AP TET 2024 Question Paper I Special Education
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Page 1
APTET – Paper- I B – 2024
(05.03.24_EM&TM_S1)
SPECIAL EDUCATION
1. ‘Psyche’ word was used in this meaning by Greek
Philosophers
1. Mathematics
2. Goddess
3. Soul
4. Education
»dÕ¿¡µ nHû |< ç^Å£ ÔáÔáÇyûÔáï\T nsÁÆ+Ôà |jîÖÐ+#ûysÁT
1. >·DìÔá+
2. <ûeÔá
3. eTqdTà
4. $<«
2. The philosopher who tried to explain inanimate cognitive
activities
1. Plato
2. Aristotle
3. Agustin
4. Socrates
n#ûÔáq C²ãHÔá¿£ ¿£Ô«\qT $e]+#á&¿ì ç|jáTÔá+ #ûdq¾ y&T
1. bÍ¢{Ë
2. n]kͼ{ìýÙ
3. n>·dÓ¼H
4. kþç¿£{d¡ t
(05.03.24_EM&TM_S1)
SPECIAL EDUCATION
1. ‘Psyche’ word was used in this meaning by Greek
Philosophers
1. Mathematics
2. Goddess
3. Soul
4. Education
»dÕ¿¡µ nHû |< ç^Å£ ÔáÔáÇyûÔáï\T nsÁÆ+Ôà |jîÖÐ+#ûysÁT
1. >·DìÔá+
2. <ûeÔá
3. eTqdTà
4. $<«
2. The philosopher who tried to explain inanimate cognitive
activities
1. Plato
2. Aristotle
3. Agustin
4. Socrates
n#ûÔáq C²ãHÔá¿£ ¿£Ô«\qT $e]+#á&¿ì ç|jáTÔá+ #ûdq¾ y&T
1. bÍ¢{Ë
2. n]kͼ{ìýÙ
3. n>·dÓ¼H
4. kþç¿£{d¡ t
Page 2
3. The author of ‘Hereditary Genius’
1. Goddard
2. Francis Galton
3. Kallikak
4. Kellogg
»V²]&³] JjáTdtµ nHû |Úd¿ï £ sÁ#sá TTÔá
1. >=&¦s¦Y
2. çbÍàdt >±\¼H
3. ¿£*¿¢ ±¿ù
4. ¿Â ý²¢>´
4. This is high in the post childhood stage of children
1. Imitation
2. Irritation
3. Fear
4. Angry
Ôásï Á u²\«<Xýø Ë q |¾\\¢ ýË ~ mÅ£Øe>± +³T+~.
1. nqT¿£sÁD
2. º¿±Å£
3. uójáT+
4. ¿Ã|+
1. Goddard
2. Francis Galton
3. Kallikak
4. Kellogg
»V²]&³] JjáTdtµ nHû |Úd¿ï £ sÁ#sá TTÔá
1. >=&¦s¦Y
2. çbÍàdt >±\¼H
3. ¿£*¿¢ ±¿ù
4. ¿Â ý²¢>´
4. This is high in the post childhood stage of children
1. Imitation
2. Irritation
3. Fear
4. Angry
Ôásï Á u²\«<Xýø Ë q |¾\\¢ ýË ~ mÅ£Øe>± +³T+~.
1. nqT¿£sÁD
2. º¿±Å£
3. uójáT+
4. ¿Ã|+
Page 3
5. “Learning is the process of change in behaviour due to
experience and training”. This is defined by
1. Dececco & Crawford
2. Herbert & Kohler
3. Hilgard & Hunter
4. Gordon & Freud
»» nuó«dq+ n+fñ nqTuóe+, ¥¿£D <Çs ç|esÁïqýË eÖsÁTÎ È]¹>
#ásÁ«µµ n sÁǺ+ºq ysÁT
1. &dྠ¿Ã & 翱|s ¦Y
2. V²sÁÒsY¼ & ¿=V¾²\sY
3. V¾²ýÙ>±sY¦ & V²+³sY
4. >ÃsÁH¦ & çbÍsTT&
6. Intelligent quotient of gifted children is
1. 140 and below
2. 140 and above
3. 130 and above
4. 130 and below
ç|Üuó²e+ÔáTýÉqÕ |¾\\¢ ç|C²ã\_Æ
1. 140 n+Ôá¿H£ ÔáÅ£ Øe
2. 140 n+Ôá¿£H mÅ£Øe
3. 130 n+Ôá¿H£ mÅ£Øe
4. 130 n+Ôá¿H£ ÔáÅ£ Øe
experience and training”. This is defined by
1. Dececco & Crawford
2. Herbert & Kohler
3. Hilgard & Hunter
4. Gordon & Freud
»» nuó«dq+ n+fñ nqTuóe+, ¥¿£D <Çs ç|esÁïqýË eÖsÁTÎ È]¹>
#ásÁ«µµ n sÁǺ+ºq ysÁT
1. &dྠ¿Ã & 翱|s ¦Y
2. V²sÁÒsY¼ & ¿=V¾²\sY
3. V¾²ýÙ>±sY¦ & V²+³sY
4. >ÃsÁH¦ & çbÍsTT&
6. Intelligent quotient of gifted children is
1. 140 and below
2. 140 and above
3. 130 and above
4. 130 and below
ç|Üuó²e+ÔáTýÉqÕ |¾\\¢ ç|C²ã\_Æ
1. 140 n+Ôá¿H£ ÔáÅ£ Øe
2. 140 n+Ôá¿£H mÅ£Øe
3. 130 n+Ôá¿H£ mÅ£Øe
4. 130 n+Ôá¿H£ ÔáÅ£ Øe
Page 4
7. This is used in Educational Psychology research studies to
measure static dispersion
1. Standard Deviation
2. Quartile Deviation
3. Mean Deviation
4. Range
$<«eTHÃ$C²ãqXædï |]XË<óH n<ó«jáTHýË¢ nÔá«+Ôá d¾sÁyîT®q
#ásoÁ \ÔáeÖq+>± B |jÖî ÐkÍïsÁT
1. çbÍeÖDì¿£ $#á\q+
2. #áÔTá s+Xø¿£ $#á\q+
3. d>³ · T $#á\q+
4. y«|¾ï
8. The part of the brain that controls the endocrine system
1. Thyroid Gland
2. Adrenal Gland
3. Pancreas
4. Pituitary Gland
n+ÔákÍe ç>·+<óT \qT jáT+çÜ+#û yîT<&TýË ç|<ó q uó²>·+
1. ne³Tç>·+~ó
2. n~óe¿£Ø ç>·+~ó
3. ¿Ã¢eT+
4. |¾jTá Öw ç>·+~ó
measure static dispersion
1. Standard Deviation
2. Quartile Deviation
3. Mean Deviation
4. Range
$<«eTHÃ$C²ãqXædï |]XË<óH n<ó«jáTHýË¢ nÔá«+Ôá d¾sÁyîT®q
#ásoÁ \ÔáeÖq+>± B |jÖî ÐkÍïsÁT
1. çbÍeÖDì¿£ $#á\q+
2. #áÔTá s+Xø¿£ $#á\q+
3. d>³ · T $#á\q+
4. y«|¾ï
8. The part of the brain that controls the endocrine system
1. Thyroid Gland
2. Adrenal Gland
3. Pancreas
4. Pituitary Gland
n+ÔákÍe ç>·+<óT \qT jáT+çÜ+#û yîT<&TýË ç|<ó q uó²>·+
1. ne³Tç>·+~ó
2. n~óe¿£Ø ç>·+~ó
3. ¿Ã¢eT+
4. |¾jTá Öw ç>·+~ó
Page 5
9. The children with special needs should be provided with
quality education in regular schools. This resolution was
passed in world Education Summit at spain in this year
dÎsTTHýË È]Ðq ç||+ #á $<« d<d T àýË »»ç|Ô«û ¿£ neds\T>·\
|¾\\¢ Å£ >·TD²Ôá¿£yTî q® $<«qT kÍ<ósÁD bÍsÄXÁ æ\ýËHû yÇ\µµ
rsq+ È]Ðq d+eÔáàsÁ+
1. 1894
2. 1994
3. 2010
4. 2020
10. Expand UNICEF
UNICEF $d]
ï +#á+& ....
1. United National International Children Education Fund
2. Universal New Information Children Education Fund
3. United National International Children’s Emergency
Fund
4. Universal New Information Children’s Emergency
Fund
11. “Disability” reflects the consequences of impairment in terms
of functional performance and activity by the individual, is
defined by
@ Xø¯sÁ uó²>·+ýË yî¿Õ £\«+ +³T+<Ã uó²>·+ | #ûjTá &+ýË
\VÓ²qeTe&+, B e\q e«Å£\ï T yîTTÔá+ï |rsÁTýË
nXøÅ£ï\e{² »»yîÕ¿£\«+µµ n sÁǺ+ºq~
1. WHO, 1976
2. UNO, 1976
3. RCO, 1976
4. RTO, 1976
quality education in regular schools. This resolution was
passed in world Education Summit at spain in this year
dÎsTTHýË È]Ðq ç||+ #á $<« d<d T àýË »»ç|Ô«û ¿£ neds\T>·\
|¾\\¢ Å£ >·TD²Ôá¿£yTî q® $<«qT kÍ<ósÁD bÍsÄXÁ æ\ýËHû yÇ\µµ
rsq+ È]Ðq d+eÔáàsÁ+
1. 1894
2. 1994
3. 2010
4. 2020
10. Expand UNICEF
UNICEF $d]
ï +#á+& ....
1. United National International Children Education Fund
2. Universal New Information Children Education Fund
3. United National International Children’s Emergency
Fund
4. Universal New Information Children’s Emergency
Fund
11. “Disability” reflects the consequences of impairment in terms
of functional performance and activity by the individual, is
defined by
@ Xø¯sÁ uó²>·+ýË yî¿Õ £\«+ +³T+<Ã uó²>·+ | #ûjTá &+ýË
\VÓ²qeTe&+, B e\q e«Å£\ï T yîTTÔá+ï |rsÁTýË
nXøÅ£ï\e{² »»yîÕ¿£\«+µµ n sÁǺ+ºq~
1. WHO, 1976
2. UNO, 1976
3. RCO, 1976
4. RTO, 1976
Page 6
12. the problem faced by children in reading
1. Dysgraphia
2. Dyslexia
3. Dyspraxia
4. Dysnomia
|¾\¢\T #á<e &+ýË deTd«\qT m<Ts=ØqT³qT $<ó+ >± |¾\TkÍïsTÁ
1. &dçt >±|j
¾ Öá
2. &dýt É¿àì jáÖ
3. &dçt bÍ¿ìàjáÖ
4. &dtHÃ$TjáÖ
13. Expand IEP
IEP $d]
ï +#á>±
1. Individualised Examination Plan
2. Individualised Education Preparation
3. Individualised Examination Programme
4. Individualised Education Programme
14. Human life from 2 weeks to 2 years is called as this stage
1. Old age
2. Neo natal
3. Infancy
4. Adult
eÖqeJeq ¿±\+ 2e ysÁ+ qT+& 2 d+ööesÁÅ£ >·\ ¿±ý²
<Xø n+{²sÁT.
1. e<Æ|«
2. qeC²Ôá ¥XøeÚ
3. XèXÕ eø
4. ejîÖÈq
1. Dysgraphia
2. Dyslexia
3. Dyspraxia
4. Dysnomia
|¾\¢\T #á<e &+ýË deTd«\qT m<Ts=ØqT³qT $<ó+ >± |¾\TkÍïsTÁ
1. &dçt >±|j
¾ Öá
2. &dýt É¿àì jáÖ
3. &dçt bÍ¿ìàjáÖ
4. &dtHÃ$TjáÖ
13. Expand IEP
IEP $d]
ï +#á>±
1. Individualised Examination Plan
2. Individualised Education Preparation
3. Individualised Examination Programme
4. Individualised Education Programme
14. Human life from 2 weeks to 2 years is called as this stage
1. Old age
2. Neo natal
3. Infancy
4. Adult
eÖqeJeq ¿±\+ 2e ysÁ+ qT+& 2 d+ööesÁÅ£ >·\ ¿±ý²
<Xø n+{²sÁT.
1. e<Æ|«
2. qeC²Ôá ¥XøeÚ
3. XèXÕ eø
4. ejîÖÈq
Page 7
15. Creativity means
1. Production process + Useful
2. Production process + Useless
3. Useful + No Production Process
4. Article + Machine
dÈHÔá¿£Ôá nq>±
1. ÔáÎÜï ç|ç¿ìjTá G |jÖî >·eTT
2. ÔáÎÜï ç|ç¿ìjTá G |jÖî >·eTT ýñ¿b£ þeÚ³
3. |jÖî >·eTT G ÔáÎÜï ç|ç¿ìjTá ýñ¿b£ þeÚ³
4. edTeï Ú G jáT+çÔáeTT
16. According to Gagne “for School Management designing
learning, development essential knowledge for evaluation,
understanding and strategies” is
1. Computer Education
2. Educational Technology
3. Educational Psychology
4. Environmental Science
>±¹> (Gagne) ç|¿±sÁ+ »»bÍsÄÁXæ\ sÁÇV²DÅ£, nuó«dH
¿£r¿£]+#á&¿ì, eTÖý²«+¿£q+ #ûjTá &¿ì ¿±e\d¾q C²ãq+,
ne>±V²qqT, eP«Vä\qT n_óe~Æ #ûd ç|ç¿ìjáTµµ
1. ¿£+|P³sY $<«
2. $<« kÍ+¹¿Ü¿£Xæd+ï
3. $<«eTHà $C²ãqXædï+
4. |]ds\ $C²ãq+
1. Production process + Useful
2. Production process + Useless
3. Useful + No Production Process
4. Article + Machine
dÈHÔá¿£Ôá nq>±
1. ÔáÎÜï ç|ç¿ìjTá G |jÖî >·eTT
2. ÔáÎÜï ç|ç¿ìjTá G |jÖî >·eTT ýñ¿b£ þeÚ³
3. |jÖî >·eTT G ÔáÎÜï ç|ç¿ìjTá ýñ¿b£ þeÚ³
4. edTeï Ú G jáT+çÔáeTT
16. According to Gagne “for School Management designing
learning, development essential knowledge for evaluation,
understanding and strategies” is
1. Computer Education
2. Educational Technology
3. Educational Psychology
4. Environmental Science
>±¹> (Gagne) ç|¿±sÁ+ »»bÍsÄÁXæ\ sÁÇV²DÅ£, nuó«dH
¿£r¿£]+#á&¿ì, eTÖý²«+¿£q+ #ûjTá &¿ì ¿±e\d¾q C²ãq+,
ne>±V²qqT, eP«Vä\qT n_óe~Æ #ûd ç|ç¿ìjáTµµ
1. ¿£+|P³sY $<«
2. $<« kÍ+¹¿Ü¿£Xæd+ï
3. $<«eTHà $C²ãqXædï+
4. |]ds\ $C²ãq+
Page 8
17. Benda (1954) defines those who are not able to do activities on
their own, needs attention and support of others are said to
have
1. Visual Impairment
2. Multiple Disability
3. Hearing Impairment
4. Intellectual Disability
uÉ+& (1954) sÁÇ#áq+ ç|¿±sÁ+ meÂsÕÔû dÇÔá+çÔá+ >± ÔáeT |qT\qT
#ûdT ¿ÃýñsÃ, me]Â¿Ô Õ û ÔásTÁ \ |s«Á yû¿D
£ , çXø<Æ nedseÁ TeÚÔjîÖ
ysÁT ýË|+ ¿£*ÐqysÁT
1. <w¾ý¼ Ë|+
2. VQÞø yî¿Õ \£ «+
3. $¿ì& ýË|+
4. T~ÆeÖ+<+
18. The disability that takes place due to imbalance in secretions
of endocrinal gland
1. Down’s syndrome
2. Cranial Anomalies
3. Cretinism
4. Hydrocephalus
ndeTÔáT\« m+&ÿHÕ ç>·+<óT \ çkÍy\ e\q @sÁÎ&û
T~ÆeÖ+<«Ôá sÁ¿£+
1. &êH d¾+ç&ÃyT
2. 繿jáTýÙ nHeT©dt
3. ç¿{ìÈ+
4. VÕ²ç&Ãd|\dt
their own, needs attention and support of others are said to
have
1. Visual Impairment
2. Multiple Disability
3. Hearing Impairment
4. Intellectual Disability
uÉ+& (1954) sÁÇ#áq+ ç|¿±sÁ+ meÂsÕÔû dÇÔá+çÔá+ >± ÔáeT |qT\qT
#ûdT ¿ÃýñsÃ, me]Â¿Ô Õ û ÔásTÁ \ |s«Á yû¿D
£ , çXø<Æ nedseÁ TeÚÔjîÖ
ysÁT ýË|+ ¿£*ÐqysÁT
1. <w¾ý¼ Ë|+
2. VQÞø yî¿Õ \£ «+
3. $¿ì& ýË|+
4. T~ÆeÖ+<+
18. The disability that takes place due to imbalance in secretions
of endocrinal gland
1. Down’s syndrome
2. Cranial Anomalies
3. Cretinism
4. Hydrocephalus
ndeTÔáT\« m+&ÿHÕ ç>·+<óT \ çkÍy\ e\q @sÁÎ&û
T~ÆeÖ+<«Ôá sÁ¿£+
1. &êH d¾+ç&ÃyT
2. 繿jáTýÙ nHeT©dt
3. ç¿{ìÈ+
4. VÕ²ç&Ãd|\dt
Page 9
19. Some children often changes the numerical place value. This is
one of the characteristics of
1. Learning Disabilities
2. Intellectual Disabilities
3. Locomotor Disability
4. Multiple Disability
¿=+Ôá eT+~ |¾\\¢ d+K«\ kÍq $\Te\qT Ôás#Á Tá >± eÖ]Ì
#î|ÚÔsÁT. ~ B \¿£D+
1. nuó« dq deTd«\T
2. T~ÆeÖ+<«Ôá
3. #á\q yî¿Õ £\«+
4. VQÞøy¿Õî £ý²«\T
20. The first part in the middle ear is
1. Pinna
2. Cochlear
3. Eardrum
4. Auditory Nerve
eT<ó« #î$ýË yîTT<{uì ²ó >·+
1. |¾H
2. ¿±¿ìj ¢ Tá sY
3. ¿£sÁuóñ]
4. $¿ì& qsÁ+
one of the characteristics of
1. Learning Disabilities
2. Intellectual Disabilities
3. Locomotor Disability
4. Multiple Disability
¿=+Ôá eT+~ |¾\\¢ d+K«\ kÍq $\Te\qT Ôás#Á Tá >± eÖ]Ì
#î|ÚÔsÁT. ~ B \¿£D+
1. nuó« dq deTd«\T
2. T~ÆeÖ+<«Ôá
3. #á\q yî¿Õ £\«+
4. VQÞøy¿Õî £ý²«\T
20. The first part in the middle ear is
1. Pinna
2. Cochlear
3. Eardrum
4. Auditory Nerve
eT<ó« #î$ýË yîTT<{uì ²ó >·+
1. |¾H
2. ¿±¿ìj ¢ Tá sY
3. ¿£sÁuóñ]
4. $¿ì& qsÁ+
Page 10
21. The head quarters of all India Institute of Speech and Hearing
is located in
1. Bengaluru
2. Mysuru
3. Hyderabad
4. Chennai
nÏ\ uó²sÁÔá uó²wD çXøeD d+d ¿¹ +ç< ¿±sÁ«kÍq+
1. uÉ+>·ÞøSsÁT
2. yîTd® Ö sÁT
3. VÕ²<su²<
4. #îHîÕ
22. Individual with normal vision will see the place with 180°
angle. It is called as
1. Visual Function
2. Visual Acuity
3. Visual Efficiency
4. Visual Field
kÍ<ósÁD <w¾¼ q e«¿ìï Ôáq ¿£ÞøßÔÃ m<TsÁT>± q ç|<ûXæ
180° |]~óýË #áÖkÍï&T. B ý² n+{²sÁT.
1. <w¾¼ e«eVäsÁ+
2. <w¾¼ dÎw¼Ôá
3. <w¾¼ kÍeTsÁ«+
4. <w¾¼ ¹¿ç Ôá+
is located in
1. Bengaluru
2. Mysuru
3. Hyderabad
4. Chennai
nÏ\ uó²sÁÔá uó²wD çXøeD d+d ¿¹ +ç< ¿±sÁ«kÍq+
1. uÉ+>·ÞøSsÁT
2. yîTd® Ö sÁT
3. VÕ²<su²<
4. #îHîÕ
22. Individual with normal vision will see the place with 180°
angle. It is called as
1. Visual Function
2. Visual Acuity
3. Visual Efficiency
4. Visual Field
kÍ<ósÁD <w¾¼ q e«¿ìï Ôáq ¿£ÞøßÔÃ m<TsÁT>± q ç|<ûXæ
180° |]~óýË #áÖkÍï&T. B ý² n+{²sÁT.
1. <w¾¼ e«eVäsÁ+
2. <w¾¼ dÎw¼Ôá
3. <w¾¼ kÍeTsÁ«+
4. <w¾¼ ¹¿ç Ôá+
Page 11
23. Expand NIEPVD
NIEPVD $d]
ï +#áTeTT
1. National Institute for the Empowerment of persons with
Visual Disabilities
2. National Institute for the Education of people with
Visual Disabilities
3. New India Education Policy for Visual Disabilities
4. New India Economic Power for Visual disabilities
24. If a person has different disabilities, his disability is said to be
1. Loco motor
2. Visual
3. Multiple
4. Mono
ÿ¹¿ e«¿ìýï Ë yûsTÁ yûsTÁ n+>·y¿Õî £ý²«\T q|ð&T <
yî¿Õ \£ «+>± |]>·Dkì Íï+.
1. #á\q
2. <w¾¼
3. VQÞø
4. @¿£
NIEPVD $d]
ï +#áTeTT
1. National Institute for the Empowerment of persons with
Visual Disabilities
2. National Institute for the Education of people with
Visual Disabilities
3. New India Education Policy for Visual Disabilities
4. New India Economic Power for Visual disabilities
24. If a person has different disabilities, his disability is said to be
1. Loco motor
2. Visual
3. Multiple
4. Mono
ÿ¹¿ e«¿ìýï Ë yûsTÁ yûsTÁ n+>·y¿Õî £ý²«\T q|ð&T <
yî¿Õ \£ «+>± |]>·Dkì Íï+.
1. #á\q
2. <w¾¼
3. VQÞø
4. @¿£
Page 12
25. To encourage Primary Education in our country, this
programme was started in 1996-97
1. Andhra Pradesh Primary Education Project (APPEP)
2. District Primary Education Programme (DPEP)
3. Operation Black Board (OBB)
4. Sarva Shiksha Abhiyan (SSA)
eTq<ûX+ø ýË çbÍ<¸$ T¿£ $<«qT eT]+Ôá çbþÔáàV¾²+#û $wjTá +ýË
¿±sÁ«ç¿£eT+ 1996`97 d+eÔáàsÁ+ýË çbÍsÁ+_ó+#á&+~.
1. +ç<óç|<ûXÙ |ÕeT¯ m&T«¹¿wH çbþCÉ¿ù¼ (APPEP)
2. ý²¢ çbÍ<¸$ T¿£ $<« ¿±sÁ«ç¿£eT+ (DPEP)
3. |¹swH u²¢¿ùuËsY¦ (OBB)
4. dsÁÇ¥¿£ n_ójáÖH (SSA)
26. The Education Commission which was formed in 1964-66 is
1. Sri Krishna Commission
2. Janardhan Reddy Commission
3. Sundaraiah Commission
4. Kothari Commission
1964`66 d+eÔáàsÁ+ýË @sγT#ûdq¾ $<« ¿£MTwH
1. ço¿£w ¿£$TwH
2. ÈHsÁÆH Âs&¦ ¿£$TwH
3. dT+<sÁjTá « ¿£$TwH
4. ¿=sÄ] ¿£$TwH
programme was started in 1996-97
1. Andhra Pradesh Primary Education Project (APPEP)
2. District Primary Education Programme (DPEP)
3. Operation Black Board (OBB)
4. Sarva Shiksha Abhiyan (SSA)
eTq<ûX+ø ýË çbÍ<¸$ T¿£ $<«qT eT]+Ôá çbþÔáàV¾²+#û $wjTá +ýË
¿±sÁ«ç¿£eT+ 1996`97 d+eÔáàsÁ+ýË çbÍsÁ+_ó+#á&+~.
1. +ç<óç|<ûXÙ |ÕeT¯ m&T«¹¿wH çbþCÉ¿ù¼ (APPEP)
2. ý²¢ çbÍ<¸$ T¿£ $<« ¿±sÁ«ç¿£eT+ (DPEP)
3. |¹swH u²¢¿ùuËsY¦ (OBB)
4. dsÁÇ¥¿£ n_ójáÖH (SSA)
26. The Education Commission which was formed in 1964-66 is
1. Sri Krishna Commission
2. Janardhan Reddy Commission
3. Sundaraiah Commission
4. Kothari Commission
1964`66 d+eÔáàsÁ+ýË @sγT#ûdq¾ $<« ¿£MTwH
1. ço¿£w ¿£$TwH
2. ÈHsÁÆH Âs&¦ ¿£$TwH
3. dT+<sÁjTá « ¿£$TwH
4. ¿=sÄ] ¿£$TwH
Page 13
27. Visual acuity is assessed with the help of
1. Guide Chart
2. Flow Chart
3. Snellen Chart
4. Picture Chart
<w¾¼ dÎw¼Ôá ( Visual Acuity)qT, B <Çs Ôî\TdT¿=qe#áTÌqT.
1. >Â Õ&#sY¼
2. bþ¢#sY¼
3. dýÉH¢ #sY¼
4. u¤eT\ #sY¼
28. Lok Jambush Programme was launched in this year
ýË¿ù È+Twt ( Lok Jambush) ¿±sÁ«ç¿£eT+ d+eÔáàsÁ+ýË
çbÍsÁ+_ó+#á&q~.
1. 1992
2. 1892
3. 1995
4. 1895
29. This will happen when the back part of brain is damaged
1. Dyslexia
2. Cerebral Palsy
3. Cancer
4. Ataxia
yîT<&T ýË yîqT¿£uó²>·+ <îÒÜq&+ e\q ~ d+uó$ dT+ï ~.
1. &dýt É¿àì jáÖ
2. d]çýÙ bÍ*à
3. ¿±qàsY
4. >·ÜýË|+
1. Guide Chart
2. Flow Chart
3. Snellen Chart
4. Picture Chart
<w¾¼ dÎw¼Ôá ( Visual Acuity)qT, B <Çs Ôî\TdT¿=qe#áTÌqT.
1. >Â Õ&#sY¼
2. bþ¢#sY¼
3. dýÉH¢ #sY¼
4. u¤eT\ #sY¼
28. Lok Jambush Programme was launched in this year
ýË¿ù È+Twt ( Lok Jambush) ¿±sÁ«ç¿£eT+ d+eÔáàsÁ+ýË
çbÍsÁ+_ó+#á&q~.
1. 1992
2. 1892
3. 1995
4. 1895
29. This will happen when the back part of brain is damaged
1. Dyslexia
2. Cerebral Palsy
3. Cancer
4. Ataxia
yîT<&T ýË yîqT¿£uó²>·+ <îÒÜq&+ e\q ~ d+uó$ dT+ï ~.
1. &dýt É¿àì jáÖ
2. d]çýÙ bÍ*à
3. ¿±qàsY
4. >·ÜýË|+
Page 14
30. Persons with blindness use this script to read and write
1. Hindi
2. Chinese
3. Braille
4. English
<w¾ý¼ Ë|+ ¿£\ysÁT #á<e &¿ì, sjáT&¿ì |jîÖÐ+#û *|¾
1. V¾²+B
2. #îÕúdt
3. çuÉsTT©
4. +>·+¢
1. Hindi
2. Chinese
3. Braille
4. English
<w¾ý¼ Ë|+ ¿£\ysÁT #á<e &¿ì, sjáT&¿ì |jîÖÐ+#û *|¾
1. V¾²+B
2. #îÕúdt
3. çuÉsTT©
4. +>·+¢
Page 15
31. <=+>·bÍ\T ¿±<T <=&¦ ¿¡]ï <î#Tá Ì
|seÁ T kåK«$T#áTÌ uóç <$T#áTÌ
jáÖ#áÅ£ qÅ£ újáTHe+Ôá Ôás>Á <· T
$<«uË\T <óq eTT |~¸$ >·\<î!
|Õ |<« +ýË |~¸$ nq>± nsÁ+
1. uóÖ$T
2. ¿±Xø+
3. nÐ
4. yjáTTeÚ
32. <=+>·bÍ\T ¿±<T <=&¦ ¿¡]ï <î#Tá Ì
|seÁ T kåK«$T#áTÌ uóç <$T#áTÌ
jáÖ#áÅ£ qÅ£ újáTHe+Ôá Ôás>Á <· T
$<«uË\T <óq eTT |~¸$ >·\<î!
|Õ |<«+ýË <û >·Ö]Ì >=|Î>± $e]+#sÁT
1. <óq+
2. $<«
3. |~¸Ç
4. ¿¡]ï
|seÁ T kåK«$T#áTÌ uóç <$T#áTÌ
jáÖ#áÅ£ qÅ£ újáTHe+Ôá Ôás>Á <· T
$<«uË\T <óq eTT |~¸$ >·\<î!
|Õ |<« +ýË |~¸$ nq>± nsÁ+
1. uóÖ$T
2. ¿±Xø+
3. nÐ
4. yjáTTeÚ
32. <=+>·bÍ\T ¿±<T <=&¦ ¿¡]ï <î#Tá Ì
|seÁ T kåK«$T#áTÌ uóç <$T#áTÌ
jáÖ#áÅ£ qÅ£ újáTHe+Ôá Ôás>Á <· T
$<«uË\T <óq eTT |~¸$ >·\<î!
|Õ |<«+ýË <û >·Ö]Ì >=|Î>± $e]+#sÁT
1. <óq+
2. $<«
3. |~¸Ç
4. ¿¡]ï
Page 16
33. #á+<eÖeT syû! C²_*¢syû! n+³Ö bͳ bÍ&TÔáÖ neT
eTT<TÝ eTT<T>Ý ± Ü|¾dT +ï fñ |¾\\¢ T yîTe® T]º Ü+{²sÁT. eTq ¿£eÚýË¢
#ý² eT+~ yîHî \ d¾sýË ¿£ý²\T eTT+º ¿£$ÔáÇ+ ÿ\¿£uËd¾q
yÞøH¢ sÁT. »»mHî\+Ô yûTd¾ @sÁT HîeT¹sd¾+~µµ nHû sÁkÍÔá¿£ y¿£«+
sXæsÁT. m+¿ì bͳ\ ¿£$ q+&Ö].
mHî\+Ô yûTd¾ @sÁT HîeT¹sd¾+~ nHû sÁkÍÔá¿£ y¿£«+ýË
^Ôá^d¾q |<+ $&Bd¾q sÁÖ|+
1. mHÃ G n+Ô
2. mHî G n+Ôá
3. mHî\ G n+Ô
4. mHÃHÃ G n+Ôá
34. #á+<eÖeT syû! C²_*¢syû! n+³Ö bͳ bÍ&TÔáÖ neT
eTT<TÝ eTT<T>Ý ± Ü|¾dT +ï fñ |¾\\¢ T yîTe® T]º Ü+{²sÁT. eTq ¿£eÚýË¢
#ý² eT+~ yîHî \ d¾sýË ¿£ý²\T eTT+º ¿£$ÔáÇ+ ÿ\¿£uËd¾q
yÞøH¢ sÁT. »»mHî\+Ô yûTd¾ @sÁT HîeT¹sd¾+~µµ nHû sÁkÍÔá¿£ y¿£«+
sXæsÁT. m+¿ì bͳ\ ¿£$ q+&Ö].
yîHî \ kõ>·dT ýË yîTe® TsÁº m+¿ì bͳ\T sÁº+ºq~
1. qqjáTuó³T¼
2. >·TçsÁ+ C²w§y
3. HsÁ¢ ºsÁ+J$
4. q+&Ö]
35. »dÔ«á eTV¾²eTµ bÍsÄ«+Xø <ûXÝ +ø
1. deTjáT dÖÎÛ]ï
2. JeqyîÕ$<ó«+
3. HîÜ Õ ¿£ $\Te\T
4. <ûXøuó¿ìï
eTT<TÝ eTT<T>Ý ± Ü|¾dT +ï fñ |¾\\¢ T yîTe® T]º Ü+{²sÁT. eTq ¿£eÚýË¢
#ý² eT+~ yîHî \ d¾sýË ¿£ý²\T eTT+º ¿£$ÔáÇ+ ÿ\¿£uËd¾q
yÞøH¢ sÁT. »»mHî\+Ô yûTd¾ @sÁT HîeT¹sd¾+~µµ nHû sÁkÍÔá¿£ y¿£«+
sXæsÁT. m+¿ì bͳ\ ¿£$ q+&Ö].
mHî\+Ô yûTd¾ @sÁT HîeT¹sd¾+~ nHû sÁkÍÔá¿£ y¿£«+ýË
^Ôá^d¾q |<+ $&Bd¾q sÁÖ|+
1. mHÃ G n+Ô
2. mHî G n+Ôá
3. mHî\ G n+Ô
4. mHÃHÃ G n+Ôá
34. #á+<eÖeT syû! C²_*¢syû! n+³Ö bͳ bÍ&TÔáÖ neT
eTT<TÝ eTT<T>Ý ± Ü|¾dT +ï fñ |¾\\¢ T yîTe® T]º Ü+{²sÁT. eTq ¿£eÚýË¢
#ý² eT+~ yîHî \ d¾sýË ¿£ý²\T eTT+º ¿£$ÔáÇ+ ÿ\¿£uËd¾q
yÞøH¢ sÁT. »»mHî\+Ô yûTd¾ @sÁT HîeT¹sd¾+~µµ nHû sÁkÍÔá¿£ y¿£«+
sXæsÁT. m+¿ì bͳ\ ¿£$ q+&Ö].
yîHî \ kõ>·dT ýË yîTe® TsÁº m+¿ì bͳ\T sÁº+ºq~
1. qqjáTuó³T¼
2. >·TçsÁ+ C²w§y
3. HsÁ¢ ºsÁ+J$
4. q+&Ö]
35. »dÔ«á eTV¾²eTµ bÍsÄ«+Xø <ûXÝ +ø
1. deTjáT dÖÎÛ]ï
2. JeqyîÕ$<ó«+
3. HîÜ Õ ¿£ $\Te\T
4. <ûXøuó¿ìï
Page 17
36. »¿Ã³sÁeTTµ nqT|<¿ì nsÁ+
1. n+Ôá:|ÚsÁ+
2. >=+ÔáT
3. @qT>·T
4. Ô=çsÁ
37. »n+>·E&Tµ |<¿ì |s«jáT|<\T
1. ÔáqÖE&T, ÔáE&T
2. njáT«, ÈqÅ£&T
3. >·TsÁTeÚ, bÍ<ó«jáTT&T
4. kþ<sTÁ &T, ÔáeTT&T
38. »dÔÇá eTTµ |<¿ì $¿£Ü
1. dÔáï+
2. dÔîï+
3. dÔTá eï
4. dÔ«á +
39. »bÍ&µ |<¿ì HHsÁ |<\T
1. $<ó+ , <]
2. ¿¡s +Á , <ós Á +
3. <ûXeø TT, ç|<Xû eø TT
4. #á*+#áT, |\TÅ£
1. n+Ôá:|ÚsÁ+
2. >=+ÔáT
3. @qT>·T
4. Ô=çsÁ
37. »n+>·E&Tµ |<¿ì |s«jáT|<\T
1. ÔáqÖE&T, ÔáE&T
2. njáT«, ÈqÅ£&T
3. >·TsÁTeÚ, bÍ<ó«jáTT&T
4. kþ<sTÁ &T, ÔáeTT&T
38. »dÔÇá eTTµ |<¿ì $¿£Ü
1. dÔáï+
2. dÔîï+
3. dÔTá eï
4. dÔ«á +
39. »bÍ&µ |<¿ì HHsÁ |<\T
1. $<ó+ , <]
2. ¿¡s +Á , <ós Á +
3. <ûXeø TT, ç|<Xû eø TT
4. #á*+#áT, |\TÅ£
Page 18
40. »uó²dØsÁT&Tµ |<¿ì eÚ«ÔáÎÔá«sÁ+
1. ¿±+Ü ¿£\T>·Cj ñ Tá Ty&T
2. Xæ+Ü ¿£\T>·Cj ñ Tá Ty&T
3. X sÁ«eTT ç|<] ô+#ûy&T
4. <ós #á]+#áTy&T
41. @&T>·TsÁT nq<eTT\+ yûTeTT $&$&>± +fñ #î|Î >·\sÁT.
¿£*d¾+fñ #î|Î ýñsTÁ . ` @$T{~?
1. ys\T
2. +ç<<qó dTà
3. d|ïTTw§\T
4. ýË¿±\T
42. uóÞ ²! $HÃ<+ n+<]¿¡ neds+Á .
y¿£«+ýË ne«jáT+
1. uóÞ ²
2.
3. $HÃ<+
4. neds+Á
43. ¿£e T e\q d¾] ¿£\T>·TqT.
y¿£«+ýË >·\ $uó¿ïì
1. |+#áMT $uó¿ ïì
2. ww÷Ó $uó¿ïì
3. ÔárjáT $uó¿ ïì
4. #áÔTá ¯ $uó¿ ïì
1. ¿±+Ü ¿£\T>·Cj ñ Tá Ty&T
2. Xæ+Ü ¿£\T>·Cj ñ Tá Ty&T
3. X sÁ«eTT ç|<] ô+#ûy&T
4. <ós #á]+#áTy&T
41. @&T>·TsÁT nq<eTT\+ yûTeTT $&$&>± +fñ #î|Î >·\sÁT.
¿£*d¾+fñ #î|Î ýñsTÁ . ` @$T{~?
1. ys\T
2. +ç<<qó dTà
3. d|ïTTw§\T
4. ýË¿±\T
42. uóÞ ²! $HÃ<+ n+<]¿¡ neds+Á .
y¿£«+ýË ne«jáT+
1. uóÞ ²
2.
3. $HÃ<+
4. neds+Á
43. ¿£e T e\q d¾] ¿£\T>·TqT.
y¿£«+ýË >·\ $uó¿ïì
1. |+#áMT $uó¿ ïì
2. ww÷Ó $uó¿ïì
3. ÔárjáT $uó¿ ïì
4. #áÔTá ¯ $uó¿ ïì
Page 19
44. »ç|<¸eT |ÚsÁTwµÅ£ <V²sÁD\T
1. HûqT eT+º |Úd¿ï +£ #á<T eÚÔqT.
2. MTsÁT eT+º |Úd¿ï +£ #á<e+&.
3. y&T eT+º |Úd¿ï +£ #á<T eÚÔ&T
4. yûTeTT eT+º |Úd¿ï ±\T #á<T eÚÔeTT.
45. ¿ì+~ |<\Å£ VQe#áH\T >·T]ï+º ÈÔá|s #Á +á &.
n. |<« + m. Ôásá TÁ eÚ\T
. ¿£$ _. ç|Xø \T
. ç|Xø d¾. ¿£eÚ\T
. ÔásTÁ eÚ &. |<«\T
1. n`&, `d¾, `_, `m
2. n`_, `d¾, `m, `&
3. n`m, `_, `&, `d¾
4. n`&, `_, `d¾, `m
46. »»Ôq+<T&T ¿£+[ uóT C²q yûdT ¿= yîÞ²ß&T.µµ
y¿£«+ýË ¿£sqïÁ T >·T]ï+#á+&.
1. Ôq+<T&T
2. ¿£+[
3. uóT C²q yûdT ¿=
4. yîÞ²ß&T
1. HûqT eT+º |Úd¿ï +£ #á<T eÚÔqT.
2. MTsÁT eT+º |Úd¿ï +£ #á<e+&.
3. y&T eT+º |Úd¿ï +£ #á<T eÚÔ&T
4. yûTeTT eT+º |Úd¿ï ±\T #á<T eÚÔeTT.
45. ¿ì+~ |<\Å£ VQe#áH\T >·T]ï+º ÈÔá|s #Á +á &.
n. |<« + m. Ôásá TÁ eÚ\T
. ¿£$ _. ç|Xø \T
. ç|Xø d¾. ¿£eÚ\T
. ÔásTÁ eÚ &. |<«\T
1. n`&, `d¾, `_, `m
2. n`_, `d¾, `m, `&
3. n`m, `_, `&, `d¾
4. n`&, `_, `d¾, `m
46. »»Ôq+<T&T ¿£+[ uóT C²q yûdT ¿= yîÞ²ß&T.µµ
y¿£«+ýË ¿£sqïÁ T >·T]ï+#á+&.
1. Ôq+<T&T
2. ¿£+[
3. uóT C²q yûdT ¿=
4. yîÞ²ß&T
Page 20
47. ç¿ì+~ yýË d+jáTT¿±ï¿s£ |Á < e TT
1. #á+ç<T&T
2. yîTT>·Z
3. ¿=jáT«u¤eT
4. ~Ò
48. ç¿ì+~ yýË }cÍ¿£s >·T]ï+#á+&.
1. |
2. q
3. w
4. sÁ
49. Å£iT, ºiT, ¿£&T , q&T, &T Xø+Ý T\ i, & \Å£ n#áTÌ
|syÁ Tî q® |ð&T e#ûÌ d+~ó
1. nÔáÇ d+~ó
2. ÔáÇ d+~ó
3. >·TD d+~ó
4. ~ÇsÁT¿£ï³¿±sÁ d+~ó
50. »dÇsZ~Hó <¸T &Tµ |<¿ì d+~ó $&Bd¾q sÁÖ|+
1. dÇsÁZ G n~óH<¸T &T
2. dsZÁ G n~óH<¸T &T
3. dÇsÁ+Z G n~H<¸T &T
4. dÇsÁZ G ~óH<¸T&T
1. #á+ç<T&T
2. yîTT>·Z
3. ¿=jáT«u¤eT
4. ~Ò
48. ç¿ì+~ yýË }cÍ¿£s >·T]ï+#á+&.
1. |
2. q
3. w
4. sÁ
49. Å£iT, ºiT, ¿£&T , q&T, &T Xø+Ý T\ i, & \Å£ n#áTÌ
|syÁ Tî q® |ð&T e#ûÌ d+~ó
1. nÔáÇ d+~ó
2. ÔáÇ d+~ó
3. >·TD d+~ó
4. ~ÇsÁT¿£ï³¿±sÁ d+~ó
50. »dÇsZ~Hó <¸T &Tµ |<¿ì d+~ó $&Bd¾q sÁÖ|+
1. dÇsÁZ G n~óH<¸T &T
2. dsZÁ G n~óH<¸T &T
3. dÇsÁ+Z G n~H<¸T &T
4. dÇsÁZ G ~óH<¸T&T
Page 21
51. <qeTT" CñjTá HûsÁ jáT<ó]Å£ d+|<\ T+& jáTT+&qH ....
~ @ eÔáï bÍ< |<« +
1. eTÔûïuó+
2. XæsÁÖÝ\+
3. ÔáÎ\eÖ\
4. #á+|¿e£ Ö\
52. »Ôáµ >·D²¿ì #î+~q |< >·T]ï+#á+&.
1. ¿£Þ²«Dì
2. nDìeT
3. d++<ó+
4. +<óeTT
53. q d¾Ü
mÅ£Øe #ûd¾ e]+º #î_Ôû < @ n\+¿±sÁ+ n+{²sÁT
1. n+Ô«qTçbÍd
2. eÔ«qTçbÍd
3. nÜXøjîÖ¿ìï
4. sÁÖ|¿£
54. ç¿ì+~ yýË nqTeTÔá«sÁ¿ £ y¿£«+ >·T]ï+#á+&.
1. Vä! m+Ôáu²>·T+<Ã!
2. Я m¿£Ø&THeÚ?
3. MTsÁT rïsTÁ \ >·T<TsÁT >±¿£!
4. MTsÁT |Úd¿ï ±\T rdT¿Ãe#áTÌ.
~ @ eÔáï bÍ< |<« +
1. eTÔûïuó+
2. XæsÁÖÝ\+
3. ÔáÎ\eÖ\
4. #á+|¿e£ Ö\
52. »Ôáµ >·D²¿ì #î+~q |< >·T]ï+#á+&.
1. ¿£Þ²«Dì
2. nDìeT
3. d++<ó+
4. +<óeTT
53. q d¾Ü
mÅ£Øe #ûd¾ e]+º #î_Ôû < @ n\+¿±sÁ+ n+{²sÁT
1. n+Ô«qTçbÍd
2. eÔ«qTçbÍd
3. nÜXøjîÖ¿ìï
4. sÁÖ|¿£
54. ç¿ì+~ yýË nqTeTÔá«sÁ¿ £ y¿£«+ >·T]ï+#á+&.
1. Vä! m+Ôáu²>·T+<Ã!
2. Я m¿£Ø&THeÚ?
3. MTsÁT rïsTÁ \ >·T<TsÁT >±¿£!
4. MTsÁT |Úd¿ï ±\T rdT¿Ãe#áTÌ.
Page 22
55. $<«sÁT\ T yûeTq |<« +ýË $XâcÍs ç>·V²¾ kÍïsTÁ nHû~
1. ne>±V²q
2. d+dØr d+ç|<jáÖ\T
3. uó²cÍ_ósÁTº
4. sÁkÍqTuóÖÜ
56. jáTTHîkþØ $&T<\ #ûdq¾ ç||+ #á n{²¢dt ç|¿±sÁ+ ç|dT Ô
ï +á
n+Ôá]+#û <XøýË q uó²w\ d+K«
1. 168
2. 180
3. 196
4. 169
57. uó²sÁÔá<Xû |ø Ú $<«\jáÖýË¢ +>±¢ uË<óq uó²w>± ç|yXû ø|{ìq¼ ~.
1. ç|&]¿ù C²HXËsY
2. ý²sÁT¦ ç&eT+&
3. ý²sÁT¦ yîT¿±ýñ
4. ý²sÁT¦ $\H
58. »»dsÁÇXæçdï ç|jîÖÈqyT Ôá<sÁôqyTµµ n |*¿ìq~
1. ds¹ Ç|*¢ s<ó¿£wH
2. eTVäÔ>±+Bó
3. sÁM+ç<H<¸ sÄ>·ÖsY
4. ~Xø+¿£s#sÁ«
1. ne>±V²q
2. d+dØr d+ç|<jáÖ\T
3. uó²cÍ_ósÁTº
4. sÁkÍqTuóÖÜ
56. jáTTHîkþØ $&T<\ #ûdq¾ ç||+ #á n{²¢dt ç|¿±sÁ+ ç|dT Ô
ï +á
n+Ôá]+#û <XøýË q uó²w\ d+K«
1. 168
2. 180
3. 196
4. 169
57. uó²sÁÔá<Xû |ø Ú $<«\jáÖýË¢ +>±¢ uË<óq uó²w>± ç|yXû ø|{ìq¼ ~.
1. ç|&]¿ù C²HXËsY
2. ý²sÁT¦ ç&eT+&
3. ý²sÁT¦ yîT¿±ýñ
4. ý²sÁT¦ $\H
58. »»dsÁÇXæçdï ç|jîÖÈqyT Ôá<sÁôqyTµµ n |*¿ìq~
1. ds¹ Ç|*¢ s<ó¿£wH
2. eTVäÔ>±+Bó
3. sÁM+ç<H<¸ sÄ>·ÖsY
4. ~Xø+¿£s#sÁ«
Page 23
59. »»ÿ¿£ edTeï Ú ýñ< ÔáÎÜï, < eTTK« \¿£D
²\qT $e]dÖï,
ç|jÖî ÈH\qT H=¿ìØ #áÖ|¾dÖ ï V¾²sÁ+>·+>± #áÖ|¾+ºq³¢sTTÔû
n<û ç|<sÁôqµµ ` n nq~
1. yîudÙ s¼ Y
2. ¿=sÄ]
3. &esYï
4. kþØýÙà sYZ
60. bõ&T|Ú ¿£<¸\T Xø¿ïì |+bõ+~kÍïsTT.
1. sÁ#Há Xø¿ïì
2. ýË#áHXø¿ìï
3. esÁHXø¿ìï
4. nuó« dqXø¿ïì
²\qT $e]dÖï,
ç|jÖî ÈH\qT H=¿ìØ #áÖ|¾dÖ ï V¾²sÁ+>·+>± #áÖ|¾+ºq³¢sTTÔû
n<û ç|<sÁôqµµ ` n nq~
1. yîudÙ s¼ Y
2. ¿=sÄ]
3. &esYï
4. kþØýÙà sYZ
60. bõ&T|Ú ¿£<¸\T Xø¿ïì |+bõ+~kÍïsTT.
1. sÁ#Há Xø¿ïì
2. ýË#áHXø¿ìï
3. esÁHXø¿ìï
4. nuó« dqXø¿ïì
Page 24
61. Christopher Columbus _______ America in 1492.
Choose the option that fits the blank.
1. discovered
2. was discovered
3. was discovering
4. had discovered
62. Yesterday I went to an interesting museum that I ______
before.
Choose the option that fits the blank
1. was not visited
2. am visited
3. have visit
4. hadn’t visited
63. Choose the grammatically correct sentence from the following.
1. I have received no information.
2. I have received no informations.
3. Mumps are a bad disease.
4. Please give me some informations.
Choose the option that fits the blank.
1. discovered
2. was discovered
3. was discovering
4. had discovered
62. Yesterday I went to an interesting museum that I ______
before.
Choose the option that fits the blank
1. was not visited
2. am visited
3. have visit
4. hadn’t visited
63. Choose the grammatically correct sentence from the following.
1. I have received no information.
2. I have received no informations.
3. Mumps are a bad disease.
4. Please give me some informations.
Page 25
64. Choose one of the characteristics of a short poem:
1. lengthy descriptions
2. detailed plot development
3. use of concise language
4. multiple characters
65. Identify the properly punctuated sentence.
1. I need to buy eggs, milk, bread and butter from the
store
2. I need to buy eggs milk bread, and butter from the store
3. I need to buy eggs milk bread and butter from the store.
4. I need to buy eggs, milk, bread, and butter from the
store.
66. Choose the correct sequence of the words in which they appear
in the dictionary.
A) recipient B) relation C) relative D) record
1. A D B C
2. B C A D
3. D A B C
4. C B A D
67. Identify the linker that denotes contrast:
1. additionally
2. however
3. first
4. meanwhile
1. lengthy descriptions
2. detailed plot development
3. use of concise language
4. multiple characters
65. Identify the properly punctuated sentence.
1. I need to buy eggs, milk, bread and butter from the
store
2. I need to buy eggs milk bread, and butter from the store
3. I need to buy eggs milk bread and butter from the store.
4. I need to buy eggs, milk, bread, and butter from the
store.
66. Choose the correct sequence of the words in which they appear
in the dictionary.
A) recipient B) relation C) relative D) record
1. A D B C
2. B C A D
3. D A B C
4. C B A D
67. Identify the linker that denotes contrast:
1. additionally
2. however
3. first
4. meanwhile
Page 26
68. Identify the complex sentence:
1. He goes to work by bike or he takes the bus.
2. Although it was cold, she went for a swim.
3. The cat chased the mouse, but it escaped.
4. She sings beautifully, and she plays the piano.
69. Choose the correct plural form of the noun: ‘goose’
1. gooses
2. gooseys
3. geese
4. goosies
70. Identify the relative adverb in the following sentence:
‘This is the place where we met.”
1. is
2. we
3. met
4. where
71. Choose the meaning of the phrasal verb that means ‘to keep or
retain something”.
1. hold onto
2. take up
3. put off
4. run out
72. Choose the characteristic feature of an interrogative sentence.
1. They express strong emotion
2. They end with an exclamation mark.
3. They typically ask questions.
4. They make statements
1. He goes to work by bike or he takes the bus.
2. Although it was cold, she went for a swim.
3. The cat chased the mouse, but it escaped.
4. She sings beautifully, and she plays the piano.
69. Choose the correct plural form of the noun: ‘goose’
1. gooses
2. gooseys
3. geese
4. goosies
70. Identify the relative adverb in the following sentence:
‘This is the place where we met.”
1. is
2. we
3. met
4. where
71. Choose the meaning of the phrasal verb that means ‘to keep or
retain something”.
1. hold onto
2. take up
3. put off
4. run out
72. Choose the characteristic feature of an interrogative sentence.
1. They express strong emotion
2. They end with an exclamation mark.
3. They typically ask questions.
4. They make statements
Page 27
73. She asked me, “Are you happy in your new job?”
Choose the correct indirect speech for the sentence above.
1. She asked me if I had been happy in new job.
2. She asked me if I was happy in my new job.
3. She told that was he happy in your new job.
4. She asked me whether I had happy in my new job.
74. Everyone at the supermarket _______ looking for the missing
girl.
Choose the correct verb that fits the blank
1. are
2. being
3. were
4. was
75. A device for reproducing sound.
Choose the one-word substitute for the expression above.
1. audiophone
2. phonograph
3. phonometer
4. actionometer
76. Choose the correctly spelt word.
1. mercinary
2. mercenery
3. mercinery
4. mercenary
Choose the correct indirect speech for the sentence above.
1. She asked me if I had been happy in new job.
2. She asked me if I was happy in my new job.
3. She told that was he happy in your new job.
4. She asked me whether I had happy in my new job.
74. Everyone at the supermarket _______ looking for the missing
girl.
Choose the correct verb that fits the blank
1. are
2. being
3. were
4. was
75. A device for reproducing sound.
Choose the one-word substitute for the expression above.
1. audiophone
2. phonograph
3. phonometer
4. actionometer
76. Choose the correctly spelt word.
1. mercinary
2. mercenery
3. mercinery
4. mercenary
Page 28
77. “Won’t you say, a long desired aspiration was fulfilled?”
Choose the synonym of the word ‘aspiration’
1. attitude
2. failure
3. ambition
4. trouble
78. He had been at the point of going several times, but never
made it.
Choose the antonym of the word ‘never’
1. at no time
2. no way
3. scarcely
4. always
79. Identify the factor that hampers the speed of reading.
1. Running the finger along the lines
2. Reading with eyes
3. Silent reading
4. Holding the book with hands
80. The vocabulary which is not being used by us in our day to
day life, but we can identify them when we see them in text, is
called:
1. working vocabulary
2. active vocabulary
3. receptive vocabulary
4. Ad Hoc vocabulary
Choose the synonym of the word ‘aspiration’
1. attitude
2. failure
3. ambition
4. trouble
78. He had been at the point of going several times, but never
made it.
Choose the antonym of the word ‘never’
1. at no time
2. no way
3. scarcely
4. always
79. Identify the factor that hampers the speed of reading.
1. Running the finger along the lines
2. Reading with eyes
3. Silent reading
4. Holding the book with hands
80. The vocabulary which is not being used by us in our day to
day life, but we can identify them when we see them in text, is
called:
1. working vocabulary
2. active vocabulary
3. receptive vocabulary
4. Ad Hoc vocabulary
Page 29
81. ILM, which has become popular in the field of English
Language teaching, stands for:
1. International Language Material
2. International Learning Material
3. Interactive Learning Material
4. Interactive Language Mathematics
82. NCF 2005 recommends ____ environment in the classroom.
1. individual
2. inclusive
3. exclusive
4. diversified
83. Read the following passage.
The ancient ruins stood stoically in the desert sands, their
weathered stones bearing the weight of centuries. The sun beat
down relentlessly, casting harsh shadows across the barren
landscape. Among the ruins, whispers of a forgotten
civilization lingered, hinting at the secrets buried beneath the
shifting sands.
Select the correct statement based on the passage:
1. The ruins were located in a lush, green forest.
2. The desert sands were cool and welcoming.
3. The sun's rays were scorching creating dark shades
4. The ruins showed no signs of weathering or age.
Language teaching, stands for:
1. International Language Material
2. International Learning Material
3. Interactive Learning Material
4. Interactive Language Mathematics
82. NCF 2005 recommends ____ environment in the classroom.
1. individual
2. inclusive
3. exclusive
4. diversified
83. Read the following passage.
The ancient ruins stood stoically in the desert sands, their
weathered stones bearing the weight of centuries. The sun beat
down relentlessly, casting harsh shadows across the barren
landscape. Among the ruins, whispers of a forgotten
civilization lingered, hinting at the secrets buried beneath the
shifting sands.
Select the correct statement based on the passage:
1. The ruins were located in a lush, green forest.
2. The desert sands were cool and welcoming.
3. The sun's rays were scorching creating dark shades
4. The ruins showed no signs of weathering or age.
Page 30
84. Read the following passage.
The ancient ruins stood stoically in the desert sands, their
weathered stones bearing the weight of centuries. The sun beat
down relentlessly, casting harsh shadows across the barren
landscape. Among the ruins, whispers of a forgotten
civilization lingered, hinting at the secrets buried beneath the
shifting sands.
Choose the correct statement based on the passage:
1. The desert landscape was bustling with activity.
2. The ruins were hidden from view, obscured by dense
foliage.
3. Whispers of a forgotten civilization added to the
mystery of the ruins.
4. The shifting sands revealed no traces of the past.
85. In constructivist Approach, all work in the class needs to be:
1. isolated
2. offline
3. decentralised
4. interactive
86. Socio – cultural theory was proposed by:
1. Vivian Cook
2. Vygotsky
3. Steven pinker
4. Krashenstephen
87. There will be no life _____ water.
Choose the option that fits the blank.
1. for
2. within
3. outside of
4. without
The ancient ruins stood stoically in the desert sands, their
weathered stones bearing the weight of centuries. The sun beat
down relentlessly, casting harsh shadows across the barren
landscape. Among the ruins, whispers of a forgotten
civilization lingered, hinting at the secrets buried beneath the
shifting sands.
Choose the correct statement based on the passage:
1. The desert landscape was bustling with activity.
2. The ruins were hidden from view, obscured by dense
foliage.
3. Whispers of a forgotten civilization added to the
mystery of the ruins.
4. The shifting sands revealed no traces of the past.
85. In constructivist Approach, all work in the class needs to be:
1. isolated
2. offline
3. decentralised
4. interactive
86. Socio – cultural theory was proposed by:
1. Vivian Cook
2. Vygotsky
3. Steven pinker
4. Krashenstephen
87. There will be no life _____ water.
Choose the option that fits the blank.
1. for
2. within
3. outside of
4. without
Page 31
88. Identify the main clause in the following sentence:
If it snows tomorrow, we will build a snowman.
1. If it snows tomorrow
2. We will build
3. tomorrow we
4. snows tomorrow
89. Choose the modal verb that is used to indicate a strong
recommendation.
1. can
2. should
3. might
4. may
90. Identify the incorrect statement regarding the omission of
articles.
1. Articles are omitted before names of countries, cities
and states.
2. Articles are omitted in expressions of time, place or
movement.
3. Articles are omitted before abstract nouns used in
general sense.
4. Articles are never omitted before proper nouns.
If it snows tomorrow, we will build a snowman.
1. If it snows tomorrow
2. We will build
3. tomorrow we
4. snows tomorrow
89. Choose the modal verb that is used to indicate a strong
recommendation.
1. can
2. should
3. might
4. may
90. Identify the incorrect statement regarding the omission of
articles.
1. Articles are omitted before names of countries, cities
and states.
2. Articles are omitted in expressions of time, place or
movement.
3. Articles are omitted before abstract nouns used in
general sense.
4. Articles are never omitted before proper nouns.
Page 32
91. The sum of the biggest 3 digit number and the biggest 2 digit
number
eTÖ&+¿Â \ nÜ|<Ý d+K«, s +&+¿Â \ nÜ |<Ý d+ K«\ yîTTÔá+ï
1. 1100
2. 1098
3. 1198
4. 1298
92. 1 millimeter (mm) = ______ meters
1 $T*¢ MT³sÁT ($T.MT) = ______ MT³sÁT¢
1. 1
2. 0.1
3. 0.01
4. 0.001
93. Two numbers are in the ratio 5 : 3. If they differ by 18, then
the numbers are
s +&T d+K«\T 5 : 3 wÎÜïýË HsTT. y{ì uó<ñ + »18µ nsTTq
d+K«\T
1. 45, 27
2. 42, 30
3. 40, 32
4. 33, 39
number
eTÖ&+¿Â \ nÜ|<Ý d+K«, s +&+¿Â \ nÜ |<Ý d+ K«\ yîTTÔá+ï
1. 1100
2. 1098
3. 1198
4. 1298
92. 1 millimeter (mm) = ______ meters
1 $T*¢ MT³sÁT ($T.MT) = ______ MT³sÁT¢
1. 1
2. 0.1
3. 0.01
4. 0.001
93. Two numbers are in the ratio 5 : 3. If they differ by 18, then
the numbers are
s +&T d+K«\T 5 : 3 wÎÜïýË HsTT. y{ì uó<ñ + »18µ nsTTq
d+K«\T
1. 45, 27
2. 42, 30
3. 40, 32
4. 33, 39
Page 33
x +1 3
94. If = then the value of ‘x’
2x + 3 8
x +1 3
= nsTTq ‘x’ $\Te
2x + 3 8
1
1.
2
2. 2
17
3.
2
1
4.
14
95. 3
64 ´ 3 8 =
1. 9
2. 6
3. 10
4. 8
96. The length and breadth of a rectangular field are 50 m and
15 m respectively. The ratio of length to the breadth of the
field is
BsÁé #áÔTá sÁçkÍ¿±sÁ bõ\+ bõ&eÚ eT]jáTT yî&\ TÎ\T esÁTd>±
50 MT. eT]jáTT 15 MT. nsTTÔû bõ\+ jîTT¿£Ø bõ&eÚ yî&\ TÎ\
wÎÜï
1. 5:3
2. 3 : 10
3. 10 : 15
4. 10 : 3
94. If = then the value of ‘x’
2x + 3 8
x +1 3
= nsTTq ‘x’ $\Te
2x + 3 8
1
1.
2
2. 2
17
3.
2
1
4.
14
95. 3
64 ´ 3 8 =
1. 9
2. 6
3. 10
4. 8
96. The length and breadth of a rectangular field are 50 m and
15 m respectively. The ratio of length to the breadth of the
field is
BsÁé #áÔTá sÁçkÍ¿±sÁ bõ\+ bõ&eÚ eT]jáTT yî&\ TÎ\T esÁTd>±
50 MT. eT]jáTT 15 MT. nsTTÔû bõ\+ jîTT¿£Ø bõ&eÚ yî&\ TÎ\
wÎÜï
1. 5:3
2. 3 : 10
3. 10 : 15
4. 10 : 3
Page 34
1
97. Convert into percent
8
1
qT XæÔá+>± eÖ]Ìq
8
1
1. 12 %
2
2. 25%
3. 50%
4. 75%
98. Salim bought an article for Rs. 784 which included GST of
12%. Then the price of the article before GST was added is
(in Rs.)
d©+ ÿ¿£ edTïeÚqT 12% GST ÔÃ ¿£*|¾ sÁÖ. 784Å£ ¿=q GST
¿£\|¿£ eTT+<T edTeï Ú yî\ (sÁÖ.\ýË)
1. 730
2. 720
3. 710
4. 700
99. If Rs. 7000 is borrowed at the rate of 3.5% p.a.,then the
amount to be paid at the end of the two years (in Rs.)
d+eÔáàs¿ì 3.5% e&¦ s¹ ³TÔÃ sÁÖ. 7000 TTD+ rdT¿Ã&+~.
s +&T d+eÔáàs\ ºe]ýË #î*+¢ #*àq yîTTÔá+ï (sÁÖ.\ýË)
1. 7500
2. 7490
3. 7600
4. 769
97. Convert into percent
8
1
qT XæÔá+>± eÖ]Ìq
8
1
1. 12 %
2
2. 25%
3. 50%
4. 75%
98. Salim bought an article for Rs. 784 which included GST of
12%. Then the price of the article before GST was added is
(in Rs.)
d©+ ÿ¿£ edTïeÚqT 12% GST ÔÃ ¿£*|¾ sÁÖ. 784Å£ ¿=q GST
¿£\|¿£ eTT+<T edTeï Ú yî\ (sÁÖ.\ýË)
1. 730
2. 720
3. 710
4. 700
99. If Rs. 7000 is borrowed at the rate of 3.5% p.a.,then the
amount to be paid at the end of the two years (in Rs.)
d+eÔáàs¿ì 3.5% e&¦ s¹ ³TÔÃ sÁÖ. 7000 TTD+ rdT¿Ã&+~.
s +&T d+eÔáàs\ ºe]ýË #î*+¢ #*àq yîTTÔá+ï (sÁÖ.\ýË)
1. 7500
2. 7490
3. 7600
4. 769
Page 35
5
100. If Javed was given of a basket of oranges,then the fraction
7
of oranges left in the basket
H]+È |+&¢ T³¼ýË 5 uó²>·+ C²yû<Å £ eÇ>± T³¼ýË
7
$TÐ*q uó²>·+
4
1.
7
3
2.
7
2
3.
7
1
4.
7
101. The median of the data
16, 12, 14, 19, 12, 14, 13, 14
<Ôï+XøeTT jîTT¿£Ø eT<ó« >·Ô ¿£qT>=q+&.
16, 12, 14, 19, 12, 14, 13, 14
1. 14
2. 13
3. 19
4. 12
100. If Javed was given of a basket of oranges,then the fraction
7
of oranges left in the basket
H]+È |+&¢ T³¼ýË 5 uó²>·+ C²yû<Å £ eÇ>± T³¼ýË
7
$TÐ*q uó²>·+
4
1.
7
3
2.
7
2
3.
7
1
4.
7
101. The median of the data
16, 12, 14, 19, 12, 14, 13, 14
<Ôï+XøeTT jîTT¿£Ø eT<ó« >·Ô ¿£qT>=q+&.
16, 12, 14, 19, 12, 14, 13, 14
1. 14
2. 13
3. 19
4. 12
Page 36
102. The perimeter of Rectangle whose length is 10 cm and breadth
is 8.5 cm is (in centimeters)
bõ&eÚ 10 d+.MT., yî&\ TÎ 8.5 d+.MT. >·\ BsÁé #áÔáTsÁçd #áT³T¼
¿=\ÔáqT >·D+ì #á+&. (d+.MT. \ýË)
1. 24
2. 38
3. 36
4. 37
103. Parallelogram with right angles
1. Rectangle
2. Isosceles Trapezium
3. Trapezium
4. Rhombus
\+¿ÃD²\ÔÃ @sÁÎ&q deÖ+ÔásÁ #áÔTá sÁTÒÛÈ+
1. BsÁé#áÔáTsÁçd+
2. deT~Çu²VQ çfÉ|Ó jáT+
3. çfÉ|ÓjáT+
4. s+dt
104. The number of edges in a Cube
deT|T q+ jîTT¿£Ø n+#áT\ d+K«
1. 8
2. 10
3. 6
4. 12
is 8.5 cm is (in centimeters)
bõ&eÚ 10 d+.MT., yî&\ TÎ 8.5 d+.MT. >·\ BsÁé #áÔáTsÁçd #áT³T¼
¿=\ÔáqT >·D+ì #á+&. (d+.MT. \ýË)
1. 24
2. 38
3. 36
4. 37
103. Parallelogram with right angles
1. Rectangle
2. Isosceles Trapezium
3. Trapezium
4. Rhombus
\+¿ÃD²\ÔÃ @sÁÎ&q deÖ+ÔásÁ #áÔTá sÁTÒÛÈ+
1. BsÁé#áÔáTsÁçd+
2. deT~Çu²VQ çfÉ|Ó jáT+
3. çfÉ|ÓjáT+
4. s+dt
104. The number of edges in a Cube
deT|T q+ jîTT¿£Ø n+#áT\ d+K«
1. 8
2. 10
3. 6
4. 12
Page 37
105. The sum of the measures of two angles in a straight angle.
If one of them is obtuse angle then the other should be
1. Right angle
2. Acute angle
3. Reflex angle
4. Straight angle
s +&T ¿ÃD²\ ¿=\Ôá\ yîTTÔá+ï ÿ¿£ dsÞÁ ø ¿ÃDeTT. <ýË ÿ¿£
¿ÃDeTT n~ó¿£ ¿ÃDeTT nsTTÔû s +&e ¿ÃD+
1. \+ ¿ÃD+
2. n\Î ¿ÃD+
3. |sesÁqï ¿ÃD+
4. dsÞÁ ø ¿ÃD+
106. A straight path that has one end point and goes on and on in a
specified direction is known as
1. Line
2. Point
3. Ray
4. Line segment
ÿ¿£ _+<TeÚ qT+& jáT\T<û], ¹s¥Ý Ôá ~XøýË nq+Ôá+>±
kÍÐbþÔáÖ eÚ+&û~
1. ¹sK
2. _+<TeÚ
3. ¿ìsD Á eTT
4. s¹ U² K+&eTT
If one of them is obtuse angle then the other should be
1. Right angle
2. Acute angle
3. Reflex angle
4. Straight angle
s +&T ¿ÃD²\ ¿=\Ôá\ yîTTÔá+ï ÿ¿£ dsÞÁ ø ¿ÃDeTT. <ýË ÿ¿£
¿ÃDeTT n~ó¿£ ¿ÃDeTT nsTTÔû s +&e ¿ÃD+
1. \+ ¿ÃD+
2. n\Î ¿ÃD+
3. |sesÁqï ¿ÃD+
4. dsÞÁ ø ¿ÃD+
106. A straight path that has one end point and goes on and on in a
specified direction is known as
1. Line
2. Point
3. Ray
4. Line segment
ÿ¿£ _+<TeÚ qT+& jáT\T<û], ¹s¥Ý Ôá ~XøýË nq+Ôá+>±
kÍÐbþÔáÖ eÚ+&û~
1. ¹sK
2. _+<TeÚ
3. ¿ìsD Á eTT
4. s¹ U² K+&eTT
Page 38
107. 82 mnp is a
1. Monomial
2. Binomial
3. Trinomial
4. Polynomial
82 mnp ÿ¿£
1. @¿£|~
2. ~Ç|~
3. çÜ|~
4. VQ|~
108. Factorise x 2 yz + xy 2 z + xyz 2
x 2 yz + xy 2 z + xyz 2 Å£ ¿±sÁD²+¿£ $uóÈ
q #ûjTá +&.
1. x2 ( yz + zx + xz )
2. y 2 ( xy + yz + zy )
3. (
xyz x 2 + y 2 + z 2 )
4. xyz ( x + y + z )
ïìæ 1 ö æ 1 ö ïü æ 1 ö
-2 -3 -2
109. Simplify íç ÷ - ç ÷ ý ¸ ç ÷
ïîè 3 ø è 2 ø ïþ è 4 ø
ïìæ 1 ö æ 1 ö ïü æ 1 ö
-2 -3 -2
íç ÷ - ç ÷ ý ¸ ç ÷ qT dÖ¿¡ ¿£]+#á+&.
ïîè 3 ø è 2 ø ïþ è 4 ø
1. 16
1
2.
16
3. 42
2
æ1ö
4. ç ÷
è3ø
1. Monomial
2. Binomial
3. Trinomial
4. Polynomial
82 mnp ÿ¿£
1. @¿£|~
2. ~Ç|~
3. çÜ|~
4. VQ|~
108. Factorise x 2 yz + xy 2 z + xyz 2
x 2 yz + xy 2 z + xyz 2 Å£ ¿±sÁD²+¿£ $uóÈ
q #ûjTá +&.
1. x2 ( yz + zx + xz )
2. y 2 ( xy + yz + zy )
3. (
xyz x 2 + y 2 + z 2 )
4. xyz ( x + y + z )
ïìæ 1 ö æ 1 ö ïü æ 1 ö
-2 -3 -2
109. Simplify íç ÷ - ç ÷ ý ¸ ç ÷
ïîè 3 ø è 2 ø ïþ è 4 ø
ïìæ 1 ö æ 1 ö ïü æ 1 ö
-2 -3 -2
íç ÷ - ç ÷ ý ¸ ç ÷ qT dÖ¿¡ ¿£]+#á+&.
ïîè 3 ø è 2 ø ïþ è 4 ø
1. 16
1
2.
16
3. 42
2
æ1ö
4. ç ÷
è3ø
Page 39
110. Raju’s father’s age is 5 years more than three times of Raju’s
age. If his father is 44 years old, then Raju’s age is
sE Ôá+ç& ejáTdTà sE ejáTdTàqÅ£ eTÖ&T s ³T¢ ¿£+fñ
5 d+eÔáàs\T mÅ£Øe. sE Ôá+ç& ejáTdTà 44 d+öö
nsTTq|ð&T sE jîTT¿£Ø ejáTdTà
1. 13
2. 15
3. 39
4. 29
111. Convert 15 l 500 ml into milliliters.
1. 1550 ml
2. 155 ml
3. 15500 ml
4. 15000 ml
15 © 500 $T.©. qT $T©¢ ©³sÁ¢ýË¿ì eÖ]Ìq
1. 1550 $T.©.
2. 155 $T.©.
3. 15500 $T.©.
4. 15000 $T.©.
112. Tirupathi to Chennai (Tirupathi Express) departure time is
6:05 am and arrival time 12:10 pm. Total time of the journey
is (in hours)
ÜsÁT|Ü qT+& #îHÕî (ÜsÁT|Ü m¿ùàç|dt) jáT\T<ûsTÁ deTjáT+
6:05am eT]jáTT #ûsTÁ deTjáT+ 12:10pm. yîTTÔáï+ ç|jÖá D¿±\+
(>·+³\ýË)
1. 6:50
2. 6:05
3. 6:10
4. 6:30
age. If his father is 44 years old, then Raju’s age is
sE Ôá+ç& ejáTdTà sE ejáTdTàqÅ£ eTÖ&T s ³T¢ ¿£+fñ
5 d+eÔáàs\T mÅ£Øe. sE Ôá+ç& ejáTdTà 44 d+öö
nsTTq|ð&T sE jîTT¿£Ø ejáTdTà
1. 13
2. 15
3. 39
4. 29
111. Convert 15 l 500 ml into milliliters.
1. 1550 ml
2. 155 ml
3. 15500 ml
4. 15000 ml
15 © 500 $T.©. qT $T©¢ ©³sÁ¢ýË¿ì eÖ]Ìq
1. 1550 $T.©.
2. 155 $T.©.
3. 15500 $T.©.
4. 15000 $T.©.
112. Tirupathi to Chennai (Tirupathi Express) departure time is
6:05 am and arrival time 12:10 pm. Total time of the journey
is (in hours)
ÜsÁT|Ü qT+& #îHÕî (ÜsÁT|Ü m¿ùàç|dt) jáT\T<ûsTÁ deTjáT+
6:05am eT]jáTT #ûsTÁ deTjáT+ 12:10pm. yîTTÔáï+ ç|jÖá D¿±\+
(>·+³\ýË)
1. 6:50
2. 6:05
3. 6:10
4. 6:30
Page 40
113. The side of a cube whose surface area is 600 cm2
1. 10 cm
2. 100 cm
3. 1 cm
4. 600 cm
600 #á.d+.MT. |]Ôá\ yîXÕ æ\«+ >·\ deT|T q+ jîTT¿£Ø
uóT È+ bõ&eÚ
1. 10 d+.MT.
2. 100 d+.MT.
3. 1 d+.MT.
4. 600 d+.MT.
114. If the circumference of a circular sheet is 154 m, then its
diameter is
1. 50 m
2. 24.5 m
3. 49 m
4. 25.5 m
eÔ￱sÁ wÓ{Ù jîTT¿£Ø #áT³T¼¿=\Ôá 154MT. nsTTÔû < y«deTT
1. 50 MT.
2. 24.5 MT.
3. 49 MT.
4. 25.5 MT.
1. 10 cm
2. 100 cm
3. 1 cm
4. 600 cm
600 #á.d+.MT. |]Ôá\ yîXÕ æ\«+ >·\ deT|T q+ jîTT¿£Ø
uóT È+ bõ&eÚ
1. 10 d+.MT.
2. 100 d+.MT.
3. 1 d+.MT.
4. 600 d+.MT.
114. If the circumference of a circular sheet is 154 m, then its
diameter is
1. 50 m
2. 24.5 m
3. 49 m
4. 25.5 m
eÔ￱sÁ wÓ{Ù jîTT¿£Ø #áT³T¼¿=\Ôá 154MT. nsTTÔû < y«deTT
1. 50 MT.
2. 24.5 MT.
3. 49 MT.
4. 25.5 MT.
Page 41
115. Telugu word ‘Ganitham’ is derived from this Sanskrit word
1. Gunam
2. Gan
3. Math
4. Counting
» >·DÔ
ì +á µ nHû Ôî\T>·T|<+ , d+dØÔá |<+ qT+& @sÁÎ&+~.
1. >·TD+
2. >·DY
3. eÖ<¸
4. ýÉ¿Øì +#áT³
116. The value preparing the student for future life after completion
of school education comes under
1. Utilitarian value
2. Cultural value
3. Disciplinary value
4. Preparatory value
$<«] bÍsÄÁXæ\ $<«uó²«d+ |P]ï ¿±>±Hû uó$w«ÔY J$Ô¿ì
dHV²|s#Á &á + nHû~ ~>·Te @ sÁ¿£|Ú $\Te
1. ç|jÖî Èq $\Te
2. kÍ+dØÜ¿£ $\Te
3. ç¿£eT¥¿£D $\Te
4. dHV²¿£ $\Te
1. Gunam
2. Gan
3. Math
4. Counting
» >·DÔ
ì +á µ nHû Ôî\T>·T|<+ , d+dØÔá |<+ qT+& @sÁÎ&+~.
1. >·TD+
2. >·DY
3. eÖ<¸
4. ýÉ¿Øì +#áT³
116. The value preparing the student for future life after completion
of school education comes under
1. Utilitarian value
2. Cultural value
3. Disciplinary value
4. Preparatory value
$<«] bÍsÄÁXæ\ $<«uó²«d+ |P]ï ¿±>±Hû uó$w«ÔY J$Ô¿ì
dHV²|s#Á &á + nHû~ ~>·Te @ sÁ¿£|Ú $\Te
1. ç|jÖî Èq $\Te
2. kÍ+dØÜ¿£ $\Te
3. ç¿£eT¥¿£D $\Te
4. dHV²¿£ $\Te
Page 42
117. The method of solving a problem by dividing it into several
parts is
1. Analytic method
2. Synthetic method
3. Inductive method
4. Deductive method
deTd« kÍ<óq ¿=sÁÅ£ deTd«qT nHû¿£ uó²>±\T>± $uó +º
|]wØ]+#û |<Ü Æ
1. $Xâw¢ D
|<Ü
Æ
2. d+Xâ¢wD |<ÆÜ
3. >·eTq |<Ü Æ
4. >·eTq |<Ü Æ
118. A wooden board device made by fixing nails in horizontal and
vertical rows at equal distances is
1. Geo board
2. Peg board
3. Grid paper
4. Black / Green Board
ÿ¿£ #î¿Ø£ \¢|Õ deÖq <Ös\ýË n&T,¦ \TeÚ esÁTd\ýË yûTÅ£\T
_Ð+º ÔájÖá sÁT#ûjTá &q |]¿£s+Á
1. jîÖuËsY¦
2. |>´uËsÁT¦
3. çÐ& ||sY
4. u²¢¿ù / ç^HuËsY¦
parts is
1. Analytic method
2. Synthetic method
3. Inductive method
4. Deductive method
deTd« kÍ<óq ¿=sÁÅ£ deTd«qT nHû¿£ uó²>±\T>± $uó +º
|]wØ]+#û |<Ü Æ
1. $Xâw¢ D
|<Ü
Æ
2. d+Xâ¢wD |<ÆÜ
3. >·eTq |<Ü Æ
4. >·eTq |<Ü Æ
118. A wooden board device made by fixing nails in horizontal and
vertical rows at equal distances is
1. Geo board
2. Peg board
3. Grid paper
4. Black / Green Board
ÿ¿£ #î¿Ø£ \¢|Õ deÖq <Ös\ýË n&T,¦ \TeÚ esÁTd\ýË yûTÅ£\T
_Ð+º ÔájÖá sÁT#ûjTá &q |]¿£s+Á
1. jîÖuËsY¦
2. |>´uËsÁT¦
3. çÐ& ||sY
4. u²¢¿ù / ç^HuËsY¦
Page 43
119. A plan to teach the content in sub unit of a topic in a period is
1. Year plan
2. Unit Plan
3. Lab Plan
4. Period plan
jáTÖ{ÙýË duj Ù Tá Ö{Ù q+<T |Ó]jáT&ýË uË~ó+#á&¿ì ÔáÐq
$wjTá +|Õ ÔájÖá sÁT#ûd |<¿¸ +£
1. y]ü¿£ ç|D²[¿£
2. jáTÖ{Ù ç|D²[¿£
3. ç|jÖî >·Xæ\ ç|D²[¿£
4. |Ó]jáT& ç|D²[¿£
120. The type of questions in which we write the answers by
selecting the option
1. Very short answer questions
2. Essay type questions
3. Short answer questions
4. Objective type questions
׺ÌÛ¿+£ m+|¾¿£ #ûjTá ³+ <Çs ÈyT\T sd sÁ¿±¿ì
#î+~q ç|Xø \T
1. \|T deÖ<óq ç|Xø \T
2. y«dsÖÁ | ç|Xø \T
3. d+¿ì|ï deÖ<óq ç|Xø \T
4. \¿±«Ôá¿£ ç|Xø \T
1. Year plan
2. Unit Plan
3. Lab Plan
4. Period plan
jáTÖ{ÙýË duj Ù Tá Ö{Ù q+<T |Ó]jáT&ýË uË~ó+#á&¿ì ÔáÐq
$wjTá +|Õ ÔájÖá sÁT#ûd |<¿¸ +£
1. y]ü¿£ ç|D²[¿£
2. jáTÖ{Ù ç|D²[¿£
3. ç|jÖî >·Xæ\ ç|D²[¿£
4. |Ó]jáT& ç|D²[¿£
120. The type of questions in which we write the answers by
selecting the option
1. Very short answer questions
2. Essay type questions
3. Short answer questions
4. Objective type questions
׺ÌÛ¿+£ m+|¾¿£ #ûjTá ³+ <Çs ÈyT\T sd sÁ¿±¿ì
#î+~q ç|Xø \T
1. \|T deÖ<óq ç|Xø \T
2. y«dsÖÁ | ç|Xø \T
3. d+¿ì|ï deÖ<óq ç|Xø \T
4. \¿±«Ôá¿£ ç|Xø \T
Page 44
121. The thread like structure in the nucleus of the cell are called
1. nucleoplasm
2. chromosomes
3. nucleolus
4. cytoplasm
¿£D+ýË ¿¹ +ç<¿+£ ýË +&û <s\ e+{ì sD²\T
1. ¿¹ +ç<¿£ ç<e«+
2. ç¿ÃyîÖCËeTT\T
3. ¹¿+ç<¿±+Xø+
4. ¿£Dç<e«+
122. Plant and animal species which are found exclusively in a
particular area are
1. Endemic species
2. Extinct species
3. Endangered species
4. Invasive species
ÿ¿£ ]w÷ çbÍ+Ôá+ýË ç|Ô«û ¿£+>± ¿£|¾+#û yîTT¿£Ø\T eT]jáTT È+ÔáT
C²ÔáT\T
1. m+&$T¿ù C²ÔáT\T
2. n+Ôá]+ºbþsTTq C²ÔáT\T
3. n+Ôá]+ºbþÔáTq C²ÔáT\T
4. ç¿£eTD C²ÔáT\T
1. nucleoplasm
2. chromosomes
3. nucleolus
4. cytoplasm
¿£D+ýË ¿¹ +ç<¿+£ ýË +&û <s\ e+{ì sD²\T
1. ¿¹ +ç<¿£ ç<e«+
2. ç¿ÃyîÖCËeTT\T
3. ¹¿+ç<¿±+Xø+
4. ¿£Dç<e«+
122. Plant and animal species which are found exclusively in a
particular area are
1. Endemic species
2. Extinct species
3. Endangered species
4. Invasive species
ÿ¿£ ]w÷ çbÍ+Ôá+ýË ç|Ô«û ¿£+>± ¿£|¾+#û yîTT¿£Ø\T eT]jáTT È+ÔáT
C²ÔáT\T
1. m+&$T¿ù C²ÔáT\T
2. n+Ôá]+ºbþsTTq C²ÔáT\T
3. n+Ôá]+ºbþÔáTq C²ÔáT\T
4. ç¿£eTD C²ÔáT\T
Page 45
123. The material used to prepare ‘Artificial silk’ is
1. Cotton
2. Wood pulp
3. Wool
4. Silk fibre
»¿£çÜeT |³T¼µ ÔájÖá ¯¿ì $jîÖÐ+#û |<sÁ+Æ
1. qÖ\T
2. ¿£\| >·TE¨
3.
4. |³T¼<sÁ+
124. In William Nicholson’s Experiment, hydrogen bubbles are
formed on
1. Diode
2. Positive electrode
3. Negative electrode
4. Both positive and negative electrodes
$*jáT+ ¿£\àH ç|jÖî >·+ýË B MT< VÕ²ç&ÃÈH T&>\· T
@sÁÎ&TqT.
1. &jîÖ&
2. <óH yûXø m\ç¿Ã¼&
3. TTD²yûXø m\ç¿Ã¼&
4. <óq eT]jáTT TTD²yûXø m\ç¿Ã¼&\ T s +&Ö
1. Cotton
2. Wood pulp
3. Wool
4. Silk fibre
»¿£çÜeT |³T¼µ ÔájÖá ¯¿ì $jîÖÐ+#û |<sÁ+Æ
1. qÖ\T
2. ¿£\| >·TE¨
3.
4. |³T¼<sÁ+
124. In William Nicholson’s Experiment, hydrogen bubbles are
formed on
1. Diode
2. Positive electrode
3. Negative electrode
4. Both positive and negative electrodes
$*jáT+ ¿£\àH ç|jÖî >·+ýË B MT< VÕ²ç&ÃÈH T&>\· T
@sÁÎ&TqT.
1. &jîÖ&
2. <óH yûXø m\ç¿Ã¼&
3. TTD²yûXø m\ç¿Ã¼&
4. <óq eT]jáTT TTD²yûXø m\ç¿Ã¼&\ T s +&Ö
Page 46
125. A small bulb-like projection coming out from the Yeast cell
during reproduction is
1. Bud
2. Tumour
3. Node
4. Sprout
ç|ÔTá «ÔáÎÜï deTjáT+ýË dt¼ ¿£D+ qT+º jáT³Å£ e#ûÌ ºq
\TÒ e+{ì sD+.
1. ¿ÃsÁ¿+£
2. ¿£DÜ
3. ¿£DT|Ú
4. yîTT\¿£
126. The distance covered by an object in a unit time is
1. Displacement
2. Acceleration
3. Velocity
4. Speed
ÿ¿£ edTeï Ú @¿±+¿£ ¿±\+ýË ç|jÖá Dì+ºq <ÖsÁ+
1. kÍqçuó+Xø+
2. ÔáÇsÁD+
3. yû>·+
4. e&
during reproduction is
1. Bud
2. Tumour
3. Node
4. Sprout
ç|ÔTá «ÔáÎÜï deTjáT+ýË dt¼ ¿£D+ qT+º jáT³Å£ e#ûÌ ºq
\TÒ e+{ì sD+.
1. ¿ÃsÁ¿+£
2. ¿£DÜ
3. ¿£DT|Ú
4. yîTT\¿£
126. The distance covered by an object in a unit time is
1. Displacement
2. Acceleration
3. Velocity
4. Speed
ÿ¿£ edTeï Ú @¿±+¿£ ¿±\+ýË ç|jÖá Dì+ºq <ÖsÁ+
1. kÍqçuó+Xø+
2. ÔáÇsÁD+
3. yû>·+
4. e&
Page 47
127. Example for non-magnetic material
1. Iron
2. Cobalt
3. Nickel
4. Plastic
nqjáTkÍØ+Ôá |<sÆ¿ì <V²sÁD
1. qTeTT
2. ¿Ãu²ýÙ¼
3. ¿ýÙ
4. bÍ¢d¿¼¾ ù
128. The major gas present in our surrounding air is
1. Nitrogen
2. Oxygen
3. Carbon dioxide
4. Water vapour
eTq #áT³Ö¼ q >±*ýË n~ó¿£ yîTTÔá+ï ýË q yjáTTeÚ.
1. HîÕç{ËÈH
2. ¿ìàÈH
3. ¿±sÁÒH &îÕ Â¿Õà&
4. ú{ì $]
1. Iron
2. Cobalt
3. Nickel
4. Plastic
nqjáTkÍØ+Ôá |<sÆ¿ì <V²sÁD
1. qTeTT
2. ¿Ãu²ýÙ¼
3. ¿ýÙ
4. bÍ¢d¿¼¾ ù
128. The major gas present in our surrounding air is
1. Nitrogen
2. Oxygen
3. Carbon dioxide
4. Water vapour
eTq #áT³Ö¼ q >±*ýË n~ó¿£ yîTTÔá+ï ýË q yjáTTeÚ.
1. HîÕç{ËÈH
2. ¿ìàÈH
3. ¿±sÁÒH &îÕ Â¿Õà&
4. ú{ì $]
Page 48
129. The bones of the skeleton that enclose the portion below our
stomach
1. ribcage
2. shoulder bones
3. pelvic bones
4. carples
eTq bõ³¼ ç¿ì+~ uó²>·+ýË nejáTy\qT e]+º +&û
nd¾| + ÈsÁ meTT¿£\T
1. sÁ'|+ÈsÁ+
2. uóT È|ÚfÉeTT¿£\T
3. ¿£{eì \jáT meTT¿£\T
4. ¿±ÂsÎýÙà
130. In general, this vehicle is NOT used for the transport of goods.
1. Ships
2. Cargo planes
3. Trams
4. Wagons
kÍ<ósÁD+>± yV²H dsTÁ Å£ sÁyD²Å£ $jîÖÐ+#áeTT.
1. z&\T
2. ¿±sÃZ $eÖH\T
3. ç{²yT\T
4. y«>·H\ T
stomach
1. ribcage
2. shoulder bones
3. pelvic bones
4. carples
eTq bõ³¼ ç¿ì+~ uó²>·+ýË nejáTy\qT e]+º +&û
nd¾| + ÈsÁ meTT¿£\T
1. sÁ'|+ÈsÁ+
2. uóT È|ÚfÉeTT¿£\T
3. ¿£{eì \jáT meTT¿£\T
4. ¿±ÂsÎýÙà
130. In general, this vehicle is NOT used for the transport of goods.
1. Ships
2. Cargo planes
3. Trams
4. Wagons
kÍ<ósÁD+>± yV²H dsTÁ Å£ sÁyD²Å£ $jîÖÐ+#áeTT.
1. z&\T
2. ¿±sÃZ $eÖH\T
3. ç{²yT\T
4. y«>·H\ T
Page 49
131. The biggest and visible excretory organ in our body
1. Kidneys
2. Lungs
3. Liver
4. Skin
eTq Xø¯sÁ+ýË q ¿£+{ì¿ì ¿£|¾+#û nÜ|<Ý $dsÁ̈¿£ nejáTe+
1. eTÖçÔá|+¾ &\T
2. }|¾]ÜÔáTï\T
3. ¿±ýñjTá +
4. #ásÁ +
132. The person who helps us to carry luggage
1. Porter
2. Mason
3. Potter
4. Cobbler
kÍeÖqT\T yîÖjáTT³Å£ eTqÅ£ dV² ¿£]+#û ysÁT
1. bþsÁ¼sY
2. Ô|Ó |ysÁT
3. ţeT]
4. #ásÁ ¿±sÁT&T
1. Kidneys
2. Lungs
3. Liver
4. Skin
eTq Xø¯sÁ+ýË q ¿£+{ì¿ì ¿£|¾+#û nÜ|<Ý $dsÁ̈¿£ nejáTe+
1. eTÖçÔá|+¾ &\T
2. }|¾]ÜÔáTï\T
3. ¿±ýñjTá +
4. #ásÁ +
132. The person who helps us to carry luggage
1. Porter
2. Mason
3. Potter
4. Cobbler
kÍeÖqT\T yîÖjáTT³Å£ eTqÅ£ dV² ¿£]+#û ysÁT
1. bþsÁ¼sY
2. Ô|Ó |ysÁT
3. ţeT]
4. #ásÁ ¿±sÁT&T
Page 50
133. James mill published the book “A History of British India” in
CñyT à$TýÙ »»ç_{¡wt +&jÖá #á]çÔáµµ nHû |Úd¿ï ± ç|#Tá ]+ºq
d+eÔáàsÁ+
1. 1896
2. 1853
3. 1817
4. 1800
134. The word ‘Lithosphere’ originates from this language
1. Latin
2. Spanish
3. French
4. Greek
»»*<¸Ãd¾ÎjáTsYµµ nHû |<+ uó²w qT+& <ÒÛ$+º+~
1. ý²{ìH
2. kÍÎwt
3. ç|+#Y
4. ç^Å£
CñyT à$TýÙ »»ç_{¡wt +&jÖá #á]çÔáµµ nHû |Úd¿ï ± ç|#Tá ]+ºq
d+eÔáàsÁ+
1. 1896
2. 1853
3. 1817
4. 1800
134. The word ‘Lithosphere’ originates from this language
1. Latin
2. Spanish
3. French
4. Greek
»»*<¸Ãd¾ÎjáTsYµµ nHû |<+ uó²w qT+& <ÒÛ$+º+~
1. ý²{ìH
2. kÍÎwt
3. ç|+#Y
4. ç^Å£
Page 51
135. Identify the false statement about Jainism
1. Main goal of Jainism is to attain ‘Moksha’
2. Twenty Five ‘Thirthankaras’ enriched this religion
3. ‘Thirthankaras’ are the spiritual gurus of the Jainism
4. ‘Panchavrathas’ are the main Doctrines of Jainism
CÉqÕ eTÔ¿ì d++~ó+º d]¿± n+Xæ >·T]ï+#á+&
1. CÉqÕ eTÔá+ jîTT¿£Ø ç|<ó q \¿£« + »yîÖ¿£+ µ kÍ~ó+#á&+
2. 25 eT+~ »rsÁ+¿£sÁT\Tµ eTÔ u²>± çbÍ#áTsÁ«+ýË¿ì
Ôî#ÌsÁT
3. »rsÁ+ ¿£sTÁ \Tµ CÉqÕ T\Å£ <ó«Ü¿£ >·TsÁTeÚ\T
4. »|+#áçeÔ\Tµ CÉqÕ eTÔá+ jîTT¿£Ø ç|<ó q d¾<Æ+Ô\T
136. The number of days taken by the moon to orbit the Earth
1. 25 days
2. 26 days
3. 27 days
4. 28 days
#á+ç<T&T ÿ¿£kÍ] uóÖ $T #áT{ì¼ se&¿ì rdTÅ£ Hû deTjáT+
1. 25 sÃE\T
2. 26 sÃE\T
3. 27 sÃE\T
4. 28 sÃE\T
1. Main goal of Jainism is to attain ‘Moksha’
2. Twenty Five ‘Thirthankaras’ enriched this religion
3. ‘Thirthankaras’ are the spiritual gurus of the Jainism
4. ‘Panchavrathas’ are the main Doctrines of Jainism
CÉqÕ eTÔ¿ì d++~ó+º d]¿± n+Xæ >·T]ï+#á+&
1. CÉqÕ eTÔá+ jîTT¿£Ø ç|<ó q \¿£« + »yîÖ¿£+ µ kÍ~ó+#á&+
2. 25 eT+~ »rsÁ+¿£sÁT\Tµ eTÔ u²>± çbÍ#áTsÁ«+ýË¿ì
Ôî#ÌsÁT
3. »rsÁ+ ¿£sTÁ \Tµ CÉqÕ T\Å£ <ó«Ü¿£ >·TsÁTeÚ\T
4. »|+#áçeÔ\Tµ CÉqÕ eTÔá+ jîTT¿£Ø ç|<ó q d¾<Æ+Ô\T
136. The number of days taken by the moon to orbit the Earth
1. 25 days
2. 26 days
3. 27 days
4. 28 days
#á+ç<T&T ÿ¿£kÍ] uóÖ $T #áT{ì¼ se&¿ì rdTÅ£ Hû deTjáT+
1. 25 sÃE\T
2. 26 sÃE\T
3. 27 sÃE\T
4. 28 sÃE\T
Page 52
137. Nelapattu Flemingo bird sanctuary is located at
1. Pulicot lake
2. kolleru lake
3. Chilka lake
4. Dal lake
Hû\|³T¼ |$¢ T+>à |¿ì d+sÁ¿D
£ ² ¿¹ +ç<+ ¿£Ø& ¿£\<T
1. |Ú*¿±{Ù dsdÁ T à
2. ¿=ýñs¢ TÁ dsdÁ T à
3. ºý²Ø dsdÁ T à
4. <ýÙ dsdÁ T à
138. Founder of ‘Asiatic Society of Bengal’
1. William Jones
2. Macaulay
3. Charles Wood
4. William Carey
»»@w¾jáÖ{ì¿ù kõdÕ{¡ |t uÉ+>±ýÙµµ qT kÍ|¾+ºq~
1. $*jáT+ CËHà
2. yîT¿±ýñ
3. #Âsd¢ t &
4. $*jáT+ ¿±«¯
1. Pulicot lake
2. kolleru lake
3. Chilka lake
4. Dal lake
Hû\|³T¼ |$¢ T+>à |¿ì d+sÁ¿D
£ ² ¿¹ +ç<+ ¿£Ø& ¿£\<T
1. |Ú*¿±{Ù dsdÁ T à
2. ¿=ýñs¢ TÁ dsdÁ T à
3. ºý²Ø dsdÁ T à
4. <ýÙ dsdÁ T à
138. Founder of ‘Asiatic Society of Bengal’
1. William Jones
2. Macaulay
3. Charles Wood
4. William Carey
»»@w¾jáÖ{ì¿ù kõdÕ{¡ |t uÉ+>±ýÙµµ qT kÍ|¾+ºq~
1. $*jáT+ CËHà
2. yîT¿±ýñ
3. #Âsd¢ t &
4. $*jáT+ ¿±«¯
Page 53
139. Identify the mis matched pair
1. Evergreen Forests - Mahogany, Ebony, Rosewood
2. Deciduous Forests - Teak, Sal, Bamboo
3. Mangrove Forests - Deodar, Silver Fir, Spurs
4. Thorny Forests - Acacia, Thumma, Naga Jamudu
d]¿± ÈÔáqT >·T]ï+#á+&
1. dÔÔ
á á V²]Ôá nsÁD²«\T ` eTVä>·, muË, sÃCÙeÚ&
2. Å£s\TÌ nsÁD²«\T ` fñÅ£ , kÍýÙ, yî<T sÁT
3. eT& n&eÚ\T ` <ûe<sÁT, d¾\ÇsY|sY, dÎsYà
4. eTTÞøßbõ<\ n&eÚ\T ` n¹¿d¾jÖá , ÔáTeT, H>·CeÉ TT&T
140. A popular harbour related to Indus civilization was found in
this city
1. Harappa
2. Lothal
3. Kalibangan
4. Mohenjodaro
d¾+<óÖ H>·]¿£ÔÅá £ d++~ó+ºq q>·sÁ+ýË ç|U²«Ôá
H꿱çXøjÖá ¿£qT>=HsÁT
1. V²sÁbÍÎ
2. ýË<¸ýÙ
3. ¿±*uó+>·H
4. yîTTV²+C¤<sÃ
1. Evergreen Forests - Mahogany, Ebony, Rosewood
2. Deciduous Forests - Teak, Sal, Bamboo
3. Mangrove Forests - Deodar, Silver Fir, Spurs
4. Thorny Forests - Acacia, Thumma, Naga Jamudu
d]¿± ÈÔáqT >·T]ï+#á+&
1. dÔÔ
á á V²]Ôá nsÁD²«\T ` eTVä>·, muË, sÃCÙeÚ&
2. Å£s\TÌ nsÁD²«\T ` fñÅ£ , kÍýÙ, yî<T sÁT
3. eT& n&eÚ\T ` <ûe<sÁT, d¾\ÇsY|sY, dÎsYà
4. eTTÞøßbõ<\ n&eÚ\T ` n¹¿d¾jÖá , ÔáTeT, H>·CeÉ TT&T
140. A popular harbour related to Indus civilization was found in
this city
1. Harappa
2. Lothal
3. Kalibangan
4. Mohenjodaro
d¾+<óÖ H>·]¿£ÔÅá £ d++~ó+ºq q>·sÁ+ýË ç|U²«Ôá
H꿱çXøjÖá ¿£qT>=HsÁT
1. V²sÁbÍÎ
2. ýË<¸ýÙ
3. ¿±*uó+>·H
4. yîTTV²+C¤<sÃ
Page 54
141. This is not an example for civil case
1. Sale of land case
2. Rent matters case
3. Theft case
4. Divorce case
d¾$ýÙ ¹¿dTÅ£ d++<ó+ ýñ <V²sÁD
1. uóÖ $T neT¿£+ $y<+
2. n<îÝ $y<+
3. <=+>·Ôqá + ¿¹ dT
4. $&Å£\ ¿¹ dT
142. The poisonous Gas that caused Bhopal industrial Disaster in
1984
1. Carbon monoxide
2. Methyl Isocynate
3. Sulpher dioxide
4. Methane
1984ýË È]Ðq uóËbÍýÙ >±«dt <TsÁé³qÅ£ ¿±sÁDyîTq® $wyjáTTeÚ
1. ¿±sÁÒH yîÖH¿Õà&
2. $T<î̧ÕýÙ ×kþdÕHîÕ{Ù
3. d\ÎÛsY &îÕ Â¿àÕ &
4. MT<û̧H
1. Sale of land case
2. Rent matters case
3. Theft case
4. Divorce case
d¾$ýÙ ¹¿dTÅ£ d++<ó+ ýñ <V²sÁD
1. uóÖ $T neT¿£+ $y<+
2. n<îÝ $y<+
3. <=+>·Ôqá + ¿¹ dT
4. $&Å£\ ¿¹ dT
142. The poisonous Gas that caused Bhopal industrial Disaster in
1984
1. Carbon monoxide
2. Methyl Isocynate
3. Sulpher dioxide
4. Methane
1984ýË È]Ðq uóËbÍýÙ >±«dt <TsÁé³qÅ£ ¿±sÁDyîTq® $wyjáTTeÚ
1. ¿±sÁÒH yîÖH¿Õà&
2. $T<î̧ÕýÙ ×kþdÕHîÕ{Ù
3. d\ÎÛsY &îÕ Â¿àÕ &
4. MT<û̧H
Page 55
143. The suitable soil for the cultivation of cotton
1. Alluvial Soil
2. Red Soil
3. Sandy Soil
4. Black Soil
|Üï |+³ kÍ>·TÅ£ nqTÅ£L\yîTq® Hû\
1. ÿ+ç&T Hû\
2. mçsÁ Hû\
3. dT¿£ Hû\
4. q\¢¹s>·& Hû\
144. This was called as “The First war of Independence”
1. Quit India Movement
2. Non-co-operation Movement
3. Salt Satyagraha
4. 1857 Revolt
B »»yîTT<{ì kÍÇÔá+çÔá« d+ç>±eT+µµ n Å£L& |¾\TkÍïsÁT
1. ¿ìÇ{Ù +&jÖá <«eT+
2. dVäjáT s¿£sÁDÃ<«eT+
3. |ð dÔ«ç>·V²+
4. 1857 ÜsÁT>·Tu²³T
1. Alluvial Soil
2. Red Soil
3. Sandy Soil
4. Black Soil
|Üï |+³ kÍ>·TÅ£ nqTÅ£L\yîTq® Hû\
1. ÿ+ç&T Hû\
2. mçsÁ Hû\
3. dT¿£ Hû\
4. q\¢¹s>·& Hû\
144. This was called as “The First war of Independence”
1. Quit India Movement
2. Non-co-operation Movement
3. Salt Satyagraha
4. 1857 Revolt
B »»yîTT<{ì kÍÇÔá+çÔá« d+ç>±eT+µµ n Å£L& |¾\TkÍïsÁT
1. ¿ìÇ{Ù +&jÖá <«eT+
2. dVäjáT s¿£sÁDÃ<«eT+
3. |ð dÔ«ç>·V²+
4. 1857 ÜsÁT>·Tu²³T
Page 56
145. “Environmental science is a mechanism that protects or
conserves environment” – is stated by
1. The Eswaribhai Patel committee – 1976-77
2. The National Education Policy – 1986
3. A.P.J. Abdul Kalam
4. UNESCO National commission.
»»|s«esÁD Xæg+ nHû~ |s«esÁD² sÁ¿ì+#û ýñ< |]sÁ¿ì+#û ÿ¿£
jáT+çÔ+>·+µµ n |s=Øq~.
1. Xøǯuó²sTT |fýñ Ù ¿£$T{¡ 1976`77
2. C²rjáT $<« $<óq+ 1986
3. A.P.J.nTÆýÙ ¿£ý²+
4. UNESCO C²rjáT ¿£MTwH
146. Highest level of objective in Affective Domain
1. Organisation
2. Receiving
3. Characterisation
4. Valuation
uó²yyûXø sÁ+>·+ýË nÔáT«qÔá kÍsTT
1. e«edÓ¿s£ D
Á
2. ç>·V¾²+#á&+
3. o\kÍ|q
4. $\Te ¿£³&¼ +
conserves environment” – is stated by
1. The Eswaribhai Patel committee – 1976-77
2. The National Education Policy – 1986
3. A.P.J. Abdul Kalam
4. UNESCO National commission.
»»|s«esÁD Xæg+ nHû~ |s«esÁD² sÁ¿ì+#û ýñ< |]sÁ¿ì+#û ÿ¿£
jáT+çÔ+>·+µµ n |s=Øq~.
1. Xøǯuó²sTT |fýñ Ù ¿£$T{¡ 1976`77
2. C²rjáT $<« $<óq+ 1986
3. A.P.J.nTÆýÙ ¿£ý²+
4. UNESCO C²rjáT ¿£MTwH
146. Highest level of objective in Affective Domain
1. Organisation
2. Receiving
3. Characterisation
4. Valuation
uó²yyûXø sÁ+>·+ýË nÔáT«qÔá kÍsTT
1. e«edÓ¿s£ D
Á
2. ç>·V¾²+#á&+
3. o\kÍ|q
4. $\Te ¿£³&¼ +
Page 57
147. As per Edgar Dale’s cone of experience more learning
happens in
1. Direct benefit experiences
2. Fictional experiences
3. Sound signals
4. Visual symbols
m&ZsY &ûýÙ nqTuóe|Ú Xø+KT ç|¿±sÁ+ B <Çs nÔá«~ó¿£ nuó«dq
ÈsÁT>·TÔáT+~.
1. ç|Ô«á ¿£ ç|jÖî >±Ôá¿£ nqTuóy \T
2. }VäÈÔá nqTuóy \T
3. Xæ_Æ¿£ d+Èã\T
4. <Xø« d+Èã\T
148. The act of creating and following a scene similar to a real life
scene is known as
1. Field trip
2. Simulation
3. Role play
4. Survey
È J$Ôá+ýË dyûXæ bþ*q dyûXæ dw¾¼+º
nqTd]+#á& ý² |¾\TkÍïsTÁ
1. ¿¹ ç Ôá |s«Á ³q
2. d¾eTT«ýñwH
3. bÍçÔábþwD
4. ds¹ Ç
happens in
1. Direct benefit experiences
2. Fictional experiences
3. Sound signals
4. Visual symbols
m&ZsY &ûýÙ nqTuóe|Ú Xø+KT ç|¿±sÁ+ B <Çs nÔá«~ó¿£ nuó«dq
ÈsÁT>·TÔáT+~.
1. ç|Ô«á ¿£ ç|jÖî >±Ôá¿£ nqTuóy \T
2. }VäÈÔá nqTuóy \T
3. Xæ_Æ¿£ d+Èã\T
4. <Xø« d+Èã\T
148. The act of creating and following a scene similar to a real life
scene is known as
1. Field trip
2. Simulation
3. Role play
4. Survey
È J$Ôá+ýË dyûXæ bþ*q dyûXæ dw¾¼+º
nqTd]+#á& ý² |¾\TkÍïsTÁ
1. ¿¹ ç Ôá |s«Á ³q
2. d¾eTT«ýñwH
3. bÍçÔábþwD
4. ds¹ Ç
Page 58
149. The Third step of the project is
1. Planning
2. Choosing and Purposing
3. Providing a Situation
4. Evaluation
çbÍCÉÅ£¼ |ýË eTÖ&e kþbÍq+
1. ç|D²[¿± sÁ#qá
2. m+|¾¿£ eT]jáTT <ó«û jáÖ sÁÖbõ+~+#á&+
3. dyûXæ @sÁÎsÁ#á&+
4. eTÖý²«+¿£q+
150. A Social Studies teacher should have this quality
i. good subject knowledge
ii. a good tourist
iii. a good Researcher
ÿ¿£ kÍ+|T¾ ¿£ Xæg bÍ<ó«jáTT&¿ì +&e\d¾q \¿£D
+ @~
i. eT+º $wjTá |]C²ãq+ +&*
ii. eT+º |s«³Å£&>± +&*
iii. eT+º |]XË<óÅ £ &>± +&*
1. i& ii
2. i& iii
3. ii& iii
4. i, ii & iii
1. Planning
2. Choosing and Purposing
3. Providing a Situation
4. Evaluation
çbÍCÉÅ£¼ |ýË eTÖ&e kþbÍq+
1. ç|D²[¿± sÁ#qá
2. m+|¾¿£ eT]jáTT <ó«û jáÖ sÁÖbõ+~+#á&+
3. dyûXæ @sÁÎsÁ#á&+
4. eTÖý²«+¿£q+
150. A Social Studies teacher should have this quality
i. good subject knowledge
ii. a good tourist
iii. a good Researcher
ÿ¿£ kÍ+|T¾ ¿£ Xæg bÍ<ó«jáTT&¿ì +&e\d¾q \¿£D
+ @~
i. eT+º $wjTá |]C²ãq+ +&*
ii. eT+º |s«³Å£&>± +&*
iii. eT+º |]XË<óÅ £ &>± +&*
1. i& ii
2. i& iii
3. ii& iii
4. i, ii & iii
Document Details
| Board / Org | Andhra Pradesh Exams |
| Exam | Andhra Pradesh Teacher Eligibility Test |
| Type | Question Paper |
| Pages | 58 |
| Updated | 22 Jul 2026 |