Practice SSC CGL 2025 Tier 1 English PYQ – 14 Oct 2025 Re-exam (24 Questions with Solutions)

Which of the following options, rearrange the given sentences in a proper sequence to make a meaningful passage?

1. One of the most remarkable examples of adaptation in birds is the Arctic Tern, which migrates over 70,000 kilometers annually.

2. Some species of birds have developed migratory behaviors, while others have adapted to stay in one location throughout the year.

3. However, birds that remain in one area have adapted to survive harsh winter conditions by modifying their behaviors and physiological processes.

4. The ability to migrate provides these birds with access to more abundant food sources and better breeding grounds, increasing their chances of survival.

5. Understanding these patterns of migration and adaptation helps researchers learn more about the evolutionary strategies that contribute to species survival.

What is the best meaning of the idiom "Birds of a feather flock together"?

Fill in the blank with the correctly spelt word.

The patient’s ________ behavior indicated a severe disorder of thought processes.

Select the most appropriate synonym of the given word: ASSIDUOUS

Select the most appropriate antonym of the given word.

Voluble

Choose the correct meaning of idiom:

To send to Coventry

Choose the correct spelling of a word meaning 'abundant in growth, especially vegetation'.

Spot the correct spelling of the ear-nose-throat specialty.

In the given passage, some words have been deleted. Read the passage intently and choose the most appropriate option to fill in each blank:

To speak of skill education merely in terms of employment is to overlook its deeper cartography. A skill, unlike rote instruction, is (1) _____ not only through repetition but through failure—through the art of learning why something didn’t work. In societies obsessed with certification, the nuanced textures of experiential learning often vanish behind laminated credentials. Yet, the true economy of skill is shaped not in boardrooms or training modules, but in the improvisations of the workshop, the reworkings of the prototype, the quiet recalibration of hand and intent. The question, then, is not how many are trained, but how many are truly (2) _____—given not just tools but the time to develop trust in them. Skill is not the opposite of theory, but its extension into movement. And yet, the classroom remains strangely allergic to the tactile. The logic of assessments continues to value abstraction over (3) _____, reducing competence to the ability to recall, not to remake. In the rush to map vocational pathways, we risk scripting lives as modules—linear, predictable, void of deviation. But skill, like thought, thrives in divergence. Its pedagogy must embrace the messiness of practice, the necessity of slowness, and the possibility of (4) _____. To prepare youth for uncertainty, we must teach them to linger—not just to do, but to (5) _____ doing.

What should come in the place of blank number (1)?

In the given passage, some words have been deleted. Read the passage intently and choose the most appropriate option to fill in each blank:

To speak of skill education merely in terms of employment is to overlook its deeper cartography. A skill, unlike rote instruction, is (1) _____ not only through repetition but through failure—through the art of learning why something didn’t work. In societies obsessed with certification, the nuanced textures of experiential learning often vanish behind laminated credentials. Yet, the true economy of skill is shaped not in boardrooms or training modules, but in the improvisations of the workshop, the reworkings of the prototype, the quiet recalibration of hand and intent. The question, then, is not how many are trained, but how many are truly (2) _____—given not just tools but the time to develop trust in them. Skill is not the opposite of theory, but its extension into movement. And yet, the classroom remains strangely allergic to the tactile. The logic of assessments continues to value abstraction over (3) _____, reducing competence to the ability to recall, not to remake. In the rush to map vocational pathways, we risk scripting lives as modules—linear, predictable, void of deviation. But skill, like thought, thrives in divergence. Its pedagogy must embrace the messiness of practice, the necessity of slowness, and the possibility of (4) _____. To prepare youth for uncertainty, we must teach them to linger—not just to do, but to (5) _____ doing.

What should come in the place of blank number (2)?