Question
Hor was a grim, miserable place. There was no vegetation whatsoever, just dust and rocks, liberally scattered with years of accumulated refuse, which was unfortunate given that the town sat on the shore of Lake Manasarovar, Tibet's most venerated stretch of water. Ancient Hindu and Buddhist cosmology pinpoints Manasarovar as the source of four great Indian rivers: the Indus, the Ganges, the Sutlej and the Brahmaputra. Actually, only the Sutlej flows from the lake, but the headwaters of the others all rise nearby on the flanks of Mount Kailash. We were within striking distance of the great mountain and I was eager to forge ahead.
But I had to wait. Tsetan told me to go and drink some tea in Hor's only cafe which, like all the other buildings in town, was constructed from badly painted concrete and had three broken windows. The good view of the lake through one of them helped to compensate for the draught. I was served by a Chinese youth in military uniform who spread the grease around on my table with a filthy rag before bringing me a glass and a thermos of tea. Half an hour later, Tsetan relieved me from my solitary confinement and we drove past a lot more rocks and rubbish westwards out of town towards Mount Kailash. My experience in Hor came as a stark contrast to accounts I'd read of earlier travellers' first encounters with Lake Manasarovar. Ekai Kawaguchi, a Japanese monk who had arrived there in 1900, was so moved by the sanctity of the lake that he burst into tears. A couple of years later, the hallowed waters had a similar effect on Sven Hedin, a Swede who wasn't prone to sentimental outbursts.
i. What is the significance of Lake Manasarovar in Hindu and Buddhist cosmology?
ii. Explain any one possible inference that can be drawn from the line, "Tsetan told me to go and drink some tea in Hor's only cafe which, like all the other buildings in town, was constructed from badly painted concrete and had three broken windows."
iii. Identify the line from the text that bears evidence to the fact that the writer was eager to move forward towards Mount Kailash.

Answer

i. Lake Manasarovar is believed to be the source of four great Indian rivers according to Hindu and Buddhist cosmology.
ii. One possible inference can be that the town of Hor was in a state of disrepair and neglect, as evidenced by the poorly constructed buildings and broken windows, suggesting a lack of investment or maintenance in the town's infrastructure.
iii. "We were within striking distance of the great mountain and I was eager to forge ahead."

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Amenhotep III—Tut’s father or grandfather was a powerful pharaoh who ruled for almost four decades at the height of the eighteenth dynasty’s golden age. His son Amenhotep IV succeeded him and initiated one of the strangest periods in the history of ancient Egypt. The new pharaoh promoted the worship of the Aten, the sun disk, changed his name to Akhenaten, or “servant of the Aten”, and moved the religious capital from the old city of Thebes tq the new city of Akhetaten, known now as Amama. He further shocked the country by attacking Amun, a major God, smashing his images and closing his temples,   

1. Who was Amenhotep III in relation to Tutankhamun?
A) His father.
B) His grandfather.
C) His uncle.
D) His brother.

2.What significant change did Amenhotep IV, later known as Akhenaten, make during his reign?
A) He promoted the worship of Osiris.
B) He moved the religious capital from Amarna to Thebes.
C) He promoted the worship of the Aten, the sun disk.
D) He built the Great Pyramid of Giza.

3.What action did Akhenaten take that shocked Egypt during his reign?
A) He attacked the Hittites.
B) He closed the temples of Ra.
C) He attacked Amun, a major God, smashed his images, and closed his temples.
D) He promoted polytheism.
He was just a teenager when he died. The last heir of a powerful family that had ruled Egypt and its empire for centuries, he was laid to rest laden with gold and eventually forgotten. Since the discovery of his tomb in 1922, the modem world has speculated about what happened to him, with murder being the most extreme possibility. Now, leaving his tomb for the first time in almost 80 years, Tut has undergone a CT scan that offers new clues about his life and death and provides precise data for an accurate forensic reconstruc¬tion of the boyish pharaoh.

1. How old was Tutankhamun when he died?
A) A young adult.
B) A child.
C) An elderly man.
D) A teenager.

2.What has the modern world speculated about regarding Tutankhamun since the discovery of his tomb in 1922?
A) His lineage and family history.
B) The location of his tomb.
C) His life and death, with murder being the most extreme possibility.
D) His achievements and contributions to Egyptian society.

3.What recent development has occurred regarding Tutankhamun, according to the passage?
A) His tomb has been relocated.
B) His mummy has been destroyed.
C) He has undergone a CT scan.
D) His artifacts have been stolen.
ACT machine scanned the mummy head to toe, creating 1700 digital X-ray images in cross section. Tut’s head, scanned in 0.62 millimeter slices to register its intricate struc¬tures, taking an eerie detail in the resulting image. With Tut’s entire body similarly recorded, a team of specialists in radiology, forensics and anatomy began to probe the secrets that the winged goddesses of a gilded burial shrine protected for so long. The night of the  scan,workmen carried Tut from the tomb in his box. Like pallbearers they climbed a ramp and a flight of stairs into the swirling sand outside, then rose on a hydraulic lift into the trailer that held the scanner.

1.How many digital X-ray images in cross section were created during the CT scan of Tutankhamun's head?
A) 700 images.
B) 1000 images.
C) 1500 images.
D) 1700 images.

2.What was the thickness of the slices used to scan Tutankhamun's head?
A) 0.62 meters.
B) 0.62 millimeters.
C) 1.7 millimeters.
D) 17 millimeters.

3.How was Tutankhamun's body transported for the CT scan?
A) By boat.
B) By helicopter.
C) By a team of workmen carrying him in a box.
D) By a horse-drawn carriage.
My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and morning prayer. While the children sat in rows on either side of the verandah singing the alphabet or the prayer in a chorus, my grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us to our home growling and fighting with each other for the chapattis we threw to them. When my parents were comfortably settled in the city, they sent for us. That was a turning-point in our friendship. Although we shared the same room, my grandmother no longer came to school with me. I used to go to an English school in a motor bus. There were no dogs in the streets and she took to feeding sparrows in the courtyard of our city house.
i. What role did the temple dogs play in the speaker's childhood, and how did this change when they moved to the city?
ii. What significant event marked a turning point in the narrator's friendship with their grandmother?
iii. Pick evidence from the passage that suggests there was a significant change in the protagonist's daily routine and environment when they moved to the city.
Ten minutes later, we stopped at another blockage. ‘Not gopd, sir,’ Tsetan announced as he jumped out again to survey the scene. This time he decided to try and drive round the snow. The slope was steep and studded with major rocks, but somehow Tsetan negotiated them, his four-wheel drive vehicle lurching from one obstacle to the next. In so doing he cut off one of the hairpin bends, regaining .the trail further up where the snow had not drifted.

I checked my watch again as we continued to climb in the bright sunshine. We prept past 5,400 metres and my head began to throb horribly. I’d thought that the labourers had left me some days previously, but they were back at work again. I took gulps from my water bottle, which is supposed to help a rapid ascent.

We finally reached the top of the pass at 5,515 metres. It was marked by a large cairn of rocks festooned with white silk scarves and ragged prayer flags. We«all took a turn round the cairn, in a clockwise direction as is the tradition, and Tsetan checked the tyres on his vehicle. He stopped at the loud hiss. The lower atmospheric pressure was allowing the fuel to expand. It sounded dangerous to me. “May be° sir”, Tsetan laughed “but no smoking.”

1. How did Tsetan decide to navigate around the blockage encountered?
A) By driving straight through the snow.
B) By driving over the snowbank.
C) By driving around the snow.
D) By waiting for the snow to melt.

2. What symptom did the narrator experience as they climbed past 5,400 meters?
A) Nausea.
B) Throbbing headache.
C) Shortness of breath.
D) Dizziness.

3. What issue did Tsetan encounter with the vehicle at the top of the pass?
A) Flat tire.
B) Engine trouble.
C) Fuel expansion due to lower atmospheric pressure.
D) Braking system failure.
My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of verandah singing the alphabet or the prayer in a chorus, my grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us to our home growling and fighting with each other for the chapattis we threw to them. 

1.How does the narrator describe the appearance of the woman in the passage?
A) She is described as conventionally pretty with flawless features.
B) She is depicted as beautiful despite not being conventionally attractive, with silver locks and a stooped posture.
C) She is portrayed as untidy and disheveled, with unkempt hair and wrinkled skin.
D) She is described as youthful and vibrant, with a serene expression.

2.What did the priest teach the children at the school?
A) Mathematics and science.
B) The alphabet and morning prayer.
C) History and geography.
D) Music and art.

3.What would happen after the children and the grandmother finished their activities at the school?
A) They would take a different route home to avoid the village dogs.
B) They would walk back together, and the village dogs would meet them at the temple door.
C) They would stay at the temple for additional religious rituals.
D) They would go to the market to buy groceries.
We took a short cut to get off the Changtang. Tsetan knew a route that would take us south-west, almost directly towards Mount Kailash. It involved crossing several fairly high mountain passes, he said. ‘But no problem, sir” he assured us, ‘if there is no snbw.’ What was the likelihood of that I asked. “Not knowing, sir, until we get there.” From the gently rolling hills of Ravu, the short cut took us across vast open plains with nothing in them except a few gazelles that would look up from nibbling the arid pastures and frown before bounding away into the void.

Further on, where the plains became more stony than grassy, a great herd of wild ass came into view. Tsetan told us we were approaching them long before they appeared. ‘Kyang,’ he said, pointing towards a far-off pall of dust. When we drew near, I could see the herd galloping en masse, wheeling and turning in tight formation as if they were practising maneouvers on some predetermined course. Plumes of dust billowed into the crisp, clean air

1. What was the route Tsetan suggested to take to Mount Kailash?
A) Directly through dense forests.
B) Across vast open plains.
C) Along a winding river.
D) Over low-lying marshlands.

2. How did Tsetan identify the presence of a herd of wild asses?
A) By hearing their calls.
B) By observing their footprints.
C) By noticing a far-off pall of dust.
D) By seeing them grazing in the distance.

3. How did the herd of wild asses behave as the narrator approached them?
A) They scattered in different directions.
B) They charged towards the narrator's vehicle.
C) They continued grazing peacefully.
D) They galloped en masse in tight formation.
As the years rolled by we saw less of each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things of western science and learning, the law of gravity, Archimedes' Principle, the world being round, etc. This made her unhappy. She could not help me with my lessons. She did not believe in the things they taught at the English school and was distressed that there was no teaching about God and the scriptures. One day I announced that we were being given music lessons. She was very disturbed. To her music had lewd associations. It was the monopoly of harlots and beggars and not meant for gentlefolk. She said nothing but her silence meant disapproval. She rarely talked to me after that.
i. Why was the grandmother distressed about the education the narrator received at the English school?
ii. As the grandson, how would you persuade your grandmother that music and English education are valuable, considering her disapproval and traditional beliefs?
iii. Pick evidence from passage that suggests that the protagonist's grandmother was unhappy with the content of his school education.
Regardless of his fame and the speculations about his fate, Tut is one mummy among many in Egypt. How many ? No one knows. The Egyptian Mummy Project, which began an inventory in late 2003, has recorded almost 600 so far and is still counting. The next phase : scanning the mummies with a portable CT machine donated by the National Geographic Society and Siemens, its manufacturer. King Tut is one of the first mummies to be scanned—in death, as in life, moving regally ahead of his countrymen. 

1.How many mummies have been recorded by the Egyptian Mummy Project as of late 2003?
A) Almost 100.
B) Almost 300.
C) Almost 600.
D) Almost 1000.

2.What is the next phase of the Egyptian Mummy Project after recording the mummies?
A) Restoring the mummies.
B) Cataloging the artifacts found with the mummies.
C) Scanning the mummies with a portable CT machine.
D) Conducting DNA analysis on the mummies.

3.Who donated the portable CT machine used for scanning the mummies?
A) The Egyptian government.
B) The National Geographic Society and Siemens.
C) The British Museum.
D) The Louvre Museum.
The sun was setting and had lit her room and verandah with a blaze of golden light. We stopped half-way in the courtyard. All over the verandah and in her room right up to where she lay dead and stiff wrapped in the red shroud, thousands of sparrows sat scattered on the floor. There was no chirruping. We left sorry for the birds and my mother fetched some bread for them. She broke it into little crumbs, the way my grandmother used to, and threw it to them. The sparrows took no notice of the bread. When we carried my grandmother’s corpse off, they flew away quietly.

1. How is the atmosphere described in the grandmother's room and verandah as the sun sets?
A) Dark and gloomy.
B) Lit with a blaze of golden light.
C) Filled with chirruping sparrows.
D) Bathed in moonlight.

2.What was the condition of the sparrows in the grandmother's room and verandah?
A) They were chirruping loudly.
B) They were flying around in panic.
C) They were scattered on the floor, silent and still.
D) They were perched on the furniture, watching quietly.

3.How did the sparrows react when bread was thrown to them after the grandmother's death?
A) They eagerly ate the bread.
B) They ignored the bread.
C) They chirped loudly in excitement.
D) They flew away in panic.