Company Logo
Home About Arithmetic Reasoning Communication Basic Coding

Communication Topics for Online Tests

Vocabulary and Word Choice

Introduction: Mastery of vocabulary and the ability to choose the right words are crucial for effective communication. This topic focuses on understanding word meanings, usage, and selecting the appropriate words in various contexts.

Basic Concepts:

  • Word Meaning: Understanding the definition and connotations of words.
  • Contextual Usage: Selecting words based on the context of the sentence or conversation.
  • Synonyms and Antonyms: Knowing words with similar or opposite meanings.
  • Formality: Choosing words that match the formality of the situation (e.g., formal vs. informal language).
  • Precision: Using words that precisely convey the intended message.

Sample Test

A. Ambiguous
B. Weak
C. Persuasive
D. Unclear
Consider the impact of the lawyer's argument on the judge.
The word "Persuasive" is the most appropriate because it describes an argument that is convincing and has a strong effect.
A. Silent
B. Expressive
C. Monotonous
D. Dull
Think about a word that conveys strong communication skills.
"Expressive" is the synonym for "Eloquent" as it describes someone who communicates effectively and with emotion.
A. Encouraging
B. Sarcastic
C. Supportive
D. Constructive
Consider the tone of the remarks that are likely to be disliked in a formal setting.
"Sarcastic" is the best fit as it refers to remarks that are often perceived as mocking or disdainful, which would not be appreciated in a formal meeting.
A. Mundane
B. Tedious
C. Engaging
D. Uninspiring
Think about a word that describes something that holds your attention and interest.
"Engaging" is the most appropriate choice as it describes something that captures and holds attention.
A. Hostile
B. Aloof
C. Amiable
D. Arrogant
Consider a word that describes someone who is friendly and easy to get along with.
"Amiable" is the best fit as it describes someone who is friendly and pleasant, making it easy to get along with others.

Grammar and Sentence Structure

Basic Concepts:

  • Parts of Speech: Words are categorized into various parts of speech based on their function in a sentence. Key parts include:
    • Nouns: Words that name people, places, things, or ideas (e.g., cat, city, happiness).
    • Pronouns: Words that replace nouns to avoid repetition (e.g., he, she, it, they).
    • Verbs: Words that describe actions or states of being (e.g., run, is, seem).
    • Adjectives: Words that describe or modify nouns (e.g., happy, blue, tall).
    • Adverbs: Words that modify verbs, adjectives, or other adverbs (e.g., quickly, very, well).
    • Conjunctions: Words that connect words, phrases, or clauses (e.g., and, but, or).
    • Prepositions: Words that show the relationship between a noun and other parts of the sentence (e.g., in, on, under).
    • Interjections: Words or phrases that express strong emotion (e.g., oh, wow, ouch).
  • Sentence Types: Sentences can be categorized based on their purpose and structure:
    • Declarative Sentences: Make a statement and end with a period (e.g., "The sky is blue.").
    • Interrogative Sentences: Ask a question and end with a question mark (e.g., "What time is it?").
    • Imperative Sentences: Give a command or request and usually end with a period or exclamation mark (e.g., "Please close the door.").
    • Exclamatory Sentences: Express strong emotion and end with an exclamation mark (e.g., "Wow! That’s amazing!").
  • Sentence Structure: Understanding how to build sentences effectively:
    • Simple Sentences: Contain one independent clause (e.g., "She runs every morning.").
    • Compound Sentences: Contain two or more independent clauses joined by a conjunction (e.g., "She runs every morning, and she goes to the gym in the evening.").
    • Complex Sentences: Contain one independent clause and at least one dependent clause (e.g., "She runs every morning because she wants to stay fit.").
    • Compound-Complex Sentences: Contain two or more independent clauses and at least one dependent clause (e.g., "She runs every morning, and she goes to the gym in the evening because she wants to stay fit.").
  • Tense Consistency: Maintain the same tense throughout a sentence or paragraph to avoid confusion:
    • Present Tense: Describes actions happening now or regularly (e.g., "She walks to work.").
    • Past Tense: Describes actions that happened in the past (e.g., "She walked to work yesterday.").
    • Future Tense: Describes actions that will happen (e.g., "She will walk to work tomorrow.").
  • Subject-Verb Agreement: Ensuring that subjects and verbs agree in number and person:
    • Singular Subjects: Require singular verbs (e.g., "The cat runs fast.").
    • Plural Subjects: Require plural verbs (e.g., "The cats run fast.").
  • Punctuation: Using punctuation marks to clarify meaning and structure:
    • Commas: Used to separate items in a list, clauses, or adjectives (e.g., "She bought apples, oranges, and bananas.").
    • Periods: Used to end declarative sentences (e.g., "She is a teacher.").
    • Semicolons: Used to link closely related independent clauses (e.g., "She enjoys reading; she finds it relaxing.").
    • Colons: Used to introduce lists or explanations (e.g., "She brought the following items: apples, oranges, and bananas.").
    • Question Marks: Used to end interrogative sentences (e.g., "What time is it?").
    • Exclamation Marks: Used to end sentences that express strong emotion (e.g., "Wow! That’s amazing!").

Sample Test

A. goes
B. gone
C. going
D. went

Explanation: The correct form is "goes" because the subject "She" is third person singular, and the sentence is in the present tense.

A. The team are winning their game.
B. The team is winning their game.
C. The teams is winning their game.
D. The team were winning their game.

Explanation: "The team is winning their game" is correct because "team" is a collective noun treated as singular in this context.

A. My friend, who lives in London is coming to visit.
B. My friend who lives in London, is coming to visit.
C. My friend who lives in London is coming to visit.
D. My friend, who lives in London, is coming to visit.

Explanation: "My friend, who lives in London, is coming to visit" is correct because it uses commas to set off the non-essential clause.

A. Because I was late, I missed the bus. But I did not get another one.
B. Because I was late, I missed the bus, and I did not get another one.
C. I missed the bus because I was late but did not get another one.
D. I missed the bus because I was late, but did not get another one.

Explanation: "Because I was late, I missed the bus, and I did not get another one" is correct because it properly connects two related clauses with a comma and conjunction.

A. She will goes to the market tomorrow.
B. She will go to the market tomorrow.
C. She will going to the market tomorrow.
D. She going to the market tomorrow.

Explanation: "She will go to the market tomorrow" is correct because it uses the future tense correctly with "will go."

Usage and Subjunctive Mood

Basic Concepts:

  • Usage: Proper usage refers to the correct application of words, phrases, and grammar rules in different contexts. Key areas include:
    • Word Choice: Selecting the appropriate words based on their meanings and connotations to fit the context (e.g., "affect" vs. "effect").
    • Commonly Confused Words: Understanding and correctly using words that are often mistaken for each other (e.g., "their," "there," and "they’re").
    • Idiomatic Expressions: Using phrases whose meanings are not deducible from the individual words (e.g., "kick the bucket" meaning "to die").
    • Collocations: Words that commonly go together and sound natural when used in combination (e.g., "make a decision" rather than "do a decision").
    • Grammar Rules: Applying grammatical rules such as subject-verb agreement, proper tense usage, and sentence structure to ensure clarity and correctness.
  • Subjunctive Mood: The subjunctive mood is used to express wishes, hypothetical situations, demands, or suggestions. It is less about the tense and more about the modality of the action. Key aspects include:
    • Formation: The subjunctive mood typically uses the base form of the verb, regardless of the subject. For example:
      • In "I wish that he were here," the verb "were" is used instead of "was," which is the indicative form.
      • In "If she were a bit taller, she could reach the top shelf," "were" is used in a hypothetical situation.
    • Usage in Sentences: The subjunctive mood is used in several contexts:
      • Wishes: Expressing a desire or wish (e.g., "I wish that he were more considerate.").
      • Hypothetical Situations: Discussing unreal or imagined scenarios (e.g., "If I were rich, I would travel the world.").
      • Suggestions or Recommendations: Making formal suggestions or recommendations (e.g., "It is essential that she be present at the meeting.").
      • Demands or Requirements: Indicating requirements or demands (e.g., "The teacher demands that the students be on time.").
    • Form and Examples: Common verbs and phrases that trigger the subjunctive mood include:
      • Verbs: Suggest, recommend, insist, demand, wish (e.g., "She insists that he arrive early.").
      • Conjunctions: If, though, provided that (e.g., "If I were to help, would it make a difference?").
      • Adjectives: Essential, important, necessary (e.g., "It is crucial that she be informed immediately.").

Practical Tips:

  • For Usage: Regularly consult a dictionary or style guide to ensure correct word choice and usage. Practice distinguishing between commonly confused words and learn their proper applications.
  • For Subjunctive Mood: Familiarize yourself with common expressions and verbs that require the subjunctive. Practice forming sentences in the subjunctive mood to enhance fluency and accuracy in expressing hypothetical or non-real situations.

Sample Test

a) affect
b) effect
c) affective
d) effects
Think about whether the word is a noun or a verb and how it affects the sentence.
"Effect" is the correct noun to describe the impact of the policy. "Affect" is a verb, and "affective" is an adjective. "Effects" is plural but not needed here.
a) She decided to call it a day after finishing her work.
b) He kicked the bucket of water over the edge of the table.
c) I’m feeling under the weather because of the sunny weather.
d) The manager decided to take the bull by the horns and make a decision.
Look for idioms that correctly fit their context and meaning.
"Call it a day" means to stop working for the day, which fits the context. The other options misuse idioms or phrases.
a) If he was more organized, he would finish his tasks on time.
b) I wish she was here for the meeting.
c) It is crucial that she be present at the meeting.
d) If I was a better cook, I would prepare dinner for everyone.
Look for the correct use of "be" or "were" in hypothetical or necessary conditions.
The subjunctive mood is used for expressing necessity or hypothetical situations. "It is crucial that she be present" correctly uses the subjunctive mood.
a) If she were to study harder, she would pass the exam.
b) If she was to study harder, she will pass the exam.
c) If she studies harder, she would pass the exam.
d) If she were studying harder, she would pass the exam.
Focus on the correct use of "were" for hypothetical situations.
"If she were to study harder" correctly uses the subjunctive mood for expressing a hypothetical condition.
a) submits
b) submit
c) submitted
d) submitting
The subjunctive mood often uses the base form of the verb.
"Submit" is the correct form to use in the subjunctive mood, following "insists that."

Correct Sentence Formation

Introduction: Proper sentence formation is essential for clear and effective communication. This section focuses on constructing grammatically correct sentences, including subject-verb agreement, proper punctuation, and sentence structure.

Basic Concepts:

  • Subject-Verb Agreement: Ensuring that the subject and verb in a sentence agree in number (singular or plural).
  • Punctuation: Correct use of punctuation marks to clarify meaning and separate ideas.
  • Sentence Structure: Arranging words and phrases to form clear, coherent sentences.
  • Modifiers: Using descriptive words correctly to enhance clarity.
  • Sentence Types: Understanding different types of sentences (declarative, interrogative, imperative, exclamatory).

Sample Test

a) She don't like going to the gym.
b) They was playing soccer in the park.
c) He enjoys reading books on weekends.
d) The cats is sleeping on the couch.
Check for correct subject-verb agreement and clear sentence structure.
"He enjoys reading books on weekends" is correctly formed with proper subject-verb agreement and clear sentence structure.
a) I went to the store, and I bought some milk eggs and bread.
b) She asked me if I wanted to come to the party I said no.
c) The meeting starts at 9:00 a.m., and the report is due by 5:00 p.m.
d) Can you send me the details about the project later.
Look for correct usage of commas and periods to separate ideas.
"The meeting starts at 9:00 a.m., and the report is due by 5:00 p.m." is punctuated correctly with commas and periods to separate ideas.
a) Despite of the rain, the event was held.
b) Despite the rain, the event was held.
c) She don’t know where is the library.
d) The book which I borrowed was very interesting.
Pay attention to prepositions and sentence clarity.
"Despite the rain, the event was held" is correctly structured. The other options contain errors in preposition use, subject-verb agreement, or sentence clarity.
a) The man, who was tired, went home early, wearing a new coat.
b) Wearing a new coat, the man, who was tired, went home early.
c) The tired man went home early, wearing a coat new.
d) Going home early, the man, a new coat wearing, was tired.
Look for correct placement of descriptive phrases.
"Wearing a new coat, the man, who was tired, went home early" correctly uses modifiers to describe the man without causing ambiguity.
a) The team are winning the match.
b) The team is winning the match.
c) The teams is winning the match.
d) The team winning the match are.
Ensure the subject and verb agree in number.
"The team is winning the match" correctly matches the singular subject "team" with the singular verb "is."

Analogies and Relationships

Introduction: Analogies and relationships involve understanding how things are similar or different and how they relate to each other. This topic focuses on identifying patterns and connections between different concepts or items.

Basic Concepts:

  • Analogies: A comparison between two things to show how they are alike. Analogies often use pairs of words or phrases (e.g., cat is to kitten as dog is to puppy).
  • Relationships: Understanding how different items or concepts are related to one another (e.g., cause and effect, part to whole).
  • Types of Analogies: Different types include synonyms, antonyms, function, degree, and part-to-whole analogies.
  • Pattern Recognition: Identifying and applying patterns to solve analogy problems.
  • Critical Thinking: Using analogies to draw inferences and solve problems.

Sample Test

a) Bird is to nest as fish is to pond.
b) Bird is to nest as bee is to hive.
c) Bird is to fly as fish is to swim.
d) Bird is to feathers as fish is to scales.
Consider the relationship between the first pair and find a similar relationship for the second pair.
"Bird is to nest as bee is to hive" is the correct analogy because a bird lives in a nest, and a bee lives in a hive. The relationship is one of habitation.
a) Teacher is to class as cook is to kitchen.
b) Teacher is to class as driver is to car.
c) Teacher is to student as author is to reader.
d) Teacher is to homework as student is to exam.
Think about the relationship between the teacher and the students and find a similar relationship for the second pair.
"Teacher is to student as author is to reader" is correct because a teacher instructs students and an author writes for readers.
a) Hammer is to nail as pen is to paper.
b) Hammer is to nail as knife is to fork.
c) Hammer is to nail as brush is to paint.
d) Hammer is to nail as shoe is to foot.
Look for the tool and its associated item or function.
"Hammer is to nail as brush is to paint" is correct because a hammer is used to drive nails, and a brush is used to apply paint.
a) Guitar is to musician as novel is to author.
b) Guitar is to musician as brush is to painter.
c) Guitar is to musician as pencil is to writer.
d) Guitar is to musician as drum is to conductor.
Consider the tool and its user or related role.
"Guitar is to musician as brush is to painter" is correct because a guitar is used by a musician, and a brush is used by a painter.
a) Key is to lock as light is to lamp.
b) Key is to lock as ink is to pen.
c) Key is to lock as fuel is to engine.
d) Key is to lock as water is to bottle.
Think about the functional relationship between the pairs.
"Key is to lock as fuel is to engine" is correct because a key operates a lock, and fuel operates an engine.