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.

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.

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 below, each passage consist of six sentences. The first and sixth sentence are given in the begining. The middle four sentences in each have been removed and jumbled up. These are labelled as P, Q, R and S. Find out the proper order for the four sentences.

Rearrange the following six sentences in proper sequence to form a meaningful paragraph, then answer the questions given below.

1. A case in point is the programme involving the Sardar Sarovar Dam which would displace about 2, 00, 000 people.
2. Critics decry the fact that a major development institution appears to absorb more capital than it distributes to borrowers.
3. For all its faults critics however, concede that the bank remains a relatively efficient instrument for distribution of development-aid money.
4. One of the key complaint focuses on this non-profit bank's recent "profitability"
5. Although the lives of millions of people around the globe have been improved by the bank's activities, it is now under fire.
6. The bank is also being blamed for large-scale involuntary resettlement to make way for dams and other construction projects.

Rearrange the following five sentences in proper sequence to form a meaningful paragraph, then answer the questions given below.

1. Kiran received a call to attend the interview.
2. He applied for a new job.
3. Kiran was an ambitious boy.
4. But, he was not happy there.
5. His father had put him in a clerical job.

Four cases of burglary have been ...(1)... with the arrest of one ...(2)... criminal. The police have ...(3)... gold and silver jewellery from him. The police increased their public contacts with the residents of the area after following a spate of burglaries. They held corner meetings to ...(4)... the residents on steps to ...(5)... prevention. They were ...(6)... to inform their neighbours if they had to ...(7)... their houses unattended. Consequently, some ...(8)... of the locality observed one ...(9)... leaving an empty house. He was ...(10)... and a cases was registered.

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.

The strength of the electronics industry in Japan is the Japanese ability to organise production and marketing rather than their achievements in original research. The British are generally recognised as a far more inventive collection of individuals, but never seem able to exploit what they invent. There are many examples, from the TSR Z hovercraft, high speed train and Sinclair scooter to the Triumph, BSA and Norton Motorcycle which all prove this sad rule. The Japanese were able to exploits their strengths in marketing and development many years ago, and their success was at first either not understood in the West or was dismissed as something which could have been produced only at their low price. They were sold because they were cheap copies of other people's ideas churned out of a workhouse which was dedicated to hard grind above all else.

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.