Bankers Adda English

7/23/2019 Bankers Adda English

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ENGLISH QUIZ ( RULES AND EXAMPLES OF SPOTTINGERRORS - Part - IV)

1.Than s!"#$ %& "s&$ a't&r no otherExample

I *&t no other*a+ but Mr. R!,. (Incorrect)I *&t no other*a+ than Mr. R!,. (Correct)

2.A't&r t& !r$ Know how !r when s!"#$ %& "s&$ %&'!r& "s/+0 a+ /+'/+/t/&.Example

I 2+! to write Fr&+3 . (Incorrect)I 2+! how to write Fr&+3. (Correct)

3.A &r% *a, ta2& a+ infinitive !r a gerund a33!r$/+0 t! /ts implication. I' t& &r% /+$/3at&s a 4"r4!s&a+ /+'/+/t/& s!"#$ %& "s&$ a+$ /' t& &r% /+$/3at&s a 3a"s& a gerund s!"#$ %& "s&$.

Example

H& &+t t! s3!!# for eeing t& 4r/+3/4a#.(Incorrect )H& &+t t! s3!!# to ee t& 4r/+3/4a#. (Correct)

H& as t"r+&$ !"t t! cop! a+s&rs.(Incorrect)H& as t"r+&$ !"t '!r cop!ing a+s&rs.(Correct)

".#dverb a$ /s +!t "s&$ /t &r%s #/2& appointed elected conidered called %"t /t /s "s&$ /tregard.

Example

H& as elected a Pr&s/$&+t !' !"r s!3/&t,.(Incorrect)H& as elected Pr&s/$&+t !' !"r s!3/&t,.(Correct)

I regard Ra*&s *, 'r/&+$(Incorrect)I regard Ra*&s a *, 'r/&+$(Correct)%.O't&+ a */sta2& /s 3!**/tt&$ /s t& "s& !' a$5&3t/&s a+$ a$&r%s. A+ a$5&3t/& /s 3!rr&3t#, "s&$ /t

t& &r% &+ s!*& 6"a#/t, !' t& s"%5&3t rat&r ta+ !' t& a3t/!+ !' t& &r% /s t! %& &74r&ss&$.Example

T& '#!&rs s*t weetl!.(Incorrect)T& '#!&rs s*t weet.(Correct)

&.It /s 3!**!+ 4ra3t/3& /+ 3!+&rsat/!+ t! *a2& stat&*&+t a+$ as2 '!r 3!+'/r*at/!+8 as it /s &r,!t in't it9 T! 4!/+ts ar& t! %& 2&4t /+ */+$. I' t& stat&*&+t /s 4!s/t/& t& 4att&r+ /## %&

#uxiliar! n't ub*ect

I' t& stat&*&+t /s +&0at/& t& 4att&r+ /## %uxiliar! ub*ectExample

It /s ra/+/+0 i it+ (Incorrect)It /s ra/+/+0 in't it+ (Correct)

:!" ar& +!t %"s, aren't !ou9(Incorrect):!" ar& +!t %"s, are !ou9(Correct)

,.The two firt'/s a *&a+/+0#&ss &74r&ss/!+ '!r /t /*4#/&s tat t! t/+0s *a, %& '/rst. ;& s!"#$sa, the firt two'-

Example

The two firt3a4t&rs !' +! ar& $"##. (Incorrect )


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The firt two 3a4t&rs !' t& +! a+$ $"##. ( Correct)

../nl! s!"#$ %& 4#a3&$ /**&$/at, %&'!r& t& !r$ /t 0ualifie.Example

H& onl! #!st /s t/32&t /+ t& sta*4&$&. ( Incorrect)

/nl! & #!st /s t/32&t /+ t& sta*4&$&. (Correct)

1.A+ /+'/+/t/& &r% s!"#$ +!t %& s4#/t.Example

I r&6"&st ,!" to 2/+$#, *&. ( Incorrect)I r&6"&st ,!" 2/+$#, to *&. (Correct)

.Care s!"#$ %& ta2&+ /+ t& "s& !' verbExample

T& $!3t!r aw t& 4"#s& !' t& 4at/&+t. (Incorrect)T& $!3t!r felt t& 4"#s& !' t& 4at/&+t. (Correct)

R&a$ *!r&tt4


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,- 4ule5A't&r t& 3!++&3t/& $becaue$t& !r$s $ o 6 therefore 6a$ar& +!t "s&$.(/) &3a"s& & 3a*& #at& s! & 'a/#&$ t! s&& &r. (Incorrect)(//) &3a"s& & 3a*& #at& & 'a/# t! s&& &r. (Correct)

.- 4ule5 ;/t t& !r$ $uch$t& 3!++&3t/& $that$*a, %& "s&$.(/) T&r& as s"3 a +!/s& at & 3!"#$ +!t &ar !"rs&s. (Incorrect)

(//) T&r& as s"3 a +!/s& tat & 3!"#$ +!t &ar !"rs&s.( Correct)

1- 4ule5A't&r t& s"%!r$/+at/+0 3!+5"+3t/!+ $let$t& a"7/#/ar, $hould$/s "s&$.L&st - '!r '&ar tat < I' /t /s +!t s!.(/) ;!r2 ar$ #&st ,!" 'a/#. (Incorrect)(//) ;!r2 ar$ #&st ,!" s!"#$ 'a/#. (Correct)

-

4ule5 T& 3!++&3t/+0 !r$ $that$/s "s&$ /t t& a$5&3t/& 4ras& $the ame6the onl!6uperlativead*ective6all(/) T/s /s t& sa*& %!!2 /3 I a+t&$. (Incorrect)(//) T/s /s t& sa*& %!!2 tat I a+t&$.( Correct)

- 4ule5T& 3!+5"+3t/!+ $or$/s "s&$ /t not 6 never-

(/) I a& nevers4!2&+ t! /* norr/tt&+ t! /*. (Incorrect)(//) I a& nevers4!2&+ t! /* orr/tt&+ t! /*.( Correct)

2- 4ule5A't&r t& a$&r%s ;e a= e= i= o= u having a vowel ound-Example5 a+ a44#& a+ &00 a+ "*%r#a a+ /$/!t &t3.
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(b) a word beginning with h' but the pronunciation tart with a vowel-Example5a+ &/r a+ !"r a+ !+&st *a+ &t3.

(c) an abbreviation= the firt letter of which i ?'Example5a+ M.L.A. a+ M.P. a+ M.C!* a+ S.D.O a+$ F.R.C.S. a+ X-*as 0/'t &t3.

48@E 4EA#4:I7A T


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4ule 5 Bith the word a lot of= a couple= a great man!= a good deal of= a good man!= a greatdeal of= a few= a little etc- when the! mean $ome amount$ and $a mall number$F& %!!2s &r& /+ t& #/%rar, (Incorrect)A '& %!!2s &r& /+ t& #/%rar, (Correct)

L!t !' 4&!4#& a& att&+$&$ t& 4art, (Incorrect)

A #!t !' 4&!4#& a& att&+$&$ t& 4art, (Correct)

4ule %5 In certain phrae5 a cold= a pain= on an average= ma>e a noie= ma>e an effort= ma>e amita>e= a fever- etc-I& 0!t 3!#$ (Incorrect)I& 0!t a 3!#$ (Correct)

4ule &5 ;/t 3&rta/+ +"*%&rs a "+$r&$ a t!"sa+$ a */##/!+ &t3.

4ule ,5 A 3a+ %& "s&$ %&'!r& Mr. < M/ss < Mrs. +a*&Example5a Mr. !s& a Mrs !s& &t3.7ote A Mr. !s& $&+!t&s a 4&rs!+ ! /s 3a##&$ !s& a+$ /*4#/&s tat & /s a stra+0&r t!t& s4&a2&r.Mr. !s& /t!"t a. /*4#/&s tat t& s4&a2&r 2+!s Mr. !s& !r 2+!s !' /s &7/st&+3&.

4ule .5 &'!r& a 4r!4&r +!"+ t! *a2& /t a 3!**!+ +!"+.Example5M!a+ /s a N&t!+ !' !"r 3#ass (Incorrect)M!a+ /s t& N&t!+ !' !"r 3#ass (Correct)

4ule 15 efore certain uncountable noun preceded b! noun ofExample5a 4/&3& !' a$/3& a %/t !' +&s a $r!4 !' at&r &t3.

4ule 5A't&r t& !r$s *a+, rat&r s"3 6"/t& &t3 /+ 3&rta/+ str"3t"r&s.Example51. Ma+, a 'r/&+$ !' */+& /s att&+$/+0 t& 4art,.=. S"3 a s! 3a++!t %& arra+0&$ +!.?. H& /s rat&r a '!!# t! ta2& s"3 $&3/s/!+s.

# or #n i not ued before5

(a) Dlural noun5a %!!2s a "+/&rs/t/&s &t3.(Incorrect)

(%) 8ncountable noun5a+ a$/3&s a+ /+'!r*at/!+ &t3. (Incorrect)

(3) Name of meal5Example5L&t "s a& a $/++&r (Incorrect)L&t "s a& $/++&r (Correct)

7ote A+ /+$&'/+/t& art/3#& 3a+ %& "s&$ %&'!r& +a*&s !' *&a#s &+ t&s& ar& 4r&3&$&$ %,

a+ a$5&3t/&.


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Example5S& 0a& *& a 0!!$ %r&a2'ast at B 4.*. (Correct)

R&a$ *!r&tt4


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(H&r& & &+t t! !s4/ta# t! *&&t /s 'r/&+$ +!t %&3a"s& !' /##+&ss)

4ule 35 efore an ad*ective in the uperlative degree-

Example5

M/3a /s ta##&st %!, /+ t& 3#ass.

M/3a /s t& ta##&st %!, /+ t& 3#ass

4ule "5 efore an ad*ective in the comparative degree= when the election of one out of onl!

two peron-

Example5

Na#/+/ /s *!r& %&a"t/'"# !' t& t! 0/r#s /+ t& 3#ass.

Na#/+/ /s t& *!r& %&a"t/'"# !' t& t! 0/r#s /+ t& 3#ass.

4ule %5 Bith noun indicating what i uni0ue- (there i no econd one)

Example5 t& s"+ t& *!!+ t& s2, t& &art t& &6"at!r &t3.

4ule &5 efore an abtract noun or a material if it i ued with an ad*unct (a 0ualif!ing claue)

(or when there i a particular reference to the material noun)

Example5 The gold,!" a& %r!"0t 'r!* t& U.S.A. /s 0!!$ 6"a#/t,.

Or+a*&+ts ar& *a$& !' T& 0!#$

4ule ,5 The i ued before certain ad*ective to give a plural meaning- T& r/3 T& 4!!r T&

$&a$ T& s/32 T& &a#t, T& $&a' T& %#/+$ &t3.

T& r/3 r/3 4&!4#&

T& 4!!r 4!!r 4&!4#&

Example

R/3 at& 4!!r

T& r/3 at& t& 4!!r

;/s& t/+2 %&'!r& t&, s4&a2

T& /s& t/+2 %&'!r& t&, s4&a2

4ule .5 Bith certain ad*ective indicating nationalit!- The panih mean panih people

Example5 t& E+0#/s t& D"t3 t& S4a+/s t& C/+&s& t& "r*&s& &t3.

4ule 15 efore onl!' and ordinal number= uch firt= econd= millionth etc- and ad*ective ofnumber-


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Example5

A## t& st"$&+ts !' '/rst ,&ar ar& /+/t&$.

A## t& st"$&+ts !' t& '/rst ,&ar ar& /+/t&$

S&3!+$ &7a*4#& /s +!t 3!rr&3t

T& s&3!+$ &7a*4#& /s +!t 3!rr&3t.

H& /s !+#, !+& /+ t& 3#ass ! 0!t s&3t&$ '!r G!!0#&.

H& /s t& !+#, !+& /+ t& 3#ass ! 0!t s&3t&$ '!r G!!0#&.

T!$a, /s s/7t $a, !' t& *!+t

T!$a, /s t& s/7t $a, !' t& *!+t

4ule 5 efore a noun when pecial emphai i needed-

Example5

T/s /s the novel I a* ta#2/+0 a%!"t. (+!t a+, +! %"t a 4art/3"#ar +!)

4ule 5 efore a common noun to give it the meaning of an abtract noun

Example5 At #ast t& 'at&r /+ /* 4r&a/#&$ a+$ &73"s&$ /*.

4ule 25 In pecial comparative

Example

1. T& *!r& ,!" &ar+ t& *!r& ,!" s4&+$

=. T& *!r& t& %&tt&r

?. T& /0&r ,!" 0! t& 3!!#&r ,!" '&.

4ule 35 efore muical intrument-

Example5Ra5a+/ 3a+ 4#a, 4/a+! &r, #

Ra5a+/ 3a+ 4#a, t& 4/a+! &r, #.

4ule "5 efore the proper name of certain well9>nown or acred boo>-

Example5 t& Maa%arat t& Ra*a,a+a t& G/ta t& /%#& t& Q"ra+


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4ule %5 efore the name of certain countrie each of which i a union of maller unit-

Example5 t& U.S.A. t& U.A.E. a+$ U.S.S.R &t3.

4ule &5 efore north= outh etc when thee are ued a noun-

Example5 t& +!rt !' I+$/a t& M/$$#& East t& ;&st As/a.

4ule ,5 efore ome proper noun coniting of ad*ective and noun or noun of noun

Example5 t& Stat& a+2 !' I+$/a t& Nat/!+a# M"s&"*

4ule .5 The ingular noun claue or phrae can be ued to ditinguih one peron from

another of the ame name-

Example5

Q. ;& a& t! R&$$,s /3 R&$$, ,!" a+t9

A. I a+t t& R&$$, ! s/0+&$ t& #&tt&r.

4ule 15 efore the name of political partie-

Example5 t& P t& C!+0r&ss

4ule 25 Bhen it i clear from the context that a particular peron= place or thing i meant-

Example5

1. I ta#2&$ t! t& Pr/+3/4a# ,&st&r$a,. (!t s4&a2&r a+$ #/st&+&r 2+& ! /s 4r/+3/4a#)

=. T& st"$&+ts ar& 4#a,/+0 /+ t& 0ar$&+.

4ule 25 efore the date of month-

Example5

t& =? O3t!%&r 1 t& 1Jt A"0"st 1 &t3.

4ule 225T& /s "s&$ %&'!r& t& 4arts !' t& %!$, /3 ar& "s&$ /+ 4#a3& !' 4!ss&ss/& A$5&3t/&s

D!+t str/2& &r !+ &a$ D!+t str/2& &r !+ t& &a$


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S& 3a"0t *& %, a+$

S& 3a"0t *& %, t& a+$

H& 4"##&$ /* %, #&0

H& 4"##&$ /* %, t& #&0.

R&a$ *!r&tt4


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Example5

T& #a a+$ !r$&r s/t"at/!+ /+ t& stat& are"+$&r 3!+tr!#

T& #a a+$ !r$&r s/t"at/!+ /+ t& stat& is"+$&r 3!+tr!#

H/s 4!&r a+$ /+'#"&+3& are!+ t& $&3#/+&

H/s 4!&r a+$ /+'#"&+3&is

!+ t& $&3#/+&

4ule 25 Bhen two or more ingular ub*ect are connected b! or, nor, either ... or, neither ...

nor, the Ferb i ingular5

Example5

E/t&r 5a*&s !r !+ aret! %& 4r!*!t&$

E/t&r 5a*&s !r !+ ist! %& 4r!*!t&$

N&/t&r t& *a+ +!r /s /'& have$!+& *"3 !r2

N&/t&r t& *a+ +!r /s /'&has$!+& *"3 !r2

N! %!, !r 0/r# area##!&$ t! 4#a, /+ s3!!#

N! %!, !r 0/r# isa##!&$ t! 4#a, /+ s3!!#

Exceptions:

;&+ t& s"%5&3ts 5!/+&$ %, &/t&r - !r +&/t&r - +!r ar& !' $/''&r&+t 4&rs!+s t& &r% /## a0r&& /+

4&rs!+ a+$ +"*%&r /t t& +&ar&st !+& t! /t. A#s! t& 4#"ra# s"%5&3t *"st %& 4#a3&$ +&ar&st t! t&

&r%. (T/s /s &r, /*4!rta+t)

N&/t&r ,!" +!r & ar& t! ta2& "4 t/s tas2

N&/t&r ,!" +!r & /s t! ta2& "4 t/s tas2

E/t&r t& C/&' M/+/st&r !r t& Ca%/+&t M/+/st&rsisr&s4!+s/%#& '!r t/s 4r!%#&*.

E/t&r t& C/&' M/+/st&r !r t& Ca%/+&t M/+/st&rs arer&s4!+s/%#& '!r t/s 4r!%#&*.

E/t&r ,!" !r I arer&s4!+s/%#& '!r t/s */sta2&.

E/t&r ,!" !r I amr&s4!+s/%#& '!r t/s */sta2&.

4ule 35 If two ingular ub*ect (combined b! and) are preceded b! each or ever!= the verb

hould be in the ingular-

E7a*4#&s

E&r, %!, a+$ 0/r# were4r&s&+t /+ t& 3#ass ,&st&r$a,.

E&r, %!, a+$ 0/r# was4r&s&+t /+ t& 3#ass ,&st&r$a,.

4ule"5 I' /t t!0&t&r /t as # as a33!*4a+/&$ %, &t3 ar& "s&$ t! 3!*%/+& t! s"%5&3ts t&&r% a0r&&s /t t& s"%5&3t *&+t/!+&$ '/rst.

E7a*4#&s

T& Pr&s/$&+t !' I+$/a t!0&t&r /t /s 4&rs!+a# s&3r&tar/&s are/+/t&$ t! t/s '"+3t/!+

T& Pr&s/$&+t !' I+$/a t!0&t&r /t /s 4&rs!+a# s&3r&tar/&s is/+/t&$ t! t/s '"+3t/!+

T& a3tr&ss a#!+0 /t &r *a+a0&r a+$ s!*& 'r/&+$s are/+/t&$ t! t& '"+3t/!+

T& a3tr&ss a#!+0 /t &r *a+a0&r a+$ s!*& 'r/&+$s is/+/t&$ t! t& '"+3t/!+

Mr. M/3&a# a33!*4a+/&$ %, /'& a+$ 3/#$r&+ ar& arr//+0 t!+/0t %, tra/+

Mr. M/3&a# a33!*4a+/&$ %, /'& a+$ 3/#$r&+ /s arr//+0 t!+/0t %, tra/+

7ote5 If the con*unction ;and; i ued intead= the verb would then be plural-

C!*4ar&


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(/) S"s*a a+$ Ra5/ta ar& !"r 4r!'&ss!rs $a"0t&rs

(//) T& st"$, !' #a+0"a0&s a+$ s3/&+3&s /s &r, /*4!rta+t '!r ,!"r st"$,.

H&r& st"$, /s s/+0"#ar s! s/+0"#ar &r% /s /s "s&$.

4ule %5 Bhen not only ....... but alsoi ued to combine two ub*ect= the verb agree with the

ub*ect cloe to it-E7a*4#&s

N!t !+#, s/#&r %"t a#s! 0!#$ ar& */+&$ /+ t/s 3!"+tr,

N!t !+#, s/#&r %"t a#s! 0!#$ /s */+&$ /+ t/s 3!"+tr,

4ule &5 7one 6 7o- 7one can ta>e either a ingular or plural verb depending on the noun

which follow it

tructure5 +!+& !' t& non9count noun s/+0"#ar &r%

Example5

N!+& !' t& 3!"+t&r'&/t *!+&, a& %&&+ '!"+$

N!+& !' t& 3!"+t&r'&/t *!+&, as %&&+ '!"+$

tructure5+!+& !' t& plural count noun 4#"ra# &r%

Example5

N!+& !' t& st"$&+ts as '/+/s&$ t& &7a* ,&t

N!+& !' t& st"$&+ts a& '/+/s&$ t& &7a* ,&t

7o can ta>e either a ingular or plural verb depending on the noun which follow it-

tructure5 N! s/+0"#ar +!"+ s/+0"#ar &r%

N! &7a*4#& /s r&a+t t! t/s 3as&

tructure5+! 4#"ra# +!"+ 4#"ra# &r%

N! &7a*4#&s ar& r&a+t t! t/s 3as&

4ule ,5 ?an! word indicating a number of people or animal are ingular- The following

noun are uuall! ingular- In ome cae the! are plural if the entence indicate that the

individual member are acting eparatel!-

3!+0r&ss 'a*/#, 0r!"4 3!**/tt&& 3#ass !r0a+/sat/!+ t&a* ar*, 3#"% 3r!$ 0!&r+*&+t 5"r,

*/+!r/t, 4"%#/3

E7a*4#&s !' 3!##&3t/& +!"+s

T& 3!**/tt&& a& *&t a+$ a33&4t&$ t& 4r!4!sa#

T& 3!**/tt&& as *&t a+$ a33&4t&$ t& 4r!4!sa#

T& 'a*/#, &r& a44, at t& +&s

T& 'a*/#, as a44, at t& +&s

T& 3r!$ as /#$ /t &73/t&*&+t

C!+0r&ss as /+/t/at&$ a +& 4#a+ t! 3!*%at /+'#at/!+

O"r t&a* /s 3&rta/+ t! /+ t& *at3

T& 'a*/#, #//+0 +&7t $!!r !'t&+ 6"arr a*!+0 t&*s&s

4ule .5 ?a*orit! can be ingular or plural- If it i alone it i uuall! ingular= if it i followed b!

a plural noun= it i uuall! plural-

T& *a5!r/t, believetat t& 3!"+tr, 3a+ 4r!0r&ss


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T& *a5!r/t, believestat t& 3!"+tr, 3a+ 4r!0r&ss

T& *a5!r/t, !' t& #&3t"r&rs believestat t& st"$&+t as +!t 3!4/&$ /+ t& &7a*/+at/!+

T& *a5!r/t, !' t& #&3t"r&rs believetat t& st"$&+t as +!t 3!4/&$ /+ t& &7a*/+at/!+

4ule 15 # number of 6 the numberO%s&r& t& t! str"3t"r&s

(/) a number of 4#"ra# +!"+ plural verb-

(//) the number of 4#"ra# +!"+ ingular verb-

E7a*4#&s

A +"*%&r !' st"$&+ts /s 0!/+0 t! t& 3#ass 4/3+/3

A +"*%&r !' st"$&+ts ar& 0!/+0 t! t& 3#ass 4/3+/3

T& +"*%&r !' $a,s /+ a &&2 ar& s&&+

T& +"*%&r !' $a,s /+ a &&2 /s s&&+

T& +"*%&r !' r&s/$&+ts ! a& %&&+ r&s/$/+0 /+ t/s 3!#!+, /s 6"/t& s*a##

A +"*%&r !' t& a44#/3a+ts a& a#r&a$, %&&+ /+t&r/&&$

4ule 5 Collective noun indicating time= mone!= and meaurement ued a a whole are

ingular and ta>e a ingular verb-

E7a*4#&s

T&+t,-'/& r"4&&s ar& +!t s"3 %/0 a*!"+t '!r /*

T&+t,-'/& r"4&&s /s +!t s"3 %/0 a*!"+t '!r /*

T! */#&s ar& t!! *"3 '!r t/s *a+ t! r"+

T! */#&s /s t!! *"3 '!r t/s *a+ t! r"+

4ule 5 Bhen a lot of= a great deal of= plent! of= mot of= and ome of refer to number= a pluralverb i ued-

E7a*4#&s

A #!t !' 4&!4#& as 4r&s&+t /+ t& 0a##&r, s!*& !' t& st"$&+ts &r& a%s&+t

A #!t !' 4&!4#& &r& 4r&s&+t /+ t& 0a##&r, s!*& !' t& st"$&+ts &r& a%s&+t

7ote 5I' t&s& &74r&ss/!+s r&'&r t! a+ a*!"+t t& &r% /s /+ t& s/+0"#ar +"*%&r.

A #!t !' !r2 as t! %& 3!*4#&t&$ %&'!r& & 0!

A 0r&at $&a# !' !r2 as %&&+ '/+/s&$

4ule 25 Bhen the percentage or a part of omething i mentioned with plural meaning the

plural verb i ued-Example5

?> !' I+$/a+ !*&+ /s #/t&rat&

?> !' I+$/a+ !*&+ ar& #/t&rat&

4ule 35 arra32s &a$6"art&rs &r&a%!"ts a#*s &t3. ta2& a s/+0"#ar &r% as # as t& 4#"ra#

&r%.

Example5

T& &a$6"art&rs !' t& UNOi 6 areN& :!r2

4ule "5 I+ s4!rts /#& r&'&rr/+0 t! t& 4#a,&rs t& +a*& !' t& 3!"+tr, /s '!##!&$ %, 4#"ra# &r%.

Example5E+0#a+$ as !+ t& ;!r#$ C"4

E+0#a+$ a& !+ t& ;!r#$ C"4.


14/84

4ule %5 ;&+ t& &+&*, /s "s&$ /+ t& s&+s& ar*&$ '!r3&s !' a +at/!+ /t /3 !+&s 3!"+tr,

/s at ar & a& t! "s& t& 4#"ra# &r%.

E7a*4#&s

T& &+&*, &r& '!r3&$ t! r&tr&at.

4ule &5 ;&+&&r a +"*%&r !' a$5&3t/&s 6"a#/', t& sa*& 4&rs!+ !r t/+0 t&+ t&s& *a, %&

4#a3&$ a't&r t& +!"+ a+$ t& &r% *"st 6"a#/t, /**&$/at, 4r&3&$/+0 s"%5&3t. ! /3 tat ar&

rat/& 4r!+!"+s. :!" s/*4#, s"%st/t"t& t& +!"+ /+ t/s 4#a3& a+$ r&a$ t& 6"&st/!+.

It /s I ! as t! #&ar+ a #&ss!+.

It /sI! a* t! #&ar+ a #&ss!+.

It /s t&, ! as t! #&a& t/s 4#a3&.

It /s t&, ! a& t! #&a& t/s 4#a3&.

O+& !' t& s!+0s tat as %&&+ %r!a$3ast /s r&a##, *ar!"s.

O+& !' t& s!+0s tat a& %&&+ %r!a$3ast /s r&a##, *ar!"s.

A 0/r# !r a %!, ! $! +!t str/& t! 0a/+ t&/r !%5&3t/&s /s %!"+$ t! 'a/#.

A 0/r# !r a %!, ! $!&s+t str/& t! 0a/+ /s !r &r !%5&3t/&s /s %!"+$ t! 'a/#.

T&r& /s +!t a s/+0#& %!!2 !"t !' t& #!t tat ar& +!t /+t&r&st/+0.

T&r& /s +!t a s/+0#& %!!2 !"t !' t& #!t tat /s +!t /+t&r&st/+0.

R&a$ *!r&tt4>.

(E) :&t /+$&4&+$&+t st"$/&s a& '!"+$ tat a+ a&ra0& '!"r ,&ars !' s3!!#/+0 0&+&rat&s t! ,&ars

!' #&ar+/+0 #&s a3r!ss 3!"+tr,.

(F) H! *"3 0!&r+*&+t s!"#$ t& 0!&r+*&+t s4&+$ !+ &$"3at/!+9

(G) C/+a s4&+$s !+#, =. 4&r3&+t.

- ;/3 !+& !' t& '!##!/+0 3a+ %& t& GI4Ts&+t&+3& !' t& 4assa0& /+ t& r&arra+0&$ s&+t&+3&s9

(1) A (=) D

(?) C () F

(J) G
http://www.bankersadda.com/2014/05/subject-and-verb-agreement-for-sbi-po.html#ixzz3jvRKy6HDhttp://www.bankersadda.com/2014/05/subject-and-verb-agreement-for-sbi-po.html#ixzz3jvRKy6HDhttp://www.bankersadda.com/2014/05/subject-and-verb-agreement-for-sbi-po.html#ixzz3jvRKy6HD


15/84

2- ;/3 !+& !' '!##!/+0 3a+ %& t& EC/7: s&+t&+3& !' t& 4assa0& /+ r&arra+0&$ s&+t&+3&s9

(1) A (=)

(?) C () D

(J) E

3- ;/3 !+& !' t& '!##!/+0 3a+ %& t& T


16/84

(?) K&4t () tr&

(J) r&a$

,- (1) r/a# (=) #-/s&r

(?) 4r&a3&r () 3"st!*&r

(J) 0r"*%#&r

.- (1) *att&rs (=) a$*/rat/!+

(?) 3!*4#a/+ts () !r$&rs

(J) 4ra/s&

1- (1) %a$ (=) &73#&+t

(?) 4r!*4t () t/*,

(J) r&0"#ar

- (1) #ast (=) %&st

(?) '/rst () /*4!rta+t

(J) #ar0&st

- (1) +&&r (=) a#a,s

(?) s$!* () !'t&+

(J) &&r

2- (1) 4r/3& (=) $&4t

(?) a+0&r () 3!*4#a/+t

(J) a#"&

3- (1) s3!#$&$ (=) &74#a/+&$

(?) r&4r/*a+$&$ () ta+2&$

(J) a#&rt&$


17/84

"- (1) 4r&&+t&$ (=) &+a%#&$

(?) a+t&$ () '!r3&$

(J) /+s/st&$

%- (1) #&a& (=) s#

(?) '/+$ () 3"t

(J) tras

#7BE4

J

2 1 2

3 = 3 1

" " =

% ? % =

& 1

, =

. ?

1

J

R&a$ *!r&tt4


18/84

To obtain

Example

(/) S& got&r $r//+0 #/3&+s& #ast &&2.

(//) T&, got4&r*/ss/!+ t! #/& /+ S/t@&r#a+$.

Toreceive

Example

(/) I gota #&tt&r 'r!* *, 'r/&+$ /+ N/0&r/a.

(//) H& get 1>>> a ,&ar 'r!* /s 'at&r.

Tobu!

Example

(/) S& gota +& 3!at 'r!* Za44a#!+/ /+ R!*&.

(//) ;& gota +& t&/s/!+ '!r t& s/tt/+0 r!!*.

T/ AET place expreion r&a3 arr/& at a 4#a3&

Example

(/) ;& gott! L!+$!+ ar!"+$ 4.*.

(//) ;at t/*& /## & gett&r&9

(///) ;&+ $/$ ,!" get%a32 'r!* N& :!r29

T/ AET ad*ective t! %&3!*& s! a 3a+0& !' stat&

Example

(/) Its getting!tt&r.

(//) , t& t/*& t&, r&a3&$ t& !"s& t&, &r& getting"+0r,.

(///) I* gettingt/r&$ !' a## t/s +!+s&+s&.

(/) M, *!t&rs getting!#$ a+$ +&&$s #!!2/+0 a't&r.

() It get$ar2 &r, &ar#, /+ t& /+t&r.


19/84

(/) D!+t t!"3 t& st!& "+t/# /s get3!!#.

T/ AET prepoition 6 adverb/s "s&$ /+ *a+, 4rasa# &r%s. H&r& ar& s!*& !' t& *!st 3!**!+

!+&

Example

Dhraal Ferb ?eaning

get at tr, t! &74r&ss

get awa! with &s3a4& 4"+/s*&+t '!r a 3r/*& !r %a$ a3t/!+

get b! *a+a0& ('/+a+3/a##,)

get down $&s3&+$8 $&4r&ss

get off #&a& a '!r* !' tra+s4!rt (tra/+ %"s %/3,3#& 4#a+&)

get on &+t&r


20/84

Example

H& got on/s %/3,3#& a+$ r!$& $!+ t& str&&t.

H& get upat .>> a.*. &&r, *!r+/+0.

S& got out oft& as/+0-"4 &&r, $a, &&+ &+ /t as &r t"r+.

;&got offt& tra/+ 5"st %&'!r& t& %!*% &74#!$&$.

;&& got througha## t& s"0ar - 3a+ ,!" %", s!*& *!r&9

T& 3/#$r&+ ar& &r, 6"/&t - I !+$&r at t&,r& getting up to.

R&a$ *!r&tt4


21/84

(D) A+,t/+0

(E) A+, %!$,

3- (A) Ma+,

() R/s&

(C) N"*%&r

(D) N"*&r/3a#

(E) M"3

"- (A) C//#

() S!3/a#

(C) Cr/*/+a#

(D) C!*4a+,

(E) P"%#/3

%- (A) H!rr/',/+0

() S!r$/$

(C) Pa/+'"#

(D) Cr/t/3a#

(E) Sat/r/3a#

&- (A) S/+3&

() as

(C) %&/+0

(D) '!r*&r

(E) '!r

,- (A) 3!r4s&

() !!$s

(C) 4,r&


22/84

(D) /+3/+&rat/!+

(E) &7t/+0"/s

.- (A) a44r&3/at&$

() a33#a/*&$

(C) *ar2&$

(D) +!t/',

(E) */7

1- (A) &+$

() &$0&

(C) 'r/+0&

(D) 4#a/+

(E) $&&4

-(A) 'a*&

() Pr/$&

(C) !ast

(D) Pr!3#a/*

(E) Pr!*!t&

#nwer 5

- ()

2- ()

3- (C)

"- (#)

%- (C)

&- (#)

,- (C)

.- (C)


23/84

1- (C)

- ()

R&a$ *!r&tt4


24/84

(=) R/s&

(?) N"*%&r

() N"*&r/3a#

(J) M"3

"- (1) C//#

(=) S!3/a#

(?) Cr/*/+a#

() C!*4a+,

(J) P"%#/3

%- (1) H!rr/',/+0

(=) S!r$/$

(?) Pa/+'"#

() Cr/t/3a#

(J) Sat/r/3a#

&- (1) S/+3&

(=) as

(?) %&/+0

() '!r*&r

(J) '!r

,- (1) 3!r4s&

(=) !!$s

(?) 4,r&

() /+3/+&rat/!+

(J) &7t/+0"/s

.- (1) a44r&3/at&$


25/84

(=) a33#a/*&$

(?) *ar2&$

() +!t/',

(J) */7

1- (1) &+$

(=) &$0&

(?) 'r/+0&

() 4#a/+

(J) $&&4

- (1) 'a*&

(=) Pr/$&

(?) !ast

() Pr!3#a/*

(J) Pr!*!t&

#nwer5

R&a$ *!r&tt4


26/84

:irection (93)5 I+ t& '!##!/+0 4assa0&s t&r& ar& %#a+2s &a3 !' /3 as %&&+ +"*%&r&$

t&s& +"*%&rs ar& 4r/+t&$ %! t& 4assa0& a+$ a0a/+st &a3 '/& !r$s a& %&&+ s"00&st&$ !+&

!' /3 '/ts t& %#a+2s a44r!4r/at,. F/+$ !"t t& a44r!4r/at& !r$ /+ &a3 3as&.

#) Ma+ as a#a,s 3!+s/$&r&$ /*s' t! t& r"#&r !' /s 4#a+&t. T/s ()a+$ t& att&+$a+t s"4&r/!r/t,

'&/+0 as *a$& /* #!!2 $!+ (2)-!t&r 3r&at"r&s ! 3!-&7/st /t "*a+ !+ t/s &art. T& s!

3a##&$ 3//#/@&$ "*a+ ra3& as (3)-a+$ /## tr&at&$ s*a## a+$ #ar0& a+/*a# s4&3/&s a+$ %/r$s /+ a+

att&*4t t! 4r!& /s (")-It /s 3!**!+ 2+!#&$0& tat (%)+"*%&r !' a+/*a#s a& %&&+ t!rt"r&$. F!r

3&+t"r/&s "+$&r t& (&)-!' 3!+$"3t/+0 s3/&+t/'/3 &74&r/*&+ts !r '!r s4!rts. T/## r&3&+t#, /+ t& (,)!'

s3/&+t/'/3 &74&r/*&+ts *!+2&,s a+$ 'r!0s a& %&&+ (.)t! $/ss&3t/!+ a+$ (1)-/+ t& #a%!rat!r,

- (1) P#&as"r& (=) Fa3t (?) A3/&&*&+t

() F!r3& (J) Arr!0a+3&

2- (1) I+ (=) U4!+ (?) ;/t

() F!r (J) I+t!

3- (1) Cr/t/3/@&$ (=) D&a#"&$ (?) Pr!t&3t&$

() A%"s&$ (J) E+#ar0&$

"- (1) S"4r&*a3, (=) ;/s$!* (?) C#&&r+&ss

() I+st/+3t (J) P!ss&ss/!+

%- (1) Ta## (=) P#&+t, (?) C!"+t#&ss

() D/&rs& (J) N"*&r!"s

&- (1) Pr!5&3t/!+ (=) Cr/t/3/s* (?) Pr&t&7t

() Ga*& (J) St"$,

,- (1) Matt&r (=) S&t (?) S3&*&

() V/rt"& (J) Na*&

.- (1) C!+'/+&$ (=) S"%5&3t&$ (?) C!+$&*+&$


27/84

() A##/&$ (J) P&r'!r*&$

1- (1) Cr"t, (=) D&'!r*at/!+ (?) St"$,

() V//s&3t/!+ (J) Pr!#/'&rat/!+

) T& !r#$ %a+2s ar+/+0 /+ /ts 3!"+tr, r&4!rt tat t& I+$/a+ E3!+!*, /s a 0r&at $&a#

*!r& ()ta+ /t #!!2s %&3a"s& !' t& *!"+t/+0 '/s3a# $&'/3/t a+$ t& *a+/'&st /+sta%/#/t, !' C&+tra#

a+$ stat& 0!&r+*&+ts t! *"st&r "4 t& 4!#/t/3a# /## t! ta32#& /t 5"st /+ t/*& t! 4"+3t"r& t& %a##!!+

!' ()s/+3& t& t"r+ar!"+$ /+ t& &3!+!*, %&0a+ at t& &+$ !' t/s ,&ar. It /s t&r&'!r& +! s"r4r/s&

tat N!rt #!32 0r&&t&$ /ts "+$&r#,/+0 4&ss/*/s* /t (2)a+$ (3)R&*/+$&rs a%!"t ! /t !&r

BJ %/##/!+ /+ '!r&/0+ &73a+0& r&s&r&s t& &3!+!*, a$ +&&r a$ /t s! 0!!$.

- (1) 'ra0/#& (=) %r/tt#& (?) S!'t

() Fra"$"#&+t (J) ;&a2#/+0

- (1) 3!*4#a/sa+3& (=) 3!*4#a3&+3, (?) C!*4#/3/t,

() C!*4#&7/t, (J) S/*4#/3/t,

2- (1) $&'/a+t (=) '!r3&'"# (?) ar/!"s

() /##!0/3a# (J) s&+s&ss

3- (1) s+&a2/+0 (=) /## $&'/+&$ (?) t,ra+t

() r/$/3"#/+0 (J) # $&'/+&$

#nwer

QUE ANS QUE ANS QUE ANS

J & ? =

2 = , J 2

3 . = 3 ?


28/84

" 1 1

% ? 1

R&a$ *!r&tt4


29/84

"- A't&r s4&+$/+0 a s*a## a*!"+t !+ *&$/3/+&s & r&'"+$&$ t& &+t/r&WWW..*!+&, t! /s 'at&r.

(/) r&*a/+&$ (//) %a#a+3& (///) r&s/$"a#

(a) O+#, /

(%) O+#, //

(3) O+#, ///

($) // !r /// !+#,

(&) / !r /// !+#,

%- It a44&+&$ /+a$&rt&+t#,8 & $/$+t $! /tWWWW..

(/) $/%&rat, (//) 4"r4!s&'"##, (///) /+t&+t/!+a##,

(a) A+,!+&

(%) / !r // !+#,

(3) / !r /// !+#,

($) // !r /// !+#,

(&) N!+& !' t&s&

:irection5(&9) I+ &a3 s&+t&+3& %! !+& !r$ as %&&+ 4r/+t&$ /+ %!#$. ! t& s&+t&+3&'/& !r$s


30/84

(&) a36"a/+t

.- H/s a44&ara+3& as &7tr&*, mileading-

(a) attra3t/&

(%) $&4r&ss/+0

(3) $&3&4t/&

($) sa$

(&) +!r*a#

1- H& as a cunning%"s/+&ss*a+.

(a) 3ra't,

(%) s"33&ss'"#

(3) $/s!+&st

($) 3!rr"4t

(&) r&s4&3t&$

- T& affluence!' H/+$/ '/#* a3t!rs as +! *at3.

(a) a+$s!*& a44&ara+3&

(%) %ra& a3t/!+

(3) &a#t, 4s/6"&

($) &a#t 3!+$/t/!+

(&) /+t#/0&+t $&&$

#7BE45

- (b)

2- (c)

3- (e)

"- (b)


31/84

%- (c)

&- (b)

,- (e)

.- (c)

1- (a)

- (d)

R&a$ *!r&tt4


32/84

Nor/Or

!ect/"!ect

#i$ce/%eca&se

'eer/Less

Whether/*

+ay/+i,ht

That/Who

Tha$/The$


33/84

t-s/ts

There/Their

/They-re

omeme$t/ omime$t

Loose/Lose

Exercie on above rule

8e whoJ or whomJ where appropriate

- D! ,!" 2+! $/$ t/s9

2- ;/t ar& ,!" 0!/+0 /t t! t& $a+3&9

3- *a$& $/++&r9

"- $/$ ,!" &+$ "4 /r/+09


34/84

@a! veru lie5

%- ;/3 /s t& 3!rr&3t '!r* !' t& s&+t&+3&9

(a) T& 3at #a, /+ t& *"$ ,&st&r$a,.

(%) T& 3at #/&$ /+ t& *"$.

&- ;/3 /s t& 3!rr&3t '!r* !' t& s&+t&+3&9

(a) St&& #a/$ $!+ !+ t& '#!!r.

(%) St&& #a, $!+ !+ t& '#!!r.

,- ;/3 /s t& 3!rr&3t '!r* !' t& s&+t&+3&9

(a) :&st&r$a, I #a/$ t& t! !"t /+ t& s"+.

(%) :&st&r$a, / #/&$ t& t! !"t /+ t& s"+.

7or veru or5

.- ;/3 s&+t&+3& /s incorrect9

(a) I $!+t a+t tat !r tat.

(%) N&/t&r A#&7 +!r L&s#/& 3a*& t! *, 4art,.

(3) I a+t +&/t&r 4/@@a !r 4asta.

1-

;/3 s&+t&+3& /s incorrect9

(a) I 3a+t '& a+, s/$& &''&3ts 'r!* t& *&$/3/+&.

(%) H& &''&3ts ,!" /+ a +&0at/& a,.

(3) T& $!0 *a2&s *& a44,8 & a''&3ts *, *!!$ /+ a 0!!$ a,.

- ;/3 s&+t&+3& /s incorrect9

(a) S/+3& ,!" #&'t I a& '!"+$ a +& r!!**at&.

(%) S/+3& ,!" #&'t / +&&$&$ t! '/+$ a +& r!!**at&.


35/84

(3) &3a"s& I #/2& ,!" I* 0!/+0 t! %", ,!" '#!&rs.

Common uage5

. ;/3 s&+t&+3& /s correct9

(a) T&r& /s #&ss at&r /+ t& #a2& t/s ,&ar.

(%) T&r& /s '&&r at&r /+ t& #a2& t/s ,&ar.

(3 ) T& at&r /s '&&r t/s ,&ar.

2- ;/3 s&+t&+3& /s correct9

(a) I /## 0! t! t& 4art, /t ,!" &t&r I 3a+ '/+/s *, !*&!r2.

(%) I /## !+#, 0! t! t& 4art, /t ,!" /' I 3a+ '/+/s *, !*&!r2.

(3) I' I 0! t! t& 4art, $&4&+$s !+ /' I '/+/s *, !*&!r2.

Gill in the blan> with the correct word5

3- /## %& +! t/*& t! r&st %&'!r& 0!/+0 t! t& *!/&s.

(a) T&,r& (%) T&r& (3) T&/r

"- T& %/r$ '#a44&$ /+0s.

(a) /ts (%) /ts

%- I #!& ra4 a, *!r& I #!& 3!"+tr, *"s/3.

(a) ta+ (%) t&+

&- I t/+2 ,!" a+$ /##, ar& a 0!!$ 3!"4#&. :!" r&a##, &a3 !t&r.

(a) 3!*4#&*&+t (%) 3!*4#/*&+t

,- &'' /s t& %!, a#2&$ *& !*& t& !t&r $a,.

(a) tat (%) !


36/84

.- Tat s3r& /s . :!" s!"#$ !#$ !+ t! /t s! ,!" $!+t /t.

(a) #!!s&


37/84

R&a$ *!r&tt4ing*!r& a+$ *!r& *!+&,.

(a) /s *a2/+0

(%) /s *a$&

(3) ar& *a$&

($) ar& *a2/+0

(&) N! 3!rr&3t/!+ r&6"/r&$

3- H/s %&a/!r /t a## /s &*4#!,&&s /s s! 4#&as/+0 tat &&r,!+& come forward for helping him-

(a) 3a*& t!ar$s /* '!r

(%) 3!*&s t!ar$s /* '!r

(3) 3!*&s '!rar$ t! /*

($) 3!*&s '!rar$ '!r /*

(&) N! 3!rr&3t/!+ r&6"/r&$

"- A *ast&r s!"#$ +&&r /*4!s& hi ervant too much wor>-

(a) /s s&ra+ts /t t!! *"3 !r2

(%) t!! *"3 !r2 /t /s s&ra+ts

(3) t!! *"3 !r2 !+ /s s&ra+ts
http://www.bankersadda.com/2014/02/english-common-grammar-mistakes.html#ixzz3jvSBZogihttp://www.bankersadda.com/2014/02/english-common-grammar-mistakes.html#ixzz3jvSBZogihttp://www.bankersadda.com/2014/02/english-common-grammar-mistakes.html#ixzz3jvSBZogi


38/84

($) t!! *"3 !r2 '!r /s s&ra+ts

(&) N! 3!rr&3t/!+ r&6"/r&$

%- Bhat matter doe*!st /s t& 6"a#/t, a+$ +!t t& 6"a+t/t,.

(a) ;at $!&s *att&r

(%) ;at $!&s /t *att&r

(3) Tat *att&rs

($) ;at *att&rs

(&) N! 3!rr&3t/!+ r&6"/r&$

&-T& 4!#/3& 3!**/ss/!+&r %"rst /+t! ra0& a+$ ordered immediatel!s"s4&+s/!+ !' t& /+s4&3t!r !a$ arr&st&$ t& /++!3&+t %!,.

(a) !r$&r /**&$/at,

(%) !r$&r /**&$/at&

(3) !r$&r&$ /**&$/at&

($) !r$&r/+0 /**&$/at&

(&) N! 3!rr&3t/!+ r&6"/r&$

,- H& would be li>e toa& s!*& /3&-3r&a*.

(a) !"#$ #/2& t!

(%) !"#$ %& #/2&$ t!

(3) as t! %& #/2/+0 t!

($) !"#$ %&/+0 #/2&$ t!

(&) N! 3!rr&3t/!+ r&6"/r&$

.- N!t 2+!/+0 t& #a+0"a0& a+$ had no'r/&+$s /+ t& 3!"+tr, & '!"+$ /t /*4!ss/%#& t! 0&t 5!%.

(a) as +!

(%) /t a/+0

(3) /t a/+0 +!t

($) a/+0 +!

(&) N! 3!rr&3t/!+ r&6"/r&$

1- S& /## +!t att&+$ t& *&&t/+0 until s& /s as2&$ t!.


39/84

. (a) &73&4t

(%) &&+ /t

(3) &&+ &73&4t

($) "+#&ss

(&) N! 3!rr&3t/!+ r&6"/r&$

- &3a"s& !' /s s*art !r2 & /s in the bet boo>!' /s &*4#!,&r.

. (a) /+ t& %&tt&r %!!2s

(%) /+ t& 0!!$ %!!2

(3) /+ t& 0!!$ %!!2s

($) /+t! t& 0!!$ %!!2s

(&) N! 3!rr&3t/!+ r&6"/r&$

#nwer5

9 a=

2 9 a=

3 9 c=

" 9 c=

% 9 d=

& 9 c=

, 9 a=

. 9 d=

1 9 d=

c

R&a$ *!r&tt4


40/84

(1) /+ a 3#!s&$ r!!* (=) /+ a s*a## '/$

(?) /+ a $/''/3"#t s/t"at/!+ () /+ a *&a$!

2- T& &''!rt t! tra3& t& 3"#4r/t as a wild goe chae-

(1) a 'r"/t'"# "+t/+0 (=) '"t/#& s&ar3

(?) /$&a# s&&2/+0 () 0&+"/+& &''!rt

3- T& st!r, doe not hold water-

(1) $!&s +!t $&s&r& a44r&3/at/!+

(= $!&s +!t '"#'/# t& r&6/"r&*&+ts

(?) Ca++!t %& %/&$

() 3a++!t %& a#"&$

"- Ra5 3!"#$+t 4a, t& %/## s! & as2&$ t& !+&r t! 4"t /t on the cuff-

(1) !+ 3r&$/t (=) a0a/+st /s 3r&$/t

(?) /+ /s %a+2 a33!"+t () /+ /s 'r/&+$s a33!"+t

%- H/s sta&*&+t /s out and outa #/&.

(1) t!ta##, (=) s/*4#,

(?) *&r, () s#/0t#,

&- T& #"7"r, 3ar tat t&, %!"0t t"r+&$ !"t t! %& a white elephant-

(1) a rar& art/3#&

(=) "s&'"# *!$& !' tra+s4!rt

(?) 3!st#, !r tr"!%#&s!*& 4!ss&ss/!+

() a 4r!"$ 4!ss&ss/!+

,- I' ,!" ar& fair and 0uare/+ ,!"r !r2 ,!" /## $&'/+/t, 4r!s4&r.

(1) a3t/& (=) !+&st

(?) %"s/+&ss #/2& () a"t!rat/&


41/84

.- T&r& /s no love lot betweena+, t! +&/0%!"r/+0 3!"+tr/&s /+ t& !r#$.

(1) st!4 #!/+0 (=) +!t !+ 0!!$ t&r*s

(?) '!r*/+0 a 0r!"4 () a& a 0!!$ "+$&rsta+$/+0

1- T& &a, $!+4!"r pla!ed havoc/+ t& 3!asta# ar&a.

(1) 3a"s&$ $&str"3/t!+ (=) 3a"s&$ $/s&as&

(?) 3a"s&$ '#!!$s () 3a"s&$ ar$s/4

- T! a& a green thumb*&a+s

(1) !+&s +a/#s ar& 4a/+t&$ 0r&&+

(=) !+& /s art/3st/3

(?) t! a& a +at"ra# /+tr&st /+ 0ar$&+/+0

() !+& as a 0r&&+ tatt! !+ t& t"*%

#nwer5

? & ?

2 = , =

3 = . =

" 1 1 1

% 1 ?

R&a$ *!r&tt4


42/84

2- ;& a& t! t&4!+& !4&rat!rs !' t&* $! ,!" a+t9

(1) ! (=) !*

(?) /3 () at

3- I a& +! *!t/& /+ !''&r/+0 t/s a$/3&.

(1) P!st&r/!r (=) /+t&r/!r

(?) "#t&r/!r () &7t&r/!r

"- 4!#/t/3/a+s ar& a#a,s r&s4&3t&$.

(1) C!+s3/!"s (=) C!+s3/&+t/!"s

(?) Ca"t/!"s () Car&'r&&

%- ;& /## a& t! at!+& !"r */s$&&$s.

(1) at (=) !+

(?) '!r () /t

&- I 0!t "s&$ !+ t& r/0t &+ I as /+ t& U.S. '!r t! ,&ars.

(1) Dr//+0 (=) t! $r/&

(?) t! $r//+0 () %, $r//+0

,- Ha$ ,!" t!#$ *& &ar#/&r I t& *&&t/+0.

(1) a$ att&+$&$ (=) a& att&+$&$

(?) att&+$&$ () !"#$ a& att&+$&$

.- T& 3#/*at& /s +!t 3!+$"3/& 0!!$ &a#t.

(1) /t (=) 'r!*

(?) /+ () t!


43/84

1- A $!0 #/&s /+ a

(1) %"rr! (=) 3!!4

(?) sta%#& () 2&++

- Ma+, t/+0s a& a44&+&$ I *&t ,!" #ast.

(1) %&'!r& (=) &+

(?) 'r!* () s/+3&

#7BE4 BIT< ELD@#7#TI/75

- (=)

E74#a+at/!+ T& 4r&4!s/t/!+ of/s "s&$

/t accueds/*/#ar#, condemnedfor chargedwitha+$ punihmentforar& "s&$.

2- (?)

Explanation ;! r&'&rs t! "*a+ %&/+0 /+ 0&+&ra# /3 /s "s&$ /+st&a$ !' ! &+ t&r& /s

r&str/3t/!+ !' 3!/3&. /.&. /3 !' ,!" $/$ t/s9

3- (?)

Explanation 8lterior*&a+s /$$&+ !r +!t !%/!"s a+$ Interior*&a+s /++&r 4!rt/!+ /+ t& s!*&

a, exterior/s t& a+t!+,*s !' interior.

"- (=)

Explanation Concientiou*&a+s ta2/+0 3ar& t! $! t/+0s 3ar&'"##, a+$ 3!rr&3t#,.

%- (?)

Explanation T! atone for*&a+s t! $! s!*&t/+0 t! 3!*4&+sat& '!r s!*& 4r&/!"s */s$&&$.

&- (?)

Explanation T! 0&t ued todoings!*&t/+0 *&a+s t! 0&t a33"st!*&$ t! $!/+0 s!*&t/+0.


44/84

,- ()

Explanation Ha$ V?r&6"/r&s !"#$ a& V?

.- ()

Explanation Conducive'!##!s 4r&4. to

1- ()

Explanation urrow/s !#& /+ t& 0r!"+$ /+ /3 ra%%/ts 5a32a#s a+$ '!7&s #/&. C!!4 /s a 3a0& '!r

4!"#tr, sta%#& /s a 4#a3& &r& !rs&s ar& 2&4t.

- ()

Explanation Pr&s&+t 4&r'&3t S/+3& < F!r U+/t !' t/*&.

R&a$ *!r&tt4>? I as st/## 4a,/+0 ta7&s /+ A*&r/3a s! /t !rr/'/&$ *& tat t& US C!+s"#at& as !st/+0 a Ga##!$r/+2/+0 a44r&3/at/!+ &&+t.(%) &/+$ t&* a 4/a+/st as 4#a,/+0 !#$ '/#* t"+&s a+$ a s#/* s!rt !*a+ as $a+3/+0 ar!"+$ /*.

- ;/3 !' t& '!##!/+0 !"#$ %& t& Gourths&+t&+3& 9(A) 1 () = (C) ?(D) (E) J

2- ;/3 !' t& '!##!/+0 !"#$ %& t& Girts&+t&+3& 9

(A) 1 () = (C) ?(D) (E) J

3- ;/3 !' t& '!##!/+0 !"#$ %& t& Gifth (@at)s&+t&+3& 9

(A) 1 () = (C) ?(D) (E) J

"-

;/3 !' t& '!##!/+0 !"#$ %& t& econds&+t&+3& 9(A) 1 () = (C) ?(D) (E) J

%-

;/3 !' t& '!##!/+0 !"#$ %& t& Thirds&+t&+3& 9(A) 1 () = (C) ?(D) (E) J

:irectionM(& to )R&arra+0& t& '!##!/+0 ixs&+t&+3&s (1) (=) (?) () (J) a+$ () /+ t& 4r!4&r s&6"&+3&t! '!r* a *&a+/+0'"# 4ara0ra48 t&+ a+s&r t& 6"&st/!+s 0/&+ %! t&*.- H& /**&$/at, a32+!#&$0&$ M!a+s 0!!$ !r2 a+$ /+/t&$ /* t! /s !*& '!r $/++&r.2- O+& $a, a &a#t, *&r3a+t s&+t /s s!+s %/3,3#& t! t& s!4 '!r r&4a/r.3- T& +&7t $a, t& *&r3a+t 3a*& t! 3#a/* t& %/3,3#& a+$ +!t/3&$ tat /t as s/+,."-A't&r r&4a/r/+0 t& %/3,3#& M!a+ 3#&a+&$ /t "4 a+$ *a$& /t #!!2 +&.%. O+3& "4!+ a t/*& t&r& as a %!, +a*&$ M!a+ ! !r2&$ as a+ a44r&+t/3& /+ a %/3,3#& s!4.&-Ot&r a44r&+t/3&s /+ t& s!4 #a"0&$ at M!a+ '!r $!/+0 "++&3&ssar, !r2.

&- ;/3 !' t& '!##!/+0 s!"#$ %& t& EC/7:s&+t&+3& a't&r r&arra+0&*&+t 9

(A) 1 () = (C) ?(D) (E)
http://www.bankersadda.com/2013/05/english-quiz.html#ixzz3jvSS5g3Dhttp://www.bankersadda.com/2013/05/english-quiz.html#ixzz3jvSS5g3Dhttp://www.bankersadda.com/2013/05/english-quiz.html#ixzz3jvSS5g3D


45/84

,-

;/3 !' t& '!##!/+0 s!"#$ %& t& T


46/84

&- #TT#I7 T/

?eaning Arr/& at a 4!s/t/!+ < 4!st

Example H& atta/+&$ t! t/s stat"s a't&r ar$ str"00#&.

,- #TT4#CTI/7 G/4

?eaning A t/+0 !r 4&rs!+

Example H& as attra3t/!+ '!r &r.

.- #TT4#CTE: T/

?eaning T/+0 !r 4&rs!+

Example H& as attra3t&$ t! &r at '/rst s/0t.

1- #F#I@ /G

?eaning Ta2& a$a+ta0& !'

Example S& aa/#&$ &rs' !' t/s !44!rt"+/t, a+$ 0!t s"33&ss.

- #@//G G4/?

?eaning K&&4 'r!*

Example K&&4 a#!!' 'r!* %a$ %!,s.

Important Nuetion on prepoition5 9

Gill up the blan> with uitable prepoition from the alternative given under each entence .

- As a st&4 t! r&+!at/!+ & as $&3/$&$ t! r&4#a3& !#$ '"r+/t"r& WWWWWW.. +& !+&.

(1) ;/t (=) %, (?) '!r

2- D"r/+0 t& 3!"rs& !' s4&&3 t& Pr/+3/4a# &+#ar0&$ WWWWWW t& +&&$ !' /*4r!/+0 3!##&0&

#/%rar,.

(1) "4!+ (=) t! (?) /+

3- H& as /+ a "rr, a+$ 5"st 0#a+3&$ WWWWWW t& #&tt&r.

(1) !&r (=) at (?) tr!"0

"- N! a $a,s t& r/3 4&rs!+s &+5!, /+'#"&+3& WWWWWW t& 4!#/3& a"t!r/t/&s.

(1) /t (=) !&r (?) !+

%- N! %!$, #/2&s a+,!+& t! /+tr"$& WWWWW.. /s 4r/a+3,.

(1) /+ (=) /+t! (?) !+

&- T/+2 !&r t& *att&r. P#&as& $!+t 5"*4 WWWWW.. C!+3#"s/!+s /+ a "rr,.

(1) t! (=) at (?) '!r


47/84

,- T& s3&*& !' R!@0ar :!5+a !r/0/+at&$ WWWWWWW t& Pr/*& M/+/st&r.

(1) /+ (=) /t (?) %,

.- ;& *"st +!t s! 4art/a#/t, WWWW. O"r rat/&s.

(1) t! (=) '!r (?) !'

1- T& H/+$"s %/&& /+ *a+, r/t"a#s t! ar$ WWWWW.. &/#s.

(1) a0a/+st (=) !'' (?) !"t

- T&r& /s +! #/*/t WWW t& a+ts !' *a+.

(1) '!r (=) t! (?) /+

ANS;ERS

- =

2- 1

3- ?

"- 1

%- ?

&- 1

,- =

.- 1

1- =

- =

TI?E T#KE7

Bithin 3 ?in E73#&+t

39% ?in :!" 3a+ $! %&tt&r

?ore than % min ,!" +&&$ t! !r2 ar$

R&a$ *!r&tt4


48/84

- I7T#7T

(A) Ur0&+t () Pr&3/s&

(C) I*4&rat/& (D) A '!!$ 6"/32#, 4r&4ar&$

(1) A Y D (=) C Y D

(?) A C Y D () A Y D

(J) A## !' t& a%!&

2- ELDI4E

(A) T&r*/+at& () E7a#&

(C) R"+ O"t (D) D/&

(1) A Y (=) Y C

(?) C Y D () A Y C

(J) A## !' t& a%!&

3- I7

(A) R&s4&3ta%#& () !7

(C) C&st 3as& (D) P#a3& /+ a %/+

(1) A Y C (=) C Y D

(?) A C Y D () A Y D

(J) A## !' t& a%!&

"- I7IN8IT/8

(A) ;/32&$ () N&'ar/!"s

(C) U+5"st (D) As2a+3&

(1) A Y C (=) C Y D

(?) A C Y D () A Y D

(J) A## !' t& a%!&

%- ?EET

(A) T! 3!*& /+ +!t/3& () S&tt#&

(C) Ass&*%#& (D) A 3!+t&st

(1) C Y D (=) A Y C

(?) Y D () C Y D

(J) A## !' t& a%!&


49/84

:irection (&9)5 C!!s& t& !4t/!+ /3 as correctpairt! '/## t& %#a+2 s4a3& 0/&+ /+ 6"&st/!+.

&- L"32 /s a WWWWW. a44&+/+0 !r tat /3 a44&+s %&,!+$ a 4&rs!+s 3!+tr!# a+$ 3a+ %&

r&'&rr&$ t! as 0!!$ #"32 !r %a$ #"32.

(A) Fat& () Ca+3&

(C) S"$$&+ (D) U+4#a++&$

(E) U+4r&$/3ta%#& (F) U+3!+tr!##a%#&

(1) A Y E (=) C Y E

(?) Y C () A Y F

(J) C Y D

,- T/*& tra /s t& 3!+3&4t !' *!/+0 %&t&&+ $/''&r&+t 4!/+ts /+ t/*& /+ a *a++&r WWWWW t!*!/+0 %&t&&+ $/''&r&+t 4!/+ts /+ s4a3&.

(A) S/*/#ar () A+a#!0!"s

(C) S"4&r /*4!ss/%#& (D) C!*4ara%#&

(E) D/&rs& (F) C!+!#"t&$

(1) A Y D (=) C Y E

(?) Y D () A Y

(J) C Y F

.- A #a*a2&r '/rst ra/s&$ t& a##&0at/!+s /+ a #&tt&r t! t& 4r/*& */+/st&r /+ &ar#, S&4t&*%&r a+$ t&

3!*4#a/+t asWWWWW.. 4ass&$ 'r!* !+& 0!&r+*&+t $&4art*&+t t! a+!t&r /t!"t a3t/!+ %&/+0

ta2&+.

(A) S&3!+$#, () C!+s&6"&+t#,

(C) S"%s&6"&+t#, (D) R!"t/+,

(E) S&6"&+3& (F) S&6"&+t/a##,

(1) A Y D (=) C Y F

(?) A Y E () C Y E

(J) Y D

1- O+& !' t& *!st 3!**!+#, &at&+ &0&ta%#& a3r!ss t& !r#$ a 4!tat! 4#a+t /s a3t"a##,WWWW.

(A)Har*'"# () P!/s!+!"s

(C) Har*#&ss (D) I++!3"!"s

(E) O4"#&+t (F) La/s

(1) A Y (=) Y E

(?) A Y E () C Y F


50/84

(J) Y D

- La$a2 as a#a,s %&&+ a WWWWWWW '!r %/2&rs a+$ t& Ma+a#/-L& /0a, /s /+$&&$ t&

sta/ra, t! t/s &a&+#, 4#a3&.

(A) H&a&+ () Para$/s&

(C) Et&r+/t, (D) D&at tra4

(E) C!*4&t/t/& (F) T&r*/+a#

(1) A Y C (=) C Y D

(?) Y F () A Y

(J) Y E

#nwer5

J & ?

2 J ,

3 = . =

" 1 1 1

% J

R&a$ *!r&tt4


51/84

3- #:#AE5

(1) Pr!&r% (=) :!"t

(?) S"44#&*&+t () Har$+&ss

"- E78E5

(1) C!*4 (=) P#&a$

(?) R&*a/+ () F!##!

%- OE7IT


52/84

ENGLISH QUIZ ON CLOZE TEST

C@/OE TET5F/+$ !"t t& a44r!4r/at& !r$s /+ t& %#a+2s !' t& '!##!/+0 4assa0&.

S4&3"#at/!+ a+$ !4/+/!+s !+ a33/$&+ts ()t! (2)t&* as 4art !' +at"ra# (3)-T/s /s a &r, 3!+&+/&+t

a, !' (") a## ar& 3!+3&r+&$ !' t&/r r&s4!+s/%/#/t, a33!"+ta%/#/t, a+$ &&+3"#4a%/#/t,.

T"s !&r t& ,&ars t& 0&+&ra8 4"%#/3 a+$ t& *&$/a a& %&0"+ t! (%) a33/$&+ts as +at"ra#

$/sast&rs. M!st !' t& /+&st/0at/!+s (&)!+ t& (,)tat s!*& +at"ra# 4&+!*&+!+ as (.) t&

a33/$&+t. T"s 3!+3r&t& (1)ar& %,-4ass&$ 4r!4&r *!$/+0 a+$ a+a#,s/s !' t& 4r!3&ss /0+!r&$ a+$

r/$/3"#!"s %"t 3!+&+/&+t 3!+3#"s/!+s ()at.

- (1) *&a+ (=) !''&r

(?) ar& () t&+$

(J) $&'/+&

2- (1) 4r!5&3t (=) +!t/',

(?) s/*4#/', () s"sta/+

(J) s"rr!"+$

3- (1) Ca#a*/t, (=) $/sast&r

(?) Ca!s () 3&rta/+t,

(J) 4&+!*&+!+

"- (1) r&s!#/+0 (=) a%s!#/+0

(?) $/s3&r+/+0 () r&as/+0

(J) a33!"+t/+0

%- (1) D&/at& (=) $!"%t

(?) 3!+s/$&r () ra/s&

(J) r&t/+2

&- (1) a44r!a3 (=) s"33&&$

(?) aa/# () 4r!3&&$

(J) 4"rs"&

,- (1) t&!r, (=) %as/3

(?) 3r/t&r/a () 4r/+3/4#&

(J) ass"*4t/!+

.- (1) *a0+/'/&$ (=) tr/00&r&$


53/84

(?) *a+a0&$ () s"rr!"+$&$

(J) /+s4/r&$

1- (1) &/$&+3&s (=) a+a#,s/s

(?) s!#"t/!+ () &r/',/+0

(J) +at"r&

- (1) s/0+a#&$ (=) 3a##&$

(?) arr/&$ () *a+a0&$

(J) str/&$

A+s&rs

2 1

3 J

" =

% ?

&

, J

. =

1 1

?

R&a$ *!r&tt4


54/84

2- E4#TO

(1) I+'&r/!r (=) I*/tat/!+

(?) G&+"/+& () Or/0/+a#

3- /TE7T#TI/8

(1) N!/s, (=) Ta#2at/&

(?) S!, () ;&a#t,

"- E7E4F#TE

(1) E+&r0/s& (=) L"r&

(?) ;&a2&+ () Ca#*

%- C/7T4ITE

(1) R&4&+ta+t (=) S,

(?) U+3&rta/+ () S&r/!"s

&- T8TE@#AE

(1) P&r'&3t/!+ (=) D&5&3t/!+

(?) R&5&3t/!+ () Pr!t&3t/!+

,- E8@@IE7T

(1) G/#t&$ (=) E+t"s/ast/3

(?) L"s3/!"s () Arr!0a+t

.- D/B9 B/B

(1) G!ss/4 (=) M&&t/+0

(?) E#/t& () D/s3"ss/!+

1- T48C8@E7T

(1) S&r/#& (=) Tras,

(?) F&r!3/!"s () "/3,

- 4EN8ITE

(1) S4ar& (=) R&4a,

(?) Fa!"r () P"+/s

#7BE45


55/84

R&a$ *!r&tt4ing!+ t& !44!s/t& s/$& !' t& r!a$.

;& arr/&$ /+ Ma$r/$ a't&r drivinga## +/0t.

M, 'at&r $&3/$&$ a0a/+st potponing/s tr/4 t! H"+0ar,.

- 1

2- =

3- ?

"- ?

%- 1

&-

,- =

.- =

1- ?

- =
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56/84

7ote T/s /s a#s! tr"& !' 3&rta/+ &74r&ss/!+s &+$/+0 /+ a 4r&4!s/t/!+ &.0. /+ s4/t& !' t&r&s +! 4!/+t

/+..

T&r&s +! 4!/+t /+ waiting.

I+ s4/t& !' miingt& tra/+ & arr/&$ !+ t/*&.

4ule "5 . A't&r a +"*%&r !' 4rasa# &r%s /3 ar& 3!*4!s&$ !' a &r% 4r&4!s/t/!+


57/84

4ule & 5 A't&r t& &74r&ss/!+s

3a+t 3a+t sta+$ /ts +! "s&


58/84

7ote T/s 3!+str"3t/!+ /s 4art/3"#ar#, "s&'"# /t t& &r% t! 0! as /+ t&s& 3!**!+ &74r&ss/!+s

t! 0! s!44/+0 t! 0! '/s/+0 t! 0! s/**/+0 t! 0! r"++/+0 t! 0! $a+3/+0 t! 0! s"r'/+0

4ule 3 5 A't&r &r%s !' 4&r3&4t/!+ /+ t& 4att&r+5

verb ob*ect preent participle

Example

I &ar$ s!*&!+& inging.

H& sa /s 'r/&+$ wal>inga#!+0 t& r!a$.

I 3a+ s*# s!*&t/+0 burning

7/TE T&r& /s a $/''&r&+3& /+ *&a+/+0 &+ s"3 a s&+t&+3& 3!+ta/+s a @&r!-/+'/+/t/& rat&r ta+ a

4art/3/4#&. T& /+'/+/t/& r&'&rs t! a completea3t/!+ %"t t& 4art/3/4#& r&'&rs t! a+ incompletea3t/!+!r 4art !' a+ a3t/!+.

Compare

I &ar$ !a++a inging( s& a$ start&$ %&'!r& I &ar$ &r a+$ 4r!%a%#, &+t !+ a't&rar$s)

I &ar$ !a++a ing( I &ar$ &r 3!*4#&t& 4&r'!r*a+3&)

4ule " 5 as a+ a$5&3t/&

Example5

amaing= worr!ing= exciting= boring-

It as a+ amaing'/#*.

Its a %/t worr!ing&+ t& 4!#/3& st!4 ,!"

Dar2 billowing3#!"$s !'t&+ 4r&3&$& a st!r*.

4acing3ars 3a+ 0! as 'ast as >>24.

H& as tra44&$ /+s/$& t& burning!"s&.

Ma+, !' /s 4a/+t/+0s $&4/3t t& ettings"+.

4ule % 5;/t t& &r%s s4&+$ a+$ ast& /+ t& 4att&r+

verb time6mone! expreion preent participle

Example5

M, %!ss s4&+$s t! !"rs a $a, travellingt! !r2.

D!+t ast& t/*& pla!ing3!*4"t&r 0a*&s

T&,& s4&+t t& !#& $a, hopping.


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4ule & ;/t t& &r%s 3at3 a+$ '/+$ /+ t& 4att&r+

verb ob*ect preent participle

;/t 3at3 t& 4art/3/4#& a#a,s r&'&rs t! a+ a3t/!+ /3 3a"s&s a++!,a+3& !r a+0&r

Example

I' I 3at3 ,!" tealing*, a44#&s a0a/+ t&r# %& tr!"%#&

D!+t #&t /* 3at3 ,!" reading/s #&tt&rs

T/s /s +!t t& 3as& /t '/+$ /3 /s "+&*!t/!+a#

;& '!"+$ s!*& *!+&, l!ing!+ t& 0r!"+$.

T&, '!"+$ t&/r *!t&r itting/+ t& 0ar$&+.

4ule , 5 T! r&4#a3& a s&+t&+3& !r 4art !' a s&+t&+3&

;&+ t! a3t/!+s !33"r at t& sa*& t/*& a+$ ar& $!+& %, t& sa*& 4&rs!+ !r t/+0 & 3a+ "s& a

4r&s&+t 4art/3/4#& t! $&s3r/%& !+& !' t&*

Example5

T&, &+t !"t /+t! t& s+!. T&, #a"0&$ as t&, &+t. T&, &+t laughing!"t /+t! t& s+!.

H& /st#&$ t! /*s'. H& a#2&$ $!+ t& r!a$. Bhitlingt! /*s' & a#2&$ $!+ t& r!a$

.

4ule . 5 ;&+ !+& a3t/!+ '!##!s &r, 6"/32#, a't&r a+!t&r $!+& %, t& sa*& 4&rs!+ !r t/+0 &

3a+ &74r&ss t& '/rst a3t/!+ /t a 4r&s&+t 4art/3/4#&5

Example5

H& 4"t !+ /s 3!at a+$ #&'t t& !"s&. Dutting!+ /s 3!at & #&'t t& !"s&.

S& $r!44&$ t& 0"+ a+$ 4"t &r a+$s /+ t& a/r. :roppingt& 0"+ s& 4"t &r a+$s /+ t&

a/r.

4ule 1 5T& 4r&s&+t 4art/3/4#& 3a+ %& "s&$ /+st&a$ !' a 4ras& start/+0 a= ince= becaue=a+$ /t

&74#a/+s t& 3a"s& !r r&as!+ '!r a+ a3t/!+

Example5

Geeling"+0r, & &+t /+t! t& 2/t3&+ a+$ !4&+&$ t& 'r/$0&. ( %&3a"s& & 't "+0r,...)

eing4!!r & $/$+t s4&+$ *"3 !+ 3#!t&s.

Knowingtat /s *!t&r as 3!*/+0 & 3#&a+&$ t& '#at.


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R&a$ *!r&tt4


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E&r,!+& /+ t& ra3& ra+ fat %"t !+ ra+the fatet!' a##.

4ule

Bith adverb ending in 9l!= ue more for the comparative and mot for the uperlative5

#dverb Comparative uperlative

6"/&t#, more6"/&tl! mot6"/&tl!

s#!#, mores#!#, mots#!l!

s&r/!"s#, mores&r/!"sl! mots&r/!"sl!

Example5

T& t&a3&r s4!2& more lowl!t! "s t! "+$&rsta+$.

C!"#$ ,!" s/+0 more 0uietl!4#&as&9

4ule

S!*& a$&r%s a& /rr&0"#ar 3!*4arat/& '!r*s

#dverb Comparative uperlative

%a$#, wore wort

'ar farther6further farthet6furthet

#/tt#& le leat

Example5

T& #/tt#& %!, ra+ furtherta+ /s 'r/&+$s.

:!"r& $r//+0 woret!$a, ta+ ,&st&r$a,

E C#4EG8@RS!*&t/*&s $mot 3a+ *&a+ $ver!$

;& &r& mot0rat&'"# '!r ,!"r

I a* mot/*4r&ss&$ %, t/s a44#/3at/!+.

#:FE4 /G ?#77E4

4ule


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A$&r%s !' *a++&r t# "s hows!*&t/+0 a44&+s. T&, ar& "s"a##, 4#a3&$ after the main

verb!r after the ob*ect-

Example5

H& s/*s well (a't&r t& *a/+ &r%)

H& ra+... rapidl!lowl!0uic>l!..

S& s4!2&... oftl!loudl!aggreivel!..

a*&s 3!"0&$ loudl!t! attra3t &r att&+t/!+.

H& 4#a,s t& '#"t& beautifull!. (a't&r t& !%5&3t)

H& at& t& 3!3!#at& 3a2& greedil!.

E C#4EG8@R

T& a$&r% s!"#$ not%& 4"t betweent& &r% a+$ t& !%5&3t

Example

H& at& 0r&&$/#, t& 3!3!#at& 3a2& Sincorrect

H& at& t& 3!3!#at& 3a2& 0r&&$/#, Scorrect

4ule

I' t&r& /s a prepoition%&'!r& t& !%5&3t &.0. at toward & 3a+ 4#a3& t& a$&r% &/t&r %&'!r& t&

4r&4!s/t/!+ !r a't&r t& !%5&3t.

Example

T& 3/#$ ra+ a44/#, toward /s *!t&r.

T& 3/#$ ra+ toward/s *!t&r a44/#,.

4ule

S!*&t/*&s a+ a$&r% !' *a++&r /s 4#a3&$ %&'!r& a &r% !%5&3t t! a$$ &*4as/s

Example5

H& gentl!!2& t& s#&&4/+0 !*a+.

S!*& r/t&rs 4"t a+ a$&r% !' *a++&r at t& %&0/++/+0 !' t& s&+t&+3& t! 3at3 !"r att&+t/!+ a+$

*a2& "s 3"r/!"s

Example5


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lowl!s& 4/32&$ "4 t& 2+/'&.

4ule

(;& a+t t! 2+!whata44&+&$ s#!#, who $/$ /t s#!#, wh!t&, $/$ /t s#!#,)

H!&&r a$&r%s s!"#$ a#a,s 3!*GTE4 intranitive verb (&r%s /3 a& +! !%5&3t).

Example

T& t!+ 0r& 0uic>l!

H& a/t&$ patientl!

A#s! t&s& 3!**!+ a$&r%s ar& a#*!st a#a,s 4#a3&$#GTE4 the verb5

well badl! hard fat

R&a$ *!r&tt4


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$ach Para Jumble can mae use of one or more of these tips for solving. %o note that

these tips should be applied depending on the uni!ue Para Jumble !uestion posed to

you. #ome problems can be solved by taing articles as a cue, while some may need

pronouns as a guide.

&ere are a few tips to successfully solve Para Jumbles'

(. Look for the sentence that clearly introduces a person, place,

committee, or concept in the Para Jumble. That will most likely be the

opening sentence.

&ere is an e)ample'

(. &e was looing forward to opening up the presents in the solitude of his room.

*. #anjays birthday was celebrated with a big bash.

+. ut the guests insisted he open them up right there.

. #everal people arrived at his home bearing gifts, both big and small.

Introductory Line: Clearly the first line must be statement B. This is

because the whole passae tal!s about ifts and uests and what happens

at birthdays. "o the first sentence must necessarily introduce the person

whose birthday it is. #e is referred to by his name in this sentence whereas

the remainin sentences refer to him as $he%. This is another indication that

sentence B is the openin line.

*. Always spot the central theme of each Para Jumble. The flow of the

story/dialog goes a long way in piecing together the paragraph in the

correct order.

+. ollow the acti!ities"

t times, the Para Jumble will have sentences taling about activities. /n such cases by

just analy0ing which activity happens when, the !uestion can be solved very easily. Tae

this case for e)ample'

(. #e accumulates some capital and goes into a business venture $ith his sons.


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*. %n order to increase his salary he $or&s through the night.

+. 'hey open a shop to create mens garments.

. (ater he ta&es the garments and sells it on )e$ or& streets.

1. #e ta&es garments from the s$eatshop to finish at home $ith the help of his

$ife and older children at night.

2. * +ussian tailor artisan comes to *merica, ta&es to the needle trade, $or&s in

s$eatshop for small salary.

Central theme: The strule of a tailor and his steps to success

&cti'ity Trac!in:

3inding the opening sentence here is caewal. #entence 3 clearly specifies the person

and his wor, so its the opening statement.

4ow a se#uence unfolds.

man wors in a shop to earn his daily bread. &e then goes home and wors again with

his familys help. &e then starts woring through the night to earn more. 5nly after

having wored day and night does his wor get ready for sale.

The se!uence just shown should give you hints for part of the answer. fter 3, the order

is $--%.

#entence 6 speas of a shop that the man opens. #o he has to arrange for the capital first.

&ence will come before 6.

Therefore, the logical order is 3-$--%--6.

$f the sentences are too lengthy, do not spend a lot of time reading e!ery

detail of it. %e !igilant and #uick in spotting &special words' like connecti!es,

articles, pronouns and adjecti!es.

. (onnecti!es"


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There will be sentences having 7connectives lie although, though, if, until, since, but,

after, alternatively, besides, then, yet, because, consequently, not$ithstanding, and,

$hen, mean$hile, so, ho$ever, for, $hoever, $hatever, $henever, nevertheless,

therefore, furthermore, $hereas, moreoveretc.

These sentences are almost never the opening ones. They always refer to people or

events mentioned in previous sentences.

3or e)ample'

(. riendly $ash by many other smaller brands have challenged the giants by

offering prices $hich attracted the value-conscious %ndian consumer.

*. In factunbranded players are offering pac&s $hich are t$ice the sie of a

branded product $ith similar or better quality at cheaper prices.

Central theme: The touh competition i'en to (MC) companies by

smaller brands

&ere the connective 7in fact clearly indicates that sentence should follow .

&ence the correct order is -.

1. Articles"

$ven articles can help to some e)tent in these !uestions. 7The is a definite article,

whereas 7a and 7an are indefinite articles. 7The is used to denote something or someone

specific or when the person or thing for which the article has been used has already been

introduced. 7 or 7an are used while introducing something for the first time and also for

stating general facts. 8ie, 7 hit-and-run case usually has a ten year jail term aspunishment in /ndia.

3or e)ample'

(. &boy and his friend played all day in the garden near our house.

*. 'he ne/t day, % didnt see theboy in the garden, though his friend $as there.

Central theme: Boy playin in the arden


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/n the second sentence, 7the has been used along with 7boy because he has already been

introduced to the reader in another sentence. lso here we are taling specifically about

7that boy. &ence, the correct order is -.

2. Pronouns"

Pronouns lie he, she, they, it, them, their, him, her etc. are used when the person being

taled about has already been introduced. #ome Para Jumbles can be tacled by taing

pronouns as a guide.

or e/ample0

(. Theygathered together the death certificates from residents of the to$n, goingbac& to as many years as they could.

*. *olf decided to investigate.

+. #e enlisted the support of his students and colleagues from O&lahoma.

Central theme: &n act of in'estiation

#ince the sentence clearly states the person, Wolf, it is undoubtedly the opening

sentence.

4e)t comes sentence 6 where pronoun 7he refers to Wolf.

/t would mae no sense if sentence 6 came before . 5nly after Wolf has been

introduced, should we use 7he to refer to Wolf.

fter Wolf has enlisted the support of his friends, we can refer to them as 7they. #o

sentence is the final one in the passage. 6learly sentence cannot be used before this

because the only one introduced in the first sentence is Wolf and the group of people has

only been introduced in the second sentence. #o we can refer to the group as 7they only

after this second introduction.

The complete answer is thus -6-.

&owever, in case of pronouns in the first person lie 7/, taing cues from them can get

baffling. #uch Para Jumbles have to be solved using other approaches.


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3or e)ample'

(. *. Iam a student preparing for the 12% PO

*. 2. Irequest you to provide some helpful tips to solve the logical reasoning

questions.

Central theme: &n "BI +, aspirant and his re-uest

&ere, pronouns can be of no help. /t is best to thin of it this way' only after introducing

yourself can you tal about your need for some helpful tips.

&ence, the order is -.

9. Adjecti!es"

djectives lie 7simpler, 7better, 7cleverer etc are comparative. &ence they always hold a

relation to other things. #uch adjectives can also be of good help in solving Para Jumbles.

3or e)ample'

(. 'he solution that you had put up $as ood.

*. +iya had posted her solution that % found to be better.

Central theme: "olutions posted by two people

&ere, of course, sentence has to come after due to the comparative adjective 7better.

elow are a few confusing Para Jumbles specially crafted eeping in mind the tips

discussed.

Para Jumble )"

(. Post offices and Public sector bans could supplement micro-credit institutions in

this regard.

*. They are trusted institutions, and have already built up credit and savings

channels for the poor.


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+. /n a recent paper, Wouter :an ;inneen of the /nternational 8abor 5rgani0ation

has argued that micro-finance institutions could play an important role in

providing social security.

. To overcome this weaness, ;inneen suggests that micro-credit organi0ations

should outsource the insurance part of their business.

1. ut one problem is that most micro-credit institutions are small and lac

e)pertise in the insurance business.

Central theme: Microfinance institutions/ how they benefit people/

problems faced by them and solution to their problems.

#entence 6 should be the opening sentence because it clearly mentions the name of the

person, Wouter :an ;inneen and his argument.

/t is essential to note that the Para Jumble is about the institutions, not ;inneen.

&ence sentence with pronoun 7they referring to the institutions should come after 6.

They go on to give more information about micro-finance institutions.

#entences and % tal about some solutions.

#o sentence $ which poses the problem should come before them.

etween and %, statement % will clearly come first, because it is a suggestion for

solving the problem and the method of solving it is in sentence .

Therefore the order is 6--$-%-.

Para Jumble *"

(. 'he former *ct imposed severe restrictions on the freedom of the press and the

latter forbade the possession of arms by %ndians.

*. 3any measures of the government provo&ed $idespread agitation.

+. 'he 2ritish government consistently follo$ed a policy of repression after 4567.

. '$o of these $ere the 8ernacular Press *ct of 4575 and the *rms *ct of 4597.


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Central theme: The repressi'e policy of the British o'ernment.

#entence 6 specifies the people


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9. long with chronic hunger, deep poverty and high illiteracy also continue to

blight the lives of millions of our people.

Central theme: +roblems faced by Indians

8ocating the opening sentence here is a bit tricy. ut on close inspection of some special

words, sentence % seems most apt for the opening sentence. That is because of the

following'

#entence has 7here implying 7in this situation.

#entences and 6 cant be the opening sentence as we dont give solutions before

discussing problems.

#entence $ has the connective 7besides these.

#entences 3 and ; give detailed views on hunger and illiteracy as problems in /ndia.

#entence % hence should be the opening sentence.

4otice how the process of elimination has been used to spot the opening sentence.

#entences 3 and ; should follow ne)t. ; after 3 as it has the connective 7along with

chronic hunger.

#entence $ again with a connective 7besides these implying besides hunger, poverty and

illiteracy should come after ;.

#entence with 7here meaning 7in this situation of problemsB should follow $. lso %r.

>alams !uote tells that /ndias progress depends on how its people thin.

Therefore, #entence 6 gives the response to that we have to thin as a nation.

#entence , the only one left, is the concluding one.

Therefore, the correct order is %-3-;-$--6-

Cp ne)t is a Para Jumble that was ased in #/ P5 *A(. Try applying the tips discussed

above to solve it"

Para Jumble -%$ P *0)1"


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(. /t is obvious from the above that the 6ommission has accorded the highest

priority to securing speedy justice to women.

*. These members continue to pursue their mandated activities, namely review of

legislation, intervention in specific individual complaints of atrocities and denial

of rights.

+. The functions assigned to the 6ommission, as per the ct, are wide and varied

covering almost all facts of issues relating to safeguarding womens rights and

promotion.

. The 4ational 6ommission for Women was set up on +(st January, (DD* in

pursuance of the 4ational 6ommission for Women ct (DDA.

1. Towards the end of speedy justice to women, the 6ommission is organi0ing

Parivari Eahila 8o dalats offering counseling in family disputes and

conducting training programmes for creating legal awareness among women.

2. They also suggest remedial action to safeguard the interest of women to the

appropriate authorities.

9. To carry out these functions the 6ommission has a 6hairman, five members and a

Eember #ecretary, all nominated by the 6entral ;overnment.

Central theme: The Commission/ its functions/ members and their

procedures for securin speedy 0ustice to women.

#entence % is undoubtedly the opening sentence here as it clearly mentions the name of

the 6ommission being taled about.

#entence 6 will come ne)t because it tals about the functions performed by the

6ommission, according to the Women ct (DDA.

4ow this !uestion can get a little tricy. 5ne might feel that as 6 tals about the

functions, sentence 3, again taling about functions should follow 6. ut thats where the

catch of the !uestion is"


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;oing by the tips discussed until now, we have to loo for 7special words. #entence ; has

the words 7these functions and a phrase 7to carry out. 6learly, they are lined to

sentence 6. hence, ; will come after 6.

4ow since ; has introduced us to the members, naturally will come ne)t as it has the

word 7these to refer to members.

The sentences left are , $ and 3. #entence 3 seems most apt to follow due to the

pronoun 7they referring again to the members.

Well now its pretty obvious that $ will follow 3F being the concluding sentence. This is

because sentence $ introduces the issue of speedy justice for women. nd sentence

tals about how it is obvious 7from the above that speedy justice for women is a priority

for the commission.

#o the complete order is %-6-;--3-$-

$ven those of us who are well-versed with $nglish end up maing the silliest of errors in

grammar. /t is a very natural tendency but error-spotting is not an art that one cant

master. /t is just a matter of swearing by some guidelines and practice" &ere are *2 tips

for error spotting in $nglish'

(. 6ertain nouns possess a singular form but still represent plurality and thus, tae a

plural verb when used in a sentence.

$.g. 6attle, peasantry, people, clergy, police.

Thus,

The Police has come


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The scissors are ept on the table.


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The jury was divided in its opinion.


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/ lie no other movie than Titanic. now, 7how, 7what or 7when should be used before using the

infinitive.

Thus,

/ now to spea $nglish.


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The horse looed beautifully.


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*A.To show e!uality 7asis used both before and after the adjective.

Thus,

/ can run as fast, if not faster than you.


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&e is such a writer that everybody should read his boos.


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hanu is more intelligent and wiser than Eanu.


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Will you please give me some waterH


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(9. 75lder refers to persons as well as things and is usually followed by 7than.

Maju is elder than all other boys of this class.


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**. pronoun is sometimes incorrectly used where it is not re!uired at all. $liminate

the redundant ones.

&e, being an E.., he is over !ualified for the position.

Documents

Bankers Adda English