Read each of these sentences to find out whether there is any grammatical error in it. The error, if any, will be in one part of the sentence. Select the part with the error as your answer. If there is no error, select ’No error’ as your answer. Ignore the errors of punctuation, if any.
The impressed crowd (1)/ applauded Ginaji’s ability (2)/ to solved any problems (3)/ within minutes. (4)/ No error (5)
Kinu’s neighbour was (1)/ a very nosy person (2)/ and always harassed him (3)/ by asked silly questions. (4)/ No error (5)
On day, the wise king Solomon (1)/ was approached of (2)/ two women arguing (3)/ over a goal. (4)/ No error (5)
A businessman was stood (1)/ at the pier of a small coastal village (2)/ when a small boat with just (3)/ one fisherman arrived. (4)/ No error (5)
All the participants were (1)/ shocked to hear the criterion (2)/ for the competition and looked (3)/ at each other in amazement. (4)/ No error (5)
Read the following passage carefully and answer the questions given below it. Certain words/phrases are printed in bold to help you to locate them while answering some of the questions.
The writer believes that the work experience should focus more on the development in students of the ability to work with the materials of their environment and solve problems as close to reality as is practicable.
Work experience is included as a separate subject in the school system, should not be treated in the same manner as other school subjects, i.e., accumulation of certain technical facts with a superficial blessing of practical aspect of this new subject in our school curriculum.
Work experience when included as a separate subject in our school curriculum will not doubt entail huge investment. But if the concept of work experience is implemented with a sincere and competent guidance, this above investment will be a great asset to our nation.
Let us suppose, that work experience is designed in such a manner to be productive and self sufficient, it may have some negative reaction from local small scale producers of those consumer goods. However, an assumption is made in the above conviction that the quality of consumer articles produced by a school would be good enough to compete the market.
Ignoring all the inherent dangers discussed earlier of incorporating work experience as a separate subject in our school curriculum, it may still be worthwhile to include work experience level in science teaching even with work experience as a separate subject. This concept of work experience in science teaching would help to provide a proper training (or development of scientific attitude) in work experience as a separate subject and in useful occupations or vocations to our students. The above training may encourage students to set up small scale industries after their completion of grade ten. This above approach may give some satisfaction to our tax payers that the investment in the educational endeavour is not a total wastage of their money.
The writer’s experience (in various countries) suggests that to make work experience a worthwhile experience, it should also be incorporated as an integral part into the high school subjects, especially science subjects. To accomplish this, any school subject especially science must be taught on four levels; the facts level, the concepts level, the values level, and the work experience level.
The concept of work experience in science teaching would help .........
A. to provide proper training in work experience.
B. students to set up small scale industries after the completion of grade ten.
C. to give some satisfaction to our tax payers that they could reap a little more profit from this endeavour.
The idea that to make experience a worthwhile experience, it should also be incorporated as an integral part into the high school subjects comes from ........
What will happen if the work experience is designed to be productive and self-sufficient ?
What is the subject which should not be treated in the same manner as other school subjects ?
According to the writer, the work experience should focus more ...
A. on the development in students of extra curricular activities.
B. on the development in students of the ability to work with the materials of their surroundings.
C. on the ability to solve problems as close to reality as is practicable.
Read each sentence to find out whether there is any grammatical error or idiomatic error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error, the answer is (5). (Ignore errors of punctuation, if any).
A high fat diet (1)/ not only increases the risks (2)/ of heart ailments (3)/ however also that of other disorders. (4)/ No error (5)
When two vowel (1)/ sounds occurs in direct succession, (2)/ the transition between them (3)/ is often difficult to make. (4)/ No error (5)
He is neither in (1)/ favour of arms race (2)/ or in favour of (3)/ simple nuclear disarmament. (4)/ No error (5)
One solutions is to (1)/ avoid the impasse altogether, (2)/ by taking a (3)/ slightly different route. (4)/ No error (5)
Naturalisation is the (1)/ process by which (2)/ a immigrant becomes a citizen (3)/ of his new country.(4)/ No error (5)
In the given passage, there are blanks, each of which has been numbered. Against each, five words/group of words are suggested, one of which fits the blank appropriately. Find out the appropriate word/group of words in each case
The old man was sitting under a tree. ’Sit’ his voice rang out. ’Close your eyes and listen the story will serve you well.’
There was a handsome prince whose best friend was a washer man’s son. The king’s father believed that everyone was equal whether born in a palace or a hut. (21) his son to school with the other children- if the school was good enough for them, it was good enough for his son. Now the prince grew up to be good and kind and (22) a girl from the kingdom. But the king had reservations. Ruling the kingdom required a great strength of character. Was the god (23) this responsibility? But he served his son and agreed to the marriage. The marriage ceremony was a grand affair and the reception (24). In all the merriment and joy there was no unhappiness. Time went on and the prince and his bride were happy. Then one night, the royal party (25) to the palace when it was attacked by thieves. There was a fierce battle in which the prince (26). The prince was beheaded and the leader of the gang too. The princess prayed fervently for help and Goddess of protection defeated the wicked thieves. She was (27) the princess’ tears that she granted her a boon. The princess immediately asked for the life of her husband. There was a (28) thunder and the prince was restored to life. But then the Goddess realised that in bringing him back to life she had attached his head as that of the thief. It could not be (29). When they returned to the palace, the king, his ministers and all who encountered them (30). The princess said to them, ’It is the head which controls the body which determines character. This is your prince. Mind over matter!
Choose the word/group of words which is most nearly the same in meaning as the word/group of words given in bold as used in the passage.
Choose the word which is most opposite in meaning of the word given in bold as used in the passage.