ii) wetted
(iii) handled
(iv) built
Ans : (ii) wetted
Tips for Unseen Comprehension Passage Class 11 with Answers
Students will find the answers to those questions by reading the same passage carefully and for this they will write-
- Students should read the given passage and questions carefully two-three times and try to understand its meaning.
- Then the answer to each question should be marked and written in that passage.
- Try to write the answer in your own language as far as possible.
- Give answer in complete sentence.
- The Tense (Past, Present, Future) and Pearson in which there is a question, use the same Tense and Person in the answer as well.
- Write the answer in Indirect Speech not in Direct Speech.
- You must revise your answer so that there are no mistakes related to Article, Tense, Spelling, Preposition, Punctuation etc.
What are the things to be kept in mind while solving unread passages?
The following points should be kept in mind while solving the questions of unread passage of Class 11:
- Read the passage carefully over and over again.
- Try to understand the meaning of difficult words and phrases.
- Read and understand all the questions then write the answer.
- Read the multiple choice questions carefully, as they all have similar answers. sorting the correct answer
- For this it is very important to understand the passage.
- If asked to state the title, a suitable title should be given.
Unseen Comprehension Passage for Class 11 in other Languages
- Unseen Passage for Class 11 with Answers: Unseen Comprehension Passage for Class 11 in English
- Unseen Passage for Class 11 Hindi with Answers: Unseen Comprehension Passage for Class 11 Hindi
- Unseen Passage for Class 11 Marathi with Answers: Unseen Comprehension Passage for Class 11 Marathi
- Unseen Passage for Class 11 Gujarati with Answers: Unseen Comprehension Passage for Class 11 Gujarati
- Unseen Passage for Class 11 Punjabi with Answers: Unseen Comprehension Passage for Class 11 Punjabi
- Unseen Passage for Class 11 Bengali with Answers: Unseen Comprehension Passage for Class 11 Bengali
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