TET Cum TRT

SGT – 27-01-2019 (S2)

1. Rigvedic name of Beas River is

1. Kubha

2. Vipas

3. Gumal

4. Askini

�TT¹>Ç<�+ýË _jáÖdt q~ �|sÁT

1. Å£Luó�

2. $bÍdt

3. >·TeÖýÙ

4. nd¾Ø�

2. The first Battle of Panipat was fought in the year

yîTT<�{ì bÍ�|�³T¼ jáTT<�ÆeTT È]Ðq d�+eÔáàsÁeTT

1. 1516 AD

2. 1761 AD

3. 1526 AD

4. 1556 AD

3. The cyclones occur in Caribbean Sea are

1. Willy Willie

2. Tornado

3. Hurricanes

4. Typhoons

¿£̄ _jáTH� d�eTTç<�+ýË @sÁÎ&û ÔáTb�ÍqT¢

1. $©¢ $ýÉ¢í

2. {ËsÁ�&Ã

3. V�²]¹¿qT¢

4. fÉ®|��PqT¢

4. Directive Principles of State Policy are mentioned in this part of Indian Constitution

1. Part - V

2. Part - I

3. Part - III

4. Part - IV

uó²sÁÔá s�C²«+>·+ýË � uó²>·+ýË s�h $<ó�q �<û¥¿£ d�ÖçÔ�\

ç|�kÍïeq �+~.

1. uó²>·+ ` V

2. uó²>·+ ` I

3. uó²>·+ ` III

4. uó²>·+ ` IV

5. ‘Securities and Exchange Board of India’ (SEBI) was set up in

� d�+eÔáàsÁ+ýË »uó²sÁÔá �dÅ£L«]{¡dt eT]jáTT m¿ùà#óû+CÙ uËsÁT¦µ (SEBI) kÍ�|¾+#á�&�+~.

1. 1992

2. 1991

3. 1990

4. 1989

6. Aam Aadmi Bhima Yojana was launched by LIC for rural landless households at

1. Nainital

2. Mississippi

3. Shimla

4. Darjeeling

ç>±MTD çbÍ+Ô�\ýË uó�ÖeTT\T ýñ�y�] Å£�³T+u²\ ¿=sÁÅ£� LIC y�sÁT

�y�T �B� ;óeÖ jîÖÈq |�<�̧¿±�� �¿£Ø&� çbÍsÁ+_ó+#�sÁT.

1. HîÕ�{²ýÙ

2. $Td¾àd¾|¾

3. d¾eÖ¢

4. &�]¨*+>´

7. Electron was discovered by

1. Chadwick

2. J.J. Thomson

3. Rutherford

4. Rontgen

m\翱¼H�qT ¿£qT>=�q y�sÁT

1. #ó�&�Ç¿ù

2. CÉ.CÉ. <¸�eTàH�

3. sÁÖ<ó�sY|��sY¦

4. s�+{ÙÈH�

8. This lens is used to correct Myopia

1. Concave

2. Convex

3. Biconcave

4. Biconvex

çV�²d�Ç<��w¾¼ <ÃcÍ�� d�e]+#á&��¿ì y�&û ¿£³¿£eTT.

1. |�Ú{²¿±sÁ

2. Å£�+u󲿱sÁ

3. ~Ç|�Ú{²¿±sÁ

4. ~ÇÅ£�+u󲿱sÁ

9. The drama ‘Macbeth’ was written by

1. Charles Dickens

2. Thomas Hardy

3. Oscar Wilde

4. William Shakespeare

»eÖ¿ÒÔYµ H�³¿£ sÁ#ásTTÔá

1. #ó�Âs¢dt &�¿H�à

2. <¸�eTdt V�䯦

3. �kÍØsY yîÕýÙ¦

4. $*jáT+ �w¿ùà|¾jáTsY

10. Man Booker Prize Winner of 2017 is

1. Vikram Seth

2. Gunnar Myrdal

3. George Saunders

4. Paul Beatty

2017 eÖH� �T¿£sY ç�|ÕCÙ ç>·VÓ²Ôá

1. $ç¿£y�T �d<�̧

2. >·TH��sY $TsY&�ýÙ

3. C²]¨̈ kÍ+&�sYà

4. bÍýÙ uÉ{¡¼

11. The head quarters of ‘INTERPOL’ is located at

1. New York

2. Lyon in France

3. Paris

4. Geneva

»�+³sYbþýÙµ ç|�<ó�q ¿±s�«\jáTeTT �#á̳ ¿£\<�T.

1. qÖ«jáÖsYØ

2. çb�ÍH�àýË� *jáÖH�

3. bÍ]dt

4. CÉúy�

12. Summer Olympic Games 2020 are scheduled to be held at

1. Tokyo, Japan

2. New Delhi, India

3. Beijing, China

4. Athens, Greece

2020 d�+eÔáàsÁ+ýË yûd�$ ÿ*+|¾¿ù ç¿¡&�\T �¿£Ø&� ÈsÁT>·TÔ�sTT.

1. {˿ë, ÈbÍH�

2. qÖ« &ó�©¢, �+&�jáÖ

3. ;�+>´, #îÕH�

4. @<î̧îH�à, ç^dt

13. National sport of Spain is

1. Baseball

2. Hockey

3. Bullfighting

4. Badminton

�dÎsTTH� <ûXø|�Ú C²rjáT ç¿¡&�

1. uñdtu²ýÙ

2. V�信

3. �TýÙ�|�Õ{ì+>´

4. u²«&��+³H�

14. This Indian sports team is also known as ‘Bhangra Boys’

1. Cricket

2. Football

3. Hockey

4. Kabaddi

�+&�jáÖýË � �³>±Þøß {¡y�TqT »uó²+ç>± u²jYTൠn+{²sÁT.

1. ç¿ì¿{Ù

2. |��Ú{Ùu²ýÙ

3. V�信

4. ¿£�&�¦

15. As per this Indian constitutional amendment ‘GST’ was introduced

uó²sÁÔá s�C²«+>·+ýË� � n~ó¿£sÁDqT d�esÁD #ûd�Öï »�mdt{ìµ� ç|�yûXø�|{²¼sÁT

1. 42

2. 100

3. 52

4. 101

16. Present Chief of Naval Staff of India is

1. Admiral Sunil Lanba

2. Admiral Robin K. Dhowan

3. Admiral Nirmal Verma

4. Admiral Sureesh Mehta

ç|�d�TïÔá uó²sÁÔá H�$¿± <�Þø N|�t

1. n&��sÁýÙ d�T�ýÙ ý²+�

2. n&��sÁýÙ s�_H� ¿. <ó�eH�

3. n&��sÁýÙ �sÁ�ýÙ esÁ�

4. n&��sÁýÙ d�T¯wt yîTV�²Ô�

17. Minister of Drinking Water and Sanitation in the Union Cabinet at present is

1. Suresh Prabhu

2. Nitin Jairam Gadkari

3. Ram Vilas Paswan

4. Uma Bharati

çÔ�>·TúsÁT eT]jáTT bÍ]Xø�<ó�« XæK ç|�d�TïÔá ¹¿+ç<�eT+çÜ

1. d�T¹sXÙ ç|�uó�T

2. �ÜH� ÈjáTs�y�T >·&�د

3. s�y�T $ý²dt bÍXæÇH�

4. �eÖ uó²sÁÜ

18. ‘The Directorate of Film Festival’ was set up in

»|�¾ýÙ� �|�d¾¼eýÙ &îÕÂs¿£¼¹s{Ùµ @s�γT #ûjáT�&�q d�+eÔáàsÁeTT.

1. 1948

2. 1973

3. 1952

4. 1947

19. The 8th BRICS Summit was held in 2016 at

1. Russia

2. Sri Lanka

3. Goa

4. Bangladesh

2016ýË 8e ç_¿ùà (BRICS) d�<�d�Tà �¿£Ø&� È]Ð+~.

1. sÁcÍ«

2. l\+¿£

3. >Ãy�

4. �+>±¢<ûXÙ

20. The President of South Korea at present is

1. Mr. Moon Jae-in

2. Hoe Jeong

3. Mr. Kim Jong-un

4. Ban Ki Moon

<�¿ì�D ¿=]jáÖ ç|�d�TïÔá n<ó�«Å£��&�T

1. Mr. eTÖH� CÉ̀ �H�

2. V�²Ã �jáÖ+>´

3. Mr. ¿ìy�T CË+>´̀ �H�

4. u²H�`¿ì`eTÖH�

21. This system that was based on family traditions and related to ancient Rishis is

1. Shakha

2. Parishad

3. Charan

4. Gotra

Å£�³T+� d�+ç|�<�jáÖ\�|Õ �<ó�sÁ|�&�q eT]jáTT çbÍNq �TTw�§\Å£�

d�+�+~ó+ºq e«ed��

1. XæK (Shakha)

2. |�]w�ÔY

3. #ásÁDY (Charan)

4. >ÃçÔá+

22. Practical education for disciples in Upanishad period includes

1. Yajnagni, taming the animals of the Ashram and learning music

2. Bhikshatan, taming the animals of the Ashram and making houses

3. Bhikshatan,Yajnagni, taming the animals of the Ashram and cultivation

4. Bhikshatan,Yajnagni, hunting and cultivation

�|��w�ÔY ¿±\+ýË ¥w�§«\Å£� >·\ �#ásÁD²Ôá�¿£ $<�«

1. jáÖC²ã�ã (Yajnagni), �çXøeT+ýË� È+ÔáTeÚ\qT

eTºÌ¿£ #ûd�T¿=qT³, d�+^Ôá+ HûsÁTÌ¿=qT³

2. _ó¿�±³q, �çXøeT+ýË� È+ÔáTeÚ\qT eTºÌ¿£ #ûd�T¿=qT³,

>·�V�ä\ @s�γT ( making houses)

3. _ó¿�±³q, jáÖC²ã�ã (Yajnagni), �çXøeT+ýË� È+ÔáTeÚ\qT

eTºÌ¿£ #ûd�T¿=qT³, Hû\kÍ>·T

4. _ó¿�±³q, jáÖC²ã�ã (Yajnagni), yû³, Hû\kÍ>·T

23. How many parts are included in the NCERT document containing a Code of Professional Ethics for Teachers?

NCERT y�] �bÍ<ó�«jáTT\ e�Üï ç|�esÁïH� �jáTeÖe[¿ì d�+�+~ó+ºq

|�çÔá+ýË #ûsÁÌ�&�¦ uó²>±\T

1. 4

2. 2

3. 1

4. 3

24. Following NPE 1986, the number of SCERTs established for providing in-service education to primary and secondary school teachers

1986 C²rjáT $<�« $<ó�H��� (NPE) nqTd�]+º, çbÍ<�̧$T¿£, �d¿£+&�̄

bÍsÄÁXæ\ �bÍ<ó�«jáTT\Å£� e�Ôá«+ÔásÁ $<�«qT n+~+#áT³Å£� @s�ÎfÉ®q

mdt.d¾.�.�sY.{ì. (SCERT) \ d�+K«

1. 30

2. 100

3. 45

4. 10

25. Number of districts identified to cover under ‘Saakshar Bharat’

1. 410 districts belonging to 27 States including UTs

2. 410 districts belonging to 29 States including UTs

3. 200 districts belonging to 27 States including UTs

4. 500 districts belonging to 29 States including UTs

»kÍ¿£�sÁ uó²sÁÔYµ |�]~¸ýË >·T]ï+|��&�¦ �ý¢²\ d�+K«

1. ¹¿+ç<�bÍ*Ôá çbÍ+Ô�\Ôà ¿£*|¾ 27 s�çcͼ\ýË� 410 �ý²¢\T

2. ¹¿+ç<�bÍ*Ôá çbÍ+Ô�\Ôà ¿£*|¾ 29 s�çcͼ\ýË� 410 �ý²¢\T

3. ¹¿+ç<�bÍ*Ôá çbÍ+Ô�\Ôà ¿£*|¾ 27 s�çcͼ\ýË� 200 �ý²¢\T

4. ¹¿+ç<�bÍ*Ôá çbÍ+Ô�\Ôà ¿£*|¾ 29 s�çcͼ\ýË� 500 �ý²¢\T

26. A person desires something which is a value for him. This comes under the theory of value

1. Experimental theory

2. Interest theory

3. Existence Theory

4. Part-whole theory

ÿ¿£ e«¿ìï ¿ÃsÁTÅ£�q�<û ÔáqÅ£� $\TyîÕq~. �~ � $\Te\ d¾<�Æ+Ôá+ ç¿ì+<�

ed�Tï+<�� #î|�ð¿Ãe#áTÌ

1. ç|�jîÖ>±Ôá�¿£ d¾<�Æ+Ôá+

2. �d�¿ìï d¾<�Æ+Ôá+

3. ��¿ì d¾<�Æ+Ôá+

4. $uó²>·+`yîTTÔáï+ d¾<�Æ+Ôá+

27. This replaced the 60-year-old UN Commission on Human Rights as the key UN inter-governmental body responsible for human rights

1. United Nations High Commission for Human Rights

2. The Human Rights Council

3. The International Covenant on Economic, Social and Cultural Rights

4. The Human and Child Rights Convention Council

M{ìýË 60 d�+öö çbÍNq eÖqe V�²Å£�Ø\�|Õ ×¿£«s�È« d�$TÜ ¿£MTw�H�qT

�~ eÖqe V�²Å£�Ø\ ¿=sÁÅ£� u²<ó�«Ôá eV¾²+#û ¿¡\¿£ n+ÔásY ç|�uó�TÔáÇ ×¿£«s�È«

d�+d��>± eÖ]Ìq~

1. eÖqe V�²Å£�Ø\ ׿£«s�È« d�$TÜ �VÕ² ¿£MTw�H�

2. eÖqe V�²Å£�Ø\ eT+&�*

3. �]�¿£, kÍ+|�¾T¿£, kÍ+d�Ø �Ü¿£ V�²Å£�Ø\�|Õ n+Ôás�¨rjáT ÿ&�+�&�¿£

4. eÖqe eT]jáTT u²\\ V�²Å£�Ø\ ÿ&�+�&�¿£ eT+&�*

28. 10th December is observed as

1. Child Rights Day

2. Human Rights Day

3. UN Day

4. Public Welfare Day

&��d+�sY 10� � ~q+>± bÍ{ìkÍïsÁT

1. u²\\ V�²Å£�Ø\ ~q+>±

2. eÖqe V�²Å£�Ø\ ~q+>±

3. ׿£«s�È« d�$TÜ ~q+>±

4. ç|�C²d�+¹¿�eT ~q+>±

29. According to NCF 2005, this should be the medium of learning for students in schools?

1. Foreign language

2. State language

3. National language

4. Home language

NCF 2005 ç|�¿±sÁ+, ç¿ì+~ y�{ìýË �~ bÍsÄÁXæ\ýË¢ $<�«sÁT�\ nuó�«d�qÅ£�

eÖ<ó�«eT+>± �+&�*

1. $<ûo uó²w�

2. s�h uó²w�

3. C²rjáT uó²w�

4. �+{ì uó²w�

30. Teaching of Mathematics does not develop these skills

1. Creativity and imagination

2. Visualization and representation

3. Correction of productive skills

4. Literary skills

>·DìÔá uË<ó�q <�Çs� � HîÕ|�ÚD²«\qT n_óe�~Æ #ûjáTýñeTT

1. d��ÈH�Ôá�¿£Ôá eT]jáTT ¿±\Î�¿£Ôá

2. }V¾²+#áT³ eT]jáTT çbÍÜ�<ó�«+ eV¾²+#áT³

3. �Ô�Î<�¿£ HîÕ|�ÚD²«\qT d�]#ûjáTT³

4. kÍV¾²Ôá« HîÕ|�ÚD²«\T

31. The X chromosome from female and the X chromosome from male make a

1. Female child

2. Male child

3. Twins

4. Down syndrome

çdÓï qT+&� X ç¿ÃyîLCËy�T eT]jáTT |�ÚsÁTw�§� qT+&� X ç¿ÃyîLCËy�T

¿£\sTT¿£ e\q @sÁÎ&�Tq~.

1. �&�|¾\¢

2. eT>·|¾\¢y�&�T

3. ¿£e\\T

4. &êH� d¾+ç&Ãy�T

32. Development includes

1. growth

2. maturation

3. learning

4. all the above

$¿±d�+ B�ÔÃ / M�ÔÃ ¿£*d¾ �+³T+~

1. �|sÁT>·T<�\

2. |�]|�¿£ÇÔá

3. nuó�«d�qeTT

4. �|Õeú�

33. The first motor development that the child experiences is

1. Rolling over

2. Grasping rattle

3. Sitting with support

4. Sitting without support

|¾\¢y�&�T yîTT<�{ nqTuó�$+#û #á\H�Ôá�¿£ $¿±d�eTT

1. <=sÁ¢³+

2. Ð\¿±ØjáT\T |�³T¼¿Ãe³+

3. �<ó�sÁeTTÔà ţLsÃÌe&�+

4. �<ó�sÁeTT ýñÅ£�+&� Å£LsÃÌe&�+

34. Lack of ‘conservation’ and ‘irreversibility’ is observed in children at

this stage

1. Pre-operational stage

2. Concrete-operational stage

3. Formal-operational stage

4. Sensory-motor stage

|¾\¢\ýË |�~\|�sÁ#áT¿=Hû »uó²eH� ýË|�+µ, »n$|�s�«Ôá�¿£ uó²eH�ýË|�+µ

� <�XøýË �+&�TqT

1. |�PsÁÇç|�#�\¿£ <�Xø

2. eTÖsÁïç|�#�\¿£ <�Xø

3. �jáTÔáç|�#�\¿£ <�Xø

4. �+ç~jáT#�\¿£ <�Xø

35. The cry of infants is the first sign of

1. Language development

2. Emotional development

3. Physical development

4. Cognitive development

qeC²Ôá ¥Xø�eÚ jîTT¿£Ø @&�T|�Ú B�¿ì yîTT<�{ì >·TsÁTï

1. uó²cÍ $¿±d�+

2. �<ûÇ>· $¿±d�+

3. Xæ¯sÁ¿£ $¿±d�+

4. d�+C²ãH�Ôá�¿£ $¿±d�+

36. A person who is experiencing stress tends to use anti anxiety

medication to overcome the situation. The taxonomy of coping strategy he follows is

1. Emotional focused coping

2. Problem focused coping

3. Situation focused coping

4. Person focused coping

ÿÜï&�� nqTuó�$d�Tïq� ÿ¿£ e«¿ìï �+<ÃÞøqsÁV¾²Ôá eT+<�T\Ôà Ôáq |�]d¾�Ü�

n~ó>·$T+#�&�T. nÔá&�T ÿÜï&�� d�eTsÁ�e+ÔáeTT>± n~ó>·$T+#á{²�¿ì

nqTd�]+ºq eP«V�²+

1. �<ûÇ>· ¹¿+çB¿£�Ôá n~ó>·eTq+

2. d�eTd�« ¹¿+çB¿£�Ôá n~ó>·eTq+

3. d���yûXø ¹¿+çB¿£�Ôá n~ó>·eTq+

4. e«¿ìï ¹¿+çB¿£�Ôá n~ó>·eTq+

37. The concept of “Zone of proximal development” was developed by

1. Vygotsky

2. Binet

3. Piaget

4. Bron Fenbrenner

»»$¿±d� kÍMT|�« eT+&�\+µµ nHû uó²eqqT n_óe�~Æ #ûd¾qy�sÁT

1. yîÕ>Ã{ÙdÓØ

2. _Hî

3. |¾jáÖCñ

4. çuËH� �|�H�çuÉHî�sY

38. The number of levels in Kohlberg’s moral reasoning is

¿ÃýÙ�sYZ HîÕÜ¿£ $yû#áq+ýË� kÍ�sTT\ d�+K«

1. 6

2. 5

3. 4

4. 3

39. The first Intelligence Test in 1905 was formulated by

1. Alfred Binet

2. Simon

3. Wechsler

4. Terman

1905 ýË yîTT³¼yîTT<�{ì ç|�C²ã �¿£w�qT sÁÖbõ+~+ºqy�sÁT

1. �ýÙç�|�&� _Hî

2. �dÕeTH�

3. yîw�¢sY

4. fÉsÁ�H�

40. »Forgetting purposefullyµ is called

1. Repression

2. Inhibition

3. Disuse

4. Physical or mental shock

»¿±y�\� eT]Ìbþe&���µ �ý² n+{²sÁT

1. <�eTq+

2. nesÃ<ó�+

3. nqT|�jîÖ>·+

4. Xæ¯sÁ¿£ ýñ¿£ eÖqd¾¿£ n|��ÖÔá�+

41. A teacher asks a student to name as many objects as possible in a given time which are round in shape. Here the teacher develops

1. Convergent thinking

2. Decision thinking

3. Divergent thinking

4. Parallel thinking

ÿ¿£ �¯�Ôá d�eTjáT+ýË m�� kÍ<ó�«yîT®Ôû n�� >·T+ç&�� �¿±sÁeTT>·\ ed�TïeÚ\

�|sÁ¢qT #î|�ÎeT� ÿ¿£ �bÍ<ó�«jáTT&�T $<�«]�� n&�>±&�T. B�<�Çs�

�bÍ<ó�«jáTT&�T $<�«sÁT�\ýË �|+bõ+~+#û~

1. d�yîT®¿£« �ýË#áq

2. �sÁ�jáÖÔá�¿£ �ýË#áq

3. $_óq� �ýË#áq

4. d�eÖ+ÔásÁ �ýË#áq

42. According to Guilford’s, three dimensions of creativity, if the two

are fluency and flexibility then the third one is

1. originality

2. novelty

3. brainstorming

4. applicability

ÐýÙ|��sY¦ ç|�¿±sÁ+, d��ÈH�Ôá�¿£ÔáýË� eTÖ&�T $TÔáT\ýË Âs+&�T <ó�s�ÞøÔá,

qeT«Ôá nsTTq, eTÖ&�e~

1. y�d�ï$¿£Ôá

2. qÖÔáqÔáÇ+

3. yûT<óÃeT<ó�q+

4. nqÇjáT+

43. In Pavlov’s experiment the dog salivating for the tone is

1. Natural stimulus

2. Natural response

3. Conditioned stimulus

4. Conditioned response

bÍy�ýËy� ç|�jîÖ>·+ýË ¿£+sÄÁ d�Çs��¿ì Å£�¿£Ø ý²ý²È\+ çd�$+#á³eTHû~

1. d�V�²È �BÝ|�q

2. d�V�²È ç|�Üd�Î+<�q

3. ��+~óÔá �BÝ|�q

4. ��+~óÔá ç|�Üd�Î+<�q

44. The phenomenon of higher order conditioning shows that…..

1. Only a genuine natural unconditional stimulus can be used to establish conditional response

2. Auditory stimuli are easier to condition than visual stimuli

3. visual stimuli are easier to condition than Auditory stimuli

4. an already established conditional stimulus can be used in the place of a natural unconditional stimulus

�q�Ôá ç¿£eT ��+<ó�q+ nHû <��ÐÇw�jáT+ Ôî*�|~

1. ��+~óÔá ç|�Üd�Î+<�q kÍ�|�qÅ£� y�d�ïeyîT®q d�V�²È �]��+~óÔá

�BÝ|�qHû y�&�Ô�eTT

2. <��Xø« �BÝ|�q\ ¿£H�� çXøeD �BÝ|�q\qT ��+<ó�q+ #ûjáT³+ d�T\uó�+

3. çXøeD �BÝ|�q\ ¿£H�� <��Xø« �BÝ|�q\qT ��+<ó�q #ûjáT³+ d�T\uó�+

4. �+ÔáÅ£� eTT+<û kÍ�|�q #ûjáT�&�q ��+~óÔá �BÝ|�qqT,

d�V�²È �]��+~óÔá �BÝ|�q kÍ�q+ýË �|�jîÖÐ+#áe#áTÌ

45. The first experiment on memory was conducted by

1. Ebbinghaus

2. Thorndike

3. Wundt

4. Titchner

d�� �Ü�|Õ yîTT<�{ì>± ç|�jîÖ>·+ #ûd¾qy�sÁT

1. m_Ò+>´V�ädt

2. <¸�sY�&îÕ¿ù

3. }+{Ù

4. {ì#áqsY

46. Tom, the elementary school boy, forgets the materials in the first lesson after having listened to the second lesson. This problem is called

1. Retroactive inhibition

2. Proactive inhibition

3. Positive transfer

4. Negative transfer

»{²y�Tµ nHû çbÍ<¸�$T¿£ bÍsÄÁXæ\ u²\T&�T, Âs+&�e bÍsÄÁ+ $q� ÔásÁTy�Ôá

yîTT<�{ì bÍsÄÁ+ýË� $w�jáÖ\T eTsÁºbþÔ�&�T, � d�eTd�« ......

1. ÜsÃ>·eTq nesÃ<ó�+

2. |�ÚsÃ>·eTq nesÃ<ó�+

3. nqTÅ£L\ �<�ý²sTT+|�Ú

4. ç|�ÜÅ£L\ �<�ý²sTT+|�Ú

47. ‘Oedipus complex’ appears during

1. Oral stage

2. Anal stage

3. Phallic stage

4. Latent stage

»�&�|�dt ¿±+�|¢¿ùൠ� <�XøýË ¿£�|¾d�Tï+~

1. eTòÏ¿£ <�Xø

2. �d�q <�Xø

3. ¥Xø� <�Xø

4. >·T|�ï <�Xø

48. The hierarchy of needs was proposed by

1. Maslow

2. Atkinson

3. Eysenck

4. Freud

ned�s�\ nqTç¿£eTDì¿£qT ç|�ÜbÍ~+ºqy�sÁT

1. eÖkþ¢

2. n{Ù¿ìH�d�H�

3. ×�d+¿ù

4. çb�ÍsTT&�

49. This model of Inclusive Education works basing on “Universalisation Principle”

1. Resource model

2. Distance learning model

3. Dual teaching model

4. Itinerant teaching model

“jáTÖ�esÁàýÉÕCñw�H� d�ÖçÔá+” �<ó�sÁ+>± |��#û�d d�$T�[Ôá $<�« qeTÖH�

1. eqsÁT\ qeTÖH�

2. <�ÖsÁ nuó�«d�q qeTÖH�

3. <�Ç+<�Ç uË<ó�q qeTÖH�

4. d�+#�sÁ uË<ó�q qeTÖH�

50. The four principle sources of stress are

1. Frustration, conflict, pressure and anxiety

2. Frustration, anger, pressure and change

3. Anger, anxiety, depression and annoyance

4. Frustration, conflict, pressure and change

ÿÜï&� jîTT¿£Ø H�\T>·T ç|�<ó�q eTÖý²\T

1. Å£�+sÄÁq+, d�+|��TsÁüD, ÿÜï&� eT]jáTT �+<ÃÞøq

2. Å£�+sÄÁq+, ¿Ã|�+, ÿÜï&� eT]jáTT eÖsÁTÎ

3. ¿Ã|�+, �+<ÃÞøq, �s�Xø eT]jáTT º¿±Å£�

4. Å£�+sÄÁq+, d�+|��TsÁüD, ÿÜï&� eT]jáTT eÖsÁTÎ

51. s�eTT� �\+ Ôî\Td�T¿Ãy�\� eÖsÁTyûcÍ\T <�*Ì eºÌq s�eDT&� eT+çÔáT\T

1. $sÁÖbÍ¿£�, eTV�²Ã<�sÁT\T

2. nÜ¿±jáT, n¿£�Å£�eÖsÁT\T

3. $<�T«H��*, $<�T«�¨V�QÇ\T

4. Xø�¿£ kÍsÁDT\T

52. ¿ì+~ y��ýË sÁT>±>·eTd�+~ó¿ì �<�V�²sÁD

1. eTqTeTs�\T

2. Ôá\+çu²\T

3. ~e«es�\T

4. eTsÁeTs�\T

53. »|¾+>·[ yî+¿£jáT« >±]� >·T]+º kõ+ÔáeÖ³ýË¢ s�jáT+&�µ nHû~

� $<�«ç|�eÖD²�¿ì #î+~q ç|�Xø�

1. d��ÈH�Ôá�¿£Ôá

2. çbÍCÉÅ£�¼|��

3. dÓÇjáTsÁ#áq

4. ç|�Xø+d�

54. »»y�>·ÝÔáïµµ ` nHû |�<�+

1. »sÁµ >·D+

2. »Ôáµ >·D+

3. »d�µ >·D+

4. »jáTµ >·D+

55. »�#áÌ\Tµ ` |�<��¿ì ç|�¿£�Ü

1. �Ôá«eTT

2. �#îÌq\T

3. �d�Tï\eTT

4. ú#áeTT\T

56. »¿=eTsÁTµ ` |�<��¿ì nsÁ�+

1. Å£�eÖsÁT&�T

2. Å£�eÖÂsï

3. n+<�+

4. d�+<ûV�²+

57. ¿ì+~ y�{ìýË d�ÂsÕq |�<�«bÍ<� ç¿£eÖ�� >·T]ï+#á+&�.

(n) M<ó�T\+ <=sÁ¿£<Ã

(�) Ns�ú¿£eTT

(�) d�Ç#áÌÛy�'

(�) oÔ�eT�Ôá

1. n, �, �, �

2. �, n, �, �

3. �, �, �, n

4. �, �, �, n

58. ¿ì+~ y�{ìýË bÍçÔá\qT, d�+�+~ó+ºq bÍsÄ�\Ôà ÈÔá|�sÁÌ+&�.

bÍçÔá bÍsÄÁ+

(n) 翱+Ü (¿£) |�ýÉ¢ºçÔá+

(�) s�$T (K) yûd�$ �d\eÚýË¢

(�) eqÈ (>·) u¤eT�>·TçsÁ+

(�) >Ã|¾ (|��T) eÖ]q n\y�³T

1. n`KÑ �`>·Ñ �`¿£Ñ �`|��T

2. n`>·Ñ �`|��TÑ �`KÑ �`¿£

3. n`|��TÑ �`¿£Ñ �`>·Ñ �`K

4. n`KÑ �`¿£Ñ �`|��TÑ �`>·

59. »»V�äsTT>± MTÔÃ{ì �&�TÅ£�+{²qTµµ n� MsÁT M]Ôà nH��sÁT

1. lqT, ç|�ÈãÔÃ

2. d�TúÔá, |��̄ <�ÔÃ

3. º\T¿£, |¾\¢\ÔÃ

4. >Ã|¾, jáÖ<�Ð]ÔÃ

60. »nçÐeT kÍ�qeTTµ nHû |�<�+ýË� d�eÖd�+

1. $Xâw�D |�PsÁÇ|�<� ¿£sÁ�<ó�sÁjáT

2. w�wÓ÷ÔáÔáTÎsÁTw�

3. |�+#áMT ÔáÔáTÎsÁTw�

4. $Xâw�D �ÔáïsÁ|�<� ¿£sÁ�<ó�sÁjáT

61. »d�ÖsÁT«&�Tµ nHû |�<��¿ì |�s�«jáT|�<�\T

1. XøSsÁT&�T, �Xæ|�Ü

2. $TçÔáT&�T, nsÁ«eTT&�T

3. �+<�T&�T, eÖs�ï+&�T&�T

4. uó²qT&�T, neT�Ô�+Xø�&�T

62. »>·+<ó�eTTµ nHû |�<��¿ì H�H�s��\T

1. #á+<�qeTT, nV�²+¿±sÁeTT

2. d�Ty�d�q, d�eTÖV�²eTT

3. >·+<ó�¿£eTT, >·DeTT

4. y�d�q, >·sÁÇeTT

63. »ÿÞøß+Ô� ¿Ã|�+Ôà sÁÐ*bþe&�+µ nHû nsÁ�+ýË y�&û C²rjáT+

1. n]¿±*eT+³ q&�HîÜï¿¿£Ø&�+

2. �eÚsÁT >·|¾Îq �|�ÚÎ

3. �+>·Te ¿£{ì¼q >·T&�¦

4. �\T¢|Ó¿ì |�+~¹sjáTT

64. »»yî+³Hû yî[¢, m¿£Ø&��+º rXæyà n¿£Ø&û �|fñ¼jYTµµ ` nqT y�¿£«+

1. ��w<ó�sÁ�¿£+

2. kÍeTs��«sÁ�¿£+

3. $<ó�«sÁ�¿£+

4. çbÍsÁ�H�sÁ�¿£+

65. ¿ì+~ y��ýË »ýñKµ ç|�ç¿ìjáTÅ£� #î+~q bÍsÄÁ+

1. C²]q>·T+&î

2. eTq uó²w�\T

3. ¿£Þø�ß+&� #áÖ&�ýñ¿£

4. yûTeTT�dÕÔá+

66. »»çd�e+ܵµ nHû |�<��¿ì eÚ«ÔáÎÜï

1. ÿ&�\T #îeTsÁT̳ţ� ¿±sÁDyîT®q~

2. |�sÁÇÔ�<�T\ qT+&� çd�$+#û~

3. Ôáq+Ôá ç|�eV¾²+#áTq~

4. $qkõ+�|Õq~

67. »»eT¿£sÁ+<� _+<�T ��+<� sÁd�d�«+<�q d�T+<�sÁeT>·T eÖÔá�uó²w�jûTµµ

� bÍ<�ýË¢� n\+¿±sÁ+

1. #óû¿±qTçbÍd�

2. nÜXøjîÖ¿ìï

3. n+Ô�«qTçbÍd�

4. e«Ôáï«qTçbÍd�

68. »Ô=\¿£] ºsÁT È\T¢\Tµ nHû ¹>jáÖ�¿ì eTÖ\+

1. >ÃsÁTeTT<�Ý\T

2. eTýÉ¢\eT+<�s�\T

3. |�P\bõ{²¢\T

4. >·TȨq>·ÖÞø�ß

69. »@¿£<û¥ d�eÖd�+µ n� |¾\e�&�T d�eÖd�+

1. ç|�<�̧eÖ ÔáÔáTÎsÁTw�

2. ~ÇrjáÖ ÔáÔáTÎsÁTw�

3. Ôá�rjáÖ ÔáÔáTÎsÁTw�

4. #áÔáT¯� ÔáÔáTÎsÁTw�

70. »CÉ+&� eT<ó�«ýË ú*sÁ+>·T >·\ nXËÅ£�� <ó�sÁ�#áç¿£+ �+~µ.

� y�¿£«+ýË� $uó�Å£�ï\qT >·T]ï+#á+&�.

1. Ôá�rjáÖ$uó�¿ìï, |�+#áMT$uó�¿ìï

2. ~ÇrjáÖ$uó�¿ìï, ç|�<�̧eÖ$uó�¿ìï

3. w�wÓ÷$uó�¿ìï, d�|�ïMT$uó�¿ìï

4. w�wÓ÷$uó�¿ìï, ~ÇrjáÖ$uó�¿ìï

71. @ n+XæHîÕ�Ôû eT~+|�Ú #ûjáÖ\� eTÖý²«+¿£q+ uó²$d�Tï+<à � n+Xæ��

eÖçÔáyûT eT~+|�Ú#ûjáTT \¿£�DyûT

1. $XøÇd�újáTÔá

2. W|�jîÖп£Ôá

3. d�eTç>·Ôá

4. d�ç|�eÖDÔá

72. �sÁǺ+|�<�Ðq ÿ¿±H=¿£ �]Ýw�¼ uó²eqÅ£� d�+¹¿ÔáeTsTTq eÖ³

1. �sÁÇ#áq+

2. bÍ]uó²w¾¿£|�<�+

3. d�+¹¿Ôá|�<�+

4. eÖ+&�*¿£+

73. »nsÁT<�Tµ nHû |�<�+ ç|�d�TïÔá+ »nkÍeÖq«+µ nHû nsÁ�+ýË y�&�TÔáTH��+.

� |�<�+ jîTT¿£Ø çbÍNH�sÁ�+

1. n+Ôá

2. ¿=+Ôá

3. $+Ôá

4. m+Ôá

74. ¿ì+~ uó²cÍ HîÕ|�ÚD²«\ýË �Ô�Î<�¿£ oý²\T

1. çXøeD+, |�sÄÁq+

2. çXøeD+, uó²w�D+

3. |�sÄÁq+, ýñKq+

4. uó²w�D+, ýñKq+

75. çbÍ<�̧$T¿£ kÍ�sTTýË d�+uó²w�D sÁÖ|�+ýË �q� bÍsÄ��� uË~ó+#á&��¿ì

nÔá«+Ôá ç|�jîÖÈq¿±]jî®Tq |�<�ÆÜ

1. ¿£<¸�¿£<�̧q |�<�ÆÜ

2. ç|�XË�ÔáïsÁ |�<�ÆÜ

3. $esÁD |�<�ÆÜ

4. |�PsÁ� |�<�ÆÜ

76. @¿£H�jáT¿±çXøjáTyîT®q~

1. �ÜV�äd�+

2. |�Ús�D+

3. ç|��+<ó�+

4. jáT¿£�>±q+

77. uó²cÍ_óe�~Ý ¿±sÁ«ç¿£eT+ neT\TýË |¾\¢\ V�äÈsÁT u²<ó�«Ôá

1. bÍsÄÁXæ\~

2. Ôá*¢<�+ç&�T\~

3. ç|�uó�TÔ�Ç�~

4. d�eÖC²�~

78. »>·<��µ C²Üu²w� � Å£�³T+u²�¿ì #î+~q~

1. �+&Ã`jáTÖsÃ|¾jáTH�

2. �çkþ¼̀ @w¾jáÖ{ì¿ù

3. d¾HÃ`{ìuɳH�

4. ç<�$&�jáTH�

79. »ç|�¿£�Ü ç|�Ôá«jáT |�<� �sÁÖ|�DyûT uó²w�µ B�ýË ç|�¿£�Ü nHû~

1. çbÍÜ|�~¿£

2. ç|�Ôá«jáTeTT

3. esÁ�eTT

4. d�+~ó

80. |¾\¢\Å£� ned�sÁyîT®q C²ãH��� n+~+#á&��¿ì, <��� �dÕ<�Æ+r¿£]+#á&��¿ì

uó�Ö$T¿£ @sÁÎsÁ#û<û

1. y�]ü¿£ ç|�D²[¿£

2. $w�jáT ç|�D²[¿£

3. bÍsÄÁ«ç|�D²[¿£

4. d�V�²bÍsÄÁ« ç|�D²[¿£

81. The Golden Bowl’ was the literary work of:

1. Henry James

2. Jack London

3. Rudyard Kipling

4. Kenneth Grahame

82. The English drama; ‘The Stepsister’ was written by:

1. Rachel Abbott

2. Zoe Lea

3. William Shakespeare

4. Jenny O’Brien

83. W.H. Auden’s ‘Stop All the Clocks’ is also known as:

1. Funeral Blue

2. A Dirge

3. Timer

4. The Kaleidoscope

84. The essay ‘Politics and the English Language’ was written by

1. George Ade

2. Susan B. Anthony

3. George Orwell

4. Robert Benchley

85. In an essay, the final element of the introduction is:

1. a thesis statement

2. a conclusion

3. a resolution

4. an example

86. The following is a personal writing:

1. An essay on poverty

2. An autobiography

3. An editorial on politics

4. A report on a sports event

87. I have not taken ……….. lunch as yet.

Choose the correct article that fits the blank.

1. a

2. an

3. the

4. No article is needed.

88. Choose the sentence with the correct use of articles.

1. The more you climb, the clearer you see.

2. Bombay is the big city.

3. Akbar was the wise King.

4. Honesty is a best policy.

89. You should be held responsible …….. this act.

Choose the correct preposition that fits the blank.

1. for

2. to

3. on

4. about

90. She was standing before the gate of the school.

In this sentence the preposition ‘before’ has been used to express the meaning of:

1. beside

2. according to

3. in presence

4. in front of

91. Choose the correct sentence regarding the use of ‘round’ as a noun.

1. The warden was on her round.

2. I have purchased a round table.

3. Vasco De Gama was the first person to round the cape of Good Hope.

4. He has been travelling round the country.

92. Choose the sentence that has a conjunction

1. The news reached the king of that country.

2. There was no one inside.

3. When he was angry, he shouted.

4. He pushed the big front door of the school.

93. All men discouraged him; nevertheless, he pursued his ambition.

The above sentence is …………..

1. a simple sentence

2. a complex sentence

3. a complex – compound sentence

4. a compound sentence

94. Choose the meaningful exclamatory sentence among the following.

1. What a beautiful she sings!

2. How beautiful she sings!

3. What beautiful she sings!

4. What does she sing!

95. Choose the correct tense that can be used to express an action as going on at some point in future time.

1. The Future Simple Tense

2. The Future Continuous Tense

3. The Future Perfect Tense

4. The Simple Present Tense

96. A hundred pounds ……… a lot of amount today.

Choose the correct expression that fits the context given above.

1. are no

2. are not

3. is not

4. is no

97. Three chances ……….to each of the participants.

Choose the correct tense form that fits the blank.

1. will be give

2. will be giving

3. will have been giving

4. will be given

98. Choose the word with the correct syllabic division.

1. co.mp.re.he.nsi.on

2. com.pre.hen.sion

3. comp.reh.ems.ion

4. compre.hen.sion

99. Choose the word that has a different sound with regards to the underlined letter.

1. exotic

2. east

3. expand

4. examination

100. Choose the word without having a silent letter.

1. grunt

2. guilty

3. handkerchief

4. tongue

101. Michael West’s ‘Graded Readers’ were also called.

1. Michael’s English

2. Johnson’s English

3. Michael’s Readers

4. Plateau

102. Identify the sentence that is not an objective of teaching English at the primary and upper primary level.

1. To help learners trace and write words, phrases, sentences and paragraphs.

2. To help learners recite rhymes and poems.

3. To encourage rote learning.

4. To make learning an enjoyable activity.

103. In the word ‘monkey’, / m / is:

1. a voiced, bilabial and nasal sound.

2. a voiced, bilabial and plosive sound.

3. an unvoiced, labio-dental and fricative sound.

4. a voiced, labio –dental and plosive sound.

104. A reader is looking for specific information in the newspaper. His eyes stops at a place where the information is located. This is an example of the reading strategy called.

1. skimming

2. scanning

3. intensive reading

4. the phonic method.

105. ‘Transformational generative grammar’ was developed by:

1. Harold Palmer

2. Noam Chomsky

3. Canale and Swain

4. Hymes

106. Read the flowing activity.

a) That tall man in grey suit is our …….. (principal / principle) b) I …… that book last Sunday. (red / read) c) Rajani! Please come ……. ! (hear / here) d) Don’t disturb me. I need some …… (piece / peace)

The above activity is used to introduce;

1. homonyms

2. antonyms

3. homophones

4. synonyms

107. In a class, the teacher shows a railway ticket and asks the following questions.

- What is the cost of the ticket?

- When was the ticket bought ?

- Where did the passenger buy the ticket ?

- Is this an express train ticket or an ordinary train ticket ?

- Have you ever travelled in a train ?

In the above activity the teacher used:

1. ordinary material

2. simple material

3. common material

4. authentic material

108. Tongue twisters lead to the improvement of

1. vocabulary

2. handwriting

3. grammar

4. pronunciation

109. The two fold goals for second language curriculum as aspired by NCF-2005 are

1. attainment of a basic proficiency and the development of language into an instrument for abstract thought

2. attainment of moral values and following them in social life

3. learning all the grammar rules and check them while others are speaking.

4. learning to write the alphabet and memorizing all the grammar rules

110. A teacher gave her students a meaningful paragraph and asked them to edit the items of capitalization and punctuation marks.

In the above situation the teacher is assessing her students’ performance in an area called:

1. conventions of writing

2. listening

3. vocabulary

4. speaking

111. A man bought 16 bananas for ` 24 and sold 8 bananas for ` 18. Then the gain percentage is

ÿ¿£ e«¿ìï 16 nsÁ{ì|�+&�¢qT ` 24 Å£� ¿=� 8 |�+&�T¢ ` 18 #=|�ðq neT�>±

nÔá�¿ì e#áTÌ ý²uó�+ XæÔá+ýË

1. 25%

2. 40%

3. 50%

4. 60%

112. The difference between the compound interest and simple interest on a certain sum at 10% per annum for 2 years is ` 556 then the sum is

¿=+Ôá kõeTT��|Õ 10% e&�¦ ¹s³T #=|�ðq 2 d�+öö¿ì njûT« #áç¿£e&�¦ kÍ<ó�sÁD

e&�¦\ Ôû&� ` 556 nsTTq � kõeTT�

1. ` 63,100

2. ` 61,300

3. ` 56,500

4. ` 55,600

113. The HCF of 1701, 1575 and 2016 is

1701, 1575 eT]jáTT 2016 \ >·.kÍ.uó²

1. 63

2. 68

3. 72

4. 74

114. The greatest 5-digit even number formed by the digits 1, 4, 6, 8 and 9 using each digit only once is

1, 4, 6, 8 eT]jáTT 9 n+¿\qT ÿ¿£kÍ] eÖçÔáyûT �|�jîÖÐ+º çy�jáT<�Ðq

×<�+¿\ >·]w�÷ d�]d�+K«

1. 98416

2. 98641

3. 98614

4. 99998

115. The least number that must be subtracted from each of the numbers 14, 17, 34 and 42 so that the remainders are in proportion.

14, 17, 34 eT]jáTT 42 nqT d�+K«\ qT+&� � ¿£�w�÷d�+K«qT rd¾yûjáT>±

$TÐ*q XâcÍ\T nqTbÍÔá+ýË �+{²sTT.

1. 7

2. 4

3. 3

4. 2

116. 65% of a number is 21 less than 45

of the number then the number is

ÿ¿£ d�+K«ýË 65% <��ýË 45 e e+ÔáT¿£H�� 21 ÔáÅ£�ØyîÕq � d�+K«

1. 120

2. 140

3. 160

4. 180

117. The three digit number which is a square number and also a cubic number is

esÁZd�+K« eT]jáTT |��Tqd�+K« njûT« eTÖ&�+¿\ d�+K«

1. 343

2. 625

3. 729

4. 841

118. The 6-digit number is such that, from the beginning, the first 2 digits are divisible by 2, 3 digits by 3, 4 digits by 4, 5 digits by 5 and 6 digits by 6 respectively is (from left to right)

�sÁ+¿\ d�+K«ýË yîTT<�{ì qT+&� Âs+&�T n+¿\T 2#û, eTÖ&�+¿\T 3 #û,

H�\Z+¿\T 4 #û, ×<�+¿\T 5 #û eT]jáTT 6 n+¿\T 6 #û uó²Ð+#á�&û d�+K«

(m&�eT qT+&� Å£�&�¿ì)

1. 123456

2. 143652

3. 162453

4. 123654

119.

The frequency of the class 30-40 is

30`40 ÔásÁ>·Ü båq'|�Úq«+

1. 3

2. 4

3. 48

4. 51

120. The mean of the first ten odd natural numbers is

yîTT<�{ì |�~ uñd¾ d�V�²È d�+K«\ n+¿£eT<ó�«eT+

1. 5

2. 10

3. 19

4. 20

Marks obtained bõ+~q eÖsÁTØ\T

Number of students $<�«sÁT�\ d�+K«

0 or more (0 ýñ<� n+Ôá¿£+fñ mÅ£�Øe) 63

10 or more (10 ýñ<� n+Ôá¿£+fñ mÅ£�Øe) 58

20 or more (20 ýñ<� n+Ôá¿£+fñ mÅ£�Øe) 55

30 or more (30 ýñ<� n+Ôá¿£+fñ mÅ£�Øe) 51

40 or more (40 ýñ<� n+Ôá¿£+fñ mÅ£�Øe) 48

50 or more (50 ýñ<� n+Ôá¿£+fñ mÅ£�Øe) 42

121. If the diagonal of a square is 26 2 cm then its area is (in cm2)

ÿ¿£ #áÔáTsÁçd�eTT jîTT¿£Ø ¿£sÁ�eTT 26 2 �d+.MT nsTTq <�� yîÕXæ\«+

(�d+.MT2 \ýË)

1. 676

2. 542

3. 457

4. 625

122. If the exterior angle of a triangle is 140° and one of its opposite interior angle is 55° then other interior angle is

ÿ¿£ çÜuó�TÈeTT jîTT¿£Ø u²V�²«¿ÃDeTT 140° eT]jáTT <��¿ì m<�TsÁT>± eÚ+&û

n+Ôás�_óeTTK ¿ÃD²\ýË ÿ¿£{ì 55° nsTTq eTs=¿£ n+Ôás�_óeTTK ¿ÃDeTT

1. 75°

2. 35°

3. 65°

4. 85°

123. If ( )6

2 35 625x x= then the value of x

( )6

2 35 625x x= nsTTq x jîTT¿£Ø $\Te

1. 12

2. 53

3. 13

4. 2

124. One of the factors of 33

112527

ab

æ ö-ç ÷è ø

is

33

112527

ab

æ ö-ç ÷è ø

jîTT¿£Ø ÿ¿£ ¿±sÁD²+¿£eTT

1. 153

ab

+

2. 22

5 1253 9aab b

+ +

3. 22

7 1253 9aab b

- +

4. 22

159

ab

+

125. The present age of Ravi’s father is three times that of Ravi, after five years the sum of their ages would be 70 years, then present age of Ravi is

sÁ$ jîTT¿£Ø Ôá+ç&� ç|�d�TïÔá ejáTd�Tà, sÁ$ ç|�d�TïÔá ejáTd�TàÅ£� eTÖ&�TÂs³T¢ ¿£\<�T.

5 d�+eÔáàs�\ Ôás�ÇÔá y�] ejáTd�Tà\ yîTTÔáï+ 70 d�+öö nsTTq sÁ$ ç|�d�TïÔá

ejáTd�Tà

1. 25

2. 10

3. 15

4. 20

126. The curved surface area of a cylinder is 1760 cm2 and its volume is 12320 cm3 then its height is (in cm)

ÿ¿£ d�Ö�bÍ¿±sÁ ed�TïeÚ jîTT¿£Ø ç|�¿£ØÔá\ yîÕXæ\«eTT 1760 #á.�d+.MT eT]jáTT

<�� |��Tq|�]eÖDeTT 12320 |��Tq�d+{¡MT³sÁT¢ nsTTq <�� mÔáTï

(�d+.MT.\ýË)

1. 20

2. 25

3. 19.5

4. 21.5

127. In ΔABC, ÐA = 40o. If BO and CO are the

bisectors of ÐB and ÐC respectively then ÐBOC

is equal to (in degrees)

ΔABC ýË ÐA = 40o. BO eT]jáTT CO \T esÁTd�>± ÐB eT]jáTT

ÐC\ ¿ÃD d�eT~ÇK+&�q ¹sK\T nsTTq ÐBOC Å£� d�eÖqyîT®q~ (&�ç^\ýË)

1. 120

2. 130

3. 110

4. 85

128. If the parallel sides of a trapezium are 9cm and 7cm long and the distance between them is 6cm then area of the trapezium is (in cm2)

ÿ¿£ d�eT\+� #áÔáTsÁTÒÛÈeTT jîTT¿£Ø d�eÖ+ÔásÁ uó�TC²\ ¿=\Ôá\T esÁTd�>±

9 �d+.MT eT]jáTT 7 �d+.MT, y�{ì eT<ó�« \+�<�ÖsÁeTT 6 �d+.MT

nsTTq d�eT\+� #áÔáTsÁTÒÛÈ yîÕXæ\«eTT (�d+.MT2 \ýË)

1. 24

2. 38

3. 56

4. 48

129. ABCD is a quadrilateral and its length of the diagonal AC = 10cm. If the lengths of perpendiculars from B and D on AC be 5cm and 6cm respectively then its area is (in cm2)

ABCD #áÔáTsÁTÒÛÈeTTýË ¿£sÁ�eTT AC = 10 �d+.MT eT]jáTT AC �|ÕosÁüeTT\T

B eT]jáTT D qT+&� ^ºq \+�eTT\T 5 �d+.MT eT]jáTT 6 �d+.MT

bõ&�eÚ\T ¿£*ÐjáTT+&û ABCD #áÔáTsÁTÒÛÈ yîÕXæ\«eTT (�d+.MT2 \ýË)

1. 55

2. 40

3. 35

4. 28

130. If the circumference of a circle is 22cm then the area of the semicircle is (in cm2)

e�Ôáï|�]~ó 22 �d+.MT nsTTq <�� nsÁ�e�Ôáï yîÕXæ\«eTT (�d+.MT2\ýË)

1. 18.27

2. 19.25

3. 33.25

4. 42.5

131. “Mathematics is the mirror of civilization” – This was stated by

1. Bacan

2. Kant

3. Hegben

4. Euripides

»»>·DìÔá+ H�>·]¿£ÔáÅ£� n<�Ý+ e+{ì~µµ ` n� �|s=Øq�y�sÁT 1. uñ¿£H�

2. ¿±+{Ù

3. �V²>´uÉH�

4. jáTÖ]|¾&�dt

132. In Cognitive domain the higher level objective than “Analysis” is

1. Application

2. Synthesis

3. Understanding

4. Knowledge

C²ãH�Ôá�¿£ sÁ+>·+ýË »»$Xâ¢w�Dµµ \¿£�«eTT¿£H�� �q�ÔákÍ�sTT \¿£�«eTT 1. $�jîÖ>·+

2. d�+Xâ¢w�D

3. ne>±V�²q

4. C²ãqeTT

133. One of the following values that belongs to the Breslich classification of Mathematics Educational values

1. Habits

2. Concepts

3. Abilities

4. Information

¿ì+~ y��ýË çuÉd¾¢#Y >·DìÔá $<�« $\Te\ e¯Z¿£sÁDÅ£� #î+~q~ 1. n\y�³T¢

2. uó²eq\T

3. kÍeTs��«\T

4. d�eÖ#�sÁ+

134. ‘Education for Motor Nerves’, ‘Training to Senses’ ‘self directed activity’ and ‘collaborative play’ are the important parts of this Education System

1. Kinder Garten

2. Montessori

3. Heuristic

4. Project

»#á\qH�&�T\Å£� d�+�+~ó+ºq $<�«µ, »C²ãHû+ç~jáT ¥¿£�Dµ »d�ÇjáT+#Ã~Ôá

¿£�Ô�«\Tµ eT]jáTT »d�V�²¿±sÁ ç¿¡&�\Tµ nqTq$ eTTU²«+Xæ\T>± >·\

$<�«$<ó�q+ 1. ¿ì+&�sY >±Âs¼H�

2. eÖ+{ìkþà]

3. nHûÇw�D

4. ç|�¿£\Îq

135. One of the Merits of ‘Inductive Method’ is

1. Likely to be more laborious and time consuming

2. Limited in range

3. Inductive reasoning is not absolutely conclusive

4. Gives opportunity to active participation of students in deriving the formula

¿ì+~ y��ýË »�>·eTq |�<�Æܵ q+<�* >·TDeTT 1. n~ó¿£ çXøeTÔà ţL&�q~ eT]jáTT mÅ£�Øe d�eTjáÖ�� rd�TÅ£�+³T+~

2. y�«|¾ï |�]$TÔáeTT

3. �>·eTq �V²ÔáTy�<�+ d�+|�PsÁ� �sÁ�jáÖÔá�¿£+ ¿±<�T

4. d�ÖçÔ��� s��³¼&�+ýË $<�«sÁT�\T ç¿ìjáÖÔá�¿£+>± bÍý¤ZHû

ne¿±Xø+ �q�~

136. Least number of scores has been allotted to the following item in assessing the Mathematics textbook as per Hunter’s score card

1. Subject matter

2. Exercises given in the text book

3. Style of language

4. Psychological soundness

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

ç¿ì+~ y��ýË ÔáÅ£�Øe >·Dq\T ¹¿{²sTT+#á�&�q n+XøeTT 1. $w�jáÖ�¿ì

2. |�Úd�ï¿£+ýË �ºÌq nuó²«kÍ\Å£�

3. uó²cÍXèÕ*¿ì

4. eTHÃ$C²ãqXæçd�ï �<ó�s�\Å£�

137. “The type of curriculum in which single digit addition in class-I, two digits addition in class-II, and three digits addition in class-III is arranged is called as …

1. Topical method

2. Concentric method

3. Logical method

4. Correlation method

»ÿ¿£ n+¿Ôà ţL&�¿£\T ÿ¿£³e ÔásÁ>·ÜýË, Âs+&�+¿\Ôà ţL&�¿£\T Âs+&�e

ÔásÁ>·ÜýË, eTÖ&�T n+¿\Ôà ţL&�¿£\T eTÖ&�e ÔásÁ>·ÜýË �+&�Tq³T¢>±

@s�γT #ûjáT�&�q $<�«ç|�D²[¿± $<ó�qeTT

1. o]ü¿± |�<�ÆÜ

2. @¿£¹¿+ç<� |�<�ÆÜ

3. Ô�]Ø¿£ |�<�ÆÜ

4. d�V�²d�+�+<ó� |�<�ÆÜ

138. One of the following provide more concrete experience than “Television Educational Programmes” as per Edger Dale’s cone of experience

1. Exhibits

2. Motion pictures

3. Recordings

4. Visual symbols

m&�ZsY &ûýÙ nqTuó�y�\ Xø+KTeÚ ç|�¿±sÁ+ »»<�ÖsÁ<�sÁôH� $<�« ¿±sÁ«ç¿£eÖ\Tµµ

¿£+fñ n~ó¿£ eTÖsÁï nqTuó�eeTTqT ¿£*Ð+#áTq$ 1. ç|�<�sÁôH� ed�TïeÚ\T

2. #á\qºçÔ�\T

3. ]¿±]¦+>·T\T

4. <��Xø« d�+¹¿Ô�\T

139. One of the following questions is not a selecting the answer type question

1. Fill in the blanks

2. Alternative responses

3. Master list form

4. Matching

¿ì+~ y��ýË d�eÖ<ó�q+ m+|¾¿£ #ûjáTe\d¾q ç|�Xæ�sÁ¿£eTT ¿±�~ 1. U²°\qT |�P]+#á&�+

2. ç|�Ô�«eÖ�jáT ç|�Üd�Î+<�q\T

3. eÖd�¼sY *dt¼ sÁÖ|�+

4. ÈÔá|�sÁ#á&�+

140. The Academic Standard to be tested through the following test item. “Construct a ΔABC, whose measures are AB = 5cm, BC = 4cm and CA = 7cm”

1. Reasoning – Proof

2. Communication

3. Connection

4. Representation - Visualisation

»»AB = 5 �d+.MT, BC = 4 �d+.MT eT]jáTT CA = 7 �d+.MT ¿=\Ôá\ÔÃ

çÜuó�TÈ+ ABC � �]�+#áTeTTµµ ` B�<�Çs� |�̄ ¿ì�+#á>·\ $<�«ç|�eÖDeTT 1. ¿±sÁD²\T #î|�ð³ ` �sÁÖ|�D\T #ûjáT&�eTT

2. e«¿£ï|�sÁ#á&�eTT

3. nqTd�+<ó�qeTT

4. çbÍÜ�<ó�«|�sÁ#á&�eTT ` <��o«¿£sÁD

141. True statement among the following is

1. In series circuit the electric current has more than one path.

2. In parallel circuit the electric current has only one path.

3. House hold electrical appliances are connected in series.

4. House hold electrical appliances are connected in parallel.

ç¿ì+~ y��ýË d�]jî®Tq y�¿£«+ 1. çXâDì e\jáT+ýË $<�T«ÔY ç|�y�V�ä�¿ì ÿ¿£{ì¿£H�� mÅ£�Øe eÖs�Z\T

�+{²sTT.

2. d�eÖ+ÔásÁ e\jáT+ýË $<�T«ÔY ç|�y�V�ä�¿ì ÿ¹¿ ÿ¿£ eÖsÁZ+ �+³T+~.

3. >·�V�² $�jîÖ>· $<�T«ÔY |�]¿£s�\T çXâDì |�<�ÆÜýË ¿£\T|��&�Ô�sTT.

4. >·�V�² $�jîÖ>· $<�T«ÔY |�]¿£s�\T d�eÖ+ÔásÁ |�<�ÆÜýË

¿£\T|��&�Ô�sTT.

142. While constructing a thermometer scale, the following fixed points are taken in to consideration.

1. melting point, freezing point

2. boiling point, freezing point

3. melting point, boiling point

4. melting point, transpiration point

<ó�s��MT³sÁT�|Õ ÿ¿£ �dØ\T sÁÖbõ+~+#á&��¿ì � d¾�sÁ _+<�TeÚ\qT

|�]>·DqýË�¿ì rd�T¿Ãy�*. 1. ç<�Muó�eq kÍ�q+, |��Túuó�eq kÍ�q+

2. eTsÁT>·T kÍ�q+, |��Túuó�eq kÍ�q+

3. ç<�Muó�eq kÍ�q+, eTsÁT>·T kÍ�q+

4. ç<�Muó�eq kÍ�q+, uó²wÓÎuó�eq kÍ�q+

143. If the incident ray makes an angle 60° with normal to the plane mirror, then the angle between surface of the mirror and reflected ray is

d�eTÔá\ <�sÁÎD \+�+ÔÃ ÿ¿£ |�Ôáq ¿ìsÁD+ 60° ¿ÃD+ #ûd¾q, <�sÁÎD

Ôá\eTTqÅ£� eT]jáTT |�s�esÁïq ¿ìsÁDeTTqÅ£� eT<ó�«>·\ ¿ÃDeTT

1. 0°

2. 30°

3. 60°

4. 90°

144. The numerical ratio of displacement and distance for a moving object is

1. always less than one

2. always equal to one

3. always more than one

4. less than or equal to one

¿£~ýñ ed�TïeÚ $w�jáT+ýË kÍ�qçuó�+XøeTTqÅ£� eT]jáTT <�ÖsÁeTTqÅ£� >·\

d�+U²«Ôá�¿£ �w�ÎÜï 1. m\¢|�ð&�Ö ÿ¿£{ì¿£H�� ÔáÅ£�Øe

2. m\¢|�ð&�Ö ÿ¿£{ì¿ì d�eÖq+

3. m\¢|�ð&�Ö ÿ¿£{ì¿£H�� mÅ£�Øe

4. ÿ¿£{ì ýñ<� ÿ¿£{ì¿£+fñ ÔáÅ£�Øe

145. In a closed box, if you say ‘Hello’, the sound heard will be ‘Helloooooo…….’. This is because of

1. Ultrasonic sound

2. Echo

3. Reverberation

4. Infrasonic sound

ÿ¿£ eTÖd¾ �q� �|fɼýË úeÚ »»V�²ý˵µ n� n]�dï n~ úÅ£� »V�²ýË z z z....µ

n� $q�&�T³Å£� ¿±sÁD+ 1. nÜ<ó�Ç�

2. ç|�Ü<ó�Ç�

3. ç|�ÜH�<�+

4. |�sÁçXæe« <ó�Ç�

146. CaCO3 D¾¾® CaO + CO2

Volume of CO2 at STP obtained by complete decomposition of 10g of CaCO3 in the above reaction would be (in ml)

CaCO3 D¾¾® CaO + CO2

�|Õ #ásÁ«ýË 10 ç>±. CaCO3 |�P]ï>± $jîÖ>·+ #î+~Ôû STP e<�Ý bõ+<�>·*¹>

CO2 |��Tq|�]eÖDeTT ($T.©.\ýË)

1. 2.24

2. 22.4

3. 2240

4. 224

147. In the process of condensation, the change of phase is from

1. Liquid to gas

2. Gas to liquid

3. Solid to liquid

4. Solid to gas

kÍ+çB¿£sÁD ç|�ç¿ìjáTýË � d¾�ÜeÖsÁTÎ ÈsÁT>·TqT 1. ç<�eeTT qT+&� y�jáTTeÚqÅ£�

2. y�jáTTeÚ qT+&� ç<�eeTTqÅ£�

3. |��TqeTT qT+&� ç<�eeTTqÅ£�

4. |��TqeTT qT+&� y�jáTTeÚqÅ£�

148. Fe2 O3 + 2Al → Al2 O3 + 2Fe is an example for

1. Chemical Combination

2. Chemical Double displacement

3. Chemical Displacement

4. Chemical Decomposition

Fe2 O3 + 2Al → Al2 O3 + 2Fe nqT #ásÁ« B�¿ì �<�V�²sÁD 1. sÁkÍjáTq d�+jîÖ>·eTT

2. sÁkÍjáTq <�Ç+<�Ç $jîÖ>·eTT

3. sÁkÍjáTq kÍ�qçuó�+Xø+

4. sÁkÍjáTq $jîÖ>·eTT

149. This is not the property of a ‘mixture’.

1. The components must be present in a definite proportion.

2. Each component retains its individual properties.

3. The individual components can be separated by physical means.

4. Mixture may be homogeneous or heterogeneous.

�~ »$TçXøeT+µ jîTT¿£Ø <ó�sÁ�+ ¿±<�T. 1. nqT|��T³¿±\T ÿ¿£ �]Ýw�¼ nqTbÍÔá+ýË �+{²sTT.

2. ç|�Ü nqT|��T³¿£eTT <�� d�Ç+Ôá <ó�s��\qT ç|�<�]ôd�Tï+~.

3. nqT|��T³¿±\qT uó�Ü¿£ ç|�ç¿ìjáT <�Çs� yûsÁT#ûjáTe#áTÌ.

4. $TçXøeTeTT d�C²rjáT+ ýñ<� $C²rjáT+>± �+&=#áTÌ.

150. The correct statement regarding ‘Dark Zone’ in the candle flame.

1. Complete combustion takes place.

2. It is outermost zone of the flame.

3. It has the highest temperature.

4. It largely consists of the hot vapours of the wax.

ç¿=y=ÇÜï eT+³ýË »N¿£{ì çbÍ+Ô��¿ìµ d�+�+~ó+ºq d�ÂsÕq y�¿£«eTT 1. d�+|�PsÁ� <�V�²q#ásÁ« ÈsÁT>·TÔáT+~.

2. �~ eT+³ jîTT¿£Ø u²V�²«+ýË �+³T+~.

3. �~ nÔá«~ó¿£ �cþ�ç>·ÔáqT ¿£*Ð �+³T+~.

4. �~ mÅ£�Øe>± yîT®qeTT jîTT¿£Ø yû&� u²cÍÎ\qT ¿£*Ð �+³T+~.

151. I am a marine animal with spiny skin. I have triploblastic, radially symmetrical body. I belong to this phylum

1. Annelida

2. Arthropoda

3. Mollusca

4. Enchinodermata

HûqT d�eTTç<�J$�. eTTÞøße+{ì #ásÁ�+, e\jáT kåw�÷e+>·\ çÜd�ï]Ôá J$�.

HûqT � $uó²>·eTT / esÁZeTTqÅ£� #î+<�TÔ�qT.

1. nHî*&�

2. �çs�Ãbõ&�

3. yîTT\kÍØ

4. �UÉÕHÃ&î¹s�{²

152. This is not the correct statement about Fertilization in Human beings

1. Ovum develops in the Graffian follicles

2. Sperms meet the ovum in the Uterus

3. Fertilization takes place in the Fallopian tube

4. Embryo develops in the Uterus

eÖqeÚ\ýË |��\B¿£sÁDeTTqÅ£� d�+�+~ó+º d�]¿±� ç|�e#áqeTT

1. çdÓï ;È¿£DeTT ç>±|�¾jáTH� |�Ú{ì¿£ýË n_óe�~Æ #î+<�TÔáT+~.

2. |�ÚsÁTw� ;È¿£DeTT, çdÓï ;È¿£D²�� >·s�ÒÛXøjáT+ýË ¿£\Td�Tï+~.

3. |��\B¿£sÁD+ b�ÍýË|¾jáTH� H�ÞøeTTýË ÈsÁT>·TÔáT+~.

4. |¾+&�eTT >·s�ÒÛXøjáTeTTýË �|sÁT>·TÔáT+~.

153. The following are Invasive Alien Species

1. Spanish flag, Gooty tarantula

2. Water hyacinth, Spanish flag

3. Peacock, Water hyacinth

4. Hyderabad pigeon, Battameka pitta

� ç¿ì+~$ $<ûojáT �ç¿£eTD C²ÔáT\T

1. kÍÎ�wt b�Í¢>´, >·Ö{ì ³sÁ+³Tý²

2. >·TçsÁ|�Ú&î¿£Ø, kÍÎ�wt b�Í¢>´

3. HîeT*, >·TçsÁ|�Ú&î¿£Ø

4. �VÕ²<�s�u²<� bÍeÚsÁeTT, �³¼yûT¿£ |¾³¼

154. The joint that help the head to move up and down and side to side

1. Ball and socket joint

2. Hinge joint

3. Pivotal joint

4. Gliding joint

Ôá\qT �|Õ¿ì, ¿ì+~¿ì eT]jáTT ÿ¿£ ç|�¿£Ø qT+&� eT]jîTT¿£ ç|�¿£ØÅ£� ¿£<�T|�ڳţ�

�|�jîÖ>·|�&�T ¿¡\T

1. �+ÜÐHî� ¿¡\T

2. eT&�Ôá�+<�T ¿¡\T

3. u¤+>·sÁ|�Ú ¿¡\T

4. C²Âs&�T ¿¡\T

155. The characteristic of Cyanobacteria

1. Live mostly in hot water springs

2. Resemble bacteria internally and externally

3. Cause diseases to plants and animals

4. Resemble algae externally

d�jáTHà u²¿¡¼]jáÖ \¿£�DeTT

1. yû&�ú{ì �T>·Z\ýË mÅ£�Øe>± �ed¾kÍïsTT

2. n+ÔásÁZÔá+>±qT eT]jáTT u²V�²«+>±qT u²¿¡¼]jáÖqT bþ* �+{²sTT

3. yîTT¿£Ø\Å£�, È+ÔáTeÚ\Å£� y�«<ó�T\T ¿£*ÐkÍïsTT

4. u²V�²«+>± XèÕeý²\qT bþ* �+{²sTT

156. Find the correct statement about the Nerve cells

1. Ranvier nodes are present in all nerve cells

2. Nissl’s granules are present in the cytoplasm

3. The cells can divide and regenerate

4. A number of dendrites are formed from the Axon

H�&�¿£D²\Å£� d�+�+~ó+º d�]jî®Tq ç|�e#áqeTT

1. s�qÇjáTsY ¿£DT|�Ú\T n�� H�&�¿£D²\Å£� �+{²sTT

2. ¿£Dç<�e«eTTýË ��dàýÙ ¿£Dì¿£\T �+{²sTT

3. ¿£DeTT\T $uó�Èq #î+<�>·\eÚ, |�ÚqsÁTÔáÎÜï #î+<�>·\eÚ

4. �¿±àH� qT+&� nHû¿£ &î+ç&îÕ{Ù\T @sÁÎ&�Ô�sTT

157. Read the following statements regarding food chain and suggest appropriate names respectively

A. They break down the remains of the dead organisms B. They are the beginners of a food chain

1. A-Decomposers, B-Producers

2. A-Decomposers, B-Consumers

3. A-Producers, B-Consumers

4. A-Consumers, B-Decomposers

ÿ¿£ �V�äsÁ|�Ú >=\Td�TýË� ¿ì+~ n+Xæ\qT #á~$ y�{ì¿ì ÔáÐq �|sÁ¢qT

esÁTd�>± Ôî\Î+&�.

A) �$ eT�ÔáJeÚ\ neXâcÍ\qT $ºÌÛq�+ #ûkÍïsTT.

B) M{ìÔà �V�äsÁ|�Ú >=\Td�T çbÍsÁ+uó�eTeÚÔáT+~.

1. A-$ºÌÛq�¿±sÁT\T, B-�ÔáÎÜï<�sÁT\T

2. A-$ºÌÛq�¿±sÁT\T, B-$�jîÖ>·<�sÁT\T

3. A-�ÔáÎÜï<�sÁT\T, B-$�jîÖ>·<�sÁT\T,

4. A-$�jîÖ>·<�sÁT\T, B-$ºÌÛq�¿±sÁT\T

158. The specialized character that occurs in most of the gymnosperms is

1. Possesses resin passages

2. Secretion of Tannins

3. Secretion of Gums

4. Having Latex passages

mÅ£�Øe $e�Ôá;È yîTT¿£Ø\ýË ¿£q|�&û ç|�Ôû«¿£ \¿£�D+

1. Âsd¾H� H�Þ²\T ¿£*Ð eÚ+&�³+

2. {²�H�\T çd�$+#áT³

3. �>·TsÁ¢qT çd�$+#áT³

4. ýñfÉ¿ùà H�Þ²\T ¿£*Ð eÚ+&�³+

159. Identify the facts about blood coagulation

A) Erythrocytes release thrombokinase

B) Thrombokinage changes prothrombin to thrombin

C) Thrombin changes Fibrinogen to Fibrin

D) Phylloquinone delays blood clotting

sÁ¿£ïd�Ø+<�qeTTqÅ£� d�+�+~ó+ºq y�d�ïy�\T >·T]ï+#á+&�.

A) mçsÁsÁ¿£ï¿£D²\T ç<¸�+uË¿ÕHûCÙqT $&�T<�\#ûkÍïsTT

B) ç<¸�+uË¿ÕHûCÙ ` çbõ<¸�+_H�qT çÔ�+_H�>± eÖsÁTd�Tï+~.

C) çÔ�+_H� ` �|�Õç_HÃÈH�qT �|�Õç_H�>± eÖsÁTd�Tï+~.

D) |�¾ýË¢¿ìÇHÃH� sÁ¿£ï+ >·&�¦¿£³¼&��� �\d�«+ #ûd�Tï+~.

1. A, B

2. A, D

3. C, D

4. C, B

160. The three types of ground tissue are

1. Sclerenchyma, Collenchyma, Parenchyma 2. Parenchyma, Sclerenchyma, Sieve cells 3. Aerenchyma, Parenchyma, Sieve tubes 4. Collenchyma, Sieve tubes, Sieve cells

d�+<ó�jáT¿£ ¿£DC²\+ýË� eTÖ&�T sÁ¿±\ ¿£DC²ý²\T

1. <��&ó�¿£DC²\+, d�Ö�\¿ÃD¿£DC²\+, eT�<�T¿£DC²\+

2. eT�<�T¿£DC²\+, <��&ó�¿£DC²\+, #�\ú¿£D²\T

3. y�jáTT>·Ôá¿£DC²\+, eT�<�T¿£DC²\+, #�\úH�Þ²\T

4. d�Ö�\¿ÃD¿£DC²\+, #�\úH�Þ²\T, #�\ú¿£D²\T

161. Syntactic structure of science does not involve

1. empirical knowledge

2. processes of science

3. scientific attitudes

4. scientific methods

$C²ãqXæg+ jîTT¿£Ø d�+Xâ¢w�D²Ôá�¿£ �s��D²�¿ì d�+�+~ó+#á�~

1. çbÍjîÖп£ C²ãqeTT

2. $C²ãqXæg ç|�ç¿ìjáT\T

3. $C²ãqXæg yîÕKsÁT\T

4. $C²ãqXæg |�<�ÆÔáT\T

162. A scientist failed 605 times in inventing a medicine, but he never gave up – this trait is called

1. humility

2. curiosity

3. positive approach to failure

4. open-mindedness

ÿ¿£ XægyûÔáï ÿ¿£ eT+<�TqT ¿£qT>=qT³ýË 605 kÍsÁT¢ $|��\eTjáÖ«&�T ¿±ú

nÔá&�T $&�º �|³¼ýñ<�T. � \¿£�D²�� �ý² |¾\TkÍïsÁT

1. qçeTÔá

2. Å£�ÔáÖV�²\+

3. n|�ÈjáÖ\qT nqTÅ£L\ <ó��¿£Î<ó�+Ôà #áÖ&�&�+

4. $Xæ\ <��¿£Î<�̧+

163. The ancient book that described plastic surgery and caesarian is

1. Rasaratnakara

2. Charakasamhita

3. Susrutasamhita

4. Samaveda

bÍ¢d¾¼¿ù d�sÁ̈̄ eT]jáTT d¾Cñ]jáTH�qT $e]+ºq çbÍNq ç>·+<�̧+

1. sÁd�sÁÔ��Å£sÁ

2. #ásÁ¿£d�+V¾²Ôá

3. d�Td��Ôád�+V¾²Ôá

4. kÍeTyû<�

164. Science develops process skills like, observation, measurement, experimenting etc,. This is related to the following value

1. disciplinary value

2. utilitarian value

3. moral value

4. vocational value

$C²ãqXæg+ |�]o\q, ¿=\e&�+, ç|�jîÖ>±\T #ûjáT&�+ e+{ì ç|�ç¿ìjáÖ

HîÕ|�ÚD²«\qT n_óe�~Æ #ûd�Tï+~. �~ � $\TeÅ£� d�+�+~ó+ºq~.

1. ç¿£eT¥¿£�D² $\Te

2. y�«eV�ä]¿£ $\Te

3. HîÕÜ¿£ $\Te

4. e�Üï $\Te

165. Teaching of topics like solar energy, metallurgy in Physical Sciences need to be correlated with

1. mathematics

2. economics

3. biology

4. geography

uó�Ü¿£ sÁkÍjáTq XægeTT\ýË� kåsÁXø¿ìï, K�ÈXæg+ e+{ì bÍsÄÁ«$w�jáÖ\

uË<ó�qqT B�Ôà d�V�²d�+�+<ó� |�sÁ#áeýÉqT

1. >·DìÔáXægeTT

2. �]�¿£XægeTT

3. JeXægeTT

4. uó�>Ã[¿£XægeTT

166. The highest order objective in the Psychomotor Domain is

1. manipulation

2. naturalisation

3. imitation

4. articulation

eÖqd¾¿£ #á\H�Ôá�¿£ sÁ+>·+ýË �q�Ôá kÍ�sTT \¿£�«eTT

1. V�²d�ïý²|��Te+

2. d�V�²J¿£sÁD+

3. nqT¿£sÁD

4. d�eTqÇjáT+

167. Seeking further information, increasing critical awareness are the desirable component behaviours of the skill of

1. set induction

2. introducing a lesson

3. stimulus variation

4. probing questions

n<�q|�Ú d�eÖ#�s��� s��³¼&�+, $eTsÁôH�Ôá�¿£ C²ãH��� �|+bõ+~+#á&�+

nHû$ � HîÕ|�ÚD«eTT jîTT¿£Ø y�+#óáújáT n+ouó�ÖÔá ç|�esÁïq\T

1. $H�«d� �>·eTq+

2. bÍsÄ��� ç|�yûXø�|fñ¼ HîÕ|�ÚD«eTT

3. �BÝ|�q yîÕ$<ó�«+

4. XË<ó�q ç|�Xø�\T

168. One among the following is a nongovernmental organization working for popularizing science

1. Defence Research and Development organisation

2. Ekalavya Science teaching project

3. Bhabha Atomic Research Centre

4. Indian Space Research Organisation

� ç¿ì+~ y��ýË ÿ¿£{ì $C²ãqXæg n_óe�~ÆÂ¿Õ |��#ûd�Tïq� ÿ¿£ ç|�uó�TÔûÇÔásÁ

d�+d��

1. sÁ¿£�D |�]XË<ó�q eT]jáTT n_óe�~Æ d�+d��

2. @¿£\e« $C²ãqXæg uË<ó�q çbÍCÉÅ£�¼

3. u²u² nDT |�]XË<ó�H� ¹¿+ç<�eTT

4. uó²sÁÔá n+Ôá]¿£� |�]XË<ó�H� d�+d��

169. ‘Recapitulation’ in the lesson plan comes under these activities

1. culminating activities

2. developmental activities

3. home assignment activities

4. introductory activities

bÍsÄÁ«|�<�̧¿£+ýË »|�Úq]ÇeTsÁôµ B� ç¿ì+<�Å£� ed�Tï+~

1. d�$T�[Ôá ¿£�Ô�«\T

2. n_óe�~Æ ¿£�Ô�«\T

3. �+{ì|�� ¿£�Ô�«\T

4. |�]#ájáT ¿£�Ô�«\T

170. The topic ‘water - sources of water – properties of water – purification of water’ can best be taught through,

1. lecture method

2. lecturer cum demonstration method

3. project method

4. historical method

»úsÁT ` ú{ì eqsÁT\T ` ú{ì <ó�s��\T ` ú{ì� Xø�çuó�eTT #ûjáTT³µ nHû

bÍsÄ�«+XøeTT uË~ó+#áT³Å£� � |�<�ÆÜ �ÔáïeTeTsTTq~

1. �|�H�«d� |�<�ÆÜ

2. �|�H�«d� ç|�<�sÁôH� |�<�ÆÜ

3. ç|�¿£\ÎH� |�<�ÆÜ

4. #�]çÔá¿£ |�<�ÆÜ

171. This longitude is called as International Dateline

1. 120° E Longitude

2. 120° W Longitude

3. 180° E and W Longitude

4. 150° E Longitude

� ¹sU²+XøeTTqT n+Ôás�¨rjáT ~q¹sK n� n+{²sÁT.

1. 120° ÔáÖsÁTÎ ¹sU²+Xø+

2. 120° |�¥ÌeT ¹sU²+Xø+

3. 180° ÔáÖsÁTÎ eT]jáTT |�¥ÌeT ¹sU²+Xø+

4. 150° ÔáÖsÁTÎ ¹sU²+Xø+

172. There are many prayers in this veda, for cattle, children and for horses

1. Rigveda

2. Samaveda

3. Atharvanaveda

4. Yajurveda

|�Xø�eÚ\ ¿Ãd�+, d�+Ô�q+ ¿Ãd�+, nXæÇ\¿Ãd�+ #�ý² çbÍsÁ�q\T �q� yû<�+

1. �TT¹>Ç<�+

2. kÍeTyû<�+

3. n<ó�sÁÇDyû<�+

4. jáTE¹sÇ<�+

173. The Volga river joins into the following sea

1. Black Sea

2. Caspian Sea

3. Baltic Sea

4. Mediterranean Sea

yÃý²Zq~ � d�eTTç<�+ýË ¿£\Td�Tï+~.

1. q\¢ d�eTTç<�+

2. ¿±d¾ÎjáTH� d�eTTç<�+

3. u²*¼¿ù d�eTTç<�+

4. eT<ó�«<ó�s� d�eTTç<�+

174. Palnati Veerula Katha was written by

1. Pothana

2. Tikkana

3. Srinadha

4. Nannayya

|�ý²�{ì MsÁT\ ¿£<¸� sÁº+ºq y�sÁT

1. bþÔáq

2. Ü¿£Øq

3. lH�<�̧T&�T

4. qq�jáT«

175. To contest to Legislative Council, a person should have completed this age (in years)

Xæd�qeT+&�* d�uó�T«�>± bþ{¡#ûjáTT³Å£� ¿±e\d¾q ejáTd�Tà (�+&� �+&�*àq

d�+eÔáàs�\ýË)

1. 30

2. 20

3. 25

4. 18

176. The person who propagated “one Caste, one Religion, one God for all men”

1. Dr. B. R. Ambedkar

2. Periyar E.V. Ramasami

3. Jyothiba Phule

4. Sri Narayana Guru

»»ÿ¹¿ Å£�\+, ÿ¹¿ eTÔá+, eTqTw�§\+<�]¿ì ÿ¹¿ <ûeÚ&�Tµµ n� #�{ì#î|¾Îqy�sÁT

1. &�öö _.�sY. n+uñ<�ØsY

2. �|]jáÖsY E.V. s�eTkÍ$T

3. CË«Üu² |��Pýñ

4. l H�s�jáTD >·TsÁT

177. The weapon used by Eskimos to hunt seals

1. Aleut

2. Harpoon

3. Umiaks

4. Kayak

dÓ\T È+ÔáTeÚqT yû{²&�T³Å£� md¾ØyîÖ\T �|�jîÖÐ+ºq �jáTT<ó�eTT

1. n\T«sTT{Ù

2. V�äsÁÖÎH�

3. �$TjáÖ¿ùà

4. ¿£jáÖ¿ù

178. The day that was observed as “day of Mourning” by the people of Bengal when the participation of Bengal has come in to force.

1. 14th November 1905

2. 14th October 1905

3. 16th October 1905

4. 16th November 1905

uÉ+>±\T $uó�Èq neT\TýË¿ì eºÌq sÃEqT uÉ+>±\T ç|�È\T »$cÍ<�~q+µ>±

bÍ{ì+ºq Ôû~

1. qe+�sÁT 14, 1905

2. n¿Ã¼�sÁT 14, 1905

3. n¿Ã¼�sÁT 16, 1905

4. qe+�sÁT 16, 1905

179. The minimum energy (food) required per day to the workers who work very hard in rural and in urban areas respectively is

1. 2400, 2100 Kilocalories

2. 2100, 2400 Kilocalories

3. 2000, 2500 Kilocalories

4. 2200, 3200 Kilocalories

ç>±MTD çbÍ+Ô�\ýË Xæ¯sÁ¿£ çXøeT n~ó¿£+>± #û�dy�sÁT eT]jáTT |�³¼D

çbÍ+Ô�\ýË çXøeT#û�d y�sÁT sÃEÅ£� ¿£úd�+ ¿±e\d¾q Xø¿ìï

(�V�äsÁ+ sÁÖ|�+ýË) esÁTd�>±....

1. 2400, 2100 ¿ìýË¿±«\¯\T

2. 2100, 2400 ¿ìýË¿±«\¯\T

3. 2000, 2500 ¿ìýË¿±«\¯\T

4. 2200, 3200 ¿ìýË¿±«\¯\T

180. The person who led a campaign against Devadasi system

1. Raja Ram Mohan Roy

2. Rukmini Devi

3. Jyothiba Phule

4. Bhagya Reddy Varma

<ûe<�d¾ e«ed��Å£� e«Ü¹s¿£+>± �<�«eTeTT q&�|¾qy�sÁT

1. s�C² s�yîÖ�V�²H�s�jYT

2. sÁT¿ì�D¡ <û$

3. CË«Üu² |��Pýñ

4. uó²>·«Âs&�¦ esÁ�

181. The portion of peninsular plateau lying to the South of Narmada is called

1. Deccan Plateau

2. Malwa Plateau

3. Chotanagapur Plateau

4. Pameer Plateau

qsÁ�<�q~¿ì <�¿ì�D²q �q� BÇ|�¿£\Î |ÓsÄÁuó �Ö$T

1. <�¿£ØH� |ÓsÄÁuó�Ö$T

2. eÖý²Ç |ÓsÄÁuó�Ö$T

3. #Ã{²H�>·|�PsY |ÓsÄÁuó�Ö$T

4. bÍMTsY |ÓsÄÁuó�Ö$T

182. Aila Super – cyclone ravaged Sundarbans in the year

×ý² �|qTÔáTb�ÍqT d�T+<�sY�H� çbÍ+Ô��� nÔáý²Å£�Ôá\+ #ûd¾q d�+eÔáàsÁ+

1. 2005

2. 2009

3. 2001

4. 2004

183. National Institute of Nutrition is located in this city

1. Vijayawada

2. Delhi

3. Hyderabad

4. Visakhapatnam

C²rjáT bþw�¿±V�äsÁ d�+d�� � q>·sÁeTTýË ¿£\<�T

1. $ÈjáTy�&�

2. &�

3. �VÕ²<�s�u²<�

4. $XæK|�³�+

184. Japan and Germany parliaments are respectively called

1. Diet and Reichstag

2. Duma and Reichstag

3. Reichstag and Duma

4. Diet and Duma

ÈbÍH� bÍsÁ¢yîT+³T eT]jáTT ÈsÁ�ú bÍsÁ¢yîT+{Ù\qT esÁTd�>± �ý² |¾\TkÍïsÁT

1. &îÕ{Ù eT]jáTT ]#Ykͼ>´

2. &�Ö«eÖ eT]jáTT ]#Ykͼ>´

3. ]#Ykͼ>´ eT]jáTT &�Ö«eÖ

4. &îÕ{Ù eT]jáTT &�Ö«eÖ

185. Number of countries represented in the first Asio-African Conference held at Bandung (Indonesia) in 1955

1. 24 Nations

2. 29 Nations

3. 30 Nations

4. 35 Nations

1955ýË u²+&�T+>´ (�+&ÃHûw¾jáÖ) ýË È]Ðq yîTT<�{ì �d¾jáÖ`�ç|�¾¿±

<ûXæ\ d�eÖyûXæ�¿ì V�äÈÂsÕq <ûXæ\ d�+K«

1. 24 <ûXæ\T

2. 29 <ûXæ\T

3. 30 <ûXæ\T

4. 35 <ûXæ\T

186. The Oceanic trench in Indian Ocean is

1. Challenger

2. Naves

3. Puertorico

4. Java

V¾²+<�Ö eTV�äd�eTTç<�+ýË� n>±<ó�eTT

1. #�ýÉ+ÈsY

2. Hûy�à

3. |�Ú«sü]¿Ã

4. C²y�

187. The first jute mill was set up near Kolkata in this year

yîTT<�{ì Èq|�H�sÁ $T\T¢qT ¿ÃýÙ¿£Ô� <�>·ZsÁ kÍ�|¾+ºq d�+eÔáàsÁ+

1. 1859

2. 1865

3. 1838

4. 1856

188. The revolutionarist who was caught by British soldiers at Chintapalli forests

1. Komaram Bheem

2. Alluri Seetha Rama Raju

3. Birsa Munda

4. Vijaya Rama Raju

º+Ôá|�*¢ n&�eÚ\ <�>·ZsÁ ç_{ìw�§ �dÕq«+ |�³T¼Å£�q� $|�¢e¿±sÁT&�T

1. ¿=eTsÁ+ ;óy�T

2. n\Ö¢] dÓÔ�s�eTs�E

3. _s�à eTT+&�

4. $ÈjáT s�eTs�E

189. This article of Indian Constitution is to provide free and competent legal services to poor and weaker sections through Lok Adalat

ýË¿ù n<�\ÔY <�Çs� ;<�, �\VÓ²q es�Z\ y�]¿ì �ºÔá H�«jáT d�V�äjáÖ��

n+~+#�\� uó²sÁÔá s�C²«+>±�¿ì ÈÔá#ûd¾q n~ó¿£sÁD

1. 39-A

2. 33-A

3. 36-A

4. 31-A

190. These forests are found in the large parts of India

1. Temperate Evergreen Forests

2. Tropical Evergreen Forests

3. Tropical Deciduous Forests

4. Temperate Deciduous Forests

uó²sÁÔá<ûXø+ýË n~ó¿£ uó²>·+ýË �q� n&�eÚ\T

1. d�eToÔÃw�� d�ÔáÔáV�²]Ôá n&�eÚ\T

2. �w��eT+&�\ d�ÔáÔáV�²]Ôá n&�eÚ\T

3. �w��eT+&�\ �Å£�s�\TÌ n&�eÚ\T

4. d�eToÔÃw�� �Å£�s�\TÌ n&�eÚ\T

191. “Social Studies curriculum should be comprehensive but it should not be over loaded with more information” – is stated by

1. Review on curriculum – 1988

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

3. National Curriculum Frame work – 2005

4. Ten (10) year School Curriculum – 1975

»»kÍ+|�¾T¿£Xæçd�ï $<�«ç|�D²[¿£ d�eTç>·+>± �+&�* ¿±� n~ó¿£ d�eÖ#�sÁ+ÔÃ

uó²sÁ+ yîÖ|��&�q~>± �+&�Å£L&�<�Tµµ ` n� �|s=Øq�~ 1. $<�«ç|�D²[¿£ d�MT¿£� ` 1988

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

3. C²rjáT $<�«ç|�D²[¿± #áç³+ ` 2005

4. |�~ (10) d�+öö\ bÍsÄÁXæ\ $<�«ç|�D²[¿£ ` 1975

192. Organisation of ‘Mock Parliament’ by a Social Science teacher develops this value among students

1. Social value

2. Political value

3. Vocational value

4. Informatory value

ÿ¿£ kÍ+|�¾T¿£Xæçd�ï �bÍ<ó�«jáTT&�T »eÖ¿ù bÍsÁ¢yîT+{Ùµ �sÁÇV¾²+#á&�+ e\q

$<�«sÁT�\ýË �|+bõ+~+|��&�T $\Te 1. kÍ+|�¾T¿£ $\Te

2. s�È¿¡jáT $\Te

3. e�Üï $\Te

4. d�eÖ#�sÁ $\Te

193. The associated action words of “planning, discover, designing” are

related to this category of cognitive processes

1. Creativity

2. Evaluating

3. Analysing

4. Understanding

»»ç|�D²[¿£ ÔájáÖ¯, |�]XË<ó�q, sÁÖ|�¿£\Îq #ûjáTT³µµ nqT nqT�+<ó�

ç¿ìjáÖÔá�¿£ |�<�\T C²ãH�Ôá�¿£ ç|�ç¿ìjáTýË� � es�Z�¿ì #î+~q$ 1. d��ÈH�Ôá�¿£Ôá

2. eTÖý²«+¿£q+ #ûjáTT³

3. $Xâ¢w¾+#áT³

4. ne>±V�²q

194. ‘Source Method’ and ‘Socialised Recitation Method’ are respectively

1. Both are Teacher centered

2. Both are Child centered

3. Teacher centered, Child centered

4. Child centered, Teacher centered

»eTÖý²<ó�sÁ |�<�Æܵ eT]jáTT »kÍ+|�ÓT¿£�Ôá �<�ZsÁ |�<�Æܵ nqTq$ esÁTd�>±

1. Âs+&�Ö �bÍ<ó�«jáT ¹¿+ç~Ô�\T

2. Âs+&�Ö ¥Xø� ¹¿+ç~Ô�\T

3. �bÍ<ó�«jáT ¹¿+ç~Ôá+, ¥Xø� ¹¿+ç~Ôá+

4. ¥Xø� ¹¿+ç~Ôá+, �bÍ<ó�«jáT ¹¿+ç~Ôá+

195. “Charts are combination of graphic and pictorial media designed for the orderly and logical visualising of relationship between key facts or ideas” – defined by

1. Ghate

2. Edgar Dale

3. Comenius

4. Wittich and Schuller

»»¿¡\¿£ �ýË#áq\T ýñ<� jáT<ó�s��\ eT<ó�« ç¿£eTjáTTÔá+>±, Ô�]Ø¿£+>±

<��Xø«sÁÖ|� d�+�+<ó��� d�Öº+#á&��¿ì ç>±|�¾¿ù, ºçÔásÁÖ|�+, Âs+&�+{ì�

¿£*|¾ &�CÉÕH� #ûd¾qyû #�sÁT¼\Tµµ n� �sÁǺ+ºqy�sÁT

1. �|�T{Ù

2. m&�ZsY &ûýÙ

3. ¿=MT�jáTdt

4. ${ì¼#Y eT]jáTT w�§\¢sY

196. These maps help in showing rivers, mountains, valleys, plains, deserts, forests, rainfall, temperature etc.

1. Economic Maps

2. Theme Specific Maps

3. Political Maps

4. Physical Maps

q<�T\T, |�sÁÇÔ�\T, ýËjáT\T, yîT®<�H�\T, m&�sÁT\T, n&�eÚ\T, esÁübÍÔá+,

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197. The present Social Studies text books for classes 6, 7 and 8 are

developed by following this approach

1. Integrated and Thematic approach

2. Disciplinary approach

3. Concentric approach

4. Unit and Chronological approach

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198. “What is the difference between Draft and Cheque?” This question is intended to achieve this academic standard.

1. Appreciation and Sensitivity

2. Conceptual Understanding

3. Information Skills

4. Reflection on Contemporary issues and Questioning

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199. The aspects like number of working days of school in the academic year, number of holidays including optional holidays, days required to conduct examinations, leave to be taken by the teachers shall be kept in mind while preparation of this plan

1. Period Plan

2. School Development Plan

3. Unit Plan

4. Year Plan

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200. One among the following is a primary source for a Social Studies teacher

1. Journal

2. Text book

3. Museum

4. Encyclopedia

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