Master CUET English 2025 RC with Principal Sir: 30-Minute Morning Challenge!
Passage 1: The Importance of School-Based Nutrition Education
Teaching children to eat well must begin in school, as highlighted by world leaders at the Nutrition for Growth (N4G) Summit in Paris last month. The United Nations General Assembly (UNGA) extended the United Nations Decade of Action on Nutrition from its original timeframe of 2016-25 to 2030. This extension seeks to sustain global momentum to end all forms of malnutrition and align efforts more closely with the 2030 Agenda for Sustainable Development. Pawan Agarwal, Founder-CEO of Food Future Foundation and former CEO of Food Safety and Standards Authority of India (FSSAI), emphasizes that this could be a turning point in nutrition, not only to accelerate progress but also to shift the focus beyond food access — to understanding what people eat, how they eat, and why they eat, especially when it comes to children. Nutrition is not just a health concern; it is intricately tied to education, equity, and environmental sustainability. So far, global nutrition efforts have rightly focused on the first 1,000 days of life — from conception to two years of age — as a critical window to prevent malnutrition. But we now know that the next 4,000 days matter just as much. This includes the period of adolescent growth spurt — a time of rapid physical, emotional, and behavioral changes and offering a second window of opportunity to overcome early childhood deficits. Good nutrition during this phase can help children catch up on growth and set the foundation for long-term health. But to do that, we must shift our focus from just feeding children to teaching them how to eat well.
MCQs for Passage 1
- What was announced at the Nutrition for Growth (N4G) Summit in Paris?
a) Extension of the UN Decade of Action on Nutrition
b) A new global food policy
c) Increase in school funding
d) A ban on processed foods
Answer: a - According to Pawan Agarwal, what should the focus shift to beyond food access?
a) Food production
b) Understanding what, how, and why people eat
c) Food storage techniques
d) Global trade policies
Answer: b - What is the critical window mentioned for preventing malnutrition?
a) First 1,000 days of life
b) First 2,000 days of life
c) First 3,000 days of life
d) First 4,000 days of life
Answer: a - How long is the next important phase for adolescent growth?
a) 2,000 days
b) 3,000 days
c) 4,000 days
d) 5,000 days
Answer: c - What can good nutrition during adolescence help children achieve?
a) Better academic performance
b) Catch up on growth
c) Increased height
d) Improved memory
Answer: b - What is the main goal of teaching children how to eat well?
a) To reduce food costs
b) To shift focus from feeding to teaching
c) To eliminate all diets
d) To focus on physical exercise
Answer: b
Passage 2: Addressing Dietary Diversity and Health Challenges
A key casualty of dietary diversity — eating a variety of foods to get all the nutrients the body needs — is the UN recently adopted minimum Dietary Diversity as a global indicator under Sustainable Development Goal 2 (End Hunger). It simply asks: did a child eat at least five of 10 food groups in the last 24 hours? Sadly, in many places — including both cities and villages in India — most children do not. Their diets lack variety, which harms their health and reflects deeper problems in our food systems and education. Poor diets are linked to malnutrition, childhood obesity, chronic diseases such as diabetes, and mental health issues. Research shows that almost 70% preventable adult diseases begin with habits formed in childhood — especially eating habits. This highlights the urgent need to start early, and schools are the best place to build healthy habits. Yet, food and nutrition education is missing in most classrooms or is out-dated and not linked to real life. The absence of a proper curriculum and age-appropriate learning resources make it even harder to teach children how to eat well. Teachers often lack the training and the tools to teach it well. Without structured guidance, schools struggle to deliver meaningful food and nutrition education. This is why we need a structured and age-appropriate curriculum that goes beyond food groups and includes lifestyle habits and environmental awareness. It should start early — at the preschool level — and grow with the child until at least the middle stage, helping them connect the dots between food, health, identity, and sustainability.
MCQs for Passage 2
- What is the UN’s adopted global indicator for Dietary Diversity?
a) Eating five food groups daily
b) Eating at least five of 10 food groups in 24 hours
c) Consuming only local foods
d) Eating processed foods weekly
Answer: b - What percentage of preventable adult diseases are linked to childhood habits?
a) 50%
b) 60%
c) 70%
d) 80%
Answer: c - Why is nutrition education missing in most classrooms?
a) Lack of trained teachers
b) Out-dated curriculum
c) Both a and b
d) Lack of funding
Answer: c - What should the curriculum include beyond food groups?
a) Lifestyle habits and environmental awareness
b) Cooking techniques
c) Food marketing strategies
d) Global food trade
Answer: a - At what age should nutrition education begin?
a) Primary school
b) Preschool
c) Middle school
d) High school
Answer: b - What is the main challenge for schools in delivering nutrition education?
a) Lack of resources
b) Absence of structured guidance
c) Teacher strikes
d) Parental opposition
Answer: b
Passage 3: Integrating Nutrition into School Life
It must be a part of school life. Teaching children to eat well should not be limited to one-off awareness sessions or occasional activities. It needs to be woven into school life. This means having weekly lessons with age-appropriate, well-designed learning materials, supported by healthier school canteens, kitchen gardens, simple cooking sessions, and student-led campaigns. These real-life experiences help children build knowledge, habits, and values around food, health, and the environment. Around the world, schools are already showing what is possible — students growing vegetables, cooking simple meals, reading food labels, and learning how their food choices affect their health and the planet. In India, the National Education Policy and the School Health and Wellness Programme have created room for such integrated learning. But we need a clearer structure, comprehensive curriculum, at least one dedicated weekly session all through the academic year, appropriate learning resources, and properly trained teachers. Children must be seen not only as learners but also as key influencers. With the right knowledge and tools, they can influence their families, friends, and even their communities — whether by asking for better school meals, reducing food waste, or spreading awareness about healthy eating. In the end, learning to eat well is not just about food. It is about helping children care for their health, understand their culture, respect the planet, and grow into thoughtful, responsible citizens. In a world facing the dual burdens of under-nutrition and overconsumption, climate change and cultural erosion, food literacy is no longer a luxury — it is essential.
MCQs for Passage 3
- How should teaching children to eat well be integrated into school life?
a) Through occasional sessions
b) Through weekly lessons and activities
c) Through monthly workshops
d) Through annual events
Answer: b - What do student-led campaigns help children build?
a) Leadership skills
b) Knowledge, habits, and values
c) Cooking expertise
d) Business skills
Answer: b - Which program in India supports integrated learning on nutrition?
a) National Health Policy
b) School Health and Wellness Programme
c) Rural Development Scheme
d) Education Reform Act
Answer: b - Who can children influence with the right knowledge?
a) Only their teachers
b) Their families and communities
c) Only their peers
d) Only school staff
Answer: b - What is food literacy essential for in the modern world?
a) Cultural preservation
b) Addressing dual burdens of nutrition
c) Economic growth
d) Technological advancement
Answer: b - What is the ultimate goal of nutrition education?
a) Better test scores
b) Raising a healthier generation
c) Reducing school costs
d) Increasing food production
Answer: b
Passage 4: Building a Future Through Nutrition Education
If we want to raise a generation that is healthier, more compassionate, and better prepared for the future, we must start by making learning to eat well a part of every child’s education — starting today. Most children lack the knowledge and skills to make choices that are good for themselves and the planet. Teaching children to eat well must begin in school to make healthy choices. Their diets are often shaped by habits, peer influence, or advertising rather than nutrition or tradition. As a result, many children skip breakfast, eat too few fruits and vegetables, and consume too much sugar and processed food. This is particularly true in India, where seasonal and culturally familiar foods provide better nutrition, support local farmers, reduce environmental impact, and preserve traditional food knowledge. A side event at the Paris summit — “Learn to Eat Well: Bio-diverse Diets and Youth Agents of Change” — made this point loud and clear. It signals a global shift in thinking: that food and nutrition education must begin in schools, go beyond counting calories, and help children make choices that are good for themselves and the planet. Teaching children are growing up in a world where food is everywhere — ordered with a tap, delivered to the door, and heavily marketed. Choosing what to eat has become increasingly complex. Such a curriculum could cover everything from how the human body works and the importance of diverse foods in our diets, to how to teach them how to eat well.
MCQs for Passage 4
- What shapes children’s diets according to the passage?
a) Nutritional guidelines
b) Habits, peer influence, and advertising
c) School policies
d) Government regulations
Answer: b - What does the Paris summit side event focus on?
a) Bio-diverse diets and youth involvement
b) Global food trade
c) Processed food bans
d) School lunch programs
Answer: a - How is food availability described in the modern world?
a) Limited and expensive
b) Easily accessible and marketed
c) Restricted to local markets
d) Controlled by governments
Answer: b - What does a diverse diet support in India?
a) Urban development
b) Local farmers and traditional knowledge
c) International trade
d) Fast food industries
Answer: b - What has choosing what to eat become due to modern conditions?
a) Simpler
b) More complex
c) Unimportant
d) Less varied
Answer: b - What should the curriculum cover according to the passage?
a) Only food groups
b) Human body functions and diverse diets
c) Cooking competitions
d) Sports nutrition
Answer: b
YouTube Title
“Master CUET English 2025 RC with Principal Sir: 30-Minute Morning Challenge!”
Poem 1: The Garden of Growth
In fields where sunlight dances free,
A garden blooms for you and me.
With roots of knowledge, deep and wide,
Where healthy choices learn to reside.
The soil of youth, so rich, so pure,
Nourishes dreams that will endure.
From tiny seeds of care we sow,
A harvest of strength begins to grow.
Through seasons changing, lessons blend,
With every bite, a friend, a trend.
The earth whispers secrets soft and true,
Eat well, dear child, for me and you.
MCQs for Poem 1 (The Garden of Growth)
- What does the sunlight represent in the poem?
a) Knowledge
b) Freedom
c) Growth
d) Strength
Answer: c - What is described as the soil of youth?
a) Pure water
b) Rich and pure earth
c) Deep roots
d) Healthy food
Answer: b - What grows from the seeds of care?
a) A harvest of strength
b) Beautiful flowers
c) Tall trees
d) New gardens
Answer: a - What literary device is used in the line “sunlight dances free”?
a) Metaphor
b) Personification
c) Simile
d) Alliteration
Answer: b (Personification is used as sunlight is given the human action of dancing.) - Who does the earth address in the final lines?
a) The gardener
b) Dear child
c) The reader
d) The teacher
Answer: b - What is the main theme of the poem?
a) Nature’s beauty
b) Healthy eating and growth
c) Farming techniques
d) Seasonal changes
Answer: b
Poem 2: The Feast of Wisdom
Beneath the sky of endless blue,
A feast of wisdom comes in view.
With colors bright, from land to plate,
Diversity shapes a child’s fate.
Each fruit and leaf, a story tells,
Of cultures old and ancient wells.
With every meal, we build a bond,
To heal the earth, to make it fond.
In classrooms lit with learning’s glow,
We plant the seeds that children know.
A legacy of health we weave,
Through what we eat, in all we believe.
MCQs for Poem 2 (The Feast of Wisdom)
- What does the sky symbolize in the poem?
a) Endless possibilities
b) A clear day
c) Wisdom
d) The future
Answer: a - What shapes a child’s fate according to the poem?
a) Education
b) Diversity of food
c) Hard work
d) Family
Answer: b - What do fruits and leaves represent?
a) Stories of culture
b) Healthy meals
c) Natural beauty
d) Ancient traditions
Answer: a - What literary device is used in the line “In classrooms lit with learning’s glow”?
a) Metaphor
b) Simile
c) Onomatopoeia
d) Hyperbole
Answer: a (Metaphor is used as “learning’s glow” compares the light in the classroom to the glow of learning without using “like” or “as.”) - Where are the seeds of knowledge planted?
a) In the garden
b) In classrooms
c) In the fields
d) In the home
Answer: b - What is the bond created by every meal?
a) With friends
b) To heal the earth
c) With family
d) To grow food
Answer: b
