TET cum TRT

SGT – 18-01-2019 (S2)

1. The ‘PRASAD’ scheme was introduced by

1. Ministry of Tourism
2. Ministry of Human Resource Development
3. Ministry of Culture
4. Ministry of Home affairs

‘PRASAD’ dÓØeTTqT ç|ŸyûXø™|{ì¼qysÁT

1. |Ÿs«³¿£ eT+çÜÔáÇXæK
2. eÖqe eqsÁT\ n_óe~Æ eT+çÜÔáÇXæK
3. kÍ+dŸØ Ü¿£ eT+çÜÔáÇXæK
4. <ûojáT e«eVŸäs\ eT+çÜÔáÇXæK

2. The founder of ‘Militant Naujawan Bharat Sabha’ was

1. Lala Lajpat Rai

2. Subhash Chandra Bose
3. Bipin Chandra Pal
4. Bhagat Singh

»$T*fÉ+{Ù qeÈyHŽ uó²sÁÔá dŸuó„µ qT k͜|¾+ºq ysÁT

1. ý²ý² \È|ŸÔY sjYT
2. dŸTuó²wt #á+ç<ŠuËdt
3. _|¾HŽ #á+ç<ŠbÍýÙ
4. uó„>·ÔY d¾+>´
3. ‘Kaliyattam’ is the Folk / Tribal dance of

1. Tamil Nadu
2. Karnataka
3. Uttarakhand
4. Kerala

»¿±[jáT³¼+µ nHû C²q|Ÿ<Š / Ð]Èq qÔá«+ B“¿ì #î+~q~.

1. Ôá$TÞøH&ƒT
2. ¿£s’³¿£
3. –ÔáïsK+&Ž
4. ¹¿sÁÞø

4. The point in the orbit of the Earth when it is the closest to the Sun is
called

1. Apogee
2. Perigee
3. Perihelion
4. Aphelion

uóք $T Ôáq ¿£¿£Œ«ýË ÜsÁT>·T#áTq•|ŸÚÎ&ƒT dŸÖsÁT«“¿ì nÔá«+Ôá <Š>·ZsÁ>± –+&û k͜qeTT

1. nbþJ
2. ™|]J
3. ™|]VÓ²*jáTHŽ
4. n|˜Ó*jáTHŽ
5. This country was elected as President of ‘Asia - Pacific Institute for
Broadcasting Development’ on August 3, 2018

1. Bangladesh
2. India
3. Pakistan
4. Sri Lanka

€>·dt¼ 3, 2018q »€d¾jáÖ ` |Ÿd¾|˜¾¿ù ‚HŽd¾¼³Ö«{Ù |˜ŸsY çu²&Ž¿±d¾¼+>´

&îe\|tyîT+{Ùµ Å£” n<óŠ«Å£Œ”\T>± m“•Â¿Õq <ûXø+
1. ‹+>±¢<ûXÙ
2. uó²sÁÔá<ûXø+
3. bÍ¿ìkÍïHŽ
4. l\+¿£

6. Simon Commission was constituted in the year

™deÕ THŽ ¿£MTwŸHŽ @sÎ³T #ûjTá ‹&q dŸ+eÔáàsÁ+

1. 1927
2. 1929
3. 1931
4. 1934

7. The number of Legislative Assembly seats in Andhra Pradesh

ç|ŸdŸTïÔá+ €+ç<óŠç|Ÿ<ûXÙ sçwŸ¼ $<ó‘q dŸuó„ý˓ dÓ³¢ dŸ+K«
1. 168
2. 172
3. 175
4. 178
8. The growth rate of India’s exports as on August 2018 is

€>·wŸ§¼ 2018 Ôû~¿ì uó²sÁÔá m>·TeTÔáT\ m<ŠT>·T<Š\ XæÔá+

1. 19.12
2. 19.21
3. 21.19
4. 12.91

9. The basic unit of Time is

1. Second
2. Minute
3. Hour
4. Day

¿±ý²“¿ì eTÖ\ ç|ŸeÖD+

1. ™d¿£qT
2. “eTTwŸeTT
3. >·+³
4. sÃE
10. The ore of Aluminium is

1. Carnallite
2. Dolomite
3. Calamine
4. Bauxite

n\Ö«$T“jáT+ jîTT¿£Ø eTT& K“ÈeTT

1. ¿±sÁ•ýÉÕ{Ù
2. &Ã\yîT®{Ù
3. ¿±\yîT®HŽ
4. u²Â¿Õà{Ù

11. The capital of Jharkhand is

1. Dehradun
2. Ranchi
3. Shillong
4. New Raipur

C²sÁ‰+&Ž sçwŸ¼ sÈ<ó‘“

1. &îçVŸä&ƒÖHŽ
2. s+º
3. w¾ý²¢+>´
4. qÖ« sjáT|ŸPsY
12. The bicameral Legislature of Japan is called as

1. Duma
2. Congress
3. Parliament
4. Diet

ÈbÍHŽ jîTT¿£Ø ~Ç dŸuó„ XædŸqdŸuó„qT ‚ý² |¾\TkÍïsÁT.

1. &ƒÖ«eÖ
2. ¿±+çÂ>dt
3. bÍsÁ¢yîT+{Ù
4. &îÕ{Ù

13. ISRO is located at

1. Bengaluru
2. Ahmedabad
3. Thumba
4. Hyderabad

ISRO ‚¿£Ø&ƒ ¿£\<ŠT

1. uÉ+>·ÞøSsÁT
2. nVŸ²ˆ<‘eÖ<Ž
3. ÔáT+‹
4. ™VÕ²<Šsu²<ŠT
14. “International Youth Day’ is observed on

1. 12th July
2. 29th July
3. 12th August
4. 29th August

»»n+Ôás¨rjáT jáTTeÈq ~HÃÔáàe+µµ ÈsÁT|ŸÚ¿=Hû sÃE

1. EýÉÕ ` 12
2. EýÉÕ ` 29
3. €>·dŸT¼ ` 12
4. €>·dŸT¼ ` 29

15. The author of the book ‘My experiments with Truth’ was

1. Indira Gandhi
2. Mahatma Gandhi
3. R. K. Narayan
4. Dr. Rajendra Prasad

»yîT® m¿ùà™|]yîT+{Ùà $ÔY ç³ÖÔYµ ç>·+<¸Š sÁ#sá TTÔá

1. ‚+~s>±+Bó
2. eTVŸäԐˆ>±+Bó
3. €sY. ¿. HsjáTDY
4. &†. sCñ+ç<Šç|ŸkÍ<Ž
16. The World Record holder in 100 metres Running race is

1. Usain Bolt
2. David Lekuta
3. Milka Sing
4. Kevin Young

100 MT³sÁ¢ |ŸsÁT>·T |Ÿ+<î+ýË ç|Ÿ|Ÿ+#á ]¿±sÁT¦ kÍ~ó+ºq ysÁT

1. –dàHŽ uËýÙ¼
2. &û$&Ž ýÉÅ£”{²
3. $Tý²Ød¾+>´
4. ¿$HŽ jáT+>´

17. The playing time of the full version of the National Anthem is
approximately

1. 45 seconds
2. 52 seconds
3. 56 seconds
4. 59 seconds

C²rjáT ^Ԑ“• |ŸP]ï>± €\|¾+#á&†“¿ì wŸ§eÖsÁT>± |Ÿ³T¼ dŸeTjáT+

1. 45 ™d¿£qT\T
2. 52 ™d¿£qT\T
3. 56 ™d¿£qT\T
4. 59 ™d¿£qT\T
18. The extended form of NCC is

1. National Cadet Candidates

2. National Centre Corps
3. National Common Candidates
4. National Cadet Corps

NCC “ $dŸ]ï +#á>±

1. HûwŸqýÙ ¹¿&î{Ù ¿±+&&û{Ùà
2. HûwŸqýÙ ™d+³sY ¿±sYÎà
3. HûwŸqýÙ ¿±eTHŽ ¿±+&&û{Ùà
4. HûwŸqýÙ ¹¿&î{Ù ¿ÃsY

19. The 48th International film festival of India was held at

1. Hyderabad
2. Bengaluru
3. Goa
4. Ranchi

uó²sÁÔá 48e n+Ôás¨rjáT #á\q ºçÔÃÔáàe+ ‚¿£Ø&ƒ È]Ð+~.

1. ™VÕ²<Šsu²<Ž
2. uÉ+>·ÞøSsÁT
3. >Ãy
4. s+º
20. The famous Tourist centre ‘Araku Valley’ is located in this district

1. Visakhapatnam
2. Ananthapur
3. Chittoor
4. Srikakulam

ç|ŸU²«Ôá |Ÿs«³¿£ ¹¿+ç<Š+ »nsÁÅ£”ýËjáTµ ‡ ›ý²¢ýË ¿£\<ŠT

1. $XæK|Ÿ³•+
2. nq+Ôá|ŸÚsÁ+
3. ºÔáÖïsÁT
4. l¿±Å£”Þø+

21. The medium of teaching during Buddhist period was

1. Sanskrit, Tamil Languages

2. Pali, Prakrit Languages
3. Parsi, Sindhi Languages
4. Sanskrit, Hindi Languages

u…<ŠTÆ\ ¿±\+ýË uË<óŠH eÖ<óŠ«eT+

1. dŸ+dŸØ Ôá+, Ôá$TÞø uó²wŸ\T
2. bÍ°, çbÍ¿£Ôá+ uó²wŸ\T
3. bͯô, d¾+~ó uó²wŸ\T
4. dŸ+dŸØ Ôá+, V¾²+B uó²wŸ\T
22. The title of Indian Education Commission Report is

1. Education in India and its Progress

2. National Development and Education
3. Indian System of Education
4. Education and National Development

uó²sÁÔá $<‘« ¿£MTwŸHŽ “yû~¿£ |sÁT

1. uó²sÁÔá<ûXø+ýË $<Š« eT]jáTT <‘“ ç|Ÿ>·Ü
2. C²rjáT n_óe~Æ eT]jáTT $<Š«
3. uó²sÁrjáT $<‘« $<ó‘q+
4. $<Š« eT]jáTT C²rjáT n_óe~Æ

23. Teacher empowerment influences at two levels, they are

1. Teacher level and school level

2. Pupil level and Examination results level
3. Headmaster level and Management level
4. Facilities level and Laboratories level

–bÍ<ó‘«jáTT“ kÍ~ó¿±sÁÔá Âs+&ƒT k͜sTT\qT ç|Ÿuó²$Ôá+ #ûdŸTï+~, n$

1. –bÍ<ó‘«jáTk͜sTT, bÍsÄÁXæ\ k͜sTT
2. $<‘«]œ k͜sTT, |Ÿ¯¿Œ± |˜Ÿ*Ԑ\ k͜sTT
3. ç|Ÿ<ó‘HÃbÍ<ó‘«jáTT“ k͜sTT, jáÖÈeÖq«+ k͜sTT
4. eqsÁT\ k͜sTT, ç|ŸjîÖ>·Xæ\\ k͜sTT
24. ‘Statistical Register’ of a school belongs to this category of Register

1. Educational
2. Financial
3. General
4. Correspondence

bÍsÄÁXæ\ »kͼ{ìd¾¼¿£ýÙ ]›wŸ¼sÁTµ ‡ sÁ¿±“¿ì #î+~q~.

1. $<Š«
2. €]œ¿£
3. kÍ<ó‘sÁD
4. –ÔáïsÁ ç|ŸÔáT«Ôáïs\T

25. Mid-Day-Meals scheme is under implementation in these schools.

1. Government and Aided schools

2. Government Recognised and Government schools
3. Residential schools
4. KGBV Schools

eT<ó‘«VŸ²• uóËÈq |Ÿ<¸Š¿£+ ‡ bÍsÄÁXæ\ýË¢ neT\T #ûjáT‹&ƒT#áTq•~

1. ç|Ÿuó„TÔáÇ eT]jáTT msTT&î&Ž bÍsÄÁXæ\ýË¢
2. ç|Ÿuó„TÔáÇ >·T]ï+|ŸÚ bõ+~q eT]jáTT ç|Ÿuó„TÔáÇ bÍsÄÁXæ\ýË¢
3. €çXøeT bÍsÄÁXæ\ýË¢
4. ¿›_$ bÍsÄÁXæ\ýË¢
26. Numerically, the biggest spoken Dravidian Language is

1. Tamil
2. Kannada
3. Telugu
4. Malayalam

ç<‘$&ƒ uó²wŸ\ýË nÔá«~óÅ£”\T eÖ{²¢&û uó²wŸ

1. Ôá$TÞø+
2. ¿£q•&ƒ+
3. Ôî\T>·T
4. eT\jáÖÞø+

27. As per great philosopher Rousseau inequalities are two types in

Human Society, those are…..

1. Natural or Physical and Moral or artificial

2. Social or class and caste or creed
3. Financial or Social and poor or regional
4. Colour or Caste and Gender or age

ç|ŸeTTK ԐÜÇ¿£ yûÔáï sÁÖkþ ç|Ÿ¿±sÁ+ eÖqe dŸeÖÈ+ýË ndŸeÖqÔá\T Âs+&ƒT

sÁ¿±\T, n$ `
1. dŸVŸ²È ýñ<‘ uó…Ü¿£ eT]jáTT HîÕÜ¿£ ýñ<‘ ¿£çÜeT
2. kÍ+|˜¾T¿£ ýñ<‘ esÁZ eT]jáTT Å£”\+ ýñ<‘ C²Ü
3. €]œ¿£ ýñ<‘ kÍ+|˜¾T¿£ eT]jáTT |<Š ýñ<‘ çbÍ+rjáT
4. sÁ+>·T ýñ<‘ Å£”\+ eT]jáTT *+>· ýñ<‘ ejáTdŸTà
28. In terms of status and rights, all humans are born freely and equally.
This is related to

1. Right to Information Act - 2005

2. Universal Declaration of Human Rights
3. Right of Children to Free and Compulsory Education
Act - 2009
4. Human Development Index

VŸ²Ã<‘ýË, VŸ²Å£”ØýË¢ eTqTwŸ§\+<ŠsÁÖ dÇ#áÌÛ>±, dŸeÖq+>± ȓˆ+#sÁT, ‚~

B“¿ì dŸ+‹+~ó+ºq~ `
1. dŸeÖ#sÁ VŸ²Å£”Ø #á³¼+ ` 2005
2. $XøÇ eÖqe VŸ²Å£”Ø\ ç|Ÿ¿£³q
3. u²\\ –ºÔá, “sÁÒÛ+<Š $<‘« VŸ²Å£”Ø #á³¼+ ` 2009
4. eÖqe n_óe~Æ dŸÖº¿£

29. The Chairperson of National Steering Committee of NCF-2005 was

1. Acharya Ramamurthi
2. Prof. Yash Pal
3. Mina Swaminathan
4. Dr. Padma M. Sarangapani

mHŽ.d¾.m|˜t. 2005 jîTT¿£Ø HûwŸqýÙ dÓ¼]+>´ ¿£$T{¡ #îÕsY|ŸsÁàHŽ

1. €#sÁ« seTeTÖ]ï
2. çbõ™|˜dŸsY jáTXÙbÍýÙ
3. $Tq kÍÇ$TH<¸ŠHŽ
4. &†. |Ÿ<Šˆ m+. kÍsÁ+>·bÍDì
30. In Andhra Pradesh Primary Education Project, top priority was given
to

1. Teacher centre meetings

2. Supply of TLM to schools
3. Supply of Mathematics & Science Kits
4. Child Centered Education

€+ç<óŠç|Ÿ<ûXÙ çbÍ<¸Š$T¿£ $<‘« |Ÿ<¸Š¿£+ýË n~ó¿£ çbÍ<ó‘q«$TeNj&q n+Xø+.

1. –bÍ<ó‘«jáT ¹¿+ç<Š dŸeÖyûXæ\T
2. bÍsÄÁXæ\\Å£” {ì.býÙ.byŽT. dŸsÁ|˜Ÿs
3. >·DìÔá eT]jáTT ™dÕHŽà ¿ì³¢ dŸsÁ|˜Ÿs
4. ¥Xø— ¹¿+çB¿£Ôá $<Š«

31. A child questions about the objects around him. This shows his

1. Emotional Development
2. Social Development
3. Mental Development
4. Physical Development

ÿ¿£ |¾\¢y&ƒT Ôáq #áT³Ö¼–q• edŸTïeÚ\ >·T]+º ç|Ÿ¥•dŸTïH•&ƒT. ‚~ |¾\¢y“

‡ $¿±k͓• dŸÖºdŸTï+~
1. –<ûÇ>· $¿±dŸ+
2. kÍ+|˜¾T¿£ $¿±dŸ+
3. eÖqd¾¿£ $¿±dŸ+
4. Xæ¯sÁ¿£ $¿±dŸ+
32. Individual differences are of

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

yîj
Õ Tá ¿ì¿ï £ uó<ñ ‘\T `
1. 2 sÁ¿±\T
2. 3 sÁ¿±\T
3. 4 sÁ¿±\T
4. 5 sÁ¿±\T

33. Psychological motive behind the provision of drinking water and

Mid-day meal facilities to the school students by the government is
1. to attract the students towards school
2. to satisfy the primary needs of the students
3. to satisfy the secondary needs of the students
4. to reduce absent percentage of students

ç|Ÿuó„TÔáÇ+ bÍsÄÁXæ\ $<‘«sÁTœ\Å£” çԐ>·TúsÁT, eT<ó‘«VŸ²• uóËÈq dŸ<ŠTbÍjáÖ\T

¿£\T>·CñjáTT³ý˓ eTHÃyîÕC²ã“¿£ –<ûÝXø«+
1. $<‘«sÁTœ\qT bÍsÄÁXæ\yîÕ|ŸÚÅ£” €¿£]ü+#á&ƒ+
2. $<‘«sÁTœ\ çbÍ<¸Š$T¿£ nedŸs\qT rsÁÌ&ƒ+
3. $<‘«sÁTœ\ ~ÇrjáT nedŸs\qT rsÁÌ&ƒ+
4. VŸäÈsÁT¿±“ $<‘«sÁTœ\ XæÔá+ ÔáÐZ+#á&†“¿ì
34. According to Daniel Goleman success of a person in his life depends
on
1. 80% Intelligence & 20% Emotional Intelligence
2. 50% Emotional & 50% Intelligence
3. 80% Emotional & 20% Intelligence
4. 60% Intelligence & 40% Emotional Intelligence

&û“jáTýÙ >ÃýÙeÖHŽ ç|Ÿ¿±sÁ+ ÿ¿£ e«¿ìï J$Ôá+ýË $Èjá֓¿ì ¿±sÁD+

1. 80% kÍ<ó‘sÁD ç|ŸÈã eT]jáTT 20% –<ûÇ>· ç|ŸÈã
2. 50% –<ûÇ>· ç|ŸÈã eT]jáTT 50% kÍ<ó‘sÁD ç|ŸÈã
3. 80% –<ûÇ>· ç|ŸÈã eT]jáTT 20% kÍ<ó‘sÁD ç|ŸÈã
4. 60% kÍ<ó‘sÁD ç|ŸÈã eT]jáTT 40% –<ûÇ>· ç|ŸÈã

35. The cognitive process in which the child adjust himself according to
the demands of the environment is
1. Accommodation
2. Assimilation
3. Organisation
4. Conservation

|¾\¢y&ƒT |Ÿ]dŸs\ &eÖ+&ƒ¢Å£” nqT>·TD+>± ÔáqqT ԐqT dŸsÁTÝu²³T #ûdŸTÅ£”Hû

dŸ+C²ãHÔሿ£ ç|Ÿç¿ìjTá `
1. nqT>·TD«+
2. kÍ+o¿£sÁD+
3. e«edӜ¿£sÁD+
4. |Ÿ]sÁ¿£ŒD+
36. One of the following is decided through a persons performance in
Intelligence Tests
1. Chronological age
2. Aptitude
3. Interest
4. Mental age

ç|ŸC²ã|Ÿ¯¿£ŒýË¢ e«¿ìï “cÍÎ<ŠqqT ‹{ì¼ “sÁ’sTT+#û~

1. Xæ¯sÁ¿£ ejáTdŸTà
2. dŸVŸ²È kÍeTsÁœ«+
3. n_ósÁTº
4. eÖqd¾¿£ ejáTdŸTà

37. In classical conditioning ringing of the bell before conditioning is

1. Conditional stimulus
2. Unconditional stimulus
3. Natural stimulus
4. Unnatural stimulus

XæçdÓïjáT“‹+<óŠqeTTýË “‹+<óŠq ÈsÁ>·¿£eTT+<ŠT >·+³ Xø‹Ý+ nHû~

1. “‹+~óÔá –BÝ|Ÿq
2. “]•‹+~óÔá –BÝ|Ÿq
3. dŸVŸ²È –BÝ|Ÿq
4. ndŸVŸ²È –BÝ|Ÿq
38. Mental processes like identification and internalization can be
observed in children in this stage of psycho sexual development
1. Phallic stage
2. Genital stage
3. Latent period
4. Anal stage

|¾\¢\ýË Ôá<‘rˆ¿£sÁD+, n+Ô᯿£sÁD+ nHû eÖqd¾¿£ ç|Ÿç¿ìjáT\qT ‡

eTHÃýÉÕ+п£ $¿±dŸ <ŠXøýË >·eT“+#áe#áTÌ
1. ¥Xø• <ŠXø
2. ÈqH+>· <ŠXø
3. >·T|Ÿï <ŠXø
4. €dŸq <ŠXø

39. Primary school children are in this stage of development

1. Early childhood
2. Early adolescence
3. Puberty
4. Late childhood

çbÍ<¸Š$T¿£ bÍsÄÁXæ\ý˓ |¾\¢\T ‡ $¿±dŸ<ŠXøýË –+{²sÁT

1. |ŸPsÁÇ u²\«<ŠXø
2. |ŸPsÁÇ ¿šeÖsÁ<ŠXø
3. jáTeÇHsÁ+uó„ <ŠXø
4. –ÔáïsÁ u²\«<ŠXø
40. One of the following is the Scholastic aptitude test….
1. Finger dexterity test
2. Differential aptitude test
3. Teaching aptitude test
4. Meir Seashore art judgement test

ç¿ì+~ y{ìýË $<‘«$wŸjáT¿£ dŸVŸ²È kÍeTsÁœ« |Ÿ¯¿£Œ

1. n+>·T° HîÕ|ŸÚD« |Ÿ¯¿£Œ
2. &|˜ŸÂs“üjáTýÙ €|¾¼³Ö«&Ž |Ÿ¯¿£Œ
3. {¡º+>´ €|¾¼³Ö«&Ž |Ÿ¯¿£Œ
4. yîTsTTsY dÓcþsY €sY¼ È&Ž¨yîT+{Ù |Ÿ¯¿£Œ

41. This principle stresses the importance of motivation before the

learning process
1. Law of Reinforcement
2. Law of Readiness
3. Law of Exercise
4. Law of Effect

nuó„«dŸq ç|Ÿç¿ìjáTýË ç|sÁD jîTT¿£Ø çbÍeTTK«ÔáqT H=¿ìØ#î|Î “jáTeT+

1. |ŸÚqsÁÒ\q “jáTeT+
2. dŸ+d¾<ŠÆԐ “jáTeT+
3. nuó²«dŸ “jáTeT+
4. |˜*Ÿ Ôá “jáTeT+
42. While assessing the personality of a person through rating scales
coming to a decision about a person soon after seeing him is called

1. Halo effect
2. Central Tendency effect
3. Personal effect
4. Zero effect

“sœsÁD eÖ|ŸqT\ <‘Çs e«¿ìï eTÖ]ïeTԐǓ• n+#áH yûd³|Ÿð&ƒT ÿ¿£

e«¿ìï“ #áÖ&ƒ³+ÔÃHû € e«¿ìï >·T]+º ÿ¿£ “sÁ’já֓¿ì se&ƒ+ nHû~
1. VŸäýË ç|Ÿuó²e+
2. ¹¿+çBjáT dŸÇuó²e <ÃwŸ+
3. e«¿ìï>·Ôá ç|Ÿuó²e+
4. XøSq« ç|Ÿuó²e+

43. One child is able to speak at the age of 11 months, another at 18

months and some another at 2 years – this is denoted by the
developmental principle
1. Development is not uniform in all stages
2. There are individual differences in development
3. Development follows uniformity of pattern
4. Development is cumulative

ÿ¿£ |¾\¢y&ƒT 11 Hî\\ ejáTdŸTàýË eTs=¿£ |¾\¢y&ƒT 18 Hîöö ejáTdŸTàýË

‚+¿=¿£ |¾\¢y&ƒT 2 dŸ+öö ejáTdŸTàýË eÖ{²¢&ƒ>·\T>·TÔáTH•sÁT. B““
dŸÖº+#û $¿±dŸ dŸÖçÔá+
1. $¿±dŸ+ n“• <ŠXø\ýË ÿ¹¿$<óŠ+>± kÍ>·<ŠT
2. $¿±dŸ+ýË yîÕjáT¿ìï¿£ uóñ<‘\T+{²sTT
3. $¿±dŸ+ ÿ¿£ ¿£ºÌÔáyîT®q qeTÖHqT nqTdŸ]dŸTï+~
4. $¿±dŸ+ dŸ+ºÔáyîT®q~
44. These children are referred as trainable mentally retarded
1. Mild mental retarded
2. Profound mental retarded
3. Severe mental retarded
4. Moderate mental retarded

»¥¿£ŒD, Ôá¯ÎÛ<ŠT bõ+<Š>·\ eÖqd¾¿£ $¿£ý²+>·T\Tµ >± |Ÿ]>·Dì+|Ÿ‹&û |¾\¢\T

1. dŸÇ\Î ‹T~ÆeÖ+<ŠT«\T
2. dŸ+|ŸPsÁ’ ‹T~ÆeÖ+<ŠT«\T
3. rçe ‹T~ÆeÖ+<ŠT«\T
4. $TÔá ‹T~ÆeÖ+<ŠT«\T

45. The sequential order of stages in creative process

1. Incubation, preparation, insight, verification
2. Insight, incubation, verification, preparation
3. Preparation, incubation, insight, verification
4. Verification, preparation, incubation, insight

dŸÈHÔሿ£ ç|Ÿç¿ìjTá ý˓ <ŠX\ø dŸs qÕ ç¿£eT+

1. >·T|Ÿïd¾œÜ, dŸH•VŸ²+, n+ÔásY<Šw¾¼, “sÁÖ|ŸD+
2. n+ÔásY<Šw¾¼, >·T|Ÿïd¾œÜ, “sÁÖ|ŸD+, dŸH•VŸ²+
3. dŸH•VŸ²+, >·T|Ÿïd¾œÜ, n+ÔásY<Šw¾¼, “sÁÖ|ŸD+
4. “sÁÖ|ŸD+, dŸH•VŸ²+, >·T|Ÿïd¾œÜ, n+ÔásY<Šw¾¼
46. Find out the odd one
1. Interest
2. Attention
3. Over learning
4. Inhibition

_óq•yîT®q <‘““ >·T]ï+#á+&

1. n_ósÁTº
2. ne<ó‘q+
3. nÜnuó„«dŸq+
4. nesÃ<óŠ+

47. One of the stage of Kohlberg conventional level

1. Morality of individual principles and conscience
2. Authority and social order maintaining morality
3. Obedience and punishment stage
4. Naive hedonistic and instrumental stage

¿ÃýًsYZ kÍ+ç|Ÿ<‘jáT k͜sTT¿ì #î+~q ÿ¿£ <ŠXø

1. e«¿ì>ï Ô· á dŸÖçԐ\T, n+ÔásÔሠúÜ
2. n~ó¿±sÁ+, kÍ+|˜¾T¿£ ç¿£eT“sÁÇVŸ²D úÜ
3. $<ójû Tá Ôá, ¥¿£Œ <ŠXø
4. dŸVŸ²È dŸ+ÔÃwŸ nqTdŸsÁD, kÍ<óŠHÃ|ŸjîÖ>· <ŠXø
48. Ravi is attending Karate classes daily after his school hours by
himself without any external force. This shows his
1. Intelligence
2. Aptitude
3. Habit
4. Interest

sÁ$ me] çbþ<ŠÒ\+ ýñÅ£”+&† ÔáqÅ£” ԐqT>± ç|ŸÜsÃE ¿£sfñ ¿±¢dŸT\Å£”

yîÞø—ïH•&ƒT. ‚~ dŸÖº+#û~ nÔᓠjîTT¿£Ø
1. ç|ŸÈã
2. dŸVŸ²È kÍeTsÁœ«+
3. n\y³T
4. n_ósÁTº

49. Ramani is not interested in doing her homework. At the same time,
she doesn’t want to get scoldings from her teacher. The conflict here
is –
1. Approach – Avoidance
2. Approach – Approach
3. Avoidance – Avoidance
4. Dual Approach Avoidance

sÁeTDì¿ì Ôáq ™VA+esYØ #ûjáÖ\“ ýñ<ŠT. ný²¹> Ôáq –bÍ<ó‘«jáTT“Ôà ܳT¢

ÜH\“ Å£L&† ýñ<ŠT. ‚¿£Ø& dŸ+|˜ŸTsÁüD
1. –|Ÿ>·eT ` |Ÿ]VŸäsÁ
2. –|Ÿ>·eT ` –|Ÿ>·eT
3. |Ÿ]VŸäsÁ ` |Ÿ]VŸäsÁ
4. ~ǖ|Ÿ>·eT |Ÿ]VŸäsÁ
50. Padma is able to recognize 18 words out of 30 words that she has
already learnt. Her recognition score is
|Ÿ<Šˆ ÔáqT yîTT<Š³ HûsÁTÌÅ£”q• 30 |Ÿ<‘\ýË 18 |Ÿ<‘\qT >·T]ï+#á>·*Ð+~. €
neֈsTT >·T]ï+|ŸÚ >·Dq
1. 60%
2. 40%
3. 50%
4. 70%

51. ¿£$ÔÃbͳT €Ôᓠ|ŸÚçÔá, $TçÔá, ¥wŸ§«\T ‡ seÖjáTD sÁ#áqýË

uó²>·kÍÇeT«+ eV¾²+#sÁT.
1. l¿£wŸ’ seÖjáTD+
2. sÁ+>·H<¸Š seÖjáTD+
3. uó²dŸØsÁ seÖjáTD+
4. leTç<‘eÖjáTD ¿£\Îe¿£Œ+

52. VŸ²<ŠjáT kÍsÁdŸ+ ` ‡ |Ÿ<Š+ýË>·\ dŸeÖdŸ+

1. sÁÖ|Ÿ¿£ dŸeÖdŸ+
2. –|ŸeÖq |ŸPsÁÇ|Ÿ<Š ¿£sÁˆ<ó‘sÁjáT dŸeÖdŸ+
3. $XâwŸD |ŸPsÁÇ|Ÿ<Š ¿£sÁˆ<ó‘sÁjáT dŸeÖdŸ+
4. |Ÿ+#áMT ÔáÔáTÎsÁTwŸ dŸeÖdŸ+
53. >ÃeTjáT+ ` nHû |Ÿ<‘“¿ì nsÁœ+
1. €eÚ eTÖçÔá+
2. €eÚ HîsTT«
3. €eÚ ™|sÁT>·T
4. €eÚ |&ƒ

54. »m¿£Ø&ƒ yûd¾q >=+>·[ n¿£Ø&ûµ ‡ kÍyîTÔáÅ£” nsÁœ+

1. m¿£Ø& eÖ³\T n¿£Ø&ƒ #î|ŸÎ&ƒ+
2. @ eÖçÔá+ n_óe~Æ kÍ~ó+#á¿£bþe³+
3. e«sÁœ+>± €ý˺+#á&ƒ+
4. njîÖeTjá֓¿ì >·T]¿±e&ƒ+

55. »>=|ŸÎ\T ™d|¾Îqµ ` nHû |Ÿ<Š+ýË –q• dŸ+~ó

1. dŸsÁÞ²<ûXødŸ+~ó
2. \T\q\dŸ+~ó
3. >·dŸ&ƒ<Šy<ûXødŸ+~ó
4. ³T>±>·eTdŸ+~ó
56. e\¢eÚ&ƒT ` ‡ |Ÿ<‘“¿ì >·\ HHsœ\T
1. jáÖ<ŠeÚ&ƒT, e+³y&ƒT
2. |Ÿ\¢eÚ&ƒT, e\¢uó„T&ƒT
3. ÿ|ŸÚοÓy&ƒT, e«Ü¹s¿ì
4. ç|¾jáTT&ƒT, –ÔáïeTT&ƒT

57. Xø—¿£¢eTT ` nHû |Ÿ<‘“¿ì |Ÿs«jáT|Ÿ<‘\T

1. dŸÖ¿£Œ ˆeTT, n\ÎeTT
2. XâÇÔáeTT, <óŠeÞøeTT
3. Xø—uó„eTT, dŸT+<ŠsÁeTT
4. dÇ<ŠeTT, #îeT³

58. ¿ì+~ y{ìýË dŸÂsÕq |Ÿ<Š«bÍ<Š ç¿£e֓• >·T]ï+#á+&.

(n) eTsÁTï«\Å£”
(€) ԐsÁVŸäsÁeTTýÙ
(‚) uó„ÖwŸ\T >±eÚ
(‡) uó„Ö]eTjáÖ+>·<Š
1. €, ‚, ‡, n
2. ‡, ‚, n, ‡
3. ‚, ‡, €, ‚
4. ‚, n, ‡, €
59. »»m|ŸÚÎ&ƒÖ HûHû Ôûyý²? ‚|ŸÚÎ&ƒT HûqT #á<ŠTeÚ¿Ãy*µµ
n“ MsÁT M]Ôà nH•sÁT
1. dŸTúÔá, neTˆÔÃ
2. >Ã|Ó, neTˆÔÃ
3. s$T, neTˆÔÃ
4. oqT, ç|ŸÈÔã Ã

60. »»\&ƒÖ¦ u²<󊵵 nHû bÍsÄÁ«uó²>·+ ‡ ç|Ÿç¿ìjáTÅ£” #î+~q~.

1. >·<Š«¿£<¸Š
2. J$Ôá¿£<¸Š
3. €Ôሿ£<Š¸
4. ¹>jáT¿£<¸Š

61. »»seT¿£wŸ§’&ƒT ‚+Ôá neÖjáTÅ£”&†µµ ` ‡ y¿£«+

1. €XøÌs«sÁœ¿£+
2. ç|ŸXæ•sÁœ¿£+
3. $<óŠ«sÁœ¿£+
4. nqTeTÔá«sÁœ¿£+
62. »bÍsÄÁ«kÍs+X擕 ¿£<¸‘ sÁÖ|Ÿ+ýË sjáT+&,µ nHû~ ‡ $<‘«ç|ŸeÖD²“¿ì
#î+~q ç|ŸXø•
1. ç|ŸXø+dŸ
2. çbÍCÉÅ£”¼esÁTØ
3. dŸÈHÔሿ£Ôá
4. #á<Še&ƒ+ ` sjáT&ƒ+

63. ¿ì+~ y“ýË yqeÖeTýÉÕ esÁ<‘#sÁT«\ sÁ#áq ¿±“~

1. eTDìeÖ\
2. bþÔáq #á]çÔáeTT
3. $XæÇ$TçÔá #á]çÔá
4. uóËÐúý²dŸ«+

64. »¿±*¿ì ‹T~Æ #î|ŸÚε ` nHû C²rjá֓¿ì nsÁœ+

1. jáTT<‘Æ“¿ì d¾<ŠÆ|Ÿ&ƒT³
2. bÍ]bþeÚ³
3. H{²«“¿ì dŸeÖjáÖÔáïeT>·T³
4. C²ãqe+ÔáT&ƒ>·T³
65. »»Å£”\eTԐ\ dŸT&>·T+&†\Å£” ‹*jî®Tq |Ÿ$çÔáTýÉ+<Šsõµ
‡ ¹>jáTbÍ<‘\ý˓ n\+¿±sÁ+
1. eÔáï«qTçbÍdŸ
2. nsœ+ÔásÁH«dŸ
3. jáTeT¿£+
4. sÁÖ|Ÿ¿£+

66. #á+|Ÿ¿£eÖ\ |Ÿ<Š«+ýË –+&û yîTTÔáï+ \|˜ŸTTeÚ\ dŸ+K«

1. 56
2. 52
3. 48
4. 50

67. »ÔsÁµ nHû |Ÿ<‘“¿ì eÚ«ÔáÎÜï

1. ÔáÞøÔáÞøeTHû ¿±+Ü>·\~
2. €¿±XøeTTq+<ŠT yîTsÁjáTTq~
3. B“#û H$Å£”\T Ôá]+ÔáTsÁT
4. dŸT<ŠÖsÁeTTq ç|Ÿ¿±¥+#áTq~
68. »¥ejáT«µ bÍçÔá –q• bÍsĐ«+Xø+
1. eTqdŸT+fñ eÖsÁZ+ –+~
2. ú&ƒ K¯<ŠT
3. nq•+
4. >Ã|Ó &ƒ|ŸÚÎ ¿£<¸Š

69. »>·TDeTTµ nHû |Ÿ<‘“¿ì $¿£Ü |Ÿ<Š+

1. >=qeTT
2. |ŸDeTT
3. >ÃDeTT
4. >ÃHî

70. ÈÔá|ŸsÁ#á+&.
(n) l<ŠÔáTï&ƒT (jáT) eTq eTVŸ²újáTT\T
(€) uó²sÁÜ (sÁ) Ԑ«>·+
(‚) uó„Ö|ŸÜesÁˆ (\) eTq uó²wŸ\T
(‡) ¿£H•î >·+{ì (e) mÔáTÅï ”£ ™|Õ mÔáTï
1. n`sÁÑ €`eÑ ‚`\Ñ ‡`jáT
2. n`jáTÑ €`\Ñ ‚`eÑ ‡`sÁ
3. n`\Ñ €`eÑ ‚`jáTÑ ‡`sÁÁ
4. n`sÁÑ €`\Ñ ‚`eÑ ‡`jáT
71. ¿£údŸ nuó„«dŸq k͜sTT\ (Å£”~+ºq ÔásÁTyÔá) ýË »kÍeÖq«yîT®q
$seT ºVŸä•\qT bÍ{ìdŸÖï –¿£ïýñKq+ rdŸT¿Ãe&ƒ+µ nHû –|ŸkÍeTsœ«“•
‚ý² dŸÖº+#sÁT.
1. 4.5.2
2. 4.4.2
3. 4.5.3
4. 4.4.3

72. Ôî\T>·T kÍV¾²Ôá«+ýË dŸÇÔá+çÔá ¿±y«\T n+~+ºq |˜ŸTqÔá ‡ ç|Ÿç¿ìjáTÅ£”

#î+<ŠTÔáT+~.
1. ç|Ÿ‹+<óŠ+
2. XøÔá¿£+
3. <Š+&ƒ¿£+
4. ~Ç|Ÿ<Š

73. k͜q, ¿£sÁDeTT\qT ‹{ì¼ ¿£]Äq Ԑ\TeÚ ºe]uó²>·+ k͜q+, eT&ƒÔáyûd¾q

H\T¿£¿=q ¿£sÁD+>± >·\$.
1. ¿£+sĐ«\T
2. ¿£+sÄÁeTÖ©jáÖ\T
3. Ԑ\y«\T
4. eTÖsÁÆH«\T
74. »uó²wŸ ‚ý² –+~µ ` n“ $e]+#û XæçdŸï+
1. y«¿£sÁDXæçdŸï+
2. uó²cÍXæçdŸï+
3. #óá+<Š'XæçdŸï+
4. n\+¿±sÁXæçdŸï+

75. bÍsĐ«+Xø+ý˓ bÍçÔá\ >·T]+º kõ+ÔáeÖ³ýË¢ sjáT&ƒ+

1. dŸÈHÔሿ£Ôá
2. nsÁœ+#ûdŸT¿=“ sjáT&ƒ+
3. dÓÇjáTsÁ#áq
4. ç|ŸXø+dŸ

76. çbÍ<¸Š$T¿£ uó²cÍy#῱\T uË~ó+#á&†“¿ì M\T>± bÍsĐ\ neT]¿£ ç¿£eT+

1. –qTˆF¿£sÁD, $wŸjáÖe>±VŸ²q, |¾\¢\ ne>±VŸ²q,
|¾\¢\Ö! ‚ý² #ûjáT+&, dÓÇjáT eTÖý²«+¿£q+
2. –qTˆF¿£sÁD, |¾\¢\ ne>±VŸ²q, $wŸjáÖe>±VŸ²q,
|¾\¢\Ö! ‚ý² #ûjáT+&, dÓÇjáT eTÖý²«+¿£q+
3. |¾\¢\Ö! ‚ý² #ûjáT+&, –qTˆF¿£sÁD, $wŸjáÖe>±VŸ²q,
|¾\¢\ ne>±VŸ²q, dÓÇjáT eTÖý²«+¿£q+
4. –qTˆF¿£sÁD, |¾\¢\Ö! ‚ý² #ûjáT+&, $wŸjáÖe>±VŸ²q,
|¾\¢\ ne>±VŸ²q, dÓÇjáT eTÖý²«+¿£q+
77. çÜbÍ]ôÇ¿£ uË<óŠHuó„«dŸq –|Ÿ¿£sÁD²\T –|ŸjîÖÐ+#áe\d¾q ysÁT
1. <Šw¾¼ ýË|Ÿ+ ýñ“ysÁT
2. <Šw¾¼ ýË|Ÿ+ ¿£\ysÁT
3. e«w¾¼ ÔáÔáÇ+ ¿£\ysÁT
4. dŸ$Tw¾¼ ÔáÔáÇ+ ýñ“ysÁT

78. eÖÔáuó²wŸqT eÖ<óŠ«eTuó²wŸ>± ç|Ÿ<¸ŠeT k͜H“• ‚eÇe\d¾q nedŸs“•

>·T]ï+º neT\T#ûdŸTïq•ysÁT
1. $wŸjáT ç|ŸD²[¿±¿£sÁï\T
2. $<‘« ç|ŸD²[¿±¿£sÁï\T
3. bÍsÄÁ«|ŸÚdŸï¿£ sÁ#áH¿£sÁï\T
4. çÜuó²cÍ dŸÖçÔá¿£sÁï\T

79. uË<óŠqýË ÿ¿£ ç|Ÿç¿ìjáTqT eÖçÔáyûT n+#áHyûd~

1. eTÖý²«+¿£q+
2. eÖ|Ÿq+
3. eT~+|ŸÚ
4. ç|ŸjîÖ>·+
80. ºq•jáTdŸÖ] <Šw¾¼ýË Ôî\T>·TqÅ£” esÁ’eTT\T
1. 56
2. 55
3. 40
4. 36

81. Robert Stevenson’s novel. ‘Kidnapped’ is:

1. a thrilling adventure story

2. an accidental classic
3. about the corrupt state of England
4. a funny epic work.

82. Choose the English drama written by Tom Stoppard.

1. Volpone
2. Dr. Faustus
3. Arcadia
4. The wild Duck

83. The pen name of Charles Lutwidge Dodgson was:

1. Emily Dickinson
2. Matthew Arnold
3. Robert Browning
4. Lewis Carroll
84. ‘To the Lighthouse’ was a

1. Virginia Woolf
2. Walt Whitman
3. H.G. Wells
4. Mark Twain

85. The purpose of diary writing is:

1. to improve formal writing

2. to improve memory
3. to improve handwriting
4. to recall the past and look forward to the next day.

86. The action of the story is known as:

1. Plot
2. Flashback
3. Setting
4. Point of view

87. In an essay the thesis is:

1. the best example

2. the main idea about the topic
3. an available evidence
4. a misapprehension
88. Diphthongs are produced by the combination of:

1. five consonant sounds.

2. two consonant sounds
3. two vowel sounds
4. five vowel sounds

89. ‘The change of pitch of voice’ is called

1. stress
2. rhythm
3. pause
4. intonation

90. Choose the phonetic sound of the underlined vowel cluster in the
word ‘again’.

1. /e/
2. / i: /
3. / el /
4. / ɑi:/

91. So is mine.

Choose the part of speech of the word ‘so’ in the above sentence

1. Demonstrative adjective
2. Demonstrative pronoun
3. Reflexive pronoun
4. Adverb of time.
92. Choose the indefinite numeral adjective from the following.

1. first
2. five
3. all
4. ten

93. Choose the sentence that indicates a general truth.

1. I eat rice everyday.

2. Every person feels hungry.
3. My mother never eats meat.
4. He sometimes comes to my house.

94. I ________ the house by the end of 2030.

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

1. had completed
2. will complete
3. will have completed
4. has completed

95. The teacher was not injured.

This sentence is

1. in active voice
2. an imperative sentence
3. a complex sentence
4. in passive voice.
96. Seeing the police, he ran away.

This is:

1. a compound sentence
2. a simple sentence
3. a complex sentence
4. a negative sentence

97. They have formed _________ union.

Choose the correct article.

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

98. I met him ________ year ago.

Choose the correct article

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

99. All are subject _______ God.

1. to
2. at
3. for
4. in
100. Choose the grammatically correct sentence.

1. I am eligible by this post.

2. I am eligible for this post.
3. I am eligible with this post.
4. I am eligible in this post.

101. The three Language Formula was earlier proposed in:

1. The National Educational Policy -1968

2. N.C.F -2005
3. Programme of Action - 1992
4. State Curriculum Framework -2011

102. Who simplified and approved the three language formula ?

1. N.P.E -1986
2. The Chief Ministers’ Conference
3. NPERC - 1986
4. CABE - 1920

103. Who is the Father of Listening?

1. Dodson
2. James Brown
3. Raimes
4. Munby
104. The purpose of critical listening is:

1. to judge
2. to enjoy
3. to appreciate
4. to entertain

105. Listening to evaluate is called:

1. therapeutic listening
2. appreciative listening
3. critical listening
4. discriminative listening

106. The best pre requisite for language learning is:

1. rich curriculum
2. rich communicational environment
3. interests
4. teenage teachers

107. The final control and command over a language is decided by testing
the skills of:

1. writing
2. listening
3. reading
4. speaking
108. The purpose of using a supplementary reader is to encourage:

1. learning pronunciation.
2. learning grammar
3. extensive reading
4. intensive reading

109. The following is not a teaching method.

1. Continuous and Comprehensive Evaluation

2. Total physical response
3. Grammar Translation method
4. Suggestopedia

110. The following includes the principles and methods used for teaching.

1. tool
2. evaluation
3. methodology
4. approach
111. A rubber ball is dropped from certain height. It is found to rebounce
only 90% of previous height. If it is dropped from the top of a 125mt
tall building, to what height would it raise after bouncing on the
ground two times (in mts) is _____

1. 20.25 mts
2. 120.25 mts
3. 101.25 mts
4. 90.25 mts

ÿ¿£ sÁ‹ÒsÁT ‹+ܓ ¿=+Ôá mÔáTï qT+& Hû\ MT<ŠÅ£” $&ºq n~ ç|ŸÜkÍ]
eTT+<ŠsÁ mÐ]q mÔáTïýË 90% eÖçÔáyûT ™|Õ¿ì m>·TsÁTqT. n~ ÿ¿£ 125 MT
mÔáïsTTq uó„e+Ü ™|ÕqT+& ç¿ì+<ŠÅ£” yûjáT‹&q Hû\ MT<Š Âs+&ƒTkÍsÁT¢ |Ÿ& ™|Õ¿ì
mÐ]q m+Ôá mÔáTï esÁÅ£” m>·TsÁTqT?
1. 20.25 MT
2. 120.25 MT
3. 101.25 MT
4. 90.25 MT
112. A and B together can finish a piece of work in 12 days. If ‘A’ alone
can finish the same work in 20 days. In how many days ‘B’ alone
can finish it?

1. 25 days
2. 30 days
3. 24 days
4. 36 days

A eT]jáTT B \T ¿£*d¾ ÿ¿£ |Ÿ““ 12 sÃE\ýË |ŸP]ï #ûjáT>·\sÁT. A ÿ¿£Ø&û

€ |Ÿ““ 20 sÃE\ýË |ŸP]ï #ûd¾q B ÿ¿£Ø&û € |Ÿ““ m“• sÃE\ýË |ŸP]ï
#ûjTá >·\&ƒT ?
1. 25 sÃE\T
2. 30 sÃE\T
3. 24 sÃE\T
4. 36 sÃE\T

113. 30 Kgs of rice is needed for a family of 6 members. How many Kgs
of rice will be required if the members in the house increases to 16?

6>·TsÁT dŸuó„T«\T >·\ Å£”³T+u²“¿ì 30 ¿ì.ç>± \ _jáT«+ nedŸsÁ+. dŸuó„T«\

dŸ+K« 16 ¿ì ™|]Ðq m“• ¿ì.ç>± \ _jáT«+ nedŸsÁeTòԐsTT
1. 80
2. 60
3. 96
4. 64
114. Radhika deals with second-hand goods. She bought a second hand
refrigerator for Rs.8000/-. She spent Rs. 500 on transportation and
Rs. 500 on its repair. She sells the refrigerator for Rs. 9900/-. Find
the profit or loss percent.

1. Loss 10%
2. Profit 11%
3. Loss 20%
4. Profit 10%

s~ó¿£ bÍÔá edŸTïeÚ\qT ¿=“, nyûTˆ y«bÍsÁeTT #ûjáTTqT. €yîT ÿ¿£ bÍÔá
]ç|˜¾›¹s³sYqT sÁÖ. 8000/` \Å£” ¿=“ sÁÖ. 500/` sÁyD²Å£”, sÁÖ. 500/`
eTsÁeTˆÔáTï\Å£” KsÁTÌ#û™dqT. <‘““ €yîT sÁÖ. 9900/` \Å£” n$Tˆq
ý²uó„XæÔáeTT ýñ<‘ qwŸ¼XæÔáeTTqT ¿£qT>=qTeTT.
1. qwŸ¼eTT 10%
2. ý²uó„eTT 11%
3. qwŸ¼eTT 20%
4. ý²uó„eTT 10%

115. The length, breadth and height of a room are 18m, 24m, 30m
respectively. Determine the length of instrument that can measure all
the dimensions of the room in exact number of times (in meters)

ÿ¿£ >·~ jîTT¿£Ø ¿=\Ôá\T esÁTdŸ>± bõ&ƒeÚ 18 MT, yî&ƒ\TÎ 24 MT eT]jáTT

mÔáTï 30 MT. >·~ jîTT¿£Ø ¿=\Ôá\“•+{ì“ ¿£ºÌÔá+>± ¿=\e>·*>¹ kÍ<óqŠ eTT
jîTT¿£Ø >·]wŸ¼ bõ&ƒeÚ (MT³sÁ¢ýË)
1. 72
2. 18
3. 30
4. 6
116. If the number 91876 * 2 is completely divisible by 8, then the
smallest whole number in place of * will be _____

91876 * 2 nqT dŸ+K« 8#û “XâôwŸeTT>± uó²Ð+|Ÿ‹&ƒT#áTq• jîT&ƒ\

* k͜qeTTýË neTsÁÌ>·*Ðq ¿£“wŸ¼ n+¿ .....

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

117. A truck runs 15 km using 2 litres of petrol. How much distance will
1
it cover using 10 litres of petrol?
4

7
1. 76 km
8
2. 76 km
2
3. 1 km
5
3
4. 153 km
4

ÿ¿£ ý²] 15 ¿ì.MT <ŠÖsÁ+ ç|ŸjáÖDì+#á&†“¿ì 2 ©³sÁ¢ ™|ç{Ë\T nedŸsÁ+.

n~ 10 1 ©³sÁT¢ ™|ç{Ë\TÔà m+Ôá <ŠÖsÁ+ ç|ŸjáÖDì+#á>·\<ŠT?
4
7
1. 76 ¿ì.MT.
8
2. 76 ¿ì.MT.
2
3. 1 ¿ì.MT.
5
3
4. 153 ¿ì.MT.
4
118. How many tiles, with dimensions 12 cm and 5 cm will be needed to
fit a region whose length and breadth are 288 cm and 150 cm
respectively?

288 ™d+.MT., 150 ™d+.MT. ¿=\Ôá\T esÁTdŸ>± bõ&ƒeÚ, yî&ƒ\TÎ>± >·\

ç|Ÿ<ûX擕 bõ&ƒeÚ 12 ™d+.MT, yî&ƒ\TÎ 5 ™d+.MT. >·\ fÉ®ýÙàÔà “+|ŸeýÉqq•
m“• fÉ®ýÙà ¿±eýÉqT?
1. 240
2. 480
3. 720
4. 120

119. In a triangle the height is double the base and the area is 625 cm2.
Then the length of base is ______

1. 25 cm
2. 50 cm
3. 15 cm
4. 30 cm

ÿ¿£ çÜuó„TÈ+ mÔáTï <‘“ uó„Ö$T¿ì Âs+&ƒT Âs³T¢ –+~. çÜuó„TÈ yîÕXæ\«+
625 ™d+.MT2 nsTTq çÜuó„TÈ uó„Ö$T bõ&ƒeÚ ______
1. 25 ™d+.MT.
2. 50 ™d+.MT.
3. 15 ™d+.MT.
4. 30 ™d+.MT.
120. A road roller makes 200 rotations to roll in covering 4400 mt. Then
the radius of the roller is ______

1. 7 mt
2. 3.5 mt
3. 5 mt
4. 14 mt

ÿ¿£ sÃ&ƒT¦sÃ\sÁT 4400 MT. <ŠÖsÁ+qT #á<ŠTqT #ûjáTT³Å£” 200 #áT³T¢

ÜsÁT>·TqT. nsTTq sÃ\sÁT jîTT¿£Ø y«kÍsÁœ+ ______
1. 7 MT
2. 3.5 MT
3. 5 MT
4. 14 MT

121. A vessel in the shape of a cuboid is 50 cm long and 25 cm wide.

What should be its height to hold 25 litres of water?

1. 10 cm
2. 25 cm
3. 200 cm
4. 20 cm

BsÁé |˜ŸTH¿£ÜýË jáTTq• ÿ¿£ bÍçÔá 50 ™d+.MT. bõ&ƒeÚ, 25 ™d+.MT.

yî&ƒ\TÎ ¿£*ÐjáTTq•~. <‘“ýË 25 ©³sÁT¢ ú{ì“ “+|ŸÚ³Å£” m+Ôá mÔáTïqT
¿£*ÐjáTT+&†* ?
1. 10 ™d+.MT.
2. 25 ™d+.MT.
3. 200 ™d+.MT.
4. 20 ™d+.MT.
122. If 1369 + 0.0615 + x = 37.25 then x = _____

1369 + 0.0615 + x = 37.25 nsTTq x = _____

1. 10–1
2. 10–2
3. 10–3
4. 10–4

123. If 3n = 729 then the value of 2n is _____

3n = 729 nsTTq 2n $\Te _____

1. 12
2. 18
3. 10
4. 24

x x
124. Find x, if - =4
5 6

x x
- = 4 ×q x qT ¿£qT>=q+&?
5 6

1. –120
2. –100
3. 120
4. 100
125. Factors of 4 (a + b)2 – 9 (a – b)2

4 (a + b)2 – 9 (a – b)2 ¿±sÁD²+¿±\T

1. (5a – b) (5b + a)
2. (5a + b) (5b – a)
3. (5a – b) (5b – a)
4. (5a + b) (5b + a)

126. Find the mean of the first 99 natural numbers _____

yîTT<Š{ì 99 dŸVŸ²È dŸ+K«\ dŸ>·³T ¿£qT¿ÃØ+&.

1. 50
2. 49.5
3. 51
4. 49

127. Arithmetic mean of eight observations is calculated as 42. But in

doing so, an observation 27 is mistaken for 67. Find the actual mean
of the data.

8 sXø—\ n+¿£>·DìÔá eT<óŠ«eTeTT 42 >± ýÉ¿ìØ+#á‹&q~. ¿±ú n³T¢

ýÉ¿ìØ+#áT³ýË 67qT 27 >± bõsÁbͳT>± rdŸTÅ£”H•sÁT. nsTTq dŸ]jî®Tq
n+¿£>·DìÔá eT<óŠ«eTTqT ýÉ¿ìØ+#á+&.
1. 46
2. 40
3. 45
4. 47
128. The median of a set of 9 distinct observations is 25. If each of the
largest 4 observations of the set is increased by 2. Find the median of
the resulting set _____

9 yû¹sÇsÁT sXø—\ eT<óŠ«>·ÔáeTT 25. n+<ŠT>·\ H\T>·T $T¿ìØ* ™|<ŠÝ dŸ+K«\Å£”

ç|ŸÜ s¥¿ì 2 ¿£\|Ÿ>± e#áTÌ ¿=Ôáï sXø—\ eT<óŠ«>·ÔáeTT ¿£qT>=q+&.
1. 20
2. 25
3. 23
4. 27

129. In a D ABC if ÐA = 3, ÐB and ÐC = 5 ÐB, then the greatest

angle of D ABC

D ABC ýË ÐA = 3, ÐB eT]jáTT ÐC = 5 ÐB, nsTTq D ABC ýË

™|<ŠÝ ¿ÃDeTT
1. 80°
2. 90°
3. 100°
4. 120°

130. In a D ABC the right angle is at C and CD ^ AB, ÐA = 35° then

ÐBCD

D ABC ýË C e<ŠÝ \+‹¿ÃDeTT ¿£\<ŠT. CD ^ AB eT]jáTT ÐA = 35°

nsTTq ÐBCD
1. 35°
2. 55°
3. 45°
4. 90°
131. “The student generalises that the sum of the angles in a triangle is
180° after having observed this property in a number of triangles” –
This process is called

1. Logical Reasoning
2. Deductive Reasoning
3. Inductive Reasoning
4. Correlative Reasoning

»»nHû¿£ çÜuó„TÈeTT\ ¿ÃD²\ yîTTÔáï+ |Ÿ]o*+ºq |¾<Š|Ÿ $<‘«]œ çÜuó„TÈeTTý˓

eTÖ&ƒT ¿ÃD²\ yîTTÔáïeTT 180° n“ kÍ<ó‘sÁD¡¿£]+#îqTµµ ` ‡ |Ÿ<ŠÆܓ
‡ ç|Ÿç¿ìjáT n+{²sÁT
1. Ԑ]Ø¿£ V²ÔáTy<ŠeTT
2. “>·eTq V²ÔáTy<ŠeTT
3. €>·eTq V²ÔáTy<ŠeTT
4. dŸVŸ²dŸ+‹+<óŠ V²ÔáTy<ŠeTT

132. ‘Mathematics as a mode of thought’ is one of the educational value

according to this classification.

1. Munnik
2. Schorling
3. Black Harst
4. Young

M] e¯Z¿£sÁD ç|Ÿ¿±sÁeTT »»ÿ¿£ €ýË#áH dŸsÁ[>± >·DìÔá+µµ nqTq~

ÿ¿£ $<‘« $\Te>± ¿£\<ŠT.
1. eTT“•¿ù
2. kÍØ]¢+>´
3. u²¢¿ù VŸäsYdt¼
4. jáT+>´
133. This is the higher level objective than “Articulation” in Psychomotor
domain.

1. Naturaliation
2. Characterisation
3. Precision
4. Manipulation

eÖqd¾¿£ #á\HÔሿ£ sÁ+>·eTTýË »»–#ÌÛsÁDµµ ¿£H• –q•Ôá k͜sTT \¿£Œ«eTT

1. dŸVŸ²J¿£sÁDeTT
2. ý²¿£ŒD¡¿£sÁDeTT
3. dŸT“¥ÔáÔáÇeTT
4. VŸ²dŸï ý²|˜ŸTeeTT

PTR
134. The specification “The learner is able to translate I = into
100
verbal statement” – comes under this objective

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

PTR
nuó²«dŸÅ£”&ƒT I= qT Xæ_Ý¿£ ç|Ÿe#áq sÁÖ|Ÿ+ý˓¿ì nqTe~kÍï&ƒT.
100
1. C²ãqeTT
2. $“jîÖ>·eTT
3. ne>±VŸ²q
4. HîÕ|ŸÚD«eTT
135. “When full freedom was given to the children, then it leads to the
development of self control and self discipline” – This is a principle
of

1. Kinder Garten Method

2. Montessori Method
3. Project Method
4. Heuristic Method

»»|¾\¢\Å£” dŸ+|ŸPsÁ’yîT®q dÇ#áÌÛqT ‚dï, y]ýË dÓÇjáT “ç>·VŸ²+,

dÓÇjáT ç¿£eT¥¿£ŒD n_óe~Æ #î+<Š&†“¿ì <‘]rdŸTï+~µµ ` nqTq~ ‡ |Ÿ<ŠÆÜý˓
ÿ¿£ dŸÖçÔáeTT
1. ¿ì+&ƒsY >±Âs¦HŽ |Ÿ<ŠÆÜ
2. eÖ+{ìkþà] |Ÿ<ŠÆÜ
3. ç|Ÿ¿£\Îq |Ÿ<ŠÆÜ
4. nHûÇwŸD |Ÿ<ŠÆÜ

136. This teaching method proceeds from “Conclusion to Hypothesis”

and “Unknown to Known”

1. Inductive Method
2. Deductive Method
3. Analytic Method
4. Synthetic Method

»»kÍs+XøeTT qT+º <ŠÔï+XøeTT ~Xøý˵µ eT]jáTT »» Ôî*jáT“ $wŸjáT+ qT+º

Ôî*d¾q $wŸjáT+µµ ~XøýË kÍ>·T uË<óŠH |Ÿ<ŠÆÜ
1. €>·eTq |Ÿ<ŠÆÜ
2. “>·eTq |Ÿ<ŠÆÜ
3. $Xâ¢wŸD |Ÿ<ŠÆÜ
4. dŸ+Xâ¢wŸD |Ÿ<ŠÆÜ
137. “Fractions, Decimals, Percentiles and Percentages” can be shown
easily by using

1. Geoboard
2. Grid paper
3. Peg board
4. Fractional Disc

»»_óH•\T, <ŠXæ+Xæ\T, XøԐ+Xæ\T eT]jáTT XæԐ\Tµµ ` B““ –|ŸjîÖÐ+º

dŸT\uó„+>± #áÖ|Ÿe#áTÌ.
1. ›jîÖ uËsÁT¦
2. çÐ&Ž ||ŸsY
3. ™|>´ uËsÁT¦
4. _óH•\ #áç³eTT

138. More number of points have been allotted to this criteria to evaluate
the textbook as per Hunter’s score card.

1. Exercises given in the book

2. Book Get up and Cost
3. Style of language
4. Usefulness to the teacher

VŸ²+³sYà kþØsY ¿±sÁT¦ qqTdŸ]+º bÍsÄÁ«|ŸÚdŸï¿£eTTqT eTÖý²«+¿£qeTT

#ûjáTTq|ŸÚ&ƒT, ç¿ì+~ y“ýË mÅ£”Øe bÍsTT+³T¢ ¹¿{²sTT+#á‹&q
ç|ŸeÖD+ (Criteria)
1. |ŸÚdŸï¿£+ýË ‚eNj&q nuó²«kÍ\T
2. |ŸÚdŸï¿£ uó…Ü¿£ sÁÖ|Ÿ+ eT]jáTT <óŠsÁ
3. uó²cÍ XèÕ*¿ì
4. –bÍ<ó‘«jáTT“¿ì –|ŸjîÖ>·|Ÿ&ƒT $<óŠeTT
139. “Creating learning experiences and Evaluation of the changes of
behaviour” are the last two steps of this Approach.

1. R. C. E. M. Approach
2. Morrison’s Approach
3. Blooms Evaluation based Approach
4. Herbartian Approach

nuó„«dŸq nqTuó„y\qT ¿£*Ð+#á&ƒ+ eT]jáTT ç|ŸesÁïH eÖsÁTÎ\qT

eTÖý²«+¿£q+ #ûjáT&ƒ+ nqTq$ ºe] Âs+&ƒT kþbÍH\T>± >·\ qeTÖH
1. €sY. d¾. ‚. myŽT. qeTÖH
2. yîÖ]dŸHŽ qeTÖH
3. ‹Ö¢yŽT eTÖý²«+¿£H<ó‘sÁ qeTÖH
4. ™V²sÒsY¼ qeTÖH

140. Answer supply type question is

1. Alternative response type

2. Matching
3. Master list form
4. Association form

dŸeÖ<ó‘H“• dŸsÁ|˜Ÿs #ûjáTT sÁ¿£|ŸÚ ç|ŸXø•

1. ç|ŸÔ«e֕jáT ç|ŸÜdŸÎ+<Šq sÁ¿£eTT
2. ÈÔá|ŸsÁ#á&ƒ+
3. eÖdŸ¼sY *dt¼ sÁÖ|Ÿ+
4. dŸ+dŸsÁZ sÁÖ|Ÿ+
141. When an object is placed in between centre of curvature and focus of
a concave mirror then the image formed will be

1. at focus
2. at centre of curvature
3. between focus and centre of curvature
4. beyond centre of curvature

ÿ¿£ |ŸÚ{²¿±sÁ <ŠsÁÎD+ H_ó eT]jáTT e翣Ԑ¹¿+ç<ŠeTT\ eT<óŠ« edŸTïeÚqT+ºq

ç|ŸÜ_+‹+ ‚¿£Ø&ƒ @sÁÎ&ƒTÔáT+~
1. H_óe<ŠÝ
2. e翣Ԑ¹¿+ç<Š+ e<ŠÝ
3. H_ó eT]jáTT e翣Ԑ¹¿+ç<Š+ eT<óŠ«
4. e翣Ԑ¹¿+ç<Š+ neÔá\

142. The ratio of S.I unit to C.G.S unit for force is

‹\eTTqÅ£” S.I |Ÿ<ŠÆÜýË ç|ŸeÖD²“¿ì, C.G.S |Ÿ<ŠÆÜýË ç|ŸeÖD²“¿ì >·\

“wŸÎÜï
1. 105
-5
2. 10

3. 107

4. 10-7
143. One of the following is not used to measure rain fall

1. Anemometer
2. Doppler Radar
3. Barometer
4. Udometer

ç¿ì+~ y“ýË esÁübÍԐ“• ¿=\e&†“¿ì y&ƒ“ |Ÿ]¿£sÁ+

1. n“yîÖMT³sY
2. &†|Ÿ¢sYs&†sY
3. u²sÃMT³sY
4. jáTT&ÃMT³sY

144. In one hour, the distance covered by the tip of minutes hand of
length ‘R’ in a clock is

>·&jáÖsÁ+ýË ‘R’ bõ&ƒeÚ >·\ “$TcÍ\ eTT\T¢ jîTT¿£Ø ¿=q ÿ¿£ >·+³ýË
ç|ŸjÖá Dì+#áT <ŠÖsÁ+
1. pR
2. 2p R

p
3. R
2
2
4.
pR
145. The shape of ‘Sharmista’ which shows the position of pole star is

<Še q¿£çŒ Ôá k͜H“• Ôî*| »»Xø]ˆwŸs¼ ¥µµ jîTT¿£Ø €¿±sÁ+

1. M
2. S
3. R
4. A

146. The number of moles that contains 3.011 × 1024 molecules of

Oxygen.

3.011 × 1024 €¿ìàÈHŽ nDTeÚ\T ¿£*Жq• yîÖýÙ dŸ+K«

1. 0.5
2. 5
3. 2
4. 0.2

147. If Copper turnings are added to a beaker containing FeSO4 , then

1. Blue colour gradually appears in the solution.

2. Green colour of the solution will gradually fade.
3. Iron particles will settle down in the beaker.
4. No reaction takes place.

FeSO4 ç<‘eDeTT >·\ ;¿£sÁTÅ£” sÐeTT¿£Ø\qT ¿£*|¾q|Ÿð&ƒT

1. ç¿£eTeTT>± ç<‘eD+ ú*sÁ+>·TýË¿ì eÖsÁTqT.
2. ç<‘eD+ jîTT¿£Ø €Å£”|Ÿ#áÌsÁ+>·T ç¿£eT+>± bþeÚqT.
3. ‚qTeTT ¿£D²\T ;¿£sÁT n&ƒT>·T uó²>±“¿ì #ûsÁTԐsTT.
4. #ásÁ« ÈsÁ>·<ŠT.
148. This increases the rate of evaporation of a liquid.

1. Less surface area of the liquid

2. Low wind speed
3. Low humidity
4. Low temperature of the liquid

ÿ¿£ ç<Še+ jîTT¿£Ø uó²wÓÎuóe„ q s¹ ³TqT ™|+#û~

1. ç<Še –|Ÿ]Ôá\ yîÕXæ\«+ ÔáÅ£”Øe>± –+&ƒ&ƒ+.
2. >±*yû>·+ ÔáÅ£”Øe>± –+&ƒ&ƒ+.
3. €çsÁœÔá ÔáÅ£”Øe>± –+&ƒ&ƒ+.
4. ç<Še –cþ’ç>·Ôá ÔáÅ£”Øe>± –+&ƒ&ƒ+.

149. x Pb (NO3)2 → y PbO + zNO2 + O2

Values of x, y, z in the balanced equation are respectively.

x Pb (NO3)2 → y PbO + zNO2 + O2

‡ ÔáT\«dŸMT¿£sÁDeTTýË x, y, z $\Te\T esÁTdŸ>±
1. 1, 1, 2
2. 2, 2, 4
3. 3, 3, 6
4. 1, 3, 6
150. The products formed in the reaction of Na2CO3 with HCl are …….

Na2CO3, HCl Ôà È]| #ásÁ«ýË @sÁÎ&û ç¿ìjáÖÈH«\T.

1. NaCl, CO2
2. NaOH, CO2, H2O
3. NaCl, H2O
4. NaCl, H2O, CO2

151. An organism is said to be ‘endemic’ when -

1. its population is diminishing.

2. no such single organism exists on earth.
3. its poaching is strictly prohibited.
4. it is found restricted to a particular area.

ÿ¿£ J$“ »m+&ƒ$T¿ùJ$µ >± |s=ØqT³Å£” >·\ ¿±sÁDeTT.

1. <‘“ ÈHuó² Ôá]Ðbþe&ƒ+
2. uó„Ö$T™|Õ ný²+{ì J$ ÿ¿£Ø{ì Å£L&† $T>·\¿£bþe&ƒ+
3. <‘““ yû{²&ƒ&ƒ+ “w~ó+#á&ƒ+
4. ÿ¿£ ç|ŸÔû«¿£ çbÍ+Ԑ“¿ì eÖçÔáyûT |Ÿ]$TÔáyîT® –+&ƒ&ƒ+
152. This can be proved by the experiment given in the diagram.

1. Organisms respond to stimulus.

2. Life processes occur in the presence of light only.
3. Animals only respond to light.
4. Plants only respond to light.

‡ |Ÿ³eTTý˓ ç|ŸjîÖ>·+ <‘Çs “sÁÖ|¾+#á‹&ƒT n+XøeTT

1. JeÚ\T, –BÝ|Ÿq\Å£” ç|ŸÜdŸÎ+~kÍïsTT
2. Jeç¿ìjáT\T ¿±+Ü dŸeT¿£Œ+ýË eÖçÔáyûT ÈsÁT>·TԐsTT
3. È+ÔáTeÚ\T eÖçÔáyûT ¿±+Ü¿ì ç|ŸÜdŸÎ+~kÍïsTT
4. yîTT¿£Ø\T eÖçÔáyûT ¿±+Ü¿ì ç|ŸÜdŸÎ+~kÍïsTT

153. Cell organelles present exclusively in a plant cell are

1. Mitochondria, ribosomes, plastids.

2. Plastids, cellmembrane, lysosomes
3. Plastids, cellwall, large vacuoles
4. Plastids, mitochondria, lysosomes

e¿£Œ¿£D+ ç|ŸÔû«¿£+>± ‡ ¿£D²+>±\qT ¿£*Ð –+³T+~.

1. yîT®{Ë¿±+ç&jáÖ, ÂsÕuËCËyŽT\T, bÍ¢d¾¼&Ž\T
2. bÍ¢d¾¼&Ž\T, ¿£DÔáÇ#áeTT, ýÉÕkþCËyŽT\T
3. bÍ¢d¾¼&Ž\T, ¿£D¿£e#áeTT, ™|<ŠÝ]¿ìï¿£\T
4. bÍ¢d¾¼&Ž\T, yîT®{Ë¿±+ç&jáÖ, ýÉÕkþCËyŽT\T
154. We cannot find any taste by this papillae

1. Filiform papillae
2. Foliate papillae
3. Circumvallate papillae
4. Fungiform papillae

‡ sÁ¿£|ŸÚ ||¾ýñ¢ <‘Çs mý²+{ì sÁTº“ Ôî\TdŸT¿ÃýñeTT.

1. |˜¾*b˜ÍsYˆ bÍ|¾ýñ¢
2. b˜þ*jûT{Ù bÍ|¾ýñ¢
3. dŸsÁØ+yûýñ{Ù bÍ|¾ýñ¢
4. |˜Ÿ+Ðb˜ÍsYˆ bÍ|¾ýñ¢

155. This bacterium is used as biopesticide.

1. Azotobacter
2. Azospirillum
3. Bacillus thuringiensis
4. Bacillus popilliae

»‹jî֙|d¾™¼ dÕ&µŽ >± –|ŸjÖî >·|&Ÿ û u²«¿¡]¼ jáT+

1. nC²{Ëu²«¿£¼sY
2. nC˙dÎí]\¢yŽT
3. u²d¾\¢dt ÔáTÂs+›jáT“àdt
4. u²d¾\¢dt bþ|¾ýÉ¢
156. Anil’s heart beat is increased by seeing a big snake while he was
going to school. The hormone responsible for this is

1. Thyroxine
2. Adrenaline
3. Thyrotropin
4. Ghrelin

bÍsÄÁXæ\Å£” yîÞø—ßÔáÖ eÖsÁZeT<óŠ«ýË ÿ¿£ ™|<ŠÝ bÍeTTqT #áÖd¾q n“ýÙ VŸ²<ŠjáT

dŸÎ+<Šq ™|]Ðq~. nÔᓠVŸ²<ŠjáT dŸÎ+<Šq ™|sÁT>·T³Å£” ¿±sÁDeT>·T VŸäsÈHŽ
1. <î̧Õs¿ìàHŽ
2. nç&q*HŽ
3. <î̧ÕsÃç{Ë|¾HŽ
4. ç^*HŽ

157. The major sources of roughages from the following.

A. Milk B. Cereals
C. Water D. Leafy vegetables

¿ì+~ y“ýË mÅ£”Øe |Ó#áT |Ÿ<‘sœ\qT ¿£*Ðq$.

A. bÍ\T B. ÔáD<ó‘H«\T
C. úsÁT D. €Å£”Å£LsÁ\T
1. A, B
2. B, C
3. C, A
4. D, B
158. Incorrect match among the following is

1. Petiole : attaches leaf to stem

2. Margins : gives shape to leaf
3. Lamina : helps in transpiration
4. Midrib : transports only water

ç¿ì+~ y“ýË dŸ]¿±“ ÈÔá/Ôá|ðŸ >± –q• ÈÔá

1. |ŸçÔáe+ÔáeTT : |ŸçԐ“• ¿±+&ƒ+Ôà ÈÔá|ŸsÁT#áTqT
2. n+#áT\T : |ŸçԐ“¿ì €¿±sÁeTT ‚kÍïsTT
3. |ŸçÔá<ŠÞø+ : uó²cþÎÔûà¿£+ýË dŸVŸ²¿£]dŸTï+~
4. q&$T‡Hî : ú{ì“ eÖçÔáyûT sÁyD² #ûdŸTï+~

159. Pair of organisms that belong to prokaryotes is

1. Blue green algae, bacteria

2. Bacteria, sponges
3. Rhizopus, blue green algae
4. Yeast, mushroom

ç¿ì+~ JeÚ\ýË ¿¹ +ç<Š¿£ |ŸPsÁÇ¿£ JeÚ\Å£” dŸ+‹+~ó+ºq ÈÔá

1. ú* €Å£”|Ÿ#áÌ XèÕeý²\T, u²«¿¡¼]jáÖ
2. u²¿¡¼]jáÖ, dŸÎ+›¿£\T
3. ÂsÕCË|Ÿdt, ú*€Å£”|Ÿ#áÌ XèÕe\+
4. ‡dt¼, |ŸÚ³¼>=&ƒT>·T
160. Ploughing and tilling does not help

1. in penetration of roots easily into the soil

2. to kill some foe microorganisms
3. to increase the fertility of soil
4. to increase the rate of percolation of soil

Hû\qT <ŠTq•&ƒ+, ™|\¢Ð+#á&ƒ+ nHû ç|Ÿç¿ìjáT ç¿ì+~ y“ýË ‡ n+X擿ì

dŸVŸäjáT|Ÿ&ƒ<ŠT.
1. yûÞø—¢ Hû\ýË¿ì dŸT\uó„+>± #=#áTÌ¿=“ bþeڳţ”
2. ¿=“• nbÍjáT¿£syÁ Tî q® dŸÖ¿£ˆŒ JeÚ\qT #á+|ŸÚ³Å£”
3. uó„ÖkÍs“• ™|+#áT³Å£”
4. úsÁT ‚+¹¿ kÍeTsœ«“• e~Æ |ŸsÁT#áT³Å£”

161. The scientist who synthesized Gene artificially for the first time

1. Hargobind Khorana
2. Panchanan Maheswari
3. Birbal Sahini
4. Ellapragada Subba Rao

yîTT³¼yîTT<Š{ìkÍ]>± ÈqT«eړ ¿£çÜeT+>± dŸ+Xâ¢wŸD #ûd¾q XægyûÔáï

1. VŸ²sÁ>Ã$+<Š U¤sH
2. |Ÿ+#qHŽ eTV²XøÇ]
3. ;sÁÒýÙ kÍV¾²“
4. mý¢²ç|Ÿ>·&ƒ dŸTu²ÒseÚ
162. The topic ‘Soils and Kinds’ can best be taught by this child centred
approach

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

»Hû\\T`sÁ¿±\Tµ bÍsГ• uË~ó+#áT³Å£” nqTyîÕq –ÔáïeT $<‘«]œ ¹¿+çB¿£Ôá

|Ÿ<ŠÆÜ
1. –|ŸH«dŸ |Ÿ<ŠÆÜ
2. ç|Ÿ¿£\ÎH |Ÿ<ŠÆÜ
3. #]çÔá¿£ |Ÿ<ŠÆÜ
4. –|ŸH«dŸ ç|Ÿ<ŠsÁôH |Ÿ<ŠÆÜ

163. Keeping in view about the characteristics of a good behavioural

change the correct one from the following

1. The class observes the internal structure of leaf with the help
of microscope
2. The class recalls ptyalin, pepsin, amylase, lactase etc.,
enzymes
3. The pupil always follows good habits
4. The pupil recalls the vitamin deficiency diseases

eT+º ç|ŸesÁïH eÖsÁTÎ jîTT¿£Ø \¿£ŒD²\ <Šcͼ« ç¿ì+~ y“ýË dŸÂsÕq~.

1. ÔásÁ>·Ü yîTTÔáï+ dŸÖ¿£Œˆ<Š]ô“ dŸVŸäjáTeTTÔà €Å£” n+Ôá]•sˆDeTTqT
|Ÿ]o*+#áTqT
2. ÔásÁ>·Ü yîTTÔáï+ ³jáT*HŽ, ™||¾àHŽ, myîT®ýñCÙ, ý²¹¿¼CÙ yîTT<ŠýÉÕq
m+CÉÕeTT\qT >·TsÁTïÅ£”Ôî#áTÌ¿=qTqT
3. $<‘«]œ m\¢yûÞøý² eT+º n\y³¢qT nqTdŸ]+#áTqT
4. $<‘«]œ $³$THŽ ýË|Ÿ+ e\¢ ¿£\T>·T y«<óŠT\qT >·TsÁTïÅ£”Ôî#áTÌ¿=qTqT
164. ‘Making hypothesis to solve problems’ comes under this step in
period plan

1. Reading textbook – identifying key words

2. Demonstration - discussion
3. Asking probing questions / inquisitive questions
4. Doing the activities – understanding the concepts

»dŸeTdŸ«\ |Ÿ]cÍØs“¿ì |Ÿ]¿£\Îq\T #ûjáTT³µ nqTq~ |Ó]jáT&Ž |Ÿ<¸Š¿£+ý˓

‡ kþbÍq+
1. bÍsÄÁ«|ŸÚdŸï¿£+ #á<Še&ƒ+ ` ¿¡\¿£|Ÿ<‘\T >·T]ï+#á&ƒ+
2. ç|Ÿ<ŠsÁôq ` #ásÁÌ
3. XË<óŠHÔሿ£ ç|ŸXø•\T / –ԐàVŸä“•#ûÌ ç|ŸXø•\T n&ƒ>·&ƒ+
4. ¿£Ô«\T “sÁÇVŸ²D ` uó²eq\ ne>±VŸ²q
165. “Pupils are able to make logical connections between various issues
and the incidents and respond for environmental protection” – The
behaviour comes under this academic standard

1. conceptual understanding
2. asking questions and making hypothesis
3. experimentation and field investigation
4. information skills and projects

»$<‘«sÁTœ\T $$<óŠ $wŸjáÖ\T eT]jáTT dŸ+|˜ŸT³q\ eT<óŠ« Ô]Ø¿£ dŸ+‹+<󑓕

@sÎ³T #ûjáT>·*Ð, |Ÿs«esÁD |Ÿ]sÁ¿£ŒDÅ£” dŸÎ+~kÍïsÁT.µµ ‡ ç|ŸesÁïq ¿ì+~
$<‘«ç|ŸeÖD²\ýË ÿ¿£ <‘“¿ì e]ïdŸTï+~.
1. $wŸjáÖe>±VŸ²q
2. ç|Ÿ¥•+#áT³, |Ÿ]¿£\Îq\T sÁÖbõ+~+#áT³
3. ç|ŸjîÖ>±\T eT]jáTT ¹¿ŒçÔá|Ÿ]XË<óŠq\T
4. dŸeÖ#sÁ d¿£sÁD eT]jáTT çbÍCÉÅ£”¼\T
166. One of the following is an example of Social Environment

1. Agricultural fields
2. Rivers
3. Mountains
4. Forests

ç¿ì+~ y“ýË ÿ¿£{ì kÍ+|˜¾T¿£ |Ÿ]dŸs\Å£” –<‘VŸ²sÁD

1. e«ekÍjáT¹¿ŒçԐ\T
2. q<ŠT\T
3. |ŸsÁÇԐ\T
4. nsÁD²«\T

167. The following is used as a First Aid, if the eye is injured with alkali

1. weak solution of sodium bicarbonate

2. 1% boric acid solution
3. lemon juice
4. diluted milk of magnesia

¿£+{ì¿ì ¿Œ±sÁeTT e\q >±jáTyîTÔ® û ç|Ÿ<eŠ¸ Tº¿ìÔàá ¿=sÁŔ£ B““ –|ŸjÖî ÐkÍïsTÁ .
1. kþ&jáT+ uÉÕ¿±sÃÒHû{Ù ‹\VÓ²q ç<‘eD+
2. 1% uË]¿ù jáÖd¾&Ž ç<‘eD+
3. “eTˆsÁdŸeTT
4. $TýÙØ €|˜t yîT^•w¾jáÖ dŸÈ\ ç<‘eD+
168. When Ajay is able to convert the speed of his vehicle from 4 km/hr
into m/s, the process skill acquired here is

1. classification
2. observation
3. measurement
4. inference

nÈjYT Ôáq yVŸ²q|ŸÚ yû>e· TT 4 km/hr qT m/s ý˓¿ì eÖ]Ìq, ‚+<Š*

ç|Ÿç¿ìjÖá Hî|Õ ÚŸ D«eTT
1. e¯Z¿£sÁD
2. |Ÿ]o\q
3. eÖ|Ÿq+
4. “sÝsÁD

169. “The students developed a science museum using objects like

fossils, collected in a field trip” – comes under this type of learning
experiences
1. activity aids and indirect learning experiences
2. audio aids and direct experiences
3. contrived experiences and visual aids
4. direct experiences and specimens

»»¹¿ŒçÔá|ŸsÁ«³q\ <‘Çs d¿£]+ºq ¥ý²C²\Ôà $<‘«sÁTœ\T $C²ãqXæg

edŸTïç|Ÿ<ŠsÁôqXæ\qT @sÎ³T #ûXæsÁTµµ ` ‚~ ç¿ì+~ nuó„«dŸHqTuó„e+>±
#î|ŸÎe#áTÌ.
1. ¿£Ôá« |Ÿ]¿£s\T eT]jáTT |Ÿsÿ£Œ nqTuó„y\T
2. çXøeD |Ÿ]¿£s\T eT]jáTT ç|ŸÔá«¿£Œ nqTuó„y\T
3. ç|ŸÔ«e֕jáT (¿±+fÉ®yŽ¦) nqTuó„y\T eT]jáTT <ŠXø«|Ÿ]¿£s\T
4. ç|ŸÔá«¿£Œ nqTuó„y\T eT]jáTT ™dÎd¾eTqT¢
170. The role of the teacher in making the students “acquire the
knowledge and apply it to daily life situations through socially
related co-curricular activities” is

1. co-ordinator
2. explorer
3. philosopher
4. friend

»»dŸeÖÈ dŸ+‹+~óÔá bÍsÄÁ«ç|ŸD²[¹¿ÔásÁ ¿±sÁ«ç¿£eÖ\ <‘Çs $<‘«sÁTœ\T

dŸ+bÍ~+ºq C²ãH“• “Ôá«J$Ôá |Ÿ]d¾œÔáT\Å£” –|ŸjîÖÐ+#áT¿=Hûý²µµ
#ûjáT³+ýË –bÍ<ó‘«jáTT“ bÍçÔá
1. dŸeTqÇjáT ¿£sÁï
2. nHûÇwŸÅ£”&ƒT
3. ÔáÔáÇyûÔáï
4. d•V¾²ÔáT&ƒT

171. India is divided into almost two equal parts by

1. Tropic of Capricorn
2. Tropic of Cancer
3. Equator
4. Arctic Circle

uó²sÁÔá<ûXøeTTqT ‚+#áT$T+#áT Âs+&ƒT dŸeTuó²>±\T>± #ûdŸTïq• ¹sK

1. eT¿£sÁ ¹sK
2. ¿£sØÁ ³ s¹ K
3. uó„ÖeT<óŠ« ¹sK
4. €]Ø{ì¿ù e\jáTeTT
172. To form ‘Indian National Army’ Subash Chandra Bose took the
prisoners of war from this country

1. Germany
2. Italy
3. Singapore
4. Japan

dŸTuó²wt #á+ç<ŠuËdt »»uó²sÁÔá C²rjáT ™dÕq«+µµ @sÁÎsÁT#áT³Å£” ‡ <ûXø

jáTT<ŠÆ UÉÕB\qT rd¾¿=HîqT.
1. ÈsÁˆú
2. ‚³©
3. d¾+>·|ŸPsY
4. ÈbÍHŽ

173. The Congress Prime Minister who took sharp left turn after the 1967
elections

1. Jawaharlal Nehru
2. Lal Bahadur Sastri
3. Indira Gandhi
4. Rajeev Gandhi

1967 m“•¿£\ ÔásÁTyÔá yeT|Ÿ¿£Œ |Ÿ+<ó‘yîÕ|ŸÚ yîTT>·TZ#áÖ|¾q ¿±+çÂ>dt

ç|Ÿ<ó‘qeT+çÜ
1. ÈeVŸ²sYý²ýÙ HîçVŸA
2. ý²ýًVŸ²<ŠÖsY Xæçd¾ï
3. ‚+~s >±+Bó
4. sJyŽ >±+Bó
174. The draft constitution of India is a formidable document which
contains these number of articles and schedules

1. 395 Articles and 8 Schedules

2. 315 Articles and 8 Schedules
3. 415 Articles and 12 Schedules
4. 495 Articles and 12 Schedules

nܙ|<ŠÝ |ŸçÔáyîT®q uó²sÁÔá<ûXø eTTkÍsTT<‘ sC²«+>·eTTý˓ n~ó¿£sÁD²\T

eT]jáTT ™w&ƒÖ«Þøß dŸ+K«
1. 395 n~ó¿£sÁD²\T eT]jáTT 8 ™w&ƒÖ«Þø—ß
2. 315 n~ó¿£sÁD²\T eT]jáTT 8 ™w&ƒÖ«Þø—ß
3. 415 n~ó¿£sÁD²\T eT]jáTT 12 ™w&ƒÖ«Þø—ß
4. 495 n~ó¿£sÁD²\T eT]jáTT 12 ™w&ƒÖ«Þø—ß

175. As per the theory postulated by Alfred Wagener, Pangaea a massive

super continent existed these million years ago…

1. 220 million years ago

2. 180 million years ago
3. 140 million years ago
4. 120 million years ago

€ýÙç™|˜&Ž yî›qsY d¾<‘Ý+ÔáeTT ç|Ÿ¿±sÁeTT bÍ+›jáÖ nHû eTVŸäK+&ƒeTT ‚“•

$T*jáTqT dŸ+eÔáàs\ ç¿ìÔáeTT –+<Š“ ç|ŸÜbÍ~+#&ƒT
1. 220 $T*jáTq¢ dŸ+eÔáàs\ ç¿ìÔáeTT
2. 180 $T*jáTq¢ dŸ+eÔáàs\ ç¿ìÔáeTT
3. 140 $T*jáTq¢ dŸ+eÔáàs\ ç¿ìÔáeTT
4. 120 $T*jáTq¢ dŸ+eÔáàs\ ç¿ìÔáeTT
176. Availability of pure water in Ice / Snow and underground water
respectively are

1. 1.4 % and 7%
2. 68.7% and 1.4%
3. 1.4% and 29.9%
4. 68.7% and 29.9%

eT+ºú{ì \uó„«Ôá eT+#áT sÁÖ|Ÿ+ýË eT]jáTT uó„Ö>·sÁÒÛÈ\ sÁÖ|Ÿ+ýË esÁTdŸ>±

1. 1.4% eT]jáTT 7%
2. 68.7% eT]jáTT 1.4%
3. 1.4% eT]jáTT 29.9%
4. 68.7% eT]jáTT 29.9%

177. These forests are found in the Himalayas in abundance

1. Mediterranean Vegetation
2. Coniferous Forests
3. Tropical ever green forests
4. Tropical deciduous forests

V¾²eÖ\jáÖ\ýË $dŸï Ôá+>± ¿£q‹&û n&ƒeÚ\T

1. eT<óŠ«<óŠs e¿£ŒC²\+
2. Xø+>±¿±sÁ|ŸÚ n&ƒeÚ\T
3. –wŸ’ eT+&ƒ\ dŸÔáÔáVŸ²]Ôá n&ƒeÚ\T
4. –wŸ’ eT+&ƒ\ €Å£”sýñÌ n&ƒeÚ\T
178. The number of countries that signed on United Nations
Organization’s proposal of International children charter in 1989

׿£«sÈ«dŸ$TÜ 1989ýË sÁÖbõ+~+ºq u²\\ VŸ²Å£”Ø\ n+Ôás¨rjáT

ÿ&ƒ+‹&¿£™|Õ dŸ+Ôá¿£eTT #ûd¾q <ûXæ\ dŸ+K«
1. 121
2. 171
3. 181
4. 191

179. The people who tried to make the maps accurately with the help of
Longitudes and Latitudes are,

1. Sumarians
2. Greeks
3. Babylonians
4. Japanese

n¿Œ±+Xæ\T, ¹sU²+Xæ\ €<ó‘sÁ+>± |Ÿ{²\qT KºÌÔá+>± ÔájáÖsÁT#ûjáTT³Å£”

ç|ŸjáTܕ+ºqysÁT
1. dŸTyûT]jáTqT¢
2. ç^Å£”\T
3. u²_ý˓jáTqT¢
4. È|ŸújáTT\T
180. The land ceiling act came into implementation in Andhra Pradesh
since ….

1. January 1975
2. February 1980
3. August 1972
4. October 1969

€+ç<óŠç|Ÿ<ûXÙýË uó„Ö|Ÿ]$TÜ #á³¼+ neT\TýË¿ì eºÌq Ôû~

1. Èqe] 1975
2. |˜¾ç‹e] 1980
3. €>·dŸT¼ 1972
4. n¿Ã¼‹sÁT 1969

181. ‘Jagan Mitra Mandali’ promoted the adaption of this religion by

dalits

1. Christianity
2. Hinduism
3. Buddhism
4. Sikkism

»»È>·HŽ $TçÔáeT+&ƒ*µµ <Š[ÔáT\qT ‡ eTÔáeTT #û|Ÿ³¼&†“¿ì çbþÔáàV¾²+º+~.

1. ç¿ÕdŸïeeTÔá+
2. V¾²+<ŠÖeTÔá+
3. u…<ŠÆeTÔá+
4. d¾Å£”ØeTÔá+
182. Parsi cricket team beat the Bombay Gymkhana team in this year

bͯà ç¿ì¿{Ù {¡yŽT uË+uñ ›+U²H {¡eTTqT z&+ºq dŸ+eÔáàsÁeTT

1. 1999
2. 1889
3. 1789
4. 1879

183. The first News Paper in United States of America

1. Oxford Gazette
2. Public Occurrences
3. New York Times
4. Washington Post

nyîT]¿±ý˓ yîTT<Š{ì ysï |ŸçÜ¿£

1. €¿ùà|˜ŸsY¦ Â>›{Ù
2. |Ÿ_¢¿ù n¿£ØÂsHîàdt
3. qÖ«jáÖsYØ fÉ®yŽTà
4. yw¾+>´³HŽ bþdt¼
184. Line symbol is used to locate

1. Delhi
2. Post Office
3. Course of the river
4. Railway track

»»¹sKµµ >·TsÁTqï T ‡ ç¿ì+~ y““ >·T]ï+#áT³Å£” –|ŸjÖî ÐkÍïeTT

1. &󍩢
2. bþkͼ|˜ÓdŸT
3. qB ç|ŸyVŸ² eÖsÁZ+
4. ÂsÕ\T eÖsÁZ+

185. The tributary of Penna River

1. Papagni
2. Dindi
3. Musi
4. Nagawali

™|H• q~ jîTT¿£Ø –|Ÿq~

1. bÍbÍЕ
2. ~+&
3. eTÖd¾
4. H>±e[
186. The Chola King who developed Navy and rided the Ganga Valley,
Sri Lanka, and the countries of South East Asia

1. Raja Raja
2. Rajendra - 1
3. Vijayalaya
4. Danti Durga

H꿱<ŠÞ²“• n_óe~Æ|ŸsÁº >·+>±q~ýËjáT, l\+¿£, €¹>•jáÖd¾jáÖ

çbÍ+Ԑ\™|Õ <Š+&îÜïq #ÃÞøsE
1. sÈ sÈ
2. sCñ+ç<Š ` 1
3. $ÈjáÖ\jáT
4. <Š+Ü<ŠTsÁZ

187. Rudramadevi was called “Rudra Deva Maharaja” by

1. Ganapathi Deva
2. Prathapa Rudra
3. Prola - II
4. Bolli Nayaka

sÁTç<ŠeT<û$“ »»sÁTç<Š<ûeeTVŸäsEµµ >± |¾*ºqysÁT

1. >·D|ŸÜ<ûeÚ&ƒT
2. ç|ŸÔ|ŸsÁTç<ŠT&ƒT
3. Âs+&ƒe çbþ\sE
4. u¤*¢HjáTÅ£”&ƒT
188. The number of members nominated by the Governor to the Andhra
Pradesh Legislative Council

€+ç<óŠç|Ÿ<ûXÙ XædŸqeT+&ƒ*¿ì >·esÁ•sY#û H$THû{Ù #ûjáT‹&û dŸuó„T«\ dŸ+K«

1. 4
2. 6
3. 7
4. 8

189. Vira Purusha Datta was the king of this dynasty

1. Maurya
2. Ikshvaka
3. Magadha
4. Chola

MsÁ|ŸÚsÁTwŸ<ŠÔáTï&ƒT ‡ e+X擿ì #î+~q sE

1. eTòsÁ«
2. ‚¿Œ±ÇÅ£”\T
3. eT>·<óŠ
4. #ÃÞø
190. As on 2011 the number of women per thousand men in Andhra
Pradesh

2011 H{ì¿ì €+ç<óŠç|Ÿ<ûXÙýË ç|ŸÜ 1000 eT+~ |ŸÚsÁTwŸ§\Å£” çdÓï\ dŸ+K«

1. 992
2. 972
3. 940
4. 975

191. The following, suggested to include the 10 Common Core Elements

in the curriculum of our country, for the first time
1. NPE - 1968
2. NPE - 1986
3. NCF - 2000
4. 10 years School Curriculum - 1975

eTq <ûXø+ý˓ $<‘«ç|ŸD²[¿£ýË |Ÿ~ (10) –eTˆ& eTò*¿±+Xæ\qT

bõ+<ŠT|ŸsÁ#\“ yîTT³¼yîTT<Š{ìkÍ]>± dŸÖº+ºq~
1. bHŽ.|¾.‚. ` 1968
2. bHŽ.|¾.‚. ` 1986
3. bHŽ.d¾.m|˜t ` 2000
4. 10 dŸ+eÔáàs\ bÍsÄÁXæ\ $<‘«ç|ŸD²[¿£ ` 1975
192. In Social Studies, by teaching the concepts like Agriculture and
Api culture, we can inculcate these values among students

1. Democratic values
2. Information values
3. Vocational values
4. Constitutional values

kÍ+|˜¾T¿£XæçdŸï+ýË, e«ekÍjáT+ eT]jáTT ÔûHî{¡>·\ ™|+|Ÿ¿£+ e+{ì uó²eq\qT

$<‘«sÁTœ\Å£” uË~ó+#áT³ <‘Çs, y]ýË ‡ $\Te\qT ™|+bõ+~+#áe#áTÌqT.
1. ç|ŸC²kÍÇeT« $\Te\T
2. dŸeÖ#sÁ $\Te\T
3. eÜï $\Te\T
4. sC²«+>· $\Te\T

193. In Social Studies textbook, the lessons, ‘Impact of Technology on

Livelihoods’, and ‘Public Health and the Government’ are developed
under this theme.
1. Diversity on the earth
2. Social organization and inequities
3. Culture and Communication
4. Production, Exchange and Livelihood

kÍ+|˜¾T¿£XæçdŸï bÍsÄÁ«|ŸÚdŸï¿£+ýË, »JeHÃbÍ<óŠT\T ` kÍ+¹¿Ü¿£ $C²ãq ç|Ÿuó²e+µ

eT]jáTT »ç|ŸC²sÃ>·«eTT ` ç|Ÿuó„TÔáÇeTTµ, nqT bÍsĐ«+Xæ\T ‡ ‚ÜeÔáï+
¿ì+<Š sÁÖbõ+~+#á‹&q$.
1. uóք $T ` yî$Õ <ó«Š +
2. kÍe֛¿£ e«edӜ¿£sÁD ` ndŸeÖqÔá\T
3. dŸ+dŸØ Ü ` dŸeÖ#sÁ+
4. –ÔáÎÜï, $“eTjáT+, JeH<ó‘s\T
194. The following approach is not considered while developing the
present Social Studies textbooks in our State.
1. Disciplinary approach
2. Integrated approach
3. Thematic approach
4. Correlation approach

eTq sçwŸ¼+ý˓ ç|ŸdŸTïÔá kÍ+|˜¾T¿£XæçdŸï bÍsÄÁ«|ŸÚdŸï¿±\ sÁÖ|Ÿ¿£\ÎqýË ç¿ì+~

–|Ÿ>·eT+ |Ÿ]>·DqýË¿ì rdŸT¿=q‹&ƒýñ<ŠT.
1. ç|ŸÔû«¿£ $wŸjáT –|Ÿ>·eTeTT
2. dŸyîT®¿£«Ô –|Ÿ>·eTeTT
3. ‚ÜeÔáï –|Ÿ>·eTeTT
4. dŸVŸ²dŸ+‹+<óŠ –|Ÿ>·eTeTT
195. After completing the lesson ‘Agriculture in Our Times’ the class VI
students collected the data of different crops grown in their village
and presented a report on them in the classroom – It reflects this
competency.

1. Conceptual understanding
2. Reflection on contemporary issues
3. Information skills
4. Sensitivity and Appreciation

€sÁe ÔásÁ>·Ü $<‘«sÁTœ\T, »Hû{ì e«ekÍjáT+µ, nqT bÍsÄÁeTTqT |ŸP]ï#ûd¾q

|¾<Š|Ÿ, y] ç>±eTeTTýË |Ÿ+&+#û $$<óŠ sÁ¿±\ |Ÿ+³\ dŸeÖ#s“• d¿£]+º,
y“™|Õ ÿ¿£ “yû~¿£qT ÔásÁ>·ÜýË dŸeT]Î+#áT³ ` nqTq~ ¿ì+~ kÍeTsœ«“•
ç|ŸÜdŸÎ+~dŸTï+~.
1. $wŸjáÖe>±VŸ²q
2. dŸeT¿±©q n+Xæ\™|Õ ç|ŸÜdŸÎ+<Šq
3. dŸeÖ#sÁ HîÕ|ŸÚD²«\T
4. dŸT“•ÔáÔáÇeTT, ç|ŸXø+dŸ
196. This is not one of the criteria of Potential Activity.

1. Rigidity
2. According to pupils competency level
3. Thought provoking
4. Realistic

Xø¿ìïe+ÔáyîT®q ¿£Ô«“¿ì –+&ƒe\d¾q \¿£ŒD²\ýË ÿ¿£{ì ¿±“~.

1. ¿£]ÄqÔáÇ+
2. $<‘«sÁTœ\ k͜sTT¿ì ÔáÐq~
3. €ýË#áq\T ¹s¿Üï+#û~
4. ydŸï$¿£Ôá

197. The aspects like total number of working days; number of optional,
local holidays; eligible leaves of a teacher; summative, formative
examination days; number of lessons in the textbooks are to be kept
in mind by the teacher while preparation of this plan.
1. Institutional Plan
2. Year Plan
3. Unit Plan
4. Period Plan

yîTTÔáï+ |Ÿ“~qeTT\TÑ ×ºÌ¿£, k͜“¿£ ™d\eÚ\TÑ {¡#ásÁTÅ£” –+&û nsÁ½Ôá>·\

™d\eÚ\TÑ dŸyûTˆ{ìyŽ, b˜Ísˆ{ìyŽ |Ÿ¯¿£Œ\ ~qeTT\TÑ bÍsÄÁ«|ŸÚdŸï¿£+ý˓
bÍsĐ«+Xæ\ dŸ+K« e+{ì n+XøeTT\qT –bÍ<ó‘«jáTT&ƒT ‡ ¿ì+~ ç|ŸD²[¿£qT
ÔájáÖsÁT#ûjáTTq|ŸÚ&ƒT <Šw¾¼ýË –+#áT¿=qe\jáTTqT.
1. dŸ+k͜>·Ôá ç|ŸD²[¿£
2. y]ü¿£ ç|ŸD²[¿£
3. jáT֓{Ù ç|ŸD²[¿£
4. |Ó]jáT&Ž ç|ŸD²[¿£
198. ‘Talakona water fall’ and ‘Chandragiri fort’ are respectively

1. Both are geographical resources

2. Both are historical resources
3. Historical resource, Geographical resource
4. Geographical resources, Historical resource

»Ôá\¿Ãq È\bÍÔá+µ, »#á+ç<ŠÐ] ¿Ã³µ nqTq$ esÁTdŸ>±

1. Âs+&ƒÖ uó…>Ã[¿£ eqsÁT\T
2. Âs+&ƒÖ #]çÔá¿£ eqsÁT\T
3. #]çÔá¿£ eqsÁT, uó…>Ã[¿£ eqsÁT
4. uó…>Ã[¿£ eqsÁT, #]çÔá¿£ eqsÁT

199. As per this chapter and section of RTE Act - 2009, the Social
Studies teaching should be relevant to constitutional values and all
round development of children.

1. Chapter V, Section 30
2. Chapter V, Section 29
3. Chapter IV, Section 24
4. Chapter VI, Section 31

RTE Act - 2009 #á³¼+ý˓ ¿ì+~ n<ó‘«jáT+, ™d¿£ŒHŽ\ ç|Ÿ¿±sÁ+, kÍ+|˜¾T¿£XæçdŸï

uË<óŠq sC²«+>·+ýË bõ+<ŠT|ŸsÁºq $\Te\T, u²\\ dŸsÁÇÔÃeTTU²_óe~Ý¿ì
nqT>·TD+>± –+&†*.
1. n<ó‘«jáT+ V, ™d¿£HŒ Ž 30
2. n<ó‘«jáT+ V, ™d¿£HŒ Ž 29
3. n<ó‘«jáT+ IV, ™d¿£HŒ Ž 24
4. n<ó‘«jáT+ VI, ™d¿£HŒ Ž 31
200. This quality differentiates the Social Studies teachers from other
teachers

1. Devotion to duties
2. Knowledge of current affairs and mapping skills
3. Tolerance and Patience
4. Feeling of Confidence

ç¿ì+~ \¿£ŒD+ kÍ+|˜¾T¿£XæçdŸï –bÍ<ó‘«jáTT\qT, ‚ÔásÁ –bÍ<ó‘«jáTT\ qT+&

yûsÁT#ûdŸTï+~
1. $<óŠT\|Ÿ³¢ n+¿ìÔáuó²e+
2. esÁïeÖq e«eVŸäs\ |Ÿ]C²ãq+ eT]jáTT |Ÿ³HîÕ|ŸÚD²«\T
3. dŸVŸ²qeTT, zsÁTÎ
4. $XæÇdŸeTT ¿£*Ð –+&ƒT³