Important English Language Questions for CLAT and AILET

The English language is one of the most common subjects in all the competitive exams, including CLAT and AILET. 

In the Common Law Admission Test, 28-32 questions will be asked in the English section, while 35 questions are asked in the All India Law Entrance Test.

This post takes you through the important English Language Questions for CLAT and AILET, previous year questions, and more.

Important English Topics for CLAT and AILET

Before you begin with the preparation, make sure to understand the complete syllabus. This way, you can know the important topics you need to prepare from the exam point of view. 

The following are the Important Topics of the English Syllabus.

  • Sentence Correction
  • Fill in the Blanks
  • Sentence Rearrangement
  • Idioms and Phrases
  • Comprehension-Based Questions
  • Foreign Language Words
  • Spelling Check

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Important English Language Questions Asked in CLAT and AILET

In the English section, the questions are designed to test your grammar, vocabulary, and comprehension skills. 

As said above, the question paper of AILET and CLAT  include passed-based questions.  Each passage includes 450-500 words, followed by 4-5 questions.

The following are some of the important English questions for CLAT and AILET.

Passage 1

The idea to use Navajo for secure communications came from Philip Johnston, the son of a missionary to the Navajos and one of the few non-Navajos who spoke their language fluently. Reared on the Navajo reservation, Johnston was a World War I veteran who knew of the military’s search for a code that would withstand all attempts to decipher it. He also knew that Native American languages, notably Choctaw, had been used in World War I to encode messages.

Johnston believed Navajo answered the military requirement for an undecipherable code because it is an unwritten language of extreme complexity. Its syntax and tonal qualities, not to mention dialects, make it unintelligible to anyone without extensive exposure and training. It has no alphabet or symbols and is spoken only on the Navajo lands of the American Southwest. One estimate indicates that fewer than 30 non-Navajos, none of them Japanese, could understand the language at the outbreak of World War II.

Early in 1942, Johnston met with Major General Clayton B. Vogel, the commanding general of Amphibious Corps, Pacific Fleet, and his staff to convince them of the Navajo language’s value as code. Johnston staged tests under simulated combat conditions, demonstrating that Navajos could encode, transmit and decode a three-line English message in 20 seconds. Machines of the time required 30 minutes to perform the same job. Convinced, Vogel recommended to the Commandant of the Marine Corps that the Marines recruit 200 Navajos.

Read More: Short Tricks to Prepare for CLAT English

clat mock test

clat Mock test

Q1. The author most likely mentions that Navajo “has no alphabet or symbols” to

  • a. emphasize how difficult it is to decipher Navajo language
  • b. suggest a potential drawback of using Navajo for secure communications
  • c. explain why so few non-Navajos can speak the language
  • d. highlight the differences between Navajo and other Native American languages

Q2. The passage is primarily concerned with

  • a. examining the complexity of a language
  • b. profiling someone’s search for a solution to a problem
  • c. analyzing the benefits and drawbacks of an approach
  • d. explaining adopted a certain strategy

Passage 2

I assume we all believe that bats have experience. After all, they are mammals, and there is no more doubt that they have experience than that mice or pigeons, or whales have to experience. Although more closely related to us than those other species, Bats present a range of activity and a sensory apparatus so different from ours that the problem I want to pose is exceptionally vivid (though it certainly could be raised with other species). Even without the benefit of philosophical reflection, anyone who has spent some time in an enclosed space with an excited bat knows what it is to encounter a fundamentally alien form of life. I have said that the essence of the belief that bats have experience is that there is something that it is like to be a bat. Now we know that most bats perceive the external world primarily by sonar or echolocation. Their brains are designed to correlate the outgoing sounds with the subsequent echoes. The information thus acquired enables bats to make precise discriminations of distance, size, shape, motion, and texture comparable to those we make by vision. But bat sonar, though clearly a form of perception, is not similar in its operation to any sense that we possess. There is no reason to suppose that it is subjectively like anything we can experience or imagine. This appears to create difficulties for the notion of what it is like to be a bat. We must consider whether any method will permit us to extrapolate to the inner life of the bat from our own case, and if not, what alternative methods there may be for understanding the notion. Our own experience provides the basic material for our imagination, whose range is therefore limited. It will not help us imagine that one has webbing on one’s arms, which enables one to fly around at dusk and dawn, catching insects in one’s mouth or perceive the world through echolocation. As far as I can imagine this (which is not very far), it tells me only what it would be like for me to behave as a bat behaves. But that is not the question. I want to know what it is like for a bat to be a bat. Yet if I try to imagine this, I am restricted to the resources of my own mind, and those resources are inadequate to the task. I cannot perform it either by imagining additions to my present experience, or by imagining segments gradually subtracted from it, or by imagining combinations of additions, subtractions, and modifications. [Extracted, with edits and revisions, from Thomas Nagel, “What is it like to be a bat?”, in William Lyons (Ed), Modern Philosophy of Mind, Hachette India, 2010.]

1.1 Why does the author choose bats instead of mice, pigeons, or whales to present the main problem in the passage?

(a) Because bats are very similar to us, it would be straightforward for us to imagine what the mind of a bat would be like.

(b) Because they are mammals, and people are willing to accept that mammals have experience.

(c) Because mice, pigeons, or whales, are more closely related to us than bats are.

(d) Because their habits, behavior, and sense organs are very different from ours, yet people are willing to believe that they have experience.

1.2 What does the word ‘alien’ as used in the passage mean?

(a) From another country

 (b) Unfamiliar and disturbing

(c) From another planet

 (d) Hypothetical or fictional

Read More: Short Tricks to Prepare for AILET English Language

1.3 Which of the following is the author most likely to agree with?

(a) That we will only understand bats if we understand the chemical processes behind biological echolocation.

(b) That the experiences of other species are not worth wondering about since our sense organs are different from theirs.

(c) That we cannot understand the experiences of other species by relying solely upon our own organs of perception.

(d) That the experiences of other species are not worth wondering about since we have our own experiences to worry about.

Solve FREE CLAT English Language Quiz

1.4 Which of the following is most similar to the problem or question the author discusses in the passage above?

(a) A doctor will not understand what it is like to be an engineer.

(b) A person of one race will not understand what it is like to be a person of another race.

 (c) A citizen of India will not understand what it is like to be a citizen of Sri Lanka.

(d) A cricketer will not understand what it is like to be a footballer.

1.5 What is the author’s main point in the passage above?

(a) Humans will never understand sonar or echolocation since we do not have the biological apparatus for it.

(b) That our imagination is feeble, and unless we make a dramatic effort, we will not be able to imagine what it is like to be a bat.

(c) That while bats may have the experience, it is tough for us to understand or describe that experience since our minds and ways of perception are different from those of bats.

(d) That bats cannot possibly have experienced since their sensory organs and ways of perceiving their surroundings are different from how we perceive and experience the world.

Passage 3

Scholars have traditionally relied primarily on evidence from historical documents to understand the development of Gangetic Valley plains. However, such documentary sources provide a fragmentary record at best. Reliable accounts are very scarce for many parts of Northern India before the fifteenth century. Many of the relevant documents from the fourteenth and fifteenth centuries focus selectively on matters relating to cultural or commercial interests.

Studies of fossilized pollens preserved in peats and lake muds provide an additional means of investigating vegetative landscape change. Details of changes in vegetation resulting from both human activities and natural events are reflected in the kinds and quantities of minute pollens that become trapped in sediments. Analysis of samples can identify which kinds of plants produced the preserved pollens and when deposited. In many cases, the findings can serve to supplement or correct the documentary record.

For example, analysis of samples from a bay in Jammu has revealed significant patterns of cereal-grain pollens beginning in the fourth century. The substantial clay content of the soil in this part of Jammu makes cultivation by primitive tools difficult. Historians thought that such soils were not tilled to any significant extent until the introduction of the wooden plough to India in the seventh century. Because cereal cultivation would have required tiling of the soil, the pollen evidence indicates that these soils must indeed have been successfully tilled before introducing the new plough.

Another example concerns flax cultivation in Jammu, one of the great linen-producing areas of India during the sixteenth century. Some aspects of linen production in Jammu are well documented. Still, the documentary record tells little about the cultivation of flax, the plant from which linen is made, in that area. The record of sixteenth-century linen production in Jammu, together with the knowledge that flax cultivation had been established in India centuries before that time, led some historians to surmise that this plant was being cultivated in Jammu before the sixteenth century. But pollens analyses indicate that this is not the case; flax pollens were found only in deposits laid down since the sixteenth century.

It must be stressed, though, that there are limits to the ability of the pollen record to reflect the vegetative history of the landscape. For example, pollen analysis cannot identify the species, but only the genus or family, of some plants. Among these is turmeric, a cultivated plant of medicinal importance in India. Turmeric belongs to a plant family that also comprises various native weeds, including Brahma Thandu. If Turmeric pollen were present in a deposit, it would be indistinguishable from uncultivated native species.

1. The phrase “documentary record” (para 2 and 4) primarily refers to -

(A) articles, books, and other documents by current historians listing and analyzing all the available evidence regarding a particular historical period.

(B) government and commercial records, maps, and similar documents produced in the past that recoded conditions and events of that time.

(C) documented results of analyses of fossilized pollen.

(D) the kinds and qualities of fossilized pollen grains preserved in peats and lake muds.

2. The passage indicates that pollen analyses have provided evidence against which one of the following views?

(A) In certain parts of Jammu, they did not cultivate cereal grains to any significant extent before the seventh century.

(B) Cereal grain cultivation began in Jammu around the fourth century.

(C) In certain parts of India, cereal grains have been cultivated continuously since introducing the wooden plough.

(D) Cereal grain cultivation requires successful tilling of the soil.

3. The passage indicates that before the use of pollen analysis in studying the history of the Gangetic Valley plains, at least some historians believed which one of the following?

(A) Turmeric was not used as a medicinal plant in India until after the sixteenth century.

(B) Cereal grain was not cultivated anywhere in India until at least the seventh century.

(C) The history of the Gangetic Valley plains during the fourteenth and fifteenth centuries was well documented.

(D) The beginning of flax cultivation in Jammu may well have occurred before the sixteenth century.

4. Which of the following most accurately describes the relationship between the second and final paragraphs?

(A) The second paragraph describes a view against which the author intends to argue, and the final paragraph states the author’s argument against that view.

(B) The second paragraph proposes a hypothesis for which the final paragraph offers a supporting example.

(C) The final paragraph qualifies the claim made in the second paragraph.

(D) The final paragraph describes a problem that must solve before the method advocated in the second paragraph can be considered viable.

5. Which one of the following most accurately expresses the main point of the passage?

(A) While pollen evidence can sometimes supplement other sources of historical information, its applicability is severely limited since it cannot use it to identify plant species.

(B) Analysis of fossilized pollen is a useful means of supplementing and, in some cases correcting other sources of information regarding changes in the Gangetic Valley plains.

(C) Analysis of fossilized pollen has provided new evidence that the cultivation of such crops as cereal grains, flax, and turmeric significantly impacted the Gangetic Valley plains.

(D) Analysis of fossilized pollen has proven to be a valuable tool in identifying ancient plant species.

AILET mock test

AILET mock test

Passage 4

The older woman didn’t like the look or sound of the kid. She scowled at her husband. ‘Where did you pick up this kitten from? Why do we need her?’ When the old man told her she was a goat kid, she picked her up and exclaimed in amazement: ‘Yes, she is a goat kid!’ All night, they went over the story of how the kid had come into their hands.  

That same night the old lady gave the goat kid that resembled a kitten a nickname: Poonachi. She once had a cat by the same name. In memory of that beloved cat, this goat kid too was named Poonachi. They had acquired her without spending a penny. Now they had to look after her somehow. Her husband had told her a vague story about meeting a demon who looked like Bakasuran and receiving the kid from him as a gift. She wondered if he could have stolen it from a goatherd. Someone might come looking for it tomorrow. Maybe her husband had told her the story only to cover up his crime?   The old woman was not used to lighting lamps at night. The couple ate their evening meal and went to bed when it was still dusk. That night, though, she took a large earthen lamp and filled it with castor oil extracted the year before. There was no cotton for a wick. She tore off a strip from a discarded loincloth of her husband’s and fashioned it into a wick.   She looked at the kid under the lamplight in that shed as though she were seeing her own child after a long time. There was no bald spot or bruise anywhere on her body. The kid was all black. As she stared at the lamp, her wide-open eyes were starkly visible. There was a trace of fatigue on her face. The older woman thought the kid looked haggard because she had not fed her properly. She must be just a couple of days old. A determination that she must somehow raise this kid to adulthood took root in her heart.   She called the older man to come and see the kid. She looked like a black lump glittering in the lamplight in that pitch-black night. He pulled fondly at her flapping ears and said, ‘Aren’t you lucky to come and live here?’   It had been a long time since there was such pleasant chit-chat between the couple. Because of the kid’s sudden entry into their lives, they ended up talking a while about the old days.   [Extracted, with edits and revisions, from Poonachi, or the Story of a Black Goat, by Perumal Murugan, translated by N. Kalyan Raman, Context, 2018.]    

Q) Why did the older woman doubt her husband’s story about how he had got the kid?  

(a) Because goat kids are only sold in livestock markets.

(b) Because she thought the story was vague and that he had actually stolen it from a goatherd.

(c) Because she did not think Bakasuran was so generous as to gift him a goat kid.

(d) Because her husband was a habitual thief and regularly stole things from other people.

Q) Why did the old woman name the goat kid ‘Poonachi’?   

(a) Because the kid made small bleating noises that sounded like ‘Poonachi.’

(b) Because the kid reminded the older woman of her husband, whose name was also Poonachi.

(c) Because the older woman had first thought the kid was a kitten, and so she named it after a beloved cat she had once had.

(d) Because ‘Poonachi’ was the name typically given to goat kids in the area the couple lived in.  

Q) What does the word ‘haggard’ as used in the passage mean? 

 (a) Dark in color and hard to see.

(b) Looking exhausted and unwell.

(c) Direct and outspoken.

 (d) Furry and warm.  

Q)  Why was the older woman not used to lighting lamps at night?  

(a) Because the couple usually ate their evening meal and slept at dusk.

(b) Because her daughter used to light the lamps in their household.

(c) Because the couple was impoverished and could not afford oil for lamps.

(d) Because the old couple did not usually exchange pleasant chit-chat.  

Q) What can we infer from the passage about why the old couple talked about the old days that night?

(a) The old couple did not usually like talking with each other and avoided conversation.

(b) The old couple was impoverished, and we're so tired after working all day that they did not feel like talking.

(c) The older woman was usually distraught with her husband and thought he was a thief.

(d) They spoke about the old days because of the kid’s sudden entry into their lives and the pleasant chit-chat they exchanged about it.

Topic Wise Important English Language Questions for CLAT and AILET

To ease your preparation, we have provided topic-wise important questions collected from the previous year's Question Paper of CLAT.

Idioms/Phrases

1. Purple Patch

(A) a dark period (B) a period of success (C) safe way to royalty (D) mending old ties

2. French-Leave

(A) an insulting defeat (B) a time of revelry (C) leave without permission (D) a great deception

3. Hang out to dry

(A) to desert one in the troubling situation (B) to ridicule (C) a time of truce (D) be critical of

4. Down to the wire

(A) digging deep (B) no chance of error (C) in great details (D) until the last moment

Antonyms

1. Rough

(A) refined (B) charming (C) smooth (D) Polite

2. Transparent

(A) clear (B) crystal (C) opaque (D) ambiguity

Read More: Important English Vocabulary Questions for CLAT and AILET

3. Distant

(A) far (B) close (C) imminent (D) along

Comprehension 

For any activity, discipline is the keyword. It should begin with self and then be extended to the family, neighbours, environment, workplace, society, and nation. It is from the society that inspiration is drawn. Systems and institutions should inspire society through performance, which will provide leaders capable of rebuilding and restructuring society into a strong nation. The nationalists’ spirit then becomes infectious.

1. What is the keyword for Activity according to the passage?

(A) Active Discipline (B) Key Discipline (C) Self Discipline (D) Discipline

2. According to the passage, Discipline should begin

(A) Self (B) with self, family, and neighbours (C) with self, family, neighbours, and environment (D) with self, family, workplace, society

3. According to the passage, where do we draw inspiration from?

(A) Society (B) Society and nation (C) Environment (D) Nothing in particular

Know More: Short Tricks to Solve comprehension-based questions in CLAT English 

Improvement of Sentences

1. We have no less than a thousand students in our College

(A) not less (B) no less (C) no fewer (D) no improvement

2. Man is the only animal who can talk

(A) which (B) whom (C) that (D) no improvement

How to Prepare for English Section for CLAT and AILET?

Scoring the marks in the English subject is very easy if you follow the right preparation strategy for CLAT English. Here are a few tips and tricks that will help improve your vocabulary and grammar skills.

  • Make a habit of reading the newspaper daily.
  • Try to earn at least 20 new English words daily.
  • Also, learn about the sentence usage of those words.
  • Solve daily Quizzes on synonyms, antonyms, and meaning of words to improve your vocabulary.
  • Make sentences out of the idioms/phrases as this trick will help you remember what was learned.
  • Practice as many questions as possible to improve your time management skills and speed.

FAQ's

What are the strategies we can follow to score high in the CLAT English Section?

 The strategies we can follow to score high in the CLAT English Section are as follows-

  • Study groups or discussing the passage with more people will help you to gain more knowledge. You will understand the different viewpoints, meanings, and new questions that might arise. Debating about the arguments presented will greatly help you in your preparation.
  • It is essential to practice grammar form some well-approved and acclaimed grammar books. This will help you to sharpen your grammar skills.
  • Even though it is not possible to extend your vocabulary too much before the exam, but you can still try. Make sure to know the meaning of every new word that you come across. Doing so will greatly aid you in enhancing your skills.
  • Sample papers and practice materials offered by the CLAT consortium must be solved and practiced religiously. This will help you to understand the question pattern and also enhance your existing knowledge.

How to answer CLAT English Section Questions?

In order to answer CLAT English Section Questions, go through the following points-

  • It is crucial to pay attention when a new paragraph changes. Usage of words like however, nevertheless, etc. can be used to present the counter-argument. You have to read it minutely to find out the fine details.
  • Vocabulary questions are mainly of two kinds. One asks the meaning of a specific word, and the other asks the meaning of the word in reference to the passage. It is advisable to read two lines before and after the mentioned word. Just by reading these lines, you can ascertain the meaning of the word even if you are not explicitly aware of it.
  • It is wise to approach the questions only after you have understood the passage as best as you can. This will help you to solve it quickly.
  • It is essential to be absolutely concentrated while reading the questions. Minor additions of words can lead to the change in the entire meaning of the question and thereby, the answer.
  • It is advisable not to be over-confident and overlook answers. Even if you feel you have the right answer, it is better to have a look at all of them before making the final decision.

What are the topics to prepare for the CLAT English Section?

The important topics in the CLAT English Section are as follows-comprehension, the transformation of sentences, subject-verb agreement, synonyms, antonyms, one-word substitution, spotting of common errors, and idioms.

How to score good marks in CLAT English Section?

The important topics that are included in the CLAT English Section are Comprehension, Grammar, and vocabulary. Make sure to cover these topics from the previous years' papers and CLAT Mocks that are available in the market. Hard work, consistency, and practice of papers can only help you score good marks in the CLAT English Section.

Is solving AILET Previous Year Paper is really beneficial to score good marks in the English Section?

Yes. Solving previous year papers of AILET exam will help you know the difficulty level of the paper, type of questions asked in the exam. Also, it will help your time management skills and speed.

How to make a AILET Study Plan?

Before making a study plan, it is important to go through the detailed syllabus.

  • In the study plan, allot at least 1-2 hours of time for studying each topic.
  • If you are already well versed with any topic then give less time for that topic. Instead, concentrate on the topic you are weak.
  • Also, the AILET 2021 study plan must include reading the newspaper at least for 45 minutes daily.

How do I prepare for AILET English Section?

Following the expert tips will definitely help you to prepare better for the AILET English Section 2021. Begin your preparation by studying from the right books which cover all the concepts and topics according to the latest exam pattern and make sure you are aware of the detailed Paper pattern and latest Syllabus before starting your preparation.

Taking up Mock Tests regularly and solving Sample Papers helps to test your preparation and improve your speed and managing time.

What is the difficulty level of the English section in AILET?

Based on the previous year AILET Exam Analysis, the English Section's difficulty level was easy-moderate.