In each of the following question a sentence is given in “Direct Speech “Identify the right alternative 1 2 3 and 4 which best expresses this sentence in “Indirect Speech”.The teacher said, “Be quiet, boys.”<br/> ?->(Show Answer!)

1. In each of the following question a sentence is given in “Direct Speech “Identify the right alternative 1 2 3 and 4 which best expresses this sentence in “Indirect Speech”.The teacher said, “Be quiet, boys.”

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MCQ-> Read the following passage carefully and answer the questions. Certain words/phrases are given in bold to help you locate them while answering some of the questions. Until the 1960s boys spent longer and went further in school than girls, and were more likely to graduate from university. Now, across the rich world and in a growing number of , poor countries, the balance has tilted the other way. Policymakers once fretted about girls’ . lack of confidence in science but this is changing. Sweden has commissioned research into its “boy crisis”. Australia has devised a reading programme called “Boys, Blokes, Books and Bytes”. In just a couple of generations, one gender gap has closed, only for another to open up. The reversal is laid out in a report published on March 5th by the OECD. a Paris based Rich country thinktank. Boys’ dominance just about endures in maths: at age 15 they are, on average, the equivalent of three months’ schooling ahead of girls. In science the results are fairly even. But in reading, where girls have been ahead for some time, a gulf has appeared. In all G4 countries and economies in the study, girls outperform boys. The average gap is equivalent to an extra year of schooling. The OECD deems literacy to be the most important skill that it assesses, since further learning depends on it. Sure enough, teenage boys are 50% more likely than girls to fail to achieve basic proficiency in any of maths, reading and science. Youngsters in this group, with nothing to build on or shine at, are prone to drop out of school altogether. To see why boys and girls fare so differently in the classroom, first look at what they do outside it. The average 15year old girl devotes five and half hours a week to homework, an hour more than the average boy, who spend more time playing video games and trawling the internet. Three quarters of girls read for pleasure, compared with little more than half of boys. Reading rates are falling everywhere as screens draw eyes from pages, but boys are giving up faster. The OECD found that, among boys who do as much homework as the average girl, the gender gap in reading fell by nearly a quarter. Once in the classroom, boys long to be out of it: They are twice as likely as girls to report that school is a “waste of time”, and more often turn up late. Just as a teacher sused to struggle to persuade girls that science is not only for men, the OECD now urges parents and policymakers to steer boys away from a version of masculinity that ignores academic achievement. Boys’ disdain for school might have been less irrational when there were plenty of jobs for uneducated men. But those days have long gone. It may be that a bit of swagger helps in maths, where confidence plays a part in boys’ lead (though it sometimes extends to delusion:12% of boys told the OECD that they are familiar with the mathematical concept of “subjunctive sealing”, a red herring that fooled only 7% of girls.) But their lack of self Visit discipline drives teachers crazy. The OECD found that boys did much better in its anonymised tests than in teachers assessments. What is behind this discrimination? One possibility is that teachers mark up students who are polite, eager and stay out of flights, all attributes that are more common among girls. In some countries, academic points can even be docked for bad behaviour.Choose the word which is opposite in meaning to the word DOCKED given in bold as used in the passage.
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MCQ-> Read the following passage carefully and answer the questions given below it. Certain words have been printed in bold to help you locate them while answering some of the questions. Keshava, the washerman had a donkey. They worked together all day, and Keshava would pour out his heart to the donkey. One day, Keshava was walking home with the donkey when he felt tired. He tied the donkey te=a tree and sat down to rest fora while, near a school. A window was open, and through it, a teacher could be heard scolding the students. “Here I am, trying to turn you donkeys into human beings, but you just won’t study!” As soon as Keshava heard these words, his ears pricked up. A man who could actually turn, donkeys into humans! This was the answer to his prayers. Impatiently, he waited for school to be over that day. When everyone had gone home, and only the teacher remained behind to check some papers, Keshava entered the classroom. “How can I help you?” asked the teacher. Keshava scratched his head and said. “I heard what you said to the children. This donkey is my companion. If you made it human, we could have such good times together.” The teacher decided to trick Keshava. He pretended to think for a while and then said, “Give me six months and it will cost you a thousand rupees.” The washerman agreed and rushed home to get the money. He then left the donkey in the teacher’s care. After the six months were up, Keshava went to the teacher. The teacher had been using the donkey for his own work. Not wanting to give it up, he said, “Oh, your doilkey became so clever that it ran away. He is the headman of the next village. “When Keshava reached the next village he found the village elders sitting under a -tree, discussing serious problems: How surprised they were when Keshava marched up to the headman, grabbed his arm and said. “How dare you? You think you are so clever that you ran away? Come home at once!” The headman understood someone had played a trick on Keshava. “I am not your donkey!” he said. “Go find the sage in the forest. “Keshava found the sage sitting under a tree with his eyes closed, deep in meditation: He crept up and grabbed the sage’s beard.”Come back home now!” he shouted. The startled sage somehow calmed Keshava. When he heard what had happened, he had a good laugh. Then he told the washerman kindly, “The teacher made a fool of you. Your donkey must be still with him. Go and take it back from him. Try to make some real friends, who will talk with you and share your troubles. A donkey will never be able to do that!” Keshava returned home later that day with his donkey, sadder and wiser.Which of the following can be said about the teacher?
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MCQ-> In each of the following question a sentence is given in “Direct Speech “Identify the right alternative 1 2 3 and 4 which best expresses this sentence in “Indirect Speech”.The teacher said, “Be quiet, boys.”
....

MCQ-> Lately it seems everyone’s got an opinion about women’s speech. Everybody has been getting his two cents in about vocal fry, up-speak, and women’s allegedly over-liberal use of apologies. The ways women live and move in the world are subject to relentless scrutiny, their modes of speech are assessed against a (usually) masculine standard. This is increasingly true as women have entered previously male-dominated fields like industry and politics.In his essay “On Speech and Public Release,” Joshua Gunn highlights the field of public address as an important arena where social roles and norms are contested, reshaped, and upheld. Gunn argues that the field of public address is an important symbolic arena where we harbor an “[ideological] bias against the feminine voice,” a bias, that is rooted in positive primal associations with masculinity (and the corresponding devaluation of femininity, the voice that constrains and nags—the mother, the droning Charlie Brown schoolteacher, the wife).Gunn contends that masculine speech is the cultural standard. It’s what we value and respect. The low pitch and assertive demeanor that characterize the adult male voice signify reason, control, and authority, suitable for the public domain. Women’s voices are higher pitched, like those of immature boys, and their characteristic speech patterns have a distinctive cadence that exhibits a wider range of emotional expression. In Western cultures, this is bad because it comes across as uncontrolled. We associate uncontrolled speech - “the cry, the grunt, the scream, and the yawp” - with things that happen in the private, domestic spheres (both coded as feminine). Men are expected to repress passionate, emotional speech, Gunn explains, precisely because it threatens norms of masculine control and order. The notion of control also relates to the cultural ideal of eloquence. Language ideologies in the U.S. are complex and highly prescriptive, but not formal or explicit. They are internalized by osmosis, from early observations of adult language use, criticism from teachers (i.e., telling little girls not to “be so bossy” and boys to “act like gentlemen”), and sanctions imposed by peers. These norms become most obvious when they are violated. When men fall off the “control and reason” wagon, they suffer for it. Gunn recalls Howard Dean’s infamous 2004 “I Have a Scream” speech, in which Dean emitted a spontaneous high-pitched screech of joy after he rattled off a list of planned campaign stops. The rest, as they say, is history. Women face a different dilemma—how to please like a woman and impress like a man. Women in the public sphere have, historically, been expected to “perform” femininity and they usually do this by adopting a personal tone, giving anecdotal evidence, using domestic metaphors, and making emotional appeals to ideals of wifely virtue and motherhood.Gunn arrives at the conclusion that “eloquence” is, essentially, code for values associated with masculinity, saying, “Performances of femininity are principally vocal and related, not to arguments, but to tone; not to appearance, but to speech; not to good reasons, but to sound. This implies that the ideology of sexism is much more insidious, much more deeply ingrained than many might suppose.” Which of the following statements if true, is contrary to the ideas developed in the passage?
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