Question 1

Fill in the blank with the most appropriate verb to complete the sentence correctly: We should give everyone training in citizenship, but we have ____________ this aspect till now.

Accepted Answer

Introduction / Context: This question focuses on choosing the right verb to describe how society or institutions have treated the important aspect of training in citizenship. The sentence contrasts what we should do in an ideal situation with what we have actually done so far, so the verb must reflect failure or omission, not direct refusal or prohibition. Given Data / Assumptions: Training in citizenship is something desirable and necessary. The speaker believes we should give this training to everyone. However, up to now, this aspect has not received enough attention. The verb must express the idea of ignoring or not paying proper attention. Concept / Approach: We need to distinguish between “neglecting” something (failing to care for or pay attention to it) and actively refusing, denying, or disallowing something. Here the focus is not on forbidding training in citizenship, but on failing to provide it, which points toward the word “neglected”. Step-by-Step Solution: Read the first clause: “We should give everyone training in citizenship”. This is clearly positive.The second clause must show that we have not done what we should.“Denied this aspect” would suggest refusing someone a right or benefit; that is not the exact idea.“Refused this aspect” implies an active rejection, which is too strong.“Disallowed this aspect” suggests formally prohibiting it, usually through rules or law.“Neglected this aspect” precisely means we have ignored or failed to give attention to it, which matches the context. Verification / Alternative check: The complete sentence with the correct option reads: “We should give everyone training in citizenship, but we have neglected this aspect till now.” This sounds natural and clearly expresses that the aspect of citizenship training has been overlooked rather than formally forbidden. Why Other Options Are Wrong: “Denied” and “refused” both imply a conscious and active decision to withhold something. “Disallowed” implies a rule or prohibition. The sentence, however, hints at carelessness or lack of focus, not at strict banning or deliberate refusal. Therefore these three options do not capture the intended meaning. Common Pitfalls: Many learners confuse “neglect” with “refuse” or “deny”. Remember that “neglect” is about failing to do something that you ought to do, often due to carelessness, whereas “refuse” and “deny” involve a clear decision not to allow or accept something. Final Answer: The correct verb to fill the blank is neglected.

Question 2

Select the related word pair that best completes the analogy: Fire : Burn :: ? : ?

Accepted Answer

Introduction / Context: This is a classic analogy question that tests your ability to recognize relationships between words. The pair “Fire : Burn” shows a specific relationship where the first word (fire) is something that causes the action expressed by the second word (burn). You must find another word pair that follows the same pattern of relationship. Given Data / Assumptions: First pair: Fire : Burn. We need a second pair with a similar logical relationship. The options involve common words such as water, wood, ice, flower, and actions like drink or freeze. We assume the exam is checking basic vocabulary and reasoning, not advanced science. Concept / Approach: In the given pair, fire causes things to burn. Burning is the effect or action associated with fire. So we must look for an option where the first word naturally causes or is strongly associated with the action or state expressed by the second word. We are not looking for a part-whole relationship (like flower and rose) or a user-action relationship (water and drink). Step-by-Step Solution: Analyze the original pair: Fire causes burning; burning is what fire does.Check option “Water : Drink”: people drink water, but “water” does not itself perform the action “drink”.Check “Wood : Trees”: wood comes from trees; this is a material–source relationship, not an action.Check “Ice : Freeze”: freezing is the process that produces ice; ice is strongly associated with the state of being frozen.Check “Flower : Rose”: rose is a type of flower; this is a category–member relationship.The pair that best mirrors fire causing burning is “Ice : Freeze”, where freeze is the process or action associated with ice. Verification / Alternative check: You can think of it as “What does fire do?” It burns. Similarly, “What does water do?” It does not “drink”. “What does ice do?” It freezes or is formed by freezing. While not all analogy questions are perfect in everyday speech, “Ice : Freeze” is clearly closest because it reflects a state or process directly tied to the first word, just like fire and burning. Why Other Options Are Wrong: “Water : Drink” reflects an action done by people to water, not an intrinsic action of water. “Wood : Trees” is a material–source relationship. “Flower : Rose” is type and subtype. None of these express the cause–effect or object–action relationship that “Fire : Burn” shows. Common Pitfalls: Students sometimes choose options based on surface familiarity rather than the exact relationship. It is important to first define the relationship in the original pair (here, cause and effect) and then find the option that matches that pattern instead of just looking for any pair of related words. Final Answer: The correct related word pair is Ice : Freeze.

Question 3

Identify the part of the sentence that contains a grammatical error: Little knowledge of playing volleyball (1) / that she possessed proved to be (2) / helpful at the time of the inaugural match. (3) / No error (4).

Accepted Answer

Introduction / Context: This is an error-spotting question from English grammar. The sentence is divided into four numbered parts, and you must identify which part contains a grammatical or usage error. The sentence talks about a girl's limited knowledge of playing volleyball and how that knowledge still proved helpful during an inaugural match. Given Data / Assumptions: Part (1): “Little knowledge of playing volleyball”. Part (2): “that she possessed proved to be”. Part (3): “helpful at the time of the inaugural match.” Part (4): “No error”. We assume standard formal English grammar is being tested. Concept / Approach: The main concept here is the use of the determiner “little” versus “the little”. “Little knowledge” suggests almost no knowledge. “The little knowledge” refers to the small amount of knowledge that she did possess and which was actually useful. Because the sentence says that this knowledge “proved to be helpful”, it must be the specific small amount she had, so the correct phrase should be “The little knowledge of playing volleyball”. Step-by-Step Solution: First, read the whole sentence for meaning: the small amount of knowledge she had helped during the match.Check Part (1): “Little knowledge of playing volleyball” – missing the article “the”.Check Part (2): “that she possessed proved to be” – grammatically correct and matches the singular subject “knowledge”.Check Part (3): “helpful at the time of the inaugural match.” – this is grammatically correct and meaningful.Therefore, the error lies in Part (1) because it should say “The little knowledge of playing volleyball”. Verification / Alternative check: Replace Part (1) with the corrected version and read the full sentence: “The little knowledge of playing volleyball that she possessed proved to be helpful at the time of the inaugural match.” This version is grammatically sound and clearly expresses that the small amount of knowledge she did have turned out to be useful. Why Other Options Are Wrong: Part (2) correctly uses the relative clause “that she possessed” and the verb “proved” for the singular subject “knowledge”. Part (3) uses correct prepositions and word order. Since those parts read naturally, they do not contain errors, so options “2” and “3” are incorrect choices. “No error (4)” is also wrong because an error clearly exists in Part (1). Common Pitfalls: Learners often overlook small determiners like “a”, “an”, and “the” in error-spotting questions. Another mistake is not linking grammar with meaning; here, the meaning clearly suggests that a certain small amount of knowledge was useful, which requires “the little”, not just “little”. Final Answer: The part of the sentence that contains the error is 1.

Question 4

Identify the part of the sentence that contains a grammatical error: I had not completed my English homework (1) / so I thought I was done with when the (2) / teacher asked me to hand it in. (3) / No error (4).

Accepted Answer

Introduction / Context: This error-spotting question checks your ability to notice missing words and incomplete phrases in an otherwise simple sentence about homework. The sentence is divided into four parts, and you must determine which part contains the grammatical error. The situation describes a student who had not completed homework and was then surprised when the teacher asked for it. Given Data / Assumptions: Part (1): “I had not completed my English homework”. Part (2): “so I thought I was done with when the”. Part (3): “teacher asked me to hand it in.” Part (4): “No error”. We assume standard spoken and written English usage. Concept / Approach: The key grammar concept is that the expression “to be done with something” always requires an object, usually represented by a pronoun like “it”. Saying “I thought I was done with” without an object makes the sentence incomplete. Therefore, the error lies in the phrase “I was done with when the”, which is missing “it”. Step-by-Step Solution: Read Part (1): “I had not completed my English homework” – this is a correct past perfect statement.Read Part (2): “so I thought I was done with when the” – this feels incomplete and awkward.Recognize that the natural phrase is “I thought I was done with it when the teacher…”Read Part (3): “teacher asked me to hand it in.” – this is grammatically correct.Therefore, the error is clearly in Part (2), where the object “it” is missing after “done with”. Verification / Alternative check: Insert the missing word and read the entire sentence: “I had not completed my English homework, so I thought I was done with it when the teacher asked me to hand it in.” Now the sentence is grammatically correct and the meaning is clear: the student wrongly assumed that no one would ask for the homework. Why Other Options Are Wrong: Part (1) correctly uses the past perfect tense to show an action completed before another past event. Part (3) has proper word order and prepositions. Since only Part (2) is incomplete, options “1”, “3” and “4” are incorrect. “No error (4)” cannot be correct because we clearly identify a missing word in Part (2). Common Pitfalls: Students sometimes focus only on verb tense and ignore small but essential words like pronouns. Expressions such as “be done with something” always need an object; forgetting this object is a common mistake in spoken English and therefore appears frequently in competitive exam questions. Final Answer: The part of the sentence that contains the error is 2.

Question 5

Choose the correct word to complete the sentence: Keith has _____ with a failure in the English examination thrice.

Accepted Answer

Introduction / Context: This question examines your knowledge of idiomatic expressions in English, especially the phrase “to meet with failure”. The sentence describes Keith's repeated experience of failing an English examination, and you must select the verb that forms a correct and natural expression with “failure”. Given Data / Assumptions: The subject is Keith. He has experienced failure in the English examination three times. The verb should combine naturally with “failure”. The focus is on idiomatic usage, not just literal meaning. Concept / Approach: In English, the idiom “to meet with failure” is commonly used to indicate that someone experiences failure. We do not usually say “caught with a failure”, “gone with a failure”, or “got with a failure”. Therefore, recognising the correct idiom is the key to answering this question correctly. Step-by-Step Solution: Consider the phrase pattern: “has _____ with a failure”.Option “caught”: “caught with a failure” is not a standard or meaningful phrase.Option “gone”: “gone with a failure” is also unidiomatic.Option “got”: “got with a failure” is grammatically incorrect and unnatural.Option “met”: “met with a failure” is a recognized idiomatic expression meaning “experienced failure”.Therefore, “met” is the verb that correctly completes the idiomatic phrase. Verification / Alternative check: Read the complete sentence with the correct option: “Keith has met with a failure in the English examination thrice.” This sentence clearly expresses that he has experienced failure three times. You may also see the phrase used in formal writing as “The proposal met with failure” or “The attempt met with success”. Why Other Options Are Wrong: “Caught” is used with illnesses or with doing something wrong (“caught a cold”, “caught cheating”), not with “failure” in this pattern. “Gone” is usually combined with prepositions like “through” or “into”, not “with a failure”. “Got” needs a different structure, such as “got a failure”, which still sounds awkward in this context. None of them match the standard idiomatic expression. Common Pitfalls: Many learners try to interpret the phrase literally and choose verbs based on direct meaning instead of idiomatic usage. It is important in competitive exams to remember common expressions such as “meet with success/failure” and “run into trouble”, as they appear frequently in vocabulary and usage questions. Final Answer: The correct word to complete the sentence is met (as in “met with a failure”).

Question 6

Choose the correct phrasal verb to complete the sentence: The manager was _____ an explanation of his conduct.

Accepted Answer

Introduction / Context: This question tests your understanding of phrasal verbs, especially those formed with the verb “call”. In office or official settings, particular phrasal verbs are used to describe formal actions, such as demanding an explanation. You must identify the correct phrasal verb that fits the meaning and structure of the sentence. Given Data / Assumptions: The subject is “The manager”. The manager has to give an explanation of his conduct. The passive structure “was _____ an explanation” is used. The correct phrasal verb should indicate that an explanation was demanded or required. Concept / Approach: The phrase “to call for an explanation” means to demand or require an explanation. In passive form, “was called for an explanation” means someone officially required the manager to explain his behaviour. Other phrasal verbs with “call” such as “call off”, “call up”, and “call to” have completely different meanings and do not collocate with “an explanation” in this way. Step-by-Step Solution: Look at the structure: “was _____ an explanation of his conduct”.Option “called for”: “to be called for an explanation” is idiomatic and means being asked to explain.Option “called off”: means to cancel something (“The meeting was called off”).Option “called to”: usually needs a place or purpose (“called to the office”), not “an explanation”.Option “called up”: often refers to telephone calls or being summoned for military service.Therefore, only “called for” correctly completes the phrase. Verification / Alternative check: Insert the chosen phrasal verb into the sentence: “The manager was called for an explanation of his conduct.” This is a standard expression in formal English, especially in administrative and disciplinary contexts, and clearly indicates that he was asked to explain what he did. Why Other Options Are Wrong: “Called off” changes the meaning to “canceled”, which does not make sense with “an explanation”. “Called to” lacks the necessary object and does not pair naturally with “an explanation”. “Called up” would normally relate to a phone call or a summons, but not in the phrase “called up an explanation” in this structure. These uses are therefore inappropriate here. Common Pitfalls: Students often confuse phrasal verbs because the same base verb can form many different combinations with prepositions and adverbs. It is important to learn them in context and notice what kinds of objects they usually take. Remember that “call for an explanation” is the standard phrase used when someone is required to justify their actions. Final Answer: The correct phrasal verb is called for.

Question 7

Out of the four options given, select the word that is most similar in meaning to the word “Eloquent”.

Accepted Answer

Introduction / Context: This vocabulary question asks you to choose the synonym of the word “Eloquent”. Such questions are common in competitive exams to test your word power and understanding of subtle differences in meaning. Knowing the correct meaning of “eloquent” helps you interpret speeches, writing styles and descriptions of people accurately. Given Data / Assumptions: The target word is “Eloquent”. Four options are given: Fluent, Ignorant, Rude, Significant. You must select the word that is closest in meaning. We assume general exam-level English vocabulary knowledge. Concept / Approach: “Eloquent” describes someone who speaks or writes in a very effective, expressive and often persuasive way. It usually refers to speech that is smooth, forceful and able to move people emotionally. A direct synonym is “fluent” when referring to smooth and effective speech, especially in public speaking or conversation. Step-by-Step Solution: Recall the meaning of “eloquent”: expressive, articulate, persuasive in speaking or writing.Check “Fluent”: able to speak or write easily and smoothly; closely related to eloquent speech.Check “Ignorant”: lacking knowledge or awareness; this is unrelated to speaking ability.Check “Rude”: impolite or ill-mannered; again, not a synonym for eloquent.Check “Significant”: important or meaningful; it refers to importance, not style of expression.Therefore, the word most similar to “eloquent” in meaning is “Fluent”. Verification / Alternative check: You can verify by using both words in similar contexts: “She is an eloquent speaker” and “She is a fluent speaker.” Both sentences highlight her ability to speak smoothly and effectively. While “eloquent” also carries a sense of emotional or persuasive power, “fluent” is the closest synonym among the given options. Why Other Options Are Wrong: “Ignorant” refers to a lack of knowledge and can even be used as an insult; it is opposite in tone to praising someone's speaking ability. “Rude” describes bad manners or impoliteness. “Significant” describes importance or meaningfulness, not how well someone speaks. None of these capture the idea of expressive, powerful speech. Common Pitfalls: Some students confuse “eloquent” with “significant” because eloquent speech may deal with important topics, but the words themselves are not synonyms. Remember that “eloquent” focuses on the style and power of expression, while “significant” focuses on importance or impact of the content. Final Answer: The word similar in meaning to “Eloquent” is Fluent.

Question 8

Out of the four options given, select the word that is most similar in meaning to the word “Nefarious”.

Accepted Answer

Introduction / Context: This vocabulary question checks your understanding of the word “nefarious”, which frequently appears in newspapers, legal contexts and exam passages. You are required to choose the option that is closest in meaning, that is, a synonym. Knowing such words helps you better understand descriptions of crimes, immoral acts and unethical behaviour. Given Data / Assumptions: The target word is “Nefarious”. Options are: Iniquitous, Purposeful, Suspicious, Virtuous. Only one option is intended to be the correct synonym. The question assumes general exam-level English vocabulary. Concept / Approach: “Nefarious” means extremely wicked, immoral or evil, especially in relation to criminal or unethical activities. The word “iniquitous” also describes something that is grossly unfair or morally wrong. Hence “iniquitous” is the best synonym here. The other options relate to different ideas: being determined, causing suspicion or being morally good. Step-by-Step Solution: Recall the meaning of “nefarious”: wicked, villainous, extremely immoral.Check “Iniquitous”: means very unfair and morally wrong; closely aligned with nefarious.Check “Purposeful”: means having a clear aim or determination; not about morality.Check “Suspicious”: means causing doubt or mistrust; again, this is not equivalent to wicked.Check “Virtuous”: means morally good, righteous; in fact, this is almost the opposite of nefarious.Therefore, the synonym that matches “nefarious” in meaning is “Iniquitous”. Verification / Alternative check: Use the words in sample sentences: “The police uncovered a nefarious plot to cheat investors.” You can substitute: “The police uncovered an iniquitous plot to cheat investors.” The meaning remains essentially the same: the plot is morally evil. Substituting any of the other options changes the meaning completely and makes the sentence incorrect or strange. Why Other Options Are Wrong: “Purposeful” refers to having purpose or intention, which can be good or bad, but does not itself mean wicked. “Suspicious” refers to doubt and distrust and does not describe the moral quality of an action. “Virtuous” is almost an antonym, as it means morally excellent and righteous. None of these options capture the extreme moral wrongness implied by “nefarious”. Common Pitfalls: Exam candidates sometimes choose “suspicious” because both words appear in crime-related contexts, but “suspicious” describes how something appears to others, not whether it is evil. Always focus on the exact meaning instead of just the context in which words are often used. Final Answer: The word similar in meaning to “Nefarious” is Iniquitous.

Question 9

Out of the four options given, select the word that is opposite in meaning (antonym) to the word “Ensconce”.

Accepted Answer

Introduction / Context: This question tests your knowledge of antonyms, specifically for the word “ensconce”. Antonym questions are important in competitive exams because they check whether you understand not just a word's meaning but also its opposite. The word “ensconce” is commonly used in literature and journalism to describe someone being settled or hidden comfortably. Given Data / Assumptions: The target word is “Ensconce”. Options are: Establish, Impudence, Request, Unveil. You must select the opposite in meaning. The context is standard exam-level vocabulary. Concept / Approach: “Ensconce” means to settle comfortably in a safe, secret or sheltered place, or to hide something securely. An opposite idea would involve revealing or exposing something rather than hiding it. The option “unveil” means to uncover, reveal, or disclose something that was hidden or unknown, which is the closest opposite of “ensconce”. Step-by-Step Solution: Recall the meaning of “ensconce”: to hide securely or settle comfortably in a safe place.Check “Establish”: means to set up or found something; not the opposite of hiding or sheltering.Check “Impudence”: means rudeness or disrespect; unrelated to hiding or revealing.Check “Request”: means to ask for something; again, unrelated to the core idea of ensconcing.Check “Unveil”: means to remove a covering or reveal something that was hidden.Thus, “Unveil” directly contrasts with the idea of hiding or sheltering something or someone. Verification / Alternative check: Consider a simple sentence: “The statue was ensconced behind thick curtains.” If we replace “ensconced” with its opposite, we might say: “The statue was unveiled before the audience.” Here “unveiled” clearly expresses the opposite of being concealed behind curtains. This confirms that “unveil” is the best antonym among the options. Why Other Options Are Wrong: “Establish” has no relation to hiding or revealing; it refers to setting up institutions or facts. “Impudence” talks about rude behaviour. “Request” is about asking. None of these carry any notion that contradicts the idea of hiding or sheltering. Therefore, they cannot be considered antonyms of “ensconce”. Common Pitfalls: Students might be tempted by “Establish” because both words can appear in formal writing, but their meanings are unrelated. It is important to focus on core meaning, not just register or tone. Pair “ensconce” mentally with “hide” or “settle comfortably” and then look for a word that means “reveal” or “expose”. Final Answer: The antonym of “Ensconce” is Unveil.

Question 10

Out of the four options given, select the word that is opposite in meaning (antonym) to the word “Lugubrious”.

Accepted Answer

Introduction / Context: This vocabulary question asks you to find the antonym of the word “Lugubrious”. Words like this often appear in literary descriptions of people, moods or atmospheres. Understanding its opposite helps in interpreting emotional tone in passages and in improving your descriptive vocabulary for essays and reports. Given Data / Assumptions: The target word is “Lugubrious”. Options are: Clumsy, Lucid, Optimistic, Sinister. You must select the word that is opposite in meaning. Standard exam-level meaning is assumed. Concept / Approach: “Lugubrious” means very sad, gloomy or mournful, often in an exaggerated way. It describes a deeply depressed or sorrowful mood. An antonym must therefore express cheerfulness, hopefulness or positivity. Among the options, “Optimistic” means hopeful and positive about the future, which directly contrasts with a gloomy, sorrowful outlook. Step-by-Step Solution: Recall the meaning of “lugubrious”: extremely sad, gloomy, mournful.Check “Clumsy”: means awkward in movement or handling; not related to mood.Check “Lucid”: means clear or easy to understand; it describes clarity, not emotion.Check “Optimistic”: means hopeful, expecting good things to happen; the opposite emotional tone of gloomy.Check “Sinister”: means giving the impression that something harmful or evil is happening; this is dark, but not the opposite of gloomy.Therefore, “Optimistic” is the best antonym of “lugubrious”. Verification / Alternative check: Imagine two descriptions of a person: “He looked lugubrious as he walked down the street” versus “He looked optimistic as he walked down the street.” The first clearly suggests sadness, the second suggests hope and positivity. These two emotional states are in strong contrast, confirming that “optimistic” is a suitable opposite. Why Other Options Are Wrong: “Clumsy” refers to physical awkwardness, not emotional state. “Lucid” is about clarity of thought or expression. “Sinister” suggests something evil or threatening, which can still be gloomy, not the opposite of it. None of these words provide the bright, hopeful contrast that “optimistic” offers to “lugubrious”. Common Pitfalls: Exam takers may be drawn to “sinister” because both “lugubrious” and “sinister” have negative tones, but antonyms must be opposite, not just different negative words. Always focus on the core idea: lugubrious equals gloomy; therefore, its antonym must equal cheerful or hopeful, which is “optimistic”. Final Answer: The antonym of “Lugubrious” is Optimistic.

Question 11

Choose the option that best expresses the meaning of the idiom “ended in a fiasco” as used in English.

Accepted Answer

Introduction / Context: This idiom-based question asks you to interpret the phrase “ended in a fiasco”. Idioms are fixed expressions whose meanings cannot always be understood from the individual words alone. Here, “fiasco” is a key vocabulary word that often appears in news articles and commentaries about events that go very badly. Given Data / Assumptions: The idiom is “ended in a fiasco”. Options describe different possible outcomes of an event. You must choose the option that shows the correct overall meaning. The context is general English usage, especially in reporting failures. Concept / Approach: The noun “fiasco” means a complete and embarrassing failure, especially when something was expected to be successful or impressive but went terribly wrong instead. Therefore, if something “ended in a fiasco”, it did not merely fail slightly; it turned into a total disaster. The option that matches this meaning is “A complete failure”. Step-by-Step Solution: Focus on the key word “fiasco” and recall its meaning: a total, often humiliating failure.Check option “A complete failure”: this matches the meaning directly.Check “A successful event”: this is the exact opposite of a fiasco.Check “Changed one completely”: this talks about personal change, not failure.Check “Twisted around”: this could mean turned or altered, but not complete failure.Thus, the idiom “ended in a fiasco” is correctly explained by “A complete failure”. Verification / Alternative check: Consider example sentences: “The much-publicised concert ended in a fiasco when the sound system failed and the singers walked off stage.” Replacing “ended in a fiasco” with “was a complete failure” keeps the meaning intact: the event went very badly and disappointed everyone. Why Other Options Are Wrong: “A successful event” directly contradicts the negative meaning of “fiasco”. “Changed one completely” is unrelated to success or failure; it describes transformation. “Twisted around” suggests being turned or altered, but does not convey the idea of disaster or total failure. Thus, these options do not accurately capture the sense of the idiom. Common Pitfalls: Some students may confuse “fiasco” with “dramatic” or “sensational” and think it means something big or exciting, but the word is always negative. Remember that a fiasco is not just any event; it is an event that goes wrong in a spectacular, embarrassing way. Final Answer: The idiom “ended in a fiasco” means a complete failure.

Question 12

Choose the option that best expresses the meaning of the idiom “sow wild oats” as used in English.

Accepted Answer

Introduction / Context: This idiom-based question tests your understanding of the expression “sow wild oats”. Idioms often have meanings that are not obvious from the individual words. This particular idiom traditionally refers to young people, especially young men, behaving in a reckless or foolish way before they settle down to a more responsible life. Given Data / Assumptions: The idiom in question is “sow wild oats”. Four different explanations are provided as options. You must choose the one that correctly reflects the standard meaning of the idiom. The exam expects recognition of traditional English idiomatic usage. Concept / Approach: Literally, sowing oats refers to planting grain. In the idiom “sow wild oats”, the word “wild” suggests uncontrolled, irresponsible behaviour. The phrase is used to describe wasting one's younger years in foolish or irresponsible activities, rather than focusing on meaningful work or responsibilities. Thus, it is closely related to wasting time in foolish pursuits. Step-by-Step Solution: Recall the figurative meaning: to behave in a wild, irresponsible way, often doing foolish things.Check option “To make someone fool”: this would mean to deceive or trick someone, which is not the main idea of the idiom.Check option “To make space to red”: this option appears incorrect and meaningless in standard English usage.Check option “To take revenge”: this refers to retaliating against someone, unrelated to youthful foolishness.Check option “To waste time by doing foolish things”: this matches the accepted meaning that one spends time on silly, irresponsible activities.Therefore, the correct meaning is “To waste time by doing foolish things”. Verification / Alternative check: Consider a sample sentence: “In his college days, he sowed his wild oats before becoming a serious businessman.” Replacing “sowed his wild oats” with “wasted time by doing foolish things” preserves the sense that his earlier behaviour was irresponsible and not focused on productive goals. Why Other Options Are Wrong: “To make someone fool” would mean to cheat or trick another person, which is not implied by the idiom. “To make space to red” is not a valid idiomatic expression. “To take revenge” suggests retaliation and anger, whereas “sow wild oats” is about self-indulgent and silly behaviour, often without malice. Common Pitfalls: Some candidates may try to interpret the words individually and think of “wild” as angry or violent, leading them towards revenge or harm. It is important to recognize that idioms often come from older agricultural or cultural metaphors and must be learned as fixed phrases with established meanings. Final Answer: The idiom “sow wild oats” means to waste time by doing foolish things.

Question 13

Improve the bracketed part of the sentence, if necessary: He has painted that picture so often that he can do it with his (eyes closed).

Accepted Answer

Introduction / Context: This sentence improvement question checks whether the underlined or bracketed phrase is already correct or needs replacement. The sentence describes someone who has painted a picture so many times that he can now paint it very easily, even without looking, which is a common English idiom. Given Data / Assumptions: The original sentence is: “He has painted that picture so often that he can do it with his eyes closed.” The phrase in brackets is “eyes closed”. Four options are given, including “No improvement”. We assume the sentence is intended to use a standard idiomatic expression. Concept / Approach: The idiom “with one's eyes closed” means to do something very easily, almost automatically, because of a lot of practice. The phrase “with his eyes closed” is therefore both grammatically correct and idiomatically perfect in this sentence. Any replacement would either change the meaning or make the sentence awkward. Step-by-Step Solution: Understand the meaning: he has practised painting the picture so often that it is very easy for him now.Recognize the idiom “with his eyes closed” which exactly expresses this idea of effortless action.Check option “arms full”: “with his arms full” would mean his hands are occupied with other things; this does not suit the context of painting.Check option “eyes opened”: this is grammatically different and loses the idiomatic meaning of effortless action.Check option “mind blank”: “with his mind blank” would mean he is not thinking, which is not the intended idea.Therefore, the best choice is “No improvement”, since the original expression is already correct. Verification / Alternative check: Read the original sentence again: “He has painted that picture so often that he can do it with his eyes closed.” This sounds natural and idiomatic in standard English. Native speakers commonly use this expression to indicate mastery through repetition, so no correction is needed. Why Other Options Are Wrong: “Arms full” changes the meaning to carrying something and does not relate to skill. “Eyes opened” is merely literal and removes the idiomatic emphasis on ease. “Mind blank” gives a different idea that he is not thinking, which is unrelated to practice and skill. None of these alternatives improve the sentence. Common Pitfalls: Many students think every question must require a change, but in sentence improvement exercises “No improvement” is often correct. The key is to recognise standard idioms and accept them when they are already correct instead of forcing a change. Final Answer: The bracketed phrase is already correct, so the answer is No improvement.

Question 14

Improve the bracketed part of the sentence by choosing the most appropriate option: If you talk to her nicely, she will probably (allow you) her notes.

Accepted Answer

Introduction / Context: This sentence improvement question checks your understanding of correct verb patterns in English, especially with the verbs “allow” and “let”. The sentence describes a situation where someone may lend their notes if spoken to politely. You must choose the option that results in a natural and grammatically correct sentence. Given Data / Assumptions: The original sentence is: “If you talk to her nicely, she will probably allow you her notes.” The bracketed phrase is “allow you”. Four options are given, including “No improvement”. The intended meaning is that she will permit you to use or borrow her notes. Concept / Approach: The verb “allow” usually takes an object and an infinitive or preposition (allow someone to do something, allow something to someone). The structure “allow you her notes” is awkward. The verb “let” has a simpler pattern: “let someone have something” is a very natural way to express permission to use or borrow something. So “let you have her notes” is the most idiomatic choice. Step-by-Step Solution: Understand the required meaning: she will permit you to have or use her notes.Check the original phrase: “allow you her notes” – this lacks “to have” and sounds unnatural.Check option “allow that you have”: the structure is clumsy and not standard for lending notes.Check option “let you have”: “she will probably let you have her notes” is a clear, idiomatic expression.Check option “let you to have”: “let” is followed directly by a bare infinitive; “let you to have” is incorrect.Since “No improvement” would retain the awkward original, it cannot be correct. The best improvement is “let you have”. Verification / Alternative check: Insert option (b) into the sentence: “If you talk to her nicely, she will probably let you have her notes.” This version is natural spoken and written English and clearly conveys that she will lend her notes. It matches standard verb pattern rules for “let”. Why Other Options Are Wrong: “Allow that you have” is grammatically odd and does not sound natural. “Let you to have” violates the rule that “let” is followed by the base form of the verb without “to”. “No improvement” would leave us with “allow you her notes”, which is incomplete and awkward because it omits “to have”. Common Pitfalls: Candidates often confuse “allow” and “let”, assuming they can always be interchanged. However, their patterns differ: “allow someone to do something” versus “let someone do something”. Remembering typical phrases like “let me have a look” can help you choose correctly in exam questions. Final Answer: The improved and correct phrase is let you have, giving the sentence: “she will probably let you have her notes.”

Question 15

Select the one-word substitute that best expresses the phrase “Atonement for one's sins”.

Accepted Answer

Introduction / Context: This question tests your knowledge of one-word substitutes, a favourite area in many English competitive exams. The phrase given is “atonement for one's sins”, and you must identify the single word that captures this meaning accurately. Such vocabulary is common in religious, moral and philosophical discussions. Given Data / Assumptions: The phrase is “atonement for one's sins”. Options are: Elite, Ignoramus, Incendiary, Repentance. Only one option correctly reflects the idea of being sorry and seeking forgiveness. We assume standard dictionary meanings for all options. Concept / Approach: “Atonement for one's sins” refers to the act of feeling genuine regret, seeking forgiveness and trying to make up for past wrongdoings. The word “repentance” expresses deep sorrow for one's sins and a desire to change. The other options have meanings related to social class, ignorance or causing fires or conflict, and are not connected to moral regret. Step-by-Step Solution: Focus on the core idea: feeling sorry for sins and seeking to make amends.Check “Elite”: refers to a select group of superior or privileged people; unrelated to the idea of atonement.Check “Ignoramus”: means a very ignorant person; again, unrelated to moral regret.Check “Incendiary”: something that causes fires or provokes conflict; not connected to atonement.Check “Repentance”: means deep sorrow and regret for one's sins, usually with a desire to change behaviour.Therefore, “Repentance” is the correct one-word substitute for atonement for one's sins. Verification / Alternative check: Consider a sentence: “He showed true atonement for his sins by helping those he had wronged.” Rewriting this with a one-word substitute gives: “He showed true repentance by helping those he had wronged.” The meaning is preserved and sounds natural in formal English usage. Why Other Options Are Wrong: “Elite” describes social standing, not moral feeling. “Ignoramus” is an insult for someone who knows very little. “Incendiary” describes something that sets things on fire or incites violence. None of these words involve regret, guilt or moral change, so they do not match the idea of atonement. Common Pitfalls: Sometimes students focus on the emotional tone of a word rather than the exact meaning. Atonement is a specific religious and moral concept, not just any strong feeling. Learning common one-word substitutes such as repentance, remorse, and penance will help you answer such questions quickly and accurately. Final Answer: The correct one-word substitute for “Atonement for one's sins” is Repentance.

Question 16

In the following question, four words are given. Out of these, select the word that is incorrectly spelt.

Accepted Answer

Introduction / Context: This spelling question asks you to identify which of the four given words is incorrectly spelt. Spelling-based items test your familiarity with common English words as they appear in textbooks, newspapers and official documents. Recognizing incorrect spellings quickly can help avoid errors in written exams and formal writing. Given Data / Assumptions: The four words are: Usable, Defense, Inventor, Annaul. Only one of these is spelt incorrectly. Standard British or Indian English spelling is assumed, but here the error is obvious in any variety of English. Concept / Approach: To answer this, you should mentally check each word against its correct spelling. “Usable”, “Defense” and “Inventor” are all correctly spelt words, although “defence” is the British variant and “defense” is the American variant. However, both forms are recognised. The word “Annaul” stands out as incorrect, because the correct spelling of the word meaning “yearly” is “Annual”. Step-by-Step Solution: Check “Usable”: correct spelling for something that can be used.Check “Defense”: American English spelling of “defence”; accepted in many contexts.Check “Inventor”: correctly spelt word meaning a person who invents things.Check “Annaul”: this appears to be a jumbled version of “annual”.The correct spelling is “Annual”, with “u” before “a” in the last syllable, not “Annaul”. Verification / Alternative check: Replace “Annaul” in a sample sentence: “The annaul sports day will be held in December.” This clearly looks wrong to any reader. Correcting it to “annual sports day” immediately reads correctly, confirming that “Annaul” is the incorrect spelling among the options. Why Other Options Are Wrong: “Usable” is standard. “Defense” is correct in American English, while “defence” is used in British English; exam setters generally accept this spelling as correct. “Inventor” is also a standard spelling. Thus, none of these three words contain a spelling mistake, so they cannot be the answer in a spelling error question. Common Pitfalls: Students sometimes overthink such questions and suspect minor regional variations like “defense/defence” instead of spotting obvious jumbled spelling errors. Always look for clear mistakes such as wrong letter order or extra letters before worrying about English variants. Final Answer: The incorrectly spelt word is Annaul (correct spelling: “annual”).

Question 17

In the following question, four words are given. Out of these, select the word that is incorrectly spelt.

Accepted Answer

Introduction / Context: This English spelling question asks you to find the word that is incorrectly spelt among four options. Such questions are designed to test your familiarity with common suffixes and patterns in English, especially endings like “-able” and “-ible”. Correct spelling is important for clear written communication and is frequently tested in competitive exams. Given Data / Assumptions: The four words given are: Changeable, Inedible, Tracable, Valuable. You must identify which one has a spelling mistake. We assume standard English spelling rules apply. Concept / Approach: Words ending in “-able” and “-ible” often follow patterns based on their root forms. The word intended here is “traceable”, derived from the verb “trace”. When you add “-able” to a verb ending in “ce”, the correct spelling usually becomes “-ceable”, as in “traceable”, “noticeable”. Therefore, “Tracable” is incorrect and should be spelt “Traceable”. Step-by-Step Solution: Examine “Changeable”: spelt correctly; formed from “change” + “able”.Examine “Inedible”: spelt correctly; formed from “edible” with prefix “in-” meaning not eatable.Examine “Tracable”: appears to come from “trace”, but it drops the “e”.Correct formation is “trace” + “able” → “traceable”, keeping the “e”.Examine “Valuable”: spelt correctly; formed from “value” + “able”.Therefore, the incorrectly spelt word is “Tracable”. Verification / Alternative check: Use the suspect word in a sentence: “The caller's location was easily tracable.” This looks wrong and may even be highlighted by spell-check software. Correcting it to “traceable” (“The caller's location was easily traceable”) gives the recognised spelling. This confirms that “Tracable” is incorrect. Why Other Options Are Wrong: “Changeable” correctly retains the “e” before “able”. “Inedible” is the accepted spelling for something that cannot be eaten. “Valuable” is standard spelling for something that has great value. None of these words contain the type of suffix error present in “Tracable”. Common Pitfalls: Students often drop silent letters when adding suffixes, especially the final “e”, without checking the correct pattern. Remember that some combinations retain the “e” to preserve pronunciation and standard spelling, such as “traceable” and “noticeable”. Learning a few examples of such words helps you quickly recognize correct and incorrect forms in exams. Final Answer: The incorrectly spelt word is Tracable (correct spelling: “traceable”).

Question 18

Read the four labelled sentences P, Q, R and S about the expression "laws of nature" and choose the option that gives the most logical order to form a clear and coherent paragraph.

Accepted Answer

Introduction / Context: This question tests the skill of arranging four related sentences into a coherent paragraph. The sentences discuss the expression "laws of nature" and why this wording can be misleading. To answer such a para jumble question, a learner has to identify the introductory idea, link follow up explanations in a logical way, and then end with a concluding effect. Mastering this type of question improves reading comprehension, logical sequencing, and the ability to recognise how ideas flow in an English paragraph. Given Data / Assumptions: - Four labelled sentences P, Q, R and S are given. - They all talk about "laws of nature" and the way the term law is used. - We must choose the order which forms a meaningful and coherent paragraph. - The answer options are sequences of these labels like QSRP, SQRP, QSPR and SQPR. Concept / Approach: For para jumble questions, we usually look for the best opening sentence, supporting explanations, contrast markers, and a natural closing remark. Introductory sentences often define a topic or comment on terminology. Follow up lines explain or justify that comment. Here, the word law is said to be unfortunate, and other sentences discuss how it might be better to speak of uniformities of nature and how that would remove a common misunderstanding. We must link these ideas in a smooth, progressive way without breaking the logical chain. Step-by-Step Solution: Step 1: Sentence S states that the use of the word law in this context is rather unfortunate. This clearly introduces the topic and sets up a criticism of the term.Step 2: Sentence Q explains why this use is problematic by saying that laws of nature are not commands but statements of fact. This directly supports the claim in S and therefore naturally follows it.Step 3: Sentence P suggests an alternative expression. It says that it would be better to speak of uniformities of nature, which fits as a recommendation after explaining the problem with the term law.Step 4: Sentence R then clarifies the benefit of this new expression. It says that this would remove the elementary fallacy that a law implies a law giver. That sounds like a conclusion which describes the positive result of the change proposed in P.Step 5: Putting these together gives the order S Q P R, which matches the sequence SQPR in the options. Verification / Alternative check: If we try any other option as the starting point, the paragraph becomes awkward. For example, if we begin with Q, we get a statement about laws of nature without any reason why the term is being questioned. If we begin with P, we are told that it would be better to speak of uniformities, but we do not know what expression is being replaced or why. Only S introduces the theme by calling the word law unfortunate. After that, Q, P and R fall into place naturally as explanation, suggestion, and resulting benefit. This confirms that SQPR is the only coherent order. Why Other Options Are Wrong: - QSRP starts with Q and does not first explain why the term law is unfortunate, so S appears abruptly in the middle. - SQRP ends with P and leaves the result of the new term unexplained since R, which gives the benefit, is missing at the end. - QSPR again starts with Q without an introductory remark and places S later in a way that breaks the flow of reasoning. Common Pitfalls: Students often pick an option simply because it looks grammatically smooth, without checking whether it has a clear introduction and conclusion. Another frequent mistake is to focus only on local links between two sentences instead of seeing the overall progression from problem to explanation to solution. In questions about terminology or definitions, the sentence that criticises or defines the term usually forms the natural start. Always check whether each subsequent sentence answers a clear question raised by the previous one, such as why, how, or with what result. Final Answer: The most logical and coherent order of the sentences is SQPR, so the correct option is the sequence SQPR.

Question 19

Read the four labelled sentences P, Q, R and S about time and life, and choose the option that gives the most logical order to form a meaningful paragraph.

Accepted Answer

Introduction / Context: This para jumble question examines the ability to arrange sentences into a coherent thought about time and human life. The sentences discuss time as a great equalizer, its effect on people, how it offers opportunities, and the idea that there is no second chance when the game of life ends. To answer correctly, one has to detect which statement introduces the main idea, which sentences elaborate on that idea, and which line serves as a logical conclusion. Given Data / Assumptions: - Four sentences P, Q, R and S are given about time and the game of life. - Q calls time the great equalizer of all mankind. - S explains that time has taken away both the best and the worst of people. - R states that time offers opportunity but requires a sense of regard. - P concludes that when the game of life is finally over there is no second chance to correct errors. Concept / Approach: To find the correct order, we search for a general introductory statement, followed by examples or effects, and finally a closing moral. In this set, the sentence that defines time in a broad way is the best opening. Then we look for statements that illustrate that definition. Lastly we place the sentence that gives a final lesson or warning. Maintaining this flow keeps the paragraph meaningful and persuasive. Step-by-Step Solution: Step 1: Q says that time is the great equalizer of all mankind. This is a general philosophical statement and clearly works as the introduction to the topic.Step 2: S follows naturally because it gives an example of this equalizing role. It mentions that time has taken away both the best and the worst of us without favour, which illustrates the idea in Q.Step 3: R then highlights another characteristic of time. It states that time offers opportunity but demands regard, meaning that time gives chances but expects responsible use.Step 4: P concludes the thought by telling us that when the game of life is finally over there is no second chance to correct errors. This is a moral lesson derived from the earlier points about how time treats everyone equally and yet demands wise use.Step 5: Putting these in sequence gives Q S R P, which corresponds to the option QSRP. Verification / Alternative check: If we test other orders, they fail to give a smooth logical flow. Starting with P would be odd because it talks about the end of life before introducing time as a concept. Starting with R or S would jump into partial details without a clear central idea. Only Q naturally sets up the theme, S and R add explanation and elaboration, and P supplies a strong final message. The paragraph Q S R P reads smoothly and preserves cause, effect and conclusion. Why Other Options Are Wrong: - RSQP starts with R, which discusses time offering opportunities without first describing time as an equalizer, so the context feels incomplete. - PQRS opens with P about the end of the game of life, which is more like a concluding observation than an introduction. - RSPQ once again begins with R and puts P before Q, breaking the natural progression from concept to illustration to final lesson. Common Pitfalls: Learners often pay attention to only local links, for example from one pronoun to a noun, and ignore the global structure of the paragraph. Another pitfall is to treat any dramatic sounding sentence as an opening line even if it actually summarises the earlier ideas. In philosophical paragraphs, the first sentence usually introduces the key idea in very general terms, while later sentences refine or exemplify it. Always look for that general definition or statement and place it at the beginning. Final Answer: The correct logical sequence of the sentences is QSRP, which means the right option is QSRP.

Question 20

In the following question, a sentence is given in the Active voice. Choose the option that correctly expresses the same idea in the Passive voice: He saw him conducting the seminar on personality development.

Accepted Answer

Introduction / Context: This question checks understanding of the transformation between active and passive voice in English grammar. The original sentence describes someone seeing a person in the process of conducting a seminar. The passive form needs to preserve the idea that the person was observed while carrying out the action of conducting. Many students struggle with voice change when continuous or progressive meanings are involved, so careful attention to meaning is required rather than a mechanical swap of subject and object. Given Data / Assumptions: - Original sentence in active voice: He saw him conducting the seminar on personality development. - We need an equivalent sentence in passive voice that keeps the sense of continuous action. - The observer in the original sentence is not important in the passive option and can be omitted. - Four alternatives are given, and we must pick the one that best preserves the original meaning. Concept / Approach: In voice change, the object of the active sentence usually becomes the subject of the passive sentence. The tense and aspect remain as close as possible in meaning. The original sentence means that someone saw a man while he was conducting a seminar. In passive form, the focus shifts to the man, who was seen, not to the person who saw him. It is also common to omit the agent if it is not important, especially in simple reporting sentences where the doer is obvious or irrelevant. Step-by-Step Solution: Step 1: Identify the logical agent and object. The essential meaning is that a person (unspecified in the best passive form) saw him, and he was conducting a seminar.Step 2: In passive, the person who was being observed, that is he, should become the subject. So the passive sentence has to begin with He was seen.Step 3: The continuous sense conducting the seminar on personality development must be preserved. The phrase conducting the seminar on personality development should follow He was seen.Step 4: The option He was seen conducting the seminar on personality development exactly captures this meaning without forcing an unnatural infinitive structure.Step 5: Therefore the correct passive voice is He was seen conducting the seminar on personality development. Verification / Alternative check: We can check the correctness by paraphrasing. The sentence He was seen conducting the seminar on personality development can be reworded as Someone saw him while he was conducting the seminar on personality development, which matches the original statement. The tense, focus and meaning are consistent. The observer is not mentioned, but that is acceptable in passive constructions when the agent is not important or is clear from context. Why Other Options Are Wrong: - He was seen by me to conduct the seminar on personality development is grammatically possible but does not match the original subject, because the original does not explicitly mention me. It also sounds more formal and slightly different in emphasis. - He saw the seminar on personality development being conducted by him shifts the focus to the seminar and introduces confusion by suggesting that he saw the seminar itself rather than the person conducting it. - He saw the seminar on personality development to be conducted by him suggests a future or planned action, not an action that was already in progress, so it changes the meaning. Common Pitfalls: Students often think that every passive must include a by phrase that names the agent, but that is not always necessary. Another mistake is to change the structure into an infinitive, as in to conduct, which can alter the time reference. It is safer to keep the progressive or continuous sense when the original sentence shows an action in progress. Always check whether the passive sentence can be expanded back into a natural active sentence that matches the given one in sense and time. Final Answer: The correct passive voice form is He was seen conducting the seminar on personality development.

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