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).

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 question below a sentence broken into five or six parts. Join these parts to make a meaningful sentence. The correct order of parts is the answer.

Which of phrases given below each sentence should replace the phrase printed in bold type to make the grammatically correct? If the sentence is correct as it is, mark 'E' as the answer.

In questions given below, a part of the sentence is italicised and underlined. Below are given alternatives to the italicised part which may improve the sentence. Choose the correct alternative. In case no improvement is needed, option 'D' is the answer.

Students of cognitive development have shown that the child's ...(1)... to use generalised ...(2)... develops more slowly in history than in any other schools subjects. This ...(3)... development of reasoning in historical ...(4)... makes it necessary for the historian to ...(5)... upon events that may be included in the text. In many cases, the historian may needs to ...(6)... with special effort a generalised understanding of key concepts to be used in a ...(7)... This ...(8)... may well mean that school history cannot cover as many events as it does at present. Also, school histories may have to provide for topic work or theme based ...(9)... rather than merely observe ...(10)... conformity.

Male lions are rather reticent about expanding their energy in hunting more than three quarters of kills are made by lionesses are in front, tensely scanning ahead, the cubs lag playfully behind and the males bring up the rear, walking slowly, their massive heads nodding with each step as if they were bored with the whole matter. But slothfulness may have survival value. With lionesses busy hunting, the males function as guard for the cubs, protecting them particularly from hyenas.

There was a marked difference of quality between the personages who haunted near bridge of brick and the personages who haunted the far one of stone. Those of lowest character preferred the former, adjoining the town; they did not mind the glare of the public eye. they had been of no account during their successes; and though they might feel dispirited, they had no sense of shame in their ruin. Instead of sighing at their adversaries they spat, and instead of saying the iron had entered into their souls they said they were down in their luck.The miserable's who would pause on the remoter bridge of a politer stamppersons who did not know how to get rid of the weary time. The eyes of his species were mostly directed over the parapet upon the running water below. While one on the town ward bridge did not mind who saw him so, and kept his back to parapet to survey the passer-by, one on this never faced the road, never turned his head at coming foot-steps, but, sensitive on his own condition, watched the current whenever a stranger approached, as if some strange fish interested him, though every finned thing had been poached out of the rivers years before.

There is modicum of truth in the assertion that "a working knowledge of ancient history is necessary to the intelligent interpretaion of current events". But the sage who uttered these words of wisdom might well have added something on the benefits of studying, particularly, the famous battles of history for the lessons they contain for those of us who lead or aspire to leadership. Such a study will reveal certain qualities and attributes which enabled the winners to win and certain deficiencies which caused the losers to lose. And the student will see that the same patterns recurs consistently, again and again, throughout the centuries.

In the following questions four alternatives are given for the idiom/phrase italicised and underlined in the sentence. Choose the alternative which best expresses the meaning of idiom/phrase.

In the questions below the sentences have been given in Direct/Indirect speech. From the given alternatives, choose the one which best expresses the given sentence in Indirect/Direct speech.