APTET Question Paper with Answers 18 Jun 2018 Paper 2 Tamil (Shift 1)
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Page 1
AP TET – 2018
PAPER – II (A) TAMIL LANGUAGE
18-6-2018 (S1)
1. This developmental stage is called as “Stage of Identity”
1. Adulthood
2. Late Childhood
3. Early Childhood
4. Adolescence
ΒϕΘ ΞΖνε′ ♣ûΩûΥ ≅δ•Κôςιƒτ Σ⁄♣ûΩ
Φτ[ûΨκΣν
1. ؃ν ΣÚΞλ
2. ♦τ ♦ρûΖκ ΣÚΞλ
3. Øτ ♦ρûΖκ ΣÚΞλ
4. ÏΤςκ ΣÚΞλ
2. Swathi learnt to play carroms with right hand. Now she is able to
play with left hand also. – The type of transfer of learning here is
1. Positive Transfer
2. Bilateral Transfer
3. Negative Transfer
4. Zero Transfer
ÑΞôƒ ΞΩÕ ûΚΥôο úΚςλ ↑ûΖΥôÓΞΘσÏ
ΚσßχùΚôηΟôρ− ΘσúΣôÕ ≅Ξρ ΒΟÕ ûΚΥôÛλ
ΑÓΞôρ− ΒδÏ ΚôΠκΣÓλ Κσ[ο Τôσ[ ΞûΚ
1. úΡνØΚ Τôσ[λ
2. ΒÚ×[ Τôσ[λ
3. Τû[ØΚ Τôσ[λ
4. éϖ≥Υ Τôσ[λ
PAPER – II (A) TAMIL LANGUAGE
18-6-2018 (S1)
1. This developmental stage is called as “Stage of Identity”
1. Adulthood
2. Late Childhood
3. Early Childhood
4. Adolescence
ΒϕΘ ΞΖνε′ ♣ûΩûΥ ≅δ•Κôςιƒτ Σ⁄♣ûΩ
Φτ[ûΨκΣν
1. ؃ν ΣÚΞλ
2. ♦τ ♦ρûΖκ ΣÚΞλ
3. Øτ ♦ρûΖκ ΣÚΞλ
4. ÏΤςκ ΣÚΞλ
2. Swathi learnt to play carroms with right hand. Now she is able to
play with left hand also. – The type of transfer of learning here is
1. Positive Transfer
2. Bilateral Transfer
3. Negative Transfer
4. Zero Transfer
ÑΞôƒ ΞΩÕ ûΚΥôο úΚςλ ↑ûΖΥôÓΞΘσÏ
ΚσßχùΚôηΟôρ− ΘσúΣôÕ ≅Ξρ ΒΟÕ ûΚΥôÛλ
ΑÓΞôρ− ΒδÏ ΚôΠκΣÓλ Κσ[ο Τôσ[ ΞûΚ
1. úΡνØΚ Τôσ[λ
2. ΒÚ×[ Τôσ[λ
3. Τû[ØΚ Τôσ[λ
4. éϖ≥Υ Τôσ[λ
Page 2
3. According to this psychologist intelligent people may have
intelligent ancestors
1. Galton
2. Watson
3. Boring
4. Woodworth
ΒϕΘ ∆Ζ↑ΥΩ°Ν↔τ ΚÚιÕκΣ⁄ ÖηΠ°Ü
ùΚôηΟ ΤχΚρ ÖηΠ°Ü♥χΚ Øτú∴ôνΚûΖκ
ùΣσ°ÚχΚΩôλ−
1. ΚôοΟτ
2. ΞôγΜτ
3. úΣô↔δ
4. ∆γΞνι
4. The defence mechanism in which a student who failed in the
examination threw away his books
1. Rationalization
2. Reaction formation
3. Displacement
4. Regression
úΘν↑ο ΘΞ°Υ ΤôΠΞτ Θτ ΣôΟ èοΚûΖ
çχ€ Φ°Ξƒο ∆ρΖ ΘσΚôκ×ε ùΜΥο
1. ΚôςΠλ Κσ♦ιΘο
2. Φƒν↑û∴ ∆ÚΞôχΚλ
3. ΒΟκùΣΥνε′
4. ♦τ∴ûΟÜ
intelligent ancestors
1. Galton
2. Watson
3. Boring
4. Woodworth
ΒϕΘ ∆Ζ↑ΥΩ°Ν↔τ ΚÚιÕκΣ⁄ ÖηΠ°Ü
ùΚôηΟ ΤχΚρ ÖηΠ°Ü♥χΚ Øτú∴ôνΚûΖκ
ùΣσ°ÚχΚΩôλ−
1. ΚôοΟτ
2. ΞôγΜτ
3. úΣô↔δ
4. ∆γΞνι
4. The defence mechanism in which a student who failed in the
examination threw away his books
1. Rationalization
2. Reaction formation
3. Displacement
4. Regression
úΘν↑ο ΘΞ°Υ ΤôΠΞτ Θτ ΣôΟ èοΚûΖ
çχ€ Φ°Ξƒο ∆ρΖ ΘσΚôκ×ε ùΜΥο
1. ΚôςΠλ Κσ♦ιΘο
2. Φƒν↑û∴ ∆ÚΞôχΚλ
3. ΒΟκùΣΥνε′
4. ♦τ∴ûΟÜ
Page 3
5. Beep sound that comes from a car when the driver doesn’t wear a
seat belt is called
1. Negative Reinforcement
2. Positive Reinforcement
3. Neutral Reinforcement
4. Unconditioned Reinforcement
Κôν ϑγÓ∴ν Κô↔ο !≠γ ùΣογ& ≅∞ΥôΘúΣôÕ
Κô↔←ÚϕÕ ΞÚλ !Àκ& Ι← ΦτΣÕ
1. ΦƒνΤû[ ΞÛîγ⁄
2. úΡνØΚ ΞÛîγ⁄
3. ΜΤ♣ûΩ ΞÛîγ⁄
4. ♣ûΩ♠ßιΘκΣΟô ΞÛîγ⁄
6. Which of the following aspect does not contribute to memory?
1. Goal behind learning
2. Gender
3. Interesting learning material
4. Taking some rest after learning
•θχΚηΟΞσ°ο ♣û∴↑σÏ ΣΥτΣΟôΘ áß
1. Κσ[ÛχÏ ♦τ ∆ρΖ ΒΩχÏ
2. Σô←∴λ
3. ΑνΞØρΖ Κσ[ο ùΣôÚρΚρ
4. Κσ[ÛχÏκ ♦τ ′°Õ ϑµÜ ΦÓιΘο
seat belt is called
1. Negative Reinforcement
2. Positive Reinforcement
3. Neutral Reinforcement
4. Unconditioned Reinforcement
Κôν ϑγÓ∴ν Κô↔ο !≠γ ùΣογ& ≅∞ΥôΘúΣôÕ
Κô↔←ÚϕÕ ΞÚλ !Àκ& Ι← ΦτΣÕ
1. ΦƒνΤû[ ΞÛîγ⁄
2. úΡνØΚ ΞÛîγ⁄
3. ΜΤ♣ûΩ ΞÛîγ⁄
4. ♣ûΩ♠ßιΘκΣΟô ΞÛîγ⁄
6. Which of the following aspect does not contribute to memory?
1. Goal behind learning
2. Gender
3. Interesting learning material
4. Taking some rest after learning
•θχΚηΟΞσ°ο ♣û∴↑σÏ ΣΥτΣΟôΘ áß
1. Κσ[ÛχÏ ♦τ ∆ρΖ ΒΩχÏ
2. Σô←∴λ
3. ΑνΞØρΖ Κσ[ο ùΣôÚρΚρ
4. Κσ[ÛχÏκ ♦τ ′°Õ ϑµÜ ΦÓιΘο
Page 4
7. Construction of knowledge is done through experiences – This was
stated by
1. Pavlov
2. Bandura
3. Piaget
4. Skinner
≅àΣΞδΚ↓τ Ξô♠ΩôΚ Κσ[ο ΡûΟùΣ߀[Õ
Φτß á°ΥΞν
1. ΣôπΩπ
2. Σηåςô
3. ♦Υôú⊥
4. υ€τ∴ν
8. Prasanthi prepared for Sociology examination first and then for
Psychology. While taking Sociology examination she got confused
due to recollection of psychological theories - This is due to
1. Pro active inhibition
2. Retro active inhibition
3. Decay of memory traces
4. Lack of interest in Sociology
♦ςΜôϕƒ ØΘ←ο ΜØΘôΥ↑Υο úΘν↑σÏκ Σ⁄ιÕ
♦τ∴ν ∆Ζ↑ΥÛχΚôΚ Σ⁄ιΘôρ− ΜØΘôΥ↑Υο
úΘνÜ ΦÝÕλúΣôÕ ∆Ζ↑Υο úΚôγΣôÓΚρ
♣û∴↑σÏ ΞÚΞΘôο ÏΨκΣΤûΟϕΘôρ− ΒΘτ
ΚôςΠλ
1. Øτ ùΜΥÄγÓι ΘûΟ
2. ♦τ ùΜΥÄγÓι ΘûΟ
3. ♣û∴Üκ ΣƒÜΚρ ≅→Θο
4. ΜØΘôΥ↑Υ←ο ΡôγΟ♥τûΤ
stated by
1. Pavlov
2. Bandura
3. Piaget
4. Skinner
≅àΣΞδΚ↓τ Ξô♠ΩôΚ Κσ[ο ΡûΟùΣ߀[Õ
Φτß á°ΥΞν
1. ΣôπΩπ
2. Σηåςô
3. ♦Υôú⊥
4. υ€τ∴ν
8. Prasanthi prepared for Sociology examination first and then for
Psychology. While taking Sociology examination she got confused
due to recollection of psychological theories - This is due to
1. Pro active inhibition
2. Retro active inhibition
3. Decay of memory traces
4. Lack of interest in Sociology
♦ςΜôϕƒ ØΘ←ο ΜØΘôΥ↑Υο úΘν↑σÏκ Σ⁄ιÕ
♦τ∴ν ∆Ζ↑ΥÛχΚôΚ Σ⁄ιΘôρ− ΜØΘôΥ↑Υο
úΘνÜ ΦÝÕλúΣôÕ ∆Ζ↑Υο úΚôγΣôÓΚρ
♣û∴↑σÏ ΞÚΞΘôο ÏΨκΣΤûΟϕΘôρ− ΒΘτ
ΚôςΠλ
1. Øτ ùΜΥÄγÓι ΘûΟ
2. ♦τ ùΜΥÄγÓι ΘûΟ
3. ♣û∴Üκ ΣƒÜΚρ ≅→Θο
4. ΜØΘôΥ↑Υ←ο ΡôγΟ♥τûΤ
Page 5
9. Shaping is an important mechanism in this learning theory.
1. Classical Conditioning
2. Operant Conditioning
3. Insightful Learning
4. Trial and Error Learning
ΒϕΘ Κσ[ο úΚôγΣôγ⁄ο Ξ⁄ΞΤΥΤôχΚο Øχ€Υε
ùΜΥΩôÏλ
1. ΑχΚ ♣ûΩ♠ßιΘλ
2. ùΜΥΩôχΚ ♣û[♠ßιΘλ
3. ≅ΚχΚôγ′ êΩλ Κσ[ο
4. ØΥτß ΘΞ° Κσ[ο
10. The correct learning sequence in observational learning is
1. Reinforcement ® Attention ® Retention ® Performance
2. Attention ® Retention ® Performance ® Reinforcement
3. Performance ® Reinforcement ® Attention ® Retention
4. Retention ® Reinforcement ® Attention ® Performance
∆σßúΡôχ€ Κσ[←ο Κσ[ο ΡûΟùΣßλ Μ↔Υô∴
Ξ↔ûΜØû[
1. ΞÛîγ⁄ ® ΚΞ∴λ ® Τ∴ιƒÚιΘλ ® ùΜΥο
2. ΚΞ∴λ ® Τ∴ιƒÚιΘλ ® ùΜΥο ® ΞÛîγ⁄
3. ùΜΥο ® ΞÛîγ⁄ ® ΚΞ∴λ ® Τ∴ιƒÚιΘλ
4. Τ∴ιƒÚιΘλ ® ΞÛîγ⁄ ® ΚΞ∴λ ® ùΜΥο
1. Classical Conditioning
2. Operant Conditioning
3. Insightful Learning
4. Trial and Error Learning
ΒϕΘ Κσ[ο úΚôγΣôγ⁄ο Ξ⁄ΞΤΥΤôχΚο Øχ€Υε
ùΜΥΩôÏλ
1. ΑχΚ ♣ûΩ♠ßιΘλ
2. ùΜΥΩôχΚ ♣û[♠ßιΘλ
3. ≅ΚχΚôγ′ êΩλ Κσ[ο
4. ØΥτß ΘΞ° Κσ[ο
10. The correct learning sequence in observational learning is
1. Reinforcement ® Attention ® Retention ® Performance
2. Attention ® Retention ® Performance ® Reinforcement
3. Performance ® Reinforcement ® Attention ® Retention
4. Retention ® Reinforcement ® Attention ® Performance
∆σßúΡôχ€ Κσ[←ο Κσ[ο ΡûΟùΣßλ Μ↔Υô∴
Ξ↔ûΜØû[
1. ΞÛîγ⁄ ® ΚΞ∴λ ® Τ∴ιƒÚιΘλ ® ùΜΥο
2. ΚΞ∴λ ® Τ∴ιƒÚιΘλ ® ùΜΥο ® ΞÛîγ⁄
3. ùΜΥο ® ΞÛîγ⁄ ® ΚΞ∴λ ® Τ∴ιƒÚιΘλ
4. Τ∴ιƒÚιΘλ ® ΞÛîγ⁄ ® ΚΞ∴λ ® ùΜΥο
Page 6
11. Process of transformation of a person who born as a living organism
into human being is
1. Mental Development
2. Moral Development
3. Social Development
4. Emotional Development
∆♠↔Υ ♦ςô∞ΥôΚ ♦[ϕΘ ΙÚ ΡΣν Τ±Θ∴ôΚ
Τôσ[λ ≅ûΟÙλ ùΜΥοØû[
1. Τ∴ ΞΖνε′
2. ≅[ùΡ° ΞΖνε′
3. ΜêΚ ΞΖνε′
4. Τ∴ùΞÝε′ ΞΖνε′
12. The main aim of Continuous Comprehensive Evaluation is
1. To evaluate every aspect of the student
2. To evaluate scholastic abilities of students
3. To evaluate the progress of a student in curricular areas
4. To evaluate the progress of the students in co-curricular areas
ùΘôΟνε′Υô∴ ØÝûΤΥô∴ ΤƒκÀγ⁄τ Øχ€Υ
úΡôχΚλ
1. ΤôΠΞ±τ ΙπùΞôÚ á°û∴Ùλ ΤƒκÀÓ
ùΜµΥ úΞηÓλ
2. ΤôΠΞνΚ↓τ Κο↑ι ùΘôΟνΣô∴
ƒ[ûΤΚûΖ ΤƒκÀÓ ùΜµΥ úΞηÓλ
3. ΚûΩιƒγΟ ≅Ζ↑ο ΙÚ ΤôΠΞ±τ
Øτú∴σ[ιûΘ ΤƒκÀÓ ùΜµΥ úΞηÓλ
4. ÕûΠχ ΚûΩιƒγΟ ≅Ζ↑ο ΤôΠΞνΚ↓τ
Øτú∴σ[ιûΘ ΤƒκÀÓ ùΜµΥ úΞηÓλ
into human being is
1. Mental Development
2. Moral Development
3. Social Development
4. Emotional Development
∆♠↔Υ ♦ςô∞ΥôΚ ♦[ϕΘ ΙÚ ΡΣν Τ±Θ∴ôΚ
Τôσ[λ ≅ûΟÙλ ùΜΥοØû[
1. Τ∴ ΞΖνε′
2. ≅[ùΡ° ΞΖνε′
3. ΜêΚ ΞΖνε′
4. Τ∴ùΞÝε′ ΞΖνε′
12. The main aim of Continuous Comprehensive Evaluation is
1. To evaluate every aspect of the student
2. To evaluate scholastic abilities of students
3. To evaluate the progress of a student in curricular areas
4. To evaluate the progress of the students in co-curricular areas
ùΘôΟνε′Υô∴ ØÝûΤΥô∴ ΤƒκÀγ⁄τ Øχ€Υ
úΡôχΚλ
1. ΤôΠΞ±τ ΙπùΞôÚ á°û∴Ùλ ΤƒκÀÓ
ùΜµΥ úΞηÓλ
2. ΤôΠΞνΚ↓τ Κο↑ι ùΘôΟνΣô∴
ƒ[ûΤΚûΖ ΤƒκÀÓ ùΜµΥ úΞηÓλ
3. ΚûΩιƒγΟ ≅Ζ↑ο ΙÚ ΤôΠΞ±τ
Øτú∴σ[ιûΘ ΤƒκÀÓ ùΜµΥ úΞηÓλ
4. ÕûΠχ ΚûΩιƒγΟ ≅Ζ↑ο ΤôΠΞνΚ↓τ
Øτú∴σ[ιûΘ ΤƒκÀÓ ùΜµΥ úΞηÓλ
Page 7
13. Lowest level and foremost objective in Psychomotor Domain is
1. Imitation
2. Precision
3. Naturalization
4. Manipulation
∆ΖΒΥχΚ ΚΖιƒο Ïû[ϕΘ ♣ûΩ Τσßλ
ØΘτØΘΩô∴ úΡôχΚλ
1. úΣôΩε ùΜµΘο
2. ùΜΥοÖγΣλ
3. Ση×ÚΞôχΚλ
4. ûΚιƒ[τ
14. A child without proper mental development lags behind in his
social development also – The development principle here is
1. Development is the process of interaction
2. Developments proceed with interrelation
3. Development proceeds from general to specific
4. Development is cumulative
Τ∴ ΞΖνε′ Μ↔♠οΩôΘ ÏΨϕûΘ ΜêΚ
Øτú∴σ[ιƒÛλ ♦τΘδ€ ΒÚκΣôτ− ΒδÏ
ΚôΠκΣÓλ Øτú∴σ[ ↑ƒ
1. Øτú∴σ[λ ΙÚ ΒûΟ↑û∴ε ùΜΥοØû[
2. Øτú∴σ[δΚρ ΣςυΣς ùΘôΟνΣôΚ
ùΘôΟν€τ[∴
3. Øτú∴σ[λ ùΣôÕ↑←ÚϕÕ ′[κ♦û∴
úΡôχ€ι ùΘôΟν€τ[∴
4. Øτú∴σ[λ ƒςΖχ á⁄ΥÕ
1. Imitation
2. Precision
3. Naturalization
4. Manipulation
∆ΖΒΥχΚ ΚΖιƒο Ïû[ϕΘ ♣ûΩ Τσßλ
ØΘτØΘΩô∴ úΡôχΚλ
1. úΣôΩε ùΜµΘο
2. ùΜΥοÖγΣλ
3. Ση×ÚΞôχΚλ
4. ûΚιƒ[τ
14. A child without proper mental development lags behind in his
social development also – The development principle here is
1. Development is the process of interaction
2. Developments proceed with interrelation
3. Development proceeds from general to specific
4. Development is cumulative
Τ∴ ΞΖνε′ Μ↔♠οΩôΘ ÏΨϕûΘ ΜêΚ
Øτú∴σ[ιƒÛλ ♦τΘδ€ ΒÚκΣôτ− ΒδÏ
ΚôΠκΣÓλ Øτú∴σ[ ↑ƒ
1. Øτú∴σ[λ ΙÚ ΒûΟ↑û∴ε ùΜΥοØû[
2. Øτú∴σ[δΚρ ΣςυΣς ùΘôΟνΣôΚ
ùΘôΟν€τ[∴
3. Øτú∴σ[λ ùΣôÕ↑←ÚϕÕ ′[κ♦û∴
úΡôχ€ι ùΘôΟν€τ[∴
4. Øτú∴σ[λ ƒςΖχ á⁄ΥÕ
Page 8
15. According to RTE Act – 2009, in Primary schools if the strength of
the students is above 200, the teacher pupil ratio excluding
Headmaster shall not exceed
Κο↑ ∆↔ûΤ ΜγΟλ,1//8τΣ⁄+ ΑςλΣ
Σρ↓Κ↓ο ΤôΠΞνΚ↓τ Φη∞χûΚ 1//χÏ
úΤο ΒÚχÏλúΣôÕ ΘûΩûΤΥô′↔Υûςι Θ↑νιÕ
Α′↔Υν ΤôΠΞν ↑€Θλ ΒûΘ Á[χáΟôÕ−
1. 1 : 30
2. 1 : 35
3. 1 : 50
4. 1 : 40
16. The approach proposed by Carl Rogers to understand human
relations and personality is
1. Subject centered approach
2. Nature centered approach
3. Person centered approach
4. Relation centered approach
Τ±Θ ∆[ÜΚûΖÙλ ΑÞûΤûΥÙλ ×↔ϕÕ
ùΚôρΞΘσÏ Κôνο úςô⊥νυ ØτùΤô→ϕΘ Øû[
1. ΣôΟ ûΤΥ ≅ÔÏØû[
2. ΒΥσûΚ ûΤΥ ≅ÔÏØû[
3. Τ±Θ ûΤΥ ≅ÔÏØû[
4. ∆[Ü ûΤΥ ≅ÔÏØû[
the students is above 200, the teacher pupil ratio excluding
Headmaster shall not exceed
Κο↑ ∆↔ûΤ ΜγΟλ,1//8τΣ⁄+ ΑςλΣ
Σρ↓Κ↓ο ΤôΠΞνΚ↓τ Φη∞χûΚ 1//χÏ
úΤο ΒÚχÏλúΣôÕ ΘûΩûΤΥô′↔Υûςι Θ↑νιÕ
Α′↔Υν ΤôΠΞν ↑€Θλ ΒûΘ Á[χáΟôÕ−
1. 1 : 30
2. 1 : 35
3. 1 : 50
4. 1 : 40
16. The approach proposed by Carl Rogers to understand human
relations and personality is
1. Subject centered approach
2. Nature centered approach
3. Person centered approach
4. Relation centered approach
Τ±Θ ∆[ÜΚûΖÙλ ΑÞûΤûΥÙλ ×↔ϕÕ
ùΚôρΞΘσÏ Κôνο úςô⊥νυ ØτùΤô→ϕΘ Øû[
1. ΣôΟ ûΤΥ ≅ÔÏØû[
2. ΒΥσûΚ ûΤΥ ≅ÔÏØû[
3. Τ±Θ ûΤΥ ≅ÔÏØû[
4. ∆[Ü ûΤΥ ≅ÔÏØû[
Page 9
17. All children have done their project work because, the teacher
announced a reward for those who have done their project work –
The type of motivation here is
1. Achievement Motivation
2. Extrinsic Motivation
3. Intrinsic Motivation
4. Individual Motivation
Α′↔Υν ùΜΥοƒγΟκ Σ∞ ùΜµΘΞνΚÞχÏ Σ↔Ñ
≅°↑ιΘΘσÏ ÏΨϕûΘΚρ ≅û∴ΞÚλ ùΜΥοƒγΟκ
Σ∞ûΥ ùΜµÕùΚôηÓ ΞϕΘ∴ν− ΒδÏ
ΚôΠκΣÓλ ΕχΚ ΞûΚ
1. ≅ûΟÜ ΕχΚλ
2. ùΞ↓κΣûΟΥô∴ ΕχΚλ
3. ∆ρΖôνϕΘ ΕχΚλ
4. Θ±κΣγΟ ΕχΚλ
18. The type of teaching model in which specially trained teacher helps
the differently abled students by going from one school to another.
1. Alternative school model
2. Resource model
3. Dual teaching model
4. Itinerant teaching model
′[κ×κ Σ♠σ′ ùΣσ[ Α′↔Υν ΙÚ Σρ↓♠←ÚϕÕ
Τσù[ôÚ Σρ↓χÏε ùΜοΩ úΞßΣγΟ
ƒ[ûΤΚûΖχùΚôηΟ ΤôΠΞνΚÞχÏ ∆Θ↑
ùΜµÙλ ΒûΠκ×χ Κο↑ Τôƒ↔
1. Τôσßκ Σρ↓ Τôƒ↔
2. ΞΖ Τôƒ↔
3. ΒςγûΟχ Κσ♦ιΘο Τôƒ↔
4. ΡΟΤôÓλ Κσ♦ιΘο Τôƒ↔
announced a reward for those who have done their project work –
The type of motivation here is
1. Achievement Motivation
2. Extrinsic Motivation
3. Intrinsic Motivation
4. Individual Motivation
Α′↔Υν ùΜΥοƒγΟκ Σ∞ ùΜµΘΞνΚÞχÏ Σ↔Ñ
≅°↑ιΘΘσÏ ÏΨϕûΘΚρ ≅û∴ΞÚλ ùΜΥοƒγΟκ
Σ∞ûΥ ùΜµÕùΚôηÓ ΞϕΘ∴ν− ΒδÏ
ΚôΠκΣÓλ ΕχΚ ΞûΚ
1. ≅ûΟÜ ΕχΚλ
2. ùΞ↓κΣûΟΥô∴ ΕχΚλ
3. ∆ρΖôνϕΘ ΕχΚλ
4. Θ±κΣγΟ ΕχΚλ
18. The type of teaching model in which specially trained teacher helps
the differently abled students by going from one school to another.
1. Alternative school model
2. Resource model
3. Dual teaching model
4. Itinerant teaching model
′[κ×κ Σ♠σ′ ùΣσ[ Α′↔Υν ΙÚ Σρ↓♠←ÚϕÕ
Τσù[ôÚ Σρ↓χÏε ùΜοΩ úΞßΣγΟ
ƒ[ûΤΚûΖχùΚôηΟ ΤôΠΞνΚÞχÏ ∆Θ↑
ùΜµÙλ ΒûΠκ×χ Κο↑ Τôƒ↔
1. Τôσßκ Σρ↓ Τôƒ↔
2. ΞΖ Τôƒ↔
3. ΒςγûΟχ Κσ♦ιΘο Τôƒ↔
4. ΡΟΤôÓλ Κσ♦ιΘο Τôƒ↔
Page 10
19. Meier – Seashore Art judgment test is used to measure
1. Aesthetic Aptitudes
2. Scholastic Aptitudes
3. Vocational Aptitudes
4. General Aptitudes
ùΤΥν , ΚΟσΚûςχ ΚûΩι ¾νκ× úΜôΘû∴ ΒûΘ
≅Ζ↑Ο ΣΥτΣÓιΘκΣÓ€[Õ
1. ≅ΨÏΠν Τ∴ ΡôγΟδΚρ
2. Κο↑ι ùΘôΟνΣô∴ Τ∴ ΡôγΟδΚρ
3. ùΘô→ο ùΘôΟνΣô∴ Τ∴ ΡôγΟδΚρ
4. ùΣôÕΞô∴ Τ∴ ΡôγΟδΚρ
20. The understanding of a person about himself and the qualities
possessed by him is called
1. Self Skill
2. Self Respect
3. Self Concept
4. Self Attitude
ΙÚ ΡΣν Θτû∴κ Σσ°Ùλ Θôτ ùΣσßρΖ
Ση×Κρ Σσ°Ùλ ×↔ϕÕùΚôρΞûΘ ΒπΞôß
≅ûΨκΣν
1. Θτ ƒ[τ
2. Θτ Τƒκ×
3. Θτ ΚÚιÕ
4. Θτ Τ∴κΣôτûΤ
1. Aesthetic Aptitudes
2. Scholastic Aptitudes
3. Vocational Aptitudes
4. General Aptitudes
ùΤΥν , ΚΟσΚûςχ ΚûΩι ¾νκ× úΜôΘû∴ ΒûΘ
≅Ζ↑Ο ΣΥτΣÓιΘκΣÓ€[Õ
1. ≅ΨÏΠν Τ∴ ΡôγΟδΚρ
2. Κο↑ι ùΘôΟνΣô∴ Τ∴ ΡôγΟδΚρ
3. ùΘô→ο ùΘôΟνΣô∴ Τ∴ ΡôγΟδΚρ
4. ùΣôÕΞô∴ Τ∴ ΡôγΟδΚρ
20. The understanding of a person about himself and the qualities
possessed by him is called
1. Self Skill
2. Self Respect
3. Self Concept
4. Self Attitude
ΙÚ ΡΣν Θτû∴κ Σσ°Ùλ Θôτ ùΣσßρΖ
Ση×Κρ Σσ°Ùλ ×↔ϕÕùΚôρΞûΘ ΒπΞôß
≅ûΨκΣν
1. Θτ ƒ[τ
2. Θτ Τƒκ×
3. Θτ ΚÚιÕ
4. Θτ Τ∴κΣôτûΤ
Page 11
21. Physical factor that affects learners learning is
1. Interest
2. Attitude
3. Intelligence
4. Maturity
ΚσΣΞ↔τ Κσ[ûΩκ ΣôƒχÏλ ∆ΟσΜôν Κôς∞
1. ΑνΞλ
2. Τ∴κΣôτûΤ
3. ÖηΠ°Ü
4. ؃νÜ ♣ûΩ
22. The learners who learn through reasoning and questioning are
1. Mastery style learners
2. Understanding learners
3. Self expressive learners
4. Interpersonal learners
ΣÏιΘ°Ü Τσßλ ↑∴ÜΘο Ξô♠ΩôΚ ΚσÏλ
ΚσΣΞνΚρ
1. ΡοúΘνε′ Øû[χ ΚσΣΞνΚρ
2. ×↔ϕÕùΚôηÓ ΚσΣΞνΚρ
3. ÑΥùΞ↓κΣôγÓ ΚσΣΞνΚρ
4. Θ±κΣγΟΞνΚÞχ€ûΟúΥΥô∴ ΚσΣΞνΚρ
1. Interest
2. Attitude
3. Intelligence
4. Maturity
ΚσΣΞ↔τ Κσ[ûΩκ ΣôƒχÏλ ∆ΟσΜôν Κôς∞
1. ΑνΞλ
2. Τ∴κΣôτûΤ
3. ÖηΠ°Ü
4. ؃νÜ ♣ûΩ
22. The learners who learn through reasoning and questioning are
1. Mastery style learners
2. Understanding learners
3. Self expressive learners
4. Interpersonal learners
ΣÏιΘ°Ü Τσßλ ↑∴ÜΘο Ξô♠ΩôΚ ΚσÏλ
ΚσΣΞνΚρ
1. ΡοúΘνε′ Øû[χ ΚσΣΞνΚρ
2. ×↔ϕÕùΚôηÓ ΚσΣΞνΚρ
3. ÑΥùΞ↓κΣôγÓ ΚσΣΞνΚρ
4. Θ±κΣγΟΞνΚÞχ€ûΟúΥΥô∴ ΚσΣΞνΚρ
Page 12
23. Unexpected reappearance of an extinguished conditional response
after a rest period is called
1. Discrimination
2. Extinction
3. Insight
4. Spontaneous Recovery
ΒûΟùΞ↓↑ΟκΣγΟ ♣ûΩ♠ßιΘ ÕΩδΚο ′°Õ
ΒûΟúΞûΖχÏκ ♦τ ΦƒνΣôςôΤο ƒ≈ùς∴ ÁηÓλ
úΘôτßΞûΘ ΒπΞôß ≅ûΨκΣν
1. úΞßΣÓιÕΘο
2. ≅ûΠιΘο
3. ≅ΚχΚôγ′
4. ΒΥοΣô∴ Σ⁄κΣ⁄Υô∴ Áγ′ . ΒΥο×♣ûΩ
ÁρûΚ
24. A Psychology lecturer acquainting his B.Ed. students about the
employment opportunities for them after the completion of the
course is called
1. Educational Guidance
2. Personal Guidance
3. Vocational Guidance
4. Group Guidance
∆Ζ↑Υο Α′↔Υν B.Ed. ΤôΠΞνΚÞχÏ
≅ΞνΚ↓τ Σ♠σ′ Ø⁄ϕΘ ♦τ∴ν ≅ΞνΚÞχÏ
∆ρΖ úΞûΩΞôµκ×Κρ Σσ°Υ ↑ΞςδΚûΖχ
áßΘο ΦτΣÕ
1. Κο↑ Ξ→ΚôγÓΘο
2. Θ±κΣγΟ Ξ→ΚôγÓΘο
3. ùΘô→ο Ξ→ΚôγÓΘο
4. ÏÝ Ξ→ΚôγÓΘο
after a rest period is called
1. Discrimination
2. Extinction
3. Insight
4. Spontaneous Recovery
ΒûΟùΞ↓↑ΟκΣγΟ ♣ûΩ♠ßιΘ ÕΩδΚο ′°Õ
ΒûΟúΞûΖχÏκ ♦τ ΦƒνΣôςôΤο ƒ≈ùς∴ ÁηÓλ
úΘôτßΞûΘ ΒπΞôß ≅ûΨκΣν
1. úΞßΣÓιÕΘο
2. ≅ûΠιΘο
3. ≅ΚχΚôγ′
4. ΒΥοΣô∴ Σ⁄κΣ⁄Υô∴ Áγ′ . ΒΥο×♣ûΩ
ÁρûΚ
24. A Psychology lecturer acquainting his B.Ed. students about the
employment opportunities for them after the completion of the
course is called
1. Educational Guidance
2. Personal Guidance
3. Vocational Guidance
4. Group Guidance
∆Ζ↑Υο Α′↔Υν B.Ed. ΤôΠΞνΚÞχÏ
≅ΞνΚ↓τ Σ♠σ′ Ø⁄ϕΘ ♦τ∴ν ≅ΞνΚÞχÏ
∆ρΖ úΞûΩΞôµκ×Κρ Σσ°Υ ↑ΞςδΚûΖχ
áßΘο ΦτΣÕ
1. Κο↑ Ξ→ΚôγÓΘο
2. Θ±κΣγΟ Ξ→ΚôγÓΘο
3. ùΘô→ο Ξ→ΚôγÓΘο
4. ÏÝ Ξ→ΚôγÓΘο
Page 13
25. These play a vital role in ‘learning to learn’ skills
1. Intelligence, Aptitude
2. Interest, Attitude
3. Motivation, Self confidence
4. Creativity, Learning
Κσ[ο ƒ[τΚûΖχ ΚσΣƒο ΒûΞ Øχ€Υ
Σδ€û∴ Ξ€χ€τ[∴
1. ÖηΠ°Ü+ Τ∴ ΡôγΟλ
2. ΑνΞλ+ Τ∴κΣôτûΤ
3. ΕχΚλ+ Θτ∴λ♦χûΚ
4. ΑχΚιƒ[τ+ Κσ[ο
26. According to Erickson, virtue called ‘Hope’ is developed in this
psychosocial critical situation
1. Trust Vs Mistrust
2. Autonomy Vs Shame and Doubt
3. Initiative Vs Guilt
4. Intimacy Vs Isolation
Φ↔χ]±τ ΚÚιÕκΣ⁄ Ρλ♦χûΚ Φτàλ
ΡσÏΠλ ΒϕΘ ∆Ζ↑Υο ΜêΚ ùΡÚχΚ
ãθ♣ûΩ♠ο ΓσΣÓ€[Õ
1. Ρλ♦χûΚ Vs ≅ΞΡλ♦χûΚ
2. Θτ∴ƒΚôςλ Vs ùΞγΚλ Τσßλ ΗΥλ
3. ùΘôΟδσ[τ Vs Ïσ[ ∆ΠνÜ
4. ùΡÚχΚλ Vs Θ±ûΤ
1. Intelligence, Aptitude
2. Interest, Attitude
3. Motivation, Self confidence
4. Creativity, Learning
Κσ[ο ƒ[τΚûΖχ ΚσΣƒο ΒûΞ Øχ€Υ
Σδ€û∴ Ξ€χ€τ[∴
1. ÖηΠ°Ü+ Τ∴ ΡôγΟλ
2. ΑνΞλ+ Τ∴κΣôτûΤ
3. ΕχΚλ+ Θτ∴λ♦χûΚ
4. ΑχΚιƒ[τ+ Κσ[ο
26. According to Erickson, virtue called ‘Hope’ is developed in this
psychosocial critical situation
1. Trust Vs Mistrust
2. Autonomy Vs Shame and Doubt
3. Initiative Vs Guilt
4. Intimacy Vs Isolation
Φ↔χ]±τ ΚÚιÕκΣ⁄ Ρλ♦χûΚ Φτàλ
ΡσÏΠλ ΒϕΘ ∆Ζ↑Υο ΜêΚ ùΡÚχΚ
ãθ♣ûΩ♠ο ΓσΣÓ€[Õ
1. Ρλ♦χûΚ Vs ≅ΞΡλ♦χûΚ
2. Θτ∴ƒΚôςλ Vs ùΞγΚλ Τσßλ ΗΥλ
3. ùΘôΟδσ[τ Vs Ïσ[ ∆ΠνÜ
4. ùΡÚχΚλ Vs Θ±ûΤ
Page 14
27. One of the following is the limitation of observation method
1. Study of the behaviour of students directly
2. Recording of previously decided behavioural aspects
3. Assessing the behaviour, based on external behaviour only
4. Study of the behaviour of animals and mental patients
•θχΚηΟΞσ°ο ∆σßúΡôχΚο Øû[♠τ Ξςλ×
1. ΤôΠΞνΚ↓τ ΡΟιûΘûΥ úΡς⁄ΥôΚ ΑµΘο
2. Øτ∴úς Ø⁄Ü ùΜµΘ ΡΟιûΘχ áßΚûΖ
䟚 ùΜµΘο
3. ùΞ↓κΣûΟΥô∴ ΡΟιûΘûΥ ΤγÓλ
≅⁄κΣûΟΥôΚ ùΚôηÓ ΡΟιûΘûΥ Κ∞ιΘο
4. ↑ΩδÏΚρ Τσßλ Τ∴ΡΩλ Ïτ°ΥΞνΚ↓τ
ΡΟιûΘûΥ ΑµΘο
28. According to Jones, Ruthstrong, help extended by others to a person
to assist himself is
1. Guidance
2. Counselling
3. Social Scaffolding
4. Instructional Scaffolding
ú⊥ôτυ+ ìι υγςôδ ΚÚιÕκΣ⁄ ΙÚ Τ±Θτ
Θ∴χÏιΘôú∴ ∆Θ↑ ùΜµÕùΚôρΞΘσÏ ♦[ν
ΞΨδÏλ ∆Θ↑Υô∴Õ
1. Ξ→ΚôγÓΘο
2. ≅°Üûς ΣΚνΘο
3. ΜêΚ ΑΘςΞ↓ιΘο
4. Κσ♦ιΘο ΑΘςÜ
1. Study of the behaviour of students directly
2. Recording of previously decided behavioural aspects
3. Assessing the behaviour, based on external behaviour only
4. Study of the behaviour of animals and mental patients
•θχΚηΟΞσ°ο ∆σßúΡôχΚο Øû[♠τ Ξςλ×
1. ΤôΠΞνΚ↓τ ΡΟιûΘûΥ úΡς⁄ΥôΚ ΑµΘο
2. Øτ∴úς Ø⁄Ü ùΜµΘ ΡΟιûΘχ áßΚûΖ
䟚 ùΜµΘο
3. ùΞ↓κΣûΟΥô∴ ΡΟιûΘûΥ ΤγÓλ
≅⁄κΣûΟΥôΚ ùΚôηÓ ΡΟιûΘûΥ Κ∞ιΘο
4. ↑ΩδÏΚρ Τσßλ Τ∴ΡΩλ Ïτ°ΥΞνΚ↓τ
ΡΟιûΘûΥ ΑµΘο
28. According to Jones, Ruthstrong, help extended by others to a person
to assist himself is
1. Guidance
2. Counselling
3. Social Scaffolding
4. Instructional Scaffolding
ú⊥ôτυ+ ìι υγςôδ ΚÚιÕκΣ⁄ ΙÚ Τ±Θτ
Θ∴χÏιΘôú∴ ∆Θ↑ ùΜµÕùΚôρΞΘσÏ ♦[ν
ΞΨδÏλ ∆Θ↑Υô∴Õ
1. Ξ→ΚôγÓΘο
2. ≅°Üûς ΣΚνΘο
3. ΜêΚ ΑΘςΞ↓ιΘο
4. Κσ♦ιΘο ΑΘςÜ
Page 15
29. The learning in which learners depend on one another and also
accountable to each other is
1. Inquiry based learning
2. Co-operative learning
3. Differentiated learning
4. Collaborative learning
ΚσΣΞνΚρ ΙÚΞν ÁÕ Τσù[ôÚΞν ΑΘôςκΣγÓ
ΙÚΞÚχùΚôÚΞν ùΣôßκ×ρΖΞςôΚ ΒÚχÏλ
Κσ[ο
1. ↑ΜôςûΠ ≅⁄κΣûΟ♠Ωô∴ Κσ[ο
2. ΙιÕûΨκ×χ Κσ[ο
3. úΞßΣÓιƒχ Κσ[ο
4. ΧÓΣγÓχ Κσ[ο
30. Characteristic feature of pupil centered learning is
1. Prominence to acquire knowledge
2. Classroom is silent
3. Students express their ideas freely
4. Evaluation is done by the teacher only
ΤôΠΞν ûΤΥχ Κσ[←τ Øχ€Υ Ση×
1. ≅°ûΞκ ùΣßΞΘσÏ Øχ€ΥιÕΞλ
2. ΞÏκΣû[ ≅ûΤƒΥôΚ ΒÚχÏλ
3. ΤôΠΞνΚρ ΘδΚρ ΦηΠδΚûΖε
ÑΘϕƒςΤôΚ ùΞ↓κΣÓιÕΞν
4. Α′↔Υςôο ΤγÓλ ΤƒκÀÓ ùΜµΥκΣÓλ
accountable to each other is
1. Inquiry based learning
2. Co-operative learning
3. Differentiated learning
4. Collaborative learning
ΚσΣΞνΚρ ΙÚΞν ÁÕ Τσù[ôÚΞν ΑΘôςκΣγÓ
ΙÚΞÚχùΚôÚΞν ùΣôßκ×ρΖΞςôΚ ΒÚχÏλ
Κσ[ο
1. ↑ΜôςûΠ ≅⁄κΣûΟ♠Ωô∴ Κσ[ο
2. ΙιÕûΨκ×χ Κσ[ο
3. úΞßΣÓιƒχ Κσ[ο
4. ΧÓΣγÓχ Κσ[ο
30. Characteristic feature of pupil centered learning is
1. Prominence to acquire knowledge
2. Classroom is silent
3. Students express their ideas freely
4. Evaluation is done by the teacher only
ΤôΠΞν ûΤΥχ Κσ[←τ Øχ€Υ Ση×
1. ≅°ûΞκ ùΣßΞΘσÏ Øχ€ΥιÕΞλ
2. ΞÏκΣû[ ≅ûΤƒΥôΚ ΒÚχÏλ
3. ΤôΠΞνΚρ ΘδΚρ ΦηΠδΚûΖε
ÑΘϕƒςΤôΚ ùΞ↓κΣÓιÕΞν
4. Α′↔Υςôο ΤγÓλ ΤƒκÀÓ ùΜµΥκΣÓλ
Page 16
31. ΑÙΘλ ùΜµúΞôλ ΡοΩ Κô€Θλ ùΜµúΞôλ
ΑûΩΚρ ûΞκúΣôλΚο↑ε ΜôûΩΚρ ûΞκúΣôλ
ϑÙΘο ùΜµúΞôλΘûΩ ΜôÙΘο ùΜµúΞôλ
∆ηûΤΚρ ùΜôοúΞôλΣΩ ΞηûΤΚρ ùΜµúΞôλ
, ΒκΣôΟο ΒΟλùΣßλ ΘûΩκ×
1. Θ♥θ ΡôÓ
2. úΞσßûΤ
3. ΙσßûΤ
4. ΣôςΘ úΘΜλ
32. ùΡµΘο ♣Ωιƒο ≅ûΤϕΘ Ξôθ↑ΟδΚρ
ΒκùΣΥςôο ≅ûΨχΚκΣÓλ
1. Σγ⁄∴λ
2. ÏκΣλ
3. ×ςλ
4. ×Ωλ
ΑûΩΚρ ûΞκúΣôλΚο↑ε ΜôûΩΚρ ûΞκúΣôλ
ϑÙΘο ùΜµúΞôλΘûΩ ΜôÙΘο ùΜµúΞôλ
∆ηûΤΚρ ùΜôοúΞôλΣΩ ΞηûΤΚρ ùΜµúΞôλ
, ΒκΣôΟο ΒΟλùΣßλ ΘûΩκ×
1. Θ♥θ ΡôÓ
2. úΞσßûΤ
3. ΙσßûΤ
4. ΣôςΘ úΘΜλ
32. ùΡµΘο ♣Ωιƒο ≅ûΤϕΘ Ξôθ↑ΟδΚρ
ΒκùΣΥςôο ≅ûΨχΚκΣÓλ
1. Σγ⁄∴λ
2. ÏκΣλ
3. ×ςλ
4. ×Ωλ
Page 17
33. »≅[Üûςχ úΚôûΞµ Φ∴Üλ Βϕèο
ΞΨδΚκΣÓ€[Õ
1. ØÕùΤô→χΚôφ′
2. ƒ↔ΚÓΚλ
3. ΡôΩ⁄Υôν
4. Β±ΥûΞ ΡôσΣÕ
34. » ΣφΜ Κπ↑Υλµ ΦτΣÕ ΒκùΣôÚρΚρ ≅Οδ€Υ∴−
1. úΚôΤΥλ+ ΜôΠλ+ úΞκΣλ ♦ηΠôχÏ+
ΚΟûΩκ ♦ηΠôχÏ+ ΒÛκΣλ ♦ηΠôχÏ
2. úΚôΤΥλ+ ΜôΠλ+ Σôο+ Κσéςλ+ ΚΟûΩκ
♦ηΠôχÏ
3. úΚôΤΥλ+ ΜôΠλ+ Σôο+ Θ♠ν+ ùΡµ
4. úΚôΤΥλ+ ΜôΠλ+ Σôο+ Κσéςλ+ úΞκΣλ
♦ηΠôχÏ
ΞΨδΚκΣÓ€[Õ
1. ØÕùΤô→χΚôφ′
2. ƒ↔ΚÓΚλ
3. ΡôΩ⁄Υôν
4. Β±ΥûΞ ΡôσΣÕ
34. » ΣφΜ Κπ↑Υλµ ΦτΣÕ ΒκùΣôÚρΚρ ≅Οδ€Υ∴−
1. úΚôΤΥλ+ ΜôΠλ+ úΞκΣλ ♦ηΠôχÏ+
ΚΟûΩκ ♦ηΠôχÏ+ ΒÛκΣλ ♦ηΠôχÏ
2. úΚôΤΥλ+ ΜôΠλ+ Σôο+ Κσéςλ+ ΚΟûΩκ
♦ηΠôχÏ
3. úΚôΤΥλ+ ΜôΠλ+ Σôο+ Θ♠ν+ ùΡµ
4. úΚôΤΥλ+ ΜôΠλ+ Σôο+ Κσéςλ+ úΞκΣλ
♦ηΠôχÏ
Page 18
35. ΒΞûς ΒχΚôΩ ΙΖûΞΥôν Φτß ƒÚ−↑−Κ−
ΣôςôγÓΞôν
1. ≅ΜΩôλ♦ûΚ ≅λûΤΥôν
2. ≅φΜûΩΥλΤôρ
3. ≅λ×⊥ιΘλΤôρ
4. ùΞρ↓ ŃΥôν
36. »Ξô⁄Υ Σ♠ûςχ ΚηΟúΣô ùΘοΩôλ Ξô⁄ú∴∴τµ
Φ∴ Θτ Τ∴ιÕΥûς ùΞ↓κΣÓιƒΥΞν
1. ΘôÙΤô∴Ξν
2. ΒςôΤ←δΚ ≅⁄ΚΖôν
3. ÏΤς ÏÚΣςν
4. Θ∞ûΚ ∆ΩΚΡôΘτ
ΣôςôγÓΞôν
1. ≅ΜΩôλ♦ûΚ ≅λûΤΥôν
2. ≅φΜûΩΥλΤôρ
3. ≅λ×⊥ιΘλΤôρ
4. ùΞρ↓ ŃΥôν
36. »Ξô⁄Υ Σ♠ûςχ ΚηΟúΣô ùΘοΩôλ Ξô⁄ú∴∴τµ
Φ∴ Θτ Τ∴ιÕΥûς ùΞ↓κΣÓιƒΥΞν
1. ΘôÙΤô∴Ξν
2. ΒςôΤ←δΚ ≅⁄ΚΖôν
3. ÏΤς ÏÚΣςν
4. Θ∞ûΚ ∆ΩΚΡôΘτ
Page 19
37. ΚôÙûΟ ùΡοúΩôÓ ΚÚλ× ≅ûΤιÕχ
Κγ⁄ ≅↔′ ≅Ξο ≅ûΤιÕ
ΞôÙûΟ Τû[ΥΞν ΤϕƒςιΘôο
−−−−−−−−−−−−−−− ΞΠδÏ€τú[τ−
, Φτß Σô⁄Υ ΑθΞôν
1. ùΣ↔ΥôθΞôν
2. éΘιΘôθΞôν
3. ΑηΟôρ
4. ÏΩúΜΚς ΑθΞôν
38. ΚηΞ∴κ×χΚηúΠôγΟλ ΚôοΞ∴κ×ε ùΜοΩôûΤ
ΦηΞ∴κ× ΒιÕûΠΥôλ ΦτßûςιΘο−−−−−−
, ΒκΣôΟÛχÏ Γσ[ ΘûΩκ×
1. Κη
2. Φη
3. Κôο
4. Ξ∴κ×
Κγ⁄ ≅↔′ ≅Ξο ≅ûΤιÕ
ΞôÙûΟ Τû[ΥΞν ΤϕƒςιΘôο
−−−−−−−−−−−−−−− ΞΠδÏ€τú[τ−
, Φτß Σô⁄Υ ΑθΞôν
1. ùΣ↔ΥôθΞôν
2. éΘιΘôθΞôν
3. ΑηΟôρ
4. ÏΩúΜΚς ΑθΞôν
38. ΚηΞ∴κ×χΚηúΠôγΟλ ΚôοΞ∴κ×ε ùΜοΩôûΤ
ΦηΞ∴κ× ΒιÕûΠΥôλ ΦτßûςιΘο−−−−−−
, ΒκΣôΟÛχÏ Γσ[ ΘûΩκ×
1. Κη
2. Φη
3. Κôο
4. Ξ∴κ×
Page 20
39. » Øϕ¿ν ΞΨχΚλ ΤΚå∆ úΞô⁄οûΩµ Φτß áßλ
èο
1. ×[Ρôòß
2. ùΘôοΚôκ♦Υλ
3. Σ↔ΣôΟο
4. ƒÚØÚΚôσßκΣûΟ
40. Θ♥θ ΒΩχΚΠλ Σ⁄χΚκ Σ⁄χΚ ↑ÚκΣιûΘ
∆ηΟôχÏΞÕ ΦτΣôν
1. ùΚοΩγ
2. Øû∴Ξν Φ♥ú∴ô
3. ΤôχÑ ØοΩν
4. ΚôοÓùΞο
41. Κ∴Κλ ΦτΣΘτ ùΣôÚρ
1. ùΚôûΟ
2. ÏûΟ
3. ùΣη
4. ùΣôτ
èο
1. ×[Ρôòß
2. ùΘôοΚôκ♦Υλ
3. Σ↔ΣôΟο
4. ƒÚØÚΚôσßκΣûΟ
40. Θ♥θ ΒΩχΚΠλ Σ⁄χΚκ Σ⁄χΚ ↑ÚκΣιûΘ
∆ηΟôχÏΞÕ ΦτΣôν
1. ùΚοΩγ
2. Øû∴Ξν Φ♥ú∴ô
3. ΤôχÑ ØοΩν
4. ΚôοÓùΞο
41. Κ∴Κλ ΦτΣΘτ ùΣôÚρ
1. ùΚôûΟ
2. ÏûΟ
3. ùΣη
4. ùΣôτ
Page 21
42. » ΞΥο µ Φ∴κ ùΣôÚρ ΘÚλ ùΜôσΚρ
1. ΚΨ±+ úΜµ+ ùΞσ×
2. ΚΨ±+ ΤΘûΩ+ ΘιΘλ
3. ΣΨ∴λ+ ùΜµ+ ΚΨ±
4. ΚΨ±+ ùΜµ+ ÑΚλ
43. » ΘôΤûς ΡΥ∴λ µ ΒεùΜôο←σÏ ΒΩχΚΠ Ï°κ×
1. ↑û∴ι ùΘôûΚ
2. ∆ΞûΤι ùΘôûΚ
3. Ση×ι ùΘôûΚ
4. ∆λûΤι ùΘôûΚ
44. ÏϕΘλ ΦτΣΘτ ΒÚùΣôÚρ
1. σûς+ ãΩλ
2. σûς+ ΣϕÕ
3. σûς+ €↓
4. σûς+ ΜûΟ
1. ΚΨ±+ úΜµ+ ùΞσ×
2. ΚΨ±+ ΤΘûΩ+ ΘιΘλ
3. ΣΨ∴λ+ ùΜµ+ ΚΨ±
4. ΚΨ±+ ùΜµ+ ÑΚλ
43. » ΘôΤûς ΡΥ∴λ µ ΒεùΜôο←σÏ ΒΩχΚΠ Ï°κ×
1. ↑û∴ι ùΘôûΚ
2. ∆ΞûΤι ùΘôûΚ
3. Ση×ι ùΘôûΚ
4. ∆λûΤι ùΘôûΚ
44. ÏϕΘλ ΦτΣΘτ ΒÚùΣôÚρ
1. σûς+ ãΩλ
2. σûς+ ΣϕÕ
3. σûς+ €↓
4. σûς+ ΜûΟ
Page 22
45. Ξôµ ΚÝ↑ ΞϕúΘτ Φτàλ ùΘôΟûς ¿χ€ Ξôµ
é′ ΞϕúΘτ ΦτΣÕ ΒπΞΨχΚôÏλ−
1. ΒΟχΚςΟχΚο
2. ΤδΚΩλ
3. ΒΩχΚΠØûΟΥÕ
4. ΒΩχΚΠκúΣô←
46. »Ρô±Ωλµ ΒιùΘôûΚε ùΜôοûΩ ↑↔ιÕχ Κôη
1. ΣôûΩ+ Ï°φ′+ ØοûΩ+ ùΡµΘο
2. Ï°φ′+ ØοûΩ+ ΤÚΘλ+ ùΡµΘο
3. Ï°φ′+ ØοûΩ+ ΤÚΘλ+ ΣôûΩ
4. ΣôûΩ+ ΤÚΘλ+ ØοûΩ+ ùΡµΘο
47. »ΑΚôΥι ΘôΤûςµ ΒλΤς×ι ùΘôΟÚχÏκ ùΣôÚρ
1. ♥σΥôΚκ úΣÑΘο
2. Φη∞ι Õ∞ΥôΘôν
3. ΒοΩôΘ Ιτß
4. ΣΥ±τ° ΒÚιΘο
é′ ΞϕúΘτ ΦτΣÕ ΒπΞΨχΚôÏλ−
1. ΒΟχΚςΟχΚο
2. ΤδΚΩλ
3. ΒΩχΚΠØûΟΥÕ
4. ΒΩχΚΠκúΣô←
46. »Ρô±Ωλµ ΒιùΘôûΚε ùΜôοûΩ ↑↔ιÕχ Κôη
1. ΣôûΩ+ Ï°φ′+ ØοûΩ+ ùΡµΘο
2. Ï°φ′+ ØοûΩ+ ΤÚΘλ+ ùΡµΘο
3. Ï°φ′+ ØοûΩ+ ΤÚΘλ+ ΣôûΩ
4. ΣôûΩ+ ΤÚΘλ+ ØοûΩ+ ùΡµΘο
47. »ΑΚôΥι ΘôΤûςµ ΒλΤς×ι ùΘôΟÚχÏκ ùΣôÚρ
1. ♥σΥôΚκ úΣÑΘο
2. Φη∞ι Õ∞ΥôΘôν
3. ΒοΩôΘ Ιτß
4. ΣΥ±τ° ΒÚιΘο
Page 23
48. »ΗƒΚλµ Βκ♦[ùΤô→ε ùΜôο←σÏ ♣Κςô∴
Θ♥θεùΜôο
1. ¿ςôγÓ
2. Ξ→ΣôÓ
3. ΒΥο×
4. ∆ΩΚ ΞΨχÏ
49. » Σôοµ Βε ùΜôο←σÏ Γσ[ ↑û∴ Τς×ε ùΜôο
1. Ï⁄
2. ƒτ
3. ΣÚÏ
4. ∆η
50. » ΤôΘ↑ ƒÚχÏ[ρ Κσ[ôρ µ ΦτΣÕ ΒπΞûΚι
ùΘôΟςôÏλ
1. ΦƒνΤû[ι ùΘôΟν
2. ùΜΥκΣôγÓ ↑û∴
3. ♦[↑û∴
4. Θτ↑û∴
Θ♥θεùΜôο
1. ¿ςôγÓ
2. Ξ→ΣôÓ
3. ΒΥο×
4. ∆ΩΚ ΞΨχÏ
49. » Σôοµ Βε ùΜôο←σÏ Γσ[ ↑û∴ Τς×ε ùΜôο
1. Ï⁄
2. ƒτ
3. ΣÚÏ
4. ∆η
50. » ΤôΘ↑ ƒÚχÏ[ρ Κσ[ôρ µ ΦτΣÕ ΒπΞûΚι
ùΘôΟςôÏλ
1. ΦƒνΤû[ι ùΘôΟν
2. ùΜΥκΣôγÓ ↑û∴
3. ♦[↑û∴
4. Θτ↑û∴
Page 24
51. ΒûΟ ∗ ≅ΨÏ ΦτΣÕ
1. ∆♠ν Øτ ∆♠ν
2. ∆♠ν Øτ ùΤµ
3. ùΤµ Øτ ùΤµ
4. ùΤµ Øτ ∆♠ν
52. »ùΘôοΚôκ♦Υν µ Βε≠↔ο ≅ûΤϕÕρΖ ≅ûΜΚρ
1. úΡν+ ♣ûς+ ♣ûς
2. úΡν+ úΡν+ ♣ûς
3. ♣ûς+ ♣ûς+ úΡν
4. ♣ûς+ úΡν+ ♣ûς
53. ΣΚο ùΞοÛλ áûΚûΥχ ΚôχûΚ ΒΚοùΞοÛλ
úΞϕΘσÏ úΞηÓλ ùΣôÝÕ−
, Βχ Ï[γΣô↑ο ≅ûΤϕÕρΖ ≅∞
1. ΦÓιÕχΚôγÓ ∆ΞûΤΥ∞
2. ∆ΞûΤΥ∞
3. ∆ÚΞΚ ≅∞
4. ♦°Õ ùΤô→ΘΩ∞
1. ∆♠ν Øτ ∆♠ν
2. ∆♠ν Øτ ùΤµ
3. ùΤµ Øτ ùΤµ
4. ùΤµ Øτ ∆♠ν
52. »ùΘôοΚôκ♦Υν µ Βε≠↔ο ≅ûΤϕÕρΖ ≅ûΜΚρ
1. úΡν+ ♣ûς+ ♣ûς
2. úΡν+ úΡν+ ♣ûς
3. ♣ûς+ ♣ûς+ úΡν
4. ♣ûς+ úΡν+ ♣ûς
53. ΣΚο ùΞοÛλ áûΚûΥχ ΚôχûΚ ΒΚοùΞοÛλ
úΞϕΘσÏ úΞηÓλ ùΣôÝÕ−
, Βχ Ï[γΣô↑ο ≅ûΤϕÕρΖ ≅∞
1. ΦÓιÕχΚôγÓ ∆ΞûΤΥ∞
2. ∆ΞûΤΥ∞
3. ∆ÚΞΚ ≅∞
4. ♦°Õ ùΤô→ΘΩ∞
Page 25
54. ϑν ΦÝΞôµ ΣΩ ΣΥ±ûΩΚûΖχ ùΚôηÓ Ø⁄ΞÕ+
ΒπΞûΚι ùΘôΟςôÏλ
1. Θ±♣ûΩι ùΘôΟν
2. ùΘôΟν♣ûΩι ùΘôΟν
3. ΚΩûΞι ùΘôΟν
4. ∆ΟτΣôγÓι ùΘôΟν
55. »Σô↔ Κ♦Ωςôο úΣôσ[κΣγΟôνµ , Βι ùΘôΟûς
ùΜµ↑û∴ι ùΘôΟςôχΚÜλ
1. Σô↔Υôο Κ♦Ων úΣôσ[κΣγΟôν
2. Κ♦Ων úΣôσ°∴ôν Σô↔ûΥ
3. Κ♦Ων Σô↔ûΥ úΣôσ°∴ôν
4. Σô↔ Κ♦Ωûς úΣôσ°∴ôν
56. ϑν ≅⁄♠ο ØΘο ≠↔Ûλ ΡôτΚôλ ≠↔Ûλ
ØΘùΩÝιÕ ≅ΖùΞôιÕ ♣σΚ ΒςηΟôλ ΦÝιÕ
Ιτ° ΞÚΞÕ
1. ùΣô→κ× ΦÕûΚ
2. áûΨ ΦÕûΚ
3. ΒûΠ ΦÕûΚ
4. Ιì∆ ΦÕûΚ
ΒπΞûΚι ùΘôΟςôÏλ
1. Θ±♣ûΩι ùΘôΟν
2. ùΘôΟν♣ûΩι ùΘôΟν
3. ΚΩûΞι ùΘôΟν
4. ∆ΟτΣôγÓι ùΘôΟν
55. »Σô↔ Κ♦Ωςôο úΣôσ[κΣγΟôνµ , Βι ùΘôΟûς
ùΜµ↑û∴ι ùΘôΟςôχΚÜλ
1. Σô↔Υôο Κ♦Ων úΣôσ[κΣγΟôν
2. Κ♦Ων úΣôσ°∴ôν Σô↔ûΥ
3. Κ♦Ων Σô↔ûΥ úΣôσ°∴ôν
4. Σô↔ Κ♦Ωûς úΣôσ°∴ôν
56. ϑν ≅⁄♠ο ØΘο ≠↔Ûλ ΡôτΚôλ ≠↔Ûλ
ØΘùΩÝιÕ ≅ΖùΞôιÕ ♣σΚ ΒςηΟôλ ΦÝιÕ
Ιτ° ΞÚΞÕ
1. ùΣô→κ× ΦÕûΚ
2. áûΨ ΦÕûΚ
3. ΒûΠ ΦÕûΚ
4. Ιì∆ ΦÕûΚ
Page 26
•θχΚôÔλ ΣιƒûΥ Σ⁄ιÕ 46+ 47 ↑∴ôχΚÞχÏ
↑ûΟΥ↓−
ùΣôÕùΤô→ Φτß Ï°χΚκΣÓΞÕ úΞß: ΒΩχ€Υ
ùΤô→ úΞß− ùΣôÕùΤô→ ΤχΚρ ΦοúΩôÚχÏλ
↑ΖδÏΞÕ− ΒΩχ€Υ ùΤô→ Κσßι úΘνϕΘ
′ΩνχÏ ΤγÓλ ↑ΖδÏΞÕ− ùΣôÕΞôΚ ΦÝΘι
ùΘ↔ϕΘ ΦοúΩôςôÛλ ΦÝΘκΣÓΞÕ ùΣôÕùΤô→−
×ΩûΤ ♣ςλ♦ι úΘνϕΘ ′Ωςôο ΦÝΘκΣÓΞÕ
ΒΩχ€Υ ùΤô→−
57. ΤχΚρ ΦοúΩôÚχΚλ ↑ΖδÏλ ùΤô→
1. ΒΩχ€Υ ùΤô→
2. ùΣôÕ ùΤô→
3. ′[κ× ùΤô→
4. ΒΩχΚΠ ùΤô→
58. ΒΩχ€Υ ùΤô→♠ο ΦÝÕΣΞνΚρ
1. ΦÝΘι ùΘ↔ϕΘΞνΚρ
2. ùΣôÕ ùΤô→ ùΘ↔ϕΘΞνΚρ
3. ΤχΚρ ΦοúΩôÚχΚλ
4. ×ΩûΤ ♣ςλ♦ι úΘνϕΘΞνΚρ
↑ûΟΥ↓−
ùΣôÕùΤô→ Φτß Ï°χΚκΣÓΞÕ úΞß: ΒΩχ€Υ
ùΤô→ úΞß− ùΣôÕùΤô→ ΤχΚρ ΦοúΩôÚχÏλ
↑ΖδÏΞÕ− ΒΩχ€Υ ùΤô→ Κσßι úΘνϕΘ
′ΩνχÏ ΤγÓλ ↑ΖδÏΞÕ− ùΣôÕΞôΚ ΦÝΘι
ùΘ↔ϕΘ ΦοúΩôςôÛλ ΦÝΘκΣÓΞÕ ùΣôÕùΤô→−
×ΩûΤ ♣ςλ♦ι úΘνϕΘ ′Ωςôο ΦÝΘκΣÓΞÕ
ΒΩχ€Υ ùΤô→−
57. ΤχΚρ ΦοúΩôÚχΚλ ↑ΖδÏλ ùΤô→
1. ΒΩχ€Υ ùΤô→
2. ùΣôÕ ùΤô→
3. ′[κ× ùΤô→
4. ΒΩχΚΠ ùΤô→
58. ΒΩχ€Υ ùΤô→♠ο ΦÝÕΣΞνΚρ
1. ΦÝΘι ùΘ↔ϕΘΞνΚρ
2. ùΣôÕ ùΤô→ ùΘ↔ϕΘΞνΚρ
3. ΤχΚρ ΦοúΩôÚχΚλ
4. ×ΩûΤ ♣ςλ♦ι úΘνϕΘΞνΚρ
Page 27
•θχΚôÔλ ΣôΟûΩκ Σ⁄ιÕ 59, 60 ↑∴ôχΚÞχÏ
↑ûΟΥ↓
»ΚσΣû∴ ΥôλΣ ↔χúΚ , ΙÚ
Κ⁄ΞôΖλ ΦτΣƒοûΩ
ùΞσ♦±ο Γ°ΞÚλ , ≅ϕΘ
↑η∞ ÛλΣ[χÏλµ
59. ùΞσ× ΦτΣΘτ ùΣôÚρ
1. ΚΟο
2. ùΞσ°
3. ΤûΩ
4. Τςλ
60. Κ⁄ΞôΖιΘôο ΒûΘχ ΚγÓκΣÓιÕΞν
1. σûς
2. Τôτ
3. ΦÚÕ
4. Υôû∴
↑ûΟΥ↓
»ΚσΣû∴ ΥôλΣ ↔χúΚ , ΙÚ
Κ⁄ΞôΖλ ΦτΣƒοûΩ
ùΞσ♦±ο Γ°ΞÚλ , ≅ϕΘ
↑η∞ ÛλΣ[χÏλµ
59. ùΞσ× ΦτΣΘτ ùΣôÚρ
1. ΚΟο
2. ùΞσ°
3. ΤûΩ
4. Τςλ
60. Κ⁄ΞôΖιΘôο ΒûΘχ ΚγÓκΣÓιÕΞν
1. σûς
2. Τôτ
3. ΦÚÕ
4. Υôû∴
Page 28
61. Disaster and terrorism can strike at any moment.
Choose the meaning of the word ‘disaster’.
1. A creation resulting from study
2. An event resulting great loss
3. An essential drug
4. A serious thought
62. Choose the word that refers to ‘a number of directors of a company’.
1. Board
2. Play
3. Mob
4. Pretension
63. Choose the word with a prefix.
1. India
2. Independent
3. Interest
4. Inter
Choose the meaning of the word ‘disaster’.
1. A creation resulting from study
2. An event resulting great loss
3. An essential drug
4. A serious thought
62. Choose the word that refers to ‘a number of directors of a company’.
1. Board
2. Play
3. Mob
4. Pretension
63. Choose the word with a prefix.
1. India
2. Independent
3. Interest
4. Inter
Page 29
64. Choose the word with correct spelling.
1. Futile
2. Tatered
3. Iritation
4. Pashion
65. Choose the homophone of ‘see’.
1. Seen
2. Ice
3. Sea
4. She
66. Nick has no arms to stretch in the morning.
Choose the antonym of ‘stretch’.
1. Open
2. Huddle
3. Length
4. Sweep
1. Futile
2. Tatered
3. Iritation
4. Pashion
65. Choose the homophone of ‘see’.
1. Seen
2. Ice
3. Sea
4. She
66. Nick has no arms to stretch in the morning.
Choose the antonym of ‘stretch’.
1. Open
2. Huddle
3. Length
4. Sweep
Page 30
67. I will call on you this evening.
Choose the meaning of ‘call on’ in the context.
1. Talk
2. Visit
3. Help
4. Tell
68. He can speak French.
This sentence expresses;
1. an ability
2. an order
3. a habit
4. an interest
69. Kalidasa is ………….. Shakespeare of India.
Choose the article that fits the context.
1. a
2. an
3. the
4. No article is needed.
Choose the meaning of ‘call on’ in the context.
1. Talk
2. Visit
3. Help
4. Tell
68. He can speak French.
This sentence expresses;
1. an ability
2. an order
3. a habit
4. an interest
69. Kalidasa is ………….. Shakespeare of India.
Choose the article that fits the context.
1. a
2. an
3. the
4. No article is needed.
Page 31
70. Kumar was afraid ……….. his enemies.
Choose the correct preposition to complete the sentence.
1. by
2. for
3. with
4. of
71. Suresh, who is my elder brother, passed the exam.
This sentence has;
1. A defining relative clause
2. A non-defining relative clause
3. A noun clause
4. An adverbial clause
72. We must keep our promises.
This sentence indicates;
1. a moral obligation
2. a wish
3. an offer
4. a request
Choose the correct preposition to complete the sentence.
1. by
2. for
3. with
4. of
71. Suresh, who is my elder brother, passed the exam.
This sentence has;
1. A defining relative clause
2. A non-defining relative clause
3. A noun clause
4. An adverbial clause
72. We must keep our promises.
This sentence indicates;
1. a moral obligation
2. a wish
3. an offer
4. a request
Page 32
73. Choose the sentence with correct question tag.
1. She did not watch the film last night, did she ?
2. She sings melodiously, does she ?
3. He will go to university, will he ?
4. He comes every Friday, does he ?
74. Is it far from here
This sentence ends with;
1. a full stop
2. a question mark
3. a comma
4. an exclamatory mark
75. “She is often like this these days,” Gopi’s sister explained.
The correct reported speech of this sentence is;
1. Gopi’s sister said to Gopi that she was often like this these
days.
2. Gopi’s sister asked Gopi if she was often like that those days.
3. Gopi’s sister explained that she was often like that those days.
4. Gopi’s sister said that she had been often like this those days.
1. She did not watch the film last night, did she ?
2. She sings melodiously, does she ?
3. He will go to university, will he ?
4. He comes every Friday, does he ?
74. Is it far from here
This sentence ends with;
1. a full stop
2. a question mark
3. a comma
4. an exclamatory mark
75. “She is often like this these days,” Gopi’s sister explained.
The correct reported speech of this sentence is;
1. Gopi’s sister said to Gopi that she was often like this these
days.
2. Gopi’s sister asked Gopi if she was often like that those days.
3. Gopi’s sister explained that she was often like that those days.
4. Gopi’s sister said that she had been often like this those days.
Page 33
76. The mother of these children …………. in a factory.
Choose the correct form of the verb that fits the subject.
1. are working
2. have worked
3. work
4. works
77. It generally ………….. in August.
Choose the correct tense form that fits the blank.
1. rain
2. rains
3. raining
4. rained
78. The children recognized her pensive mood.
The part of speech of the word ‘pensive is;
1. an adjective
2. an adverb
3. a noun
4. a verb
Choose the correct form of the verb that fits the subject.
1. are working
2. have worked
3. work
4. works
77. It generally ………….. in August.
Choose the correct tense form that fits the blank.
1. rain
2. rains
3. raining
4. rained
78. The children recognized her pensive mood.
The part of speech of the word ‘pensive is;
1. an adjective
2. an adverb
3. a noun
4. a verb
Page 34
79. Choose the linker that indicates addition.
1. Firstly
2. Besides
3. Later
4. As a result
80. Dr. Kotnis was a doctor and Guo, a nurse.
This sentence has;
1. one main clause only
2. one subordinate clause
3. two subordinate clauses
4. two main clauses
81. Choose the grammatically correct sentence.
1. Indu is hating films.
2. Indu has been hating films.
3. Indu was hating films.
4. Indu hates films.
1. Firstly
2. Besides
3. Later
4. As a result
80. Dr. Kotnis was a doctor and Guo, a nurse.
This sentence has;
1. one main clause only
2. one subordinate clause
3. two subordinate clauses
4. two main clauses
81. Choose the grammatically correct sentence.
1. Indu is hating films.
2. Indu has been hating films.
3. Indu was hating films.
4. Indu hates films.
Page 35
82. Identify the word that cannot begin with a capital letter.
1. June
2. Monday
3. East
4. India
83. Choose the sentence in passive voice.
1. The boys were fed.
2. They had performed this operation.
3. There was a general start.
4. He has asked for more.
84. Very few countries in the world are ………… India.
Choose the grammatically correct expression that fits the context.
1. the greater
2. greater than
3. as great as
4. the greatest
85. In a personal letter, the main point is written in;
1. the body
2. the post script
3. the closing
4. the heading
1. June
2. Monday
3. East
4. India
83. Choose the sentence in passive voice.
1. The boys were fed.
2. They had performed this operation.
3. There was a general start.
4. He has asked for more.
84. Very few countries in the world are ………… India.
Choose the grammatically correct expression that fits the context.
1. the greater
2. greater than
3. as great as
4. the greatest
85. In a personal letter, the main point is written in;
1. the body
2. the post script
3. the closing
4. the heading
Page 36
86. Choose the list of words in correct alphabetical order.
1. faith, faithfully, faithful, faithless
2. sing, sings, singing, sang
3. with, without, white, whiter
4. dream, dreamed, dreamer, dreaming
87. She is dexterous in painting.
Choose the synonym of ‘dexterous’.
1. Famous
2. Skilful
3. Involved
4. Passed
88. Victoria was dressed ………. colours.
Choose the correct preposition that fits the blank.
1. by
2. with
3. in
4. for
1. faith, faithfully, faithful, faithless
2. sing, sings, singing, sang
3. with, without, white, whiter
4. dream, dreamed, dreamer, dreaming
87. She is dexterous in painting.
Choose the synonym of ‘dexterous’.
1. Famous
2. Skilful
3. Involved
4. Passed
88. Victoria was dressed ………. colours.
Choose the correct preposition that fits the blank.
1. by
2. with
3. in
4. for
Page 37
89. Read the following passage and choose the correct
answer to the question.
People moan about poverty as great evil and it seems to be an
accepted belief that if people had plenty of money, they would be
happy, and get more out of life.
People believe that;
1. happiness depends upon the amount of money.
2. poverty gives happiness.
3. poverty gives money.
4. poverty is fortune.
90. Read the following passage and choose the correct
answer to the question.
People moan about poverty as great evil and it seems to be an
accepted belief that if people had plenty of money, they would be
happy, and get more out of life.
The popular notion about poverty is;
1. It is a great amount of money.
2. It is a great happiness.
3. It is a great evil.
4. It gives more out of life.
answer to the question.
People moan about poverty as great evil and it seems to be an
accepted belief that if people had plenty of money, they would be
happy, and get more out of life.
People believe that;
1. happiness depends upon the amount of money.
2. poverty gives happiness.
3. poverty gives money.
4. poverty is fortune.
90. Read the following passage and choose the correct
answer to the question.
People moan about poverty as great evil and it seems to be an
accepted belief that if people had plenty of money, they would be
happy, and get more out of life.
The popular notion about poverty is;
1. It is a great amount of money.
2. It is a great happiness.
3. It is a great evil.
4. It gives more out of life.
Page 38
91. Θ♥úΨ ♥ΚÜλ ΣηΣγΟ ùΤô→ Φτßλ+ Θ∴χùΚ∴
∆↔Υ ΞΖλ ΞôµϕΘ ΒΩχ€Υε ùΜοΞδΚûΖκ
ùΣσ°ÚχÏλ ùΤô→ Φτß á°ΥΞν
1. Τôχυ ØοΩν
2. ùΣν′Ξο
3. Χςôυ Σôƒ↔Υôν
4. úΟ↑υ
92. ùΘôοΚôκ♦Υιƒο ∆ρΖ ΦÝιΘƒΚôςλ ΒιΘû∴κ
♦↔ÜΚûΖχ ùΚôηΟÕ−
1. Αß
2. ΙτΣÕ
3. ΦγÓ
4. ΗϕÕ
93. ΤÚΘ ♣ΩιƒσÏ↔Υ ∆↔κùΣΥν
1. ΒÚιΘÛλ ΒÚιΘο ♣♥ιΘØλ
2. ΒςδΚÛλ ΒςδΚο ♣♥ιΘØλ
3. ΕΟÛλ ΕΟο ♣♥ιΘØλ
4. ♦↔ΘÛλ ♦↔Θο ♣♥ιΘØλ
∆↔Υ ΞΖλ ΞôµϕΘ ΒΩχ€Υε ùΜοΞδΚûΖκ
ùΣσ°ÚχÏλ ùΤô→ Φτß á°ΥΞν
1. Τôχυ ØοΩν
2. ùΣν′Ξο
3. Χςôυ Σôƒ↔Υôν
4. úΟ↑υ
92. ùΘôοΚôκ♦Υιƒο ∆ρΖ ΦÝιΘƒΚôςλ ΒιΘû∴κ
♦↔ÜΚûΖχ ùΚôηΟÕ−
1. Αß
2. ΙτΣÕ
3. ΦγÓ
4. ΗϕÕ
93. ΤÚΘ ♣ΩιƒσÏ↔Υ ∆↔κùΣΥν
1. ΒÚιΘÛλ ΒÚιΘο ♣♥ιΘØλ
2. ΒςδΚÛλ ΒςδΚο ♣♥ιΘØλ
3. ΕΟÛλ ΕΟο ♣♥ιΘØλ
4. ♦↔ΘÛλ ♦↔Θο ♣♥ιΘØλ
Page 39
94. » Θλ♦ςôτ úΘôΨνµ Φ∴ ≅ûΨχΚκΣÓλ ΜΤΥχÏςΞν
1. ƒÚΝô∴ ΜλΣϕΘν
2. ƒÚΡôÜχΚςΜν
3. Τô∞χΚΞôΜΚν
4. ÑϕΘςêνιƒ ΡôΥ∴ôν
95. ≅Κιƒσ ΚηùΚôηÓ ΣôνκΣúΘ Α∴ϕΘλ Φτß
á°ΥΞν
1. ÏΤςÏÚΣν
2. ΒςôΤ←δΚ ≅⁄Κρ
3. ΘôÙΤô∴Ξν
4. ƒÚêΩν
96. ùΡÓϕùΘôûΚ Φ∴ ≅ûΨχΚκΣÓλ èο
1. ΡôΩ⁄Υôν
2. ƒÚχÏ[ρ
3. ≅ΚΡôòß
4. ×[Ρôòß
1. ƒÚΝô∴ ΜλΣϕΘν
2. ƒÚΡôÜχΚςΜν
3. Τô∞χΚΞôΜΚν
4. ÑϕΘςêνιƒ ΡôΥ∴ôν
95. ≅Κιƒσ ΚηùΚôηÓ ΣôνκΣúΘ Α∴ϕΘλ Φτß
á°ΥΞν
1. ÏΤςÏÚΣν
2. ΒςôΤ←δΚ ≅⁄Κρ
3. ΘôÙΤô∴Ξν
4. ƒÚêΩν
96. ùΡÓϕùΘôûΚ Φ∴ ≅ûΨχΚκΣÓλ èο
1. ΡôΩ⁄Υôν
2. ƒÚχÏ[ρ
3. ≅ΚΡôòß
4. ×[Ρôòß
Page 40
97. ΥôÙλ ΝôÙλ Υôúςô €Υúςô
ΦϕûΘÙλ ÖϕûΘÙλ ΦλØû[ úΚ↓ν
, ΒκΣôΟο ≅ûΤϕÕρΖ ΜδΚ ΒΩχ€Υλ
1. Ρσ°û∴
2. ÏßϕùΘôûΚ
3. ≅ΚΡôòß
4. ×[Ρôòß
98. »Τ±Θ ΡôΚ↔Κιƒτ ùΘôγ⁄οµ Φ∴ ≅ûΨχΚκΣÓΞÕ
1. ùΩê↔Υô ΚηΟλ
2. Α′Υô ΚηΟλ
3. Ακ↔χΚô ΚηΟλ
4. ΗúςôκΣô ΚηΟλ
99. Θ±ùΥôÚΞàχ ÏΠ↑ ûΩùΥ±ο
⊥Κιƒû∴ ≅→ιƒÓúΞôλ!
, ΒκΣôΟο Ξ←ÙßιÕλ ΚÚιÕ
1. ΜΤΥχ ùΚôρûΚ
2. Κο↑χ ùΚôρûΚ
3. ùΣôÕ ∆ûΟûΤ ùΚôρûΚ
4. êΟΡλ♦χûΚ
ΦϕûΘÙλ ÖϕûΘÙλ ΦλØû[ úΚ↓ν
, ΒκΣôΟο ≅ûΤϕÕρΖ ΜδΚ ΒΩχ€Υλ
1. Ρσ°û∴
2. ÏßϕùΘôûΚ
3. ≅ΚΡôòß
4. ×[Ρôòß
98. »Τ±Θ ΡôΚ↔Κιƒτ ùΘôγ⁄οµ Φ∴ ≅ûΨχΚκΣÓΞÕ
1. ùΩê↔Υô ΚηΟλ
2. Α′Υô ΚηΟλ
3. Ακ↔χΚô ΚηΟλ
4. ΗúςôκΣô ΚηΟλ
99. Θ±ùΥôÚΞàχ ÏΠ↑ ûΩùΥ±ο
⊥Κιƒû∴ ≅→ιƒÓúΞôλ!
, ΒκΣôΟο Ξ←ÙßιÕλ ΚÚιÕ
1. ΜΤΥχ ùΚôρûΚ
2. Κο↑χ ùΚôρûΚ
3. ùΣôÕ ∆ûΟûΤ ùΚôρûΚ
4. êΟΡλ♦χûΚ
Page 41
100. »ùΣιΩúΚλ Ï[Ξφ′µ è←τ Α′↔Υν
1. Φε−Γ−€ÚωΠκ ♦ρûΖ
2. ↑τÑúΩô
3. úΞΘΡôΥΚλ ♦ρûΖ
4. úΞΘΡôΥΚ Μôυƒ↔Υôν
101. ΘΤÕ ΚοΩû[♠ο » Ρôτ Θ♥θ ΤôΠΞτ Φτ[
ΞôΜΚλ ΦÝΘκΣΟο úΞηÓλ µ Φτß ΒΞν
↑ÚκΣκΣγΟôν−
1. ÅςΤôرΞν
2. úΣôκûΣΥν
3. Τôχυ ØοΩν
4. ΦΤνΜτ
102. ΚÚκéςλ ΡôßúΤô ΚΤΩκé ΡôßúΤô
ƒÚκΣΞΖε ùΜπΞôµΘôτ ƒιƒ ƒÚχÏúΤô
, ΒκΣôΟûΩκ Σô⁄Υ ΑθΞôν
1. ΑηΟôρ
2. ÏΩúΜΚς ΑθΞôν
3. ùΣ↔ΥôθΞôν
4. ƒÚΤδûΚ ΑθΞôν
1. Φε−Γ−€ÚωΠκ ♦ρûΖ
2. ↑τÑúΩô
3. úΞΘΡôΥΚλ ♦ρûΖ
4. úΞΘΡôΥΚ Μôυƒ↔Υôν
101. ΘΤÕ ΚοΩû[♠ο » Ρôτ Θ♥θ ΤôΠΞτ Φτ[
ΞôΜΚλ ΦÝΘκΣΟο úΞηÓλ µ Φτß ΒΞν
↑ÚκΣκΣγΟôν−
1. ÅςΤôرΞν
2. úΣôκûΣΥν
3. Τôχυ ØοΩν
4. ΦΤνΜτ
102. ΚÚκéςλ ΡôßúΤô ΚΤΩκé ΡôßúΤô
ƒÚκΣΞΖε ùΜπΞôµΘôτ ƒιƒ ƒÚχÏúΤô
, ΒκΣôΟûΩκ Σô⁄Υ ΑθΞôν
1. ΑηΟôρ
2. ÏΩúΜΚς ΑθΞôν
3. ùΣ↔ΥôθΞôν
4. ƒÚΤδûΚ ΑθΞôν
Page 42
103. ΜΤΠν ΒΥσ°Υ Κôκ♦Υλ ≅οΩôΘÕ
1. ′ΩκΣƒΚôςλ
2. Τ∞úΤΚûΩ
3. ≠ΞΚ′ϕΘôΤ∞
4. ΞûΖΥôΣƒ
104. ΡôΥχΚν ΚôΩιûΘ ΒπΞôß ≅ûΨκΣν
1. ùΣôσΚôΩλ
2. ′ßΚûΘ ÙΚλ
3. ∆ûςΥô′↔Υν ΚôΩλ
4. ΡôΟΚ ÙΚλ
105. ≅↔εΜϕƒς ×ςôΠιûΘκ Σô⁄ΥΞν
1. ÅςΚ↑ςôΥν
2. Κε′ΥκΣ Ø±Ξν
3. ≅ƒÅςςôΤ Σôη⁄Υν
4. Øû∴κΣô⁄Υôν
1. ′ΩκΣƒΚôςλ
2. Τ∞úΤΚûΩ
3. ≠ΞΚ′ϕΘôΤ∞
4. ΞûΖΥôΣƒ
104. ΡôΥχΚν ΚôΩιûΘ ΒπΞôß ≅ûΨκΣν
1. ùΣôσΚôΩλ
2. ′ßΚûΘ ÙΚλ
3. ∆ûςΥô′↔Υν ΚôΩλ
4. ΡôΟΚ ÙΚλ
105. ≅↔εΜϕƒς ×ςôΠιûΘκ Σô⁄ΥΞν
1. ÅςΚ↑ςôΥν
2. Κε′ΥκΣ Ø±Ξν
3. ≅ƒÅςςôΤ Σôη⁄Υν
4. Øû∴κΣô⁄Υôν
Page 43
106. ΚλΣν ΒπΞûΚκ ΣôΟο ΣôÓΞƒο ′[ϕΘΞν
1. ΚΩλΣΚλ
2. ≅ϕΘôƒ
3. Σς∞
4. ↑ÚιΘλ Φτàλ ΙηΣô
107. ′ϕÕ Ρƒ♠τ ♥ûΜ ♣Ω↑±úΩ
úΜςΡτ ∴ôγ⁄Ζλ ùΣηΚÞΟú∴
, ΒκΣôΟο Ξ←ÙßιÕλ ΚÚιÕ
1. ΒΥσûΚ ΞÚΠû∴
2. ùΤô→κΣσß
3. úΞσßûΤ
4. ΙσßûΤ
108. ùΡφÑχÏ ¿ƒ Φàλ ÑΥΜ↔Θλ ΒΞÚûΟΥÕ
1. ∆−úΞ−Μô
2. ΡôΤχΚο Κ↑Νν
3. Ø− ΚÚΠô♣ƒ
4. ƒÚ−↑−Κ
1. ΚΩλΣΚλ
2. ≅ϕΘôƒ
3. Σς∞
4. ↑ÚιΘλ Φτàλ ΙηΣô
107. ′ϕÕ Ρƒ♠τ ♥ûΜ ♣Ω↑±úΩ
úΜςΡτ ∴ôγ⁄Ζλ ùΣηΚÞΟú∴
, ΒκΣôΟο Ξ←ÙßιÕλ ΚÚιÕ
1. ΒΥσûΚ ΞÚΠû∴
2. ùΤô→κΣσß
3. úΞσßûΤ
4. ΙσßûΤ
108. ùΡφÑχÏ ¿ƒ Φàλ ÑΥΜ↔Θλ ΒΞÚûΟΥÕ
1. ∆−úΞ−Μô
2. ΡôΤχΚο Κ↑Νν
3. Ø− ΚÚΠô♣ƒ
4. ƒÚ−↑−Κ
Page 44
109. ΟôχΟν− Ø− ΞςΘςôΜ∴ôν ΒΥσ°Υ ′ßΚûΘ
1. Ισû[ úςô⊥ô
2. ↑ÓΘûΩΥô>
3. ϑν ΒςÜ
4. ΙÚ ′ß ΒûΜ
110. ∆ΞûΤχ Κ↑Νν Φ∴ ≅ûΨχΚκΣÓΣΞν
1. ÑςΘô
2. Ξô∞ΘôΜτ
3. ØςΥςΜτ
4. ùΞ− ΒςôΤ←δΚ∴ôν
111. ΓûΨ♠τ Ï⁄ûΜ♠ο
≅Óκ×λ ↑ΖχÏλ Θ↑ς
ΦοΩôúΤ Φ↔€τ[∴−
, ΒχΚ↑ûΘ Ξ←ÙßιÕλ ΚÚιÕ
1. ùΡÚκ×
2. ΞßûΤ♠τ ùΚôÓûΤ
3. ùΜοΞιƒτ ùΣÚûΤ
4. ♥τ↑ΖχÏ
1. Ισû[ úςô⊥ô
2. ↑ÓΘûΩΥô>
3. ϑν ΒςÜ
4. ΙÚ ′ß ΒûΜ
110. ∆ΞûΤχ Κ↑Νν Φ∴ ≅ûΨχΚκΣÓΣΞν
1. ÑςΘô
2. Ξô∞ΘôΜτ
3. ØςΥςΜτ
4. ùΞ− ΒςôΤ←δΚ∴ôν
111. ΓûΨ♠τ Ï⁄ûΜ♠ο
≅Óκ×λ ↑ΖχÏλ Θ↑ς
ΦοΩôúΤ Φ↔€τ[∴−
, ΒχΚ↑ûΘ Ξ←ÙßιÕλ ΚÚιÕ
1. ùΡÚκ×
2. ΞßûΤ♠τ ùΚôÓûΤ
3. ùΜοΞιƒτ ùΣÚûΤ
4. ♥τ↑ΖχÏ
Page 45
112. Θ♥θΡôγ⁄τ » ΤôκΣ]ôτ µ Φτß ≅ûΨχΚκΣÓΣΞν
1. Κο€
2. Ï−Σ−ςô⊥úΚôΣôο
3. ×ÕûΤκ♦ιΘτ
4. ⊥ΚϕΡôΘτ
113. 1/06 Αλ ΑηÓ Μô€ιΥ ≅ΚôΟ♥ Σ↔Ñ ùΣσ[
Θ♥θ ΒΩχ€Υλ
1. ≅δΚô⁄
2. ΒΩχ€Υε ÑΞÓΚρ
3. ΙÚ ′ß ΒûΜ
4. ΚôϕΘρ ΡôγΚρ
114. ùΘτ∴ôγÓ ùΣν∴ôνÓ_ô Φτß Κο€ ΒΞûςκ
Σôςôγ⁄ÙρΖôν
1. Ø− ΚÚΠô♣ƒ
2. ≅°Νν ≅ηΠô
3. Ø− ΞςΘςôΜ∴ôν
4. Κ↑Νν− ΚηΠΘôΜτ
1. Κο€
2. Ï−Σ−ςô⊥úΚôΣôο
3. ×ÕûΤκ♦ιΘτ
4. ⊥ΚϕΡôΘτ
113. 1/06 Αλ ΑηÓ Μô€ιΥ ≅ΚôΟ♥ Σ↔Ñ ùΣσ[
Θ♥θ ΒΩχ€Υλ
1. ≅δΚô⁄
2. ΒΩχ€Υε ÑΞÓΚρ
3. ΙÚ ′ß ΒûΜ
4. ΚôϕΘρ ΡôγΚρ
114. ùΘτ∴ôγÓ ùΣν∴ôνÓ_ô Φτß Κο€ ΒΞûςκ
Σôςôγ⁄ÙρΖôν
1. Ø− ΚÚΠô♣ƒ
2. ≅°Νν ≅ηΠô
3. Ø− ΞςΘςôΜ∴ôν
4. Κ↑Νν− ΚηΠΘôΜτ
Page 46
115. ΒÕ ùΜµÙΖΖ↑ο ♣τ[ ΒΩχ€Υ ΞûΚε ùΜôο
1. ƒûΜε ùΜôο
2. ΒΥσùΜôο
3. ƒ↔εùΜôο
4. ΞΟεùΜôο
116. ùΥυΣν]τ ΚÚιÕκΣ⁄+ ùΤô→♠ο ΚΟτ
ΞôδÏΘο ΦτΣÕ
1. ƒÚλΣ ùΚôÓιΘο
2. ΣôÕΚôιΘο
3. ΣΥτΣÓιΘôûΤ
4. úΣôΩεùΜµΘο
117. ∆ρΖιÕ ∆Πνε′♠τ çηÓΘΩôο ΒΥοΣôΚι
Θôú∴ΞÚλ ùΤô→
1. úΣεÑ ùΤô→
2. ΦÝιÕ ùΤô→
3. €ûΖ ùΤô→
4. ΒΩχ€Υ ùΤô→
1. ƒûΜε ùΜôο
2. ΒΥσùΜôο
3. ƒ↔εùΜôο
4. ΞΟεùΜôο
116. ùΥυΣν]τ ΚÚιÕκΣ⁄+ ùΤô→♠ο ΚΟτ
ΞôδÏΘο ΦτΣÕ
1. ƒÚλΣ ùΚôÓιΘο
2. ΣôÕΚôιΘο
3. ΣΥτΣÓιΘôûΤ
4. úΣôΩεùΜµΘο
117. ∆ρΖιÕ ∆Πνε′♠τ çηÓΘΩôο ΒΥοΣôΚι
Θôú∴ΞÚλ ùΤô→
1. úΣεÑ ùΤô→
2. ΦÝιÕ ùΤô→
3. €ûΖ ùΤô→
4. ΒΩχ€Υ ùΤô→
Page 47
118. Τ∞κ ♦ςôΞôΖλ ΦτΣÕ ΒλùΤô→Κ↓τ
ΚΩκΣôÏλ−
1. Θ♥θ− ùΘÛδÏ
2. Θ♥θ+ Σôς≠Κλ
3. Θ♥θ+ ΞΟùΤô→
4. Θ♥θ+ ∆ÚÕ
119. ΒΩχΚΠλ ΦÝΘκ ×ÏϕΘ ΣΞΠϕƒΥôν
ΦÝιÕχΚûΖ ΒιΘû∴ ΞûΚΥôΚ ΑςôµϕΘôν
1. 2
2. 8
3. 0/
4. 01
120. ΤχΚρ ΣûΟιÕχ ΚôχÏλ ≅↔ΥùΘôÚ ΚûΩ
1. ùΤô→
2. ′σΣλ
3. ϑ↑Υλ
4. ′ΩλΣλ
ΚΩκΣôÏλ−
1. Θ♥θ− ùΘÛδÏ
2. Θ♥θ+ Σôς≠Κλ
3. Θ♥θ+ ΞΟùΤô→
4. Θ♥θ+ ∆ÚÕ
119. ΒΩχΚΠλ ΦÝΘκ ×ÏϕΘ ΣΞΠϕƒΥôν
ΦÝιÕχΚûΖ ΒιΘû∴ ΞûΚΥôΚ ΑςôµϕΘôν
1. 2
2. 8
3. 0/
4. 01
120. ΤχΚρ ΣûΟιÕχ ΚôχÏλ ≅↔ΥùΘôÚ ΚûΩ
1. ùΤô→
2. ′σΣλ
3. ϑ↑Υλ
4. ′ΩλΣλ
Page 48
121. úΣεÑùΤô→ ϑÓλ Αß úΣôτ[Õ Φτßλ+ ΦÝιÕ
ùΤô→ ≅ϕΘ Ασ°ο ♥ΘχÏλ Σ±χΚγ⁄ úΣôτ[Õ
Φτßλ á°ΥΞν
1. Ø− ΞςΘςôΜ∴ôν
2. ùΞηγ↔úΥ
3. Τôχυ ØοΩν
4. Φ♥ú∴ô
122. Κο€♠τ Μô€ιƒΥ ≅ΚôΘ♥♠τ Σ↔Ñ ùΣσ[ ׃∴λ
1. ùΣôτ±♠τ ùΜοΞτ
2. ≅ΤςΘôςô
3. ≅ûΩúΥôûΜ
4. ΚρΞ±τ ΚôΘ←
123. ÕÞ ùΤô→ úΣÑλ ΤχΚρ ΞôÝλ Σσ
1. ûΤãν Σσ
2. ΡοΩ ΤûΩΚρ
3. ƒÚΞ∴ϕΘ×ςλ
4. ¿Ω€↔
ùΤô→ ≅ϕΘ Ασ°ο ♥ΘχÏλ Σ±χΚγ⁄ úΣôτ[Õ
Φτßλ á°ΥΞν
1. Ø− ΞςΘςôΜ∴ôν
2. ùΞηγ↔úΥ
3. Τôχυ ØοΩν
4. Φ♥ú∴ô
122. Κο€♠τ Μô€ιƒΥ ≅ΚôΘ♥♠τ Σ↔Ñ ùΣσ[ ׃∴λ
1. ùΣôτ±♠τ ùΜοΞτ
2. ≅ΤςΘôςô
3. ≅ûΩúΥôûΜ
4. ΚρΞ±τ ΚôΘ←
123. ÕÞ ùΤô→ úΣÑλ ΤχΚρ ΞôÝλ Σσ
1. ûΤãν Σσ
2. ΡοΩ ΤûΩΚρ
3. ƒÚΞ∴ϕΘ×ςλ
4. ¿Ω€↔
Page 49
124. ùΘÛδÏ ùΤô→♠τ úΘôσ[ιƒσÏ ↑ιƒγΟΞν
1. ΦÝιΘεΜτ
2. úΚΜΞν
3. Ρτ∴µΥ ΣγΟν
4. Θη⁄
125. ƒςô↑Ο ùΤô→Κ↓τ Ικ♦ΩχΚΠιûΘ ΒΥσ°ΥΞν
1. úΞΘΡôΥΚ Μôυƒ↔Υôν
2. úΣôκûΣΥν
3. ↑ςΤôرΞν
4. ΚôοÓùΞο
126. ÑΘϕƒς úΣôÚχÏ ÕûΠ ♣τ[ Θ♥θ ΡôúΖÓ
1. ÑúΘΜ ♥ιƒςτ
2. ΒϕÕ
3. Α∴ϕΘ ↑ΚΟτ
4. ΡΞΜχƒ
1. ΦÝιΘεΜτ
2. úΚΜΞν
3. Ρτ∴µΥ ΣγΟν
4. Θη⁄
125. ƒςô↑Ο ùΤô→Κ↓τ Ικ♦ΩχΚΠιûΘ ΒΥσ°ΥΞν
1. úΞΘΡôΥΚ Μôυƒ↔Υôν
2. úΣôκûΣΥν
3. ↑ςΤôرΞν
4. ΚôοÓùΞο
126. ÑΘϕƒς úΣôÚχÏ ÕûΠ ♣τ[ Θ♥θ ΡôúΖÓ
1. ÑúΘΜ ♥ιƒςτ
2. ΒϕÕ
3. Α∴ϕΘ ↑ΚΟτ
4. ΡΞΜχƒ
Page 50
127. úΘ′Υλ ΚôιΘ ùΜλΤο Φτß ≅ûΨχΚκΣÓΣΞν
1. ùΣ↔Υôν
2. ØιÕςôΤ←δΚ úΘΞν
3. ↑úΞΚô∴ϕΘν
4. ≅λúΣιΚôν
128. »Õτ∴Ωνµ ΦτΣΘτ ùΣôÚρ
1. ≅ΥΩôν
2. ∆[↑∴ν
3. ΣûΚΞν
4. ΡηΣν
129. ùΣôτ ∗ ÏΟλ < ùΣôσÏΟλ ΦτΣÕ ΒπΞûΚκ
×Πνε′ ≅Ïλ
1. ΒΥο×
2. úΘôτ[ο
3. ùΚÓΘο
4. ƒ↔Θο
1. ùΣ↔Υôν
2. ØιÕςôΤ←δΚ úΘΞν
3. ↑úΞΚô∴ϕΘν
4. ≅λúΣιΚôν
128. »Õτ∴Ωνµ ΦτΣΘτ ùΣôÚρ
1. ≅ΥΩôν
2. ∆[↑∴ν
3. ΣûΚΞν
4. ΡηΣν
129. ùΣôτ ∗ ÏΟλ < ùΣôσÏΟλ ΦτΣÕ ΒπΞûΚκ
×Πνε′ ≅Ïλ
1. ΒΥο×
2. úΘôτ[ο
3. ùΚÓΘο
4. ƒ↔Θο
Page 51
130. áûΨ úΤôû∴ ΦτΣÕ ΒπΞôß ≅ûΤÙλ
1. ØΘο Τσßλ ΡôτΚôλ ≠νΚ↓ο ØΘùΩÝιÕ
Ιτ° ΞÚΞÕ
2. ØΘο Τσßλ ΒςηΟôλ ≠νΚ↓ο ØΘùΩÝιÕ
Ιτ° ΞÚΞÕ
3. ØΘο+ ΒςηÓ+ êτ[ôλ ≠νΚ↓ο
ØΘùΩÝιÕ Ιτ° ΞÚΞÕ
4. ØΘο Τσßλ êτ[ôλ ≠νΚ↓ο ØΘùΩÝιÕ
Ιτ° ΞÚΞÕ
131. ¾ΥûΞ ¾Υ ΣΥιΘΩôο ¾ΥûΞ
¾♠àλ ≅φΜκ ΣÓλ
,Βχ Ï[γΣô↑ο ≅ûΤϕÕρΖ ≅∞
1. úΞσßûΤΥ∞
2. ùΜôο ♦τΞÚ ♣ûΩΥ∞
3. ùΣôÚρ ♦τΞÚ ♣ûΩΥ∞
4. ùΜôσùΣôÚρ ♦τΞÚ ♣ûΩΥ∞
1. ØΘο Τσßλ ΡôτΚôλ ≠νΚ↓ο ØΘùΩÝιÕ
Ιτ° ΞÚΞÕ
2. ØΘο Τσßλ ΒςηΟôλ ≠νΚ↓ο ØΘùΩÝιÕ
Ιτ° ΞÚΞÕ
3. ØΘο+ ΒςηÓ+ êτ[ôλ ≠νΚ↓ο
ØΘùΩÝιÕ Ιτ° ΞÚΞÕ
4. ØΘο Τσßλ êτ[ôλ ≠νΚ↓ο ØΘùΩÝιÕ
Ιτ° ΞÚΞÕ
131. ¾ΥûΞ ¾Υ ΣΥιΘΩôο ¾ΥûΞ
¾♠àλ ≅φΜκ ΣÓλ
,Βχ Ï[γΣô↑ο ≅ûΤϕÕρΖ ≅∞
1. úΞσßûΤΥ∞
2. ùΜôο ♦τΞÚ ♣ûΩΥ∞
3. ùΣôÚρ ♦τΞÚ ♣ûΩΥ∞
4. ùΜôσùΣôÚρ ♦τΞÚ ♣ûΩΥ∞
Page 52
132. ΚηΠτ ΣôΟλ Σ⁄ιƒΩτ , ΦτΣÕ ΒπΞûΚι
ùΘôΟςôÏλ
1. ΦƒνΤû[ι ùΘôΟν
2. ∆ΟτΣôγÓι ùΘôΟν
3. ΚΩûΞι ùΘôΟν
4. ùΘôΟν ♣ûΩι ùΘôΟν
133. €↓ Φ∴κ ùΣôÚρ ΘÚλ ΣΩ ùΜôσΚρ
1. €ρûΖ+ Τûς+ ùΚôφÑλ
2. ΘιûΘ+ ÑΚλ+ €ρûΖ
3. ΘιûΘ+ Τûς+ ×ρ
4. €ρûΖ+ Τûς+ úΚΨο
134. ΜςÑΞƒ ≅ϕΘôƒ ΒΞςôο ΣôΟκΣγΟÕ
1. ΚλΣν
2. ΙγΟχáιΘν
3. ×ΚúΨϕƒκ×ΩΞν
4. ΜΥδùΚôηΟôν
ùΘôΟςôÏλ
1. ΦƒνΤû[ι ùΘôΟν
2. ∆ΟτΣôγÓι ùΘôΟν
3. ΚΩûΞι ùΘôΟν
4. ùΘôΟν ♣ûΩι ùΘôΟν
133. €↓ Φ∴κ ùΣôÚρ ΘÚλ ΣΩ ùΜôσΚρ
1. €ρûΖ+ Τûς+ ùΚôφÑλ
2. ΘιûΘ+ ÑΚλ+ €ρûΖ
3. ΘιûΘ+ Τûς+ ×ρ
4. €ρûΖ+ Τûς+ úΚΨο
134. ΜςÑΞƒ ≅ϕΘôƒ ΒΞςôο ΣôΟκΣγΟÕ
1. ΚλΣν
2. ΙγΟχáιΘν
3. ×ΚúΨϕƒκ×ΩΞν
4. ΜΥδùΚôηΟôν
Page 53
•θχΚôÔλ ΣιƒûΥ Σ⁄ιÕ 024+ 025 ↑∴ôχΚÞχÏ
↑ûΟΥ↓−
ΜδΚ ΚôΩιƒο ≅ΚΞσΣôχΚρ ùΣÚΤΖ↑ο
èοΚ↓σ ×ÏϕΘ∴− Σƒù∴η•θχΚΠχÏ
èοΚ↓ο ùΣÚλΣôÛλ ùΞηΣô ↑ς↑Ξςχ
Κôη€ú[ôλ− ≅[ùΡ°♠û∴ι ùΘ↓ÜßιÕΞΘσÏ
Γû∴Υ ΣôΞûΚ♠Ûλ ùΞηΣôúΞ ′[κ×ûΟιÕ
ΦτΣÕ ùΚôρΖχ €ûΟχ€τ[Õ− Φ∴úΞ ΜδΚ
ΤÚ↑Υ ΚôΩιƒο ùΞηΣô ùΣÚΞΨχ€σ[ôÙλ+
≅ΚΞσΣô ′ßΞΨχ€σ[ôÙλ ↑Ζδ€∴−
135. ≅ΚΞσΣô ΒκΣô↑τ ϑûΜΥôÏλ
1. ùΞηΣô
2. Α′↔ΥκΣô
3. Κ←κΣô
4. Ξφ′κΣô
136. ùΞηΣô ΣôΟοΚ↓ο ↑ς↑ΞϕΘ èοΚρ
1. ΣιÕκΣôγÓ
2. Σƒù∴η úΤο ΚΠχÏ
3. Σƒù∴η•θχΚΠχÏ
4. ΦγÓιùΘôûΚ
↑ûΟΥ↓−
ΜδΚ ΚôΩιƒο ≅ΚΞσΣôχΚρ ùΣÚΤΖ↑ο
èοΚ↓σ ×ÏϕΘ∴− Σƒù∴η•θχΚΠχÏ
èοΚ↓ο ùΣÚλΣôÛλ ùΞηΣô ↑ς↑Ξςχ
Κôη€ú[ôλ− ≅[ùΡ°♠û∴ι ùΘ↓ÜßιÕΞΘσÏ
Γû∴Υ ΣôΞûΚ♠Ûλ ùΞηΣôúΞ ′[κ×ûΟιÕ
ΦτΣÕ ùΚôρΖχ €ûΟχ€τ[Õ− Φ∴úΞ ΜδΚ
ΤÚ↑Υ ΚôΩιƒο ùΞηΣô ùΣÚΞΨχ€σ[ôÙλ+
≅ΚΞσΣô ′ßΞΨχ€σ[ôÙλ ↑Ζδ€∴−
135. ≅ΚΞσΣô ΒκΣô↑τ ϑûΜΥôÏλ
1. ùΞηΣô
2. Α′↔ΥκΣô
3. Κ←κΣô
4. Ξφ′κΣô
136. ùΞηΣô ΣôΟοΚ↓ο ↑ς↑ΞϕΘ èοΚρ
1. ΣιÕκΣôγÓ
2. Σƒù∴η úΤο ΚΠχÏ
3. Σƒù∴η•θχΚΠχÏ
4. ΦγÓιùΘôûΚ
Page 54
•θχΚôÔλ ΣôΟûΩκ Σ⁄ιÕ 026+ 027
↑∴ôχΚÞχÏ ↑ûΟΥ↓−
Ρƒ♠û∴κ Σô[ Α→ÙηÓ , ùΚôÓλ
Ρφ′ûΖκ Σô[ ΤÚϕÕØηÓ
Κƒ↔ûΖκ Σô[ ΒςÜ ØηÓ , ΦδΚρ
ΚΞûΩ ΒûΖκΣô[ ∆ηúΟô ΒΟλ>
137. Κƒν ΦτΣΘτ ùΣôÚρ
1. ♣ΩÜ
2. ΚΟο
3. ΡγΜιƒςλ
4. ã↔Υτ
↑∴ôχΚÞχÏ ↑ûΟΥ↓−
Ρƒ♠û∴κ Σô[ Α→ÙηÓ , ùΚôÓλ
Ρφ′ûΖκ Σô[ ΤÚϕÕØηÓ
Κƒ↔ûΖκ Σô[ ΒςÜ ØηÓ , ΦδΚρ
ΚΞûΩ ΒûΖκΣô[ ∆ηúΟô ΒΟλ>
137. Κƒν ΦτΣΘτ ùΣôÚρ
1. ♣ΩÜ
2. ΚΟο
3. ΡγΜιƒςλ
4. ã↔Υτ
Page 55
138. ΡφÑ ΒûΖκΣôßλ ΒΟλ
1. Α→
2. ΤÚϕÕ
3. ΒςÜ
4. Ρƒ
139. ùΜôσΚΖφ′Υκ ùΣÚχΚιƒû∴ ΤôΠΞνΚ↓ûΟúΥ
ΞΖνχΚ ∆ßÕûΠΥôΚ ≅ûΤÙλ ΣôΟλ
1. ΚγÓûς
2. ùΜµÙρ
3. ∆ûςΡûΟ
4. ΒΩχΚΠλ
140. ΤôΠΞνΚ↓τ Τ∴ùΞÝε′ΚûΖι Θγ⁄ ΦÝκ♦Οε
′[ϕΘ ΚÚ↑
1. ΚûΘΚρ
2. ΚγÓûςΚρ
3. ΒΩχΚΠλ
4. ùΜµÙρ
1. Α→
2. ΤÚϕÕ
3. ΒςÜ
4. Ρƒ
139. ùΜôσΚΖφ′Υκ ùΣÚχΚιƒû∴ ΤôΠΞνΚ↓ûΟúΥ
ΞΖνχΚ ∆ßÕûΠΥôΚ ≅ûΤÙλ ΣôΟλ
1. ΚγÓûς
2. ùΜµÙρ
3. ∆ûςΡûΟ
4. ΒΩχΚΠλ
140. ΤôΠΞνΚ↓τ Τ∴ùΞÝε′ΚûΖι Θγ⁄ ΦÝκ♦Οε
′[ϕΘ ΚÚ↑
1. ΚûΘΚρ
2. ΚγÓûςΚρ
3. ΒΩχΚΠλ
4. ùΜµÙρ
Page 56
141. Κο↑ ΓσΣôγûΟι ùΘôΟνϕÕλ ΜôνϕÕλ ≅ûΤΞÕ
1. Κο↑χùΚôρûΚ
2. ΣôΟιƒγΟλ
3. ΣôΟχÏ°κ×
4. ΣôΟχΚσ♦κ×ιƒγΟλ
142. ≅Κτ[ Σ⁄κ×χÏ ΡτÏ ∆ΘÜλ ΒΟλ
1. ΜôûΩ
2. ΞÏκΣû[
3. èΩΚλ
4. Σρ↓
143. ùΜôσΚûΖχ Κσ[ ♦τ∴ν ≅Ξσû[χ Ï°χÏλ
ΦÝιÕχΚûΖ ΒλØû[ êΩλ Κσ♦χ€ú[ôλ
1. ùΜôσù[ôΟν Øû[κ Σ⁄κ×
2. ΦÝιÕ Øû[κ Σ⁄κ×
3. ΚûΘ Øû[κ Σ⁄κ×
4. ùΜôο Øû[ Σ⁄κ×
1. Κο↑χùΚôρûΚ
2. ΣôΟιƒγΟλ
3. ΣôΟχÏ°κ×
4. ΣôΟχΚσ♦κ×ιƒγΟλ
142. ≅Κτ[ Σ⁄κ×χÏ ΡτÏ ∆ΘÜλ ΒΟλ
1. ΜôûΩ
2. ΞÏκΣû[
3. èΩΚλ
4. Σρ↓
143. ùΜôσΚûΖχ Κσ[ ♦τ∴ν ≅Ξσû[χ Ï°χÏλ
ΦÝιÕχΚûΖ ΒλØû[ êΩλ Κσ♦χ€ú[ôλ
1. ùΜôσù[ôΟν Øû[κ Σ⁄κ×
2. ΦÝιÕ Øû[κ Σ⁄κ×
3. ΚûΘ Øû[κ Σ⁄κ×
4. ùΜôο Øû[ Σ⁄κ×
Page 57
144. ΙÚ ùΜΥο ΡτûΤ ΘÚΤô> ¾ûΤ ΘÚΤô> Φ∴
ΑµϕÕ ΒÚΣχΚ ΚÚιÕ Ï°ιÕλ ΦÝÕλ ΚγÓûς
1. ΘÚχ€Υο ΚγÓûς
2. ΑµÜχ ΚγÓûς
3. ΞςΩôσßχ ΚγÓûς
4. ∆ûςΥôΟο ΚγÓûς
145. ΣΨδΚôΩιƒο ΒΩχΚΠλ Κσ♦ιΘ←ο ΒλØû[ûΥ
♦τΣσ°∴ν
1. ùΜΥοØû[
2. ↑ƒ↑ΖχÏØû[
3. ↑ƒΞÚØû[
4. Ρ⁄κ×Øû[
146. ΚûΩ ∆Πνε′ûΥÙλ+ ΚσΣû∴ûΥÙλ
≅⁄κΣûΟΥôΚχ ùΚôηΟÕ ΒÕ
1. ∆ûςΡûΟ
2. ΚγÓûς
3. Κ↑ûΘ
4. Κ⁄Θλ
ΑµϕÕ ΒÚΣχΚ ΚÚιÕ Ï°ιÕλ ΦÝÕλ ΚγÓûς
1. ΘÚχ€Υο ΚγÓûς
2. ΑµÜχ ΚγÓûς
3. ΞςΩôσßχ ΚγÓûς
4. ∆ûςΥôΟο ΚγÓûς
145. ΣΨδΚôΩιƒο ΒΩχΚΠλ Κσ♦ιΘ←ο ΒλØû[ûΥ
♦τΣσ°∴ν
1. ùΜΥοØû[
2. ↑ƒ↑ΖχÏØû[
3. ↑ƒΞÚØû[
4. Ρ⁄κ×Øû[
146. ΚûΩ ∆Πνε′ûΥÙλ+ ΚσΣû∴ûΥÙλ
≅⁄κΣûΟΥôΚχ ùΚôηΟÕ ΒÕ
1. ∆ûςΡûΟ
2. ΚγÓûς
3. Κ↑ûΘ
4. Κ⁄Θλ
Page 58
147. » Ρôτ ΚηΟ ΚλΣτµ Φàλ ΘûΩκ× Βλ
Ττ[ιúΘôÓ ùΘôΟν×ûΟΥÕ
1. ΒΩχ€Υ Ττ[λ
2. ΜêΚ↑Υο Ττ[λ
3. ≅°↑Υο Ττ[λ
4. Κ∞Θ↑Υο Ττ[λ
148. •θΞÚλ ΡôτΚàρ Ιτß ♦[Ξσ°τ ùΣôÕι
ΘτûΤ♠←ÚϕÕ ΤôßΣγÓρΖÕ
1. ƒγΟ♥Οο
2. ùΜΥοΣÓιΘο
3. Τƒκ♦Οο
4. ΣοΞûΚχ Κσ♦κ×
149. Κσ[ο ùΜΥοØû[Κρ êΩλ ÏΨϕûΘΚρ ♦σΚôΩ
ΞôθχûΚûΥχ ΚηÓ ùΚôρΖ úΞηÓλ Φτ[
ΚÚιûΘχ á°ΥΞν
1. ♦úςôΣο
2. ⊥ôτå♠
3. ùνΣôνγ
4. ìúΜô
Ττ[ιúΘôÓ ùΘôΟν×ûΟΥÕ
1. ΒΩχ€Υ Ττ[λ
2. ΜêΚ↑Υο Ττ[λ
3. ≅°↑Υο Ττ[λ
4. Κ∞Θ↑Υο Ττ[λ
148. •θΞÚλ ΡôτΚàρ Ιτß ♦[Ξσ°τ ùΣôÕι
ΘτûΤ♠←ÚϕÕ ΤôßΣγÓρΖÕ
1. ƒγΟ♥Οο
2. ùΜΥοΣÓιΘο
3. Τƒκ♦Οο
4. ΣοΞûΚχ Κσ♦κ×
149. Κσ[ο ùΜΥοØû[Κρ êΩλ ÏΨϕûΘΚρ ♦σΚôΩ
ΞôθχûΚûΥχ ΚηÓ ùΚôρΖ úΞηÓλ Φτ[
ΚÚιûΘχ á°ΥΞν
1. ♦úςôΣο
2. ⊥ôτå♠
3. ùνΣôνγ
4. ìúΜô
Page 59
150. » Ρô ♦[θ Σ♠σ′Κρµ , Βιƒ[û∴ ΞΖνχΚκ
ΣΥτΣÓ€τ[∴−
1. ΦÝÕλ ƒ[τ
2. Σ⁄χÏλ ƒ[τ
3. úΣÑλ ƒ[τ
4. úΚγΟο ƒ[τ
ΣΥτΣÓ€τ[∴−
1. ΦÝÕλ ƒ[τ
2. Σ⁄χÏλ ƒ[τ
3. úΣÑλ ƒ[τ
4. úΚγΟο ƒ[τ
Page 60
TET -June -2018 - Final key
Paper-II(A) - Tamil Language - Set-N 18.06.2018 Morning Session
Q.Nos CDP Q.Nos Tamil Q.Nos English Q.Nos Tamil Q.Nos Tamil
1 4 31 4 61 2 91 1 121 2
2 2 32 2 62 1 92 2 122 3
3 1 33 1 63 2 93 3 123 1
4 3 34 3 64 1 94 4 124 3
5 1 35 1 65 3 95 4 125 4
6 2 36 2 66 2 96 3 126 1
7 3 37 3 67 2 97 2 127 2
8 2 38 4 68 1 98 1 128 3
9 2 39 2 69 3 99 3 129 4
10 2 40 1 70 4 100 4 130 3
11 3 41 4 71 2 101 2 131 4
12 1 42 3 72 1 102 1 132 1
13 1 43 2 73 1 103 2 133 2
14 2 44 1 74 2 104 3 134 1
15 4 45 1 75 3 105 1 135 2
16 3 46 2 76 4 106 4 136 3
17 2 47 3 77 2 107 4 137 4
18 4 48 4 78 1 108 3 138 2
19 1 49 3 79 2 109 2 139 3
20 3 50 4 80 4 110 1 140 1
21 4 51 1 81 4 111 2 141 2
22 2 52 2 82 3 112 3 142 3
23 4 53 1 83 1 113 4 143 4
24 3 54 2 84 3 114 2 144 1
25 3 55 3 85 1 115 3 145 2
26 1 56 4 86 4 116 4 146 3
27 3 57 2 87 2 117 1 147 1
28 1 58 4 88 3 118 3 148 4
29 4 59 3 89 1 119 4 149 2
30 3 60 1 90 3 120 1 150 3
Paper-II(A) - Tamil Language - Set-N 18.06.2018 Morning Session
Q.Nos CDP Q.Nos Tamil Q.Nos English Q.Nos Tamil Q.Nos Tamil
1 4 31 4 61 2 91 1 121 2
2 2 32 2 62 1 92 2 122 3
3 1 33 1 63 2 93 3 123 1
4 3 34 3 64 1 94 4 124 3
5 1 35 1 65 3 95 4 125 4
6 2 36 2 66 2 96 3 126 1
7 3 37 3 67 2 97 2 127 2
8 2 38 4 68 1 98 1 128 3
9 2 39 2 69 3 99 3 129 4
10 2 40 1 70 4 100 4 130 3
11 3 41 4 71 2 101 2 131 4
12 1 42 3 72 1 102 1 132 1
13 1 43 2 73 1 103 2 133 2
14 2 44 1 74 2 104 3 134 1
15 4 45 1 75 3 105 1 135 2
16 3 46 2 76 4 106 4 136 3
17 2 47 3 77 2 107 4 137 4
18 4 48 4 78 1 108 3 138 2
19 1 49 3 79 2 109 2 139 3
20 3 50 4 80 4 110 1 140 1
21 4 51 1 81 4 111 2 141 2
22 2 52 2 82 3 112 3 142 3
23 4 53 1 83 1 113 4 143 4
24 3 54 2 84 3 114 2 144 1
25 3 55 3 85 1 115 3 145 2
26 1 56 4 86 4 116 4 146 3
27 3 57 2 87 2 117 1 147 1
28 1 58 4 88 3 118 3 148 4
29 4 59 3 89 1 119 4 149 2
30 3 60 1 90 3 120 1 150 3
Document Details
| Board / Org | Andhra Pradesh Exams |
| Exam | Andhra Pradesh Teacher Eligibility Test |
| Type | Question Paper |
| Pages | 60 |
| Updated | 30 Apr 2026 |