Assam TET 2021 Paper 1
Download Assam TET 2021 Paper 1 PDF free from AglaSem Docs. Solve this previous year question paper to understand the exam pattern, important questions and marking scheme, and strengthen your preparation.
More Detail
Latest News
Finished viewing? Save it for later —
Download Assam TET 2021 Paper 1 (PDF · 48 pages)Downloaded 103 times
About Assam TET 2021 Paper 1
Assam TET 2021 Paper 1 is available here for free download. Published by Assam Board for Assam TET, this question paper can be viewed online or downloaded as a PDF (48 pages). Candidates preparing for Assam TET can use Assam TET 2021 Paper 1 to understand the exam pattern, the type of questions asked, and the overall difficulty level.
Frequently Asked Questions
How can I download Assam TET 2021 Paper 1?
Open this page and click the Download button to save Assam TET 2021 Paper 1 as a PDF. It is completely free on AglaSem Docs.
Is Assam TET 2021 Paper 1 free to download?
Yes. Assam TET 2021 Paper 1 can be viewed online and downloaded as a PDF free of cost on AglaSem Docs.
How many pages does Assam TET 2021 Paper 1 have?
Assam TET 2021 Paper 1 contains 48 pages, which you can read online or download together as a single PDF.
Where can I find more Assam TET study material?
You can find more Assam TET question papers, sample papers, syllabus, and answer keys on AglaSem Docs.
Assam TET 2021 Paper 1 – Text
Read the full text of this question paper below — useful to quickly search, copy and reference the content online without downloading the PDF.
📄 View text version (48 pages)
Page 1
Test Booklet Code
GHT-21 Test Booklet No.
A Paper : I
Time Allowed : 9:00 a.m. to 11:00 a.m. (2 Hours)
Roll No.
Maximum Marks : 100
INSTRUCTIONS
Do not open the Test Booklet before 9:00 a.m.
Read the question carefully before marking the right answer in the appropriate circle of the OMR
Answer-Sheet.
• No candidate will be allowed to appear in the examination without Admit Card and it should be produced
before the Invigilator when asked.
• No candidate will be allowed to enter or leave the Examination Hall during the examination hours.
• Any book, paper, cell phone, calculator or any electronic gadget or objectionable materials are not allowed
in the Examination Hall. Candidates are allowed to bring only Admit Card and ball-point pen in the
Examination Hall.
• Candidate will have to keep all his/her belongings and materials outside the Examination Hall at his/her
own risk.
• Any candidate found using unfair means or violating the above or any of the examination rules shall be
disqualified.
• Candidate should clearly write his/her Roll No. in the space provided in the Test Booklet.
• Only one circle, either (a), (b), (c) or (d) is to be darkened completely for each answer on the OMR Answer-
Sheet.
• Candidate should not make any stray marks on the OMR Answer-Sheet.
• Candidate should not staple, fold, pin, wrinkle or damage the OMR Answer-Sheet.
• Scratching, overwriting, tick marking, multiple answering will be considered as wrong answer.
• Candidates will have to sign twice the Attendance/Roll Sheet presented by the Invigilator on duty, once
after taking their seats in the Examination Hall, and once at the time of handing over their Test Booklet
and OMR Answer-Sheet to the Invigilator. Cases where a candidate has not signed the Attendance
Sheet a second time will be deemed not to have handed over the Answer-Sheet.
• The candidate has to return the Test Booklet along with the OMR Answer-Sheet to the Invigilator before
leaving the Examination Hall.
• Candidate should do all the necessary Rough Work on the Test Booklet in the space provided. Rough
Work should not be done on the Answer-Sheet or on any other paper. If any Rough Work is done on the
Answer-Sheet, the Answer-Sheet will not be assessed.
• There will be one single OMR Answer-Sheet for all the questions. No extra Answer-Sheet will be
provided for any mistake or correction.
• The OMR Answer-Sheet will be provided along with the Test Booklet. Candidate should fill up the
particulars in the OMR Answer-Sheet, i.e., Roll No., Test Booklet No., Test Booklet Code, Language Code,
etc., carefully with blue/black ball-point pen only.
• The test is of 2 hours duration and will consist of 100 questions.
• The candidate should use blue/black ball-point pen only for writing particulars on this page/marking
responses in the OMR Answer-Sheet.
• The candidate should make sure that the corresponding Test Booklet Code is properly written/
shaded in the OMR Answer-Sheet by him/her. For example, if the candidate gets Test Booklet
Code ‘A’, then he/she should fill up ‘A’ in the box provided in the OMR Answer-Sheet and also
shade the circle ‘A’ in the OMR Answer-Sheet. In case of any discrepancy in the Test Booklet, the
candidate should immediately report the matter to the Invigilator for replacement.
• There is no negative marking for any wrong answer.
• Candidate should note that each question is given in multilingual form, viz., in Assamese/Bengali/Bodo/
English medium/version for his/her convenience and ready reference. In case of any discrepancy or
confusion in the medium/version, the English version will be treated as the authentic version.
GHT-21/P-I/A 1 P.T.O.
GHT-21 Test Booklet No.
A Paper : I
Time Allowed : 9:00 a.m. to 11:00 a.m. (2 Hours)
Roll No.
Maximum Marks : 100
INSTRUCTIONS
Do not open the Test Booklet before 9:00 a.m.
Read the question carefully before marking the right answer in the appropriate circle of the OMR
Answer-Sheet.
• No candidate will be allowed to appear in the examination without Admit Card and it should be produced
before the Invigilator when asked.
• No candidate will be allowed to enter or leave the Examination Hall during the examination hours.
• Any book, paper, cell phone, calculator or any electronic gadget or objectionable materials are not allowed
in the Examination Hall. Candidates are allowed to bring only Admit Card and ball-point pen in the
Examination Hall.
• Candidate will have to keep all his/her belongings and materials outside the Examination Hall at his/her
own risk.
• Any candidate found using unfair means or violating the above or any of the examination rules shall be
disqualified.
• Candidate should clearly write his/her Roll No. in the space provided in the Test Booklet.
• Only one circle, either (a), (b), (c) or (d) is to be darkened completely for each answer on the OMR Answer-
Sheet.
• Candidate should not make any stray marks on the OMR Answer-Sheet.
• Candidate should not staple, fold, pin, wrinkle or damage the OMR Answer-Sheet.
• Scratching, overwriting, tick marking, multiple answering will be considered as wrong answer.
• Candidates will have to sign twice the Attendance/Roll Sheet presented by the Invigilator on duty, once
after taking their seats in the Examination Hall, and once at the time of handing over their Test Booklet
and OMR Answer-Sheet to the Invigilator. Cases where a candidate has not signed the Attendance
Sheet a second time will be deemed not to have handed over the Answer-Sheet.
• The candidate has to return the Test Booklet along with the OMR Answer-Sheet to the Invigilator before
leaving the Examination Hall.
• Candidate should do all the necessary Rough Work on the Test Booklet in the space provided. Rough
Work should not be done on the Answer-Sheet or on any other paper. If any Rough Work is done on the
Answer-Sheet, the Answer-Sheet will not be assessed.
• There will be one single OMR Answer-Sheet for all the questions. No extra Answer-Sheet will be
provided for any mistake or correction.
• The OMR Answer-Sheet will be provided along with the Test Booklet. Candidate should fill up the
particulars in the OMR Answer-Sheet, i.e., Roll No., Test Booklet No., Test Booklet Code, Language Code,
etc., carefully with blue/black ball-point pen only.
• The test is of 2 hours duration and will consist of 100 questions.
• The candidate should use blue/black ball-point pen only for writing particulars on this page/marking
responses in the OMR Answer-Sheet.
• The candidate should make sure that the corresponding Test Booklet Code is properly written/
shaded in the OMR Answer-Sheet by him/her. For example, if the candidate gets Test Booklet
Code ‘A’, then he/she should fill up ‘A’ in the box provided in the OMR Answer-Sheet and also
shade the circle ‘A’ in the OMR Answer-Sheet. In case of any discrepancy in the Test Booklet, the
candidate should immediately report the matter to the Invigilator for replacement.
• There is no negative marking for any wrong answer.
• Candidate should note that each question is given in multilingual form, viz., in Assamese/Bengali/Bodo/
English medium/version for his/her convenience and ready reference. In case of any discrepancy or
confusion in the medium/version, the English version will be treated as the authentic version.
GHT-21/P-I/A 1 P.T.O.
Page 2
[>ڳ௺ã
šè¯à 9:00 ¤\๠"àKìt¡ šøÅ—A¡àA¡t¡J> >åJå[º¤¡ú
OMR l¡üv¡¹ šy¹ ™=à™= ¤õv¡ìi¡àt¡ Ç¡‡ý¡ l¡üv¡¹ìi¡à [W¡[Òû¡t¡ A¡¹à¹ "àKìt¡ šøÅì— i¡à Îோàì> š[Øn¡ º*A¡¡ú
• šøì¯Å šy "[¤Òì> ëA¡àì>à š¹ãÛ¡à=¢ãA¡ š¹ãÛ¡àt¡ ¤[Ò¤îº [ƒÚà >Ò’¤ "à¹ç¡ š¹ãÛ¡à [>¹ãÛ¡ìA¡ ™[ƒ [¤W¡àì¹ ët¡*òA¡ šøì¯Å šy ëƒJå¯à¤
ºà[K¤¡ú
• š¹ãÛ¡à W¡[º =A¡à "¯Ñ‚àt¡ ëA¡àì>à š¹ãÛ¡à=¢ãA¡ š¹ãÛ¡à A¡Û¡¹ [®¡t¡¹t¡ šøì¯Å "=¤à š¹ãÛ¡à A¡Û¡ &[¹ ™à¤îº ">å³[t¡ [ƒÚà >Ò’¤¡ú
• ëA¡àì>à š¹ãÛ¡à=¢ãA¡ [A¡t¡àš, ëA¡àì>à ‹¹o¹ A¡àK\, ëẠëó¡à> (Mobile), ìA¡ºA塸ìºi¡¹ ¤à ëA¡àì>à ‹¹o¹ í¤ƒå¸[t¡> Îà³Køã ¤à "àš[v¡\>A¡
¤Ññ š¹ãÛ¡à A¡Û¡îº [>Úàt¡ ">å³[t¡ [ƒÚà >Ò’¤¡ú š¹ãÛ¡à=¢ãÎA¡ºA¡ šøì¯Å šy "à¹ç¡ ¤º-šÒüsi¡ ëš>ìÒ š¹ãÛ¡à A¡Û¡îº [>¤îº ">å³[t¡ [ƒÚà
Ò’¤¡ú
• š¹ãÛ¡à=¢ãìÚ ºKt¡ [>Úà ët¡*òìºàA¡¹ ÎA¡ìºàì¤à¹ Îà³Køã š¹ãÛ¡à A¡Û¡¹ ¤à[Ò¹t¡ [>\¹ ƒà[Úâ«t¡ ¹à[J¤¡ú
• ™[ƒ ëA¡àì>à š¹ãÛ¡à=¢ãìÚ "Î; l¡üšàÚ "¯º´¬> A¡ì¹ ¤à *š¹t¡ l¡üìÀJ A¡¹à š¹ãۡ๠[>ڳγèÒ l¡üºVQà A¡ì¹, ët¡ì”z ët¡*òA¡ "ì™àK¸ ¤å[º
[¤ì¤W¡>à A¡¹à Ò’¤¡ú
• š¹ãÛ¡à=¢ãìÚ [>\¹ ë¹àº >´¬¹ šøÅ—A¡àA¡t¡¹ [>[ƒ¢Ê¡ k¡àÒüt¡ њʡîA¡ [º[J¤ ºà[K¤¡ú
• OMR l¡üv¡¹ šyt¡ šøìt¡¸A¡ìi¡à šøÅ—¹ l¡üv¡¹¹ ¤àì¤ [™ ëA¡àì>à &i¡à ¤õv¡ (a), (b), (c) ¤à (d) δšèo¢ A¡’ºà A¡[¹¤¡ú
• š¹ãÛ¡à=¢ãìÚ OMR l¡üv¡¹ šyt¡ ">¸ ëA¡àì>à ‹¹o¹ ƒàK [ƒ¤ ë>à¯à[¹¤¡ú
• š¹ãÛ¡à=¢ãìÚ OMR l¡üv¡¹ šyJ> [š> ³¹à, ®¡à\ [ƒÚà ¤à >Ê¡ A¡[¹¤ ë>à¯à[¹¤¡ú
• l¡üv¡¹ šyJ>t¡ ëA¡àì>à ‹¹o¹ ƒàK [ƒÚà, [i¡Aô¡ [W¡> [ƒÚà, *š¹à-l¡üš[¹îA¡ [ºJà ¤à ëA¡Òü¤ài¡à* l¡üv¡¹ [ƒìº t¡àA¡ ®å¡º ¤å[º [¤ì¤W¡>à A¡¹à Ò’¤¡ú
• š¹ãÛ¡à=¢ãÎA¡ìº [>¹ãÛ¡ìA¡ [ƒÚà l¡üš[Ñ‚[t¡/ì¹àº šyt¡ ƒå¤à¹ ѬàÛ¡¹ A¡[¹¤ ºà[K¤, šø=³¤à¹ ët¡*òìºàìA¡ š¹ãÛ¡à A¡Û¡t¡ "àÎ> KøÒo A¡¹à¹
γÚt¡ "à¹ç¡ [‡t¡ãڤ๠OMR l¡üv¡¹šy "à¹ç¡ šøÅ—A¡àA¡t¡Jì>à [>¹ãÛ¡A¡A¡ \³à [ƒÚ๠γÚt¡¡ú ¡ëA¡àì>à š¹ãÛ¡à=¢ãìÚ l¡üš[Ñ‚[t¡/ë¹àº šyt¡
[‡t¡ãڤ๠™[ƒ ѬàÛ¡¹ >A¡ì¹, ët¡ì>Ò’ìº ët¡*òìºàìA¡ l¡üv¡¹šy \³à [>[ƒÚà ¤å[º ‹[¹ ëºà¯à Ò’¤¡ú
• š¹ãÛ¡à A¡Û¡ t¡¸àK A¡¹à¹ "àKìt¡ š¹ãÛ¡à=¢ãìÚ¡ [>¹ãÛ¡A¡¹ Òàt¡t¡ OMR l¡üv¡¹ šy¹ ºKìt¡ šøÅ—A¡àA¡t¡Jì>à \³à [ƒ¤ ºà[K¤¡ú
• š¹ãÛ¡à=¢ãìÚ ÎA¡ìºà ‹¹o¹ šøìÚà\>ãÚ JW¡¹à (rough) A¡à³ šøÅ—A¡àA¡t¡t¡ [ƒÚà k¡àÒüt¡ìÒ A¡[¹¤ šà[¹¤¡ú š¹ãÛ¡à=¢ãìÚ JW¡¹à (rough) A¡à³
l¡üv¡¹ šy ¤à ">¸ ëA¡àì>à ‹¹o¹ A¡àK\t¡ A¡[¹¤ ë>à¯à[¹¤¡ú l¡üv¡¹ šyt¡ ™[ƒ &Òü JW¡¹à (rough) A¡à³ š¹ãÛ¡à=¢ãìÚ A¡ì¹, ët¡[t¡ÚàÒ’ìº
ët¡ì> l¡üv¡¹ šy¹ ³èº¸àÚ> A¡¹à >Ò’¤¡ú
• ÎA¡ìºà šøÅ—¹ ¤àì¤ š¹ãÛ¡à=¢ãA¡ &J> ³ày OMR l¡üv¡¹ šyìÒ [ƒÚà Ò’¤¡ú ®å¡º Ò’ìº ¤à Ç¡‡ý A¡[¹¤îº "[t¡[¹v¡û¡ ëA¡àì>à l¡üv¡¹ šy [ƒÚà
>Ò’¤¡ú
• šøÅ—A¡àA¡t¡¹ ºKt¡ &J> OMR l¡üv¡¹ šy [ƒÚà Ò’¤¡ú š¹ãÛ¡à=¢ãìÚ ëÎÒü [>[ƒ¢Ê¡ OMR l¡üv¡¹ šyt¡ ë¹àº >´¬¹, šøÅA — ¡àA¡t¡¹ >´¬¹, šøÅA— ¡àA¡t¡¹
A¡’l¡, ®¡àÈà A¡’l¡ Òüt¡¸à[ƒ Îோàì> ëA¡¤º >ãºà/A¡’ºà ¤º-šÒüsi¡ ëšì>ì¹ šè¹o A¡[¹¤ ºà[K¤¡ú
• š¹ãÛ¡à¹ Î³Ú 2 Qsi¡à "à¹ç¡ šøÅ—A¡àA¡t¡t¡ 100i¡à šøÅ— =à[A¡¤¡ú
• ÎA¡ìºàì¤à¹ t¡=¸ [º[J¤¹ ¤àì¤ š¹ãÛ¡à=¢ãìÚ OMR l¡üv¡¹ šyt¡ >ãºà/A¡’ºà ¤º-šÒüsi¡ ëš>¹ìÒ ¤¸¯Ò๠A¡[¹¤ ºà[K¤¡ú
• š¹ãÛ¡à=¢ã [>[ÆW¡t¡ ëÒà¯à l¡ü[W¡t¡ ™àìt¡ šøÅ—A¡àA¡t¡¹ A¡’l¡ >´¬¹ìi¡à OMR l¡üv¡¹ šy¹ [>[„¢Ê¡ k¡àÒüt¡ [ºJà ÒÚ¡ú l¡üƒàÒ¹oѬ¹ê¡ìš, š¹ãÛ¡à=¢ãìÚ
KøÒo A¡¹à šøÅ—A¡àA¡t¡¹ A¡’l¡ ‘A’ =à[A¡ìº OMR l¡üv¡¹ šy¹ [>[„¢Ê¡ k¡àÒüt¡ ‘A’ [º[J¤ ºà[K¤ "à¹ç¡ [>[„¢Ê¡ ¤õv¡ ‘A’ ìi¡à A¡’ºà A¡[¹¤
ºà[K¤¡ú šøÅ—A¡àA¡t¡t¡ [A¡¤à [¤ÎU[t¡ ëƒ[Jìº š¹ãÛ¡à=¢ãìÚ t¡;Û¡oà; [>¹ãÛ¡A¡A¡ \>ठ"à¹ç¡ šøÅ—A¡àA¡t¡J> κàÒü [ƒ¤îº A¡’¤¡ú
• ®å¡º l¡üv¡¹¹ ¤àì¤ ëA¡àì>à ˜¡oàuA¡ >´¬¹ >à=à[A¡¤¡ú
• š¹ãÛ¡à=¢ãìÚ ët¡*òìºàA¡¹ Îå[¤‹àì=¢ ³>t¡ ¹à[J¤ ë™ šøÅ—A¡àA¡t¡¹ "}ÅγèÒ ¤×®¡à[ÈA¡ Ò’¤,¡ë™ì>-"γãÚà, ¤R¡àºã, ¤ìØl¡à "à¹ç¡ Òü}¹à\ã ú
&Òü ëÛ¡yt¡ ³à‹¸³ ¤à Î}ÑHþ¹ot¡ ëA¡àì>à ‹¹o¹ [¤ÎU[t¡ >àÒü¤à ¤å[\ ëšà¯àt¡ "Îå[¤‹à Ò’ìº Òü}¹à\ã Î}ÑHþ¹oìi¡àìA¡Òü šøAõ¡t¡ Ç¡‡ý¡ ¤å[º Ko¸
A¡[¹¤¡ú
GHT-21/P-I/A 2
šè¯à 9:00 ¤\๠"àKìt¡ šøÅ—A¡àA¡t¡J> >åJå[º¤¡ú
OMR l¡üv¡¹ šy¹ ™=à™= ¤õv¡ìi¡àt¡ Ç¡‡ý¡ l¡üv¡¹ìi¡à [W¡[Òû¡t¡ A¡¹à¹ "àKìt¡ šøÅì— i¡à Îோàì> š[Øn¡ º*A¡¡ú
• šøì¯Å šy "[¤Òì> ëA¡àì>à š¹ãÛ¡à=¢ãA¡ š¹ãÛ¡àt¡ ¤[Ò¤îº [ƒÚà >Ò’¤ "à¹ç¡ š¹ãÛ¡à [>¹ãÛ¡ìA¡ ™[ƒ [¤W¡àì¹ ët¡*òA¡ šøì¯Å šy ëƒJå¯à¤
ºà[K¤¡ú
• š¹ãÛ¡à W¡[º =A¡à "¯Ñ‚àt¡ ëA¡àì>à š¹ãÛ¡à=¢ãA¡ š¹ãÛ¡à A¡Û¡¹ [®¡t¡¹t¡ šøì¯Å "=¤à š¹ãÛ¡à A¡Û¡ &[¹ ™à¤îº ">å³[t¡ [ƒÚà >Ò’¤¡ú
• ëA¡àì>à š¹ãÛ¡à=¢ãA¡ [A¡t¡àš, ëA¡àì>à ‹¹o¹ A¡àK\, ëẠëó¡à> (Mobile), ìA¡ºA塸ìºi¡¹ ¤à ëA¡àì>à ‹¹o¹ í¤ƒå¸[t¡> Îà³Køã ¤à "àš[v¡\>A¡
¤Ññ š¹ãÛ¡à A¡Û¡îº [>Úàt¡ ">å³[t¡ [ƒÚà >Ò’¤¡ú š¹ãÛ¡à=¢ãÎA¡ºA¡ šøì¯Å šy "à¹ç¡ ¤º-šÒüsi¡ ëš>ìÒ š¹ãÛ¡à A¡Û¡îº [>¤îº ">å³[t¡ [ƒÚà
Ò’¤¡ú
• š¹ãÛ¡à=¢ãìÚ ºKt¡ [>Úà ët¡*òìºàA¡¹ ÎA¡ìºàì¤à¹ Îà³Køã š¹ãÛ¡à A¡Û¡¹ ¤à[Ò¹t¡ [>\¹ ƒà[Úâ«t¡ ¹à[J¤¡ú
• ™[ƒ ëA¡àì>à š¹ãÛ¡à=¢ãìÚ "Î; l¡üšàÚ "¯º´¬> A¡ì¹ ¤à *š¹t¡ l¡üìÀJ A¡¹à š¹ãۡ๠[>ڳγèÒ l¡üºVQà A¡ì¹, ët¡ì”z ët¡*òA¡ "ì™àK¸ ¤å[º
[¤ì¤W¡>à A¡¹à Ò’¤¡ú
• š¹ãÛ¡à=¢ãìÚ [>\¹ ë¹àº >´¬¹ šøÅ—A¡àA¡t¡¹ [>[ƒ¢Ê¡ k¡àÒüt¡ њʡîA¡ [º[J¤ ºà[K¤¡ú
• OMR l¡üv¡¹ šyt¡ šøìt¡¸A¡ìi¡à šøÅ—¹ l¡üv¡¹¹ ¤àì¤ [™ ëA¡àì>à &i¡à ¤õv¡ (a), (b), (c) ¤à (d) δšèo¢ A¡’ºà A¡[¹¤¡ú
• š¹ãÛ¡à=¢ãìÚ OMR l¡üv¡¹ šyt¡ ">¸ ëA¡àì>à ‹¹o¹ ƒàK [ƒ¤ ë>à¯à[¹¤¡ú
• š¹ãÛ¡à=¢ãìÚ OMR l¡üv¡¹ šyJ> [š> ³¹à, ®¡à\ [ƒÚà ¤à >Ê¡ A¡[¹¤ ë>à¯à[¹¤¡ú
• l¡üv¡¹ šyJ>t¡ ëA¡àì>à ‹¹o¹ ƒàK [ƒÚà, [i¡Aô¡ [W¡> [ƒÚà, *š¹à-l¡üš[¹îA¡ [ºJà ¤à ëA¡Òü¤ài¡à* l¡üv¡¹ [ƒìº t¡àA¡ ®å¡º ¤å[º [¤ì¤W¡>à A¡¹à Ò’¤¡ú
• š¹ãÛ¡à=¢ãÎA¡ìº [>¹ãÛ¡ìA¡ [ƒÚà l¡üš[Ñ‚[t¡/ì¹àº šyt¡ ƒå¤à¹ ѬàÛ¡¹ A¡[¹¤ ºà[K¤, šø=³¤à¹ ët¡*òìºàìA¡ š¹ãÛ¡à A¡Û¡t¡ "àÎ> KøÒo A¡¹à¹
γÚt¡ "à¹ç¡ [‡t¡ãڤ๠OMR l¡üv¡¹šy "à¹ç¡ šøÅ—A¡àA¡t¡Jì>à [>¹ãÛ¡A¡A¡ \³à [ƒÚ๠γÚt¡¡ú ¡ëA¡àì>à š¹ãÛ¡à=¢ãìÚ l¡üš[Ñ‚[t¡/ë¹àº šyt¡
[‡t¡ãڤ๠™[ƒ ѬàÛ¡¹ >A¡ì¹, ët¡ì>Ò’ìº ët¡*òìºàìA¡ l¡üv¡¹šy \³à [>[ƒÚà ¤å[º ‹[¹ ëºà¯à Ò’¤¡ú
• š¹ãÛ¡à A¡Û¡ t¡¸àK A¡¹à¹ "àKìt¡ š¹ãÛ¡à=¢ãìÚ¡ [>¹ãÛ¡A¡¹ Òàt¡t¡ OMR l¡üv¡¹ šy¹ ºKìt¡ šøÅ—A¡àA¡t¡Jì>à \³à [ƒ¤ ºà[K¤¡ú
• š¹ãÛ¡à=¢ãìÚ ÎA¡ìºà ‹¹o¹ šøìÚà\>ãÚ JW¡¹à (rough) A¡à³ šøÅ—A¡àA¡t¡t¡ [ƒÚà k¡àÒüt¡ìÒ A¡[¹¤ šà[¹¤¡ú š¹ãÛ¡à=¢ãìÚ JW¡¹à (rough) A¡à³
l¡üv¡¹ šy ¤à ">¸ ëA¡àì>à ‹¹o¹ A¡àK\t¡ A¡[¹¤ ë>à¯à[¹¤¡ú l¡üv¡¹ šyt¡ ™[ƒ &Òü JW¡¹à (rough) A¡à³ š¹ãÛ¡à=¢ãìÚ A¡ì¹, ët¡[t¡ÚàÒ’ìº
ët¡ì> l¡üv¡¹ šy¹ ³èº¸àÚ> A¡¹à >Ò’¤¡ú
• ÎA¡ìºà šøÅ—¹ ¤àì¤ š¹ãÛ¡à=¢ãA¡ &J> ³ày OMR l¡üv¡¹ šyìÒ [ƒÚà Ò’¤¡ú ®å¡º Ò’ìº ¤à Ç¡‡ý A¡[¹¤îº "[t¡[¹v¡û¡ ëA¡àì>à l¡üv¡¹ šy [ƒÚà
>Ò’¤¡ú
• šøÅ—A¡àA¡t¡¹ ºKt¡ &J> OMR l¡üv¡¹ šy [ƒÚà Ò’¤¡ú š¹ãÛ¡à=¢ãìÚ ëÎÒü [>[ƒ¢Ê¡ OMR l¡üv¡¹ šyt¡ ë¹àº >´¬¹, šøÅA — ¡àA¡t¡¹ >´¬¹, šøÅA— ¡àA¡t¡¹
A¡’l¡, ®¡àÈà A¡’l¡ Òüt¡¸à[ƒ Îோàì> ëA¡¤º >ãºà/A¡’ºà ¤º-šÒüsi¡ ëšì>ì¹ šè¹o A¡[¹¤ ºà[K¤¡ú
• š¹ãÛ¡à¹ Î³Ú 2 Qsi¡à "à¹ç¡ šøÅ—A¡àA¡t¡t¡ 100i¡à šøÅ— =à[A¡¤¡ú
• ÎA¡ìºàì¤à¹ t¡=¸ [º[J¤¹ ¤àì¤ š¹ãÛ¡à=¢ãìÚ OMR l¡üv¡¹ šyt¡ >ãºà/A¡’ºà ¤º-šÒüsi¡ ëš>¹ìÒ ¤¸¯Ò๠A¡[¹¤ ºà[K¤¡ú
• š¹ãÛ¡à=¢ã [>[ÆW¡t¡ ëÒà¯à l¡ü[W¡t¡ ™àìt¡ šøÅ—A¡àA¡t¡¹ A¡’l¡ >´¬¹ìi¡à OMR l¡üv¡¹ šy¹ [>[„¢Ê¡ k¡àÒüt¡ [ºJà ÒÚ¡ú l¡üƒàÒ¹oѬ¹ê¡ìš, š¹ãÛ¡à=¢ãìÚ
KøÒo A¡¹à šøÅ—A¡àA¡t¡¹ A¡’l¡ ‘A’ =à[A¡ìº OMR l¡üv¡¹ šy¹ [>[„¢Ê¡ k¡àÒüt¡ ‘A’ [º[J¤ ºà[K¤ "à¹ç¡ [>[„¢Ê¡ ¤õv¡ ‘A’ ìi¡à A¡’ºà A¡[¹¤
ºà[K¤¡ú šøÅ—A¡àA¡t¡t¡ [A¡¤à [¤ÎU[t¡ ëƒ[Jìº š¹ãÛ¡à=¢ãìÚ t¡;Û¡oà; [>¹ãÛ¡A¡A¡ \>ठ"à¹ç¡ šøÅ—A¡àA¡t¡J> κàÒü [ƒ¤îº A¡’¤¡ú
• ®å¡º l¡üv¡¹¹ ¤àì¤ ëA¡àì>à ˜¡oàuA¡ >´¬¹ >à=à[A¡¤¡ú
• š¹ãÛ¡à=¢ãìÚ ët¡*òìºàA¡¹ Îå[¤‹àì=¢ ³>t¡ ¹à[J¤ ë™ šøÅ—A¡àA¡t¡¹ "}ÅγèÒ ¤×®¡à[ÈA¡ Ò’¤,¡ë™ì>-"γãÚà, ¤R¡àºã, ¤ìØl¡à "à¹ç¡ Òü}¹à\ã ú
&Òü ëÛ¡yt¡ ³à‹¸³ ¤à Î}ÑHþ¹ot¡ ëA¡àì>à ‹¹o¹ [¤ÎU[t¡ >àÒü¤à ¤å[\ ëšà¯àt¡ "Îå[¤‹à Ò’ìº Òü}¹à\ã Î}ÑHþ¹oìi¡àìA¡Òü šøAõ¡t¡ Ç¡‡ý¡ ¤å[º Ko¸
A¡[¹¤¡ú
GHT-21/P-I/A 2
Page 3
[>ڳऺã
ÎA¡àº 9:00 Q[i¡A¡à¹ šè줢 šøÅ¥šy[i¡ Jåºì¤> >à¡ú
OMR l¡üv¡¹ šìy¹ ™=à™= ¤õv¡[i¡ìt¡ Ç¡‡ý¡ l¡üv¡¹[i¡ [W¡[Òû¡t¡ A¡¹à¹ šè줢 šøÅ¥[i¡ Îऋàì> šìØl¡ ë>ì¤>¡ú
• šøì¤Å šy áàØl¡à ëA¡à> š¹ãÛ¡à=¢ãìA¡ š¹ãÛ¡àÚ ¤Îìt¡ ëƒ*Úà Òì¤ >à &¤} š¹ãÛ¡à [>¹ãÛ¡A¡ ™[ƒ šøì¤Å šy ëƒJìt¡ W¡à> t¡àÒìº šøì¤Å
šy ëƒJàìt¡ Ò줡ú
• š¹ãÛ¡à W¡ºìt¡ =àA¡à "¤Ñ‚àÚ ëA¡à> š¹ãÛ¡à=¢ãìA¡ š¹ãÛ¡à A¡ìÛ¡¹ [®¡t¡ì¹ šøì¤Å "=¤à š¹ãÛ¡à A¡Û¡ ë=ìA¡ ¤àÒüì¹ ™à*Ú๠">å³[t¡
ëƒ*Úà Òì¤ >à¡ú
• š¹ãÛ¡à=¢ãìA¡ ìA¡à> ¤Òü, ëA¡à> ‹¹ì>¹ A¡àK\, ë³à¤àÒüº, A¡¸àºA塸ìºi¡¹ ¤à ëA¡à> ‹¹ì>¹ í¤ƒå¸[t¡> Îà³Køã ¤à "àš[v¡\>A¡ ¤Ññ š¹ãÛ¡à
A¡ìÛ¡ ë>*Ú๠">å³[t¡ ëƒ*Úà Òì¤ >à¡ú š¹ãÛ¡à=¢ã[ƒKìA¡ ëA¡¤º³ày šøì¤Å šy &¤} ¤º-šìÚsi¡ ëš> š¹ãÛ¡à A¡ìÛ¡ ë>*Ú๠">å³[t¡
ëƒ*Úà Ò줡ú
• š¹ãÛ¡à=¢ã¹ ÎìU ë>*Úà tò¡à샹 ÎA¡º ‹¹ì>¹ Îà³Køã š¹ãÛ¡à A¡ìÛ¡¹ ¤àÒüì¹ [>ì\¹ ƒà[Úìâ« ¹àJìt¡ Ò줡ú
• ™[ƒ ëA¡à> š¹ãÛ¡à=¢ã "Î; l¡üšàÚ "¤º´¬> A¡ì¹> ¤à l¡üšì¹ l¡üìÀJ A¡¹à š¹ãۡ๠[>ڳγèÒ l¡üÀVQ> A¡ì¹>, t¡ì¤ tò¡àìA¡ "ì™àK¸
¤ìº [¤ì¤W¡>à A¡¹à Ò줡ú
• š¹ãÛ¡à=¢ãìA¡ [>ì\¹ ë¹àº >´¬¹ šøÅ—šìy¹ [>[ƒ¢Ê¡ Ñ‚àì> њʡ A¡ì¹ [ºJìt¡ Ò줡ú
• OMR¡l¡üv¡¹šìy šøìt¡¸A¡[i¡ šøìÅ—¹ l¡üv¡ì¹¹ \>¸ ë™-ëA¡à> &A¡[i¡ ¤õv¡ (a), (b), (c) ¤à (d) δšèo¢ A¡àìºà A¡¹ìt¡ Ò줡ú
• š¹ãÛ¡à=¢ã OMR l¡üv¡¹šìy ">¸ ëA¡à> ‹¹ì>¹ ƒàK [ƒìt¡ šà¹ì¤> >à¡ú
• š¹ãÛ¡à=¢ã OMR l¡üv¡¹šy[i¡ "àº[š> ³à¹à, ®ò¡à\ A¡¹à ¤à >Ê¡ A¡¹ìt¡ šà¹ì¤> >à¡ú
• l¡üv¡¹šy[i¡ìt¡ ëA¡à> ‹¹ì>¹ ƒàK ëƒ*Úà, [i¡Aô¡ [W¡Òû¡ ëƒ*Úà, ëºJ๠l¡üš¹ ëºJà ¤à &A¡[i¡ šøìÅ—¹ \>¸ &A¡à[‹A¡ l¡üv¡¹ [ƒìº t¡à ®å¡º
¤ìº [¤ì¤W¡>à A¡¹à Ò줡ú
• š¹ãÛ¡à=¢ã[ƒKìA¡ [>¹ãÛ¡ìA¡¹ ëƒ*Úà l¡üš[Ñ‚[t¡/ì¹àº šìy ƒå¤à¹ ѬàÛ¡¹ A¡¹ìt¡ Òì¤, šø=³¤à¹ t¡à샹 š¹ãÛ¡à A¡ìÛ¡ "àÎ> KøÒo A¡¹à¹
γìÚ &¤} [‡t¡ãڤ๠OMR l¡üv¡¹šy &¤} šøÅ—šy[i¡ [>¹ãÛ¡A¡ìA¡ \³à ëƒ*Ú๠γìÚ¡ú ëA¡à> š¹ãÛ¡à=¢ã l¡üš[Ñ‚[t¡/ì¹àº šìy ™[ƒ
[‡t¡ãڤ๠ѬàÛ¡¹ >à A¡ì¹>, t¡àÒìº tò¡à¹ l¡üv¡¹šy \³à ÒÚ[> ¤ìº Ko¸ A¡¹à Ò줡ú
• š¹ãÛ¡à A¡Û¡ t¡¸àK A¡¹¤à¹ šè줢 š¹ãÛ¡à=¢ãìA¡ [>¹ãÛ¡ìA¡¹ Òàìt¡ OMR l¡üv¡¹šìy¹ ÎìU šøÅ—šy[i¡ \³à [ƒìt¡ Ò줡ú
• š¹ãÛ¡à=¢ã ÎA¡º ‹¹ì>¹ šøìÚà\>ãÚ JÎØl¡à (rough) A¡à\ šøÅ—šìy ëƒ*Úà Ñ‚àì> A¡¹ìt¡ šà¹ì¤>¡ú š¹ãÛ¡à=¢ã JÎØl¡à (rough) A¡à\
l¡üv¡¹šy ¤à ">¸ ëA¡à> ‹¹ì>¹ A¡àKì\ A¡¹ìt¡ šà¹ì¤> >à¡ú ™[ƒ š¹ãÛ¡à=¢ã &Òü JÎØl¡à (rough) A¡à\ l¡üv¡¹šìy A¡ì¹>, t¡ì¤ &Òü
l¡üv¡¹šìy¹ ³èº¸àÚ> A¡¹à Òì¤ >à¡ú
• Τ šøëÅ¥¹ \>¸ š¹ãÛ¡à=¢ãìA¡ &A¡[i¡ ³ày OMR l¡üv¡¹šy ëƒ*Úà Ò줡ú ®å¡º Òìº ¤à Ç¡‡ý¡ A¡¹¤à¹ \>¸ "[t¡[¹v¡û¡ ëA¡à>*
l¡üv¡¹šy ëƒ*Úà Òì¤ >à¡ú
• šøÅ—šìy¹ Îàì= &A¡[i¡ OMR l¡üv¡¹šy ëƒ*Úà Ò줡ú š¹ãÛ¡à=¢ãìA¡ ëÎÒü [>[ƒ¢Ê¡ OMR l¡üv¡¹šìy ë¹àº >´¬¹, šøÅ—šìy¹ >´¬¹,
šøÅ—šìy¹ ëA¡àl¡, ®¡àÈà ëA¡àl¡ Òüt¡¸à[ƒ Îऋàì> Ç¡‹å³ày >ãº/A¡àìºà ¤º-šìÚsi¡ ëš> ‡à¹à šèo¢ A¡¹ìt¡ Ò줡ú
• š¹ãÛ¡à¹ Î³Ú 2 Qsi¡à &¤} šøÅ—šìy 100[i¡ šøÅ— =àA¡ì¤¡ú
• ÎA¡º t¡=¸ ëºJ๠\>¸ š¹ãÛ¡à=¢ãìA¡ OMR l¡üv¡¹šìy >ãº/A¡àìºà ¤º-šìÚsi¡ ëš> ¤¸¤Ò๠A¡¹ìt¡ Ò줡ú
• š¹ãÛ¡à=¢ã¹ [>[ÆW¡t¡ Ò*Úà l¡ü[W¡t¡ ™àìt¡ šøÅ¥šìy¹ ëA¡àl¡ >´¬¹[i¡ OMR l¡üv¡¹šìy¹ [>[ƒ¢Ê¡ Ñ‚àì> ëºJà ÒÚ¡ú l¡üƒàÒ¹oѬ¹ê¡š,
š¹ãÛ¡à=¢ã¹ šà*Úà šøÅ¥šìy¹ ëA¡àl¡ ‘A’ =àA¡ìº OMR l¡üv¡¹šìy¹ [>[ƒ¢Ê¡ Ñ‚àì> ‘A’ [ºJìt¡ Òì¤ &¤} [>[ƒ¢Ê¡ ¤õv¡ ‘A’[i¡ A¡àìºà
A¡¹ìt¡ Ò줡ú šøÅ¥šìy ëA¡à> "ÎU[t¡ ëƒJìº š¹ãÛ¡à=¢ã t¡;Û¡oà; [¤ÈÚ[i¡ [>¹ãÛ¡A¡ìA¡ \à>àì¤> &¤} šøÅ¥šy[i¡ ¤ƒº A¡¹ìt¡
¤ºì¤>¡ú
• ®å¡º l¡üv¡ì¹¹ \>¸ ëA¡à> ˜¡oàuA¡ >´¬¹ =àA¡ì¤ >à¡ú:
• š¹ãÛ¡à=¢ã샹 tò¡à샹 Îå[¤‹àì=¢ ³ì> ¹àJìt¡ Òì¤ ë™ šøÅ—šìy¹ šøÅ—P¡ìºà ¤×®¡à[ÈA¡ Ò줡ú 뙳>-"γãÚà, ¤à}ºà, ¤ìØl¡à &¤}
Òü}¹à\ã ¡ú &Òü ëÛ¡ìy ³à‹¸³ ¤à Î}ÑHþ¹ìo ëA¡à> ‹¹ì>¹ "ÎU[t¡ "=¤à ë¤àc¡à¹ "Îå[¤‹à Òìº Òü}¹à\ã Î}ÑHþ¹oìA¡Òü šøAõ¡t¡ Ç¡‡ý¡
¤ìº Ko¸ A¡¹ì¤>¡ú
GHT-21/P-I/A 3 P.T.O.
ÎA¡àº 9:00 Q[i¡A¡à¹ šè줢 šøÅ¥šy[i¡ Jåºì¤> >à¡ú
OMR l¡üv¡¹ šìy¹ ™=à™= ¤õv¡[i¡ìt¡ Ç¡‡ý¡ l¡üv¡¹[i¡ [W¡[Òû¡t¡ A¡¹à¹ šè줢 šøÅ¥[i¡ Îऋàì> šìØl¡ ë>ì¤>¡ú
• šøì¤Å šy áàØl¡à ëA¡à> š¹ãÛ¡à=¢ãìA¡ š¹ãÛ¡àÚ ¤Îìt¡ ëƒ*Úà Òì¤ >à &¤} š¹ãÛ¡à [>¹ãÛ¡A¡ ™[ƒ šøì¤Å šy ëƒJìt¡ W¡à> t¡àÒìº šøì¤Å
šy ëƒJàìt¡ Ò줡ú
• š¹ãÛ¡à W¡ºìt¡ =àA¡à "¤Ñ‚àÚ ëA¡à> š¹ãÛ¡à=¢ãìA¡ š¹ãÛ¡à A¡ìÛ¡¹ [®¡t¡ì¹ šøì¤Å "=¤à š¹ãÛ¡à A¡Û¡ ë=ìA¡ ¤àÒüì¹ ™à*Ú๠">å³[t¡
ëƒ*Úà Òì¤ >à¡ú
• š¹ãÛ¡à=¢ãìA¡ ìA¡à> ¤Òü, ëA¡à> ‹¹ì>¹ A¡àK\, ë³à¤àÒüº, A¡¸àºA塸ìºi¡¹ ¤à ëA¡à> ‹¹ì>¹ í¤ƒå¸[t¡> Îà³Køã ¤à "àš[v¡\>A¡ ¤Ññ š¹ãÛ¡à
A¡ìÛ¡ ë>*Ú๠">å³[t¡ ëƒ*Úà Òì¤ >à¡ú š¹ãÛ¡à=¢ã[ƒKìA¡ ëA¡¤º³ày šøì¤Å šy &¤} ¤º-šìÚsi¡ ëš> š¹ãÛ¡à A¡ìÛ¡ ë>*Ú๠">å³[t¡
ëƒ*Úà Ò줡ú
• š¹ãÛ¡à=¢ã¹ ÎìU ë>*Úà tò¡à샹 ÎA¡º ‹¹ì>¹ Îà³Køã š¹ãÛ¡à A¡ìÛ¡¹ ¤àÒüì¹ [>ì\¹ ƒà[Úìâ« ¹àJìt¡ Ò줡ú
• ™[ƒ ëA¡à> š¹ãÛ¡à=¢ã "Î; l¡üšàÚ "¤º´¬> A¡ì¹> ¤à l¡üšì¹ l¡üìÀJ A¡¹à š¹ãۡ๠[>ڳγèÒ l¡üÀVQ> A¡ì¹>, t¡ì¤ tò¡àìA¡ "ì™àK¸
¤ìº [¤ì¤W¡>à A¡¹à Ò줡ú
• š¹ãÛ¡à=¢ãìA¡ [>ì\¹ ë¹àº >´¬¹ šøÅ—šìy¹ [>[ƒ¢Ê¡ Ñ‚àì> њʡ A¡ì¹ [ºJìt¡ Ò줡ú
• OMR¡l¡üv¡¹šìy šøìt¡¸A¡[i¡ šøìÅ—¹ l¡üv¡ì¹¹ \>¸ ë™-ëA¡à> &A¡[i¡ ¤õv¡ (a), (b), (c) ¤à (d) δšèo¢ A¡àìºà A¡¹ìt¡ Ò줡ú
• š¹ãÛ¡à=¢ã OMR l¡üv¡¹šìy ">¸ ëA¡à> ‹¹ì>¹ ƒàK [ƒìt¡ šà¹ì¤> >à¡ú
• š¹ãÛ¡à=¢ã OMR l¡üv¡¹šy[i¡ "àº[š> ³à¹à, ®ò¡à\ A¡¹à ¤à >Ê¡ A¡¹ìt¡ šà¹ì¤> >à¡ú
• l¡üv¡¹šy[i¡ìt¡ ëA¡à> ‹¹ì>¹ ƒàK ëƒ*Úà, [i¡Aô¡ [W¡Òû¡ ëƒ*Úà, ëºJ๠l¡üš¹ ëºJà ¤à &A¡[i¡ šøìÅ—¹ \>¸ &A¡à[‹A¡ l¡üv¡¹ [ƒìº t¡à ®å¡º
¤ìº [¤ì¤W¡>à A¡¹à Ò줡ú
• š¹ãÛ¡à=¢ã[ƒKìA¡ [>¹ãÛ¡ìA¡¹ ëƒ*Úà l¡üš[Ñ‚[t¡/ì¹àº šìy ƒå¤à¹ ѬàÛ¡¹ A¡¹ìt¡ Òì¤, šø=³¤à¹ t¡à샹 š¹ãÛ¡à A¡ìÛ¡ "àÎ> KøÒo A¡¹à¹
γìÚ &¤} [‡t¡ãڤ๠OMR l¡üv¡¹šy &¤} šøÅ—šy[i¡ [>¹ãÛ¡A¡ìA¡ \³à ëƒ*Ú๠γìÚ¡ú ëA¡à> š¹ãÛ¡à=¢ã l¡üš[Ñ‚[t¡/ì¹àº šìy ™[ƒ
[‡t¡ãڤ๠ѬàÛ¡¹ >à A¡ì¹>, t¡àÒìº tò¡à¹ l¡üv¡¹šy \³à ÒÚ[> ¤ìº Ko¸ A¡¹à Ò줡ú
• š¹ãÛ¡à A¡Û¡ t¡¸àK A¡¹¤à¹ šè줢 š¹ãÛ¡à=¢ãìA¡ [>¹ãÛ¡ìA¡¹ Òàìt¡ OMR l¡üv¡¹šìy¹ ÎìU šøÅ—šy[i¡ \³à [ƒìt¡ Ò줡ú
• š¹ãÛ¡à=¢ã ÎA¡º ‹¹ì>¹ šøìÚà\>ãÚ JÎØl¡à (rough) A¡à\ šøÅ—šìy ëƒ*Úà Ñ‚àì> A¡¹ìt¡ šà¹ì¤>¡ú š¹ãÛ¡à=¢ã JÎØl¡à (rough) A¡à\
l¡üv¡¹šy ¤à ">¸ ëA¡à> ‹¹ì>¹ A¡àKì\ A¡¹ìt¡ šà¹ì¤> >à¡ú ™[ƒ š¹ãÛ¡à=¢ã &Òü JÎØl¡à (rough) A¡à\ l¡üv¡¹šìy A¡ì¹>, t¡ì¤ &Òü
l¡üv¡¹šìy¹ ³èº¸àÚ> A¡¹à Òì¤ >à¡ú
• Τ šøëÅ¥¹ \>¸ š¹ãÛ¡à=¢ãìA¡ &A¡[i¡ ³ày OMR l¡üv¡¹šy ëƒ*Úà Ò줡ú ®å¡º Òìº ¤à Ç¡‡ý¡ A¡¹¤à¹ \>¸ "[t¡[¹v¡û¡ ëA¡à>*
l¡üv¡¹šy ëƒ*Úà Òì¤ >à¡ú
• šøÅ—šìy¹ Îàì= &A¡[i¡ OMR l¡üv¡¹šy ëƒ*Úà Ò줡ú š¹ãÛ¡à=¢ãìA¡ ëÎÒü [>[ƒ¢Ê¡ OMR l¡üv¡¹šìy ë¹àº >´¬¹, šøÅ—šìy¹ >´¬¹,
šøÅ—šìy¹ ëA¡àl¡, ®¡àÈà ëA¡àl¡ Òüt¡¸à[ƒ Îऋàì> Ç¡‹å³ày >ãº/A¡àìºà ¤º-šìÚsi¡ ëš> ‡à¹à šèo¢ A¡¹ìt¡ Ò줡ú
• š¹ãÛ¡à¹ Î³Ú 2 Qsi¡à &¤} šøÅ—šìy 100[i¡ šøÅ— =àA¡ì¤¡ú
• ÎA¡º t¡=¸ ëºJ๠\>¸ š¹ãÛ¡à=¢ãìA¡ OMR l¡üv¡¹šìy >ãº/A¡àìºà ¤º-šìÚsi¡ ëš> ¤¸¤Ò๠A¡¹ìt¡ Ò줡ú
• š¹ãÛ¡à=¢ã¹ [>[ÆW¡t¡ Ò*Úà l¡ü[W¡t¡ ™àìt¡ šøÅ¥šìy¹ ëA¡àl¡ >´¬¹[i¡ OMR l¡üv¡¹šìy¹ [>[ƒ¢Ê¡ Ñ‚àì> ëºJà ÒÚ¡ú l¡üƒàÒ¹oѬ¹ê¡š,
š¹ãÛ¡à=¢ã¹ šà*Úà šøÅ¥šìy¹ ëA¡àl¡ ‘A’ =àA¡ìº OMR l¡üv¡¹šìy¹ [>[ƒ¢Ê¡ Ñ‚àì> ‘A’ [ºJìt¡ Òì¤ &¤} [>[ƒ¢Ê¡ ¤õv¡ ‘A’[i¡ A¡àìºà
A¡¹ìt¡ Ò줡ú šøÅ¥šìy ëA¡à> "ÎU[t¡ ëƒJìº š¹ãÛ¡à=¢ã t¡;Û¡oà; [¤ÈÚ[i¡ [>¹ãÛ¡A¡ìA¡ \à>àì¤> &¤} šøÅ¥šy[i¡ ¤ƒº A¡¹ìt¡
¤ºì¤>¡ú
• ®å¡º l¡üv¡ì¹¹ \>¸ ëA¡à> ˜¡oàuA¡ >´¬¹ =àA¡ì¤ >à¡ú:
• š¹ãÛ¡à=¢ã샹 tò¡à샹 Îå[¤‹àì=¢ ³ì> ¹àJìt¡ Òì¤ ë™ šøÅ—šìy¹ šøÅ—P¡ìºà ¤×®¡à[ÈA¡ Ò줡ú 뙳>-"γãÚà, ¤à}ºà, ¤ìØl¡à &¤}
Òü}¹à\ã ¡ú &Òü ëÛ¡ìy ³à‹¸³ ¤à Î}ÑHþ¹ìo ëA¡à> ‹¹ì>¹ "ÎU[t¡ "=¤à ë¤àc¡à¹ "Îå[¤‹à Òìº Òü}¹à\ã Î}ÑHþ¹oìA¡Òü šøAõ¡t¡ Ç¡‡ý¡
¤ìº Ko¸ A¡¹ì¤>¡ú
GHT-21/P-I/A 3 P.T.O.
Page 4
Á’ÕÊŸ
»È§¥ÁŸ 9:00 Á⁄¥UªÊÁŸ Á‚ªÊ¥ •ÊŸ¡ÊŒÁŸ ‚Ê¥ŸÊÿ Á’‹ÊßπÊÒ ’πflæ§Ê–
ŒÈ‹È⁄U ’ʪ‚È•Êfl ª’æÒ§ Ÿê’⁄UπÊÒ „ÊŸÊÿÁŸ Á‚ªÊ¥ ªÊ‚Ò’Ê ‚Ê¥ÁÕπÊÒ ⁄UÊπÊÿÒ »§⁄UÊÿŸÊ ‹Êª˝Ê–
• „Ê’◊ÊŸ‹Êß (Admit Card) ªÒÿÊé‹Ê ⁄UÊfl’Ê Á’ŸÊÿ‚ÊπÊÒ •ÊŸ¡ÊŒÊfl Á¡⁄UÊÿŸÊ „ÊŸÊÿ ¡ÊŸÊÿ Ÿæ§Ê •Ê⁄UÊ •ÊŸ¡ÊŒ ‚Ê‹ÊÿÁªÁ⁄UÿÊ ÿÈÁŒ ŸÊÁª⁄UÊé‹Ê
Á’ÕÊ¥ŸÊ „Ê’◊ÊŸ‹Êß ÁŒÁãÕŸÊ ŸÊ¥ªÊŸ–
• •ÊŸ¡ÊŒ ‚ÊÁ‹’Êÿ ÕÊŸÊÿ ‚◊Êfl ⁄UÊfl’Ê Á’ŸÊÿ‚ÊπÊÒ •ÊŸ¡ÊŒ ¡ÊŸÊÿ πÕÊÿÊfl „Ê’ŸÊ ∞’Ê •ÊŸ¡ÊŒ πÕÊ ŸÊªÊ⁄UŸÊ „ÊŸÊÿ ¡ÊŸÊÿ Ÿæ§Ê–
• ⁄UÊfl’Ê Á’ŸÊÿ‚ÊπÊÒŸÊ Á’¡Ê’, ¡ÊÿÁπ-¡ÊÿÊ ⁄UÊπÊ◊ÁŸ ‹πÊ, ◊’Êß‹ »§”Ÿ, ∑§‹∑ȧ‹≈U⁄U, ¡ÊÿÁπ-¡ÊÿÊ ⁄UÊπÊ◊ÁŸ ◊ÊÁé‹ŒÊÁ⁄U •Êÿ¡¥ ∞’Ê
•¡ŒªÊŸÊ¥ ◊ÈflÊ •ÊŸ¡ÊŒ πÕÊÿÊfl ‹Ê¥ŸÊ „ÊŸÊÿ ¡ÊŸÊÿ Ÿæ§Ê– Á’ŸÊÿ‚ÊπÊÒ πÊÁ‹ „Ê’◊ÊŸ‹Êß •Ê⁄UÊ ’‹¬Ÿ‹” •ÊŸ¡ÊŒ πÕÊÿÊfl ‹Ê¥ŸÊ „ÊŸÊÿ
¡ÊªÊŸ–
• Á’ŸÊÿ‚ÊÿÊ ‹ÊªÊÿÊfl ‹Ê¥»§ÊŸÊÿ ªÊfl’Ê-ªÊflÁŸ ªÊ‚Ò’Ê ◊ÈflÊπÊÒ •ÊŸ¡ÊŒ πÕÊÁŸ ’Êß¡ÊÿÊfl ªÊflÁŸ ‚Ê◊‹ÊÿŸÊÿÊfl ‹ÊÁπŸÊ ŸÊ¥ªÊŸ–
• ÿÈÁŒ ‚Ê⁄U’Ê Á’ŸÊÿ‚ÊÿÊ ªÊÁ¡˝ ⁄UÊ„Ê ‹ÊÿÊ ∞’Ê ªÊ¡ÊÒÿÊfl ◊π”ŸÊÿ Ÿ◊»§Ê⁄UπÊÒ Á‚»§ÊÿÊ, Á’ÕÊ¥πÊÒ ©ŸÁÕ˝ÿÒ „ÊŸŸÊ ªŸÊÿŸÊÿ ¡ÊªÊŸ–
• Á’ŸÊÿ‚ÊÿÊ ªÊfl’Ê-ªÊflÁŸ »§ÊÁ⁄U Ÿê’⁄U (Roll No.) ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ ÁÕ ¡ÊÿªÊÿÊfl ⁄UÊπÊÿÒ Á‹⁄UŸÊ ŸÊ¥ªÊŸ–
• ◊ÊŸ»˝§Ê◊’Ê ‚Ê¥ŸÊÿÁŸ Á»§Ÿ ¡ÊÿÁπ-¡ÊÿÊ ◊ÊŸ‚ ’¥πŸ (a) ∞’Ê (b) ∞’Ê (c) ∞’Ê (d) πÊÒ ªÊ‚Ê◊ ’‹¬Ÿ¡Ê¥ •Ê’È¥ÿÒ ªÊ‚Ê◊ πÊ‹Ê◊–
• Á»§ŸŸÊÿ Á’‹ÊßÿÊfl Á’ŸÊÿ‚ÊÿÊ ¡’Ê ⁄UÊπÊ◊ÁŸ ŒÊªÊ „ÊŸÊ ◊ÊŸŸÊÿ Ÿæ§Ê–
• Á’ŸÊÿ‚ÊÿÊ OMR Á»§ŸŸÊÿ Á’‹ÊßπÊÒ Á»§Ÿ ◊ÊÁ⁄UŸÊ, ÕŸŸÊ ∞’Ê ŸS≈U πÊ‹Ê◊ŸÊ „ÊŸÊÿ Ÿæ§Ê–
• Á’ŸÊÿ‚ÊÿÊ Á»§ŸŸÊÿ Á’‹ÊßπÊÒ ¡’Ê ŒÊªÊ „ÊŸÊÿ, ‚Ê-‚Ê Á‹⁄U’˝ŸÊÿ, ªÊ’Ê¥ Á»§Ÿ „Êé‹Ê ’πÊÒ ªÊ⁄UÁãÕ „ÊŸŸÊ ‚ÊŸŸÊÿ ¡ÊªÊŸ–
• Á’ŸÊÿ‚Ê»§Ê⁄UÊ ŸÊÿÁŒ¥ÁªÁ⁄UÿÊ „ÊŸÊÿ ŸÈ¡ÊÁÕŸÊÿ/»§ÊÁ⁄U Á’‹ÊßÿÊfl π’ŸÒ ◊È¥‚Êß πÊ‹Ê◊ŸÊ ŸÊ¥ªÊŸ, ÁªÁ’ÿÊfl ¡é‹Ê Á’‚Ê⁄UÊ •ÊŸ¡ÊŒ πÕÊÿÊfl ◊ÊÁ‚
‹ÊŸÊÿ ‚◊Êfl •Ê⁄UÊ ŸÒÁÕ π’Êfl ‚Ê¥ŸÊÿ Á’‹Êß •Ê⁄UÊ OMR Á»§ŸŸÊÿ Á’‹ÊßπÊÒ ŸÊÿÁŒ¥ÁªÁ⁄UŸÊ ¡◊Ê „ÊŸÊÿ ‚◊Êfl– ‚Ê⁄U’Ê Á’ŸÊÿ‚ÊÿÊ ŸÈ¡ÊÁÕŸÊÿ/
»§ÊÁ⁄U Á’‹ÊßÿÊfl ŸÒÁÕ π’ÁŸ ÕÊπÊÿ ÿÈÁŒ ◊È¥‚Êß πÊ‹Ê◊Ê •é‹Ê Á’ÕÊ¥◊ÊŸÊ Á»§ŸŸÊÿ Á’‹Êß ¡◊Ê „ÊÿÒ „ÊŸŸÊ ‚ÊŸŸÊÿ ¡ÊªÊŸ–
• •ÊŸ¡ÊŒ πÕÊπÊÒ ŸÊªÊ⁄UŸÊÿÁŸ Á‚ªÊ¥ Á’ŸÊÿ‚ÊÿÊ ŸÊÿÁŒ¥ª˝ÊÁŸ •ÊπÊÿÊfl OMR Á»§ŸŸÊÿ Á’‹Êß¡Ê¥ ‹ÊªÊ‚ ‚Ê¥ŸÊÿ Á’‹ÊßπÊÒ’Ê ¡◊Ê „ÊŸÊ ŸÊ¥ªÊŸ–
• Á’ŸÊÿ‚ÊÿÊ ªÊÁflŸ ªÊ‚Ò’Ê ⁄UÊπÊ◊ÁŸ ªÊŸÊ¥ ¡ÊŸÊÿ rough „Ê’ÊπÊÒ ‚Ê¥ŸÊÿ Á’‹ÊßÿÊfl‚Ê πÊ‹Ê◊ŸÊ „ʪʟ– Á’ŸÊÿ‚ÊÿÊ rough „Ê’ÊπÊÒ Á»§ŸŸÊÿ
Á’‹ÊßÿÊfl ∞’Ê ªÈ’ÈŸ ⁄UÊπÊ◊ÁŸ πʪ¡ ’Ê„ÊÿŸÊ „ÊŸÊÿ Ÿæ§Ê– Á»§ŸŸÊÿ Á’‹ÊßÿÊfl ÿÈÁŒ ’ rough „Ê’ÊπÊÒ πÊ‹Ê◊Ê •é‹Ê Á»§ŸŸÊÿ Á’‹ÊßπÊÒ
‚È◊ÊŸÕÊÿ πÊ‹Ê◊ŸÊÿ ¡ÊŸÊÿ Ÿæ§Ê–
• ªÊ‚Ò’Ê ‚Ê¥ŸÊÿÁŸ ÕÊπÊÿ Á’ŸÊÿ‚ÊŸÊ ªÊ¥‚‹” OMR Á»§ŸŸÊÿ Á’‹Êß „ÊŸÊÿ ¡ÊªÊŸ– ªÊ⁄UÊÁãÕ ¡Êé‹Ê ª’ÒæÒ§ Á‹⁄UŸÊ ¡’Ê ©»§⁄UÊ
Á»§ŸŸÊÿ Á’‹Êß „ÊŸÊÿ ¡ÊŸÊÿ Ÿæ§Ê–
• ‚Ê¥ŸÊÿ Á’‹Êß¡Ê¥ ‹ÊªÊ‚¥ ªÊ¥‚ OMR Á»§ŸŸÊÿ Á’‹Êß „ÊŸÊÿ ¡ÊªÊŸ– Á’ŸÊÿ‚ÊÿÊ ’ ÁÕ OMR Á»§ŸŸÊÿ ‹ÊßÿÊfl ‚Ȼȥ§ŸÊ „ʪʟ-¡⁄ÒU — »§ÊÁ⁄U
Ÿê’⁄U (Roll No.), ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ Ÿê’⁄U •Ê⁄UÊ ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ ∑§”«U, ⁄UÊflÁŸ ∑§”«U ’ÊÿÁŒ ’ÊÿÁŒπÊÒ ‚Ê’œÊŸÒ ŸË‹Ê ∞’Ê ªÊ‚Ê◊ ’‹¬Ÿ¡Ê¥
Á‹⁄UŸÊ ŸÊ¥ªÊŸ–
• •ÊŸ¡ÊŒÁŸ ‚◊Ê 2 Á⁄¥UªÊ •Ê⁄UÊ ‚Ê¥ŸÊÿ Á’‹ÊßÿÊfl ◊ÊŸ 100 ‚Ê¥ÁÕ Õʪʟ–
• Á’ŸÊÿ‚ÊÿÊ OMR Á»§ŸŸÊÿ Á’‹ÊßÿÊfl πÊÁ‹ ŸË‹Ê •Ê⁄UÊ ªÊ‚Ê◊ ’‹¬Ÿ¡Ê¥‚Ê ªÊ‚Ò’Ê πÊÁ⁄UπÊÒ •Ê’È¥ πÊ‹Ê◊ŸÊ ŸÊ¥ªÊŸ–
• Á’ŸÊÿ‚ÊÿÊ ⁄UÊπÊ ¡ÊŸÊÿÊ ◊Ê¡Ê¥ ÁŒ ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ ∑§”«UπÊÒ OMR Á»§ŸŸÊÿ Á’‹ÊßÁŸ ÁÕ ¡ÊÿªÊÿÊfl Á‹⁄UŸÊ ŸÊ¥ªÊŸ– Á’ÁŒÁãÕ
’ÊÁŒÿÒ Á’ŸÊÿ‚ÊÿÊ ◊ÊŸŸÊÿ ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ ∑§”«UÊ ‘A’ πÊÒ Á»§ŸŸÊÿ Á’‹ÊßÁŸ ÁÕ ¡ÊÿªÊÿÊfl ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ ∑§”«UÊ ‘A’ Á‹⁄UŸÊ
ŸÊ¥ªÊŸ •Ê⁄UÊ ÁÕ ’¥πŸπÊÒ ªÊ‚Ê◊ πÊ‹Ê◊ŸÊ ŸÊ¥ªÊŸ–
• ªÊ⁄UÊÁãÕ¥ Á»§ŸŸÊÿÁŸ ÕÊπÊÿ ¡’Ê ŒÊŸπ” Ÿê’⁄U ªÒÿÊ–
• •ÊŸ¡ÊŒ „Ê ÁªÁ⁄UÿÊ ‚ÈÁ’œÊÁŸ ÕÊπÊÿ ªÊ‚ÊÿÊfl ‹ÊÁπŸÊÿÊ ◊Ê¡Ê¥ ÁŒ ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ ’ʄʪÊÁŸ ‚Ê¥ŸÊÿ »§Ê⁄UÊ ªÊ’Ê¥ ⁄UÊflÁŸ ¡ÊªÊŸ, ¡Ò⁄U •‚◊ËÿÊ,
’Ê¥‹Ê, ’⁄U” •Ê⁄UÊ ß¥⁄UÊÁ¡– ’ ’‹ÊÿÊfl ◊Ê’’Ê Á’¡Ê¥ ∞’Ê »§Ê‚ÊflŸÊÿÊ ’‹-’¡ ∞’Ê ’ÈÁ¡ŸÊÿÊfl ªÊ’˝Ê’ ¡ÊÿÊé‹Ê ß⁄UÊ¥Á¡ »§Ê‚ÊflŸÊÿπÊÒ ŸÊŸ¥ªÈ’Ò
„ÊŸŸÊ „◊ŸÊ ‹ÊŸÊ ŸÊ¥ªÊŸ–
GHT-21/P-I/A 4
»È§¥ÁŸ 9:00 Á⁄¥UªÊÁŸ Á‚ªÊ¥ •ÊŸ¡ÊŒÁŸ ‚Ê¥ŸÊÿ Á’‹ÊßπÊÒ ’πflæ§Ê–
ŒÈ‹È⁄U ’ʪ‚È•Êfl ª’æÒ§ Ÿê’⁄UπÊÒ „ÊŸÊÿÁŸ Á‚ªÊ¥ ªÊ‚Ò’Ê ‚Ê¥ÁÕπÊÒ ⁄UÊπÊÿÒ »§⁄UÊÿŸÊ ‹Êª˝Ê–
• „Ê’◊ÊŸ‹Êß (Admit Card) ªÒÿÊé‹Ê ⁄UÊfl’Ê Á’ŸÊÿ‚ÊπÊÒ •ÊŸ¡ÊŒÊfl Á¡⁄UÊÿŸÊ „ÊŸÊÿ ¡ÊŸÊÿ Ÿæ§Ê •Ê⁄UÊ •ÊŸ¡ÊŒ ‚Ê‹ÊÿÁªÁ⁄UÿÊ ÿÈÁŒ ŸÊÁª⁄UÊé‹Ê
Á’ÕÊ¥ŸÊ „Ê’◊ÊŸ‹Êß ÁŒÁãÕŸÊ ŸÊ¥ªÊŸ–
• •ÊŸ¡ÊŒ ‚ÊÁ‹’Êÿ ÕÊŸÊÿ ‚◊Êfl ⁄UÊfl’Ê Á’ŸÊÿ‚ÊπÊÒ •ÊŸ¡ÊŒ ¡ÊŸÊÿ πÕÊÿÊfl „Ê’ŸÊ ∞’Ê •ÊŸ¡ÊŒ πÕÊ ŸÊªÊ⁄UŸÊ „ÊŸÊÿ ¡ÊŸÊÿ Ÿæ§Ê–
• ⁄UÊfl’Ê Á’ŸÊÿ‚ÊπÊÒŸÊ Á’¡Ê’, ¡ÊÿÁπ-¡ÊÿÊ ⁄UÊπÊ◊ÁŸ ‹πÊ, ◊’Êß‹ »§”Ÿ, ∑§‹∑ȧ‹≈U⁄U, ¡ÊÿÁπ-¡ÊÿÊ ⁄UÊπÊ◊ÁŸ ◊ÊÁé‹ŒÊÁ⁄U •Êÿ¡¥ ∞’Ê
•¡ŒªÊŸÊ¥ ◊ÈflÊ •ÊŸ¡ÊŒ πÕÊÿÊfl ‹Ê¥ŸÊ „ÊŸÊÿ ¡ÊŸÊÿ Ÿæ§Ê– Á’ŸÊÿ‚ÊπÊÒ πÊÁ‹ „Ê’◊ÊŸ‹Êß •Ê⁄UÊ ’‹¬Ÿ‹” •ÊŸ¡ÊŒ πÕÊÿÊfl ‹Ê¥ŸÊ „ÊŸÊÿ
¡ÊªÊŸ–
• Á’ŸÊÿ‚ÊÿÊ ‹ÊªÊÿÊfl ‹Ê¥»§ÊŸÊÿ ªÊfl’Ê-ªÊflÁŸ ªÊ‚Ò’Ê ◊ÈflÊπÊÒ •ÊŸ¡ÊŒ πÕÊÁŸ ’Êß¡ÊÿÊfl ªÊflÁŸ ‚Ê◊‹ÊÿŸÊÿÊfl ‹ÊÁπŸÊ ŸÊ¥ªÊŸ–
• ÿÈÁŒ ‚Ê⁄U’Ê Á’ŸÊÿ‚ÊÿÊ ªÊÁ¡˝ ⁄UÊ„Ê ‹ÊÿÊ ∞’Ê ªÊ¡ÊÒÿÊfl ◊π”ŸÊÿ Ÿ◊»§Ê⁄UπÊÒ Á‚»§ÊÿÊ, Á’ÕÊ¥πÊÒ ©ŸÁÕ˝ÿÒ „ÊŸŸÊ ªŸÊÿŸÊÿ ¡ÊªÊŸ–
• Á’ŸÊÿ‚ÊÿÊ ªÊfl’Ê-ªÊflÁŸ »§ÊÁ⁄U Ÿê’⁄U (Roll No.) ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ ÁÕ ¡ÊÿªÊÿÊfl ⁄UÊπÊÿÒ Á‹⁄UŸÊ ŸÊ¥ªÊŸ–
• ◊ÊŸ»˝§Ê◊’Ê ‚Ê¥ŸÊÿÁŸ Á»§Ÿ ¡ÊÿÁπ-¡ÊÿÊ ◊ÊŸ‚ ’¥πŸ (a) ∞’Ê (b) ∞’Ê (c) ∞’Ê (d) πÊÒ ªÊ‚Ê◊ ’‹¬Ÿ¡Ê¥ •Ê’È¥ÿÒ ªÊ‚Ê◊ πÊ‹Ê◊–
• Á»§ŸŸÊÿ Á’‹ÊßÿÊfl Á’ŸÊÿ‚ÊÿÊ ¡’Ê ⁄UÊπÊ◊ÁŸ ŒÊªÊ „ÊŸÊ ◊ÊŸŸÊÿ Ÿæ§Ê–
• Á’ŸÊÿ‚ÊÿÊ OMR Á»§ŸŸÊÿ Á’‹ÊßπÊÒ Á»§Ÿ ◊ÊÁ⁄UŸÊ, ÕŸŸÊ ∞’Ê ŸS≈U πÊ‹Ê◊ŸÊ „ÊŸÊÿ Ÿæ§Ê–
• Á’ŸÊÿ‚ÊÿÊ Á»§ŸŸÊÿ Á’‹ÊßπÊÒ ¡’Ê ŒÊªÊ „ÊŸÊÿ, ‚Ê-‚Ê Á‹⁄U’˝ŸÊÿ, ªÊ’Ê¥ Á»§Ÿ „Êé‹Ê ’πÊÒ ªÊ⁄UÁãÕ „ÊŸŸÊ ‚ÊŸŸÊÿ ¡ÊªÊŸ–
• Á’ŸÊÿ‚Ê»§Ê⁄UÊ ŸÊÿÁŒ¥ÁªÁ⁄UÿÊ „ÊŸÊÿ ŸÈ¡ÊÁÕŸÊÿ/»§ÊÁ⁄U Á’‹ÊßÿÊfl π’ŸÒ ◊È¥‚Êß πÊ‹Ê◊ŸÊ ŸÊ¥ªÊŸ, ÁªÁ’ÿÊfl ¡é‹Ê Á’‚Ê⁄UÊ •ÊŸ¡ÊŒ πÕÊÿÊfl ◊ÊÁ‚
‹ÊŸÊÿ ‚◊Êfl •Ê⁄UÊ ŸÒÁÕ π’Êfl ‚Ê¥ŸÊÿ Á’‹Êß •Ê⁄UÊ OMR Á»§ŸŸÊÿ Á’‹ÊßπÊÒ ŸÊÿÁŒ¥ÁªÁ⁄UŸÊ ¡◊Ê „ÊŸÊÿ ‚◊Êfl– ‚Ê⁄U’Ê Á’ŸÊÿ‚ÊÿÊ ŸÈ¡ÊÁÕŸÊÿ/
»§ÊÁ⁄U Á’‹ÊßÿÊfl ŸÒÁÕ π’ÁŸ ÕÊπÊÿ ÿÈÁŒ ◊È¥‚Êß πÊ‹Ê◊Ê •é‹Ê Á’ÕÊ¥◊ÊŸÊ Á»§ŸŸÊÿ Á’‹Êß ¡◊Ê „ÊÿÒ „ÊŸŸÊ ‚ÊŸŸÊÿ ¡ÊªÊŸ–
• •ÊŸ¡ÊŒ πÕÊπÊÒ ŸÊªÊ⁄UŸÊÿÁŸ Á‚ªÊ¥ Á’ŸÊÿ‚ÊÿÊ ŸÊÿÁŒ¥ª˝ÊÁŸ •ÊπÊÿÊfl OMR Á»§ŸŸÊÿ Á’‹Êß¡Ê¥ ‹ÊªÊ‚ ‚Ê¥ŸÊÿ Á’‹ÊßπÊÒ’Ê ¡◊Ê „ÊŸÊ ŸÊ¥ªÊŸ–
• Á’ŸÊÿ‚ÊÿÊ ªÊÁflŸ ªÊ‚Ò’Ê ⁄UÊπÊ◊ÁŸ ªÊŸÊ¥ ¡ÊŸÊÿ rough „Ê’ÊπÊÒ ‚Ê¥ŸÊÿ Á’‹ÊßÿÊfl‚Ê πÊ‹Ê◊ŸÊ „ʪʟ– Á’ŸÊÿ‚ÊÿÊ rough „Ê’ÊπÊÒ Á»§ŸŸÊÿ
Á’‹ÊßÿÊfl ∞’Ê ªÈ’ÈŸ ⁄UÊπÊ◊ÁŸ πʪ¡ ’Ê„ÊÿŸÊ „ÊŸÊÿ Ÿæ§Ê– Á»§ŸŸÊÿ Á’‹ÊßÿÊfl ÿÈÁŒ ’ rough „Ê’ÊπÊÒ πÊ‹Ê◊Ê •é‹Ê Á»§ŸŸÊÿ Á’‹ÊßπÊÒ
‚È◊ÊŸÕÊÿ πÊ‹Ê◊ŸÊÿ ¡ÊŸÊÿ Ÿæ§Ê–
• ªÊ‚Ò’Ê ‚Ê¥ŸÊÿÁŸ ÕÊπÊÿ Á’ŸÊÿ‚ÊŸÊ ªÊ¥‚‹” OMR Á»§ŸŸÊÿ Á’‹Êß „ÊŸÊÿ ¡ÊªÊŸ– ªÊ⁄UÊÁãÕ ¡Êé‹Ê ª’ÒæÒ§ Á‹⁄UŸÊ ¡’Ê ©»§⁄UÊ
Á»§ŸŸÊÿ Á’‹Êß „ÊŸÊÿ ¡ÊŸÊÿ Ÿæ§Ê–
• ‚Ê¥ŸÊÿ Á’‹Êß¡Ê¥ ‹ÊªÊ‚¥ ªÊ¥‚ OMR Á»§ŸŸÊÿ Á’‹Êß „ÊŸÊÿ ¡ÊªÊŸ– Á’ŸÊÿ‚ÊÿÊ ’ ÁÕ OMR Á»§ŸŸÊÿ ‹ÊßÿÊfl ‚Ȼȥ§ŸÊ „ʪʟ-¡⁄ÒU — »§ÊÁ⁄U
Ÿê’⁄U (Roll No.), ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ Ÿê’⁄U •Ê⁄UÊ ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ ∑§”«U, ⁄UÊflÁŸ ∑§”«U ’ÊÿÁŒ ’ÊÿÁŒπÊÒ ‚Ê’œÊŸÒ ŸË‹Ê ∞’Ê ªÊ‚Ê◊ ’‹¬Ÿ¡Ê¥
Á‹⁄UŸÊ ŸÊ¥ªÊŸ–
• •ÊŸ¡ÊŒÁŸ ‚◊Ê 2 Á⁄¥UªÊ •Ê⁄UÊ ‚Ê¥ŸÊÿ Á’‹ÊßÿÊfl ◊ÊŸ 100 ‚Ê¥ÁÕ Õʪʟ–
• Á’ŸÊÿ‚ÊÿÊ OMR Á»§ŸŸÊÿ Á’‹ÊßÿÊfl πÊÁ‹ ŸË‹Ê •Ê⁄UÊ ªÊ‚Ê◊ ’‹¬Ÿ¡Ê¥‚Ê ªÊ‚Ò’Ê πÊÁ⁄UπÊÒ •Ê’È¥ πÊ‹Ê◊ŸÊ ŸÊ¥ªÊŸ–
• Á’ŸÊÿ‚ÊÿÊ ⁄UÊπÊ ¡ÊŸÊÿÊ ◊Ê¡Ê¥ ÁŒ ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ ∑§”«UπÊÒ OMR Á»§ŸŸÊÿ Á’‹ÊßÁŸ ÁÕ ¡ÊÿªÊÿÊfl Á‹⁄UŸÊ ŸÊ¥ªÊŸ– Á’ÁŒÁãÕ
’ÊÁŒÿÒ Á’ŸÊÿ‚ÊÿÊ ◊ÊŸŸÊÿ ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ ∑§”«UÊ ‘A’ πÊÒ Á»§ŸŸÊÿ Á’‹ÊßÁŸ ÁÕ ¡ÊÿªÊÿÊfl ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ ∑§”«UÊ ‘A’ Á‹⁄UŸÊ
ŸÊ¥ªÊŸ •Ê⁄UÊ ÁÕ ’¥πŸπÊÒ ªÊ‚Ê◊ πÊ‹Ê◊ŸÊ ŸÊ¥ªÊŸ–
• ªÊ⁄UÊÁãÕ¥ Á»§ŸŸÊÿÁŸ ÕÊπÊÿ ¡’Ê ŒÊŸπ” Ÿê’⁄U ªÒÿÊ–
• •ÊŸ¡ÊŒ „Ê ÁªÁ⁄UÿÊ ‚ÈÁ’œÊÁŸ ÕÊπÊÿ ªÊ‚ÊÿÊfl ‹ÊÁπŸÊÿÊ ◊Ê¡Ê¥ ÁŒ ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ ’ʄʪÊÁŸ ‚Ê¥ŸÊÿ »§Ê⁄UÊ ªÊ’Ê¥ ⁄UÊflÁŸ ¡ÊªÊŸ, ¡Ò⁄U •‚◊ËÿÊ,
’Ê¥‹Ê, ’⁄U” •Ê⁄UÊ ß¥⁄UÊÁ¡– ’ ’‹ÊÿÊfl ◊Ê’’Ê Á’¡Ê¥ ∞’Ê »§Ê‚ÊflŸÊÿÊ ’‹-’¡ ∞’Ê ’ÈÁ¡ŸÊÿÊfl ªÊ’˝Ê’ ¡ÊÿÊé‹Ê ß⁄UÊ¥Á¡ »§Ê‚ÊflŸÊÿπÊÒ ŸÊŸ¥ªÈ’Ò
„ÊŸŸÊ „◊ŸÊ ‹ÊŸÊ ŸÊ¥ªÊŸ–
GHT-21/P-I/A 4
Page 5
GHT-21/P-I/A 5 P.T.O.
Page 6
1. t¡º¹ ëA¡à>ìi¡à íA¡ìÅ๠A¡àº¹ í¤[ÅÊ¡ >ÒÚ ?
(a) ¤ã¹-šè\à (Hero-worship) (b) [¤š¹ãt¡ [ºU¹ šø[t¡ "àA¡È¢o¡
(c) [ƒ¯àѬš— (d) "àu [>Ú”|o
1. [>´•[º[Jt¡ ëA¡à>[i¡ ¤Ú@Î[Þê¡A¡à캹 í¤[ÅÊ¡¸ >ìÒ ?
(a) ¤ã¹-šè\à (b) [¤š¹ãt¡ [ºìU¹ šø[t¡ "àA¡È¢o
(c) [ƒ¤àѬš— (d) "àu [>Ú”|o
1. ªÊ„ÊÿÁŸ ’’ÿÊ ¡ÊÒ◊ÊŸ ’Ò‚ÊÁŸ •ÊπÈÕÊß Ÿæ§Ê?
(a) Á’⁄U-¬È¡Ê (b) ©ÀÕÊ •ÊÕÊŸÁŸ »§Ê⁄U‚ ’ÊÕÊ’ŸÊÿ
(c) ‚ÊŸ„Ê’ŸÊÿ (d) ªÊflπÊÒ „◊ÕÊŸÊÿ
1. Which of the following is not a characteristic of adolescence period ?
(a) Hero-worship (b) Attraction towards the opposite sex
(c) Day dreaming (d) Self-control
2. t¡ºt¡ [ÅÛ¡àƒà>¹ &i¡à š‡ý¡[t¡¹ ƒåi¡à ‹³¢ [ƒÚà íÒìá :
(i) áày-áàyãÎA¡ºA¡ &\> "à[¯ÍHþà¹A¡¹ Ñ‚à>t¡ "¯t¡ão¢ A¡ì¹à¯à ÒÚ¡ú
(ii) š‡ý¡[t¡ &i¡àt¡ [ÅìA¡à¯àîÒìá ³èº l¡üì„Ÿ, `¡à> "\¢> A¡ì¹à¯àìi¡à &i¡à ëKïo A¡à¹oìÒ¡ú
‹³¢ ƒåi¡àt¡ t¡ºt¡ l¡üìÀJ A¡¹à ëA¡à>ìi¡à šàk¡ƒà>¹ š‡ý¡[t¡¹ A¡=à ëA¡à¯à íÒìá ?
(a) š¹ãÛ¡àK๠š‡ý¡[t¡ (b) "àìºàW¡>à š‡ý¡[t¡
(c) šøA¡¿ š‡ý¡[t¡ (d) [Òl¡ü[¹[Ê¡A¡ š‡ý¡[t¡
2. [ÅÛ¡àƒàì>¹ &A¡[i¡ š‡ý¡[t¡¹ ƒåÒü[i¡ šøoàºã [>ì´• ¤¸v¡û¡ A¡¹à ÒÒüÚàìá :
(i) [ÅÛ¡à=㢠γèÒìA¡ &A¡ "à[¤ÍHþà¹A¡ ¹ê¡ìš "¤t¡ão¢ A¡¹à ÒÚ
(ii) šøoàºãKt¡ [ÅÛ¡àÒü ³èJ¸ l¡üì„Ÿ, `¡à> "\¢> &A¡ ëKïo l¡üì„Ÿ ³ày
[>ì´• l¡üìÀ[Jt¡ ëA¡à> šàk¡ƒà> š‡ý¡[t¡ l¡üš[¹l¡üv¡û¡ ƒåÒü[i¡ W¡à[¹[yA¡ í¤[ÅÊ¡¸ ƒÅà¢Ú ?
(a) š¹ãÛ¡àK๠š‡ý¡[t¡ (b) "àìºàW¡>à š‡ý¡[t¡
(c) šøA¡¿ š‡ý¡[t¡ (d) ">åÎÞê¡à>³èºA¡ š‡ý¡[t¡
GHT-21/P-I/A 6
(a) ¤ã¹-šè\à (Hero-worship) (b) [¤š¹ãt¡ [ºU¹ šø[t¡ "àA¡È¢o¡
(c) [ƒ¯àѬš— (d) "àu [>Ú”|o
1. [>´•[º[Jt¡ ëA¡à>[i¡ ¤Ú@Î[Þê¡A¡à캹 í¤[ÅÊ¡¸ >ìÒ ?
(a) ¤ã¹-šè\à (b) [¤š¹ãt¡ [ºìU¹ šø[t¡ "àA¡È¢o
(c) [ƒ¤àѬš— (d) "àu [>Ú”|o
1. ªÊ„ÊÿÁŸ ’’ÿÊ ¡ÊÒ◊ÊŸ ’Ò‚ÊÁŸ •ÊπÈÕÊß Ÿæ§Ê?
(a) Á’⁄U-¬È¡Ê (b) ©ÀÕÊ •ÊÕÊŸÁŸ »§Ê⁄U‚ ’ÊÕÊ’ŸÊÿ
(c) ‚ÊŸ„Ê’ŸÊÿ (d) ªÊflπÊÒ „◊ÕÊŸÊÿ
1. Which of the following is not a characteristic of adolescence period ?
(a) Hero-worship (b) Attraction towards the opposite sex
(c) Day dreaming (d) Self-control
2. t¡ºt¡ [ÅÛ¡àƒà>¹ &i¡à š‡ý¡[t¡¹ ƒåi¡à ‹³¢ [ƒÚà íÒìá :
(i) áày-áàyãÎA¡ºA¡ &\> "à[¯ÍHþà¹A¡¹ Ñ‚à>t¡ "¯t¡ão¢ A¡ì¹à¯à ÒÚ¡ú
(ii) š‡ý¡[t¡ &i¡àt¡ [ÅìA¡à¯àîÒìá ³èº l¡üì„Ÿ, `¡à> "\¢> A¡ì¹à¯àìi¡à &i¡à ëKïo A¡à¹oìÒ¡ú
‹³¢ ƒåi¡àt¡ t¡ºt¡ l¡üìÀJ A¡¹à ëA¡à>ìi¡à šàk¡ƒà>¹ š‡ý¡[t¡¹ A¡=à ëA¡à¯à íÒìá ?
(a) š¹ãÛ¡àK๠š‡ý¡[t¡ (b) "àìºàW¡>à š‡ý¡[t¡
(c) šøA¡¿ š‡ý¡[t¡ (d) [Òl¡ü[¹[Ê¡A¡ š‡ý¡[t¡
2. [ÅÛ¡àƒàì>¹ &A¡[i¡ š‡ý¡[t¡¹ ƒåÒü[i¡ šøoàºã [>ì´• ¤¸v¡û¡ A¡¹à ÒÒüÚàìá :
(i) [ÅÛ¡à=㢠γèÒìA¡ &A¡ "à[¤ÍHþà¹A¡ ¹ê¡ìš "¤t¡ão¢ A¡¹à ÒÚ
(ii) šøoàºãKt¡ [ÅÛ¡àÒü ³èJ¸ l¡üì„Ÿ, `¡à> "\¢> &A¡ ëKïo l¡üì„Ÿ ³ày
[>ì´• l¡üìÀ[Jt¡ ëA¡à> šàk¡ƒà> š‡ý¡[t¡ l¡üš[¹l¡üv¡û¡ ƒåÒü[i¡ W¡à[¹[yA¡ í¤[ÅÊ¡¸ ƒÅà¢Ú ?
(a) š¹ãÛ¡àK๠š‡ý¡[t¡ (b) "àìºàW¡>à š‡ý¡[t¡
(c) šøA¡¿ š‡ý¡[t¡ (d) ">åÎÞê¡à>³èºA¡ š‡ý¡[t¡
GHT-21/P-I/A 6
Page 7
2. ªÊ„ÊÿÊfl ‚Ê‹Ê¥ÕÊß „ÊŸÊÿÁŸ ◊ÊŸ‚ •ÊŒ’ÁŸ ◊ÊŸŸÒ •ÊπÈÕÊß „ÊŸÊÿ ¡ÊŒÊ¥ -
(i) »§⁄UÊÿ‚Ê»§Ê⁄UπÊÒ ‚Ê‚ ÁŒ„ÈŸÁªÁ⁄U ◊„⁄ÒU ªÊÿ‚ŸŸÊÿ ¡ÊÿÊ
(ii) •ÊŒ’ ◊ÊŸ‚πÊÒ »§Ê⁄UÊ¥ŸÊÿÊ‚Ê ªÊ„Êß ÕÊ¥Áπ, ÁªÿÊŸ •Ê⁄UÁ¡ŸÊÿÊ ◊ÊŸ‚ ŸÒÁÕ ¡Ê„ÊŸ‚Ê
•ÊπÈÕÊß ◊ÊŸŸÒÿÊfl ªÊ„ÊÿÊfl ◊πŸÊÿ ’’ »§⁄UÊ »§Ê⁄UÊ¥ŸÊÿ •ÊŒ’ÁŸ πÊÕÊπÊÒ ’È¥ŸÊÿ ¡ÊŒÊ¥?
(a) •Êã¡ÊŒ‚ÊÁ‹ •ÊŒ’ (b) ‚Êfl⁄UÊÿŸÊÿ •ÊŒ’
(c) Á’ÕÊ¥Áπ •ÊŒ’ (d) Á„©Á⁄UÁc≈U∑§ •ÊŒ’
2. The following are the characteristics of a method of teaching :
(i) The students are placed in the position of a discoverer.
(ii) It is intended to provide a training in method, knowledge is a secondary consideration.
Which of the following methods of teaching do they indicate ?
(a) Laboratory method (b) Discussion method
(c) Project method (d) Heuristic method
3. t¡º¹ ëA¡à>ìi¡à/ëA¡à>ìA¡Òüi¡à ‘[¤ìÅÈ šøìÚà\> =A¡à [ÅÇ¡ (Children With Special Needs)’ ¹ "”z®¢è¡v¡û¡
>ÒÚ ?
(i) ³à>[ÎA¡®¡àì¯ ¤à‹àKøÑz
(ii) ƒõ[Ê¡Å[v¡û¡ Òã>
(iii) Åø¯oÅ[v¡û¡ Òã>
(iv) šø[t¡®¡à¯à>
(v) Îà³à[\A¡®¡àì¯ [šW¡š¹à/">Køι
Ç¡‡ý¡ [¤A¡¿ìi¡à ¤à[á l¡ü[º*¯à :
(a) (i), (ii) "à¹ç¡ (iii) (b) (i), (ii), (iii) "à¹ç¡ (iv)
(c) (i), (ii), (iii) "à¹ç¡ (v) (d) (i), (ii), (iii), (iv) "à¹ç¡ (v)
3. [>ì´•àv¡û¡ ìA¡à>[i¡/ëA¡à>P¡[º ‘[¤ìÅÈ šøìÚà\> "à¤Å¸A¡ =àA¡à [ÅÇ¡¹’ "”z®è¡¢v¡û¡ >ìÒ ?
(i) ³à>[ÎA¡®¡àì¤ ¤à‹àKöÑz
(ii) ƒõ[Ê¡Å[v¡û¡ Òã>/ƒå¤¢º ƒõ[Ê¡Å[v¡û¡
(iii) ƒå¤¢º Åø¤oÅ[v¡û¡/Åø¤oÅ[v¡û¡ Òã>
(iv) šø[t¡®¡à¤à>
(v) Îà³à[\A¡ šø[t¡A衺 "¤Ñ‚à
Ç¡‡ý¡ [¤A¡¿/"[®¡ºàÈ[i¡ [>¤à¢W¡> A¡¹ :
(a) (i), (ii) &¤} (iii) (b) (i), (ii), (iii) &¤} (iv)
(c) (i), (ii), (iii) &¤} (v) (d) (i), (ii), (iii), (iv) &¤} (v)
GHT-21/P-I/A 7 P.T.O.
(i) »§⁄UÊÿ‚Ê»§Ê⁄UπÊÒ ‚Ê‚ ÁŒ„ÈŸÁªÁ⁄U ◊„⁄ÒU ªÊÿ‚ŸŸÊÿ ¡ÊÿÊ
(ii) •ÊŒ’ ◊ÊŸ‚πÊÒ »§Ê⁄UÊ¥ŸÊÿÊ‚Ê ªÊ„Êß ÕÊ¥Áπ, ÁªÿÊŸ •Ê⁄UÁ¡ŸÊÿÊ ◊ÊŸ‚ ŸÒÁÕ ¡Ê„ÊŸ‚Ê
•ÊπÈÕÊß ◊ÊŸŸÒÿÊfl ªÊ„ÊÿÊfl ◊πŸÊÿ ’’ »§⁄UÊ »§Ê⁄UÊ¥ŸÊÿ •ÊŒ’ÁŸ πÊÕÊπÊÒ ’È¥ŸÊÿ ¡ÊŒÊ¥?
(a) •Êã¡ÊŒ‚ÊÁ‹ •ÊŒ’ (b) ‚Êfl⁄UÊÿŸÊÿ •ÊŒ’
(c) Á’ÕÊ¥Áπ •ÊŒ’ (d) Á„©Á⁄UÁc≈U∑§ •ÊŒ’
2. The following are the characteristics of a method of teaching :
(i) The students are placed in the position of a discoverer.
(ii) It is intended to provide a training in method, knowledge is a secondary consideration.
Which of the following methods of teaching do they indicate ?
(a) Laboratory method (b) Discussion method
(c) Project method (d) Heuristic method
3. t¡º¹ ëA¡à>ìi¡à/ëA¡à>ìA¡Òüi¡à ‘[¤ìÅÈ šøìÚà\> =A¡à [ÅÇ¡ (Children With Special Needs)’ ¹ "”z®¢è¡v¡û¡
>ÒÚ ?
(i) ³à>[ÎA¡®¡àì¯ ¤à‹àKøÑz
(ii) ƒõ[Ê¡Å[v¡û¡ Òã>
(iii) Åø¯oÅ[v¡û¡ Òã>
(iv) šø[t¡®¡à¯à>
(v) Îà³à[\A¡®¡àì¯ [šW¡š¹à/">Køι
Ç¡‡ý¡ [¤A¡¿ìi¡à ¤à[á l¡ü[º*¯à :
(a) (i), (ii) "à¹ç¡ (iii) (b) (i), (ii), (iii) "à¹ç¡ (iv)
(c) (i), (ii), (iii) "à¹ç¡ (v) (d) (i), (ii), (iii), (iv) "à¹ç¡ (v)
3. [>ì´•àv¡û¡ ìA¡à>[i¡/ëA¡à>P¡[º ‘[¤ìÅÈ šøìÚà\> "à¤Å¸A¡ =àA¡à [ÅÇ¡¹’ "”z®è¡¢v¡û¡ >ìÒ ?
(i) ³à>[ÎA¡®¡àì¤ ¤à‹àKöÑz
(ii) ƒõ[Ê¡Å[v¡û¡ Òã>/ƒå¤¢º ƒõ[Ê¡Å[v¡û¡
(iii) ƒå¤¢º Åø¤oÅ[v¡û¡/Åø¤oÅ[v¡û¡ Òã>
(iv) šø[t¡®¡à¤à>
(v) Îà³à[\A¡ šø[t¡A衺 "¤Ñ‚à
Ç¡‡ý¡ [¤A¡¿/"[®¡ºàÈ[i¡ [>¤à¢W¡> A¡¹ :
(a) (i), (ii) &¤} (iii) (b) (i), (ii), (iii) &¤} (iv)
(c) (i), (ii), (iii) &¤} (v) (d) (i), (ii), (iii), (iv) &¤} (v)
GHT-21/P-I/A 7 P.T.O.
Page 8
3. ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ÿÊ ““¡⁄U”πÊ ªÊŸÊ¥ÁÕ ªÊŸÊ¥ πÈÁŒÿÊ”” (Children With Special Needs) •Êfl ‚⁄U¡Ê’¡Ê»§ÊŸÊÿ
Ÿæ§Ê?
(i) ªÊ‚Ê•ÊÁ⁄U „¥ÕÊ ÕÊŸÊÿ
(ii) ◊ªŸ ŸÈÿÒ
(iii) πÊŸÊÿÒ
(iv) ¡⁄U”πÊ ªÈŸÊÁ⁄U
(v) ‚◊Ê¡ÊÁ⁄U πÊ’È ªÒ¡ÊÿÒ
ÕÊ⁄U Á»§ŸŸÊÿπÊÒ ‚Êÿπ” -
(a) (i), (ii) •Ê⁄UÊ (iii) (b) (i), (ii), (iii) •Ê⁄UÊ (iv)
(c) (i), (ii), (iii) •Ê⁄UÊ (v) (d) (i), (ii), (iii), (iv) •Ê⁄UÊ (v)
3. Which of the following is/are not included in ‘Children With Special Needs (CWSN)’ ?
(i) Mentally retarded
(ii) Visually impaired
(iii) Hearing impaired
(iv) Gifted
(v) Socially disadvantaged
Choose the correct option :
(a) (i), (ii) and (iii) (b) (i), (ii), (iii) and (iv)
(c) (i), (ii), (iii) and (v) (d) (i), (ii), (iii), (iv) and (v)
4. t¡º¹ ëA¡à>ìi¡à [ÅÛ¡àƒà>¹ l¡üì„Ÿ¹ ³ì>àìšÅãÚ (Psychomotor) ëÛ¡y¹ Ñz¹ ?
(a) Î}ìÅÃÈo (Synthesis) (b) ÎòÒà[¹ (Responding)
(c) γÞÚ (Coordination) (d) Î}Kk¡> (Organization)
4. [>´•[º[Jt¡ ëA¡à>[i¡ ³ì>àìšÅãÚ [ÅÛ¡àƒà> l¡üì„쟹 ëÛ¡yãÚ Ñz¹ ?
(a) Î}ìÅÃÈo (b) l¡üv¡¹ƒàÚA¡
(c) ÎÒì™à\>/γÞÚ (d) Î}Kk¡>
GHT-21/P-I/A 8
Ÿæ§Ê?
(i) ªÊ‚Ê•ÊÁ⁄U „¥ÕÊ ÕÊŸÊÿ
(ii) ◊ªŸ ŸÈÿÒ
(iii) πÊŸÊÿÒ
(iv) ¡⁄U”πÊ ªÈŸÊÁ⁄U
(v) ‚◊Ê¡ÊÁ⁄U πÊ’È ªÒ¡ÊÿÒ
ÕÊ⁄U Á»§ŸŸÊÿπÊÒ ‚Êÿπ” -
(a) (i), (ii) •Ê⁄UÊ (iii) (b) (i), (ii), (iii) •Ê⁄UÊ (iv)
(c) (i), (ii), (iii) •Ê⁄UÊ (v) (d) (i), (ii), (iii), (iv) •Ê⁄UÊ (v)
3. Which of the following is/are not included in ‘Children With Special Needs (CWSN)’ ?
(i) Mentally retarded
(ii) Visually impaired
(iii) Hearing impaired
(iv) Gifted
(v) Socially disadvantaged
Choose the correct option :
(a) (i), (ii) and (iii) (b) (i), (ii), (iii) and (iv)
(c) (i), (ii), (iii) and (v) (d) (i), (ii), (iii), (iv) and (v)
4. t¡º¹ ëA¡à>ìi¡à [ÅÛ¡àƒà>¹ l¡üì„Ÿ¹ ³ì>àìšÅãÚ (Psychomotor) ëÛ¡y¹ Ñz¹ ?
(a) Î}ìÅÃÈo (Synthesis) (b) ÎòÒà[¹ (Responding)
(c) γÞÚ (Coordination) (d) Î}Kk¡> (Organization)
4. [>´•[º[Jt¡ ëA¡à>[i¡ ³ì>àìšÅãÚ [ÅÛ¡àƒà> l¡üì„쟹 ëÛ¡yãÚ Ñz¹ ?
(a) Î}ìÅÃÈo (b) l¡üv¡¹ƒàÚA¡
(c) ÎÒì™à\>/γÞÚ (d) Î}Kk¡>
GHT-21/P-I/A 8
Page 9
4. ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ÿÊ ‚Ê‹Ê¥ÕÊß „ÊŸÊÿ ÕÊ¥ÁπÁŸ ªÊ‚Ê•ÊÁ⁄U ÕÊ‚ÊÁ⁄UÁŸ ÕÊπÊ?
(a) ¡ÕÊß (Synthesis) (b) Á»§ŸŸÊÿ (Responding)
(c) ªÊ⁄UÊ’ÁÕ (Coordination) (d) ªÊÒÕÈ◊ (Organization)
4. Which of the following is a stage of Psychomotor domain of Educational objectives ?
(a) Synthesis (b) Responding
(c) Coordination (d) Organization
5. JW¡¹à ¹àÊ¡öãÚ [ÅÛ¡à>ã[t¡, 2019 J> šøÑñt¡ A¡¹à A¡[³[i¡J>¹ ή¡àš[t¡ "à[Ạ:
(a) Åøã [i¡.&Îô."à¹ô. Îå¤ö³[>Ú> (b) l¡0 ëA¡. A¡Ññ[¹¹}K>
(c) l¡0 ¤Îå‹à A¡à³ài¡ (d) Åøã Îà³ [ši¡öØl¡à
5. ¹àÊ¡öãÚ [ÅÛ¡à>ã[t¡, 2019 šøÑñt¡A¡¹o Î[³[t¡¹ ή¡àš[t¡¹ >à³ :
(a) Åøã [i¡.&Îô."à¹. Îå¤ø³[>Ú> (b) l¡0 ëA¡. A¡Ññ[¹¹U>
(c) l¡0 ¤Îå‹à A¡à³àt¡ (d) Åøã Îà³ [šìyàƒà
5. „ÊÿÈæ§ÊÁ⁄U ‚Ê‹Ê¥ÕÊß πÊÁãÕ, 2019 πÊÒ ÁÕÿÊÁ⁄U πÊ‹Ê◊ŸÊÿ •Ê»§ÊŒÁŸ •Ê»§ÊŒÁªÁ⁄UÿÊ ¡ÊŒÊ¥◊ÊŸ —
(a) ◊ÈÁd Á≈U.∞‚.•Ê⁄U. ‚È’˝◊”ÁŸÿŸ (b) «0 ∑§. ∑§SÃÈÁ⁄U⁄¥UªŸ
(c) «0 ’‚ÈœÊ ∑§Ê◊Ê≈U (d) ◊ÈÁd ‚Ê◊ Á¬≈˛U«∏Ê
5. The Chairperson of the committee that developed the draft National Educational Policy,
2019 was :
(a) Mr. T.S.R. Subramanian (b) Dr. K. Kasturirangan
(c) Dr. Vasudha Kamat (d) Mr. Sam Pitroda
6. t¡º¹ ëA¡à>ìi¡à [ÅÛ¡o¹ Îà‹à¹o [¤[‹ (general maxim of teaching) >ÒÚ ?
(a) [>[ƒ¢Ê¡¹ š¹à Îà‹à¹oîº "Køι ëÒà¯à¡ú
(b) ³èv¢¡¹ š¹à [¤³èv¢¡îº "Køι ëÒà¯à¡ú
(c) "à}[ÅA¡¹ š¹à Îà³[KøA¡t¡àîº "Køι ëÒà¯à¡ú
(d) ιº¹ š¹à \[i¡ºîº "Køι ëÒà¯à¡ú
GHT-21/P-I/A 9 P.T.O.
(a) ¡ÕÊß (Synthesis) (b) Á»§ŸŸÊÿ (Responding)
(c) ªÊ⁄UÊ’ÁÕ (Coordination) (d) ªÊÒÕÈ◊ (Organization)
4. Which of the following is a stage of Psychomotor domain of Educational objectives ?
(a) Synthesis (b) Responding
(c) Coordination (d) Organization
5. JW¡¹à ¹àÊ¡öãÚ [ÅÛ¡à>ã[t¡, 2019 J> šøÑñt¡ A¡¹à A¡[³[i¡J>¹ ή¡àš[t¡ "à[Ạ:
(a) Åøã [i¡.&Îô."à¹ô. Îå¤ö³[>Ú> (b) l¡0 ëA¡. A¡Ññ[¹¹}K>
(c) l¡0 ¤Îå‹à A¡à³ài¡ (d) Åøã Îà³ [ši¡öØl¡à
5. ¹àÊ¡öãÚ [ÅÛ¡à>ã[t¡, 2019 šøÑñt¡A¡¹o Î[³[t¡¹ ή¡àš[t¡¹ >à³ :
(a) Åøã [i¡.&Îô."à¹. Îå¤ø³[>Ú> (b) l¡0 ëA¡. A¡Ññ[¹¹U>
(c) l¡0 ¤Îå‹à A¡à³àt¡ (d) Åøã Îà³ [šìyàƒà
5. „ÊÿÈæ§ÊÁ⁄U ‚Ê‹Ê¥ÕÊß πÊÁãÕ, 2019 πÊÒ ÁÕÿÊÁ⁄U πÊ‹Ê◊ŸÊÿ •Ê»§ÊŒÁŸ •Ê»§ÊŒÁªÁ⁄UÿÊ ¡ÊŒÊ¥◊ÊŸ —
(a) ◊ÈÁd Á≈U.∞‚.•Ê⁄U. ‚È’˝◊”ÁŸÿŸ (b) «0 ∑§. ∑§SÃÈÁ⁄U⁄¥UªŸ
(c) «0 ’‚ÈœÊ ∑§Ê◊Ê≈U (d) ◊ÈÁd ‚Ê◊ Á¬≈˛U«∏Ê
5. The Chairperson of the committee that developed the draft National Educational Policy,
2019 was :
(a) Mr. T.S.R. Subramanian (b) Dr. K. Kasturirangan
(c) Dr. Vasudha Kamat (d) Mr. Sam Pitroda
6. t¡º¹ ëA¡à>ìi¡à [ÅÛ¡o¹ Îà‹à¹o [¤[‹ (general maxim of teaching) >ÒÚ ?
(a) [>[ƒ¢Ê¡¹ š¹à Îà‹à¹oîº "Køι ëÒà¯à¡ú
(b) ³èv¢¡¹ š¹à [¤³èv¢¡îº "Køι ëÒà¯à¡ú
(c) "à}[ÅA¡¹ š¹à Îà³[KøA¡t¡àîº "Køι ëÒà¯à¡ú
(d) ιº¹ š¹à \[i¡ºîº "Køι ëÒà¯à¡ú
GHT-21/P-I/A 9 P.T.O.
Page 10
6. [>´•[º[Jt¡ ëA¡à>[i¡ Îà‹à¹o [ÅÛ¡à >ã[t¡¹ "”z®è¢¡v¡û¡ >ìÒ ?
(a) [>[ƒ¢Ê¡ ÒÒüìt¡ Îà‹à¹ìo¹ [ƒìÅ "Køι Ò*Úà
(b) ³èt¢¡ ÒÒüìt¡ [¤³èìt¢¡¹ [ƒìÅ "Køι Ò*Úà
(c) "à}[ÅA¡ ÒÒüìt¡ Îà³[KøA¡t¡à¹ [ƒìÅ "Køι Ò*Úà
(d) ιº ÒÒüìt¡ \[i¡ºt¡à¹ [ƒìÅ "Køι Ò*Úà
6. ªÊ„ÊÿÁŸ ’’ÿÊ »§Ê⁄UÊ¥ŸÊÿÁŸ ‚⁄UÊ‚Ÿ‚˝Ê Ÿ◊πÊÁãÕ (general maxim of teaching) Ÿæ§Ê?
(a) ÁÕÁŸ»˝§Êÿ ‚⁄UÊ‚Ÿ‚˝ÊÁ‚◊ ŒÊflªÊŸÊÿ
(b) ⁄UÊπÊÁŸ»˝§Êÿ ⁄UÊπÊ ŸæÒ§Á‚◊ ŒÊflªÊŸÊÿ
(c) πÊãŒÊÁŸ»˝§Êÿ ¡ÕÊßÁ‚◊ ŒÊflªÊŸÊÿ
(d) ªÊ⁄U‹ÒÁŸ»˝§Êÿ ªÊ’˝Ê’Á‚ ŒÊflªÊŸÊÿ
6. Which of the following is not a general maxim of teaching ?
(a) To proceed from particular to general
(b) To proceed from concrete to abstract
(c) To proceed from part to whole
(d) To proceed from simple to complex
7. &J> [¤ƒ¸àºÚ¹ ¤àì¤ &i¡à [>샢Å>à A¡à™¢ÎèW¡ã (Guidance programme) ">å[Ñ‚t¡ A¡[¹¤îº šøìÚà\> ëÒà¯à
ëίàγèÒ íÒìá :
(a) ¤¸[v¡û¡Kt¡, ¤õ[v¡Kt¡, Î}Ñ‚àš> "à¹ç¡ ">åιo ëίàγèÒ
(b) t¡=¸, š¹ãÛ¡à, š¹à³Å¢ "à¹ç¡ ">åιo ëίàγèÒ
(c) t¡=¸, š¹à³Å¢, ">åιo "à¹ç¡ Î}Ñ‚àš> ëίàγèÒ
(d) t¡=¸, š¹ãÛ¡à, š¹à³Å¢ "à¹ç¡ Î}Ñ‚àš> ëίàγèÒ
7. ëA¡àì>à [¤ƒ¸àºìÚ &A¡ [>샢Å>à A¡à™¢ÎèW¡ã A¡à™¢A¡¹ã/Î}K[k¡t¡ A¡¹à¹ [>[³ìv¡ šøìÚà\>ãÚ ìΤàγèÒ :
(a) ¤¸[v¡û¡Kt¡, ¤õ[v¡Kt¡, Î}Ñ‚àš> &¤} ">åìšø[¹t¡ ëΤàγèÒ
(b) t¡=¸, š¹ãÛ¡à, š¹à³Å¢ &¤} ">åìšø[¹t¡ ëΤàγèÒ
(c) t¡=¸, š¹à³Å¢, ">åìšø[¹t¡ &¤} Î}Ñ‚àš> ëΤàγèÒ
(d) t¡=¸, š¹ãÛ¡à, š¹à³Å¢ &¤} Î}Ñ‚àš> ëΤàγèÒ
GHT-21/P-I/A 10
(a) [>[ƒ¢Ê¡ ÒÒüìt¡ Îà‹à¹ìo¹ [ƒìÅ "Køι Ò*Úà
(b) ³èt¢¡ ÒÒüìt¡ [¤³èìt¢¡¹ [ƒìÅ "Køι Ò*Úà
(c) "à}[ÅA¡ ÒÒüìt¡ Îà³[KøA¡t¡à¹ [ƒìÅ "Køι Ò*Úà
(d) ιº ÒÒüìt¡ \[i¡ºt¡à¹ [ƒìÅ "Køι Ò*Úà
6. ªÊ„ÊÿÁŸ ’’ÿÊ »§Ê⁄UÊ¥ŸÊÿÁŸ ‚⁄UÊ‚Ÿ‚˝Ê Ÿ◊πÊÁãÕ (general maxim of teaching) Ÿæ§Ê?
(a) ÁÕÁŸ»˝§Êÿ ‚⁄UÊ‚Ÿ‚˝ÊÁ‚◊ ŒÊflªÊŸÊÿ
(b) ⁄UÊπÊÁŸ»˝§Êÿ ⁄UÊπÊ ŸæÒ§Á‚◊ ŒÊflªÊŸÊÿ
(c) πÊãŒÊÁŸ»˝§Êÿ ¡ÕÊßÁ‚◊ ŒÊflªÊŸÊÿ
(d) ªÊ⁄U‹ÒÁŸ»˝§Êÿ ªÊ’˝Ê’Á‚ ŒÊflªÊŸÊÿ
6. Which of the following is not a general maxim of teaching ?
(a) To proceed from particular to general
(b) To proceed from concrete to abstract
(c) To proceed from part to whole
(d) To proceed from simple to complex
7. &J> [¤ƒ¸àºÚ¹ ¤àì¤ &i¡à [>샢Å>à A¡à™¢ÎèW¡ã (Guidance programme) ">å[Ñ‚t¡ A¡[¹¤îº šøìÚà\> ëÒà¯à
ëίàγèÒ íÒìá :
(a) ¤¸[v¡û¡Kt¡, ¤õ[v¡Kt¡, Î}Ñ‚àš> "à¹ç¡ ">åιo ëίàγèÒ
(b) t¡=¸, š¹ãÛ¡à, š¹à³Å¢ "à¹ç¡ ">åιo ëίàγèÒ
(c) t¡=¸, š¹à³Å¢, ">åιo "à¹ç¡ Î}Ñ‚àš> ëίàγèÒ
(d) t¡=¸, š¹ãÛ¡à, š¹à³Å¢ "à¹ç¡ Î}Ñ‚àš> ëίàγèÒ
7. ëA¡àì>à [¤ƒ¸àºìÚ &A¡ [>샢Å>à A¡à™¢ÎèW¡ã A¡à™¢A¡¹ã/Î}K[k¡t¡ A¡¹à¹ [>[³ìv¡ šøìÚà\>ãÚ ìΤàγèÒ :
(a) ¤¸[v¡û¡Kt¡, ¤õ[v¡Kt¡, Î}Ñ‚àš> &¤} ">åìšø[¹t¡ ëΤàγèÒ
(b) t¡=¸, š¹ãÛ¡à, š¹à³Å¢ &¤} ">åìšø[¹t¡ ëΤàγèÒ
(c) t¡=¸, š¹à³Å¢, ">åìšø[¹t¡ &¤} Î}Ñ‚àš> ëΤàγèÒ
(d) t¡=¸, š¹ãÛ¡à, š¹à³Å¢ &¤} Î}Ñ‚àš> ëΤàγèÒ
GHT-21/P-I/A 10
Page 11
7. ª¥‚ »§⁄UÊÿ‚ÊÁ‹ÁŸ ÕÊπÊÿ ◊ÊŸ‚ Á’ÕÊŸ „Ê’Ê»§ÊÁ⁄U πÈ¥ŸÊ ÕÊπÊÿ ªÊŸÊ¥ ¡ÊŸÊÿ ⁄UÊ„Ê»§Ê⁄UÊ ¡Ê’Êÿ —
(a) ªÊflÊÁ⁄U, πÊ◊ÊÁŸ, ÁÕ‚ŸŸÊÿ •Ê⁄UÊ ©Ÿ‚¥ŸÊÿ ⁄UÊ„Ê»§Ê⁄U
(b) πÊÁ⁄UÁÕ, •Êã¡ÊŒ, ’Ê‚ÊŸ •Ê⁄UÊ ©Ÿ‚¥ŸÊÿ ⁄UÊ„Ê»§Ê⁄U
(c) πÊÁ⁄UÁÕ, ’Ê‚ÊŸ, ©Ÿ‚¥ŸÊÿ •Ê⁄UÊ ÁÕ‚ŸŸÊÿ ⁄UÊ„Ê»§Ê⁄U
(d) πÊÁ⁄UÁÕ, •Êã¡ÊŒ, ’Ê‚ÊŸ •Ê⁄UÊ ÁÕ‚ŸŸÊÿ ⁄UÊ„Ê»§Ê⁄U
7. The kind of services required for organizing a school guidance programme are :
(a) Personal, professional, placement and follow-up services
(b) Information, testing, counselling and follow-up services
(c) Information, counselling, follow-up and placement services
(d) Information, testing, counselling and placement services
8. t¡º¹ t¡à[ºA¡à ƒåJ>t¡ [ÅÛ¡o ëA¡ïź "à¹ç¡ ëÎÒüì¤à¹¹ l¡üšA¡¹oγèÒ [ƒÚà íÒìá :
[ÅÛ¡o ëA¡ïź l¡üšA¡¹o
(i) ¤¸àJ¸àA¡¹o ëA¡ïź (A) šå>¹ [>샢Å>
(ii) šøƒÅ¢>¹ ëA¡ïź (B) Îå[>¹ê¡[št¡
(iii) ÎÞê¡à>ã šøÅ—¹o¹ ëA¡ïź (C) áày-áàyã¹ Î}ìA¡t¡ l¡ü‡ý¡à¹
(iv) l¡ü„ãšA¡ [®¡Ät¡à¹ ëA¡ïź (D) áày-áàyã¹ [ºœ¡t¡à
(E) šà¹´š[¹A¡ [yû¡Ú๠Îàº-κ[>
(F) [>샢Å>
t¡ºt¡ [ƒÚà Ç¡‡ý¡ [³ºìi¡à ¤à[á l¡ü[º*¯à :
(a) (i)-(A), (ii)-(D), (iii)-(F), (iv)-(E)
(b) (i)-(C), (ii)-(D), (iii)-(A), (iv)-(E)
(c) (i)-(C), (ii)-(B), (iii)-(F), (iv)-(E)
(d) (i)-(B), (ii)-(D), (iii)-(C), (iv)-(A)
GHT-21/P-I/A 11 P.T.O.
(a) ªÊflÊÁ⁄U, πÊ◊ÊÁŸ, ÁÕ‚ŸŸÊÿ •Ê⁄UÊ ©Ÿ‚¥ŸÊÿ ⁄UÊ„Ê»§Ê⁄U
(b) πÊÁ⁄UÁÕ, •Êã¡ÊŒ, ’Ê‚ÊŸ •Ê⁄UÊ ©Ÿ‚¥ŸÊÿ ⁄UÊ„Ê»§Ê⁄U
(c) πÊÁ⁄UÁÕ, ’Ê‚ÊŸ, ©Ÿ‚¥ŸÊÿ •Ê⁄UÊ ÁÕ‚ŸŸÊÿ ⁄UÊ„Ê»§Ê⁄U
(d) πÊÁ⁄UÁÕ, •Êã¡ÊŒ, ’Ê‚ÊŸ •Ê⁄UÊ ÁÕ‚ŸŸÊÿ ⁄UÊ„Ê»§Ê⁄U
7. The kind of services required for organizing a school guidance programme are :
(a) Personal, professional, placement and follow-up services
(b) Information, testing, counselling and follow-up services
(c) Information, counselling, follow-up and placement services
(d) Information, testing, counselling and placement services
8. t¡º¹ t¡à[ºA¡à ƒåJ>t¡ [ÅÛ¡o ëA¡ïź "à¹ç¡ ëÎÒüì¤à¹¹ l¡üšA¡¹oγèÒ [ƒÚà íÒìá :
[ÅÛ¡o ëA¡ïź l¡üšA¡¹o
(i) ¤¸àJ¸àA¡¹o ëA¡ïź (A) šå>¹ [>샢Å>
(ii) šøƒÅ¢>¹ ëA¡ïź (B) Îå[>¹ê¡[št¡
(iii) ÎÞê¡à>ã šøÅ—¹o¹ ëA¡ïź (C) áày-áàyã¹ Î}ìA¡t¡ l¡ü‡ý¡à¹
(iv) l¡ü„ãšA¡ [®¡Ät¡à¹ ëA¡ïź (D) áày-áàyã¹ [ºœ¡t¡à
(E) šà¹´š[¹A¡ [yû¡Ú๠Îàº-κ[>
(F) [>샢Å>
t¡ºt¡ [ƒÚà Ç¡‡ý¡ [³ºìi¡à ¤à[á l¡ü[º*¯à :
(a) (i)-(A), (ii)-(D), (iii)-(F), (iv)-(E)
(b) (i)-(C), (ii)-(D), (iii)-(A), (iv)-(E)
(c) (i)-(C), (ii)-(B), (iii)-(F), (iv)-(E)
(d) (i)-(B), (ii)-(D), (iii)-(C), (iv)-(A)
GHT-21/P-I/A 11 P.T.O.
Page 12
8. [>ì´• l¡üìÀ[Jt¡ t¡à[ºA¡à‡ìÚ [ÅÛ¡à î>šå>¸ &¤} t¡àÒ๠l¡üšA¡¹o γèÒ šøƒv¡ ÒÒüÚàìá ú
[ÅÛ¡à ëA¡ïź l¡üšA¡¹o
(i) ¤¸àJ¸àA¡¹o ëA¡ïź (A) šå>@ [>샢Å>
(ii) šøƒÅ¢> ëA¡ïź (B) Îå[¤¤õt¡
(iii) ">åÎÞê¡à>ã šøÅ— ëA¡ïź (C) [ÅÛ¡à=㢠Î}ìA¡t¡ ¤¸àJ¸à
(iv) l¡ü„ãšA¡ [®¡Ät¡à¹ ëA¡ïź (D) [ÅÛ¡à=㢹 [ºœ¡t¡à
(E) [³=[ÑI¡Ú๠"¤Ñ‚à”z¹
(F) [>샢Å>
Ç¡‡ý¡ ÎàƒõŸ [>¤à¢[W¡t¡ A¡¹ :
(a) (i)-(A), (ii)-(D), (iii)-(F), (iv)-(E)
(b) (i)-(C), (ii)-(D), (iii)-(A), (iv)-(E)
(c) (i)-(C), (ii)-(B), (iii)-(F), (iv)-(E)
(d) (i)-(B), (ii)-(D), (iii)-(C), (iv)-(A)
8. ªÊ„ÊÿÁŸ Á‚Á⁄U ◊ÊŸŸÒÿÊfl »§Ê⁄UÊ¥ŸÊÿÁŸ ‚Ê‹Ê •Ê⁄UÊ ’»§Ê⁄UÁŸ ÕÊŒ⁄U‚Ê»§Ê⁄UπÊÒ „ÊŸÊÿ ¡ÊŒÊ¥ —
»§Ê⁄UÊ¥ŸÊÿ ‚Ê‹Ê ÕÊŒ⁄U‚Ê
(i) ’⁄UŸÊÿÁÕÿÊÁ⁄U ‚Ê‹Ê (A) Á»§Ÿ Á’ÕÊŸ
(ii) ÁŒÁãջȥ§ŸÊÿ ‚Ê‹Ê (B) ⁄UÊπÊÿÒ ◊π”ŸÊÿ
(iii) ‚Ê¥ÁÕÁŸ Á’ÁŒÁãÕ ‚Ê‹Ê (C) »§⁄UÊÿ‚ÊÁŸ ß‚Ê⁄UÊ ÁŒ„ÈŸŸÊÿ
(iv) ÕÈ‹È¥ªÊÿÊÁ⁄U ’ÊÿÁŒ ’ÊÿÁŒ ‚Ê‹Ê (D) »§⁄UÊÿ‚Ê ‚⁄U¡Ê’»§ÊŸÊÿ
(E) ◊ʪÊ-◊ÊÁª πÊ◊ÊÁŸÁŸ ‚Ê‹Êÿ-‚Ê‹”
(F) Á’ÕÊŸ
ªÊ„ÊÿÊfl „ÊŸÊÿ ÕÊ⁄U ªÊ⁄UÊ’‹ÊÿŸÊÿπÊÒ ‚Êÿπ”ŸÊ ÁŒ„ÈŸ —
(a) (i)-(A), (ii)-(D), (iii)-(F), (iv)-(E)
(b) (i)-(C), (ii)-(D), (iii)-(A), (iv)-(E)
(c) (i)-(C), (ii)-(B), (iii)-(F), (iv)-(E)
(d) (i)-(B), (ii)-(D), (iii)-(C), (iv)-(A)
8. The following lists show the teaching skills and their components :
Teaching Skill Component
(i) Explaining (A) Redirecting
(ii) Demonstration (B) Well stated
(iii) Probing Questioning (C) Interpreting pupils’ clues
(iv) Stimulus variation (D) Pupils’ involvement
(E) Changing interaction style
(F) Directing
Choose the correct match from the following :
(a) (i)-(A), (ii)-(D), (iii)-(F), (iv)-(E)
(b) (i)-(C), (ii)-(D), (iii)-(A), (iv)-(E)
(c) (i)-(C), (ii)-(B), (iii)-(F), (iv)-(E)
(d) (i)-(B), (ii)-(D), (iii)-(C), (iv)-(A)
GHT-21/P-I/A 12
[ÅÛ¡à ëA¡ïź l¡üšA¡¹o
(i) ¤¸àJ¸àA¡¹o ëA¡ïź (A) šå>@ [>샢Å>
(ii) šøƒÅ¢> ëA¡ïź (B) Îå[¤¤õt¡
(iii) ">åÎÞê¡à>ã šøÅ— ëA¡ïź (C) [ÅÛ¡à=㢠Î}ìA¡t¡ ¤¸àJ¸à
(iv) l¡ü„ãšA¡ [®¡Ät¡à¹ ëA¡ïź (D) [ÅÛ¡à=㢹 [ºœ¡t¡à
(E) [³=[ÑI¡Ú๠"¤Ñ‚à”z¹
(F) [>샢Å>
Ç¡‡ý¡ ÎàƒõŸ [>¤à¢[W¡t¡ A¡¹ :
(a) (i)-(A), (ii)-(D), (iii)-(F), (iv)-(E)
(b) (i)-(C), (ii)-(D), (iii)-(A), (iv)-(E)
(c) (i)-(C), (ii)-(B), (iii)-(F), (iv)-(E)
(d) (i)-(B), (ii)-(D), (iii)-(C), (iv)-(A)
8. ªÊ„ÊÿÁŸ Á‚Á⁄U ◊ÊŸŸÒÿÊfl »§Ê⁄UÊ¥ŸÊÿÁŸ ‚Ê‹Ê •Ê⁄UÊ ’»§Ê⁄UÁŸ ÕÊŒ⁄U‚Ê»§Ê⁄UπÊÒ „ÊŸÊÿ ¡ÊŒÊ¥ —
»§Ê⁄UÊ¥ŸÊÿ ‚Ê‹Ê ÕÊŒ⁄U‚Ê
(i) ’⁄UŸÊÿÁÕÿÊÁ⁄U ‚Ê‹Ê (A) Á»§Ÿ Á’ÕÊŸ
(ii) ÁŒÁãջȥ§ŸÊÿ ‚Ê‹Ê (B) ⁄UÊπÊÿÒ ◊π”ŸÊÿ
(iii) ‚Ê¥ÁÕÁŸ Á’ÁŒÁãÕ ‚Ê‹Ê (C) »§⁄UÊÿ‚ÊÁŸ ß‚Ê⁄UÊ ÁŒ„ÈŸŸÊÿ
(iv) ÕÈ‹È¥ªÊÿÊÁ⁄U ’ÊÿÁŒ ’ÊÿÁŒ ‚Ê‹Ê (D) »§⁄UÊÿ‚Ê ‚⁄U¡Ê’»§ÊŸÊÿ
(E) ◊ʪÊ-◊ÊÁª πÊ◊ÊÁŸÁŸ ‚Ê‹Êÿ-‚Ê‹”
(F) Á’ÕÊŸ
ªÊ„ÊÿÊfl „ÊŸÊÿ ÕÊ⁄U ªÊ⁄UÊ’‹ÊÿŸÊÿπÊÒ ‚Êÿπ”ŸÊ ÁŒ„ÈŸ —
(a) (i)-(A), (ii)-(D), (iii)-(F), (iv)-(E)
(b) (i)-(C), (ii)-(D), (iii)-(A), (iv)-(E)
(c) (i)-(C), (ii)-(B), (iii)-(F), (iv)-(E)
(d) (i)-(B), (ii)-(D), (iii)-(C), (iv)-(A)
8. The following lists show the teaching skills and their components :
Teaching Skill Component
(i) Explaining (A) Redirecting
(ii) Demonstration (B) Well stated
(iii) Probing Questioning (C) Interpreting pupils’ clues
(iv) Stimulus variation (D) Pupils’ involvement
(E) Changing interaction style
(F) Directing
Choose the correct match from the following :
(a) (i)-(A), (ii)-(D), (iii)-(F), (iv)-(E)
(b) (i)-(C), (ii)-(D), (iii)-(A), (iv)-(E)
(c) (i)-(C), (ii)-(B), (iii)-(F), (iv)-(E)
(d) (i)-(B), (ii)-(D), (iii)-(C), (iv)-(A)
GHT-21/P-I/A 12
Page 13
9. t¡º¹ ëA¡à>ìi¡à/ëA¡à>ìA¡Òüi¡à [A¡ìÅ๠"š¹à‹¹ Îà³à[\A¡ A¡à¹o >ÒÚ ?
(i) ëÅøoã Î}Qàt¡
(ii) š[¹Úàºt¡ ëƒàÈ™åv¡û¡ δ¬Þê¡
(iii) A¡³ ¤å[‡ý¡³v¡à
(iv) šÛ¡šà[t¡â«
Ç¡‡ý¡ [¤A¡¿ìi¡à ¤à[á l¡ü[º*¯à :
(a) (i), (ii) "à¹ç¡ (iii) (b) ³ày (ii)
(c) ³ày (i) "à¹ç¡ (ii) (d) (i), (ii) "à¹ç¡ (iv)
9. [>´•[º[Jt¡ ëA¡à>[i¡ íA¡ìÅ๠Î庮¡ "š¹à싹 Îà³à[\A¡ A¡à¹o >ìÒ ?
(i) ëÅøoã Î}Qàt¡
(ii) yç¡[i¡™åv¡û¡ šà[¹¤à[¹A¡ δ¬Þê¡
(iii) Ѭ¿ ¤å[‡ý¡³v¡à
(iv) šÛ¡šà[t¡â«
Ç¡‡ý¡ [¤A¡¿[i¡ [>¤à¢W¡> A¡¹ :
(a) (i), (ii) &¤} (iii) (b) &A¡³ày (ii)
(c) &A¡³ày (i) &¤} (ii) (d) (i), (ii) &¤} (iv)
9. ªÊ„ÊÿÁŸ ’’ÿÊ ’Ò‚Ê ªÊ‹Ò¸ ŒÊßÁŸÁªÁ⁄U ¡ÊŸÊÿÁŸ ‚◊Ê¡ÊÁ⁄U ¡Ê„ÊŸ Ÿæ§Ê?
(i) ÕÊπÊ•ÊÁ⁄U ŒÊæ§Ê’ÊÁ¡
(ii) ªÊÁ¡˝ Ÿπ⁄UÊÁ⁄U ‚Ê◊ÊãŒÊ
(iii) π◊ ‚Ê‹Ê ªÊŸÊ¥
(iv) •Ê¥ªÊÁ‚Ÿ ‚ÊŸŸÊÿ
ª’¥ Á»§ŸŸÊÿπÊÒ ‚Êÿπ” —
(a) (i), (ii) •Ê⁄UÊU (iii) (b) (ii) •Ê‹”
(c) (i) •Ê⁄UÊ (ii) •Ê‹” (d) (i), (ii) •Ê⁄UÊ (iv)
9. Which is/are not the social cause(s) of juvenile delinquency ?
(i) Class conflict
(ii) Defective family relations
(iii) Low intelligence
(iv) Favouritism
Choose the correct option :
(a) (i), (ii) and (iii) (b) only (ii)
(c) (i) and (ii) only (d) (i), (ii) and (iv)
GHT-21/P-I/A 13 P.T.O.
(i) ëÅøoã Î}Qàt¡
(ii) š[¹Úàºt¡ ëƒàÈ™åv¡û¡ δ¬Þê¡
(iii) A¡³ ¤å[‡ý¡³v¡à
(iv) šÛ¡šà[t¡â«
Ç¡‡ý¡ [¤A¡¿ìi¡à ¤à[á l¡ü[º*¯à :
(a) (i), (ii) "à¹ç¡ (iii) (b) ³ày (ii)
(c) ³ày (i) "à¹ç¡ (ii) (d) (i), (ii) "à¹ç¡ (iv)
9. [>´•[º[Jt¡ ëA¡à>[i¡ íA¡ìÅ๠Î庮¡ "š¹à싹 Îà³à[\A¡ A¡à¹o >ìÒ ?
(i) ëÅøoã Î}Qàt¡
(ii) yç¡[i¡™åv¡û¡ šà[¹¤à[¹A¡ δ¬Þê¡
(iii) Ѭ¿ ¤å[‡ý¡³v¡à
(iv) šÛ¡šà[t¡â«
Ç¡‡ý¡ [¤A¡¿[i¡ [>¤à¢W¡> A¡¹ :
(a) (i), (ii) &¤} (iii) (b) &A¡³ày (ii)
(c) &A¡³ày (i) &¤} (ii) (d) (i), (ii) &¤} (iv)
9. ªÊ„ÊÿÁŸ ’’ÿÊ ’Ò‚Ê ªÊ‹Ò¸ ŒÊßÁŸÁªÁ⁄U ¡ÊŸÊÿÁŸ ‚◊Ê¡ÊÁ⁄U ¡Ê„ÊŸ Ÿæ§Ê?
(i) ÕÊπÊ•ÊÁ⁄U ŒÊæ§Ê’ÊÁ¡
(ii) ªÊÁ¡˝ Ÿπ⁄UÊÁ⁄U ‚Ê◊ÊãŒÊ
(iii) π◊ ‚Ê‹Ê ªÊŸÊ¥
(iv) •Ê¥ªÊÁ‚Ÿ ‚ÊŸŸÊÿ
ª’¥ Á»§ŸŸÊÿπÊÒ ‚Êÿπ” —
(a) (i), (ii) •Ê⁄UÊU (iii) (b) (ii) •Ê‹”
(c) (i) •Ê⁄UÊ (ii) •Ê‹” (d) (i), (ii) •Ê⁄UÊ (iv)
9. Which is/are not the social cause(s) of juvenile delinquency ?
(i) Class conflict
(ii) Defective family relations
(iii) Low intelligence
(iv) Favouritism
Choose the correct option :
(a) (i), (ii) and (iii) (b) only (ii)
(c) (i) and (ii) only (d) (i), (ii) and (iv)
GHT-21/P-I/A 13 P.T.O.
Page 14
10. &\> ¤¸[v¡û¡¹ l¡üì„Ÿšèo¢®¡àì¯ A¡à™¢ A¡¹à, ™å[v¡û¡Î}Kt¡ [W¡”zà A¡¹à "à¹ç¡ š[¹ì¤Å¹ ºKt¡ A¡à™¢A¡¹ã®¡àì¯ JàšJàÒü
š¹à¹ šågã®è¡t¡ Îà³=¢Òü íÒìá ¤¸[v¡û¡K¹àA¡ã¹ :
(a) ¤¸[v¡û¡â« (b) Îõ\>Åãºt¡à
(c) γàì™à\> (d) ¤å[‡ý¡
10. ëA¡à> ¤¸[v¡û¡ [¤ìÅìȹ l¡üì„Ÿ šøìoà[ƒt¡ A¡³¢, ™å[v¡û¡Î}Kt¡ [W¡”zà‹à¹à &¤} š[¹ì¤Å ">åA衺 A¡à™¢A¡à[¹t¡à¹
šègã®è¡t¡ Îà³=¢ìA¡ ¤ºà ÒÚ :
(a) ¤¸[v¡û¡â« (b) Îõ\>Åãºt¡à
(c) γÞÚ (γì™à\>) (d) ¤å[‡ý¡¤v¡à (¤å[‡ý¡³v¡à)
10. ‚Ê‚ ‚È’È¥ÁŸ ÕÊ¥Áπ •Ê’ÈæÒ§ πÊ◊ÊÁŸ ◊ÊflŸÊÿ, Ÿ¥ªÊÒπÊÒ ‚ÊŸŸÊÿ •Ê⁄UÊ •Êfl„ÊflÊ¡Ê¥ ªÊ⁄UÊ’ŸÊŸÒ ◊ʪÊ-◊ÊÁª πÊ◊ÊÁŸ ◊ÊflŸÊ
„ÊŸÊÿ ªÈŸπÊÒ ’Èæ§Ê —
(a) ‚È’È¥ÁÕÿÊÁ⁄U (b) ‚ÊÁ¡¸ÕÊßÿÊÁ⁄U
(c) ªÊ⁄UÊ’ÁÕÿÊÁ⁄U (d) ‚Ê‹Ê
10. The aggregate or global capacity of the individual to act purposefully, to think rationally and
to deal effectively with his/her environment is called :
(a) Personality (b) Creativity
(c) Adjustment (d) Intelligence
11. t¡ºt¡ [ƒÚà ëA¡à>ìi¡à ëÛ¡y [ÅÛ¡à ³ì>à[¤`¡à>¹ "”z®¢è¡v¡û >ÒÚ ?
(a) [A¡ šØn¡æ¯à¤ ºàìK ? (b) A¡àA¡ šØn¡æ¯à¤ ºàìK ?
(c) ìA¡ì>îA¡ šØn¡æ¯à¤ ºàìK ? (d) [A¡Ú šØn¡æ¯à¤ ºàìK ?
11. [>´•[º[Jt¡ ëA¡à> ëÛ¡y[i¡ [ÅÛ¡à ³ì>à[¤`¡àì>¹ "”z®è¡¢v¡û¡ >ìÒ ?
(a) [A¡ [ÅÛ¡àƒà> l¡ü[W¡; ? (b) A¡àÒàìA¡ [ÅÛ¡àƒà> l¡ü[W¡; ?
(c) [A¡ ‹¹ì>¹ [ÅÛ¡àƒà> l¡ü[W¡; ? (d) ëA¡> [ÅÛ¡àƒà> l¡ü[W¡; ?
11. ªÊ„ÊÿÊfl „ÊŸÊÿ ’’ •ÊflÕÊÿÊ ‚Ê‹Ê¥ÕÊß ªÊ‚Ê Á’ÁªÿÊŸÊfl ‚⁄U¡Ê’»§ÊÿÊ?
(a) ◊Ê »§⁄UÊÿ„ÊŸÊ¥ªÊÒ? (b) ‚Ê⁄UπÊÒ »§⁄UÊÿ„ÊŸÊ¥ªÊÒ?
(c) ◊Ê’Ê⁄ÒU »§⁄UÊÿ„ÊŸÊ¥ªÊÒ? (d) ◊ÊŸÊ »§⁄UÊÿ„ÊŸÊ¥ªÊÒ?
11. Which of the following areas is not included in Educational Psychology ?
(a) What is to be taught ? (b) Who is to be taught ?
(c) How is to be taught ? (d) Why is to be taught ?
GHT-21/P-I/A 14
š¹à¹ šågã®è¡t¡ Îà³=¢Òü íÒìá ¤¸[v¡û¡K¹àA¡ã¹ :
(a) ¤¸[v¡û¡â« (b) Îõ\>Åãºt¡à
(c) γàì™à\> (d) ¤å[‡ý¡
10. ëA¡à> ¤¸[v¡û¡ [¤ìÅìȹ l¡üì„Ÿ šøìoà[ƒt¡ A¡³¢, ™å[v¡û¡Î}Kt¡ [W¡”zà‹à¹à &¤} š[¹ì¤Å ">åA衺 A¡à™¢A¡à[¹t¡à¹
šègã®è¡t¡ Îà³=¢ìA¡ ¤ºà ÒÚ :
(a) ¤¸[v¡û¡â« (b) Îõ\>Åãºt¡à
(c) γÞÚ (γì™à\>) (d) ¤å[‡ý¡¤v¡à (¤å[‡ý¡³v¡à)
10. ‚Ê‚ ‚È’È¥ÁŸ ÕÊ¥Áπ •Ê’ÈæÒ§ πÊ◊ÊÁŸ ◊ÊflŸÊÿ, Ÿ¥ªÊÒπÊÒ ‚ÊŸŸÊÿ •Ê⁄UÊ •Êfl„ÊflÊ¡Ê¥ ªÊ⁄UÊ’ŸÊŸÒ ◊ʪÊ-◊ÊÁª πÊ◊ÊÁŸ ◊ÊflŸÊ
„ÊŸÊÿ ªÈŸπÊÒ ’Èæ§Ê —
(a) ‚È’È¥ÁÕÿÊÁ⁄U (b) ‚ÊÁ¡¸ÕÊßÿÊÁ⁄U
(c) ªÊ⁄UÊ’ÁÕÿÊÁ⁄U (d) ‚Ê‹Ê
10. The aggregate or global capacity of the individual to act purposefully, to think rationally and
to deal effectively with his/her environment is called :
(a) Personality (b) Creativity
(c) Adjustment (d) Intelligence
11. t¡ºt¡ [ƒÚà ëA¡à>ìi¡à ëÛ¡y [ÅÛ¡à ³ì>à[¤`¡à>¹ "”z®¢è¡v¡û >ÒÚ ?
(a) [A¡ šØn¡æ¯à¤ ºàìK ? (b) A¡àA¡ šØn¡æ¯à¤ ºàìK ?
(c) ìA¡ì>îA¡ šØn¡æ¯à¤ ºàìK ? (d) [A¡Ú šØn¡æ¯à¤ ºàìK ?
11. [>´•[º[Jt¡ ëA¡à> ëÛ¡y[i¡ [ÅÛ¡à ³ì>à[¤`¡àì>¹ "”z®è¡¢v¡û¡ >ìÒ ?
(a) [A¡ [ÅÛ¡àƒà> l¡ü[W¡; ? (b) A¡àÒàìA¡ [ÅÛ¡àƒà> l¡ü[W¡; ?
(c) [A¡ ‹¹ì>¹ [ÅÛ¡àƒà> l¡ü[W¡; ? (d) ëA¡> [ÅÛ¡àƒà> l¡ü[W¡; ?
11. ªÊ„ÊÿÊfl „ÊŸÊÿ ’’ •ÊflÕÊÿÊ ‚Ê‹Ê¥ÕÊß ªÊ‚Ê Á’ÁªÿÊŸÊfl ‚⁄U¡Ê’»§ÊÿÊ?
(a) ◊Ê »§⁄UÊÿ„ÊŸÊ¥ªÊÒ? (b) ‚Ê⁄UπÊÒ »§⁄UÊÿ„ÊŸÊ¥ªÊÒ?
(c) ◊Ê’Ê⁄ÒU »§⁄UÊÿ„ÊŸÊ¥ªÊÒ? (d) ◊ÊŸÊ »§⁄UÊÿ„ÊŸÊ¥ªÊÒ?
11. Which of the following areas is not included in Educational Psychology ?
(a) What is to be taught ? (b) Who is to be taught ?
(c) How is to be taught ? (d) Why is to be taught ?
GHT-21/P-I/A 14
Page 15
12. šàk¡-š[¹A¡¿>๠Òढài¢¡¹ Ñz¹Î³èÒ¹ Ç¡‡ý¡ yû¡³ìi¡à Ò’º :
(a) šøÑñ[t¡, l¡üšÑ‚àš>, ">åÎ}K, Îà‹à¹oãA¡¹o, šøìÚàK¡
(b) šøÑñ[t¡, l¡üšÑ‚àš>, šøìÚàK, ">åÎ}K, Îà‹à¹oãA¡¹o
(c) šøÑñ[t¡, l¡üšÑ‚àš>, ">åÎ}K, šøìÚàK, Îà‹à¹oãA¡¹o
(d) šøÑñ[t¡, l¡üšÑ‚àš>, Îà‹à¹oãA¡¹o, šøìÚàK, ">åÎ}K¡
12. Òà¤à¢ìi¡¢¹ ³t¡ ">åι㠚àk¡ƒà> š[¹A¡¿>๠ǡ‡ý¡ yû¡³[i¡ :
(a) šøÑñ[t¡, l¡üšÑ‚àš>, ">åÎU, Îà‹à¹oãA¡¹o, šøìÚàK
(b) šøÑñ[t¡, l¡üšÑ‚àš>, šøìÚàK, ">åÎU, Îà‹à¹oãA¡¹o
(c) šøÑñ[t¡, l¡üšÑ‚àš>, ">åÎU, šøìÚàK, Îà‹à¹oãA¡¹o
(d) šøÑñ[t¡, l¡üšÑ‚àš>, Îà‹à¹oãA¡¹o, šøìÚàK, ">åÎU¡
12. »§⁄UÊ»§ÊÁ⁄U Á’ÕÊ¥ÁπÿÊfl „ʒʸ≈¸UÁŸ ⁄UÊ„Ê»§Ê⁄UÁŸ ÕÊ⁄U »§ÊÁ⁄UÁÕÿÊ ¡ÊŒÊ¥ —
(a) ÁÕÿÊÁ⁄U πÊ‹Ê◊ŸÊÿ, ÁŒÁãÕŸÊÿ, ¡ÕÊÿŸÊÿ, ‚⁄UÊ‚Ÿ‚˝ÊÿÊÁ⁄U, ’Ê„ÊÿÁÕ
(b) ÁÕÿÊÁ⁄U πÊ‹Ê◊ŸÊÿ, ÁŒÁãÕŸÊÿ, ’Ê„ÊÿÁÕ, ¡ÕÊÿŸÊÿ, ‚⁄UÊ‚Ÿ‚˝ÊÿÊÁ⁄U
(c) ÁÕÿÊÁ⁄U πÊ‹Ê◊ŸÊÿ, ÁŒÁãÕŸÊÿ, ¡ÕÊÿŸÊÿ, ’Ê„ÊÿÁÕ, ‚⁄UÊ‚Ÿ‚˝ÊÿÊÁ⁄U
(d) ÁÕÿÊÁ⁄U πÊ‹Ê◊ŸÊÿ, ÁŒÁãÕŸÊÿ, ‚⁄UÊ‚Ÿ‚˝ÊÿÊÁ⁄U, ’Ê„ÊÿÁÕ, ¡ÕÊÿŸÊÿ
12. The correct order of Herbartian steps of planning a lesson is :
(a) Preparation, Presentation, Association, Generalization, Application
(b) Preparation, Presentation, Application, Association, Generalization
(c) Preparation, Presentation, Association, Application, Generalization
(d) Preparation, Presentation, Generalization, Application, Association
13. šå>¹ [>[¤Ê¡A¡¹o (Refocusing) A¡¹à ÒÚ ë™[t¡Úà áày/áàyã &K¹àA¡ã¹ l¡üv¡¹ìi¡à :
(a) δšèo¢ Ç¡‡ý¡ ÒÚ¡ (b) "à}[ÅA¡®¡àì¯ Ç¡‡ý¡ ÒÚ¡
(c) "à‹¹ç¡¯à ("δšèo¢) ÒÚ¡ (d) δšèo¢ ®å¡º ÒÚ¡
13. šå>@ [>[¤Ê¡A¡¹ìo¹ šøìÚà\>ãÚt¡à ™J> ëA¡à> [ÅÛ¡à=㢹 šøƒv¡ l¡üv¡¹ :
(a) δšèo¢ Ç¡‡ý¡ ÒÚ (b) "à}[ÅA¡®¡àì¤ Ç¡‡ý¡ ÒÚ
(c) "δšèo¢ ÒÚ (d) δšèo¢ °à”z ÒÚ
13. »§Ê⁄U◊ÊÿÁ»§ŸŸÊÿÊ (Refocusing) ¡ÊÿÊ ¡é‹Ê »§⁄UÊÿ‚Ê ‚Ê‚ÁŸ Á»§ŸŸÊÿÊ —
(a) •Ê’ÈæÒ§ ÕÊ⁄U ¡ÊÿÊ (b) πÊfl‚‹” ÕÊ⁄U ¡ÊÿÊ
(c) •Ê’È¥ ¡ÊÿÊ (d) •Ê’ÈæÒ§ ªÊ⁄UÊÁãÕ ¡ÊÿÊ
GHT-21/P-I/A 15 P.T.O.
(a) šøÑñ[t¡, l¡üšÑ‚àš>, ">åÎ}K, Îà‹à¹oãA¡¹o, šøìÚàK¡
(b) šøÑñ[t¡, l¡üšÑ‚àš>, šøìÚàK, ">åÎ}K, Îà‹à¹oãA¡¹o
(c) šøÑñ[t¡, l¡üšÑ‚àš>, ">åÎ}K, šøìÚàK, Îà‹à¹oãA¡¹o
(d) šøÑñ[t¡, l¡üšÑ‚àš>, Îà‹à¹oãA¡¹o, šøìÚàK, ">åÎ}K¡
12. Òà¤à¢ìi¡¢¹ ³t¡ ">åι㠚àk¡ƒà> š[¹A¡¿>๠ǡ‡ý¡ yû¡³[i¡ :
(a) šøÑñ[t¡, l¡üšÑ‚àš>, ">åÎU, Îà‹à¹oãA¡¹o, šøìÚàK
(b) šøÑñ[t¡, l¡üšÑ‚àš>, šøìÚàK, ">åÎU, Îà‹à¹oãA¡¹o
(c) šøÑñ[t¡, l¡üšÑ‚àš>, ">åÎU, šøìÚàK, Îà‹à¹oãA¡¹o
(d) šøÑñ[t¡, l¡üšÑ‚àš>, Îà‹à¹oãA¡¹o, šøìÚàK, ">åÎU¡
12. »§⁄UÊ»§ÊÁ⁄U Á’ÕÊ¥ÁπÿÊfl „ʒʸ≈¸UÁŸ ⁄UÊ„Ê»§Ê⁄UÁŸ ÕÊ⁄U »§ÊÁ⁄UÁÕÿÊ ¡ÊŒÊ¥ —
(a) ÁÕÿÊÁ⁄U πÊ‹Ê◊ŸÊÿ, ÁŒÁãÕŸÊÿ, ¡ÕÊÿŸÊÿ, ‚⁄UÊ‚Ÿ‚˝ÊÿÊÁ⁄U, ’Ê„ÊÿÁÕ
(b) ÁÕÿÊÁ⁄U πÊ‹Ê◊ŸÊÿ, ÁŒÁãÕŸÊÿ, ’Ê„ÊÿÁÕ, ¡ÕÊÿŸÊÿ, ‚⁄UÊ‚Ÿ‚˝ÊÿÊÁ⁄U
(c) ÁÕÿÊÁ⁄U πÊ‹Ê◊ŸÊÿ, ÁŒÁãÕŸÊÿ, ¡ÕÊÿŸÊÿ, ’Ê„ÊÿÁÕ, ‚⁄UÊ‚Ÿ‚˝ÊÿÊÁ⁄U
(d) ÁÕÿÊÁ⁄U πÊ‹Ê◊ŸÊÿ, ÁŒÁãÕŸÊÿ, ‚⁄UÊ‚Ÿ‚˝ÊÿÊÁ⁄U, ’Ê„ÊÿÁÕ, ¡ÕÊÿŸÊÿ
12. The correct order of Herbartian steps of planning a lesson is :
(a) Preparation, Presentation, Association, Generalization, Application
(b) Preparation, Presentation, Application, Association, Generalization
(c) Preparation, Presentation, Association, Application, Generalization
(d) Preparation, Presentation, Generalization, Application, Association
13. šå>¹ [>[¤Ê¡A¡¹o (Refocusing) A¡¹à ÒÚ ë™[t¡Úà áày/áàyã &K¹àA¡ã¹ l¡üv¡¹ìi¡à :
(a) δšèo¢ Ç¡‡ý¡ ÒÚ¡ (b) "à}[ÅA¡®¡àì¯ Ç¡‡ý¡ ÒÚ¡
(c) "à‹¹ç¡¯à ("δšèo¢) ÒÚ¡ (d) δšèo¢ ®å¡º ÒÚ¡
13. šå>@ [>[¤Ê¡A¡¹ìo¹ šøìÚà\>ãÚt¡à ™J> ëA¡à> [ÅÛ¡à=㢹 šøƒv¡ l¡üv¡¹ :
(a) δšèo¢ Ç¡‡ý¡ ÒÚ (b) "à}[ÅA¡®¡àì¤ Ç¡‡ý¡ ÒÚ
(c) "δšèo¢ ÒÚ (d) δšèo¢ °à”z ÒÚ
13. »§Ê⁄U◊ÊÿÁ»§ŸŸÊÿÊ (Refocusing) ¡ÊÿÊ ¡é‹Ê »§⁄UÊÿ‚Ê ‚Ê‚ÁŸ Á»§ŸŸÊÿÊ —
(a) •Ê’ÈæÒ§ ÕÊ⁄U ¡ÊÿÊ (b) πÊfl‚‹” ÕÊ⁄U ¡ÊÿÊ
(c) •Ê’È¥ ¡ÊÿÊ (d) •Ê’ÈæÒ§ ªÊ⁄UÊÁãÕ ¡ÊÿÊ
GHT-21/P-I/A 15 P.T.O.
Page 16
13. ‘Refocusing’ is done when the response of the student is :
(a) Totally correct (b) Partially correct
(c) Incomplete (d) Entirely wrong
14. áày-áàyãA¡ Q¹ç¡¯à A¡³¢ (Home Assignment) [ƒÚ๠³èº l¡üì„Ÿ Ò’º :
(a) áày-áàyãÎA¡ºA¡ Q¹t¡ ¤¸Ñz ¹Jà¡ú
(b) áày-áàyã¹ "à\[¹ Î³Ú ™ì=àš™åv¡û¡®¡àì¯ ¤¸¯Ò๠A¡ì¹à¯à¡ú
(c) Î³Ú ³ìt¡ šàk¡¸yû¡³ ëÅÈ A¡¹à¡ú
(d) Ѭ-"‹¸Ú>¹ "®¡¸àÎ K[Øn¡ ët¡àºà¡ú
14. [ÅÛ¡à=ã¢/šàk¡à=ã¢ìA¡ [>[ƒ¢Ê¡¡ ‘KõÒA¡³¢’ [¤t¡¹o A¡¹à¹ ³èº l¡üì„Ÿ :
(a) šø[t¡\> [ÅÛ¡à=ã¢ìA¡ [>\KõìÒ ¤¸àÑz ¹àJà
(b) šø[t¡\> [ÅÛ¡à=㢹 "¤A¡àÅ A¡à캹 ΃ô¤¸¤Ò๠A¡¹à
(c) šàk¡¸yû¡³ ÎèW¡ã¹ γìÚà[W¡t¡ γàš>
(d) Ѭ-"‹¸Úì>¹ "®¡¸àÎ š[¹¤‹¢> A¡¹à
14. »§⁄UÊÿ‚Ê»§Ê⁄UŸÊ •ÊπÊßÁŸ „Ê’Ê (Home Assignment) „⁄UŸÊÿÁŸ ªÊ„Êß ÕÊ¥ÁπÿÊŸÊ ¡ÊŒÊ¥ —
(a) »§⁄UÊÿ‚Ê»§Ê⁄UπÊÒ Ÿπ⁄UÊfl ◊ÈπÈ’ ‹ÊÁπŸÊÿ
(b) »§⁄UÊÿ‚ÊÁŸ Á¡⁄UÊÿŸÊÿ ‚◊πÊÒ ÁÕ ÁÕÿÒ ’Ê„Êÿ „ÊŸÊÿ
(c) ‚◊’ÊÁŒÿÒ »§⁄UÊ»§ÊÁ⁄UπÊÒ »§Ê¡Ê’ŸÊÿ
(d) ªÊfl’Ê ªÊfl »§⁄UÊÿŸÊÿÁŸ „ÈŒÊ ‹Ê’ÊŸÊ „ÊŸÊÿ
14. The main objective of giving home assignment to students is to :
(a) keep the student busy at home.
(b) use students’ leisure time effectively.
(c) cover the syllabus on time.
(d) develop the habit of self-study.
GHT-21/P-I/A 16
(a) Totally correct (b) Partially correct
(c) Incomplete (d) Entirely wrong
14. áày-áàyãA¡ Q¹ç¡¯à A¡³¢ (Home Assignment) [ƒÚ๠³èº l¡üì„Ÿ Ò’º :
(a) áày-áàyãÎA¡ºA¡ Q¹t¡ ¤¸Ñz ¹Jà¡ú
(b) áày-áàyã¹ "à\[¹ Î³Ú ™ì=àš™åv¡û¡®¡àì¯ ¤¸¯Ò๠A¡ì¹à¯à¡ú
(c) Î³Ú ³ìt¡ šàk¡¸yû¡³ ëÅÈ A¡¹à¡ú
(d) Ѭ-"‹¸Ú>¹ "®¡¸àÎ K[Øn¡ ët¡àºà¡ú
14. [ÅÛ¡à=ã¢/šàk¡à=ã¢ìA¡ [>[ƒ¢Ê¡¡ ‘KõÒA¡³¢’ [¤t¡¹o A¡¹à¹ ³èº l¡üì„Ÿ :
(a) šø[t¡\> [ÅÛ¡à=ã¢ìA¡ [>\KõìÒ ¤¸àÑz ¹àJà
(b) šø[t¡\> [ÅÛ¡à=㢹 "¤A¡àÅ A¡à캹 ΃ô¤¸¤Ò๠A¡¹à
(c) šàk¡¸yû¡³ ÎèW¡ã¹ γìÚà[W¡t¡ γàš>
(d) Ѭ-"‹¸Úì>¹ "®¡¸àÎ š[¹¤‹¢> A¡¹à
14. »§⁄UÊÿ‚Ê»§Ê⁄UŸÊ •ÊπÊßÁŸ „Ê’Ê (Home Assignment) „⁄UŸÊÿÁŸ ªÊ„Êß ÕÊ¥ÁπÿÊŸÊ ¡ÊŒÊ¥ —
(a) »§⁄UÊÿ‚Ê»§Ê⁄UπÊÒ Ÿπ⁄UÊfl ◊ÈπÈ’ ‹ÊÁπŸÊÿ
(b) »§⁄UÊÿ‚ÊÁŸ Á¡⁄UÊÿŸÊÿ ‚◊πÊÒ ÁÕ ÁÕÿÒ ’Ê„Êÿ „ÊŸÊÿ
(c) ‚◊’ÊÁŒÿÒ »§⁄UÊ»§ÊÁ⁄UπÊÒ »§Ê¡Ê’ŸÊÿ
(d) ªÊfl’Ê ªÊfl »§⁄UÊÿŸÊÿÁŸ „ÈŒÊ ‹Ê’ÊŸÊ „ÊŸÊÿ
14. The main objective of giving home assignment to students is to :
(a) keep the student busy at home.
(b) use students’ leisure time effectively.
(c) cover the syllabus on time.
(d) develop the habit of self-study.
GHT-21/P-I/A 16
Page 17
15. ‘‘šàk¡ƒà>¹ ëÅÈt¡ áày-áàyãÎA¡ìº [>l¡üi¡>¹ K[t¡¹ tõ¡t¡ãÚ Îèyìi¡à l¡üƒàÒ¹oì¹ íÎìt¡ ¤¸àJ¸à A¡[¹¤ šà[¹¤¡ú’’
-&Òüìi¡à [ÅÛ¡àƒà>¹ &i¡à [>샢Å>à³èºA¡ l¡üì„Ÿ¹ l¡üƒàÒ¹o :
(a) `¡à> Ñz¹¹ l¡üì„Ÿ¡ (b) ì¤à‹ Ñz¹¹ l¡üì„Ÿ¡
(c) šøìÚàK Ñz¹¹ l¡üì„Ÿ¡ (d) ³èº¸àÚ> Ñz¹¹ l¡üì„Ÿ¡
15. ‘[ÅÛ¡àƒà> "ì”z [ÅÛ¡à=㢠[>l¡üi¡ì>¹ K[t¡¹ tõ¡t¡ãÚ Îèy[i¡ l¡üƒàÒ¹o γ[Þìt¡ ¤¸àJ¸à A¡[¹ìt¡ γ=¢ ÒÒü줒 - ÒüÒà
[ÅÛ¡àƒà> š‡ý¡[t¡¹ &A¡[i¡ :
(a) `¡à> Ñzì¹¹ l¡üì„Ÿ (b) ë¤à‹ Ñzì¹¹ l¡üì„Ÿ
(c) šøìÚàK Ñzì¹¹ l¡üì„Ÿ (d) ³èº¸àÚ> Ñzì¹¹ l¡üì„Ÿ
15. ““»§⁄UÊ »§⁄UÊÿπÊ¥ŸÊÿÁŸ ©ŸÊfl »§⁄UÊÿ‚Ê»§Ê⁄UÊ ÁŸ©≈UŸÁŸ ÕÊ◊ÁÕ πÊ⁄UÕÊß πÊÁãÕπÊÒ Á’ÁŒÁãÕ „ÊŸÊŸÒ ’πflŸÊ „ʪʟ–”” ’ÿÊ
‚Ê‹Ê¥ÕÊß „ÊŸÊÿÁŸ ◊ÊŸ‚ —
(a) ÁªÿÊŸ ÕÊπÊÁŸ ÕÊ¥Áπ (b) ◊ÊãŒÊ¥ŸÊÿ ÕÊπÊÁŸ ÕÊ¥Áπ
(c) ’Ê„ÊÿÕÊÿ ÕÊπÊÁŸ ÕÊ¥Áπ (d) ‚È◊ÊŸÕÊß ÕÊπÊÁŸ ÕÊ¥Áπ
15. “After completion of the class, the pupils will be able to explain Newton’s Third Law of
motion with examples.” This is an example of an instructional objective of :
(a) Knowledge level (b) Comprehension level
(c) Application level (d) Evaluation level
16. t¡º¹ ëA¡à>ìi¡à =o¢l¡àÒüA¡¹ [ÅA¡> (Learning) ¹ šøà=[³A¡ >ã[t¡ (Îèy) >ÒÚ ?
(a) šøÑñ[t¡¹ Îèy/>ã[t¡ (b) t¡ã¤öt¡à¹ Îèy/>ã[t¡
(c) ">åÅãº>¹ Îèy/>ã[t¡ (d) š[¹oà³ ¤à ó¡ºà󡺹 Îèy/>ã[t¡
16. [>´•[º[Jt¡ ëA¡à>[i¡ =>¢l¡àÒüA¡ [ÅÛ¡o š‡ý¡[t¡¹ šøà=[³A¡ Îèy >ìÒ ?
(a) šøÑñ[t¡¹ Îèy (b) šøKàØn¡t¡à/t¡ã¤øt¡à¹ Îèy
(c) ">åÅãºì>¹/W¡W¡à¢¹ Îèy (d) š[¹oà³/ó¡ºàó¡ìº¹ Îèy
16. ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ÿÊ ÕŸ¸«UÊß∑§ÁŸ ‚Ê‹Ê¥ŸÊÿÁŸ ªÈÁŒ πÊÁãÕ Ÿæ§Ê?
(a) ÁÕÿÊÁ⁄U πÊÁãÕ (b) ªÊ∫Ê¥ÁÕ πÊÁãÕ
(c) ©Ÿ‚Ê‹Ê¥ÁÕ πÊÁãÕ (d) ©ŸÁ»§ÕÊß πÊÁãÕ
GHT-21/P-I/A 17 P.T.O.
-&Òüìi¡à [ÅÛ¡àƒà>¹ &i¡à [>샢Å>à³èºA¡ l¡üì„Ÿ¹ l¡üƒàÒ¹o :
(a) `¡à> Ñz¹¹ l¡üì„Ÿ¡ (b) ì¤à‹ Ñz¹¹ l¡üì„Ÿ¡
(c) šøìÚàK Ñz¹¹ l¡üì„Ÿ¡ (d) ³èº¸àÚ> Ñz¹¹ l¡üì„Ÿ¡
15. ‘[ÅÛ¡àƒà> "ì”z [ÅÛ¡à=㢠[>l¡üi¡ì>¹ K[t¡¹ tõ¡t¡ãÚ Îèy[i¡ l¡üƒàÒ¹o γ[Þìt¡ ¤¸àJ¸à A¡[¹ìt¡ γ=¢ ÒÒü줒 - ÒüÒà
[ÅÛ¡àƒà> š‡ý¡[t¡¹ &A¡[i¡ :
(a) `¡à> Ñzì¹¹ l¡üì„Ÿ (b) ë¤à‹ Ñzì¹¹ l¡üì„Ÿ
(c) šøìÚàK Ñzì¹¹ l¡üì„Ÿ (d) ³èº¸àÚ> Ñzì¹¹ l¡üì„Ÿ
15. ““»§⁄UÊ »§⁄UÊÿπÊ¥ŸÊÿÁŸ ©ŸÊfl »§⁄UÊÿ‚Ê»§Ê⁄UÊ ÁŸ©≈UŸÁŸ ÕÊ◊ÁÕ πÊ⁄UÕÊß πÊÁãÕπÊÒ Á’ÁŒÁãÕ „ÊŸÊŸÒ ’πflŸÊ „ʪʟ–”” ’ÿÊ
‚Ê‹Ê¥ÕÊß „ÊŸÊÿÁŸ ◊ÊŸ‚ —
(a) ÁªÿÊŸ ÕÊπÊÁŸ ÕÊ¥Áπ (b) ◊ÊãŒÊ¥ŸÊÿ ÕÊπÊÁŸ ÕÊ¥Áπ
(c) ’Ê„ÊÿÕÊÿ ÕÊπÊÁŸ ÕÊ¥Áπ (d) ‚È◊ÊŸÕÊß ÕÊπÊÁŸ ÕÊ¥Áπ
15. “After completion of the class, the pupils will be able to explain Newton’s Third Law of
motion with examples.” This is an example of an instructional objective of :
(a) Knowledge level (b) Comprehension level
(c) Application level (d) Evaluation level
16. t¡º¹ ëA¡à>ìi¡à =o¢l¡àÒüA¡¹ [ÅA¡> (Learning) ¹ šøà=[³A¡ >ã[t¡ (Îèy) >ÒÚ ?
(a) šøÑñ[t¡¹ Îèy/>ã[t¡ (b) t¡ã¤öt¡à¹ Îèy/>ã[t¡
(c) ">åÅãº>¹ Îèy/>ã[t¡ (d) š[¹oà³ ¤à ó¡ºà󡺹 Îèy/>ã[t¡
16. [>´•[º[Jt¡ ëA¡à>[i¡ =>¢l¡àÒüA¡ [ÅÛ¡o š‡ý¡[t¡¹ šøà=[³A¡ Îèy >ìÒ ?
(a) šøÑñ[t¡¹ Îèy (b) šøKàØn¡t¡à/t¡ã¤øt¡à¹ Îèy
(c) ">åÅãºì>¹/W¡W¡à¢¹ Îèy (d) š[¹oà³/ó¡ºàó¡ìº¹ Îèy
16. ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ÿÊ ÕŸ¸«UÊß∑§ÁŸ ‚Ê‹Ê¥ŸÊÿÁŸ ªÈÁŒ πÊÁãÕ Ÿæ§Ê?
(a) ÁÕÿÊÁ⁄U πÊÁãÕ (b) ªÊ∫Ê¥ÁÕ πÊÁãÕ
(c) ©Ÿ‚Ê‹Ê¥ÁÕ πÊÁãÕ (d) ©ŸÁ»§ÕÊß πÊÁãÕ
GHT-21/P-I/A 17 P.T.O.
Page 18
16. Which of the following is not a basic law of learning developed by Thorndike ?
(a) Law of Readiness (b) Law of Intensity
(c) Law of Exercise (d) Law of Effect
17. &\> [ÅÛ¡ìA¡ šàk¡ƒà> A¡ì¹òàìt¡ šk¡>ãÚ [¤ÈÚ¤Ññ¹ ºKt¡ ëÎÒü [¤ÈÚ¹ &ìA¡ [¤ÈÚ¤Ññ, ">¸à>¸ [¤ÈÚ¹ [¤ÈÚ¤Ññ
"à¹ç¡ ¤àÑz¯ \ã¯>¹ "[®¡`¡t¡à¹ íÎìt¡ δ¬Þê¡ ëƒJå¯à¤ ºàìK¡ú ÒüÚ๠[®¡[v¡ íÒìá t¡ºt¡ [ƒÚà [ÅÛ¡o¹ >ã[t¡ :
(a) [>‡ý¢¡à[¹t¡ l¡üì„Ÿ¹ >ã[t¡¡ (b) [ÅÇ¡ìA¡[–ƒøøA¡ >ã[t¡¡
(c) ÎÒì™à[Kt¡à¹ >ã[t¡¡ (d) *š¹¹ &i¡à* >ÒÚ¡
17. &A¡\> [ÅÛ¡ìA¡¹ šàk¡ƒà> A¡àìº šk¡>ãÚ [¤ÈìÚ¹ "à>åšè[¤¢A¡ ">å¹ê¡š t¡=à "à>åÈ[UA¡ [¤ÈìÚ [ÅÛ¡à=㢹
[>\Ѭ \ã¤ì>¹ "[®¡`¡t¡à¹ ΖµìÞê "[®¡¤¸v¡û¡ A¡¹à "à¤Å¸A¡ ú l¡üš[¹l¡üv¡û¡ ¤àA¡¸[i¡¹ [®¡[v¡ :
(a) [>[ƒ¢Ê¡ ¤à ™=à™= l¡üì„Ÿ¹ >ã[t¡ (b) [ÅÇ¡ìA¡[–ƒøA¡ >ã[t¡
(c) ÎÒì™àKãt¡à¹ >ã[t¡ (d) l¡üš[¹l¡üv¡û¡ ëA¡àì>à[i¡Òü >ìÒ
17. ‚Ê‚ »§Ê⁄UÊ¥ÁªÁ⁄UÿÊ »§⁄UÊ »§Ê⁄UÊæ§Êé‹Ê »§⁄UÊ»§ÊÁ⁄UÁŸ •ÊÿŒÊ¡Ê¥ ’ •ÊÿŒÊÁŸŸÊ ªÈ’ÈŸ •ÊÿŒÊ, ªÈ’ÈŸ ªÈ’ÈŸ •ÊÿŒÊÁŸ •ÊÿŒÊ-
»§ÊÁ⁄U •Ê⁄UÊ »§⁄UÊÿ‚ÊŸÊ ªÊflÁŸ Á¡©ÁŸ ⁄UÊ¥ªÊÒÁÕ¡Ê¥ ‚Ê◊ÊãŒÊ ‹ÊÁπŸÊ ’È¥ŸÊ¥ªÊÒ– ’ ’ÊÕ˝ÊÁŸ ªÈÁŒ πÊÕÊÿÊ ¡ÊŒÊ¥ —
(a) ÁÕ ÕÊ¥Áπ πÊÁãÕ (b) ©ãŒÒ πÈÁŒÿÊÁŸ πÊÁãÕ
(c) „»§Ê¡Ê’ÊÁ⁄U πÊÁãÕ (d) ªÊ¡ÊÒÁŸ ◊ÊŸ‚’Ê Ÿæ§Ê
17. A teacher should show the relationship of the content he/she is teaching with the contents
of the same subject, contents of different subjects and with real life experiences. This is based
on the following principle of teaching :
(a) Principle of Definite objectives (b) Principle of Child-centredness
(c) Principle of Cooperation (d) None of the above
18. t¡º¹ ëA¡à>ìi¡à l¡ü[v¡û¡ìÚ "[®¡ì¹àW¡>¹ ‹³¢ šøA¡àÅ >A¡ì¹ ?
(a) "[®¡ì¹àW¡> \–µKt¡¡
(b) "[®¡ì¹àW¡> "àW¡¹o¹ [>¤¢àW¡A¡¡
(c) "[®¡ì¹àW¡ì> "àW¡¹o Å[v¡û¡Åàºã A¡ì¹¡
(d) "[®¡ì¹àW¡ì> "àW¡¹o [>샢[Åt¡ A¡ì¹¡
GHT-21/P-I/A 18
(a) Law of Readiness (b) Law of Intensity
(c) Law of Exercise (d) Law of Effect
17. &\> [ÅÛ¡ìA¡ šàk¡ƒà> A¡ì¹òàìt¡ šk¡>ãÚ [¤ÈÚ¤Ññ¹ ºKt¡ ëÎÒü [¤ÈÚ¹ &ìA¡ [¤ÈÚ¤Ññ, ">¸à>¸ [¤ÈÚ¹ [¤ÈÚ¤Ññ
"à¹ç¡ ¤àÑz¯ \ã¯>¹ "[®¡`¡t¡à¹ íÎìt¡ δ¬Þê¡ ëƒJå¯à¤ ºàìK¡ú ÒüÚ๠[®¡[v¡ íÒìá t¡ºt¡ [ƒÚà [ÅÛ¡o¹ >ã[t¡ :
(a) [>‡ý¢¡à[¹t¡ l¡üì„Ÿ¹ >ã[t¡¡ (b) [ÅÇ¡ìA¡[–ƒøøA¡ >ã[t¡¡
(c) ÎÒì™à[Kt¡à¹ >ã[t¡¡ (d) *š¹¹ &i¡à* >ÒÚ¡
17. &A¡\> [ÅÛ¡ìA¡¹ šàk¡ƒà> A¡àìº šk¡>ãÚ [¤ÈìÚ¹ "à>åšè[¤¢A¡ ">å¹ê¡š t¡=à "à>åÈ[UA¡ [¤ÈìÚ [ÅÛ¡à=㢹
[>\Ѭ \ã¤ì>¹ "[®¡`¡t¡à¹ ΖµìÞê "[®¡¤¸v¡û¡ A¡¹à "à¤Å¸A¡ ú l¡üš[¹l¡üv¡û¡ ¤àA¡¸[i¡¹ [®¡[v¡ :
(a) [>[ƒ¢Ê¡ ¤à ™=à™= l¡üì„Ÿ¹ >ã[t¡ (b) [ÅÇ¡ìA¡[–ƒøA¡ >ã[t¡
(c) ÎÒì™àKãt¡à¹ >ã[t¡ (d) l¡üš[¹l¡üv¡û¡ ëA¡àì>à[i¡Òü >ìÒ
17. ‚Ê‚ »§Ê⁄UÊ¥ÁªÁ⁄UÿÊ »§⁄UÊ »§Ê⁄UÊæ§Êé‹Ê »§⁄UÊ»§ÊÁ⁄UÁŸ •ÊÿŒÊ¡Ê¥ ’ •ÊÿŒÊÁŸŸÊ ªÈ’ÈŸ •ÊÿŒÊ, ªÈ’ÈŸ ªÈ’ÈŸ •ÊÿŒÊÁŸ •ÊÿŒÊ-
»§ÊÁ⁄U •Ê⁄UÊ »§⁄UÊÿ‚ÊŸÊ ªÊflÁŸ Á¡©ÁŸ ⁄UÊ¥ªÊÒÁÕ¡Ê¥ ‚Ê◊ÊãŒÊ ‹ÊÁπŸÊ ’È¥ŸÊ¥ªÊÒ– ’ ’ÊÕ˝ÊÁŸ ªÈÁŒ πÊÕÊÿÊ ¡ÊŒÊ¥ —
(a) ÁÕ ÕÊ¥Áπ πÊÁãÕ (b) ©ãŒÒ πÈÁŒÿÊÁŸ πÊÁãÕ
(c) „»§Ê¡Ê’ÊÁ⁄U πÊÁãÕ (d) ªÊ¡ÊÒÁŸ ◊ÊŸ‚’Ê Ÿæ§Ê
17. A teacher should show the relationship of the content he/she is teaching with the contents
of the same subject, contents of different subjects and with real life experiences. This is based
on the following principle of teaching :
(a) Principle of Definite objectives (b) Principle of Child-centredness
(c) Principle of Cooperation (d) None of the above
18. t¡º¹ ëA¡à>ìi¡à l¡ü[v¡û¡ìÚ "[®¡ì¹àW¡>¹ ‹³¢ šøA¡àÅ >A¡ì¹ ?
(a) "[®¡ì¹àW¡> \–µKt¡¡
(b) "[®¡ì¹àW¡> "àW¡¹o¹ [>¤¢àW¡A¡¡
(c) "[®¡ì¹àW¡ì> "àW¡¹o Å[v¡û¡Åàºã A¡ì¹¡
(d) "[®¡ì¹àW¡ì> "àW¡¹o [>샢[Åt¡ A¡ì¹¡
GHT-21/P-I/A 18
Page 19
18. [>ì´•àv¡û¡ ëA¡à> ¤àA¡¸[i¡ ‘"[®¡ì¹àW¡ì>¹’ ("[®¡šøàÚ/"[®¡Î[Þê¡) l¡üšàƒà> >ìÒ ?
(a) "[®¡ì¹àW¡> \–µKt¡
(b) "[®¡ì¹àW¡> "àW¡¹ìo¹ [>¤à¢W¡A¡
(c) "[®¡ì¹àW¡> "àW¡¹ìo¹ šø¤º Î[yû¡ÚA¡ (Å[v¡û¡ ¤‹¢A¡)
(d) "[®¡ì¹àW¡> "àW¡¹o [>샢[Åt¡ A¡ì¹
18. ªÊ„ÊÿÁŸ ’’ Á’’È¥ÁÕÿÊ ªÊ‚Ê ∞’Ê ‹È’ÒŸÊÿ ŒÊ„Ê⁄UÊ◊πÊÒ ÁŒÁãÕÿÊ?
(a) ‹È’ÒŸÊÿÊ ¡ÊŸÊ◊ÁŸ»˝§Êÿ ÕÊÿÊ
(b) ‹È’ÒŸÊÿÊ •ÊπÈ ‚Êÿπ”ÁªÁ⁄U
(c) ‹È’ÒŸÊÿÊ •ÊπÈπÊÒ ªÊ„ʪÊ⁄UÊ πÊ‹Ê◊Ê
(d) ‹È’ÒŸÊÿÊ •ÊπÈπÊÒ ŒÒŒŸÊ
18. Which of the following statements does not depict the characteristics of Motives ?
(a) Motives are inborn
(b) Motives are selectors of behaviour
(c) Motives energies behaviours
(d) Motives direct behaviours
19. t¡º¹ ëA¡à>ìi¡à l¡ü[v¡û¡ Ç¡‡ý¡ ?
(a) &K¹àA¡ã ¤å[‡ý¡ÚA¡ ¤¸[v¡û¡ ΃àÚ Îõõ\>Å㺠ÒÚ¡ú
(b) &K¹àA¡ã Îõ\>Å㺠¤¸[v¡û¡ ë¤[á ¤å[‡ý¡³v¡àì¹à ÒÚ¡ú
(c) Îõ\>Åãºt¡à "à¹ç¡ ¤å[‡ý¡¹ ³à\t¡ &A¡ l¡üZW¡ ‹>àuA¡ ÎÒ-δ¬Þê¡ "àìá¡ú
(d) šø[ÅÛ¡o "à¹ç¡ ">åÅãº>¹ ‡à¹à Îõ\>Åãºt¡à ¤õ[‡ý¡ A¡[¹¤ ë>à¯à[¹¡ú
19. [>´•[º[Jt¡ ëA¡à> l¡ü[v¡û¡[i¡ Ç¡‡ý¡ ?
(a) &A¡ ¤å[‡ý¡³à> ¤¸[v¡û¡ Ît¡t¡ Îõ\>Å㺠ÒÚ ú
(b) &A¡ Îõ\>Å㺠¤¸[v¡û¡ "[‹A¡ ¤å[‡ý¡³v¡à¹ "[‹A¡à¹ã ÒÚ ú
(c) Îõ\>Åãºt¡à &¤} ¤å[‡ý¡³v¡à¹ Î[Òt¡ &A¡ l¡üZW¡ ‹>àuA¡ ÎÒ-δ¬Þê¡ "àìá (¤à š[¹º[Û¡t¡ ÒÚ) ú
(d) šø[ÅÛ¡o &¤} ">åÅãº> ‡à¹à Îõ\>Åãºt¡à¹ š[¹¤õ[‡ý¡ ÒÚ >à, (A¡¹à ™àÚ >à/š[¹š”‚ã) š[¹¤õ[‡ý¡¹
š[¹š”‚ã ú
GHT-21/P-I/A 19 P.T.O.
(a) "[®¡ì¹àW¡> \–µKt¡
(b) "[®¡ì¹àW¡> "àW¡¹ìo¹ [>¤à¢W¡A¡
(c) "[®¡ì¹àW¡> "àW¡¹ìo¹ šø¤º Î[yû¡ÚA¡ (Å[v¡û¡ ¤‹¢A¡)
(d) "[®¡ì¹àW¡> "àW¡¹o [>샢[Åt¡ A¡ì¹
18. ªÊ„ÊÿÁŸ ’’ Á’’È¥ÁÕÿÊ ªÊ‚Ê ∞’Ê ‹È’ÒŸÊÿ ŒÊ„Ê⁄UÊ◊πÊÒ ÁŒÁãÕÿÊ?
(a) ‹È’ÒŸÊÿÊ ¡ÊŸÊ◊ÁŸ»˝§Êÿ ÕÊÿÊ
(b) ‹È’ÒŸÊÿÊ •ÊπÈ ‚Êÿπ”ÁªÁ⁄U
(c) ‹È’ÒŸÊÿÊ •ÊπÈπÊÒ ªÊ„ʪÊ⁄UÊ πÊ‹Ê◊Ê
(d) ‹È’ÒŸÊÿÊ •ÊπÈπÊÒ ŒÒŒŸÊ
18. Which of the following statements does not depict the characteristics of Motives ?
(a) Motives are inborn
(b) Motives are selectors of behaviour
(c) Motives energies behaviours
(d) Motives direct behaviours
19. t¡º¹ ëA¡à>ìi¡à l¡ü[v¡û¡ Ç¡‡ý¡ ?
(a) &K¹àA¡ã ¤å[‡ý¡ÚA¡ ¤¸[v¡û¡ ΃àÚ Îõõ\>Å㺠ÒÚ¡ú
(b) &K¹àA¡ã Îõ\>Å㺠¤¸[v¡û¡ ë¤[á ¤å[‡ý¡³v¡àì¹à ÒÚ¡ú
(c) Îõ\>Åãºt¡à "à¹ç¡ ¤å[‡ý¡¹ ³à\t¡ &A¡ l¡üZW¡ ‹>àuA¡ ÎÒ-δ¬Þê¡ "àìá¡ú
(d) šø[ÅÛ¡o "à¹ç¡ ">åÅãº>¹ ‡à¹à Îõ\>Åãºt¡à ¤õ[‡ý¡ A¡[¹¤ ë>à¯à[¹¡ú
19. [>´•[º[Jt¡ ëA¡à> l¡ü[v¡û¡[i¡ Ç¡‡ý¡ ?
(a) &A¡ ¤å[‡ý¡³à> ¤¸[v¡û¡ Ît¡t¡ Îõ\>Å㺠ÒÚ ú
(b) &A¡ Îõ\>Å㺠¤¸[v¡û¡ "[‹A¡ ¤å[‡ý¡³v¡à¹ "[‹A¡à¹ã ÒÚ ú
(c) Îõ\>Åãºt¡à &¤} ¤å[‡ý¡³v¡à¹ Î[Òt¡ &A¡ l¡üZW¡ ‹>àuA¡ ÎÒ-δ¬Þê¡ "àìá (¤à š[¹º[Û¡t¡ ÒÚ) ú
(d) šø[ÅÛ¡o &¤} ">åÅãº> ‡à¹à Îõ\>Åãºt¡à¹ š[¹¤õ[‡ý¡ ÒÚ >à, (A¡¹à ™àÚ >à/š[¹š”‚ã) š[¹¤õ[‡ý¡¹
š[¹š”‚ã ú
GHT-21/P-I/A 19 P.T.O.
Page 20
19. ªÊ„ÊÿÁŸ ’’ Á’’È¥ÁÕÿÊ ÕÊ⁄U?
(a) ‚Ê‚ ‚Ê‹Ê ªÊŸÊ¥ ‚È’Èæ§Ê ¡é‹Ê’Ê ‚ÊÁ¡¸ÕÊßÿÊÁ⁄U ¡ÊÿÊ
(b) ‚Ê‚ ‚ÊÁ¡¸ÕÊßÿÊÁ⁄U ‚È’Èæ§Ê ’Ê¥Á‚Ÿ ‚Ê‹Ê ªÊŸÊ¥ ¡ÊÿÊ
(c) ‚ÊÁ¡¸ÕÊßÿÊÁ⁄U •Ê⁄UÊ ‚Ê‹ÊÁŸ ª¡⁄UÊfl ◊ÊŸ‚ ªÊ¡ÊÒÁÕ ‚Ê◊ÊãŒÊ Œ¥
(d) »§Ê⁄UÊ¥ŸÊÿ •Ê⁄UÊ ‚⁄U” πÊ‹Ê◊ŸÊÿÁŸ ª¡⁄U¡Ê¥ ‚Ê⁄UÁ¡ÕÊßπÊÒ ’Ê¥„ÊŸÊ „ÊÿÊ
19. Which of the following statements is correct ?
(a) An intelligent person is always creative.
(b) A creative person is also very intelligent.
(c) There is a very high positive correlation between creativity and intelligence.
(d) Creativity cannot be enhanced through training and practice.
20. [¤ƒ¸àºÚ &J>t¡ š¹à³Å¢ (Counselling) A¡à™¢ÎèW¡ã¹ Îó¡ºt¡à ³åJ¸t¡@ [>®¢¡¹ A¡ì¹ :
(a) áày-áàyã "à¹ç¡ š¹à³Å¢ƒàt¡à¹ δšA¢¡¹ *š¹t¡¡ú
(b) áày-áàyã "à¹ç¡ š¹à³Å¢ƒàt¡à¹ ¤Úι šà=¢A¡¸¹ *š¹t¡ ú
(c) š¹à³Å¢ƒàt¡à K¹àA¡ãìÚ [>\A¡ [A¡³à> ¤å[\ šàÒüìá ëÎÒüìi¡à¹ *š¹t¡¡ú
(d) [ÅÇ¡¹ [¤A¡àŠδšA¢¡t¡ =A¡à š¹à³Å¢ƒàt¡à¹ ë¤à‹¡ú
20. ëA¡àì>à [¤ƒ¸àºìÚ ‘š¹à³Å¢ A¡à™¢ÎèW¡ã’-¹ Îó¡ºt¡à ³èJ¸t¡@ [>®¢¡¹Å㺠:
(a) [ÅÛ¡à=㢠&¤} š¹à³Å¢ƒàt¡à¹ δšA¢¡\[>t¡ A¡à¹ìo
(b) [ÅÛ¡à=㢠&¤} š¹à³Å¢ƒàt¡à¹ ¤Úìι šà=¢A¡¸\[>t¡ A¡à¹ìo
(c) š¹à³Å¢ƒàt¡à¹ [>\Ѭ ë¤à‹Å[v¡û¡¹ l¡üšì¹ (‡à¹à)
(d) [ÅÇ¡¹ [¤A¡àŠδšA¡ã¢Ú š¹à³Å¢ƒàt¡à¹ ë¤à‹Å[v¡û¡ ‡à¹à
20. »§⁄UÊÿ‚ÊÁ‹ ª¥‚ÿÊfl ’Ê‚ÊŸ „ÊŸÊÿ „Ê’Ê»§ÊÁ⁄UÁŸ ¡Ê»È¥§ŸÊÿÊ ªÊ„ÊÿÒ ‚ÊŸÊ⁄UÊ —
(a) »§⁄UÊÿ‚Ê •Ê⁄UÊ ’Ê‚ÊŸ „ʪ˝ÊÁŸ ‚Ê◊ÊãŒÊÁŸ ‚ÊÿÊfl
(b) »§⁄UÊÿ‚Ê •Ê⁄UÊ ’Ê‚ÊŸ „ʪ˝ÊÁŸ ’Ò‚ÊÁŸ »§Ê⁄UʪÁÕÁŸ ‚ÊÿÊfl
(c) ’Ê‚ÊŸ „ʪ˝Ê ‚È’Èæ§Ê ªÊflπÊÒ ’ÈÁ¡ŸÊÿÁŸ ‚ÊÿÊfl
(d) πÈÁŒÿÊ ¡ÊҪʟÊÿÁŸ ‚ÊÿÊfl ’Ê‚ÊŸ „ʪ˝ÊÁŸ ◊ÊŸŒÊ¥ÁÕ
20. Effectiveness of counselling in school is primarily based on :
(a) Relationship between student and counsellor
(b) Difference in age between student and counsellor
(c) Counsellor’s understanding about self
(d) Counsellor’s understanding of child development
GHT-21/P-I/A 20
(a) ‚Ê‚ ‚Ê‹Ê ªÊŸÊ¥ ‚È’Èæ§Ê ¡é‹Ê’Ê ‚ÊÁ¡¸ÕÊßÿÊÁ⁄U ¡ÊÿÊ
(b) ‚Ê‚ ‚ÊÁ¡¸ÕÊßÿÊÁ⁄U ‚È’Èæ§Ê ’Ê¥Á‚Ÿ ‚Ê‹Ê ªÊŸÊ¥ ¡ÊÿÊ
(c) ‚ÊÁ¡¸ÕÊßÿÊÁ⁄U •Ê⁄UÊ ‚Ê‹ÊÁŸ ª¡⁄UÊfl ◊ÊŸ‚ ªÊ¡ÊÒÁÕ ‚Ê◊ÊãŒÊ Œ¥
(d) »§Ê⁄UÊ¥ŸÊÿ •Ê⁄UÊ ‚⁄U” πÊ‹Ê◊ŸÊÿÁŸ ª¡⁄U¡Ê¥ ‚Ê⁄UÁ¡ÕÊßπÊÒ ’Ê¥„ÊŸÊ „ÊÿÊ
19. Which of the following statements is correct ?
(a) An intelligent person is always creative.
(b) A creative person is also very intelligent.
(c) There is a very high positive correlation between creativity and intelligence.
(d) Creativity cannot be enhanced through training and practice.
20. [¤ƒ¸àºÚ &J>t¡ š¹à³Å¢ (Counselling) A¡à™¢ÎèW¡ã¹ Îó¡ºt¡à ³åJ¸t¡@ [>®¢¡¹ A¡ì¹ :
(a) áày-áàyã "à¹ç¡ š¹à³Å¢ƒàt¡à¹ δšA¢¡¹ *š¹t¡¡ú
(b) áày-áàyã "à¹ç¡ š¹à³Å¢ƒàt¡à¹ ¤Úι šà=¢A¡¸¹ *š¹t¡ ú
(c) š¹à³Å¢ƒàt¡à K¹àA¡ãìÚ [>\A¡ [A¡³à> ¤å[\ šàÒüìá ëÎÒüìi¡à¹ *š¹t¡¡ú
(d) [ÅÇ¡¹ [¤A¡àŠδšA¢¡t¡ =A¡à š¹à³Å¢ƒàt¡à¹ ë¤à‹¡ú
20. ëA¡àì>à [¤ƒ¸àºìÚ ‘š¹à³Å¢ A¡à™¢ÎèW¡ã’-¹ Îó¡ºt¡à ³èJ¸t¡@ [>®¢¡¹Å㺠:
(a) [ÅÛ¡à=㢠&¤} š¹à³Å¢ƒàt¡à¹ δšA¢¡\[>t¡ A¡à¹ìo
(b) [ÅÛ¡à=㢠&¤} š¹à³Å¢ƒàt¡à¹ ¤Úìι šà=¢A¡¸\[>t¡ A¡à¹ìo
(c) š¹à³Å¢ƒàt¡à¹ [>\Ѭ ë¤à‹Å[v¡û¡¹ l¡üšì¹ (‡à¹à)
(d) [ÅÇ¡¹ [¤A¡àŠδšA¡ã¢Ú š¹à³Å¢ƒàt¡à¹ ë¤à‹Å[v¡û¡ ‡à¹à
20. »§⁄UÊÿ‚ÊÁ‹ ª¥‚ÿÊfl ’Ê‚ÊŸ „ÊŸÊÿ „Ê’Ê»§ÊÁ⁄UÁŸ ¡Ê»È¥§ŸÊÿÊ ªÊ„ÊÿÒ ‚ÊŸÊ⁄UÊ —
(a) »§⁄UÊÿ‚Ê •Ê⁄UÊ ’Ê‚ÊŸ „ʪ˝ÊÁŸ ‚Ê◊ÊãŒÊÁŸ ‚ÊÿÊfl
(b) »§⁄UÊÿ‚Ê •Ê⁄UÊ ’Ê‚ÊŸ „ʪ˝ÊÁŸ ’Ò‚ÊÁŸ »§Ê⁄UʪÁÕÁŸ ‚ÊÿÊfl
(c) ’Ê‚ÊŸ „ʪ˝Ê ‚È’Èæ§Ê ªÊflπÊÒ ’ÈÁ¡ŸÊÿÁŸ ‚ÊÿÊfl
(d) πÈÁŒÿÊ ¡ÊҪʟÊÿÁŸ ‚ÊÿÊfl ’Ê‚ÊŸ „ʪ˝ÊÁŸ ◊ÊŸŒÊ¥ÁÕ
20. Effectiveness of counselling in school is primarily based on :
(a) Relationship between student and counsellor
(b) Difference in age between student and counsellor
(c) Counsellor’s understanding about self
(d) Counsellor’s understanding of child development
GHT-21/P-I/A 20
Page 21
Directions : (Q.No. 21 to 50)
Choose the correct option given in the questions below to fill in the blank spaces.
21. I was __________ make any decision.
(a) too much overwhelm to (b) so overwhelm to
(c) extremely overwhelmed about (d) too overwhelmed to
22. He asked me if he __________.
(a) will shut the window (b) can shut the window
(c) may shut the window (d) should shut the window
23. His standard of living has __________ since his son joined the services.
(a) increased (b) heightened (c) lifted (d) risen
24. Prices for bikes can run __________ ` 50,000.
(a) as high as (b) as high to (c) so high to (d) so high as
25. He bought a new pair of shoes last month but they are already __________ out.
(a) gone (b) knocked (c) worn (d) fashion
26. He travelled by bus but __________ by train to save time.
(a) must have travelled (b) should be travelling
(c) could be travelling (d) should have travelled
27. He is accustomed __________ doing work under any type of circumstances.
(a) in (b) with (c) of (d) to
28. Don’t touch the door as it __________.
(a) had just been painted (b) is just painted
(c) have been just painted (d) has just been painted
29. The prisoner is accused __________ theft.
(a) for (b) of (c) with (d) by
GHT-21/P-I/A 21 P.T.O.
Choose the correct option given in the questions below to fill in the blank spaces.
21. I was __________ make any decision.
(a) too much overwhelm to (b) so overwhelm to
(c) extremely overwhelmed about (d) too overwhelmed to
22. He asked me if he __________.
(a) will shut the window (b) can shut the window
(c) may shut the window (d) should shut the window
23. His standard of living has __________ since his son joined the services.
(a) increased (b) heightened (c) lifted (d) risen
24. Prices for bikes can run __________ ` 50,000.
(a) as high as (b) as high to (c) so high to (d) so high as
25. He bought a new pair of shoes last month but they are already __________ out.
(a) gone (b) knocked (c) worn (d) fashion
26. He travelled by bus but __________ by train to save time.
(a) must have travelled (b) should be travelling
(c) could be travelling (d) should have travelled
27. He is accustomed __________ doing work under any type of circumstances.
(a) in (b) with (c) of (d) to
28. Don’t touch the door as it __________.
(a) had just been painted (b) is just painted
(c) have been just painted (d) has just been painted
29. The prisoner is accused __________ theft.
(a) for (b) of (c) with (d) by
GHT-21/P-I/A 21 P.T.O.
Page 22
30. Please don’t __________ when you go out.
(a) leave opening the door (b) leave the door open
(c) leave the door opened (d) leave open the door
31. The teacher told us that the prize __________.
(a) would be presented the next day
(b) would have been presented the next day
(c) shall be presented tomorrow
(d) should be presented tomorrow
32. Can you tell me __________ speak the truth ?
(a) why did not you (b) that why did you not
(c) why you did not (d) why did you not
33. An eighteen year old is __________ to vote in the elections as per the Constitution of India.
(a) old enough (b) as old enough
(c) enough old (d) enough old as
34. She was more beautiful than __________.
(a) either of her three sisters (b) any of her three sisters
(c) all of her three sisters (d) none of these
35. May I know __________ ?
(a) who I am talking to (b) to whom I am talking
(c) whom I talk to (d) who I have talked to
36. Since Vandana’s father never approved of __________ Sumit, the couple eloped to Italy.
(a) her to marry (b) her marrying
(c) she marrying (d) she to marry
37. We must adapt ourselves __________ our circumstances.
(a) with (b) in (c) to (d) by
GHT-21/P-I/A 22
(a) leave opening the door (b) leave the door open
(c) leave the door opened (d) leave open the door
31. The teacher told us that the prize __________.
(a) would be presented the next day
(b) would have been presented the next day
(c) shall be presented tomorrow
(d) should be presented tomorrow
32. Can you tell me __________ speak the truth ?
(a) why did not you (b) that why did you not
(c) why you did not (d) why did you not
33. An eighteen year old is __________ to vote in the elections as per the Constitution of India.
(a) old enough (b) as old enough
(c) enough old (d) enough old as
34. She was more beautiful than __________.
(a) either of her three sisters (b) any of her three sisters
(c) all of her three sisters (d) none of these
35. May I know __________ ?
(a) who I am talking to (b) to whom I am talking
(c) whom I talk to (d) who I have talked to
36. Since Vandana’s father never approved of __________ Sumit, the couple eloped to Italy.
(a) her to marry (b) her marrying
(c) she marrying (d) she to marry
37. We must adapt ourselves __________ our circumstances.
(a) with (b) in (c) to (d) by
GHT-21/P-I/A 22
Page 23
38. This is not in accordance __________ the standing orders of the company.
(a) to (b) with (c) of (d) by
39. If neither of them __________, it is not at all advisable to invest further.
(a) are to be trusted (b) has to be trusted
(c) is to be trusted (d) may be trusted
40. To answer accurately is more important than __________.
(a) a quick finish (b) finishing quickly
(c) to finish quickly (d) you finish quickly
41. He had begun to develop the qualities that he __________ in later years.
(a) was going to be needed (b) had gone to need
(c) was later to need (d) was going to need
42. You must attend __________ the lecture.
(a) on (b) with
(c) to (d) no preposition required
43. If I __________ one more question, I would have passed.
(a) had answered (b) would have answered
(c) would answer (d) answered
44. He promised __________ me a post in his department.
(a) to have given (b) having given
(c) have given (d) to give
45. We don’t know what __________ him to commit this crime.
(a) roused (b) prompted (c) excited (d) attracted
46. Everyday last week my aunt __________ a plate.
(a) breaks (b) was broken (c) broke (d) has broken
GHT-21/P-I/A 23 P.T.O.
(a) to (b) with (c) of (d) by
39. If neither of them __________, it is not at all advisable to invest further.
(a) are to be trusted (b) has to be trusted
(c) is to be trusted (d) may be trusted
40. To answer accurately is more important than __________.
(a) a quick finish (b) finishing quickly
(c) to finish quickly (d) you finish quickly
41. He had begun to develop the qualities that he __________ in later years.
(a) was going to be needed (b) had gone to need
(c) was later to need (d) was going to need
42. You must attend __________ the lecture.
(a) on (b) with
(c) to (d) no preposition required
43. If I __________ one more question, I would have passed.
(a) had answered (b) would have answered
(c) would answer (d) answered
44. He promised __________ me a post in his department.
(a) to have given (b) having given
(c) have given (d) to give
45. We don’t know what __________ him to commit this crime.
(a) roused (b) prompted (c) excited (d) attracted
46. Everyday last week my aunt __________ a plate.
(a) breaks (b) was broken (c) broke (d) has broken
GHT-21/P-I/A 23 P.T.O.
Page 24
47. Almost everyone fails __________ on the first try.
(a) in passing his driver’s test (b) to pass his driver’s test
(c) to have passed his driver’s test (d) passing his driver’s test
48. The novel ideas suggested by the employee __________ by the management.
(a) have appreciated by (b) have been appreciated for
(c) were appreciative of (d) were appreciated by
49. __________ reached there when he arrived.
(a) Hardly had I (b) Hardly I had
(c) I have hardly (d) I had hardly
50. He is one of the best players __________.
(a) that would have ever lived (b) that have ever lived
(c) that would ever live (d) that has ever lived
51. Seventy two people :
P. Reports PTI
Q. were affected by food poisoning
R. including several women and children
S. of the Tilak Vihar area of West Delhi
The proper sequence should be :
(a) RSQP (b) SQRP (c) RSPQ (d) SRQP
52. All religions are :
P. to advance the cause of peace,
Q. in a holy partnership
R. justice and of freedom
S. bound together
The proper sequence should be :
(a) PQRS (b) PRQS (c) SPQR (d) SQPR
GHT-21/P-I/A 24
(a) in passing his driver’s test (b) to pass his driver’s test
(c) to have passed his driver’s test (d) passing his driver’s test
48. The novel ideas suggested by the employee __________ by the management.
(a) have appreciated by (b) have been appreciated for
(c) were appreciative of (d) were appreciated by
49. __________ reached there when he arrived.
(a) Hardly had I (b) Hardly I had
(c) I have hardly (d) I had hardly
50. He is one of the best players __________.
(a) that would have ever lived (b) that have ever lived
(c) that would ever live (d) that has ever lived
51. Seventy two people :
P. Reports PTI
Q. were affected by food poisoning
R. including several women and children
S. of the Tilak Vihar area of West Delhi
The proper sequence should be :
(a) RSQP (b) SQRP (c) RSPQ (d) SRQP
52. All religions are :
P. to advance the cause of peace,
Q. in a holy partnership
R. justice and of freedom
S. bound together
The proper sequence should be :
(a) PQRS (b) PRQS (c) SPQR (d) SQPR
GHT-21/P-I/A 24
Page 25
Directions : (Q.No. 53 and 54)
In the following questions, choose from among the options the word/phrases nearest in meaning
to the underlined part.
53. This young man appears to be quite head strong .
(a) thick-headed (b) obstinate (c) robust (d) witty
54. Only those who are gullible take every advertisement seriously.
(a) fallible (b) enthusiastic (c) unsuspecting (d) unrealistic
Directions : (Q.No. 55 to 57)
In the following questions, choose from among the options the word/phrase that is closest to the
opposite in meaning of the underlined word/phrase.
55. This new magazine is known for its comprehensive coverage of news.
(a) casual (b) inadequate (c) indifferent (d) superficial
56. There was something strange and morbid about the whole house.
(a) healthy (b) cheerful (c) insipid (d) appealing
57. Many people suffer setbacks in their career because of their inherent levity .
(a) seriousness (b) solemnity (c) religiosity (d) gravity
Directions : (Q.No. 58 to 60)
Fill in the blanks with the correct option given below each question.
58. My sister is my best friend and __________.
(a) confident (b) confidante
(c) both (a) and (b) (d) neither (a) nor (b)
59. You should __________ to the rules of the club if you want to retain its membership.
(a) confirm (b) conform (c) obey (d) (a) and (b)
60. He had a bright academic __________.
(a) career (b) carrier (c) life (d) both (a) and (b)
GHT-21/P-I/A 25 P.T.O.
In the following questions, choose from among the options the word/phrases nearest in meaning
to the underlined part.
53. This young man appears to be quite head strong .
(a) thick-headed (b) obstinate (c) robust (d) witty
54. Only those who are gullible take every advertisement seriously.
(a) fallible (b) enthusiastic (c) unsuspecting (d) unrealistic
Directions : (Q.No. 55 to 57)
In the following questions, choose from among the options the word/phrase that is closest to the
opposite in meaning of the underlined word/phrase.
55. This new magazine is known for its comprehensive coverage of news.
(a) casual (b) inadequate (c) indifferent (d) superficial
56. There was something strange and morbid about the whole house.
(a) healthy (b) cheerful (c) insipid (d) appealing
57. Many people suffer setbacks in their career because of their inherent levity .
(a) seriousness (b) solemnity (c) religiosity (d) gravity
Directions : (Q.No. 58 to 60)
Fill in the blanks with the correct option given below each question.
58. My sister is my best friend and __________.
(a) confident (b) confidante
(c) both (a) and (b) (d) neither (a) nor (b)
59. You should __________ to the rules of the club if you want to retain its membership.
(a) confirm (b) conform (c) obey (d) (a) and (b)
60. He had a bright academic __________.
(a) career (b) carrier (c) life (d) both (a) and (b)
GHT-21/P-I/A 25 P.T.O.
Page 26
61. t¡º¹ ëA¡à>J> ¤öÜšåy¹ l¡üv¡¹ šà¹¹ l¡üš>ƒã ?
(a) A¡[šºã (b) ‹>Åøã (c) ìÎàoìA¡àÈ (d) ¤åØn¡ã[ƒ[Ò}
61. [>´•v¡û¡ ëA¡à>[i¡ ¤øÕ¡šåy >ƒã¹ l¡üv¡¹t¡ãì¹¹ l¡üš>ƒã ?
(a) A¡[šºã (b) ‹>Åøã (c) ìÎàoìA¡àÈ (d) ¤åØn¡ã[l¡[Ò}
61. ªÊ„ÊÿÁŸ ’’ ª¥‚ÿÊ ’È⁄U‹È¥’ÈÕÈ⁄UÁŸ ‚Ê„Ê ‚⁄U»§Ê¥ÁŸ ŒÊ‹Êß ŒÒ◊Ê?
(a) ∑§Á¬‹Ë (b) ŒÊŸÁ‚Á⁄U (c) ‚¥∑§‚ (d) ’È«∏ËÁŒÁ„¥
61. Which of the following is the north bank tributary of the Brahmaputra ?
(a) Kopili (b) Dhanshiri (c) Sonkosh (d) Burhi Dehing
62. 1894 W¡>t¡ šà=[¹Qài¡t¡ γì¤t¡ ëÒà¯à Aõ¡ÈA¡¹ *š¹t¡ P¡ºã¤È¢o¹ [>샢Š[ƒÚà ¤õ[i¡á "à¹Û¡ã [¤ÈÚà\> ëA¡à>
"à[Ạ?
(a) [³@ ë\.[l¡. &r¡à¹W¡> (b) [³@ [á}Kà¹
(c) [³@ "à¹.[¤. ì³Aô¡A¡àì¤ (d) [³@ ë¤[¹}i¡>
62. 1894 Îì> šà=[¹Qàìi¡ γì¤t¡ Aõ¡ÈA¡ìƒ¹ l¡üš¹ P¡[º W¡àºàì>๠[>샢Šëƒ*Úà ¤õ[i¡Å "à¹Û¡ã [¤ÈÚ๠>à³ :
(a) [³@ ë\.[l¡. &r¡à¹Î> (b) [³@ [Î}Kà¹
(c) [³@ "à¹.[¤. ì³Aô¡A¡àì¤ (d) [³@ ë¤[¹}i¡>
62. 1894 ◊ÊßÕÊÿÊfl ¬ÊÕÁ⁄UÉÊÊÃÊfl ÕÈ’È⁄U ¡ÊŸÊÿ •Ê’ÊŒÊÁ⁄UÁŸ ‚ÊÿÊfl ªÈÁ‹ ªÊflŸÊ Á’ÕÊŸ „ÊŸÊÿ ’ÎÁ≈U‡Ê ⁄ÒUπÊÁÕ Á’’ÊŸÁªÁ⁄UÿÊ
‚Ê⁄U◊ÊŸ?
(a) Á◊— ¡.Á«U. ∞á«UÊ⁄U‚Ÿ (b) Á◊— Á‚¥ªÊ⁄U
(c) Á◊— •Ê⁄U.Á’. ◊∑§∑§Ê’ (d) Á◊— ’Á⁄¥U≈UŸ
62. Who was the British police officer ordered to open fire at the gathering peasants at Patharighat
in 1894 ?
(a) Mr. J.D. Anderson (b) Mr. Singer
(c) Mr. R.B. McCabe (d) Mr. Barrington
GHT-21/P-I/A 26
(a) A¡[šºã (b) ‹>Åøã (c) ìÎàoìA¡àÈ (d) ¤åØn¡ã[ƒ[Ò}
61. [>´•v¡û¡ ëA¡à>[i¡ ¤øÕ¡šåy >ƒã¹ l¡üv¡¹t¡ãì¹¹ l¡üš>ƒã ?
(a) A¡[šºã (b) ‹>Åøã (c) ìÎàoìA¡àÈ (d) ¤åØn¡ã[l¡[Ò}
61. ªÊ„ÊÿÁŸ ’’ ª¥‚ÿÊ ’È⁄U‹È¥’ÈÕÈ⁄UÁŸ ‚Ê„Ê ‚⁄U»§Ê¥ÁŸ ŒÊ‹Êß ŒÒ◊Ê?
(a) ∑§Á¬‹Ë (b) ŒÊŸÁ‚Á⁄U (c) ‚¥∑§‚ (d) ’È«∏ËÁŒÁ„¥
61. Which of the following is the north bank tributary of the Brahmaputra ?
(a) Kopili (b) Dhanshiri (c) Sonkosh (d) Burhi Dehing
62. 1894 W¡>t¡ šà=[¹Qài¡t¡ γì¤t¡ ëÒà¯à Aõ¡ÈA¡¹ *š¹t¡ P¡ºã¤È¢o¹ [>샢Š[ƒÚà ¤õ[i¡á "à¹Û¡ã [¤ÈÚà\> ëA¡à>
"à[Ạ?
(a) [³@ ë\.[l¡. &r¡à¹W¡> (b) [³@ [á}Kà¹
(c) [³@ "à¹.[¤. ì³Aô¡A¡àì¤ (d) [³@ ë¤[¹}i¡>
62. 1894 Îì> šà=[¹Qàìi¡ γì¤t¡ Aõ¡ÈA¡ìƒ¹ l¡üš¹ P¡[º W¡àºàì>๠[>샢Šëƒ*Úà ¤õ[i¡Å "à¹Û¡ã [¤ÈÚ๠>à³ :
(a) [³@ ë\.[l¡. &r¡à¹Î> (b) [³@ [Î}Kà¹
(c) [³@ "à¹.[¤. ì³Aô¡A¡àì¤ (d) [³@ ë¤[¹}i¡>
62. 1894 ◊ÊßÕÊÿÊfl ¬ÊÕÁ⁄UÉÊÊÃÊfl ÕÈ’È⁄U ¡ÊŸÊÿ •Ê’ÊŒÊÁ⁄UÁŸ ‚ÊÿÊfl ªÈÁ‹ ªÊflŸÊ Á’ÕÊŸ „ÊŸÊÿ ’ÎÁ≈U‡Ê ⁄ÒUπÊÁÕ Á’’ÊŸÁªÁ⁄UÿÊ
‚Ê⁄U◊ÊŸ?
(a) Á◊— ¡.Á«U. ∞á«UÊ⁄U‚Ÿ (b) Á◊— Á‚¥ªÊ⁄U
(c) Á◊— •Ê⁄U.Á’. ◊∑§∑§Ê’ (d) Á◊— ’Á⁄¥U≈UŸ
62. Who was the British police officer ordered to open fire at the gathering peasants at Patharighat
in 1894 ?
(a) Mr. J.D. Anderson (b) Mr. Singer
(c) Mr. R.B. McCabe (d) Mr. Barrington
GHT-21/P-I/A 26
Page 27
63. t¡º¹ ëA¡à>ìi¡à [¤–ƒå x-"Û¡t¡ =à[A¡¤?
(a) (5, 0) (b) (0, 5) (c) (5, 3) (d) (3, 5)
63. [>ì´•àv¡û¡ ëA¡à> [¤–ƒå[i¡¹ [Ñ‚[t¡/"¤[Ñ‚[t¡ x-"Û¡ìt¡ ?
(a) (5, 0) (b) (0, 5) (c) (5, 3) (d) (3, 5)
63. ªÊ„ÊÿÁŸ ’’ Á’ãŒÊ•Ê x-Á◊L§ „Ê¥πÊ•Êfl Õʪʟ?
(a) (5, 0) (b) (0, 5) (c) (5, 3) (d) (3, 5)
63. Which of the points given is a point on the x-axis ?
(a) (5, 0) (b) (0, 5) (c) (5, 3) (d) (3, 5)
64. >Kà\[¹-J[>A¡¹Kòà* [źà[º[š ¤t¢¡³à> "γ¹ ëA¡à>J> [\ºàt¡ l¡ü‡ý¡à¹ A¡¹à íÒ[Ạ?
(a) A¡à³¹ê¡š (b) ìt¡\šå¹ (c) ìKàºàQài¡ (d) >Kòà*
64. >àKà\à[¹-J[>A¡¹Kòà* [źà[º[š "àÎà³ ¹àì\¸¹ ëA¡à> ë\ºàìt¡ "à[¤ÍHõt¡ ÒÚ ?
(a) A¡à³¹ê¡š (b) ìt¡\šå¹ (c) ìKàºàQài¡ (d) >Kòà*
64. ŸªÊ¡Á⁄U-πÁŸ∑§⁄UªÊfl •ãÕÊß ŒÊŸπ”ŸÊŸÒ Á‹⁄UŸÊÿπÊÒ •Ê‚Ê◊ÁŸ ’’ Á¡‹ÊÿÊfl ◊ÊŸŸÊÿ ¡ÊŒÊ¥◊ÊŸ?
(a) ∑§Ê◊L§¬ (b) á¬È⁄U (c) ª‹ÊÉÊÊ≈U (d) ŸªÊ©°
64. Nagajari-Khanikargaon Stone Inscription was discovered in which district of present Assam ?
(a) Kamrup (b) Tezpur (c) Golaghat (d) Nagaon
65. š[¤t¡¹à "®¡Úà¹o¸ "γ¹ ëA¡à>J> [\ºàt¡ "¯[Ñ‚t¡ ?
(a) ëKàºàQài¡ [\ºà (b) ³à[¹Kòà* [\ºà
(c) >Kòà* [\ºà (d) A¡à³¹ê¡š [\ºà
65. š[¤t¡¹à "®¡Úà¹o¸ "àÎàì³¹ ëA¡à> ë\ºàìt¡ "¤[Ñ‚t¡ ?
(a) ëKàºàQài¡ ë\ºà (b) ³[¹Kòà* ë\ºà
(c) >Kòà* ë\ºà (d) A¡à³¹ê¡š ë\ºà
GHT-21/P-I/A 27 P.T.O.
(a) (5, 0) (b) (0, 5) (c) (5, 3) (d) (3, 5)
63. [>ì´•àv¡û¡ ëA¡à> [¤–ƒå[i¡¹ [Ñ‚[t¡/"¤[Ñ‚[t¡ x-"Û¡ìt¡ ?
(a) (5, 0) (b) (0, 5) (c) (5, 3) (d) (3, 5)
63. ªÊ„ÊÿÁŸ ’’ Á’ãŒÊ•Ê x-Á◊L§ „Ê¥πÊ•Êfl Õʪʟ?
(a) (5, 0) (b) (0, 5) (c) (5, 3) (d) (3, 5)
63. Which of the points given is a point on the x-axis ?
(a) (5, 0) (b) (0, 5) (c) (5, 3) (d) (3, 5)
64. >Kà\[¹-J[>A¡¹Kòà* [źà[º[š ¤t¢¡³à> "γ¹ ëA¡à>J> [\ºàt¡ l¡ü‡ý¡à¹ A¡¹à íÒ[Ạ?
(a) A¡à³¹ê¡š (b) ìt¡\šå¹ (c) ìKàºàQài¡ (d) >Kòà*
64. >àKà\à[¹-J[>A¡¹Kòà* [źà[º[š "àÎà³ ¹àì\¸¹ ëA¡à> ë\ºàìt¡ "à[¤ÍHõt¡ ÒÚ ?
(a) A¡à³¹ê¡š (b) ìt¡\šå¹ (c) ìKàºàQài¡ (d) >Kòà*
64. ŸªÊ¡Á⁄U-πÁŸ∑§⁄UªÊfl •ãÕÊß ŒÊŸπ”ŸÊŸÒ Á‹⁄UŸÊÿπÊÒ •Ê‚Ê◊ÁŸ ’’ Á¡‹ÊÿÊfl ◊ÊŸŸÊÿ ¡ÊŒÊ¥◊ÊŸ?
(a) ∑§Ê◊L§¬ (b) á¬È⁄U (c) ª‹ÊÉÊÊ≈U (d) ŸªÊ©°
64. Nagajari-Khanikargaon Stone Inscription was discovered in which district of present Assam ?
(a) Kamrup (b) Tezpur (c) Golaghat (d) Nagaon
65. š[¤t¡¹à "®¡Úà¹o¸ "γ¹ ëA¡à>J> [\ºàt¡ "¯[Ñ‚t¡ ?
(a) ëKàºàQài¡ [\ºà (b) ³à[¹Kòà* [\ºà
(c) >Kòà* [\ºà (d) A¡à³¹ê¡š [\ºà
65. š[¤t¡¹à "®¡Úà¹o¸ "àÎàì³¹ ëA¡à> ë\ºàìt¡ "¤[Ñ‚t¡ ?
(a) ëKàºàQài¡ ë\ºà (b) ³[¹Kòà* ë\ºà
(c) >Kòà* ë\ºà (d) A¡à³¹ê¡š ë\ºà
GHT-21/P-I/A 27 P.T.O.
Page 28
65. ¬Á’Ã⁄UÊ „ʪ˝Ê◊ÊÿÊ •Ê‚Ê◊ÁŸ ’’ Á¡‹ÊÿÊfl ªÊÿ‚Ÿ¡ÊŸÊÿ?
(a) ª‹ÊÉÊÊ≈U Á¡‹Ê (b) ◊Á⁄UªÊ©° Á¡‹Ê
(c) ŸªÊ©° Á¡‹Ê (d) ∑§Ê◊L§¬ Á¡‹Ê
65. In which district of Assam the Pobitara wild life sanctuary is situated ?
(a) Golaghat district (b) Morigaon district
(c) Nagaon district (d) Kamrup district
66. ¤>³àº¹ ët¡\šå¹ t¡à´÷[º[š¹ \[¹Úìt¡ ®è¡-ƒà> ºà®¡ A¡¹à ¤öàÜo\>¹ >à³ [A¡ ?
(a) Wè¡Øl¡à³[o (b) Òüì–ƒàA¡ (c) ®¡j¡ìƒ¯ (d) "¯P¡o
66. ët¡\šå¹ [Ñ‚t¡ ¤>³àº t¡à´÷[º[š ‡à¹à ®è¡ƒà> šøàšA¡ (¤øàÕ¡o)-¹ >à³ :
(a) Wè¡Øl¡à³[o (b) Òüì–ƒàA¡ (c) ®¡j¡ìƒ¤ (d) "¤P¡o
66. ’Ÿ◊Ê‹ÁŸ á¬È⁄U ÃÊ◊˝Á‹Á¬ÁŸ ª¡⁄U¡Ê¥ „Ê-ŒÊŸ ◊ÊŸŸÊÿ ’˝ÊrÊŸÁŸ ◊Èæ§Ê ◊Ê◊ÊŸ?
(a) øÈ«∏Ê◊ÁŸ (b) ßãŒ∑§ (c) ÷^Œfl (d) •flªÈŸ
66. What was the name of the Brahmana to whom land was donated by issuing the Tezpur
Copper Plate Inscription of Vanamala ?
(a) Cudamoni (b) Indoka (c) Bhattadeva (d) Avaguna
67. "γt¡ ¹àÊ¡öãÚ l¡üƒ¸à>¹ ³åk¡ Î}J¸à Ò’º :
(a) 5 (b) 3 (c) 6 (d) 7
67. "àÎà³ ¹àì\¸ Τ¢ì³ài¡ ¹àÊ¡öãÚ l¡üƒ¸àì>¹ Î}J¸à :
(a) 5 (b) 3 (c) 6 (d) 7
67. •Ê‚Ê◊ÁŸ „ÊÿÈæ§ÊÁ⁄U „ʪ˝Ê◊ÊÁŸ ªÊ‚Ò •ŸÁ¡◊ÊÿÊ ¡ÊŒÊ¥ —
(a) 5 (b) 3 (c) 6 (d) 7
67. Total number of National Parks in Assam is :
(a) 5 (b) 3 (c) 6 (d) 7
GHT-21/P-I/A 28
(a) ª‹ÊÉÊÊ≈U Á¡‹Ê (b) ◊Á⁄UªÊ©° Á¡‹Ê
(c) ŸªÊ©° Á¡‹Ê (d) ∑§Ê◊L§¬ Á¡‹Ê
65. In which district of Assam the Pobitara wild life sanctuary is situated ?
(a) Golaghat district (b) Morigaon district
(c) Nagaon district (d) Kamrup district
66. ¤>³àº¹ ët¡\šå¹ t¡à´÷[º[š¹ \[¹Úìt¡ ®è¡-ƒà> ºà®¡ A¡¹à ¤öàÜo\>¹ >à³ [A¡ ?
(a) Wè¡Øl¡à³[o (b) Òüì–ƒàA¡ (c) ®¡j¡ìƒ¯ (d) "¯P¡o
66. ët¡\šå¹ [Ñ‚t¡ ¤>³àº t¡à´÷[º[š ‡à¹à ®è¡ƒà> šøàšA¡ (¤øàÕ¡o)-¹ >à³ :
(a) Wè¡Øl¡à³[o (b) Òüì–ƒàA¡ (c) ®¡j¡ìƒ¤ (d) "¤P¡o
66. ’Ÿ◊Ê‹ÁŸ á¬È⁄U ÃÊ◊˝Á‹Á¬ÁŸ ª¡⁄U¡Ê¥ „Ê-ŒÊŸ ◊ÊŸŸÊÿ ’˝ÊrÊŸÁŸ ◊Èæ§Ê ◊Ê◊ÊŸ?
(a) øÈ«∏Ê◊ÁŸ (b) ßãŒ∑§ (c) ÷^Œfl (d) •flªÈŸ
66. What was the name of the Brahmana to whom land was donated by issuing the Tezpur
Copper Plate Inscription of Vanamala ?
(a) Cudamoni (b) Indoka (c) Bhattadeva (d) Avaguna
67. "γt¡ ¹àÊ¡öãÚ l¡üƒ¸à>¹ ³åk¡ Î}J¸à Ò’º :
(a) 5 (b) 3 (c) 6 (d) 7
67. "àÎà³ ¹àì\¸ Τ¢ì³ài¡ ¹àÊ¡öãÚ l¡üƒ¸àì>¹ Î}J¸à :
(a) 5 (b) 3 (c) 6 (d) 7
67. •Ê‚Ê◊ÁŸ „ÊÿÈæ§ÊÁ⁄U „ʪ˝Ê◊ÊÁŸ ªÊ‚Ò •ŸÁ¡◊ÊÿÊ ¡ÊŒÊ¥ —
(a) 5 (b) 3 (c) 6 (d) 7
67. Total number of National Parks in Assam is :
(a) 5 (b) 3 (c) 6 (d) 7
GHT-21/P-I/A 28
Page 29
68. 2011 W¡>¹ ëºàA¡[šÚº ">åÎ[¹ t¡ºt¡ l¡üìÀJ A¡¹à¹ [®¡t¡¹t¡ "γ¹ ëA¡à>J> [\ºàt¡ ÎàÛ¡¹t¡à¹ Òà¹
Τ¢[>´• ?
(a) [l¡³à ÒàW¡à* (b) ‹å¤å¹ã (c) A¡à[¤¢ "à}º} (d) ÒàÒüºàA¡à[–ƒ
68. 2011 Îì>¹ \>Ko>à ">å™àÚã "àÎàì³¹ [>´•[º[Jt¡ ëA¡à> ë\ºàìt¡ ÎàÛ¡¹t¡à¹ Ò๠Τ¢[>´• ?
(a) [l¡³à ÒàÎà* (b) ‹è¤¹ã (c) A¡à[¤¢ &}º} (d) ÒàÒüºàA¡à[–ƒ
68. 2011 ◊ÊßÕÊÿÁŸ ‚È’È¥-‚ÊŸπÊ ’ÊÁŒé‹Ê ªÊ„ÊÿÊfl ◊π”ŸÊÿ»§Ê⁄UÁŸ ª¡⁄UÊfl •Ê‚Ê◊ÁŸ ’’ Á¡‹ÊÿÊfl ‚Ê‹Ê¥ÕÊß ªÊŸÊ¥
‚È’È¥ÁŸ „Ê⁄UÊ π◊Á‚ŸÕÊ⁄U?
(a) Á«U◊Ê „Ê‚Ê© (b) œÈ’È⁄UË (c) ∑§ÊÁ’¸ •Ê¥‹¥ (d) „Êß‹Ê∑§ÊÁãŒ
68. As per 2011 census which of the following districts of Assam has the lowest literacy rate ?
(a) Dima Hasao (b) Dhubri (c) Karbi Anglong (d) Hailakandi
69. ™[ƒ x=acos3θ, y=bsin3θ, ët¡ì”z :
x2 y2
(a) x2+y2=a2+b 2 (b) + =1
a2 b2
2 2 2 2
x 3 y 3 x 3 y 3
(c) + =1 (d) − =1
a b a b
69. ™[ƒ x=acos3θ, y=bsin3θ, "t¡&¤ :
x2 y2
(a) x2+y2=a2+b 2 (b) + =1
a2 b2
2 2 2 2
x 3 y 3 x 3 y 3
(c) + =1 (d) − =1
a b a b
69. x=acos3θ, y=bsin3θ ¡ÊÿÊé‹Ê —
x2 y2
(a) x2+y2=a2+b 2 (b) + =1
a2 b2
2 2 2 2
x 3 y 3 x 3 y 3
(c) + =1 (d) − =1
a b a b
GHT-21/P-I/A 29 P.T.O.
Τ¢[>´• ?
(a) [l¡³à ÒàW¡à* (b) ‹å¤å¹ã (c) A¡à[¤¢ "à}º} (d) ÒàÒüºàA¡à[–ƒ
68. 2011 Îì>¹ \>Ko>à ">å™àÚã "àÎàì³¹ [>´•[º[Jt¡ ëA¡à> ë\ºàìt¡ ÎàÛ¡¹t¡à¹ Ò๠Τ¢[>´• ?
(a) [l¡³à ÒàÎà* (b) ‹è¤¹ã (c) A¡à[¤¢ &}º} (d) ÒàÒüºàA¡à[–ƒ
68. 2011 ◊ÊßÕÊÿÁŸ ‚È’È¥-‚ÊŸπÊ ’ÊÁŒé‹Ê ªÊ„ÊÿÊfl ◊π”ŸÊÿ»§Ê⁄UÁŸ ª¡⁄UÊfl •Ê‚Ê◊ÁŸ ’’ Á¡‹ÊÿÊfl ‚Ê‹Ê¥ÕÊß ªÊŸÊ¥
‚È’È¥ÁŸ „Ê⁄UÊ π◊Á‚ŸÕÊ⁄U?
(a) Á«U◊Ê „Ê‚Ê© (b) œÈ’È⁄UË (c) ∑§ÊÁ’¸ •Ê¥‹¥ (d) „Êß‹Ê∑§ÊÁãŒ
68. As per 2011 census which of the following districts of Assam has the lowest literacy rate ?
(a) Dima Hasao (b) Dhubri (c) Karbi Anglong (d) Hailakandi
69. ™[ƒ x=acos3θ, y=bsin3θ, ët¡ì”z :
x2 y2
(a) x2+y2=a2+b 2 (b) + =1
a2 b2
2 2 2 2
x 3 y 3 x 3 y 3
(c) + =1 (d) − =1
a b a b
69. ™[ƒ x=acos3θ, y=bsin3θ, "t¡&¤ :
x2 y2
(a) x2+y2=a2+b 2 (b) + =1
a2 b2
2 2 2 2
x 3 y 3 x 3 y 3
(c) + =1 (d) − =1
a b a b
69. x=acos3θ, y=bsin3θ ¡ÊÿÊé‹Ê —
x2 y2
(a) x2+y2=a2+b 2 (b) + =1
a2 b2
2 2 2 2
x 3 y 3 x 3 y 3
(c) + =1 (d) − =1
a b a b
GHT-21/P-I/A 29 P.T.O.
Page 30
69. If x=acos3θ, y=bsin3θ, then :
x2 y2
(a) x2+y2=a2+b2 (b) + =1
a2 b2
2 2 2 2
x 3 y 3 x 3 y 3
(c) + =1 (d) − =1
a b a b
70. šøàW¡ã> šøàKì\¸à[t¡Èšå¹-A¡à³¹ê¡š ¹à\¸ ÅàÎ> A¡¹à ¤³¢> ¤}Ź šø=³\> ¹\à ëA¡à> "à[Ạ?
(a) ® àÑHþ¹ ¤³¢> (b) "¯”zã ¤³¢>
(c) šèȸ ¤³¢> (d) ®è¡[t¡ ¤³¢>
70. šøàW¡ã> šøàKì\¸à[t¡Èšå¹-A¡à³¹ê¡š ¹àì\¸¹ ¤³¢> ¤}ÅãÚ šø=³ ¹à\๠>à³ :
(a) ® àÑHþ¹ ¤³¢> (b) "¤”zã ¤³¢>
(c) šèȸ ¤³¢> (d) ®è¡[t¡ ¤³¢>
70. ªÊ¡Ê◊ ¬˝ÊªíÿÊÁ÷¬È⁄U-∑§Ê◊L§¬ ⁄UÊÿ¡Ê πÈ¥ŸÊÿ ’◊¸Ÿ »§Ê‹⁄UÁŸ ÁªÁ’ ⁄UÊ¡ÊÿÊ ‚Ê⁄U◊ÊŸ?
(a) ÷ÊS∑§⁄U ’◊¸Ÿ (b) •flãÃË ’◊¸Ÿ
(c) ¬ÈSÿ ’◊¸Ÿ (d) ÷ÈÁà ’◊¸Ÿ
70. Who was the first king of the Varmana dynasty of the ancient kingdom of Pragjyotishpur-
Kamarupa ?
(a) Bhaskara varman (b) Avanti varman
(c) Pushya varman (d) Bhuti varman
71. &i¡à ¤õv¡¹ "ài¡àÒüt¡îA¡ ƒãQº \¸àl¡àº Ò’º :
(a) ¤¸àÎà‹¢ (b) ¤¸àÎ
(c) W¡àš (d) š[¹[‹
71. &A¡[i¡ ¤õìv¡¹ ƒãQ¢t¡³ \¸à’¹ γà=¢A¡ :
(a) ¤¸àÎà‹¢ (b) ¤¸àÎì¹Jà
(c) W¡àš (d) š[¹[‹
GHT-21/P-I/A 30
x2 y2
(a) x2+y2=a2+b2 (b) + =1
a2 b2
2 2 2 2
x 3 y 3 x 3 y 3
(c) + =1 (d) − =1
a b a b
70. šøàW¡ã> šøàKì\¸à[t¡Èšå¹-A¡à³¹ê¡š ¹à\¸ ÅàÎ> A¡¹à ¤³¢> ¤}Ź šø=³\> ¹\à ëA¡à> "à[Ạ?
(a) ® àÑHþ¹ ¤³¢> (b) "¯”zã ¤³¢>
(c) šèȸ ¤³¢> (d) ®è¡[t¡ ¤³¢>
70. šøàW¡ã> šøàKì\¸à[t¡Èšå¹-A¡à³¹ê¡š ¹àì\¸¹ ¤³¢> ¤}ÅãÚ šø=³ ¹à\๠>à³ :
(a) ® àÑHþ¹ ¤³¢> (b) "¤”zã ¤³¢>
(c) šèȸ ¤³¢> (d) ®è¡[t¡ ¤³¢>
70. ªÊ¡Ê◊ ¬˝ÊªíÿÊÁ÷¬È⁄U-∑§Ê◊L§¬ ⁄UÊÿ¡Ê πÈ¥ŸÊÿ ’◊¸Ÿ »§Ê‹⁄UÁŸ ÁªÁ’ ⁄UÊ¡ÊÿÊ ‚Ê⁄U◊ÊŸ?
(a) ÷ÊS∑§⁄U ’◊¸Ÿ (b) •flãÃË ’◊¸Ÿ
(c) ¬ÈSÿ ’◊¸Ÿ (d) ÷ÈÁà ’◊¸Ÿ
70. Who was the first king of the Varmana dynasty of the ancient kingdom of Pragjyotishpur-
Kamarupa ?
(a) Bhaskara varman (b) Avanti varman
(c) Pushya varman (d) Bhuti varman
71. &i¡à ¤õv¡¹ "ài¡àÒüt¡îA¡ ƒãQº \¸àl¡àº Ò’º :
(a) ¤¸àÎà‹¢ (b) ¤¸àÎ
(c) W¡àš (d) š[¹[‹
71. &A¡[i¡ ¤õìv¡¹ ƒãQ¢t¡³ \¸à’¹ γà=¢A¡ :
(a) ¤¸àÎà‹¢ (b) ¤¸àÎì¹Jà
(c) W¡àš (d) š[¹[‹
GHT-21/P-I/A 30
Page 31
71. ◊ÊŸ‚ ’¥πŸÁŸ ªÊ’Ê¥Á‚Ÿ ªÊ‹Êfl Á‚Á‹¥ „Ê¥πÊ•Ê ¡ÊŒÊ¥ —
(a) ‚πÊfl „Ê¥πÊ (b) πÊfl „Ê¥πÊ
(c) ’¥πŸÁŸ ’ʋʸ (d) ’¥πŸÁŸ ‚Ê⁄UÁªÁŒ¥ Á‚◊Ê
71. The longest chord of a circle is the :
(a) radius (b) diameter
(c) arc (d) circumference
72. 2 m×0.5 m×2 m ³àyà[¤[ÅÊ¡ &i¡à [y[¤³ãÚ ëÛ¡yA¡¹ šà>ã¹ ‹à¹o Û¡³t¡à Ò’º :
(a) 2 [ºi¡à¹ (b) 20 [ºi¡à¹ (c) 200 [ºi¡à¹ (d) 2000 [ºi¡à¹
72. 2 m×0.5 m×2 m ³àyà [¤[ÅÊ¡ &A¡[i¡ Q>ìÛ¡ìy¹ \º‹à¹o Û¡³t¡à :
(a) 2 [ºi¡à¹ (b) 20 [ºi¡à¹ (c) 200 [ºi¡à¹ (d) 2000 [ºi¡à¹
72. 2 Á◊.×0.5 Á◊.×2 Á◊. ¡πÊÁŸ ª¥‚ ÉÊŸŒé‹ÊÿÁŸ ’‹ÊÿÊfl ŒÒ ‹ÊŸÊ „ÊŸÊÿ ¡πÊÿÊ ¡ÊŒÊ¥ —
(a) 2 Á‹≈UÊ⁄U (b) 20 Á‹≈UÊ⁄U (c) 200 Á‹≈UÊ⁄U (d) 2000 Á‹≈UÊ⁄U
72. The amount of water that a cuboid of dimensions 2 m×0.5 m×2 m can hold is :
(a) 2 Litre (b) 20 Litre (c) 200 Litre (d) 2000 Litre
y+ z x− y + z
73. ™[ƒ x = = , ët¡ì”z x : y : z ¹ ³à> Ò’º :
5 11 2
(a) 3 : 4 : 7 (b) 4 : 5 : 7
(c) 5 : 4 : 7 (d) 5 : 7 : 4
y+ z x− y + z
73. ™[ƒ x = = , "t¡&¤ x : y : z ¹ ³à> :
5 11 2
(a) 3 : 4 : 7 (b) 4 : 5 : 7
(c) 5 : 4 : 7 (d) 5 : 7 : 4
x y+ z x− y + z
73. = = ¡ÊÿÊé‹Ê x : y : z ÁŸ ◊ÊŸÊ ¡ÊŒÊ¥ —
5 11 2
(a) 3 : 4 : 7 (b) 4 : 5 : 7
(c) 5 : 4 : 7 (d) 5 : 7 : 4
x y+ z x− y + z
73. If = = , the value of x : y : z is :
5 11 2
(a) 3 : 4 : 7 (b) 4 : 5 : 7
(c) 5 : 4 : 7 (d) 5 : 7 : 4
GHT-21/P-I/A 31 P.T.O.
(a) ‚πÊfl „Ê¥πÊ (b) πÊfl „Ê¥πÊ
(c) ’¥πŸÁŸ ’ʋʸ (d) ’¥πŸÁŸ ‚Ê⁄UÁªÁŒ¥ Á‚◊Ê
71. The longest chord of a circle is the :
(a) radius (b) diameter
(c) arc (d) circumference
72. 2 m×0.5 m×2 m ³àyà[¤[ÅÊ¡ &i¡à [y[¤³ãÚ ëÛ¡yA¡¹ šà>ã¹ ‹à¹o Û¡³t¡à Ò’º :
(a) 2 [ºi¡à¹ (b) 20 [ºi¡à¹ (c) 200 [ºi¡à¹ (d) 2000 [ºi¡à¹
72. 2 m×0.5 m×2 m ³àyà [¤[ÅÊ¡ &A¡[i¡ Q>ìÛ¡ìy¹ \º‹à¹o Û¡³t¡à :
(a) 2 [ºi¡à¹ (b) 20 [ºi¡à¹ (c) 200 [ºi¡à¹ (d) 2000 [ºi¡à¹
72. 2 Á◊.×0.5 Á◊.×2 Á◊. ¡πÊÁŸ ª¥‚ ÉÊŸŒé‹ÊÿÁŸ ’‹ÊÿÊfl ŒÒ ‹ÊŸÊ „ÊŸÊÿ ¡πÊÿÊ ¡ÊŒÊ¥ —
(a) 2 Á‹≈UÊ⁄U (b) 20 Á‹≈UÊ⁄U (c) 200 Á‹≈UÊ⁄U (d) 2000 Á‹≈UÊ⁄U
72. The amount of water that a cuboid of dimensions 2 m×0.5 m×2 m can hold is :
(a) 2 Litre (b) 20 Litre (c) 200 Litre (d) 2000 Litre
y+ z x− y + z
73. ™[ƒ x = = , ët¡ì”z x : y : z ¹ ³à> Ò’º :
5 11 2
(a) 3 : 4 : 7 (b) 4 : 5 : 7
(c) 5 : 4 : 7 (d) 5 : 7 : 4
y+ z x− y + z
73. ™[ƒ x = = , "t¡&¤ x : y : z ¹ ³à> :
5 11 2
(a) 3 : 4 : 7 (b) 4 : 5 : 7
(c) 5 : 4 : 7 (d) 5 : 7 : 4
x y+ z x− y + z
73. = = ¡ÊÿÊé‹Ê x : y : z ÁŸ ◊ÊŸÊ ¡ÊŒÊ¥ —
5 11 2
(a) 3 : 4 : 7 (b) 4 : 5 : 7
(c) 5 : 4 : 7 (d) 5 : 7 : 4
x y+ z x− y + z
73. If = = , the value of x : y : z is :
5 11 2
(a) 3 : 4 : 7 (b) 4 : 5 : 7
(c) 5 : 4 : 7 (d) 5 : 7 : 4
GHT-21/P-I/A 31 P.T.O.
Page 32
74. šàrå¡t¡ ¤Òà (1926) ®¡à¹t¡ãÚ \àt¡ãÚ A¡}ìKøá¹ 41 t¡³ "[‹ì¯Å>¹ ή¡àš[t¡ ëA¡à> "à[Ạ?
(a) t¡¹ç¡o ¹à³ óå¡A¡> (b) Åøã[>¤àÎ "àìÚUà¹
(c) >¤ã> W¡–ƒø ¤¹ƒîº (d) ìKàšã>à= ¤¹ƒîº
74. šàråët¡ ">å[Ë¡t¡ (1926) ®¡à¹t¡ãÚ \àt¡ãÚ A¡}ìKøìι 41 t¡³ "[‹ì¤Åì>¹ ή¡àš[t¡ ëA¡ ?
(a) t¡¹ç¡o ¹à³ óå¡A¡> (b) Åøã[>¤àÎ "àìÚUà¹
(c) >¤ã> W¡–ƒø ¤¹ƒîº (d) ìKàšã>à= ¤¹ƒîº
74. ¬Êá«ÈU flÊfl ¡ÊŸÊÿ (1926) ÷Ê⁄UÃÊÁ⁄U ¡ÊÃËÿ ∑¥§ª˝‚ÁŸ 41 ÁÕ ¡ÕÈ◊ÊÁŸ •Ê»§ÊŒÁªÁ⁄UÿÊ ‚Ê⁄U◊ÊŸ?
(a) ÃL§áÊ ⁄UÊ◊ »È§∑§Ÿ (b) üÊËÁŸ’Ê‚ •ÊÿXÊ⁄U
(c) Ÿ’ËŸ øãŒ˝ ’⁄UŒ‹Ò (d) ª¬ËŸÊÕ ’⁄UŒ‹Ò
74. Who was the President of the 41st session of the Indian National Congress held in Pandu
(1926) ?
(a) Tarun Ram Phukan (b) Srinivasa Iyengar
(c) Nabin Chandra Bardoloi (d) Gopinath Bardoloi
75. {∅} Ò’º &i¡à :
(a) [¹v¡û¡ Î}Ò[t¡ (b) &A¡A¡ Î}Ò[t¡
(c) "Îã³ Î}Ò[t¡ (d) Îà[¤¢A¡ Î}Ò[t¡
75. {∅} &A¡[i¡ :
(a) [¹v¡û¡ Î}Ò[t¡ (b) &A¡A¡ Î}Ò[t¡
(c) "Îã³ Î}Ò[t¡ (d) Îà[¤¢A¡ Î}Ò[t¡
75. {∅} -•Ê ◊ÊŸ‚ —
(a) ¡’Ê ªÒÿÒ ÕÈ’È⁄U (b) ‚ÊŸªÈÁŒ ÕÈ’È⁄U
(c) ¡Ê’ŸÊ ªÒÿÒ ÕÈ’È⁄U (d) ‚⁄UÊ‚ŸdÊ ÕÈ’È⁄U
75. {∅} is a/an :
(a) Null set (b) Unit set
(c) Infinite set (d) Universal set
GHT-21/P-I/A 32
(a) t¡¹ç¡o ¹à³ óå¡A¡> (b) Åøã[>¤àÎ "àìÚUà¹
(c) >¤ã> W¡–ƒø ¤¹ƒîº (d) ìKàšã>à= ¤¹ƒîº
74. šàråët¡ ">å[Ë¡t¡ (1926) ®¡à¹t¡ãÚ \àt¡ãÚ A¡}ìKøìι 41 t¡³ "[‹ì¤Åì>¹ ή¡àš[t¡ ëA¡ ?
(a) t¡¹ç¡o ¹à³ óå¡A¡> (b) Åøã[>¤àÎ "àìÚUà¹
(c) >¤ã> W¡–ƒø ¤¹ƒîº (d) ìKàšã>à= ¤¹ƒîº
74. ¬Êá«ÈU flÊfl ¡ÊŸÊÿ (1926) ÷Ê⁄UÃÊÁ⁄U ¡ÊÃËÿ ∑¥§ª˝‚ÁŸ 41 ÁÕ ¡ÕÈ◊ÊÁŸ •Ê»§ÊŒÁªÁ⁄UÿÊ ‚Ê⁄U◊ÊŸ?
(a) ÃL§áÊ ⁄UÊ◊ »È§∑§Ÿ (b) üÊËÁŸ’Ê‚ •ÊÿXÊ⁄U
(c) Ÿ’ËŸ øãŒ˝ ’⁄UŒ‹Ò (d) ª¬ËŸÊÕ ’⁄UŒ‹Ò
74. Who was the President of the 41st session of the Indian National Congress held in Pandu
(1926) ?
(a) Tarun Ram Phukan (b) Srinivasa Iyengar
(c) Nabin Chandra Bardoloi (d) Gopinath Bardoloi
75. {∅} Ò’º &i¡à :
(a) [¹v¡û¡ Î}Ò[t¡ (b) &A¡A¡ Î}Ò[t¡
(c) "Îã³ Î}Ò[t¡ (d) Îà[¤¢A¡ Î}Ò[t¡
75. {∅} &A¡[i¡ :
(a) [¹v¡û¡ Î}Ò[t¡ (b) &A¡A¡ Î}Ò[t¡
(c) "Îã³ Î}Ò[t¡ (d) Îà[¤¢A¡ Î}Ò[t¡
75. {∅} -•Ê ◊ÊŸ‚ —
(a) ¡’Ê ªÒÿÒ ÕÈ’È⁄U (b) ‚ÊŸªÈÁŒ ÕÈ’È⁄U
(c) ¡Ê’ŸÊ ªÒÿÒ ÕÈ’È⁄U (d) ‚⁄UÊ‚ŸdÊ ÕÈ’È⁄U
75. {∅} is a/an :
(a) Null set (b) Unit set
(c) Infinite set (d) Universal set
GHT-21/P-I/A 32
Page 33
76. ™[ƒ ABC "à¹ç¡ PQR ƒåi¡à ΃õÅ [y®è¡\ "à¹ç¡ m ∠Q=758, m ∠R=658, ët¡ì”z ∠A ¹ ³àš Ò’º :
(a) 308 (b) 408
(c) 508 (d) &Òüì¤à¹¹ &i¡à* >ÒÚ
76. ™[ƒ ABC &¤} PQR ƒåÒü[i¡ ΃õÅ [y®è¡\ &¤} m ∠Q=758, m ∠R=658 t¡àÒà ÒÒüìº ∠A -¹ ³àš
ÒÒüì¤ :
(a) 308 (b) 408
(c) 508 (d) l¡üš[¹l¡üv¡û¡ &A¡[i¡* >ìÒ
76. ABC •Ê⁄UÊ PQR ◊ÊŸŸÒ ⁄UÊπÊ◊‚ •ÊπÊÁãÕÕÊ◊é‹Ê •Ê⁄UÊ m ∠Q=758, m ∠R=658 ¡ÊÿÊé‹Ê ∠A ÁŸ ¡πÊÿÊ
¡ÊŒÊ¥ —
(a) 308 (b) 408
(c) 508 (d) ’»§Ê⁄UÁŸ ◊ÊŸ‚’Ê Ÿæ§Ê
76. If ABC and PQR are two similar triangles and m ∠Q=758, m ∠R=658, then the measure of
the ∠A is :
(a) 308 (b) 408
(c) 508 (d) None of these
77. ‘®¡à¹t¡ t¡¸àK’ "àì–ƒàº>t¡ (1942) ëKøœ¡à¹ ëÒà¯à šãt¡à´¬¹ 냯 ëKàѬà³ã "γ¹ ëA¡à> Îy¹ Îyà[‹A¡à¹
"à[Ạ?
(a) "àl¡ü[>"ài¡ã Îy (b) ƒ[Û¡ošài¡ Îy
(c) KØl¡³è¹ Îy (d) ¤¹ìši¡à Îy
77. ‘®¡à¹t¡ áàØl¡’ "àì–ƒàºì> (1942) ëKøœ¡à¹ ¤¹o A¡¹à šãt¡à´¬¹ 냤 ëKàѬà³ã "àÎàì³¹ ëA¡à> Îìy¹ Îyà[‹A¡à¹
[áìº> ?
(a) "àl¡ü[>"ài¡ã Îy (b) ƒ[Û¡ošài¡ Îy
(c) KØl¡³è¹ Îy (d) ¤¹ìši¡à Îy
GHT-21/P-I/A 33 P.T.O.
(a) 308 (b) 408
(c) 508 (d) &Òüì¤à¹¹ &i¡à* >ÒÚ
76. ™[ƒ ABC &¤} PQR ƒåÒü[i¡ ΃õÅ [y®è¡\ &¤} m ∠Q=758, m ∠R=658 t¡àÒà ÒÒüìº ∠A -¹ ³àš
ÒÒüì¤ :
(a) 308 (b) 408
(c) 508 (d) l¡üš[¹l¡üv¡û¡ &A¡[i¡* >ìÒ
76. ABC •Ê⁄UÊ PQR ◊ÊŸŸÒ ⁄UÊπÊ◊‚ •ÊπÊÁãÕÕÊ◊é‹Ê •Ê⁄UÊ m ∠Q=758, m ∠R=658 ¡ÊÿÊé‹Ê ∠A ÁŸ ¡πÊÿÊ
¡ÊŒÊ¥ —
(a) 308 (b) 408
(c) 508 (d) ’»§Ê⁄UÁŸ ◊ÊŸ‚’Ê Ÿæ§Ê
76. If ABC and PQR are two similar triangles and m ∠Q=758, m ∠R=658, then the measure of
the ∠A is :
(a) 308 (b) 408
(c) 508 (d) None of these
77. ‘®¡à¹t¡ t¡¸àK’ "àì–ƒàº>t¡ (1942) ëKøœ¡à¹ ëÒà¯à šãt¡à´¬¹ 냯 ëKàѬà³ã "γ¹ ëA¡à> Îy¹ Îyà[‹A¡à¹
"à[Ạ?
(a) "àl¡ü[>"ài¡ã Îy (b) ƒ[Û¡ošài¡ Îy
(c) KØl¡³è¹ Îy (d) ¤¹ìši¡à Îy
77. ‘®¡à¹t¡ áàØl¡’ "àì–ƒàºì> (1942) ëKøœ¡à¹ ¤¹o A¡¹à šãt¡à´¬¹ 냤 ëKàѬà³ã "àÎàì³¹ ëA¡à> Îìy¹ Îyà[‹A¡à¹
[áìº> ?
(a) "àl¡ü[>"ài¡ã Îy (b) ƒ[Û¡ošài¡ Îy
(c) KØl¡³è¹ Îy (d) ¤¹ìši¡à Îy
GHT-21/P-I/A 33 P.T.O.
Page 34
77. ““÷Ê⁄Uà ŸÊªÊ⁄U”” ‚Ê◊Êfl‚Ê⁄UŸÊÿÊfl (1942) πÊ¡ÊŸÊÿ ¬ËÃÊê’⁄U Œfl ªSflÊ◊ËÿÊ •Ê‚Ê◊ÁŸ ’’ ÕÊŸ‚ÊÁ‹ÁŸ Á’ªÊ◊Ê◊ÊŸ?
(a) •Ê©ÁŸ•Ê≈UË ÕÊŸ‚ÊÁ‹ (b) ŒÁˇÊáʬÊ≈U ÕÊŸ‚ÊÁ‹
(c) ª«∏◊È⁄U ÕÊŸ‚ÊÁ‹ (d) ’⁄U¬≈UÊ ÕÊŸ‚ÊÁ‹
77. Pitambar Dev Goswami, arrested in the Quit India Movement (1942), was the Satradhikar of
which Satra in Assam ?
(a) Auniati Satra (b) Dakshinpat Satra
(c) Garamur Satra (d) Barpeta Satra
78. &i¡à Îà³”z[¹A¡¹ A¡à[º 120 cm2 "à¹ç¡ ÒüÚ๠l¡üZW¡t¡à 10 cm, ët¡ì”z Îà³”z[¹A¡ìi¡à¹ ®è¡[³¹ íƒQ¢¸ Ò’º :
(a) 4 cm (b) 8 cm (c) 12 cm (d) 24 cm
78. &A¡ Îà³”z[¹A¡ ëÛ¡ìy¹ "àÚt¡> 120 cm2 * l¡üZW¡t¡à 10 cm ÒÒüìº, Îà³”z[¹A¡ ëÛ¡y[i¡¹ ®è¡[³¹ íƒQ¢¸ :
(a) 4 cm (b) 8 cm (c) 12 cm (d) 24 cm
78. ◊ÊŸ‚ Á‹ª Œé‹ÊßÁŸ ‹Êfl‚Èæ§Ê 120 ‚.Á◊.2 •Ê⁄UÊ ªÊ¡ÊÒflÊ 10 ‚.Á◊., •é‹Ê Á‹ª Œé‹ÊßÁŸ „ÊÁŸ ªÊ‹ÊflÊ ¡ÊŒÊ¥ —
(a) 4 ‚.Á◊. (b) 8 ‚.Á◊. (c) 12 ‚.Á◊. (d) 24 ‚.Á◊.
78. The area of a parallelogram is 120 cm2 and its altitude is 10 cm. The length of the base is :
(a) 4 cm (b) 8 cm (c) 12 cm (d) 24 cm
79. ìA¡à>\> A¡áà¹ã ¹\àÒü ™å‡ý¡t¡ "àìÒà³ íÎ>¸A¡ š¹à[\t¡ A¡[¹ ‘šøt¡àš >à¹àÚo’ >à³ KøÒo A¡[¹[Ạ?
(a) ®¡ã³¤º >à¹àÚo (b) A¡³º >à¹àÚo
(c) Òü–ƒø¤º >à¹àÚo (d) ™Å >à¹àÚo
79. ëA¡à> A¡àáà¹ã ¹à\à ™åì‡ý¡ "àìÒà³ ëÎ>àìA¡ š¹à®è¡t¡ A¡[¹Úà ‘šøt¡àš >à¹àÚo’ l¡üšà[‹ KøÒo A¡ì¹> ?
(a) ®¡ã³¤º >à¹àÚo (b) A¡³º >à¹àÚo
(c) Òü–ƒø¤º >à¹àÚo (d) ™Å >à¹àÚo
GHT-21/P-I/A 34
(a) •Ê©ÁŸ•Ê≈UË ÕÊŸ‚ÊÁ‹ (b) ŒÁˇÊáʬÊ≈U ÕÊŸ‚ÊÁ‹
(c) ª«∏◊È⁄U ÕÊŸ‚ÊÁ‹ (d) ’⁄U¬≈UÊ ÕÊŸ‚ÊÁ‹
77. Pitambar Dev Goswami, arrested in the Quit India Movement (1942), was the Satradhikar of
which Satra in Assam ?
(a) Auniati Satra (b) Dakshinpat Satra
(c) Garamur Satra (d) Barpeta Satra
78. &i¡à Îà³”z[¹A¡¹ A¡à[º 120 cm2 "à¹ç¡ ÒüÚ๠l¡üZW¡t¡à 10 cm, ët¡ì”z Îà³”z[¹A¡ìi¡à¹ ®è¡[³¹ íƒQ¢¸ Ò’º :
(a) 4 cm (b) 8 cm (c) 12 cm (d) 24 cm
78. &A¡ Îà³”z[¹A¡ ëÛ¡ìy¹ "àÚt¡> 120 cm2 * l¡üZW¡t¡à 10 cm ÒÒüìº, Îà³”z[¹A¡ ëÛ¡y[i¡¹ ®è¡[³¹ íƒQ¢¸ :
(a) 4 cm (b) 8 cm (c) 12 cm (d) 24 cm
78. ◊ÊŸ‚ Á‹ª Œé‹ÊßÁŸ ‹Êfl‚Èæ§Ê 120 ‚.Á◊.2 •Ê⁄UÊ ªÊ¡ÊÒflÊ 10 ‚.Á◊., •é‹Ê Á‹ª Œé‹ÊßÁŸ „ÊÁŸ ªÊ‹ÊflÊ ¡ÊŒÊ¥ —
(a) 4 ‚.Á◊. (b) 8 ‚.Á◊. (c) 12 ‚.Á◊. (d) 24 ‚.Á◊.
78. The area of a parallelogram is 120 cm2 and its altitude is 10 cm. The length of the base is :
(a) 4 cm (b) 8 cm (c) 12 cm (d) 24 cm
79. ìA¡à>\> A¡áà¹ã ¹\àÒü ™å‡ý¡t¡ "àìÒà³ íÎ>¸A¡ š¹à[\t¡ A¡[¹ ‘šøt¡àš >à¹àÚo’ >à³ KøÒo A¡[¹[Ạ?
(a) ®¡ã³¤º >à¹àÚo (b) A¡³º >à¹àÚo
(c) Òü–ƒø¤º >à¹àÚo (d) ™Å >à¹àÚo
79. ëA¡à> A¡àáà¹ã ¹à\à ™åì‡ý¡ "àìÒà³ ëÎ>àìA¡ š¹à®è¡t¡ A¡[¹Úà ‘šøt¡àš >à¹àÚo’ l¡üšà[‹ KøÒo A¡ì¹> ?
(a) ®¡ã³¤º >à¹àÚo (b) A¡³º >à¹àÚo
(c) Òü–ƒø¤º >à¹àÚo (d) ™Å >à¹àÚo
GHT-21/P-I/A 34
Page 35
79. ‚Ê⁄U ∑§‚Ê⁄UË ⁄UÊ¡ÊÿÊ ŒÊfl„ÊÿÊfl •Ê„◊ ‚ÊŸÁÕ˝πÊÒ »§¡ŸŸÊŸÒ “¬˝Ãʬ ŸÊ⁄UÊÿáÊ” ◊È¥ ‹ÊŒÊ¥◊ÊŸ?
(a) ÷Ë◊’‹ ŸÊ⁄UÊÿáÊ (b) ∑§◊‹ ŸÊ⁄UÊÿáÊ
(c) ßãŒ˝’‹ ŸÊ⁄UÊÿáÊ (d) ¡‡Ê ŸÊ⁄UÊÿáÊ
79. Who among the following Kachari kings assumed the name ‘Pratap Narayan’, after defeating
the Ahoms in battle ?
(a) Bhimbal Narayan (b) Kamal Narayan
(c) Indrabal Narayan (d) Jasa Narayan
80. Òü[“¡Úà> ¹àÒü>’ [®¡\>, 2020 ¹ ºÛ¡¸ íÒìá 2020 W¡>îºìA¡ "γt¡ KØl¡¹ Î}J¸à __________ íº ¤õ[‡ý¡
A¡¹à¡ú
(a) 2000 (b) 2500 (c) 2020 (d) 3000
80. Indian Rhino Vision, 2020 ">åÎàì¹ Î³Kø "àÎàì³ Kr¡àì¹¹ 2020 Îì> ¤õ[‡ý¡¹ Î}J¸à [Ñ‚[¹Aõ¡t¡ ÒÚ :
(a) 2000 (b) 2500 (c) 2020 (d) 3000
80. ßÁá«UÿÊŸ ⁄UÊߟ” Á÷¡Ÿ, 2020 ÁŸ ŸÊ¡Ê⁄UÊ ¡ÊŒÊ¥ 2020 ◊ÊßÕÊÿÁ‚◊ •Ê‚Ê◊ÁŸ ªÊãŒÊÁŸ •ŸÁ¡◊ÊπÊÒ __________
Á‚◊ ’Ê¥„ÊŸÊÿ–
(a) 2000 (b) 2500 (c) 2020 (d) 3000
80. Indian Rhino Vision, 2020 aims to increase the Rhino population in Assam to __________ by
the year 2020.
(a) 2000 (b) 2500 (c) 2020 (d) 3000
81. A "à¹ç ¡ B ƒå i ¡à Îè Ü ìA¡ào, ™[ƒ sin(A+B)=1 "à¹ç ¡ cot(A−B)= 3 , ët¡ì”z A "à¹ç ¡ B ¹ ³à>
Ò’º :
(a) 458 "à¹ç¡ 458 (b) 308 "à¹ç 608¡
(c) 608 "à¹ç¡ 308 (d) &Òüì¤à¹¹ &i¡à* >ÒÚ
81. A * B ƒåÒü[i¡ ÎèÜìA¡ào, ™[ƒ sin(A+B)=1 &¤} cot(A−B)= 3 , t¡àÒà ÒÒüìº A * B -¹ ³à>
ÒÒüì¤ :
(a) 458 * 458 (b) 308 * 608¡
(c) 608 * 308 (d) l¡üš[¹l¡üv¡û¡ ëA¡àì>à[i¡Òü >ìÒ
GHT-21/P-I/A 35 P.T.O.
(a) ÷Ë◊’‹ ŸÊ⁄UÊÿáÊ (b) ∑§◊‹ ŸÊ⁄UÊÿáÊ
(c) ßãŒ˝’‹ ŸÊ⁄UÊÿáÊ (d) ¡‡Ê ŸÊ⁄UÊÿáÊ
79. Who among the following Kachari kings assumed the name ‘Pratap Narayan’, after defeating
the Ahoms in battle ?
(a) Bhimbal Narayan (b) Kamal Narayan
(c) Indrabal Narayan (d) Jasa Narayan
80. Òü[“¡Úà> ¹àÒü>’ [®¡\>, 2020 ¹ ºÛ¡¸ íÒìá 2020 W¡>îºìA¡ "γt¡ KØl¡¹ Î}J¸à __________ íº ¤õ[‡ý¡
A¡¹à¡ú
(a) 2000 (b) 2500 (c) 2020 (d) 3000
80. Indian Rhino Vision, 2020 ">åÎàì¹ Î³Kø "àÎàì³ Kr¡àì¹¹ 2020 Îì> ¤õ[‡ý¡¹ Î}J¸à [Ñ‚[¹Aõ¡t¡ ÒÚ :
(a) 2000 (b) 2500 (c) 2020 (d) 3000
80. ßÁá«UÿÊŸ ⁄UÊߟ” Á÷¡Ÿ, 2020 ÁŸ ŸÊ¡Ê⁄UÊ ¡ÊŒÊ¥ 2020 ◊ÊßÕÊÿÁ‚◊ •Ê‚Ê◊ÁŸ ªÊãŒÊÁŸ •ŸÁ¡◊ÊπÊÒ __________
Á‚◊ ’Ê¥„ÊŸÊÿ–
(a) 2000 (b) 2500 (c) 2020 (d) 3000
80. Indian Rhino Vision, 2020 aims to increase the Rhino population in Assam to __________ by
the year 2020.
(a) 2000 (b) 2500 (c) 2020 (d) 3000
81. A "à¹ç ¡ B ƒå i ¡à Îè Ü ìA¡ào, ™[ƒ sin(A+B)=1 "à¹ç ¡ cot(A−B)= 3 , ët¡ì”z A "à¹ç ¡ B ¹ ³à>
Ò’º :
(a) 458 "à¹ç¡ 458 (b) 308 "à¹ç 608¡
(c) 608 "à¹ç¡ 308 (d) &Òüì¤à¹¹ &i¡à* >ÒÚ
81. A * B ƒåÒü[i¡ ÎèÜìA¡ào, ™[ƒ sin(A+B)=1 &¤} cot(A−B)= 3 , t¡àÒà ÒÒüìº A * B -¹ ³à>
ÒÒüì¤ :
(a) 458 * 458 (b) 308 * 608¡
(c) 608 * 308 (d) l¡üš[¹l¡üv¡û¡ ëA¡àì>à[i¡Òü >ìÒ
GHT-21/P-I/A 35 P.T.O.
Page 36
81. A •Ê⁄UÊ B ◊ÊŸŸÒÿÊ ªÊ∫Ê¥ πŸÊÁÕ, sin(A+B)=1 •Ê⁄UÊ cot(A−B)= 3 ¡ÊÿÊé‹Ê A •Ê⁄UÊ B ÁŸ ◊ÊŸÊ ¡ÊŒÊ¥ —
(a) 458 •Ê⁄UÊ 458 (b) 308 •Ê⁄UÊ 608
(c) 608 •Ê⁄UÊ 308 (d) ’»§Ê⁄UÁŸ ◊ÊŸ‚’Ê Ÿæ§Ê
81. A and B are acute angles, sin(A+B)=1 and cot(A−B)= 3 , then the value of A and B
are :
(a) 458 and 458 (b) 308 and 608
(c) 608 and 308 (d) None of these
82. 1905 W¡>t¡ ‘"γ &á’[áìÚW¡>’¹ šø=³ "[‹ì¯Å>J> ëA¡à> k¡àÒüt¡ ">å[Ë¡t¡ íÒ[Ạ?
(a) P¡¯àÒài¡ã (b) [l¡¤öç¡KØl¡ (c) ì™à¹Òài¡ (d) [ůÎàK¹
82. 1905 Îì> "àÎà³ &ìÎà[ÎìÚÎì>¹ Τ¢šø=³ "[‹ì¤Å> ëA¡à> Ñ‚àì> ">å[Ë¡t¡ ÒÚ ?
(a) ëKïÒài¡ã (b) [l¡¤öç¡KØl¡ (c) ì™à¹Òài¡ (d) [ŤÎàK¹
82. 1905 ◊ÊßÕÊÿÊfl ““•Ê‚Ê◊ ∞‚Á‚ÿ‡ÊŸ”” ÁŸ ÁªÁ’ ¡ÕÈ◊ÊÿÊ ’’ ÕÊflÁŸÿÊfl ¡ÊŒÊ¥◊ÊŸ?
(a) ªÈflÊ„Ê≈UË (b) Á«U’˝Èª«∏ (c) ¡⁄U„Ê≈U (d) Á‡Ê’‚ʪ⁄U
82. In which place the first session of the Assam Association was held in 1905 ?
(a) Guwahati (b) Dibrugarh (c) Jorhat (d) Sibsagar
1 1
83. x+
x
=4+
4
γãA¡¹oìi¡à¹ ³èº Ò’º :
1
(a) 4 "à¹ç −4 (b) 2 "à¹ç
2
1
(c) 4 "à¹ç (d) &Òüì¤à¹¹ &i¡à* >ÒÚ
4
1 1
83. x+
x
=4+
4
γãA¡¹o[i¡¹ ³èº :
1
(a) 4 &¤} −4 (b) 2 &¤}
2
1
(c) 4 &¤} (d) l¡üš[¹l¡üv¡û¡ ëA¡àì>à[i¡Òü >ìÒ
4
GHT-21/P-I/A 36
(a) 458 •Ê⁄UÊ 458 (b) 308 •Ê⁄UÊ 608
(c) 608 •Ê⁄UÊ 308 (d) ’»§Ê⁄UÁŸ ◊ÊŸ‚’Ê Ÿæ§Ê
81. A and B are acute angles, sin(A+B)=1 and cot(A−B)= 3 , then the value of A and B
are :
(a) 458 and 458 (b) 308 and 608
(c) 608 and 308 (d) None of these
82. 1905 W¡>t¡ ‘"γ &á’[áìÚW¡>’¹ šø=³ "[‹ì¯Å>J> ëA¡à> k¡àÒüt¡ ">å[Ë¡t¡ íÒ[Ạ?
(a) P¡¯àÒài¡ã (b) [l¡¤öç¡KØl¡ (c) ì™à¹Òài¡ (d) [ůÎàK¹
82. 1905 Îì> "àÎà³ &ìÎà[ÎìÚÎì>¹ Τ¢šø=³ "[‹ì¤Å> ëA¡à> Ñ‚àì> ">å[Ë¡t¡ ÒÚ ?
(a) ëKïÒài¡ã (b) [l¡¤öç¡KØl¡ (c) ì™à¹Òài¡ (d) [ŤÎàK¹
82. 1905 ◊ÊßÕÊÿÊfl ““•Ê‚Ê◊ ∞‚Á‚ÿ‡ÊŸ”” ÁŸ ÁªÁ’ ¡ÕÈ◊ÊÿÊ ’’ ÕÊflÁŸÿÊfl ¡ÊŒÊ¥◊ÊŸ?
(a) ªÈflÊ„Ê≈UË (b) Á«U’˝Èª«∏ (c) ¡⁄U„Ê≈U (d) Á‡Ê’‚ʪ⁄U
82. In which place the first session of the Assam Association was held in 1905 ?
(a) Guwahati (b) Dibrugarh (c) Jorhat (d) Sibsagar
1 1
83. x+
x
=4+
4
γãA¡¹oìi¡à¹ ³èº Ò’º :
1
(a) 4 "à¹ç −4 (b) 2 "à¹ç
2
1
(c) 4 "à¹ç (d) &Òüì¤à¹¹ &i¡à* >ÒÚ
4
1 1
83. x+
x
=4+
4
γãA¡¹o[i¡¹ ³èº :
1
(a) 4 &¤} −4 (b) 2 &¤}
2
1
(c) 4 &¤} (d) l¡üš[¹l¡üv¡û¡ ëA¡àì>à[i¡Òü >ìÒ
4
GHT-21/P-I/A 36
Page 37
1 1
83. x+ = 4 + ‚◊ÊŸÕÊßÁŸ ⁄Uʌʻ§Ê⁄UÊ ¡ÊŒÊ¥ —
x 4
1
(a) 4 •Ê⁄UÊ −4 (b) 2 •Ê⁄UÊ
2
1
(c) 4 •Ê⁄UÊ (d) ’»§Ê⁄UÁŸ ◊ÊŸ‚’Ê Ÿæ§Ê
4
1 1
83. The roots of the equation x + =4+ are :
x 4
1
(a) 4 and −4 (b) 2 and
2
1
(c) 4 and (d) None of these
4
84. &i¡à W¡tå¡®¢è¡\ "}A¡> A¡[¹¤îº A¡ì³* __________ i¡à ³àš¹ šøìÚà\>¡ú
(a) 3 (b) 4
(c) 5 (d) &Òüì¤à¹¹ &i¡à* >ÒÚ
84. &A¡[i¡ W¡tå¡®¢è¡\ "}A¡ì> >è¸>t¡³ __________ [i¡ ³àìš¹ šøàìÚà\> ú
(a) 3 (b) 4
(c) 5 (d) l¡üš[¹l¡üv¡û¡ ëA¡àì>à[i¡Òü >ìÒ
84. ◊ÊŸ‚ •ÊπÊÁãÕ’Ò˝ ‚ÊflªÊÁ⁄U ’ÊŸÊ π◊Ò’Ê π’ __________ ‚ÈŸÊÿÁŸ ªÊŸÊ¥ÁÕ ¡ÊÿÊ–
(a) 3 (b) 4
(c) 5 (d) ’»§Ê⁄UÁŸ ◊ÊŸ‚’Ê Ÿæ§Ê
84. In order to construct a quadrilateral uniquely, at least __________ measures are needed.
(a) 3 (b) 4
(c) 5 (d) None of these
GHT-21/P-I/A 37 P.T.O.
83. x+ = 4 + ‚◊ÊŸÕÊßÁŸ ⁄Uʌʻ§Ê⁄UÊ ¡ÊŒÊ¥ —
x 4
1
(a) 4 •Ê⁄UÊ −4 (b) 2 •Ê⁄UÊ
2
1
(c) 4 •Ê⁄UÊ (d) ’»§Ê⁄UÁŸ ◊ÊŸ‚’Ê Ÿæ§Ê
4
1 1
83. The roots of the equation x + =4+ are :
x 4
1
(a) 4 and −4 (b) 2 and
2
1
(c) 4 and (d) None of these
4
84. &i¡à W¡tå¡®¢è¡\ "}A¡> A¡[¹¤îº A¡ì³* __________ i¡à ³àš¹ šøìÚà\>¡ú
(a) 3 (b) 4
(c) 5 (d) &Òüì¤à¹¹ &i¡à* >ÒÚ
84. &A¡[i¡ W¡tå¡®¢è¡\ "}A¡ì> >è¸>t¡³ __________ [i¡ ³àìš¹ šøàìÚà\> ú
(a) 3 (b) 4
(c) 5 (d) l¡üš[¹l¡üv¡û¡ ëA¡àì>à[i¡Òü >ìÒ
84. ◊ÊŸ‚ •ÊπÊÁãÕ’Ò˝ ‚ÊflªÊÁ⁄U ’ÊŸÊ π◊Ò’Ê π’ __________ ‚ÈŸÊÿÁŸ ªÊŸÊ¥ÁÕ ¡ÊÿÊ–
(a) 3 (b) 4
(c) 5 (d) ’»§Ê⁄UÁŸ ◊ÊŸ‚’Ê Ÿæ§Ê
84. In order to construct a quadrilateral uniquely, at least __________ measures are needed.
(a) 3 (b) 4
(c) 5 (d) None of these
GHT-21/P-I/A 37 P.T.O.
Page 38
85. 2011 W¡>¹ ëºàA¡[šÚº ">åÎ[¹ "γ¹ ÎàÛ¡¹t¡à¹ Ò๠[A¡³à> ?
(a) 72.19% (b) 71.09% (c) 82% (d) 83.25%
85. 2011 Îì>¹ \>Ko>à ">å™àÚã "àÎà³ ¹àì\¸¹ ÎàÛ¡¹t¡à¹ Ò๠:
(a) 72.19% (b) 71.09% (c) 82% (d) 83.25%
85. 2011 ◊ÊßÕÊÿÁŸ ‚È’È¥-‚ÊŸπÊ ’ÊÁŒéÀÊÊ •Ê‚Ê◊ÁŸ ‚Ê‹Ê¥ÕÊß ªÊŸÊ¥ ‚È’È¥ÁŸ „Ê⁄UÊ ’‚’Ê¥?
(a) 72.19% (b) 71.09% (c) 82% (d) 83.25%
85. What is the literacy rate in Assam as per census 2011 ?
(a) 72.19% (b) 71.09% (c) 82% (d) 83.25%
86. &\> ¤¸[v¡û¡¹ ì¤}A¡ šàW¡-¤åA¡¹ J[t¡Úà> t¡ºt¡ [ƒÚà ‹¹o¹ :
n¡ü] º-¯à ^³àì?à¯à
v¡à]¹L ]¤¯¹q ³åm ¡ Y¡Òã
‹@¹à]Å ‹@¹à]Å
01.02.20 @Mƒ 500.00 500.00
07.02.20 ìY¡C¡ ë™àìM 100.00 600.00
24.02.20 ìY¡C¡ ë™àìM 250.00 850.00
³à>åÒ\ì> ëó¡¤ö硯à¹ã ³àÒt¡ šà¤ ºKà Îåt¡¹ ¤àì¤ ³èº‹>¹ š[¹³ào Ò’º :
(a) 500.00 (b) 600.00 (c) 700.00 (d) 850.00
86. ëA¡àì>à &A¡ ¤¸[v¡û¡¹ ¤¸à}A¡ šàÎ-¤Òü/Òàt¡[W¡k¡à¹ J[t¡Úà> [>ì´•àv¡û¡ ‹¹ì>¹ :
Ï[Ó/
t¡á[ºJ [¥¥ºo [>A¡áÏä \´á Ï¥¢í´ái¡
ƒÒzJt¡
01.02.20 >Kƒ 500.00 500.00
07.02.20 íW¡A¡ ‡áºá 100.00 600.00
24.02.20 íW¡A¡ ‡áºá 250.00 850.00
¤¸[v¡û¡[i¡¹ ëó¡¤øç¡Úà¹ã ³àìι šøàš¸ Îå샹 ³èº‹ì>¹ š[¹³ào :
(a) 500.00 (b) 600.00 (c) 700.00 (d) 850.00
GHT-21/P-I/A 38
(a) 72.19% (b) 71.09% (c) 82% (d) 83.25%
85. 2011 Îì>¹ \>Ko>à ">å™àÚã "àÎà³ ¹àì\¸¹ ÎàÛ¡¹t¡à¹ Ò๠:
(a) 72.19% (b) 71.09% (c) 82% (d) 83.25%
85. 2011 ◊ÊßÕÊÿÁŸ ‚È’È¥-‚ÊŸπÊ ’ÊÁŒéÀÊÊ •Ê‚Ê◊ÁŸ ‚Ê‹Ê¥ÕÊß ªÊŸÊ¥ ‚È’È¥ÁŸ „Ê⁄UÊ ’‚’Ê¥?
(a) 72.19% (b) 71.09% (c) 82% (d) 83.25%
85. What is the literacy rate in Assam as per census 2011 ?
(a) 72.19% (b) 71.09% (c) 82% (d) 83.25%
86. &\> ¤¸[v¡û¡¹ ì¤}A¡ šàW¡-¤åA¡¹ J[t¡Úà> t¡ºt¡ [ƒÚà ‹¹o¹ :
n¡ü] º-¯à ^³àì?à¯à
v¡à]¹L ]¤¯¹q ³åm ¡ Y¡Òã
‹@¹à]Å ‹@¹à]Å
01.02.20 @Mƒ 500.00 500.00
07.02.20 ìY¡C¡ ë™àìM 100.00 600.00
24.02.20 ìY¡C¡ ë™àìM 250.00 850.00
³à>åÒ\ì> ëó¡¤ö硯à¹ã ³àÒt¡ šà¤ ºKà Îåt¡¹ ¤àì¤ ³èº‹>¹ š[¹³ào Ò’º :
(a) 500.00 (b) 600.00 (c) 700.00 (d) 850.00
86. ëA¡àì>à &A¡ ¤¸[v¡û¡¹ ¤¸à}A¡ šàÎ-¤Òü/Òàt¡[W¡k¡à¹ J[t¡Úà> [>ì´•àv¡û¡ ‹¹ì>¹ :
Ï[Ó/
t¡á[ºJ [¥¥ºo [>A¡áÏä \´á Ï¥¢í´ái¡
ƒÒzJt¡
01.02.20 >Kƒ 500.00 500.00
07.02.20 íW¡A¡ ‡áºá 100.00 600.00
24.02.20 íW¡A¡ ‡áºá 250.00 850.00
¤¸[v¡û¡[i¡¹ ëó¡¤øç¡Úà¹ã ³àìι šøàš¸ Îå샹 ³èº‹ì>¹ š[¹³ào :
(a) 500.00 (b) 600.00 (c) 700.00 (d) 850.00
GHT-21/P-I/A 38
Page 39
86. ‚Ê‚ ‚È’È¥ÁŸ ’¥∑§ ¬Ê‚’È∑§ÁŸ ‹ŸŒŸÊ ªÊ„ÊÿÊfl „ÊŸÊÿ ’ÊÁŒ -
ÁŒ„ÈŸŸÊÿ ⁄Ê¥ÁŸ ¡◊Ê „ÊŸÊÿ
πÊ‹Ê⁄U ’πflÁÕ ¡◊Ê ‚ʪʟ
Á’’Ê¥ ⁄Ê¥ÁŸ Á’’Ê¥
01.02.20 ŸÊªÊŒ 500.00 500.00
07.02.20 ‚∑§¡Ê¥ 100.00 600.00
24.02.20 ‚∑§¡Ê¥ 250.00 850.00
‚È’Èæ§Ê »§’˝ÈflÊ⁄UË ŒÊŸÊfl ◊ÊŸŸÊ¥ªÊÒ ‚ÈÃÁŸ ÕÊπÊÿ •Ê‚Ê‹ ŒÊ„ÊŸÁŸ Á’’Êæ§Ê ¡ÊŒÊ¥ —
(a) 500.00 (b) 600.00 (c) 700.00 (d) 850.00
86. The bank transaction of a person in a pass book is as follows :
Amount Amount
Date Particulars Total Signature
Withdrawn Deposited
01.02.20 Cash 500.00 500.00
07.02.20 Through Cheque 100.00 600.00
24.02.20 Through Cheque 250.00 850.00
The interest for the month of February will be calculated on the amount __________.
(a) 500.00 (b) 600.00 (c) 700.00 (d) 850.00
87. 16900 m2 A¡à[º™åv¡û¡ &i¡à ¤K¢¹ "[t¡®è¡\¹ íƒQ¢¸ Ò’º :
(a) 130 m (b) 130 2 m (c) 169 m (d) 144 m
87. 16900 m2 "àÚt¡> ™åv¡û¡ &A¡[i¡ ¤ìK¢¹ "[t¡®è¡ì\¹ íƒìQ¢¸¹ š[¹³ào :
(a) 130 m (b) 130 2 m (c) 169 m (d) 144 m
87. 16900 Á◊.2 ‹Êfl‚È¥ ÕÊŸÊÿ ◊ÊŸ‚ ’ª¸ Œé‹ÊßÁŸ •Êÿà Œé‹ÊßÁŸ ªÊ‹ÊflÊ ¡ÊŒÊ¥ —
(a) 130 Á◊. (b) 130 2 Á◊. (c) 169 Á◊. (d) 144 Á◊.
87. The length of the diagonal of a square whose area is 16900 m2 is :
(a) 130 m (b) 130 2 m (c) 169 m (d) 144 m
GHT-21/P-I/A 39 P.T.O.
ÁŒ„ÈŸŸÊÿ ⁄Ê¥ÁŸ ¡◊Ê „ÊŸÊÿ
πÊ‹Ê⁄U ’πflÁÕ ¡◊Ê ‚ʪʟ
Á’’Ê¥ ⁄Ê¥ÁŸ Á’’Ê¥
01.02.20 ŸÊªÊŒ 500.00 500.00
07.02.20 ‚∑§¡Ê¥ 100.00 600.00
24.02.20 ‚∑§¡Ê¥ 250.00 850.00
‚È’Èæ§Ê »§’˝ÈflÊ⁄UË ŒÊŸÊfl ◊ÊŸŸÊ¥ªÊÒ ‚ÈÃÁŸ ÕÊπÊÿ •Ê‚Ê‹ ŒÊ„ÊŸÁŸ Á’’Êæ§Ê ¡ÊŒÊ¥ —
(a) 500.00 (b) 600.00 (c) 700.00 (d) 850.00
86. The bank transaction of a person in a pass book is as follows :
Amount Amount
Date Particulars Total Signature
Withdrawn Deposited
01.02.20 Cash 500.00 500.00
07.02.20 Through Cheque 100.00 600.00
24.02.20 Through Cheque 250.00 850.00
The interest for the month of February will be calculated on the amount __________.
(a) 500.00 (b) 600.00 (c) 700.00 (d) 850.00
87. 16900 m2 A¡à[º™åv¡û¡ &i¡à ¤K¢¹ "[t¡®è¡\¹ íƒQ¢¸ Ò’º :
(a) 130 m (b) 130 2 m (c) 169 m (d) 144 m
87. 16900 m2 "àÚt¡> ™åv¡û¡ &A¡[i¡ ¤ìK¢¹ "[t¡®è¡ì\¹ íƒìQ¢¸¹ š[¹³ào :
(a) 130 m (b) 130 2 m (c) 169 m (d) 144 m
87. 16900 Á◊.2 ‹Êfl‚È¥ ÕÊŸÊÿ ◊ÊŸ‚ ’ª¸ Œé‹ÊßÁŸ •Êÿà Œé‹ÊßÁŸ ªÊ‹ÊflÊ ¡ÊŒÊ¥ —
(a) 130 Á◊. (b) 130 2 Á◊. (c) 169 Á◊. (d) 144 Á◊.
87. The length of the diagonal of a square whose area is 16900 m2 is :
(a) 130 m (b) 130 2 m (c) 169 m (d) 144 m
GHT-21/P-I/A 39 P.T.O.
Page 40
88. &\> ³à>åìÒ &i¡à ëó¡à> A¡[¹¤îº íK >à´¬à¹ìi¡à¹ šø=³ "}A¡ìi¡à šàÒ[¹ =à[A¡º¡ú [™ìA¡àì>à &i¡à "}A¡ l¡àìÚº
A¡[¹ìº Ç¡‡ý¡ >à´¬à¹ìi¡à ëšà¯à¹ δ±à[¯t¡à Ò’º :
1 1 9
(a) (b) (c) (d) 1
9 10 10
88. ìA¡à> &A¡ ¤¸[v¡û¡ ƒè¹®¡àÈ l¡àA¡ [>[³ìv¡ l¡àÚຠA¡[¹¤à¹ Î³Ú šø=³ Î}J¸à[i¡ [¤Ñ¶õt¡ ÒÒüìº, š¹¤t¢¡ã A¡àìº ë™
ëA¡à> Î}J¸à l¡àÚຠA¡[¹ìº Ç¡‡ý¡ Î}J¸à[i¡ šàÒü¤à¹ δ±à¤¸t¡à :
1 1 9
(a) (b) (c) (d) 1
9 10 10
88. ‚Ê‚ ‚È’Èæ§Ê ◊ÊŸ‚ »§Ÿ πÊ‹Ê◊ŸÊ ÕÊ¥ŸÊÿÊfl ŸÊê’Ê⁄UÁŸ ÁªÁ’ •ŸÁ¡◊Ê „Ê¥πÊπÊÒ ’ÊflªÊ⁄UÊ– ¡ÊÿÁπ¡ÊÿÊ ◊ÊŸ‚ «UÊß‹
πÊ‹Ê◊é‹Ê ª’¥U ŸÊê’Ê⁄UπÊÒ ◊ÊŸŸÊÿÁŸ ¡ÊÕÊflŸÊÿÊ ¡ÊŒÊ¥ —
1 1 9
(a) (b) (c) (d) 1
9 10 10
88. A person wishes to make a telephone call but cannot remember the first digit in the number.
What is probability of getting the correct number if a digit is dialled ?
1 1 9
(a) (b) (c) (d) 1
9 10 10
89. ®¡à¹t¡¹ ÎA¡ìºà ¹à\¸¹ [®¡t¡¹ìt¡ 2019 W¡>t¡ Òàt¡ã¹ \>Î}J¸à¹ ëÛ¡yt¡ "γ¹ Ñ‚à> [A¡ ?
(a) šø=³ (b) [‡t¡ãÚ (c) tõ¡t¡ãÚ (d) še¡³
89. 2019 ¤ìÈ¢ ÒÑzãAè¡ìº¹ \>Î}J¸à ">å™àÚã Îà³[KøA¡ ®¡à¹ìt¡¹ ¹à\¸Î³èìÒ¹ "”zK¢t¡ "àÎà³ ¹àì\¸¹ Ñ‚à> :
(a) šø=³ (b) [‡t¡ãÚ (c) tõ¡t¡ãÚ (d) še¡³
89. ÷Ê⁄UÃÁŸ ªÊ‚Ò’Ê ⁄UÊÿ¡ÊÁŸ ª¡⁄UÊfl 2019 ◊ÊßÕÊÿÁŸ ◊ÒŒ⁄UÁŸ •ŸÁ¡◊ÊÁŸ ’‹ÊÿÊfl •Ê‚Ê◊ÁŸ ÕÊflÁŸÿÊ ’‚’Ê¥?
(a) ÁªÁ’ (b) ŸÒÁÕ (c) ÕÊ◊ÁÕ (d) ’ÊÁÕ
89. What is the position of Assam among all the Indian states in terms of elephant population in
2019 ?
(a) First (b) Second (c) Third (d) Fifth
GHT-21/P-I/A 40
A¡[¹ìº Ç¡‡ý¡ >à´¬à¹ìi¡à ëšà¯à¹ δ±à[¯t¡à Ò’º :
1 1 9
(a) (b) (c) (d) 1
9 10 10
88. ìA¡à> &A¡ ¤¸[v¡û¡ ƒè¹®¡àÈ l¡àA¡ [>[³ìv¡ l¡àÚຠA¡[¹¤à¹ Î³Ú šø=³ Î}J¸à[i¡ [¤Ñ¶õt¡ ÒÒüìº, š¹¤t¢¡ã A¡àìº ë™
ëA¡à> Î}J¸à l¡àÚຠA¡[¹ìº Ç¡‡ý¡ Î}J¸à[i¡ šàÒü¤à¹ δ±à¤¸t¡à :
1 1 9
(a) (b) (c) (d) 1
9 10 10
88. ‚Ê‚ ‚È’Èæ§Ê ◊ÊŸ‚ »§Ÿ πÊ‹Ê◊ŸÊ ÕÊ¥ŸÊÿÊfl ŸÊê’Ê⁄UÁŸ ÁªÁ’ •ŸÁ¡◊Ê „Ê¥πÊπÊÒ ’ÊflªÊ⁄UÊ– ¡ÊÿÁπ¡ÊÿÊ ◊ÊŸ‚ «UÊß‹
πÊ‹Ê◊é‹Ê ª’¥U ŸÊê’Ê⁄UπÊÒ ◊ÊŸŸÊÿÁŸ ¡ÊÕÊflŸÊÿÊ ¡ÊŒÊ¥ —
1 1 9
(a) (b) (c) (d) 1
9 10 10
88. A person wishes to make a telephone call but cannot remember the first digit in the number.
What is probability of getting the correct number if a digit is dialled ?
1 1 9
(a) (b) (c) (d) 1
9 10 10
89. ®¡à¹t¡¹ ÎA¡ìºà ¹à\¸¹ [®¡t¡¹ìt¡ 2019 W¡>t¡ Òàt¡ã¹ \>Î}J¸à¹ ëÛ¡yt¡ "γ¹ Ñ‚à> [A¡ ?
(a) šø=³ (b) [‡t¡ãÚ (c) tõ¡t¡ãÚ (d) še¡³
89. 2019 ¤ìÈ¢ ÒÑzãAè¡ìº¹ \>Î}J¸à ">å™àÚã Îà³[KøA¡ ®¡à¹ìt¡¹ ¹à\¸Î³èìÒ¹ "”zK¢t¡ "àÎà³ ¹àì\¸¹ Ñ‚à> :
(a) šø=³ (b) [‡t¡ãÚ (c) tõ¡t¡ãÚ (d) še¡³
89. ÷Ê⁄UÃÁŸ ªÊ‚Ò’Ê ⁄UÊÿ¡ÊÁŸ ª¡⁄UÊfl 2019 ◊ÊßÕÊÿÁŸ ◊ÒŒ⁄UÁŸ •ŸÁ¡◊ÊÁŸ ’‹ÊÿÊfl •Ê‚Ê◊ÁŸ ÕÊflÁŸÿÊ ’‚’Ê¥?
(a) ÁªÁ’ (b) ŸÒÁÕ (c) ÕÊ◊ÁÕ (d) ’ÊÁÕ
89. What is the position of Assam among all the Indian states in terms of elephant population in
2019 ?
(a) First (b) Second (c) Third (d) Fifth
GHT-21/P-I/A 40
Page 41
90. [l¡Kî¤ ëÅà‹>àK๠ëA¡à> W¡>t¡ Ñ‚à[št¡ íÒ[Ạ?
(a) 1889 (b) 1901 (c) 1890 (d) 1910
90. [l¡K¤Ú ët¡º ëÅà‹>àK๠ëA¡à> ¤ìÈ¢ Ñ‚à[št¡ ÒÚ ?
(a) 1889 (b) 1901 (c) 1890 (d) 1910
90. Á«Uª’Ò ‚ʌʥ‚ÊÁ‹ÿÊ ’’ ◊ÊßÕÊÿÊfl ªÊÿ‚Ÿ¡ÊŒÊ¥◊ÊŸ?
(a) 1889 (b) 1901 (c) 1890 (d) 1910
90. In which year Digboi refinery was established ?
(a) 1889 (b) 1901 (c) 1890 (d) 1910
91. [>´•[º[Jt¡ ëA¡à>\> "àìÒà³ ¹\àÒü Å[ƒÚ๠t¡àì´÷Ŭ¹ã ³[–ƒ¹¹ šøW¡[ºt¡ >¹¤[º šø=à ¤Þê¡ A¡[¹[Ạ?
(a) ëKï¹ã>à= [Î}Ò (b) šøt¡àš [Î}Ò
(c) ºÜã [Î}Ò (d) \Ú‹¤\ [Î}Ò
91. Å[ƒÚ๠t¡àì´÷Ŭ¹ã ³[–ƒì¹ šøW¡[ºt¡ >¹¤[º šø=à ëA¡à> "àìÒà³ ¹à\๠¹à\â«A¡àìº ¹ƒ A¡¹à ÒÚ ?
(a) ëKï¹ã>à= [Î}Ò (b) šøt¡àš [Î}Ò
(c) ºÜã [Î}Ò (d) \Ú‹¤\ [Î}Ò
91. ªÊ„ÊÿÊfl „ÊŸÊÿ ‚Ê⁄U •Ê„◊ ⁄UÊ¡ÊÿÊ ‚ÁŒÿÊÁŸ ÃÊ◊˝Sfl⁄UË ◊ÁãŒ⁄UÊfl ‚ÊÁ‹ªÊÁ‚ŸÊ ÕÊŸÊÿ ◊ÊŸÁ‚ ’ÊÁ‹ „ÊŸÊÿ πÊÁãÕπÊÒ
’㌔ πÊ‹Ê◊ŒÊ¥◊ÊŸ?
(a) ªÊÒ⁄UËŸÊÕ Á‚¥„ (b) ¬˝Ãʬ Á‚¥„
(c) ‹ˇ◊Ë Á‚¥„ (d) ¡ÿäfl¡ Á‚¥„
91. Who among the following Ahom Kings stopped the practice of human sacrifice in the
Tamreswari temple of Sadiya ?
(a) Gaurinath Singha (b) Pratap Singha
(c) Lakshmi Singha (d) Jayadhvaj Singha
GHT-21/P-I/A 41 P.T.O.
(a) 1889 (b) 1901 (c) 1890 (d) 1910
90. [l¡K¤Ú ët¡º ëÅà‹>àK๠ëA¡à> ¤ìÈ¢ Ñ‚à[št¡ ÒÚ ?
(a) 1889 (b) 1901 (c) 1890 (d) 1910
90. Á«Uª’Ò ‚ʌʥ‚ÊÁ‹ÿÊ ’’ ◊ÊßÕÊÿÊfl ªÊÿ‚Ÿ¡ÊŒÊ¥◊ÊŸ?
(a) 1889 (b) 1901 (c) 1890 (d) 1910
90. In which year Digboi refinery was established ?
(a) 1889 (b) 1901 (c) 1890 (d) 1910
91. [>´•[º[Jt¡ ëA¡à>\> "àìÒà³ ¹\àÒü Å[ƒÚ๠t¡àì´÷Ŭ¹ã ³[–ƒ¹¹ šøW¡[ºt¡ >¹¤[º šø=à ¤Þê¡ A¡[¹[Ạ?
(a) ëKï¹ã>à= [Î}Ò (b) šøt¡àš [Î}Ò
(c) ºÜã [Î}Ò (d) \Ú‹¤\ [Î}Ò
91. Å[ƒÚ๠t¡àì´÷Ŭ¹ã ³[–ƒì¹ šøW¡[ºt¡ >¹¤[º šø=à ëA¡à> "àìÒà³ ¹à\๠¹à\â«A¡àìº ¹ƒ A¡¹à ÒÚ ?
(a) ëKï¹ã>à= [Î}Ò (b) šøt¡àš [Î}Ò
(c) ºÜã [Î}Ò (d) \Ú‹¤\ [Î}Ò
91. ªÊ„ÊÿÊfl „ÊŸÊÿ ‚Ê⁄U •Ê„◊ ⁄UÊ¡ÊÿÊ ‚ÁŒÿÊÁŸ ÃÊ◊˝Sfl⁄UË ◊ÁãŒ⁄UÊfl ‚ÊÁ‹ªÊÁ‚ŸÊ ÕÊŸÊÿ ◊ÊŸÁ‚ ’ÊÁ‹ „ÊŸÊÿ πÊÁãÕπÊÒ
’㌔ πÊ‹Ê◊ŒÊ¥◊ÊŸ?
(a) ªÊÒ⁄UËŸÊÕ Á‚¥„ (b) ¬˝Ãʬ Á‚¥„
(c) ‹ˇ◊Ë Á‚¥„ (d) ¡ÿäfl¡ Á‚¥„
91. Who among the following Ahom Kings stopped the practice of human sacrifice in the
Tamreswari temple of Sadiya ?
(a) Gaurinath Singha (b) Pratap Singha
(c) Lakshmi Singha (d) Jayadhvaj Singha
GHT-21/P-I/A 41 P.T.O.
Page 42
a
92. ™[ƒ tanθ= b , ët¡ì”z sec2θ−tan2θ ¹ ³à> Ò’º :
(a) 0 (b) 1 (c) a2 (d) b2
a
92. ™[ƒ tanθ= b , "t¡&¤ sec2θ−tan2θ ¹ ³à> ÒÒüì¤ :
(a) 0 (b) 1 (c) a2 (d) b2
a
92. tanθ=
b
¡ÊÿÊé‹Ê sec2θ−tan2θ ÁŸ ◊ÊŸÊ ¡Ê’Êÿ —
(a) 0 (b) 1 (c) a2 (d) b2
a
92. If tanθ= , the value of sec2θ−tan2θ is :
b
(a) 0 (b) 1 (c) a2 (d) b2
93. P¡¯àÒài¡ã¹ W¡àÒ [>ºà³ ëA¡–ƒø ëA¡à> W¡>t¡ Ñ‚à[št¡ íÒ[Ạ?
(a) 1947 (b) 1950 (c) 1965 (d) 1970
93. ëKïÒà[i¡ [Ñ‚t¡ W¡à [>ºà³ ëA¡–ƒø ëA¡à> ¤ìÈ¢ Ñ‚à[št¡ ÒÚ ?
(a) 1947 (b) 1950 (c) 1965 (d) 1970
93. ªÈflÊ„Ê≈UËÁŸ ‚Ê„Ê ÁŸ‹Ê◊ Á◊L§flÊ ’’ ◊ÊßÕÊÿÊfl ªÊÿ‚Ÿ¡ÊŒÊ¥◊ÊŸ?
(a) 1947 (b) 1950 (c) 1965 (d) 1970
93. In which year, the Tea Auction Centre in Guwahati was established ?
(a) 1947 (b) 1950 (c) 1965 (d) 1970
94. &J> W¡Ò¹¹ ¤à[ΖƒàÎA¡ìº "γãÚà "=¤à [Ò–ƒã A¡Ú¡ú ™[ƒ 68% ¤à[ΖƒàÒü "γãÚà "à¹ç¡ 54% ¤à[ΖƒàÒü [Ò–ƒã
A¡Ú, ët¡ì”z l¡ü®¡Ú ®¡àÈà ëA¡à¯à ¤à[Ζƒà¹ š[¹³ào Ò’º :
(a) 14% (b) 22% (c) 100% (d) 112%
94. ëA¡à> &A¡ ÅÒì¹¹ ¤Î¤àÎ A¡¹à >àK[¹ìA¡¹ A¡[=t¡ ®¡àÈà "γãÚà &¤} [Ò–ƒã ú 68 Åt¡à}Å ¤à[Ζƒà "γãÚà
®¡à[ÈA¡ &¤} 54 Åt¡à}Å [Ò–ƒã ®¡à[ÈA¡ ÒÒüìº l¡ü®¡Ú ®¡à[ÈA¡ >àK[¹ìA¡¹ Î}J¸à :
(a) 14% (b) 22% (c) 100% (d) 112%
GHT-21/P-I/A 42
92. ™[ƒ tanθ= b , ët¡ì”z sec2θ−tan2θ ¹ ³à> Ò’º :
(a) 0 (b) 1 (c) a2 (d) b2
a
92. ™[ƒ tanθ= b , "t¡&¤ sec2θ−tan2θ ¹ ³à> ÒÒüì¤ :
(a) 0 (b) 1 (c) a2 (d) b2
a
92. tanθ=
b
¡ÊÿÊé‹Ê sec2θ−tan2θ ÁŸ ◊ÊŸÊ ¡Ê’Êÿ —
(a) 0 (b) 1 (c) a2 (d) b2
a
92. If tanθ= , the value of sec2θ−tan2θ is :
b
(a) 0 (b) 1 (c) a2 (d) b2
93. P¡¯àÒài¡ã¹ W¡àÒ [>ºà³ ëA¡–ƒø ëA¡à> W¡>t¡ Ñ‚à[št¡ íÒ[Ạ?
(a) 1947 (b) 1950 (c) 1965 (d) 1970
93. ëKïÒà[i¡ [Ñ‚t¡ W¡à [>ºà³ ëA¡–ƒø ëA¡à> ¤ìÈ¢ Ñ‚à[št¡ ÒÚ ?
(a) 1947 (b) 1950 (c) 1965 (d) 1970
93. ªÈflÊ„Ê≈UËÁŸ ‚Ê„Ê ÁŸ‹Ê◊ Á◊L§flÊ ’’ ◊ÊßÕÊÿÊfl ªÊÿ‚Ÿ¡ÊŒÊ¥◊ÊŸ?
(a) 1947 (b) 1950 (c) 1965 (d) 1970
93. In which year, the Tea Auction Centre in Guwahati was established ?
(a) 1947 (b) 1950 (c) 1965 (d) 1970
94. &J> W¡Ò¹¹ ¤à[ΖƒàÎA¡ìº "γãÚà "=¤à [Ò–ƒã A¡Ú¡ú ™[ƒ 68% ¤à[ΖƒàÒü "γãÚà "à¹ç¡ 54% ¤à[ΖƒàÒü [Ò–ƒã
A¡Ú, ët¡ì”z l¡ü®¡Ú ®¡àÈà ëA¡à¯à ¤à[Ζƒà¹ š[¹³ào Ò’º :
(a) 14% (b) 22% (c) 100% (d) 112%
94. ëA¡à> &A¡ ÅÒì¹¹ ¤Î¤àÎ A¡¹à >àK[¹ìA¡¹ A¡[=t¡ ®¡àÈà "γãÚà &¤} [Ò–ƒã ú 68 Åt¡à}Å ¤à[Ζƒà "γãÚà
®¡à[ÈA¡ &¤} 54 Åt¡à}Å [Ò–ƒã ®¡à[ÈA¡ ÒÒüìº l¡ü®¡Ú ®¡à[ÈA¡ >àK[¹ìA¡¹ Î}J¸à :
(a) 14% (b) 22% (c) 100% (d) 112%
GHT-21/P-I/A 42
Page 43
94. ª¥‚ ŸÊªÊ⁄UÁŸ ÕÊÁªÁ⁄U»§Ê⁄UÊ •‚◊ËÿÊ ∞’Ê Á„ãŒË ⁄UÊÿí‹ÊÿÊ– 68% ÕÊÁªÁ⁄UÿÊ •‚◊ËÿÊ •Ê⁄UÊ 54% ÕÊÁªÁ⁄UÿÊ Á„ãŒË
’Èæ§Êé‹Ê ◊ÊŸŸÒ’Ê ⁄UÊfl ’È¥ª˝Ê ÕÊÁªÁ⁄UÁŸ •ŸÁ¡◊ÊÿÊ ¡ÊŒÊ¥ —
(a) 14% (b) 22% (c) 100% (d) 112%
94. All the inhabitants of a city speak either Assamese or Hindi. If 68% speaks Assamese and
54% Hindi, then the percent of inhabitants speak both the languages is :
(a) 14% (b) 22% (c) 100% (d) 112%
95. t¡º¹ ëA¡à>ìi¡à l¡ü[v¡û¡ Ç¡‡ý¡ >ÒÚ ?
(a) &i¡à ¤õv¡¹ &A¡à[‹A¡ \¸à =àìA¡
(b) &i¡à ¤õv¡¹ šø[t¡l¡àº ¤¸àìÎÒü &l¡àº \¸à
(c) &i¡à ¤õv¡¹ &A¡à[‹A¡ њŢA¡ =àìA¡
(d) ¤õv¡¹ šø[t¡l¡àº \¸àÒü ¤¸àÎ
95. [>´•[º[Jt¡ ëA¡à> ¤àA¡¸[i¡ "Ç¡‡ý¡ ?
(a) &A¡[i¡ ¤õìv¡¹ &A¡à[‹A¡ \¸à =àìA¡
(b) &A¡[i¡ ¤õìv¡¹ šø[t¡[i¡ ¤¸àÎì¹Jà &A¡[i¡ \¸à
(c) &A¡[i¡ ¤õìv¡¹ &A¡à[‹A¡ њŢA¡ =àìA¡
(d) ¤õìv¡¹ šø[t¡[i¡ \¸à &A¡[i¡ ¤¸àÎì¹Jà
95. ªÊ„ÊÿÁŸ ’’ÿÊ ª’¥ Ÿæ§Ê?
(a) ◊ÊŸ‚ ’¥πŸ„Ê ŒÊ¥‚ÁŸ∫Èß ’Ê¥Á‚Ÿ Á‚Á‹¥ „Ê¥πÊ ÕÊÿÊ
(b) ◊ÊŸ‚ ’¥πŸÁŸ ŒÊ¥»˝§Ê◊ πÊfl„Ê¥πÊ•ÊŸÊ ŒÊ¥‚ Á‚Á‹¥ „Ê¥πÊ
(c) ◊ÊŸ‚ ’¥πŸ„Ê ŒÊ¥‚ÁŸ∫Èß ’Ê¥Á‚Ÿ ŸÊ¥Á¡˝Œ „Ê¥πÊ ÕÊÿÊ
(d) ’¥πŸÁŸ ŒÊ¥»˝§Ê◊ Á‚Á‹¥ „Ê¥πÊ•ÊŸÊ πÊfl „Ê¥πÊ
95. Which one of the following statements is not correct ?
(a) A circle has more than one chord
(b) Every diameter of a circle is a chord
(c) A circle has more than one tangent
(d) Every chord of a circle is a diameter
GHT-21/P-I/A 43 P.T.O.
’Èæ§Êé‹Ê ◊ÊŸŸÒ’Ê ⁄UÊfl ’È¥ª˝Ê ÕÊÁªÁ⁄UÁŸ •ŸÁ¡◊ÊÿÊ ¡ÊŒÊ¥ —
(a) 14% (b) 22% (c) 100% (d) 112%
94. All the inhabitants of a city speak either Assamese or Hindi. If 68% speaks Assamese and
54% Hindi, then the percent of inhabitants speak both the languages is :
(a) 14% (b) 22% (c) 100% (d) 112%
95. t¡º¹ ëA¡à>ìi¡à l¡ü[v¡û¡ Ç¡‡ý¡ >ÒÚ ?
(a) &i¡à ¤õv¡¹ &A¡à[‹A¡ \¸à =àìA¡
(b) &i¡à ¤õv¡¹ šø[t¡l¡àº ¤¸àìÎÒü &l¡àº \¸à
(c) &i¡à ¤õv¡¹ &A¡à[‹A¡ њŢA¡ =àìA¡
(d) ¤õv¡¹ šø[t¡l¡àº \¸àÒü ¤¸àÎ
95. [>´•[º[Jt¡ ëA¡à> ¤àA¡¸[i¡ "Ç¡‡ý¡ ?
(a) &A¡[i¡ ¤õìv¡¹ &A¡à[‹A¡ \¸à =àìA¡
(b) &A¡[i¡ ¤õìv¡¹ šø[t¡[i¡ ¤¸àÎì¹Jà &A¡[i¡ \¸à
(c) &A¡[i¡ ¤õìv¡¹ &A¡à[‹A¡ њŢA¡ =àìA¡
(d) ¤õìv¡¹ šø[t¡[i¡ \¸à &A¡[i¡ ¤¸àÎì¹Jà
95. ªÊ„ÊÿÁŸ ’’ÿÊ ª’¥ Ÿæ§Ê?
(a) ◊ÊŸ‚ ’¥πŸ„Ê ŒÊ¥‚ÁŸ∫Èß ’Ê¥Á‚Ÿ Á‚Á‹¥ „Ê¥πÊ ÕÊÿÊ
(b) ◊ÊŸ‚ ’¥πŸÁŸ ŒÊ¥»˝§Ê◊ πÊfl„Ê¥πÊ•ÊŸÊ ŒÊ¥‚ Á‚Á‹¥ „Ê¥πÊ
(c) ◊ÊŸ‚ ’¥πŸ„Ê ŒÊ¥‚ÁŸ∫Èß ’Ê¥Á‚Ÿ ŸÊ¥Á¡˝Œ „Ê¥πÊ ÕÊÿÊ
(d) ’¥πŸÁŸ ŒÊ¥»˝§Ê◊ Á‚Á‹¥ „Ê¥πÊ•ÊŸÊ πÊfl „Ê¥πÊ
95. Which one of the following statements is not correct ?
(a) A circle has more than one chord
(b) Every diameter of a circle is a chord
(c) A circle has more than one tangent
(d) Every chord of a circle is a diameter
GHT-21/P-I/A 43 P.T.O.
Page 44
96. ÒàÚ唂ຠt¡à´÷[º[š [>´•[º[Jt¡ A¡à³¹ê¡š¹ ëA¡à>\> ¹\àÒü ëJà[ƒt¡ A¡¹àÒü[Ạ?
(a) ®¡àÑHþ¹ ¤³¢> (b) ¤>³àº ¤³¢à샯
(c) ¹â—šàº (d) Ò\¢¹ ¤³¢>
96. A¡à³¹ê¡ìš¹ ÒàÚ唂ຠt¡à´÷[º[š [>´•[º[Jt¡ ëA¡à> ¹à\๠¹à\¸A¡àìº ëJàƒàÒü A¡¹à ÒÚ ?
(a) ®¡àÑHþ¹ ¤³¢> (b) ¤>³àº ¤³¢à샤
(c) ¹â—šàº (d) Ò\¢¹ ¤³¢>
96. „ÊÿÈãÕÊ‹ ÃÊ◊˝Á‹Á¬πÊÒ ªÊ„ÊÿÊfl „ÊŸÊÿ ∑§Ê◊L§¬ÁŸ ‚Ê⁄U ‚Ê‚ ⁄UÊ¡ÊÿÊ ŒÊŸ„ʌʥ◊ÊŸ?
(a) ÷ÊS∑§⁄U ’◊¸Ÿ (b) ’Ÿ◊Ê‹ ’◊ʸŒ’
(c) ⁄UàãÊ ¬Ê‹ (d) „¡¸⁄U ’◊¸Ÿ
96. Hayunthal Copper Plate Inscription was issued by which of the following Kamarupa ruler ?
(a) Bhaskaravarman (b) Vanamalavarmadeva
(c) Ratnapala (d) Harjaravarman
97. t¡º¹ ëA¡à>J> ¤¹àA¡ >ƒã¹ l¡üšî> >ÒÚ ?
(a) A¡i¡àJຠ(b) [\[¹ (c) º}KàÒü (d) ¹àÒüìl¡A¡
97. [>´•[º[Jt¡ ëA¡à> >ƒã[i¡ ¤¹àA¡ >ƒã¹ l¡üš>ƒã >ìÒ ?
(a) A¡ài¡àJຠ(b) [\[¹ (c) º}KàÒü (d) ¹àÚl¡àA¡
97. ªÊ„ÊÿÁŸ ’’ ª¥‚ÿÊ ’⁄UÊ∑§ ŒÒ◊ÊÁŸ ŒÊ‹Êß ŒÒ◊Ê Ÿæ§Ê?
(a) ∑§≈UÊπÊ‹ (b) Á¡Á⁄U (c) ‹¥ªÊß (d) ⁄UÊß«U∑§
97. Which of the following is not a tributary of the Barak river ?
(a) Katakhal (b) Jiri (c) Longai (d) Raidak
GHT-21/P-I/A 44
(a) ®¡àÑHþ¹ ¤³¢> (b) ¤>³àº ¤³¢à샯
(c) ¹â—šàº (d) Ò\¢¹ ¤³¢>
96. A¡à³¹ê¡ìš¹ ÒàÚ唂ຠt¡à´÷[º[š [>´•[º[Jt¡ ëA¡à> ¹à\๠¹à\¸A¡àìº ëJàƒàÒü A¡¹à ÒÚ ?
(a) ®¡àÑHþ¹ ¤³¢> (b) ¤>³àº ¤³¢à샤
(c) ¹â—šàº (d) Ò\¢¹ ¤³¢>
96. „ÊÿÈãÕÊ‹ ÃÊ◊˝Á‹Á¬πÊÒ ªÊ„ÊÿÊfl „ÊŸÊÿ ∑§Ê◊L§¬ÁŸ ‚Ê⁄U ‚Ê‚ ⁄UÊ¡ÊÿÊ ŒÊŸ„ʌʥ◊ÊŸ?
(a) ÷ÊS∑§⁄U ’◊¸Ÿ (b) ’Ÿ◊Ê‹ ’◊ʸŒ’
(c) ⁄UàãÊ ¬Ê‹ (d) „¡¸⁄U ’◊¸Ÿ
96. Hayunthal Copper Plate Inscription was issued by which of the following Kamarupa ruler ?
(a) Bhaskaravarman (b) Vanamalavarmadeva
(c) Ratnapala (d) Harjaravarman
97. t¡º¹ ëA¡à>J> ¤¹àA¡ >ƒã¹ l¡üšî> >ÒÚ ?
(a) A¡i¡àJຠ(b) [\[¹ (c) º}KàÒü (d) ¹àÒüìl¡A¡
97. [>´•[º[Jt¡ ëA¡à> >ƒã[i¡ ¤¹àA¡ >ƒã¹ l¡üš>ƒã >ìÒ ?
(a) A¡ài¡àJຠ(b) [\[¹ (c) º}KàÒü (d) ¹àÚl¡àA¡
97. ªÊ„ÊÿÁŸ ’’ ª¥‚ÿÊ ’⁄UÊ∑§ ŒÒ◊ÊÁŸ ŒÊ‹Êß ŒÒ◊Ê Ÿæ§Ê?
(a) ∑§≈UÊπÊ‹ (b) Á¡Á⁄U (c) ‹¥ªÊß (d) ⁄UÊß«U∑§
97. Which of the following is not a tributary of the Barak river ?
(a) Katakhal (b) Jiri (c) Longai (d) Raidak
GHT-21/P-I/A 44
Page 45
98. [k¡A¡>à™åv¡û¡ ƒåi¡à ëºó¡àó¡à "à¹ç¡ ƒåJ> [W¡[k¡ "àìá¡ú [W¡[k¡ ƒåJ> Î[k¡A¡ ëºó¡àó¡à¹ ë™àìK[ƒ ëšø¹o >A¡¹à¹ δ±à[¯t¡à
Ò’º :
3 1 1
(a) (b) (c) (d) 1
4 4 2
98. [k¡A¡à>à™åv¡û¡ ƒåÒü[i¡ Jà³/ëºó¡àó¡à * ƒåÒü[i¡ šy/[W¡[k¡ Î[k¡A¡ Jà³/ëºó¡àó¡à ë™àìK ëšø¹o >à Ò*Ú๠δ±à¤¸t¡à :
3 1 1
(a) (b) (c) (d) 1
4 4 2
98. Õ¥ ªÊŸÊ¥ ªÊ¥ŸÒ ‹»§Ê»§Ê •Ê⁄UÊ ‹Êß¡Ê◊ Œ¥– ‹Êß¡Ê◊ ªÊ¥ŸÒÿÊ ÁÕ ‹»§Ê»§ÊÿÊfl ‚ÊŸÊŸÒ ŒÒÕÊÿ„⁄U¡ÊÿÒÁŸ ¡ÊÕÊflŸÊ ¡Ê„ÊŸÊ —
3 1 1
(a) (b) (c) (d) 1
4 4 2
98. There are two letters and two addressed envelopes. The chance that all letters are not
despatched in the right envelopes is :
3 1 1
(a) (b) (c) (d) 1
4 4 2
99. ™[ƒ y∝x "à¹ç¡ y=20 ë™[t¡Úà x=12, ët¡ì”z x=21 Ò’ìº y ¹ ³à> Ò’º :
(a) 20 (b) 21 (c) 35 (d) 45
99. ™[ƒ y∝x &¤} y=20 ™J> x=12, t¡àÒà ÒÒüìº x=21 ÒÒüìº y -¹ ³à> ÒÒüì¤ :
(a) 20 (b) 21 (c) 35 (d) 45
99. x=12 ¡ÊÿÊé‹Ê y∝x •Ê⁄UÊ y=20 ¡ÊÿÊ; •é‹Ê x=21 ¡ÊÿÊé‹Ê y-ÁŸ ◊ÊŸÊ —
(a) 20 (b) 21 (c) 35 (d) 45
99. If y∝x and y=20, when x=12; the value of y when x=21 is :
(a) 20 (b) 21 (c) 35 (d) 45
GHT-21/P-I/A 45 P.T.O.
Ò’º :
3 1 1
(a) (b) (c) (d) 1
4 4 2
98. [k¡A¡à>à™åv¡û¡ ƒåÒü[i¡ Jà³/ëºó¡àó¡à * ƒåÒü[i¡ šy/[W¡[k¡ Î[k¡A¡ Jà³/ëºó¡àó¡à ë™àìK ëšø¹o >à Ò*Ú๠δ±à¤¸t¡à :
3 1 1
(a) (b) (c) (d) 1
4 4 2
98. Õ¥ ªÊŸÊ¥ ªÊ¥ŸÒ ‹»§Ê»§Ê •Ê⁄UÊ ‹Êß¡Ê◊ Œ¥– ‹Êß¡Ê◊ ªÊ¥ŸÒÿÊ ÁÕ ‹»§Ê»§ÊÿÊfl ‚ÊŸÊŸÒ ŒÒÕÊÿ„⁄U¡ÊÿÒÁŸ ¡ÊÕÊflŸÊ ¡Ê„ÊŸÊ —
3 1 1
(a) (b) (c) (d) 1
4 4 2
98. There are two letters and two addressed envelopes. The chance that all letters are not
despatched in the right envelopes is :
3 1 1
(a) (b) (c) (d) 1
4 4 2
99. ™[ƒ y∝x "à¹ç¡ y=20 ë™[t¡Úà x=12, ët¡ì”z x=21 Ò’ìº y ¹ ³à> Ò’º :
(a) 20 (b) 21 (c) 35 (d) 45
99. ™[ƒ y∝x &¤} y=20 ™J> x=12, t¡àÒà ÒÒüìº x=21 ÒÒüìº y -¹ ³à> ÒÒüì¤ :
(a) 20 (b) 21 (c) 35 (d) 45
99. x=12 ¡ÊÿÊé‹Ê y∝x •Ê⁄UÊ y=20 ¡ÊÿÊ; •é‹Ê x=21 ¡ÊÿÊé‹Ê y-ÁŸ ◊ÊŸÊ —
(a) 20 (b) 21 (c) 35 (d) 45
99. If y∝x and y=20, when x=12; the value of y when x=21 is :
(a) 20 (b) 21 (c) 35 (d) 45
GHT-21/P-I/A 45 P.T.O.
Page 46
100. ™[ƒ 50 \> áày =A¡à &i¡à ëÅøoã¹ áàyÎA¡º¹ KØl¡ >´¬¹ 30 ÒÚ "à¹ç¡ 100 \> áày =A¡à "à> &i¡à ëÅøoã¹
áàyÎA¡º¹ KØl¡ >´¬¹ 40 ÒÚ, ët¡ì”z ëKàìi¡Òü 150 \> áày¹ KØl¡ >´¬¹ Ò’º :
(a) 35.4 (b) 36.7 (c) 37.5 (d) 40
100. ™[ƒ ëA¡à> ëÅøoãìt¡ 50 \> áàìy¹ KØl¡ ³èº¸àS¡> 30 &¤} ">¸ &A¡ ëÅøoã¹ 100 \> áàìy¹ KØl¡ ³èº¸àS¡>
40 ÒÒüìº, γKø 150 \> áàìy¹ KØl¡ ³èº¸àS¡> :
(a) 35.4 (b) 36.7 (c) 37.5 (d) 40
100. ‚Ê 50 »§⁄UÊÿ‚Ê ÕÊŸÊÿ ◊ÊŸ‚ ÕÊπÊÁŸ »§⁄UÊÿ‚Ê»§Ê⁄UÁŸ ª⁄U ŸÊê’⁄UÊ 30 ¡ÊÿÊé‹Ê •Ê⁄UÊ ‚Ê 100 »§⁄UÊÿ‚Ê ÕÊŸÊÿ ªÈ’ÈŸ
◊ÊŸ‚ ÕÊπÊÁŸ »§⁄UÊÿ‚Ê»§Ê⁄UÁŸ ª⁄U ŸÊê’⁄UÊ 40 ¡ÊÿÊé‹Ê ªÊ‚Ò ‚Ê 150 »§⁄UÊÿ‚ÊÁŸ ª⁄U ŸÊê’⁄UÊ ¡ÊŒÊ¥ —
(a) 35.4 (b) 36.7 (c) 37.5 (d) 40
100. If the average marks of one class of 50 students is 30 and the average marks of another class
of 100 students is 40, the average marks of all the 150 students is :
(a) 35.4 (b) 36.7 (c) 37.5 (d) 40
-o0o-
GHT-21/P-I/A 46
áàyÎA¡º¹ KØl¡ >´¬¹ 40 ÒÚ, ët¡ì”z ëKàìi¡Òü 150 \> áày¹ KØl¡ >´¬¹ Ò’º :
(a) 35.4 (b) 36.7 (c) 37.5 (d) 40
100. ™[ƒ ëA¡à> ëÅøoãìt¡ 50 \> áàìy¹ KØl¡ ³èº¸àS¡> 30 &¤} ">¸ &A¡ ëÅøoã¹ 100 \> áàìy¹ KØl¡ ³èº¸àS¡>
40 ÒÒüìº, γKø 150 \> áàìy¹ KØl¡ ³èº¸àS¡> :
(a) 35.4 (b) 36.7 (c) 37.5 (d) 40
100. ‚Ê 50 »§⁄UÊÿ‚Ê ÕÊŸÊÿ ◊ÊŸ‚ ÕÊπÊÁŸ »§⁄UÊÿ‚Ê»§Ê⁄UÁŸ ª⁄U ŸÊê’⁄UÊ 30 ¡ÊÿÊé‹Ê •Ê⁄UÊ ‚Ê 100 »§⁄UÊÿ‚Ê ÕÊŸÊÿ ªÈ’ÈŸ
◊ÊŸ‚ ÕÊπÊÁŸ »§⁄UÊÿ‚Ê»§Ê⁄UÁŸ ª⁄U ŸÊê’⁄UÊ 40 ¡ÊÿÊé‹Ê ªÊ‚Ò ‚Ê 150 »§⁄UÊÿ‚ÊÁŸ ª⁄U ŸÊê’⁄UÊ ¡ÊŒÊ¥ —
(a) 35.4 (b) 36.7 (c) 37.5 (d) 40
100. If the average marks of one class of 50 students is 30 and the average marks of another class
of 100 students is 40, the average marks of all the 150 students is :
(a) 35.4 (b) 36.7 (c) 37.5 (d) 40
-o0o-
GHT-21/P-I/A 46
Page 47
SPACE FOR ROUGH WORK
GHT-21/P-I/A 47 P.T.O.
GHT-21/P-I/A 47 P.T.O.
Page 48
SPACE FOR ROUGH WORK
GHT-21/P-I/A 48
GHT-21/P-I/A 48