Question 1

Read the passage carefully and then answer the question based on it.  According to the passage, what makes the village of Chalavara better (a superior grade of village) than Mundakotukurussi?

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Introduction / Context: This reading comprehension question asks you to focus on how the passage compares two villages: Mundakotukurussi and Chalavara. The writer calls Chalavara a “superior grade of a village” and then gives reasons for that description. Your job is to recall those reasons and choose the option that correctly reflects why Chalavara is viewed as better. Given Data / Assumptions: Mundakotukurussi is the narrator’s ancestral village. Chalavara is described as a superior grade of village compared to Mundakotukurussi. The passage specifically mentions that Chalavara has a high school, a fine library, ATMs, and several shops. There is no reference to Chalavara being the birthplace of the writer or the writer’s ancestors. The comparison is based on facilities and development, not on sentiment or personal history. Concept / Approach: When a passage compares two places, it often lists concrete reasons, such as better infrastructure, facilities, or opportunities. Here, the narrator clearly lists the institutions and services in Chalavara that justify calling it superior: educational, cultural, and financial facilities, plus shops. The correct option must capture these reasons. Emotional factors like ancestral connections or childhood memories belong to Mundakotukurussi, not Chalavara. Step-by-Step Solution: Step 1: Identify the sentence that calls Chalavara a superior grade of village.Step 2: Note the details that follow: it has a high school, a fine library, ATMs, and several shops.Step 3: Recognise that these facilities improve education, access to books, banking, and shopping, making life more convenient.Step 4: Compare the options and see which one lists these features specifically.Step 5: Choose the option that mentions the high school, library, ATMs, and shops as the correct answer. Verification / Alternative check: Re-examine the other options mentally. Do any of them mention the concrete facilities? No. Options B, C, and D all deal with personal or ancestral connections, which the passage attaches to Mundakotukurussi, not Chalavara. Option E adds a detail about distance to the medical shop that is not discussed in the passage. Therefore, only the option listing the high school, fine library, ATMs, and shops correctly explains why Chalavara is considered superior. Why Other Options Are Wrong: Option B: The ancestors are linked to Mundakotukurussi, the ancestral village, not to Chalavara. Option C: The passage does not say the writer went to school in Chalavara. Option D: Childhood walks are not used as a reason to call Chalavara superior. Option E: The medical shop is mentioned in relation to the road, not as a reason for the village’s superiority. Common Pitfalls: Students sometimes confuse emotional importance with factual superiority. Just because a place is ancestral does not make it “superior” in the sense of facilities and development. Another mistake is to read into the passage details that are not there, such as assuming that the writer went to school or spent childhood in Chalavara. Stick strictly to the factual statements that the author gives. Final Answer: It has a high school, a fine library, ATMs and several shops.

Question 2

In the following question, a sentence is divided into parts. Some part of the sentence may contain an error. Find out which part has an error and select the appropriate option. If the sentence is free from error, select "No Error".  Not too long the…

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Introduction / Context: This question is about spotting grammatical errors in a sentence that has been split into numbered parts. You must decide which part contains the mistake. The sentence given is “Not too long then, the lodge was the only place to stay here.” The test focuses on the correct use of time expressions in English, especially in combination with “not too long.” Given Data / Assumptions: Part (1): Not too long then, the Part (2): lodge was the only Part (3): place to stay here. Part (4): No Error. The intended meaning is to refer to a time not very far in the past. Concept / Approach: When we want to refer to something that happened a short time ago in the past, the natural phrase in English is “not too long ago,” not “not too long then.” The word “then” is usually used to refer to a specific time already mentioned or implied, but it does not fit straight after “not too long” in this structure. Therefore, the error lies in the first part of the sentence where the time expression is incorrectly formed. Step-by-Step Solution: Step 1: Understand the intended meaning: the speaker wants to say that until recently, the lodge was the only place to stay here.Step 2: Examine Part (1): “Not too long then, the”. The phrase “not too long then” is awkward and unidiomatic.Step 3: Recall the correct idiomatic expression: “Not too long ago, the lodge was the only place to stay here.”Step 4: Parts (2) and (3) are grammatically fine: “lodge was the only place to stay here” clearly expresses the idea.Step 5: Therefore, the error is in Part (1), and option 1 is correct. Verification / Alternative check: Replace “then” with “ago” in Part (1) and read the full sentence: “Not too long ago, the lodge was the only place to stay here.” This version is natural and clear. There is no need to change any other part of the sentence. Hence, it is clear that the single correction required is in Part (1), proving that the error is indeed there. Why Other Options Are Wrong: Option B (Part 2): “lodge was the only” is grammatically correct in this context. Option C (Part 3): “place to stay here” is also fine; it correctly completes the idea. Option D (No Error): This would mean there is no mistake in the sentence, which is not true, because “not too long then” is incorrect usage. Common Pitfalls: Students may overlook small words like “then” and focus only on verbs or bigger phrases. However, error-spotting questions often test small but important collocations and idiomatic expressions. Another common mistake is assuming that every part except the last must be correct, and so choosing “No Error” carelessly. Always read the whole sentence and check each part carefully. Final Answer: 1

Question 3

In the following question, a sentence is divided into parts. Some part of the sentence may contain an error. Find out which part has an error and select the appropriate option. If the sentence is free from error, select "No Error".  He was able to p…

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Introduction / Context: This question asks you to find the grammatical error in a sentence that has been broken into three parts, with a fourth option for “No Error.” The sentence reads: “He was able to put (1) pen of paper only (2) much later. (3)” The focus here is on the correct use of the idiomatic expression involving writing, specifically “put pen to paper.” Given Data / Assumptions: Part (1): He was able to put Part (2): pen of paper only Part (3): much later. Part (4): No Error. The intended meaning is that he could only start writing at a later time. Concept / Approach: The correct idiom in English is “to put pen to paper,” which means to begin writing something formally or seriously. In the sentence, Part (2) incorrectly uses “pen of paper” instead of “pen to paper.” This preposition error changes the idiom and makes the phrase ungrammatical. The task is to recognise this standard expression and identify the wrong preposition. Step-by-Step Solution: Step 1: Understand the general idea of the sentence: he could begin writing only much later.Step 2: Examine the phrase spanning Parts (1) and (2): “was able to put pen of paper.”Step 3: Recall the correct idiom: “put pen to paper,” not “pen of paper.”Step 4: Part (3), “much later,” correctly indicates the time when the action happened.Step 5: Since the preposition “of” is incorrect and should be “to,” the error lies in Part (2). Verification / Alternative check: Replace “of” with “to” and read the sentence again: “He was able to put pen to paper only much later.” This version sounds natural and correctly uses the idiomatic expression. No other part of the sentence requires correction. Therefore, Part (2) clearly contains the error. Why Other Options Are Wrong: Option A (Part 1): “He was able to put” is correctly formed and matches the past ability idea. Option C (Part 3): “much later” correctly indicates a later time and is grammatically fine. Option D (No Error): Choosing this would mean accepting “pen of paper” as correct, which it is not. Common Pitfalls: Candidates often overlook prepositions in familiar expressions and may not recognise standard idioms like “put pen to paper.” Another pitfall is focusing only on verb forms and ignoring smaller words that still affect correctness. The best strategy is to read the full phrase out loud in your mind and ask whether it is a known and natural expression in English. Final Answer: 2

Question 4

In the following question, the sentence is given with a blank to be filled in with an appropriate word. Select the correct alternative out of the four and indicate it by selecting the appropriate option.  I sensed the __________ of the argument.

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Introduction / Context: This is a vocabulary and grammar question where you must select the correct form of a word to complete a meaningful and grammatically correct sentence. The sentence given is “I sensed the __________ of the argument.” The blank follows the definite article “the,” which is an important clue about which part of speech is needed. Given Data / Assumptions: Sentence: I sensed the __________ of the argument. Options: beautiful, beautifully, beauty, beautification. “The” normally precedes a noun, not an adjective or adverb, when it is followed by “of.” The phrase “of the argument” will describe or qualify that noun. Concept / Approach: In English grammar, the structure “the + noun + of” is very common, for example, “the beauty of nature,” “the strength of the team,” and so on. Here, we need a noun that can be followed by “of the argument.” Among the options, “beauty” and “beautification” are nouns, while “beautiful” is an adjective and “beautifully” is an adverb. We must also ensure that the resulting phrase sounds natural in standard English usage. Step-by-Step Solution: Step 1: Identify the part of speech required after “the” in this structure; it should be a noun.Step 2: Classify the options: “beautiful” (adjective), “beautifully” (adverb), “beauty” (noun), “beautification” (noun).Step 3: Check natural collocations: “beauty of the argument” is a common and natural expression.Step 4: “Beautification of the argument” sounds odd because “beautification” usually refers to improving the appearance of physical objects or places.Step 5: Thus, “beauty” is the most appropriate and idiomatic choice. Verification / Alternative check: Substitute each option into the sentence: “I sensed the beautiful of the argument” (incorrect, adjective used as noun); “I sensed the beautifully of the argument” (incorrect, adverb cannot fill this position); “I sensed the beauty of the argument” (correct and natural); “I sensed the beautification of the argument” (grammatically possible but unnatural here). Only “beauty” gives a smooth, meaningful expression that fits everyday usage. Why Other Options Are Wrong: Option A: “beautiful” is an adjective and cannot directly follow “the” before “of the argument” in this structure. Option B: “beautifully” is an adverb and is grammatically inappropriate here. Option D: “beautification” is a noun but refers to the process of making something more beautiful, which does not fit well with an abstract “argument” in this sentence. Option E: “subtle beauty” changes the structure and meaning; the original pattern expects a single-word answer that fits the grammar strictly. Common Pitfalls: Students sometimes ignore the grammatical signals given by articles and prepositions. Another common mistake is choosing a word based only on its meaning without considering its form. Remember that in fill-in-the-blank questions, both grammar and natural phrasing matter. Recognising common patterns like “the beauty of” can make such questions much easier. Final Answer: beauty

Question 5

In the following question, the sentence is given with a blank to be filled in with an appropriate word. Select the correct alternative out of the four and indicate it by selecting the appropriate option.  The beans are _____________ turned to avoid …

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Introduction / Context: This question tests your understanding of parts of speech, especially the difference between adjectives, nouns, adverbs, and incorrect forms. The sentence is “The beans are _____________ turned to avoid burning.” Here, the blank must be filled with a word that correctly describes how the beans are turned, indicating manner or frequency. Given Data / Assumptions: Sentence: The beans are _____________ turned to avoid burning. Options: constant, constants, constantly, constantedly. The verb phrase is “are turned,” and the blank comes before “turned.” The intended meaning is that the beans are turned again and again so that they do not burn. Concept / Approach: In English, adverbs often describe how, when, or how often an action is performed. In the pattern “are + adverb + past participle,” the adverb modifies the verb phrase. The word that correctly expresses the idea of repeated or continuous action is “constantly,” which is the adverb form of “constant.” Other options are either nouns, adjectives, or incorrect word formations. Step-by-Step Solution: Step 1: Identify the function of the blank: it must modify “are turned,” so an adverb is needed.Step 2: Classify the options: “constant” (adjective), “constants” (plural noun), “constantly” (adverb), “constantedly” (incorrect non-standard form).Step 3: Recall that “constantly” means “continuously” or “very frequently,” which fits the meaning of turning beans to avoid burning.Step 4: Substitute “constantly” into the sentence: “The beans are constantly turned to avoid burning.” This sounds natural and correct.Step 5: Conclude that “constantly” is the right answer. Verification / Alternative check: Check other options in the sentence: “The beans are constant turned” (incorrect, adjective cannot function here); “The beans are constants turned” (incorrect, plural noun cannot modify the verb in this way); “The beans are constantedly turned” (incorrect, the word itself is not standard English). Only “constantly” works both grammatically and semantically. Why Other Options Are Wrong: Option A: “constant” is an adjective, used before nouns (for example, “constant turning”), not before a past participle in this structure. Option B: “constants” is a noun used in mathematics or scientific contexts and is not suitable here. Option D: “constantedly” is not a correct English word; it is a misspelling or incorrect formation. Option E: “repeatedly” is a reasonable adverb but is not one of the original four choices in the question and thus cannot be the official correct answer in this multiple choice set. Common Pitfalls: Many learners confuse adjectives and adverbs because they often look similar, especially when they end in “-ly.” Another problem is not checking whether a word is actually a standard English word or just looks similar. A strong strategy is to learn common adverb forms and remember that they generally modify verbs, verb phrases, or whole clauses. Final Answer: constantly

Question 6

In the following question, out of the four alternatives, select the word which is similar in meaning to the given word.  Drivel

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Introduction / Context: This vocabulary question asks you to choose a synonym, that is, a word with the closest meaning to the given word. The word under consideration is “drivel.” You need to know or infer what “drivel” means and then match it with the most similar word from the options. Such questions are common in competitive exams to test range and precision of vocabulary. Given Data / Assumptions: Target word: drivel. Options: Intelligent, Blather, Judicious, Sane. “Drivel” is typically used to describe foolish, silly, or meaningless talk. The context is that of speech or language, not of physical objects. Concept / Approach: “Drivel” usually refers to nonsense talk or writing that lacks sense, value, or seriousness. A synonymous word would also refer to foolish or trivial talk. Among the options, “blather” is an informal word that means nonsensical or empty talk, especially when someone goes on at length without saying anything important. The other options describe good or reasonable thinking, which is the opposite of drivel. Step-by-Step Solution: Step 1: Recall or infer the meaning of “drivel” as stupid or senseless talk.Step 2: Examine “Blather”: this word means long-winded, foolish, or meaningless talk.Step 3: Compare this with the meanings of “Intelligent,” “Judicious,” and “Sane,” all of which suggest good sense and rational thinking.Step 4: Since drivel is unreasonable, these positive words cannot be synonyms.Step 5: Conclude that “Blather” is the nearest synonym to “Drivel.” Verification / Alternative check: You can try substituting the word “drivel” with “blather” in example sentences. For instance, “His speech was complete drivel” becomes “His speech was complete blather,” and the meaning remains almost the same. By contrast, replacing “drivel” with “intelligent” or “judicious” would create sentences with opposite meanings, which confirms that they are not synonyms. Why Other Options Are Wrong: Option A: “Intelligent” means showing intelligence, understanding, or good sense, which is the opposite of drivel. Option C: “Judicious” means having or showing good judgement, sensible and wise. Option D: “Sane” means mentally sound, sensible, and reasonable. Option E: “Rational speech” emphasises logic and coherence, again the opposite of nonsensical drivel. Common Pitfalls: Students sometimes choose words that merely occur in similar contexts without checking whether the meaning matches. Another trap is to assume that a difficult word must have a positive meaning. In reality, many advanced words describe negative qualities, such as foolishness, confusion, or excess. Always try to recall an approximate definition of the target word before checking the options. Final Answer: Blather

Question 7

In the following question, out of the four alternatives, select the word which is similar in meaning to the given word.  Perseverance

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Introduction / Context: This vocabulary question tests your understanding of the word “perseverance.” You must select the option that is closest in meaning. Perseverance is a highly valued personal quality, especially in exam contexts, where persistence and hard work are important themes. Given Data / Assumptions: Target word: perseverance. Options: Endurance, Cowardice, Lethargy, Indolence. Perseverance refers to continued effort despite difficulties, failure, or opposition. It carries a positive meaning of determination and steady effort. Concept / Approach: Perseverance means the quality of continuing to do something even when it is hard or takes a long time. It is closely related to persistence, determination, and staying power. The word “endurance” refers to the ability to bear hardship, stress, or difficult conditions over a long period, which fits well with the sense of perseverance. Step-by-Step Solution: Step 1: Recall that perseverance involves sustained effort and not giving up easily.Step 2: Consider “Endurance” which means the power to bear pain, hardship, or difficulty over time.Step 3: Recognise that both words involve continuing despite challenges.Step 4: Check the remaining options: “Cowardice,” “Lethargy,” and “Indolence” all carry negative meanings related to fear or laziness.Step 5: Therefore, “Endurance” is the only option that matches the positive and persistent nature of perseverance. Verification / Alternative check: Use the words in similar sentences: “She succeeded through sheer perseverance” and “She succeeded through sheer endurance.” Both sentences convey the idea that she kept going in spite of difficulties. However, replacing perseverance with cowardice, lethargy, or indolence will make the sentence meaningless or contradictory, proving that they are not synonyms. Why Other Options Are Wrong: Option B: “Cowardice” is the lack of courage, the tendency to give up or run away from danger, which is the opposite of perseverance. Option C: “Lethargy” refers to extreme tiredness or lack of energy, often leading to inactivity, not sustained effort. Option D: “Indolence” means laziness or idleness, again the opposite of active, persistent effort. Option E: “Idleness” also suggests doing nothing, which clashes with the idea of steady work. Common Pitfalls: Sometimes students confuse endurance with mere suffering without action. However, in a positive sense, endurance often includes continuing to act, just as perseverance does. Another pitfall is guessing based on word length or sound rather than meaning. Always focus on the core idea: perseverance is about not giving up, so choose the word that best reflects long-lasting effort under pressure. Final Answer: Endurance

Question 8

In the following question, out of the four alternatives, select the word which is opposite in meaning to the given word.  Hazardous

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Introduction / Context: This question asks you to choose the antonym, that is, the opposite in meaning, of the word “hazardous.” Such questions are designed to test the breadth of your vocabulary and your ability to distinguish between words that may seem related but differ in meaning and usage. Given Data / Assumptions: Target word: hazardous. Options: Perilous, Precarious, Dicey, Secure. “Hazardous” means dangerous, full of risk. The correct antonym must mean safe or free from danger. Concept / Approach: First, understand that “hazardous” refers to situations, activities, or substances that can cause harm, injury, or damage. Words like “perilous,” “precarious,” and “dicey” also describe risky or unsafe conditions, so they are synonyms, not antonyms. The only word in the list that expresses safety and protection from harm is “secure.” Therefore, “secure” is the opposite of “hazardous.” Step-by-Step Solution: Step 1: Define “hazardous” as dangerous or involving risk.Step 2: Examine “Perilous” which means very dangerous.Step 3: Examine “Precarious” which means unsafe or unstable, likely to fall or fail.Step 4: Examine “Dicey” which is informal for risky or uncertain.Step 5: Examine “Secure” which means safe, protected from danger or risk.Step 6: Since we need an antonym, “secure” is the only correct choice. Verification / Alternative check: Make test sentences: “This job is hazardous” can be contrasted with “This job is secure and safe.” Conversely, “This job is hazardous” is very similar to “This job is perilous” or “This job is dicey,” confirming that those words are synonyms, not opposites. This comparison supports the selection of “secure” as the correct antonym. Why Other Options Are Wrong: Option A: “Perilous” strengthens the idea of danger instead of opposing it; it is a synonym. Option B: “Precarious” also describes dangerous or unstable conditions, again similar rather than opposite. Option C: “Dicey” is an informal way to say risky or unpredictable, which is close in meaning to hazardous. Option E: “Risky” (if considered) again matches the meaning of hazardous and therefore cannot be the antonym. Common Pitfalls: Students sometimes confuse synonyms and antonyms when all the options except one cluster around the same meaning. A reliable strategy is to begin by defining the given word in your own words and then eliminating options that are too similar. In antonym questions, you should always search for a word that creates a contrast in meaning, not just a slight variation. Final Answer: Secure

Question 9

In the following question, out of the four alternatives, select the word which is opposite in meaning to the given word.  Advocacy

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Introduction / Context: This question asks you to identify the antonym of the word “advocacy.” You must know what advocacy means and then pick the option that expresses the opposite idea. Such questions are common in exams that test English vocabulary and verbal reasoning. Given Data / Assumptions: Target word: advocacy. Options: Discouragement, Advancement, Assistance, Backing. Advocacy means active support for a cause, policy, or person. The correct antonym must indicate the opposite of supporting or arguing in favour of something. Concept / Approach: “Advocacy” comes from the idea of an advocate who publicly supports or recommends a particular cause or policy. Therefore, the opposite of advocacy would be something that means resisting, discouraging, or arguing against that cause. “Discouragement” is the act of making someone less confident or less willing to continue a cause, which is the clearest opposite of active support. Step-by-Step Solution: Step 1: Define “advocacy” as the act of publicly supporting or recommending a cause or idea.Step 2: Look at “Discouragement,” which means trying to prevent or weaken support by making someone lose confidence or interest.Step 3: Notice that “Advancement,” “Assistance,” and “Backing” all carry the sense of helping or supporting.Step 4: Since we need an opposite, only “Discouragement” correctly opposes the idea of helping or promoting a cause.Step 5: Conclude that “Discouragement” is the correct antonym. Verification / Alternative check: Imagine a social movement. If a group is engaged in advocacy for the movement, they support it, speak in favour of it, and encourage others to join. If another group is engaged in discouragement, they try to reduce support, warn people against joining, and argue that the movement is not worth following. The two actions clearly oppose each other, confirming that “discouragement” is the antonym of “advocacy.” Why Other Options Are Wrong: Option B: “Advancement” means progress or promotion, often in the context of a cause or a career, and is closer to supporting something than opposing it. Option C: “Assistance” means help or support given to someone or something. Option D: “Backing” is another word for support, especially financial or moral support. Option E: “Support” is nearly the same as advocacy and therefore not an antonym. Common Pitfalls: One common mistake is to pick a word that appears in similar contexts but does not actually oppose the given word. Another trap is to confuse “advancement” with “advocacy” because both are positive-sounding, but the question asks for an opposite, not a similar word. Always focus on the core meaning: advocacy is about actively supporting; the opposite must reduce or weaken that support. Final Answer: Discouragement

Question 10

In the following question, out of the four alternatives, select the alternative which best expresses the meaning of the given idiom/phrase.  Put one's foot down

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Introduction / Context: This question tests your understanding of idiomatic expressions in English. The phrase given is “put one's foot down.” Idioms are fixed expressions whose meanings cannot always be guessed from the literal meanings of the individual words. Knowing such idioms is essential for fluent comprehension and natural expression. Given Data / Assumptions: Idiom: put one's foot down. Options include ideas of giving up, learning to dance, being firm, starting a journey, and reacting angrily. We must identify which explanation best matches the established meaning of the idiom. Concept / Approach: In everyday English, “to put one's foot down” means to be firm or resolute about a decision, especially when there is some opposition or when someone is disobeying. It often implies that the person will not allow a situation to continue and has taken a strong stand. It does not literally refer to dancing, walking, or physical movement. Step-by-Step Solution: Step 1: Recall the usual context of this idiom, such as parents putting their foot down when children misbehave.Step 2: Recognise that it suggests strictness and firmness about rules or decisions.Step 3: Check option C: “Adopt a firm policy when faced with opposition or disobedience.” This matches the idea of being firm and unyielding.Step 4: Eliminate options that refer to unrelated ideas such as dancing, giving up, or simply being angry.Step 5: Select option C as the best explanation. Verification / Alternative check: Use the idiom in a sample sentence: “When the children refused to do their homework, their mother put her foot down.” This clearly means she became strict and enforced the rules, not that she gave up, learned to dance, or started a journey. When we rephrase that sentence as “She adopted a firm policy when faced with disobedience,” it conveys the same meaning as the idiom, confirming option C. Why Other Options Are Wrong: Option A: “Give up easily without a fight” is the opposite of firmness and does not match the idiom. Option B: “Learn to dance in spite of being clumsy” is a literal misinterpretation of “foot” and has nothing to do with firmness. Option D: “Take the first step of a very long difficult journey” refers more to beginning something, not being strict or firm. Option E: “React angrily without thinking” describes impulsive anger, which is not an essential part of putting one's foot down; firmness can be calm and controlled. Common Pitfalls: Students sometimes misinterpret idioms by focusing on individual words like “foot” or “down” and inventing meanings related to walking, dancing, or falling. The correct approach is to learn idioms as complete units. Another pitfall is to equate firmness with uncontrolled anger. However, putting one's foot down means being firm and decisive, not necessarily shouting or losing temper. Final Answer: Adopt a firm policy when faced with opposition or disobedience

Question 11

In the following question, out of the four alternatives, select the alternative which best expresses the meaning of the given idiom/phrase.  Whistle in the dark

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Introduction / Context: This idiom-based question asks you to interpret the phrase “whistle in the dark.” Idioms like this often come from vivid images of human behaviour in particular situations. Here, you must recognise the metaphorical meaning rather than interpreting it literally. Given Data / Assumptions: Idiom: whistle in the dark. Options include pretending to be unafraid, having a ray of hope, seeing a ghost, falling into a trap, and singing at night. The context is emotional behaviour in fearful or uncertain situations. Concept / Approach: Imagine a person walking alone at night in the dark and feeling scared. Some people might whistle or sing to comfort themselves and to appear brave, even if they are actually afraid. The idiom “to whistle in the dark” therefore means to pretend to be brave or unafraid in a frightening situation, often to comfort oneself more than others. It does not literally refer to entertainment or ghosts. Step-by-Step Solution: Step 1: Visualise the situation: a person in the dark whistling to seem less scared.Step 2: Understand that the key idea is pretending to be confident or unafraid.Step 3: Read option A: “Pretend to be unafraid.” This captures the idea directly.Step 4: Compare with other options, which introduce unrelated ideas like ghosts, traps, or general hope.Step 5: Conclude that option A matches the idiom best. Verification / Alternative check: Use the idiom in a sentence: “He claimed he was not worried about the exam, but he was just whistling in the dark.” This suggests he was pretending to be calm, although he was actually anxious. Rephrasing this as “He was pretending to be unafraid” preserves the meaning perfectly, confirming option A as correct. Why Other Options Are Wrong: Option B: “A ray of hope in the worst of times” describes real hope, not pretending. Option C: “See a ghost while dreaming” focuses on supernatural imagination, unrelated to the idiom. Option D: “Be blind and fall into a trap” suggests ignorance and danger, not pretending to be brave. Option E: “Sing loudly to entertain other people at night” misinterprets the whistling as performance rather than a coping mechanism. Common Pitfalls: Students may try to interpret idioms literally, which almost always leads to wrong answers. Another pitfall is confusing this idiom with phrases about hope or optimism. While a person who whistles in the dark may wish to feel better, the central idea is deliberate pretence of bravery in the face of fear. Final Answer: Pretend to be unafraid

Question 12

In the following question, out of the four alternatives, select the alternative which will improve the bracketed part of the sentence. In case no improvement is needed, select "no improvement".  I (am always wondered) what it would be like to be ins…

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Introduction / Context: This question tests your understanding of tense and aspect in English, particularly the present perfect tense. The sentence is “I (am always wondered) what it would be like to be inside a chocolate factory.” You must select the best correction of the bracketed part so that the full sentence becomes grammatically correct and natural. Given Data / Assumptions: Original bracketed phrase: am always wondered. Subject: I. Clause: what it would be like to be inside a chocolate factory. Intended meaning: the speaker has had this thought many times over an extended period. Concept / Approach: To express a continuing state from the past up to the present, especially with “always,” English often uses the present perfect tense: “have always wondered.” The structure is: subject + have/has + past participle. The given phrase “am always wondered” is incorrect because “wondered” is a past participle used in a passive form, and “am wondered” does not make sense here. We need an active form where “I” is the one doing the wondering. Step-by-Step Solution: Step 1: Decide on the correct tense: the speaker has repeatedly wondered in the past and still does, so present perfect is appropriate.Step 2: The correct present perfect form is “have wondered” for the subject “I.”Step 3: Add “always” between the auxiliary and the past participle to indicate repeated action: “have always wondered.”Step 4: Check option C: “have always wondered” matches exactly this structure.Step 5: Substitute into the sentence: “I have always wondered what it would be like to be inside a chocolate factory.” This is correct and natural. Verification / Alternative check: Examine other options: “have always wonder” is wrong because “wonder” is not in the past participle form; “have always wondering” is incorrect because “wondering” is a present participle and does not complete the present perfect; “No improvement” would keep “am always wondered,” which is wrong; “am always wondering” is grammatically possible but changes the meaning slightly to a more continuous present and is less standard for describing a long-held curiosity from the past up to now. The exam prefers the clear present perfect form. Why Other Options Are Wrong: Option A: “have always wonder” lacks the required past participle form; it should be “wondered.” Option B: “have always wondering” mixes auxiliary with a present participle incorrectly. Option D: “No improvement” keeps an ungrammatical passive-like structure. Option E: “am always wondering” suggests a more immediate, ongoing activity rather than a long-standing state from past to present; it is not the best match for this context in most exam settings. Common Pitfalls: Many learners confuse present continuous forms with present perfect forms, especially when adverbs like “always” appear. Another pitfall is to accept a familiar-looking phrase like “am always wondering” without checking whether it fits the time span implied by “always” in the sense of “for as long as I can remember.” The present perfect with “always” clearly captures that longer time frame. Final Answer: have always wondered

Question 13

In the following question, out of the four alternatives, select the alternative which will improve the bracketed part of the sentence. In case no improvement is needed, select "no improvement".  They loaded their ships with spices and silks and (ret…

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Introduction / Context: This question focuses on verb tense consistency in a compound sentence. The sentence is “They loaded their ships with spices and silks and (returns) with the summer monsoon.” Your task is to choose the verb form that correctly aligns with the tense used in the first clause and preserves the intended meaning. Given Data / Assumptions: First verb: loaded (simple past). Conjunction: and. Bracketed verb: returns, which is in simple present. Subject: they (same subject for both actions). Context: historical or narrative description of trading activity in the past. Concept / Approach: When two actions in a sentence share the same subject and happen in the same time frame, we usually keep them in the same tense. Here, “loaded” is in the simple past, indicating completed actions in the past. Therefore, the second verb should also be in simple past: “returned.” Using “returns” in the present tense creates a tense mismatch and is grammatically incorrect in this context. Step-by-Step Solution: Step 1: Identify the tense of the first verb: “loaded” is simple past.Step 2: Recognise that both actions (loading the ships and coming back with the monsoon) belong to the same historical period.Step 3: Therefore, the second verb must also be in simple past: “returned.”Step 4: Check option A: “returned” fits the requirement.Step 5: Substitute: “They loaded their ships with spices and silks and returned with the summer monsoon.” The sentence now reads smoothly and correctly. Verification / Alternative check: Consider the other options: “return” (simple present or base form) does not match the past narrative; “returning” would require a different structure (for example, “... and returned, returning with the summer monsoon” or “... and, returning with the summer monsoon, they reached home”), which is not offered here; “No improvement” retains “returns,” which clearly clashes with “loaded”; “had returned” suggests a past perfect that usually needs another past reference point, not present here. Therefore, “returned” is the best and most natural choice. Why Other Options Are Wrong: Option B: “return” does not show the past tense needed for a completed action in historical narration. Option C: “returning” would change the sentence structure and is not correct in its current position without further changes. Option D: Leaving “returns” unchanged leads to tense inconsistency. Option E: “had returned” suggests an action completed before another past action, but the sentence structure does not support that more complex time relation. Common Pitfalls: Many learners focus on individual verbs and forget to check tense agreement within a sentence. In exam questions, a common trick is to keep one verb in the correct tense and slightly alter the other. Always examine the entire sentence and ensure that all verbs describing related past events share the same tense unless there is a good reason to use a different one. Final Answer: returned

Question 14

In the following question, out of the four alternatives, select the alternative which is the best one-word substitute for the given group of words.  Diminish in value over a period of time

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Introduction / Context: This question asks for a one-word substitute for the phrase “diminish in value over a period of time.” Such questions are common in competitive exams to test your command of precise vocabulary, especially words used in financial or economic contexts. Given Data / Assumptions: Phrase: diminish in value over a period of time. Options: Escalate, Augment, Aggrandise, Depreciate. We are looking for a verb that means “to decrease in value gradually.” The context may relate to money, property, assets, or reputation. Concept / Approach: “Depreciate” is the standard English verb used to describe the gradual decrease in the value of an asset over time, for example, a car or a machine that becomes less valuable as it ages or is used. In finance and accounting, depreciation is a key concept. The other options all describe increase in value or importance and therefore do not match the “diminish” part of the phrase. Step-by-Step Solution: Step 1: Focus on the core idea: the value is going down, not up.Step 2: Examine “Escalate,” which means to increase in intensity, amount, or seriousness, the opposite of diminish.Step 3: Examine “Augment,” which means to make something larger or more numerous.Step 4: Examine “Aggrandise,” which means to make something appear greater, more powerful, or more important.Step 5: Examine “Depreciate,” which means to decrease in value over time; this matches the definition exactly. Verification / Alternative check: Use the candidate words in sample sentences: “The value of the car will depreciate each year.” This sentence fits the phrase “diminish in value over a period of time” perfectly. By contrast, “The value of the car will escalate or augment” would mean the value goes up, contradicting “diminish.” “Aggrandise” is used for reputation or power, not generally for market value. These checks confirm that “depreciate” is the correct answer. Why Other Options Are Wrong: Option A: “Escalate” means to rise or increase quickly. Option B: “Augment” means to add to or increase. Option C: “Aggrandise” focuses on enlarging importance or status, not on lowering value. Option E: “Appreciate” also means to increase in value over time, especially in financial contexts, the direct opposite of “depreciate.” Common Pitfalls: Students sometimes confuse “appreciate” and “depreciate” because both are technical-sounding words linked with value. A good memory aid is to note that “de-” often suggests removal or reduction, while “ap-” (in this context) is used with positive growth. Knowing these word parts can help you avoid errors. Also, always match the direction of change in the question—“diminish” clearly signals a decrease, not an increase. Final Answer: Depreciate

Question 15

In this English vocabulary question, out of the four alternatives given, choose the one word that best substitutes the expression not able to produce children and clearly describes a person who is unable to have biological offspring.

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Introduction / Context: Many English vocabulary questions in competitive exams test a learner on one word substitutions. Instead of using a long phrase such as not able to produce children, the exam asks for a single precise word that captures the same meaning. This question checks your knowledge of medical and biological terminology that is often used in both everyday language and formal writing. Choosing the right option requires you to distinguish between words that relate to fertility, pregnancy, and general productivity, and to identify which of them specifically describes the inability to have children. Given Data / Assumptions: The phrase to be replaced is not able to produce children. We must choose a single English word that accurately expresses this meaning. Four alternatives plus one extra option are given, and only one is correct. The context refers to human fertility and the ability to have offspring. Concept / Approach: The key idea is to recall technical and semi technical terms related to fertility. A word that means fertile or productive will be the opposite of what we need. A word that means pregnant describes a temporary state rather than permanent inability. Therefore, the correct answer must refer to a permanent or inherent inability to produce children. The word sterile is used in medicine and biology to describe an organism, person, or animal that cannot reproduce. It can also describe soil that cannot grow plants or environments free from germs, but in this question the sense of infertility is important. By contrast, words such as fecund and prolific suggest high fertility and abundant production, so they do not match the phrase in the stem. Step-by-Step Solution: Step 1: Read the phrase carefully and underline the core meaning, which is inability to produce children. Step 2: Examine each option and recall its basic meaning from vocabulary knowledge. Step 3: Eliminate any word that suggests fertility, productivity, or pregnancy instead of infertility. Step 4: Identify sterile as the only option that directly means unable to produce offspring. Verification / Alternative check: We can verify our choice by consulting standard dictionary meanings in memory. Sterile is commonly defined as infertile, unable to produce offspring. In contrast, fecund and prolific are synonyms for highly fertile. Gravid refers to being pregnant, which clearly contradicts the idea of being unable to produce children. Hebetic is related to adolescence or the period around puberty, and not to infertility. Because sterile alone matches the phrase not able to produce children, our selection is consistent and logically sound. If you substitute the word sterile into the original phrase, the sentence retains the intended meaning, which is an additional confirmation. Why Other Options Are Wrong: Fecund means highly fertile or capable of producing many offspring or results, which is the opposite of the required meaning, so it is incorrect. Gravid means pregnant, especially in medical contexts, which indicates the presence of a child rather than an inability to have one, so it does not match. Hebetic relates to puberty or the stage of adolescence and has no direct connection with fertility or infertility, so it is not appropriate. Prolific refers to producing abundant works, results, or offspring and again implies high productivity, not inability, which makes it unsuitable as a substitute for the phrase in the question. Common Pitfalls: Candidates often confuse sterile with words that simply describe a lack of interest or dullness, because sterile can also metaphorically mean unproductive. Another common mistake is to choose fecund or prolific because they are familiar academic words, even though their meaning is the opposite of what the question demands. Some learners also mistakenly believe that gravid means barren because it is less commonly used, but in fact it indicates pregnancy. To avoid such errors, always focus on the exact meaning of the phrase in the stem and relate each option to that meaning before answering. Final Answer: The correct one word substitute for not able to produce children is Sterile.

Question 16

In this spelling based English question, four alternative words are given and you must select the correctly spelt form of the common English noun that means small gaps or weaknesses in a system, often used in the plural form.

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Introduction / Context: Spelling questions in competitive English exams test your familiarity with common words that frequently appear in reading passages, legal documents, and newspaper articles. The word in focus here describes small gaps, weaknesses, or openings in a rule or system that can be used to gain an advantage. Because spellings of double letters and vowel combinations can be confusing, exam setters often provide several closely related incorrect forms. Your task is to recognise which spelling matches the standard accepted English form that you would find in a good dictionary and in professional writing. Given Data / Assumptions: Four similar looking spellings are provided as options. Only one spelling matches the standard English word used in formal and informal contexts. The target word refers to small gaps or weaknesses in rules or systems. The question requires selecting the correctly spelt option, not defining the word. Concept / Approach: The main idea in this question is visual recognition of correct spelling. The correct word is commonly written as loopholes, where loop is followed by holes. It contains a double o only once, in loop, and then the normal spelling of holes. Spelling mistakes usually occur when candidates double the wrong consonant, remove an o, or shift letters around. Therefore, a systematic approach is to compare each option with the known standard form loopholes. Any additional letters, missing letters, or unnecessary doubling can be grounds for elimination. Paying close attention to the sequence of vowels and consonants will lead you to the correct answer. Step-by-Step Solution: Step 1: Recall the normal spelling of the word that means small gaps or weaknesses in rules, which is loopholes. Step 2: Compare option by option with the recalled correct spelling, focusing on the arrangement of vowels and consonants. Step 3: Notice that loopholes has the pattern l o o p h o l e s with only one double o before p. Step 4: Confirm that option B, spelled Loopholes, exactly matches this pattern and that all other options contain extra letters or missing letters. Verification / Alternative check: An alternative way to verify your choice is to imagine the word in a sentence, such as the lawyer used several loopholes in the contract. When you visualise that sentence, the spelling loopholes appears natural and familiar. If you try replacing it with any of the other options, like lopholes or looppholes, the words look awkward and unfamiliar. You can also mentally check against similar words like loop and hole to confirm that the spelling is consistent. Both mental imagery and comparison with root words support the conclusion that the correct spelling is loopholes with a single pair of o and no unnecessary double consonants. Why Other Options Are Wrong: Lopholes is incorrect because it removes one o from the first syllable and does not match the root word loop. Luppholes is wrong because it replaces the double o with a double p, which breaks the correct pattern and does not resemble the original word. Lupholes is also incorrect because it changes the vowel sequence and loses the double o that is essential to the word loop. Looppholes introduces an unnecessary double p, creating an unusual cluster that is not used in standard English. All of these forms deviate from the established spelling found in dictionaries and professional usage. Common Pitfalls: A common mistake is to pay more attention to pronunciation than to the visual structure of the word. Because the sound of loopholes is smooth and quick, learners sometimes forget the exact placement of double letters. Another pitfall is overcorrecting and adding extra consonants in an attempt to make the spelling look more complex. In spelling questions, complexity is not a sign of correctness. The best strategy is to rely on your reading experience, recall how the word appears in newspapers, books, and articles, and then match that memory with the options given. Regular reading gradually fixes the correct visual form in your mind and reduces spelling errors in exams. Final Answer: The correctly spelt word among the options is Loopholes.

Question 17

In this English spelling question, four similar looking words are given and you must choose the correctly spelt form of the conjunction that means for what reason or why, often seen in older or literary English.

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Introduction / Context: This question checks your familiarity with slightly archaic or literary English vocabulary that still appears in classic literature, plays, and exam passages. The word in focus is a conjunction that means for what reason or why. Many learners remember it from well known lines in drama, but may not recall its spelling accurately. Exams use such words to test both spelling and recognition of less common but important vocabulary. Your task is to identify the correct spelling among several near miss variations that change vowels or omit letters while keeping pronunciation similar. Given Data / Assumptions: The target word is a conjunction that carries the meaning for what reason or why. Five alternative spellings are presented, which are visually similar. Only one option matches the standard spelling used in reputable dictionaries. The question does not ask for meaning directly, but meaning helps you recall the correct form. Concept / Approach: The core concept is spelling recognition based on memory and exposure to written English. The standard form of the word is wherefore, built from the elements where and fore. The initial part uses wh followed by ere, not hra or har. The second part is fore, the same as in therefore or before. Therefore, the correct spelling keeps both parts intact without dropping or altering letters. When examining the options, compare each one with where plus fore in sequence. Any option that distorts either part by changing vowels, altering consonants, or removing letters is incorrect. A careful, letter by letter comparison is the most reliable approach in this type of question. Step-by-Step Solution: Step 1: Recall from memory that the literary conjunction meaning for what reason is written as wherefore. Step 2: Break the remembered word into where and fore to focus on each section separately. Step 3: Check each option to see whether both parts where and fore appear exactly and in sequence. Step 4: Confirm that option A, Wherefore, preserves both parts correctly, while all other options modify spelling in some way. Verification / Alternative check: To verify the answer, imagine a famous dramatic line using this word and picture how it appears in print. For instance, when you mentally visualise the sentence asking wherefore someone acts in a certain way, the spelling wherefore fits naturally. Trying to replace it with wherefor or wharefore looks visibly wrong. You can also cross check by relating it to other words ending in fore, such as therefore. The consistent use of fore at the end of such conjunctions confirms that the second element must be fore, not for or fer. This mental verification supports the choice of option A as the correct spelling. Why Other Options Are Wrong: Wharefore is incorrect because it substitutes ara for ere in the first syllable, breaking the correct sequence of letters. Wherefor removes the final e from fore, which is not how the conjunction is written in standard English. Wharefor combines both errors, changing the vowels in the first part and dropping the final e in the second part, making it doubly incorrect. Wherrefor introduces an extra consonant r and alters the second part, which again does not match any recognised form of the word. None of these alternatives appear in standard dictionaries as the correct conjunction meaning for what reason. Common Pitfalls: A common pitfall in spelling questions is confusing pronunciation with spelling. Because some syllables are not strongly stressed when spoken, learners may forget which letters are doubled or which vowels are present. Another error is assuming that older literary words might follow unusual spelling patterns and therefore selecting an option that looks exotic rather than familiar. In reality, many classic words like wherefore follow logical constructions and are built from simpler parts, such as where plus fore. To avoid mistakes, break words into known components, relate them to similar words, and trust the forms you have seen frequently in reading instead of guessing based only on sound. Final Answer: The correctly spelt literary conjunction among the options is Wherefore.

Question 18

In this sentence arrangement question on English grammar, three parts of a statement about the nature of a relation have been labelled X, Y, and Z, and you must choose the most logical order of these parts to form a coherent sentence beginning with …

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Introduction / Context: Sentence arrangement questions test your ability to understand logical flow, syntax, and meaning in English. In this item, you are given an introductory clause and three labelled fragments X, Y, and Z. Your task is to select the order in which these fragments should appear to complete a clear and grammatically correct sentence. The sentence talks about a relation that is denied to be causal but is still described as uniform and dependable. To answer correctly, you must pay attention to how infinitive phrases, subordinate clauses, and main clauses fit together in a natural English structure. Given Data / Assumptions: The sentence begins with He does not mean. Fragment X reads when he denies that it is causal. Fragment Y reads to indicate that the relation. Fragment Z reads is any the less uniform or dependable. We assume normal standard written English word order and logical meaning. Concept / Approach: The concept here is recognising how phrases function. Fragment Y begins with the infinitive marker to, so it naturally follows a verb like mean, forming mean to indicate. Fragment Z completes the object clause by giving the rest of the statement about the relation, so it should follow immediately after Y. Fragment X is an adverbial clause starting with when, which explains the circumstances under which he denies causality, and such clauses usually occur at the end or at the beginning of a sentence. In this context, it flows most naturally at the end, after the main idea about the relation has been fully stated. Therefore, the logical order is Y Z X, which produces a smooth and meaningful sentence. Step-by-Step Solution: Step 1: Connect the introductory clause He does not mean with each fragment and check which one fits immediately after mean. Step 2: Notice that He does not mean to indicate that the relation is a grammatically natural continuation, so fragment Y should come first. Step 3: See that fragment Z completes the thought to indicate that the relation is any the less uniform or dependable, so Z follows Y. Step 4: Place fragment X at the end, giving the final sentence He does not mean to indicate that the relation is any the less uniform or dependable when he denies that it is causal, which is logically coherent. Verification / Alternative check: To verify, check the sentence produced by the order Y Z X. It reads He does not mean to indicate that the relation is any the less uniform or dependable when he denies that it is causal. This sentence preserves logical sense, because it states that even though he denies that the relation is causal, he still considers the relation to be uniform and dependable. Now test other orders. For example, X Y Z would give He does not mean when he denies that it is causal to indicate that the relation is any the less uniform or dependable, which is awkward because mean usually takes an infinitive phrase directly, not when. Similarly, Y X Z interrupts the logical flow by placing a when clause between the infinitive phrase and its completion. Hence the only smooth and meaningful order is YZX, confirming our answer. Why Other Options Are Wrong: Option YXZ places the clause when he denies that it is causal between to indicate that the relation and is any the less uniform or dependable, which breaks the continuity of the main idea and leads to confusion. Option XZY begins with when he denies that it is causal, which cannot directly follow He does not mean without sounding incomplete and syntactically odd. Option XYZ produces He does not mean when he denies that it is causal is any the less uniform or dependable to indicate that the relation, which is grammatically unsound and confusing. ZXY similarly scrambles the necessary to indicate structure and produces an ungrammatical order of fragments. None of these alternatives create the smooth sentence that YZX produces. Common Pitfalls: A common mistake in such questions is focusing only on meaning while neglecting grammatical connectors like to and when. Many candidates also try to force the when clause at the beginning simply because it seems like a background condition, without checking whether the verb that precedes it allows that structure. Another pitfall is ignoring the fact that mean generally takes an infinitive phrase, for example mean to say or mean to suggest, so the fragment beginning with to is very likely to follow the verb directly. To avoid these issues, always check for connectors, verb patterns, and how clauses are normally ordered in English before committing to an option. Final Answer: The most logical and grammatically correct order of the labelled fragments is YZX.

Question 19

In this English sentence arrangement question, three fragments labelled X, Y, and Z describe buying capacity and concerns in a city, and you must choose the order that forms a coherent sentence beginning with Not only people have buying.

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Introduction / Context: This item is another example of a sentence arrangement question that tests your understanding of word order, correlative conjunctions, and logical flow in English. The beginning of the sentence mentions buying capacity and then goes on to contrast that with concerns about environment and health. The fragments X, Y, and Z must be placed in the right sequence to respect the correlative structure not only but also and to produce a smooth and meaningful sentence about people living in a city. To solve such questions, you need to pay attention to how phrases naturally connect and how correlative pairs work in English grammar. Given Data / Assumptions: The sentence starts with Not only people have buying. Fragment X reads environment and health. Fragment Y reads capacity in the city, people here are. Fragment Z reads also quite concerned about. The intended final sentence contrasts financial ability with environmental and health awareness. Concept / Approach: The key to this question lies in identifying the correlative pair not only and also. The phrase not only is usually followed by the first idea, and also introduces the second, related idea. In this sentence, the first idea is buying capacity in the city, and the second idea is concern about environment and health. Therefore, we should arrange fragments so that buying capacity in the city follows not only people have buying and also quite concerned about is placed before environment and health. That suggests placing fragment Y immediately after buying, fragment Z after the comma, and fragment X at the end. This order preserves both meaning and grammatical structure. Step-by-Step Solution: Step 1: Combine the beginning Not only people have buying with each fragment and check which one makes sense next. Step 2: Notice that Not only people have buying capacity in the city, people here are is a natural continuation, so fragment Y should come first. Step 3: After that, the correlative partner also should introduce the second idea, leading to also quite concerned about, which is fragment Z. Step 4: Finally, attach environment and health, which is fragment X, to get the complete sentence Not only people have buying capacity in the city, people here are also quite concerned about environment and health, corresponding to the order Y Z X. Verification / Alternative check: To verify, read the full reconstructed sentence: Not only people have buying capacity in the city, people here are also quite concerned about environment and health. Although a small stylistic improvement would be to add the article the before people, the internal structure clearly shows the correct logical relationship. Now test another order, for example X Z Y. That would give a structure like Not only people have buying environment and health also quite concerned about capacity in the city, people here are, which is illogical and ungrammatical. Similarly, Y X Z breaks the correlative pattern by placing environment and health directly after buying capacity, and leaving also quite concerned about hanging at the end without an object. Therefore, only YZX delivers a clear contrast between financial ability and concern for environment and health in a way that respects the not only but also structure. Why Other Options Are Wrong: Option YXZ places environment and health directly after buying capacity without the linking phrase also quite concerned about, which ruins the contrast between the two ideas. Option XZY starts with environment and health after buying, making the phrase buying environment and health, which is nonsensical. Option XYZ gives Not only people have buying environment and health capacity in the city, people here are also quite concerned about, which has no clear object after about and is syntactically broken. Option ZXY starts with also quite concerned about after buying, but then lacks a clear first idea to contrast and breaks the correlative pattern. All these options fail to deliver a smooth, grammatically correct sentence. Common Pitfalls: One common pitfall is ignoring correlative conjunctions and focusing only on meaning fragments. Many learners try to order the fragments based purely on theme and forget that not only must be balanced by also. Another error is not checking the object of prepositions like about, which helps identify where a phrase such as environment and health should go. To avoid such mistakes, always mark correlative pairs and ensure that each part of the pair introduces one of the two main ideas. Also, confirm that every preposition has a clear object and that no phrase is left incomplete at the end of the sentence. Final Answer: The correct and most logical order of the labelled fragments is YZX.

Question 20

In this Active and Passive voice question, you are given the active sentence The director will give you instructions and must choose the passive voice alternative that best preserves the meaning, tense, and sense of the original statement.

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Introduction / Context: Transformation between active and passive voice is a very common task in English grammar sections of competitive exams. The aim is to change the focus of the sentence from the doer of the action to the receiver of the action without changing the original meaning or tense. In this question, the active sentence uses the simple future tense and focuses on the subject the director, who performs the action of giving. The goal is to rewrite this sentence so that the focus shifts to the object instructions, while the tense, sense, and overall meaning remain unchanged. Given Data / Assumptions: Active sentence: The director will give you instructions. Subject in the active sentence: the director. Object in the active sentence: instructions, with you as the indirect object. The tense is simple future, indicated by will give. The passive form must keep the future time reference and include both the receiver you and the doer the director. Concept / Approach: To convert an active sentence in simple future tense to passive voice, the standard structure is will be or shall be plus past participle of the main verb, and the original object becomes the new subject. The basic pattern is: Subject active plus will give plus object becomes object passive plus will be given plus by plus subject active. Therefore, The director will give you instructions will change to Instructions will be given to you by the director. This structure preserves simple future tense and clearly indicates who will perform the action in the passive voice. Alternatives that change tense, omit be, or significantly alter meaning should be discarded. Step-by-Step Solution: Step 1: Identify the subject, verb, and object in the active sentence. Subject is the director, verb is will give, and object is instructions with you as the indirect object. Step 2: Bring the object instructions to the front to become the new subject of the passive sentence. Step 3: Change the verb phrase will give to the passive form will be given, maintaining the simple future tense. Step 4: Add the indirect object and the agent phrase to you by the director to complete the passive sentence Instructions will be given to you by the director. Verification / Alternative check: Verify the tense and meaning after transformation. The original sentence promises a future action where the director will provide instructions to you. The passive form Instructions will be given to you by the director retains this promise in the future and clearly identifies both the instructions and the director. Check other options. You will get instructions from the director is in the future but does not use passive structure; it is simply an active statement with a different word order. Instructions shall be given to you by the director changes will to shall, which is not wrong in all contexts but does not mirror the original auxiliary exactly, and many exams prefer the closest structural match. Instructions are given to you by the director changes the tense to present simple, which is unacceptable. Therefore, the option that exactly follows the passive rule for simple future is Instructions will be given to you by the director. Why Other Options Are Wrong: Instructions shall be given to you by the director uses shall instead of will, which changes the auxiliary and can be seen as a shift in tone or usage, making it less accurate as a direct transformation. You will get instructions from the director rearranges the sentence but leaves it in active voice, because the new subject is still you performing the act of getting. You shall get instructions from the director has the same issue of remaining in the active voice while altering the auxiliary. Instructions are given to you by the director uses present simple tense instead of future, deviating from the original time reference. None of these options follow the exact rule for forming passive in simple future tense. Common Pitfalls: Learners often confuse active rephrasing with passive transformation. If the verb remains a simple get or receive, the sentence may still be active even if the word order changes. Another common mistake is changing the tense inadvertently, for example using present simple instead of future. Some candidates also drop the agent phrase by the director entirely, which may be acceptable in other contexts but not when the task demands a complete conversion that retains all information. To avoid these pitfalls, always apply the formula will be plus past participle when dealing with simple future tense and check that the original subject appears after by in the passive sentence. Final Answer: The correct passive voice transformation is Instructions will be given to you by the director.

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