CAT Question of the Day Fill in the blanks with the appropriate options.
I write books when I find myself __(1)__ again and again, in my mind, to the __(2)__ themes. I wrote Tipping Point because I was fascinated by the sudden drop in crime in New York City—and that fascination grew to a/n __(3)__ in the whole idea of epidemics and epidemic processes. I wrote Blink because I began to get __(4)__, in the same way, with the way that all of us seem to make up our minds about other people in an instant without really doing any real thinking.
| OPTIONS | | |  | 1) | returning, recurrent, interest, obsessed | | | 2) | pondering, same, frenzy, disinterested | | | 3) | rejuvenating, various, predilection, debilitated | | | 4) | remembering, disconcerting, penchant,disenchanted |
Tip of the Day Glancing through the entire section before solving it is useful, as it gives an idea of how the questions have been spaced out across the section. This helps in cutting down the time that goes into flipping pages and searching for the right question to solve. Last year's Question of the day (19-Nov-11) Replace the underlined part of the sentence with an option that is grammatically and logically correct. When teachers use Socratic questioning in teaching, their purpose may be to probe students who think, to determine the extent of students in knowledge on a given topic, issue or subject, to model Socratic questioning for students, or to help students analyze a concept or line of reasoning.| OPTIONS | | | | | 1) | to probe student thinking, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students, or to help students analyzed a concept or line of reasoning. | | | 2) | to probe students who think, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students, or to help students analyze a concept or line of reasoning. | | | 3) | to probe student thinking, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students, or to help students analyze a concept or line of reasoning. | | | 4) | to probe student thinking, determining the extent to which students have knowledge on a given topic, issue or subject, to frame new Socratic questioning, or in helping students analyze a concept or line of reasoning. |
|
Comments
Post a Comment