TET cum TRT

SGT – 20-01-2019 (S2)

1. ‘Do or Die’ Slogan was given during this movement

1. Bengal Movement
2. Separatist Movement
3. Civil Disobedience Movement
4. Quit India Movement

»»&ƒT €sY &îÕµµ nHû “H<Š+ ‡ –<Š«eT ¿±\+ýË ‚eNj&+~.

1. uÉ+>±ýÙ –<Š«eTeTT
2. yûsÎ³Ty<Š –<Š«eTeTT
3. XædŸHÃ\¢+|˜ŸTq –<Š«eTeTT
4. ¿ìÇ{Ù ‚+&jáÖ –<Š«eTeTT

2. The North – East Monsoon commonly known as

1. Winter Monsoon
2. Summer Monsoon
3. Spring Monsoon
4. Autumn Monsoon

‡Xæq« ‹TTÔáT|ŸeH\qT kÍ<ó‘sÁD+>± ‚ý² n+{²sÁT.

1. oԐ¿±\ ‹TTÔáT|ŸeH\T
2. yûdŸ$ ‹TTÔáT|ŸeH\T
3. edŸ+Ô῱\ ‹TTÔáT|ŸeH\T
4. ¥¥sÁ¿±\|ŸÚ ‹TTÔáT|ŸeH\T
3. In the Central Government, the Department of Revenue comes under
the Ministry of

1. Home Affairs
2. External Affairs
3. Finance
4. Panchayati Raj

¹¿+ç<Šç|Ÿuó„TÔáÇ+ýË Âs$qÖ«XæK ‡ eT+çÜÔáÇ XæK |Ÿ]~¸ ç¿ì+<ŠÅ£” edŸTï+~.

1. n+ÔásÁZÔá e«eVŸäs\T
2. $<ûo e«eVŸäs\T
3. €]œ¿£ XæK
4. |Ÿ+#sTTr sCÙXæK

4. In India, speed post service was introduced in the year

uó²sÁÔá<ûXø+ýË dÓÎ&Žbþdt¼ dŸ¯Çdt çbÍsÁ+_ó+#á‹&q dŸ+eÔáàsÁeTT

1. 1975
2. 1986
3. 1990
4. 1980
5. While presenting National Awards to the teachers, the following
medal is given

1. Platinum medal
2. Gold medal
3. Silver medal
4. Bronze medal

–bÍ<ó‘«jáTT\Å£” C²rjáT k͜sTT |ŸÚsÁkÍØsÁ+ n+~+#áTq|Ÿð&ƒT ‚#ûÌ |ŸÔá¿£+

1. bÍ¢{ìq+ |ŸÔá¿£+
2. ‹+>±sÁT |ŸÔá¿£+
3. sÁÈÔá |ŸÔá¿£+
4. ¿±+Xø« |ŸÔ¿á +£

6. The implementing agency for GLOBE (Global Learning and

Observation to Benefit the Environment) in India is located at

1. Chennai
2. Mumbai
3. Delhi
4. Hyderabad

uó²sÁÔá<ûXø+ýË GLOBE (Global Learning and Observation to Benefit

the Environment) qT neT\T|ŸsÁTdŸTïq• @Èúà ‚#á̳ ¿£\<ŠT
1. #îHîՕ
2. eTT+‹sTT
3. &󍩢
4. ™VÕ²<Šsu²<Ž
7. The number of categories in ‘Padma Awards’ are

|Ÿ<Šˆ nysÁT¦\ý˓ ¹¿³Ð¯\ dŸ+K«

1. 5
2. 4
3. 3
4. 2

8. The first player to hit double century in one day International Cricket
Matches is

1. Rohit Sharma
2. Sachin Tendulkar
3. Virendar Sehwag
4. Virat Kohli

ÿ¿£sÃE n+Ôás¨rjáT ç¿ì¿{Ù eÖ«#Y\ýË ~ÇXøÔ῱“• #ûd¾q yîTT<Š{ì €³>±&ƒT

1. sÃV¾²ÔY XøsÁˆ
2. dŸºHŽ fÉ+&ƒÖ\ØsY
3. M¹s+ç<Š ™dVŸäÇ>´
4. $s{Ù ¿ÃV¾²¢
9. The largest hot desert in the World is

1. Gobi
2. Thar
3. Atacama
4. Sahara

ç|Ÿ|Ÿ+#á+ýË nܙ|<ŠÝ –wŸ’ m&†]

1. >Ã_
2. <¸‘sY
3. n³¿±eÖ
4. dŸVŸäs

10. The currency of Turkey is

1. Rupee
2. Lira
3. Dinar
4. Ruble

³¯Ø <ûX|ø ڟ ¿£s úà

1. sÁÖbÍsTT
2. *s
3. ~HsY
4. sÁ֋TýÙ
11. Benaras Hindu University was established in the year

uÉHsÁdt V¾²+<ŠÖ $XøÇ$<‘«\jáT+ k͜|¾+ºq dŸ+eÔáàsÁ+

1. 1916
2. 1906
3. 1816
4. 1917

12. Indian National Science Academy is located at

1. Chennai
2. New Delhi
3. Ranchi
4. Kolkata

uó²sÁÔá C²rjáT ™dÕHàŽ n¿±&ƒ$T ‚¿£Ø&ƒ ¿£\<ŠT

1. #îHîՕ
2. q֫&󍩢
3. s+º
4. ¿ÃýÙ¿£Ô
13. The International Yoga Day is observed on

1. 23rd, June
2. 21st, July
3. 22nd, July
4. 21st, June

n+Ôás¨rjáT jîÖ>± ~HÃÔáàe+ ‡ sÃE ÈsÁT|ŸÚÅ£”+{²sÁT.

1. pHŽ, 23
2. EýÉÕ, 21
3. EýÉÕ, 22
4. pHŽ, 21

14. The Author of the book ‘My Truth’

1. R. K. Narayan
2. Mahatma Gandhi
3. Indira Gandhi
4. Sarojini Naidu

»yîT® ç³ÖÔYµ nHû ç>·+<¸Š sÁ#sá TTÔá

1. €sY.¿. HsjáTDY
2. eTVŸäԐˆ >±+Bó
3. ‚+~s >±+Bó
4. dŸsۓ HjáTT&ƒT
15. The Headquarters of the International Court of Justice (ICJ) is at

1. Hague
2. Geneva
3. Paris
4. New York

n+Ôás¨rjáT H«jáTk͜q+ jîTT¿£Ø ç|Ÿ<ó‘q ¿±s«\jáT+ ‚¿£Ø&ƒ ¿£\<ŠT.

1. V²>´
2. CÉúy
3. bÍ]dt
4. qÖ«jáÖsYØ

16. The Silver Medalist in 2016 Olympics women’s singles Badminton

Championship is

1. Saina Nehwal
2. Gutta Jwala
3. Mirabai Chanu
4. P.V. Sindhu

2016 ÿ\+|¾¿ùàýË eTV¾²Þø\ d¾+ÐýÙà u²«&ˆ+³HŽ #ó+|¾jáTHŽw¾|týË

sÁÈÔá |ŸÔ¿á £ $CñÔá
1. ™dÕH HîVŸäÇýÙ
2. >·TԐï C²Ç\
3. MTsu²sTT #qT
4. |¾.$. d¾+<óŠT
17. The winners of the Nobel Peace Prize for 2018 are

1. Donna Strickland and Gerard Mourou

2. Dr. Denis Mukwege and Nadia Murad
3. George P. Smith and Frances H. Arnold
4. Dr. James P. Allison and Dr. Tasuku Honjo

2018 HÃuÉýÙ Xæ+Ü ‹VŸQeTÜ $CñÔá\T

1. &=H• çd¾¼¿ùý²+&Ž eT]jáTT Â>ssY¦ eTòsÁÖ
2. &†. &î“dt eTT¿ÇÐ eT]jáTT q~jáÖ eTTs<Ž
3. C²sŸ |¾.d¾ˆÔY eT]jáTT çb˜Í“àdt ™V²#Y. €s•ýÙ¦
4. &†. CñyŽTà |¾. n*¢dŸHŽ eT]jáTT ÔádŸTÅ£” VŸ²+CË

18. The capital city of United States of America is

1. Washington DC
2. New York
3. Chicago
4. Los Angeles

nyîT]¿± dŸ+jáTT¿£ï sçcͼ\ sÈ<ó‘“ q>·sÁ+

1. yw¾+>·¼HŽ &.d¾.
2. qÖ«jáÖsYØ
3. º¿±>Ã
4. ý²dt @+CÉýÉdt
19. “Battle of Chausa” was held in the year

»»#êk͵µ jáTT<ŠÆ+ È]Ðq dŸ+eÔáàsÁ+

1. 1539
2. 1549
3. 1533
4. 1543

20. Prime Minister Mr. Narendra Modi Launched ‘Ayushman Bharat’ in

Ranchi on

1. 15th August, 2018

2. 2nd October, 2018
3. 23rd September, 2018
4. 21st June, 2018

ç|Ÿ<ó‘qeT+çÜ q¹s+ç<ŠyîÖ& >±sÁT »s+ºµ ýË »€jáTTc͈HŽ uó²sÁÔYµ

çbÍsÁ+_ó+ºq Ôû~
1. €>·dt¼ 15, 2018
2. n¿Ã¼‹sÁT 2, 2018
3. ™d™|¼+‹sÁT 23, 2018
4. pHŽ 21, 2018
21. This Committee / Commission has helped in bringing revolutionary
changes in Primary Education

1. Sargent Committee
2. Sadler Commission
3. Hunter Commission
4. Wood’s Dispatch

çbÍ<¸$Š T¿£ $<Š«ýË $|Ÿy¢ Ôሿ£yTî q® eÖsÁTÎ\Å£” ÔÃ&ƒÎ&q ¿£$T{¡ / ¿£MTwŸHŽ

1. kÍsÁ̈+{Ù ¿£$T{¡
2. kÍ&ƒ¢sY ¿£MTwŸHŽ
3. VŸ²+³sY ¿£MTwŸHŽ
4. –&Žà ԐF<ŠT

22. All the cash transactions of a school can be known through this
register / record

1. Accession Register
2. Ledger
3. Log Book
4. Cash Book

ÿ¿£ bÍsÄÁXæ\ n“• q>·<ŠT ý²y<ûM\ “sÁÇVŸ²DqT ‡ ]›wŸ¼sÁT / ]¿±sÁT¦

<‘Çs Ôî\TdŸT¿Ãe#áTÌ.
1. edŸTï ç|ŸyûXø ]›wŸ¼sY
2. €es¨ |ŸÚdŸï¿£+
3. ý²>´ ‹T>´
4. q>·<ŠT |ŸÚdŸï¿£+
23. The stress that is helpful in completing the tasks is

1. Eustress
2. Distress
3. Frustration
4. Depression

|ŸqT\T |ŸP]ï #ûjáT&†“¿ì ÔÃ&ƒÎ&û ÿÜï&û

1. dŸ¿±sÔሿ£ ÿÜï&
2. q¿±sÔሿ£ ÿÜï&
3. Å£”+sÄÁq+
4. Å£”+>·Tu²³T

24. “Strabismus” or “Crossed Eye” is caused due to the defect in

functioning of

1. Blood Vessels
2. Nerves
3. Muscles
4. Tissues

»»çkͼ_dteTdtµµ ýñ¿£ »»yîT\¢¿£qT•µµ nHû$ ‚$ |Ÿ“#ûjáT&ƒ+ýË ýË|Ÿ+ e\¢

dŸ+uó„$kÍïsTT
1. sÁ¿£ïHÞ²\T
2. qs\T
3. ¿£+&ƒs\T
4. ¿£DC²ý²\T
25. The mission of RMSA is to establish a secondary school to make
accessible for all the habitations within a radius of

1. 2 Km.
2. 5 Km.
3. 7 Km.
4. 10 Km.

eÖ<óŠ«$T¿£ bÍsÄÁXæ\qT ‡ |Ÿ]~¸ýË –q• n“• ÈHykÍ\Å£” n+<ŠTu²³TýË¿ì

Ôûe&ƒ+ RMSA jîTT¿£Ø ¿±sÁ«¿¹ çŒ Ôá+
1. 2 ¿ì.MT.
2. 5 ¿ì.MT.
3. 7 ¿ì.MT.
4. 10 ¿ì.MT.

26. According to latest rules, each main team should have this number
of players in a throw ball match

ç|ŸdŸTïÔá “‹+<óŠq\ ç|Ÿ¿±sÁ+, çÔÃu²ýÙ eÖ«#YýË ç|ŸÜ yîTsTTHŽ {¡+ýË

–+&ƒe\d¾q dŸuó„T«\ dŸ+K«
1. 8
2. 6
3. 9
4. 7
27. Professor Yashpal, the Chairperson of NCF-2005, was the former
Chairman of

NCF ` 2005 #óîÕsY|ŸsÁàHŽ>± e«eVŸ²]+ºq çbõ™|˜dŸsY. jáTXÙbÍýÙ B“¿ìeTT+<ŠT

‡ ¿±s«\já֓¿ì #óîÕsÁˆHŽŽ>± e«eVŸ²]+#sÁT.
1. UGC
2. CBSE
3. CABE
4. NIEPA

28. Empowerment is “to give some one more control over their own life
or situation” – This explanation was given by

1. Pocket Oxford English Dictionary - South Asia Edition - 2013

2. Longman Contemporary English Dictionary - 1998
3. The Little Lifco Dictionary - 1990
4. English – Telugu Dictionary - Telugu academy - 2014

kÍ~ó¿±sÁÔá nq>± »»ÔáeT dŸÇ+Ôá J$Ôá+ ýñ<‘ dÓÇjáT |Ÿ]d¾Ôœ Tá \™|Õ |ŸP]ï
n~ó¿±s“• ÔáqÅ£” ԐqT ¿£*Î+#áT¿Ãe&ƒ+µµ n“ $e]+ºq~.
1. bþ¿{Ù €¿ùàb˜þsY¦ &¿£Œq¯ ` kåÔY €d¾jáÖ m&wŸHŽ ` 2013
2. ý²+>´eÖHŽ ¿±HŽfÉ+bõsÁ] ‚+^¢wŸ§ &¿£Œq¯ ` 1998
3. ~ *{ìýÙ *|˜t¿= &¿£Œq¯ ` 1990
4. ‚+^¢wŸ§ ` Ôî\T>·T &¿£Œq¯ ` Ôî\T>·T n¿±&ƒMT ` 2014
29. According to 2011 provisional population census, the annual average
increase in growth rate of population in India is

2011 çbõ$ÈqýÙ ÈHuó² >·Dq ýÉ¿£Ø\ ç|Ÿ¿±sÁ+, uó²sÁÔá<ûXø+ýË dŸ+eÔáàsÁ|ŸÚ

dŸsdŸ] ÈHuó² ™|sÁT>·T<Š\ ¹s³T
1. G 1.65%
2. G 1.64%
3. G 1.66%
4. G 1.63%

30. In India, this state is exempted from RTE Act - 2009

1. Himachal Pradesh
2. West Bengal
3. Manipur
4. Jammu & Kashmir

€sY.{ì.‚. #á³¼+ ` 2009 ‡ sçwŸ¼+ $TqVŸäsTT+º, uó²sÁÔá<ûXø+ n+Ôá{²

e]ïdŸTï+~.
1. V¾²eÖ#áýÙ ç|Ÿ<ûXÙ
2. |Ÿ¥ÌeTuÉ+>±ýÙ
3. eTDì|ŸPsY
4. ÈeTֈ Ê ¿±oˆsY
31. One of the following is not a characteristic of development
1. Development is not similar for every one
2. Development builds on earlier learning
3. Development is continuous throughout life
4. Development proceeds at an individual rate

ç¿ì+~ y“ýË ÿ¿£{ì $¿±dŸeTT jîTT¿£Ø \¿£D

Œ eTT ¿±<ŠT
1. $¿±dŸeTqTq~ n+<Š]¿¡ ÿ¹¿sÁ¿£+>± –+&ƒ<ŠT
2. $¿±dŸeTqTq~ |ŸPsÁÇ|ŸÚ nuó„«dŸq MT<Š “]ˆÔáyîT® –+³T+~.
3. $¿±dŸeTqTq~ J$Ԑ+Ôá+ ¿=qkÍ>·TÔáT+³T+~.
4. $¿±dŸeTqTq~ e«¿ìï>·Ôá ¹s³TýË ¿=qkÍ>·TÔáT+³T+~

32. Apart from excitement, these emotions are formed in a 3 month old
child
1. Distress and Delight
2. Distress and Hatred
3. Delight and Hatred
4. Delight and Elation

3 Hî\\ ejáTdŸTq• |Ÿd¾bÍ|ŸýË –ÔûïÈ+ÔÃbͳT ç¿ì+~ –<ûÇ>±\T @sÁÎ&ƒÔsTT

1. $#sÁ+ eT]jáTT €VŸä¢<Š+
2. $#sÁ+ eT]jáTT <ûÇwŸ+
3. €VŸä¢<Š+ eT]jáTT <ûÇwŸ+
4. €VŸä¢<Š+ eT]jáTT VŸ²sÁü+
33. The following represents the pre conventional stage of Kohlberg
1. Gain acceptance
2. Follow rules
3. Promote the welfare of one’s society
4. Achieve and receive rewards

¿ÃýًsYZ jîTT¿£Ø |ŸPsÁÇ dŸ+ç|Ÿ<‘jáT¿£ HîÜÕ ¿£Ôqá T dŸÖº+#áTq~

1. €yîÖ<‘“• bõ+<Š&ƒ+
2. “jáTeÖ\qT nqTdŸ]+#á&ƒ+
3. Ôáq dŸeÖÈeTT jîTT¿£Ø dŸ+¹¿Œe֓• çbþÔáàV¾²+#á&ƒ+
4. ‹VŸQeTÔáT\qT kÍ~ó+#á&ƒ+ eT]jáTT bõ+<Š&ƒ+

34. Find out the odd one out

1. annoyance
2. anger
3. rage
4. vigilance

ç¿ì+~ y“ýË _óq•yîT®q~

1. º¿±Å£”
2. ¿Ã|Ÿ+
3. rçe€ç>·VŸ²+
4. C²ç>·Ôáï|Ÿ&ƒT
35. A girl speaks as ‘The dogs runned away’. The error in the girl’s
expressive language is
1. Over generalization error
2. Telegraphic speech error
3. Under generalization error
4. Syntax error

ÿ¿£ u²*¿£ »»<Š &†>´à sÁq•&Ž nyûµ n“ #î|¾Î+~. € u²*¿£ #ûd¾q uó²cÍ<ÃwŸeTT
1. k͜sTT¿ì $T+ºq kÍ<ó‘sÁD¡¿£sÁD <ÃwŸ+
2. bõ&bõ&>± eÖ{²¢&û <ÃwŸ+
3. kÍ<ó‘sÁD¡¿£sÁD²“¿ì ~>·Tek͜sTT <ÃwŸ+
4. y¿£«“sˆD <ÃwŸ+

36. According to Vygotsky, preschool children talking to themselves to

direct their own behavior is
1. Private speech
2. Silent Inner speech
3. Reflective speech
4. Initial speech

yîÕ>Ã{ÙdÓØ ç|Ÿ¿±sÁ+ |ŸPsÁÇbÍsÄÁXæ\ $<‘«sÁTœ\T, ÔáeT ç|ŸesÁïqqT

“¹sÝ¥+#áT¿=qT³Å£” ÔáeTýË ÔeTT eÖ{²¢&ƒTÅ£”+³T+{²sÁT. ‚~ ....
1. ç™|Õyû{Ù ç|ŸdŸ+>·+
2. “Xøô‹Ý n+ÔásÁZÔá ç|ŸdŸ+>·+
3. ]™|˜¢¿ì¼yŽ ç|ŸdŸ+>·+
4. çbÍ<¸Š$T¿£ ç|ŸdŸ+>·+
37. During this stage, the child develops cause and effect
1. Pre-operational stage
2. Sensory-motor stage
3. Concrete-operational stage
4. Formal-operational stage

|¾\¢y&ƒT ‡ <ŠXøýË ¿±sÁ«¿±sÁDÔáÇeTTqT n_óe~Æ #ûdŸT¿=+{²&ƒT

1. |ŸPsÁÇ ç|Ÿ#\¿£ <ŠXø
2. ‚+ç~jáT #\¿£ <ŠXø
3. eTÖsÁï ç|Ÿ#\¿£ <ŠXø
4. neTÖsÁï ç|Ÿ#\¿£ <ŠXø

38. The educational implication of Piaget’s theory would be

1. constructivism
2. functionalism
3. structuralism
4. behaviourism

|¾jÖá CÉ d¾<‘Æ+ÔáeTT jîTT¿£Ø $<‘« nqTç|ŸjTá T¿£+ï

1. “sˆD²Ôሿ£y<ŠeTT
2. ¿±sÁ«¿±sÁDy<ŠeTT
3. “sˆDy<Š+
4. ç|ŸesÁïHy<Š+
39. The greatest similarity in IQ could be found
1. between fraternal twins
2. between identical twins
3. between non twin siblings
4. between parent and child

×.Å£L«.ýË nÜ ™|<ŠÝ kÍsÁÖ|Ÿ«ÔáqT M] eT<óŠ« ¿£qT>=qe#áTÌqT

1. kþ<ŠsÁ ¿£e\\ eT<óŠ«
2. @¿£sÁÖ|Ÿ ¿£e\ý eT<óŠ«
3. ¿£e\\T ¿±“ ÔËT³T¼eÚ\ eT<óŠ«
4. Ôá*¢<Š+ç&ƒT\T eT]jáTT |¾\¢y& eT<óŠ«

40. A child with chronological age of 12 takes an intelligence test

that shows a mental age of 15. According to Lewis Terman’s
mathematical formula, this child’s IQ is

ÿ¿£ ç|ŸC²ã |Ÿ¯¿£ŒýË 12 @Þø—ß ydŸï$¿£ ejáTdŸTàq• ÿ¿£ |¾\¢y“ eÖqd¾¿£

ejáTdŸTà 15 @Þø—ß nsTTq, ýÉ$dt fÉsÁˆHŽ >·DìÔá dŸÖçÔáeTT ç|Ÿ¿±sÁ+ ‡ |¾\¢y“
ç|ŸC²ã\_Æ
1. 103
2. 120
3. 125
4. 150
41. A characteristic that is not consistently found among highly creative
people
1. independence
2. high level of motivation
3. willingness to restructure the problem
4. extremely high intelligence

n~ó¿£eTT>± dŸÈHÔሿ£Ôá –q• |¾\¢ýË¢ “\¿£&ƒ>± –+&ƒ“ \¿£ŒDeTT

1. dŸÇÔá+çÔáÔá
2. n~ó¿£ k͜sTTýË ç|sÁD
3. dŸeTdŸ« |ŸÚq]•sˆDeTTqÅ£” ‚wŸ¼|Ÿ&ƒT³
4. nÔá«+Ôá n~ó¿£ ç|ŸÈã

42. Which one of the following is most likely to be influenced by

cultural factors?
1. the fight or flight response
2. the general adaptation syndrome
3. the effect of stress on the immune system
4. the autonomic nervous system

ç¿ì+~ y“ýË ÿ¿£{ì kÍ+dŸØ Ü¿£ ¿±sÁ¿±\ e\q #ý² mÅ£”Øe>± ç|Ÿuó²$Ôá+
#ûjáT‹&ƒTÔáT+~.
1. bþs&û ýñ¿£ bÍ]bþjûT dŸÎ+<Šq
2. kÍ<ó‘sÁD nqTdŸsÁD d¾+ç&ÃyŽT
3. sÃ>· “sÃ<󊿣 e«edŸœ™|Õ ÿÜï& ç|Ÿuó²eeTT
4. dŸÇjáT+ “jáT+çÜÔáÇ H&že«edŸœ
43. Which of the following statement is true
1. Classical conditioning regulates reflexive involuntary
responses exclusively
2. Operant conditioning regulates voluntary responses
exclusively
3. Distinction between classical conditioning and operant
conditioning is not absolute
4. Classical conditioning regulates reflexive involuntary
responses exclusively, operant conditioning regulates
voluntary responses exclusively

ç¿ì+~ ç|Ÿe#áH\ýË ÿ¿£{ì dŸÔá«eTT

1. kÍ+ç|Ÿ<‘jáT¿£ “‹+<óŠqeTT, ç|ŸÔû«¿£+>± ç|ŸÜç¿ìjáÖ ndŸ+¿£*ÎÔá
ç|ŸÔáT«ÔáïsÁeTT\qT “jáT+çÜ+#áTqT.
2. ¿±sÁ«kÍ<󊿣 “‹+<óŠqeTT ç|ŸÔû«¿£+>± dŸÇ#áÌÛ+<Š ç|ŸÔáT«ÔáïsÁeTT\qT
“jáT+çÜ+#áTqT.
3. kÍ+ç|Ÿ<‘jáT¿£ “‹+<óŠqeTT, ¿±sÁ«kÍ<󊿣 “‹+<óŠqeTT\ eT<óŠ« uóñ<ŠeTT
dŸeTç>·yîT®q~ ¿±<ŠT.
4. kÍ+ç|Ÿ<‘jáT¿£ “‹+<óŠqeTT, ç|ŸÔû«¿£+>± ç|ŸÜç¿ìjáÖ ndŸ+¿£*ÎÔá
ç|ŸÔáT«ÔáïsÁeTT\qT “jáT+çÜ+#áTqT, ¿±sÁ«kÍ<󊿣 “‹+<óŠqeTT ç|ŸÔû«¿£+>±
dŸÇ#áÌÛ+<Š ç|ŸÔáT«ÔáïsÁeTT\qT “jáT+çÜ+#áTqT.
44. The three essential functions of memory are
1. Encoding, storing and retrieving information
2. Sensory, working and long-term
3. Remembering, forgetting and repressing
4. Recall, recognition and relearning

dŸˆ Ü jîTT¿£Ø eTÖ&ƒT $<óŠT\T

1. mHŽ¿Ã&+>´, “\Te #ûjáTT³ eT]jáTT $wŸjá֓• C²ã|Ÿ¿£+ Ôî#áTÌ¿=qT³
2. ‚+ç~jáT dŸ+‹+<óeŠ TT, ç¿ìjÖá Ôሿ£eTT, BsÁ¿é ±*¿£eTT
3. C²ã|Ÿ¿£eTT #ûdŸT¿=qT³, eTsÁT|ŸÚ eT]jáTT <ŠeTqeTT
4. |ŸÚq'dŸˆsÁD, >·T]ï+|ŸÚ eT]jáTT |ŸÚqsÁuó„«dŸqeTT
45. The memory of how to brush our teeth is contained in our
1. Declarative memory
2. Procedural memory
3. Implicit memory
4. Semantic memory

eTq |ŸÞø—ß @$<óŠ+>± ç‹wt #ûdŸT¿Ãy\Hû $wŸjáT+ ‡ dŸˆ ÜýË –+³T+~.

1. ç|Ÿ¿{£ Ôì á dŸˆ Ü
2. $<ó‘HÔሿ£ dŸˆ Ü
3. ne«¿£ï dŸˆ Ü
4. nsÁÝdŸ+‹+<óŠ dŸˆ Ü

46. Experts are different from beginners because,

1. Experts are more intelligent
2. Experts are more highly motivated
3. Expert’s knowledge is more highly organised
4. Experts have more natural talent in their field

$wŸjáT ç|ŸMDT\T çbÍsÁ+uó„Å£”\¿£+fñ _óq•yîT®qysÁT>± –+&ƒ&†“¿ì >·\

¿±sÁD+
1. $wŸjáT ç|ŸMDT\T u²>± Ôî*yîÕqysÁT.
2. $wŸjáT ç|ŸMDT\T n~ó¿£eTT>± ç|¹s|¾+|Ÿ‹&qysÁT.
3. $wŸjáT ç|ŸMDT\ C²ãq+ u²>± e«edӜ¿£ÔáyîT® –+³T+~.
4. $wŸjáT ç|ŸMDT\T y] sÁ+>·+ýË u²>± dŸVŸ²È<Š¿£ŒÔáqT ¿£*Ð –+{²sÁT.
47. The teacher who is angry with headmaster showed his anger on the
students. The defense mechanisms involved here is
1. Withdrawal
2. Reversing motive
3. Projection
4. Displacement

ç|Ÿ<ó‘HÃbÍ<ó‘«jáTT“™|Õ ¿Ã|Ÿ+ –q• –bÍ<ó‘«jáTT&ƒT € ¿Ãb͓• $<‘«sÁTœ\™|Õ

#áÖ|¾+#á&ƒ+ nHû~ ‡ sÁ¿£Œ¿£ Ôá+çÔáeTT
1. –|ŸdŸ+VŸ²sÁD
2. ç|sÁ¿£ ԐsÁTeÖsÁT
3. ç|Ÿ¹¿Œ|ŸqeTT
4. $kÍï|Ÿq+

48. The need that Abraham Maslow was expressing when he said
“what a man can be, he must be”

1. The need for superiority

2. The need for unconditional love
3. The need for self actualization
4. The need to achieve

»»eT“w¾ @eTyÇýË n<û nyÇ*µµ n“ nç‹VŸä+ eÖkþ¢ #î|¾Îq|ŸÚÎ&ƒT nÔá&ƒT

e«¿£ï|Ÿ]ºq nedŸsÁeTT @~?
1. €~¸|ŸÔá« nedŸsÁeTT
2. wŸsÁÔáT\T ýñ“ ç|eT nedŸsÁeTT
3. dÓÇjáT ydŸïM¿£sÁD nedŸsÁeTT
4. kÍ~ó+#\Hû nedŸsÁeTT
49. An example for individual performance test is
1. Stanford Binet Scale
2. Kohli’s Block design test
3. Army Alpha test
4. General Mental Ability test

e«¿ìï>·Ôá “cÍÎ<Šq |Ÿ¯¿£Œ¿=¿£ –<‘VŸ²sÁD

1. kͼHŽb˜þsY¦ ;Hûî dØ\T
2. ¿=V¾²¢ à u²¢¿ù &CHÕÉ Ž |Ÿ¯¿£Œ
3. €¯ˆ €ý²ÎÛ |Ÿ¯¿£Œ
4. ÈqsÁýÙ yîT+³ýÙ m_*{ì fÉdt¼

50. People who consistently come up with this kind of explanations for
negative events are more prone to depression
1. Overly optimistic
2. Pessimistic
3. Delusional
4. Dysthymic

kÍ<ó‘sÁDeTT>± ‹TTD²Ôሿ£ dŸ+|˜ŸT³q\Å£” ‡ $<óŠyîT®q $esÁD ‚#ûÌyÞø—ß

mÅ£”Øe>± ‹T~ÝeÖ+<‘«“¿ì ýËqjûT« ne¿±XøeTTq•~
1. n܀Xæy<Š
2. “sXæy<Š
3. nydŸïe qeTˆ¿±\Å£” dŸ+‹+<óŠ
4. dŸÇ\Îk͜sTT “dŸÎVŸ²
51. ¿ì+~ ¿£eÚ\T sÁº+ºq sÁ#áq\qT >·T]ï+#á+&.
(n) uó²>·eÔáT\ dŸ<‘¥e Xø+¿£sÁXæçd¾ï (jáT) $XæÇ$TçÔá #á]çÔá
(€) sjáTçbþ\T dŸTu²ÒseÚ (sÁ) >±jáÖ\T ` ¹>jáÖ\T
(‚) @qT>·T \¿£Œ ˆD¿£$ (\) €ýË#áHýË#áH\T
(‡) <‘XøsÁ~¸ ¿£wŸ’eÖ#sÁT«\T (e) eqeÖ\
1. n`sÁÑ €`\Ñ ‚`eÑ ‡`jáT
2. n`jáTÑ €`eÑ ‚`\Ñ ‡`sÁ
3. n`eÑ €`sÁÑ ‚`jáTÑ ‡`\
4. n`sÁÑ €`eÑ ‚`jáTÑ ‡`\
52. ¿ì+~ y{ìýË dŸÂsÕq |Ÿ<Š«bÍ<Š ç¿£e֓• >·T]ï+#á+&.
(n) q\Z&ƒ+ CÉ<ŠsÁ">±"
(€) ç|ŸÔáÔáTýÙ
(‚) u²iÉHŽ eTHÃyû">·T&îÕ
(‡) kÍ\Î&
1. ‚, €, n, ‡
2. ‡, n, ‚, €
3. €, ‡ , n, ‚
4. n, ‚, ‡, €
53. ¿ì+~ y“ýË ne«sTÖuó²e dŸeÖk͓¿ì –<‘VŸ²sÁD ¿±“~
1. neTÔáVŸ²dŸï+
2. jáT<¸‘Xø¿ìï
3. €u²\>ÃbÍ\+
4. nqTesÁü+
54. »»ç|Ÿ\¢<ŠeÖ& ™|<ŠÝ\Å£” u²<óŠjîTTqsÁTÌqÔá+&ƒT, Ôá+ç&¿ì+ <Š*¢¿ì.....µµ
‡ |Ÿ<Š«+ >·\ bÍsĐ«+Xø+
1. XøÔá¿£eT<óŠT]eT
2. €&qeÖ³
3. neTˆ¿ÃdŸ+
4. dŸ+<ûXø+

55. ¿ì+~ y{ìýË ~ÇbÍ<Š eTÅ£”³+>·\ XøÔá¿£+

1. dŸuó²sÁ+Èq XøÔá¿£+
2. l¿±ÞøVŸ²dÓïXøÇsÁ XøÔá¿£+
3. >·TeÇ\#îq• XøÔá¿£+
4. yû+¿£fñXø XøÔá¿£+

56. –ÔáÎ\eÖ\ |Ÿ<Š«+ yîTTÔáï+ýË –+&û \|˜ŸTTeÚ\ dŸ+K«

1. 20
2. 24
3. 48
4. 44

57. »»XøjáT«µµ |Ÿ<‘“¿ì $¿£Ü

1. dŸÈ¨
2. ™dȨ
3. dŸjáT«
4. dŸjîT«eTT
58. »»#á+&eTµµ |Ÿ<‘“¿ì >·\ nsÁœ+
1. ¿±[
2. #á+<ŠqeTT
3. ¿Ã|ŸeTT
4. y&$T

59. »»VŸ²]¿£<¸‘ |¾ÔeTVŸQ&ƒTµµ nHû _sÁT<ŠT >·\ ysÁT

1. €~u󄳢 HsjáTD<‘dŸT
2. MsÁ>·+<óŠ+ yî+¿£³dŸTu²ÒseÚ
3. ¿ì+Ԑ&ƒ dŸH«d¾seÚ
4. neTTˆ\ $XøÇH<¸Š uó²>·eԐsY

60. }V¾²+º #î|ŸÎ&ƒ+ ç|Ÿ<ó‘q \¿£ŒD+>± >·\ n\+¿±sÁ+

1. –|ŸeÖ\+¿±sÁ+
2. –çÔû\+¿±sÁ+
3. –|ŸyûTjîÖ|ŸeÖ\+¿±sÁ+
4. –ýñ¢U²\+¿±sÁ+

61. »»¿£+º >·sÁT&ƒdeµµ nHû C²rjá֓• ‡ nsÁœ+ýË –|ŸjîÖÐkÍïsÁT

1. >=|ŸÎde
2. e«sÁœ ç|ŸjáTÔá•+
3. “\¿£&ƒýñ“ de
4. n~ó¿£uó„¿ìï
62. d•VŸ²‹+<óŠ+ bÍsĐ«+Xø+ýË ›+¿£ |sÁT
1. V¾²sÁD«+
2. \|˜ŸTT|ŸÔáq¿£+
3. ºçԐ+>·T&ƒT
4. eT+<¸ŠsÁ¿£+
63. s~ó¿£ u²>± #á~$+~.
s~ó¿£ mÅ£”Øe eÖsÁTØ\T Ôî#áTÌÅ£”+~.
™|Õ Âs+&ƒT y¿±«\qT ¿£*|¾ dŸ+¥¢wŸ¼ y¿£«+>± sdï ‚ý² neÚÔáT+~.
1. s~ó¿£ u²>± #á<ŠeÚÔáÖ mÅ£”Øe eÖsÁTØ\T Ôî#áTÌÅ£”+~.
2. s~ó¿£ u²>± #á~$+~ ¿±‹{ì¼ mÅ£”Øe eÖsÁTØ\T Ôî#áTÌÅ£”+~.
3. s~ó¿£ u²>± #á~$+~ eT]jáTT mÅ£”Øe eÖsÁTØ\T Ôî#áTÌÅ£”+~.
4. s~ó¿£ u²>± #á~$ mÅ£”Øe eÖsÁTØ\T Ôî#áTÌÅ£”+~.
64. uó„Ö$T nHû |Ÿ<‘“¿ì >·\ |Ÿs«jáT|Ÿ<‘\T
1. |ŸÚ&ƒ$T, “|˜ŸTdŸeTT
2. ne“, ™|˜Ö\eTT
3. <óŠsÁDì, ~ówŸ’«eTT
4. edŸT<óŠ, >·VŸ²Ç]

65. »ÂsÕÔáT <ûX擿ì yîHî•eTT¿£µ n“ n+{²sÁT ¿£<‘!

ÂsÕÔáT >=|ŸÎ<ŠH“• Ôî*jáTCñdŸÖï $<‘«sÁTœ\qT eÖ{²¢&ƒeTq&ƒ+
‡ $<‘«ç|ŸeÖD²“¿ì #î+~+~.
1. dÓÇjáTsÁ#áq
2. dŸÈHÔሿ£Ôá
3. ç|ŸXø+dŸ
4. |Ÿ<ŠC²\+
66. »»eÖ Ôóµµ bÍsĐ«+Xø+ ‡ ç|Ÿç¿ìjáTÅ£” #î+~q~
1. €Ôሿ£<Š¸
2. H³¿£+
3. ¿£<¸Š
4. ¹>jáT+

67. »»u¤>·TZ¿£T, $<ŠT«ÔáTï ¿ÃÔá\Å£” dŸ+‹+<óŠ+ @$T{ì?µµ ‚ý² MsÁT M]Ôà nH•sÁT.
1. XèÕ\È qsÁˆ<ŠÔÃ
2. qsÁˆ<Š \¿ìŒ ˆÔÃ
3. \¿ìŒ ˆ n“sÁT<óŽÔÃ
4. n“sÁT<óŽ XèÕ\ÈÔÃ

68. »»dŸsÛú HjáTT&ƒTÅ£” eTVŸäԐˆ>±+BóÔà |Ÿ]#ájáT+ @sÁÎ&+~. €jáTqe\q

€yîT sÈ¿¡jáÖ\Å£” n+¿ìÔáeTsTT+~µµ. ‡ y¿£«+ýË>·\ $uó„Å£”ï\T
1. ~ÇrjáÖ$uó¿„ ,ïì dŸ|MïŸ T$uó¿„ ,ïì #áÔTá ¯œ$uó¿„ ïì
2. |Ÿ+#áMT$uó¿„ ,ïì wŸw$÷Ó uó¿„ ,ïì dŸ|MïŸ T$uó¿„ ïì
3. ~ÇrjáÖ$uó¿„ ,ïì ÔárjáÖ$uó¿„ ,ïì #áÔTá ¯œ$uó¿„ ïì
4. wŸw$÷Ó uó¿„ ,ïì ÔárjáÖ$uó¿„ ,ïì |Ÿ+#áMT$uó¿„ ïì

69. »»XæsÁÇ], q+<Šq, €q+<Š, d¾<‘Æ]œµµ ‡ Ôî\T>·T dŸ+eÔáàs\qT dŸÂsÕq ç¿£eT+ýË

>·T]ï+#á+&.
1. €q+<Š, q+<Šq, d¾<‘Æ]œ, XæsÁÇ]
2. q+<Šq, XæsÁÇ], €q+<Š, d¾<‘Æ]œ
3. d¾<‘Æ]œ, q+<Šq, XæsÁÇ], €q+<Š
4. XæsÁÇ], d¾<‘Æ]œ, €q+<Š, q+<Šq
70. »»$TçÔáT&ƒTµµ |Ÿ<‘“¿ì >·\ HHsœ\T
1. d•V¾²ÔáT&ƒT, dŸÖsÁT«&ƒT
2. dŸ“•V¾²ÔáT&ƒT, #á+ç<ŠT&ƒT
3. dŸKT&ƒT, ‚+ç<ŠT&ƒT
4. Hî#îÌ*, ÈjáT+ÔáT&ƒT
71. C²ãq “sˆD+ È]¹> ç|Ÿç¿ìjáTýË $<‘«sÁTœ\ýË ¿=“• HîÕ|ŸÚD²«\T n_óe~Æ
#î+<ŠTԐsTT. n+<ŠTýË ÿ¿£{ì ` »}V¾²+ºq ¿±sÁD²\ €<ó‘sÁ+>± |Ÿ]o\q
#ûjáT&ƒ+µ. ‚~ ‡ ç|Ÿç¿ìjáÖ HîÕ|ŸÚD²«\Å£” #î+~q~.
1. uó²cÍ HîÕ|ŸÚD²«\T
2. €ýË#áH HîÕ|ŸÚD²«\T
3. |Ÿ]XË<óŠH HîÕ|ŸÚD²«\T
4. kÍe֛¿£ HîÕ|ŸÚD²«\T

72. <óŠÇqT\q” ‹{ì¼ ¿=+<ŠsÁT uó²cÍXæçdŸïyûÔáï\T uó²cÍ $uó„ÈH“¿ì jáTܕ+#sÁT.

y] $uó„Èq ç|Ÿ¿±sÁ+ Ôî\T>·T
1. çÜ dŸÇsÁuó²wŸ
2. |Ÿ+#á dŸÇsÁuó²wŸ
3. dŸ|Ÿï dŸÇsÁuó²wŸ
4. ‹VŸQ dŸÇsÁuó²wŸ

73. »u¤eTˆµ ` |Ÿ<Š+ý˓ es’\ dŸ+K«

1. 2
2. 3
3. 4
4. 5
74. <ûXøuó²wŸ\qT n_óe~Æ |ŸsÁ#\q• ç_{¡wt >·esÁ•sY ÈqsÁýÙ
1. ý²sY¦ ¿±“+>´
2. ý²sY¦ ¿£sÁ̈HŽ
3. ý²sY¦ ]|ŸÎHŽ
4. ý²sY¦ eTò+{Ùu²³HŽ

75. ÔásÁ>·Ü>·~ýË H³¿£ \¿£ŒD²\qT $e]dŸTïq•|ŸÚÎ&ƒT € \¿£ŒD²\qT

»\¿£ŒD kÍsÁ dŸ+ç>·VŸ²+µýË $e]+ºq ¿£$>± M]“ |s=Ø+{²eÚ.
1. ºçÔá¿£$ ™|<ŠÝq
2. n\¢k͓ ™|<ŠÝq
3. $q•¿Ã³ ™|<ŠÝq
4. *+>·eT>·T+³ ÜeTˆ¿£$

76. |Ÿ<Š«uË<óŠqýË –bÍ<ó‘«jáTT&ƒT uË<óŠHÃ|Ÿ¿£sÁD²“•

1. uË<óŠqÅ£” eTT+<ŠT>± –|ŸjîÖÐ+#*
2. uË<óŠq |ŸPsÁïjáÖ«¿£ –|ŸjîÖÐ+#*
3. dŸeTTºÔá dŸeTjáT+ýË –|ŸjîÖÐ+#*
4. sÁkÍqTuó„ÖÜ¿ì –|ŸjîÖÐ+#*

77. >·<Š« uË<óŠq ç¿£eT+ýË ç|ŸyûXø+ý˓ kþbÍH\ dŸ+K«

1. 1
2. 2
3. 3
4. 4
78. jáT, sÁ, \, e, \T
1. H<ŠeTT\T
2. H<Š ÔásÁeTT\T
3. H<Š ÔáeTeTT\T
4. eTVŸä H<ŠeTT\T

79. |Ÿ¯¿Œ± $<ó‘q+ nHû~

1. kÍ¿Œ±«<ó‘s\¿£T $\Te¿£³T¼ |Ÿ<ŠÝÜ
2. kÍ¿Œ±«<ó‘s\qT d¿£]+#áT |Ÿ<ŠÆÜ
3. |ŸÚq]ÇeTsÁôÅ£” –|ŸjîÖÐ+#áT |Ÿ<ŠÆÜ
4. dŸsÁÇÔÃeTTU²_óe~Æ¿ì #î+~q~

80. ç|ŸesÁïH |Ÿ]esÁïqeTT nq>±

1. çbÍsÁ+uó„ |Ÿ]esÁïq ` n+Ôá« |Ÿ]esÁïq
2. çbÍsÁ+uó„ |Ÿ]esÁïq G n+Ôá« |Ÿ]esÁïq
3. n+Ôá« |Ÿ]esÁïq ` çbÍsÁ+uó„ |Ÿ]esÁïq
n+Ô«á |Ÿ]esïÁq
4.
çbÍs+Áu„ó |]ŸesïÁq

81. The great novel ‘Vanity Fair’ was the literary work of:

1. Emily Bronte
2. William Thackeray
3. Charles Dickens
4. Hawthorne
82. The play ‘The School for Scandal’ was written by:

1. Tom Stoppard
2. William Shakespeare
3. Richard Brinsley Sheridan
4. Ben Johnson

83. The following is the sequel of ‘Alice’s Adventures in Wonderland’:

1. Sohrab and Rustum

2. Through the Looking-Glass
3. Balder Dead
4. The Scholar Gipsy

84. ‘The Destiny of Colored Americans’ was the literary work of:

1. Joseph Conrad
2. Scott Fitzerland
3. Frederick Douglass
4. Martin Luther King Jr.

85. If the conflict of the story is a man against himself, it is called:

1. a social conflict
2. an exterminating conflict
3. a psychological conflict
4. an environmental conflict
86. The aim of an argumentative essay is:

1. to inform the data

2. to convince the reader that the position you have taken on a
subject is right.
3. to describe a person you know
4. to describe the features of an old man.

87. He has gone to lodge ……….. F.I.R.

Choose the correct article that fits the blank.

1. a
2. an
3. the
4. No article is needed.

88. She bought …….. apples.

Choose the correct expression that fits the blank.

1. an
2. the half dozen
3. half a dozen
4. half the dozen.

89. Have you informed her ………….. your intended departure?

Choose the correct preposition that fits the blank.

1. by
2. for
3. at
4. of
90. Choose the correct sentence regarding the use of the preposition
‘for’.

1. Quinine is a remedy for malaria.

2. She is obedient for her husband.
3. There is no limit for his ambition.
4. I have no objection for your going there.

91. Choose the correct sentence regarding the use of ‘up’ as an adverb.

1. You should not go up the hill.

2. The ups and downs of life have made him experienced.
3. The next up train will leave at 16.15 pm
4. She gets up at 5 am every day.

92. Choose the suffix that can be used to form an adjective from a noun.

1. - ance
2. - able
3. - ness
4. - ment

93. Choose the compound sentence among the following.

1. He was too proud to confess his fault.

2. Owing to her illness she stayed at home.
3. His speech on that occasion was unworthy of him.
4. He wishes to become rich, therefore he works hard.
94. Didn’t you hear the cat meowing ?
The above sentence is:

1. a negative imperative sentence

2. a negative statement
3. a positive question
4. a negative interrogative sentence

95. Identify the sentence which shows a discontinued habit.

1. She goes to church.

2. She used to go to church.
3. She went to church last Sunday.
4. She will go to church next Sunday.

96. She ………… ill for the last five days.

Choose the correct form of the verb that fits the blank grammatically
and meaningfully.

1. is being
2. has being
3. has been
4. will have

97. He tried to imagine how he ………… it he failed the examination.

Choose the correct tense form that fits the blank.

1. would felt
2. would feel
3. would be feel
4. has felt.
98. Choose the word with ‘stress’ on the second syllable.

1. courage
2. historical
3. order
4. mother

99. Choose the word with the sound / eɪ /.

1. pew
2. pee
3. pay
4. pie

100. Choose the word in which the letter ‘i’ is silent

1. neither
2. mistake
3. surprise
4. parliament

101. The book written by Ruth Weir was

1. Child’s Growth
2. Tuition-Intuition
3. The language of the Crib
4. New Method
102. Identify the false statement.

1. Child should be involved in pleasurable activities and

learning should be fun.
2. Children’s attempts to communicate should be controlled by
the teacher.
3. Children’s attempts to communicate should be encouraged
because they learn by trial and error and by observing other
learners.
4. Teacher should understand the levels of his /her children in
the class and plan the activities accordingly.

103. In the word ‘water’, / w / is

1. a voiced, bilabial and nasal sound.

2. an unvoiced, bilabial and nasal sound.
3. a voiced, bilabial and semi-vowel sound.
4. an unvoiced, bilabial and plosive sound.

104. Identify the wrong statement

1. Silent reading enhances the learner’s comprehension.

2. Silent reading helps learners to improve their speed of
reading.
3. Silent reading helps learners to read with concentration.
4. Silent reading helps learners to improve their pronunciation.

105. C.J. Dodson advocated the

1. Direct Method
2. Bilingual Method
3. Grammar Translation Method
4. Total Physical Response method
106. Choose the order of words in which they are arranged in a
dictionary.

1. perfume, perform, perhaps, perforate

2. perforate, perform, perfume, perhaps
3. perhaps, perform, perforate, perfume
4. perform, perfume, perhaps, perforate

107. Identify the statement that is not a feature of good English language
textbooks.

1. They should contain all the lessons in the same genre of

literature.
2. They should match the cognitive levels and socio-cultural
background of children.
3. Lessons in the textbooks should be based on a wide variety of
discourses like songs, stories, poems etc.
4. They should reflect local arts, local customs and local culture.

108. The Operant Conditioning Theory, the basis for the concept of
micro-teaching, was proposed by

1. B.F. Skinner
2. Mc Donald
3. Michael West
4. Lev Vygotsky
109. A teacher is designing activities in such a way that the students learn
on their own, take part in learning situations and share knowledge
with others

In the above situation the teacher is playing the role of

1. a facilitator
2. a producer
3. a merchant
4. an actor

110. All the choices or options provided under each stem other than the
key are called.

1. designs
2. tools
3. questions
4. distractors

111. The ratio between the profit and the cost price of an article is 2 : 5
then the ratio of the cost price and the selling price of the article is
ÿ¿£ edŸTïeÚ jîTT¿£Ø »ý²uó„+µ eT]jáTT »¿=q•yî\µ “wŸÎÜï 2 : 5 nsTTq ¿=q•yî\
eT]jáTT n$Tˆq yî\\ “wŸÎÜï
1. 2:7
2. 5:2
3. 5:7
4. 7:5
112. ` 800 amounts to ` 920 in 3 years at simple interest. If the interest
is increased by 3% then the total amount is

` 800 \T
3 dŸ+eÔáàs\ýË kÍ<ó‘sÁD e&ž¦Ôà ` 920 n>·TqT. e&žs¹¦ ³T
3% ™|+ºq njûT« yîTTÔá+ï
1. ` 864.00
2. ` 947.00
3. ` 992.00
4. ` 993.60

æ3 ö ì4 æ 3 öü
113. The simplified form of ç ´ 25 ÷ - í ´ 20 - ç 6 ¸ ÷ ý is
è5 ø î5 è 5 øþ

æ3 ö ì4 æ 3 öü
ç 5 ´ 25 ÷ - í 5 ´ 20 - ç 6 ¸ 5 ÷ ý dŸÖ¿£ŒˆsÁÖ|Ÿ+
è ø î è øþ

1. –11
2. 9
3. 11
4. 41

114. The total number of 2-digit prime numbers in which both the digits
are also prime numbers can be (in number)
Âs+&ƒ+¿\ ç|Ÿ<ó‘q dŸ+K«\ýË Âs+&ƒT n+¿\Ö ç|Ÿ<ó‘q dŸ+K«\T njûT« dŸ+K«\
dŸ+K« (dŸ+K«ýɓ•?)
1. 2
2. 3
3. 4
4. 5
 a 3 b 4
115. If = , = then a : b : c is
b 5 c 7
a 3 b 4
= , = nsTTq a : b : c
b 5 c 7

1. 12 : 20 : 21
2. 12 : 20 : 35
3. 20 : 12 : 21
4. 20 : 21 : 35

116. A number is increased by 20% and then decreased by 20% then the
net increase or decrease percentage is
1. 4% decrease
2. 4% increase
3. 40% increase
4. No change

ÿ¿£ dŸ+K«qT 20% ™|+º eT]jáTT 20% ÔáÐZ+ºq, € dŸ+K«ýË ™|sÁT>·T<Š\

ýñ<‘ ÔásÁT>·T<Š\ XæÔá+
1. 4% Ôá>·TZ<Š\
2. 4% ™|sÁT>·T<Š\
3. 40% ™|sÁT>·T<Š\
4. eÖsÁTÎ ýñ<ŠT
117. The least number which must be added to 6412 to make it perfect
square is
6412 |Ÿ]|ŸPsÁ’ esÁZeT>·T³Å£” ¿£\T|Ÿe\d¾q ¿£“wŸ÷ dŸ+K«
1. 312
2. 171
3. 149
4. 123
118. The number which has consecutive digits as well as prime is

esÁTdŸ dŸ+K«\Ôà @sÁÎ& ç|Ÿ<ó‘q dŸ+K« njûT« dŸ+K«

1. 123
2. 567
3. 4567
4. 6789

119. Class Interval

ÔásÁ>·Ü n+ÔásÁeTT 0-10 10-20 20-30 30-40 40-50 50-60

Frequency
båq'|ŸÚq«eTT 25 45 60 120 80 65

From the above frequency distribution table, the cumulative

frequency upto the class interval 30-40 is

™|Õ båq'|ŸÚq« $uó„Èq |Ÿ{켿£ qT+& 30`40 ÔásÁ>·Ü n+ÔásÁeTT esÁÅ£” >·\
dŸ+ºÔá båq'|ŸÚH«\ $\Te
1. 70
2. 130
3. 250
4. 330
120. The mean of first ‘n’ natural numbers is
yîTT<Š{ì ‘n’ dŸVŸ²È dŸ+K«\ n+¿£eT<óŠ«eT+
n +1
1.
2

n ( n - 1)
2.
2
n ( n + 1)
3.
2
4. n2

121. The circumference of the base of a cylinder is 44cm and its height is
15cm then the volume of the cylinder is (in cm3)
ÿ¿£ dŸÖœ|ŸeTT jîTT¿£Ø uó„Ö|Ÿ]~ó 44 ™d+.MT eT]jáTT <‘“ mÔáTï 15™d+.MT
3
nsTTq € dŸÖœ|ŸeTT jîTT¿£Ø |˜ŸTq|Ÿ]eÖDeTT (™d+.MT \ýË)
1. 2310
2. 1540
3. 1155
4. 770

122. A = -126a 6b2 x , B = a 2bx , C = -64a6b2 x , D = -8a 2bx then

(A ÷ B) + (C ÷ D) is equal to

A = -126a 6b2 x , B = a 2bx , C = -64a6b2 x , D = -8a 2bx nsTTq

(A ÷ B) + (C ÷ D) ¿ì dŸeÖqyîT®q~

1. 225a 4b
2. -234ab 4
3. -118a4b
4. 15a3b4
123. The length of a rectangular park exceeds its breadth by
17 meters. If the perimeter of the park is 178 meters then its area
(in m2)
ÿ¿£ BsÁé#áÔáTsÁçkÍ¿±sÁ bÍsÁTØ bõ&ƒeÚ, <‘“ yî&ƒ\Tο£+fñ 17 MT³sÁT¢ mÅ£”Øe.
2
bÍsÁTØ jîTT¿£Ø #áT³T¼¿=\Ôá 178MT. nsTTq bÍsÁTØjîTT¿£Ø yîÕXæ\«eTT (MT \ýË)
1. 3908
2. 2546
3. 1908
4. 1406

124. ABCD is a rhombus and AC, BD are diagonals. If AD = 10cm and

AC = 12cm then length of the diagonal BD is equal to (in cm)
ABCD ÿ¿£ s+‹dt eT]jáTT AC, BD \T ¿£s’\T AD = 10 ™d+.MT,
AC = 12 ™d+.MT nsTTq BD ¿£sÁ’eTT jîTT¿£Ø bõ&ƒeÚ (™d+.MT \ýË)

1. 24
2. 20
3. 16
4. 8

125. Area of a circle inscribed in a square of side 28cm is (in cm2)

28 ™d+.MT uó„TÈeTT>± >·\ #áÔáTsÁçdŸeTTýË n+Ôá]¢Ï+#á‹&q eÔáïyîÕXæ\«eTT

(™d+.MT2 \ýË)
1. 732
2. 816
3. 548
4. 616
126. One of the factors of P4 – 256 is

P4 – 256 jîTT¿£Ø ÿ¿£ ¿±sÁD²+¿£eTT

1. P+6
2. P–6
3. P2 – 16
4. P2 + 14

127. If the length, breadth and height of a cuboid are respectively 22cm,
10cm, 8cm. Then its total surface area is (in cm2)
ÿ¿£ BsÁé|˜ŸTqeTT jîTT¿£Ø bõ&ƒeÚ, yî&ƒ\TÎ, mÔáTï\T esÁTdŸ>± 22 ™d+.MT,
2
10 ™d+.MT, 8 ™d+.MT nsTTq <‘“ dŸ+|ŸPsÁ’Ôá\ yîÕXæ\«eTT (™d+.MT \ýË)
1. 952
2. 1040
3. 1156
4. 1252

128. If (3x)o, (2x + 7)o and (4x – 16)o are angles in a triangle, then the
sum of any two angles is (in degrees)
(3x)o, (2x + 7)o eT]jáTT (4x – 16)o \T çÜuó„TÈeTT jîTT¿£Ø ¿ÃD²ýÉÕq,
n+<ŠTýË @ Âs+&ƒT ¿ÃD²\ yîTTÔáïyîT®qqÖ (&ç^\ýË)
1. 107
2. 117
3. 128
4. 132
129. If 22 x + 2 x+2 - 4 ´ 23 = 0 then the value of x3 is
22 x + 2 x+2 - 4 ´ 23 = 0 nsTTq x3 jîTT¿£Ø $\Te
1. 125
2. 64
3. 8
4. 1

o o o o
130. If A = (x+2y) , B = 110 , C = 70 , D = (5x + 2y) . A, B, C, D
are the interior angles of a parallelogram. Then the value of (x+y) is
(in degrees)
o o o o
A = (x+2y) , B = 110 , C = 70 , D = (5x + 2y) . A, B, C, D \T
dŸeÖ+ÔásÁ #áÔáTsÁTÒÛÈ n+ÔásÁ¿ÃD²ýÉÕq (x+y) jîTT¿£Ø $\Te (&ç^\ýË)
1. 50
2. 40
3. 35
4. 30

131. Locke defined Mathematics as

1. Mathematics is the gate way and key of all sciences.
2. Mathematics is a way to settle in the mind as habit of
reasoning.
3. Mathematics is a mirror of civilization.
4. Mathematics is the science of quantity.

>·DìԐ“• ýË¿ì “sÁǺ+ºq ç|Ÿ¿±sÁeTT

1. dŸ¿£\ XæçkÍï\Å£” eTÖ\+, <‘ÇsÁ+ ý²+{ì~ >·DìÔá+
2. V²ÔáTy<Š+ýË eÖqeړ eTqdŸTà d¾œsÁ|Ÿ&û eÖsÁZyûT >·DìÔá+.
3. >·DìÔá+ H>·]¿£ÔáÅ£” n<ŠÝ+ e+{ì~.
4. >·DìÔáeT+fñ |Ÿ]eÖD XæçdŸïeTT.
132. “By solving Mathematical riddles, games, puzzles and magic
squares the students get pleasure” – the value developed here is
1. Practical value
2. Artistic value
3. Social value
4. Disciplinary value

»»>·DìÔá+ýË ]&ýÙà, €³\T, |˜Ÿ›ýÙà eT]jáTT $+Ôá #á<Šs\Ôà dŸeTdŸ«\qT

kÍ~ó+#á&ƒ+ <‘Çs $<‘«sÁTœ\T €q+<‘“• bõ+<ŠTԐsÁTµµ ` ‚#á̳
™|+bõ+~+|Ÿ‹&û $\Te
1. €#ásÁD²Ôሿ£ $\Te
2. ¿£Þ²Ôሿ£ $\Te
3. kÍ+|˜¾T¿£ $\Te
4. ç¿£eT¥¿£ŒD $\Te

133. The following specification comes under this objective.

“The child is able to illustrates the like fractions”

1. Knowledge
2. Application
3. Skill
4. Understanding

»»$<‘«]œ dŸC²Ü _óH•\Å£” dŸÇ+Ôá+>± –<‘VŸ²sÁD*kÍï&ƒTµµ ` nqTq~ ‡

\¿£Œ«eTTqÅ£” #î+~q dŸÎwÓ¼¿£sÁDeTT
1. C²ãqeTT
2. $“jîÖ>·eTT
3. HîÕ|ŸÚD«eTT
4. ne>±VŸ²q
134. In this method of teaching Mathematics one has to proceeds from
“Particular cases to Generalisation” and “Concrete to Abstract
aspects”.
1. Synthetic method
2. Analytic method
3. Inductive method
4. Deductive method

»»ç|ŸÔû«¿±+Xø+ qT+º kÍ<ó‘sÁD¡¿£sÁDÅ£”µµ eT]jáTT »»eTÖsÁï $wŸjáÖ\ qT+º

neTÖsÁï $wŸjáÖ\Å£”µµ nqTdŸ]+#û >·DìÔá uË<óŠH $<ó‘qeTT.
1. dŸ+Xâ¢wŸD |Ÿ<ŠÆÜ
2. $Xâ¢wŸD |Ÿ<ŠÆÜ
3. €>·eTq |Ÿ<ŠÆÜ
4. “>·eTq |Ÿ<ŠÆÜ

135. One of the following is not a characteristic feature of an “Activity”

1. Creates interest
2. Develops the required competency
3. Encourages self learning
4. above the level of the students

¿ì+~ y“ýË »»¿£Ôá«+µµ jîTT¿£Ø \¿£D

Œ eTT ¿±“~.
1. €dŸ¿“ïì ¿£*Ð+#û~
2. nedŸsÁyîT®q kÍeTsœ«“• ™|+bõ+~+#û~
3. dŸÇjáT+ nuó„«dŸH“• çbþÔáàV¾²+#û~
4. $<‘«sÁTœ\ k͜sTT¿ì $T+ºq~
136. One of the following provide more abstract experience than ‘Motion
Pictures’ as per Edger Dale’s cone of experiences
1. Field Trips
2. Exhibits
3. Visual Symbols
4. Dramatized Experiences

m&†ZsY &ûýÙ nqTuó„y\ Xø+KTeÚ q+<ŠT »»#á\qºçԐ\Tµµ ¿£+fñ n~ó¿£ neTÖsÁï

nqTuó„eeTTqT ¿£*Î+#áTq~
1. ¹¿ŒçÔá |ŸsÁ«³q\T
2. ç|Ÿ<ŠsÁôH edŸTïeÚ\T
3. <ŠXø« dŸ+¹¿Ô\T
4. H³¿¡¿£sÁD nqTuó„y\T

137. One of the following is not a curriculum organisation method

1. Practicability method
2. Spiral method
3. Concentric method
4. Topical method

ç¿ì+~ y“ýË ¿£]Å£”\+ “sÁÇVŸ²D |Ÿ<ŠÆÜ ¿±“~.

1. €#ásÁD²Ôሿ£ |Ÿ<ŠÆÜ
2. dŸ]Î\ |Ÿ<ŠÆÜ
3. @¿£¹¿+ç<Š |Ÿ<ŠÆÜ
4. o]ü¿± |Ÿ<ÜƊ
138. The highest number of points that has been allotted to this criteria in
assessing the Maths text book by using Hunter’s score card.
1. Style of language
2. Subject matter
3. Psychological base
4. Book get up & price

VŸ²+³sYà kþØsY¿±sÁT¦ qT|ŸjîÖÐ+º >·DìÔá bÍsÄÁ«|ŸÚdŸï¿£eTTqT eT~+|ŸÚ

#ûjáTTq|ŸÚ&ƒT nÔá«~ó¿£ bÍsTT+³T¢ ¹¿{²sTT+#á‹&q ç|ŸeÖDeTT (Criteria)
1. uó²cÍXèÕ*¿ì
2. $wŸjÖá “¿ì
3. eTHÃ$C²ãqXæçdŸï €<ó‘sÁ+qÅ£”
4. |ŸÚdŸï¿£+ jîTT¿£Ø uó…Ü¿£sÁÖ|ŸeTT eT]jáTT <óŠsÁ

139. The last two steps of Herbart lesson teaching stages are

1. Generalisation & Association

2. Application & Generalisation
3. Association & Application
4. Application & Recapitulation

»»™V²ÂsÒsÁT¼ bÍsÄÁ«uË<óŠH <ŠXø\Tµµ q+<Š* ºe] Âs+&ƒT kþbÍH\T

1. kÍ<ó‘sÁD¡¿£sÁDeTT Ê dŸ+dŸsÁZeTT
2. nqÇjáTeTT Ê kÍ<ó‘sÁD¡¿£sÁDeTT
3. dŸ+dŸsÁZeTT Ê nqÇjáTeTT
4. nqÇjáTeTT Ê |ŸÚq]ÇeTsÁô
140. The Academic standard to be tested through this test item is
“Draw a circle and identify its centre, radius, diameter and arc”.

1. Reasoning – Proof
2. Communication
3. Connection
4. Representation – Visualisation

»»ÿ¿£ eÔï“• ^d¾, n+<ŠTýË ¹¿+ç<ŠeTT, y«kÍsÁœeTT, y«dŸeTT eT]jáTT

#b͓• >·T]ï+#áTeTTµµ ` B“ <‘Çs |Ÿ¯¿ìŒ+#á>·\ $<‘«ç|ŸeÖDeTT
1. ¿±sÁD²\T #î|ŸÎ&ƒ+ ` “sÁÖ|ŸD\T #ûjáT&ƒ+
2. e«¿£ï|ŸsÁ#á&ƒeTT
3. nqTdŸ+<ó‘qeTT
4. çbÍܓ<óŠ«|ŸsÁ#á&ƒeTT ` <Šo«¿£sÁDeTT

141. A ball is thrown up from the top of a building of height 6m. It travels
a height of 9m in upward direction and retraces its path and touches
the ground. Then the displacement and distance travelled by the ball
are

1. 9m, 15m
2. 6m, 24m
3. 6m, 9m
4. 9m, 24m

6 MT. mÔáTï>·\ uó„eq+ ™|ÕqT+& ÿ¿£ ‹+ܓ ™|Õ¿ì $d¾ssÁT. n~ ™|Õ~XøýË

9 MT. ç|ŸjáÖDì+º, yî[ßq eÖsÁZ+ýËHû Ü]Ð eºÌ uó„Ö$T“ Ԑ¿ì+~. nsTTq
‹+Ü bõ+~q k͜qçuó„+Xø+ eT]jáTT <ŠÖsÁeTT\T
1. 9 MT, 15 MT
2. 6 MT, 24 MT
3. 6 MT, 9 MT
4. 9 MT, 24 MT
142. The position of object infront of a concave mirror, to get the image
distance equal to object distance

1. at focus of the mirror

2. at centre of curvature of the mirror
3. between focus and centre of curvature of the mirror
4. at pole of the mirror

edŸTï<ŠÖsÁ+, ç|ŸÜ_+‹<ŠÖsÁ+ dŸeÖq+ ¿±y\+fñ |ŸÚ{²¿±sÁ <ŠsÁÎD+ eTT+<ŠT

edŸTïeÚqT –+#áe\d¾q k͜q+
1. <ŠsÁÎD H_ó e<ŠÝ
2. <ŠsÁÎD e翣Ԑ¹¿+ç<Š+ e<ŠÝ
3. <ŠsÁÎD H_ó eT]jáTT e翣Ԑ¹¿+ç<Š+ eT<óŠ«
4. <ŠsÁÎD <óŠe+ e<ŠÝ

143. A charged particle ‘q’ is moving with a speed ‘V’ perpendicular to

uniform magnetic field of induction ‘B’. Then the radius of the path
of the charge is (‘m’ is mass of the charge)

‘B’ ¹¿ŒçÔá
rçeÔá >·\ njáTkÍØ+Ôá ¹¿ŒçԐ“¿ì \+‹+>± ‘V’ yû>·+Ôà ‘q’ €yûXø+
ç|ŸjáÖDìdŸTï+~. nsTTq €yûXø+ Ü]¹> eÔáï y«kÍsÁœ+ (€yûXø ç<Še«s¥ ‘m’)
mB
1.
Vq

mV
2.
Bq

mq
3.
VB
Bq
4.
mV
144. During a thunderstorm, a 3 second delay between the flash of
lightning and sound of thunder was noticed by you. The distance of
sound of thunder from you is (velocity of sound in air is 342 m/sec)

1. 114 m
2. 513 m
3. 1026 m
4. 342 m

–sÁTeTT e#ûÌ ÿ¿£ dŸ+<ŠsÁÒÛ+ýË yîTsÁT|ŸÚ ¿£q|Ÿ&q 3 ™d¿£q¢ ÔásÇÔá –sÁTeTT

Xø‹Ý+ $“|¾dï, € –sÁTeTT qT+& MTÅ£” >·\ <ŠÖsÁ+ (>±*ýË <óŠÇ“yû>·+
342 MT/™d)
1. 114 MT
2. 513 MT
3. 1026 MT
4. 342 MT

145. Asteroids are present in the gap between the orbits of these planets

1. Mars, Jupiter
2. Jupiter, Saturn
3. Uranus, Neptune
4. Earth, Mars

‡ ç>·VŸä\ ¿£¿£Œ«\ eT<óŠ« ç|Ÿ<ûXø+ýË €dŸ¼ssTT&ƒT¢ –+{²sTT.

1. Å£”E&ƒT, >·TsÁT&ƒT
2. >·TsÁT&ƒT, Xø“
3. jáTT¹sqdt, Hî|ŸP¼«HŽ
4. uó„Ö$T, Å£”E&ƒT
146. C3 H8 + x O2 → y CO2 + z H2O
The values of x, y, z make the above equation balanced are
respectively

C3 H8 + x O2 → y CO2 + z H2O
™|Õ sÁkÍjáTq dŸMT¿£sD
Á + ÔáT\«eT>·T³Å£” x, y, z \ $\Te\T esÁTdŸ>±
1. 4, 3, 2
2. 5, 3, 8
3. 5, 3, 4
4. 5, 3, 1

147. One of the following is the property of suspension.

1. It is homogenous in nature.
2. Particles in it cannot be seen.
3. Particles in it can be separated by filtration.
4. The particles don’t settle down when it is left undisturbed.

ç¿ì+~ y“ýË ne\+‹q+ jîTT¿£Ø <óŠsÁˆ+

1. ‚~ dŸC²rjáT dŸÇuó²e+ ¿£*Ж+³T+~
2. B“ý˓ ¿£D²\qT #áÖ&ƒýñeTT
3. B“ý˓ ¿£D²\qT e&ƒbþÔá <‘Çs yûsÁT#ûjáT>·\+
4. M{ì“ ¿£<Š|ŸÅ£”+&† –+ºÔû ¿£D²\T bÍçÔá n&ƒT>·TÅ£” #ûsÁeÚ
148. The H+ ion concentrations of four different solutions are given
below. Acid among them is

1. 10-8 mol/lit
2. 10-4 mol/lit
3. 10-7 mol/lit
4. 10-13 mol/lit

H\T>·T ç<‘eD²\ H+ njáÖHŽ >±&óƒÔá\T ‚eNj&q$. M“ýË €eT¢ç<‘eD+

`8
1. 10 yîÖýÙ/©
`4
2. 10 yîÖýÙ/©
`7
3. 10 yîÖýÙ/©
`13
4. 10 yîÖýÙ/©

149. The correct statement among the following is

1. Copper can displace Zn from ZnSO4

2. Copper can displace Fe from FeSO4
3. Iron can displace Zn from ZnSO4
4. Iron can displace Cu from CuSO4

ç¿ì+~ y“ýË dŸÂsÕq y¿£«eTT.

1. ZnSO4 qT+& Zn qT ¿±|ŸsY k͜qçuó„+Xø+ #î+~+#á>·\<ŠT.
2. FeSO4 qT+& Fe qT ¿±|ŸsY k͜qçuó„+Xø+ #î+~+#á>· \<ŠT.
3. ZnSO4 qT+& Zn qT ×sÁHŽ k͜qçuó„+Xø+ #î+~+#á>· \<ŠT.
4. CuSO4 qT+& Cu qT ×sÁHŽ k͜qçuó„+Xø+ #î+~+#á>·\<ŠT.
150. Mixture of Sodium Chloride and Ammonium Chloride can be
separated by this suitable method.

1. Sublimation
2. Evaporation
3. Distillation
4. Fractional distillation

kþ&jáT+ ¿Ã¢ÂsÕ&Ž eT]jáTT nyîֈ“jáT+ ¿Ã¢ÂsÕ&Ž\ $TçXøe֓• ‡ nqTyîÕq

|Ÿ<ŠÆÜýË yûsÁT#ûjáTe#áTÌ.
1. –ÔáÎÔáq+
2. uó²wÓÎuó„eq+
3. dÇ<Šq+
4. n+¥¿£ dÇ<Šq+

151. Photosynthesis and respiration are biochemical reactions.

Respiration belongs to

1. Anabolic process
2. Catabolic process
3. Reduction process
4. Synthetic process

¿ìsÁDÈq« dŸ+jîÖ>·ç¿ìjáT eT]jáTT XæÇdŸç¿ìjáT\T JesÁkÍjáTq #ásÁ«\T.

XæÇdŸç¿ìjáT ‡ sÁ¿±“¿ì #î+~q~
1. “sˆD²Ôሿ£ ç¿ìjáÖ $<ó‘q+
2. $ºÌq•ç¿ìjáÖ $<ó‘q+
3. ¿£ŒjáT¿£sÁD $<ó‘q+
4. dŸ+Xâ¢wŸD $<ó‘q+
152. The decision taken at Montreal protocol summit was

1. to work for sustainable development

2. to control the production of ozone depleting chemicals
3. increase bio-magnification
4. decrease bio-accumulation

eÖ+ç{ìjáTýÙ çbþ{Ë¿±ýÙ dŸyûTˆÞøq+ýË rdŸTÅ£”q• “sÁ’jáT+

1. dŸTd¾œs_óe~Ý ¿ÃdŸ+ |Ÿ“#ûjáT&ƒ+
2. zCËHŽbõsÁÅ£” qwŸ¼+ ¿£*Ð+#û sÁkÍjáTH\ –ÔáÎÜï “jáT+çÔáD
3. CÉÕ$¿£ eBÆ¿£sÁD+ ™|+#á&ƒ+
4. CÉÕ$¿£ e«ek͜|Ÿq+ ÔáÐZ+#á&ƒ+

153. In Parthenogenesis, drones are formed from

1. unfertilized ovum
2. fertilized ovum
3. haploid zygote
4. diploid zygote

n“w¿£ Èqq+ýË ç&ÃqT\T B“ qT+& @sÁÎ&ƒÔsTT

1. |˜Ÿ\B¿£sÁD+ #î+<Š“ n+&ƒeTT
2. |˜Ÿ\B¿£sÁD+ #î+~q n+&ƒeTT
3. @¿£dܜ¾ ¿£ dŸ+jáTT¿£ï ;CeTT
4. <ŠÇjáTd¾Üœ ¿£ dŸ+jáTT¿£ï ;ÈeTT
154. One of the following possesses back bone

1. Star fish
2. Sea horse
3. Jelly fish
4. Balanoglossus

ç¿ì+~ y“ýË yîH•î eTT¿£ ¿£*Ðq J$

1. dŸeTTç<Š q¿£ŒçÔá+
2. dŸeTTç<Š >·TçsÁeTT
3. CÉ©¢ #û|Ÿ
4. uÉ\HÃ>±¢dŸdt

155. The tissue fluid without solid particles is

1. blood
2. lymph
3. coelomic fluid
4. pseudo coelomic fluid

|˜ŸTq|Ÿ<‘sœ\T ýñ“ ¿£DC²\ ç<Še+

1. sÁ¿£ï+
2. XËwŸsÁdŸ+
3. Xø¯sÁ Å£”VŸ²sÁç<Še+
4. $T<¸‘« Xø¯sÁ Å£”VŸ²sÁç<Še+
156. One of the following is related to near (short) sightedness

1. focal point lies behind retina

2. focal point lies in front of retina
3. corrected by convex lens
4. ability to see clearly distant objects

ç¿ì+~ y“ýË çVŸ²dŸÇ <Šw¾¼ ¿£*Ð –q• y]¿ì dŸ+‹+~ó+ºq~

1. HûçÔá|Ÿ³ý²“¿ì yîqT¿£>± ç|ŸÜ_+u²\T @sÁÎ&ƒT³
2. HûçÔá|Ÿ³ý²“¿ì eTT+<ŠT>± ç|ŸÜ_+u²\T @sÁÎ&ƒT³
3. Å£”+u󲿱sÁ ¿£³¿£+Ôà dŸe]+#áT³
4. <ŠÖsÁ+>± eÚq• edŸTïeÚ\T dŸÎwŸ¼+>± #áÖ&ƒ>·\>·&ƒ+

157. The sheath on axon of a neuron is formed by

1. Adipose cells, Nissl’s granules

2. Mast cells, Osteocytes
3. Schwann cells, Fatty material
4. Stem cells, Mast cells

qÖ«sHŽ jîTT¿£Ø €¿±àHŽ ™|ÕbõsÁ M“Ôà @sÁÎ&ƒTÔáT+~.

1. m&bþdt ¿£D²\T, “dŸàýÙ ¿£Dì¿£\T
2. eÖdt¼ ¿£D²\T, €d¾¼jîÖ ¿£D²\T
3. cÍÇHŽ ¿£D²\T, ¿=eÚÇ |Ÿ<‘sÁœ+
4. ™d¼yŽT ¿£D²\T, eÖdt¼ ¿£D²\T
158. Fill the table with correct set of A and B
Plant Name Part of the Plant
Potato Tuber
A Stolons
Turmeric B
1. A. Ginger - B. Bulb
2. A. Jasmine - B. Rhizome
3. A. Carrot - B. Root
4. A. Onion - B. Runner

¿ì+~ |Ÿ{켿£qT dŸÂsÕq A, B ÈÔáÔà |ŸP]+#á+&.

yîTT¿£Ø|sÁT yîTT¿£Øuó²>·+
‹+>±Þø<ŠT+|Ÿ <ŠT+|Ÿ
A kþ¼\HŽ
|ŸdŸT|ŸÚ B
1. A. n\¢+ ` B. \Xø—q+
2. A. eTýÉ¢ ` B. ¿=eTTˆ
3. A. ¿±Âs{Ù ` B. yûsÁT
4. A. –*¢ ` B. sÁq•sY

159. The alkaloid that regulates blood pressure

1. Morphine
2. Reserpine
3. Cocaine
4. Quinine

sÁ¿£ï |Ó&ƒH“• “jáT+çÜ+#û €\Øý²sTT&Ž

1. eÖ¯ÎÛHŽ
2. ]dŸÂsÕÎHŽ
3. ¿=¿ÕHŽ
4. ¿ìÇHîÕHŽ
160. The response shown by pollen grain to the stimulus of ripen stigma
is

1. Geotropism
2. Thigmotropism
3. Chemotropism
4. Hydrotropism

|Ÿ¿±Ç“¿ì eºÌq ¿¡ý²ç>·+ ¿£*Ð+ºq –BÝ|ŸqÅ£” |Ÿs>·¹sDTeÚ ç|ŸÜdŸÎ+~+#áT³

1. >·TsÁTԐÇqTesÁïq+
2. dŸÎsôqTesÁïq+
3. sÁkÍjáT“¿±qTesÁïq+
4. ú{ì nqTesÁïq+

161. “Hydrochloric acid turns blue litmus to red” – This statement is a

1. concept
2. fact
3. Principle
4. Law

»»™VÕ²ç&ÿâ]¿ù €eT¢eTT ú* *³ˆdtqT msÁT|ŸÚ sÁ+>·TÅ£” eÖsÁTÌqTµµ

` ‡ y¿£«eTT ÿ¿£
1. uó²eq
2. jáT<‘sÁœeTT
3. “jáTeTeTT
4. dŸÖçÔáeTT
162. The following is not a part of ‘Aryabhatteyam’ written by
Aryabhatta.

1. geetikapadam
2. ganithapadam
3. kalapadam
4. desapadam

ç¿ì+~ y“ýË €sÁ«u󄳼 sÁº+ºq »€sÁ«uó„{¡¼jáT+µ q+<ŠT ýñ“ uó²>·eTT

1. ^Ü¿±bÍ<ŠeTT
2. >·DìÔábÍ<ŠeTT
3. ¿£Þ²bÍ<ŠeTT
4. <ûXøbÍ<ŠeTT

163. “Pupils arrange the apparatus for an experiment, and handles them
carefully- The objective under Psychomotor domain is

1. imitation
2. responding
3. manipulation
4. valuing

»$<‘«sÁTœ\T ç|ŸjîÖ>· |Ÿ]¿£s\qT C²ç>·Ôáï>± neTsÁÌ>·*>±sÁTµ ` ‚~ eÖqd¾¿£

#á\HÔሿ£ sÁ+>·+ý˓ ‡ \¿£Œ «eTT
1. nqTdŸsÁD
2. ç|ŸÜdŸÎ+<Šq
3. VŸ²dŸïý²|˜ŸTeeTT
4. $\Te¿£³¼&ƒ+
164. The topic “Types of Plants” can best be taught by

1. Project method
2. Lecture method
3. Scientific method
4. Historical method

»»yîTT¿£Ø\T sÁ¿±\Tµµ nqT bÍsĐ«+XøeTTqT uË~ó+#áT³Å£”|ŸjîÖÐ+#û

–ÔáïeTyîT®q |Ÿ<ŠÆÜ
1. ç|Ÿ¿£\Îq |Ÿ<ŠÆÜ
2. –|ŸH«dŸ |Ÿ<ŠÆÜ
3. yîÕC²ã“¿£ |Ÿ<ŠÆÜ
4. #]çÔá¿£ |Ÿ<ŠÆÜ

165. This step relates to the content analysis of a unit plan

1. learning activities are selected for all sub units

2. learning materials are selected for all sub units
3. each sub unit is analysed into definitions, terms, concepts, sub
concepts and generalisations
4. learning objectives are analysed

jáT֓{Ù bÍ¢HŽ q+<ŠT ‡ kþbÍqeTT $wŸjáT $Xâ¢wŸDÅ£” dŸ+‹+~ó+ºq~

1. ç|ŸÜ –|Ÿ jáT֓{ÙÅ£” nuó„«dŸq ¿£Ô«\T m+|¾¿£ #ûjáT&ƒ+
2. ç|ŸÜ –|Ÿ jáT֓{ÙÅ£” nuó„«dŸq kÍeTçÐ m+|¾¿£ #ûjáT&ƒ+
3. ç|ŸÜ –|Ÿ jáT֓{ÙÅ£” “sÁÇ#áH\T, |Ÿ<‘\T, uó²eq\T, –|Ÿuó²eq\qT,
kÍ<ó‘sÁD¡¿£sÁD²\qT $Xâ¢wŸD #ûjáT&ƒ+
4. nuó„«dŸH \¿Œ±«\qT $Xâ¢w¾+#á&ƒ+
166. An example for a three – dimensional aid is

1. poster
2. model
3. picture
4. graph

çÜ$TrjáT –|Ÿ¿£sÁD²\Å£” –<‘VŸ²sÁD

1. bþdŸ¼sY
2. qeTÖq
3. ºçÔáeTT
4. ç>±|˜t

167. For a quick display and removal of the pictures on “stages of water
purification”, the best teaching aid is

1. bulletin board
2. flannel board
3. magnetic board
4. roller board

»ú{ì“ Xø—çuó„|Ÿ]#û <ŠXø\qTµ ÔáÇ]Ôá>·Üq #áÖ|ŸÚÔáÖ rd¾yûd sÁ¿£|ŸÚ ºçԐ\qT

#áÖ|Ÿ&†“¿ì eT+º uË<óŠHÃ|Ÿ¿£sÁD+
1. ‹T*fÉHŽ uËsÁT¦
2. b˜Í¢qýÙ uËsÁT¦
3. eÖ>·•{ì¿ù uËsÁT¦
4. sÃ\sY uËsÁT¦
168. In the laboratory, when alkali falls in the eye accidentally, after
washing it with water, we have to wash with

1. sodium bicarbonate
2. dilute solution of boric acid
3. solution of acetic acid
4. castor oil

ç|ŸjîÖ>·Xæ\ýË ç|ŸeÖ<ŠXæÔáÖï ¿£+{ìýË ¿Œ±sÁeTT |Ÿ&q|ŸÚ&ƒT, eTT+<ŠT>± ú{ìÔÃ

¿£&Ð, ÔásÁTyÔá ç¿ì+<Š dŸÖº+#á‹&q ‡ |Ÿ<‘sÁœeTTýË ¿£&ƒ>±*
1. kþ&jáT+ uÉÕ¿±sÁÒHû³T
2. dŸÈ\ uË]¿ù €eT¢ ç<‘eDeTT
3. md¾{ì¿ù €eT¢ ç<‘eDeTT
4. €eTT<ŠeTT

169. Studies related to ground water management are conducted by this

organization

uó„Ö>·sÁÒÈý²\™|Õ n<óŠ«jáTH\T #ûd dŸ+dŸœ

1. CCMB
2. NGRI
3. IICT
4. DRDO
170. ‘The scoring key’ of the achievement test shows.

1. the question number, answer and marks allotted for the

question
2. objective, specification and type of question
3. the question and expected answer
4. objectives and types of questions

kÍ<óŠH |Ÿ¯¿£Œ q+<ŠT »>·DqdŸÖºµ B““ dŸÖºdŸTï+~.

1. ç|ŸXø• dŸ+K«, Èy‹T, ç|ŸXø•\Å£” ‚eNj&q eÖsÁTØ\T
2. \¿Œ±«\T, dŸÎwÓ¼¿£sÁD\T, ç|ŸXø•\ sÁ¿£eTT
3. ç|ŸXø• eT]jáTT €¥+ºq Èy‹T
4. \¿Œ±«\T eT]jáTT ç|ŸXø•\ sÁ¿£eTT

171. The story of ‘Nachiketha’ is from this book

1. Buddha Charitha
2. Periya Puranam
3. Kathopanishad
4. Ramayana

»»qº¹¿ÔáT“µµ ¿£<¸Š ‡ |ŸÚdŸïÅ£+ý˓~

1. ‹T<ŠÝ #á]Ôá+
2. ™|]jáT |ŸÚsD+
3. ¿£sÄÃ|Ÿ“wŸÔáTï
4. seÖjáTD+
172. The famous languages in the Indo – Aryan Family are

1. Telugu, Kannada, Malayalam, Tamil

2. Sanskrit, Hindi, Bengali, Marathi
3. Telugu, English, Hindi, Kannada
4. Malayalam, Tamil, Sanskrit, Telugu

‚+&ÀsÁ«HŽ Å£”³T+u²“¿ì #î+~q ç|ŸeTTK uó²wŸ\T

1. Ôî\T>·T, ¿£q•&ƒ+, eTÞøjáÖÞø+, Ôá$TÞø+
2. dŸ+dŸØ Ôá+, V¾²+B, uÉ+>±*, eTs¯Ä
3. Ôî\T>·T, €+>·¢eTT, V¾²+B, ¿£q•&ƒ
4. eTÞøjáÖÞø+, Ôá$TÞø+, dŸ+dŸØ Ôá+, Ôî\T>·T

173. The boat houses in Srinagar are called as

1. Kayaks
2. Parkas
3. Harpoon
4. Dongas

lq>·sYý˓ |Ÿ&ƒe ‚ÞøßqT ‚ý²|¾\TkÍïsÁT.

1. ¿±jáT¿ùà
2. |ŸsÁ¿±dt
3. VŸäsÁÖÎHŽ
4. &Ã+>±dt
174. The fields are ploughed and sowing is done in Europe during this
season

1. Summer
2. Winter
3. Spring
4. Autumn

jáTÖsÁ|t K+&ƒ+ýË uó„Ö$T“ <ŠT“•, $ÔáïH\T yûjáTT ¿±\eTT

1. yûdŸ$¿±\eTT
2. oԐ¿±\eTT
3. edŸ+Ô῱\eTT
4. XøsÁԐØ\eTT

175. In Handloom sector, the two states that occupy the 1st and 2nd places
in India are….

1. West Bengal, Andhra Pradesh

2. Andhra Pradesh, Kerala
3. West Bengal, Kerala
4. Kerala, West Bengal

uó²sÁÔá<ûXø+ýË #ûHûÔásÁ+>·+ýË ç|Ÿ<¸ŠeT, ~ÇrjáT k͜H\ýË –q• sçcͼ\T

1. |Ÿ¥ÌeT uÉ+>±ýÙ, €+ç<óŠç|Ÿ<ûXÙ
2. €+ç<óŠç|Ÿ<ûXÙ, ¹¿sÁÞø
3. |Ÿ¥ÌeTuÉ+>±ýÙ, ¹¿sÁÞø
4. ¹¿sÁÞø, |Ÿ¥ÌeTuÉ+>±ýÙ
176. The most powerful Chola ruler, Raja Raja-I became the king in….

1. 980 A.D.
2. 985 A.D.
3. 958 A.D.
4. 949 A.D.

#ÃÞøsE\ýË nÜXø¿ìïeT+ÔáT&>± |sÁTbõ+~q yîTT<Š{ì sÈsE

n~ó¿±sÁ+ýË¿ì eºÌq dŸ+eÔáàsÁ+
1. ç¿¡.Xø. 980
2. ç¿¡.Xø. 985
3. ç¿¡.Xø. 958
4. ç¿¡.Xø. 949

177. The book that describes the worship of Mailara and many mother
goddesses in Warangal is

1. Palnati Veerula Katha

2. Periya Puranam
3. Telangana Charitra
4. Kridabhiramam

esÁ+>·ýÙý˓ yîT®ý²sÁ<ûeÔá eT]jáTT ‚ÔásÁ eÖÔá<ûeÔá\ €s<óŠq >·T]+º

Ôî*jáTCñjTá T ç>·+<¸eŠ TT
1. |Ÿý²•{ì MsÁT\ ¿£<¸Š
2. ™|]jáT|ŸÚsD+
3. Ôî\+>±D² #á]çÔá
4. ç¿¡&†_óseT+
178. The Thar Desert occupies much of

1. Eastern Rajasthan
2. Western Rajasthan
3. Southern Rajasthan
4. Northern Rajasthan

<¸‘sY m&†] n~ó¿£+>± $dŸï]+ºjáTTq• çbÍ+Ôá+

1. ÔáÖsÁTÎ sÈk͜HŽ
2. |Ÿ¥ÌeT sÈk͜HŽ
3. <Š¿ìŒD sÈk͜HŽ
4. –ÔáïsÁ sÈk͜HŽ

179. The origin of this art is associated with Virashaiva movement

1. Burra Katha
2. Hari Katha
3. Tholu Bommalata
4. Bharatha Natyam

MsÁXèÕe –<Š«eT Hû|Ÿ<¸Š«+ýË @sÁÎ&q ¿£Þø

1. ‹TçsÁ¿£<¸Š
2. VŸ²]¿£<¸Š
3. ÔÃ\Tu¤eTˆý²³
4. uó„sÁÔáH³«+
180. The Dalit leader who called upon dalits to call themselves as
“Adi Andhras”

1. Dr. B. R. Ambedkar
2. Bhagya Reddy Varma
3. Savitribai Phule
4. Jyothiba Phule

<Š[ÔáT\T ÔáeTqT ԐeTT »»€~ €+ç<óŠT\Tµµ>± |¾\T#áT¿Ãe\d¾+~>± |¾\T|ŸÚ“ºÌq

<Š[Ôá HjáTÅ£”\T
1. &†¿£¼sY _.€sY. n+uñ<ŠØsY
2. uó²>·«Âs&¦ esÁˆ
3. kÍ$çÜuó²sTT |ŸPýñ
4. CË«Üu² |ŸPýñ

181. A law that made it compulsory to give official information was made
in this year in Rajasthan

n~ó¿±]¿£ dŸeÖ#s“• yî\¢& #ûjáT{²“• Ôá|ŸÎ“dŸ]#ûdŸÖï sÈk͜HŽ sçwŸ¼+ýË

#á³¼+ #ûd¾q dŸ+eÔáàsÁ+
1. 1992
2. 1995
3. 2005
4. 1999
182. The person who conducted Tests and One-Day international matches
unofficially for 2 years under the banner ‘World Series Cricket’ is

1. David Boon
2. Alan Boarder
3. Kerry Packer
4. Glen McGrath

»esÁýÙ¦ d¾¯dt ç¿ì¿{Ùµ |sÁTÔà Âs+&ûÞøßbͳT nq~ó¿±]¿£+>± ÿ¿£sÃE

n+Ôás¨rjáT bþ{¡\T “sÁÇV¾²+ºqysÁT.
1. &û$&Ž ‹ÖHŽ
2. n\HŽ uËsÁ¦sY
3. Â¿ç¯ bÍ¿£sY
4. > H¢ Ž yîT¿ùç>±ÔY

183. The fourth stage in Disaster Management is

1. Preparedness
2. Mitigation
3. Emergency response and relief
4. Rehabilitation and Reconstruction

$|ŸÔáTï “sÁÇVŸ²DýË H\Ze <ŠXø

1. dŸ+d¾<ŠÆÔá
2. qwŸ¼ “ysÁD
3. nÔá«edŸsÁ dŸÎ+<Šq, dŸVŸäjáTeTT
4. |ŸÚqsydŸ+, |ŸÚq]•sˆD+
184. Russia followed the Julian Calendar until ….

1. 1st February 1917

2. 1st February 1918
3. 1st February 1920
4. 1st February 1924

sÁcÍ« ‡ dŸ+eÔáàsÁ+ esÁÅ£” E*jáTHŽ ¿±«ýÉ+&ƒsYqT nqTdŸ]+º+~.

1. |˜¾ç‹e] 1, 1917
2. |˜¾ç‹e] 1, 1918
3. |˜¾ç‹e] 1, 1920
4. |˜¾ç‹e] 1, 1924

185. Lal Bahadur Sastry was the Prime Minister of India during this
period

ý²ýÙ ‹VŸ²<ŠÖsY Xæçd¾ï uó²sÁÔá<ûXø ç|Ÿ<ó‘qeT+çÜ>± |Ÿ“#ûd¾q ¿±\eTT

1. 1964 - 66
2. 1965 - 67
3. 1963 - 65
4. 1968 - 70

186. After a long haul of military dictatorship Nigeria elected a

democratic Government in this year

dŸTBsÁé ™dՓ¿£ “jáT+ÔáÔáÇbÍ\q ÔásÁTyÔá HîÕJ]jáÖ ç|ŸC²kÍÇeT«

ç|Ÿuó„TԐǓ• mqT•¿=+~.
1. 1958
2. 1952
3. 1963
4. 1999
187. In the year 2005 the average amount spent on Education on each
student by the Government in Indian States and Himachala Pradesh
were respectively

2005e dŸ+eÔáàsÁ+ýË uó²sÁÔá<ûXø+ý˓ sçcͼ\T eT]jáTT V¾²eÖ#á\ç|Ÿ<ûXÙ

$<Š«™|Õ ç|ŸÜ $<‘«]œ ¿=sÁÅ£” ™|{ì¼q dŸ>·³T KsÁTÌ esÁTdŸ>±
1. 2005 Rs. 1049 Rs.
2. 1049 Rs. 1150 Rs.
3. 1049 Rs. 2005 Rs.
4. 1150 Rs. 1049 Rs.

188. Normally the temperature in the oceans lies in between

kÍ<ó‘sÁD+>± eTVŸädŸeTTç<‘\ –cþ’ç>·Ôá ‡ ™d+{¡ç¹>&ƒT –cþ’ç>·Ôá\ eT<óŠ«

–+³T+~.
1. -2°C to 29°C
2. 2°C to 29°C
3. 3°C to 15°C
4. -3°C to 15°C
189. This person who complimented, “on the basis of Iron, coal and
textiles Britain built up a type of civilization which has been copied
by the whole world”

1. Georges Michelet
2. Fisher
3. Friedrich Engels
4. Arnold Toynbee

»»‚+>±¢+&ƒTýË ‚qTeTT, u¤>·TZ, eçdŸï |Ÿ]çXøeT\ €<ó‘sÁ+>± ç_³HŽ

sÁÖbõ+~+ºq H>·]¿£ÔáqT € ÔásÁTyÔá ç|Ÿ|Ÿ+#á+eT+Ԑ nqT¿£]+º+~µµ.
n“ ç|ŸXø+d¾+ºqysÁT.
1. C²Âs¨dt $TwtýÉ{Ù
2. |˜¾wŸsY
3. ç™|˜ç&¿ù m+Â>ýÙà
4. €s•ýÙ¦ {ËsTTHŽ;

190. The Communist Party of India was founded in the year

uó²sÁÔá ¿£eTÖ«“dŸT¼ bͯ¼ @sÁÎ&q dŸ+eÔáàsÁ+

1. 1915
2. 1917
3. 1919
4. 1920
191. The Social Studies lessons like, “Rights - Approach to
Development” and ‘Abolition of Zamindari System’ are developed
on the basis of this theme.

1. Production, Exchange and Livelihoods

2. Social Organisation and Inequalities
3. Political Systems and Governance
4. Culture and Communication

kÍ+|˜¾T¿£XæçdŸï+ý˓ »VŸ²Å£”Ø\T`n_óe~Ƶ, »È$T+<‘¯ e«edŸœ sÁ<ŠTݵ nqT

bÍsĐ«+Xæ\T ‡ ‚ÜeÔáïeTT (Theme) €<ó‘sÁ+>± sÁÖbõ+~+#á‹&q$.
1. –ÔáÎÜï, $“eTjáT+, JeH<ó‘sÁ+
2. kÍe֛¿£ e«edӜ¿£sÁD ` ndŸeÖqÔá\T
3. sÈ¿¡jáT e«edŸœ\T ` |Ÿ]bÍ\q
4. dŸ+dŸØ Ü ` dŸeÖ#sÁ+
192. After completing the lesson “Folk-Religion”, the teacher observed
these behavioural changes among students like, ‘empathy towards
others’ and ‘respecting others cultures and traditions’. It indicates
the impact of this academic standard.

1. Reflection on contemporary issues and questioning.

2. Conceptual Understanding.
3. Interpreting the text
4. Appreciation and Sensitivity

»C²q|Ÿ<ŠT\T`eTÔá+µ nqT bÍsĐ«+XøeTT |ŸP]ïnsTTq |¾<Š|Ÿ –bÍ<ó‘«jáTT&ƒT

$<‘«sÁTœ\ýË, »‚ÔásÁT\ jîT&ƒ\ dŸVŸäqTuó„ÖÜ (empathy) Ôà e«eVŸ²]+#á³+µ,
»‚ÔásÁT\ dŸ+dŸØ ÔáT\T, kÍ+ç|Ÿ<‘jáÖ\qT >šsÁ$+#á³+µ e+{ì ç|ŸesÁïH
eÖsÁTÎ\qT >·eT“+#&ƒT. ‚$ ‡ ç¿ì+~ $<‘«ç|ŸeÖD+ jîTT¿£Ø ç|Ÿuó²y“•
dŸÖºkÍïsTT.
1. dŸeT¿±©q n+Xæ\™|Õ ç|ŸÜdŸÎ+<Šq, ç|Ÿ¥•+#áT³
2. $wŸjáÖe>±VŸ²q
3. $wŸjáT+ >·T]+º y«U²«“+#áT³
4. ç|ŸXø+dŸ, dŸT“•ÔáÔáÇ+
193. Among the following this is not applicable to achieve the aims of
teaching Social Studies at Primary level.

1. Developing the concept of dignity of labour.

2. Developing the concept of equality.
3. Developing the concept of secularism.
4. Developing the concept of regionalism.

ç¿ì+~ y“ýË çbÍ<¸Š$T¿£ k͜sTTýË kÍ+|˜¾T¿£XæçdŸï uË<óŠH –<ûÝXæ«\Å£”

e]ï+#á“~
1. çXøeTjîT&ƒ\ >šsÁe (dignity of labour) uó²eqqT ™|+bõ+~+#á³+
2. dŸeÖqÔáÇuó²eqqT ™|+bõ+~+#á³+
3. ý…¿ì¿£ÔáÔáÇuó²eqqT ™|+bõ+~+#á³+
4. çbÍ+rjáTÔáÔáÇuó²eqqT ™|+bõ+~+#á³+

194. As per this chapter and section of RTE Act-2009, the SCERT is the
‘Academic Authority’ to develop syllabus and evaluation procedures
at State level

1. Chapter IV, Section 30(2)

2. Chapter V, Section 29(2)
3. Chapter V, Section 29(1)
4. Chapter IV, Section 30(1)

RTE-2009 #á³¼+ý˓ ‡ n<ó‘«jáT+, ‡ ™d¿£ŒHŽ ç|Ÿ¿±sÁ+, mdt.d¾.‚.€sY.{ì.

(SCERT) sçwŸ¼k͜sTTýË $<‘«ç|ŸD²[¿£, eTÖý²«+¿£q $<ó‘H\qT
sÁÖbõ+~+#áT³Å£” »nB󿣏Ôá n¿£&ƒ$T¿ù dŸ+dŸœµ
1. n<ó‘«jáTeTT IV, ™d¿£ŒHŽ 30(2)
2. n<ó‘«jáTeTT V, ™d¿£ŒHŽ 29(2)
3. n<ó‘«jáTeTT V, ™d¿£ŒHŽ 29(1)
4. n<ó‘«jáTeTT IV, ™d¿£ŒHŽ 30(1)
195. Among these statements, this is not applicable to the aims and
objectives of teaching Social Studies
1. Objectives have temporary values, aims are long term goals.
2. Objectives emerged from aims, objectives are steps to achieve
aims.
3. Aims are short term goals, objectives are Universal.
4. Aims are not limited to specific subject, objectives vary
according to the subject.

ç¿ì+~ y¿±«\ýË kÍ+|˜¾T¿£XæçdŸï uË<óŠH €XøjáÖ\T, \¿Œ±«\Å£” e]ï+#á“~.

1. \¿Œ±«\Å£” ԐԐØ*¿£ $\Te\T+{²sTT, €XøjáÖ\T dŸT<ŠÖsÁ >·eÖ«\T.
2. \¿Œ±«\T €XøjáÖ\ qT+& –<ŠÒÛ$kÍïsTT, \¿Œ±«\T €XøjáÖ\ kÍ<óŠqÅ£”
kþbÍH\T.
3. €XøjáÖ\T <Š>·Z] >·eÖ«\T, \¿Œ±«\T kÍsÁÇçÜ¿±\T.
4. €XøjÖá \T “]Ýw¼Ÿ $wŸjÖá “¿ì |Ÿ]$TÔá+ ¿±C²\eÚ, \¿Œ±«\T
$wŸjáÖ\qT‹{ì¼ eÖsÁԐsTT.
196. “Evaluation is a continuous process, it can judge how far learning
objectives are achieved and how effectively teaching learning
experiences are provided” – this is the opinion of

1. R.S.S. Patil
2. Broos Tuck Maan
3. Ronald Dull
4. R.H. Dave
M] n_óçbÍjáTeTT ç|Ÿ¿±sÁeTT ` »»eTÖý²«+¿£q+ “sÁ+ÔásÁ ç|Ÿç¿ìjáT,
‚~ uË<óŠH\¿Œ±«\T m+ÔáesÁÅ£” kÍ~ó+#á‹&†¦sTT, uË<óŠHuó„«dŸHqTuó„y\T
m+ÔáesÁÅ£” dŸeTsÁœe+Ôá+>± ‚eNj&HsTTÑ nqT y{ì™|Õ rsÁTÎ #î‹TÔáT+~.µµ
1. €sY.jáTdt.jáTdt. bÍ{ìýÙ
2. ç‹Ödt ³¿ù eÖHŽ
3. sÃHýÙ¦ &ƒýÙ
4. €sY.™V²#Y. <Šyû
197. This teaching technique is more suitable for meaningful learning
about the lesson ‘Post Office’.

1. Field trip
2. Story telling
3. Conversation
4. Listening to Radio

»bþkͼ|˜Ódtµ nqT bÍsĐ«+X擕 nsÁœe+Ôá+>± HûsÁTÌ¿=qT³Å£” ‡ uË<óŠHjáTT¿ìï

nÔá«+Ôá nqTyîÕq~
1. ¹¿ŒçÔá |ŸsÁ«³q
2. ¿£<¸Š\T #î|Ÿð³
3. dŸ+uó²wŸD #ûjáTT³
4. ¹s&jîÖ <‘Çs $qT³

198. To teach the topic “Rivers in Andhra Pradesh” - this map is suitable

1. Political map
2. Climatic map
3. Physical map
4. Sketch map
»€+ç<óŠç|Ÿ<ûXÙýË q<ŠT\Tµ nqT bÍsĐ«+X擕 uË~ó+#áT³Å£” nqTyîÕq |Ÿ³+
1. sÈ¿¡jTá |Ÿ³+
2. yÔesÁD |Ÿ³+
3. uó…Ü¿£ |Ÿ³+
4. ™dØ#Y |Ÿ³+
199. The activities like ‘identifying the unit wise expected outcomes’ and
‘conducting formative assessment’ are related to this phases of
teaching

1. Pre-active and Inter-active phases

2. Inter-active and Post-active phases
3. Pre-active and Post-active phases
4. Pre-active, Inter-active and Post-active phases
»jáT֓{Ùy¯>± €¥+ºq |˜Ÿ*Ԑ\qT >·T]ï+#áT³µ, »“sˆD²Ôሿ£
eTÖý²«+¿£qeTTqT “sÁÇV¾²+#áT³µ nqT ¿£Ôá«eTT\T ‡ ç¿ì+~ uË<óŠH <ŠXø\Å£”
#î+<ŠTԐsTT.
1. |ŸPsÁÇ ç¿ìjÖá Ôሿ£, n+ÔásÁ ç¿ìjÖá Ôሿ£ <ŠX\ø T
2. n+ÔásÁ ç¿ìjÖá Ôሿ£, nq+ÔásÁ ç¿ìjÖá Ôሿ£ <ŠX\ø T
3. |ŸPsÁÇ ç¿ìjÖá Ôሿ£, nq+ÔásÁ ç¿ìjÖá Ôሿ£ <ŠX\ø T
4. |ŸPsÁÇ ç¿ìjÖá Ôሿ£, n+ÔásçÁ ¿ìjÖá Ôሿ£, nq+ÔásÁ ç¿ìjÖá Ôሿ£ <ŠX\ø T

200. The activities like completion of information tables, display the

social issues on wall magazine and drawing maps etc are reflections
of this aspect

1. Project works
2. Written works
3. Field works
4. Research works
dŸeÖ#sÁ |Ÿ{켿£\T |ŸP]ï#ûjáTT³, >Ã&ƒ|ŸçÜ¿£ýË kÍ+|˜¾T¿±+Xæ\T
bõ+<ŠT|ŸsÁ#á³+, |Ÿ{²\T ^jáT³+ e+{ì ¿£Ô«\T ‡ n+Xø+ jîTT¿£Ø
ç|ŸÜdŸÎ+<Šq\T.
1. çbÍCÉÅ£”¼|ŸqT\T
2. sÔá|ŸqT\T
3. ¹¿ŒçÔá|ŸqT\T
4. |Ÿ]XË<óŠq |ŸqT\T