Verbal Ability Test (Mixed)

Question 1 Multiple Choice (Single Answer)

Directions: Fill in the blank with the most appropriate word(s).

The child was so spoiled by his parents that he pouted and became ______ when he did not receive all their attention.

discreet
suspicious
sullen
tranquil

Question 2 Multiple Choice (Single Answer)

Directions: Fill in the blank with the most appropriate word(s).

We were amazed that a man who had been till now the most _______ of public speakers could, in a single speech, electrify an audience and bring them cheering to their feet.

enthralling
accomplished
prosaic
masterful

Question 3 Multiple Choice (Single Answer)

Directions: Fill in the blank with the most appropriate word(s).

We have lost confidence in him because he never _______ the grand promises he had made.

forgot about
delivered on
tired of
retreated from

Question 4 Multiple Choice (Single Answer)

Directions: Fill in the blank with the most appropriate word(s).

The fibre optic cables that carry telephone calls cross country are so _______ that a piece of 100 miles thick wire is clearer than a standard window pane.

transparent
fragile
immaculate
iridescent

Question 5 Multiple Choice (Single Answer)

Directions: Choose the word or phrase which is most closest in meaning to the underlined word in the given sentence.

The convict who escaped from the jail was a ruthless murderer.

pitiless
dangerous
merciful
vile

Question 6 Multiple Choice (Single Answer)

Directions: Fill in the blank with the most appropriate word(s).

Though he was theoretically a friend of peasants, his voting record in the past _______ that impression.

implied
created
confirmed
belied

Question 7 Multiple Choice (Single Answer)

Directions: Choose the word or phrase which is most closest in meaning to the underlined word in the given sentence.

As long as our political leaders emulate the virtues of great leaders of this country, we shall flourish.

rival
imitate
demonstrate
pursue

Question 8 Multiple Choice (Single Answer)

Directions: Choose the word or phrase which is most closest in meaning to the underlined word in the given sentence.

Your dishevelled appearance will hurt your chances in this interview.

ugly
unenthusiastic
untidy
unnerved

Question 9 Multiple Choice (Single Answer)

Directions: Choose the word from the options which is opposite in meaning to the given keyword.

Obsession

whim
addiction
indifference
delusion

Question 10 Multiple Choice (Single Answer)

Directions: Choose the word or phrase which is most closest in meaning to the underlined word in the given sentence.

I can recommend him for a position of responsibility as I have found him a very scrupulous young man.

hardworking
enthusiastic
conscious
conscientious

Question 11 Multiple Choice (Single Answer)

Directions: Choose the word from the options which is opposite in meaning to the given keyword.

Nebulous

starry
clear
porous
fundamental

Question 12 Multiple Choice (Single Answer)

Directions: Choose the word or phrase which is most closest in meaning to the underlined word in the given sentence.

From the doctor's given expressions, I could tell that he had somber news.

hopeful
depressing
fortunate
confusing

Question 13 Multiple Choice (Single Answer)

Directions: Choose the word from the options which is opposite in meaning to the given keyword.

Corroborate

establish
substantiate
confirm
contradict

Question 14 Multiple Choice (Single Answer)

Directions: Choose the word from the options which is opposite in meaning to the given keyword.

Exhuberant

apathetic
admiring
fervent
enchanting

Question 15 Multiple Choice (Single Answer)

Directions: Choose the word from the options which is opposite in meaning to the given keyword.

Ingenious

unfamiliar
inconvenient
unimaginative
innovative

Question 16 Multiple Choice (Single Answer)

Directions: The following question consists of fragments of a sentence. The first fragment (1) and the last fragment (6) are in order. The other four are jumbled up and are designated as P, Q, R and S. Find out the correct sequence of these from the given alternatives.

No.1. A report by Goldman Sachs predicts P. in excess of 5% annually Q. consistently growing R. the only economy S. that India would be No. 6. till the year 2050.

R P Q S
S R Q P
S Q R P
P S R Q

Question 17 Multiple Choice (Single Answer)

Directions: The following question consists of fragments of a sentence. The first fragment (1) and the last fragment (6) are in order. The other four are jumbled up and are designated as P, Q, R and S. Find out the correct sequence of these from the given alternatives.

No. 1. The Andhra Pradesh government P. has drawn up an ambitious Rs 8.5 crore action plan Q. silently bearing the brunt of the monkey menace R. in several parts of the State for years S. for both control and rehabilitation No. 6. of the unwanted simians.

Q P S R
R Q P S
P S R Q
Q R P S

Question 18 Multiple Choice (Single Answer)

Directions: The following question consists of fragments of a sentence. The first fragment (1) and the last fragment (6) are in order. The other four are jumbled up and are designated as P, Q, R and S. Find out the correct sequence of these from the given alternatives.
No. 1. Air India's fleet acquisition proposal P. is facing rough weather Q. over the last minute changes R. in the tender specifications S. with Airbus crying foul No. 6. favouring Boeing.

S Q P R
P R Q S
Q R P S
P S Q R

Question 19 Multiple Choice (Single Answer)

Directions: The following question consists of fragments of a sentence. The first fragment (1) and the last fragment (6) are in order. The other four are jumbled up and are designated as P, Q, R and S. Find out the correct sequence of these from the given alternatives.

No. 1. Delhi University's top job P. and the teaching fraternity Q. is keenly waiting to see R. falls vacant in May S. after the present vice chancellor retires No. 6. who will take over from him.

Q P R S
R S P Q
R P Q S
S R P Q

Question 20 Multiple Choice (Single Answer)

The existing atmosphere of scientific dogmatism can be corrected by ________________.

Directions: Read the following passage and answer the question given after it.

At different stages in the educational process different changes are required. In schools, the chief need is for a general change in the attitude towards science, which should be from the beginning an integral part and not a mere addition, often an optional addition, to the curriculum. Science should be taught not merely as a subject, but should come into all subjects. Its importance in history and in modern life should be pointed out and illustrated. The old contrast, often amounting to hostility, between scientific and humane subjects needs to be broken down and replaced by a scientific humanism. At the same time, the teaching of science requires to be humanised. The dry and factual presentation requires to be transformed, not by an appeal to mystical theory, but by emphasising the living and dramatic character of scientific advance itself. Here the teaching of the history of science, not isolated as at present, but in close relation to general history teaching, would serve to correct the existing atmosphere of scientific dogmatism. It would show at the same time how secure are the conquests of science in the control they give over natural processes and how insecure and provisional, however necessary, are the rational interpretations, the theories and hypotheses put forward at each stage. Past history by itself is not enough, the latest developments of science should not be excluded because they have not yet passed the test of time. It is absolutely necessary to emphasise the fact that science not only has changed but is continually changing, that it is an activity and not merely a body of facts. Throughout, the social implications of science, the powers that it puts into men’s hands, the uses they could make of them and those which they in fact do, should be brought out and made real by a reference to immediate experience of ordinary life.

presenting the scientific facts
putting forward hypotheses and theories
teaching the history of science in the context of general history
emphasizing the changing nature of science

Question 21 Multiple Choice (Single Answer)

What does the author feel about the “rational interpretations” of science?

Directions: Read the following passage and answer the question given after it.

At different stages in the educational process different changes are required. In schools, the chief need is for a general change in the attitude towards science, which should be from the beginning an integral part and not a mere addition, often an optional addition, to the curriculum. Science should be taught not merely as a subject, but should come into all subjects. Its importance in history and in modern life should be pointed out and illustrated. The old contrast, often amounting to hostility, between scientific and humane subjects needs to be broken down and replaced by a scientific humanism. At the same time, the teaching of science requires to be humanised. The dry and factual presentation requires to be transformed, not by an appeal to mystical theory, but by emphasising the living and dramatic character of scientific advance itself. Here the teaching of the history of science, not isolated as at present, but in close relation to general history teaching, would serve to correct the existing atmosphere of scientific dogmatism. It would show at the same time how secure are the conquests of science in the control they give over natural processes and how insecure and provisional, however necessary, are the rational interpretations, the theories and hypotheses put forward at each stage. Past history by itself is not enough, the latest developments of science should not be excluded because they have not yet passed the test of time. It is absolutely necessary to emphasise the fact that science not only has changed but is continually changing, that it is an activity and not merely a body of facts. Throughout, the social implications of science, the powers that it puts into men’s hands, the uses they could make of them and those which they in fact do, should be brought out and made real by a reference to immediate experience of ordinary life.

They are factual presentations which need to be transformed.
They give control over natural processes.
They are only provisional as they have not been proved.
They have social implications that put power in man's hands.

Question 22 Multiple Choice (Single Answer)

Directions: The following question consists of fragments of a sentence. The first fragment (1) and the last fragment (6) are in order. The other four are jumbled up and are designated as P, Q, R and S. Find out the correct sequence of these from the given alternatives.

No. 1. In the first of its kind of exercise P. the Indian Institute of Technology, Delhi (IIT-D) Q. for research and development R. showcased its potential S. to the members of the corporate world No. 6. at 12 Tech—an interface between the industry and the institute.

P R Q S
R Q S P
P R S Q
S P R Q

Question 23 Multiple Choice (Single Answer)

According to the author science should be taught _____________.

Directions: Read the following passage and answer the question given after it.

At different stages in the educational process different changes are required. In schools, the chief need is for a general change in the attitude towards science, which should be from the beginning an integral part and not a mere addition, often an optional addition, to the curriculum. Science should be taught not merely as a subject, but should come into all subjects. Its importance in history and in modern life should be pointed out and illustrated. The old contrast, often amounting to hostility, between scientific and humane subjects needs to be broken down and replaced by a scientific humanism. At the same time, the teaching of science requires to be humanised. The dry and factual presentation requires to be transformed, not by an appeal to mystical theory, but by emphasising the living and dramatic character of scientific advance itself. Here the teaching of the history of science, not isolated as at present, but in close relation to general history teaching, would serve to correct the existing atmosphere of scientific dogmatism. It would show at the same time how secure are the conquests of science in the control they give over natural processes and how insecure and provisional, however necessary, are the rational interpretations, the theories and hypotheses put forward at each stage. Past history by itself is not enough, the latest developments of science should not be excluded because they have not yet passed the test of time. It is absolutely necessary to emphasise the fact that science not only has changed but is continually changing, that it is an activity and not merely a body of facts. Throughout, the social implications of science, the powers that it puts into men’s hands, the uses they could make of them and those which they in fact do, should be brought out and made real by a reference to immediate experience of ordinary life.

as an optional subject
as a special subject
as a part of every subject
as a part of history

Question 24 Multiple Choice (Single Answer)

While teaching science in schools, which of the following options should be emphasised?

Directions: Read the following passage and answer the question given after it.

At different stages in the educational process different changes are required. In schools, the chief need is for a general change in the attitude towards science, which should be from the beginning an integral part and not a mere addition, often an optional addition, to the curriculum. Science should be taught not merely as a subject, but should come into all subjects. Its importance in history and in modern life should be pointed out and illustrated. The old contrast, often amounting to hostility, between scientific and humane subjects needs to be broken down and replaced by a scientific humanism. At the same time, the teaching of science requires to be humanised. The dry and factual presentation requires to be transformed, not by an appeal to mystical theory, but by emphasising the living and dramatic character of scientific advance itself. Here the teaching of the history of science, not isolated as at present, but in close relation to general history teaching, would serve to correct the existing atmosphere of scientific dogmatism. It would show at the same time how secure are the conquests of science in the control they give over natural processes and how insecure and provisional, however necessary, are the rational interpretations, the theories and hypotheses put forward at each stage. Past history by itself is not enough, the latest developments of science should not be excluded because they have not yet passed the test of time. It is absolutely necessary to emphasise the fact that science not only has changed but is continually changing, that it is an activity and not merely a body of facts. Throughout, the social implications of science, the powers that it puts into men’s hands, the uses they could make of them and those which they in fact do, should be brought out and made real by a reference to immediate experience of ordinary life.

Presentation of facts
Appeal to mystical theory
Theories and hypotheses
Its close relation to life

Question 25 Multiple Choice (Single Answer)

Science teaching will be most fruitful and purposeful when _______________.

Directions: Read the following passage and answer the question given after it.

At different stages in the educational process different changes are required. In schools, the chief need is for a general change in the attitude towards science, which should be from the beginning an integral part and not a mere addition, often an optional addition, to the curriculum. Science should be taught not merely as a subject, but should come into all subjects. Its importance in history and in modern life should be pointed out and illustrated. The old contrast, often amounting to hostility, between scientific and humane subjects needs to be broken down and replaced by a scientific humanism. At the same time, the teaching of science requires to be humanised. The dry and factual presentation requires to be transformed, not by an appeal to mystical theory, but by emphasising the living and dramatic character of scientific advance itself. Here the teaching of the history of science, not isolated as at present, but in close relation to general history teaching, would serve to correct the existing atmosphere of scientific dogmatism. It would show at the same time how secure are the conquests of science in the control they give over natural processes and how insecure and provisional, however necessary, are the rational interpretations, the theories and hypotheses put forward at each stage. Past history by itself is not enough, the latest developments of science should not be excluded because they have not yet passed the test of time. It is absolutely necessary to emphasise the fact that science not only has changed but is continually changing, that it is an activity and not merely a body of facts. Throughout, the social implications of science, the powers that it puts into men’s hands, the uses they could make of them and those which they in fact do, should be brought out and made real by a reference to immediate experience of ordinary life.

all the scientific facts are presented to students
it is taught in close relationship with humanities
the history of science is taught
the theories and interpretations of science are put forward

Verbal Ability Test (Mixed)

Questions