Civil Service
ProfessionalSub-Professional
Practice Exams

Introduction to Verbal Ability

Verbal Ability is a critical component of the Civil Service Exam, accounting for a significant portion of your final score. This section assesses your proficiency in the English language, focusing on your ability to understand and use written language effectively. For the Professional Level, the questions are designed to test higher-level language skills, including grammar, vocabulary, reading comprehension, and logical organization of ideas.

Exam Tip: Allocate your time wisely. Verbal Ability questions can be time-consuming, especially Reading Comprehension. Practice answering questions quickly and accurately.

Part 1: Grammar and Correct Usage

This is the foundation of the Verbal Ability sub-test. It evaluates your knowledge of the rules of English grammar and your ability to apply them in constructing clear and correct sentences.

1.1 Subject-Verb Agreement

The fundamental rule is that a singular subject takes a singular verb, while a plural subject takes a plural verb.

  • Singular: The dog barks at the mailman.
  • Plural: The dogs bark at the mailman.

Common Pitfalls:

  • Intervening Phrases: Don't be confused by phrases that come between the subject and the verb.

    • Incorrect: The box of chocolates are on the table.
    • Correct: The box of chocolates is on the table. (The subject is "box," which is singular.)

  • Indefinite Pronouns: Pronouns like each, every, either, neither, one, everyone, everybody, someone, somebody, no one, nobody, anyone, anybody are singular.

    • Correct: Each of the students is responsible for his or her own work.
    • Correct: Everybody wants to be successful.

  • Compound Subjects:

    • Subjects joined by "and" are usually plural: Ana and her friends are going to the party.
    • Subjects joined by "or" or "nor" take a verb that agrees with the closer subject: Neither the students nor the teacher is happy with the results. / Neither the teacher nor the students are happy with the results.

Practice Questions (Grammar)

  1. The collection of rare stamps, which he inherited from his grandfather, ____ now worth a fortune. a) are b) is c) were d) have been

  2. Every member of the board of trustees ____ in favor of the new policy. a) vote b) votes c) have voted d) are voting

Answers: 1. (b) is, 2. (b) votes

1.2 Tenses and Verb Forms

Ensure that the verb tense is consistent throughout a sentence or paragraph unless there's a specific reason to change it.

  • Example: She walked to the store, bought some groceries, and then returned home. (All past tense)

1.3 Pronouns and Antecedents

A pronoun must agree with its antecedent (the noun it refers to) in number (singular/plural) and gender.

  • Incorrect: If a student wants to succeed, they must study hard. (Student is singular, they is plural)
  • Correct (Option 1): If a student wants to succeed, he or she must study hard.
  • Correct (Option 2): If students want to succeed, they must study hard.

Part 2: Vocabulary

A strong vocabulary is essential. You will be tested on your knowledge of word meanings, synonyms, antonyms, and correct word usage.

2.1 Synonyms and Antonyms

  • Synonyms: Words with similar meanings (e.g., happy, joyful, elated).
  • Antonyms: Words with opposite meanings (e.g., hot, cold, frigid).

Strategy: Use the context of the sentence to figure out the meaning of an unfamiliar word.

Practice Question (Vocabulary)

  1. The manager's laconic reply suggested he was not interested in further discussion. What is the synonym for laconic? a) verbose b) lengthy c) concise d) confusing

Answer: 1. (c) concise

2.2 Analogies

Analogies test your ability to identify relationships between pairs of words. The relationship in the first pair must be the same as the relationship in the second pair.

Format: WORD A : WORD B :: WORD C : ______

Common Relationships:

  • Synonym: HAPPY : JOYFUL
  • Antonym: HOT : COLD
  • Part to Whole: FINGER : HAND
  • Cause and Effect: VIRUS : ILLNESS
  • Worker and Tool: CARPENTER : HAMMER
  • Degree of Intensity: WARM : HOT

Practice Question (Analogy)

  1. FISH : GILL :: HUMAN : ______ a) Heart b) Leg c) Lung d) Brain

Answer: 1. (c) Lung (A fish uses a gill to breathe, a human uses a lung to breathe).

Part 3: Reading Comprehension

This section measures your ability to read, understand, and analyze passages of text. You will be asked questions about the main idea, specific details, inferred meanings, and the author's tone.

Reading Strategies

  1. Skim the Passage First: Get a general idea of the topic and structure.
  2. Read the Questions: Know what you are looking for before you do a detailed reading.
  3. Read the Passage Carefully: Underline key points and take brief notes if it helps.
  4. Answer the Questions: Refer back to the passage to verify your answers. Do not rely on your own prior knowledge.

Types of Questions

  • Main Idea: What is the primary point the author is trying to make?
  • Supporting Details: What specific facts or examples are used to support the main idea?
  • Inference: What can you conclude from the passage, even if it's not stated directly?
  • Vocabulary in Context: What does a specific word mean in this passage?

Practice Passage

The Philippine archipelago is an area of intense seismic activity. Situated on the "Pacific Ring of Fire," the country experiences frequent earthquakes and volcanic eruptions. The Philippine Institute of Volcanology and Seismology (PHIVOLCS) is the government agency tasked with monitoring and mitigating the effects of these natural disasters. While the threat is constant, advancements in technology and public awareness campaigns have significantly improved the nation's preparedness and response capabilities.

  1. What is the main idea of the passage? a) PHIVOLCS is a government agency. b) The Philippines is prone to natural disasters like earthquakes and has systems in place to manage them. c) The Pacific Ring of Fire is a dangerous area. d) Technology can prevent earthquakes.

Answer: 1. (b)

Part 4: Paragraph Organization

This tests your ability to arrange a series of sentences into a logical, coherent paragraph.

How to Approach Paragraph Organization Questions

  1. Identify the Topic Sentence: This is the main idea of the paragraph and is usually the most general statement. It often introduces the subject.
  2. Look for Transition Words: Words like first, second, then, next, however, therefore, in conclusion provide clues about the sequence of ideas.
  3. Find the Concluding Sentence: This sentence summarizes the main point or provides a final thought.
  4. Connect Supporting Sentences: The other sentences should flow logically, with each one building upon the previous one.

Practice Question (Paragraph Organization)

Arrange the following sentences to form a coherent paragraph.

A. This dedication is crucial for passing the highly competitive examination. B. Finally, they must have the discipline to stick to their study schedule. C. First, an examinee must understand the scope of the test. D. To succeed in the Civil Service Exam, aspirants must possess several key qualities. E. Second, they need to gather reliable review materials.

a) D, C, E, B, A b) A, B, C, D, E c) D, E, C, A, B d) C, D, E, B, A

Answer: 1. (a) D, C, E, B, A

The logical flow is:

  • (D) introduces the main topic (qualities for success).
  • (C) presents the first quality.
  • (E) presents the second quality.
  • (B) presents the final quality.
  • (A) provides a concluding thought about the importance of these qualities.