CUET English 2023 PYQs23 June Shift 2. Free, no login required.

A River

In Madurai,

city of temples and poets,

who sang of cities and temples,

every summer

a river dries to a trickle

in the sand,

baring the sand ribs,

straw and women's hair

clogging the watergates

at the rusty bars

under the bridges with patches

of repair all over them

the wet stones glistening like sleepy

crocodiles, the dry ones

shaven water-buffaloes lounging in the sun

The poet only sang of the floods

He was there for a day

when they had the floods.

People everywhere talked

of the inches rising,

of the precise number of cobbled steps

run over by the water, rising

on the bathing places,

and the way it carries of three village houses,

one pregnant woman

and a couple of cows

named Gopi and Brinda as usual.

A River

In Madurai,

city of temples and poets,

who sang of cities and temples,

every summer

a river dries to a trickle

in the sand,

baring the sand ribs,

straw and women's hair

clogging the watergates

at the rusty bars

under the bridges with patches

of repair all over them

the wet stones glistening like sleepy

crocodiles, the dry ones

shaven water-buffaloes lounging in the sun

The poet only sang of the floods

He was there for a day

when they had the floods.

People everywhere talked

of the inches rising,

of the precise number of cobbled steps

run over by the water, rising

on the bathing places,

and the way it carries of three village houses,

one pregnant woman

and a couple of cows

named Gopi and Brinda as usual.

A River

In Madurai,

city of temples and poets,

who sang of cities and temples,

every summer

a river dries to a trickle

in the sand,

baring the sand ribs,

straw and women's hair

clogging the watergates

at the rusty bars

under the bridges with patches

of repair all over them

the wet stones glistening like sleepy

crocodiles, the dry ones

shaven water-buffaloes lounging in the sun

The poet only sang of the floods

He was there for a day

when they had the floods.

People everywhere talked

of the inches rising,

of the precise number of cobbled steps

run over by the water, rising

on the bathing places,

and the way it carries of three village houses,

one pregnant woman

and a couple of cows

named Gopi and Brinda as usual.

A River

In Madurai,

city of temples and poets,

who sang of cities and temples,

every summer

a river dries to a trickle

in the sand,

baring the sand ribs,

straw and women's hair

clogging the watergates

at the rusty bars

under the bridges with patches

of repair all over them

the wet stones glistening like sleepy

crocodiles, the dry ones

shaven water-buffaloes lounging in the sun

The poet only sang of the floods

He was there for a day

when they had the floods.

People everywhere talked

of the inches rising,

of the precise number of cobbled steps

run over by the water, rising

on the bathing places,

and the way it carries of three village houses,

one pregnant woman

and a couple of cows

named Gopi and Brinda as usual.

A River

In Madurai,

city of temples and poets,

who sang of cities and temples,

every summer

a river dries to a trickle

in the sand,

baring the sand ribs,

straw and women's hair

clogging the watergates

at the rusty bars

under the bridges with patches

of repair all over them

the wet stones glistening like sleepy

crocodiles, the dry ones

shaven water-buffaloes lounging in the sun

The poet only sang of the floods

He was there for a day

when they had the floods.

People everywhere talked

of the inches rising,

of the precise number of cobbled steps

run over by the water, rising

on the bathing places,

and the way it carries of three village houses,

one pregnant woman

and a couple of cows

named Gopi and Brinda as usual.

Digital technologies have profoundly changed childhood and adolescence. The internet and the means to access it, such as tablets and smartphones, along with social media platforms and messaging apps, have become integral to the lives of youth around the world. They have transformed their education and learning the way make and maintain friendship, how they spend their leisure time, and their engagement with wider society. UNICEF's State of the world's Children 2017 : Children in a Digital World report reveals that one in three internet users is younger 18 years and 71% of 15-24-year-olds are online, making them the most connected age group worldwide. However, the so-called digital divide is substantial: 346 million youth are not online, with African adolescents the most affected (60% are not connected compared with 4% in Europe). Young people who lack digital skills, live in remote regions, or speak a minority language are also being left behind in harnessing the opportunities.

Some children have never been online or have little access and are missing out on the benefits of connectivity.

Digital advances have their flip side too. Bullying is no longer left at the school gates; cyberbullying is a new method for bullies to hurt and humilite their victims with the click of a button. Words and images posted online that are designed to cause harm are also difficult to delete, increasing the risk of re-victimisation.

Concerns have also been raised about the time children spend using digital technology and its effect on their physical activity and mental health. Evidence suggests moderate use of digital technology can be beneficial to children's mental wellbeing, whereas excessive use can be detrimental. Children's social relationships seem to be enhanced by digital technology, especially since most of their social circle is now online. Evidence on physical activity is mixed. And better research is needed in this area.

Despite these issues, the popularity and use of digital technologies will continue to grow. However, an intergenerational gap exists in digital knowledge and literacy. Teachers and parents need training to teach digital skills and online safety to children. They are also crucial to helping young people assess reliable news and information sources and navigate the pressures social media, as highlighted in a report released on Jan 4 by England's Children's Commissioner. Schools are also an important forum for discussing cyberbullying, anti-bullying programmes need to include online harassment.

Children and adolescents must be the priority of national and global digital policies, not only to protect them from online harm but also to allow technology to help them fulfil their full potential.

Digital technologies have profoundly changed childhood and adolescence. The internet and the means to access it, such as tablets and smartphones, along with social media platforms and messaging apps, have become integral to the lives of youth around the world. They have transformed their education and learning the way make and maintain friendship, how they spend their leisure time, and their engagement with wider society. UNICEF's State of the world's Children 2017 : Children in a Digital World report reveals that one in three internet users is younger 18 years and 71% of 15-24-year-olds are online, making them the most connected age group worldwide. However, the so-called digital divide is substantial: 346 million youth are not online, with African adolescents the most affected (60% are not connected compared with 4% in Europe). Young people who lack digital skills, live in remote regions, or speak a minority language are also being left behind in harnessing the opportunities.

Some children have never been online or have little access and are missing out on the benefits of connectivity.

Digital advances have their flip side too. Bullying is no longer left at the school gates; cyberbullying is a new method for bullies to hurt and humilite their victims with the click of a button. Words and images posted online that are designed to cause harm are also difficult to delete, increasing the risk of re-victimisation.

Concerns have also been raised about the time children spend using digital technology and its effect on their physical activity and mental health. Evidence suggests moderate use of digital technology can be beneficial to children's mental wellbeing, whereas excessive use can be detrimental. Children's social relationships seem to be enhanced by digital technology, especially since most of their social circle is now online. Evidence on physical activity is mixed. And better research is needed in this area.

Despite these issues, the popularity and use of digital technologies will continue to grow. However, an intergenerational gap exists in digital knowledge and literacy. Teachers and parents need training to teach digital skills and online safety to children. They are also crucial to helping young people assess reliable news and information sources and navigate the pressures social media, as highlighted in a report released on Jan 4 by England's Children's Commissioner. Schools are also an important forum for discussing cyberbullying, anti-bullying programmes need to include online harassment.

Children and adolescents must be the priority of national and global digital policies, not only to protect them from online harm but also to allow technology to help them fulfil their full potential.

Digital technologies have profoundly changed childhood and adolescence. The internet and the means to access it, such as tablets and smartphones, along with social media platforms and messaging apps, have become integral to the lives of youth around the world. They have transformed their education and learning the way make and maintain friendship, how they spend their leisure time, and their engagement with wider society. UNICEF's State of the world's Children 2017 : Children in a Digital World report reveals that one in three internet users is younger 18 years and 71% of 15-24-year-olds are online, making them the most connected age group worldwide. However, the so-called digital divide is substantial: 346 million youth are not online, with African adolescents the most affected (60% are not connected compared with 4% in Europe). Young people who lack digital skills, live in remote regions, or speak a minority language are also being left behind in harnessing the opportunities.

Some children have never been online or have little access and are missing out on the benefits of connectivity.

Digital advances have their flip side too. Bullying is no longer left at the school gates; cyberbullying is a new method for bullies to hurt and humilite their victims with the click of a button. Words and images posted online that are designed to cause harm are also difficult to delete, increasing the risk of re-victimisation.

Concerns have also been raised about the time children spend using digital technology and its effect on their physical activity and mental health. Evidence suggests moderate use of digital technology can be beneficial to children's mental wellbeing, whereas excessive use can be detrimental. Children's social relationships seem to be enhanced by digital technology, especially since most of their social circle is now online. Evidence on physical activity is mixed. And better research is needed in this area.

Despite these issues, the popularity and use of digital technologies will continue to grow. However, an intergenerational gap exists in digital knowledge and literacy. Teachers and parents need training to teach digital skills and online safety to children. They are also crucial to helping young people assess reliable news and information sources and navigate the pressures social media, as highlighted in a report released on Jan 4 by England's Children's Commissioner. Schools are also an important forum for discussing cyberbullying, anti-bullying programmes need to include online harassment.

Children and adolescents must be the priority of national and global digital policies, not only to protect them from online harm but also to allow technology to help them fulfil their full potential.

Digital technologies have profoundly changed childhood and adolescence. The internet and the means to access it, such as tablets and smartphones, along with social media platforms and messaging apps, have become integral to the lives of youth around the world. They have transformed their education and learning the way make and maintain friendship, how they spend their leisure time, and their engagement with wider society. UNICEF's State of the world's Children 2017 : Children in a Digital World report reveals that one in three internet users is younger 18 years and 71% of 15-24-year-olds are online, making them the most connected age group worldwide. However, the so-called digital divide is substantial: 346 million youth are not online, with African adolescents the most affected (60% are not connected compared with 4% in Europe). Young people who lack digital skills, live in remote regions, or speak a minority language are also being left behind in harnessing the opportunities.

Some children have never been online or have little access and are missing out on the benefits of connectivity.

Digital advances have their flip side too. Bullying is no longer left at the school gates; cyberbullying is a new method for bullies to hurt and humilite their victims with the click of a button. Words and images posted online that are designed to cause harm are also difficult to delete, increasing the risk of re-victimisation.

Concerns have also been raised about the time children spend using digital technology and its effect on their physical activity and mental health. Evidence suggests moderate use of digital technology can be beneficial to children's mental wellbeing, whereas excessive use can be detrimental. Children's social relationships seem to be enhanced by digital technology, especially since most of their social circle is now online. Evidence on physical activity is mixed. And better research is needed in this area.

Despite these issues, the popularity and use of digital technologies will continue to grow. However, an intergenerational gap exists in digital knowledge and literacy. Teachers and parents need training to teach digital skills and online safety to children. They are also crucial to helping young people assess reliable news and information sources and navigate the pressures social media, as highlighted in a report released on Jan 4 by England's Children's Commissioner. Schools are also an important forum for discussing cyberbullying, anti-bullying programmes need to include online harassment.

Children and adolescents must be the priority of national and global digital policies, not only to protect them from online harm but also to allow technology to help them fulfil their full potential.

Digital technologies have profoundly changed childhood and adolescence. The internet and the means to access it, such as tablets and smartphones, along with social media platforms and messaging apps, have become integral to the lives of youth around the world. They have transformed their education and learning the way make and maintain friendship, how they spend their leisure time, and their engagement with wider society. UNICEF's State of the world's Children 2017 : Children in a Digital World report reveals that one in three internet users is younger 18 years and 71% of 15-24-year-olds are online, making them the most connected age group worldwide. However, the so-called digital divide is substantial: 346 million youth are not online, with African adolescents the most affected (60% are not connected compared with 4% in Europe). Young people who lack digital skills, live in remote regions, or speak a minority language are also being left behind in harnessing the opportunities.

Some children have never been online or have little access and are missing out on the benefits of connectivity.

Digital advances have their flip side too. Bullying is no longer left at the school gates; cyberbullying is a new method for bullies to hurt and humilite their victims with the click of a button. Words and images posted online that are designed to cause harm are also difficult to delete, increasing the risk of re-victimisation.

Concerns have also been raised about the time children spend using digital technology and its effect on their physical activity and mental health. Evidence suggests moderate use of digital technology can be beneficial to children's mental wellbeing, whereas excessive use can be detrimental. Children's social relationships seem to be enhanced by digital technology, especially since most of their social circle is now online. Evidence on physical activity is mixed. And better research is needed in this area.

Despite these issues, the popularity and use of digital technologies will continue to grow. However, an intergenerational gap exists in digital knowledge and literacy. Teachers and parents need training to teach digital skills and online safety to children. They are also crucial to helping young people assess reliable news and information sources and navigate the pressures social media, as highlighted in a report released on Jan 4 by England's Children's Commissioner. Schools are also an important forum for discussing cyberbullying, anti-bullying programmes need to include online harassment.

Children and adolescents must be the priority of national and global digital policies, not only to protect them from online harm but also to allow technology to help them fulfil their full potential.

It was raining when Rahel came back to Ayemenem. Slanting silver ropes slammed into loose earth, plowing it up like gunfire. The old house on the hill wore its steep, gabled roof pulled over its ears like a low hat. The walls, streaked with moss, had grown soft, and bulged a little with dampness that seeped up from the ground. The wild, overgrown garden was full of the whisper and scurry of small lives. In the undergrowth a rat snake rubbed itself against a glistening stone. Hopeful yellow bullfrogs cruised the scummy pond for mates. A drenched mongoose flashed across the leaf-strewn driveway.

The house itself looked empty. The doors and window were locked. The front verendah bare unfurnished. But the skyblue Plymouth with chrome tailfins was still parked outside, and inside, Baby Kochamma was still alive.

She was Rahel's baby grandaunt, her grandfather's younger sister. Her name was really Navomi, Navomi Ipe, but every body called her Baby. She became Baby Kochamma when she was old enough to be an aunt.

Rahel hadn't come to see her, though. Neither niece nor baby grandaunt labored under any illusions on that account. Rahel had come to see her brother, Estha. They were two-egg twins. "Dizygotic" doctors called them. Born from separate but simultaneously fertilized eggs. Estha-- Esthappen-- was the older by eighteen minutes.

They never did look much like each other, Estha and Rahel, and even when they were thin-armed children, flat-chasted, wormridden and Elvis presley-puffed, there was none of the usual " Who is who ?" and "Which is which?" from oversmilling relatives or the Syrian Orthodox bishops who frequently visited the Ayemenem House for donations.

The confusion lay in a deeper, more secret place.

It was raining when Rahel came back to Ayemenem. Slanting silver ropes slammed into loose earth, plowing it up like gunfire. The old house on the hill wore its steep, gabled roof pulled over its ears like a low hat. The walls, streaked with moss, had grown soft, and bulged a little with dampness that seeped up from the ground. The wild, overgrown garden was full of the whisper and scurry of small lives. In the undergrowth a rat snake rubbed itself against a glistening stone. Hopeful yellow bullfrogs cruised the scummy pond for mates. A drenched mongoose flashed across the leaf-strewn driveway.

The house itself looked empty. The doors and window were locked. The front verendah bare unfurnished. But the skyblue Plymouth with chrome tailfins was still parked outside, and inside, Baby Kochamma was still alive.

She was Rahel's baby grandaunt, her grandfather's younger sister. Her name was really Navomi, Navomi Ipe, but every body called her Baby. She became Baby Kochamma when she was old enough to be an aunt.

Rahel hadn't come to see her, though. Neither niece nor baby grandaunt labored under any illusions on that account. Rahel had come to see her brother, Estha. They were two-egg twins. "Dizygotic" doctors called them. Born from separate but simultaneously fertilized eggs. Estha-- Esthappen-- was the older by eighteen minutes.

They never did look much like each other, Estha and Rahel, and even when they were thin-armed children, flat-chasted, wormridden and Elvis presley-puffed, there was none of the usual " Who is who ?" and "Which is which?" from oversmilling relatives or the Syrian Orthodox bishops who frequently visited the Ayemenem House for donations.

The confusion lay in a deeper, more secret place.

It was raining when Rahel came back to Ayemenem. Slanting silver ropes slammed into loose earth, plowing it up like gunfire. The old house on the hill wore its steep, gabled roof pulled over its ears like a low hat. The walls, streaked with moss, had grown soft, and bulged a little with dampness that seeped up from the ground. The wild, overgrown garden was full of the whisper and scurry of small lives. In the undergrowth a rat snake rubbed itself against a glistening stone. Hopeful yellow bullfrogs cruised the scummy pond for mates. A drenched mongoose flashed across the leaf-strewn driveway.

The house itself looked empty. The doors and window were locked. The front verendah bare unfurnished. But the skyblue Plymouth with chrome tailfins was still parked outside, and inside, Baby Kochamma was still alive.

She was Rahel's baby grandaunt, her grandfather's younger sister. Her name was really Navomi, Navomi Ipe, but every body called her Baby. She became Baby Kochamma when she was old enough to be an aunt.

Rahel hadn't come to see her, though. Neither niece nor baby grandaunt labored under any illusions on that account. Rahel had come to see her brother, Estha. They were two-egg twins. "Dizygotic" doctors called them. Born from separate but simultaneously fertilized eggs. Estha-- Esthappen-- was the older by eighteen minutes.

They never did look much like each other, Estha and Rahel, and even when they were thin-armed children, flat-chasted, wormridden and Elvis presley-puffed, there was none of the usual " Who is who ?" and "Which is which?" from oversmilling relatives or the Syrian Orthodox bishops who frequently visited the Ayemenem House for donations.

The confusion lay in a deeper, more secret place.

It was raining when Rahel came back to Ayemenem. Slanting silver ropes slammed into loose earth, plowing it up like gunfire. The old house on the hill wore its steep, gabled roof pulled over its ears like a low hat. The walls, streaked with moss, had grown soft, and bulged a little with dampness that seeped up from the ground. The wild, overgrown garden was full of the whisper and scurry of small lives. In the undergrowth a rat snake rubbed itself against a glistening stone. Hopeful yellow bullfrogs cruised the scummy pond for mates. A drenched mongoose flashed across the leaf-strewn driveway.

The house itself looked empty. The doors and window were locked. The front verendah bare unfurnished. But the skyblue Plymouth with chrome tailfins was still parked outside, and inside, Baby Kochamma was still alive.

She was Rahel's baby grandaunt, her grandfather's younger sister. Her name was really Navomi, Navomi Ipe, but every body called her Baby. She became Baby Kochamma when she was old enough to be an aunt.

Rahel hadn't come to see her, though. Neither niece nor baby grandaunt labored under any illusions on that account. Rahel had come to see her brother, Estha. They were two-egg twins. "Dizygotic" doctors called them. Born from separate but simultaneously fertilized eggs. Estha-- Esthappen-- was the older by eighteen minutes.

They never did look much like each other, Estha and Rahel, and even when they were thin-armed children, flat-chasted, wormridden and Elvis presley-puffed, there was none of the usual " Who is who ?" and "Which is which?" from oversmilling relatives or the Syrian Orthodox bishops who frequently visited the Ayemenem House for donations.

The confusion lay in a deeper, more secret place.

It was raining when Rahel came back to Ayemenem. Slanting silver ropes slammed into loose earth, plowing it up like gunfire. The old house on the hill wore its steep, gabled roof pulled over its ears like a low hat. The walls, streaked with moss, had grown soft, and bulged a little with dampness that seeped up from the ground. The wild, overgrown garden was full of the whisper and scurry of small lives. In the undergrowth a rat snake rubbed itself against a glistening stone. Hopeful yellow bullfrogs cruised the scummy pond for mates. A drenched mongoose flashed across the leaf-strewn driveway.

The house itself looked empty. The doors and window were locked. The front verendah bare unfurnished. But the skyblue Plymouth with chrome tailfins was still parked outside, and inside, Baby Kochamma was still alive.

She was Rahel's baby grandaunt, her grandfather's younger sister. Her name was really Navomi, Navomi Ipe, but every body called her Baby. She became Baby Kochamma when she was old enough to be an aunt.

Rahel hadn't come to see her, though. Neither niece nor baby grandaunt labored under any illusions on that account. Rahel had come to see her brother, Estha. They were two-egg twins. "Dizygotic" doctors called them. Born from separate but simultaneously fertilized eggs. Estha-- Esthappen-- was the older by eighteen minutes.

They never did look much like each other, Estha and Rahel, and even when they were thin-armed children, flat-chasted, wormridden and Elvis presley-puffed, there was none of the usual " Who is who ?" and "Which is which?" from oversmilling relatives or the Syrian Orthodox bishops who frequently visited the Ayemenem House for donations.

The confusion lay in a deeper, more secret place.