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Old August 26th, 2015, 11:02 AM
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Default CLAT Mock Test Pdf

This is Ajay, sir I am searching for Mock Test paper for CLAT preparation but I didn’t get so would you please provide me Mock Test paper of CLAT??? If you have paper in Pdf format then it will be good for me….
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Old August 26th, 2015, 01:08 PM
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Default Re: CLAT Mock Test Pdf

Hello Ajay, here I am giving you Mock Test paper for CLAT preparation…….. please have a look…..

Directions (Q. 1 to 10): Read the following passage and answer the questions that follow.
To teach is create a space in which obedience to truth is practiced. Space may sound a vague, poetic metaphor until we realize that it describes experiences of everyday life. We know what it means to be in a green and open field; we know what it means to be on a crowded rush hour bus. These experiences of physical space have parallels in our relations with others. In our jobs we know what is to be pressed and crowded, our working space diminished by the urgency of deadline and competitiveness of colleagues. But then there are times when deadlines disappear and colleagues co-operate, when everyone has a space to move, invent and produce, with energy and enthusiasm. With family and friends, we know how it feels by the expectations of those nearest to us. But then there are times when we feel accepted for who we are (or forgiven for who we are not), times when
a spouse or a child or a friend gives us the space both to be and to become.
Similar experiences of crowding and space are found in education. To sit in a class where the teacher stuffs our minds with information, organizes it with finality, insists on having the answers while being utterly uninterested in our views, and focus us into a grim competition for grades ─ to sit in such a class is to experience a lack of space for learning. But to study with a teacher who not only speaks but also listens, who not only answers but asks questions and welcomes our insights, who provides information and theories that do not close doors but open new ones, who encourages students to help each other learn – to study with such a teacher is to know the power of a learning space.
A learning space has three essential dimensions: openness, boundaries and an air of hospitality. To create open learning space is to remove the impediments to learning that we find around and within us; we often create them ourselves to evade the challenge of truth and transformation. One source of such impediments is our fear of appearing ignorant to others or to ourselves. The openness of a space is created by the firmness of its boundaries. A learning space cannot extend indefinitely, if it did, it would not be a structure for learning but an invitation for confusion and chaos. When space boundaries are violated, the quality of space suffers. The teacher who wants to create an open learning space must define and defend its boundaries with care. Because the pursuit of truth can be painful and discomforting, the learning space must be hospitable. Hospitable means receiving each other, our struggles, our new-born ideas with openness and care. It means creating an ethos in which the community of truth can form and the pain of its transformation be borne. A learning space needs to
be hospitable not to make learning painless, but to make painful things possible thins without which no learning can occur – things like exposing ignorance testing tentative hypotheses, challenging false or partial information, and mutual criticism of thought.
The task of creating learning space with qualities of openness, boundaries and hospitality can be approached at several levels. The most basic level is the physical arrangement of the classroom. Consider the traditional classroom setting with row upon row of chairs facing the lecture where learning space is confined to the narrow alley of attention between student and teacher. In this space, there is no community of truth, hospitality or room for students to relate to the thoughts of each other. Contrast it with the chairs placed in a circular arrangement creating an open space within which learners can interconnect. At another level, the teacher can create conceptual space – space with words in two ways. One is through assigned reading; the other is through lecturing. Assigned reading, not in the form of speed reading several hundred pages but contemplative reading,
which opens, not fills our learning space. A teacher can also create a learning space by means of lectures. By providing critical information and a framework of interpretation, a lecturer can lay down boundaries within which learning occurs.

We also create learning space through the kind of speech we utter and the silence from which true speech
emanates. Speech is a precious gift and a vital tool, but too often our speaking is an evasion of truth, a way of
buttressing our self-serving reconstructions of reality. Silence must, therefore, be an integral part of learning
space. In silence, more than in arguments, our mind-made world falls away and we are open to the truth that
seeks us. Words often divide us, but silence can unite. Finally teachers must also create emotional space in the
classroom, space that allows feelings to arise and be dealt with because submerged feelings can undermine
learning. In an emotionally honest learning space, one created by a teacher who does not fear dealing with
feelings, the community of truth can flourish between us and we can flourish in it.

Now answer these questions on the basis of reading the above passage.
1. Which of the following statements best describes the author’s conception of learning space?
(a) Where the teacher is friendly.
(b) Where there is no grim competition for grades.
(c) Where the students are encouraged to learn about space.
(d) Where the teacher provides information and theories which open new doors and encourages
students to help each other learn.
2. The statement “the openness of a space is created by the firmness of its boundaries”, appears
Which of the following statements provides the best justification for the proposition?
(a) We cannot have a space without boundaries.
(b) Bounded space is highly structured.
(c) When space boundaries are violated, the quality of space suffers.
(d) A teacher can effectively defend a learning space without boundaries.
3. According to the author, learning is a painful process because
(a) it exposes our ignorance.
(b) our views and hypotheses are challenged.
(c) it involves criticizing the views of others
(d) All of the above reasons
4. The task of creating learning space with qualities of openness, boundaries and hospitality is
multidimensional. It involves operating at
(a) psychological and conceptual levels
(b) physical, perceptual and behavioral levels
(c) physical, conceptual and emotional levels
(d) conceptual, verbal and sensitive levels
5. According to the author, silence must be an integral part of learning space because
(a) silence helps to unite us with others to treat a community of truth.
(b) silent contemplation prepares us to construct our mind-made world.
(c) speaking is too often an exercise in the evasion of truth.
(d) speaking is too often a way of buttressing our self-serving reconstruction of reality.
6. According to the author, an effective teacher does not allow
(a) feeling to arise within the learning space.
(b) silence to become an integral part of the learning space.
(c) learning space to be filled by speed-reading of several hundred passage of assigned reading.
(d) violation of learning space boundaries.
7. Understanding the notion of space in our relations with others is
(a) to acknowledge the beauty of a poetic metaphor.
(b) exclusively rooted in our experiences of physical space.
(c) to accept a spiritual dimension in our dealings with our peers.
(d) to extend the parallel of physical space to our experiences in daily life.

8. Another way of describing the author’s notion of learning space can be summarized in the following
(a) it is vital that learning be accompanied by unlearning.
(b) learning encompasses such elements as courage, dignity and endeavour.
(c) an effective teacher recognizes the value of empathy.
(d) encourage good learners, discourage indifferent ones.
9. Conceptual space with words can be created by
(a) assigned reading and lecturing (b) speed reading and written comprehension
(c) gentle persuasion and deliberate action (d) creative extrapolation and illustrations
10. An emotionally honest learning space can only be created by
(a) a teacher committed to join the community of truth.
(b) a teacher who is not afraid of confronting feelings.
(c) a teacher who takes care not to undermine the learning process.
(d) a teacher who worships critical silence.

Directions (Q. 11-15): In each of the following questions, choose the word opposite in meaning to the given
(a) Wildness (b) Rudeness (c) Training (d) Famous
(a) Moving (b) Revolutionary (c) Reactionary (d) Fixed
(a) Discord (b) Accord (c) Regard (d) Niggardly
(a) Practice (b) Craftiness (c) Degradation (d) Vice
(a) Desolate (b) Oscillate (c) Bifurcate (d) Associate

Directions (Q. 16-20): In each of the following questions, out of the given alternatives, choose the one which is
nearest in meaning to the BOLD word in the sentence.
16. He has propensity for getting into debt.
(a) Natural tendency (b) Aptitude (c) Characteristic (d) Quality
17. That case is not amenable to ordinary rules.
(a) Applicable (b) Contradictory (c) Interpreted (d) Dealt with
18. As they whispered, I felt awkward in their company.
(a) Happy (b) Ashamed (c) Convenient (d) Embarrassed
19. Lost in his own revery, he forgot that vicissitudes can change the course of man’s life.
(a) Difficulties (b) Change of fortune (c) Impediments (d) Good fortunes
20. He tried to cajole her, but it was in vain.
(a) Enjoin (b) Coax (c) Rejoice (d) Inspire

Rest of the questions here I am attaching pdf file which is free for download…….
Attached Files
File Type: pdf CLAT Mock Test.pdf (445.9 KB, 83 views)
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