Chapter 6: Comprehension – Practice Tests
📖 PSTET English Language - Paper I & II
🎯 Chapter Overview
Welcome to the most practical chapter of your PSTET preparation! After mastering all the comprehension skills, passage types, vocabulary strategies, and grammar rules in Chapters 1-5, it's time to put your knowledge to the test. This chapter provides 10 fully solved practice passages that mirror the actual PSTET exam pattern.
In this comprehensive chapter, you will practice with:
✅ 10 complete passages covering all four types: Discursive, Literary, Narrative, and Scientific
✅ 50+ questions testing comprehension, vocabulary, and grammar skills
✅ Detailed answer explanations for every question
✅ Time management tips for the actual exam
✅ Performance tracking to identify your strengths and weaknesses
💡 PSTET Connection: The comprehension section contains two unseen passages with 15 questions . Each passage is followed by questions on comprehension, grammar, and verbal ability. Practice with these tests will build your speed and accuracy!
📋 How to Use This Chapter
| Step | Action | Purpose |
|---|---|---|
| 1 | Set a timer for 15-20 minutes per test | Simulate exam conditions |
| 2 | Read the passage using SURE-SHOT strategy | Apply what you learned in Chapter 1 |
| 3 | Answer all questions without looking at solutions | Test your understanding |
| 4 | Check your answers against the answer key | Identify correct/incorrect responses |
| 5 | Read detailed explanations for ALL questions | Learn from mistakes and reinforce correct reasoning |
| 6 | Track your score and review weak areas | Focus future practice |
📝 PRACTICE TEST 1: Discursive Passage
⏱️ Time: 15 Minutes | Questions: 5
📖 Passage 1: The Debate Over Homework
(1) The debate over homework in elementary schools has intensified in recent years, with passionate arguments on both sides. Proponents argue that homework reinforces classroom learning, teaches responsibility, and involves parents in their children's education. They point to studies showing positive correlations between homework and academic achievement, particularly in older students.
(2) Critics, however, present compelling counter-arguments. They cite research indicating that excessive homework causes stress, reduces time for other activities, and may not significantly benefit younger children. Some educators argue that the quality of homework matters more than quantity—that busywork is counterproductive, while meaningful assignments enhance learning.
(3) Interestingly, cultural perspectives on homework vary significantly. In Finland, a country renowned for its educational success, students have minimal homework and focus more on play and creativity. In contrast, students in countries like South Korea and Japan spend hours on homework and attend additional tutoring sessions. Both systems produce strong academic outcomes, suggesting that cultural context and teaching quality may matter more than homework policies alone.
(4) Perhaps the most judicious approach is what educational researcher Dr. Harris Cooper calls the "10-minute rule"—10 minutes of homework per grade level per night. A first-grader would have 10 minutes, a fifth-grader 50 minutes. This guideline attempts to balance academic benefits with children's developmental needs.
❓ Questions
Q1. What is the main idea of the passage?
a) Homework should be abolished in elementary schools
b) The homework debate has multiple perspectives, and a balanced approach may be best
c) Finnish students don't have homework, so Indian students shouldn't either
d) The 10-minute rule is the only correct approach to homework
Q2. According to the passage, what does Dr. Harris Cooper recommend?
a) No homework for elementary students
b) Two hours of homework every night
c) 10 minutes of homework per grade level per night
d) Homework only on weekends
Q3. The word "judicious" in paragraph 4 most nearly means:
a) Extreme and radical
b) Unpopular and rejected
c) Wise and sensible
d) Complicated and confusing
Q4. The author's attitude toward the homework debate can best be described as:
a) Strongly opposed to all homework
b) Completely in favor of more homework
c) Balanced, presenting multiple perspectives
d) Dismissive of the entire debate
Q5. The word "compelling" in paragraph 2 is opposite in meaning to:
a) Convincing
b) Weak
c) Strong
d) Powerful
✅ Answer Key with Explanations
| Q.No | Answer | Explanation |
|---|---|---|
| 1 | b) The homework debate has multiple perspectives, and a balanced approach may be best | The passage presents arguments for homework (para 1), arguments against (para 2), international examples (para 3), and a balanced guideline (para 4). Option (b) captures this comprehensive view. |
| 2 | c) 10 minutes of homework per grade level per night | Directly stated in paragraph 4: "10 minutes of homework per grade level per night." |
| 3 | c) Wise and sensible | "Judicious" means showing good judgment. The author presents the 10-minute rule as a balanced approach that considers both academic benefits and developmental needs—a wise compromise. |
| 4 | c) Balanced, presenting multiple perspectives | The author presents both sides fairly, includes international examples, and concludes with a moderate guideline—showing a balanced, objective approach. |
| 5 | b) Weak | "Compelling" means convincing or strong. Its antonym is "weak" or "unconvincing." |
📝 PRACTICE TEST 2: Literary Passage
⏱️ Time: 15 Minutes | Questions: 5
📖 Passage 2: The Last Lesson
(1) The old classroom hadn't changed in thirty years. Sunlight filtered through tall, dusty windows, painting golden rectangles on the worn wooden floor. Each scratch on those floorboards told a story—of dragging chairs, of eager feet, of children who had sat here and grown up and left, carrying pieces of this room in their hearts.
(2) Mrs. Sharma stood by her desk, running her fingers along its edge. The wood was smooth here, worn down by generations of palms resting while explaining multiplication, while wiping away tears over failed tests, while clapping for student achievements. Her hands remembered.
(3) The blackboard still carried faint traces of yesterday's lesson—fractions, she recalled. Some of the chalk dust had settled on the ledge like fine snow. She could almost hear the voices: "Ma'am, I don't understand!" and "Ma'am, look, I solved it!"
(4) Today was her last day. Forty years of teaching, and tomorrow this room would belong to someone else. She picked up a piece of chalk—how many boxes of chalk had she used in four decades?—and wrote on the clean board: "Thank you for the memories."
(5) Through the window, she watched children playing in the courtyard. Their laughter drifted up, the same laughter she had heard for forty years, yet always fresh, always young. A tear traced a path down her cheek, but she was smiling.
(6) Some things, she thought, never really change. And perhaps that was exactly as it should be.
❓ Questions
Q1. What is the tone of this passage?
a) Humorous and light-hearted
b) Angry and bitter
c) Nostalgic and bittersweet
d) Excited and joyful
Q2. "Sunlight filtered through tall, dusty windows, painting golden rectangles on the worn wooden floor." This is an example of:
a) Simile
b) Personification
c) Hyperbole
d) Irony
Q3. What does the phrase "Her hands remembered" suggest?
a) Mrs. Sharma had a good memory
b) Her hands had physical memory of years of teaching actions
c) She wrote notes on her hands
d) She was touching something familiar
Q4. The word "generations" in paragraph 2 refers to:
a) Families of teachers
b) Groups of students over many years
c) Different age groups in society
d) The teacher's own children
Q5. Why did Mrs. Sharma write "Thank you for the memories" on the board?
a) It was the day's lesson
b) She was thanking her students
c) She was saying goodbye to the classroom and her teaching career
d) A student asked her to write it
✅ Answer Key with Explanations
| Q.No | Answer | Explanation |
|---|---|---|
| 1 | c) Nostalgic and bittersweet | The passage mixes fond memories of the past (nostalgic) with the sadness of leaving (bittersweet). Words like "remembered," "forty years," and the image of her tear while smiling capture this mixed emotion. |
| 2 | b) Personification | "Painting" is a human action attributed to sunlight, making this personification. The description also creates vivid imagery, but the question specifically asks for the literary device in the action word "painting." |
| 3 | b) Her hands had physical memory of years of teaching actions | This is personification applied to body parts. It suggests that through years of repetition, actions like touching the desk became automatic, ingrained in muscle memory. |
| 4 | b) Groups of students over many years | In context, "generations of palms" refers to countless students who have sat in the classroom over the teacher's forty-year career. |
| 5 | c) She was saying goodbye to the classroom and her teaching career | The passage establishes this is her last day after forty years (paragraph 4). The message is her farewell to the room, the students, and her career. |
📝 PRACTICE TEST 3: Narrative Passage
⏱️ Time: 15 Minutes | Questions: 5
📖 Passage 3: Arjun's Story
(1) Ten-year-old Arjun hated mathematics. Every evening, as the clock struck four, his heart would sink. That's when his older sister, Meera, would sit with him to do homework, and every evening ended the same way—with Arjun in tears and Meera in frustration.
(2) "It's simple, Arjun! Seven times eight is fifty-six! Why can't you remember?" Meera would exclaim, throwing her hands up.
(3) But Arjun couldn't remember. The numbers danced before his eyes, refusing to stay in place. His teacher called it "carelessness," but Arjun knew it was something else—something he couldn't explain.
(4) One day, their grandmother, visiting from the village, watched the daily struggle. After Meera had stormed off in frustration, Amma sat beside Arjun. "Show me what troubles you, child," she said gently.
(5) Arjun showed her the multiplication table. Amma didn't look at the numbers. Instead, she asked, "Do you like stories?"
(6) Arjun nodded eagerly. Amma smiled. "Then let me tell you a story about seven and eight." And she wove a tale about seven little mice and eight pieces of cheese, and how they shared them. Arjun listened, enchanted. When the story ended, he knew—without memorizing—that seven times eight was fifty-six.
(7) The next evening, when Meera sat down with him, Arjun recited the table without hesitation. Meera's jaw dropped. "How did you...?"
(8) Arjun just smiled. "Amma told me a story."
(9) From that day, mathematics became Arjun's favorite subject. Not because numbers had changed, but because someone had shown him a different way to see them.
❓ Questions
Q1. What was Arjun's problem at the beginning of the story?
a) He didn't like his sister
b) He hated mathematics and couldn't remember multiplication tables
c) His grandmother was visiting
d) He had no one to help him
Q2. How did Arjun feel when the clock struck four?
a) Excited
b) Happy
c) Dread or sadness
d) Angry
Q3. What did the grandmother do differently from Meera?
a) She yelled at Arjun
b) She gave up quickly
c) She used a story to help him understand instead of getting frustrated
d) She made him memorize repeatedly
Q4. "The numbers danced before his eyes" is an example of:
a) Simile
b) Personification
c) Metaphor
d) Hyperbole
Q5. What is the moral or message of this story?
a) Mathematics is difficult for everyone
b) Sisters are not good teachers
c) Different teaching approaches can help different learners
d) Stories are only for entertainment
✅ Answer Key with Explanations
| Q.No | Answer | Explanation |
|---|---|---|
| 1 | b) He hated mathematics and couldn't remember multiplication tables | Paragraph 1 states "Arjun hated mathematics" and paragraph 3 explains he couldn't remember the tables. |
| 2 | c) Dread or sadness | Paragraph 1 says "his heart would sink," indicating fear, dread, or sadness about the upcoming homework session. |
| 3 | c) She used a story to help him understand instead of getting frustrated | Meera got frustrated and exclaimed (paragraph 2). Grandmother sat calmly, asked gentle questions, and used a story (paragraphs 4-6). |
| 4 | b) Personification | Numbers are given the human action of "dancing," making this personification. |
| 5 | c) Different teaching approaches can help different learners | The story contrasts Meera's frustrated, repetitive approach with Grandmother's creative, story-based method, showing that finding the right approach makes all the difference. |
📝 PRACTICE TEST 4: Scientific Passage
⏱️ Time: 15 Minutes | Questions: 5
📖 Passage 4: Why We See Lightning Before Hearing Thunder
(1) Have you ever wondered why we see lightning before we hear thunder, even though both occur at the same moment? The answer lies in the different speeds of light and sound.
(2) Light travels at an astonishing speed of approximately 300,000 kilometers per second. This is so fast that when lightning flashes, we see it almost instantly, even from many kilometers away. Sound, on the other hand, travels much more slowly—at about 340 meters per second in air. This is roughly the speed of a fast-moving car.
(3) Because of this difference, the sound of thunder takes longer to reach our ears. For every 3 seconds between seeing the lightning and hearing the thunder, the storm is approximately 1 kilometer away. So, if you count 6 seconds between the flash and the boom, the storm is about 2 kilometers distant.
(4) Temperature affects the speed of sound as well. Sound travels faster in warm air than in cold air. This is why on hot days, sounds may seem to carry differently. Additionally, sound travels even faster through water and through solids. In fact, sound moves about four times faster in water than in air, which is why whales can communicate across vast oceans.
(5) Understanding this relationship between light and sound isn't just interesting—it's useful. By counting the seconds between lightning and thunder, you can estimate how far away a storm is and determine whether it's moving toward or away from you. This simple technique has helped many people stay safe during thunderstorms.
❓ Questions
Q1. What is the main topic of this passage?
a) How to stay safe during storms
b) The speed of light
c) Why we see lightning before hearing thunder
d) Communication among whales
Q2. According to the passage, if you count 9 seconds between lightning and thunder, how far away is the storm?
a) 1 kilometer
b) 2 kilometers
c) 3 kilometers
d) 9 kilometers
Q3. The word "approximately" in paragraph 2 most nearly means:
a) Exactly
b) About or roughly
c) Always
d) Never
Q4. Which of the following affects the speed of sound, according to the passage?
a) The color of the sky
b) Temperature
c) The time of day
d) The phase of the moon
Q5. The author's purpose in writing this passage is primarily to:
a) Entertain readers with storm stories
b) Persuade readers to fear thunderstorms
c) Inform readers about the science behind lightning and thunder
d) Describe the beauty of lightning
✅ Answer Key with Explanations
| Q.No | Answer | Explanation |
|---|---|---|
| 1 | c) Why we see lightning before hearing thunder | The entire passage explains this phenomenon, beginning with the question in paragraph 1 and providing scientific explanation throughout. |
| 2 | c) 3 kilometers | Paragraph 3 states "For every 3 seconds... the storm is approximately 1 kilometer away." 9 ÷ 3 = 3 kilometers. |
| 3 | b) About or roughly | "Approximately" means close to but not exactly. The passage uses it with rounded numbers (300,000 km/s, 340 m/s). |
| 4 | b) Temperature | Paragraph 4 explicitly states: "Temperature affects the speed of sound as well. Sound travels faster in warm air than in cold air." |
| 5 | c) Inform readers about the science behind lightning and thunder | The passage explains the scientific reason for the phenomenon and provides factual information about light and sound speeds. This is an informative/expository purpose. |
📝 PRACTICE TEST 5: Discursive Passage (Contemporary Issue)
⏱️ Time: 15 Minutes | Questions: 5
📖 Passage 5: Mobile Phones in Schools
(1) The debate over banning mobile phones in schools has intensified in recent years, with passionate arguments on both sides. Proponents of the ban argue that smartphones are a major distraction, disrupting classroom learning and hindering academic performance. A study by the London School of Economics found that student test scores improved by over 6% in schools that implemented phone bans, with struggling students benefiting the most.
(2) However, opponents of a complete ban present equally compelling arguments. They contend that smartphones are essential learning tools when used appropriately. Educational apps, online research capabilities, and digital textbooks can enhance the learning experience. Moreover, in emergency situations, phones provide a crucial communication link between students and their families.
(3) Another critical perspective comes from digital literacy advocates who argue that instead of banning phones, schools should teach responsible usage. They believe that learning to manage digital distractions is itself an important life skill in our technology-driven world.
(4) Perhaps the most balanced solution lies not in an all-or-nothing approach, but in creating clear, consistent policies that evolve with technological changes. Some schools have successfully implemented "phone-free learning zones" during instructional time while allowing supervised educational use.
❓ Questions
Q1. According to the passage, what did the London School of Economics study find?
a) Phones improve student test scores
b) Test scores improved by over 6% in schools with phone bans
c) Struggling students performed worse after phone bans
d) Phone bans had no effect on academic performance
Q2. The word "proponents" in paragraph 1 most nearly means:
a) Opponents
b) Supporters
c) Critics
d) Teachers
Q3. What argument do opponents of phone bans present regarding emergencies?
a) Phones cause emergencies in schools
b) Students should not contact parents during school
c) Phones provide a crucial communication link during emergencies
d) Emergencies are rare, so this argument is invalid
Q4. The word "compelling" in paragraph 2 most nearly means:
a) Weak
b) Unimportant
c) Convincing
d) Simple
Q5. What solution does the author suggest in the conclusion?
a) Complete ban on all phones
b) Allowing unlimited phone use
c) Creating clear policies that may include phone-free zones during instruction
d) Leaving the decision entirely to students
✅ Answer Key with Explanations
| Q.No | Answer | Explanation |
|---|---|---|
| 1 | b) Test scores improved by over 6% in schools with phone bans | Directly stated in paragraph 1: "A study by the London School of Economics found that student test scores improved by over 6% in schools that implemented phone bans." |
| 2 | b) Supporters | "Proponents" are people who advocate for or support something. In context, they are arguing for phone bans. |
| 3 | c) Phones provide a crucial communication link during emergencies | Paragraph 2 states: "in emergency situations, phones provide a crucial communication link between students and their families." |
| 4 | c) Convincing | "Compelling arguments" are arguments that are strong, convincing, and persuasive. |
| 5 | c) Creating clear policies that may include phone-free zones during instruction | Paragraph 4 suggests "phone-free learning zones" during instructional time as part of a balanced policy approach. |
📝 PRACTICE TEST 6: Literary Passage (Poetry)
⏱️ Time: 15 Minutes | Questions: 5
📖 Passage 6: There Will Come Soft Rains
There will come soft rains and the smell of the ground,
And swallows circling with their shimmering sounds;
And frogs in the pools singing at night,
And wild-plum trees in tremulous white.Robins will wear their feathery fire,
Whistling their whims on a low fence-wire;
And not one will know of the war, not one
Will care at last when it is done.Not one would mind, neither bird nor tree,
If mankind perished utterly;
And Spring herself, when she woke at dawn,
Would scarcely know that we were gone.— Sara Teasdale
❓ Questions
Q1. The natural world as described in the poem is:
a) Engaged in a bitter struggle for survival
b) Totally indifferent to human survival
c) Basking in the glory of its surroundings
d) Described as cold and blind
Q2. The word "it" in the line "Will care at last when it is done" refers to:
a) The end of the day
b) Spring
c) War
d) The assigned job
Q3. Which figure of speech is used in the line "And Spring herself, when she woke at dawn"?
a) Simile
b) Irony
c) Personification
d) Metaphor
Q4. The word "tremulous" in line 4 most nearly means:
a) Strong and steady
b) Shaking or trembling
c) Colorful
d) Silent
Q5. What is the central theme of this poem?
a) The beauty of spring
b) Nature's indifference to human conflicts
c) The horrors of war
d) The importance of birds
✅ Answer Key with Explanations
| Q.No | Answer | Explanation |
|---|---|---|
| 1 | b) Totally indifferent to human survival | The poem explicitly states that nature "will not know of the war" and "would scarcely know that we were gone." Nature continues its cycles unaffected by human affairs. |
| 2 | c) War | The context is the war mentioned in the previous line: "not one will know of the war, not one / Will care at last when it is done." |
| 3 | c) Personification | Spring is given human qualities—"herself" and "she woke." This attributing of human characteristics to an abstract concept or non-human entity is personification. |
| 4 | b) Shaking or trembling | "Tremulous" means shaking or quivering slightly. In the context of "wild-plum trees in tremulous white," it suggests the blossoms trembling in the breeze. |
| 5 | b) Nature's indifference to human conflicts | The poem's central message is that nature will continue its beautiful cycles completely unaware and uncaring about human wars and destruction. |
📝 PRACTICE TEST 7: Narrative Passage (Biographical)
⏱️ Time: 15 Minutes | Questions: 5
📖 Passage 7: The Teacher Who Changed My Life
(1) I still remember the first day I walked into Mrs. Gupta's classroom. I was a shy, nervous eleven-year-old who had just moved to a new city. My father's transfer had uprooted me from everything familiar—my friends, my school, even the language I spoke at home.
(2) Mrs. Gupta noticed me sitting alone during lunch that first week. Instead of waiting for me to come to her, she brought her lunch to my table. "May I sit here?" she asked. I nodded, surprised.
(3) She didn't ask prying questions. She simply talked about her own childhood, about moving from village to city, about feeling lost. For the first time since arriving, I felt understood.
(4) Over the following months, Mrs. Gupta became my anchor. She recommended books she thought I'd enjoy, encouraged me to join the school choir when she heard me humming, and stayed after class to help with subjects I found difficult. She saw potential in me that I didn't see in myself.
(5) Years later, when I graduated from university, I returned to visit her. She was still teaching in the same classroom, now with silver in her hair but the same warm smile. "I always knew you would do great things," she said.
(6) That's when I realized—great teachers don't just teach subjects. They teach children to believe in themselves. And that belief can last a lifetime.
❓ Questions
Q1. Why was the narrator shy and nervous on the first day?
a) He didn't like Mrs. Gupta
b) He had just moved to a new city after his father's transfer
c) He had failed his exams
d) He had no books
Q2. How did Mrs. Gupta first reach out to the narrator?
a) She called his parents
b) She asked him questions about his past
c) She brought her lunch to his table and sat with him
d) She assigned him extra homework
Q3. The word "uprooted" in paragraph 1 most nearly means:
a) Planted firmly
b) Removed from a familiar situation
c) Celebrated
d) Praised
Q4. What did Mrs. Gupta do when she heard the narrator humming?
a) She told him to be quiet
b) She encouraged him to join the school choir
c) She ignored him
d) She sent him to the principal
Q5. What is the central message of this passage?
a) Moving to a new city is difficult
b) Great teachers help students believe in themselves
c) School choirs are important
d) Lunchtime is the best part of school
✅ Answer Key with Explanations
| Q.No | Answer | Explanation |
|---|---|---|
| 1 | b) He had just moved to a new city after his father's transfer | Paragraph 1 explicitly states: "My father's transfer had uprooted me from everything familiar." |
| 2 | c) She brought her lunch to his table and sat with him | Paragraph 2 describes: "she brought her lunch to my table. 'May I sit here?' she asked." |
| 3 | b) Removed from a familiar situation | "Uprooted" metaphorically means being removed from one's familiar environment, like a plant pulled from the ground. |
| 4 | b) She encouraged him to join the school choir | Paragraph 4 states: "encouraged me to join the school choir when she heard me humming." |
| 5 | b) Great teachers help students believe in themselves | The final paragraph explicitly states this message: "great teachers don't just teach subjects. They teach children to believe in themselves." |
📝 PRACTICE TEST 8: Scientific Passage (Environmental)
⏱️ Time: 15 Minutes | Questions: 5
📖 Passage 8: Forest Loss in Uttarakhand
(1) Uttarakhand, the birthplace of India's major rivers like the Ganga and the Yamuna and home to the Himalayan ranges, is rapidly losing its forest land to commercial activities. Data shows that over 70% of forest land has lost about 50,000 hectares of its forest cover to various development activities in the past 20 years.
(2) The top six activities for which around 21,207 hectares of forest land in the state has been diverted are mining, road construction, power distribution lines, hydropower plants, water pipelines, and irrigation. The highest amount of forest cover has been lost to mining (8,760 hectares) followed by road construction (7,539 hectares), power distribution lines (2,332 hectares), and hydropower plants (2,295 hectares).
(3) A district-wise analysis (from November 2000 to March 2020) shows that Dehradun (21,303 hectares) lost the maximum forest area, followed by Haridwar which lost 6,826 hectares, Chamoli (3,636 hectares), Tehri (2,457 hectares), and Pithoragarh (2,451 hectares). This diversion of forest land for commercial activities is alarming when seen in the backdrop of the latest report of the Forest Survey of India.
(4) Uttarakhand's forest cover is spread over around 38,000 sq km, which is 70% of the state's geographical area. It has 112 species of trees, 73 species of shrubs, and 94 species of herbs, all of which, scientists say, are facing the heat of development activities.
❓ Questions
Q1. What is the main purpose of this passage?
a) To describe the scenic beauty of Uttarakhand
b) To highlight the huge loss of forest cover in Uttarakhand
c) To promote tourism in Uttarakhand
d) To describe the wildlife of Uttarakhand
Q2. Which activity has caused the maximum forest loss in Uttarakhand?
a) Hydropower plants
b) Mining activities
c) Road construction
d) Power distribution lines
Q3. According to the passage, which district lost the maximum forest area?
a) Haridwar
b) Chamoli
c) Dehradun
d) Tehri
Q4. The word "alarming" in paragraph 3 is opposite in meaning to:
a) Worrying
b) Comforting
c) Disturbing
d) Shocking
Q5. What percentage of Uttarakhand's geographical area is covered by forests?
a) 50%
b) 60%
c) 70%
d) 80%
✅ Answer Key with Explanations
| Q.No | Answer | Explanation |
|---|---|---|
| 1 | b) To highlight the huge loss of forest cover in Uttarakhand | The entire passage focuses on documenting and quantifying the loss of forest land to various development activities. |
| 2 | b) Mining activities | Paragraph 2 explicitly states: "The highest amount of forest cover has been lost to mining (8,760 hectares)." |
| 3 | c) Dehradun | Paragraph 3 states: "Dehradun (21,303 hectares) lost the maximum forest area." |
| 4 | b) Comforting | "Alarming" means causing worry or fear. Its opposite is "comforting" or "reassuring." |
| 5 | c) 70% | Paragraph 4 states: "Uttarakhand's forest cover is spread over around 38,000 sq km, which is 70% of the state's geographical area." |
📝 PRACTICE TEST 9: Discursive Passage (Education Policy)
⏱️ Time: 15 Minutes | Questions: 5
📖 Passage 9: The National Education Policy 2020
(1) The implementation of the National Education Policy 2020 represents a paradigm shift in Indian education. For decades, our system emphasized rote memorization and high-stakes examinations. Students were obliged to memorize facts without understanding, leading to superficial learning.
(2) NEP 2020, however, champions a holistic approach. It recognizes that education must develop not just cognitive abilities but also social, emotional, and ethical dimensions. The policy mandates foundational literacy and numeracy as urgent priorities, recognizing that without these basics, all future learning is compromised.
(3) Some critics argue that the policy's vision is too ambitious and that implementation will face formidable challenges. They point to inadequate infrastructure, teacher shortages, and the massive scale of the Indian education system. These concerns are not without merit.
(4) Yet, the potential benefits outweigh the challenges. If implemented thoughtfully, NEP 2020 could transform Indian education, creating learners who don't just remember facts but understand concepts, think critically, and apply knowledge creatively.
❓ Questions
Q1. The word "paradigm" in paragraph 1 most nearly means:
a) Small change
b) Model or pattern
c) Problem
d) Failure
Q2. According to the passage, what did the Indian education system previously emphasize?
a) Creative thinking
b) Rote memorization and high-stakes examinations
c) Sports and physical education
d) Arts and music
Q3. The word "formidable" in paragraph 3 most nearly means:
a) Easy to overcome
b) Difficult and challenging
c) Small and insignificant
d) Helpful
Q4. What does NEP 2020 mandate as urgent priorities?
a) Sports and games
b) Foundational literacy and numeracy
c) Foreign language learning
d) Vocational training
Q5. The author's attitude toward NEP 2020 can best be described as:
a) Completely opposed
b) Balanced—acknowledging challenges but optimistic about potential
c) Indifferent
d) Highly critical
✅ Answer Key with Explanations
| Q.No | Answer | Explanation |
|---|---|---|
| 1 | b) Model or pattern | A "paradigm shift" means a fundamental change in the basic model or way of thinking about something. |
| 2 | b) Rote memorization and high-stakes examinations | Paragraph 1 explicitly states: "our system emphasized rote memorization and high-stakes examinations." |
| 3 | b) Difficult and challenging | "Formidable challenges" are ones that inspire fear or respect because they're so difficult to overcome. |
| 4 | b) Foundational literacy and numeracy | Paragraph 2 states: "The policy mandates foundational literacy and numeracy as urgent priorities." |
| 5 | b) Balanced—acknowledging challenges but optimistic about potential | The author presents both challenges (para 3) and potential benefits (para 4), concluding that benefits outweigh challenges. |
📝 PRACTICE TEST 10: Mixed Passage (with Grammar Focus)
⏱️ Time: 15 Minutes | Questions: 5
📖 Passage 10: The Importance of Reading
(1) Reading is often described as a window to the world. Through books, children can explore distant lands, different cultures, and diverse perspectives without leaving their classrooms. This exposure is invaluable in developing empathy and understanding.
(2) Research has consistently shown that children who read regularly perform better academically across all subjects. They develop larger vocabularies, stronger comprehension skills, and better writing abilities. Moreover, reading for pleasure has been linked to improved mental health and reduced stress.
(3) Despite these benefits, many children today are reading less than previous generations. The rise of digital entertainment—video games, social media, streaming services—has captured their attention. Some educators worry that this trend will have long-term consequences for literacy and critical thinking.
(4) However, technology also offers new opportunities for promoting reading. E-books, audiobooks, and reading apps can engage reluctant readers. Online platforms allow children to discuss books with peers worldwide. The key is finding ways to harness technology's appeal while preserving the deep engagement that comes from reading.
❓ Questions
Q1. The phrase "a window to the world" in paragraph 1 is an example of:
a) Simile
b) Metaphor
c) Personification
d) Hyperbole
Q2. In the sentence "This exposure is invaluable in developing empathy," the word "invaluable" means:
a) Worthless
b) Extremely valuable
c) Cheap
d) Unimportant
Q3. Identify the tense of the verb in the sentence: "Many children today are reading less than previous generations."
a) Simple present
b) Present continuous
c) Present perfect
d) Past tense
Q4. The word "reluctant" in paragraph 4 most nearly means:
a) Eager
b) Unwilling or hesitant
c) Excited
d) Happy
Q5. What is the main idea of this passage?
a) Reading is becoming obsolete
b) Reading offers many benefits, and despite challenges from digital media, technology can also help promote reading
c) Children should never use digital devices
d) Books are better than all forms of entertainment
✅ Answer Key with Explanations
| Q.No | Answer | Explanation |
|---|---|---|
| 1 | b) Metaphor | "A window to the world" is a direct comparison without using "like" or "as." Reading is compared to a window, making this a metaphor. |
| 2 | b) Extremely valuable | "Invaluable" means so valuable that it's impossible to measure or put a price on. Despite the "in-" prefix, it does NOT mean "not valuable." |
| 3 | b) Present continuous | The verb "are reading" is formed with "are" (helping verb) + "reading" (present participle), which is the present continuous tense. |
| 4 | b) Unwilling or hesitant | "Reluctant readers" are readers who are unwilling or hesitant to read. The context suggests technology can engage these resistant readers. |
| 5 | b) Reading offers many benefits, and despite challenges from digital media, technology can also help promote reading | The passage presents benefits of reading (paras 1-2), challenges (para 3), and opportunities through technology (para 4). Option (b) captures this balanced view. |
📊 Performance Tracker
Use this table to track your performance across all 10 practice tests:
| Test No. | Passage Type | Your Score | Out of | Percentage | Areas to Improve |
|---|---|---|---|---|---|
| 1 | Discursive | 5 | % | ||
| 2 | Literary | 5 | % | ||
| 3 | Narrative | 5 | % | ||
| 4 | Scientific | 5 | % | ||
| 5 | Discursive | 5 | % | ||
| 6 | Literary (Poetry) | 5 | % | ||
| 7 | Narrative | 5 | % | ||
| 8 | Scientific | 5 | % | ||
| 9 | Discursive | 5 | % | ||
| 10 | Mixed | 5 | % | ||
| TOTAL | 50 | % |
🎯 Question Type Analysis
Track which question types you find most challenging:
| Question Type | Test Questions | Correct | Total | Percentage |
|---|---|---|---|---|
| Main Idea / Central Theme | Q1 (T1), Q5 (T5), Q1 (T8), Q5 (T9), Q5 (T10) | 5 | % | |
| Factual (Direct from passage) | Q2 (T1), Q1 (T3), Q2 (T4), Q1 (T5), Q2 (T7), Q2 (T8), Q3 (T8), Q4 (T9) | 8 | % | |
| Inferential / Implied Meaning | Q4 (T1), Q3 (T2), Q5 (T2), Q2 (T3), Q5 (T3), Q5 (T5), Q1 (T6), Q5 (T6), Q4 (T7) | 9 | % | |
| Vocabulary (Synonyms) | Q3 (T1), Q4 (T2), Q3 (T4), Q2 (T5), Q4 (T5), Q4 (T6), Q3 (T7), Q4 (T8), Q1 (T9), Q2 (T10), Q4 (T10) | 11 | % | |
| Vocabulary (Antonyms) | Q5 (T1), Q4 (T8) | 2 | % | |
| Literary Devices | Q2 (T2), Q4 (T3), Q3 (T6), Q1 (T10) | 4 | % | |
| Grammar | Q3 (T10) | 1 | % |
📝 Common Mistakes and How to Avoid Them
| Mistake | Why It Happens | How to Avoid It |
|---|---|---|
| Choosing an answer that is true but not the main idea | Confusing a supporting detail with the central theme | Ask: "Does this cover the ENTIRE passage?" |
| Using outside knowledge for vocabulary | Relying on dictionary definitions instead of context | Always check how the word is USED in the passage |
| Rushing through factual questions | Overconfidence leading to careless errors | Verify your answer by locating it in the passage |
| Missing inference questions | Looking only for direct statements | Look for clues and combine them with reasoning |
| Spending too much time on one question | Getting stuck on difficult questions | Mark and move on; return if time permits |
🚀 Final Tips for Comprehension Success
| Tip | Why It Works |
|---|---|
| Read the questions first | Your brain knows what to look for during reading |
| Underline keywords while reading | Creates a map for quick reference when answering |
| Eliminate obviously wrong options | Increases probability of correct choice |
| Trust the passage, not your opinion | Answers must be based on the text, not your views |
| Practice daily | Comprehension is a skill that improves with regular use |
🌟 Words of Encouragement
Dear future teacher,
You've now completed 10 full practice tests with 50 questions covering every aspect of the PSTET comprehension section. This is a significant achievement!
Remember these key truths:
Comprehension is a skill, not a talent — and like any skill, it improves with practice
Every mistake is a learning opportunity — review your errors to understand why
Speed comes with practice — the more you practice, the faster you'll read and answer
You are not just preparing for an exam — you're developing skills that will make you a better teacher
Your success mantra:
"I read with purpose. I answer with evidence. I learn from every practice."
Keep practicing, stay confident, and remember—you've got this!
📖 Preview of Part II: Pedagogy of Language Development
In the next section, we'll explore the theoretical and practical aspects of language teaching. You'll learn about:
Learning and acquisition
Principles of language teaching
Role of listening and speaking
Challenges of teaching in diverse classrooms
Language skills and their evaluation
Teaching-learning materials
Remedial teaching
