IBPS Clerk Course 2015: Prelims Mock Test 1

Directions (1-5): What will come in place of question mark (?) in the following number series?

2, 10, 25, 54, 104, ?

Directions (1-5): What will come in place of question mark (?) in the following number series?

3, 2, 6, 6, 12, 18, 24, ?

Directions (1-5): What will come in place of question mark (?) in the following number series?

4, 16, 32, 68, 132, ?

Directions (1-5): What will come in place of question mark (?) in the following number series?

2, 3, 4, 8, 16, 25, 52, ?

Directions (1-5): What will come in place of question mark (?) in the following number series?

1, 2, 8, 48, 384, ?

Directions (6- 10): What approximate value should come in place of the question mark (?) in the following questions?
(Note: You are not expected to calculate the exact value.)

24.9 × 7.2 + 24.02% of 249 – √492 = ?

Directions (6- 10): What approximate value should come in place of the question mark (?) in the following questions?
(Note: You are not expected to calculate the exact value.)

(6.99)² + (8.01)² – √85 = ?

Directions (6- 10): What approximate value should come in place of the question mark (?) in the following questions?
(Note: You are not expected to calculate the exact value.)

2456.8734 – 2235.3567 + 165.782 = ?

Directions (6- 10): What approximate value should come in place of the question mark (?) in the following questions?
(Note: You are not expected to calculate the exact value.)

4/9 × 6541 – 11/15 × 1322 = ?

Directions (6- 10): What approximate value should come in place of the question mark (?) in the following questions?
(Note: You are not expected to calculate the exact value.)

564 – 3142 ÷ 147 = ? × 36.09

A jar contains mixture of liquids A and B in the ratio 3 : 4. 14 litres of this mixture is drawn out and replaced by 15 litres of liquid A, the new ratio of liquids in the mixture becomes 9 : 8 respectively. Find the amount of liquid B originally present in the mixture.

A bag contains 5 white balls, 4 green balls and 3 red balls. Six balls are drawn at random. What is the probability that there is equal number of balls of each color?

Find the total surface area of a right circular cylinder whose volume is 7392 cubic cms and surface area is 1056 square cms.

The ratio of present ages of A and B is in the ratio 5 : x. A is 14 years younger than C. After 11 years, C’s age will be 45 years. The sum of the present ages of A and B is 10 more than C’s present age. What is the value of x?

A train starts at 10 AM from A at 40 km/hr and reaches point B 450 km away at 5 PM. Another train starts at 11 AM from point B at 60 km/hr and reaches point A at 4 PM. Find the time at which the two trains will meet.

24 men complete a work in 14 days and 30 women can complete the same work in 20 days. 21 men started the work and after they completed 1/4th of the work, they are joined by 30 women. Find the total number of days in which the work will be completed.

Rs 14,025 is invested in two schemes. Some part at 8% per annum Simple Interest and the remaining part at 4% per annum compounded annually. After 2 years the interest from both the parts is found to be same. Find the amount invested at 8% per annum SI.

Directions (18-20): Study the following information carefully to answer the following questions.

A country has four brands namely ADIDAS, REEBOK, PEPE, LEVIS. These brands have a total of 600 stores in the country. The number of ADIDAS and REEBOK stores comprise of 24% and 32% respectively of the total number of stores. The number of PEPE stores is 48 less than the number of LEVIS stores.

What is the difference between the number of REEBOK and PEPE stores?

Directions (18-20): Study the following information carefully to answer the following questions.

A country has four brands namely ADIDAS, REEBOK, PEPE, LEVIS. These brands have a total of 600 stores in the country. The number of ADIDAS and REEBOK stores comprise of 24% and 32% respectively of the total number of stores. The number of PEPE stores is 48 less than the number of LEVIS stores.

How much percent does REEBOK and LEVIS stores contribute in the total number of stores?

Directions (18-20): Study the following information carefully to answer the following questions.

A country has four brands namely ADIDAS, REEBOK, PEPE, LEVIS. These brands have a total of 600 stores in the country. The number of ADIDAS and REEBOK stores comprise of 24% and 32% respectively of the total number of stores. The number of PEPE stores is 48 less than the number of LEVIS stores.

The total number of ADIDAS and PEPE sores is approximately what percent of the total number of REEBOK and LEVIS stores?

Directions (21-25): Study the following pie-chart carefully to answer the following questions.
DISTRIBUTION OF NUMBER OF CARS PRODUCED BY 7 DIFFERENT COMPANIES IN 2014

Find the total number of cars produced by company B if the number of cars (above Rs 12 Lacs) produced by company C is 12,160.

Directions (21-25): Study the following pie-chart carefully to answer the following questions.
DISTRIBUTION OF NUMBER OF CARS PRODUCED BY 7 DIFFERENT COMPANIES IN 2014

The ratio of the number of cars (above Rs 12 Lacs) produced by Company D to that of the number of cars (above Rs 12 Lacs) produced by Company A is

Directions (21-25): Study the following pie-chart carefully to answer the following questions.
DISTRIBUTION OF NUMBER OF CARS PRODUCED BY 7 DIFFERENT COMPANIES IN 2014

If the number of cars produced by Company E is 32,000, then what is the number of cars (above Rs 12 Lacs) produced by company F?

Directions (21-25): Study the following pie-chart carefully to answer the following questions.
DISTRIBUTION OF NUMBER OF CARS PRODUCED BY 7 DIFFERENT COMPANIES IN 2014

If number of cars produced by Companies F and G increase by 10% each and the number of cars above Rs 12 Lacs remains unchanged for all the companies, then find the number of cars (above Rs 12 Lacs) produced by Company G.

Directions (21-25): Study the following pie-chart carefully to answer the following questions.
DISTRIBUTION OF NUMBER OF CARS PRODUCED BY 7 DIFFERENT COMPANIES IN 2014

If the number of cars produced by Company E increases by 10% while that produced by company A reduces by 5% and the percentage of cars above Rs 12 Lacs remains same for all the companies, then find the ratio of the number of cars (above Rs 12 Lacs) produced by Company E to the number of cars (above Rs 12 Lacs) produced by Company A.

Directions (26-30): Study the following bar graph carefully and answer the questions given below. The bar graph shows the percentage distribution of different TV channels.

The distribution by SAB TV is by what percent more than the distribution by ZEE TV?

Directions (26-30): Study the following bar graph carefully and answer the questions given below. The bar graph shows the percentage distribution of different TV channels.

What is the ratio of the total distribution by STAR PLUS and ZEE TV to the total distribution by & TV and SAB TV?

Directions (26-30): Study the following bar graph carefully and answer the questions given below. The bar graph shows the percentage distribution of different TV channels.

If the distribution by SONY channel is Rs 2.10 Crores then the difference between the distribution by ZEE TV and & TV channels is:

Directions (26-30): Study the following bar graph carefully and answer the questions given below. The bar graph shows the percentage distribution of different TV channels.

The total amount of distribution by all the channels is how many times the distribution by LIFE OK channel?

Directions (26-30): Study the following bar graph carefully and answer the questions given below. The bar graph shows the percentage distribution of different TV channels.

If the distribution by SAB TV is Rs 2.45 Crores then the total distribution by SONY, & TV and LIFE OK is:

Directions (31-35): In each of these questions, two equations are given. You have to solve these equations and find out the values of x and y and give answer.

2x² – 9x + 10 = 0, 2y² – 13y + 20 = 0

Directions (31-35): In each of these questions, two equations are given. You have to solve these equations and find out the values of x and y and give answer.

x² + 5x – 14 = 0, y² – 3y – 10 = 0

Directions (31-35): In each of these questions, two equations are given. You have to solve these equations and find out the values of x and y and give answer.

x² – x – 6 = 0, 2y² – 19y + 42 = 0

Directions (31-35): In each of these questions, two equations are given. You have to solve these equations and find out the values of x and y and give answer.

2x² – 5x + 3 = 0, 2y² + 5y + 3 = 0

Directions (31-35): In each of these questions, two equations are given. You have to solve these equations and find out the values of x and y and give answer.

2x² – x – 6 = 0, 4y² + 20y + 21 = 0

Directions (36-40): In all the questions that follow, relationship between different elements is shown in the statements. The statements are followed by two conclusions. Give answer accordingly.

Statements: S > R ≤ M, H ≤ R, I ≤ B = H
Conclusions:
I. M > I
II. M = I

Directions (36-40): In all the questions that follow, relationship between different elements is shown in the statements. The statements are followed by two conclusions. Give answer accordingly.

Statements: A < P ≤ Q, L > Q < K, P ≥ O Conclusions: I. K ≥ O II. L > O

Directions (36-40): In all the questions that follow, relationship between different elements is shown in the statements. The statements are followed by two conclusions. Give answer accordingly.

Statements: X > A ≥ Z, Q = A, L > X
Conclusions:
I. L > Q
II. Z < L

Directions (36-40): In all the questions that follow, relationship between different elements is shown in the statements. The statements are followed by two conclusions. Give answer accordingly.

Statements: P ≥ R > K, R > F < A, B > P
Conclusions:
I. P > F
II. B > A

Directions (36-40): In all the questions that follow, relationship between different elements is shown in the statements. The statements are followed by two conclusions. Give answer accordingly.

Statements: A ≥ B ≥ J, J < P, P > E
Conclusions:
I. E > B
II. A > P

How many pairs of letters are there in the word INDIATODAY, each of which has as many letters between them as in the English alphabet?

There are total 42 students sitting in a row. Prachi is sitting at 6th number from the left end and Swati is sitting at 22nd number from the right end. Prachi wants to sit adjacent to Swati. After sitting adjacent to Swati, Prachi will be at which number from the left end?

A certain amount is distributed among six people – A, B, C, D, E, and F. F received more than B but less then C. B received more than only A. E received more than C but he did not get the highest amount. Who among the following received more amount than F?

Directions (44-45): Study the information given below and answer the given questions:

‘P – Q’ means ‘P is the sister of Q’.
‘P @ Q’ means ‘P is the wife of Q’.
‘P % Q’ means ‘P is the son of Q’.
‘P + Q’ means ‘P is the mother of Q’.

What is the relation between ‘A and B’ in the expression ‘B @ F % M + A – T’?

Directions (44-45): Study the information given below and answer the given questions:

‘P – Q’ means ‘P is the sister of Q’.
‘P @ Q’ means ‘P is the wife of Q’.
‘P % Q’ means ‘P is the son of Q’.
‘P + Q’ means ‘P is the mother of Q’.

What will come in the place of question mark, if it is provided that ‘A is the daughter-in-law of T’ in the expression ‘A + P ? L % T’?

Directions (46-50): Study the information given below and answer the given questions:

Twelve friends are sitting in two parallel rows. Each row contains six persons and there is an equal distance between the adjacent persons. Members in one of the row are A, B, C, D, E and F and they all are seated facing the South direction. The members of this row are facing the members of the other row – L, M, N, O, P, and Q and they all are seated facing the North direction.

A is sitting third to the right of D. Q is sitting fourth to the right of M, who faces neither D nor A. C faces the one who is adjacent to O and also fourth from the right end. F is sitting at one of the extreme ends and is facing Q. B is not facing P. L is sitting at an extreme end. N is sitting second to the left of the one who is facing E.

Which of the following pairs is sitting at extreme ends of the rows?

Directions (46-50): Study the information given below and answer the given questions:

Twelve friends are sitting in two parallel rows. Each row contains six persons and there is an equal distance between the adjacent persons. Members in one of the row are A, B, C, D, E and F and they all are seated facing the South direction. The members of this row are facing the members of the other row – L, M, N, O, P, and Q and they all are seated facing the North direction.

A is sitting third to the right of D. Q is sitting fourth to the right of M, who faces neither D nor A. C faces the one who is adjacent to O and also fourth from the right end. F is sitting at one of the extreme ends and is facing Q. B is not facing P. L is sitting at an extreme end. N is sitting second to the left of the one who is facing E.

Which of the following is facing M?

Directions (46-50): Study the information given below and answer the given questions:

Twelve friends are sitting in two parallel rows. Each row contains six persons and there is an equal distance between the adjacent persons. Members in one of the row are A, B, C, D, E and F and they all are seated facing the South direction. The members of this row are facing the members of the other row – L, M, N, O, P, and Q and they all are seated facing the North direction.

A is sitting third to the right of D. Q is sitting fourth to the right of M, who faces neither D nor A. C faces the one who is adjacent to O and also fourth from the right end. F is sitting at one of the extreme ends and is facing Q. B is not facing P. L is sitting at an extreme end. N is sitting second to the left of the one who is facing E.

B is related to O in the same way-as D is related to Q. Which of the following is C related to following the same pattern?

Directions (46-50): Study the information given below and answer the given questions:

Twelve friends are sitting in two parallel rows. Each row contains six persons and there is an equal distance between the adjacent persons. Members in one of the row are A, B, C, D, E and F and they all are seated facing the South direction. The members of this row are facing the members of the other row – L, M, N, O, P, and Q and they all are seated facing the North direction.

A is sitting third to the right of D. Q is sitting fourth to the right of M, who faces neither D nor A. C faces the one who is adjacent to O and also fourth from the right end. F is sitting at one of the extreme ends and is facing Q. B is not facing P. L is sitting at an extreme end. N is sitting second to the left of the one who is facing E.

Which of the following statement is true regarding the given arrangement?

Directions (46-50): Study the information given below and answer the given questions:

Twelve friends are sitting in two parallel rows. Each row contains six persons and there is an equal distance between the adjacent persons. Members in one of the row are A, B, C, D, E and F and they all are seated facing the South direction. The members of this row are facing the members of the other row – L, M, N, O, P, and Q and they all are seated facing the North direction.

A is sitting third to the right of D. Q is sitting fourth to the right of M, who faces neither D nor A. C faces the one who is adjacent to O and also fourth from the right end. F is sitting at one of the extreme ends and is facing Q. B is not facing P. L is sitting at an extreme end. N is sitting second to the left of the one who is facing E.

How many persons are sitting between M and P?

Directions (51-55): Study the information given below and answer the given questions:

In an 8 storeyed building in which 0th or Ground floor has a parking lot, there are head offices of seven major banks namely – ICICI bank, HDFC bank, Syndicate bank, OBC bank, Canara bank, Corporation bank and PNB bank. The head offices of the banks are on the floors starting from 1st floor to 7th floor but not necessarily in the same order. The names of the managers of these banks are Kumar Suresh, Mr. V.Verma, Mr. S.Tarun, Mr. Sanjay Sharma, Mr. Chaitanya Nanda, Mr. D.Ravi and Mr. B.Rana, also not necessarily in the same order.
Either OBC bank or PNB bank is on the top or first floor respectively. D. Ravi is the manager of the bank which is on 5th floor. HDFC and Corporation bank are on the consecutive floors. Kumar Suresh and Mr. Chaitanya Nanda are the managers of the ICICI bank and Canara bank respectively. Mr. S. Tarun and Mr. D. Ravi are the managers of the banks which are on consecutive floors. Mr. V.Verma, who is the manager of HDFC bank, and Kumar Suresh have one bank in between their respective floors. Mr. S.Tarun, who is the manager of the Syndicate bank sits on the floor just above the Corporation bank.

Which bank is on the immediate next floor to Canara bank?

Directions (51-55): Study the information given below and answer the given questions:

In an 8 storeyed building in which 0th or Ground floor has a parking lot, there are head offices of seven major banks namely – ICICI bank, HDFC bank, Syndicate bank, OBC bank, Canara bank, Corporation bank and PNB bank. The head offices of the banks are on the floors starting from 1st floor to 7th floor but not necessarily in the same order. The names of the managers of these banks are Kumar Suresh, Mr. V.Verma, Mr. S.Tarun, Mr. Sanjay Sharma, Mr. Chaitanya Nanda, Mr. D.Ravi and Mr. B.Rana, also not necessarily in the same order.
Either OBC bank or PNB bank is on the top or first floor respectively. D. Ravi is the manager of the bank which is on 5th floor. HDFC and Corporation bank are on the consecutive floors. Kumar Suresh and Mr. Chaitanya Nanda are the managers of the ICICI bank and Canara bank respectively. Mr. S. Tarun and Mr. D. Ravi are the managers of the banks which are on consecutive floors. Mr. V.Verma, who is the manager of HDFC bank, and Kumar Suresh have one bank in between their respective floors. Mr. S.Tarun, who is the manager of the Syndicate bank sits on the floor just above the Corporation bank.

Mr. D.Ravi is the manager of which bank?

Directions (51-55): Study the information given below and answer the given questions:

In an 8 storeyed building in which 0th or Ground floor has a parking lot, there are head offices of seven major banks namely – ICICI bank, HDFC bank, Syndicate bank, OBC bank, Canara bank, Corporation bank and PNB bank. The head offices of the banks are on the floors starting from 1st floor to 7th floor but not necessarily in the same order. The names of the managers of these banks are Kumar Suresh, Mr. V.Verma, Mr. S.Tarun, Mr. Sanjay Sharma, Mr. Chaitanya Nanda, Mr. D.Ravi and Mr. B.Rana, also not necessarily in the same order.
Either OBC bank or PNB bank is on the top or first floor respectively. D. Ravi is the manager of the bank which is on 5th floor. HDFC and Corporation bank are on the consecutive floors. Kumar Suresh and Mr. Chaitanya Nanda are the managers of the ICICI bank and Canara bank respectively. Mr. S. Tarun and Mr. D. Ravi are the managers of the banks which are on consecutive floors. Mr. V.Verma, who is the manager of HDFC bank, and Kumar Suresh have one bank in between their respective floors. Mr. S.Tarun, who is the manager of the Syndicate bank sits on the floor just above the Corporation bank.

If Mr. Sanjay Sharma is the manager of the bank on 1st floor, who is the manager of OBC bank?

Directions (51-55): Study the information given below and answer the given questions:

In an 8 storeyed building in which 0th or Ground floor has a parking lot, there are head offices of seven major banks namely – ICICI bank, HDFC bank, Syndicate bank, OBC bank, Canara bank, Corporation bank and PNB bank. The head offices of the banks are on the floors starting from 1st floor to 7th floor but not necessarily in the same order. The names of the managers of these banks are Kumar Suresh, Mr. V.Verma, Mr. S.Tarun, Mr. Sanjay Sharma, Mr. Chaitanya Nanda, Mr. D.Ravi and Mr. B.Rana, also not necessarily in the same order.
Either OBC bank or PNB bank is on the top or first floor respectively. D. Ravi is the manager of the bank which is on 5th floor. HDFC and Corporation bank are on the consecutive floors. Kumar Suresh and Mr. Chaitanya Nanda are the managers of the ICICI bank and Canara bank respectively. Mr. S. Tarun and Mr. D. Ravi are the managers of the banks which are on consecutive floors. Mr. V.Verma, who is the manager of HDFC bank, and Kumar Suresh have one bank in between their respective floors. Mr. S.Tarun, who is the manager of the Syndicate bank sits on the floor just above the Corporation bank.

The manager of the Syndicate bank sits on which floor?

Directions (51-55): Study the information given below and answer the given questions:

In an 8 storeyed building in which 0th or Ground floor has a parking lot, there are head offices of seven major banks namely – ICICI bank, HDFC bank, Syndicate bank, OBC bank, Canara bank, Corporation bank and PNB bank. The head offices of the banks are on the floors starting from 1st floor to 7th floor but not necessarily in the same order. The names of the managers of these banks are Kumar Suresh, Mr. V.Verma, Mr. S.Tarun, Mr. Sanjay Sharma, Mr. Chaitanya Nanda, Mr. D.Ravi and Mr. B.Rana, also not necessarily in the same order.
Either OBC bank or PNB bank is on the top or first floor respectively. D. Ravi is the manager of the bank which is on 5th floor. HDFC and Corporation bank are on the consecutive floors. Kumar Suresh and Mr. Chaitanya Nanda are the managers of the ICICI bank and Canara bank respectively. Mr. S. Tarun and Mr. D. Ravi are the managers of the banks which are on consecutive floors. Mr. V.Verma, who is the manager of HDFC bank, and Kumar Suresh have one bank in between their respective floors. Mr. S.Tarun, who is the manager of the Syndicate bank sits on the floor just above the Corporation bank.

If PNB bank is on top floor, how many banks are in between HDFC bank and PNB bank?

Directions (56-60): Study the information given below and answer the given questions:

There are seven friends namely – A, B, C, D, E, F and G studying in three different streams – IT, Computers, and Electronics – with at least two students in each stream. Each one of them likes wearing different colors of dresses – white, black, green, blue, yellow, grey and orange but not necessarily in the same order.
C’s choice of color for dress is orange and studies in Electronics stream. F does not like either black or grey color for dress and has same stream as that of only G among them. B’s stream is same as that of A but neither Computers nor Electronics. E likes blue color for dress and is not in Electronics stream. The one who likes white colored dress does not have either Computers or IT. A likes green colored dress. The one who likes grey colored dress does not have IT stream.

What color dress does B like?

Directions (56-60): Study the information given below and answer the given questions:

There are seven friends namely – A, B, C, D, E, F and G studying in three different streams – IT, Computers, and Electronics – with at least two students in each stream. Each one of them likes wearing different colors of dresses – white, black, green, blue, yellow, grey and orange but not necessarily in the same order.
C’s choice of color for dress is orange and studies in Electronics stream. F does not like either black or grey color for dress and has same stream as that of only G among them. B’s stream is same as that of A but neither Computers nor Electronics. E likes blue color for dress and is not in Electronics stream. The one who likes white colored dress does not have either Computers or IT. A likes green colored dress. The one who likes grey colored dress does not have IT stream.

What is D’s favorite color?

Directions (56-60): Study the information given below and answer the given questions:

There are seven friends namely – A, B, C, D, E, F and G studying in three different streams – IT, Computers, and Electronics – with at least two students in each stream. Each one of them likes wearing different colors of dresses – white, black, green, blue, yellow, grey and orange but not necessarily in the same order.
C’s choice of color for dress is orange and studies in Electronics stream. F does not like either black or grey color for dress and has same stream as that of only G among them. B’s stream is same as that of A but neither Computers nor Electronics. E likes blue color for dress and is not in Electronics stream. The one who likes white colored dress does not have either Computers or IT. A likes green colored dress. The one who likes grey colored dress does not have IT stream.

Which of the streams has three persons together?

Directions (56-60): Study the information given below and answer the given questions:

There are seven friends namely – A, B, C, D, E, F and G studying in three different streams – IT, Computers, and Electronics – with at least two students in each stream. Each one of them likes wearing different colors of dresses – white, black, green, blue, yellow, grey and orange but not necessarily in the same order.
C’s choice of color for dress is orange and studies in Electronics stream. F does not like either black or grey color for dress and has same stream as that of only G among them. B’s stream is same as that of A but neither Computers nor Electronics. E likes blue color for dress and is not in Electronics stream. The one who likes white colored dress does not have either Computers or IT. A likes green colored dress. The one who likes grey colored dress does not have IT stream.

In which stream does G study?

Directions (56-60): Study the information given below and answer the given questions:

There are seven friends namely – A, B, C, D, E, F and G studying in three different streams – IT, Computers, and Electronics – with at least two students in each stream. Each one of them likes wearing different colors of dresses – white, black, green, blue, yellow, grey and orange but not necessarily in the same order.
C’s choice of color for dress is orange and studies in Electronics stream. F does not like either black or grey color for dress and has same stream as that of only G among them. B’s stream is same as that of A but neither Computers nor Electronics. E likes blue color for dress and is not in Electronics stream. The one who likes white colored dress does not have either Computers or IT. A likes green colored dress. The one who likes grey colored dress does not have IT stream.

What is F’s favorite color for dress?

Directions (61-65): In each of the questions below, statements are given followed by two
conclusions numbered I and II. You have to take the given statements to be true, even if they seem to be at a variance with commonly known facts. Read the conclusions and then decide which of the given conclusions logically follows from the given statements, disregarding commonly known facts.

Statements: All plastics are glasses. Some glasses are jugs. No jug is plate. Some plates are tables.
Conclusions:
I. Some jugs are not tables
II. No plastic is jug

Directions (61-65): In each of the questions below, statements are given followed by two
conclusions numbered I and II. You have to take the given statements to be true, even if they seem to be at a variance with commonly known facts. Read the conclusions and then decide which of the given conclusions logically follows from the given statements, disregarding commonly known facts.

Statements: All lions are ducks. All ducks are tigers. Some tigers are horses. Some horses are birds.
Conclusions:
I. Some lions are birds is a possibility.
II. Some ducks are horses.

Directions (61-65): In each of the questions below, statements are given followed by two
conclusions numbered I and II. You have to take the given statements to be true, even if they seem to be at a variance with commonly known facts. Read the conclusions and then decide which of the given conclusions logically follows from the given statements, disregarding commonly known facts.

Statements: Some pencils are kites. Some kites are desks. All desks are tables. All tables are tanks.
Conclusions:
I. Some pencils are tanks.
II. No tank is pen.

Directions (61-65): In each of the questions below, statements are given followed by two
conclusions numbered I and II. You have to take the given statements to be true, even if they seem to be at a variance with commonly known facts. Read the conclusions and then decide which of the given conclusions logically follows from the given statements, disregarding commonly known facts.

Statements: All nets are hammers. No hammer is ring. Some rings are branches. All branches are windows.
Conclusions:
I. All branches are hammers is a possibility.
II. No net is ring

Directions (61-65): In each of the questions below, statements are given followed by two
conclusions numbered I and II. You have to take the given statements to be true, even if they seem to be at a variance with commonly known facts. Read the conclusions and then decide which of the given conclusions logically follows from the given statements, disregarding commonly known facts.

Statements:
Some fruits are leaves. All leaves are umbrellas. Some umbrellas are sticks. All sticks are pens.
Conclusions:
I. Some umbrellas are pens.
II. All fruits are umbrellas is a possibility.

Directions (Q. 66-70): Study the following information to answer the given questions:
In a certain code, ‘next prices the main problem’ is written as ‘sti poo di da su’, ‘position change prices next more find” is written as ‘pa di sap nic poo mud’, ‘position given problem’ is written as ‘da sap mta’, ‘more prices center down’ is written as ‘nic kh poo so’, and ‘fancy the find center’ is written as ‘mis mud sti kh’.

What is the code for ‘change’?

Directions (Q. 66-70): Study the following information to answer the given questions:
In a certain code, ‘next prices the main problem’ is written as ‘sti poo di da su’, ‘position change prices next more find” is written as ‘pa di sap nic poo mud’, ‘position given problem’ is written as ‘da sap mta’, ‘more prices center down’ is written as ‘nic kh poo so’, and ‘fancy the find center’ is written as ‘mis mud sti kh’.

Which of the following is written as ‘nic mud kh poo’?

Directions (Q. 66-70): Study the following information to answer the given questions:
In a certain code, ‘next prices the main problem’ is written as ‘sti poo di da su’, ‘position change prices next more find” is written as ‘pa di sap nic poo mud’, ‘position given problem’ is written as ‘da sap mta’, ‘more prices center down’ is written as ‘nic kh poo so’, and ‘fancy the find center’ is written as ‘mis mud sti kh’.

Which of the following may be the code for ‘position down center problem’?

Directions (Q. 66-70): Study the following information to answer the given questions:
In a certain code, ‘next prices the main problem’ is written as ‘sti poo di da su’, ‘position change prices next more find” is written as ‘pa di sap nic poo mud’, ‘position given problem’ is written as ‘da sap mta’, ‘more prices center down’ is written as ‘nic kh poo so’, and ‘fancy the find center’ is written as ‘mis mud sti kh’.

Which of the following may be the code for ‘next given the main follow’?

Directions (Q. 66-70): Study the following information to answer the given questions:
In a certain code, ‘next prices the main problem’ is written as ‘sti poo di da su’, ‘position change prices next more find” is written as ‘pa di sap nic poo mud’, ‘position given problem’ is written as ‘da sap mta’, ‘more prices center down’ is written as ‘nic kh poo so’, and ‘fancy the find center’ is written as ‘mis mud sti kh’.

What does ‘mis’ stand for?

Directions (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.

The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.

Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.

Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.

Which of the following is the finding of the study on communication styles?

Directions (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.

The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.

Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.

Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.

Which of the following are the three elements of communication as per the passage?

Directions (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.

The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.

Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.

Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.

Which of the following must the teachers keep in mind to facilitate learning in student as per the passage?

Directions (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.

The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.

Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.

Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.

Which of the following is true about ‘rapport’ as per the passage?
(1) It is a sympathetic relationship.
(2) It is based on understanding of other people’s frame of reference.
(3) It helps in creating a strong bond.
(4) It is important for teachers to build rapport with students.

Directions (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.

The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.

Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.

Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.

Which of the following is/are essential for effective communication?
(1) Conveying the message clearly
(2) Not to waste effort and opportunity
(3) Receiving the information with as little distortion as possible

Directions (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.

The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.

Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.

Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.

Which of the following is similar in meaning to the word ‘Degree’ given in bold as used in the passage?

Directions (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.

The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.

Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.

Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.

Which of the following is similar in meaning to the word ‘Affinity’ given in bold as used in the passage?

Directions (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.

The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.

Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.

Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.

Which of the following is similar in meaning to the word ‘Sounds’ given in bold as used in the passage?

Directions (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.

The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.

Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.

Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.

Which of the following is opposite in meaning to the word ‘Muddled’ given in bold as used in the passage?

Directions (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.

The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.

Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.

Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.

Which of the following is opposite in meaning to the word ‘Abundant’ given in bold as used in the passage?

Directions (81-85): Read each sentence to find out whether there is any grammatical error in it. The error if any will be in one part of the sentence, that part is the answer. If there is no error, the answer is (E) i.e. “No error” (Ignore errors of punctuation, if any.)

In spite of the extreme cold weather (A)/ she insisted on (B)/ taking trip to Shimla (C)/ where is her birthplace. (D) / No error (E)

Directions (81-85): Read each sentence to find out whether there is any grammatical error in it. The error if any will be in one part of the sentence, that part is the answer. If there is no error, the answer is (E) i.e. “No error” (Ignore errors of punctuation, if any.)

In recent times companies have found (A)/ the internet to be ideal place (B)/ for hiring personnel (C)/ and forming business partnerships. (D)/ No error (E)

Directions (81-85): Read each sentence to find out whether there is any grammatical error in it. The error if any will be in one part of the sentence, that part is the answer. If there is no error, the answer is (E) i.e. “No error” (Ignore errors of punctuation, if any.)

Everyone of the (A) / employees in our unit,(B) / wishes to have (C) / their own vehicles. (D) / No error (E)

Directions (81-85): Read each sentence to find out whether there is any grammatical error in it. The error if any will be in one part of the sentence, that part is the answer. If there is no error, the answer is (E) i.e. “No error” (Ignore errors of punctuation, if any.)

The girl asked (A) / her mother what should she do (B) / after she had (C) / finished her homework. (D) / No error (E)

Directions (81-85): Read each sentence to find out whether there is any grammatical error in it. The error if any will be in one part of the sentence, that part is the answer. If there is no error, the answer is (E) i.e. “No error” (Ignore errors of punctuation, if any.)

Nobody in the bus (A)/ offered to give their seat (B)/ to the elderly lady who had to (C)/ travel a long distance. (D)/ No error

Directions (86-90): Rearrange the following sentences in a proper sequence to form a meaningful paragraph, and answer the questions.
(A) So the next day when the birds had flown off to look for food, the bird catcher spread his net under the tree.
(B) One day a bird catcher wandering through the forest came upon a banyan tree where a flock of pigeons rested.
(C) But as they were very clever, they flapped their wings together, lifted the net off the ground and flew away with it.
(D) He knew that if he managed to catch even half the pigeons, he would be able to sell them in the market for a very good price.
(E) To their shock, they all realized that they had landed right into the net that the bird catcher had set for them.
(F) That evening when the pigeons came back, they flew down together to the foot of the banyan tree.

Which of the following sentence should be the last (sixth) sentence after rearrangement?

Directions (86-90): Rearrange the following sentences in a proper sequence to form a meaningful paragraph, and answer the questions.
(A) So the next day when the birds had flown off to look for food, the bird catcher spread his net under the tree.
(B) One day a bird catcher wandering through the forest came upon a banyan tree where a flock of pigeons rested.
(C) But as they were very clever, they flapped their wings together, lifted the net off the ground and flew away with it.
(D) He knew that if he managed to catch even half the pigeons, he would be able to sell them in the market for a very good price.
(E) To their shock, they all realized that they had landed right into the net that the bird catcher had set for them.
(F) That evening when the pigeons came back, they flew down together to the foot of the banyan tree.

Which of the following sentence should be the fourth sentence after rearrangement?

Directions (86-90): Rearrange the following sentences in a proper sequence to form a meaningful paragraph, and answer the questions.
(A) So the next day when the birds had flown off to look for food, the bird catcher spread his net under the tree.
(B) One day a bird catcher wandering through the forest came upon a banyan tree where a flock of pigeons rested.
(C) But as they were very clever, they flapped their wings together, lifted the net off the ground and flew away with it.
(D) He knew that if he managed to catch even half the pigeons, he would be able to sell them in the market for a very good price.
(E) To their shock, they all realized that they had landed right into the net that the bird catcher had set for them.
(F) That evening when the pigeons came back, they flew down together to the foot of the banyan tree.

Which of the following sentence should be the second sentence after rearrangement?

Directions (86-90): Rearrange the following sentences in a proper sequence to form a meaningful paragraph, and answer the questions.
(A) So the next day when the birds had flown off to look for food, the bird catcher spread his net under the tree.
(B) One day a bird catcher wandering through the forest came upon a banyan tree where a flock of pigeons rested.
(C) But as they were very clever, they flapped their wings together, lifted the net off the ground and flew away with it.
(D) He knew that if he managed to catch even half the pigeons, he would be able to sell them in the market for a very good price.
(E) To their shock, they all realized that they had landed right into the net that the bird catcher had set for them.
(F) That evening when the pigeons came back, they flew down together to the foot of the banyan tree.

Which of the following sentence should be the third sentence after rearrangement?

Directions (86-90): Rearrange the following sentences in a proper sequence to form a meaningful paragraph, and answer the questions.
(A) So the next day when the birds had flown off to look for food, the bird catcher spread his net under the tree.
(B) One day a bird catcher wandering through the forest came upon a banyan tree where a flock of pigeons rested.
(C) But as they were very clever, they flapped their wings together, lifted the net off the ground and flew away with it.
(D) He knew that if he managed to catch even half the pigeons, he would be able to sell them in the market for a very good price.
(E) To their shock, they all realized that they had landed right into the net that the bird catcher had set for them.
(F) That evening when the pigeons came back, they flew down together to the foot of the banyan tree.

Which of the following sentence should be the first sentence after rearrangement?

Directions (91-95): Which of the phrases (A), (B), (C) and (D) given below should replace the phrase given in the following sentence to make the sentence meaningful and correct. If the sentence is correct as it is and ‘No correction is required ‘, mark (E) as the answer.

The main objective of the workshop has made children aware of western classical music.

Directions (91-95): Which of the phrases (A), (B), (C) and (D) given below should replace the phrase given in the following sentence to make the sentence meaningful and correct. If the sentence is correct as it is and ‘No correction is required ‘, mark (E) as the answer.

Afraid of missing her train and was late for the meeting Sunita arrived an hour early at the station.

Directions (91-95): Which of the phrases (A), (B), (C) and (D) given below should replace the phrase given in the following sentence to make the sentence meaningful and correct. If the sentence is correct as it is and ‘No correction is required ‘, mark (E) as the answer.

As a famous historian he has travelled around the world giving lectures on rare subjects.

Directions (91-95): Which of the phrases (A), (B), (C) and (D) given below should replace the phrase given in the following sentence to make the sentence meaningful and correct. If the sentence is correct as it is and ‘No correction is required ‘, mark (E) as the answer.

The stadium wherever the opening ceremony will be held next month, is equipped with the latest facilities.

Directions (91-95): Which of the phrases (A), (B), (C) and (D) given below should replace the phrase given in the following sentence to make the sentence meaningful and correct. If the sentence is correct as it is and ‘No correction is required ‘, mark (E) as the answer.

There will be a trend of unseasonal rainfall in April in recent years.

Directions (96-100): Choose the word that fits the blank appropriately. Find out the appropriate word in each case.
The problem is, we never directly (96) cause and effect. So if you eat something and (97) sick, you will assume that the food (98) the upset, even though you do not know whether it did so or not. The trouble is that this turns up a lot of false positives and (99) all sorts of weird associations. Thirteen people gather, one dies and the number becomes unlucky. You eat roast chicken and are diagnosed with a serious illness the next day and the meal (100) forever tainted.

96)

Directions (96-100): Choose the word that fits the blank appropriately. Find out the appropriate word in each case.
The problem is, we never directly (96) cause and effect. So if you eat something and (97) sick, you will assume that the food (98) the upset, even though you do not know whether it did so or not. The trouble is that this turns up a lot of false positives and (99) all sorts of weird associations. Thirteen people gather, one dies and the number becomes unlucky. You eat roast chicken and are diagnosed with a serious illness the next day and the meal (100) forever tainted.

97)

Directions (96-100): Choose the word that fits the blank appropriately. Find out the appropriate word in each case.
The problem is, we never directly (96) cause and effect. So if you eat something and (97) sick, you will assume that the food (98) the upset, even though you do not know whether it did so or not. The trouble is that this turns up a lot of false positives and (99) all sorts of weird associations. Thirteen people gather, one dies and the number becomes unlucky. You eat roast chicken and are diagnosed with a serious illness the next day and the meal (100) forever tainted.

98)

Directions (96-100): Choose the word that fits the blank appropriately. Find out the appropriate word in each case.
The problem is, we never directly (96) cause and effect. So if you eat something and (97) sick, you will assume that the food (98) the upset, even though you do not know whether it did so or not. The trouble is that this turns up a lot of false positives and (99) all sorts of weird associations. Thirteen people gather, one dies and the number becomes unlucky. You eat roast chicken and are diagnosed with a serious illness the next day and the meal (100) forever tainted.

99)

Directions (96-100): Choose the word that fits the blank appropriately. Find out the appropriate word in each case.
The problem is, we never directly (96) cause and effect. So if you eat something and (97) sick, you will assume that the food (98) the upset, even though you do not know whether it did so or not. The trouble is that this turns up a lot of false positives and (99) all sorts of weird associations. Thirteen people gather, one dies and the number becomes unlucky. You eat roast chicken and are diagnosed with a serious illness the next day and the meal (100) forever tainted.

100)