TET Cum TRT

SGT – 24-01-2019 (S2)

1. In Tibet, Brahmaputra River is called as

1. Dihang

2. Debang

3. Lohit

4. Tsangpo

ç�V�²�|�ÚçÔá q~� {ìuÉ{ÙýË �ý² |¾\TkÍïsÁT

1. ~V�ä+>´

2. ~�+>´

3. ýËV¾²ÔY

4. Ô�à+>´bþ

2. This monsoon winds that bring rainfall to most parts of India

1. The South –West monsoon

2. The North – East monsoon

3. The Winter monsoon

4. The Spring monsoon

uó²sÁÔá<ûXø+ýË #�ý² çbÍ+Ô�\Å£� nÔá«~ó¿£ esÁübÍÔ���#ûÌ sÁTÔáT|�eH�\T

1. HîÕsÁTÜ sÁTÔáT|�eH�\T

2. �Xæq« sÁTÔáT|�eH�\T

3. oÔ�¿±\ sÁTÔáT|�eH�\T

4. ed�+Ô῱\ sÁTÔáT|�eH�\T

3. The song “Jana Gana Mana” composed originally in

1. Hindi

2. Bengali

3. Gujarati

4. Marati

»»Èq >·D eTqµµ ^Ôá+ yîTT<�³>± � uó²w�ýË d�ÇsÁ|�sÁ#á�&�+~

1. V¾²+B

2. uÉ+>±*

3. >·TÈs�r

4. eTs� Ä

4. India’s first Bio-fuel powered flight was tested between these two cities successfully

1. Mumbai, Thane

2. Dehradun, Delhi

3. Bhuvaneswar, Kolkata

4. Bengaluru, Chennai

uó²sÁÔá<ûXø|�Ú yîTT<�{ì Je �+<ó�q $eÖq+ � Âs+&�T q>·s�\ eT<ó�«

$ÈjáTe+Ôá+>± |� ¿ì�+#á�&�+~.

1. eTT+usTT, <¸�Hû

2. &îçV�ä&�ÖH�, &ó�©¢

3. uó�TeHûXøÇsY, ¿ÃýÙ¿£Ô�

4. uÉ+>·ÞøSsÁT, #îHîÕ �

5. This country is the second largest producer of fish in the world in 2015-16.

1. Sri Lanka

2. Australia

3. India

4. England

2015`16 d�+eÔáàsÁeTTýË #û|�\ �ÔáÎÜïýË ç|�|�+#á+ýË ~ÇrjáT kÍ�q+ýË

>·\ <ûXø+

1. ço\+¿£

2. �ç�d¼*jáÖ

3. uó²sÁÔá<ûXø+

4. �+>·¢+&�

6. The Head office of the Kendra Sahitya Academy is located at

1. New Delhi

2. Kolkatta

3. Mumbai

4. Bengaluru

¹¿+ç<� kÍV¾²Ôá« n¿±&�$T ç|�<ó�q ¿±s�«\jáTeTT �#á̳ ¿£\<�T

1. q֫ &�

2. ¿ÃýÙ¿£Ô�

3. eTT+u²sTT

4. uÉ+>·ÞøSsÁT

7. Hindustan Petroleum Corporation Limited (HPCL) has established two refineries in these cities

1. Mumbai and Kolkata

2. Mumbai and Pune

3. Mumbai and Thuthukudi

4. Mumbai and Visakhapatnam

V¾²+<�ÖkÍ�H� �|ç{Ë*jáT+ ¿±sÃιsw�H� *$TfÉ&� � q>·s�\ýË #áeTTsÁTXø�~Æ

¿£s��>±s�\qT Hî\¿=*Î+~

1. eTT+u²sTT eT]jáTT ¿£\¿£Ô�ï

2. eTT+u²sTT eT]jáTT |�PH�

3. eTT+u²sTT eT]jáTT ÔáTÔáTïÅ£L&�

4. eTT+u²sTT eT]jáTT $XæK|�³�+

8. The expanded form of ‘LED’ is

1. Light Existing Diode

2. Light Enlarging Diode

3. Light Expanding Diode

4. Light Emitting Diode

‘LED’ $d�ï �Ôá sÁÖ|�+

1. ýÉÕ{Ù mШd¾¼+>´ &�jîÖ&�

2. ýÉÕ{Ù mH�ý²]¨+>´ &�jîÖ&�

3. ýÉÕ{Ù m¿±à Î+&�+>´ &�jîÖ&�

4. ýÉÕ{Ù m$T{ì+>´ &�jîÖ&�

9. The author of the book ‘‘Wake up India’’ was

1. Sarojini Naidu

2. Vijaya Lakshmi Pandit

3. Annie Besant

4. Indira Gandhi

»»yû¿ù n|t �+&�jáÖµµ ç>·+<�¿£sÁï

1. d�sÃ�ú H�jáTT&�T

2. $ÈjáT\¿ì� � |�+&�{Ù

3. nú _�d+{Ù

4. �+~s� >±+Bó

10. In the 64th National Film Awards - 2016, the Winner of the best actress award was

1. Zaira Wasim

2. Surabhi C.M

3. Latha

4. Anushka

64 e C²rjáT #á\qºçÔá ny�sÁT¦\T - 2016 ýË �ÔáïeT q{ì ny�sÁT¦qT

Â>\TÌÅ£�q�~

1. CÉÕs� edÓ+

2. d�TsÁ_ó d¾.m+.

3. \Ôá

4. nqTw�Ø

11. Andaman and Nicobar island group is located at

1. Bay of Bengal

2. Arabian Sea

3. Indian Ocean

4. Red Sea

n+&�eÖH� �¿Ãu²sY BÇ|� d�eTT<�jáT+ �¿£Ø&� ¿£\<�T

1. �+>±Þ²U²Ôá+

2. n¹s_jáÖ d�eTTç<�+

3. V¾²+<�Ö eTV�äd�eTTç<�+

4. mçsÁd�eTTç<�+

12. This Greek Ambassador visited the court of Chandragupta Maurya

1. Deimachus

2. Dionysius

3. Heliodorus

4. Megasthenese

#á+ç<�>·T|�ï eTòsÁT«� �kÍ�H��� d�+<�]ô+ºq ç^Å£� s�jáTu²]

1. &îÕeT¿£dt

2. &�jîÖHîÕd¾jáTdt

3. VÓ²*jîÖ&ÃsÁdt

4. yîT>·d�ïúdt

13. The founder of ‘Brahmo Samaj’ was

1. Dayanand Saraswati

2. Swami Vivekananda

3. Raja Rammohan Roy

4. Swami Sahajananda

»ç�V�²�d�eÖȵ kÍ�|�Å£�&�T

1. <�jáÖq+<� d�sÁd�ÇÜ

2. kÍÇ$T $yû¿±q+<�

3. s�C² s�yîÖ�V�²H� s�jYT

4. kÍÇ$T d�V�²C²q+<�

14. Children’s Film Society, India (CFSI) was established in

º�\¦H�à |�¾ýÙ� kõ�dÕ{ì, �+&�jáÖ (CFSI) çbÍsÁ+_ó+#á�&�q d�+eÔáàsÁ+

1. 1952

2. 1955

3. 1949

4. 1960

15. ‘The National Child Labour Policy’ was approved by the Cabinet in the year

»~ Hûw�qýÙ #îÕýÙ¦ ýñ�sY bÍ\dÓµ ¹¿_Hî{Ù#û �yîÖ~+#á�&�q d�+eÔáàsÁ+

1. 1987

2. 1986

3. 1985

4. 1984

16. The Madras Atomic power station is located at

1. Nagapattinam

2. Tirunalveli

3. Kalpakkam

4. Tiruchirapalli

eTç<�d�T nDT $<�T«ÔY ¹¿+ç<�+ �¿£Ø&� ¿£\<�T

1. H�>·|�³�+

2. ÜsÁTqýñÇ*

3. ¿£\ο£Ø+

4. ÜsÁTºs�|�*¢

17. Human Body converts beta carotene into

1. Vitamin - A

2. Vitamin - E

3. Vitamin - K

4. Vitamin - C

eÖqe Xø sÁ+ ;{² ¿sÃ{ìH�qT � $<ó�+>± eÖsÁTÌqT

1. $³$TH� ` m

2. $³$TH� ` �

3. $³$TH� ` ¿

4. $³$TH� ` d¾

18. The famous Hill station ‘Darjeeling’ is located in this state

1. Sikkim

2. West Bengal

3. Uttarakhand

4. Himachala Pradesh

ç|�U²«Ôá yûd�$ $&�~ »&�]¨*+>´µ � s�çw�¼+ýË �+~.

1. d¾¿ìØ+

2. |�¥ÌeTuÉ+>±ýÙ

3. �Ôáïs�K+&�

4. V¾²eÖ#áýç|�<ûXÙ

19. On September 2018, the Indian Finance Ministry launched this mobile app to provide guidance to the common people to locate a banking infrastructure

1. M Parivahan

2. Start up India

3. Jan Dhan Darshak

4. Digi Sevak

u²«+¿ì+>´ �H�çb�Íçd�¼¿£ÌsYqT ¿£qT>=qT³Å£� kÍeÖq« ç|�È\Å£� eÖsÁZ<�sÁôq+

n+~+#á&��¿ì �d�|¼+�sÁT 2018q uó²sÁÔá �]�¿£ eT+çÜÔáÇXæK#û

çbÍsÁ+_ó+#á�&�q yîTTuÉÕýÙ jáÖ|t,

1. m+ |�]y�V�²H�

2. kͼsÁ¼|t �+&�jáÖ

3. ÈH�<ó�H� <�sÁü¿ù

4. &�� �de¿ù

20. This country will host the 2021 Men’s World Boxing championship

1. Canada

2. India

3. Belgium

4. France

2021ýË ç|�|�+#á u²¿ìà+>´ #ó�+|¾jáTH�w¾|t bþ{¡\Å£� �Ü<ó�«+ �#ûÌ <ûXø+

1. ¿q&�

2. uó²sÁÔá<ûXø+

3. uÉ*jáT+

4. çb�ÍqTà

21. During Islamic period, child’s education was started with this festival

1. Madarasa

2. Bismillah

3. Maktab

4. Pabbazza

�kÍ¢+¿±\+ýË � �Ôáàe+Ôà u²\T&� $<�«uó²«d�+ çbÍsÁ+_ó+#á�&û~.

1. eT<�sÁkÍ

2. _d¾�ý²¢

3. eT¿±ïuÙ

4. |��ÒȨ

22. NCTE has set up its Western Regional office at

1. Bhopal

2. Mumbai

3. Pune

4. Gwaliar

NCTE Ôáq |�¥ÌeT çbÍ+rjáT ¿±s�«\jáÖ�� �¿£Ø&� @s�γT #ûd�T¿=+~.

1. uóËbÍýÙ

2. eTT+u²sTT

3. |�PDÉ

4. >±Ç*jáTsY

23. National Talent Search Examination is conducted and scholarships are given to the selected students by this institute

C²rjáT kÍ�sTTýË Xæçd�ï$C²ãq ç|�Üuó²bͳe |� ¿£�q� �sÁÇV¾²+º m+|¾¿£ #ûd¾q

$<�«sÁT�\Å£� �|�¿±sÁ yûÔáH�*#ûÌ d�+d��

1. CIET

2. NCTE

3. NCERT

4. CCRT

24. The intelligence quotient of mildly retarded students is

d�Ç\Î �T~Æ eÖ+<�«Ôá >·\ $<�«sÁT�\ ç|�C²ã\_Æ

1. 36 - 51

2. 84 - 99

3. 68 - 83

4. 52 - 67

25. The modern theory of play which is dependent on human behaviour and nature is

1. The self expression theory of play

2. The recreation theory of play

3. The instinct practice theory of play

4. The recapitulation theory of play

eÖqeÚ� ç|�esÁïq MT<�, d�Çuó²e+ MT<� �<ó�sÁ|�&�q �<ó�T�¿£ �³\ d¾<�Æ+Ôá+

1. eTHÃ_óçbÍjáT d¾<�Æ+Ôá+

2. $HÃ<� d¾<�Æ+Ôá+

3. kÍÇuó²$¿£ n\y�³T d¾<�Æ+Ôá+

4. y�sÁd�ÔáÇ d¾<�Æ+Ôá+

26. As per WHO “Psychological abilities for adaptive and positive behaviour that enables individuals to deal effectively with the demands and challenges of everyday life” are

1. Computational Skills

2. Life Skills

3. Vocational Skills

4. Physical Skills

&��T¢. �V²#Y. z. (WHO) ç|�¿±sÁ+ »»sÃEy�] J$Ôá+ýË� ned�s�\qT,

d�y�ÞøßqT d�eTsÁ�e+Ôá+>± m<�Ts=Ø+Hû+<�TÅ£� e«Å£�ï\Å£� ¿±y�*àq

nqT>·TD«ÔáqT, kÍqTÅ£L\ ç|�esÁïqqT �|+bõ+~+#û eÖqd¾¿£ kÍeTs��«\Tµµ `

1. >·Dq HîÕ|�ÚD²«\T

2. Jeq HîÕ|�ÚD²«\T

3. e�Üï HîÕ|�ÚD²«\T

4. Xæ¯sÁ¿£ HîÕ|�ÚD²«\T

27. As on 2011, the World’s population (in billions)

2011 H�{ì¿ì ç|�|�+#á ÈH�uó² (_*jáTq¢ýË)

1. 6

2. 7

3. 8

4. 5

28. The formation of School Management Committee is mandatory as per this section of RTE-2009

RTE`2009 jîTT¿£Ø #á³¼+ýË� � �d¿£�H� ç|�¿±sÁ+ bÍsÄÁXæ\\ýË bÍsÄÁXæ\

jáÖÈeÖq« ¿£$T{¡ @s�γT Ôá|�Î�d�]

1. 09

2. 18

3. 21

4. 25

29. To eliminate gender discrimination, SSA devised a special plan and implemented through NPEGEL for the classes

*+>·$e¿£�ÔáqT Ô=\Ð+#áT³Å£� d�sÁÇ¥¿£� n_ójáÖH� � ÔásÁ>·ÔáT\ u²*¿£\Å£�

ç|�Ôû«¿£ ç|�D²[¿£ ÔájáÖsÁT#ûd�T¿=� #û|�{ì¼q ç|�Ôû«¿£ ¿±sÁ«ç¿£eTyûT NPEGEL

1. 1 - 5

2. 1 - 8

3. 6 - 10

4. 1 - 7

30. In order to provide equal educational facilities from Kashmir to Kanyakumari, the very important suggestion of Kothari Commission is to introduce

1. Common School System

2. Common Schools for SCs and STs

3. Common Schools for Meritorious Rural Children

4. Common Schools for Meritorious Girls

¿±o�sY qT+&� ¿£H�«Å£�eÖ] esÁÅ£� d�eÖq $<�«e¿±Xæ\T ¿£*Î+#áT³¿=sÁÅ£�

� $<ó�yîT®q bÍsÄÁXæ\ e«ed��qT @s�γT#ûjáÖ\Hû~ ¿=sÄ�] ¿£MTw�H� jîTT¿£Ø

nÔá«+Ôá ç|�<ó�qyîT®q d�Ö#áq.

1. ÿ¹¿ $<ó�yîT®q bÍsÄÁXæ\ e«ed��

2. mdt.d¾., bdt.{ì.\Å£� ÿ¹¿ $<ó�yîT®q bÍsÄÁXæ\\T

3. ç|�Üuó�>·\ ç>±MTD u²\\Å£� ÿ¹¿$<ó�yîT®q bÍsÄÁXæ\\T

4. ç|�Üuó�>·\ u²*¿£\Å£� ÿ¹¿$<ó�yîT®q bÍsÄÁXæ\\T

31. Anitha, aged 7 years knows that if a clay ball is made into a play toy,

it still contains the same amount of clay. This, according to Piaget is

1. spatial thinking

2. conservative thinking

3. assimilation

4. seriation

�+¿£eTqT� �+Ü� ÿ¿£ �³u¤eT�ý² eT\ºq|�Î{ì¿¡ n~ n+Ôû |�]eÖD+

>·\ �+¿£eTqT�qT ¿£*Ð �+³T+<�� 7 d�+eÔáàs�\ n�ÔáÅ£� Ôî\Td�T. |¾jáÖCÉ

ç|�¿±sÁ+ �~

1. çbÍ<û¥¿£ �ýË#áq

2. kÍ+ç|�<�jáT¿£ �ýË#áq

3. nqT>·TD«Ôá

4. ç¿£eT�<�ÆyîT®q neTsÁTÎ

32. Much of our intellectual potential develops by the age of

1. 6 years

2. 10 years

3. 14 years

4. 20 years

eTq eÖqd¾¿£ Xø¿ìï #�ý²esÁÅ£� � ejáTd�TàÅ£� n_óe�~Æ #î+<�TÔáT+~.

1. 6 d�+eÔáàsÁeTT\T

2. 10 d�+eÔáàsÁeTT\T

3. 14 d�+eÔáàsÁeTT\T

4. 20 d�+eÔáàsÁeTT\T

33. There is an inborn mechanism that enables children to infer linguistic rules from the language they hear. This is proposed by

1. Chomsky

2. Vigotsky

3. Pavlov

4. Piaget

|¾\¢\T, y�sÁT $q� uó²w� qT+&� uó²w�Å£� d�+�+~ó+ºq �jáTeÖ\qT

nqT$TÜ #ûjáTT³Å£� M\T>± y�]ýË ÿ¿£ n+ÔásÁZÔá �s��DeTT+³T+<��

ç|�ÜbÍ~+ºqy�sÁT

1. #ó�y�TdÓØ

2. yîÕ>Ã{ÙdÓØ

3. bÍy�ýËy�

4. |¾jáÖCÉ

34. A child is unable to consider any point of view other than its own. Piaget called this characteristic of young children’s thought as

1. allocentrism

2. egocentrism

3. object permanence

4. conservation

|¾\¢y�&�T, Ôáq n_óçbÍjáTeTT Ôá|�Î yû¹sy�{ì� |�]>·DqýË�¿ì rd�T¿Ãýñ&�T.

ºq� |¾\¢\ � �ýË#áH� \¿£�DÍ�� |¾jáÖCÉ �ý² |¾*#�&�T.

1. �ýË¢�d+ç{ìÈy�T

2. nV�²+¹¿+ç<�y�<�+

3. ed�Tï d¾�sÁÔáÇ+

4. |�]sÁ¿£�D uó²eeTT

35. Child who says ‘goed’ for the past tense of the verb ‘go’ is doing

1. Over generalization

2. Under generalization

3. Syntax mistake

4. Phonetic mistake

|¾\¢y�&�T »>õ nHû |�<��¿ì uó�ÖÔ῱\+ »>Ã&�µ n� #î|¾Îq, nÔá&�T #ûd�Tïq�~

1. kÍ�sTT¿ì $T+ºq kÍ<ó�sÁD¡¿£sÁD+

2. kÍ<ó�sÁD¡¿£sÁD²�¿ì ~>·Te kÍ�sTT

3. y�¿£« |�]#ûÌÛ<� Ôá|�ð

4. uó²cÍ<ó�ÇqT\Å£� d�+�+~ó+ºq Ôá|�ð

36. The theory that was not related to emotions is

1. James Lange theory

2. Cannon Bard theory

3. Schachter- Singer and Lazarus theory

4. Maslow theory

ç¿ì+~ y��ýË uó²yÃ<ûÇ>±\Å£� d�+�+~ó+#á� d¾<�Æ+ÔáeTT

1. Cñy�Tà ý²+Â> d¾<�Æ+ÔáeTT

2. ¿±qH� u²sY¦ d¾<�Æ+ÔáeTT

3. kÍØ#ásY ` d¾+>·sY ` ý²ÈsÁdt d¾<�Æ+ÔáeTT

4. eÖkþ¢ d¾<�Æ+ÔáeTT

37. According to Rogers, the one that is not a characteristic of a self actualizing person is

1. Spontaneity, simplicity and naturalness

2. Detachment and needs privacy

3. Autonomy, independence of culture and environment

4. Disregard for danger

sÃÈsYà ç|�¿±sÁeTT �~ dÓÇjáT y�d�ïM¿£sÁD+ ¿£*Ðq e«¿ìï \¿£�DeTT ¿±<�T

1. nç|�jáTÔá�Ôá, d�sÁÞøÔá eT]jáTT d�V�²ÈÔáÇ+

2. yûsÁT>± eT]jáTT @¿±+Ôá+>± �+&�\qT¿Ãe&�+

3. d�ÇjáT+ç|�Ü|�Üï, d�+d�Ø �Ü eT]jáTT |�s�«esÁD �dÇ#áÌÛ

4. nbÍjáÖ�� \¿£�«�|³¼¿£bþe&�+

38. The stage of psychosexual development of Freud that corresponds with Erickson’s psychosocial development stage of ‘Role identity vs Role confusion’ is

1. Anal stage

2. Phallic stage

3. Latency stage

4. Genital stage

b]¿ùd�H� eTHÃkÍ+|�¾T¿£ $¿±d� <�Xø\ýË »bÍçÔá >·T]ï+|�Ú ` bÍçÔá d�+~>·Æ+µ

nHû <�Xø çb�ÍsTT&� jîTT¿£Ø � <�XøÔà d�+�+~óÔá+>± �+³T+~.

1. �d�q<�Xø

2. ¥Xø�<�Xø

3. >·T|�ï<�Xø

4. ÈqH�+>±\<�Xø

39. The IQ of slow learners is

�<�q nuó²«d�Å£�\ IQ

1. 70 ` 89

2. 90 ` 109

3. 50 ` 69

4. 30 ` 49

40. The Psychologist who proposed ‘group factor theory’ is

1. L. L. Thurstone

2. E. L. Thorndike

3. Charles Spearman

4. Alfred Binet

»kÍeTÖV¾²¿£ ¿±sÁ¿£ d¾<Æ�+Ô���µ ç|�ÜbÍ~+ºq eTHÃ$C²ãq Xæçd�ïEã&�T

1. býÙ. býÙ. <�sYd�¼H�

2. �. mýÙ. <¸�sÁ�&îÕ¿ù

3. #ó�Âs¢dt d¾ÎjáTsYeTH�

4. �ýÙç�|�&� _Hî

41. Generally children obey ‘self regulation’ while demonstrating emotions in this stage

1. Early Adolescence

2. Early Childhood

3. Late Childhood

4. Babyhood

� <�XøýË |¾\¢\T �<ûÇ>±\qT ç|�<�]ô+#á&�+ýË kÍ<ó�sÁD+>± dÓÇjáTç¿£eT�<�ÝÔáqT

bÍ{ìkÍïsÁT

1. |�PsÁÇ ¿�eÖsÁ<�Xø

2. |�PsÁÇ u²\«<�Xø

3. �ÔáïsÁ u²\«<�Xø

4. XèÕXøeeTT

42. The capacity to perceive emotions and to link them to one’s thinking is

1. Emotional intelligence

2. Social intelligence

3. Musical intelligence

4. Creative intelligence

�<ûÇ>±\qT ne>·Ôá+ #ûd¾¿=� y��� Ôáq �ýË#áqÅ£� nqTd�+<ó�q+

#ûjáTT³jûT

1. �<ûÇ>· ç|�Èã

2. kÍ+|�¾T¿£ ç|�Èã

3. d�+^Ôá ç|�Èã

4. d��ÈH�Ôá�¿£ ç|�Èã

43. If a weak student is presented with a chocolate for every fourth

pass mark scored, this schedule of reinforcement is

1. Fixed ratio Reinforcement

2. Variable ratio Reinforcement

3. Fixed interval Reinforcement

4. Variable interval Reinforcement

#á<�TeÚýË yîqT¿£�&�q $<�«]�¿ì 4e kÍ] bÍdteÖsYØ >·&�+ºq ç|�ÜkÍ] #�¿¢{Ù

�V�QeÖq+>± �ºÌq, �~ �sÁ¿£|�Ú |�ÚqsÁÒ\qeTT

1. d¾�sÁ �w�ÎÜï |�ÚqsÁÒ\q+

2. #ásÁo\ |�ÚqsÁÒ\q+

3. d¾�sÁ¿±\ e«e~ó |�ÚqsÁÒ\q+

4. nd¾�sÁ¿±\ e«e~ó |�ÚqsÁÒ\q+

44. Albert Bandura, is a psychologist who

1. was the first to describe species specific learning tendencies

2. was the founder of behaviorism

3. pioneered the study of classical conditioning

4. Pioneered the study of observational learning

eTHÃ$C²ãqXæçd�ïyûÔáï �ýÙ�sY¼ �+<�ÖsÁ,

1. C²Ü ç|�Ôû«¿£ nuó�«d�q <óÃsÁDT\qT $e]+ºq y�]ýË ç|�<�eTT&�T

2. ç|�esÁïH� y�<��¿ì �<�T«&�T

3. kÍ+ç|�<�jáT¿£ ��+<ó�qÅ£� d�+�+~ó+ºq n<ó�«jáTH�\T #ûd¾qy�]ýË

yîTT<�{ìy�sÁT

4. |�]o\H�Ôá�¿£ nuó�«d�qÅ£� d�+�+~ó+ºq n<ó�«jáTH�\qT #ûd¾q y�]ýË

yîTT<�{ìy�sÁT

45. ‘Maintenance Rehearsal’ is related to

1. Rote memory 2. Active memory 3. Short term memory 4. Sensory memory

»yîTsTT+{ìHîH�à ]V�äsÁàýÙµ B�¿ì d�+�+~ó+ºq~

1. �{¡¼ d�� �Ü

2. ç¿ìjáÖÔá�¿£ d�� �Ü

3. d�Ç\ο±*¿£ d�� �Ü

4. d�+yû<�q d�� �Ü

46. ‘Pseudo forgetting’ is information loss due to ineffective

1. encoding

2. retrieval

3. storage

4. recognition

»$T<ó�« $d�� �ܵ nqTq~ B�ýË nd�eTsÁ�Ôá e\¢ d�eÖ#�s��� ¿ÃýËÎe&�yûT

1. bH�¿Ã&�+>´

2. C²ã|�¿£+ Ôî#áTÌ¿=qT³

3. uó�ç<�|�sÁT#áT³

4. >·T]ï+#áT³

47. Ram strives to excel in studies while Gopi tries to achieve muscular

perfection. In terms of Adler’s framework, their behavior indicates

1. Feelings of inferiority

2. Fictional finalism

3. Social interest

4. Style of life

s�eTT, #á<�TeÚýË s�Dì+#áT³Å£� ç|�jáTÔá�eTT #ûd�Tï+fñ, >Ã|¾ |�]|�PsÁ�

¿£+&�sÁ|�Úw¾¼ ¿=sÁÅ£� kÍ<ó�q #ûd�TïH��&�T. n&�¢sY ç�|�y�TesYØ ç|�¿±sÁeTT y�]

ç|�esÁïq d�Öº+#áTq~

1. qÖ«qÔ� uó²y�\T

2. |�¾¿£üqýÙ �|�Õq*È+

3. kÍ+|�¾T¿£ n_ósÁTº

4. Jeq XèÕ*

48. Today’s children are expected success in school, to compete in sports and to meet parents’ emotional needs. As a result, children experience more

1. Stress

2. Resilience

3. Social capital

4. Separation anxiety

� ¿±\+ýË |¾\¢\T bÍsÄÁXæ\ýË $ÈjáT+ kÍ~ó+#�\�, �³\ýË bþ{¡|�&�\�,

Ôá*¢<�+ç&�T\ �<ûÇ>· ned�s�\T rs�Ì\� �¥d�TïH��sÁT. B� |��*Ôá+>± |¾\¢\T

mÅ£�Øe>± nqTuó�$+#û~.

1. ÿÜï&�

2. kÍÇd��Xø¿ìï

3. kÍ+|�¾T¿£ �|³T¼�&�

4. yûsÁT#ûjáT�&�³+ e\q y�«Å£�\Ôá

49. Sangeeta, a 20 year old woman always behaves like a 2 year old girl,

the defense mechanism - here is

1. Compensation

2. Fantasy

3. Displacement

4. Regression

20 d�+eÔáàs�\ ejáTd�Tàq� d�+^Ôá m|�ð&�Ö 2 d�+eÔáàs�\ ejáTd�Tq�

neÖ�sTTý²>· ç|�e]ïd�Tï+³T+~. �~ � sÁ¿£�D Ôá+çÔáeTT

1. |�]V�äsÁ+

2. �dÕÇsÁ¿£\Îq

3. $k�|�q

4. ç|�Ü>·eTq+

50. As per Kretschmer’s classification, pycnic personality type of people are

1. Short and fat

2. Proportionate body build

3. Dwarfs

4. Tall and lean

ç¿w��sY e¯Z¿£sÁD ç|�¿±sÁeTT »|ÓesÁ ¿±jáTT\Tµ nHû eTÖ]ïeTÔáÇ sÁ¿£eTT>·\

eTqTw�§«\T

1. bõ{ì¼ eT]jáTT ý²eÚ

2. Xø sÁ <�sÁT&ó�«+ ÔáÐq ¯ÜýË �+&ûy�sÁT

3. eTsÁT>·TE¨\T

4. bõ&�eÚ eT]jáTT d�q�eTT

51. »|�³¼D+, q>·sÁ+, |�ÚsÁ+µ nqT |�s�«jáT |�<�\T >·\ eÖ³

1. |�Ú³uóñ<�q+

2. H�>·]¿£+

3. båsÁV¾²Ôá+

4. |�sÄ�q|�ÚsÁ+

52. »»|�+&�ÔáT&�T, �T<ó�ç>·V�²+, yû\Tεµ nqT H�H�s��\T >·\ eÖ³

1. $uó�T&�T

2. �T<ó�T&�T

3. >·TsÁT&�T

4. #á<�Te]

53. »bÍs�y�sÁeTTµ nqT |�<�eTTqÅ£� eÚ«ÔáÎÜï

1. eTsÁDeTT ýñ� esÁeTT >·\~

2. ÔîsÁ#�|�ÔÃ |�jáT�+#áTq~

3. rsÁeTT ÿsÁjáTT#áT ç|�¿±¥+#áTq~

4. nbÍsÁyîT®q rsÁeTT >·\~

54. »|�]|��Tµ nqT eֳţ� d�eÖH�sÁ�¿£+

1. |�]Â>

2. ¿Ã{>Ã&�

3. ¿£+<�¿£+

4. |��TsÁ�eTT

55. È+|��Ö\ Xæçd¾ï bÍçÔá <�Çs� Ôî\T>·T uó²w� jîTT¿£Ø >=|�ÎÔáH��� Ôî*jáTCÉ|¾Îq

sÁ#ásTTÔá

1. bÍqT>·+{ì \¿¡� �qsÁd¾+V�äs�eÚ

2. º\¿£eT]ï \¿¡� �qsÁd¾+V�²+

3. >·TsÁC²&� nbÍÎs�eÚ

4. eTT�eÖDì¿£«+ qsÁd¾+V�äs�eÚ

56. »»d�Ôá«+uÉ|�ÚÎ&�T <�|�Î&û�jáTT, <�Ts�#�sÁT+&�T>±&û� jáTò

ºÔá«+uñeTsÁ&û�, <�TsÁqT\>Ãw¾¼ .........µµ n+³Ö eÖqeÚ&û eÖ<ó�eÚ&�+³Ö

#î|¾Îq~ ` �jáTq sÁ#áq

1. jáT<¸�y�Å£�Ø\ nq�eTjáT« ` d�¹sÇXøÇsÁ XøÔá¿£+

2. <ó�ÖsÁ{ì ` l ¿±ÞøV�²dÓïXøÇsÁ XøÔá¿£+

3. ¿£+#ásÁ¢ >Ã|�q� ` <�XøsÁB¸ XøÔá¿£+

4. @qT>·T \¿£� �D¿£$ ` d�Tuó²w¾Ôá sÁÔ��e[

57. ¿£qT|�]ï esÁ\¿£� �eT� kÍV¾²Ôá«¿£�w¾¿ì >·T]ï+|�Ú>± �yîTÅ£� \_ó+ºq |�ÚsÁkÍØsÁ+

1. $XøÇ$<�«\jáT d�ÇsÁ�|�Ôá¿£+

2. >·�V�²\¿ì� � d�ÇsÁ�|�Ôá¿£+

3. |�]w�ÔáTï y�] d�ÇsÁ�¿£+¿£D+

4. >·�V�²\¿ì� � |�ÚsÁkÍØsÁ+

58. »$q&�+, eÖ{²¢&�&�+, #áÖ&�³+, |�]o*+#á&�+, çXø<�Æ#áÖ|�&�+µ e+{ì

Jeq HîÕ|�ÚD²«\qT Ôî*jáTCÉ|¾Îq Ô�ÜïÇÅ£�&�T

1. s�<��w��H�

2. n�TÝýÙ¿£ý²+

3. �&�T¦ ¿£�w��eTÖ]ï

4. sÁeTDeTV�²]ü

59. »»�#áT̵µ nqT ç|�Ôá«jáT+ � nsÁ�¿£ y�¿£«+ýË ¿£�|¾d�Tï+~.

1. $<ó�«sÁ�¿£+

2. kÍeTs��«sÁ�¿£+

3. ��w<ó�sÁ�¿£+

4. nqTeTÔá«sÁ�¿£+

60. uó²sÁrjáT<ó�sÁ�+ n�� eTÔ�\qT n+^¿£]d�Tï+<��, >�sÁ$d�Tï+<��, n��

eTÔ�\Ö d�Ô�«\ú, neú� uó�>·e+ÔáT� #ûsÁT¿Ãe&��¿ì ÔÃ&�Î&�TÔ�jáT�

ç|�|�+#��¿ì #�{ì#î|¾Îq eTV�²újáTT&�T

1. $yû¿±q+<�T&�T

2. s�eT¿£�w�� |�sÁeTV�²+d�

3. #îÕÔáq« eTV�äç|�uó�T

4. �~Xø+¿£s�#�sÁ«

61. »y�«d�T&�T Ôá|�d�Tà #ûXæ&�Tµ ` � y�¿£«+ýË »Ôá|�d�TൠnqT eÖ³

1. H�eTy�#á¿£+

2. $Xâw�D+

3. ç¿ìjáT

4. ne«jáT+

62. bÍsÄÁ«uó²>±\qT ç|�ç¿ìjáT\Ôà ÈÔá|�sÁÌ+&�.

(n) Je>·&�jáÖs�\T (jáT) e#áq ¿£$Ôá

(�) d�+d�ØsÁD (sÁ) H�{ì¿£

(�) >·TXøÇ+ (\) y�s�ï y�«K«

(�) ç|�ÜÈã (e) y�«d�+

1. n`\Ñ �`eÑ �`jáTÑ �`sÁ

2. n`eÑ �`\Ñ �`sÁÑ �`jáT

3. n`eÑ �`sÁÑ �`\Ñ �`jáT

4. n`jáTÑ �`eÑ �`\Ñ �`sÁ

63. »lH�<�T&�T >=|�ο£$, dÓÔájáT« neÖjáTÅ£�&�T, eÖ }sÁT s�eT|�ε

nqT y�¿±«\T

1. ¿£sÁ�Dìy�¿±«\T

2. ç|�Ôá«¿£�y�¿±«\T

3. ç¿ìjáÖsÁV¾²Ôáy�¿±«\T

4. |�sÿ£� y�¿±«\T

64. »@sÁT ` @{ì, }sÁT ` }], ¿±\T ` ¿±*µ � |�<�ýË¢� Âs+&à |�<�+

ºesÁ #û]q$ ` y�«¿£sÁD |�]uó²w�ýË

1. $uó�Å£�ï\T

2. �|�<ó�\T

3. �|�|�ÔáTï\T

4. �|�$uó�Å£�ï\T

65. »eTV�²Ãq�ÔáeTT, eTV�²]üµ nqT eÖ³ýË¢� d�+~ó $Xâw�eTT

1. >·TDd�+~ó

2. d�esÁ�BsÁéd�+~ó

3. e�~Æd�+~ó

4. jáTD²<ûXød�+~ó

66. »»ÿ¿±H=¿£� #á*Ý¿±e&� ` H=¿£&�&�¿ì+º<�#áT, H=¿£&=¿£ &�~yû

i=¿£&�<�� ..........µµ nqT |�<�« |�+Å£�ïýË¢� n\+¿±sÁ+

1. e�Ôáï«qTçbÍkÍ\+¿±sÁ+

2. #óû¿±qTçbÍkÍ\+¿±sÁ+

3. n+Ô�«qTçbÍkÍ\+¿±sÁ+

4. kÍeÖH�«\+¿±sÁ+

67. ¿ì+~ |�<�«bÍ<�\qT d�ÂsÕq ç¿£eT+ýË neTsÁÌ+&�.

(n) <�Ôáq yîTT|�Î>± ~]ÐqH� >·\T>·TH� >·&�T¿¡]ï uó²sÁÔá

(�) ¿�±�Ôá* ¿£{ì¼ uó²>·«eTTqT >·\Z>· Xæ+Ü d�eTT<�Æ]+|�eýñ

(�) C²Ü ¥sÁd�Tà HîÜï¿=� ¿�±�Ôá\ M~ó� >�sÁy�q V�Q+

(�) s�! ÔásÁTD$T�<û eTsÁ\s�<�Td�TMT! >·Ô῱\yîTTq�&�TH�

1. �, �, n, �

2. �, n, �, �

3. �, �, n, �

4. �, �, �, n

68. uó��ÔáT«+&�Ôá&�T eTÖ&�T ýË¿£eTT\ýË uÉ+bõ+<�T d�¹sÇXøÇs�!

� |�<�«bÍ<�+ýË� jáTÜ n¿£�sÁ+

1. eTT

2. bõ+

3. uÉ+

4. ýË

69. »»�T~ÆVÓ²qT&�Tµµ nqT d�eÖd� |�<��¿ì $ç>·V�²y�¿£«+

1. �T~Æ e\q VÓ²qT&�T

2. �T~Æq VÓ²qT&�T

3. �T~ÆýË VÓ²qT&�T

4. �T~Æ#ûÔá VÓ²qT&�T

70. y�¿£«+ýË� |�<�\ eT<ó�« d�+�+<ó��� @sÁÎsÁ#û$

1. ç|�Ü|�<ÿ±ï\T

2. �|�d�sÁZ\T

3. $uó�Å£�ï\T

4. d�eTd�ï |�<�\T

71. uó²w�qT ÈqkÍeÖq«+ uó²$+#û rsÁT

1. uó²eç|�¿£³H� kÍ<ó�q+

2. sÁkþ<�jáT kÍ<ó�q+

3. �sÁÖ|�D kÍ<ó�q+

4. nsÁ� kÍ<ó�q+

72. n\Îd�+U²«¿£ es�Z\y�]¿ì uó²cÍ $w�jáT¿£ �dÇ#�ÌÛV�²Å£�ØqT ç|�kÍ~+ºq

eTq s�C²«+>·+ýË� n~ó¿£sÁD+

1. 346

2. 348

3. 350

4. 334

73. uó²cÍ_óe�~Æ ¿±sÁ«ç¿£eÖýË¢ uó²>·+>± bÍsÄÁXæ\ýË¢ �sÁÇV¾²d�Tïq� ¿±sÁ«ç¿£eÖ\T

1. nuó�«d�H�_óe�~Æ ¿±sÁ«ç¿£eÖ\T ` uó²cÍyûTÞ²\T

2. $<�«sÁT�\ n\y�³¢qT r]Ì~<�TÝ ¿±sÁ«ç¿£eÖ\T

3. yûT<óÃeT<�H�\T, ` #ásÃÌ|�#ásÁÌ\T

4. kÍeÖ�¿¡¿£sÁD+ ` Å£�³T+� ¿±sÁ«ç¿£eÖ\T

74. »d�eÖÈ+, d�+d�Ø �Ü, uó²w�µ nHû eTÖ&�T

1. $_óH��+Xæ\T

2. d�eTH�sÁ� uË<ó�¿£ n+Xæ\T

3. nH�ýË#áújáÖ\T

4. |�sÁd�Îs�<ó�]Ôá n+Xæ\T

75. P. Gurry nqT $<�«yûÔáï qqTd�]+º <ó�ÇqT\ $�jîÖ>·+, n+~+#á<�\ºq

d�eÖ#�sÁ $�eTjáÖ�¿ì �|�jîÖÐ+#û uó²cÍsÁÖ|�+, e«¿ìïÔ�Ç\T nqTq$

B�¿ì ÔÃ&�Î&�Ô�sTT.

1. $<�«sÁT�\Å£� eÖ{²¢&�³+ýË ¥¿£�D �#áT̳ţ�

2. $<�«sÁT�\Å£� $qT³ýË ¥¿£�D �#áT̳ţ�

3. $<�«sÁT�\Ôà #ásÁÌ\T ÈsÁT|�ڳţ�

4. $<�«sÁT�\Å£� kÍV¾²Ôá« $XâcÍ\qT |�]#ájáT+#ûjáTT³Å£�

76. bÍsÄÁXæ\ýË ÿ¿£ ¿£*ÎÔá ç>±eT d�uó�qT, ÿ¿£ kÍsÁd�ÇÔá d�+|��Ö�� @s�γT#û�dï

� ¿±sÁ«ç¿£eÖ\T

1. d�V�²bÍsÄÁ« ¿±sÁ«ç¿£eÖ\T

2. bÍsÄÁ« ¿±sÁ«ç¿£eÖ\T

3. eTò*¿£ ¿±sÁ«ç¿£eÖ\T

4. �<�sÁD ¿±sÁ«ç¿£eÖ\T

77. �+{ì�|sÁ{ì Ôó, bÍsÁTØ, <ûy�\jáT+, Ïý²¢\qT e]�d�Öï y�«kÍ\T

s�jáTeTqT³ýË� |�<�ÆÜ

1. nqT¿£sÁD |�<�ÆÜ

2. n_óesÁ�q |�<�ÆÜ

3. d�Ö�\ |�<�ÆÜ

4. $Xâ¢w�D |�<�ÆÜ

78. »uó�$w�«ÔáTïqT esÁïeÖq+ýË�¿ì rd�T¿=�eºÌ <��¿Ãd�+ bͳT|�&�T³jûT

ç|�D²[¿£µ nq�y�sÁT

1. �dÕeTH�s�dt

2. <¸�eTdtçuÉÕ{Ù

3. mýÉH� ç¿Ã

4. ný²H� ýÉÕ¿H�

79. eTÖý²«+¿£q+ýË uó²>·+>± $<�«sÁT�\ ç|�esÁïH�<ó�«jáTq $<ó�H�ýË¢ ÿ¿£{ì

1. $\Te\ eT~+|�Ú

2. n_ósÁTº XË<ó�q

3. d��Èq XË<ó�q

4. |�]o\qeTT

80. »eTò*¿£+>± eÖqeÚ\+Ô� ÿ¿£fñ. y�sÁT eÖ{²¢&û uó²w�\ú� d�eÖqyûTµ nq�

uó²cÍXæçd�ïyûÔáï

1. #ûÅ£L] s�eÖs�eÚ

2. uó�ç~s�E ¿£�w��eTÖ]ï

3. �Ö<�s�E s�<ó�¿£�w��

4. bþsÁ+¿ì <�¿ì�D²eTÖ]ï

81. Choose the literary work done by Lewis Carroll.

1. Alice’s Adventures in Wonderland

2. The Scarlet Letter

3. Wuthering Heights

4. Jane Eyre

82. The author of the play ‘The Other Sister’, is:

1. Shakespeare

2. Helen Phifer

3. Elle Croft

4. Oscar Wilde

83. The sonnet, ‘Bread and Music’ was written by:

1. Wallace Stevens

2. D. H. Lawrence

3. Conrad Aiken

4. T.S. Eliot

84. ‘The plumber’ is the literary work of:

1. Anthony Trollope

2. Mark Twain

3. James Thurber

4. Henry David Thoreau

85. A good story begins with a hook. ‘Hook’ means:

1. something that grabs the reader’s attention

2. something that diverts the reader’s attention

3. something that decreases the reader’s interest

4. something that makes the reader unconscious

86. The following is considered to be a public exposure of the private self.

1. A description of a flower

2. An essay on social evils

3. An autobiography

4. A report on a cricket match

87. Her first defeat was an early lesson in ……….. humanity. Choose the correct article that fits the blank.

1. a

2. an

3. the

4. No article is needed.

88. Choose the phrase in which no article is needed.

1. piece of butter

2. lot of money

3. great deal of money

4. beauty and truth

89. You must reconcile yourself ………. a life of hardship and poverty. Choose the correct preposition that fits the blank.

1. at

2. in

3. to

4. by

90. He blamed his teacher ………. his failure.

Choose the correct preposition that fits the context given above.

1. about

2. in

3. with

4. for

91. She has done the little she could do.

Choose the part of speech of the word, ‘little’.

1. a noun

2. an adverb

3. an adjective

4. a pronoun

92. Choose the list of words without nouns.

1. family, realized, joy, me

2. long, impressed, them, bought

3. next, academic, year, uncle

4. announce, taste, beauty, payment

93. Choose the compound sentence among the following.

1. He was pleased that he had won the first prize.

2. What he spoke on that occasion was unworthy of him.

3. Walk quickly, else you will not be healthy.

4. Do not treat me as if I were a child.

94. Look how tall that tree has grown.

The above sentence is:

1. an imperative sentence

2. a WH question

3. a positive statement

4. a negative imperative sentence

95. Choose the sentence in present perfect tense

1. She has had a serious headache for three days.

2. She had brought a new car.

3. She would have bought a new car.

4. She could have bought a new car.

96. She said that she ………. there since 1980.

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

1. have been living

2. has been living

3. had been living

4. was living

97. We …………. English for five years now.

Choose the correct tense form that fits the blank.

1. has been studying

2. have been studying

3. have been studied

4. have studied

98. Choose the word with correct syllabic division.

1. bea. uti. ful

2. beau. ti. ful

3. be. au. ti. ful

4. b. ea. u. ti. ful

99. Choose the word having the sound of /'fɪə/.

1. fire

2. fear

3. fair

4. feel

100. Choose the word with two silent letters.

1. doubt

2. tremble

3. scheme

4. tongue

101. Chaucer belonged to

1. Modern English Period

2. Middle English Period

3. Old English Period

4. Indian English Period

102. Regional Institute of English South India is situated in

1. Hyderabad

2. Goa

3. Pondicherry

4. Bangalore

103. In the word, ‘run’, / r / is

1. a voiced, post-alveolar and plosive sound.

2. a voiced, post-alveolar and fricative sound.

3. a voiced, post-alveolar and nasal sound.

4. an unvoiced, post-alveolar and lateral sound.

104. Identify the activity which is not a ‘skimming’ strategy of reading.

1. A student reads the title of the book to anticipate the content.

2. A reader reads the first and the last paragraphs of a text to understand the main theme of the content.

3. A lawyer reads a case carefully to argue in the court.

4. A student looked at the illustrations and the caption to get the main idea in the text.

105. Identify the feature of Direct Method.

1. Classroom activities are carried out only in the target language.

2. Grammar is taught prescriptively.

3. Use of mother tongue.

4. Translation of sentences or texts.

106. The teacher writes the heights of some of the students in the class. After that, she elicits responses to questions such as.

· Who is the tallest girl in the class? · Which girl is as tall as Rani? · Which girl is taller than Neha? · Is Neha taller than Seema?

In the above activity the teacher is introducing

1. Degrees of comparision

2. Passive voice

3. Reported speech

4. Conditional clause

107. Identify the guiding principle that was not there in NCF 2005

1. Connecting knowledge to life outside

2. Child must be an active participant

3. Learning should be interesting and enjoyable.

4. Encourage rote learning methods.

108. Match the verbs used to write objectives for the skills while writing a lesson plan.

Verbs used to write objectives Skills i. define ii. show iii. differentiate iv. combine

A) synthesis B) analysis C) knowledge D) application

1. i – C, ii – D, iii – A, iv - B 2. i – A, ii – B, iii – C, iv - D

3. i – A, ii – B, iii – D, iv - C

4. i – C, ii – D, iii – B, iv - A

109. A discourse is a

1. book that gives the meanings of words.

2. guide that contains translated texts.

3. study of meaningful language units larger than a sentence.

4. grammar element learnt before learning a language.

110. The ability to use learned material in new and concrete situations is called.

1. understanding

2. analysis

3. application

4. synthesis

111. A book was sold for ` 27.50 with a gain of 10%. If it was sold for ` 24.50 then the loss or gain percentage is

ÿ¿£ |�Úd�ï¿£eTTqT ` 27.50 qÅ£� neT�&�+ <�Çs� 10% ý²uó�+ bõ+<îqT. <���

` 24.50 n$T�q e#áTÌ ý²uó�+ ýñ<� qw�¼XæÔáeTT

1. 1% gain

2. 2% gain

3. 1% loss

4. 2% loss

112. The simple interest is equal to 25% of the principle and the rate of interest is equal to number of years then the rate of interest is

kÍ<ó�sÁD e&�¦ nd�\TýË 25%¿ì d�eÖq+ eT]jáTT e&�¦ ¹s³T ¿±ý²�¿ì

d�eÖq+. nsTTq e&�¦ ¹s³T

1. 5%

2. 10%

3. 20%

4. 25%

113. The simplification of the expression 13 1 5 3 137 84 2 2 4 2

é ùì üæ ö- + - -í ýê úç ÷è øî þë û

is

13 1 5 3 137 84 2 2 4 2

é ùì üæ ö- + - -í ýê úç ÷è øî þë û

d�Ö¿¡��¿£]+#á>±

1. –2

2. 2

3. –3

4. 3

114. The sum of two numbers is 1575470. If one number is ten thousand less than the other number then the smaller number is

Âs+&�T d�+K«\ yîTTÔáï+ 1575470. n+<�TýË ÿ¿£{ì Âs+&�e <��¿£H�� |�~yû\T

ÔáÅ£�ØyîÕq n+<�TýË ºq�d�+K«

1. 1565470

2. 792735

3. 782735

4. 787735

115. Two numbers are in the ratio 1 : 2. If 7 is added to both, their ratio changes to 3 : 5 then the greatest number is

Âs+&�T d�+K«\ �w�ÎÜï 1 : 2. y�{ì¿ì 7 ¿£\T|�>± �w�ÎÜï 3 : 5 >± eÖ]q

y�{ìýË >·]w�÷ d�+K«

1. 10

2. 12

3. 14

4. 28

116. The population of a town increased from 1,75,000 to 2,62,500 in a decade then the average increased percentage per year is

<�Xæ�Ý ¿±\+ýË ÿ¿£ |�³¼D ÈH�uó² 1,75,000 qT+&� 2,62,500 Å£�

�|]Ðq~. nsTTq d�+eÔáàs��¿ì �|]Ðq d�s�d�] XæÔá+

1. 4.37%

2. 5%

3. 6%

4. 8.75%

117. The smallest number by which 2560 is to be multiplied so that the product is perfect cube

2560 |�]|�PsÁ� |��Tq+>± eÖsÁT³Å£� >·TDì+#áe\d¾q ¿£�w�÷ d�+K«

1. 5

2. 10

3. 15

4. 25

118. The digit in the units place of a number if it is divided by 5 and 2 leaves the remainders 3 and 1 respectively is

5 eT]jáTT 2 \#û uó²Ð+#áTq|�Ú&�T esÁTd�>± Xâw�+ 3 eT]jáTT 1 e#ûÌ

d�+K«ýË ÿ¿£³¢ kÍ�q+ýË �+&û n+¿

1. 9

2. 7

3. 3

4. 1

119.

The mean of the above frequency distribution when ‘x’ is the mid

value of class intervals and ‘f’ is the frequency

‘x’ ÔásÁ>·Ü n+ÔásÁeTT eT<ó�«$\Te, ‘f’ ÔásÁ>·Ü båq'|�Úq«eTsTTq|�Ú&�T

�|Õ båq'|�Úq« $uó²Èq+ jîTT¿£Ø n+¿£eT<ó�«eT+

1. 4

2. 3

3. 2

4. 1

x 1 2 3 4 5 6

f 45 25 19 8 2 1

120. The median value of the following observations is 520, 20, 340, 190, 35, 800, 1210, 50, 80 is

ç¿ì+~ |�]o\q\ eT<ó�«>·Ôá $\Te

520, 20, 340, 190, 35, 800, 1210, 50, 80

1. 1210

2. 520

3. 190

4. 35

121. If three angles in a triangle are in the ratio of 4 : 5 : 1 then the greatest angle is

ÿ¿£ çÜuó�TÈeTT jîTT¿£Ø ¿ÃD²\ �w�ÎÜï 4 : 5 : 1 nsTTq n+<�* $T¿ìØ*

�|<�Ý¿ÃDeTT

1. 72o

2. 104o

3. 90o

4. 63o

122. In a parallelogram ABCD, the bisectors

of the consecutive angles ÐA and ÐB

intersect at P then ÐAPB is equal to (in

degrees)

ABCD d�eÖ+ÔásÁ #áÔáTsÁTÒÛÈeTTýË ç|�¿£Ø ¿ÃD²\T ÐA eT]jáTT ÐB \

d�eT~ÇK+&�q ¹sK\T P e<�Ý K+&�+#áTÅ£�+fñ ÐAPB ¿ì d�eÖqyîT®q~

(&�ç^\ýË)

1. 180o

2. 90o

3. 270o

4. 360o

123. If the perimeter of an equilateral triangle is 156 cm then its height is (in cm)

ÿ¿£ d�eTu²V�Q çÜuó�TÈeTT jîTT¿£Ø #áT³T¼¿=\Ôá 156 �d+.MT nsTTq

<�� mÔáTï (�d+.MT.\ýË)

1. 56 3

2. 16 3

3. 65 3

4. 26 3

124. If two interior angles on the same side of a transversal intersecting two parallel lines are in the ratio 1 : 5 then the smaller angle is (in degrees)

Âs+&�T d�eÖ+ÔásÁ ¹sK\qT K+&�+#û ÜsÁ«ç¹>KÅ£� ÿ¹¿yîÕ|�Úq >·\ Âs+&�T

n+ÔásÁ¿ÃD²\T 1 : 5 �w�ÎÜïýË eÚq� n+<�* ºq�¿ÃDeTT (&�ç^\ýË)

1. 25

2. 30

3. 45

4. 60

125. If 1 1

2 4 3 2x x- = + then the value of x is

1 12 4 3 2x x- = + nsTTq x jîTT¿£Ø $\Te

1. 7

2-

2. 83

3. 92

4. 0

126. a = 2, b = 3 then the value of 2

3 21 1

a b- -é ù+ê úë û

is equal to

a = 2, b = 3 nsTTq

2

3 21 1

a b- -é ù+ê úë û

jîTT¿£Ø $\TeÅ£� d�eÖqyîT®q~

1. 289

2. 176

3. 140

4. 135

127. The curved surface area of a cylinder is 1848 cm2. If its height is 21cm then radius of a cylinder is (in cm)

ÿ¿£ d�Ö�|�eTT jîTT¿£Ø ç|�¿£ØÔá\ yîÕXæ\«eTT 1848 �d+.MT2. <�� mÔáTï

21 �d+.MT nsTTq � d�Ö�|�eTT jîTT¿£Ø y�«kÍsÁ�eTT (�d+.MT.\ýË)

1. 14

2. 27

3. 12

4. 21

128. In the adjacent figure the side of the square is given as 14cm. The area of the shaded region is (in sq. cms)

ç|�¿£Ø |�³eTTq+<�T #áÔáTsÁçd�eTT jîTT¿£Ø uó�TÈeTT

14 �d+.MT >± �eÇ�&�+~. nsTTq �w&� #ûjáT�&�q çbÍ+Ôá yîÕXæ\«eTT

(#á.�d+.MT.\ýË)

1. 21

2. 42

3. 48

4. 196

129. The perimeters of a rectangle and a square are same. If the length and breadth of the rectangle are 35cm and 25cm respectively, then area of the square is (in cm2)

ÿ¿£ BsÁé#áÔáTçd�eTT eT]jáTT #áÔáTsÁçkÍ\ #áT³T¼¿=\Ôá\T d�eÖqeTT.

BsÁé#áÔáTsÁçd�eTT jîTT¿£Ø bõ&�eÚ eT]jáTT yî&�\TÎ\T esÁTd�>± 35 �d+.MT

eT]jáTT 25 �d+.MT nsTTq #áÔáTsÁçd�eTT jîTT¿£Ø yîÕXæ\«eTT (�d+.MT2 \ýË)

1. 806

2. 850

3. 900

4. 968

130. If A = x2 – 2xy + 5x + 4; B = 5x – 4 and C = 2xy – x2 then

(A + C) × B is equal to

A = x2 – 2xy + 5x + 4; B = 5x – 4 eT]jáTT C = 2xy – x2 nsTTq

(A + C) × B Å£� d�eÖqyîT®q~

1. 25x2 – 16

2. 25x2 – 4

3. 4x2 – 25

4. 25x2 + 16

131. “Mathematics is science of numbers, quantities and measurements” – This is defined by

1. Benjamin Pierces 2. Bell 3. Benjamin Franklin 4. Bacon

»»d�+K«, s�¥, eÖ|�H�\ $C²ãqyûT >·DìÔá+µµ ` n� �sÁǺ+ºqy�sÁT 1. uÉ+�eTH� |¾jáTsYà

2. uÉýÙ

3. uÉ+�eTH� çb�Í+¿ì¢H�

4. uñ¿£H�

132. “The knowledge of Mathematics is needed for collecting the details of census, land, number of students in the school, natural resources etc” – the value related to this is

1. Preparatory value

2. Information value

3. Disciplinary value

4. Cultural value

»»ÈH�uó² ýÉ¿£Ø\T, uó�Ö$es�\T, bÍsÄÁXæ\ýË� $<�«sÁT�\ d�+K«, d�V�²È

d�+|�<�Å£� d�+�+~ó+ºq $es�\T �d¿£]+#áT³Å£� >·DìÔáC²ãq+ ned�sÁ+µµ

` �~ � $\TeÅ£� d�+�+~ó+ºq~ 1. d�H��V�²¿£ $\Te

2. d�eÖ#�sÁ $\Te

3. ç¿£eT¥¿£�D $\Te

4. kÍ+d�Ø �Ü¿£ $\Te

133. “Translation, interpretation and extrapolation” are the levels of this objective

1. Knowledge

2. Understanding

3. Application

4. Skill

� \¿£�«eTTýË nqTy�<�+, y�«U²«q+ eT]jáTT �V¾²¹sÇXøH�\Tµµ

nqT kÍ�sTT\T �H��sTT 1. C²ãqeTT

2. ne>±V�²q

3. $�jîÖ>·eTT

4. HîÕ|�ÚD«eTT

134. One of the following teaching method involves the maxims of teaching like “learning by doing”, “learning by observation” and “concrete to abstract”

1. Inductive method

2. Problem solving method

3. Analytic method

4. Laboratory method

»»#ûjáT&�+ <�Çs� nuó�«d¾+#á&�+µµ, »»|�]o\q <�Çs� nuó�«d¾+#á&�+µµ eT]jáTT

»»eTÖsÁïeTT qT+&� neTÖs�ï�¿ìµµ nqT uË<ó�H� �jáTeÖ\qT nqTd�]+#áT

uË<ó�H� |�<�ÆÜ 1. �>·eTq |�<�ÆÜ

2. d�eTkÍ« |�]cÍØsÁ |�<�ÆÜ

3. $Xâ¢w�D |�<�ÆÜ

4. ç|�jîÖ>·Xæ\ |�<�ÆÜ

135. One of the following is the merit of “Synthetic Method”

1. Students doubts will not be clarified

2. No scope for total understanding

3. Home work is likely to become heavy

4. Concise method

¿ì+~ y��ýË »»d�+Xâ¢w�D |�<�Æܵµ jîTT¿£Ø ÿ¿£ �|�jîÖ>·eTT 1. $<�«sÁT�\Å£� ¿£*¹> d�+<ûV�ä\T �e�Üï ¿±eÚ.

2. d�+|�PsÁ� ne>±V�²qÅ£� #óT ýñ<�T.

3. �+{ì|�� Å£L&� mÅ£�Øe>± �+³T+~.

4. d�+¿ì�|�ï |�<�ÆÜ

136. “Repeated addition is a multiplication” can be shown easily by using one of the following material

1. Geo board

2. Peg board

3. Cuisenaire strips

4. Napier strips

ç¿ì+~ y��ýË � kÍeTçÐ <�Çs� »»>·TD¿±sÁ+ n+fñ |�Úqs�e�Ôá d�+¿£\q+µµ qT

d�T\uó�+>± #áÖ|�>·\eTT 1. �jîÖ uËsÁT¦

2. �|>´ uËsÁT¦

3. Å£�«�dHîsTTsY |�{¡¼\T

4. Hû|¾jáTsY |�{¡¼\T

137. The concepts of ‘symmetry’ are taught completely in 6th class – this type of curriculum organization is

1. Concentric method

2. Topical method

3. Spiral method

4. Logical, Psychological method

»»kåw�÷e+µµ qÅ£� d�+�+~ó+ºq n�� uó²eq\T 6e ÔásÁ>·ÜýËHû |�P]ï>±

uË~ó+#áTq³T¢+&û ¿£]Å£�\+ �sÁÇV�²D $<ó�qeTT 1. @¿£¹¿+ç<� |�<�ÆÜ

2. o]ü¿± |�<�ÆÜ

3. d�]Î\ |�<�ÆÜ

4. Ô�]Ø¿£, eTHÃyîÕC²ã�¿£ |�<�ÆÜ

138. Highest score was allotted to the following aspect in assessing the mathematics textbook as per Hunter’s score card

1. Subject matter

2. Style of language

3. Text book get up & price

4. Exercises given in the text book

V�²+³sYà >·Dq¿±sÁT¦ �<ó�sÁ+>± >·DìÔá bÍsÄÁ«|�Úd�￱�� eT~+|�Ú #ûjáTTq|�Ú&�T,

ç¿ì+~ y��ýË nÔá«~ó¿£ >·Dq ¹¿{²sTT+#á�&�q n+XøeTT 1. $w�jáTeTT

2. uó²cÍXèÕ*

3. |�Úd�ï¿£+jîTT¿£Ø uó�Ü¿£sÁÖ|�+ eT]jáTT <ó�sÁ

4. |�Úd�ï¿£+ýË �ºÌq nuó²«kÍ\T

139. “Expected behaviour outcomes, communication strategy and real learning outcomes” are the steps of this approach.

1. Morrison’s Approach

2. Blooms evaluation based approach

3. R.C.E.M. approach

4. Herbartian approach

� qeTÖH�q+<�T »»�¥+ºq ç|�esÁïH� |��*Ô�\T, d�eÖ#�s��� n+~+#û

eP«V�²+, y�d�ïe nuó�«d�q |��*Ô�\Tµµ nqTq$ kþbÍH�\T>± �H��sTT. 1. yîÖ]d�H� qeTÖH�

2. �Ö¢y�Tà eTÖý²«+¿£H�<ó�sÁ qeTÖH�

3. �sY.d¾.�.my�T. qeTÖH�

4. �V²sÁÒ¹s¼]jáTH� qeTÖH�

140. One of the advantages of essay type tests

1. Encourages rote memory

2. Difficulty of uniform scoring

3. Easy to prepare and administer the tests

4. Encourages selective learning

y�«d�sÁÖ|� |� ¿£�\ e\q ¿£\T>·T ç|�jîÖÈqeTT 1. �{¡¼|�³T¼ $<ó�H��� çbþÔáàV¾²+#áTqT.

2. d�eÖq+>± eÖsÁTØ*eÇ&�+ q+<�T d�eTd�«.

3. |� ¿£�|�çÔá+ ÔájáÖsÁT#ûjáT&�+, |� ¿£� �sÁÇV¾²+#á&�+ d�T\TeÚ.

4. ¿=��+{ìHû m+|¾¿£#ûd¾ nuó�«d¾+#áT³qT çbþÔáàV¾²+#áTqT.

141. To get a real, diminished image by a concave mirror, the object must be kept

1. at focus of the mirror

2. at centre of curvature of the mirror

3. beyond centre of curvature of the mirror

4. between centre of curvature and focus of the mirror

�È eT]jáTT ºq�<îÕq ç|�Ü_+�eTTqT bõ+<�T³Å£� |�Ú{²¿±sÁ <�sÁÎDeTT

eTT+<�T ed�TïeÚqT �+#áe\d¾q kÍ�qeTT 1. <�sÁÎD H�_ó e<�Ý

2. <�sÁÎD eç¿£Ô�¹¿+ç<�+ e<�Ý

3. <�sÁÎD eç¿£Ô�¹¿+ç<�+ neÔá\

4. <�sÁÎD H�_ó eT]jáTT eç¿£Ô�¹¿+ç<�+ eT<ó�«

142. A man is moving along a circular path and completes 20 rotations in 40 minutes and finally reaches the starting point. Then the displacement of the man is (in meters)

ÿ¿£ eT�w¾ e�Ô�￱sÁ eÖsÁZ+ #áT³Ö¼ ÜsÁT>·TÔáÖ 40 �$TcÍ\ýË 20

çuó�eTD²\T |�P]ï#ûd¾ yîTT<�{ì kÍ�H��¿ì #ûsÁTÅ£�H��&�T. nsTTq nÔáqT

bõ+~q kÍ�qçuó�+Xø+ (MT³sÁ¢ýË)

1. 2

2. 1200

3. 800

4. 0

143. The intensity of smallest audible sound is 0 dB, then the intensity of sound 100 times more powerful than total silence is

eTqÅ£� $�|¾+#û nÜÔáÅ£�Øe rçeÔá >·\ <ó�Ç� »0µ dB nsTTq XøSq«kÍ�sTT¿ì

100 Âs³T¢ mÅ£�Øe>± $�|¾+#û <ó�Ç�rçeÔá

1. 10 dB

2. 100 dB

3. 1000 dB

4. 20 dB

144. A bulb is glowing with certain intensity when connected to a battery of 3V. When 3 more such batteries with the same voltage are connected in parallel, then

1. the intensity increases by 3 times

2. the intensity decreases by 3 times

3. no change in its intensity

4. the intensity increases by 4 times

3V \ u²«³¯¿ì ¿£\T|��&�q ÿ¿£ �\TÒ ¿=+Ôá rçeÔáÔà yî\T>·TÔáT+~. n+Ôû

yÃýñ¼� >·\ eTsà 3 u²«³¯\qT d�eÖ+ÔásÁ+>± ¿£\T|�>± �\TÒ yî*¹> rçeÔá 1. 3 Âs³T¢ �|sÁT>·TÔáT+~

2. 3 Âs³T¢ Ôá>·TZÔáT+~

3. eÖsÁ<�T

4. 4 Âs³T¢ �|sÁT>·TÔáT+~

145. Planets that have no natural satellites are

1. Mercury, Venus

2. Mercury, Mars

3. Venus, Mars

4. Mars, Uranus

d�V�²È �|�ç>·V�ä\T ýñ� ç>·V�ä\T 1. �T<ó�T&�T, Xø�çÅ£�&�T

2. �T<ó�T&�T, Å£�E&�T

3. Xø�çÅ£�&�T, Å£�E&�T

4. Å£�E&�T, jáTT¹sqdt

146. C + O2 → CO2, the mass of Oxygen required for the complete combustion of 3g. of Carbon is

1. 8 g.

2. 16 g.

3. 4 g.

4. 4.5 g.

C + O2 → CO2 nqT sÁkÍjáTq #ásÁ«ýË 3ç>±. ¿±sÁÒH� |�P]ï>± <�V�²q+

#î+<�\+fñ ¿±e\d¾q �¿ìàÈH� ç<�e«s�¥ 1. 8 ç>±.

2. 16 ç>±.

3. 4 ç>±.

4. 4.5 ç>±.

147. The correct statement regarding ‘Coaltar’.

1. It is a pure form of Carbon.

2. Naphthalene balls are obtained from it.

3. It is the component of coke.

4. It is not a mixture of different substances.

¿ÃýÙÔ�sÁTÅ£� d�+�+~ó+º d�ÂsÕq y�¿£«+ 1. �~ ¿±sÁÒH� jîTT¿£Ø d�Ç#áÌÛyîT®q sÁÖ|�+.

2. B�qT+&� H�|��ï©H� �+&�\T ÔájáÖsÁeÚÔ�sTT.

3. �~ ¿Ã¿ù jîTT¿£Ø n+ouó�ÖÔáeTT.

4. �~ $$<ó� |�<�s��\ $TçXøeT+ ¿±<�T.

148. The substance used as a remedy for irritation in stomach is

1. Caustic soda

2. Milk of magnesia

3. Sodium Carbonate

4. Aluminium Chloride

¿£&�T|�ÚýË eT+³ qT+&� �|�XøeTq+ bõ+<�&��¿ì y�&û |�<�sÁ�+ 1. ¿±d¾¼¿ù kþ&�

2. $TýÙØ �|�t yîT^�w¾jáÖ

3. kþ&�jáT+ ¿±s=ÒHû{Ù

4. n\Ö«$T�jáT+ ¿Ã¢ÂsÕ&�

149. The ascending order of reactivities of the metals Copper (Cu), Iron (Fe), Zinc (Zn) is

s�Ð (Cu), �qTeTT (Fe), �+¿ù (Zn) \ #ás�«o\Ôá\ýË �sÃV�²Dç¿£eT+

1. Cu < Zn < Fe

2. Cu < Fe < Zn

3. Zn < Fe < Cu

4. Fe < Zn < Cu

150. The suitable method for separation of Ethyl Alcohol (bp 78oC) and water (bp 100oC) mixture is (where the difference in boiling points is low)

1. Separating funnel

2. Crystallisation

3. Simple distillation

4. Fractional distillation

�<îÕýÙ �\ØV�äýÙ (bp 78oC) eT]jáTT úsÁT (bp 100oC) \ $TçXøeÖ��

yûsÁT#ûjáT&��¿ì d�ÂsÕq |�<�ÆÜ (�¿£Ø&� eT]¹> �cþ�ç>·Ôá\ýË Ôû&� d�Ç\Î+) 1. yûs�γT >·s�³T

2. d�ÎÛ{ì¿¡¿£sÁD+

3. kÍ<ó�sÁD �dÇ<�q+

4. n+¥¿£ �dÇ<�q+

151. Pressure exertion in glomerulus is due to

1. Narrowness of afferent Arteriole

2. Fine passages between Podocytes

3. Narrowness of efferent Arteriole

4. Narrowness of efferent Venule

sÁ¿£ï¹¿XøH�[¿± >·T#áÌÛ+ýË |Ó&�q+ �|sÁT>·T³Å£� ¿±sÁD+

1. d�q�� H�Þø+ >·\ n_óy�V¾² <ó�eT�¿£

2. bþ&Ã�dÕ³¢ eT<ó�« >·\ d�Ö¿£��sÁ+ç<ó�\T

3. d�q�� H�Þø+ >·\ n|�y�V¾² <ó�eT�¿£

4. d�q�� H�Þø+ >·\ n|�y�V¾² d¾]¿£

152. Identify both reflex action and instinct behaviour that occur in a single incident

1. Following the first moving object they meet

2. Sensation to the touch of sharpened object

3. Choosing mates of opposite sex for reproduction

4. Students leaving the ground when school bell rings

ÿ¹¿ d�+<�sÁÒÛ+ýË È]¹> ç|�r¿±sÁ#ásÁ«qT eT]jáTT d�V�²C²Ôá ç|�e�Üï� >·T]ï+#á+&�

1. ¿£<�T\TÔáTq�~ @<îÕH� yîTT<�{ìkÍ] ¿£�|¾�dï <��yîq¹¿ yîÞøß&�+

2. yîTTq<û*q ed�TïeÚqT Ô�¿ìq|�Ú&�T ¿£*¹> ç|�Üd�Î+<�q

3. d�+Ô�HÃÔáÎÜï ¿Ãd�+ _óq� *+>· JeÚ\qT mqT�¿Ãe&�+

4. �&�>·+³ çyîÖ>·>±Hû $<�«sÁT�\T yîT®<�H��� e<�* yîÞøß&�+

153. “Hemanth” takes care of having water soluble and fat soluble vitamins in his food. Identify fat soluble vitamin and water soluble vitamin respectively from the following.

1. Folic acid and Ascorbic acid

2. Biotin and Calciferol

3. Tocoferol and Phylloquinone

4. Retinol and Pyridoxine

»»�V²eT+ÔYµµ Ôáq �V�äsÁ+ýË ú{ìýË ¿£]¹> eT]jáTT ç¿=eÚÇýË¢ ¿£]¹> $³$TqT¢

�+&ûý² #áÖd�TÅ£�+{²&�T. � ç¿ì+~ y��ýË ¿=eÚÇýË ¿£*¹> $³$TH�qT

eT]jáTT ú{ìýË ¿£]¹> $³$TH�qT esÁTd�>± >·T]ï+#á+&�.

1. b�þ*¿ù �eT¢+ eT]jáTT �kÍØ]Ò¿ù �eT¢+

2. �jîÖ{ìH� eT]jáTT ¿±*à�|�s�ýÙ

3. {Ë¿Ã�|�s�ýÙ eT]jáTT |�¾ýË¢¿ìÇHÃH�

4. Âs{ìH�ýÙ eT]jáTT �|Õ]&�¿ìàH�

154. It is a specific character of ‘Rods’

1. They detect objects in low intensity of light

2. They identify colours in bright light

3. They find fine distinctions for colour vision

4. They give us sharpest vision

�~ »»<�+&�\µµ jîTT¿£Ø ç|�Ôû«¿£ \¿£�D+

1. nÜ ÔáÅ£�Øe ¿±+ÜýË ed�TïeÚ\qT >·T]ï+#á&�+

2. ¿±+Üe+ÔáyîT®q yî\TÔáTsÁTýË sÁ+>·T*� >·T]ï+#á&�+

3. sÁ+>·TýË¢� ç|�Ôû«¿£Ôá*� >·T]ï+#á&�+

4. <��w¾¼ d�Îw�¼+>± �+&ûý² #ûjáT&�+

155. The aim of conducting experiment by using different soil samples, plastic funnel, filter paper, water, measuring jar and dropper is to study

1. The moisture content of soil

2. The percolation rate of soil

3. Different mineral salts in the soil

4. The substances present in the soil

yû¹sÇsÁT eT{ì¼ qeTÖH�\T, bÍ¢d¾¼¿ù >·s�³T, e&�bþÔá ¿±ÐÔá+, úsÁT, ¿=\C²&�,

ç&�|�sY\qT �|�jîÖÐ+º �sÁÇV¾²+#û ç|�jîÖ>·+ <�Çs� Ôî\Td�T¿Ã>·*¹>~

1. eT{ì¼ýË ÔûeTXæÔá+

2. eT{ì¼ jîTT¿£Ø ú{ì� |Ó\TÌÅ£�Hû d�Çuó²e+

3. eT{ì¼ýË� K�È \eD²\T

4. eT{ì¼ýË �+&û |�<�s��\T

156. The book “Principles of Geology” was written by

1. August Weisman

2. Charles Hufnagal

3. Charles Lyell

4. Charles Darwin

»»ç|¾�à|�ýÙà �|�t �jáÖ\�µµ ç>·+<� sÁ#ásTTÔá

1. n>·dt¼ MdteÖH�

2. #�Âs¢dt V�²|�tq>·ýÙ

3. #�Âs¢dt ýÉÕýÙ

4. #�Âs¢dt &�]ÇH�

157. Lack of smooth endoplasmic reticulum in vertebrate liver cells leads to this consequence

1. Protein synthesis does not occur

2. Digestive juices does not secrete

3. Fats does not synthesize

4. Detoxification does not occur

d�¿£XâsÁT¿±\ ¿±ýñjáT ¿£D²\ýË qTqT|�Ú n+Ôá ¨e ç<�e«C²\+ ýË|¾�dï

1. çbõ{¡q¢ d�+Xâ¢w�D ÈsÁ>·<�T

2. JsÁ�sÁkÍ\ �ÔáÎÜï ÈsÁ>·<�T

3. ç¿=eÚÇ\ d�+Xâ¢w�D ÈsÁ>·<�T

4. $w�|�<�s��\ �¯ÇsÁ«+ ÈsÁ>·<�T

158. Fill the table with correct set of A & B.

Endocrine gland Hormone secreted Ovary A

B Luteinising hormone

1. A : Prolactin, B : Pancrease

2. A : Progesterone, B : Pituitary

3. A : Adrenalin, B : Adrenal

4. A : Thyroxine, B : Thymus

d�ÂsÕq y��� A & B \ qT+&� mqT�¿=� ç¿ì+~ |�{켿£qT |�P]+#á+&�.

$H�Þø ç>·+~¸ �|sÁT $&�T<�\#û�d V�äsÃ�qT

çdÓï ;È¿ÃXø+ A

B \Ö«{ìHîÕ�+> V�äsÃ�H�

1. A : çbõý²¿ì¼H�, B : ¿Ã¢eT+

2. A : çbõCÉd¾¼s�H�, B : |¾³T«³¯

3. A : nç&�q*H�, B : nç&�qýÙ

4. A : <î Õs�¿ìàH�, B : <îÕeTdt

159. Cuscuta reflexa absorbs food through

1. Anchoring roots

2. Haustoria

3. Aerial roots

4. Lenticells

¿£d�TØ«{² Âs�|�¢¿±à M� <�Çs� �V�äs��� ç>·V¾²d�Tï+~.

1. n+³TyûsÁT¢

2. #áÖw�¿±\T

3. y�jáTT>·Ôá yûsÁT¢

4. ýÉ+{ì¿£D²\T

160. The Alkaloid used for Schizophrenia is

1. Thein

2. Morphine

3. Reserpine

4. Atropine

� �\Øý²sTT&� dÓØCËç|�Ó�jáÖqT �y�]d�Tï+~.

1. ~¸sTTH�

2. eÖ¯ÎÛH�

3. ]d�ÂsÎíH�

4. nç{Ë|¾H�

161. One of the basic processes of Science is

1. experimenting

2. formulating hypothesis

3. quantifying

4. controlling variables

$C²ãqXæg eTò*¿£ ç|�ç¿ìjáT\ýË �~ ÿ¿£{ì.

1. ç|�jîÖ>±\T #ûjáT³+

2. |�]¿£\Îq\T #ûjáT&�+

3. |�]eÖD¡¿£]+#á&�+

4. #ás�+Xæ\qT �jáT+çÜ+#á&�+

162. The processes distillation and sublimation were described by this ancient Indian Scientist.

1. Varahamihira

2. Charaka

3. Dhanwantari

4. Nagarjuna

&�d¾¼ýñw�H�, d�_¢yûTw�H� ç|�ç¿ìjáT\qT >·T]+º $e]+ºq uó²sÁrjáT |�Ús�Ôáq

XægyûÔáï

1. es�V�²$TV¾²sÁ

2. #ásÁ¿£

3. <ó�qÇ+Ôá]

4. H�>±sÁT¨q

163. The topic radioactivity, carbon dating can best be taught correlating these subjects

1. mathematics, biology

2. economics, mathematics

3. geography, mathematics

4. biology, civics

¹s&�jîÖ @¿ì¼${¡, ¿±sÁÒH� &û{ì+>´ bÍsÄ�«+Xæ\qT eTTK«+>± � d�uÉÅ£�¼\ÔÃ

nqTd�+<ó�q+ #ûd¾ uË~ó+#áe#áTÌ

1. >·DìÔá+, JeXæg+

2. �]�¿£Xæg+, >·DìÔá+

3. C²ç>·|�Ó, >·DìÔá+

4. JeXæg+, båsÁXæg+

164. The specification that relates to the objective ‘understanding’ is

1. gives reasons

2. generalises

3. detects errors

4. analysis

ne>±V�²q \¿�±«�¿ì d�+�+~ó+ºq d�ÎwÓ¼¿£sÁD

1. ¿±sÁD²\T Ôî\Î&�+

2. kÍ<ó�sÁD¡¿£]+#á&�+

3. ýËbÍ\qT ¿£��|³¼&�+

4. $Xâ¢w�D

165. In the teaching process, movement, gestures and pausing are the component behaviours of

1. skill of illustration with examples

2. skill of explaining

3. skill of probing questions

4. skill of stimulus variation

uË<ó�H� ç|�ç¿ìjáTýË ¿£<�*¿£\T, V�äeuó²y�\T, $s�eT$TeÇ&�+ nHû$ ç¿ì+~

uó²>·+ýË� ç|�esÁïq\T

1. �<�V�²sÁD\Ôà $e]+#û HîÕ|�ÚD«+

2. $esÁD HîÕ|�ÚD«+

3. ç|�¥�+#û HîÕ|�ÚD«+

4. �BÝ|�H� yîÕ$<ó�« HîÕ|�ÚD«+

166. “A project is a bit of real life introduced in the school” – This definition of project method is given by

1. Stevenson

2. Bellard

3. Kilpatrick

4. Armstrong

»»�Ôá«J$Ôá+ýË ¿=+Ôá uó²>±�� bÍsÄÁXæ\ýË ç|�yûXø �|³¼&�yûT ç|�¿£\Îqµµ n�

çbÍCÉÅ£�¼ |�<�ÆÜ >·T]+º Ôî*Îqy�sÁT

1. dÓ¼yîH�d�H�

2. uÉý²¢sY¦

3. ¿ìýÙbÍç{ì¿ù

4. �sY�çkͼ+>´

167. This does not reflect in the proforma of an “year plan” for science teaching

1. number of science periods per each unit

2. objectives to be achieved in each unit

3. names of the units to be completed month wise

4. number of special holidays.

�dÕH�à »»y�]ü¿£ |�<�¿£µµ |�{켿£ýË ç|�Ü_+_+#á�~

1. ÿ¿£ jáTÖ�{Ù q+<�T �+&�e\d¾q �dÕH�à |Ó]jáT&�¢ d�+K«

2. ç|�Ü jáTÖ�{Ù q+<�T kÍ~ó+#áe\d¾q \¿�±«\T

3. Hî\y�¯>± |�P]ï #ûjáÖ*àq jáTÖ�³¢ �|sÁT¢

4. ç|�Ôû«¿£ �d\eÚ\ d�+K«

168. Items like specimen jars, glass-troughs, test tubes should be entered in this laboratory register

1. permanent stock register

2. consumable stock register

3. breakable stock register

4. issue register

�dÎd¾eTH� C²sYà, >±EÔ=fɼ, |� ¿£� H�[¿£\ e+{ì ed�TïeÚ\qT ç|�jîÖ>·Xæ\ýË�

� ]�d�¼sYq+<�T qyîÖ<�T #ûjáÖ*

1. XæXøÇÔá ed�TïeÚ\ ]�d�¼sY

2. y�&û ed�TïeÚ\ ]�d�¼sY

3. |�Ðýñ ed�TïeÚ\ ]�d�¼sY

4. �w�O« ]�d�¼sY

169. The component which is not included in the ‘Vogel evaluation Scale’ for the analysis of a science textbook.

1. assignments

2. content

3. author’s qualifications

4. illustrations

�dÕqTà bÍsÄÁ«|�Úd�ï¿£ eTÖý²«+¿£qýË »yÃÂ>ýÙ eTÖý²«+¿£q eÖ|��µ q+<�T

|�]>·DýË�¿ì rd�T¿=q� n+Xø+

1. n�dÕH�yîT+³T¢

2. $w�jáTeTT

3. sÁ#ásTTÔá nsÁ½Ôá\T

4. �<�V�²sÁD\T

170. If a student gets same score when the same test is given at different times, then the test is said to be

1. valid

2. reliable

3. economical

4. utility

ÿ¿£ $<�«]�¿ì ÿ¹¿ |� ¿£�qT $$<ó� d�+<�s�ÒÛ\ýË �|{ì¼q|�Î{ì¿¡ ÿ¹¿ eÖsÁTØ\T

eºÌq#à � |� ¿£�Å£� >·\~

1. d�ç|�eÖDÔá

2. $XøÇd�újáTÔá

3. KsÁTÌ ÔáÅ£�Øe

4. W|�jîÖп£Ôá

171. The article that contains Fundamental duties in the Indian Constitution

uó²sÁÔá s�C²«+>·+ýË� çbÍ<�$T¿£ $<ó�T\T � �]¼¿£ýÙýË bõ+<�T|�sÁ#á�&�q$

1. 45 (A)

2. 31 (A)

3. 52 (A)

4. 51 (A)

172. A big canal was built from the rivers of this state to bring water to Thar Desert region

1. Gujarat

2. Punjab

3. Madhya Pradesh

4. Uttar Pradesh

<ó�sY m&�] çbÍ+Ô��¿ì úsÁT rd�TÅ£�s�e&��¿ì � s�çw�¼eTTýË� q<�T\ qT+&�

�|<�Ý ¿±\Te �]�+#�sÁT.

1. >·TÈs�ÔY

2. |�+C²�T

3. eT<ó�«ç|�<ûXÙ

4. �ÔáïsÁç|�<ûXÙ

173. Eastern Ghats are spread across the following states

1. Tamil Nadu and Andhra Pradesh

2. Karnataka and Goa

3. Maharashtra and Goa

4. Kerala and Karnataka

ÔáÖsÁTÎ ¿£qTeT\T � s�çw�¼eTT\ýË $d�ï]+º �H��sTT.

1. Ôá$TÞøH�&�T eT]jáTT �+ç<ó�ç|�<ûXÙ

2. ¿£s��³¿£ eT]jáTT >Ãy�

3. eTV�äs�çw�¼ eT]jáTT >Ãy�

4. ¹¿sÁÞø eT]jáTT ¿£s��³¿£

174. The ocean which greatly influences the climate of Europe continent is

1. The Arctic Ocean

2. The Atlantic Ocean

3. The Pacific Ocean

4. The Indian Ocean

� d�eTTç<�+ jáTÖsÁ|t, oÔÃw��d¾�Ü�|Õq n~ó¿£ ç|�uó²e+ #áÖ|�ÚÔáT+~.

1. �]Ø{ì¿ù eTV�äd�eTTç<�+

2. n{²¢+{ì¿ù eTV�äd�eTTç<�+

3. |�d¾|�¾¿ù eTV�äd�eTTç<�+

4. V¾²+<�Ö eTV�äd�eTTç<�+

175. The Book “Kitab al-Hind” was written by

1. Mahmud Ghazni

2. Mahmud Ghori

3. Al-Biruni

4. Abul Fazl

»»¿ìÔ�uÙ nýÙ V¾²+<�µµ nHû ç>·+<�eTT sÁº+ºqy�sÁT

1. eTV�²eT�<� >·È�

2. eTV�²eT�<� |��TË]

3. nýÙ_sÁÖú

4. n�TýÙ |���ýÙ

176. The colour used to locate boundaries and hills in the maps respectively are

1. Black, light grey

2. Light grey, Black

3. Black, Brown

4. White, Black

d�]V�²<�TÝ\T eT]jáTT ¿=+&�\qT |�³eTTýË d�Öº+#áT³Å£� �|�jîÖÐ+#áT

sÁ+>·T\T esÁTd�>±

1. q\T|�Ú, ýñÔá �Ö&�<� sÁ+>·T

2. ýñÔá �Ö&�<� sÁ+>·T, q\T|�Ú

3. q\T|�Ú, >Ã<ó�TeT sÁ+>·T

4. Ôî\T|�Ú, q\T|�Ú

177. Diamond mines are located in these places of Guntur and Ananthapuram districts respectively

1. Kollur, Vajrakaroor

2. Vajrakaroor, Kolluru

3. Garikapadu, Tadipatri

4. Amaravati, Tadipatri

>·T+³ÖsÁT, nq+Ôá|�ÚsÁ+ �ý²¢\ýË eçC²\ >·qT\T >·\ çbÍ+Ô�\T esÁTd�>±

1. ¿=\Ö¢sÁT, eçÈ¿£sÁÖsY

2. eçÈ¿£sÁÖsY, ¿=\Ö¢sÁT

3. >·]¿ìbÍ&�T, Ô�&�|�çÜ

4. neTs�eÜ, Ô�&�|�çÜ

178. Gandhiji asked the Indian people to observe this day as a day of “humiliation and prayer”

1. 4th April 1918

2. 3rd March 1942

3. 6th April 1920

4. 6th April 1919

� ÔûBq »»çbÍsÁ�q, >�sÁeuó�+>· ~q+µµ>± �sÁÇV¾²+#áeT� uó²sÁÔá ç|�È\qT

>±+BóJ ¿Ãs�sÁT

1. @ç|¾ýÙ 4, 1918

2. eÖ]Ì 3, 1942

3. @ç|¾ýÙ 6, 1920

4. @ç|¾ýÙ 6, 1919

179. The first person who donated land and the first person who received land during the Bhoodan movement respectively are

1. Vedire Ramachandra Reddy, Maisaiah

2. Kadiri Rama Gopala Reddy, Maisaiah

3. Visnuri Ramachandra Reddy, Polaiah

4. Maisaiah, Vedire Ramachandra Reddy

uó�Ö<�q �<�«eT ¿±\+ýË yîTT³¼yîTT<�³>± uó�Ö<�q+ #ûd¾q e«¿ìï, eT]jáTT

bõ+~q e«¿ìï esÁTd�>±

1. yî~Âs s�eT#á+ç<�Âs&�¦, yîT®d�jáT«

2. ¿£~] s�eT>ÃbÍ\Âs&�¦ , yîT®d�jáT«

3. $d�Ö�] s�eT#á+ç<�Âs&�¦, bþ\jáT«

4. yîT®d�jáT«, yî~Âs s�eT#á+ç<�Âs&�¦

180. The tribal exhibition in this place helps us to know about tribal traditions and culture

1. Tirupathi

2. Visakhapatnam

3. Srisailam

4. Rampachodavaram

�#á̳>·\ ç|�<�sÁôqXæ\ Ð]Èq d�+d�Ø �Ü, kÍ+ç|�<�jáÖ\T Ôî\Td�T¿Ãe&��¿ì

�|�jîÖ>·|�&�TÔáT+~

1. ÜsÁT|�Ü

2. $XæK|�³¼D+

3. lXèÕ\+

4. sÁ+|�#Ã&�esÁ+

181. Number of seats won by Congress Party in the first Lok Sabha elections -1952

1952ýË È]Ðq yîTT<�{ì ýË¿ùd�uó� m��¿£\ýË ¿±+Â>dt bÍ ¼ Â>*ºq dÓ³T¢

1. 372

2. 352

3. 384

4. 364

182. The construction of Qutubminar was started and completed by these persons respectively

1. Iltutmish, Qutubuddin Aibak

2. Shajahan, Qutubuddin Aibak

3. Qutubuddin Aibak, Iltutmish

4. Qutubuddin Aibak, Shajahan

Å£�ÔáTuÙ$TH�sY �s��DeTT çbÍsÁ+_ó+ºqy�sÁT eT]jáTT |�P]ï#ûd¾qy�sÁT esÁTd�>±

1. �ýÙ³T{Ù$Twt, Å£�ÔáT�TBÝH� ×�¿ù

2. cÍÈV�äH�, Å£�ÔáT�TBÝH� ×�¿ù

3. Å£�ÔáT�TBÝH� ×�¿ù, �ýÙ³T{Ù$Twt

4. Å£�ÔáT�TBÝH� ×�¿ù, cÍÈV�äH�

183. The book “Satyartha Prakash” was written by

1. Swami Vivekananda

2. Swami Dayananda Saraswathi

3. Raja Rammohan Roy

4. Pandita Ramabai Saraswathi

»»d�Ô�«sÁ�ç|�¿±XÙµµ nHû |�Úd�ï¿£eTTqT sÁº+ºqy�sÁT

1. kÍÇ$T $yû¿±q+<�

2. kÍÇ$T <�jáÖq+<� d�sÁd�ÇÜ

3. s�C² s�+yîÖV�²H� s�jYT

4. |�+&�Ôá sÁeÖu²sTT d�sÁd�ÇÜ

184. As per 2011 census the State that has highest sex ratio in India

1. Andhra Pradesh

2. Tamil Nadu

3. Uttar Pradesh

4. Kerala

2011 ÈH�uó² ýÉ¿£Ø\ ç|�¿±sÁ+ uó²sÁÔá<ûXø+ýË nÔá«~ó¿£ *+>· �w�ÎÜï >·\ s�çw�¼+

1. �+ç<ó�ç|�<ûXÙ

2. Ôá$TÞøH�&�T

3. �ÔáïsÁ ç|�<ûXÙ

4. ¹¿sÁÞø

185. The Western Coast of India extends from …… to ……

1. Rann of Kutch - Tiruvananthapuram

2. Rann of Kutch - Kanya Kumari

3. Mahanadi delta - Kavery delta

4. Kavery delta - Rann of Kutch

uó²sÁÔá<ûXø |�&�eT{ì rsÁyîT®<�q+ $d�ï]+ºjáTTq� çbÍ+Ôá+

1. s�DY �|�t ¿£#Y qT+&� ÜsÁTeq+Ôá|�ÚsÁ+ esÁÅ£�

2. s�DY �|�t ¿£#Y qT+&� ¿£H�«Å£�eÖ] esÁÅ£�

3. eTV�äq~ &îý²¼ qT+&� ¿±yû] &îý²¼ esÁÅ£�

4. ¿±yû] &îý²¼ qT+&� s�DY �|�t ¿£#Y esÁÅ£�

186. In 1965, when Lal Bahadur Shastri was the Prime Minister of India, Pakistan was under the military dictatorship of

1. Musharraf

2. Zulfikar Ali Bhutto

3. General Yahya Khan

4. General Ayub Khan

1965 d�+eÔáàsÁ+ýË uó²sÁÔá<ûXæ�¿ì ý²ýÙ�V�²<�ÖsY Xæçd¾ï ç|�<ó�qeT+çÜ>± �q�

d�eTjáT+ýË bÍ¿ìkÍïH�qT |�]bÍ*+ºq �dÕ�¿£ �jáT+Ôá ....

1. eTTcÍsÁ|�t

2. EýÙ|�¾¿£sY �© uó�T{˼

3. ÈqsÁýÙ jáTVt²jáÖ U²H�

4. ÈqsÁýÙ njáTÖuÙ U²H�

187. “Centre for Science and Environment”, New Delhi was founded by

1. Medha Patkar

2. Sundar Lal Bahuguna

3. Anil Kumar Agarwal

4. Vandana Siva

»»$C²ãqXæçd�ï eT]jáTT |�s�«esÁD ¹¿+ç<�+µµ, qÖ«&ó�©¢ (�d+³sY |��sY �dÕH�à n+&�

m�Çs�H�yîT+{Ù) kÍ�|¾+ºqy�sÁT

1. yûT<¸� bͳØsY

2. d�T+<�sYý²ýÙ �V�Q>·TD

3. n�ý٠ţ�eÖsY n>·s�ÇýÙ

4. e+<�H�¥e

188. This is the cold local wind in the Andes region

1. Yoma

2. Puna

3. Simmon

4. Norwester

�+&�dt çbÍ+Ôá+ýË� kÍ��¿£ oÔá\ |�eH�\T

1. jîÖeÖ

2. |�P«H�

3. �dÕeTÖH�

4. H�ÂsÇd�¼sY

189. The American President who formulated that no European power would be allowed to build colonies in the American continents and USA will not interfere in the affairs of Europe or colonies in other continents is

1. James Munroe

2. Abraham Lincoln

3. Roosevelt

4. Woodrow Wilson

nyîT]¿± K+&�\ýË jáTÖsÁ|t <ûXæ\T @M e\d� çbÍ+Ô�\qT

@sÁÎsÁ#áT¿ÃÅ£L&�<�ú, n+<�TÅ£� ç|�Ü>± �ÔásÁ K+&�\ýË jáTÖsÁ|t e«eV�äs�ýË¢

¿±ú, e\d� çbÍ+Ô�ýË¢ ¿±� nyîT]¿± CË¿£«+ #ûd�T¿Ã<�T n� ç|�ÜbÍ~+ºq

nyîT]¿± n<ó�«Å£��&�T

1. Cñy�Tà eTçHÃ

2. nç�V�²+*+¿£H�

3. sÁÖCÙyîýÙ¼

4. �ç&Ã$\àH�

190. In Arab, ‘Arab Spring’ - the revolutionary waves of demonstrations, protests and wars commenced in this year

nsÁ�TÒýË �sÁd�q\T, ç|�<�sÁôq\T, jáTT<�Ý\ $|�¢e ÔásÁ+>·+ ` »nsÁ�TÒ ed�+Ôá+µ

çbÍsÁ+uó�yîT®q d�+eÔáàsÁ+

1. 2005

2. 2010

3. 2009

4. 2004

191. ‘Making conclusions by taking a decision’ is related to this step of Inquiry process

1. Explore

2. Create

3. Discuss

4. Reflect

»ÿ¿£ �sÁ�jáÖ�¿ì eºÌ eTTÐ+|�Ú #ûjáTT³µ nqTq~ $#�sÁD ç|�ç¿ìjáTýË�

� kþbÍqeTTqÅ£� d�+�+~ó+ºq~ 1. nHûÇw¾+#áT³

2. d��w¾¼+#áT³

3. #á]Ì+#áT³

4. ç|�Üd�Î+~+#áT³

192. A social studies teacher organised drama competitions on the topic ‘our festivals’ to the students. This task is intended to develop the following value among pupils

1. Democratic value

2. Cultural value

3. Disciplinary value

4. Vocational value

ÿ¿£ kÍ+|�¾T¿£Xæçd�ï �bÍ<ó�«jáTT&�T $<�«sÁT�\Å£� »eTq|�+&�T>·\Tµ nqT n+Xø+�|Õ

H�³¿£ bþ{¡\T �sÁÇV¾²+#áT³ <�Çs� $<�«sÁT�\ýË �|+bõ+~+#áT $\Te 1. ç|�C²kÍÇ$T¿£ $\Te

2. kÍ+d�Ø �Ü¿£ $\Te

3. ç¿£eT¥¿£�D² $\Te

4. e�Üï|�sÁ $\Te

193. ‘A student is able to prepare a short note on his/her district physical features by observing a map and by translating symbols into words’. This relates to the achievement of this objective.

1. Knowledge

2. Attitude

3. Understanding

4. Application

»ÿ¿£ $<�«]�, ÿ¿£ |�{²�� |�]o*+º n+<�TýË� >·TsÁTï\ �<ó�sÁ+>± Ôáq �ý²¢

uó�Ü¿£ d�ÇsÁÖ|�+�|Õ ÿ¿£ cÍsY¼HÃ{Ù ÔájáÖsÁT #ûjáT>·*>±&�Tµ. �~ � \¿£�«kÍ<ó�qqT

d�Öºd�Tï+~.

1. C²ãq+

2. yîÕK]

3. ne>±V�²q

4. $�jîÖ>·+

194. The following statement is not a use of text book. The present Social Science text books allow students

1. to ask questions in the class room.

2. to share their experiences in the class room.

3. to discuss freely in the class room.

4. to memorise all the concepts.

ç¿ì+~ y��ýË ÿ¿£{ì bÍsÄÁ«|�Úd�￱\ �|�jîÖ>·eTT ¿±<�T.... ç|�d�TïÔá

kÍ+|�¾T¿£Xæçd�ï bÍsÄÁ«|�Úd�ï¿£+ $<�«sÁT�\Å£� 1. ÔásÁ>·Ü >·~ýË ç|�¥�+#áT³Å£� �|�jîÖ>·|�&�TÔáT+~.

2. ÔásÁ>·Ü >·~ýË ÔáeT nqTuó�y�\qT |�+#áT¿=qT³Å£�

�|�jîÖ>·|�&�TÔáT+~.

3. ÔásÁ>·Ü >·~ýË �dÇ#áÌÛ>± #á]Ì+#áT³Å£� �|�jîÖ>·|�&�TÔáT+~.

4. uó²eq\��+{ì� ¿£+sÄÁd�ï+ #ûjáTT³Å£� �|�jîÖ>·|�&�TÔáT+~.

195. Before starting the topic ‘gender equality’, a Social Studies teacher initiated discussion with the students in the class room on ‘how the sons and daughters are treated by their parents in their homes’. In this situation the teacher utilized this maxim

1. Known to unknown

2. Complex to simple

3. Difficult to easy

4. Distance to immediate

ÿ¿£ kÍ+|�¾T¿£Xæçd�ï �bÍ<ó�«jáTT&�T, »çdÓï |�ÚsÁTw� d�eÖqÔáÇ+µ, nqT bÍsÄ�«+Xø+

uË~ó+#á&��¿ì eTT+<�T, $<�«sÁT�\Ôà »ÔáeT �+&�¢ýË Ôá*¢<�+ç&�T\T Å£�eÖsÁT\qT,

Å£�eÖÂsï\qT @$<ó�+>± #áÖd�TïH��sÁTµ n� ÔásÁ>·Ü >·~ýË #ásÁÌ çbÍsÁ+_ó+#�&�T.

� d���yûXø+ýË � �bÍ<ó�«jáTT&�T �|�jîÖÐ+ºq uË<ó�H�d�ÖçÔá+ 1. Ôî*d¾q <��qT+&� Ôî*jáT� <��¿ì

2. d�+¿ì¢w�¼yîT®q y�{ìqT+&� d�sÁÞøÔáÅ£�

3. ¿ì¢w�¼yîT®q y�{ìqT+&� d�T\uó�yîT®qy�{ì¿ì

4. d�T<�ÖsÁ+ qT+&� d�MT|�+qÅ£�

196. “If you become a village Sarpanch, what measures do you take to increase ground water level in your village?” – This question is related to this academic standard

1. Conceptual Understanding

2. Reflection on Contemporary issues and Questioning

3. Appreciation and Sensitivity

4. Information skills

»»MT¹s ÿ¿£ ç>±eT d�sÁÎ+#Y nsTTÔû, MT ç>±eT+ýË uó�Ö>·sÁÒÛÈ\ kÍ�sTT�

�|+#á&��¿ì mý²+{ì #ásÁ«\T #û|�&�Ô�sÁT?µµ nqT ç|�Xø� � $<�«ç|�eÖD²�¿ì

d�+�+~ó+ºq~ 1. $w�jáÖe>±V�²q

2. d�eT¿±©q n+Xæ\�|Õ ç|�Üd�Î+~+#áT³, ç|�¥�+#áT³

3. ç|�Xø+d�, d�T��ÔáÔáÇ+

4. d�eÖ#�sÁ HîÕ|�ÚD²«\T

197. ‘Political Map’ and the slogan ‘Beti Bachao - Beti Padao’ are

respectively

1. Visual symbol, Verbal symbol

2. Verbal symbol, Visual symbol

3. Both are Visual symbols

4. Both are Verbal symbols

»s�È¿¡jáT |�³+µ eT]jáTT »uñ{¡ �#�yÃ`uñ{¡ |�&�yõ nqT �H�<�\T esÁTd�>± 1. <��Xø« d�+¹¿Ôá+, Xø�Ý d�+¹¿Ôá+

2. Xø�Ý d�+¹¿Ôá+, <��Xø« d�+¹¿Ôá+

3. Âs+&�Ö <��Xø« d�+¹¿Ô�\T

4. Âs+&�Ö Xø�Ý d�+¹¿Ô�\T

198. A Social Studies teacher exhibited dramatization skill in the class room as a part of ‘teaching-learning process’. The skill possessed by the teacher is

1. Teaching skill

2. Communication / expressive skill

3. Executive skill

4. Teaching learning material preparation skill

uË<ó�H�uó�«d�qýË uó²>·+>± ÿ¿£ kÍ+|�¾T¿£Xæçd�ï �bÍ<ó�«jáTT&�T, ÔásÁ>·Ü >·~ýË

H�³¿¡¿£sÁD HîÕ|�ÚD²«�� ç|�<�]ô+#�&�T. nÔá&�T ¿£*Ð �q� HîÕ|�ÚD«+

1. uË<ó�H� HîÕ|�ÚD«+

2. uó²ee«¿¡ï¿£sÁD HîÕ|�ÚD«+

3. ¿±sÁ«�sÁÇV�²D HîÕ|�ÚD«+

4. uË<ó�H�uó�«d�q kÍeÖçÐ ÔájáÖ¯ HîÕ|�ÚD«+

199. This is not one of the criteria of a good lesson / period plan

1. Instructional objectives should be mentioned clearly.

2. There shall be linkage between present and previous topics.

3. Methods can be selected according to interest of the teacher.

4. Activities suitable to the teaching of the topic and utilization of teaching learning material should be mentioned.

eT+º bÍsÄÁ« / |Ó]jáT&� |�<¸�¿±�¿ì �+&�e\d¾q \¿£�D²\ýË ÿ¿£{ì ¿±�~ 1. uË<ó�H�\¿�±«\qT d�Îw�¼+>± �|s=ØH�*.

2. |�PsÁÇ eT]jáTT ç|�d�TïÔá bÍsÄ�«+Xæ\ eT<ó�« d�+�+<ó�+ �+&�*.

3. �bÍ<ó�«jáTT&�T, Ôáq �d�¿ìï ç|�¿±sÁ+ |�<�ÆÔáT\qT m+|¾¿£ #ûjáTe#áTÌ.

4. bÍsÄ�«+Xæ�� uË~ó+#áT³Å£� nqTyîÕq ¿£�Ô�«\T, $�jîÖÐ+#û uË<ó�H�

kÍeÖçÐ� �|s=ØH�*.

200. “In Social Science subject, curricular themes that are selected shall move from simple to complex, immediate to distance are consolidated in a balanced manner”. This is mentioned by

1. National Curriculum Frame work – 1988

2. National Curriculum Frame work – 2005

3. Acharya Rama Murthy Committee report - 1990

4. National Curriculum Frame work (School Education) – 2000

»»kÍ+|�¾T¿£Xæçd�ï $<�«ç|�D²[¿£Å£� m+|¾¿£#û�d �Üe�Ô�ï\T d�sÁÞøÔá qT+&� ¿ì¢w�¼ÔáÅ£�,

d�MT|�+ qT+&� d�T<�Ös��¿ì <�]r�d $<ó�+>± d�+ÔáT*Ôá ¯ÜýË

ç¿Ã&�¿£]+#á�&�*.µµ ` n� �|s=Ø�q~ 1. C²rjáT $<�«ç|�D²[¿± #áç³+ ` 1988

2. C²rjáT $<�«ç|�D²[¿± #áç³+ ` 2005

3. �#�sÁ« s�eTeTÖ]ï ¿£$T{¡ �yû~¿£ ` 1990

4. C²rjáT $<�«ç|�D²[¿± #áç³+ (bÍsÄÁXæ\ $<�«) ` 2000