Online Verbal Ability Test - Verbal Ability Test - Random

Read each sentence to find out whether there is any grammatical error in it. The error, if any will be in one part of the sentence. The letter of that part is the answer. If there is no error, the answer is 'D'. (Ignore the errors of punctuation, if any).

Read each sentence to find out whether there is any grammatical error in it. The error, if any will be in one part of the sentence. The letter of that part is the answer. If there is no error, the answer is 'E'. (Ignore the errors of punctuation, if any).

In the following the questions choose the word which best expresses the meaning of the given word.

In each of the sentences given below a word is printed in bold. Below it four choices are given. Pick up the one which is most nearly the same in meaning as the word printer in bold and can replaces it without altering the meaning of the sentence.

In the following questions choose the word which is the exact OPPOSITE of the given words.

Each sentences below consist of a word or a phrase which is bold. It is followed by four words or phrases. Select the word or pharse which is closes to the OPPOSITE in meaning of the bold word or phrase.

Pick out the most effective word(s) from the given words to fill in the blank to make the sentence meaningfully complete.

In each sentence below, four words which are lettered (A), (B), (C) and (D) have been printed in bold type, one which may be either inappropriate in the context of the sentence or wrongly spelt.The letter of that word is answer.If all the four words are appropriate and also correctly spelt, mark 'E', i.e., 'All Correct' as the answer.

In each question, an incomplete statement (Stem) followed by fillers is given. Pick out the best one which can complete incomplete stem correctly and meaningfully.

In each question rearrange the given sentences in proper sequence to form a meaningful paragraph; then, mark the correct sequence as answer.

Now-a-days, under the ...(1)... system of education, however good it may be, when a young man comes out of the university, there seems to be this ...(2)... in him that the higher the standard of living raises, the less should a man work. Thus, mathematically, the higher the standard of living, according to this misconceived notion, the less the ...(3)... Ultimately, what should be the highest standard of living then? ...(4)... work! This leads to an unhealthy ...(5)...among the workers. A typist who types over twenty letters a day asks his ...(6)... how many letters he had types that day. The latter ...(7)... "fifteen". The former thinks, "Tomorrow I should type only fifteen or even ...(8)... This tendency is quite ...(9)... and may ultimately lead to ...(10)... Even one's family life may be affected adversely due to such tendency.

The world dismisses curiosity by calling it idle or mere idle curiosity even though curious persons are seldom idle.Parents do their best to extinguish curiosity in their children because it makes life difficult to be faced everyday with a string of unanswerable questions about what makes fire hot or why grass grows. Children whose curiosity survives parental discipline are invited to join our university. With the university, they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is what a university for. some of the questions which the scholars ask seem to the world to be scarcely worth asking, let alone answering. they asked questions too minute and specialised for you and me to understand without years of explanation. If the world inquires of one of them why he wants to know the answer to a particular question he may say especially if he is a scientist, that the answer will in some obscure way make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility.

But to you who are now part of the university, he will say that he wants to know the answer simply because he does not know it, the way the mountain climber wants to climb a mountain, simply because it is there. Similarly a historian asked by an outsider why he studies history may come out with the argument that he has learnt to respect to report on such occasions, something about knowledge of the past making it possible to understand the present and mould the future. But if you really want to know why a historian studies the past, the answer is much simpler, something happened and he would like to know what. All this does not mean that the answers which scholars to find to their enormous consequences but these seldom form the reason for asking the question or pursuing the answers. It is true that scholars can be put to work answering questions for sake of the consequences as thousands are working now, for example, in search of a cure for cancer. But this is not the primary scholars. For the consequences are usually subordinate to the satisfication of curiosity.

In the world today we make health and end in itself. We have forgotten that health is really means to enable a person to do his work and do it well. a lot of modern medicine and this includes many patients as well as many physicians pays very little attention to health but very much attention to those who imagine that they are ill. Our great concern with health is shown by the medical columns in newspapers. the health articles in popular magazines and the popularity of television programmes and all those books on medicine. We talk about health all the time. Yet for the most part the only result is more people with imaginary illness. The healthy man should not be wasting time talking about health: he should be using health for work. The work does the work that good health possible.