McqMate
These multiple-choice questions (MCQs) are designed to enhance your knowledge and understanding in the following areas: Bachelor of Business Administration (BBA) , Bachelor of Commerce (B Com) , Bachelor of Arts in English (BA English) .
| 301. |
Which one of the following is alinking word for ‘addition’? |
| A. | Hence |
| B. | Since |
| C. | Furthermore |
| D. | For |
| Answer» C. Furthermore | |
| 302. |
………refers to the characteristic co‐occurrence patterns of words. |
| A. | Collocation |
| B. | Abbreviation |
| C. | Synonym |
| D. | Acronym |
| Answer» A. Collocation | |
| 303. |
………. are clues which help you to find the important parts of a text? |
| A. | Punctuation marks |
| B. | Collocation |
| C. | Synonyms |
| D. | Signpost expressions |
| Answer» D. Signpost expressions | |
| 304. |
……….. is a signpost expression for ‘conclusion’? |
| A. | In other words |
| B. | In conclusion |
| C. | Such as |
| D. | For example |
| Answer» B. In conclusion | |
| 305. |
Which one of the following is a signpost expression used to repeat an important point? |
| A. | In other words |
| B. | Since |
| C. | For |
| D. | Hence |
| Answer» A. In other words | |
| 306. |
The noun form of ‘illustrate’ is ………. |
| A. | Illustrated |
| B. | Illustration |
| C. | Illustrates |
| D. | None of these |
| Answer» B. Illustration | |
| 307. |
The noun form of ‘define’ is ………… |
| A. | Defines |
| B. | Defining |
| C. | Definition |
| D. | Defined |
| Answer» C. Definition | |
| 308. |
A text which explains how two variables relate to each other can be represented by a …… |
| A. | Table |
| B. | Graph |
| C. | Flow chart |
| D. | Tree diagram |
| Answer» B. Graph | |
| 309. |
A text which describes a process can be represented by a …….. |
| A. | Table |
| B. | Tree diagram |
| C. | Graph |
| D. | Flow chart |
| Answer» D. Flow chart | |
| 310. |
A text which classifies things can be shown by a ……… |
| A. | Tree diagram |
| B. | Graph |
| C. | Table |
| D. | Flow chart |
| Answer» A. Tree diagram | |
| 311. |
………. are words or phrases used to produce maximum effect in favour of an argument or point of the writer. |
| A. | Minimisers |
| B. | Maximisers |
| C. | Key words |
| D. | Signposts |
| Answer» B. Maximisers | |
| 312. |
…… are words or phrases used to minimize points which are against the opinion of the writer. |
| A. | Maximisers |
| B. | Minimisers |
| C. | Synonyms |
| D. | Signposts |
| Answer» B. Minimisers | |
| 313. |
A text which shows quantities or percentages for each item can be represented by a …… |
| A. | Graph |
| B. | Pie chart |
| C. | Flow chart |
| D. | Table |
| Answer» B. Pie chart | |
| 314. |
What is the noun form of ‘signify’? |
| A. | Significant |
| B. | Signified |
| C. | Significance |
| D. | Signifies |
| Answer» C. Significance | |
| 315. |
What is the noun form of ‘react’? |
| A. | Reacts |
| B. | Reaction |
| C. | Reacting |
| D. | Reacted |
| Answer» B. Reaction | |
| 316. |
The word ‘inactive’ is a/an …….. |
| A. | Adverb |
| B. | Noun |
| C. | Adjective |
| D. | Preposition |
| Answer» C. Adjective | |
| 317. |
The word ‘irrelevance’ is a ……… |
| A. | Noun |
| B. | Verb |
| C. | Preposition |
| D. | Conjunction |
| Answer» A. Noun | |
| 318. |
The prefix ‘anti‐‘ gives the meaning |
| A. | Bad |
| B. | Between |
| C. | Against |
| D. | Wrong |
| Answer» B. Between | |
| 319. |
The prefix ‘anti‐‘ gives the meaning |
| A. | Bad |
| B. | Between |
| C. | Against |
| D. | Without |
| Answer» C. Against | |
| 320. |
Which of the following can be used as a maximiser? |
| A. | Merely |
| B. | Simply |
| C. | Completely |
| D. | Only |
| Answer» C. Completely | |
| 321. |
Which of the following can be used as a minimiser? |
| A. | Only |
| B. | Altogether |
| C. | Entirely |
| D. | Fully |
| Answer» A. Only | |
| 322. |
Which one of the following is an example of an adverbial as maximiser? |
| A. | Must |
| B. | Clearly |
| C. | In other words |
| D. | Hence |
| Answer» B. Clearly | |
| 323. |
While saying words of more than one syllable one of the syllables is said with more force than the other. This is called _______ |
| A. | Accent |
| B. | Stress |
| C. | Rhythm |
| D. | Pitch |
| Answer» B. Stress | |
| 324. |
What happens to the stress of a word when suffixes like –ful, ‐less, ‐ness etc are added? |
| A. | No change |
| B. | Stress comes in the suffixes |
| C. | Second syllable is stressed |
| D. | First syllable is stressed. |
| Answer» A. No change | |
| 325. |
Where does the stress come in the word ‘understanding’? |
| A. | UnderstanIding |
| B. | UnI derstanding |
| C. | I Understanding |
| D. | UnderI standing |
| Answer» D. UnderI standing | |
| 326. |
When the first part of the compound word is an adjective, the ……… part is stressed. |
| A. | First |
| B. | Second |
| C. | Middle |
| D. | Both |
| Answer» B. Second | |
| 327. |
Find out the stress for the word ‘old‐fashioned’ |
| A. | I Old‐fashioned |
| B. | Old‐fashioIned |
| C. | Old‐Ifashioned |
| D. | Old‐faI shioned |
| Answer» C. Old‐Ifashioned | |
| 328. |
Usually ……….. words are stressed in a sentence |
| A. | Grammatical |
| B. | Pronouns |
| C. | Articles |
| D. | Information carrying |
| Answer» D. Information carrying | |
| 329. |
Two sentences are given below: i) It was good you saw her ii) It would have been better if you had seen her The first sentence has six words and the second is longer – it has ten words. But it took almost the same time to say both sentences. Can you make out the reason for that? |
| A. | Both sentences have the same number of unstressed syllables |
| B. | Some words are there in both the sentences. |
| C. | Pronoun and articles are same for both the sentences. |
| D. | Both sentences have the same number of stressed syllables. |
| Answer» D. Both sentences have the same number of stressed syllables. | |
| 330. |
When two stressed syllables come close together, the speed of utterance is……….. |
| A. | Slow |
| B. | Rapid |
| C. | Random |
| D. | Medium speed |
| Answer» A. Slow | |
| 331. |
Find out which weak form is correct for the phrase ‘bread and butter’ |
| A. | /bredʌnbʌta/ |
| B. | /bredənbʌta/ |
| C. | /bredxnbʌta/ |
| D. | /brednbʌta/ |
| Answer» B. /bredənbʌta/ | |
| 332. |
The second elements of the two‐part verbs such as turn off, put up, get on, etc., are called…………. |
| A. | Adverbial phrases |
| B. | Adverbial particles |
| C. | Adverbial words |
| D. | Adverbial prepositions |
| Answer» B. Adverbial particles | |
| 333. |
In reading aloud a long sentence, we pause at the end of ………. |
| A. | Consonant clusters |
| B. | Comas |
| C. | Sense – groups |
| D. | A new equilibrium with nature |
| Answer» C. Sense – groups | |
| 334. |
………. Is the change in the pitch of the voice |
| A. | Tone |
| B. | Intonation |
| C. | Rhythm |
| D. | Stress |
| Answer» A. Tone | |
| 335. |
A change in the pitch occurs on a ……….. syllable |
| A. | First |
| B. | Unstressed |
| C. | Last |
| D. | Stressed |
| Answer» D. Stressed | |
| 336. |
A falling tone begins with a pitch fairly ……….. on the first syllable |
| A. | Medium |
| B. | High |
| C. | Low |
| D. | None |
| Answer» B. High | |
| 337. |
Wh‐questions are normally spoken in the ………. tone. |
| A. | Rising |
| B. | Medium |
| C. | Falling |
| D. | Fast |
| Answer» C. Falling | |
| 338. |
If you want to make your commands polite and more like pleading, you can use the ……. tone. |
| A. | Medium |
| B. | Falling |
| C. | Rising |
| D. | Ordering |
| Answer» C. Rising | |
| 339. |
Yes – No questions are normally spoken in the …….. tone. |
| A. | Falling |
| B. | Rising |
| C. | Medium |
| D. | None |
| Answer» B. Rising | |
| 340. |
A fluent speech is ………. |
| A. | Neither too fast nor too slow |
| B. | Fast |
| C. | Slow |
| D. | Rapid |
| Answer» A. Neither too fast nor too slow | |
| 341. |
Which one of the given below features does not belong to formal style of speaking? |
| A. | Using high pitch |
| B. | Slow, steady pace of speech |
| C. | Using rising tone more often |
| D. | Using falling tone more often |
| Answer» D. Using falling tone more often | |
| 342. |
Which one of the given below features does not belong to informal style of speaking? |
| A. | Speaker does not hesitate |
| B. | Speaker pauses at the end of sense‐groups |
| C. | No gaps in the middle of sense‐groups |
| D. | Usually use high pitch and rising tone |
| Answer» D. Usually use high pitch and rising tone | |
| 343. |
While presenting items of information that are important, unfamiliar, unusual or difficult, the speaker have to ………. His speech. |
| A. | Raise |
| B. | Slow down |
| C. | Use falling tone during |
| D. | Stop |
| Answer» B. Slow down | |
| 344. |
The clauses that express the speaker’s personal views on what is being said are called……. |
| A. | Comment clauses |
| B. | Opinion clauses |
| C. | Personal clauses |
| D. | Main clauses |
| Answer» A. Comment clauses | |
| 345. |
‘Comment clauses’ are usually said ……… than the rest of the sentences. |
| A. | Slowly |
| B. | With greater force |
| C. | Faster |
| D. | Stressed |
| Answer» C. Faster | |
| 346. |
English is …….. language |
| A. | Phonetic |
| B. | An unphonetic |
| C. | Linking |
| D. | Difficult |
| Answer» B. An unphonetic | |
| 347. |
Choose the correct answer that suits the sentence He’s been …… horses |
| A. | Releasing |
| B. | Racing |
| C. | Rising |
| D. | Raising |
| Answer» B. Racing | |
| 348. |
Which phonetic symbol comes for the underlined sound ‘garage’ |
| A. | / ʒ / |
| B. | / dʒ / |
| C. | / ʃ / |
| D. | / tʃ / |
| Answer» A. / ʒ / | |
| 349. |
Which phonetic symbol comes for the underlined sound ‘missionary’ |
| A. | / s / |
| B. | / z / |
| C. | / ʒ / |
| D. | / ʃ / |
| Answer» D. / ʃ / | |
| 350. |
–s / ‐es is pronounced …………. If the singular noun ends in voiced sounds / b /, / d /, / g /, / v /, / đ /, / m /, / n /, / ŋ /, / ℓ / |
| A. | / s / |
| B. | / es / |
| C. | / ɪs / |
| D. | / z / |
| Answer» D. / z / | |
Done Studing? Take A Test.
Great job completing your study session! Now it's time to put your knowledge to the test. Challenge yourself, see how much you've learned, and identify areas for improvement. Don’t worry, this is all part of the journey to mastery. Ready for the next step? Take a quiz to solidify what you've just studied.