This is the Vocab24 daily quiz of 29 August 2026, the same 30 questions the app served that day, on the day's vocabulary and editorial. One mark for a right answer, minus 0.25 for a wrong one; the explanation opens as soon as you tap.
Out of the given alternatives select the alternative which best expresses the meaning of given word.
ALABASTER
Explanation: Alabaster refers to a smooth white stone and can also describe something exceptionally pale or white. Therefore, Ivory-White is the closest synonym. Swarthy and Dusky suggest darkness of complexion or colour, while Obsidian refers to dark volcanic glass and is therefore unsuitable.
Out of the given alternatives select the alternative which best expresses the meaning of given word.
SCALENE
Explanation: Scalene describes a figure, especially a triangle, whose sides are all of unequal length. Hence, Unequal-Sided expresses its meaning precisely. Equilateral and Equal-Sided indicate equality of sides, while Symmetrical also suggests regularity rather than the unequal structure characteristic of a scalene triangle.
Out of the given alternatives select the alternative which best expresses the meaning of given word.
JAYWALK
Explanation: To jaywalk is to cross or walk in a street illegally or without observing traffic regulations. Cross Unlawfully therefore gives the closest meaning. Comply, Obey and Follow Traffic Rules express behaviour opposite to jaywalking because they involve adherence to established regulations.
Out of the given alternatives select the alternative which best expresses the meaning of given word.
GASLIGHT
Explanation: To gaslight someone is to manipulate that person psychologically until the person begins to doubt memory, perception or judgment. Manipulate is therefore the best synonym. Validate, Reassure and Enlighten involve strengthening or clarifying a person's understanding rather than deliberately undermining it.
Out of the given alternatives select the word opposite in meaning to the given word.
BRAINCHILD
Explanation: A brainchild is an original idea, invention or creation developed by a particular person. Imitation is its best opposite because it refers to something copied rather than independently created. Creation, Concept and Invention all remain closely associated with originality and therefore cannot function as antonyms.
Out of the given alternatives select the word opposite in meaning to the given word.
FRANCOPHILE
Explanation: A Francophile is someone who greatly admires France, its people, culture or language. A Francophobe, by contrast, has an aversion to or dislike of France and is therefore the appropriate opposite. Francophilist, Admirer of France and France-Lover reinforce rather than oppose the meaning.
Out of the given alternatives select the word opposite in meaning to the given word.
PIGGYBACK
Explanation: Piggyback may mean carrying someone on one's back or using an existing system as support for another purpose. Detach conveys separation from such support and therefore provides the best opposite among the choices. Ride, Mount and Hitch are all associated with attaching to, riding on or using support.
Out of the given alternatives select the word opposite in meaning to the given word.
HEMLOCK
Explanation: Hemlock is a highly poisonous plant historically associated with deadly poisoning. Remedy provides the strongest opposite because it refers to something used to cure or counter harm. Poison Hemlock, Conium and Deadly Hemlock are names or descriptions associated with the poisonous plant itself.
Out of given alternatives, choose the word which can be substituted for the given words/ sentence.
A mammal whose young are typically carried and nursed in a pouch after birth.
Explanation: A marsupial is precisely a mammal whose young are generally carried and nursed in a pouch after birth. Obsidian is volcanic glass, Hemlock is a poisonous plant and Francophile denotes an admirer of France. Thus, only Marsupial substitutes the definition accurately.
Out of given alternatives, choose the word which can be substituted for the given words/ sentence.
A person who greatly admires France, its people, culture or language.
Explanation: Francophile denotes a person having strong admiration for France or French culture, people or language. Hemlock names a poisonous plant, Brainchild refers to an original creation or idea and Marsupial denotes a pouch-bearing mammal. Hence, option (b) is the precise substitution.
Out of given alternatives, choose the word which can be substituted for the given words/ sentence.
A highly poisonous plant historically associated with the use of deadly poison.
Explanation: Hemlock is a highly poisonous plant and is historically associated with fatal poisoning. Obsidian is volcanic glass, Alabaster is a pale white stone and Scalene describes unequal-sided geometry. Consequently, Hemlock alone exactly substitutes the given definition.
Out of given alternatives, choose the word which can be substituted for the given words/ sentence.
An original idea, invention or creation developed by a particular person.
Explanation: A brainchild is an original idea, invention or creation conceived or developed by a particular person. Francophile identifies an admirer of France, Piggyback concerns carrying or using existing support and Gaslight refers to psychological manipulation. Therefore, option (a) is exact.
A statement with one blank is given below. Choose the set of words from the given options which can be used to fill the given blank.
Archaeologists concluded that the exceptionally sharp black cutting implement had been fashioned from ________, a natural glass produced by rapidly cooled lava.
Explanation: Obsidian is naturally occurring dark volcanic glass formed when lava cools rapidly and was historically used to make sharp cutting tools. Alabaster is a pale stone, Hemlock is a poisonous plant and Marsupial is a type of mammal. The contextual clues therefore point uniquely to Obsidian.
A statement with one blank is given below. Choose the set of words from the given options which can be used to fill the given blank.
Her sustained interest in French literature, cuisine, cinema and language led her colleagues to describe her as a devoted ________.
Explanation: A Francophile is a person who greatly admires France, French culture or the French language, which precisely matches the contextual description. Brainchild refers to an original creation, Marsupial is a mammal and Hemlock is a poisonous plant. Only option (b) fits both grammar and meaning.
A statement with one blank is given below. Choose the set of words from the given options which can be used to fill the given blank.
After the child became exhausted in the muddy field, his father agreed to ________ him the remaining distance on his back.
Explanation: To piggyback someone means to carry that person on one's back, which directly matches the situation described. Jaywalk concerns unlawful street crossing, Gaslight means psychologically manipulate and Brainchild is a noun referring to an original idea. Thus, only Piggyback is contextually appropriate.
Out of given alternatives select the option which best expresses the meaning of given idiom/ phrase.
The brainchild of someone
Explanation: Calling something the brainchild of a person means that the person originated, conceived or developed that idea, invention or creation. A copy is the opposite of originality, psychological manipulation relates to gaslight and carrying on someone's back relates to piggyback, making option (a) precise.
Out of given alternatives select the option which best expresses the meaning of given idiom/ phrase.
To piggyback on an existing system
Explanation: In its extended sense, piggyback means to use an existing arrangement, structure or system as support for another purpose. It does not imply separation, psychological deception or complete replacement. The idea of relying on something already established makes option (c) the accurate interpretation.
Out of given alternatives select the option which best expresses the meaning of given idiom/ phrase.
To gaslight someone into doubting their own judgment
Explanation: Gaslight refers to psychological manipulation intended to make another person doubt memory, perception or judgment. Reassure, Affirm and Enlighten move in the opposite direction because they strengthen confidence or understanding. Option (b) therefore captures both the method and intended effect of gaslighting.
Out of given alternatives select the word which is correctly spelt.
Select the correctly spelt word.
Explanation: Marsupial is the correct spelling of the noun referring to a mammal whose young are typically carried and nursed in a pouch after birth. The alternatives alter the vowel pattern or add an unnecessary consonant, making them incorrect spellings rather than accepted variants.
Out of given alternatives select the word which is correctly spelt.
Select the correctly spelt word.
Explanation: Francophile is the correct spelling for a person who greatly admires France, French people, culture or language. The other alternatives contain incorrect changes to the ending or vowel sequence. The element -phile denotes a person having a strong liking or admiration, which helps identify the correct form.
Out of given alternatives select the word which is correctly spelt.
Select the correctly spelt word.
Explanation: Obsidian is the correct spelling of the naturally occurring volcanic glass formed when lava cools rapidly. Obsidean, Obsydian and Obsidien contain plausible but incorrect substitutions in the middle or final vowel sequence. Only option (d) preserves the standard spelling.
Out of given alternatives select the word which is correctly spelt.
Select the correctly spelt word.
Explanation: Alabaster is the correctly spelt word denoting a smooth, fine-grained white stone and, adjectivally, something very pale or white. The remaining alternatives substitute incorrect vowels in the final syllable. These variations may appear plausible phonetically but are not accepted spellings.
Which of phrases given below each sentence should replace the phrase printed in bold type to make the grammatically correct? If the sentence is correct as it is, mark 'd' as the answer.
The innovative education programme was the brainchild from a young researcher who had spent years developing the concept.
Explanation: The standard construction is the brainchild of someone, indicating that the idea or creation originated with that person. Brainchild from, brainchild by and brainchild for are not the appropriate constructions in this sentence. Therefore, brainchild of provides the grammatically and semantically correct replacement.
Which of phrases given below each sentence should replace the phrase printed in bold type to make the grammatically correct? If the sentence is correct as it is, mark 'd' as the answer.
The official attempted to gaslight the witness in believing that the disputed conversation had never taken place.
Explanation: The idiomatic construction is gaslight someone into believing something, meaning to manipulate the person psychologically so that a false belief is accepted or personal judgment is doubted. The prepositions in, at and for do not form the correct construction in this context.
Which of phrases given below each sentence should replace the phrase printed in bold type to make the grammatically correct? If the sentence is correct as it is, mark 'd' as the answer.
Pedestrians should not jaywalk across a busy highway merely to save a few minutes.
Explanation: The original expression is grammatically correct. After the modal verb should, the base form jaywalk is required, and across appropriately indicates movement from one side of the highway to the other. The alternatives either misuse the verb form or unnecessarily alter the correct preposition.
DIRECTIONS: Read the following passage carefully and answer the questions given below. Certain words/phrases are printed in bold to help you to locate them while answering some of the questions. <br><br> An experimental learning programme at a city museum was the <strong>brainchild</strong> of a young researcher who believed that vocabulary was understood more effectively when learners connected words with objects, situations and ideas rather than memorising isolated definitions. The programme therefore brought together apparently unrelated exhibits within a single analytical exercise. <br><br> In one section, students examined a piece of <strong>obsidian</strong> and compared its dark volcanic appearance with a sculpture made of pale <strong>alabaster</strong>. In another, they studied a <strong>scalene</strong> triangle before observing how unequal dimensions could still produce a coherent geometrical form. A natural-history display introduced the <strong>marsupial</strong>, while a historical exhibit discussed the poisonous reputation of <strong>hemlock</strong>. <br><br> The programme also moved beyond physical objects. A road-safety simulation required participants to identify why pedestrians should not <strong>jaywalk</strong>, while a behavioural exercise examined how attempts to <strong>gaslight</strong> another person could weaken confidence in memory and judgment. A separate case demonstrated how a new digital service could <strong>piggyback</strong> on an existing system rather than create an entirely independent structure. <br><br> Some critics initially argued that such variety would confuse learners. The researcher disagreed. The intention was not to make students memorise a disconnected catalogue but to require them to distinguish closely related concepts through context. A <strong>Francophile</strong> consultant, for instance, helped design a cultural exercise in which admiration for France had to be distinguished from other forms of interest. According to the programme's designers, the central skill being tested was precise interpretation rather than mechanical recall.
In the context of the passage, the word brainchild most nearly refers to:
Explanation: The passage states that the experimental learning programme was the researcher's brainchild, indicating that it originated as the researcher's own idea or creation. The alternatives involving imitation, derivation and copying contradict both the contextual use of the word and the passage's presentation of the researcher as the programme's originator.
DIRECTIONS: Read the following passage carefully and answer the questions given below. Certain words/phrases are printed in bold to help you to locate them while answering some of the questions. <br><br> An experimental learning programme at a city museum was the <strong>brainchild</strong> of a young researcher who believed that vocabulary was understood more effectively when learners connected words with objects, situations and ideas rather than memorising isolated definitions. The programme therefore brought together apparently unrelated exhibits within a single analytical exercise. <br><br> In one section, students examined a piece of <strong>obsidian</strong> and compared its dark volcanic appearance with a sculpture made of pale <strong>alabaster</strong>. In another, they studied a <strong>scalene</strong> triangle before observing how unequal dimensions could still produce a coherent geometrical form. A natural-history display introduced the <strong>marsupial</strong>, while a historical exhibit discussed the poisonous reputation of <strong>hemlock</strong>. <br><br> The programme also moved beyond physical objects. A road-safety simulation required participants to identify why pedestrians should not <strong>jaywalk</strong>, while a behavioural exercise examined how attempts to <strong>gaslight</strong> another person could weaken confidence in memory and judgment. A separate case demonstrated how a new digital service could <strong>piggyback</strong> on an existing system rather than create an entirely independent structure. <br><br> Some critics initially argued that such variety would confuse learners. The researcher disagreed. The intention was not to make students memorise a disconnected catalogue but to require them to distinguish closely related concepts through context. A <strong>Francophile</strong> consultant, for instance, helped design a cultural exercise in which admiration for France had to be distinguished from other forms of interest. According to the programme's designers, the central skill being tested was precise interpretation rather than mechanical recall.
What can most reasonably be inferred about the purpose of combining apparently unrelated exhibits in the programme?
Explanation: The passage repeatedly contrasts contextual interpretation with isolated memorisation. The variety of exhibits is intentional because learners must distinguish meanings by examining how words function in different settings. The other choices contradict the programme's stated purpose by suggesting sameness, rote learning or restriction to physical objects.
DIRECTIONS: Read the following passage carefully and answer the questions given below. Certain words/phrases are printed in bold to help you to locate them while answering some of the questions. <br><br> An experimental learning programme at a city museum was the <strong>brainchild</strong> of a young researcher who believed that vocabulary was understood more effectively when learners connected words with objects, situations and ideas rather than memorising isolated definitions. The programme therefore brought together apparently unrelated exhibits within a single analytical exercise. <br><br> In one section, students examined a piece of <strong>obsidian</strong> and compared its dark volcanic appearance with a sculpture made of pale <strong>alabaster</strong>. In another, they studied a <strong>scalene</strong> triangle before observing how unequal dimensions could still produce a coherent geometrical form. A natural-history display introduced the <strong>marsupial</strong>, while a historical exhibit discussed the poisonous reputation of <strong>hemlock</strong>. <br><br> The programme also moved beyond physical objects. A road-safety simulation required participants to identify why pedestrians should not <strong>jaywalk</strong>, while a behavioural exercise examined how attempts to <strong>gaslight</strong> another person could weaken confidence in memory and judgment. A separate case demonstrated how a new digital service could <strong>piggyback</strong> on an existing system rather than create an entirely independent structure. <br><br> Some critics initially argued that such variety would confuse learners. The researcher disagreed. The intention was not to make students memorise a disconnected catalogue but to require them to distinguish closely related concepts through context. A <strong>Francophile</strong> consultant, for instance, helped design a cultural exercise in which admiration for France had to be distinguished from other forms of interest. According to the programme's designers, the central skill being tested was precise interpretation rather than mechanical recall.
Which word used in the passage is most nearly opposite in sense to validate when applied to a person's perception or judgment?
Explanation: To validate someone's perception is to affirm or support it, whereas to gaslight someone is to manipulate that person into doubting memory, perception or judgment. Piggyback, Jaywalk and Brainchild concern entirely different concepts and therefore cannot express the required contextual opposition.
DIRECTIONS: Read the following passage carefully and answer the questions given below. Certain words/phrases are printed in bold to help you to locate them while answering some of the questions. <br><br> An experimental learning programme at a city museum was the <strong>brainchild</strong> of a young researcher who believed that vocabulary was understood more effectively when learners connected words with objects, situations and ideas rather than memorising isolated definitions. The programme therefore brought together apparently unrelated exhibits within a single analytical exercise. <br><br> In one section, students examined a piece of <strong>obsidian</strong> and compared its dark volcanic appearance with a sculpture made of pale <strong>alabaster</strong>. In another, they studied a <strong>scalene</strong> triangle before observing how unequal dimensions could still produce a coherent geometrical form. A natural-history display introduced the <strong>marsupial</strong>, while a historical exhibit discussed the poisonous reputation of <strong>hemlock</strong>. <br><br> The programme also moved beyond physical objects. A road-safety simulation required participants to identify why pedestrians should not <strong>jaywalk</strong>, while a behavioural exercise examined how attempts to <strong>gaslight</strong> another person could weaken confidence in memory and judgment. A separate case demonstrated how a new digital service could <strong>piggyback</strong> on an existing system rather than create an entirely independent structure. <br><br> Some critics initially argued that such variety would confuse learners. The researcher disagreed. The intention was not to make students memorise a disconnected catalogue but to require them to distinguish closely related concepts through context. A <strong>Francophile</strong> consultant, for instance, helped design a cultural exercise in which admiration for France had to be distinguished from other forms of interest. According to the programme's designers, the central skill being tested was precise interpretation rather than mechanical recall.
Consider the following statements about the passage: <br><br> I. The programme relied exclusively on direct memorisation of definitions. <br><br> II. Obsidian was used in an exercise involving a naturally occurring dark volcanic material. <br><br> Which of the statements given above is/are correct?
Explanation: Statement I is false because the programme deliberately sought to move beyond isolated memorisation and promote contextual interpretation. Statement II is correct because the passage explicitly describes students examining obsidian, which is presented as a dark volcanic material. Therefore, only Statement II is supported by the passage.
DIRECTIONS: Read the following passage carefully and answer the questions given below. Certain words/phrases are printed in bold to help you to locate them while answering some of the questions. <br><br> An experimental learning programme at a city museum was the <strong>brainchild</strong> of a young researcher who believed that vocabulary was understood more effectively when learners connected words with objects, situations and ideas rather than memorising isolated definitions. The programme therefore brought together apparently unrelated exhibits within a single analytical exercise. <br><br> In one section, students examined a piece of <strong>obsidian</strong> and compared its dark volcanic appearance with a sculpture made of pale <strong>alabaster</strong>. In another, they studied a <strong>scalene</strong> triangle before observing how unequal dimensions could still produce a coherent geometrical form. A natural-history display introduced the <strong>marsupial</strong>, while a historical exhibit discussed the poisonous reputation of <strong>hemlock</strong>. <br><br> The programme also moved beyond physical objects. A road-safety simulation required participants to identify why pedestrians should not <strong>jaywalk</strong>, while a behavioural exercise examined how attempts to <strong>gaslight</strong> another person could weaken confidence in memory and judgment. A separate case demonstrated how a new digital service could <strong>piggyback</strong> on an existing system rather than create an entirely independent structure. <br><br> Some critics initially argued that such variety would confuse learners. The researcher disagreed. The intention was not to make students memorise a disconnected catalogue but to require them to distinguish closely related concepts through context. A <strong>Francophile</strong> consultant, for instance, helped design a cultural exercise in which admiration for France had to be distinguished from other forms of interest. According to the programme's designers, the central skill being tested was precise interpretation rather than mechanical recall.
Which of the following pairs is correctly matched according to the passage?
Explanation: The passage connects Scalene with a triangle having unequal dimensions, making option (d) correct. Alabaster, not hemlock, is the pale stone; a marsupial, not obsidian, is the pouch-bearing mammal; and a Francophile admires France rather than describing unlawful road crossing.
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