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.

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

In each questions below five words are given. Find out that word, the spelling of which is WRONG. The letter of that word is the answer. If all the four words are spelt correctly, the answer is 'E', i.e., "All Correct".

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

1. In fact, it prevent us from helping children to analyse conflict, to learn to cope with it and counter it.
2. Children have always known that there is conflict in the adult world.
3. However, the make-believe world that 19th century rationally imposed on childhood in Europe and which we impose in an institutionalised manner through our modern education system can hardly be described as related in this regard.
4. We may therefore conclude that conflict in an institutionalised manner is not a matter of faith in children's capacities, rather, it is a lack of faith in ourselves as adults.
5. Further, psychologists tell us and story tellers have always known that the child's desire to search for order and coherence gathers strength from the knowledge of conflict.

As a rule of thumb, a manned mission costs from fifty to a hundred times more than a comparable unmanned mission. Thus, for scientific exploration alone, ...(1)... missions, employing machine intelligence, are ...(2)... However, there may well be ...(3)... other than scientific for exploring ...(4)... social, economic, political, cultural or ...(5)...

Architecture is unique ...(1)... of art and science that has ...(2)... out of man's primary need for shelter. It is concerned with the design and ...(3)... of buildings in their sociological, technological and environmental context. This field is not only ...(4)... but also provides the ...(5)... of designing and building pleasing ...(6)... refined structures to serve various needs. ...(7)... the fairly large number of practising architects, the countrywide ...(8)... in building activity offers scope for more. And though the initial earnings in the field are relatively ...(9)... what you make thereafter will depend entirely on your ...(10)...

The Indian middle class consist of so many strata that it defies categorisation under a single term class, which would imply a considerable degree of homogeneity. Yet two paradoxical features characterise its conduct fairly uniformly; extensive practice and intensive abhorrence of corruption.

In the several recent surveys of popular perceptions of corruptions, politicians of course invariably and understandably top the list, closely followed by bureaucrats, policemen, lawyers, businessmen and others. The quintessential middle class. If teachers do not figure high on this priority list, it is not for lack of trying, but for lack of oppurtunities. Over the years, the sense of shock over acts of corruption in the middle class has witnessed a steady decline, as its ambitions for a better material life have soared but the resources for meeting such ambitions have not kept pace.

What is fascinating, however, is the intense yearning of this class for a clean corruptionless politics and society, a yearning that has again and again surfaced with any figure public or obscure, focus on his mission of eradicating corruption. Even the repeated failure of this promise on virtually every man's part has not subjected it to the law of diminishing returns.

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.