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Direction (Q. 1 - 5):Read each sentence to find out whether there is any grammatical error or idiomatic error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error, the answer is (5). (Ignore errors of punctuation, if any).

Direction (Q. 1 - 5):Read each sentence to find out whether there is any grammatical error or idiomatic error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error, the answer is (5). (Ignore errors of punctuation, if any).

Direction (Q. 1 - 5):Read each sentence to find out whether there is any grammatical error or idiomatic error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error, the answer is (5). (Ignore errors of punctuation, if any).

Direction (Q. 1 - 5):Read each sentence to find out whether there is any grammatical error or idiomatic error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error, the answer is (5). (Ignore errors of punctuation, if any).

Direction (Q. 1 - 5):Read each sentence to find out whether there is any grammatical error or idiomatic error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error, the answer is (5). (Ignore errors of punctuation, if any).

Direction (Q. 6 - 10):Rearrange the following sentences to make a meaningful paragraph and then answer the questions given below them.
A. A classroom discussion can be initiated in order to answer this very question.
B. An electric current could not be made to traverse distilled water.
C. Yet when salt and distilled water were mixed, then the solution became a liquid through which electricity could pass with ease.
D. Neither would solid salt offer free passage to electricity.
E. How could one explain this strange behaviour of solution.
F. And, as the current passed through this solution, a deep seated decomposition took place.

Direction (Q. 6 - 10):Rearrange the following sentences to make a meaningful paragraph and then answer the questions given below them.
A. A classroom discussion can be initiated in order to answer this very question.
B. An electric current could not be made to traverse distilled water.
C. Yet when salt and distilled water were mixed, then the solution became a liquid through which electricity could pass with ease.
D. Neither would solid salt offer free passage to electricity.
E. How could one explain this strange behaviour of solution.
F. And, as the current passed through this solution, a deep seated decomposition took place.

Direction (Q. 6 - 10):Rearrange the following sentences to make a meaningful paragraph and then answer the questions given below them.
A. A classroom discussion can be initiated in order to answer this very question.
B. An electric current could not be made to traverse distilled water.
C. Yet when salt and distilled water were mixed, then the solution became a liquid through which electricity could pass with ease.
D. Neither would solid salt offer free passage to electricity.
E. How could one explain this strange behaviour of solution.
F. And, as the current passed through this solution, a deep seated decomposition took place.

Direction (Q. 6 - 10):Rearrange the following sentences to make a meaningful paragraph and then answer the questions given below them.
A. A classroom discussion can be initiated in order to answer this very question.
B. An electric current could not be made to traverse distilled water.
C. Yet when salt and distilled water were mixed, then the solution became a liquid through which electricity could pass with ease.
D. Neither would solid salt offer free passage to electricity.
E. How could one explain this strange behaviour of solution.
F. And, as the current passed through this solution, a deep seated decomposition took place.

Direction (Q. 6 - 10):Rearrange the following sentences to make a meaningful paragraph and then answer the questions given below them.
A. A classroom discussion can be initiated in order to answer this very question.
B. An electric current could not be made to traverse distilled water.
C. Yet when salt and distilled water were mixed, then the solution became a liquid through which electricity could pass with ease.
D. Neither would solid salt offer free passage to electricity.
E. How could one explain this strange behaviour of solution.
F. And, as the current passed through this solution, a deep seated decomposition took place.

Direction (Q. 11 - 15): Which of the phrases (1), (2), (3) and (4) given below each sentence should replace the phrase printed in underline in the sentence to make it grammatically correct. If the sentence is correct as is given and no correction is required, mark (5) as the answer.

Direction (Q. 11 - 15): Which of the phrases (1), (2), (3) and (4) given below each sentence should replace the phrase printed in underline in the sentence to make it grammatically correct. If the sentence is correct as is given and no correction is required, mark (5) as the answer.

Direction (Q. 11 - 15): Which of the phrases (1), (2), (3) and (4) given below each sentence should replace the phrase printed in underline in the sentence to make it grammatically correct. If the sentence is correct as is given and no correction is required, mark (5) as the answer.

Direction (Q. 11 - 15): Which of the phrases (1), (2), (3) and (4) given below each sentence should replace the phrase printed in underline in the sentence to make it grammatically correct. If the sentence is correct as is given and no correction is required, mark (5) as the answer.

Direction (Q. 11 - 15): Which of the phrases (1), (2), (3) and (4) given below each sentence should replace the phrase printed in underline in the sentence to make it grammatically correct. If the sentence is correct as is given and no correction is required, mark (5) as the answer.

Direction (Q. 16 - 20): In each sentence below four words have been printed in bold which are numbered (1), (2), (3) and (4). One of these words may be mis-spelt or inappropriate in the context of the sentence. Find out the wrongly spelt or inappropriate word. The number of that word is the answer. If all the words are correctly spelt and are appropriate the answer is (5), i.e. all correct.

Direction (Q. 16 - 20): In each sentence below four words have been printed in bold which are numbered (1), (2), (3) and (4). One of these words may be mis-spelt or inappropriate in the context of the sentence. Find out the wrongly spelt or inappropriate word. The number of that word is the answer. If all the words are correctly spelt and are appropriate the answer is (5), i.e. all correct.

Direction (Q. 16 - 20): In each sentence below four words have been printed in bold which are numbered (1), (2), (3) and (4). One of these words may be mis-spelt or inappropriate in the context of the sentence. Find out the wrongly spelt or inappropriate word. The number of that word is the answer. If all the words are correctly spelt and are appropriate the answer is (5), i.e. all correct.

Direction (Q. 16 - 20): In each sentence below four words have been printed in bold which are numbered (1), (2), (3) and (4). One of these words may be mis-spelt or inappropriate in the context of the sentence. Find out the wrongly spelt or inappropriate word. The number of that word is the answer. If all the words are correctly spelt and are appropriate the answer is (5), i.e. all correct.

Direction (Q. 16 - 20): In each sentence below four words have been printed in bold which are numbered (1), (2), (3) and (4). One of these words may be mis-spelt or inappropriate in the context of the sentence. Find out the wrongly spelt or inappropriate word. The number of that word is the answer. If all the words are correctly spelt and are appropriate the answer is (5), i.e. all correct.

Direction (Q. 21 - 30): In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Working under the psychometric approach, both scientists and practitioners have placed undue emphasis upon a unitary concept of intelligence as reflected in the single I.Q. They seem to have (21) too much attention to the products of intelligent behaviour rather than the processes used to acquire (22) products. Such attention to product rather than to process tends to mask qualitative differences in the processes by (23) individuals interact with their environment and to (24) attention away from the possibility of qualitative changes in the nature of these processes (25) the course of cognitive development.
Haywood points out that there is no such thing as intelligence. There are in fact much intelligence. Factor analysts, (26) have studies the-nature of intellect by intellect by examining its apparent structure across different age groups and different segments of the population have to a great (27) discredited the unitary concept of intelligence. Even so, the structure theories of intelligence are (28) concerned with products and not with processes.
Avery promising approach to the nature of intelligence in recent years is the process development (Cognitive Development) approach. It (29) upon the cognitive processes used to receive, code, and (30) information.

Direction (Q. 21 - 30): In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Working under the psychometric approach, both scientists and practitioners have placed undue emphasis upon a unitary concept of intelligence as reflected in the single I.Q. They seem to have (21) too much attention to the products of intelligent behaviour rather than the processes used to acquire (22) products. Such attention to product rather than to process tends to mask qualitative differences in the processes by (23) individuals interact with their environment and to (24) attention away from the possibility of qualitative changes in the nature of these processes (25) the course of cognitive development.
Haywood points out that there is no such thing as intelligence. There are in fact much intelligence. Factor analysts, (26) have studies the-nature of intellect by intellect by examining its apparent structure across different age groups and different segments of the population have to a great (27) discredited the unitary concept of intelligence. Even so, the structure theories of intelligence are (28) concerned with products and not with processes.
Avery promising approach to the nature of intelligence in recent years is the process development (Cognitive Development) approach. It (29) upon the cognitive processes used to receive, code, and (30) information.

Direction (Q. 21 - 30): In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Working under the psychometric approach, both scientists and practitioners have placed undue emphasis upon a unitary concept of intelligence as reflected in the single I.Q. They seem to have (21) too much attention to the products of intelligent behaviour rather than the processes used to acquire (22) products. Such attention to product rather than to process tends to mask qualitative differences in the processes by (23) individuals interact with their environment and to (24) attention away from the possibility of qualitative changes in the nature of these processes (25) the course of cognitive development.
Haywood points out that there is no such thing as intelligence. There are in fact much intelligence. Factor analysts, (26) have studies the-nature of intellect by intellect by examining its apparent structure across different age groups and different segments of the population have to a great (27) discredited the unitary concept of intelligence. Even so, the structure theories of intelligence are (28) concerned with products and not with processes.
Avery promising approach to the nature of intelligence in recent years is the process development (Cognitive Development) approach. It (29) upon the cognitive processes used to receive, code, and (30) information.

Direction (Q. 21 - 30): In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Working under the psychometric approach, both scientists and practitioners have placed undue emphasis upon a unitary concept of intelligence as reflected in the single I.Q. They seem to have (21) too much attention to the products of intelligent behaviour rather than the processes used to acquire (22) products. Such attention to product rather than to process tends to mask qualitative differences in the processes by (23) individuals interact with their environment and to (24) attention away from the possibility of qualitative changes in the nature of these processes (25) the course of cognitive development.
Haywood points out that there is no such thing as intelligence. There are in fact much intelligence. Factor analysts, (26) have studies the-nature of intellect by intellect by examining its apparent structure across different age groups and different segments of the population have to a great (27) discredited the unitary concept of intelligence. Even so, the structure theories of intelligence are (28) concerned with products and not with processes.
Avery promising approach to the nature of intelligence in recent years is the process development (Cognitive Development) approach. It (29) upon the cognitive processes used to receive, code, and (30) information.

Direction (Q. 21 - 30): In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Working under the psychometric approach, both scientists and practitioners have placed undue emphasis upon a unitary concept of intelligence as reflected in the single I.Q. They seem to have (21) too much attention to the products of intelligent behaviour rather than the processes used to acquire (22) products. Such attention to product rather than to process tends to mask qualitative differences in the processes by (23) individuals interact with their environment and to (24) attention away from the possibility of qualitative changes in the nature of these processes (25) the course of cognitive development.
Haywood points out that there is no such thing as intelligence. There are in fact much intelligence. Factor analysts, (26) have studies the-nature of intellect by intellect by examining its apparent structure across different age groups and different segments of the population have to a great (27) discredited the unitary concept of intelligence. Even so, the structure theories of intelligence are (28) concerned with products and not with processes.
Avery promising approach to the nature of intelligence in recent years is the process development (Cognitive Development) approach. It (29) upon the cognitive processes used to receive, code, and (30) information.

Direction (Q. 21 - 30): In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Working under the psychometric approach, both scientists and practitioners have placed undue emphasis upon a unitary concept of intelligence as reflected in the single I.Q. They seem to have (21) too much attention to the products of intelligent behaviour rather than the processes used to acquire (22) products. Such attention to product rather than to process tends to mask qualitative differences in the processes by (23) individuals interact with their environment and to (24) attention away from the possibility of qualitative changes in the nature of these processes (25) the course of cognitive development.
Haywood points out that there is no such thing as intelligence. There are in fact much intelligence. Factor analysts, (26) have studies the-nature of intellect by intellect by examining its apparent structure across different age groups and different segments of the population have to a great (27) discredited the unitary concept of intelligence. Even so, the structure theories of intelligence are (28) concerned with products and not with processes.
Avery promising approach to the nature of intelligence in recent years is the process development (Cognitive Development) approach. It (29) upon the cognitive processes used to receive, code, and (30) information.

Direction (Q. 21 - 30): In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Working under the psychometric approach, both scientists and practitioners have placed undue emphasis upon a unitary concept of intelligence as reflected in the single I.Q. They seem to have (21) too much attention to the products of intelligent behaviour rather than the processes used to acquire (22) products. Such attention to product rather than to process tends to mask qualitative differences in the processes by (23) individuals interact with their environment and to (24) attention away from the possibility of qualitative changes in the nature of these processes (25) the course of cognitive development.
Haywood points out that there is no such thing as intelligence. There are in fact much intelligence. Factor analysts, (26) have studies the-nature of intellect by intellect by examining its apparent structure across different age groups and different segments of the population have to a great (27) discredited the unitary concept of intelligence. Even so, the structure theories of intelligence are (28) concerned with products and not with processes.
Avery promising approach to the nature of intelligence in recent years is the process development (Cognitive Development) approach. It (29) upon the cognitive processes used to receive, code, and (30) information.

Direction (Q. 21 - 30): In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Working under the psychometric approach, both scientists and practitioners have placed undue emphasis upon a unitary concept of intelligence as reflected in the single I.Q. They seem to have (21) too much attention to the products of intelligent behaviour rather than the processes used to acquire (22) products. Such attention to product rather than to process tends to mask qualitative differences in the processes by (23) individuals interact with their environment and to (24) attention away from the possibility of qualitative changes in the nature of these processes (25) the course of cognitive development.
Haywood points out that there is no such thing as intelligence. There are in fact much intelligence. Factor analysts, (26) have studies the-nature of intellect by intellect by examining its apparent structure across different age groups and different segments of the population have to a great (27) discredited the unitary concept of intelligence. Even so, the structure theories of intelligence are (28) concerned with products and not with processes.
Avery promising approach to the nature of intelligence in recent years is the process development (Cognitive Development) approach. It (29) upon the cognitive processes used to receive, code, and (30) information.

Direction (Q. 21 - 30): In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Working under the psychometric approach, both scientists and practitioners have placed undue emphasis upon a unitary concept of intelligence as reflected in the single I.Q. They seem to have (21) too much attention to the products of intelligent behaviour rather than the processes used to acquire (22) products. Such attention to product rather than to process tends to mask qualitative differences in the processes by (23) individuals interact with their environment and to (24) attention away from the possibility of qualitative changes in the nature of these processes (25) the course of cognitive development.
Haywood points out that there is no such thing as intelligence. There are in fact much intelligence. Factor analysts, (26) have studies the-nature of intellect by intellect by examining its apparent structure across different age groups and different segments of the population have to a great (27) discredited the unitary concept of intelligence. Even so, the structure theories of intelligence are (28) concerned with products and not with processes.
Avery promising approach to the nature of intelligence in recent years is the process development (Cognitive Development) approach. It (29) upon the cognitive processes used to receive, code, and (30) information.

Direction (Q. 21 - 30): In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Working under the psychometric approach, both scientists and practitioners have placed undue emphasis upon a unitary concept of intelligence as reflected in the single I.Q. They seem to have (21) too much attention to the products of intelligent behaviour rather than the processes used to acquire (22) products. Such attention to product rather than to process tends to mask qualitative differences in the processes by (23) individuals interact with their environment and to (24) attention away from the possibility of qualitative changes in the nature of these processes (25) the course of cognitive development.
Haywood points out that there is no such thing as intelligence. There are in fact much intelligence. Factor analysts, (26) have studies the-nature of intellect by intellect by examining its apparent structure across different age groups and different segments of the population have to a great (27) discredited the unitary concept of intelligence. Even so, the structure theories of intelligence are (28) concerned with products and not with processes.
Avery promising approach to the nature of intelligence in recent years is the process development (Cognitive Development) approach. It (29) upon the cognitive processes used to receive, code, and (30) information.