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AP TET 2024 Question Paper II Languages - Download PDF

Page 1

APTET – Paper- II A – 2024
06.03.2024_Language_Hindi_S1

1. Hereditary factor influencing learning
1. Environmental conditions
2. Learning experiences
3. Cultural factors
4. Ability level of the learner
ÌyQz Nþçz §çuÄo NþºzÄçÂz ÄæÆçìTo NþçºNþ ®Ò Ò{
1. ÄçoçÄºm Nþy uËsuo
2. ÌyQz Nzþ Eì§Ä
3. ÌçæËNwþuoNþ NþçºNþ
4. uÆqçsy| Nþy ®çzS®oç Nþç Ëoº

2. As per Erickson the virtue called ‘Ability’ is formed at this
stage
1. School age
2. Play age
3. Adolescent age
4. Infancy
LuºMÌ Nzþ EìÌçº qªoç çª Nzþ Ìt½Tìm ¤z Nþy tÆç ®Ò Ò{
1. uÆqç Eç®ì
2. QzÂ EÄËsç
3. uNþÆçzºçÄËsç
4. Æ{ÆÄçÄËsç

Page 2

3. SQ3R is the best reading Method. SQ3R means
1. Simple-Question-Read-Retain-Recall
2. Sample-Question-Read-Recite-Revision
3. Single-Question-Read-Retain-Recall
4. Survey-Question-Read-Recite-Review
SQ3R äjz Nþy LNþ ÌÄçzð| ª uÄu Ò{, SQ3RNþç Es| Ò{
1. ÌºÂ-Å-äjç-¤çL ºQç-®çtNþºç
2. ªîç-Å-äjç-ºbç-ìºçÄwuð
3. LNþÂ-Å-äjç-¤çL ºQç-®çt Nþºç
4. ÌÄz|qm-Å-äjç-ºbç-Ìªyqç

4. This follows the principle of pleasure
1. Id
2. ego
3. super ego
4. consciousness
®Ò QìÆy Nzþ uÌòço Nþç çÂ Nþºoç Ò{@
1. ÒYç
2. EÒæNþçº
3. Euo EÒæNþçº
4. YzoçÄËsç

Page 3

5. The learning which is useful to acquire motor skills and Habits
1. Factual learning
2. Procedural learning
3. Conceptual learning
4. Generalization learning
YÂ Nþç{ÆÂ Eç{º Eçtoçõ Nzþ Ìªìç\| NzþuÂL G®çzTy E®®
®Ò Ò{ ___
1. Ã®çÄÒçuºNþ uÆqç
2. u®uªo uÆqç
3. Ä{YçuºNþ uÆqç
4. Ìçªç®yNþºm uÆqç
6. The process of incorporating new information into an existing
schema is called as
1. Assimilation
2. Accommodation
3. Equilibrium
4. Organization
ªç{\îtç ®çz\ç (ËNþyª) ªõ F| \çNþçºy ÆçuªÂ Nþºz Nþy
uNÀþ®ç ®Ò Ò{@
1. EçnªÌçnNþºm
2. Ìªç®çz\
3. ÌæoìÂ
4. ÌæTe

Page 4

7. Dyslexia is a
1. Oral-language-disability
2. Writing disability
3. Arithmetic disability
4. Reading disability
ugËÂzuMÌ®ç ®Ò LNþ ___
1. ªç{uQNþ §çÊçF| EÌªs|oç
2. ÂzQ Ìæ¤æy EÌªs|oç
3. Tumo Ìæ¤æ y EÌªs|oç
4. e Ìæ¤æy EÌªs|oç
8. Mechanical Aptitude test measure
1. Aesthetic Aptitude
2. Vocational Aptitude
3. Scholastic Aptitude
4. General Aptitude
®çæuÞNþ ÌÒ\ ®çzS®oç ºyqm ªç Nþºz Nþç EæÆ ®Ò Ò{@
1. Ìçztú ®|ºNþ NþÂçnªNþ çNwþuoNþ qªoç
2. Ã®çÄÌçu®Nþ çNwþuoNþ qªoç
3. Æ{uqNþ çNwþuoNþ qªoç
4. Ìçªç® çNwþuoNþ qªoç

Page 5

9. This is not related to co-operative learning
1. Self Decisions
2. Individual acceptability
3. Collaborative skills
4. Positive interdependence
Fªõ Ìz ®Ò ÌÒNþçºy uÆqm Nþç EæÆ Òë Ò{@
1. ËÄ®æ um|®
2. Ã®uMoTo tçu®nÄ
3. ÌÒ®çzTçnªNþ Nþç{ÆÂ
4. ÌNþçºçnªNþ çºËuºNþoç

10. The beeping sound in the car when the driver is not wearing
the seat belt is a
1. Positive Reinforcement
2. Negative Reinforcement
3. Positive punishment
4. Negative punishment
¤yuæT Äu o¤ uNþÂoy Ò{ \¤ g~çFÄº Ìyb ¤zÁb Òë Òç
Òçzoç Ò{@ ®Ò
1. ÌNþçºçnªNþ ì¤|Â
2. NþçºçnªNþ ì¤|Â
3. ÌNþçºçnªNþ tæg ì¤|Â
4. NþçºçnªNþ tæg ì¤|Â

Page 6

11. Objective factor that influence perception is
1. Experiences
2. Time
3. Context
4. Proximity
n®qyNþºm Nþçz §çuÄo NþºzÄçÂç ÄËoì ºNþ NþçºNþ ®Ò Ò{
1. Eì§Ä
2. Ìª®
3. Ìæt§|
4. Ìçªy®
12. A Psychologist who explained personality based on the values
of people
1. Spranger
2. Young
3. Kretshmer
4. Sheldon
LNþ ªçzÄr
|z çuNþ u\Ìz Ã®uOþ®çõ Nzþ ªîÁ®çõ Nzþ Eççº º
Ã®uMonÄ Nþçz uº§çuÊo uNþ®ç
1. ËçæTº
2. ®æT
3. NÀþzÆªº
4. ÆzÂg

Page 7

13. Lower order needs among the following as per Maslow’s
theory of Hierarchy of needs
1. Safety needs
2. Self-esteem needs
3. Self-acturalization needs
4. Love and belonging needs
ªçËÂçõ Nzþ EçÄÅ®NþoçEçõ Nzþ tçìNÀþª Nzþ EìÌçº, u©
Ëoº Nþy EçÄÅ®NþoçLå ®z Òø@
1. Ììºqç EçÄÅ®NþoçLå
2. Eçnª Ì©ªç Nþy EçÄÅ®NþoçLå
3. ËÄ o{®çºy Nþy EçÄÅ®NþoçLå
4. zª Ìæ¤æy EçÄÅ®NþoçLå
14. This stage is called as “Transitory Stage”
1. Infancy
2. Pre-childhood
3. Late-childhood
4. Adolescence
FÌ tÆç Nþçz EËsç®y EÄËsç NþÒoz Òø@
1. Æ{ÆÄçÄËsç
2. îÄ| ¤çÁ®çÄËsç
3. Gðº ¤çÁ®çÄËsç
4. uNþÆçzºçÄËsç

Page 8

15. One of the following is not related to cognitive domain
1. Comprehension
2. Application
3. Analysis
4. Receiving
Fªõ Ìz ®Ò ÌærççnªNþ qzÞ Ìz Ìæ¤æuo Òë Ò{@
1. Ìª^
2. G§çzT
3. uÄÅÂzÊm
4. ço Nþºç

16. A 12 year student can complete only the aspects prescribed for
10 year student, then his IQ is
12 ÄÊ| Nþç ZçÞ 10 ÄÊ| Nzþ ZçÞ NzþuÂL uç|uºo EæÆçz Nþçz Òy îºç
Nþºz Nzþ ®çzS® Òçz oçz GÌNþy ¤ìuò ....
1. 120%
2. 88%
3. 83%
4. 110%

17. Individual learning type among the following
1. Computer based learning
2. Discussions
3. Seminars
4. Brainstorming
Fªõ Ìz ®Ò Ã®uMoTo ÌyQ Nþç Nþçº Ò{.
1. Næþ®îbº Eççuºo uÆqç
2. YYç|Lå
3. Ìzuªçº
4. uÄYçº-ªæs

Page 9

18. Saketh is a teacher, who is not satisfied with his job because
he has not been promoted for a long time. So he is not
teaching children properly. Guidance needed here is
1. Educational Guidance
2. Vocational Guidance
3. Psychological Guidance
4. Personal Guidance
ÌçNzþo LNþ uÆqNþ Ò{, GÌNþçz Âæ¤z Ìª® Ìz ªçzÆ uªÂz Nzþ
Nþçºm Ey ç{Nþºy Ìz ÌæowÉb Òë Ò{@ FÌuÂL ¤XYçõþ Nþçz eyNþ
Ìz jçoç Òë@ FÌNþç ªçT|tÆ| ®Ò Ò{
1. Æ{qNþ ªçT|tÆ|
2. Ã®çÄÌçu®Nþ ªçT|tÆ|
3. ªçzÄ{rçuNþ ªçT|tÆ|
4. Ã®uMoTo ªçT|tÆ|
19. TOEFL stands for
1. Test of English as a French Language
2. Test of English as a First Language
3. Test of English as a Foreign Language
4. Test of English as a Fundamental Language
TOEFL Nþç uÄËoçº ¿ ®Ò Ò{
1. ¢ÀþY
õ §çÊç Nzþ ¿ ªõ EæT\
Àz y Nþç ºyqm
2. sª §çÊç Nzþ » ªõ EæT\ zÀ y Nþç ºyqm
3. LNþ uÄtzÆy §çÊç Nzþ ¿ ªõ EæT\ zÀ y Nþç ºyqm
4. ªç{uÂNþ §çÊç Nzþ ¿ ªõ EæT\ zÀ y Nþç ºyqm

Page 10

20. According to Bruner, the topic of study should be introduced
first through
1. Models
2. Activities
3. Charts
4. Principles
¤À
î º Nzþ EìÌçº uÆqm uÄÊ® Ìz Ìæ¤uæ o uÄÊ®ÄËoì Nþçz ÒÂz
FÌ oºÒ uºY® Nþºçç Ò{@
1. ªîçõ Nzþ ûçºç
2. uNÀþ®çEçõ Nzþ ûçºç
3. Yçb| Nzþ ûçºç
4. ÌîÞçõ Nzþ ûçºç

21. A student who failed in exams cried like a child -
Defence mechanism here is
1. Regression
2. Reaction formation
3. Compensation
4. Repression
ºyqç ªõ EÌ¢þÂ ÒìEç ZçÞ ¤XYçõ Nþy oºÒ Ò{@ ºçzz ªõ FÌNþç
®Ò ºqç oæÞ Ò{@
1. uoTª
2. uouNÀþ®ç Gt½§Ä
3. quoîuo|
4. tª

Page 11

22. This type of learners learn effectively through exploration and
doing activities
1. Auditory Learners
2. Visual Learners
3. Kinesthetic Learners
4. Tactile Learners
FÌ Nþçº Nzþ uÆqçsy| Qçz\ Eç{º Nwþn® Nþºz Nzþ ûçºç §çÄy
äjæT Ìz ÌyQ ÌNþoz Òø@
1. ÈÄm uÆqçsy|
2. twÅ®ªç uÆqçsy|
3. TuoÆyÂ uÆqçsy|
4. ËÆ|y® uÆqçsy|
23. “Illustrated dictionary under JaganannaVidyaKanuka is
distributed to these classes.
1. 1 to 10
2. 6&7
3. 6 to 10
4. 1 to 5
\Tç uÄùç NþçìNþç Nzþ EæoT|o <FÂËb~bz gz ugMÆºy> FÌ
Nþqç Nzþ ZçÞçõ Nþçz ty \ç ºÒy Ò{@
1. 1 Ìz 10
2. 6 Eç{º 7
3. 6 Ìz 10
4. 1 Ìz 5

Page 12

24. Carl Rogers has given importance to this learning
1. Cognitive Learning
2. Experiential Learning
3. Experimental Learning
4. Insightful Learning
NþçÂ|ºçz\Ì| z ÌyQz Nzþ FÌ Eçù® Nþçz sçuªNþoç ty Ò{@
1. ÌærççnªNþ uÆqç
2. Eì§ÄçnªNþ uÆqç
3. ®çzTçnªNþ uÆqç
4. EæoºtwuÉb uÆqç

25. A method of teaching by placing problems and questions
infront of the students and stimulating their thinking
1. Inquiry Based Leaning
2. Project Based Learning
3. Activity Based Learning
4. Teacher centered Leaning
ÌªË®çLå osç Åçõ Nþçz ZçÞçõ Nzþ Ì©ªìQ ºQNþº GNþçz
uÄYçºçzð\
z Nþ ¤çz Nþy uÆqm òuo ®Ò Ò{
1. Qçz\îm| E¥®Ì
2. ç\zMb Eççuºo E¥®Ì
3. TuouÄu Eççuºo E¥®Ì
4. uÆqNþ Nõþuüo uÆqç

Page 13

26. A group which is not exposed to experimental conditions
administered by the experimenter
1. Experimental group
2. Uncontrolled group
3. Controlled group
4. Independent group
LNþ ÌªîÒ \çz ®çzTNþoç| ûçºç ÆçuÌo ç®çzuTNþ uºuËsuo®çõ
Nzþ ÌæN|þ ªõ Òë Eçoç Ò{@
1. ç®çzuTNþ ÌªîÒ
2. Eu®æuÞo ÌªîÒ
3. u®æuÞo ÌªîÒ
4. ËÄoæÞ ÌªîÒ
27. The value of ‘1MB’
1. 1024 KB
2. 1024 GB
3. 1024 TB
4. 1024 Bytes
‘1MB’ Nþç ªîÁ®
1. 1024 Nzþ.¤y
2. 1024 u\.¤y
3. 1024 ub.¤y
4. 1024 ¤{b½Ì

Page 14

28. In examinations children’s recognition capacity is tested
through
1. Multiple choice questions
2. Short answer questions
3. Fill in the blanks
4. Essay questions
F ºyqmçõ Nzþ ªç®ª Ìz ¤XYçõ Nþçz ÒYçz Nþy qªoç Nþç
ºyqm uNþ®ç \çoç Ò{@
1. ¤ÒìuÄNþÁy® Å
2. ÂVìGðºy® Å
3. uºMo Ësç
4. u¤æ Å

29. As per Golman“ Ability to Consider the feelings of others
when making decisions” is
1. Sympathy
2. Empathy
3. Social skills
4. Social ability
TçzÂª{ Nzþ EìÌçº um|® Âzoz Ìª® tîÌºçõ Nþy §çÄçEçõ Nþçz
ËÄyNþçº Nþºz Ìz Ìæ¤æuo qªoç ®Ò Ò{
1. ÌÒçì§îuo
2. Ìªçì§îuo
3. Ìçªçu\Nþ Nþç{ÆÂ
4. Ìçªçu\Nþ ®çzS®oç

Page 15

30. As per NEP-2020. The Education System should be focused
towards
1. Getting good results
2. Learning for exams
3. The development of critical thinking in children
4. The development of rote learning in children
NEP-2020 Nzþ EìÌçº, uÆqç mçÂy Nþçz FÌ º ®ç Nõþuüo
Nþºç YçuÒL ___.
1. EXZz uºmçª ço Nþºç
2. ºyqç NzþuÂL ÌyQç
3. ¤XYçõ ªõ EçÂçzYçnªNþ ÌçzY Nþçz uÄNþuÌo Nþºç@
4. ¤XYçõ ªõ ºbz Nþy Nþç{ÆÂ Nþçz uÄNþuÌo Nþºç@

Page 16

HINDI
31. E¤ \çT Geçz Nþªº NþÌçz, ªæu\Â Nþy ºçÒ ¤ìÂçoy Ò{@
ÂÂNþçº ºÒy ÒªNþçz tìu®ç, §zºy EçÄç\ ÂTçoy Ò{@
NþuÄ Ì¤ Nþçz Nþªº NþÌz Nþy ¤ço M®çõ Nþº ºÒz Ò{?
1. tìu®ç Nþçz ÂÂNþçº z
2. ªæu\Â Nþy ºçÒ º YÂz
3. §zºy EçÄç\ tzz Nzþ uÂL@
4. ªæu\Â Nþçz §îÂ \çz Nzþ Ìæ¤
æ ªõ

32. t®ç ª| Nþç ªîÂ Ò{, ç ªîÂ Eu§ªç@
oìÂÌy t®ç Zçzugä ®z, \¤ ÂT Vb ªõ çm@@
G®ì|Mo tçzÒz ªõ NþuÄ oìÂÌytçÌ ®Ò ¤oçç YçÒoz Òø...
1. t®ç Nþy §çÄç Òë Zçzgä y YçuÒL@
2. Eu§ªç Ìz ìl® uªÂoç Ò{@
3. t®ç Nþy §çÄç Zçzgä y YçuÒL@
4. ªìÉ® Nzþ Æºyº ªõ \¤ oNþ çm Ò{, o¤ oNþ ç Nþºoz
ºÒç Ò{@

33. Ò\çºy Ìçt uûÄzty uÒæty Nzþ ªÒç uÄûç Òøz@ Äz NþÒoz Òø
ªø z ¤Y ªõ Ììç uNþ §yÉª uoçªÒ ¤çmçõ Nþy Æº Æ«®ç º
NþF| ut Âzbz ºÒz@ ÄçËoÄ ªõ ®Ò <Æº> ¤çm Òë sç@ ÌºNæþgz Nþy
VçÌ sy@
Æº Nþy Æ«®ç N{þÌy Æ«®ç sy ?
1. ¤çm Nþy
2. VçÌ §ºç \ªy Nþç
3. ÌºNæþgz Nþy@
4. sºyÂy \ªy Nþy@

Page 17

34. ¤çÂNþ Nzþ YzÒºz º NþçzF| gº ®ç V¤ºçÒb Òë sy@ Ì§y
ÂçzT YuNþo ºÒ TL@ Foç Zçzbç, Foç ÌçÒÌy@
G®ìM| o EìXZzt ªõ ¤çÂNþ Æ£t uNþÌNþçz ÌîuYo Nþºoç Ò{?
1. Ìºtçº ÄÁÂ§ §çF| bzÂ
2. ÂçÂ ¤Òçtìº ÆçÍçy
3. §TouÌæÒ
4. Ìì§çÊ Yæü ¤çzÌ

35. ¤çz Nþqç ªõ ¤{eNþº çe Ìì ºÒz Òø@ FÌ ÄçM® ªõ <Nþqç> Æ£t
uNþÌ Ìærç Nþçz ÌîuYo Nþºoç Ò{@
1. Ìªìtç® ÄçYNþ Ìærç
2. ÌªîÒÄçYNþ Ìærç
3. \çuoÄçYNþ Ìærç
4. Ã®uMoÄçYNþ Ìærç

36. Euous Nzþ çÌ ¤Yz Nþç NþçzF| Gç® sç@ FÌ ÄçM® ªõ NþçzF|
Æ£t FÌ ÌÄ|çª Nþçz ÌîuYo Nþºoç Ò{@
1. uÅY®ÄçYNþ ÌÄ|çª
2. EuÅY®ÄçYNþ ÌÄ|çª
3. ì¿ÊÄçYNþ ÌÄ|çª
4. Ìæ¤ æ ÄçYNþ ÌÄ|çª

37. ozçÂyºçª ¤Òìo rçy Eç{º Yoìº Ã®uMo sz@ G®ìM| o ÄçM® ªõ
<¤Òìo> Æ£t uNþÌ uÄNþçºy Æ£t Nþçz ÌîuYo Nþºoç Ò{@
1. Ìærç
2. ÌÄ|çª
3. uNÀþ®ç
4. uÄÆzÊm

Page 18

38. ªø un® î\ç Nþºç YçÒoy Òî@å G®ìM| o ÄçM® ªõ uNÀþ®ç uÄÆzÊm
Æ£t ÒYçuL@
1. un®
2. î\ç
3. Nþºç
4. YçÒoy

39. utÆçLå Tî\
å Geoy Ò{@ ºzQçæuNþo Æ£t Nþç ÄY ¤tÂz º
1. utÆçEçz
2. utÆçF®åç
3. utÆç
4. utÆçõ

40. Tì\ºço Nþç tÂy® Tç® <Tº¤ç> Ò{@ FÌ ÄçM® ªõ ®ìMo uYÑ
Nþçz ÒYçuL@
1. NþçzÉeNþ uYÒ½
2. Âçz uYÒ½
3. ì¿uMo ÌîYNþ uYÒ½
4. Gñºm uYÒ½

41. ºuÄtçÌ Nþç \ª ®Òåç ÒìEç
1. ¤çºÌ
2. u¤Òçº
3. ÂQH
4. uÌªuº®ç

42. Eªyç Nþç ª Tt½ Tt Òçz T®ç - FÌ ÄçM® ªõ ®ìMo ªìÒçÄºz
Nþç ÌÒy Es| Ò{ -
1. FXZç Ã®Mo Nþºç
2. Ã®Ëo ºÒç
3. Eçæt uÄ§çzº Òçzç
4. EÆçæo Òçzç

Page 19

43. <rçtç> NþÒçy ÌæTÀÒ FÌ ÂzQNþ Nþy Ò{@
1. ª|Äyº §çºoy
2. ®ÆçÂ
3. yºæ\ ªçÂÄz
4. ËÄçªy Eçæt

44. Fªõ ìuÂæT Æ£t Nþç uÄNþÁ Ò{ -
1. Tç®Nþ
2. Tçu®Nþç
3. zuªNþç
4. E®çuNþç

45. u\ÌNþy Tmç Nþºç Ìæ§Ä Òçz -
LNþ Æ£t ªõ ÒYçuL
1. ETÀTl®
2. EuuÅYo
3. ETumo
4. En®çuNþ

46. <tî Nþç tî çy Nþç çy> ÂçzNþçzuMo Nþç Es| ÒYçuL -
1. E®ç®
2. îm| ®ç®
3. Es| ®ç®
4. Eîm| ®ç®

47. u© Æ£tçõ ªõ utnÄçqº Æ£t ÒYçuL
1. uÂ|[\
2. Nþª|e
3. uªî|Â
4. u\|Â

Page 20

48. u© Æ£tçõ ªõ Ìæ®ìMoqº Æ£t ÒYçuL@
1. Ìç{§çS®
2. Ìðç
3. Ìçç
4. ¤XYç

49. <ÄÒ NþÂ Vº \çLTç> ®Ò ÄçM® uNþÌ NþçÂ ªõ Ò{@
1. §uÄÉ®oNþçÂ
2. Äo|ªçNþçÂ
3. §îoNþçÂ
4. Òzoì Òzoì ªt½ §uÄÉ®

50. u© ªõ ÌÒy NÀþª ÄçÂç ÄçM® ÒYçuL@
1. EçìuNþ NþçÂ ªõ LNþÂ uºÄçº Nþy Ã®ÄËsç ¤äjoy
\ç ºÒy Ò{@
2. LNþÂ ºuÄçº Nþy Ã®ÄËsç ¤äjoy \ç ºÒy Ò{ EçìuNþ
NþçÂ ªõ@
3. uºÄçº Nþy Ã®ÄËsç LNþÂ EçìuNþ NþçÂ ªõ ¤äjoy
\ç ºÒy Ò{@
4. EçìuNþ NþçÂ ªõ Ã®ÄËsç ¤äjoy \ç ºÒy Ò{ LNþÂ
uºÄçº Nþy@

51. u© ªõ Ìz tæn® Äm| Nþç{-Ìç Ò{?
1.
2. o
3. Nþ
4. b

52. Fªõ Ìz ÌæËNwþo Æ£t ÒYçuL@
1. tæg
2. gæg
3. gægç
4. tægç

Page 21

53. Fªõ ÌÒy Äm|u| ÄXZzt ÒYçuL@
1. ½ + F + º½ + Ä½ + Eç + Ò + E
2. ½ + F + º½ + Ä½ + Eç + Ò½
3. + F + Ä½ + Eç + º½ + E + Ò½ + E
4. ½ + F + º½ + Ä½ + Eç + Ò½ + E

54. oy utçz___ªìÌÂççº ÄÊç| Òçz ºÒy sy@ ÌÒy NþçºNþ uYÕ
ÒYçuL@
1. Nþoç| NþçºNþ
2. Eçtç NþçºNþ
3. Nþª| NþçºNþ
4. Ìætç NþçºNþ

55. <ÌæNþÁ> uNþ Æ£tçõ Nzþ ®çzT Ìz ¤ç Ò{ -
1. Ìæ + NþÁ
2. Ì½ + NþÁ
3. Ìª½+ NþÁ
4. Ì + EæNþÁ

56. oìÂÌyNwþo ºçªç®m uÌò Ò{@ ºæQçæuNþo Æ£t Nþç{-Ìç ÌªçÌ Ò{
1. EÃ®®y§çÄ ÌªçÌ
2. oo½¿ ì Ê ÌªçÌ
3. Nþª|çº® ÌªçÌ
4. ¤ÑìÄyÀ uÒ ÌªçÌ

57. ÂìTçF| Nþy ¤ço ªçç YçuÒL@
ºzQçæuNþo Æ£t Nþç Æ£tçs| ÒYçuL@
1. uo
2. ÌçÌ
3. ÌÌìº
4. ny

Page 22

58. bçìEçõ ªõ EçÌMo ¤TìÂz uÄYºoz Òø@
ºzQçæuNþo Æ£t Nþç uÄÂçzªÆ£t ÒYçuL@
1. EçÌMo
2. uÄºMo
3. GçÌMo
4. GçÌMo

59. ¤Òoç çy uª|Â Ò{@
ºzQçæuNþo Æ£t ªzæ GÌT| ÒYçuL@
1. u:
2. u
3. uº
4. uº½

60. Âg½gî ªõ uªeçÌ EuNþ Ò{@
ºzQçæuNþo Æ£t ªõ n®® ÒYçuL@
1. Ì
2. EÌ
3. EçÌ
4. eçÌ

Page 23

ENGLISH
61. Read the following conversation.
A: My examinations are in the next month.
B: If I were you, I would not waste time.
In the above conversation, B offered:
1. his help
2. his suggestion
3. his time
4. his message

62. The teacher said to the boy, “Keep it up.”
The purpose of the sentence in inverted commas is:
1. to permit
2. to disappoint
3. to offer help
4. to encourage

63. Choose the option that shows an appropriate way to address
the recipient in a professional email.
1. Hey
2. Dear Mr. Smith
3. Hi there
4. Yo!
64. Choose the option that is NOT a tip for writing a short story.
1. starting a short story
2. developing compelling characters
3. writing as much detail as possible
4. seeking feed back from others

65. Choose the correctly punctuated sentence.
1. Ravi said, I want to go to New York next year.
2. Ravi said, “I want to go to New York next year!”
3. “Ravi said”, I want to go to New York next year.
4. Ravi said, “I want to go to New York next year.”

66. He said(A) that(B) he will come(C) the following day (D).
Choose the part that has a grammatical error.
1. A
2. B
3. C
4. D

Page 24

67. Choose the suffix that suits to get the adjectival form of the
word ‘tragedy’
1. - ly
2. - ic
3. - isn
4. - un

68. Choose the correct option that indicates the arrangement of the
words in alphabetical order
A. resource
B. regional
C. respect
D. responsible
1. B C D A
2. D C B A
3. B C A D
4. B A C D

69. Choose the idiom that gives the meaning “free oneself from”
1. give way
2. at a loss
3. get rid of
4. for ages

70. The disease is _________ the entire world.
Choose the phrase that fits the blank.
1. spread at
2. spread across
3. spread in
4. spread on

71. Choose the mis-spelt word out of the given words.
1. visionery
2. missive
3. campaign
4. scientific
72. Choose the option that can be used as a one-word substitute
for “a scientist who studies animals and their behaviour.”
1. an ornithologist
2. a linguist
3. an ethologist
4. a theist

Page 25

73. He turned round and found himself looking at a round faced,
meek looking man who now broke into a smile.
Choose the synonym of the word ‘meek’.
1. haughty
2. humble
3. superior
4. arrogant

74. He added loftily, pronouncing the word carefully, “centuries
ago.”
Choose the antonym of the word ‘loftily’
1. humbly
2. venerably
3. gallantly
4. valiantly

75. I was in ______ in 1972.
Choose the correct expression that fits the blank.
1. five standard
2. the fifth standard
3. fifth standard
4. the five standard

76. I am thinking ______ going to America.
Choose the word that fits the blank.
1. for
2. to
3. of
4. onto

77. Raju has seen this movie already.
The above sentence says that
1. Raju still remembers the movie he saw.
2. Raju forgot the movie he saw.
3. Raju wants to see the movie again.
4. Raju does not like to see any movie.

78. Don’t tire yourself now. You _______ in the evening.
Choose the correct option that fits the blank meaningfully.
1. isn’t be able to work
2. weren’t be able to be worked.
3. won’t be able to work.
4. will be not able not to work.

Page 26

79. Seema asked her, “How long have you lived here?”
Choose the reported speech of the sentence above.
1. Seema asked her if how long you have lived there.
2. Seema asked her how long she had lived there.
3. She asked Seema to live there.
4. Seema told her how she had lived there.

80. Choose the sentence in passive voice.
1. After school, we went home and told our respective
parents about the incident.
2. He should not spread the poison of social inequality and
communal intolerance.
3. He bluntly asked the teacher to apologise.
4. I was born to tall and handsome parents.

81. The father, along with his children _______ to park.
Choose the correct verb that fits the blank.
1. was go
2. were going
3. have gone
4. has gone

82. My sister, who completed her B.Tech, has secured a job in
BHEL.
The above sentence has:
1. a non-defining relative clause
2. a defining relative clause
3. a noun clause
4. an adverbial clause of manners.

83. Nick has a small foot on his left hip which helps him balance.
In the above sentence, the word ‘balance’ is
1. a conjunctive
2. an adjective
3. a verb
4. an adverb

84. His parents decided not to send him to a special school.
The above sentence has ______ nouns.
1. two
2. three
3. four
4. five

Page 27

85. Born in London, he became the citizen of the U.K.
The above is:
1. an imperative sentence
2. a complex sentence
3. a compound sentence
4. a simple sentence

86. Choose the linker that can be used to order points.
1. in the same way
2. firstly
3. besides
4. on the contrary

87. Sravani goes to school _______ Yamuna daily.
Choose the correct phrasal preposition that fits the blank.
1. in spite of
2. along with
3. ahead of
4. in front of

88. I would like to have tea.
This sentence indicates:
1. obligation
2. possibility
3. preference
4. permission

89. Read the following passage.
He, who teaches us anything which we know, not before, is
undoubtedly to be loved as a benefactor and he that supplies
life with amusement will be caressed as a pleasing person.
According to the passage, the author suggests that we should
regard someone who teaches us something new:
1. with suspicion and scepticism
2. with gratitude and affection
3. with indifference and apathy
4. with criticism and disdain

Page 28

90. Read the following passage
He, who teaches us anything which we know, not before, is
undoubtedly to be loved as a benefactor and he that supplies
life with amusement will be caressed as a pleasing person.
A ‘Benefactor’ is one
1. who takes money
2. who blames others
3. who teaches known facts
4. who takes money

Page 29

HINDI
91. Qgy ¤çzÂy Nþç LNþ E® çª M®ç Ò{?
1. ªyºby
2. Ògç{oy
3. Nìþª®î
å y
4. Nþç{ºÄy

92. EçYç®| ºçªYæü ÆìMÂ z uÒæty ÌçuÒn® Nþç EçuÄ§ç|Ä FÌÌz
ªçç Ò{ ....
1. çNwþo
2. ÌæËNwþo
3. çÂy
4. çNwþo Nþy Eæuoª E§ÀÆæ EÄËsç

93. <oyÌºç Eçtªy> G®çÌ Nzþ ÂzQNþ Nþç{ Òø
1. NþªÂzÅÄº
2. \TtyÆYæü
3. TæTç Ìçt uÄªÂ
4. ºç\NþªÂ Yç{ºy

94. <usNþ> çªNþ NþçÃ® ÌæNþÂ Nzþ ºYçNþçº Òø
1. ºçªºzÆ uÞçey
2. T®ç Ìçt ÆìMÂ ÌzÒy
3. uÌ®çºçªÆºm Tìo
4. ¤çÂNwþÉm Æªç| Äy

95. uÄP®ço NþuÄoç <ìÉ Nþy Eu§ÂçÊç> Nzþ ºYu®oç Nþç{ Òø ......
1. ºçªºzÆ uÞçey
2. ªçQÂçÂ YoìÄz|ty
3. ¤çÂNwþÉm Æªç| Äy
4. ºçªçºy uÌæÒ utNþº

Page 30

96. ÄÀ\§çÊç Nþy G¤çzÂy gçõTy uNþÌ ºç[® ªõ ¤çzÂy \çoy Ò{
1. Tì\ºço
2. ºç\Ësç
3. uÒªçYÂ tzÆ
4. Gðº tzÆ

97. ªçzÄ{rçuNþ Ìçªçu\Nþ çbNþ <g}çMbº> Nzþ çbNþNþçº ®z Òø@
1. uÄÉmì §çNþº
2. Âßªyçº®m ÂçÂ
3. EÅNþ
4. \TtyÆYæü ªçsìº

98. <rçtç> NþÒçy ÌæTÒÀ Nzþ NþÒçyNþçº .... Òø@
1. ®ÆçÂ
2. Erz®
3. zªYæt
4. FÂçYæü \çzÆy

99. <<EçÂçzNþ Ä|>> u¤æNþçº ®z Ò{æ
1. Ò\çºyÌçt uûÄzty
2. \{üõ
3. ættìÂçºz Äç\z®y
4. Erz®

100. ªÒçtzÄy Äªç| Nþy uÌò ºzQçuYÞ ®z Ò{ -
1. Eoyo Nzþ YÂuYÞ
2. Äz \yoz N{þÌz Ò{@
3. ªçby Nþy ªîºî oõ
4. TzÒîå Eç{º TìÂç¤

Page 31

101. FÒçõz Qägy¤çzÂy Nþç Ìæ¤æ ¤À\ Eç{º EÄu Nþy oìÂç ªõ
Qägy¤çzÂy Nþy Qägy çF| osç ªyeç Ìz \çzgä ç Ò{@
1. yºõüÄªç|
2. uNþÆçzºytçÌ Äç\z®y
3. ¤ç¤î ¤çÂªìNìþæt Tìo
4. gç. Ìn®õü

102. §çÊç Nþy çæ\Âoç, ç{joç Eç{º Ìçªás| Nþy ÐuÉb Ìz ÆìMÂ \y
z uÄÆzÊ ®çzT ut®ç, u\Ì Nþçºm Ìz uÒæty §çÊç uÄNþçÌ Nþy
ºæºç ªõ FÌ NþçÂ Nþçz ÆìMÂ ®ìT §y NþÒç \çoç Ò{@
1. uÄNþçÌ NþçÂ
2. Eçºæu§Nþ NþçÂ
3. ª®NþçÂ
4. E§ÀæÆ NþçÂ

103. çumy z FÌ Ìty Nzþ EçÌ çÌ Òy Â{zuNþNþ ÌæËNwþo §çÊç Nþçz
§çÊç Ä{rçuNþ uÄÄºm Nzþ Ì§y uÌt½çoçõ Nzþ Eççº º Ã®çNþºm
¤ò uNþ®ç@
1. F|.î. 5
2. F|.Ì 5
3. F|.î 7
4. F|.Ì 7

104. Tçsç ÌoÌF| (ÒçÂ), ºçÄm ¤çÒçz (ÄºÌz) Nwþuo®çå FÌ çNwþo
§çÊç Nþy Eªº Nwþuo®çå Ò{@
1. Ìç{ºÌzy
2. ªÒçºçÉb~ çNwþo
3. E|ªçTy çNwþo
4. ªTy çNwþo

Page 32

105. FÌ ¤çzÂy Nzþ uÂL \çbì, YªºÄç LÄæ ¤çTgy çª Ìz oy
G¤çzuÂ®çå Òø@
1. Òuº®çmÄy
2. ¤ìætzÂy
3. Nþç{\y
4. EÄy

106. uTÀ®Ì| Nzþ EìÌçº ¤VzÂy FÌ ¤çzÂy Nzþ EæoT|o Òy Eçoy Ò{@
1. EÄy
2. ¤VzÂy
3. ¤À\
4. Qgy¤çzÂy

107. <<ª{usÂy>> ¤çzÂy Nþç çªNþºm Nþoç| Ò{@
1. NþçzÂ¤ÀNì þ
2. uTÀ®Ì|
3. uÄùçuo
4. ºzªlg

108. <<¤æ\ºy, §yÂy, EÒyºy>> ®z G¤çzuÂ®åç FÌ ¤çzÂy Nzþ EæoT|o
Eçoy Òø@
1. §çz\ìºy
2. ¤VzÂy
3. ªçÂÄy
4. ªzÄçoy

109. <\ç{Ìçºy>> Nþç ®çzT tzÒºçtî Nzþ \ç{Ìçº ¤ç¤º qzÞ ªõ Òçzoç
Ò{, \çz FÌ Òçägy ¤çzÂy ÄT| Nþy uÌò ¤çzÂy Ò{@
1. uÅYªy Òçgy
2. ª® Òçgy
3. îÄy| Òçgy
4. Nõþüy® Òçgy

Page 33

110. <<EÂæNþçº ÌÄ|ËÄ >> çªNþ NþçÃ®ÆçËÞ - TÀs
æ Nzþ
ºYçNþçº Ò{@
1. E® tyuqo
2. »«®Nþ
3. ªuÒª §b½b
4. §c ç®Nþ

111. FÌ EçYç®| z NzþÄÂ uo§ç Nþçz Òy NþçÃ® Òzoì ËÄyNþçº uNþ®ç Ò{
Eç{º Ã®ìnuð osç E¥®çÌ Nþçz uo§ç Nþç Nþçºm ªçç Ò{@
1. EçYç®| ÒzªYæü
2. EçYç®| \Tççs
3. EçYç®| uÄÅÄçs
4. EçYç®| Nìþoæ Nþ

112. ªçÄ Nþy n®zNþ §çÄ - Äwuð \¤ uNþÌy ËsçF| §çÄ Nþçz ìÉb
Nþºz Òzoì NþçÃ® ºYç ªõ Nþb Òçzoy Ò{ oçz ÌçuÒn®ÆçËÞ Nzþ
uº§çuÊNþ Æ£t .... Nþy Ìærç çoy Ò{@
1. uÄ§çÄ
2. Eì§çÄ
3. ÌæYçºy Ã®u§Yçºy §çÄ
4. ËsçF| §çÄ

113. Ìçº Zæt Nþç Eç{º LNþ Eç{º çª Ò{
1. Äyº
2. ªt
3. ÂuÂot
4. uYÞç

114. <<ªç ªõ Tç ªõ Ììç-ºÌ ç ªõ Ò{,>>
FÌ æuOþ ªõ Nþç{-Ìç EÂæNþçº EuNþ utQçF| tzoç Ò{@
1. Äwn®çìçÌ
2. Èwn®çì çÌ
3. ZzNþçìçÌ
4. ÂçbçìçÌ

Page 34

115. <<ªçuÂNþ Nþçz LzÌz Òë NþÒç sç>> FÌ ÄçM® ªõ ®ìOþ <Nþçz>
uNþÌ NþçºNþ Nþçz ÌîuYo Nþºoç Ò{@
1. Nþª| NþçºNþ
2. Nþoç| NþçºNþ
3. Ìætç NþçºNþ
4. Nþºm NþçºNþ

116. u© ªõ <®m> Ìæu Ìz uuª|o Æ£t Ò{@
1. Fn®çut
2. ªÒçnªç
3. uÄùçÂ®
4. tzÄz ü

117. u© ªõ Nþºm onì»Ê ÌªçÌ Ìz Ìæ¤uæ o Æ£t Ò{@
1. tX®ìo
2. ¤çäjyuägo
3. Òy
4. çªìMo

118. <EìuYo> Æ£t ªõ ®ìOþ GÌT| Ò{@
1. Eì
2. E½
3. E
4. E

119. u© uÂuQo ªõ Ìz Nþç{ Ìç Æ£t uÄÆzÊm Ò{@
1. Ìçøt®|
2. ¤zNþçºy
3. Äwq
4. ¢ìþ¢zþºç

Page 35

120. u© ªõ G§® uÂæTy Æ£t Òë Ò{@
1. Eçnªç
2. NþÂª
3. ÌÒç®
4. Ìì¤Ò

121. ÄY Nþy ÐuÉb Ìz Æìò ÄçM® Nþçz ÒYçuL@
1. tyzÆ Nzþ ÒçzÆ Gg T®z@
2. ªçoç TçztçÄºy Nþç tÆ| ÒìEç@
3. GÌNþç çm ÌæNþb ªõ gç@
4. ÄËoìEçõ Nþç tçª ¤äj T®ç@

122. <<uNþÌç Nþçz Ez uºÈª Nþç Âç§ Òë uªÂoç>> FÌ ÄçM®
Nþçz Ìæ®ìOþ ÄçM® Nzþ » ªõ ¤tÂz º ÌÒy uÄNþÁ u© ªõ
ÒçzTç@
1. uNþÌç u\oç uºÈª Nþºz º §y Goç Âç§ GÌz
Òë uªÂoç
2. ®ut uNþÌç uºÈª Òë Nþºoç oçz GÌz Âç§ Òë uªÂoç@
3. uNþÌç uºÈª Nþºoç Ò{ ÂzuNþ GÌNþç Âç§ GÌz Òë
uªÂoç
4. ®½t®u uNþÌç uºÈª Ò{ osçu GÌz Âç§ Òë uªÂoç@

123. u© ªõ ÌætÒz çs|Nþ ÄçM® Nþçz ÒYçuL
1. M®ç ÄÒ Foç ªîQ| Ò{@
2. ¤ç ºz! ÄÒ oçz ¤gç ªîQ| Ò{@
3. Æç®t ÄÒ ¤gç ªîQ| ÒçzTç@
4. ÄÒ Foç ªîQ| oçz Òë@

124. u© ªõ Ã®çNþºm osç ®çzT Nþy ÐuÉb Ìz Æìò ÄçM® Nþçz
ÒYçuL
1. ÄÒ ÌNìþÆÂoçîÄ|Nþ ºÒ ºÒç Ò{@
2. Äz uËÌæoç ªçoç-uoç Ò{@
3. ºç\î ºuÄÄçº Nzþ ut EçLTç@
4. ÄÒ ÌYªìY ¤yªçº Ò{@

Page 36

125. u© ªõ Æìò Äo|y ÄçÂç Æ£t Ò{@
1. ºç\{uoNþ
2. î[®y®
3. ËÄçËs
4. ägç{uÌ

126. 1.15 Nzþ Ìª® Nzþ uÂL uÒty ªõ ___ NþÒ ÌNþoz Ò{@
1. ç{z tçz ¤\ç Ò{@
2. ÌÄç ¤\ç Ò{@
3. ÌÄç LNþ ¤\ç Ò{@
4. ç{z LNþ ¤\ç Ò{@

127. Æzº Nþy oºÒ tÒçgzÄçÂz Eç §yTy u¤ÁÂy N{þÌz ¤ TL@
ºzQçæuNþo t¤æ Ò{@
1. Ìærç t¤æ
2. ÌÄ|çª t¤æ
3. uÄÆzÊm t¤æ
4. uNÀþ®ç t¤æ

128. <<®Ò ÂzQy ªzºy Zçzby ¤Ò ºçy Nþy Ò{>> ºzQæçuNæþo t Ò{@
1. Tìm ÄçYNþ uÄÆzÊm
2. ÌçÄ|çuªNþ uÄÆzÊm
3. \çuo ÄçYNþ Ìærç
4. Ã®uOþ ÄçYNþ Ìærç

129. <<ÌoÌ{®ç Nzþ tçzÒºz çÄNþ Nzþ oyº
tzQ ªõ Zçzbz ÂT{ - VçÄ Nþºz Tæ§yº@@
®Ò æuOþ uNþNzþ tçzÒçõ Nþy ªÒçoç Nzþ ¤çºz ªõ ¤oçoy Ò{@
1. ºÒyª Nzþ tçzÒz
2. u¤Òçºy ÂçÂ Nzþ tçzÒz
3. oìÂÌytçÌ Nzþ tçzÒz
4. Äwæt Nzþ tçzÒz

Page 37

130. ªÒçtzÄyÄªç| \y Nwþo Ìæ§çÊm çe Ò{@
1. EçåÀ ÌæËNwþuo
2. §çºoy® ÌæËNwþuo Eç{º çºy
3. ¤tÂç
4. ÄçÌy

131. ªÒçtzÄyÄªç| Nzþ ûçºç ºuYo ÌæËªºmçnªNþ ºzQçuYÞ Nþç{ Ìç Ò{@
1. æ¤ºçõÄçÂy uo\çzºy
2. Ìçzç uÒºy
3. TÀçª Âßªy Nþy GçÌç
4. Eç ºç®ç

132. NþÁç YçÄÂç Eç Òy ºçNzþb YÂç ÌNþoy sy@
FÌ ÄçM® ªõ ®ìOþ <Eç> uNþÌ Nþçº Nzþ ÌÄ|çª Nzþ EæoT|o
Eçoç Ò{@
1. E® ì¿Ê
2. u\ÄçYNþ ÌÄ|çª
3. Ìæ¤
æ ÄçYNþ ÌÄ|çª
4. uÅY® ÄçYNþ ÌÄ|çª

133. <ÂçzNþTyo> çe Nzþ EìÌçº ÒçzÂy Nzþ EÄÌº º ¤À\ ªõ___
YÂoç Ò{@
1. u¤ºÒç
2. Tº¤ç
3. ºuÌ®ç
4. Nþä\ºy

134. YæüÆzQº ÄõNþb ºçª½ Nþç \ª ___ Nþçz ÒìEç
1. 1880
2. 1890
3. 1888
4. 1885

Page 38

135. GñzÅ® ¤çzNþ ÄçM® Nþçz ÒYçuL
1. Òçuªt uYªbç Âç®ç oçuNþ Ey tçty Nþy GåTuÂ®åç
\Âõ@
2. FÌuÂL Òçuªt Ì Ò{ uNþ GÌNzþ utÂ ªõ ËÄçs| §çÄ
Òë@
3. ÂgNþy z ËÄ®æ ¤ìÂç®ç FÌuÂL uYug®ç Tyo Tç ºÒy Ò{@
4. ®ut E®çNþ EçLåTz oçz ZçÞ YìYç ºÒæzTz@

136. <uNþÌy ZçÞ z uYe½ey uÂQy sy@> FÌ ÄçM® ªõ ®ìOþ <uNþÌy>
Æ£t ®çzT Nzþ EìÌçº Ã®çNþºm Nþy ÐuÉb Ìz M®ç Ò{@
1. EuÅY® ÄçYNþ ÌÄ|çª
2. ÌçÄ|çuªNþ uÄÆzÊm
3. ÌæNzþo ÄçYNþ ÌÄ|çª
4. Ìæ¤æ ÄçYNþ uÄÆzÊm

137. <rç Òª Nþçz tyu\L> NþuÄoç çe Nzþ NþuÄ Ò{@
1. ÌìuªÞçæt æo
2. ºçªºzÆ uÞçey
3. Ìì§üçNìþªçºy Yç{Òç
4. Ìî®|Nþçæo uÞçey uºçÂç

138. Nþqç-6 çe½® ìËoNþ Nzþ Eççº º uÄu§ Æì-qy Nþy
EçÄç\çõ Nzþ Ìæ¤
æ ªõ ®Ò TÂo \çzgy Ò{
1. QºTçzÆ - uNþuNþ®çç
2. Nþ¤îoº - TìbºTî
3. §çÂî - Tìºç|ç
4. oçzoç - uNþY uNþYçç

139. FÌ Äu Nzþ Gççºm ªõ \y§ Nþçz ªîç| Nzþ Ìçs ËÆ|
Nþºç goç Ò{
1. Â
2. º
3. Ê
4. e

Page 39

140. ®Ò §çÊç Òy ç®: uÆqç Nþç ªç®ª Òçzoy Ò{@
1. ªçow§çÊç
2. sª §çÊç
3. qzÞy® §çÊç
4. uûoy® §çÊç

141. FÌ uÆqm ÌîÞ Nþç oçn®| ®Ò Ò{ uNþ ÒÂz ¤çÂNþ Nþçz Äo|ªç
Nþy ¤çoõ ¤oçy YçuÒL Eç{º GÌNzþ ¤çt §îo Eç{º §uÄÉ® Nþy@
1. rço Ìz Erço Nþy Eçzº
2. ÌìTª Ìz Nþue Nþy Eçzº
3. ÌºÂ Ìz \ubÂ Nþy Eçzº
4. n®q Ìz En®q Nþy Eçzº

142. FÌNzþ ûçºç Òy §çÊç ÌyQz Nþy ËÄç§çuÄNþ Äwuð Ã®ÄÒçº ªõ
Âç®y \ç ÌNþoy Ò{@
1. EìNþºm
2. ÌªìuYo ÄçoçÄºm
3. E¥®çÌ
4. Es|TÀçÑ®oç

143. §çÊç uÆqm Nþy FÌ uÄu Nzþ ûçºç §çÊç ÌyQz ªõ ¤çÄby
Eç \çoç Ò{@
1. n®q uÄu
2. ºçzq uÄu
3. EçTª uÄu
4. uTª uÄu

144. Nþsy Eç{º Nþºy ªõ Eæoº utQçz ÄçÂç Äçoç|Âç ªç{uQNþ
Eu§Ã®uMo Nþy FÌ uÄÆzÊoç Ìz NþçzÌçõ tîº ªçç \çoç Ò{@
1. §çÄçznçtNþoç
2. ÌÒ\ TÀçØoç
3. Ì\yÄoç
4. ÄçÒªçoç

Page 40

145. ÌçªîuÒNþ ÄçY Nzþ uÂL G®çzTy ìËoNþçõ Nþç oçn®| ®Ò Ò{
uNþ ®z ìËoNþõ Ez ªõ îm| Òçzy YçuÒL@
1. uÄuÄoç
2. ºçzYNþoç
3. TìmÄðç
4. îm|oç

146. TÒ E®® Nzþ FÌ Ìçzç ªõ Å FÌ jæT Ìz îZz \çoz
Òø uNþ ¤çÂNþçõ osç ¤çuÂNþçEçõ Nþçz NìþZ ÌçzY uÄYçº Nþº Gðº
tzç gz@
1. Åçzðº
2. EuÄuo Nþy EçÄwuð
3. ìºçÄwuð
4. ËÉbyNþºm

147. FÒçõz FNþçF| ®çz\ç º Eççuºo t{uNþ çe-®çz\ç Nþy
¿ºzQç Ëoìo Nþy@
1. ¤ç}uÌæT
2. uÆÂz
3. Ìzª¢þçzg|
4. uºËNþ

148. ®Ò çe°NÀþª ZçÞçõ Nþy oçnNþçuÂNþ EçÄÅ®NþoçEçõ LÄæ uÒoçõ
º Eççuºo Ò{@
1. Nþçzº çe°NÀþª
2. ZçÞ-Nõþuüo çe°NÀþª
3. uNÀþ®ç ç çe°NÀþª
4. \yÄ Nþy Ësç®y uËsuo®çõ º Eççuºo çe°NÀþª

Page 41

149. FÌ ªîÁ®çæNþ uÄu Nþç ®çzT uÄrç, NwþuÊ, ÒËoNþÂç, gçFæT,
Eç{ùçzuTNþy Eçut ªõ uÂ®ç \çoç Ò{@
1. ªç{uQNþ ºyqç
2. uÂuQo ºyqç
3. ç®çzuTNþ ºyqç
4. ÄËoìuÉe ºyqç

150. §çÊç Nþy uÉuð ºyqç o§y Ä{ ªçy \çLTy, \¤ GÌNzþ
ûçºç Òçzz ÄçÂç ªç___Nþç oyNþ Òçz@
1. FuoÒçÌ Ìæ¤æy ®çzS®oç Nþç
2. §çÊç Nþy uÉuð Nþç
3. Tumo Ìæ¤æy qªoç Nþç
4. uÄrç Ìæ¤ æ y rç Nþç

Page 42

APTET – Paper- II A– 2024
Language Kannada_06.03.2024_S1

1. Hereditary factor influencing learning
1. Environmental conditions
2. Learning experiences
3. Cultural factors
4. Ability level of the learner
PÀ°PÉAiÀÄ ªÉÄÃ¯É ¥À¨
æ Ás ªÀ ©ÃgÀÄªÀ C£ÀÄªÀA²PÀ PÁgÀPÀ
1. ¥Àj¸ÀgÀ ¥Àj¹ÜwUÀ¼ÀÄ
2. PÀ°PÉAiÀÄ C£ÀÄ¨sÀªÀUÀ¼ÀÄ
3. ¸ÁA¸ÀÌøwPÀ CA±ÀUÀ¼ÀÄ
4. PÀ°AiÀÄÄªÀª£À À ¸ÁªÀÄxÀåðzÀ ªÀÄlÖ

2. As per Erickson the virtue called ‘Ability’ is formed at this
stage
1. School age
2. Play age
3. Adolescent age
4. Infancy

JjPï¸À£ï ¥ÀæPÁgÀ ‘¸ÁªÀÄxÀåð’ JA§ ¸ÀzÀÄÎt K¥ÀðqÀÄªÀ ºÀAvÀ
1. ±Á¯Á ºÀAvÀ
2. QæÃqÁ ºÀAvÀ
3. PËªÀiÁgÀºÀAvÀ
4. ±ÉÊ±ÀªÀ ºÀAvÀ

Page 43

3. SQ3R is the best reading Method. In which SQ3R means
1. Simple-Question-Read-Retain-Recall
2. Sample-Question-Read-Recite-Revision
3. Single-Question-Read-Retain-Recall
4. Survey-Question-Read-Recite-Review

SQ3R MAzÀÄ GvÀª À À «zsÁ£À, SQ3R JAzÀgÉ
Û ÄÀ ªÁzÀ ¥Ào£
1. ¸ÁªÀiÁ£Àå - ¥Àæ²ß¸ÀÄªÀÅzÀÄ – NzÀÄªÀÅzÀÄ –
G½¹PÉÆ¼ÀÄîªÀÅzÀÄ - £É£À¦lÄÖPÉÆ¼ÀÄª î ÀÅzÀÄ
2. ªÀiÁzÀj - ¥À² æ ß¸ÀÄªÀÅzÀÄ- NzÀÄªÀÅzÀÄ – ¥Ào£ À À -¸À«ÄÃPÉë
3. MAzÀÄ - ¥À² æ ß¸ÀÄªÀÅzÀÄ – NzÀÄªÀÅzÀÄ-G½¹PÉÆ¼ÀÄîªÀÅzÀÄ-
£É£À¦¹PÉÆ¼ÀÄîªÀÅzÀÄ
4. ¸À«ÄÃPÉë ` ¥À²
æ ß¸ÀÄªÀÅzÀÄ` NzÀÄªÀÅzÀÄ ` ¥Ào£ À À -«ªÀÄ±Éð

4. This follows the principle of pleasure
1. Id
2. ego
3. super ego
4. consciousness
EzÀÄ D£ÀAzÀ ¸ÀÆvÀæªÀ£ÀÄß ¥Á°¸ÀÄvÀÛzÉ
1. Ezï
2. CºÀA
3. CvÀåºÀA
4. CjªÀÅ

Page 44

5. The learning which is useful to acquire motor skills and Habits
1. Factual Learning
2. Procedural Learning
3. Conceptual Learning
4. Generalisation Learning

ZÀ®£ÁvÀäPÀ PË±À®åUÀ¼ÄÀ , ºÀªÁå¸ÀU¼
À £
À ÄÀ ß ¥Àqz
É ÄÀ PÉÆ¼Àî®Ä
¸ÀºÁAiÀÄªÁUÀÄªÀ PÀ°PÉ
1. ªÁ¸ÀÛ«PÀ PÀ°PÉ
2. ¤gÀAvÀgÀ PÀ°PÉ
3. ¥ÀjPÀ®à£É PÀ°PÉ
4. ¸ÁªÀi¤åÃPÀgt À PÀ°PÉ

6. The process of incorporating new information into an existing
schema is called as
1. Assimilation
2. Accommodation
3. Equilibrium
4. Organization
FUÁUÀ¯ÉÃ EgÀÄªÀ ¹ÌÃA£À°è ºÉÆ¸À ªÀiÁ»wAiÀÄ£ÀÄß ¸ÉÃj¸ÀÄªÀ
¥ÀQæ A
æ iÉÄ
1. ªÀÄ£ÉÆÃUÀvÀ
2. ¸ÀÜ¼ÁªÀPÁ±À MzÀV¸ÀÄ«PÉ
3. ¸ÀªÄÀ vÉÆÃ®£À
4. ªÀåªÀ¹ÜÃUÉÆ½¸ÀÄ«PÉ

7. Dyslexia is a
1. Oral-language disability
2. Writing disability
3. Arithmetic disability
4. Reading disability
r¸ï¯ÉQA
ì iÀiÁ JA§ÄzÀÄ
1. ªÀiËTPÀ - ¨sÁµÁ £ÀÆå£åÀ vÉ
2. §gÀªt À UÂ É £ÀÆå£ÀåvÉ
3. CAPÀUt À v Â À £ÀÆå£åÀ vÉ
4. NzÀÄªÀ ¸ÀA§AzsÀ £ÀÆå£ÀåvÉ

Page 45

8. Mechanical Aptitude test measures
1. Aesthetic Aptitude
2. Vocational Aptitude
3. Scholastic Aptitude
4. General Aptitude

AiÀiÁAwæPÀ C©üPëª À ÄÀ vÉ ¥ÀjÃPÉë C¼ÉAiÀÄÄªÀ CA±À
1. ¸ËAzÀAiÀÄð, PÀ¯É C©üPÀëªÀÄvÉUÀ¼ÀÄ
2. ªÀÈwÛ ¸ÀA§AzsÀ C©üPª Àë ÀÄvÉUÀ¼ÀÄ
3. ±ÉÊPÀëtÂPÀ ¸ÀA§AzsÀ £ÉÊ¸ÀVðPÀ C©üPëÀªÄÀ vÉU¼
À ÀÄ
4. ¸ÁªÀiÁ£Àå £ÉÊ¸ÀVðPÀ C©üPÀëªÀÄvÉUÀ¼ÀÄ

9. One of the following is not related to co-operative learning
1. Self Decisions
2. Individual acceptability
3. Collaborative skills
4. Positive interdependence

EzÀÄ ¸ÀºÀPÁj PÀ°PÉUÉ ¸ÀA§A¢ü¹zÀÄÝ C®è
1. ¸ÀéAiÀÄA ¤zsÁðgÀUÀ¼ÀÄ
2. ªÉÊAiÀÄQÛPÀ ¹éÃPÁgÁºÀðvÉ
3. ¨sÁUÀ¸ÁéªÀÄå PË±À®åUÀ¼ÀÄ
4. ¸ÀPÁgÁvÀäPÀ C£ÉÆåÃ£ÀåvÉ

10. The beeping sound in the car when the driver is not wearing
the seat belt is a
1. Positive Reinforcement
2. Negative Reinforcement
3. Positive punishment
4. Negative punishment
PÁj£À ZÁ®PÀ ¹Ãmï¨É¯ïÖ zsÀj¸À¢zÁÝUÀ PÁj£À°è §gÀÄªÀ ©Ã¥ï
±À§Ý JA§ÄzÀÄ
1. zsÀ£ÁvÀäPÀ ¥ÀÄ¶ÖÃPÀgÀt
2. IÄuÁvÀäPÀ ¥ÀÄ¶ÖÃPÀgÀt
3. zs£
À ÁvÀäPÀ ²PÉë
4. IÄuÁvÀäPÀ ²PÉë

Page 46

11. Objective factor that influence perception is
1. Experiences
2. Time
3. Context
4. Proximity

¥ÀævÀåPÀª
ë À£ÀÄß ¥Àæ¨sÁªÀ ©ÃgÀÄªÀ ªÀ¸ÀÄÛ ¸ÀA§AzsÀ PÁgÀPÀ
1. C£ÀÄ¨sÀªÀUÀ¼ÀÄ
2. ¸ÀªÄÀ AiÀÄ
3. ¸ÀAzÀ¨sÀð
4. ¸Á«ÄÃ¥Àå

12. A Psychologist who explained personality based on the values
of people
1. Spranger
2. Young
3. Kretshmer
4. Sheldon
ªÀåQÛU¼
À À ªÀiË®åUÀ¼À CzsÁgÀzÀ ªÉÄÃ¯É ªÀåQÛvéÀª£
À ÄÀ ß «ªÀj¹zÀ
ªÀÄ£ÉÆÃ«eÁÕ¤
1. ¸ÁàçAUÀgï
2. AiÀÄÆAUï
3. PÉµ æ Àägï
4. µÉ®Ö£ï

Page 47

13. Lower order needs among the following as per Maslow’s
theory of Hierarchy of needs
1. Safety needs
2. Self-esteem needs
3. Self-actualization needs
4. Love and belonging needs
ªÀiÁ¸ÉÆèÃ CUÀvÀåvÉ C£ÀÄPÀª æ ÀÄt ¹zÁÞAvÀzÀ ¥ÀPæ ÁgÀ PÉ¼ÀV£À
PÀª
æ ÀiÁAPÀzÀ CUÀvÀåUÀ¼ÀÄ
1. ¸ÀÄgÀPëv
À É CUÀvåÀ UÀ¼ÄÀ
2. ¸ÀéAiÀÄAUËgÀªÀ CUÀvÉåUÀ¼ÀÄ
3. ¸ÀéAiÀÄA ªÁ¸ÀÛ«ÃPÀgÀt CUÀvÉåUÀ¼ÀÄ
4. ¦æÃw ¸ÀA§A¢üvÀ CUÀvÉåUÀ¼ÀÄ

14. This stage is called as “Transitory Stage”
1. Infancy
2. Pre-childhood
3. Late-childhood
4. Adolescence

F ºÀAvÀªÀ£ÀÄß ‘¸ÀA¢ü ºÀAvÀ’ JAzÀÄ PÀgÉAiÀÄÄvÁÛgÉ
1. ±ÉÊ±ÀªÀ
2. ¥ÀÆªÀð¨Á®å ºÀAvÀ
3. GvÀÛg¨ À Á®å ºÀAvÀ
4. PËªÀiÁgÀºÀAvÀ

15. One of the following is not related to cognitive domain
1. Comprehension
2. Application
3. Analysis
4. Receiving

PÉ¼ÀV£ÀªÀÅUÀ¼À°è eÁÕ£ÁvÀäPÀ ªÀ®AiÀÄPÉÀÌ ¸ÀA§A¢ü¹zÀÄÝ
1. UÀ»æ ¸ÀÄ«PÉ
2. C£Àé¬Ä¸ÀÄ«PÉ
3. «±ÉèÃµÀuÉ
4. ¹éÃPÀj¸ÀÄªÀÅzÀÄ

Page 48

16. A 12 year student can complete only the aspects prescribed for
10 year student, then his IQ is
12 ªÀµðÀ «gÀÄªÀ «zÁåyð 10 ªÀµÀð «zÁåyðUÉ ¤UÀ¢¥Àr¸À¯ÁzÀ
CA±ÀU¼
À £
À ÄÀ ß ªÀiÁvÀæ ¥ÀÆtðUÉÆ½¹zÀg,É CªÀ£À §Ä¢Ý±QÀ Û
¸ÀÆZÁåAPÀ
1. 120%
2. 88%
3. 83%
4. 110%

17. Individual learning type among the following
1. Computer based learning
2. Discussions
3. Seminars
4. Brainstorming

PÉ¼ÀV£ÀªÀÅUÀ¼À°è ªÉÊAiÀÄQÛPÀ PÀ°PÉAiÀÄ «zsÀ
1. PÀA¥ÀÆålgï DzsÁjvÀ PÀ°PÉ
2. ZÀZÉðUÀ¼ÀÄ
3. ¸É«Ä£ÁgïUÀ¼ÄÀ
4. §Ä¢ÞªÄÀ vÉÛ

18. Saketh is a teacher, who is not satisfied with his job because
he has not been promoted for a long time. So he is not
teaching children properly. Guidance needed here is
1. Educational Guidance
2. Vocational Guidance
3. Psychological Guidance
4. Personal Guidance
¸ÁPÉÃvï M§â ²PÀëP.À §ºÀ¼À PÁ®¢AzÀ®Æ CªÀ¤UÉ §rÛ
¨ÁgÀ¢zÀÝjAzÀ CªÀ¤UÉ GzÉÆåÃUÀ vÀÈ¦Û E®è. DzÀÝjAzÀ
ªÀÄPÀÌ½UÉ ¸ÀjAiÀiÁV ¥ÁoÀ ªÀiÁqÀÄwÛ®è. CªÀ¤UÉ ¨ÉÃPÁzÀ
ªÀiÁUÀðzÀ±Àð£À
1. ±ÉÊPÀëtÂPÀ ªÀiÁUÀðzÀ±ð
À £À
2. ªÀÈwÛ¥ÀgÀ ªÀiÁUÀðzÀ±Àð£À
3. ªÀiÁ£À¹PÀ ªÀiÁUÀðzÀ±ðÀ £À
4. ªÉÊAiÀÄQÛPÀ ªÀiÁUÀðzÀ±ðÀ £À

Page 49

19. TOEFL stands for
TOEFL £ÀÄß «¹Ûj¹zÁUÀ
1. Test of English as a French Language
2. Test of English as a First Language
3. Test of English as a Foreign Language
4. Test of English as a Fundamental Language

20. According to Bruner, the topic of study should be introduced
first through
1. Models
2. Activities
3. Charts
4. Principles
§Ææ£Àgï ¥ÀæPÁgÀ PÀ°PÉ CA±ÀPÉÌ ¸ÀA§A¢ü¹zÀ «µÀAiÀÄªÀ£ÀÄß
ªÉÆzÀ®Ä »ÃUÉ ¥ÀjZÀAiÀÄ ªÀiÁqÀ¨ÉÃPÀÄ
1. ªÀiÁzÀjUÀ¼À ªÀÄÆ®PÀ
2. QæAiÉÄ ªÀÄÆ®PÀ
3. ZÁlÄðUÀ¼À ªÀÄÆ®PÀ
4. ¸ÀÆvÀæUÀ¼À ªÀÄÆ®PÀ
21. A student who failed in exams cried like a child -
Defence mechanism here is
1. Regression
2. Reaction formation
3. Compensation
4. Repression
¥ÀjÃPÉëAiÀÄ°è C£ÀÄwÛÃtð£ÁzÀ «zÁåyð aPÀÌªÀÄUÀÄ«£ÀAvÉ
C¼ÀÄªÀÅzÀgÀ°è£À gÀPÀëuÁ vÀAvÀæUÀ¼ÀÄ
1. »ªÀÄägÀ¼ÀÄ«PÉ CxÀªÁ ¥Àw æ UÀªÀÄ£À
2. ¥Àwæ QæAiÉÄ gÀZÀ£É
3. ¥ÀjºÁgÀ
4. zÀªÄÀ £À

Page 50

22. This type of learners learn effectively through exploration and
doing activities
1. Auditory Learners
2. Visual Learners
3. Kinesthetic Learners
4. Tactile Learners
F «zsÀªÁzÀ PÀ°PÁPÁgÀgÀÄ C£ÉéÃµÀuÉ ªÀÄvÀÄÛ ZÀlÄªÀnPÉUÀ¼À
ªÀÄÆ®PÀ ¸ÀªÄÀ xÀðªÁV PÀ°vÀÄPÉÆ¼ÀÄîvÁÛg.É .
1. ±Àªæ Àt PÀ°PÁPÁgÀgÀÄ
2. zÀÈ±Àå PÀ°PÁPÁgÀgÀÄ
3. ZÀ®£É PÀ°PÁPÁgÀgÄÀ
4. ¸Àà±ÃÉ ðA¢æAiÀÄ PÀ°PÁPÁgÀgÀÄ
23. “Illustrated dictionary” under Jagananna VidyaKanuka is
distributed to these classes.
1. 1 to 10
2. 6&7
3. 6 to 10
4. 1 to 5
dUÀ££ À ßÀ «zÁå PÁ£ÀÄPÀU¼
À À ¨sÁUÀªÁV “E¯ï¸ÉÖçÃmÉqï
rPÀë£ÀjÃ”AiÀÄ£ÀÄß F vÀgÀUÀwAiÀÄªÀjUÉ PÉÆqÀÄwÛzÁÝgÉ?
1. 1 jAzÀ 10
2. 6 ªÀÄvÀÄÛ 7
3. 6 jAzÀ 10
4. 1 jAzÀ 5
24. Carl Roger’s has given importance to this learning
1. Cognitive Learning
2. Experiential Learning
3. Experimental Learning
4. Insightful Learning
PÁ¯ïðgÉÆÃdgïì F PÀ°PÉUÉ ¥ÁæªÄÀ ÄRåvÉ ¤ÃrzÁÝg.É
1. eÁÕ£ÁvÀäPÀ PÀ°PÉ
2. C£ÀÄ¨sÀªÀzÀ PÀ°PÉ
3. ¥ÀæAiÉÆÃUÁvÀäPÀ PÀ°PÉ
4. M¼À£Æ É Ãl PÀ°PÉ

Page 51

25. A method of teaching by placing problems and questions in
front of the students and stimulating their thinking
1. Inquiry Based Leaning
2. Project Based Learning
3. Activity Based Learning
4. Teacher centered Leaning
¸ÀªÄÀ ¸ÉåUÀ¼À£ÄÀ ß, ¥À±
æ ßÉ UÀ¼£
À ÄÀ ß «zÁåyðUÀ¼À ªÀÄÄAzÉ EqÀÄvÁÛ CªÀg°
À è
aAvÀ£ÉAiÀÄ£ÀÄß GvÉÛÃf¸ÀÄªÀ ªÀÄÆ®PÀ ¨ÉÆÃ¢ü¸ÀÄªÀ «zsÁ£À
1. C£ÉéÃµÀt DzsÁjvÀ PÀ°PÉ
2. AiÉÆÃd£Á DzsÁjvÀ PÀ°PÉ
3. ZÀ¼ÀÄªÀnPÉ DzsÁjvÀ PÀ°PÉ
4. ²PÀëPÀ PÉÃA¢ævÀ PÀ°PÉ

26. A group which is not exposed to experimental conditions
administered by the experimenter
1. Experimental group
2. Uncontrolled group
3. Controlled group
4. Independent group

¥ÀAæ iÉÆÃUÀPÁgÀ ¤ªÀð»¸ÀÄªÀ ¥ÀA æ iÉÆÃUÁvÀäPÀ ¸À¤ßªÉÃ±ÀU½
À UÉ
UÀÄjAiÀiÁUÀzÀ UÀÄA¥ÀÄ
1. ¥ÀA
æ iÉÆÃUÁvÀäPÀ UÀÄA¥ÀÄ
2. C¤AiÀÄAwævÀ UÀÄA¥ÀÄ
3. ¤AiÀÄAwæPÀ UÀÄA¥ÀÄ
4. ¸ÀévÀAvÀæ UÀÄA¥ÀÄ

Page 52

27. The value of ‘1MB’
1. 1024 KB
2. 1024 GB
3. 1024 TB
4. 1024 Bytes
‘1MB’ ¨É¯É
1. 1024 PÉ.©
2. 1024 f.©
3. 1024 n.©
4. 1024 ¨ÉÊmïì

28. In examinations children’s recognition capacity is tested
through
1. Multiple choice questions
2. Short answer questions
3. Fill in the blanks
4. Essay questions
¥ÀjÃPÉU
ë À¼À°è ªÀÄPÀÌ¼À UÀÄwð¸ÀÄ«PÉAiÀÄ ¸ÁªÀÄxÀåðªÀ£ÀÄß EªÀÅUÀ¼À
ªÀÄÆ®PÀ ¥ÀjÃQë¸ÄÀ vÁÛgÉ
1. §ºÀÄDAiÉÄÌ ¥Àæ±ÉßUÀ¼ÀÄ
2. ¸ÀAQë¥ÀÛ GvÀÛgÀ ¥Àæ±ÉßUÀ¼ÀÄ
3. ©lÖ¸ÀÜ¼ÀªÀ£ÀÄß vÀÄA©j
4. ¥À§ æ AzsÀ ªÀiÁzÀj ¥À± æ ÉßUÀ¼ÀÄ

Page 53

29. As per Golman“ Ability to consider the feelings of others
when making decisions” is
1. Sympathy
2. Empathy
3. Social skills
4. Social ability
UÉÆÃ¯ïªÀÄ£ï ¥ÀPæ ÁgÀ ¤tðAiÀÄUÀ¼£ À ÄÀ ß vÉUz
É ÄÀ PÉÆ¼ÀÄîªÀ
¸ÀAzÀ¨Àð
s zÀ°è EvÀgÀgÀ ¨sÁªÀ£ÉUÀ¼À£ÀÄß ¥ÀjUÀt£ÉUÉ vÉUÉzÀÄPÉÆ¼Àî®Ä
¸ÀA§A¢ü¹zÀ ¸ÁªÀÄxÀåð
1. ¸ÀºÁ£ÀÄ¨sÆ
À w
2. ¸ÀºÁ£ÀÄ¨sÀÆw
3. ¸ÁªÀiÁfPÀ PË±À®åUÀ¼ÀÄ
4. ¸ÁªÀiÁfPÀ ¸ÁªÀÄxÀåðUÀ¼ÄÀ

30. As per NEP-2020. The Education System should be focused
towards -
1. Getting good results
2. Learning for exams
3. The development of critical thinking in children
4. The development of rote learning in children

NEP-2020¥ÀP
æ ÁgÀ ±ÉÊPÀëtÂPÀ ªÀåªÀ¸ÉÜ EzÀgÀ zÀÈ¶ÖºÀj¸À¨ÉÃPÀÄ.
1. GvÀÛªÀÄ ¥sÀ°vÀUÀ¼ÀÄ ¸Á¢ü¸ÀÄªÀÅzÀÄ
2. ¥ÀjÃPÉëU½ À UÁV PÀ°vÀÄPÉÆ¼ÀÄîªÅÀ zÀÄ
3. ªÀÄPÀÌ¼°À è «ªÀÄ±ÁðvÀäPÀ C¯ÉÆÃZÀ£A É iÀÄ£ÀÄß ¨É¼¸
É ÄÀ ªÀÅzÀÄ
4. ªÀÄPÀÌ¼À°è PÀAoÁ¥ÁoÀ PÀ°PÉAiÀÄ£ÀÄß C©üªÀÈ¢Þ ¥Àr¸ÀÄªÀÅzÀÄ

Page 54

31. ºÁ¸ÀåPÀ«AiÀiÁV ¥À¹
æ zÀÞgÁVgÀÄªÀªg
À ÄÀ .
1. r.«.f
2. ©Ãa
3. ¹zÀÞAiÀÄ å ¥ÀÄgÁtÂPÀ
4. zÀ.gÁ.¨ÉÃAzÉæ

32. ºÀj±ÀA
Ñ zÀæ PÁªÀå F UÀA
æ xÀzÀ PÀvÈÀ ð
1. gÁWÀªÁAPÀ
2. ºÀjºÀgÀ
3. PÀÄªÀiÁgÀªÁå¸À
4. µÀqPÀ ëÀj

33. «.PÀÈ.UÉÆÃPÁPï «gÀavÀ ‘¸ÀªÄÀ ÄzÀz
æ ÁZÉ’ JA§ UÀA
æ xÀ
1. ¥À§
æ AzsÀ
2. «ªÀÄ±ÁðPÀÈw
3. ¥Àª
æ Á¸À PÀx£
À À
4. DvÀäPx
À £
À À

34. ‘¸ÀtÚ PÀvU
É ¼
À À d£ÀP’À JAzÉÃ ¥À¹
æ zÀÝgÁzÀªg
À ÄÀ
1. «.PÀÈ.UÉÆÃPÁPï
2. ªÀiÁ¹Û ªÉAPÀmÃÉ ±À CAiÀÄåAUÁgï
3. ZÀAzÀ±
æ ÃÉ RgÀ PÀA¨ÁgÀ
4. ²ªÀgÁªÀÄ PÁgÀAvÀ

Page 55

35. gÁd£ÀÄ MqÉÆØÃ®UÀª£
À ÄÀ ß ¥Àj¸ÀªiÀ Á¦Û UÉÆ½¹zÀ.
(CrUÉgÉ J¼ÉzÀ ¥ÀzÀzÀ CxÀð)
1. ¯ÉÆÃPÀ¸À¨És
2. gÁd¸À¨És
3. UÁæªÀÄ¸À¨És
4. ¥ÀÄgÀ¸À¨És

36. ¤ÃgÀªÀ ¥ÀªÀðvÀ PÁ£À£À ±ÉÃæ tÂ.
(UÉgÉ J¼ÉzÀ ¥ÀzPÀ ÌÉ ¸ÀªÄÀ £ÁxÀðPÀ UÀÄwð¹)
1. PÁUÉ, PÉÆÃV¯É
2. PÁqÀÄ, CgÀtå
3. PÁqÀÄ, GzÁå£Àª£
À À
4. CgÀtå, PÁgÀÄtå

37. ²PÀëPg
À À ¨ÉÆÃzs£
À A
É iÀÄ£ÀÄß «zÁåyðUÀ¼ÄÀ CjvÀgÀÄ.
(CrUÉgÉ ¥Àzz
À À £Á£ÁxÀðUÀ¼£
À ÄÀ ß UÀÄwð¹)
1. PÀj, ºÁ¼É
2. PÀvÛÀj¸ÀÄ, vÀÄAqÀÄªÀiÁqÀÄ
3. w½, CxÉÊð¸ÀÄ
4. w½, PÀvÛÀj¸ÀÄ

Page 56

38. gÁd£À£ÄÀ ß ¦ÃoÀz°
À è PÀÄ¼Àîj¹zÀgÄÀ .
(CrUÉgÉ J¼ÉzÀ ¥Àzz
À À vÀzãÀ ªÀ gÀÆ¥À)À
1. gÁAiÀÄ
2. gÁtÂ
3. ªÀÄAwæ
4. ¸ÉÃªÀPÀ

39. ºÁQ DlzÀ°è ¨sÁgÀvz À À ªÀÄ»¼ÉAiÀÄgÀÄ d¥Á£ï «gÀÄzÀÞ
ªÉÄÃ®ÄUÉÊ ¸Á¢ü¹zÀgÄÀ .
(UÉgÉ J¼ÉzÀ ªÁPÀåzÀ°è£À £ÀÄrUÀlÖ£ÄÀ ß UÀÄwð¹)
1. ºÁQ Dl
2. ªÀÄ»¼É
3. ªÉÄÃ®ÄUÉÊ
4. ¨sÁgÀvÀ

40. ¨ÉlÖPÌÉ ºÀwÛz£
À ÀÄ (UÉgÉ J¼ÉzÀ ¥Àzz
À °
À è£À «¨sQÀ Û)
1. ¸À¥Û«
À Ä
2. ¥ÀAZÀ«Ä
3. µÀ¶Ö
4. ZÀvÄÀ yð

Page 57

41. £ÀqÄÀ ªÉ ºÀPÆ
É ÌAqÀÄ ºÉÆqÉzg
À Æ
É Ã UÀÄAqÀ PÀgÄÀ t E®èzíA
À UÀ
(CrUÉgÉ J¼ÉzÀ ¥Àzz
À À UÁæAyPÀ gÀÆ¥À UÀÄwð¹)
1. E®èzº
À ÁUÉ
2. PÀgÀÄtÂ¸ÀÄªÀAvÉ
3. ¹r°£ÀAvÉ
4. PÁ¥ÁqÀÄªÀAvÉ

42. zÉÃªÀg£
À ÄÀ ß ¨sQÀ ÛAiÀÄAzÀ ¥ÀÆf¸ÀÄªÀÅzÀÄ.
(CrUÉgÉ ¥Àzz
À À vÀzãÀ ªÀ gÀÆ¥À UÀÄwð¹)
1. QÃgÀÄw
2. AiÀÄÄPÀÄw
3. §PÀÄw
4. ±ÀPÀÄw

43. AiÀÄuï¸ÀA¢üUÉ GzÁºÀgu
À A
É iÀÄ£ÀÄß UÀÄwð¹.
1. KPÉÊPÀ
2. CvÀåAvÀ
3. zÉÃªÉÃAzÀæ
4. ªÀÄ¼ÉUÁ®

Page 58

44. ¸ÀA¢üAiÀiÁUÀÄªÁUÀ MAzÀÄ CPÀëgz
À À §zÀ°UÉ ªÀÄvÉÆÛAzÀÄ
CPÀëgÀ §AzÀgÉ
1. DzÉÃ±À ¸ÀA¢ü
2. ¯ÉÆÃ¥À¸A
À ¢ü
3. ¸Àªt
À ð¢ÃWÀð¸ÀA¢ü
4. UÀÄt¸ÀA¢ü

45. ¥ÀÆªÉÇÃðvÀÛgÀ ¥ÀzU À ¼
À ÄÀ CA² CA±À ¨sÁªÀ¢AzÀ ¸ÉÃj
¸ÀªiÀ Á¸ÀªÁzÀgÉ CAvÀºÀ ¸ÀªiÀ Á¸ÀPÌÉ
1. ¢éUÀÄ ¸ÀªÀiÁ¸À
2. zÀéAzÀé ¸ÀªiÀ Á¸À
3. CA²Ã ¸ÀªiÀ Á¸À
4. vÀvÄÀ àgÄÀ µÀ ¸ÀªiÀ Á¸À

46. ‘¨ÉlÖzÁªÀg’É F ¥Àzz
À À «UÀº
æ À ªÁPÀå.
1. vÁªÀgÉ + ¨ÉlÖzÀ
2. ¨ÉlÖzÀ + vÁªÀgÉ
3. ¨ÉlÖz°
À è + zÁªÀgÉ
4. ¨ÉlÖ¢AzÀ + vÁªÀgÉ

Page 59

47. ‘‰‰‰’ F UÀtzÀ ºÉ¸g
À ÄÀ
1. £ÀUt
À
2. ªÀÄUÀt
3. dUÀt
4. gÀUt
À

48. £Á®ÄÌ ¥ÁzÀU¼
À ÄÀ ¼Àî ¥ÀzåÀ .
1. PÀAzÀ¥z
À åÀ
2. µÀlà¢
3. wæ¥¢
À
4. ªÀÈvÀÛU¼
À ÄÀ

49. ¨s,À gÀ, £À, ¨sÀ ¨s,À gÀ JA§ UÀtUÀ¼ÀÄ §gÀÄªÀ ªÀÈvÀÛ
1. GvÀà®
2. ªÀÄvÉÛÃ¨s«
À QæÃrvÀ
3. ZÀA¥ÀPÀªÀiÁ¯É
4. ±ÁzÀÆð®

50. ªÀiÁjUËvÀtªÁAiÀÄÄÛ £Á½£À ¨sÁgÀvª
À ÅÀ (C®APÁgÀ UÀÄwð¹).
1. gÀÆ¥ÀP®
À APÁgÀ
2. ¢Ã¥ÀPÁ®APÁgÀ
3. G¥ÀªiÀ Á®APÁgÀ
4. zÀÈµÁÖAvÀ®APÁgÀ

Page 60

PÉ¼V
À £À UÀzåÀ ªÀ£ÄÀ ß N¢ ¥Àæ±ÉßUÉ GvÀÛj¹j.
²ªÀPÆ É Ãn DZÁAiÀÄð §gÉ¢gÀÄªÀ£A É zÀÄ £ÀA§¯ÁVgÀÄªÀ
ªÀqÁØgÁzs£ À É eÉÊ£ÀzÁs «ÄðPÀ PÀxU
É ¼ æ À. EzÀÄ Qæ.±À 920
À À ¸ÀAUÀº
gÀ°è gÀZ£ À AÉ iÀiÁVgÀ§ºÀÄzÉAzÀÄ C©ü¥ÁæAiÀÄ ¥Àq¯ À ÁVzÉ. EzÀÄ
£ÀªÄÀ UÉ ¥ÀA¥À¥Æ À ªÀð AiÀÄÄUÀz° À è zÉÆgÉwgÀÄªÀ PÀ£ßÀ qÀzÀ
ªÉÆzÀ® UÀzÀå PÀÈwAiÀiÁVzÉ.

51. ªÉÄÃ°£À UÀzåÀ ¨Ás UÀªÅÀ AiÀiÁªÀ PÀÈwUÉ ¸ÀA§A¢ü¹zÉ?
1. D¢¥ÀÄgÁt
2. ªÀqÁØgÁzs£
À É
3. ¥ÀA¥À¨Ás gÀvÀ
4. eÉÊ«Ä¤¨sÁgÀvÀ

PÉ¼V
À £À UÀzåÀ ªÀ£ÄÀ ß N¢ ¥Àæ±ÉßUÉ GvÀÛj¹j.
²ªÀPÆ É Ãn DZÁAiÀÄð §gÉ¢gÀÄªÀ£A É zÀÄ £ÀA§¯ÁVgÀÄªÀ
ªÀqÁØgÁzs£ À É eÉÊ£ÀzÁs «ÄðPÀ PÀxU
É ¼ æ À. EzÀÄ Qæ.±À 920
À À ¸ÀAUÀº
gÀ°è gÀZ£ À AÉ iÀiÁVgÀ§ºÀÄzÉAzÀÄ C©ü¥ÁæAiÀÄ ¥Àq¯ À ÁVzÉ. EzÀÄ
£ÀªÄÀ UÉ ¥ÀA¥À¥Æ À ªÀð AiÀÄÄUÀz° À è zÉÆgÉwgÀÄªÀ PÀ£ßÀ qÀzÀ
ªÉÆzÀ® UÀzÀå PÀÈwAiÀiÁVzÉ.

52. ªÀqÁØgÁzs£
À A
É iÀÄ PÀvÈÀ ð
1. ²ªÀPÉÆÃmÁåZÁAiÀÄð
2. ®QëöäÃ±À
3. ²æÃ«dAiÀÄ
4. ¥ÀA¥À

Page 61

PÉ¼V
À £À ¥ÀzåÀ ¨sÁUÀª£
À ÄÀ ß N¢ ¥Àæ±ÉßUÉ GvÀÛj¹j.
zÀAiÀÄ«®èzÀ zsª À ÄÀ ðªÀzÁªÀÅzÀAiÀiÁå?
zÀAiÀÄªÉÃ ¨ÉÃPÀÄ ¸ÀP® À ¥ÁætU Â ¼
À °À èAiÀÄÆ
zÀAiÀÄªÉÃ zsªÀ ÄÀ ðzÀ ªÀÄÆ®ªÀAiÀÄå
PÀÆqÀ®¸ÀAUÀAiÀÄå£ÀAvÀ®èzÆ É ®è£A À iÀÄå

53. ªÉÄÃ°£À ¥ÀzåÀ AiÀiÁªÀÅzÀPÌÉ ¥ÁæzÁs £ÀåvÉ PÉÆqÀ¯ÁVzÉ?
1. C»A¸ÉAiÀÄ §UÉÎ
2. Czsª
À ÄÀ ðzÀ §UÉÎ
3. PÀªÄÀ ðzÀ §UÉÎ
4. zsª
À ÄÀ ðzÀ §UÉÎ

PÉ¼V
À £À ¥ÀzåÀ ¨sÁUÀª£
À ÄÀ ß N¢ ¥Àæ±ÉßUÉ GvÀÛj¹j.
zÀAiÀÄ«®èzÀ zsª À ÄÀ ðªÀzÁªÀÅzÀAiÀiÁå?
zÀAiÀÄªÉÃ ¨ÉÃPÀÄ ¸ÀP® À ¥ÁætU Â ¼
À °À èAiÀÄÆ
zÀAiÀÄªÉÃ zsªÀ ÄÀ ðzÀ ªÀÄÆ®ªÀAiÀÄå
PÀÆqÀ®¸ÀAUÀAiÀÄå£ÀAvÀ®èzÆ É ®è£A À iÀÄå

54. §¸Àªt
À £
Ú ª
À g
À À CAQvÀ£ÁªÀÄ
1. ZÉ£ßÀ ªÀÄ°PÁgÀÄÓ£À
2. PÀÆqÀ®¸ÀAUÀªÄÀ zÉÃªÀ
3. gÁªÀÄ£ÁxÀ
4. UÀÄºÉÃ±ÀégÀ

Page 62

55. G¥ÀªÄÉ ÃAiÀÄªÁzÀ ªÀ¸ÄÀ Ûª£
À ÄÀ ß CxÀªÁ ¸À¤ßªÉÃ±Àª£
À ÄÀ ß
G¥ÀªiÀ Á£ÀzÀ ªÀ¸ÄÀ Ûª£
À ÁßV PÀ°à¸ÄÀ ªÀÅzÉÃ
1. G¥ÀªiÀ Á®APÁgÀ
2. gÀÆ¥ÀP®
À APÁgÀ
3. GvÉàçÃPÀë®APÁgÀ
4. zÀÈµÁÖAvÀ®APÁgÀ

56. «zsåÀ xÀðPÀ QæAiÀiÁ ¥ÀzPÀ ÌÉ GzÁºÀgu
À É
1. ªÀiÁqÀ°®è
2. ªÀiÁqÀ°
3. ªÀiÁqÀ®Ä
4. ªÀiÁqÀgÀÄ

57. PÀªÀÄ¯ÉAiÀÄÄ DlPÉÌ ¨ÁgÀ¼ÀÄ – EzÀÄ JAvÀºÀ ªÁPÀå
1. ¸ÁªÀiÁ£Àå ªÁPÀå
2. ¸ÀA¨sÀª£
À ÁxÀðPÀ ªÁPÀå
3. «zsåÀ xÀðPÀ ªÁPÀå
4. ¤µÉÃzsÁxÀðPÀ ªÁPÀå

58. CtÚ C£ÀßªÀ£ÄÀ ß GAqÀ£ÄÀ (PÀªÄÀ ðtÂ ªÁPÀåzÀ°è §gÉzÁUÀ)
1. CtÚ¤AzÀ C£ÀßªÀÅ GtÚ®ànÖvÄÀ
2. CtÚ C£ÀßªÀ£ÄÀ ß GtÄÚªÅÀ ¢®è
3. CtÚ£ÄÀ Hl ªÀiÁqÀ°
4. C£ÀßªÀ£ÄÀ ß CtÚ¤AzÀ GtÚ®àqÄÀ ªÀÅ¢®è

Page 63

59. MAzÀÄ CxÀªÁ C£ÉÃPÀ ªÁPÀåUÀ¼ÀÄ MAzÀÄ ¥Àz
æ Ás £À ªÁPÀåPÉÌ
C¢üÃ£ÀªÁVzÀÝgÉ CAvÀºÀ ªÁPÀåªÀ£ÄÀ ß
1. PÀªÄÀ ðtÂ ªÁPÀå
2. ¸ÁªÀiÁ£Àå ªÁPÀå
3. ¸ÀAAiÉÆÃfvÀ ªÁPÀå
4. «Ä±Àæ ªÁPÀå

60. PÁgÀªÁgÀz°
À è ªÀÄ¯ÉÃjAiÀiÁ ªÁå¥ÀPª
À ÁV ºÀgr
À vÀÄ.
(F ªÁPÀåzÀ «zsÀ UÀÄwð¹)
1. «zsåÀ xÀðPÀ ªÁPÀå
2. ¸ÀAAiÀÄÄPÀÛ ªÁPÀå
3. ¸ÁªÀiÁ£ÀåªÁPÀå
4. «Ä±ÀæªÁPÀå

Page 64

61. Read the following conversation.
A: My examinations are in the next month.
B: If I were you, I would not waste time.
In the above conversation, B offered:
1. his help
2. his suggestion
3. his time
4. his message

62. The teacher said to the boy, “Keep it up.”
The purpose of the sentence in inverted commas is:
1. to permit
2. to disappoint
3. to offer help
4. to encourage

63. Choose the option that shows an appropriate way to address
the recipient in a professional email.
1. Hey
2. Dear Mr. Smith
3. Hi there
4. Yo!
64. Choose the option that is NOT a tip for writing a short story.
1. starting a short story
2. developing compelling characters
3. writing as much detail as possible
4. seeking feed back from others

65. Choose the correctly punctuated sentence.
1. Ravi said, I want to go to New York next year.
2. Ravi said, “I want to go to New York next year!”
3. “Ravi said”, I want to go to New York next year.
4. Ravi said, “I want to go to New York next year.”

66. He said(A) that(B) he will come(C) the following day (D).
Choose the part that has a grammatical error.
1. A
2. B
3. C
4. D

Page 65

67. Choose the suffix that suits to get the adjectival form of the
word ‘tragedy’
1. - ly
2. - ic
3. - isn
4. - un

68. Choose the correct option that indicates the arrangement of the
words in alphabetical order
A. resource
B. regional
C. respect
D. responsible
1. B C D A
2. D C B A
3. B C A D
4. B A C D

69. Choose the idiom that gives the meaning “free oneself from”
1. give way
2. at a loss
3. get rid of
4. for ages

70. The disease is _________ the entire world.
Choose the phrase that fits the blank.
1. spread at
2. spread across
3. spread in
4. spread on

71. Choose the mis-spelt word out of the given words.
1. visionery
2. missive
3. campaign
4. scientific
72. Choose the option that can be used as a one-word substitute
for “a scientist who studies animals and their behaviour.”
1. an ornithologist
2. a linguist
3. an ethologist
4. a theist

Page 66

73. He turned round and found himself looking at a round faced,
meek looking man who now broke into a smile.
Choose the synonym of the word ‘meek’.
1. haughty
2. humble
3. superior
4. arrogant

74. He added loftily, pronouncing the word carefully, “centuries
ago.”
Choose the antonym of the word ‘loftily’
1. humbly
2. venerably
3. gallantly
4. valiantly

75. I was in ______ in 1972.
Choose the correct expression that fits the blank.
1. five standard
2. the fifth standard
3. fifth standard
4. the five standard

76. I am thinking ______ going to America.
Choose the word that fits the blank.
1. for
2. to
3. of
4. onto

77. Raju has seen this movie already.
The above sentence says that
1. Raju still remembers the movie he saw.
2. Raju forgot the movie he saw.
3. Raju wants to see the movie again.
4. Raju does not like to see any movie.

78. Don’t tire yourself now. You _______ in the evening.
Choose the correct option that fits the blank meaningfully.
1. isn’t be able to work
2. weren’t be able to be worked.
3. won’t be able to work.
4. will be not able not to work.

Page 67

79. Seema asked her, “How long have you lived here?”
Choose the reported speech of the sentence above.
1. Seema asked her if how long you have lived there.
2. Seema asked her how long she had lived there.
3. She asked Seema to live there.
4. Seema told her how she had lived there.

80. Choose the sentence in passive voice.
1. After school, we went home and told our respective
parents about the incident.
2. He should not spread the poison of social inequality and
communal intolerance.
3. He bluntly asked the teacher to apologise.
4. I was born to tall and handsome parents.

81. The father, along with his children _______ to park.
Choose the correct verb that fits the blank.
1. was go
2. were going
3. have gone
4. has gone

82. My sister, who completed her B.Tech, has secured a job in
BHEL.
The above sentence has:
1. a non-defining relative clause
2. a defining relative clause
3. a noun clause
4. an adverbial clause of manners.

83. Nick has a small foot on his left hip which helps him balance.
In the above sentence, the word ‘balance’ is
1. a conjunctive
2. an adjective
3. a verb
4. an adverb

84. His parents decided not to send him to a special school.
The above sentence has ______ nouns.
1. two
2. three
3. four
4. five

Page 68

85. Born in London, he became the citizen of the U.K.
The above is:
1. an imperative sentence
2. a complex sentence
3. a compound sentence
4. a simple sentence

86. Choose the linker that can be used to order points.
1. in the same way
2. firstly
3. besides
4. on the contrary

87. Sravani goes to school _______ Yamuna daily.
Choose the correct phrasal preposition that fits the blank.
1. in spite of
2. along with
3. ahead of
4. in front of

88. I would like to have tea.
This sentence indicates:
1. obligation
2. possibility
3. preference
4. permission

89. Read the following passage.
He, who teaches us anything which we know, not before, is
undoubtedly to be loved as a benefactor and he that supplies
life with amusement will be caressed as a pleasing person.
According to the passage, the author suggests that we should
regard someone who teaches us something new:
1. with suspicion and scepticism
2. with gratitude and affection
3. with indifference and apathy
4. with criticism and disdain

Page 69

90. Read the following passage
He, who teaches us anything which we know, not before, is
undoubtedly to be loved as a benefactor and he that supplies
life with amusement will be caressed as a pleasing person.
A ‘Benefactor’ is one
1. who takes money
2. who blames others
3. who teaches known facts
4. who takes money

Page 70

91. ‘ºÀ°är’ ±Á¸À£z
À À PÁ® ¸ÀÄªÀiÁgÀÄ
1. Qæ.¥ÀÆ. 340
2. Qæ.¥ÀÆ. 1200
3. Qæ.¥ÀÆ. 230
4. Qæ.¥ÀÆ. 450

92. FvÀ££
À ÄÀ ß ¥ÀA¥À¥Æ
À ªÀðAiÀÄÄUÀzÀ PÀ« J£Àß¯ÁVzÉ
1. ZÁªÀÅAqÀgÁAiÀÄ
2. ¥ÉÆ£Àß
3. £ÁUÀªª
À ÄÀ ð
4. UÀÄt£ÀA¢

93. ‘±ÁAw ¥ÀÄgÁt’zÀ PÀvÀÈð
1. d£Àß
2. gÀ£ßÀ
3. ¥ÉÆ£Àß
4. ¥ÀA¥À

Page 71

94. EzÉÆAzÀÄ bÀAzÀ¹ìUÉ ¸ÀA§A¢ü¹zÀ PÀÈw
1. bÀAzÉÆÃA§Ä¢
2. ¥ÀA¥À¨Ás gÀvÀ
3. ¸ÀªÄÀ AiÀÄ¥ÀjÃPÉë
4. §ÈºÀvÀÌvÉ

95. AiÀÄ£À¸ÉÃ£À£À PÀÈw
1. ¸ÀªÄÀ AiÀÄ ¥ÀjÃPÉë
2. zsÀªÀiÁðªÀÄÈvÀ
3. ZÁªÀÅAqÀgÁAiÀÄ ¥ÀÄgÁt
4. ªÀÄ£À¸ÉÆÃ¯Áè¸À

96. ‘£À¼ÀZÀjvÉ’æ PÀÈwAiÀÄ£ÀÄß §gÉzÀ ºÀjzÁ¸ÀgÀÄ
1. «dAiÀÄzÁ¸ÀgÀÄ
2. PÀ£PÀ z
À Á¸ÀgÄÀ
3. ¥ÀÄgÀAzÀgÀzÁ¸ÀgÀÄ
4. dUÀ£ÁßxÀzÁ¸ÀgÄÀ

97. VjAiÀÄªÀÄä£ÄÀ gÀa¹zÀ ‘ZÀAzÀº
æ Á¸À£À PÀx’É MAzÀÄ
1. ¸ÁAUÀvåÀ PÀÈw
2. µÀlà¢ PÀÈw
3. UÀzåÀ PÀÈw
4. PÀAzÀ¥ÀzÀå PÀÈw

Page 72

98. CZÀÑUÀ£ÀßqÀzÀ°è vÀzÀãªÀgÀÆ¥ÀzÀ°èAiÉÄÃ §gÉzÀ PÀÈw
1. CAqÀAiÀÄå£À PÀ©âUÀgÀ PÁªÀA
2. d£Àß£À AiÀÄ±ÉÆÃzsg
À À ZÀjvÉ
3. ºÀjºÀgÀ£À VjeÁ PÀ¯Áåt
4. §æºÀä²ªÀ£À ¸ÀªÀÄAiÀÄ ¥ÀjÃPÉë

99. CªÀªiÀ Á£À zËdð£ÀåUÀ¼£
À ÄÀ ß ²PÀëg¸
À ÜÀ ¸ÀªÀÄÄzÁAiÀÄªÉÇAzÀÄ C©üªåÀ PÀÛ
¥Àr¹zÀ ¸Á»vÀå
1. zÀ°vÀ ¸Á»vÀå
2. d£À¥z
À À ¸Á»vÀå
3. zÁ¸À ¸Á»vÀå
4. PÁzÀA§j ¸Á»vÀå

100. ªÉÆzÀ® ªÀÄ»¼Á PÀªÀ¬Äwæ
1. CPÀÌªÀÄºÁzÉÃ«
2. ¸ÀAaºÉÆ£ÀßªÀÄä
3. wgÀÄªÀÄ¯É gÁdªÀÄä
4. wæªÃÉ tÂ

101. ‘PÀ£ÁðlPÀzÀ PÀ©ÃgÀ’£ÉAzÀÄ ºÉ¸ÀgÁzÀªÀgÀÄ
1. zÉÃªÀ£Æ
À gÀ ªÀÄºÁzÉÃªÀ
2. ²±ÀÄ£Á¼Àµj
À Ã¥sÀ
3. ®APÉÃ±À
4. ¤¸Ágï CºÀªÀÄzï

Page 73

102. zÀQët zÁæ«qÀ ¨sÁµÉUÀ¼À°è MAzÀÄ
1. PÀ£ßÀ qÀ
2. ªÀÄgÁp
3. §AUÁ½
4. PÁ²äÃj

103. ‘PÀgÄÀ £ÁqÀÄ’ ¥Àzª
À ÅÀ »ÃUÉ ªÀÅåvÀàwÛ ºÉÆA¢zÉ
1. PÀgï + £ÁqÀÄ
2. PÀ£ÁðlPÀ + £ÁqÀÄ
3. PÀ£Áðl
4. PÀj + ¨sÀÆ«Ä

104. EzÉÆAzÀÄ ¥ÀÆªÀðzÀ ºÀ¼U
É £
À ßÀ qÀzÀ ®PÀëtUÀ¼°
À è MAzÁVzÉ
1. 58 ªÀtðªÀiÁ¯É¬ÄAzÀ PÀÆrzÉ
2. µÀ¶× «¨sÀQÛ ¢ÃWÀðªÁVgÀÄvÀÛzÉ
3. MA§vÀÄÛ °AUÀUÀ½AzÀ PÀÆrzÉ
4. PÁ®ªÁZÀPÀ ¥Àv
æ åÀ AiÀÄUÀ½®è+

105. ‘PÀ’ ªÀUð
À zÀ CPÀëgU
À ¼
À ÄÀ GAmÁUÀÄªÀ ¸ÁÜ£À
1. PÀAoÀå
2. vÁ®ªÀå
3. NµÀ×öå
4. zÀAvÀå

Page 74

106. zséÀ¤AiÀÄ£ÀÄß GvÀàwÛ ªÀiÁqÀÄªÀ CAUÀU¼
À £
À ÄÀ ß »ÃUÉ£ÄÀ ßªÀgÀÄ
1. zÀé£ÀåAUÀUÀ¼ÀÄ
2. ¥ÀAZÉÃA¢æAiÀÄUÀ¼ÀÄ
3. ±ÀÄzÁÝAUÀUÀ¼ÀÄ
4. PÀgÀuÉÃA¢æAUÀ¼ÀÄ

107. PÉÆnÖgÄÀ ªÀ ¥ÀzU
À ¼
À °
À è UÁæªÄÀ å ¥Àzª
À £
À ÄÀ ß UÀÄgÀÄw¹.
1. E¸ÀªÁ¸À
2. ¥ÀjZÀAiÀÄ
3. ¸ÀAZÁgÀ
4. ¥ÀæwgÀÆ¥À

108. ‘¨ÁåqÀ CtÚ PÁ®Ä ©Ã½ÛÃ¤ M¼ÀUÉ §gÀ¨Áåq’À JA§ÄzÀgÀ UÁæAyPÀ
gÀÆ¥À
1. ¨ÁåqÀ CtÚ PÁ®Ä ©Ã¼ÀÄªÉ M¼ÀUÉ §gÀ¨ÁåqÀ
2. PÁ°PÉ ©Ã½ÛÃ« CtÚ M¼ÀUÉ §gÀ¨ÁåqÀ
3. ¨ÉÃqÀ CtÚ PÁ°UÉ ©Ã¼ÀÄvÉÛÃ£É M¼ÀUÉ §gÀ¨ÉÃqÀ
4. PÁ°UÉ ©Ã¼ÀÄªÉ£t
À Ú M¼ÀUÉ §gÀ¨ÁåqÀ

109. PÁªÀå gÀZ£
À A
É iÀÄÄ F PÉ¼V
À £À PÀ¯Á ¥ÀPæ ÁgÀªÁVzÉ.
1. ®°vÀPÀ¯É
2. ±ÀjÃgÀPÀ¯É
3. PÁªÀåPÀ¯É
4. ¥ÁgÀªÀÄxÀðPÀ¯É

Page 75

110. ‘jÃwgÁvÀä PÁªÀå¸Àå’ JAzÀÄ ªÁåSÁå¤¹zÀª£
À ÄÀ
1. D£ÀAzÀ ªÀzð
Às £É
2. ªÁªÀÄ£À
3. zÀAr
4. ¨sÁªÀÄºÀ

111. D£ÀAzÀªz
À ð
Às £À£À «ÄÃªÀiÁA¸À PÀÈw
1. PÁªÀå¥PæÀ Á±À
2. zséÀ£Áå¯Æ
É ÃPÀ
3. zÀ±ÀgÀÆ¥ÀPÀ
4. PÁªÀå®APÁgÀ

112. PÁªÀå ¥ÀA
æ iÉÆÃd£Àz°
À è gÀ¸¸
À ÁézPÀ ÌÉ ºÉZÄÀ Ñ ªÀÄ£ÀßuÉ ¤ÃrzÀª£
À ÄÀ .
1. zÀAr
2. ¨sÁªÀÄºÀ
3. ªÀÄªÀÄäl
4. ªÁªÀÄ£À

113. ‘PÁªÁå®APÁgÀ’ PÀÈwAiÀÄ£ÀÄß §gÉzÀªÀ£ÀÄ
1. «±Àé£ÁxÀ
2. ªÁªÀÄ£À
3. gÀÄzÀl
æ
4. zÀAr

Page 76

114. ¯ÁAf£À¸ï ºÉÃ½zÀ PÁªÀåzÀ §UÉV£À ªÁåSÁå£À
1. GzÁvÀÛ D¯ÉÆÃZÀ£É GzÁvÀÛ PÁªÀåPÉÌ PÁgÀt
2. PÁªÀå MAzÀÄ C£ÀÄPÀgÀuÉ
3. PÁªÀåªA
É zÀgÉ bÀAzÉÆÃ§zÀÞgZ
À £
À A
É iÉÄÃ PÁªÀå
4. PÀ®à£É ªÀÄvÀÄÛ ¨sÁªÀ£U
É ¼
À À ¨sÁµÉAiÉÄÃ PÁªÀå

115. £Àªg
À ¸
À U
À ¼
À À §UÉÎ ªÉÆzÀ®Ä G¯ÉèÃT¹zÀª£
À ÄÀ

1. ªÁªÀÄ£À
2. zÀAr
3. ¨sÀgÀvÀ
4. ¨sÁªÀÄºÀ

116. ‘PÁªÀå MAzÀÄ C£ÀÄPÀgu
À A
É iÀiÁVzÉ’ JAzÀÄ ºÉÃ½zÀª£
À ÄÀ
1. Cj¸ÁÖn¯ï
2. ºÉÆÃgÉ¸ï
3. ¥ÉèÃmÉÆÃ
4. ¦.©.±É°è

117. MA¨sv
À ÛÀ£ÃÉ vÀgU
À w
À AiÀÄ ‘ZÉ£ßÀ ¨sÊÉ gÁzÉÃ«’ £ÁlPÀzÀ »£Éß¯É
1. ¥ÀÄgÁtzÀ »£Éß¯É
2. EwºÁ¸ÀzÀ »£Éß¯É
3. eÁ£À¥ÀzÀ »£Éß¯É
4. ¸Á»vÀåzÀ »£Éß¯É

Page 77

118. ‘¨sÁUÀåzÀ §¼ÉUÁgÀ’ JA§ ²Ã¶ðPÉAiÀÄ K¼À£ÉÃ vÀgÀUÀwAiÀÄ ¥ÀzÀåzÀ
»£Éß¯É
1. ªÀåQÛavÀæ
2. d£À¥z
À À
3. CRAqÀPÁªÀå
4. PÀx£
À V
À ÃvÉ
119. JAl£ÉÃ vÀgU
À w
À AiÀÄ ‘¸ÁxÀðPÀ §zÀÄQ£À ¸ÁzsPÀ ’À ¥ÁoÀzÀ »£Éß¯É
1. ¥Àª
æ Á¸À PÀx£
À À
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3. £ÁlPÀ
4. ªÀåQÛavÀæ

120. ‘vÀ®PÁr£À ªÉÊ¨sÀªÀ’ JA§ JAl£ÉÃ vÀgÀUÀw ¥ÁoÀzÀ ¸Á»vÀåPÀ
¥ÀPæ ÁgÀ
1. £ÁlPÀ
2. ¥Àæ§AzsÀ
3. ¸ÀtÚPÀxÉ
4. ¥ÀæªÁ¸ÀPÀxÀ£À

121. ºÀvÛÀ£ÃÉ vÀgU
À w
À AiÀÄ°è£À ‘GzÁvÀÛ aAvÀ£U
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1. ¸ÀªÀiÁd ¸ÀÄzsÁgÀuÉ
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3. eÁUÀwÃPÀgÀt
4. ¥Àj¸ÀgÀ ¸ÀªÄÀ vÉÆÃ®£À

Page 78

122. zÉÃªÀ¯ÉÆÃPÀPÉÌ ¥ËgÀAzÀg£
À ÃÉ C¢ü¥w
À (UÉgÉ J¼ÉzÀ ¥Àzz
À À CxÀð)
1. PÀÈµÀÚ
2. ²ªÀ
3. EAzÀæ
4. «µÀÄÚ

123. eÁzÀÄUÁgÀ£À PÉÊZÀ¼ÀPÀªÀ£ÀÄß ZÉÆÃzÀå¢AzÀ £ÀÄrzÀgÀÄ.
(UÉgÉ J¼ÉzÀ ¥ÀzPÀ ÌÉ ¸ÀªÄÀ £ÁxÀðPÀ ¥Àzª
À £
À ÄÀ ß UÀÄwð¹)
1. D±ÀÑAiÀÄð, ¤UÀÆqÀ
2. gÀº¸
À åÀ , UÀÄlÄÖ
3. «¸ÀäAiÀÄ, D±ÀA
Ñ iÀÄð
4. ¸ÀAvÀ¸À, D£ÀAzÀ

124. ªÀÄ¼ÉUÁ®zÀ°è vÉÆgÉU¼
À ÄÀ ºÀjAiÀÄÄvÀÛªÉ
(UÉgÉ J¼ÉzÀ ¥ÀzÀzÀ £Á£ÁxÀð UÀÄgÀÄw¹)
1. vÉÆgÉAiÀÄÄªÀÅzÀÄ, zÉÆgÉAiÀÄÄªÀÅzÀÄ
2. £À¢ ¤ÃgÀÄ, §ÄUÉÎ
3. d®zsÁgÉ, ¸ÀªÀÄÄzÀæ
4. UÀÄqÀØ¢AzÀ ºÀjzÀÄ §gÀÄªÀ ¤ÃgÀÄ, ©lÄÖ©qÀÄ

Page 79

125. gÁªÀÄ£ÀÄ ¨sÆ
À «ÄeÁvÉAiÀÄ£ÀÄß £É£ÉzÀÄ zÀÄBT¹zÀ£ÀÄ
(UÉgÉ J¼ÉzÀ ¥Àzz
À À ªÀÅåvÀàwÛ CxÀð)
1. ¸ÀªÀÄÄzÀæPÀ£Éå ¹ÃvÉ
2. ªÀ£e
À ÁvÉ
3. PÀÄA§zÀ°è d¤¹zÀªÀ¼ÀÄ
4. ¨sÀÆ«ÄAiÀÄ ªÀÄUÀ¼ÀÄ ¹ÃvÉ

126. gÁd£À D¸ÁÜ£z
À °
À è «£ÉÆÃzÀ ªÀiÁrzÀgÀÄ.
(UÉgÉ J¼ÉzÀ ¥ÀzÀPÉÌ vÀzÀãªÀ UÀÄgÀÄw¹)
1. ªÉÊ£ÉÆÃzÀ
2. «Ã¤ÃzÀ
3. ©£ÀzÀ
4. ©£ÉÆÃzÀ

127. ªÀiÁªÀÄgÀzÀ°è PÉÆÃV¯É PÀÆVzÉ
(UÉgÉ J¼ÉzÀ ¥Àzz
À À vÀvìÀªÄÀ UÀÄgÀÄw¹)
1. PÉÆÃªÉ¯Á
2. PÉÆÃQ¯Á
3. PÀÄQ®
4. PÉÆÃV¯Á

Page 80

128. PÀÄzÀÄgÉAiÀÄÄ ªÁ°äÃQAiÀÄ ¤eÁ±Àª
æ ÄÀ PÉÌ §A¢vÀÄ
(UÉgÉ J¼ÉzÀ ¥ÀzÀzÀ ¸ÀA¢ü w½¹)
1. ¸ÀªÀtð¢ÃWÀð¸ÀA¢ü
2. UÀÄt¸ÀA¢ü
3. AiÀÄuï¸ÀA¢ü
4. ¯ÉÆÃ¥À¸ÀA¢ü

129. zÀA¥ÀwUÀ¼ÀÄ ºÀgÀPÉAiÀÄ£ÀÄß ºÉÆvÀÛgÄÀ
(UÉgÉ J¼ÉzÀ ¥ÀzÀzÀ ¸ÀA¢ü ©r¹)
1. ºÀgÀ + PÉAiÀÄ£ÀÄß
2. ºÀgÀPÉ + C£ÀÄß
3. ºÀgPÀ É + ªÀ£ÄÀ ß
4. ºÀgÀPÉ + E£ÀÄß

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2. DzÉÃ±À¸ÀA¢ü
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4. AiÀÄuï¸ÀA¢ü

Page 81

131. ºÀÆzÉÆÃl £ÉÆÃqÀ®Ä ¸ÀÄAzÀgÀªÁVzÉ
(UÉgÉ J¼ÉzÀ ¥ÀzÀzÀ ¸ÀªÀiÁ¸ÀªÀ£ÀÄß ºÉ¸Àj¹)
1. PÀªÄÀ ðzsÁgÉAiÀÄ ¸ÀªiÀ Á¸À
2. vÀvÄÀ àgÄÀ µÀ ¸ÀªiÀ Á¸À
3. ¢éUÀÄ ¸ÀªÀiÁ¸À
4. CA² ¸ÀªiÀ Á¸À

132. ¥ÀÆªÀð¥ÀzÀ £ÁªÀÄ¥ÀzÀªÁVzÀÄÝ, GvÀÛgÀ¥ÀzÀ QæAiÉÄAiÀÄ£ÀÄß
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1. ¢éUÀÄ ¸ÀªÀiÁ¸À
2. QæAiÀiÁ ¸ÀªiÀ Á¸À
3. UÀªÀÄPÀ ¸ÀªÀiÁ¸À
4. zÀéAzÀé ¸ÀªiÀ Á¸À

133. F ºÀÄqÀÄUÀ GvÀÛªÄÀ £Àqv
À A
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(UÉgÉ J¼ÉzÀ ¥ÀzÀzÀ ¸ÀªÀiÁ¸À ©r¹j)
1. ºÀÄqÀÄUÀ + CzÀÄ
2. CªÀÅ + ºÀÄqÀÄV
3. EªÀ£ÀÄ + ºÀÄqÀÄUÀ
4. EªÀ¼ÀÄ + ºÀÄqÀÄUÀ

Page 82

134. EzÀÄ CA² ¸ÀªÀiÁ¸ÀPÉÌ GzÁºÀgÀuÉ DVzÉ
1. ªÀÄ¼ÉUÁ®
2. VqÀªÀÄgÀ§½î
3. ªÀÄÄAzÉ¯É
4. CgÀªÀÄ£É

135. CªÀ£ÀÄ ªÉÃUÀªÁV NqÀÄªÀ£ÀÄ
(CrUÉgÉ J¼ÉzÀ ¥ÀzÀ zsÁvÀÄ UÀÄwð¹)
1. NqÀÄ
2. NqÀÄªÀ
3. NlzÀ
4. Nl

136. ªÉÄÃf£À ªÉÄÃ¯É ªÀ¸ÄÀ ÛU½
À ªÉ (UÉgÉ J¼ÉzÀ ¥Àzz
À À ªÀÄÆ® UÀÄwð¹)
1. EAVèÃµï
2. ¥ÉÆÃZÀÄðVÃ¸ï
3. ¥Á¹ð
4. CgÉ©Pï

137. ªÀiÁvÀÄ §®èª¤
À UÉ dUÀ¼«
À ®è ; Hl §®èª¤
À UÉ gÉÆÃUÀ«®è
(E°ègÄÀ ªÀ C®APÁgÀª£
À ÄÀ ß UÀÄwð¹)
1. G¥ÀªÀiÁ®APÁgÀ
2. zÀÈµÁÖAvÀ®APÁgÀ
3. gÀÆ¥ÀPÁ®APÁgÀ
4. Cw±ÀAiÉÆÃQÛ C®APÁgÀ

Page 83

138. £À d ¨sÀ d d d gÀ UÀtUÀ½gÀÄªÀ ªÀÈvÀÛ
1. ¸ÀÛçUÀÝgÀ ªÀÈvÀÛ
2. ªÀÄvÉÛÃ¨sÀ«QæÃrvÀ
3. ±ÁzÀÆð® ªÀÈvÀÛ
4. ZÀA¥ÀPÀªÀiÁ¯ÁªÀÈvÀÛ

139. “ªÀiÁ£ÀªÀ¨sÁµÉ ¸ÀAPÉÃvÀUÀ¼À ªÀåªÀ¸ÉÜ” JAzÀªÀgÄÀ
1. L¸Àègï
2. ªÉ¤æeï
3. ¹.J¯ï. ¨Á§ðgï
4. ¨ÁèPï & mÁæUÀgï

140. “¥Àz
À U
À ¼
À A
É § £ÁtåUÀ¼À ªÀÄÆ®PÀ £ÀªÆ É ä½V£À C¯ÉÆÃZÀ£U É ¼
À £
À ÄÀ ß
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JAzÀÄ ªÁåSÁå¤¹zÀªg À ÄÀ
1. næmÁ¤PÁ ±À§ÝPÆ
É Ã±À
2. PÉ®ègï & PËZï
3. ¥ÉèÃmÉÆÃ
4. ªÀiÁnð
141. EzÀÄ ªÀiÁvÀÈ¨sÁµÉAiÀÄ ®PÀt
ë UÀ¼À°è MAzÁVzÉ
1. ªÀiÁvÀÈ¨sÁµÉAiÀÄ£ÀÄß JgÀªÀ®Ä ¥ÀqÉAiÀÄ§ºÀÄzÀÄ
2. ªÀiÁvÀÈ¨sÁµÉ M§â ªÀåQÛUÉ C£ÉÃPÀ«gÀ§ºÀÄzÀÄ
3. ±Á¯ÉAiÀÄ°è ªÀÄUÀÄ ªÀiÁvÀÈ¨sÁµÉAiÀÄ£ÀÄß PÀ°AiÀÄÄvÀÛzÉ
4. ªÀiÁvÀÈ¨sÁµÉ C£ÀÄªÀA²ÃAiÀÄªÁzÀzÀÄÝ

Page 84

142. ªÁåPÀgt
À ¨ÉÆÃzs£
À A
É iÀÄ GzÉÝÃ±ÀU¼
À °
À è MAzÀÄ
1. UÀzåÀ NzÀÄªÀ ¸ÁªÀÄxÀåð ¨É¼¸
É ÄÀ ªÀÅzÀÄ
2. ¥ÀzÀ ªÀÄvÀÄÛ ªÁPÀå gÀZÀ£Á PË±À® ¨É¼É¸ÀÄªÀÅzÀÄ
3. ¥ÀzÀå PÀ°PÉUÉ D¸ÀQÛ ¨É¼É¸ÀÄªÀÅzÀÄ
4. §gÀªt
À ÂUÉAiÀÄ£ÀÄß C©üªÀÈ¢Þ ¥Àr¸ÀÄªÀÅzÀÄ

143. ¨sÁªÁ£ÀÄªÁzÀªÀ£ÀÄß ªÀåªÀ¹ÜvÀªÁV ºÉÃ¼ÀÄªÀÅzÀÄ MAzÀÄ
1. ¥ÀzåÀ ¨ÉÆÃzsÀ£A
É iÀÄ ¥Àª
æ ÄÀ ÄR CA±À
2. UÀzÁå£ÀÄªÁzÀzÀ ¥Àª
æ ÄÀ ÄR CA±À
3. ªÁåPÀgÀuÁA±ÀUÀ¼À ¥Àª
æ ÀÄÄR CA±À
4. ¥À§
æ AzsÀ ¨ÉÆÃzsÀ£ÉAiÀÄ ¥Àª
æ ÀÄÄR CA±À

144. ²±ÀÄPÉÃA¢ævÀ ¥ÀoÀåPÀæªÀÄªÀ£ÀÄß gÀa¸ÀÄªÁUÀ ²±ÀÄ«£À ªÀiÁ£À¹PÀ D¸ÀQÛ,
¸ÁªÀÄxÀåðPÉÌ C£ÀÄUÀÄtªÁVzÀÝgÉ CzÀÄ
1. ²PÀëPÀ PÉÃA¢ævÀ ¥ÀoÀåPÀª
æ ÀÄ
2. ªÀÄUÀÄ PÉÃA¢ævÀ ¥ÀoÀåPÀª
æ ÀÄ
3. «µÀAiÀÄ PÉÃA¢ævÀ ¥ÀoÀåPÀª
æ ÀÄ
4. ZÀlÄªÀnPÉ DzsÁjvÀ ¥ÀoÀåPÀª
æ ÀÄ

Page 85

145. GvÀÛªÀÄ ¥ÀoÀå¥ÀÄ¸ÀÛPÀzÀ UÀÄtUÀ¼À°è MAzÁVzÉ

1. ¸ÁA¥ÀæzÁAiÀÄ ¥ÀzÀÞwUÀ½UÉ CAnPÉÆArgÀ¨ÉÃPÀÄ
2. ºÉÆ¸À ¸ÀA±ÉÆÃzsÀ£É C©üªÀÈ¢Þ, D«µÁÌgÀPÉÌ CªÀPÁ±À
EgÀ¨ÃÉ PÀÄ
3. PÉÃªÀ® ¥Àw
æ ¨sÁ¤évÀjUÉ C£ÀÄPÀÆ®ªÁUÀÄªÀAwgÀ¨ÉÃPÀÄ
4. zsÁ«ÄðPÀ ZËPÀnÖUÉ §zÀÞªÁVgÀ¨ÉÃPÀÄ

146. ¸ÀºÀ¥ÀoÀå ZÀlÄªÀnPÉUÀ¼À°è MAzÀÄ ¨sÁµÁ©üªÀÈ¢ÞUÉ ¥ÀÆgÀPÀªÁVzÉ
1. ªÀÄPÀÌ¼À£ÀÄß ºÉÆgÀ¸ÀAZÁgÀPÉÌ PÀgÉzÀÄPÉÆAqÀÄ ºÉÆÃUÀÄªÀÅzÀÄ
2. ±Á¯ÉAiÀÄ°è PÀ«UÉÆÃ¶ÖUÀ¼À K¥Àðr¸ÀÄ«PÉ
3. WÀlPÀ ¥ÀjÃPÉë ¤ªÀðºÀuÉ
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147. ªÁåPÀgÀt ¨ÉÆÃzsÀ£ÉAiÀÄ°è£À ¸ÁA¥Àz
æ Á¬ÄPÀ ¥ÀzÀÞw DVzÉ.
1. ¥À±
æ Æ
É ßÃvÀÛgÀ ¥ÀzÞÀ w
2. ¤UÀªÀÄ£À ¥ÀzÀÞw
3. G¥À£Áå¸À ¥ÀzÀÞw
4. RAqÀ ¥ÀzÀÞw

148. ªÀ¸ÄÀ Û¤µÀ× ªÀiË®åªiÀ Á¥À£À ¥ÀjÃPÉëAiÀÄÄ F ®PÀëtUÀ¼£
À ÄÀ ß
M¼ÀUÆ É ArgÀÄvÀÛzÉ
1. ¥À§
æ AzsÀ ªÀiÁzÀj ¥À±
æ ÉßUÀ¼ÀÄ
2. ®WÀÄ GvÀÛgÀ ¥À±
æ ÉßUÀ¼ÀÄ
3. PÁgÀt ¤ÃqÀÄªÀ ¥À±
æ ßÉ UÀ¼ÀÄ
4. §ºÀÄ DAiÉÄÌ ¥À±
æ ÉßUÀ¼ÀÄ

Page 86

149. «zÁåyðUÀ¼À PÀ°PÉAiÀÄ°è »AzÀÄ½¢zÁÝUÀ PÉÊUÉÆ¼À¨
î ÉÃPÁzÀ ¥ÀjPÁë
«zsÁ£À EzÁVzÉ
1. WÀlPÀ «zsÁ£À
2. ªÁ¶ðPÀ ¥ÀjÃPÉë
3. £ÉÊzÁ¤PÀ «zsÁ£À
4. ¸ÀAPÀ®£ÁvÀäPÀ ªÀiË®åªÀiÁ¥À£À

150. ªÀÄUÀ«£À PÀ°PÉAiÀÄ ªÁå¥ÀPÀªÁzÀ ªÀiË®åªÀiÁ¥À£ÀPÉÌ C£ÀÄPÀÆ®PÀgÀ
DVgÀÄªÀÅzÀÄ
1. ¥À§
æ AzsÀ ¥ÀjÃPÉë
2. ¤gÀAvÀgÀ ºÁUÀÄ ¸ÀAPÀ®£ÁvÀäPÀ ªÀiË®åªÀiÁ¥À£À (CCE)
3. ¸ÁzsÀ£À ¥ÀjÃPÉë
4. ªÀiËTPÀ ¥ÀjÃPÉë

Page 87

APTET – Paper - II A – 2024
ODIA LANGUAGE_06.03.2024_S1

1. Hereditary factor influencing learning
 1. Environmental conditions
2. Learning experiences
3. Cultural factors
4. Ability level of the learner
ଶିକ୍ଷଣକୁ ପ୍ରଭାବିତ କରୁଥିବା ବଂଶଗତ କାରକ
  ପରିବବଶ ପରିସ୍ଥିତି
  ଶିକ୍ଷଣ ଅନୁ ଭୂତି
  ସାଂସ୍କୃତକ
ି କାରକ
  ଶିକ୍ଷାର୍ଥୀର ସାମାର୍ଥୟ ସ୍ତର

2. As per Erickson the virtue called ‘Ability’ is formed at this
stage
 1. School age
2. Play age
3. Adolescent age
4. Infancy
ଏରିକ୍‌ସନ୍‌ଙ୍କ ଅନୁ ଯାୟୀ ‘ଦକ୍ଷତା’୍‌ନାମକ ଗୁଣ ଏହି ପଯଥୟାୟବର ଗଠିତ
ବହାଇଛି
1. ବିଦୟାଳୟ ବୟସ
2. କ୍ରୀଡା ବୟସ
3. ବକୈବଶାର ବୟସ
4. ବଶୈଶବ

 

Page 88

3. SQ3R is the best reading Method. SQ3R means
1. Simple-Question-Read-Retain-Recall
2. Sample-Question-Read-Recite-Revision
3. Single-Question-Read-Retain-Recall
4. Survey-Question-Read-Recite-Review
SQ3R ବହଉଛି ଉତ୍ତମ ପଠନ ପ୍ରଣାଳୀSQ3Rକହିବେ
1. ସରଳ-ପ୍ରଶନ-ପଠନ-ଧାରଣ-ପ୍ରତୟସ୍ମରଣ
2. ନମୁନା-ପ୍ରଶନ-ପଠନ- ଆବୃ ତ୍ତି -ପୁନରାବୃ ତ୍ତି
3. ଏକକ-ପ୍ରଶନ-ପଠନ-ଧାରଣ- ପ୍ରତୟସ୍ମରଣ
4. ସବଭଥ-ପ୍ରଶନ-ପଠନ- ଆବୃ ତ୍ତି -ସମୀକ୍ଷା

4. This follows the principle of pleasure
 1. Id
2. ego
3. super ego
4. consciousness
ଏହା ଉଲ୍ଲସିତ ନିୟମକୁ ଅନୁ ସରଣ କବର
  ଆଦିମ ପ୍ରବୃ ତ୍ତି 
  ଅହଂ
  ପରାହଂ
  ବେତନା

5. The learning which is useful to acquire motor skills and Habits
1. Factual learning
2. Procedural learning
3. Conceptual learning
4. Genralisation learning

େଳନ ଦକ୍ଷତା ଏବଂ ଅଭୟାସ ହାସେ କରିବା ପାଇଁ ଉପବଯାଗୀ ଶିକ୍ଷଣ
  ବାସ୍ତବିକ ଶିକ୍ଷଣ
  କ୍ରମାଗତ ଶିକ୍ଷଣ
  ଧାରଣା ଶିକ୍ଷଣ
  ସାଧାରଣୀକରଣ ଶିକ୍ଷଣ

Page 89

6. The process of incorporating new information into an existing
schema is called as
 1. Assimilation
2. Accommodation
3. Equilibrium
4. Organization
ଏଥି ପୂବଥରୁ ଥିବା ସ୍କି ମାବର ନୂ ତନ ତର୍ୟ ଅନ୍ତଭଥୁକ୍ତ କରିବା ପ୍ରକ୍ରିୟାକୁ ଏପରି
କୁ ହାଯାଏ
1. ଅନ୍ତଥଗ୍ରହଣ
2. ଅନୁ ଗୁଣନ
3. ସନ୍ତୁଳନ
4. ସଂଗଠନ
 

7. Dyslexia is a
 1. Oral-language disability
2. Writing disability
3. Arithmetic disability
4. Reading disability
ଡିସ୍‌ବେକ୍ସିଆ କହିବେ
  ବାକ୍‌-ଭାଷା ସମବନ୍ଧତ
ି ଅକ୍ଷମତା
  େିଖନ ସମବନ୍ଧତ
ି ଅକ୍ଷମତା 
  ଗଣିତ ସମବନ୍ଧତ
ି ଅକ୍ଷମତା
  ପଠନ ସମବନ୍ଧତ
ି ଅକ୍ଷମତା


Page 90

8. Mechanical Aptitude test measures
 1. Aesthetic Aptitude
2. Vocational Aptitude
3. Scholastic Aptitude
4. General Aptitude
ଯାନ୍ତ୍ରିକ ପ୍ରବୃ ତ୍ତି ପରୀକ୍ଷା ଏହା ମାପନ କବର
 1. ବସୌନ୍ଦଯଥୟ ବବାଧ ପ୍ରବୃ ତ୍ତି
2. ଧନ୍ଦାମୂଳକ ପ୍ରବୃ ତ୍ତି
3. ଶିକ୍ଷାଗତ ପ୍ରବୃ ତ୍ତି
4. ସାଧାରଣ ପ୍ରବୃ ତ୍ତି

9. This is not related to co-operative learning
1. Self Decisions
2. Individual acceptability
3. Collaborative skills
4. Positive interdependence
ଏହା ସହକାରାତ୍ମକ ଶିକ୍ଷଣର ଅଂଶ ନୁ ବହଁ
 1. ସ୍ୱୀୟ ନିଷ୍ପତ୍ତି
2. ବୟକ୍ତିଗତ ସ୍ୱୀକୃ ତି
3. ସହବଯାଗୀ ବକୌଶଳ
4. ସକାରତ୍ମକ ପାରସ୍ପରିକ ନିଭଥରଶୀଳତା

10. The beeping sound in the car when the driver is not wearing
the seat belt is a
 1. Positive Reinforcement
2. Negative Reinforcement
3. Positive punishment
4. Negative punishment
କାର୍‌ବର ଡ୍ରାଇଭର୍‌ସିଟ୍‌ବବେ୍୍‌ଟ ଧାରଣ ନକୋ ବବବଳ ବୀପ୍‌ଧ୍ୱନି ଉତ୍ପତ୍ତି
ବହବା ଏକ
 1. ସକାରାତ୍ମକ ପୁନବଥଳନ
2. ନକାରାତ୍ମକ ପୁନବଥଳନ
3. ସକାରାତ୍ମକ ଦଣ୍ଡ
4. ନକାରାତ୍ମକ ଦଣ୍ଡ

Page 91

11. Objective factor that influence perception is
 1. Experiences
2. Time
3. Context
4. Proximity
ପ୍ରତୟକ୍ଷଣକୁ ପ୍ରଭାବିତ କରୁଥିବା ଉବେଶୟ କାରକ ବହଉଛି
1. ଅଭିଜ୍ଞତା
2. ସମୟ
3. ପ୍ରସଙ୍ଗ
4. ସାମୀପୟ


12. A Psychologist who explained personality based on the values
of people
 1. Spranger
2. Young
3. Kretshmer
4. Sheldon
ବୟକ୍ତିମାନଙ୍କ ମୂେୟବବାଧକୁ ଭିତ୍ତି କରି ବୟକ୍ତିତ୍ୱକୁ ବୟାଖୟା କରିଥିବା
ବବୈଜ୍ଞାନିକ
  ସ୍ପରାଙ୍ଗାର
  ୟଙ୍ଗଟ 
  ବକ୍ରସ୍‌ମର
  ବସଲ୍‌ଡନ




Page 92

13. Lower order needs among the following as per Maslow’s
theory of Hierarchy of needs
1. Safety needs
2. Self-esteem needs
3. Self-actualization needs
4. Love and belonging needs
 ମାବସଲାଙ୍କ ଆବଶୟକତା ଅଧିକ୍ରମ ତତ୍ତ୍ୱ ଅନୁ ଯାୟୀ ନିମନ ବେଣୀର ଆବଶୟକତା
 1. ନିରାପତ୍ତା ଆବଶୟକତା
2. ଆତ୍ମସମ୍ମାନ ଆବଶୟକତା
3. ଆତ୍ମସିଦ୍ଧି ଆବଶୟକତା
4. ବେହ ଓ ଆସକ୍ତି ଜନିତ ଆବଶୟକତା


14. This stage is called as “Transitory Stage”
1. Infancy
2. Pre-childhood
3. Late-childhood
4. Adolescence
ଏହି ଅବସ୍ଥାକୁ ‘ସନ୍ଧି ଅବସ୍ଥା’୍‌କୁ ହାଯାଏ
 1. ବଶୈଶବ
2. ଆଦୟ ବାେୟାବସ୍ଥା
3. ଉତ୍ତର ବାେୟାବସ୍ଥା
4. ବକୈବଶାରାବସ୍ଥା



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15. One of the following is not related to cognitive domain
 1. Comprehension
2. Application
3. Analysis
4. Receiving
ନିମନ ମଧ୍ୟରୁ ବଗାଟିଏ ସଂଜ୍ଞାନାତ୍ମକ ପରିସରର ସଂପୃକ୍ତ ନୁ ବହଁ 
  ଅବବବାଧ
  ପ୍ରବୟାଗ
  ବିବେଷଣ
  ଗ୍ରହଣ କରିବା

16. A 12 year student can complete only the aspects prescribed for
10 year student, then his IQ is
ବଷଥର ଶିକ୍ଷାର୍ଥୀବଷଥ ଶିକ୍ଷାର୍ଥୀ ପାଇଁ ନିବେଥଶିତ ଅଂଶଗୁଡ଼କି ୁ ବକବଳ
ସଂପୂର୍ଣ୍ଥ କରିପାରିବେ, ତା’ର ବୁ ଦ୍ଧୟାଙ୍କ
1. 120%
2. 88%
3. 83%
4. 110%

17. Individual learning type among the following
 1. Computer based learning
2. Discussions
3. Seminars
4. Brainstorming
ନିମନ ମଧ୍ୟବର ବୟକ୍ତିଗତ ଶିକ୍ଷଣ ପ୍ରକାରଟି
  କମ୍ପ୍ୁୟଟର ଭିତ୍ତିକ ଶିକ୍ଷଣ
  ଆବୋେନା
  ବସମିନାର
  ବମବଧାମନ୍ଥନ

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18. Saketh is a teacher, who is not satisfied with his job because
he has not been promoted for a long time. So he is not
teaching children properly. Guidance needed here is
 1. Educational Guidance
2. Vocational Guidance
3. Psychological Guidance
4. Personal Guidance
ସାବକତ୍ ନାମକ ଜବଣ ଶିକ୍ଷକ ଦୀର୍ଥ ଦିନ ଧରି ପବଦାନ୍ନତି ପାଇ ନ ଥିବାରୁ
ତାଙ୍କ ୋକିରିବର ସନ୍ତୁଷ୍ଟ ନୁ ହଁନ୍ତି । ବତଣୁ ବସ ପିୋମାନଙ୍କୁ ସଠିକ ପଢ଼ାଉ
ନାହଁାନ୍ତି । ଏଠାବର ଆବଶୟକ ଉପବଦଶନ
1. ବଶୈକ୍ଷିକ ମାଗଥଦଶଥନ
2. ଧନ୍ଦାମୂଳକ ମାଗଥଦଶଥନ
3. ମାନସିକ ମାଗଥଦଶଥନ
4. ବୟକ୍ତିଗତ ମାଗଥଦଶଥନ

19. TOEFL stands for
TOEFLକୁ ବିସ୍ତାରିତ ରୂପ ବେଖିବେ
 1. Test of English as a French Language
2. Test of English as a First Language
3. Test of English as a Foreign Language
4. Test of English as a Fundamental Language

20. According to Bruner, the topic of study should be introduced
first through
 1. Models
2. Activities
3. Charts
4. Principles
ବୁ ନରଙ୍କ ମତ ଅନୁ ଯାୟୀ ଶିକ୍ଷଣ ଅଂଶ ସମବନ୍ଧତ
ି ବିଷୟକୁ ପ୍ରର୍ବମ ଏପରି
ପରିେତ
ି କରିବା ଉେିତ
  ନମୁନା ଦ୍ୱାରା
  କାଯଥୟକଳାପ ଦ୍ୱାରା
  ୋଟଥ ଦ୍ୱାରା
  ନିୟମ ଦ୍ୱାରା

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21. A student who failed in exams cried like a child -
Defence mechanism here is
 1. Regression
2. Reaction formation
3. Compensation
4. Repression
ପରୀକ୍ଷାବର ବେଲ୍‌ବହାଇଥିବା ଶିକ୍ଷାର୍ଥା ବଛାଟ ପିୋଙ୍କ ଭଳି କାନ୍ଦିବା -
ଏଠାବର ଆତ୍ମରକ୍ଷା ବକୌଶଳଟି ବହୋ
  ପଶ୍ଚାତ୍୍‌ଗମନ
  ପ୍ରତିକ୍ରିୟା ଗଠନ
  କ୍ଷତିପୂରଣ
  ଅବଦମନ

22. This type of learners learn effectively through exploration and
doing activities
 1. Auditory Learners
2. Visual Learners
3. Kinesthetic Learners
4. Tactile Learners
 ଏହି ପ୍ରକାର ଶିକ୍ଷାର୍ଥୀମାବନ ଅନୁ ସନ୍ଧାନ ଏବଂ କାଯଥୟକଳାପ କରିବା ଦ୍ୱାରା
େଳପ୍ରଦ ଭାବବ ଶିଖିପାରିବବ 
  େବଣ ଶିକ୍ଷାର୍ଥୀ
  ୋକ୍ଷୁଶ ଶିକ୍ଷାର୍ଥୀ
  ବପଶୀୟ ସବମବଦୀ ଶିକ୍ଷାର୍ଥୀ
  ସ୍ପଶଥାନୁ ଭୂତି ଶିକ୍ଷାର୍ଥୀ






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23. “Illustrated dictionary’ under Jagananna Vidya Kanuka is
distributed to these classes.
 1. 1 to 10
2. 6&7
3. 6 to 10
4. 1 to 5
ଜଗନ ଆନ୍ନା ବିଦୟାକାନୁ କାବର ‘ଇେୁ ବେବଟଡ୍‌ଡିକ୍ସନାରୀ’୍‌ଏହି ବେଣୀର
ଶିକ୍ଷାର୍ଥୀଙ୍କୁ ବଯାଗାଇଦିଆଯାଉଛି - 
  ରୁ
  ଏବଂ
  ରୁ
  ରୁ 

24. Carl Roger’s has given importance to this learning
 1. Cognitive Learning
2. Experiential Learning
3. Experimental Learning
4. Insightful Learning
କାେଥବରାଜସଥ ଏହି ଶିକ୍ଷଣକୁ ଗୁରୁତ୍ୱ ବଦଇଛନ୍ତି
  ସଂଜ୍ଞାନାତ୍ମକ ଶିକ୍ଷଣ
  ଅନୁ ଭୂତି ଶିକ୍ଷଣ
  ପରୀକ୍ଷଣ ଶିକ୍ଷଣ
  ଅନ୍ତଦଥୃଷ୍ଟି ଶିକ୍ଷଣ







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25. A method of teaching by placing problems and questions in
front of the students and stimulating their thinking
1. Inquiry Based Leaning
2. Project Based Learning
3. Activity Based Learning
4. Teacher centered Leaning
ସମସୟା ଏବଂ ପ୍ରଶନଗୁଡ଼କ
ି ୁ ଶିକ୍ଷାର୍ଥୀଙ୍କ ସମ୍ମୁଖବର ଉପସ୍ଥାପନ କରି ବସମାନଙ୍କ
ମଧ୍ୟବର େିନ୍ତାଧାରାକୁ ଉତ୍ସାହିତ କରାଇବା ପ୍ରଣାଳୀ
 1. ଅନୁ ସନ୍ଧାନ ଭିତ୍ତିକ ଶିକ୍ଷଣ
2. ପ୍ରକଳ୍ପ ଭିତ୍ତିକ ଶିକ୍ଷଣ
3. କାଯଥୟ ଭିତ୍ତିକ ଶିକ୍ଷଣ
4. ଶିକ୍ଷକ ବକୈନ୍ଦ୍ରକ
ି ଶିକ୍ଷଣ

26. A group which is not exposed to experimental conditions
administered by the experimenter
1. Experimental group
2. Uncontrolled group
3. Controlled group
4. Independent group
ପରୀକ୍ଷକଙ୍କ ଦ୍ୱାରା ପରିୋଳିତ ପରୀକ୍ଷଣ ପରିସ୍ଥିତକ
ି ୁ ସମ୍ମୁଖୀନ ନବହବା ସମୂହ
 ପରୀକ୍ଷଣ ସମୂହ
  ଅନିୟନ୍ତ୍ରିତ ସମୂହ
  ନିୟନ୍ତ୍ରିତ ସମୂହ
  ଅନବକ୍ଷପ ସମୂହ

27. The value of ‘1MB’
 1. 1024 KB
2. 1024 GB
3. 1024 TB
4. 1024 Bytes
‘1MB’ ମୂେୟ
 1. 1024 ବକ.ବି.
2. 1024 ଜି.ବି.
3. 1024 ଟି.ବି.
4. 1024 ବାଇଟସ
ଟ

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28. In examinations children’s recognition capacity is tested
through
 1. Multiple choice questions
2. Short answer questions
3. Fill in the blanks
4. Essay questions
ପରୀକ୍ଷାବର ପିୋଙ୍କ ପ୍ରତୟଭିଜ୍ଞାନ ସାମର୍ଥୟକୁ ଏହା ଦ୍ୱାରା ମାପନ କରାଯାଏ 
  ବହୁ ବକ
ି ଳ୍ପ ପ୍ରଶନ
  କ୍ଷୁଦ୍ର ଉତ୍ତରମୂଳକ ପ୍ରଶନ
  ଶୂନୟସ୍ଥାନ ପୂରଣ କର
  ଦୀର୍ଥ ଉତ୍ତରମୂଳକ ପ୍ରଶନ

29. As per Golman “Ability to consider the feelings of others
when making decisions” is
 1. Sympathy
2. Empathy
3. Social skills
4. Social ability
ବଗାେମାନ ଅନୁ ଯାୟୀ “ନିଷ୍ପତ୍ତି ବନବାବବବଳ ଅନୟମାନଙ୍କ ଭାବନାକୁ ବିୋର
କରିବାର ସାମର୍ଥୟ” ବହଉଛି
  ସହାନୁ ଭୂତି
  ସମାନୁ ଭୂତିଶୀଳତା
  ସାମାଜିକ ବକୌଶଳ
  ସାମାଜିକ ସାମାର୍ଥୟ

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30. As per NEP-2020, The Education System should be focused
towards -
 1. Getting good results
2. Learning for exams
3. The development of critical thinking in children
4. The development of rote learning in children
NEP-2020 ଅନୁ ଯାୟୀ ଶିକ୍ଷା ବୟବସ୍ଥା ଏହା ପ୍ରତି ଧ୍ୟାନ ବଦବା ଉେିତ -
1. ଉତ୍ତମ େଳାେଳ ପାଇବା ପାଇଁ
2. ପରୀକ୍ଷା ପାଇଁ ଶିକ୍ଷା
3. ପିୋମାନଙ୍କବର ତାକିକ େିନ୍ତନର ବିକାଶ
4. ପିୋମାନଙ୍କବର ବର୍ାଷା ଶିକ୍ଷଣର ବିକାଶ 



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2A - ODIA LANGUAGE

31. ନିମ୍ନୋକ୍ତ ପଦ୍ୋାଂଶଟି ପଢ଼ି ପ୍ରଶନର ଉତ୍ତର ଚିହ୍ନଟ କର ।

 ‘‘ବଜ୍ର ପାତ ଭୟେ ସଦାଥାଏ ଗିରବ
ି ର,
ଦୁ ର୍ନ
ଜ ଙ୍କ ଭୟେ ସଦାଥାଏ ଜ୍ଞାନୀବର ।’’
* ପଦ୍ାାଂଶଟିୟର ପବଜତକୁ କାହା ସହ ତୁ ଳନା କରାଯାଇଛି
  ଦୁ ର୍ନ
ଜ 
  ଜ୍ଞାନୀ
  ବଜ୍ରପାତ
  ଭୋଳୁ 

32. ନିମ୍ନୋକ୍ତ ପଦ୍ୋାଂଶଟି ପଢ଼ି ପ୍ରଶନର ଉତ୍ତର ଚିହ୍ନଟ କର ।

 ‘‘ବଜ୍ର ପାତ ଭୟେ ସଦାଥାଏ ଗିରବ
ି ର,
ଦୁ ର୍ନ
ଜ ଙ୍କ ଭୟେ ସଦାଥାଏ ଜ୍ଞାନୀବର ।’’
* ପବଜତ ଏହାକୁ ଭେ କରି ଡରି ରହିଥାଏ
  ବଜ୍ରପାତ 
  ବୃ ଷ୍ଟିପାତ
  ଦୁ ର୍ନ
ଜ 
  ଜ୍ଞାନୀ


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33. ନିମ୍ନୋକ୍ତ ଗଦ୍ୋାଂଶଟି ପଢ଼ି ପ୍ରଶନର ଉତ୍ତର ଚିହ୍ନଟ କର ।

ୟଦଶର ଓ ର୍ାତିପାଇଁ ୟଯଉଁ ମହାନ୍‌ ବୀରଗଣ ପ୍ରାୟଣାର୍ତ୍ଜଗ କରିଥିୟେ ।
ୟସମାନଙ୍କ ମଧ୍ୟୟର ୟନତାର୍ୀ ସୁଭାଷ ଅନ୍ତମ ।
* ବାକ୍ଟିୟର ଏମାନଙ୍କ ବିଷେୟର କୁ ହାଯାଇଛି
  ସ୍ୱାଧୀନ ବ୍କ୍ତି
  ସ୍ୱାଧୀନ ସରକାର
  ସ୍ୱାଧୀନତା ସାଂଗ୍ରାମୀ
  ସ୍ୱାଧୀନ ୟଦଶ

34. ନିମ୍ନୋକ୍ତ ଗଦ୍ୋାଂଶଟି ପଢ଼ି ପ୍ରଶନର ଉତ୍ତର ଚିହ୍ନଟ କର ।

ୟଦଶର ଓ ର୍ାତିପାଇଁ ୟଯଉଁ ମହାନ୍‌ ବୀରଗଣ ପ୍ରାୟଣାର୍ତ୍ଜଗ କରିଥିୟେ ।
ୟସମାନଙ୍କ ମଧ୍ୟୟର ୟନତାର୍ୀ ସୁଭାଷ ଅନ୍ତମ ।
* ବାକ୍ଟିୟର ଉଲ୍ଲିଖିତ ୟଦଶ ଓ ର୍ାତି ପାଇଁ େଢ଼ିଥିବା ର୍ୟଣ ମହାନ୍‌ବୀର
  ମହାତ୍ମା ଗାନ୍ଧି
  ସୁଭାଷ ଚନ୍ଦ୍ର ୟବାଷ
  ସଭରକର
  ସୁୟରନ୍ଦ୍ର ସାଏ

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35. ‘ବଶିଷ୍ଠ ଓ ବିଶ୍ୱାମିତ୍ର’୍‌କବିତାର କବି
1. ମାୟାଧର ମାନସିଂହ
2. ଅନନ୍ତ ପଟ୍ଟନାୟକ
3. ବଗାଦାବରୀଶ ମିେ
4. ଗଙ୍ଗାଧର ବମବହର

36. ‘ପ୍ରକୃ ତ ବନ୍ଧୁ ’୍‌ପାଠୟାଂଶଟି ଏହି ପ୍ରବନ୍ଧରୁ ସଂକଳିତ
1. ଇତିହାସ କିମବଦନ୍ତୀ
2. ଦୁ ନଆ
ି ରୀତି ଏ
3. ଜାତୀୟ ଜୀବନ
4. ଶକ୍ତି ଓ ଜ୍ଞାନ

Page 103

37. ଅବିଭକ୍ତ କଟକ ଜିଲ୍ଲାର ନାଟରା ଗ୍ରାମବର ଜନମ ଗ୍ରହଣ କରିଥିବେ
  କୁ ନ୍ତଳା କୁ ମାରୀ ସାବତ
  ରମାବଦବୀ
  ନନ୍ଦିନୀ ଶତପର୍ୀ 
  ବିଦୁୟତ୍୍‌ପ୍ରଭା ବଦବୀ


38. ଏହି କବିତା ସଂକଳନ ପାଇଁ ରାଧାବମାହନ ଗଡ଼ନାୟକ ବକନ୍ଦ୍ର ସାହିତୟ
ଏକାବଡମୀ ପୁରସ୍କାର ୋଭ କରିଛନ୍ତି
  ସୂଯଥୟ ଓ ଅନ୍ଧକାର
  ଶାମୁକାର ସ୍ୱପନ
  ଉତ୍କଳିକା
  କାବୟ ନାୟିକା


39. ଏହି ପ୍ରବନ୍ଧଟିବର ବାଳକ ନେିବକତାର ସାହସ ଓ ସତୟପ୍ରତି ନିଷ୍ଠା ବିଷୟ
କୁ ହାଯାଇଛି-
  ବୃ କ୍ଷେତା ଆମର ବନ୍ଧୁ 
  ରାମାୟଣ କର୍ା
  ମୃତୁୟ ବିଜୟୀ ବାଳକ
  କାଠରୁ ଭାତ, ର୍ାସରୁ ଦୁ ଧ, ବାୟୁ ରୁ େିନି


40. େଙ୍କାର ରାବଣ ଦ୍ୱାରା ଅପହୃ ତା ସୀତାଙ୍କୁ ଉଦ୍ଧାର କରିବା ପାଇଁ ରାମେନ୍ଦ୍ର
ସମୁଦ୍ରବର ବସତୁ ବାନ୍ଧିବା ବବଳର କର୍ା ଏହି କବିତାବର ବର୍ଣ୍ିତ
  ଭୀମଙ୍କ ସିଂର୍ନାଦ ରଡ଼ି
  ମଙ୍ଗବଳ ଅଇୋ ଉଷା
  ସବଥଂସହା ମାଟି
  ରାର୍ବଙ୍କ େଙ୍କା ଯାତ୍ରାନୁ କୂଳ

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41. ‘ଦରଜା ବଖାେିବଦବା ’୍‌ଏକ
 1. ଏକାଙ୍କି କା
2. ଗଳ୍ପ
3. ନାଟକ
4. ଉପନୟାସ


42. ରକ୍ତର ସଂପକଥ ନର୍ାଇ ମଧ୍ୟ କିପରି ଅନାବିଳ ବାତ୍ସେୟ ବପ୍ରମର ମହାନତା
ପ୍ରଦଶଥନ କରାଯାଇଛି ତାହା ଏହି ଗଳ୍ପର କର୍ାବସ୍ତୁ ଅବଟ-
1. ପତାକା ଉବତ୍ତାଳନ
2. େକ୍ଷ୍ମୀର ଅଭିସାର
3. ବୁ ଢ଼ା ଶଙ୍ଖାରି
4. କାଳର କବପାଳ ତବଳ

43. ‘ପିପୀେିକା’୍‌ଶବ୍ଦଟିର ଅର୍ଥ
  କଙ୍କଡ଼ା
  ପିମ୍ପ୍ୁଡ଼ି
  ବଗଣ୍ଡା
  ଝିଣ୍ଟିକା

44. ‘ମାରୁତ’୍‌- ଶବ୍ଦଟିର ପ୍ରତିଶବ୍ଦ
  ବାୟୁ 
  ଅଗ୍ନି
  ଜଳ
  ମୃତ୍ତିକା

Page 105

45. ‘ସମ-ଶମ’୍‌:୍‌ଏହି ସବମାଚ୍ଚାରିତ ଶବ୍ଦ ଦୁ ଇଟିର ଅର୍ଥ ଯର୍ାକ୍ରବମ-
1. ସମାନ, ଅଶାନ୍ତ
2. ସମାନ, ଦୁ ୁଃଖ
3. ସମାନ, ଶାନ୍ତି
4. ସମାନ, ମନସ୍ତାପ

46. ‘ଅମବର’୍‌ଶବ୍ଦଟିର ଭିନ୍ନାର୍ଥ-
  ଆକାଶ, ର୍ର
  ଆକାଶ, ବସ୍ତ୍ର
  ଆକାଶ, ଜମି
  ଆକାଶ, ପାତାଳ

47. ‘ଆସକ୍ତ’୍‌ଶବ୍ଦଟିର ବିପରୀତାର୍ଥ
  ଅନାସକ୍ତ
  ଆସକ୍ତି
  ବିସକ୍ତ
  ସଶକ୍ତ

48. ନିମନରୁ ଶୁଦ୍ଧ ଶବ୍ଦଟି
  ବଗାବୋକ ବିହାରୀ
  ବଗାେକ ବିହାରୀ
  ବଗାବୋକ ବିହାରି
  ଗବୋକ ବିହାରୀ



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49. ନିମନରୁ ‘ତତ୍ସମ’୍‌ଶବ୍ଦଟି 
  ପ୍ରସ୍ଥାନ
  ନଅର
  ର୍ରଣୀ
  ବତାରାଣି

50. ‘ଏଣ୍ଡୁରି’୍‌– ଶବ୍ଦଟି ଏହି ଶବ୍ଦ ଭଣ୍ଡାର ବେଣୀର
  ବଦଶଜ 
  ବବୈବଦଶିକ
  ତତ୍ସମ
  ତଦ୍ଭବ

51. ବାକୟବର ବଯଉଁ ପଦ ବକୌଣସି ନିେିଷ୍ଟ ବସ୍ତୁ ର ନାମକୁ ବୁ ଝାଏ, ତାହାକୁ ଏହି
ବିବଶଷୟ କୁ ହାଯାଏ
  ଗୁଣବାେକ
  ବସ୍ତୁ ବାେକ
  ଜାତିବାେକ
  କ୍ରିୟା ବାେକ

52. କେମ ଅବା ବହି ଦିଅ ।
ବାକୟଟିରୁ ଅବୟୟ ପଦଟି
  ଅବା
  କେମ
  ଦିଅ
  ବହି

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53. ‘ପୁରୁଷ + ଉତ୍ତମ’– ଏହାର ସଠିକ୍‌ସନ୍ଧିପଦଟି 
  ପୁରୁଷୁତ୍ତମ
  ପୁରୂବଷାତ୍ତମ
  ପୁରୁଷତ୍ତମ
  ପୁରୁବଷାତ୍ତମ

54. ‘ତବପାବନ’୍‌– ଏହାକୁ ସନ୍ଧି ବିବେଦ କବେ
  ତପସ + ବନ
  ତପୁଃ + ବନ
  ତପ + ବନ
  ତପୁଃ+ ଓବନ



55. ପରସ୍ପର ସମବନ୍ଧ ଥିବା ଦୁ ଇ ବା ତବତାଧିକ ପଦକୁ ଏକ ପଦବର ପରିଣତ
କରିବାର ନାମ ବହଉଛି
  ସନ୍ଧି
  ବିଭକ୍ତି
  ସମାସ
  କାରକ



56. ଏର୍ୁ ଅନନ୍ତବର ପାବଥତୀ ବଦବୀ ଶୁଣ
ମାେୟବନ୍ତ ପବଥବତ ରହିବେ ରର୍ୁରାଣ ।
• ପଦୟାଂଶଟିବର ବୟବହୃ ତ ଛନ୍ଦର ନାମ
  ଭାଗବତ ବାଣୀ
  ଦାଣ୍ଡିବୃତ୍ତ
  ନଟବାଣୀ
  ବଙ୍ଗଳାେୀ

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57. ଖଣ୍ଡ ଖଣ୍ଡ ଧଳା ବମର୍ ସୁନୀଳ ଅମବବର,
ଭାସଇ ବବାଇତ ଯର୍ା ନୀଳ ସମୁଦ୍ରବର ।
ପଦୟାଂଶଟିବର ବୟବହୃ ତ ଅଳଙ୍କାରଟି
  ଉତ୍୍‌ବପ୍ରକ୍ଷା 
  ରୂପକ
  ଯମକ
  ଉପମା

58. ନିମନରୁ ବଯୌଗିକ ବାକୟଟି େିହ୍ନଟ କର
  ହରି ଭେ ନାେୁ ଛି ଓ ଏଥିପାଇଁ ସୁନାମ ଅଜଥନ କରୁଛି ।
  ନମିତାକୁ ତାଙ୍କ ର୍ରବୋକ ଭେ ପାଆନ୍ତି ।
  ଯଦି ବଜବଜ ଆସିବବ, ବତବବ ଆବମ ଖୁସି ବହବୁ ।
  ଆମ ଗଣିତ ଶିକ୍ଷକ ଜବଣ ଜ୍ଞାନୀ ବୟକ୍ତି ।

59. ସାଧାରଣତୁଃ ବାକୟର ଆରମ୍ଭବର କତ୍ତଥା ଓ ବଶଷବର ଏହି ପଦ ରହିର୍ାଏ
  କତ୍ତଥା
  କମଥ
  ବର୍ଣ୍ଥ
  କ୍ରିୟା

60. ରାଧାଶୟାମଙ୍କ ଦ୍ୱାରା ଭାଷଣ ଭେ ହୁ ଏ ।
ଏହାର ସଠିକ୍‌କତ୍ତଥୃବାେୟ
  ରାଧାଶୟାମ ଜବଣ ବକ୍ତା ଅଟନ୍ତି ।
  ରାଧାଶୟାମ ଜବଣ କର୍ାକାର ଅଟନ୍ତି ।
  ରାଧାଶୟାମ ଭେ ଭାଷଣ ବଦଇ ପାରନ୍ତି ।
  ରାଧାଶୟାମ ଭାଷଣ ବଦଉଛନ୍ତି ।

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61. Read the following conversation.
A: My examinations are in the next month.
B: If I were you, I would not waste time.
In the above conversation, B offered:
1. his help
2. his suggestion
3. his time
4. his message

62. The teacher said to the boy, “Keep it up.”
The purpose of the sentence in inverted commas is:
1. to permit
2. to disappoint
3. to offer help
4. to encourage

63. Choose the option that shows an appropriate way to address
the recipient in a professional email.
1. Hey
2. Dear Mr. Smith
3. Hi there
4. Yo!
64. Choose the option that is NOT a tip for writing a short story.
1. starting a short story
2. developing compelling characters
3. writing as much detail as possible
4. seeking feed back from others

65. Choose the correctly punctuated sentence.
1. Ravi said, I want to go to New York next year.
2. Ravi said, “I want to go to New York next year!”
3. “Ravi said”, I want to go to New York next year.
4. Ravi said, “I want to go to New York next year.”

66. He said(A) that(B) he will come(C) the following day (D).
Choose the part that has a grammatical error.
1. A
2. B
3. C
4. D

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67. Choose the suffix that suits to get the adjectival form of the
word ‘tragedy’
1. - ly
2. - ic
3. - isn
4. - un

68. Choose the correct option that indicates the arrangement of the
words in alphabetical order
A. resource
B. regional
C. respect
D. responsible
1. B C D A
2. D C B A
3. B C A D
4. B A C D

69. Choose the idiom that gives the meaning “free oneself from”
1. give way
2. at a loss
3. get rid of
4. for ages

70. The disease is _________ the entire world.
Choose the phrase that fits the blank.
1. spread at
2. spread across
3. spread in
4. spread on

71. Choose the mis-spelt word out of the given words.
1. visionery
2. missive
3. campaign
4. scientific
72. Choose the option that can be used as a one-word substitute
for “a scientist who studies animals and their behaviour.”
1. an ornithologist
2. a linguist
3. an ethologist
4. a theist

Page 111

73. He turned round and found himself looking at a round faced,
meek looking man who now broke into a smile.
Choose the synonym of the word ‘meek’.
1. haughty
2. humble
3. superior
4. arrogant

74. He added loftily, pronouncing the word carefully, “centuries
ago.”
Choose the antonym of the word ‘loftily’
1. humbly
2. venerably
3. gallantly
4. valiantly

75. I was in ______ in 1972.
Choose the correct expression that fits the blank.
1. five standard
2. the fifth standard
3. fifth standard
4. the five standard

76. I am thinking ______ going to America.
Choose the word that fits the blank.
1. for
2. to
3. of
4. onto

77. Raju has seen this movie already.
The above sentence says that
1. Raju still remembers the movie he saw.
2. Raju forgot the movie he saw.
3. Raju wants to see the movie again.
4. Raju does not like to see any movie.

78. Don’t tire yourself now. You _______ in the evening.
Choose the correct option that fits the blank meaningfully.
1. isn’t be able to work
2. weren’t be able to be worked.
3. won’t be able to work.
4. will be not able not to work.

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79. Seema asked her, “How long have you lived here?”
Choose the reported speech of the sentence above.
1. Seema asked her if how long you have lived there.
2. Seema asked her how long she had lived there.
3. She asked Seema to live there.
4. Seema told her how she had lived there.

80. Choose the sentence in passive voice.
1. After school, we went home and told our respective
parents about the incident.
2. He should not spread the poison of social inequality and
communal intolerance.
3. He bluntly asked the teacher to apologise.
4. I was born to tall and handsome parents.

81. The father, along with his children _______ to park.
Choose the correct verb that fits the blank.
1. was go
2. were going
3. have gone
4. has gone

82. My sister, who completed her B.Tech, has secured a job in
BHEL.
The above sentence has:
1. a non-defining relative clause
2. a defining relative clause
3. a noun clause
4. an adverbial clause of manners.

83. Nick has a small foot on his left hip which helps him balance.
In the above sentence, the word ‘balance’ is
1. a conjunctive
2. an adjective
3. a verb
4. an adverb

84. His parents decided not to send him to a special school.
The above sentence has ______ nouns.
1. two
2. three
3. four
4. five

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85. Born in London, he became the citizen of the U.K.
The above is:
1. an imperative sentence
2. a complex sentence
3. a compound sentence
4. a simple sentence

86. Choose the linker that can be used to order points.
1. in the same way
2. firstly
3. besides
4. on the contrary

87. Sravani goes to school _______ Yamuna daily.
Choose the correct phrasal preposition that fits the blank.
1. in spite of
2. along with
3. ahead of
4. in front of

88. I would like to have tea.
This sentence indicates:
1. obligation
2. possibility
3. preference
4. permission

89. Read the following passage.
He, who teaches us anything which we know, not before, is
undoubtedly to be loved as a benefactor and he that supplies
life with amusement will be caressed as a pleasing person.
According to the passage, the author suggests that we should
regard someone who teaches us something new:
1. with suspicion and scepticism
2. with gratitude and affection
3. with indifference and apathy
4. with criticism and disdain

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90. Read the following passage
He, who teaches us anything which we know, not before, is
undoubtedly to be loved as a benefactor and he that supplies
life with amusement will be caressed as a pleasing person.
A ‘Benefactor’ is one
1. who takes money
2. who blames others
3. who teaches known facts
4. who takes money

Page 115

91. ଶିବ ବଭୈରବ ରୂପ ଧାରଣ କରି ଏହି ନାଦ କବେ ପୃଥିବୀ ପ୍ରଳୟ ହୁ ଏ -
  ଶଙ୍ଖନାଦ
  ବଂଶୀନାଦ
  ବମର୍ନାଦ
  ସିଂର୍ନାଦ

92. ‘ବଯବକୌଣସି ବିୋର ଧାରା ବା ବଯାଜନା ସମୂହକୁ ଦୃ ଷ୍ଟିବର ରଖି କାଯଥୟକାରୀ
କରାଗବେ ତା’ର ସୁେଳ ସମଗ୍ର ସମାଜ ୋଭ କରିବାବର ସମର୍ଥ ବହାଇର୍ାଏ’୍‌-
ତାହା ଏହି ପ୍ରବନ୍ଧରୁ ଜଣାପବଡ଼
1. ପ୍ରକୃ ତ ବନ୍ଧୁ
2. ଶକ୍ତି ଓ ଜ୍ଞାନ
3. ଭାଷା ଓ ଜାତୀୟତା
4. ସମୂହ ଦୃ ଷ୍ଟି


93. ଏହି କବିତାବର ହିଂସା, ବକ୍ରାଧ, ଅସିଷ୍ଣୁତା ଉପବର ସଦ୍‌ଭାବ, ବପ୍ରମ ଓ
କ୍ଷମାର ବିଜୟ ବର୍ାଷଣା କରାଯାଇଛି-
  ବୃ କ୍ଷ ମାହାତ୍ମୟ
  ଉଦ୍‌ବବାଧନ
  ବଶିଷ୍ଠ ଓ ବିଶ୍ୱାମିତ୍ର
  ଜାଗ ବନ୍ଧନ ହରା

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94. ‘କଳା ମାଣିକବର’୍‌ କବିତାବର ଯବଶାଦାଙ୍କ ଏହି ଆବବଗକୁ ସୁନ୍ଦର ଭାବବ
ବର୍ଣ୍ଥନା କରାଯାଇଛି -
  ମାତୃ ହୃ ଦୟର ବାତ୍ସେୟ
  ମାତୃ ହୃ ଦୟର କରୁଣା
  ମାତୃ ହୃ ଦୟର ଦୟା
  ମାତୃ ହୃ ଦୟର କ୍ଷମା

95. ‘ପ୍ରଭାତ ଅବକାଶ’୍‌- କବିତାବର ଉବଲ୍ଲଖ ଥିବା ତିବନାଟି ପକ୍ଷୀ-
  ଶୁଆ, ଶାରୀ, ପାରା
  ଶୁକ, କାକ, ପିକ
  କାକ, ବକ, ବଣି
  ପିକ, ବକ, ମୟୂ ର

96. ବଗାପାଳେନ୍ଦ୍ର ପ୍ରହରାଜଙ୍କ ‘ପ୍ରକୃ ତ ବନ୍ଧୁ ’୍‌ ପ୍ରବନ୍ଧଟି ଏହି ପତ୍ରିକାବର ପ୍ରକାଶିତ
ବହାଇଥିୋ
1. ଉତ୍କଳ ଦପଥଣ
2. ଭଞ୍ଜ ପ୍ରଦୀପ
3. ଉତ୍କଳ ଦୀପକା
4. ଝଙ୍କାର

97. ‘ଭଗବାନ୍‌ ଶକ୍ତି ଦିଅ । ଏ କି ପରୀକ୍ଷା କରୁଛ ପ୍ରବଭା ! ଦିଅ ବସଇ ଗଣ୍ଡାକ
ବଦଇଦିଅ ’- ଏ ଉକ୍ତିଟି କହିଛନ୍ତି
  ବ୍ରାହ୍ମଣ
  ଭିକାରି
  ସନା 
  ବ୍ରାହ୍ମଣୀ




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98. ଜାତି, ଧମଥ, ବର୍ଣ୍ଥ, ବୟସ ନିବବି ଶଷବର ଶିକ୍ଷାକୁ ସାବଥଜନୀନ କରିବା ପାଇଁ
ଡ. ନାରାୟଣ ସାହୁ - ଏହି ଏକାଙ୍କି କାବର ବେଷ୍ଟା କରିଛନ୍ତି- 
  ଦରଜା ବଖାେିବଦବା
  ଆବମ ଧରଣୀ ବୁ କୁର ଶିଶୁ
  ରାବଜାେିତ ବୟବହାର
  ଆହୁ ତି


99. ‘ସ୍ୱଭାବକବି’୍‌ନାମବର ପରିେତ
ି କବି 
  ଗଙ୍ଗାଧର ବମବହର
  ନନ୍ଦ କିବଶାର ବଳ
  ବଳବଦବ ରର୍
  ରାଧାନାର୍ ରାୟ


100. ଏହି ପୁସ୍ତକ ପାଇଁ ଅନନ୍ତ ପଟ୍ଟନାୟଙ୍କୁ ବକନ୍ଦ୍ର ସାହିତୟ ଏକାବଡମୀ ପୁରସ୍କାର
ମିଳଥି
ି ୋ
  ଅବାନ୍ତର
  ରକ୍ତଶିଖା
  ଅବୋଡ଼ାବୋଡ଼ା
  କବିତା କବେଳାଳ

101. କବି ଭକ୍ତେରଣ ଦାସ ଏହି ଯୁଗର ଅନୟତମ କବି
  ସବୁ ଜ ଯୁଗ
  ରୀତିଯୁଗ
  ଆଧୁନକ
ି ଯୁଗ
  ସତୟବାଦୀ ଯୁଗ

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102. ଶିକ୍ଷକ ଓ ଛାତ୍ର ମଧବର ଉତ୍ତମ ସଂପକଥର ଗୁରୁତ୍ୱ ଏବଂ ବତ୍ତଥମାନ ସମୟବର
ଏହି ସଂପକଥର ଆବଶୟକତା ଓ ମହତ୍ତ୍ୱ ଏହି ପ୍ରବନ୍ଧରୁ ଦିଆଯାଇଛି
  ଗୁରୁ-ଶିଷୟ ସମ୍ପ୍କଥ
  ମନବର ଆସୁ ବମା ଭେ ଭାବନା
  ସମୂହ ଦୃ ଷ୍ଟି
  ମାତୃ ଭାଷା ଓ ବୋକଶିକ୍ଷା

103. କବି ରାଧାନାର୍ ରାୟଙ୍କ ରେିତ ଦୁ ଇଟି କାବୟ - 
  ବକଦାରବଗୌରୀ - େନ୍ଦ୍ରଭାଗା
  ଉଷା-ଆବେଖିକା
  ନନ୍ଦିବକଶ୍ୱରୀ-କିଶଳୟ
  େିେିକା-ଗୀତାୟନ

104. ରମାବଦବୀଙ୍କ ଆତ୍ମଜୀବନୀ କୃ ତଟ
ି ି
  ଗଁାର ଡାକ
  ଜୀବନ ପବର୍
  େରାେର ହିତାୟ
  ଅଦ୍ଧଥଶତାବ୍ଦୀର ଓଡ଼ିଶା ଓ ତହିଁବର ବମା ସ୍ଥାନ

105. ସାରଳା ଦାସଙ୍କ ପ୍ରର୍ମ(ପୂବଥ) ନାମ
  ସିବଦ୍ଧଶ୍ୱର ପରିଡ଼ା
  ବବୈରାଗୀ େରଣ ଦାସ
  ବସାମନାର୍ ପରିଡ଼ା
  ବବୈକୁଣ୍ଠ ଦାସ

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106. ପଞ୍ଚସଖା ମଧ୍ୟରୁ ଜବଣ ନୁ ହଁନ୍ତି
  ଉବପନ୍ଦ୍ର ଭଞ୍ଜ
  ବଳରାମ ଦାସ
  ଜଗନ୍ନାର୍ ଦାସ
  ଯବଶାବନ୍ତ ଦାସ

107. ଅେୁ ୟତାନନ୍ଦ ଦାସଙ୍କ ପ୍ରସିଦ୍ଧ ପୁରାଣ ଗ୍ରନ୍ଥ -
  ହରିବଂଶ
  େକ୍ଷ୍ମୀପୁରାଣ
  ଗୁପ୍ତଗୀତା
  େଣ୍ଡୀପୁରାଣ

108. ‘କ’୍‌ଆଦୟ ନିୟମବର ରେିତ କାବୟଟି
  ରସ ବିବନାଦ
  ନାମ ରତ୍ନଗୀତା
  ରସ କବଲ୍ଲାଳ
  ପ୍ରସ୍ତାବ ସିନ୍ଧୁ

109. ନିମନରୁ କବିସୂଯଥୟ ବଳବଦବ ରର୍ଙ୍କ ରେନା
  କିବଶାର େନ୍ଦ୍ରାନନ େମ୍ପ୍ୂ
  ସମର ତରଙ୍ଗ
  ବିେକ୍ଷଣା
  ରସିକ ହାରାବଳୀ

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110. ବିଶ୍ୱନାର୍ କବିରାଜଙ୍କ ‘ସାହିତୟ ଦପଥଣ’୍‌ଏ ପ୍ରକାର ଗ୍ରନ୍ଥ
  ଧମଥ ତତ୍ତ୍ୱ
  ସାହିତୟ ତତ୍ତ୍ୱ
  ଭକ୍ତି ତତ୍ତ୍ୱ
  ଦଶଥନ ତତ୍ତ୍ୱ

111. ବ୍ରଜନାର୍ ବଡ଼ବଜନାଙ୍କର ଏକ କର୍ା ଗ୍ରନ୍ଥ -

 1. ରୁଦ୍ରସୁଧାନିଧି
2. େତୁ ର ବିବନାଦ
3. ଅବବାେକରା
4. ବପ୍ରମସୁଧାନିଧି

112. େକୀର ବମାହନ ବସନାପତିଙ୍କ ଏକ କ୍ରାନ୍ତିକାରୀ ଉପନୟାସ
1. େେମା
2. ବରବତୀ
3. ଛ’୍‌ମାଣ ଆଠଗୁଣ୍ଡ
4. ମାମୁ

113. ଡ. ମବହଶ୍ୱର ମହାନ୍ତି ଏହି ମାସିକ ଶିଶୁପତ୍ରିକାବର ସମ୍ପ୍ାଦନା କରୁଥିବେ -
  ମୁକୁର
  ପ୍ରାେୀ ସମିତି
  ମନ ପବନ
  ଆଧୁନକ
ି

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114. ‘୍‌ନ’୍‌ଅଙ୍କ ଦୁ ଭିକ୍ଷ’୍‌- ଏହି ବଷଥ ବହାଇଥିୋ
  1866
  1766
  1966
  1666

115. ଜଗବନମାହନ ୋୋଙ୍କ ଓଡ଼ିଆ ସାହିତୟର ପ୍ରର୍ମ ନାଟକ
  କାଞ୍ଚିକାବବରୀ
  ବୃ ଦ୍ଧ ବିବାହ
  ବାବାଜୀ
  ବାଣ ହରଣ


116. ନବଯୁଗ ସାହିତୟ ସଂସଦ ଆନୁ କୂେୟବର ପ୍ରକାଶ ପତ୍ରିକା -
  ଆଧୁନକ
ି
  ପ୍ରଗତିବାଦୀ
  ଧରିତ୍ରୀ
  ହିବତୈଷିଣୀ

117. ମଧୁସୂଦନ ଦାସ ଏହି ମସିହାବର ‘ଉତ୍କଳ ସମ୍ମଳନୀ’୍‌ପ୍ରତିଷ୍ଠା କରିଥିବେ
  1923
  1903
  1933
  1943



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118. ହବରକୃ ଷ୍ଣ ମହତାବଙ୍କ ଏକ େିନ୍ତାମୂଳକ ରମୟରେନା-
  ନୂ ତନ ଧମଥ
  ଗଁା ମଜେିସ
  ପ୍ରତିଭା
  ତୃ ତୀୟ ପବଥ



119. ‘ବଗାପାଳ େନ୍ଦ୍ର ପ୍ରହରାଜଙ୍କ ପୂର୍ଣ୍ଥେନ୍ଦ୍ର ଓଡ଼ିଆ ଭାଷାବକାଷ’କୁ ଏହା କୁ ହାଯାଏ-
  ଓଡ଼ିଆ ଜାତିର କଳାବକାଣାକଥ
  ଓଡ଼ିଆ ଧମଥର କଳାବକାଣାକଥ
  ଓଡ଼ିଆ ବର୍ଣ୍ଥର କଳାବକାଣାକଥ
  ଓଡ଼ିଆ ଭାଷାର କଳାବକାଣାକଥ

120. ଆଧୁନକ
ି ଯୁଗର ଆଦି ପବଥକୁ ଏହି ଯୁଗ କୁ ହାଯାଏ
  ସତୟବାଦୀ ଯୁଗ
  ପ୍ରଗତି ଯୁଗ
  ସବୁ ଜ ଯୁଗ
  ରାଧାନାର୍ ଯୁଗ

121. ଆନ୍ଧ୍ରପବଦଶର େୀକାକୁ େମ ଜିଲ୍ଲାର ଏହି ସ୍ଥାନର ତାମ୍ରଶାସନବର ଓଡ଼ିଆ ଶବ୍ଦ
ବଦଖିବାକୁ ମିବଳ
  ମଞ୍ଜୁଷା
  ଜଳନ୍ତର
  ବଟକିେି
  ତରଳା

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122. ମଧୁସୂଦନ ରାଓ ରେନା କରିଥିବା ବୟାକରଣ
  ସରଳ ଓଡ଼ିଆ ବୟାକରଣ 
  ସୁବବାଧ ବୟାକରଣ
  ବର୍ଣ୍ଥବବାଧ 
  ବୟାକରଣ ପରିେୟ

123. ଓଡ଼ିଆ େିପିର ଉପରିଭାଗ
  ତ୍ରିଭୁଜାକାର
  ସିଧା
  ବଗାୋକୃ ତି
  ବଙ୍କା

124. ଯାହା ମଣିଷ ତୁ ଣ୍ଡବର ଅର୍ଥପୂର୍ଣ୍ଥ ଭାବବ କୁ ହାଯାଏ ବା ଉଚ୍ଚାରିତ ହୁ ଏ ତାହା-
  ଅକ୍ଷର
  େିପି
  ବର୍ଣ୍ଥ
  ଧ୍ୱନି 


125. ଓଡ଼ିଆ ଭାଷାବର ବର୍ଣ୍ଥ ସଂଖୟା
  41
  33
  39
  50



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126. ସ୍ୱରର ସାବଙ୍କତିକ େିହ୍ନକୁ ଏହା କୁ ହାଯାଏ 
  ବାକୟ
  ପଦ
  ମାତ୍ରା
  େଳା

127. ‘ପ୍ରତି’୍‌ଉପସଗଥ ବଯାଗ ବହାଇ ନ ଥିବା ଶବ୍ଦଟି
  ପ୍ରତିକୂଳ
  ପ୍ରତାରଣା
  ପ୍ରତୁ ୟତ୍ପତ୍ତି
  ପ୍ରବତୟକ

128. ‘‘ପୁଷ୍କରିଣୀବର ପଦମ େୁ ଟି ଅଛି’’୍‌– ବାକୟଟିବର ବୟବହୃ ତ ବିଭକ୍ତିର ନାମ
  ସପ୍ତମୀ ବିଭକ୍ତି
  ଷଷ୍ଠୀ ବିଭକ୍ତି
  ପଞ୍ଚମୀ ବିଭକ୍ତି
  େତୁ ର୍ଥୀ ବିଭକ୍ତି

129. ବାକୟ ମଧ୍ୟବର କ୍ରିୟାପଦ ସହିତ ଅନୟ ପଦମାନଙ୍କର ବଯଉଁ ସମବନ୍ଧ ରହିର୍ାଏ,
ତାହାକୁ ଏହା କୁ ହାଯାଏ -
  ସମାସ
  କାରକ
  ବିଭକ୍ତି
  ଛନ୍ଦ

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130. ‘େୁ ଟଣ’୍‌– ଶବ୍ଦଟି ଏହି କୃ ତ୍୍‌ପ୍ରତୟୟ ବଯାବଗ ଗଠିତ
  ‘ଆଣି’୍‌ପ୍ରତୟୟ
  ‘ଅଣ’୍‌ପ୍ରତୟୟ 
  ‘ଆଣ’୍‌ପ୍ରତୟୟ
  ‘ଅଣି’୍‌ପ୍ରତୟୟ

131. ‘ବିଜ୍ଞାନ + ଇକ’୍‌– ବଯାବଗ ଗଠିତ ପ୍ରତୟୟ ନିଷ୍ପନ୍ନ ଶବ୍ଦଟି
  ବିଜ୍ଞାନଇକ
  ବବୈଜ୍ଞାନିକ
  ବବୈଜ୍ଞାନୀକ
  ବବୌଜ୍ଞାନିକ

132. ନବରଶ ଶିକ୍ଷକ ନିଯୁକ୍ତି ପାଇଁ ଶିକ୍ଷାଧିକାରୀଙ୍କୁ ଦରଖାସ୍ତ ବଦବେ । ଏଭଳି େିଠି
ଏହି ବେଣୀର ବହାଇର୍ାଏ
  ର୍ବରାଇ ପତ୍ର
  ସରକାରୀ ପତ୍ର
  ବାଣିଜୟି କ ପତ୍ର
  ନିମନ୍ତ୍ରଣ ପତ୍ର

133. ନିମନରୁ କ୍ରିୟାଯୁକ୍ତ ରୂଢିଟି
  ଅନ୍ଧର େଉଡ଼ି
  ଅେଣା କର୍ା
  ଆଖିବର ଧୂଳି ବଦବା
  ଓଳିଆରୁ ଗଜା

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134. ‘କାହାର ପୁଷମାସ, କାହାର ସବଥନାଶ’୍‌– ଏହି ବୋକବାଣୀର ଅର୍ଥ
  ଜଣକର ୋଭ ବବବଳ, ଅନୟଜଣକର ଆନନ୍ଦ
  ପୁଷମାସ ସମସ୍ତଙ୍କ ସବଥନାଶ କରିର୍ାଏ
  ଜଣକର ୋଭବବବଳ ଅନୟଜଣକର କ୍ଷତି
  ଉଭୟଙ୍କୁ ସମାନ ୋଭନଷ୍ଟ ବହାଇର୍ାଏ

135. ‘‘୍‌ଖାଇବ ପିତା ଗାଇବ ଗୀତା
ବତବବ ବହାଇବ ଜଗତ ଜିତା ।’’
* ପଦୟାଂଶଟିବର କ’ଣ ଗାଇବା ପାଇଁ କୁ ହାଯାଇଛି
  ଭଗବତ୍୍‌ଗୀତା
  ଭାଗବତ
  ପୁରାଣ
  ବେୌପଦୀ

136. ‘‘୍‌ଖାଇବ େଞ୍ଚଳ ଉଠିବ ଆଗ
ସକାଳୁ ସକାଳୁ ୋେିବ ବବଗ ।’’
* ପଦୟାଂଶଟିବର ସକାଳୁ କ’ଣ କରିବାକୁ କୁ ହାଯାଇଛି
  ବସିବା ପାଇଁ
  ୋେିବା ପାଇଁ
  ବଶାଇବା ପାଇଁ
  ଖାଇବା ପାଇଁ

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137. କଳସା େଉତିଶା ମୁଖୟତୁଃ ଶିବ-ପାବଥତୀଙ୍କ ବିବାହ ବିଷୟବସ୍ତୁ କୁ ଆଧାର କରି
ଗଢ଼ି ଉଠୁ ଛି ।
* ଗଦୟାଂଶଟିବର ଏହାଙ୍କ ବିବାହ ବିଷୟବର କୁ ହାଯାଛି ।
  େକ୍ଷ୍ମୀ-ନାରାୟଣ
  ଶିବ-ପାବଥତୀ
  ଇନ୍ଦ୍ର-ଇନ୍ଦ୍ରାଣୀ
  ରାମ-ସୀତା

138. ଧମଥ, ସଂସାରବର ଶାଶ୍ୱତ ଓ େିରନ୍ତନ । ସବୁ ମିର୍ୟା, ଧମଥ ସତୟ ।
* ଗଦୟାଂଶବର କ’ଣ େିରନ୍ତନ ବବାେି କୁ ହାଯାଇଛି -
  ମିର୍ୟା
  ଧନ
  ସତୟ
  ଧମଥ

139. ଶିଶୁ ମାତୃ ବକ୍ରାଡ଼ରୁ ବଯଉଁ ଭାଷା ଶିଖିର୍ାଏ, ତାହାହିଁ ତାର -
  ଆଞ୍ଚଳିକ ଭାଷା
  ରାେ ଭାଷା
  ମାତୃ ଭାଷା
  ବିବଦଶୀ ଭାଷା

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140. ମାତୃ ଭାଷା ଶିକ୍ଷଣର ଭାବାତ୍ମକ ଉବେଶୟଟି
  ଭାଷାର ବିବଶଷ ପ୍ରବୟାଗ, ଶବ୍ଦ, ଅଳଙ୍କାର ସମବନ୍ଧବର ଜ୍ଞାନ ୋଭ
କରିବା
  ପିୋମାନଙ୍କର ସହଜାତ ପ୍ରବୃ ତ୍ତିର ଉତ୍ତରଣ ର୍ଟାଇବା
  ଓଡ଼ିଆ ଭାଷାବର ସଠିକ େିଖନ ସାମର୍ଥୟ ପ୍ରଦାନ କରିବା
  େିଖିତ ଭାଷାକୁ ପଠନ ପୂବଥକ ତା’ର ଅର୍ଥବବାଧବର ସମର୍ଥ

141. ଆବମରିକାର ପ୍ରସିଦ୍ଧ ଶିକ୍ଷାବିତ୍୍‌ ଡବଲ.ୁ ଏଚ୍‌. କିଲ୍‌ପାଟ୍ରିକ୍‌ ଏହି ପଦ୍ଧତିର
ପ୍ରବତ୍ତଥକ
  ପ୍ରାରମ୍ପ୍ିକ ଶିକ୍ଷାଦାନ ପଦ୍ଧତି
  କ୍ରୀଡ଼ା ପଦ୍ଧତି
  ଧନ୍ଦାଭିତ୍ତିକ ପଦ୍ଧତି
  ପ୍ରକଳ୍ପ ପଦ୍ଧତି

142. ପାଠୟ ବିଷୟ ବସ୍ତୁ ର ପୁଙ୍ଖାନୁ ପୁଙ୍ଖ ଏବଂ ବିସ୍ତୃତ ଅଧ୍ୟୟନକୁ ଏହି ପଠନ
କୁ ହାଯାଏ -
  ସରବ ପଠନ
  ଗଭୀର ପଠନ
  ନୀରବ ପଠନ
  ଦୁ ତ ପଠନ

143. ଗଦୟ ସାହିତୟ ଶିକ୍ଷଣବର ପ୍ରସଙ୍ଗ ଅନ୍ତଭଥୁକ୍ତ ଜ୍ଞାନ ୋଭ କରିବା । ଏହି
ଉବେଶୟ ପୂରଣ କରିର୍ାଏ
  ଜ୍ଞାନାତ୍ମକ ଉବେଶୟ
  ଭାବାତ୍ମକ ଉବେଶୟ
  ବକୌଶଳାତ୍ମକ ଉବେଶୟ
  ସାଧାରଣ ଉବେଶୟ

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144. ଗଦୟ ସାହିତୟ ଶିକ୍ଷାଦାନବର ପୂବଥଜ୍ଞାନ ପରୀକ୍ଷା ଏହି ବସାପାନବର କରାଯାଏ -
  ଉପସ୍ଥାପନ
  ଉପକ୍ରମ
  ପ୍ରବୟାଗ
  ମୂେୟାୟନ

145. କବିତା ଶିକ୍ଷାଦାନବର ଉବେଶୟ ଜ୍ଞାପନ ପବର ଏହା କରାଯାଏ
  େବ୍ଧଜ୍ଞାନ ପରୀକ୍ଷା
  କବି ପରିେୟ ପ୍ରଦାନ
  ଛାତ୍ରଛାତ୍ରୀଙ୍କ ନୀରବ ପଠନ
  କବିତାର ପୃଷ୍ଠଭୂମି

146. ବକୌଣସି ଏକ ବସ୍ତୁ କୁ ଅବନକ ପ୍ରକାବର ବର୍ଣ୍ଥନା କରିପାରିବାର ସାମର୍ଥୟ
  େିତ୍ରାଙ୍କନପଟୁ ତା
  ବାକ୍‌ପଟୁ ତା
  େିଖନପଟୁ ତା
  ଗାନପଟୁ ତା

147. ‘ମଧୁବାବୁ ଙ୍କ ସମବନ୍ଧବର ଯାହା ଜାଣ ତାହା ବେଖ ।’୍‌ଏହା ଏକ
  ସଂକ୍ଷିପ୍ତ ଉତ୍ତର ମୂଳକ ପ୍ରଶନ
  ଦୀର୍ଥ ଉତ୍ତର ମୂଳକ ପ୍ରଶନ
  ବସ୍ତୁ ନଷ୍ଠ
ି ପ୍ରଶନ
  ନିେିଷ୍ଟ ଉତ୍ତର ମୂଳକ ପ୍ରଶନ

Page 130

148. ବନାନବଖଳ ଓ ଶବ୍ଦାନ୍ତ ପ୍ରତିବଯାଗିତା ଏହି ତୁଟି ନିରାକରଣ ପାଇଁ
କରାଯାଇର୍ାଏ -
  େିଖନ ବଦାଷ
  େବଣ ବଦାଷ
  ଉଚ୍ଚାରଣ ତୁଟି
  ବନାନ ଅଶୁଦ୍ଧି

149. ‘ଗ୍ରାମବୋନ’୍‌ଏହି ଶିକ୍ଷଣ ଉପକରଣର ଅନ୍ତଭଥୁକ୍ତ
  ଦୃ ଶୟ-ୋବୟ 
  ଦୃ ଶୟ
  ୋବୟ
  କ୍ରିୟାତ୍ମକ

150. ଭାଷା ସାହିତୟ ଶିକ୍ଷାଦାନବର ଏହା ଏକ ସହପାଠୟ କାଯଥୟକ୍ରମ
  ହସ୍ତାକ୍ଷର େିଖନ 
  ଅଭିବେଖନ
  ଶୁତେିଖନ 
  ପାଠୟବହି ପଠନ

Page 131

APTET – Paper - II A – 2024
06.03.2024_S1_Language_Sanskrit

1. nuó« dH ç|u²ó $Ôá+ #ûd nqTe+¥¿£ ¿±sÁ¿+£
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çtì§Ä| uo
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2. NÀþygçtÆç
3. Nþç{ªçºtÆç
4. Æ{ÆÄtÆç

Page 132

3. SQ3R ÿ¿£ Ôáe
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4. Survey-Question-Read-Recite-Review

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2. EÒª½
3. E®Òª½
4. Yzoª½

Page 133

5. #á\q Hî|Õ Ú D²«\qT, n\y³¢qT deTTbÍ]¨+#á&¿ì <ÃV²<|& û
nuó«dq+
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3. ÌªoìÁ®oç
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7. &dýt É¿àì jáÖ nHû~
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8. jáÖ+çÜ¿£ dV²ÈkÍeTsÁ« |¯¿£ eÖ|q+ #ûd n+Xø+
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1. dÓÇjáT sÁjáÖ\T
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ËzÒ®çYçÂNþ: ®tç EçÌcë ºuo otç ËzÒ®çz
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2. JmçnªNþì¤|Âª½
3. çnªNþtlgª½
4. JmçnªNþtlgª½

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û áï
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4. Nþç{ªçºª½

Page 138

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1. ne>±V²q
2. $jîÖ>·+
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LÄ îºu®oìæ ÆNþçzuo Yzo½ oË® rçÂu£:
1. 120%
2. 88%
3. 83%
4. 110%

Page 139

17. ç¿ì+~yýË e«¿ìï>·Ôá nuó«dq sÁ¿£+
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18. kÍ¹¿ÔY ÿ¿£ bÍ<ó«jáTT&T. #ý²¿±\+>± nÔá¿ì ç|yÖî wH
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Page 140

19. TOEFL Fn®Ë® uÄËowoçs|:
1. Test of English as a French Language
2. Test of English as a First Language
3. Test of English as a Foreign Language
4. Test of English as a Fundamental Language

20. çÖqsY ç|¿±sÁ+ nuó« dq n+Xæ¿ì d++~ó+ºq $wjÖá
yîTT<³ ý² |]#ájTá + #ûjÖá *
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4. dÖçÔ\ <Çs
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î º½ ªoçìÌçºæ E¥®ÌçæÆÌæ¤òuÄÊ®: LÄæ uºYç«®:
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4. ÌîÞ{:

21. |¯¿£\T |sTTýÙ nsTTq $<«] ºq|¾\y¢ &ý² @&e&+ýË
sÁ¿£¿£Ôá+çÔá+
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3. |]VäsÁ+
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1. uoTªª½
2. uoY®çz|ôÄª½
3. uºÒçº:
4. tªª½

Page 141

22. sÁ¿£yTî q® nuó²«dÅ£ \T nHûÇw¾+#á&+ eT]jáTT ¿£Ô«\T #ûjTá &+
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F|tÆ
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Ôás>Á Ô
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1. 1 o: 10
2. 6 Eu Y 7
3. 6 o: 10
4. 1 o: 5

Page 142

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25. deTd«\T, ç|Xø \qT $<«sÁT\Æ eTT+<T +#áTÔáÖ y]ýË
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Æ
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Page 143

26. ç|jîÖ¿£ï sÁ½V¾²+#û ç|jÖî >±Ôá¿£ |]d¾Ô
Tá \Å£ >·T]¿± deTÖV²+
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‘1MB’ ªîÁ®ª½
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4. 1024 ¤{b½Ì½

Page 144

28. |¯¿£\ýË |¾\\¢ >·T]ï+|Ú kÍeTs« M{ì<Çs |¯¿ìk ÍïsTÁ .
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2. ÌÒçì§îuo:
3. ÌçæuVNþ{ìl®ª½
4. ÌçæuVNþÌçªá®|ª½

Page 145

30. NEP-2020 ç|¿±sÁ+ $<«e«ed B|Õ <w¾¼kÍ]+#*.
1. eT+º |* Ô\T kÍ~ó+#á&+
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NEP-2020 EìÌçºæ uÄùçÃ®ÄËs®ç LzoÊ
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3. ¤çÂzÊì uÄªÆ|çnªNþçÂçzYçu§Ä|z
4. ¤çÂzÊì ºbç¥®Ìçu§Äwòç{

Page 146

E: tðæ ÅÂçzNþæ uenÄç ÅË® ÌªìuYoæ Ìªççæ uYÄoì@
31. NwþÊyÄÂççæ §ìuÄ NþçÂÄÊç|o½
ENþçÂÄÊç|o½ u§Ê\çæ ªçzt:@
®nÌË®Äwuòæ Nìþ¿oz Y îÄú
\çÌì ºçzTY®æ uûoy®ª½@@
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1. ÌË®Äwuòª½ - uûoy®ª½
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3. ºçzTY®æ - NþçÂÄÊç|o½
4. ENþçÂÄÊç|o½ - ªçzt:

E: tðæ ÅÂçzNþæ uenÄç ÅË® ÌªìuYoæ Ìªççæ uYÄoì@
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1. \ç©¤Äoy
2. »uMªmy
3. Ìn®§çªç
4. uªÞuÄtç

Page 147

33. E: tðª½ EìXZztæ uenÄç ÅË® ÌªìuYoæ Ìªççæ uYÄoì@
Eù ÌçzªÄçÌº: uoutuªÄ ço»nsç® ço³Â®çzTç¥®çÌçut
Nþç®ç|um Ìªç® çeÆçÂçæ uo uËso:@ \Nþ: uûYuNÀþNþçæ
YçÂ®uo Ëª@ EÒæ wÉeo: GuÄÅ® uNþªu uYo®çuª Ëª@ ªçTz|
uûYuNÀþNþçTçºz ªumNþle: twÉb:@ Ì: NìþÞ ToÄç½ @ uNþª½
E§Äo½ oË®?
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1. ªumNþle:
2. uNþÆçzº:
3. uoçªÒy
4. uoç

34. E: tðæ EìXZztæ uenÄç ÅË® ÌªìuYoæ Ìªççæ uYÄoì@
NþtçuYtzNþuËªNþçoçºz ªty®ÌÒYºTmz u\VçæË®ªçæ
§îÌìºªzNþªÄÂçzM® t®ç®ðuYðçzDÄçzYª½ << ì çç: ÒoÃ®çz
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To\yuÄoçzD§Äª½@
Å:- EÞ EÒæ Fuo tz ÌæÌuî Yo: ÄMoç Nþ:?
1. §îÌºì :
2. ºç\ÄçÒ:
3. ªçoW :
4. Æª:

35. <<ÄçÌìtÄz ÆçuËÞ uûÄzty Ä®zm
| uÄºuYo: çe:
1. uºuYo®oì
2. ºqo Äwqç½
3. EªwoÄçmy
4. Ìì§çoª½

Page 148

36. gç. îuÂçÂ ºçªNwþÉmªÒçzt®z ÌæºuYoTyoª½
1. EçTXZozo: ¤çÂç:
2. EìÆçÌª½
3. eo ÌæËNwþoª½
4. ®z®Tyoª½

37. uºuYo®oì Fn®®æ çe: EË®çæ uNÀþ®ç®çæ EuËo@
1. ÌWçe:
2. Ìì§çuÊoÅÂçzNþç:
3. YçbìÅÂçzNþç:
4. EçnªNþsç

38. ç{ºçumNþNþsç Fuo uNÀþ®®ç ÌæºuYo: çe°§çT:
1. Ìn®æ Ät
2. tyqç
3. Ìª®Ë¢îþuo|:
4. ªtuËªooç Nìþo:

39. <<qçzum: Fn®Ë® Es|: Nþ:?
1. Yü:
2. Ìî®:|
3. §îuª:
4. Äç®ì:

40. §çºo§Moç: Tyoz ÒwÉbªçÌç: NþytwÆç: §Äz®ì:
1. ìÉbÌtç:
2. ÌìÉbìÆºyºç:
3. ÌìÉbìÌtç:
4. ìÉbÆºyºç:

Page 149

41. ÌæTºªusoç Fn®Þ ÌæTº Æ£tË®çs|:
1. EçNþ:
2. EìNþ:
3. EyNþ:
4. EzNþ:

42. ÆìNþºç\: Euosyçæ EçTªz uNæþ Nþºçzuo?
1. Nîþ\uo
2. ËÄçToæ tçË®uo
3. EìÄtuo
4. §®z Gh®oz

43. ÄwòçztzÆ: Fuo ùçæÆË® GñzÅ®ª½
1. tzÆ§Moz: ÌæÄ|ª½
2. Äwòç®ç: ªÒnÄuÄrçª½
3. ªÒçNþçÃ®Ë® Ä{uÆÉb°¤çzª½
4. ÌæËNwþoË® ªÒnÄ¤çzª½

44. <<Nþçºmæ uNþª½>> Fuo Nþsç®çæ ÌæçNÀþuªNþºçzTzm Nþuo \ç: ªwoç:
1. ¯ç¯ççÆo½
2. `YçÆo½
3. YoìÅYnÄçuºæÆo½
4. YnÄçuºæÆo½

45. <<EçÀçb°ª½>> Fuo uÄuÆÉbçb°Nþçº: Nzþ uÄºuYo:?
1. ºç\ºçªbNwþÉm:
2. bºç\ºçªNwþÉm:
3. bºçªºç\NwþÉm:
4. ºçªNwþÉmbºç\:

Page 150

46. ÄuÄNþçÌ: Fuo çez \oì§çÊç Äym: Nþ:?
1. ÌìTm
ì §c:
2. ÄNìþªçº:
3. uÄNþçÌ:
4. \çt|:

47. NwþNþÄçNþì: Fn®Ë® Ìªççs|Nþtæ uYÄoì
1. Qº:
2. uÌæÒ:
3. Nìþ²ìþb:
4. NþÛ:

48. uû\ºç\: EçNþçÆz ºç\oz@ EÞ uû\ºç\tË®
Ìªççs|Nþtæ uYÄoì
1. qÞª½
2. ÌÒÏççæÆ:
3. îÊç
4. uÆçNþº:

49. ªîÁ®ªu ®îªzÄ@ EÞ <®îª½ Fn®Ë® uÄ¿éçs|Nþª½@
1. Yçºª½
2. Yìºª½
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4. Yçzºª½

50. <<uÄÒç®>> §çÊççouÄºçzª½@
<<uÄÒç®>> Fuo tË® uÄ¿tçs|Nþtæ uYÄoì@
1. uÄÒçº®
2. uºn®[®
3. ËÄyNwþn®
4. uÄtçº®

Page 151

51. <<EÁzoºnÄçXZ~oì uÉNþ®Ë®>>
Ìæ®çzu\otË® ÌªìuYoz ÌuuÄVubotz uYÄoì@
1. EÁzoºnÄç + ÈìouÉNþ®Ë®
2. EÁzoºnÄço½ + ÈìouÉNþ®Ë®
3. EÁzoºnÄçç + ÌwouÉNþ®Ë®
4. EÁzoºnÄço½ + ZìouÉNþ®Ë®

52. uÆÆìçÂÄæ ªuÁÂçsÉbyNþoz@
ªuÁÂçsÉbyNþoz Fuo tË® Ìuçª uYÄoì@
1. ÉbìnÄÌu:
2. ÅYìnÄÌu:
3. \ËnÄÌu:
4. ÄwuûÌu:

53. ªª TwÒz tyV|º[\ì: EuËo@
EÞ tyV|º¦çì: Fn®Ë® uÄTÀÒÄçM®æ uYÄoì
1. tyVç| Y Ìç º¦çìæ Y
2. tyVú Y oo½ º¦ç:ì: Y
3. tyVç| Y Ìç º¦çì: Y
4. tyV|: Y Ì: º¦çì: Y

54. ª:qzÞæ Ìªæ NwþnÄç ÎçzÒÂuoNþçºçz®oçª½
ª:qzÞæ Fn®Ë® ÌªçÌçª uYÄoì@
1. GªçîÄ|tNþª|çº®ÌªçÌ:
2. uÄÆzÊmîÄ|tNþª|çº®ÌªçÌ:
3. EÄçºmçîÄ|tNþª|çº®ÌªçÌ:
4. ÊÉey onì»ÊÌªçÌ:

Page 152

55. ª®ÂVì: EuËª½ Tmz §Äuo
1. ÌTm:
2. §Tm:
3. ®Tm:
4. ºTm:

56. ÊlmÄuo: Fuo tË® ÌªìuYoæ Tmæ uYÄoì@
1. U I U I
2. I U U I
3. UII U
4. I UI U

57. Ììtoy îoªt: ªtçTçzðìW îm|ªumª®Ìt:@
Ìtçª®T\ºt: ºtçTzüu§Nþyuo|ºÌºuÌæÒ:@@
tðË® ÅÂçzNþË® ÌªìuYoçÂWçºæ uYÄoì@
1. ®ªNþçÂWçº:
2. ZzNþçìçÌçÂWçº:
3. ªìMotTÀËoçÂWçº:
4. ÂçbçìçÌçÂWçº:

58. EËoìoÆæÌçÂWºË® Âqmª½
1. ®Þ ËoìouÄÊ®: EËoìouÄÊ®æ ùçzo®uo
2. ®Þ EËoìouÄÊ®: ËoìouÄÊ®æ ùçzo®uo@
3. ®Þ ËoìoçËoìo®çz: Tìmç: uNÀþ®®ç Ìªçoçæ çìÄuo@
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59. <uÄtçz ¿muò>>
EÞ <uÄt: Fuo tË® uÄ§uMo-ÄYz uYÄoì@
1. `YªyuÄ§uMo: - LNþÄYª½
2. sªçuÄ§uMo: - ¤ÑìÄYª½
3. ÊÉeyuÄ§uMo: - LNþÄYª½
4. uûoy®çuÄ§uMo: - ¤ÒìÄYª½

Page 153

60. <<tçz Ä{ºçl®u ®çuo çÆª½>>@
EÞ Ä{ºçum tË® uÄ§uMoæ uYÄoì@
1. uûoy®çuÄ§uMo:
2. ÌoªyuÄ§uMo:
3. sªçuÄ§uMo:
4. owoy®çuÄ§uMo:

Page 154

61. Read the following conversation.
A: My examinations are in the next month.
B: If I were you, I would not waste time.
In the above conversation, B offered:
1. his help
2. his suggestion
3. his time
4. his message

62. The teacher said to the boy, “Keep it up.”
The purpose of the sentence in inverted commas is:
1. to permit
2. to disappoint
3. to offer help
4. to encourage

63. Choose the option that shows an appropriate way to address
the recipient in a professional email.
1. Hey
2. Dear Mr. Smith
3. Hi there
4. Yo!
64. Choose the option that is NOT a tip for writing a short story.
1. starting a short story
2. developing compelling characters
3. writing as much detail as possible
4. seeking feed back from others

65. Choose the correctly punctuated sentence.
1. Ravi said, I want to go to New York next year.
2. Ravi said, “I want to go to New York next year!”
3. “Ravi said”, I want to go to New York next year.
4. Ravi said, “I want to go to New York next year.”

66. He said(A) that(B) he will come(C) the following day (D).
Choose the part that has a grammatical error.
1. A
2. B
3. C
4. D

Page 155

67. Choose the suffix that suits to get the adjectival form of the
word ‘tragedy’
1. - ly
2. - ic
3. - isn
4. - un

68. Choose the correct option that indicates the arrangement of the
words in alphabetical order
A. resource
B. regional
C. respect
D. responsible
1. B C D A
2. D C B A
3. B C A D
4. B A C D

69. Choose the idiom that gives the meaning “free oneself from”
1. give way
2. at a loss
3. get rid of
4. for ages

70. The disease is _________ the entire world.
Choose the phrase that fits the blank.
1. spread at
2. spread across
3. spread in
4. spread on

71. Choose the mis-spelt word out of the given words.
1. visionery
2. missive
3. campaign
4. scientific
72. Choose the option that can be used as a one-word substitute
for “a scientist who studies animals and their behaviour.”
1. an ornithologist
2. a linguist
3. an ethologist
4. a theist

Page 156

73. He turned round and found himself looking at a round faced,
meek looking man who now broke into a smile.
Choose the synonym of the word ‘meek’.
1. haughty
2. humble
3. superior
4. arrogant

74. He added loftily, pronouncing the word carefully, “centuries
ago.”
Choose the antonym of the word ‘loftily’
1. humbly
2. venerably
3. gallantly
4. valiantly

75. I was in ______ in 1972.
Choose the correct expression that fits the blank.
1. five standard
2. the fifth standard
3. fifth standard
4. the five standard

76. I am thinking ______ going to America.
Choose the word that fits the blank.
1. for
2. to
3. of
4. onto

77. Raju has seen this movie already.
The above sentence says that
1. Raju still remembers the movie he saw.
2. Raju forgot the movie he saw.
3. Raju wants to see the movie again.
4. Raju does not like to see any movie.

78. Don’t tire yourself now. You _______ in the evening.
Choose the correct option that fits the blank meaningfully.
1. isn’t be able to work
2. weren’t be able to be worked.
3. won’t be able to work.
4. will be not able not to work.

Page 157

79. Seema asked her, “How long have you lived here?”
Choose the reported speech of the sentence above.
1. Seema asked her if how long you have lived there.
2. Seema asked her how long she had lived there.
3. She asked Seema to live there.
4. Seema told her how she had lived there.

80. Choose the sentence in passive voice.
1. After school, we went home and told our respective
parents about the incident.
2. He should not spread the poison of social inequality and
communal intolerance.
3. He bluntly asked the teacher to apologise.
4. I was born to tall and handsome parents.

81. The father, along with his children _______ to park.
Choose the correct verb that fits the blank.
1. was go
2. were going
3. have gone
4. has gone

82. My sister, who completed her B.Tech, has secured a job in
BHEL.
The above sentence has:
1. a non-defining relative clause
2. a defining relative clause
3. a noun clause
4. an adverbial clause of manners.

83. Nick has a small foot on his left hip which helps him balance.
In the above sentence, the word ‘balance’ is
1. a conjunctive
2. an adjective
3. a verb
4. an adverb

84. His parents decided not to send him to a special school.
The above sentence has ______ nouns.
1. two
2. three
3. four
4. five

Page 158

85. Born in London, he became the citizen of the U.K.
The above is:
1. an imperative sentence
2. a complex sentence
3. a compound sentence
4. a simple sentence

86. Choose the linker that can be used to order points.
1. in the same way
2. firstly
3. besides
4. on the contrary

87. Sravani goes to school _______ Yamuna daily.
Choose the correct phrasal preposition that fits the blank.
1. in spite of
2. along with
3. ahead of
4. in front of

88. I would like to have tea.
This sentence indicates:
1. obligation
2. possibility
3. preference
4. permission

89. Read the following passage.
He, who teaches us anything which we know, not before, is
undoubtedly to be loved as a benefactor and he that supplies
life with amusement will be caressed as a pleasing person.
According to the passage, the author suggests that we should
regard someone who teaches us something new:
1. with suspicion and scepticism
2. with gratitude and affection
3. with indifference and apathy
4. with criticism and disdain

Page 159

90. Read the following passage
He, who teaches us anything which we know, not before, is
undoubtedly to be loved as a benefactor and he that supplies
life with amusement will be caressed as a pleasing person.
A ‘Benefactor’ is one
1. who takes money
2. who blames others
3. who teaches known facts
4. who takes money

Page 160

E: tðæ ùæ uenÄç tðÅË® ÌªìuYoæ Ìªççæ uYÄoì@
ÌªçouÄùz ª®ç ªÒuÊ|uÄ|rçuoçzD§îtT
½ ì¿tuqmç®{@
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1. Nþç{nÌ:
2. Äºooì:
3. ºVìªÒçºç\:
4. Nìþ¤zº:
92. E: tðæÅÂçzNæþ uenÄç tðÅË® ÌªìuYoæ Ìªççæ uYÄoì@
Nþ{ÂçÌTç{ºæ ÄwÊªç¿¿qçz:
çtç|mçìTÀÒîowÉeª½
EÄzuÒ ªçæ uNþWºªÉbªîoz|:
Nìþ©§çztºæ çª uNìþ©§uªÞª½
Çç:- utÂy: Nìþ©§çztºæ NþytwÆæ uÄuò?
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2. ÄwÊçtç|mçìTÒÀ îowÉeª½
3. EÉbªîoz|: uªÞª½
4. uNþWºª½

Page 161

93. tðæ TùçæÆæ uenÄç E: tðuÄNþÁz¥®: ÌªìuYoæ Æìñæ
ÄçM®æ uYÄoì@
îÄ|NþçÂz Äo|ªçNþçÂÄo½ ¤çÉ®ç§woyu çÌ½ ÄçÒçu@
Y Äçoç|Êz mË®zÄ oçº®ÞçutÄËoì ÌìuÄç E§îo@½ çtç¥®çªzÄ
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ToÃ®tzÆæ uo çuoÉeo, LNþtç ªçTz| TXZo LÄ oË® ºçuÞ:
GoËsç{@ Ìªyz çt½Åì ®o NþuÅYo½ TÀçªçzDu@
1. ToÃ®tzÆæ uo ÄumMìÞ: çtYº LÄ uoÉeo@
2. ÄumMìÞ: çtYº LÄ ToÃ®tzÆæ uo çuoÉeo@
3. çtYº: ÄumMìÞ: ªçTz| ÄçÒæ E®uoÉbo@
4. îÄ|NþçÂz Äo|ªçNþçÂÄo½ ÄçÒçu EçÌ½@
94. E: EìXZztæ uenÄç ÅË® Ìªççæ uYÄoì@
EÒçz uÄùçÄçuº®: §çz\Ì§ç®çæ Ì©çoªÒnÄçuoÆ®ç:
¤wÒËo® FÄ Ì©§î® NìþÞ u\TuªÊÄçz §Äo: NþuçnNìþÆÂæ Ä:
ºç\ç Y NìþÆÂy@ EËªçu§: NþçÆytzÆçtçT©®oz §çz\tÆ|ç®
uÄðËwÒ®ç Y Fuo@
Çç:- EË®çìXZztË® ÄOþç Nþ:?
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2. ¤¨çÂ:
3. NþçuÂtçÌ:
4. §Ä§îuo:
95. <<YbNþ YbNþ Fuo Tyoæ Nþ: uÄºuYoÄç½
1. gç. uÄÅÄçÌ:
2. Tìlguª Tm«®Òçz¨:
3. gç. Èyº§çËNþºÄmzN| þº:
4. NþçuÂtçÌ:

96. <<ìÞy ªª QÂì uüçuo>> Tz®Ë® ºYu®oç
1. gç. Èyº§çËNþºÄmzN| þº:
2. gç. uÄÅÄçÌ:
3. Èy ÄÌoTWyÂ:
4. Èy \çt| ÒzTgz

Page 162

97. <<Ì©§çÊmª½>> Fuo uNÀþ®®ç ÌæºuYoçe:
1. Ì©§çÊmÌtzÆ:
2. ÌÄz| §Äoì ÌìuQ:
3. ªÒoy Ì©o½
4. ºçzNþçºç® Ìoçæ uÄ§îo®:

98. §çºoªzNþª½ Fuo çe°§çT: EË®çæ uNÀþ®ç®çæ Eo§|Äuo@
1. NzþÄÂu¤:
2. Tyoª½-Ì©§çÊmª½
3. u¤: - Tyoª½
4. NzþÄÂ Tyoª½

99. ªÒoy Ì©o½ Fuo çez u|: <<qì®ç ªºmæ çË®çuª
Fuo uNþªsú EÄto½@
1. LNæþ ®æ tçoìæ zXZuo Eo:
2. LNæþ Nþmú tçoìæ zXZuo Eo:
3. LNæþ çtæ tçoìæ zXZuo Eo:
4. LNæþ Nþºæ tçoìæ zXZuo Eo:

100. J\ìÄo|æ çez E©¤ç TçzçÂæ LoçÄç®ç® Eçmæ zÊ®uo@
1. Yîm| - ºÄç{
2. ªçÊç - EçjNþç{
3. olgìÂ - o{Âz
4. ÂÄm - ÆN|þºç{

101. ÂzQ: NzþÊçæ ®zÊì Eçtæ îuºoÄç½@
1. Ä{ùççª½
2. ZçÞçmçª½
3. Ì{uNþççª½
4. NþÊ|Nþçmçª½

Page 163

102. ªçoìÂTwÒª½ Fuo çez tçªçztº«®Ë® ìÞ:
1. Nþç{ubÁ®:
2. Nþç{Ëoì§:
3. Nþç{ÆÂ:
4. Nþç{ÆyNþ:

103. <ÌÄç|º©§zm Nþç®|Nþºmª½> Fuo Âqmª½ EËªço½ çum:
uÆqmy®ª½
1. NìþMNìþbço½
2. Tt|§ço½
3. Äç®Ìço½
4. uÌæÒço½

104. <Nîþª|\ª½> EuËª½ ªçÌz Eç®çz\®çª:
1. ªçVªçÌz
2. ¢þçÁTìmªçÌz
3. ç{Êz ªçÌz
4. [®zÉeªçÌz

105. Eu§ÄçtÆyÂË® Nþuo Tìmç: Ä|oz?
1. 6
2. 4
3. 8
4. 12

106. uÄÄzNþy LÄ ulgo: Fuo Nþsç®çæ uÌæÒË® çmtçæ Nþ: ENþºçzo?½
1. sª:
2. uûoy®:
3. owoy®:
4. Yoìs:|

Page 164

107. Ìª®Ë¢þîuo|: Fuo Nþsç®çæ ozçuÂºçªNwþÉmz ºçu\o: ulgo:
Nþ:?
1. çT§c:
2. t§c:
3. tNþ§c:
4. ÌìTmì §c:

108. çgy\Ë® EuoªÌæËNþçºæ Nþ: Eçº£Äç½@
1. uÄ¿çq:
2. Tç{oª:
3. ªìÄÀ\:
4. Nþçªzì:

109. ºªmªÒuÊ|mç GMo: ª|ÆçÍççmçæ Ìçº: Nþ:?
1. ºçzNþçº: ìl®ç® çç® ºygª½
2. tuºützÄçz §Ä
3. ªçÄç: ÌÄz| Ìªçç:
4. tyzÊì tuºüzÊì Y §Äo: §TÄoæ Å®oì

110. Nþçz®\çoy®ç: EuNþo®ç NìþÞ uÄÌuo@
1. §üçYÂuºÌºz
2. yÂçYÂuºÌºz
3. ÈyÆ{ÂuºÌºz
4. EoçYÂuºÌºz

111. uNæþuËÄo½ Eçnªç ªìÉ®Ë®
1. ªçoç
2. ÌçuºÞª½
3. ìÞ:
4. ÆyÂª½

Page 165

112. Y©ç\lgy TÀçªz \ço: Ì®çÌy Nþ:?
1. Tmuo:
2. ºªmªÒuÊ|:
3. çºç®mTì¿:
4. Eç®|§c:

113. Ìçzªçs: ÌuºÄçº: Ìç{ºçÉb~qÞ
z æ Nþtç ToÄç½?
1. [®zÉeÆìòuûoy®ç®çæ
2. Ä{ÆçQ¤ÒìÂuûoy®ç®çæ
3. ÈçÄmÆìòuûoy®ç®çæ
4. Ä{ÆçQÆìòuûoy®ç®çæ

114. <<uÄùçæ ÌÄ|çæ>> Fuo ìºçz ÄçuY ÂVìNþsç®çæ Nþ:
ºç\çËsçulgotÄë çoÄç½?
1. ÆzQº:
2. Ìçzª:
3. ºuÄ:
4. ÌìyÂ:

115. NþçuÂtçÌNþÂçÄçÌ tçÌÄççuÂoçz ®ut@
ºç\ªçTz| ÄÀ\Þ ºzÊçæ oÞ Nþç Þç@@ Fuo ÅÂçzNþË® ÄOþç
1. §Ä§îuo:
2. §çz\:
3. ¤çm:
4. ªçV:

116. u§ÊNþ½ ÄzWb ºçÄ: NþË®{ oyqçæ NìþÄ|½ EuËo@
1. ª`\ì§çuÊl®{
2. Ìì§çuÊl®{
3. ª±çìÒçuÌ®{
4. ÌìÒçuÌ®{

Page 166

117. ºVìªÒçºç\: Gðª: Ätç®:
Ätç® Æ£tË® Ìªççs|Nþtª½ uYÄoì
1. ºçNÀþª®ìOþ:
2. tçoç
3. ºç\ç
4. {®|Äç½

118. Ìù: ÌìQæ ËÄÁªVz Â¥®ª½@
EÞ <EV tË® Ìªççs|Nþtª½ uYÄoì@
1. ºçª:
2. ÌìÊªç
3. uNþuÁ¤Êª½
4. Yç¿

119. Ìªs|: ÆyVÀæ Nþç®ú Nþºçzuo@
EÞ ÆyVÀæ Fn®Ë® uÄ¿òçs|Nþtæ uYÄoì@
1. Gç{:
2. ªtª½
3. Ì©®Nþ½
4. Ìªyª½

120. <<®çzS®z Ììoz uNæþ Ì¯ç®z>>
EÞ Ì¯ç®z tË® uÄ»òçs|Nþtæ uYÄoì@
1. uÄNþºmz
2. uÄNþymz|
3. uÄuNþºmz
4. uÄNþçºmz

121. <<Ìì¤oª½>> Fuo tË® Ìuçª uNþª½@
1. uÄÌT|Ìu:
2. ÅYìnÄÌu:
3. ÌÄm|tyV|Ìu:
4. \ËnÄÌu:

Page 167

122. uoç ìÞæ uÆÄzuÒ Fn®Äto½@@
EÞ <<uÆÄzuÒ>> tË® ÌªìuYoz uÄVubotz uYÄoì@
1. uÆÄ + FuÒ
2. uÆÄz + EuÒ
3. uÆÄ + LuÒ
4. uÆÄç + LuÒ

123. §Äç½ ºç\uoÂNæþ çº®oì
EÞ ºç\uoÂNæþ Fn®Ë® uÄTÀÒÄçM®æ uYÄoì@
1. ºçr: uoÂNþª½
2. ºç\Ë® uoÂNþª½
3. ºç[®Ë® uoÂNþª½
4. ºç\u uoÂNþª½

124. uÆÄË® ìÞ: Êgç:
EÞ <<Êgç: Fuo tË® ÌªçÌçª uYÄoì
1. onì»ÊÌªçÌ:
2. uÄÆzÊmîÄ|tNþª|çº®ÌªçÌ:
3. ¤ÒìÄyÀ uÒÌªçÌ:
4. uûTìÌªçÌ:

125. <<ÄçYæ uÆ©® §TÄç½ Ì oì çºtË®>> Fuo ÅÂçzNþçtË®
Äwðçª uYÄoì@
1. ªçuÂy
2. FüÄ\Àç
3. ÄÌouoÂNþç
4. GzüÄ\Àç

Page 168

126. E: tðzÊì ÅÂzNþçtzÊì Æçt|Â
ì uÄNÀþyugo ÄwðË® ÌªìuYoæ
çtæ uYÄoì@
1. owÉmçæ uZut §\ qªçæ \uÒ ªtæ çz ºuoæ ªç Nwþç:
2. EçÌyççæ Ììºu§ouÆÂæ çu§T{ª|T w çmçæ
3. Nzþ®îºçum §îÊ®uo ì¿Êæ Òçºç Yüçz[ÄÂç
4. uÆÆìÄç| uÆÉ®ç Äç ®tuÌ ªª ouðÉeoì osç

127. <NìþºW¿
{ ðºWçq{: Ëo£Nþm{»
| tyuqoª½>
EuËª½ ÅÂçzNþçtz uÄùªççÂWçºçª uYÄoì@
1. ËÄ§çÄçzMn®ÂWçº:
2. ¿NþçÂWçº:
3. EËoìoÆæÌçÂWçº:
4. twÉbçoçÂWçº:

128. ®ªNþçÂWçºË® Âqmæ uYÄoì@
1. ®Þ Ämç|æç ìºçÄwuð:
2. ®Þ EqºÌªìtç®Ë® EçÄwuð: Es|§tz
z , oçn®|§tz
z Y
twÅ®oz
3. ®Þ ÒÂçæ Ìªìtç®: Es|§tz
z EÃ®Äço®ç ®ì[®oz
4. ®Þ çtçoz EqºË® Äç EqºÌªìtç®Ë® Äç EçÄwuð:
§Äuo

129. <<uÄûÌ½>> Æ£tË® ìuæ ÂWz Ì©¤çzsªçuÄ§Ozþ: LNþÄY¿æ
Æìòæ uYÄoì@
1. Òz uÄtìÊ
2. Òz uÄûçæÌ
3. Òz uÄûç½
4. Òz uÄû½

Page 169

130. ºªmªÒÊz:| ÌìÄçY: EìÌºmy®ç:
EÞ ÌìÄçY: tË® uÄ§uMoÄYæ uYÄoì
1. uûoy®çuÄ§uMo - ¤ÒìÄYª½
2. sªçuÄ§uMo - LNþÄYª½
3. sªçuÄ§uMo - ¤ÒìÄYª½
4. ¯çªyuÄ§uMo - uûÄYª½

131. §çÊ½ Ã®Moç®æç ÄçuY Fn®Ë® çoçz: Âçzb½ Gðªì»Ê{NþÄYæ
Æìñæ ¿æ uYÄoì@
1. §Ê{
2. §çÊ{
3. §çÊz
4. §çÊz®

132. <<ºç\ìÞçìªoçz ®Êyto½>>
EÞ ®Êyto½ Fuo tæ NþuËª½ ÂNþçºz EËoyuo uYÄoì@
1. ÂìW½
2. ÂW½
3. uÂb½½
4. uÂW½

133. rçæ ®ìuOþªo½ ÌÄ|Þ G®ìMoæ §Äuo
<<®ìuMoªo½ Æ£tË® n®®æ uYÄoì@
1. MoÄoì
2. ÆçY½
3. Ey®º½
4. ªoì½

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134. E: tðuÄNþÁzÊì Fu n®®tæ uYÄoì@
1. Tuo:
2. tlgy
3. Äzuð
4. uo:

135. <<çºt:>> Fuo tË® ÌªìuYoÃ®ìnuðæ uYÄoì
1. ºæ ttçuo Fuo
2. yºæ ttçuo Fuo
3. çºæ ttçuo Fuo
4. ç ttçuo Fuo

136. <<Euo \yÄn®z Fuo>> Fn®Ë®ç: Ã®ìnðz: ÌªìuYo
Æ£tæ uYÄoì@
1. EuÂ:
2. EyÂ:
3. Eo:
4. EÂ:

137. Humility is the true ornament of valor
EË® ÄçM®Ë® ÌæËNwþoçìÄçtÄçM®æ uYÄoì@
1. GnÌçÒ: QÂì uÄNÀþªçÂWçº:
2. EìnÌzNþ: QÂì uÄNÀþªçÂWçº:
3. EìnÌzNþ: QÂì oyçÂWçº:
4. GnÌçÒ: QÂì oyçÂWçº:

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138. “One who is in the armor of forbearance wins everything”
EË® ÄçM®Ë® ÌªìuYoæ ÌæËNwþoçìÄçtÄçM®æ uYÄoì@
1. uouoqçNþÄYz{Nþ: ÌÄç|um \®uo ÌæÄuw ð:@
2. uouoqçNþÄYzN{ þz ÌÄú \®uo ÌæÄow :
3. uouoqçNþÄYz{Nþ: ÌÄú \®uo ÌæÄð w :@
4. uouoqçNþÄYzN{ þ: ÌÄú \®uo ÌæÄow :@

139. EuËª½ NþçÂz ®çËNþz u¿Moæ ºuYoª½@
1. EçìuNþNþçÂz
2. EÄç|YyNþçÂz
3. ª®ªNþçÂz
4. çYyNþçÂz

140. <<ÌæËNwþo§çÊç EoyoÄo|ªç®çz: îÄ| uÅYª®çz: ª®z Ì\yÄ¤ææ
§Äuo@>> Fuo EË® Eu§ç®:@
1. gç. ÌÄz|uÁÂ ºççNwþÉm½
2. Èy ÆWºçYç®|:
3. Èy uÄ.uÄ.uTuº
4. Èy EoÆ® E«®Tçº

141. GªçÂWçºæ çeu®nÄç ¿NþçÂWçºæ çe®zo½@ Fuo uÄÊ®:
EuËª½ ÌîÞz §Äuo@
1. rçoço½ Erçoæ uo
2. ÌºÂço½ Nþueæ uo
3. ËsîÂço½ Ìîßªæ uo
4. Ìçªç®ço½ uÄÆzÊæ uo

142. GtçÒºmz¥®: u®ªæ uo Fn®Ë® ÌîÞË® çª
1. uÄÆzÊço½ Ìçªç®æ uo
2. uÄÅÂzÊmço½ ÌæÅÂzÊmæ uo
3. Eì§Äço½ oNúþ uo
4. îm
î ç|o½ EæÆæ uo

Page 172

143. Ã®çP®çmçÁ®çæ NþË® çç®æ §Äuo@
1. ÌºÂÆ£tË® §çÄçs|Ë®çu
2. NzþÄÂÆ£tçs|®çz:
3. ÌºÂÆ£tçs|Ë® - §çÄçs|Ë®çu
4. NzþÄÂçs|Ë®

144. EçìuNþuÆqçÆçuËÞu§: ÆçËÞçmçª®çç® Nþç mçÂy
ÌªìuYoç Fuo u¿uoç@
1. EçTªuTª mçÂy
2. ÌÒ®çzTmçÂy
3. ®çzTmçÂy
4. Eç{YçuºNþmçÂy

145. <<Fuü®çmçæ ûçºç ªîo|¿Ë® TÀÒmz EuTª: ÌìTª: §Äuo@
Fuo Loz GMoª½
1. ¢Àþçz¤Â
z :
2. Nþçzªuz ®Ì:
3. ËÄçªy t®çtÌºËÄoy
4. E£tìÂNþÂçª:

146. twÅ®ÌªçÄzÆûçºç tîºËsççª½ ZçÞçmçª½
E®çNþçç`Y uªs: tÆ|z ÈÄmz §çÊmz Y Nþß®çuÆqmª½
Fuo LoË® uÆqmË® çª@
1. Ä{ùìouÆqmª½
2. ÌçWuz oNþuÆqmª½
3. ÈÄmuÆqmª½-ÌîßªuÆqmª½
4. oçuÞNþuÆqmª½

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147. ªçTçz|tzuÆNþç ÌæËNwþoªutºço: ÄzuÆNþç Fuo ìËoNþû®æ Ez
ºuYoª½
1. Èy Eçº½.u. çeNþ:
2. Èy §lgçN|þº ªÒçzt®z
3. Èy ÂçzNzþÆ Nþç{Â:
4. È \çt| ÒzTgz

148. ÌÄ|òoyçæ ÌªçÒçº: EË®çæ òn®çæ §Äuo@
1. ªçowòuo:
2. Ìæ®ìMoòuo:
3. Äçoç|Âçòuo:
4. ulgoòuo:

149. <<¤çØu®uÞoçu§NÀþª: Fuo EË® Eu§NÀþªË® uoçtNþ:
1. sçªÌ L¢þ.uTÂ¤b½|
2. L½.L. NÀþç{gº½
3. FªçÄ½ çÄÂçzÄ
4. çz.u¤.L¢þ. uËNþº

150. n®u§rçÅç: ªîÁ®çWç® NþuËª½ ÅNþºmuÄ§çTz
Eo§|Äuo@
1. ªç{uQNþºyqç:
2. ÂVì-GðºçnªNþÅç:
3. ÄËoìuÉeÅç:
4. u¤çnªNþÅç:

Page 174

APTET – Paper- IIA– 2024
TAMIL LANGUAGE_06.03.2024_S1

1. Hereditary factor influencing learning
1. Environmental conditions
2. Learning experiences
3. Cultural factors
4. Ability level of the learner

Κσ[ο ÁÕ ΘôχΚιûΘ ΓσΣÓιÕλ Τς×Ξ→χ Κôς∞
1. Ñσßκ×[ε ãθ♣ûΩΚρ
2. Κσ[ο ≅àΣΞδΚρ
3. ΚΩôεΜôςχ Κôς∞Κρ
4. ΚσΣΞ↔τ ƒ[τ ♣ûΩ

2. As per Erickson the virtue called ‘Ability’ is formed at this
stage
1. School age
2. Play age
3. Adolescent age
4. Infancy

Φ↔χΜτ ΚÚιÕκΣ⁄+ »ƒ[τµ Φτàλ ΡσÏΠλ ΓσΣÓλ
ΣÚΞλ
1. Σρ↓ ΞΥÕ
2. ↑ûΖΥôγÓ ΞΥÕ
3. ÏΤςκ ΣÚΞ ΞΥÕ
4. ÏΨ↑κ ΣÚΞλ

Page 175

3. SQ3R is the best reading Method. SQ3R means
1. Simple-Question-Read-Retain-Recall
2. Sample-Question-Read-Recite-Revision
3. Single-Question-Read-Retain-Recall
4. Survey-Question-Read-Recite-Review
SQ3R ΙÚ ′[ϕΘ Σ⁄ιΘο Øû[, SQ3R ΦτΣÕ
1. Φ↓ûΤΥô∴Õ,↑∴ÜΘο,Σ⁄ιΘο,ΒÚιƒ
ûΞιΘο , ♣û∴ÜáνΘο
2. Τôƒ↔,↑∴ÜΘο,Σ⁄ιΘο,ΒÚιƒ ûΞιΘο,
Τ∴κΣôΟλ ùΜµΘο,ƒÚκ×Θο
3. Ισû[,↑∴ÜΘο,Σ⁄ιΘο,ΒÚιƒûΞιΘο,
♣û∴Ü áνΘο
4. Κ∞χùΚÓκ×,↑∴ÜΘο,Σ⁄ιΘο,Τ∴κΣôΟλ
ùΜµΘο , ƒÚκ×Θο

4. This follows the principle of pleasure
1. Id
2. ego
3. super ego
4. consciousness

ΒÕ Τ€θε′ ↑ƒûΥ ♦τΣσß€[Õ
1. Βγ ∋≅Õ(
2. ΧúΚô ∋≅Κλ(
3. ãκΣν ΧúΚô ∋≅ƒΥΚλ(
4. Ρ∴Ü ♣ûΩ

Page 176

5. The learning which is useful to acquire motor skills and Habits
1. Factual Learning
2. Procedural Learning
3. Conceptual Learning
4. Generalisation Learning
×Ω±ΥχΚι ƒ[τΚρ Τσßλ ΣΨχΚδΚûΖκ
ùΣßΞƒο ΣΥàρΖ Κσ[ο
1. ∆ηûΤ Κσ[ο
2. ΚôΩΞ↔ûΜκΣ⁄ Κσ[ο
3. ΚÚιÕ Κσ[ο
4. ùΣôÕûΤκΣÓιƒ Κσ[ο

6. The process of incorporating new information into an existing
schema is called as
1. Assimilation
2. Accommodation
3. Equilibrium
4. Organization
ΡûΟØû[♠ο ∆ρΖ υ•Τô↑σÏρ ×ƒΥ ΘΚΞûΩ
ΒûΠχÏλ ùΜΥοØû[
1. ΘτΤΥΤôχΚο
2. ΙιÕκúΣôΘο
3. ΜΤ♣ûΩιΘτûΤ
4. ΙÝδΚûΤιΘο

Page 177

7. Dyslexia is a
1. Oral-language disability
2. Writing disability
3. Arithmetic disability
4. Reading disability
⁄υùΩχ′Υô ΦτΣÕ
1. ΞôµùΤô→ ùΘôΟνΣô∴ Ïû[ΣôÓ
2. ΦÝÕΘο Ïû[ΣôÓ
3. Κ∞Θι ùΘôΟνΣô∴ Ïû[ΣôÓ
4. Σ⁄ιΘο Ïû[ΣôÓ

8. Mechanical Aptitude test measure
1. Aesthetic Aptitudes
2. Vocational Aptitudes
3. Scholastic Aptitudes
4. General Aptitudes
ΒΥϕƒς Τ∴ΡôγΟε úΜôΘû∴ûΥ ≅ΖχÏλ ≅λΜλ
1. ≅ΨÏΠν Τ∴ΡôγΟδΚρ
2. ùΘô→σ ùΘôΟνΣô∴ Τ∴ΡôγΟδΚρ
3. Κο↑ ùΘôΟνΣô∴ Τ∴ΡôγΟδΚρ
4. ùΣôÕΞô∴ Τ∴ΡôγΟδΚρ

Page 178

9. This is not related to co-operative learning
1. Self Decisions
2. Individual acceptability
3. Collaborative skills
4. Positive interdependence
ΒÕ ΙιÕûΨκ×χ Κσ[ÛΟτ ùΘôΟν♦οΩôΘÕ
1. ÑΥ Ø⁄ÜΚρ
2. Θ±ΡΣν Γσ×ûΟûΤ
3. ΧÓΣôγÓι ƒ[τΚρ
4. úΡνØΚ ΜôνϕƒÚιΘο

10. The beeping sound in the car when the driver is not wearing
the seat belt is a
1. Positive Reinforcement
2. Negative Reinforcement
3. Positive punishment
4. Negative punishment

Κôν ϑγÓΡν ΒÚχûΚκ ΣγûΟûΥ ≅∞ΥôΘ úΣôÕ
Κô↔←ÚϕÕ ΞÚλ ‘Àκ’ Ι← ΦτΣÕ
1. úΡνØΚ ΞÛîγΟλ
2. ΦƒνΤû[ ΞÛîγΟλ
3. úΡνØΚ ΘηΟû∴
4. ΦƒνΤû[ ΘηΟû∴

Page 179

11. Objective factor that influence perception is
1. Experiences
2. Time
3. Context
4. Proximity
úΡς⁄ ×ΩτΚôγ′♠τ ÁÕ ΘôχΚλ ùΜµÙλ ×[ΞΥχ
Κôς∞
1. ≅àΣΞδΚρ
2. ΚôΩλ
3. ãθ♣ûΩ
4. ≅ηûΤ

12. A Psychologist who explained personality based on the values
of people
1. Spranger
2. Young
3. Kretshmer
4. Sheldon
Τ±ΘνΚ↓τ Τƒκ×ΚûΖ ≅⁄κΣûΟΥôΚχ ùΚôηÓ
ΑÞûΤûΥ ↑Ζχ€Υ ∆Ζ↑ΥΩôΖν
1. υ♦ςôδΚν
2. Υδ
3. χςωΤν
4. ù_οΟτ

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13. Lower order needs among the following as per Maslow’s
theory of Hierarchy of needs
1. Safety needs
2. Self-esteem needs
3. Self-actualization needs
4. Love and belonging needs
ΤôυúΩô↑τ úΘûΞΚ↓τ Σ⁄ΥûΤκ×χ úΚôγΣôγ⁄τ
Σ⁄+ •θΞ↔ûΜ♠ο ∆ρΖι úΘûΞΚρ
1. ΣôÕΚôκ×ι úΘûΞΚρ
2. ÑΥΤƒκÀγÓι úΘûΞΚρ
3. ÑΥ ΒΥοΣôχΚι úΘûΞΚρ
4. ≅τ× Τσßλ ∆ûΟûΤ ùΘôΟνΣô∴ úΘûΞΚρ

14. This stage is called as “Transitory Stage”
1. Infancy
2. Pre-childhood
3. Late-childhood
4. Adolescence
ΒκΣÚΞιûΘ »♣ûΩ Τôßλ ΣÚΞλµ ΦτΣν
1. ÏΨ↑κ ΣÚΞλ
2. Øτ ♦ρûΖκ ΣÚΞλ
3. ♦τ ♦ρûΖκ ΣÚΞλ
4. ÏΤςκ ΣÚΞλ

Page 181

15. One of the following is not related to cognitive domain
1. Comprehension
2. Application
3. Analysis
4. Receiving
•θχΚηΟΞσ°ο ≅°ÜΜôν ΚΖιÕΟτ ùΘôΟν♦οΩôΘ
Ιτß
1. ×↔ϕÕχùΚôρÞΘο
2. ΣΥτΣÓιÕΘο
3. ΣÏιΘôµΘο
4. ùΣßΘο

16. A 12 year student can complete only the aspects prescribed for
10 year student, then his IQ is
01 ΞΥÕûΟΥ ΤôΠΞτ 0/ ΞΥÕûΟΥ
ΤôΠΞàχÏ↔Υ Ï°κ♦γΟ ≅λΜδΚûΖ ΤγÓλ
Ø⁄χΚ Ø⁄ϕΘôο ≅ΞàûΟΥ ÖηΠ°Ü ΧÜ
1. 120%
2. 88%
3. 83%
4. 110%

17. Individual learning type among the following
1. Computer based learning
2. Discussions
3. Seminars
4. Brainstorming
•θχΚηΟΞσ°ο Θ±ΡΣν Κσ[ο ΞûΚ
1. Κ∞± ≅⁄κΣûΟ♠Ωô∴ Κσ[ο
2. ΚΩϕÕûςΥôΟο
3. ΚÚιΘςδÏΚρ
4. êûΖεΜΩûΞ

Page 182

18. Saketh is a teacher, who is not satisfied with his job because
he has not been promoted for a long time. So he is not
teaching children properly. Guidance needed here is
1. Educational Guidance
2. Vocational Guidance
3. Psychological Guidance
4. Personal Guidance
ΜôúΚι ΦτΣΞν ϑν Α′↔Υν− ≅ΞÚχÏ ¿ηΟ
ΚôΩΤôΚ ΣΘ↑ ∆ΥνÜ €ûΟχΚôΘΘôο Θτ Σ∞♠τ
ÁÕ Τ∴♣û[Ü ΓσΣΟ↑οûΩ− Φ∴úΞ ≅Ξν
ΤôΠΞνΚÞχÏ Μ↔ΥôΚ ΣôΟλ Κσ♦χΚ↑οûΩ− ΒδÏ
úΘûΞκΣÓλ Ξ→ΚôγÓΘο
1. Κο↑ ùΘôΟνΣô∴ Ξ→ΚôγÓΘο
2. ùΘô→σ ùΘôΟνΣô∴ Ξ→ΚôγÓΘο
3. ∆Ζ↑Υο ΜôνϕΘ Ξ→ΚôγÓΘο
4. Θ±κΣγΟΞÚχΚô∴ Ξ→ΚôγÓΘο
19. TOEFL stands for
TOEFL τ ↑↔ΞôχΚλ
1. Test of English as a French Language
2. Test of English as a First Language
3. Test of English as a Foreign Language
4. Test of English as a Fundamental Language

Page 183

20. According to Bruner, the topic of study should be introduced
first through
1. Models
2. Activities
3. Charts
4. Principles
×ì∴↔τ ΚÚιΘκΣ⁄+ ΣôΟιΘûΩκûΣ ΒΘτ Ξô♠ΩôΚ
ØΘ←ο ≅°ØΚκΣÓιΘúΞηÓλ
1. Τôƒ↔Κρ
2. ùΜΥσΣôÓΚρ
3. ΞûςΣΟδΚρ
4. ↑ƒΚρ

21. A student who failed in exams cried like a child -
Defence mechanism here is
1. Regression
2. Reaction formation
3. Compensation
4. Repression

úΘν↑ο úΘôο↑ΥûΟϕΘ ΤôΠΞτ ÏΨϕûΘûΥκ
úΣôο ≅Ý€[ôτ− ΒδÏ ΚôΠκΣÓλ ΘσΚôκ×
ΡΟιûΘ
1. ♦τ∴ûΟÜ
2. Φƒν↑û∴ ∆ÚΞôχΚλ
3. ΧÓùΜµΘο
4. ΙÓχÏΘο

Page 184

22. This type of learners learn effectively through exploration and
doing activities
1. Auditory Learners
2. Visual Learners
3. Kinesthetic Learners
4. Tactile Learners
ΒπΞûΚΥô∴ ΚσΣΞνΚρ ΚηΟ°Θο Τσßλ
ùΜΥοΚûΖ ùΜµΘο Ξô♠ΩôΚ ƒ[ûΤΥôΚ ΚσΣν
1. úΚγΟο ƒ[àρΖ ΚσΣΞνΚρ
2. ΣôνûΞι ƒ[àρΖ ΚσΣΞνΚρ
3. ΒΥδÏλ ΘτûΤÙρΖ ΚσΣΞνΚρ
4. ùΘôÓ ∆ΠνÜ ƒ[àρΖ ΚσΣΞνΚρ

23. Illustrated dictionary under Jagananna Vidya Kanuka is
distributed to these classes.
1. 1 to 10
2. 6&7
3. 6 to 10
4. 1 to 5

⊥Κτ ≅ηΠô↑τ Κο↑χ ùΚôûΟ♠τ ΣôΚΤôΚ+
“ΣΟ↑ΖχΚ ≅Κςôƒ” ΒπΞÏκ× ΤôΠΞνΚÞχÏ
ΞÝδÏ€τ[∴ν−
1. 1 ←ÚϕÕ 10 Ξûς
2. 6 Τσßλ 7
3. 6 ←ÚϕÕ 10 Ξûς
4. 1 ←ÚϕÕ 5 Ξûς

Page 185

24. Carl Rogers has given importance to this learning
1. Cognitive Learning
2. Experiential Learning
3. Experimental Learning
4. Insightful Learning
Κôνο úςô⊥νυ ΒχΚσ[ÛχÏ Øχ€ΥιÕΞΤ↓ιΘôν−
1. ≅°ÜΜôν Κσ[ο
2. ≅àΣΞχ Κσ[ο
3. Σ↔úΜôΘû∴χ Κσ[ο
4. ≅ΚχΚôγ′ Κσ[ο

25. A method of teaching by placing problems and questions in
front of the students and stimulating their thinking
1. Inquiry Based Leaning
2. Project Based Learning
3. Activity Based Learning
4. Teacher centered Leaning
♦ςε′û∴ΚûΖÙλ ↑∴ôχΚûΖÙλ ΤôΠΞνΚ↓τ
ØτûΞιÕ ≅ΞνΚ↓ο ′ϕΘû∴ûΥι çηÓΞΘτ
êΩλ Κσ♦χÏλ Øû[
1. ↑ΜôςûΠ ≅⁄κΣûΟ♠Ωô∴ Κσ[ο
2. ùΜΥοƒγΟ ≅⁄κΣûΟ♠Ωô∴ Κσ[ο
3. ùΜΥοΣôγÓ ≅⁄κΣûΟ♠Ωô∴ Κσ[ο
4. Α′↔Υν ûΤΥ Κσ[ο

Page 186

26. A group which is not exposed to experimental conditions
administered by the experimenter
1. Experimental group
2. Uncontrolled group
3. Controlled group
4. Independent group
Σ↔úΜôΘΚν ♣νΞ€χÏλ Σ↔úΜôΘû∴ ùΘôΟνΣô∴
ãθ♣ûΩΚÞχÏ ΑΖôΚôΘ ÏÝ
1. Σ↔úΜôΘû∴χ ÏÝ
2. ΚγÓκΣÓιΘ ΒΥΩôΘ ÏÝ
3. ΚγÓκΣÓιΘκΣγΟ ÏÝ
4. Θ±κΣγΟ ÏÝ

27. The value of ‘1 MB’
1. 1024 KB
2. 1024 GB
3. 1024 TB
4. 1024 Bytes
‘1MB’ ♠τ Τƒκ×
1. 1024 €úΩô ûΣγυ
2. 1024 €Κô ûΣγυ
3. 1024 ùΟςô ûΣγυ
4. 1024 ûΣγυ

Page 187

28. In examinations children’s recognition capacity is tested
through
1. Multiple choice questions
2. Short answer questions
3. Fill in the blanks
4. Essay questions
úΘνÜΚ↓ο ÏΨϕûΘΚ↓τ ≅°Ùλ ƒ[û∴ ΒΞσ°τ
êΩλ úΜôƒκΣν
1. Σο ùΘ↔Ü ↑∴ôχΚρ
2. ′ß↑∴ôχΚρ
3. Κô←♠ΟδΚûΖ ♣ςκ×Κ
4. ΚγÓûς ↑∴ôχΚρ

29. As per Golman “Ability to consider the feelings of others
when making decisions” is
1. Sympathy
2. Empathy
3. Social skills
4. Social ability
úΚôοΤτ ΚÚιÕκΣ⁄+ Ø⁄ÜΚûΖ ΦÓχÏλ
úΞûΖΚ↓ο ♦[ÚûΟΥ ∆ΠνÜΚûΖ ΚÚιƒο
ùΚôρÞλ ƒ[τ
1. ΚÚûΠ
2. ≅àΘôΣλ
3. ΜêΚι ƒ[τΚρ
4. ΜêΚι ƒ[ûΤΚρ

Page 188

30. As per NEP-2020, The Education System should be focused
towards -
1. Getting good results
2. Learning for exams
3. The development of critical thinking in children
4. The development of rote learning in children
NEP-2020 τ Σ⁄+ Κο↑ ≅ûΤκΣô∴Õ+ ΒΘτ ÁÕ
ΚΞ∴λ ùΜÛιΘ úΞηÓλ
1. ′[ϕΘ Ø⁄ÜΚûΖκ ùΣßΘο
2. úΘν↑σΚôΚ Κσ[ο
3. ÏΨϕûΘΚ↓ο ΣûΟκΣôσ[ο ′ϕΘû∴ûΥ
≅ƒΚ↔ιΘο
4. ÏΨϕûΘΚ↓ο Τ∴κΣôΟχ Κσ[ûΩ ΞΖνιΘο

Page 189

31. »ΜΤνµ Φτàλ ùΜôο←τ ùΣôÚρ
1. úΣν
2. úΣôν
3. ΚκΣο
4. ΚΟο

32. »ϑÓµ Φτàλ ùΜôο←τ ΒÚùΣôÚρ
1. ↑ûςÜ+ úΤσáûς
2. úΞΚλ+ ΚΤηΟΩλ
3. ≅εΜλ+ ùΤÕΞôΚ
4. ùΞÏ↓+ ΤηûΟúΥôÓ

33. »ΣÏιΘ°Üχ Κ↑ςôΥνµ Φτß ×ΚΨκΣÓΣΞν
1. ΣôςƒΘôΜτ
2. ΘϕûΘ ùΣ↔Υôν
3. ∆ÓΤûΩ ΡôςôΥΠΚ↑
4. ΚηΠΘôΜτ

34. »ΑτùΣôÚûΡµ Φτß ≅ûΨχΚκΣÓλ Αß
1. ùΡôµΥο
2. ≅ΤςôΞƒ
3. ΣΞô±
4. Κô↑↔

Page 190

35. »ΙτßχÏ úΣôµ ΞϕúΘτµ ΦτΣÕ ΒπΞûΚ ΞΨχÏ
1. Τì∆
2. ΒΟχΚςΟχΚο
3. Ïï∆χÏ°
4. ΤδΚΩλ

36. »Φτ±Ολ ΣôςƒΘôΜτ Κ↑ûΘΚρ ΒςηÓ Σ⁄Κρ
∆ρΖ∴− ∆τ±Ολ ΣôςƒΘôΜ±τ Κ↑ûΘΚρ
ΒÚχ€[Θô>µ Φτß ↑∴ÜΘο ΒπΞûΚ ↑∴ô
1. ΗΥ↑∴ô
2. ùΚôûΟ ↑∴ô
3. ùΚôΖο ↑∴ô
4. ≅°Υô ↑∴ô

37. »ûΣδáθ ΞΖνϕΘÕµ , ΦπΞûΚ ΑÏùΣΥν>
1. ΚÚιΘôΞôÏ ùΣΥν
2. ΚÚ↑ΥôÏ ùΣΥν
3. ΚôΩΞôÏ ùΣΥν
4. Κô↔ΥΞôÏ ùΣΥν

38. ùΣôÚϕΘôΘ Ïσ°ΥÛΚςιûΘχ ΚηÓ♦⁄−
1. Τôν×
2. ΣδÏ
3. ΤφÑ
4. Ση×

Page 191

39. »ùΜτ[∴ν Åςνµ , ΒπΞûΚι ùΘôΟν
1. ∆↔εùΜôο ùΘôΟν
2. ΒûΟεùΜôο ùΘôΟν
3. ↑û∴Øσßι ùΘôΟν
4. ΦÝΞôµι ùΘôΟν

40. Ξο←∴λ ♥Κô ΒΟιûΘχ ΚηÓ♦⁄−
1. ƒûΜκùΣΥν
2. ΧßùΚγΟ ΦƒνΤû[κ ùΣΥùςεΜλ
3. ∆ΞûΤι ùΘôûΚ
4. ↑↓ιùΘôΟν

41. ùΣôÚιÕΚ−
èο èΩô′↔Υν
0− Ργ×χΚôΩλ , ≅− Ñ⊥ôΘô
1− ΚÚλΣΩûΚ ÙιΘλ , Α− ≅κÕο ΚΩôλ
2− ≅χ±ε ′[ÏΚρ , Β− ΤΩôΩô
3− Γτ>ΦΘσÏ>ΦκΣ⁄> , Χ− ≅°ÜΤƒ
1. 0 , Χ+ 1 , Β+ 2 , Α+ 3 , ≅
2. 0 , Β+ 1 , ≅+ 2 , Χ+ 3 , Α
3. 0 , Β+ 1 , Χ+ 2 , Α+ 3 , ≅
4. 0 , Χ+ 1 , ≅+ 2 , Α+ 3 , Β

Page 192

42. »Ξôû∴ ≅ΖκúΣôλ ΚΟο Áû∴ΥΖκúΣôλ
Μϕƒς ΤηΟΩιƒΥο ΚηÓùΘ↓úΞôλ
Μϕƒ ùΘÚκùΣÚχΚλ Μôιƒςλ ΚσúΣôλµ
, Φτß ΒΥλ♦ΥΞν
1. ÑςΘô
2. úΤιΘô
3. ΣôςƒΥôν
4. ΣôςƒΘôΜτ

43. ΤôΤοΩτ Φàλ ′[κ×κ ùΣΥν ùΣσ[ ≅ςΜτ
1. ×←úΚ′
2. Ρς′λΤΞνΤτ
3. ΒςôúΜϕƒςτ
4. ∆χ€ςΞνΤτ

44. ≅ƒνÏςο , ΒεùΜôοÛχÏ↔Υ ΒΩχΚΠ Ï°κ×
1. ↑û∴ιùΘôûΚ
2. ↑û∴Øσß
3. ↑û∴ùΥεΜλ
4. ùΣΥùςεΜλ

Page 193

45. ùΣÚλΣôÛλ ΣÏƒχÏλ+ ΒûΟ♣ûΩχÏλ ΒûΟúΥ
ΒΟλùΣßλ ùΤµùΥÝιÕ −−−−−−−−−−−−−− Φ∴κΣÓλ−
1. ΒûΟ♣ûΩ
2. Μô↔ûΥ
3. Μϕƒ
4. ↑Κôςλ

46. »ùΤ∴↑ςη⁄τµ , ΒεùΜôοûΩ ≅Ω€Ó−
1. ♣ûς+ úΡν+ úΡν
2. ♣ûς+ ♣ûς+ úΡν
3. úΡν+ ♣ûς+ ♣ûς
4. ♣ûς+ úΡν+ ♣ûς

47. •θχΚηΟΞσû[χ ΚΞ±−
A. ÑςØλ Ñςλ ΜôνϕΘ ΒΟØλ ΣôûΩ
B. ΒΖúΞ±ο+ ØÕúΞ±ο+ ♦τΣ± ΣôûΩ♠τ
ùΣÚλ ùΣôÝÕΚρ
ΒΞσßρ ΦÕ Μ↔ Φ∴ ¾νΤô±χΚÜλ−
1. A Μ↔+ B Μ↔
2. A Μ↔+ B ΘΞß
3. A ΘΞß+ B ΘΞß
4. A ΘΞß+ B Μ↔

Page 194

48. »¾♠∴ôο ÑγΟ×η ∆ρΖôßλ Α[ôúΘ
Ρô↑∴ôο ÑγΟ ΞÓµ−
, ΒχÏ[↓ο Σ♠τß ΞϕÕρΖ ≅∞
1. úΞσßûΤ ≅∞
2. ΒςγÓ[ ùΤô→Θο ≅∞
3. ♦°Õ ùΤô→Θο ≅∞
4. ¾ΞΚ ≅∞

49. ΚλΣν ΚλΣςôΤôΥΠιûΘ ΒΥσ°∴ôν , ùΜµ↑û∴ι
ùΘôΟûς ùΜΥκΣôγÓ ↑û∴ι ùΘôΟςôΚ ΤôσßΚ−
1. ΚλΣςôΤôΥΠλ ΚλΣςôο ΒΥσ[κΣγΟÕ
2. ΚλΣν ΚλΣςôΤôΥΠλ ΒΥσ°∴ôν
3. ΚλΣν ΒΥσ°∴ôν ΒςôΤôΥΠλ
4. ΒΥσ°∴ôν ΚλΣν ΒςôΤôΥΠλ

50. »ΦÚιÕχúΚôÓµ , ΒΩχΚΠχ Ï°κ× ΦÝÕΚ
1. Α[ôλ úΞσßûΤι ùΘôûΚ
2. ΗϕΘôλ úΞσßûΤι ùΘôûΚ
3. ΡôτΚôλ úΞσßûΤ ùΘôûΚ
4. êτ[ôλ úΞσßûΤ ùΘôûΚ

Page 195

51. •θχΚôÔλ ùΜµÙûΖκ Σ⁄ιÕ+ ↑∴ô↑σÏ ↑ûΟΥ↓−
Ρƒ♠ûΖκ Σô[ Α→ÙηÓ, ùΚôÓλ
Ρφ′ûΖκ Σô[ ΤÚϕÕ ØηÓ
Κƒ↔ûΖκ Σô[ ΒςÜØηÓ , ΦδΚρ
ΚΞûΩ ΒûΖκΣô[ ∆ηúΟô ΒΟλ!

Α→ ΦτΣΘτ ùΣôÚρ
1. ΤÚϕÕ
2. ΚΟο
3. ♣Ωλ
4. Ξ→

52. •θχΚôÔλ ùΜµÙûΖκ Σ⁄ιÕ+ ↑∴ô↑σÏ ↑ûΟΥ↓−
Ρƒ♠ûΖκ Σô[ Α→ÙηÓ, ùΚôÓλ
Ρφ′ûΖκ Σô[ ΤÚϕÕ ØηÓ
Κƒ↔ûΖκ Σô[ ΒςÜØηÓ , ΦδΚρ
ΚΞûΩ ΒûΖκΣô[ ∆ηúΟô ΒΟλ!

Βς↑ο ΒûΖκΣôßΞÕ ΦÕ>
1. ã↔Υτ
2. ≅Κο ↑ΖχÏ
3. Μϕƒςτ
4. ∆ÓχΚο

Page 196

53. •θχΚôÔλ ∆ûςΡûΟûΥκ Σ⁄ιÕ+ ↑∴ô↑σÏ ↑ûΟΥ↓.
ΣôúΞϕΘν ΣôςƒΘôΜú∴ôÓ ùΡÚδ€Υ ùΘôΟν×
ùΚôηΟΞν Κ↑Νν ØÚÏ ÑϕΘςλ− ΚûΟιƒ[κ×+
ΜϕΘ∴κ úΣûΨ+ Σ±ιÕ↓Κρ Α€ΥûΞ ΒΞÚûΟΥ
Κ↑ûΘι ùΘôÏƒΚρ− 0860 Βο Σ±ιÕ↓Κρ Φàλ
èÛχÏ Θ♥ΨΚ ≅ς′τ+ Κ↑ûΘχΚôΚ ØΘσΣ↔Ñ
ùΣσßρΖÕ−

Κ↑Νν ØÚÏ ÑϕΘςλ ≅ΞνΚ↓τ ΣûΟκ×Κ↓ο
ΒοΩôΘÕ
1. ΚûΟι ƒ[κ×
2. Σ±ιÕ↓Κρ
3. ΜϕΘ∴κúΣûΨ
4. ΣôûΞ

54. •θχΚôÔλ ∆ûςΡûΟûΥκ Σ⁄ιÕ+ ↑∴ô↑σÏ ↑ûΟΥ↓.
ΣôúΞϕΘν ΣôςƒΘôΜú∴ôÓ ùΡÚδ€Υ ùΘôΟν×
ùΚôηΟΞν Κ↑Νν ØÚÏ ÑϕΘςλ− ΚûΟιƒ[κ×+
ΜϕΘ∴κ úΣûΨ+ Σ±ιÕ↓Κρ Α€ΥûΞ ΒΞÚûΟΥ
Κ↑ûΘι ùΘôÏƒΚρ− 0860 Βο Σ±ιÕ↓Κρ Φàλ
èÛχÏ Θ♥ΨΚ ≅ς′τ+ Κ↑ûΘχΚôΚ ØΘσΣ↔Ñ
ùΣσßρΖÕ−

ΣôúΞϕΘν Φ∴κ úΣôσ[κΣÓΣΞν
1. ΣôςƒΥôν
2. ΣôςƒΘôΜτ
3. Ξô∞ΘôΜτ
4. Ø⁄ΥςΜτ

Page 197

55. úΤÚ , ùΜôο ùΣôÚρ

1. ùΚôο←ΤûΩ
2. ùΣôƒûΚΤûΩ
3. ΒΤΥΤûΩ
4. ↑ϕƒΥΤûΩ

56. úΜνιÕ ΦÝÕΚ 9 ΒςηÓ ∗ ƒûΠ
1. ΒςƒûΠ
2. ΒÚƒûΠ
3. ΒÚηΟƒûΠ
4. Βςη⁄ûΠ

57. ♦↔ιÕ ΦÝÕΚ 9 ÏςΩôÏλ
1. Ïς ∗ ΩôÏλ
2. Ïςο ∗ ΩôÏλ
3. ÏςúΩ ∗ ΩôÏλ
4. Ïςο ∗ ΑÏλ

58. ΦƒνεùΜôο 9 úΘô→ x
1. úΘôΨτ
2. ΤôúΥôτ
3. ùΞµúΥôτ
4. Ρη♦

Page 198

59. ùΤο←∴ ΦÝιÕΚρ
1. Κ+ Μ+ Ο+ Θ+ Σ+ [
2. Θ+ Ρ+ Σ+ Τ+ Υ+ ς
3. Υ+ ς+ Ω+ Ξ+ Ψ+ Ζ
4. Λ+ Ν+ Π+ Ρ+ Τ+ ∴

60. Μ↔Υô∴ ≅ΚςΞ↔ûΜûΥ Κôη
1. ♦⁄+ ΣγΟλ+ Σôû∴+ ΣΚ⁄
2. Áτ+ Τôτ+ ùΤοΩ+ úΤƒ±
3. Θ♥θ+ ÕûΠ+ úΘτ+ ùΘôηÓ
4. Κô∴Κλ+ úΚô+ Κη+ ûΚ

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ENGLISH
61. Read the following conversation.
A: My examinations are in the next month.
B: If I were you, I would not waste time.
In the above conversation, B offered:
1. his help
2. his suggestion
3. his time
4. his message

62. The teacher said to the boy, “Keep it up.”
The purpose of the sentence in inverted commas is:
1. to permit
2. to disappoint
3. to offer help
4. to encourage

63. Choose the option that shows an appropriate way to address
the recipient in a professional email.
1. Hey
2. Dear Mr. Smith
3. Hi there
4. Yo!
64. Choose the option that is NOT a tip for writing a short story.
1. starting a short story
2. developing compelling characters
3. writing as much detail as possible
4. seeking feed back from others

65. Choose the correctly punctuated sentence.
1. Ravi said, I want to go to New York next year.
2. Ravi said, “I want to go to New York next year!”
3. “Ravi said”, I want to go to New York next year.
4. Ravi said, “I want to go to New York next year.”

66. He said(A) that(B) he will come(C) the following day (D).
Choose the part that has a grammatical error.
1. A
2. B
3. C
4. D

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67. Choose the suffix that suits to get the adjectival form of the
word ‘tragedy’
1. - ly
2. - ic
3. - isn
4. - un

68. Choose the correct option that indicates the arrangement of the
words in alphabetical order
A. resource
B. regional
C. respect
D. responsible
1. B C D A
2. D C B A
3. B C A D
4. B A C D

69. Choose the idiom that gives the meaning “free oneself from”
1. give way
2. at a loss
3. get rid of
4. for ages

70. The disease is _________ the entire world.
Choose the phrase that fits the blank.
1. spread at
2. spread across
3. spread in
4. spread on

71. Choose the mis-spelt word out of the given words.
1. visionery
2. missive
3. campaign
4. scientific
72. Choose the option that can be used as a one-word substitute
for “a scientist who studies animals and their behaviour.”
1. an ornithologist
2. a linguist
3. an ethologist
4. a theist

Page 201

73. He turned round and found himself looking at a round faced,
meek looking man who now broke into a smile.
Choose the synonym of the word ‘meek’.
1. haughty
2. humble
3. superior
4. arrogant

74. He added loftily, pronouncing the word carefully, “centuries
ago.”
Choose the antonym of the word ‘loftily’
1. humbly
2. venerably
3. gallantly
4. valiantly

75. I was in ______ in 1972.
Choose the correct expression that fits the blank.
1. five standard
2. the fifth standard
3. fifth standard
4. the five standard

76. I am thinking ______ going to America.
Choose the word that fits the blank.
1. for
2. to
3. of
4. onto

77. Raju has seen this movie already.
The above sentence says that
1. Raju still remembers the movie he saw.
2. Raju forgot the movie he saw.
3. Raju wants to see the movie again.
4. Raju does not like to see any movie.

78. Don’t tire yourself now. You _______ in the evening.
Choose the correct option that fits the blank meaningfully.
1. isn’t be able to work
2. weren’t be able to be worked.
3. won’t be able to work.
4. will be not able not to work.

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79. Seema asked her, “How long have you lived here?”
Choose the reported speech of the sentence above.
1. Seema asked her if how long you have lived there.
2. Seema asked her how long she had lived there.
3. She asked Seema to live there.
4. Seema told her how she had lived there.

80. Choose the sentence in passive voice.
1. After school, we went home and told our respective
parents about the incident.
2. He should not spread the poison of social inequality and
communal intolerance.
3. He bluntly asked the teacher to apologise.
4. I was born to tall and handsome parents.

81. The father, along with his children _______ to park.
Choose the correct verb that fits the blank.
1. was go
2. were going
3. have gone
4. has gone

82. My sister, who completed her B.Tech, has secured a job in
BHEL.
The above sentence has:
1. a non-defining relative clause
2. a defining relative clause
3. a noun clause
4. an adverbial clause of manners.

83. Nick has a small foot on his left hip which helps him balance.
In the above sentence, the word ‘balance’ is
1. a conjunctive
2. an adjective
3. a verb
4. an adverb

84. His parents decided not to send him to a special school.
The above sentence has ______ nouns.
1. two
2. three
3. four
4. five

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85. Born in London, he became the citizen of the U.K.
The above is:
1. an imperative sentence
2. a complex sentence
3. a compound sentence
4. a simple sentence

86. Choose the linker that can be used to order points.
1. in the same way
2. firstly
3. besides
4. on the contrary

87. Sravani goes to school _______ Yamuna daily.
Choose the correct phrasal preposition that fits the blank.
1. in spite of
2. along with
3. ahead of
4. in front of

88. I would like to have tea.
This sentence indicates:
1. obligation
2. possibility
3. preference
4. permission

89. Read the following passage.
He, who teaches us anything which we know, not before, is
undoubtedly to be loved as a benefactor and he that supplies
life with amusement will be caressed as a pleasing person.
According to the passage, the author suggests that we should
regard someone who teaches us something new:
1. with suspicion and scepticism
2. with gratitude and affection
3. with indifference and apathy
4. with criticism and disdain

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90. Read the following passage
He, who teaches us anything which we know, not before, is
undoubtedly to be loved as a benefactor and he that supplies
life with amusement will be caressed as a pleasing person.
A ‘Benefactor’ is one
1. who takes money
2. who blames others
3. who teaches known facts
4. who takes money

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91. »Κ↑ûΘ ΞôθχûΚ♠τ ΑµÜµ Φτß á°ΥΞν
1. ↑γ±
2. γ]τ
3. ♦ουκë↔
4. Τôιë ≅ν∴ôογ

92. ùΘôοΚôκ♦ΥιƒÛρΖ ùΜôοΩƒΚôςλ ΒιΘû∴
ΒΥοΚûΖ ùΚôηΟÕ
1. Αß
2. ΓÝ
3. ΦγÓ
4. ΙτΣÕ

93. ΣôûΩ ♣Ωιƒτ Εν
1. êçν
2. Σô⁄
3. Ïßλ×
4. ′ßÏ⁄

94. »ùΘτ∴Ξτ ♦ςΤςôΥτµ Φàλ ↑ÚÕ ùΣσ[Ξν
1. Τô∞χΚΞôΜΚν
2. ƒÚΡôÜχΚςΜν
3. ÑϕΘςν
4. ƒÚΝô∴ΜλΤϕΘν

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95. ΡôΟΚχΚûΩûΥ ÁγùΟÓκΣúΘ ΘΤÕ Ï°χúΚôρ
Φτ[Ξν
1. ΣλΤο ΜλΣϕΘ ØΘ←Υôν
2. Ρ− ØιÕΜô♥
3. ùΣ− ÑϕΘςλ ♦ρûΖ
4. ΜδΚςΘôυ ÑΞô♥Κρ

96. ƒÚØÚΚôσßκΣûΟùΥ∴ ≅ûΨχΚκΣÓλ èο
1. ùΣÚλΣôΠôσßκΣûΟ
2. ×ΩΞςôσßκΣûΟ
3. ′ßΣôΠôσßκΣûΟ
4. ùΣôÚΡςôσßκΣûΟ

97. »ΜôΘο ≅φúΜτ ≅φÑΞτ Μô↑ο
♦[κ×κ♦[ ΘôÏΞÕ Α♠τ
♦[χÏúΞτ ùΚôοΦτ ΚôΘΩτ Φ∴úΞµ
, ΒκΣôΟο ΒΟλùΣßλ èο
1. Ρσ°ûΠ
2. Σ↔ΣôΟο
3. ΣƒσßκΣιÕ
4. ÏßϕùΘôûΚ

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98. Θ♥ΨΚιƒτ ΒςγûΟ ΡΚςδΚΖôΚ ≅ûΨχΚκΣÓΞÕ
1. ΣôûΖΥδúΚôγûΟ+ ƒÚùΡοúΞ←
2. ΣôûΖΥδúΚôγûΟ+ ƒÚε′
3. ûΘςôΣôι+ ùΜΚϕƒςôΣôι
4. ΤûΩχúΚôγûΟ+ ƒÚùΡοúΞ←

99. »ΒÓùΞ♠ο úΣôο ∆ûΨχÏλ
úΜ↔Ξôθ ΓûΨ ΤχΚρ
ùΣôÓùΞ♠ο Ï↓νΤ ûΨχÏχ
ÏϕƒΟχ Ï⁄ûΜ ÙηúΟô> µ
, ΒκΣôΟο Ξ←ÙßιÕλ ΚÚιÕ
1. ΓθûΤ
2. ΞΖûΤ
3. ùΜÝûΤ
4. ∆ûΨκ×

100. ‘ΒςγΜ∞Υ Υôιƒ↔Κλ’ , Φàλ èûΩ ΒΥσ°Υ
Α′↔Υν
1. Φε− Γ− €Úγ⁄Πκ ♦ρûΖ
2. ↑ςΤô Ø±Ξν
3. ≥−Ù−úΣôκ
4. Κ↑ΥςÑ ΚηΠΘôΜτ

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101. ∆ΩΚιƒúΩúΥ ΙÚ ùΤô→χΚôΚ ∆ΩΚ ΤôΡôÓ ΡΟιƒΥ
ØΘο ΡôÓ
1. ΒϕúΘôú∴×Υô
2. ΤúΩ′Υô
3. ′δΚκéν
4. ΒΩδûΚ

102. »ΚηΚηΠτ úΣô€τ[ôτ ΚôΤÚéδ Κε′
Τ∞ΞηΠô ¿€ΟχΚ úΞηΟô’ , ΒκΣôΟûΩ Σô⁄Υ
ΑθΞôν
1. ƒÚΤ→ûΜΥôθΞôν
2. ùΣôµûΚΥôθΞôν
3. ÏΩúΜΚςôθΞôν
4. ΡλΤôθΞôν

103. ‘ΙσßûΤ Κôκ♦ΥùΤ∴ ’ ≅ûΨχΚκΣÓΞÕ
1. ′ΩκΣƒΚôςλ
2. ≠ΞΚ ′ϕΘôΤ∞
3. ΞûΖΥôΣƒ
4. ¿ΩúΚ′

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104. ∆ûςΥô′↔ΥνΚρ ΚôΩùΤ∴ ΒλΤτ∴νΚ↓τ
Αγ′χΚôΩιûΘ áßΞν
1. ΣοΩΞνΚρ
2. ΡôΥχΚνΚρ
3. ΣôûΖΥνΚρ
4. ØιΘûςΥνΚρ

105. »Θ∞ûΚ ×ςôΠλµ Φàλ èûΩ ΒΥσ°ΥΞν
1. Κε′ΥκΣ Ø±Ξν
2. ≅ΚιƒΥ Ø±Ξν
3. ♦ÚÏ Ø±Ξν
4. Ξ′γΟ Ø±Ξν

106. »ùΞηΣôµ ΣôÓΞƒο ′[ϕΘΞν
1. ×ΚúΨϕƒ
2. ùΜΥδùΚôηΟôν
3. ΣΩΣγΟûΟ ùΜôχΚΡôΘ ×ΩΞν
4. ΚλΣν

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107. »∆♠νΚ ↓Οιƒο ≅τ× úΞÔλ , ùΘµΞλ
∆ηûΤùΥτß Θô∴°Θο úΞÔλ
Ξ♠ςØûΟΥ ùΡφÑ úΞÔλ , ΒÕ
ΞôÝλ Øû[ûΤΥ⁄ ΣôκΣôµ
, ΒκΣôΟο Ξ←ÙßιÕλ ΚÚιÕ
1. ΞôÝλ Øû[
2. ≅∞ΚΩτ
3. ≅τ×
4. ùΘµΞλ

108. »Φτ ΚûΘµ Φàλ ÑΥΜ↔Θλ ΒΞÚûΟΥÕ
1. ΣλΤο ΜλΤϕΘ ØΘ←Υôν
2. ∆−úΞ−Μô♥ΡôΘ ΗΥν
3. ùΞ− ΒςôΤ←δΚλ ♦ρûΖ
4. ùΡ−Õ− ÑϕΘςΞ⁄úΞÛ

109. •θΚôηΣ∴Ξσßρ Ρô−ΣôνιΘΜôςƒ ΦÝƒΥ ΡôΞο
1. ÕΖ′ ΤôΟλ
2. Κ↔ιÕηÓ
3. ΚρúΖô> Κô↑ΥúΤô>
4. ≅Κο ↑ΖχÏ

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110. »Κ↑Νô♠ßµ Φτß úΣôσ[κΣÓΣΞν
1. ×ÕûΤκ♦ιΘτ
2. ΘôςôΣôςƒ
3. ∆ÓΤûΩ ΡôςôΥΠ Κ↑
4. ùΞ− ΒςôΤ←δΚ∴ôν

111. »ΡôδΚρ úΜσ°ο
Κôο ûΞχΚô↑γΟôο
¿δΚρ úΜôσ°ο
ûΚûΞχΚ Ø⁄ΥôÕµ, ΒχΚ↑ûΘ Ξ←ÙßιÕλ ΚÚιÕ
1. ↑ûΩΞô′ ∆ΥνÜ
2. ∆ΨΞ±τ ÏØ[ο
3. Κôγ⁄τ ùΣÚûΤ
4. ΣΠιƒτ ≅ÚûΤ

112. Κο€ ≅ΞνΚΖôο »ùΘτ∴ôγÓκ ùΣν∴ôγ_ôµ Φτß
ΣôςôγΟκΣγΟΞν
1. ù⊥ΥΚôϕΘτ
2. úΤιΘô
3. úΣς°Νν ≅ηΠô
4. ♦ςΣφΜτ

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113. 1/11 Αλ ΑηÓ Μô€ιƒΥ ≅ΚôΘ♥ Σ↔Ñ ùΣσ[
Θ♥θ ΒΩχ€Υλ
1. ΜφΜôςλ
2. ΚôϕΘρ ΡôγΚρ
3. ΚôΩô Σô∞
4. ¿νΞ→κ Σå∆λ

114. ‘ΜôÏλúΣôÕλ Θ♥θΣ⁄ιÕ ΜôΚúΞηÓλ+ Φτ[τ

ΜôλΣÛλ Θ♥θΤΠϕÕ úΞΚúΞηÓùΤτß’ á°ΥΞν
1. Κ− Με′Θô∴ϕΘτ
2. Ξô∞ΘôΜτ
3. ÑςΘô
4. Ø⁄ΥςΜτ

115. úΣεÑ ΞΨχ€←ÚϕÕ ùΜµÙρ ≅Ζ↑ο ♣τ[ Θ♥θε
ùΜôοûΩ ΒπΞôß áßΞν

1. ΒΥσùΜôο
2. ƒûΜεùΜôο
3. ƒ↔ùΜôο
4. ΞΟùΜôο

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116. Θ♥→ο ΒοΩôΘ ΞΟùΤô→χúΚ ∆↔Υ ΦÝιÕχΚûΖ
∆ûΟΥ ΞΟùΜôσΚρ Θ♥→ο ΞϕÕ ΞΨδÏΞûΘ
ΒπΞôß áßΞν
1. ΘσΣΞλ
2. ΘιÚƒ
3. ΘσΜΤλ
4. ΘιΤúΚ

117. ‘ΘôµùΤô→ûΥ ♣û∴Ü ûΞιÕχùΚôρΞúΘ
ùΤô→♠τ ≅⁄κΣûΟ’ Φτß áßλ ≅°Νν
1. ↑ο←Υλ
2. ♦Ãο
3. ùΥυΣν]τ
4. ùΣη⁄χ

118. ‘ÁΟν’ Φτàλ ≅°Νν Ï°κ♦Óλ ΚΠχ€τΣ⁄ úΣεÑ
Ξôχ€Υλ ΒιΘû∴ ùΜôσΚûΖ ∆ûΟΥÕ
1. êτß
2. êτ[ûς
3. ΡôτÏ
4. ΡôτΚûς

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119. ΒλùΤô→♠ο ∆Πνε′ ≅πΞΖΞôΚχ ΚΩϕΘƒοûΩ
1. úΣεÑùΤô→
2. €ûΖùΤô→
3. êΩùΤô→
4. ΦÝιÕùΤô→

120. ÏΨϕûΘ♠τ úΣε′Ûλ+ ùΜΥ←Ûλ ΚôΠκΣÓλ
ΞΖνε′χÏ ΒπΞôσ[úΩ ΚôςΠΤôÏλ
1. ùΣôλûΤΚρ
2. ↑ΖδΚûΞιΘο
3. ≅ûΤƒΥôΚ ΒÚιΘο
4. úΣôΩε ùΜµΘο

121. ùΘÛδÏ ùΤô→♠τ ØΘο ×ΩΞν
1. Ρτû∴Υô
2. ƒχΚ∴ô
3. úΣôΘ∴ô
4. ùΘ∴ô←ςôΤτ

122. ΒλùΤô→ Θ♥θùΤô→♠τ €ûΖ ùΤô→ΥôÏλ
1. ∝ϕƒ
2. Ï⊥ςôιƒ
3. ΤûΩΥôΖλ
4. ≅υ]ô♥

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123. úΞßΣγΟ ùΤô→Κρ úΣÑλ ΒςηÓ áγΟιΘôν
ùΡÚδ€ ΣΨΚ úΡνϕΘôο ΒλΤôσ[λ ♣ΚÝλ
1. ΣûΚ
2. ûΚχΚΩκ×
3. ùΤô→ΚΩκ×
4. úΞσßûΤ

124. Κο€♠τ ΒϕΡôΞÛχÏ Μô€ιƒΥ ≅ΚôΘ♥♠τ Σ↔Ñ
€ûΟιΘÕ
1. ùΣôµΤôτ ΚςÓ
2. Ïτ±ØιÕ
3. _λΣôΩô
4. ≅ûΩúΥôûΜ

125. ‘ΘôΤûςι ΘΟôΚλ’ Φàλ èûΩ ΒΥσ°ΥΞν
1. ≥−Ù−úΣôκ
2. ΚƒúςΜφùΜγ⁄Υôν
3. ♦ςΘôΣ ØΘ←Υôν
4. ΚôοÓùΞο

126. ‘ΒϕƒΥô’ Φàλ ΒΘ→τ Α′↔Υςôµ ΒΞν
Σ∞×↔ϕΘôν
1. ΚηΠΘôΜτ
2. ÑιΘô∴ϕΘ Σôςƒ
3. ΣôςƒΥôν
4. úΞΘΡôΥΚλ ♦ρûΖ

Page 216

127. Θ♥ΨΚιƒο ×←Κρ ΚôκΣΚλ ≅ûΤϕÕρΖ ΒΟλ
1. ×←Κôγ
2. ØηΟϕÕû[
3. ΞηΟíν
4. úΞΟϕΘôδΚο

128. ‘ΥôχûΚ’ ΦτΣΘτ ùΣôÚρ
1. ∆Οο
2. ΜχûΚ
3. Ξ♠ß
4. ΥôÚûΟΥ Ûκ

129. ùΜ⁄ ∗ ùΚô⁄ < ùΜ⁄ùΚô⁄ ΦτΣÕ ΒπΞûΚκ ×Πνε′
1. ↑Κôςκ ×Πνε′
2. ΒΥο×κ ×Πνε′
3. Ïσ°ΥÛΚςκ ×Πνε′
4. ∆♠Ãσßκ ×Πνε′

130. »Κôµ Øτ úΡνµ ΦτΣÕ ΒπΞûΚι ΘûΖΥôÏλ
1. Κ←ιΘûΖ
2. ùΞη≠ν ùΞηΟûΖ
3. Ιτ°Υ Ξφ′ιΘûΖ
4. Ιτ[ô Ξφ′ιΘûΖ

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131. »úΘΞ ςû∴Υν ΚΥΞν ≅ΞÚϕΘôλ
úΤΞ∴ ùΜµùΘôÝΚΩôτµ
, ΒχÏ[γΣô↑ο ≅ûΤϕÕρΖ ≅∞
1. ∆ÚΞΚ ≅∞
2. ΞφΜκ×Κθε′Υ∞
3. ∆ΞûΤ ≅∞
4. ΘσÏ°κúΣσ[ ≅∞

132. »∆ûς Κ↑ΘôΞôο Σ⁄χΚκΣγΟÕµ ΦτΣÕ ΒπΞûΚι
ùΘôΟςôÏλ
1. ùΜµ↑û∴ι ùΘôΟν
2. ùΜΥκΣôγÓ ↑û∴ιùΘôΟν
3. ΚΩûΞι ùΘôΟν
4. ∆Πνε′ι ùΘôΟν

133. ‘≅ΨÏ’ Φ∴κùΣôÚρ ΘÚλ ΣΩ ùΜôσΚρ
1. Κ↑τ+ Τƒ
2. ùΣô←Ü+ ♣Ωô
3. Κ↑τ+ Ξ∴κ×
4. ∆Οο+ Ξ∴κ×

Page 218

134. »ΒςôΞΠ Κô↑Υλµ ΒΞςôο ΒΥσ[κΣγΟÕ
1. €ÚΣô∴ϕΘ Ξô↔Υôν
2. ×ΩΞν ΜηØΚ ÑϕΘςλ
3. ×ΩΞν ÏΨϕûΘ
4. úΣôκûΣΥν

135. ΒÚΡôγÓ ≅ςΜνΚÞλ ÕλûΣκ éûΞ ã⁄κ
úΣô↔ÓΞΘτ úΡôχΚλ
1. Ξ←ûΤûΥ ♣ûΩΡôγΟο
2. ΦƒνιÕκ úΣô↔ÓΘο
3. úΚôγûΟûΥχ ΚôιΘο
4. ΤηûΠχ ΚΞνΘο

136. »Κô♠úΘ ♥οΩιµ Φτàλ ≅ς×ε ùΜôοÛχÏ ùΣôÚρ
1. ùΣ↔úΥôν ×Κθ
2. ΜØΘôΥ Ξ→Κôγ⁄
3. ∆ΥνϕΘ Τ±Θτ
4. ΡοΩΞàχÏ ΡοΩΞτ

137. »ΥôΠνµ ΦτΣΘτ ùΣôÚρ
1. ΥôΜΚλ
2. ×ÕΞÚΞôµ
3. ΚΟτΣÓ
4. ΞßûΤ

Page 219

138. Θ♥ΨΚιƒτ »úΞνγυùΞôνιµ Φτß ×ΚΨκΣÓΣΞν
1. ΚôϕƒΥ⁄Κρ
2. Ñκ×ςιƒ∴ ΘôΜτ
3. Ø⁄ΥςΜτ
4. Ξô∞ΘôΜτ

139. ≅Κτ[ Σ⁄κ×χÏ ∆ΘÜΞÕ
1. ΣôΟèο
2. ùΜµÙρΡΥλ
3. èΩΚλ
4. ΞÏκΣû[

140. ùΘ↔ϕΘƒ←ÚϕÕ ùΘ↔ΥôΘΘσÏε ùΜοÛΘο úΞηÓλ
Φτ[ ∆Ζ↑Υο ùΚôρûΚχÏ ùΣôÚιΘΤô∴ Κσ♦ιΘο
Øû[
1. ↑ƒ↑ΖχΚ Øû[
2. ↑ƒΞÚ Øû[
3. ↑ûΖΥôγÓ Øû[
4. ùΜΥοƒγΟ Øû[

141. »ΙÚ ΣΟλ Α♠ςλ ùΜôσΚÞχÏ ♣ΚςôÏλµ ΦτΣÕ
ΒλùΤô→κ ΣΨùΤô→ΥôÏλ
1. €úςχΚλ
2. Θ♥θ
3. Αδ€Ωλ
4. ≠∴λ

Page 220

142. Κη Κôη ≅ΖÜ ΦτΣÕ Βκ ΣΨÏ ùΜΥÛχÏι
ùΘôΟν×ûΟΥÕ
1. ΦÝÕÕο Øτ ΣΨÏ ùΜΥο
2. Σ⁄ιΘο úΞΚκ ΣΨÏ ùΜΥο
3. úΣÑΘο ΣΨÏ ùΜΥο
4. úΚγΟο ƒ[τ ΣΨÏ ùΜΥο

143. Κσ♦χΚκ úΣôÏλ ΣôΟλ ùΘôΟνΣôΚ ΦιΘÏ ùΣôÕ
≅°ûΞκ ùΣσßρΖ∴ν Φ∴ ≅°Ùλ úΘνÜ
1. ♣ûΩΥ° úΘνÜ
2. ΞΖνΞ° úΘνÜ
3. ∆ÚΞôχΚι úΘνÜ
4. ùΘôÏκ×ι úΘνÜ

144. ƒγΟ♥γÓχ Κσ[ο Øû[♠ο ∆ηûΤΥοΩôΘ ùΜΥο
1. Κσ[ο ≅ûΟÜ ♥Κ ≅ƒΚλ
2. ΘΥô↔κ♦ο Α′↔ΥνχÏ ùΣôßκ× Ïû[Ü
3. ∆Ζ↑Υο ≅⁄κûΟ♠ο ΤôΠΞν ΧÓΣôÓ
4. Θ±ΤôΠΞν Κσ[οØû[ ′[κ×ûΟΥÕ

Page 221

145. »ΒΥσûΚûΥ Ιγ⁄χ Κο↑ ΒÚιΘο úΞηÓλµ Φτß
á°ΥΞν

1. Τôη⁄εúΜô↔
2. ♦úςôùΣο
3. ùΣυΟΩô′
4. ⊥ôτå♠

146. •θ ∆ρΖ ΒÚ áσßΚûΖκ Σ⁄χΚÜλ− ΦÕ Μ↔> ΦÕ
ΘΞß> ΚηÓ♦⁄−
áσß 0 9 ΚΩϕÕûςΥôΟο Α′↔Υν Ξ→ΚôγÓΘÛΟτ
♣ΚθΞÕ
áσß 1 9 ΚΩϕÕûςΥôΟο Α′↔Υν ΘûΩûΤúΥσß
ΡΟιÕΞÕ
1. áσß 0 Τσßλ 1 ΒςηÓλ ΘΞß
2. áσß 0 Τσßλ 1 ΒςηÓλ Μ↔
3. áσß 0 Μ↔+ áσß 1 ΘΞß
4. áσß 0 ΘΞß+ áσß 1 Μ↔

147. ΚûΘ áßΞΘτ úΡôχΚδΚ↓ο ΒοΩôΘ Ιτß
1. ≅°↑û∴ ΞΖνχÏλ
2. ΒûΜÙΠνÜ ùΣÚÏλ
3. ùΜôσΚΖφ′Υλ ùΣÚÏλ
4. úΚγΟο+ úΣÑΘο ƒ[τ ΞΖÚλ

Page 222

148. »≅ηΠο ≅λúΣιΚνµ ΦτΣÕ ΒλΤτ[ιƒσÏ ∆↔Υ
ΘûΩκΣôÏλ
1. ≅°↑Υο Ττ[λ
2. Κ∞Θ↑Υο Ττ[λ
3. ΒΩχ€Υ Ττ[λ
4. ΜêΚ↑Υο Ττ[λ

149. ΣφΜ Θϕƒςχ ΚûΘΚρ ΒπΞûΚχ ΚûΘΚΖôÏλ
1. ΡûΚεÑûΞ ΚûΘΚρ
2. ×ςôΠχ ΚûΘΚρ
3. ΒΥσûΚχ ΚûΘΚρ
4. ≅àΣΞχ ΚûΘΚρ

150. çηΟο+ ÕΩδΚο+ ↑ûΟΘςο+ Σ♠σ′+ ΣôςôγÓ Φàλ
áßΚρ ≅Οδ€Υ Κσ[ο Øû[
1. Ρ⁄κ× Øû[
2. ƒγΟ♥γÓχ Κσ[ο Øû[
3. ΙκΣûΟκ× Øû[
4. ↑ûΖΥôγÓ Øû[

Page 223

APTET – Paper- IIA– 2024
(04.03.24_S2_Language_Telugu)

1. “Psychology is the science of behaviour and Experience”. –
This definition is given by
1. Pills bury
2. Skinner
3. Norman L. Munn
4. Edwin G. Boring
»»ç|esÁïq nqTuóy\ XæçdïyûT eTHÃ$C²ãqXæçdïeTµµ sÁÇº+ºq~
1. |¾ýàÙ ]
2. d¾ØqsY
3. HsÁH mýÙ. eTH
4. m&ÇH . uË]+>´

2. This statement is incorrect regarding growth
1. Quantitative
2. Functional
3. Physical and Outer
4. Stops on reaching maturity
|sÁT>·T<\Å£ d++~ó+º d]¿± ç|e#áq+
1. |]eÖD²Ôá¿£eTT
2. ç¿ìjÖá Ôá¿£+
3. uó Ü¿£ eT]jáTT u²V²« dÇsÁÖ|+
4. |]|¿Ç£ Ôá #î+<>±Hû ÐbþÔáT+~

Page 224

3. According to Hurlock adolescence age is
1. 10 or 12 years to 13 or 14 years age group
2. 18 or 20 years to 30 or 32 years age group
3. 06 years to 10 or 12 years age group
4. 13 or 14 years to 18 years age group
ç¿ì+~ yýË ¿eÖsÁ<X ø (V²s¢¿ù ç|¿±sÁ+)
1. 10 ýñ< 12 d+öö qT+& 13 ýñ< 14 d+öö esÁÅ£
2. 18 ýñ< 20 d+öö qT+& 30 ýñ< 32 d+öö esÁÅ£
3. 06 d+öö qT+& 10 ýñ< 12 d+öö esÁÅ£
4. 13 ýñ< 14 d+öö qT+& 18 d+öö esÁÅ£

4. As per Piaget’s theory, the problem solving capacity at this
stage
1. Sensory – Motor stage
2. Pre – Operational stage
3. Formal Operational stage
4. Concrete Operational stage
|¾jáÖCñ d¾<Æ+Ôá+ ç|¿±sÁ+, deTkÍ« |]cÍØsÁ kÍeTsÁÆ«+ <XøýË
|+bõ+<TÔáT+~.
1. +ç~jáT #\¿£ <Xø
2. |PsÁÇ ç|#\¿£ <Xø
3. neTÖsÁï ç|#\¿£ <Xø
4. eTÖsÁï ç|#\¿£ <Xø

Page 225

5. Psycho sexual development theory was proposed by
1. Sigmund Freud
2. Eric Ericson
3. Jean Piaget
4. Laurens Kohlberg
eTHÃýÉ+Õ Ð¿£ $¿±d d¾<Æ+Ô ç|ÜbÍ~+ºq~
1. d¾>· +& çbÍsTT&
2. m]¿ù m]¿ùdH
3. JH |¾jáÖCñ
4. ý²ÂsHà ¿ÃýÙsYZ

6. What is the Second stage in the process of creativity according
to the book ‘Art of thought’ written by Graham wallas
1. Preparation
2. Illumination
3. Verification
4. Incubation
ç>·V² + yý²¢dt sÁº+ºq »sY¼ |t <¸{Ùµµ ç>·+<¸+ ýË #î|Î &q
dÈHÔá¿£Ôá ç|ç¿ìjTá ýË sÂ +&e <Xø
1. dHV²<Xø
2. n+Ôás<Y w¾¼<X ø
3. sÁÖ|D<Xø
4. >·T|<ï X ø

Page 226

7. The theory of multiple intelligence was proposed by
1. Spearman
2. L.L. Thurstane
3. Guilford
4. H. Gardner
VQÞø ç|C²ã d¾<Æ+ÔáeTT ç|ÜbÍ~+ºq~
1. d¾ÎjáTsYeTH
2. L.L. <¸s dY H¼
3. ÐýÙ|sY¦
4. H. >±Âs¦qsY

8. In this type of leadership, the opinions and feelings of group
members are valued
1. Authoritarian
2. Leissez faire
3. Democratic
4. Sovereign
deTÖV²+ýË duóT «\ n_óçbÍjáÖ\Å£, uó²y\Å£ $\TeqT #ûÌ
HjáT¿£ÔáÇ+ sÁ¿£+
1. sÁ+Å£Xø
2. CË¿£«sÁV¾²Ôá
3. ç|C²kÍÇeT«
4. kÍsÁÇuó eTÔáÇ

Page 227

9. The attribution of one’s own impulses or deficiencies to others
is an example of this defense mechanisam
1. Sublimation
2. Repression
3. Regression
4. Projection
»ÔáqýË ç|sÁ¿±\qT ýñ< ýËbÍ\qT ÔásÁT\Å£ bÍ~+#á&+µµ.
ç¿ì+~ sÁ¿¿£ £Ô+á çÔ¿ì <V²sÁD
1. <rï¿£sD Á
2. <eTq+
3. ç|Ü>·eTq+
4. ç|¿¹ | D +

10. The number of mental abilities of intelligence as mentioned in
the book “Primary mental abilities.” Written by LL. Thurstone
are
<¸sYd¼H sÁº+ºq »»ç|ÕeT¯ yîT+³ýÙ m_*{¡dtµµ nHû ç>·+<¸+ýË
|s=Øq&q eÖqd¾¿£ kÍeTs«\ d+K«
1. 2
2. 7
3. 8
4. 10

Page 228

11. If the knowledge of elements in chemistry and arrangement of
electrons is helpful to learn modern physics, this transfer of
learning is related to
1. Theory of generalization
2. Theory of identical elements
3. Theory of Ideals
4. Theory of transposition
sÁkÍjáTqXæçd+ï ýË n+Xæ\T eT]jáTT m\ç¿±¼qT\ >·T]+ºq C²ãqeTT
<óT ¿£ uó Ü¿£Xæçd+ï nuó« d¾+#û+<TÅ£ ÔÃ&Î&Ô,û sÁ¿£yTî q®
nuó« dq <ý²sTT+|ÚÅ£ d++~ó+ºq d¾<Æ+Ôá+
1. kÍ<ósÁD¡¿£sÁD d¾<Æ+Ôá+
2. deTsÁÖ| n+Xæ\ d¾<Æ+Ôá+
3. <sô\ d¾<Æ+Ôá+
4. deTç>±¿£Ü d¾<Æ+Ôá+

Page 229

12. These are the methods of learning concepts
a. Innovation
b. Through comparisons and differences
c. Through examples
d. Through words
1. only b
2. a, b & c
3. a, b, c & d
4. only a
$ uó²eq\qT nuó« d¾+#û |<Ô
Æ Tá \T
a. $wØsÁD
b. bþ*¿£\T, uóñ<\ <Çs
c. <V²sÁD\ <Çs
d. |<\ <Çs
1. b eÖçÔáyTû
2. a, b & c
3. a, b, c & d
4. a eÖçÔáyTû

Page 230

13. One of the following important aspect of Bruner’s Instruction
theory includes the three sequential methods – Enactive,
Iconic and Symbolic
1. Motivation
2. Instructional order
3. Discovery learning
4. Intuitive thinking
ç¿ì+< eÇ&q çÖqsY d¾<Æ+Ôá+ýË ÿ¿£ eTTK« n+Xø+
ç¿ìjÖá Ôá¿£, ºçÔá ` ç|ÜeT, ç|r¿±Ôá¿£ ç¿£eTçXâDì |<Ô
Æ Tá \qT ¿£*Ð
+³T+~.
1. ç|sÁD
2. uË<óq ç¿£eT+
3. $wØsÁD nuó«dq+
4. n+ÔásTÁ ÒÛ~Æ º+Ôáq

14. Chandu takes 9 trails to learn 10 meaningless words. After one
week he takes 6 trails to learn the same. Chandu’s saving score
is
#á+<T 10 nsÁ sÁV²¾ Ôá |<\qT 9 ç|jTá Ô\ýË HûsTÁ ÌÅ£H&T. ysÁ+
ÔásÁTyÔá eTsÁý² nyû |<\qT 6 ç|jTá Ô\ýË HûsTÁ ÌÅ£H&T. #á+<T
bõ<T|Ú >·Dq
1. 50
2. 33.3
3. 25
4. 10

Page 231

15. “Learning is the modification of behaviour through
experience and training” is stated by
1. Crow and Crow
2. Skinner
3. Gates
4. Smith
»nuó«dq+ n+fñ nqTuóe+ <Çs, ¥¿£D <Çs J$ ç|esÁïqýË È]¹>
|]esÁïq n #î|¾ÎqysÁT
1. ç¿Ã n+& ç¿Ã
2. d¾ØqsY
3. ¹>{Ùà
4. d¾ÔY

16. This social factor does not influence students learning
1. Stress
2. Heredity
3. Social maturity
4. Discrimination
ç¿ì+~ yýË $<«sÁT\ nuó« dH ç|u²ó $Ôá+ #ûd kÍ+|T¾ ¿£
¿±sÁ¿+£ ¿±~
1. ÿÜï&
2. nqTe+¥¿£Ôá
3. kÍ+|¾T¿£ |]|¿£ÇÔá
4. $e¿£Ô á

Page 232

17. The law of learning underlying the principles of innovation,
frequency and repetition is
1. Law of Readiness
2. Law of effect
3. Law of exercise
4. Law of Proximity
qe«Ôá, ÔásÁT#áT<q+, |ÚqsÁÇ]ïÔá dÖçÔ\T n+Ôá¯¢q+>± q
nuó«dq dÖçÔá+
1. d+d¾<Ô
Æ jáTeT+
2. |* Ôá jáTeT+
3. nuó²«d jáTeT+
4. kÍMT|«Ô jáTeT+

18. Regarding motivation this statement is incorrect.
1. Motivation is the high way to learning
2. Motivation inhibits learning speed
3. Motivation is a process that leads to a destination
4. Motivation depends on the needs of the individual
ç|sÁDÅ£ d++~ó+º d]jîT® q~ ¿± ç|e#áq+
1. ç|sÁD nuó«dH¿ì s#áu²³
2. ç|sÁD nuó«dq yû>± sÃ~ódTï+~
3. ç|sÁD >·eT«+ yî|Õ Ú q&|+¾ #û ç|ç¿ìjTá
4. ç|sÁD e«¿ìï neds\ÔÃ eTT&|& +³T+~

Page 233

19. The domain that involves the assessment of achievement
1. Cognitive domain
2. Affective domain
3. Psychomotor domain
4. Social domain
cÍÎ<qqT eT~+|Ú #ûjTá &+ýË $T&jTá Tq sÁ+>·+
1. C²ãHÔá¿£s+Á >·+
2. uó²yyûXøsÁ+>·+
3. eÖqd¾¿£#á\HÔá¿£ sÁ+>·+
4. kÍ+|T¾ ¿£ sÁ+>·+

20. The first stage in the five stages of perception process
1. Selecting certain stimuli
2. Receiving stimuli
3. Respond
4. Organization
ç|Ô«á ¿£ ç|ç¿ìjTá ýË ×<T <X\ø ýË yîTT<{ì <Xø
1. BÝ|q m¿£
2. BÝ|q \ dÓÇ¿£sD Á
3. ç|ÜdÎ+<q
4. sÁÇV²D

Page 234

21. According to Herbart, First step in lesson plan
1. Presentation
2. Plan
3. Preparation
4. Association
V²sÒsY¼ ç|¿±sÁ+ bÍsÄ«Á |<¿¸ +£ ýË yîTT<{ì kþbÍq+
1. deTsÁÎD
2. ç|D²[¿£
3. dHV²+
4. d+dsÁZ+

22. According to RTE – 2009 out of School children age is
1. 3 – 10 years
2. 6 – 14 years
3. 6 – 18 years
4. 3 – 18 years
RTE – 2009 ç|¿±sÁ+ & jáT³ |¾\\
¢ T>± ejáTdTà y]
|]>·DìkÍïsÁT.
1. 3 ` 10 d+öö
2. 6 ` 14 d+öö
3. 6 ` 18 d+öö
4. 3 ` 18 d+öö

Page 235

23. The term “Learning Disability” was introduced by
1. Kirk
2. Parkar
3. Jhonson
4. Marland
»nuó« dq yî¿Õ \£ «+µ nHû uó²eqqT |]#ájTá + #ûdq¾ ~
1. ¿ìsØY
2. bÍsÁØsY
3. C²qàH
4. eÖsYý²+&

24. One of the following is not related to ‘OERs’
ç¿ì+~ yýË ‘OERs’ ¿ì #î+<~
1. Re - use
2. Re - vise
3. Re - verse
4. Re – mix

Page 236

25. Guidance for a student to choose a suitable career after
completing his degree
1. Personal
2. Vocational
3. Educational
4. Directive
ÿ¿£ $<«] Ôáq &ç^ |P]ï #ûdq¾ ÔásÇÔá ÔáÐq eÜï m+|¾¿£
¿=sÁÅ£ ¿±e\d¾q eÖsÁZ<sÁô¿£ÔáÇ+
1. e«¿ì>ï Ô
· á
2. W<Ã«Ð¿£
3. $<«d++~óÔá
4. ¹sÆ¥¿£

26. Possible disability due to ‘Turner syndrome’
1. Hearing impairment
2. Blind
3. Dwarfism
4. Learning Disability
»³sÁsY d¾+ç&ÃyTµ e\¢ ne¿±Xø+ eÚ+&û yî¿Õ \£ «+
1. çXøeD yî¿Õ £\«+
2. <w¾¼ yî¿Õ \£ «+
3. eTsÁT>·TE¨Ôqá +
4. nuó« dq yî¿Õ \£ «+

Page 237

27. 1 Byte =
1 uÉ{
Õ Ù $\Te =
1. 1024 Bits
2. 1048 Bits
3. 64 Bits
4. 8 Bits

28. This committee has proposed to rename MHRD as (MoE)
‘Ministry of Education’
1. Modaliar
2. Kothari
3. NEP - 1986
4. Kasturirangan
MHRD |sÁTqT »$<« eT+çÜÔáÇ XæKµ>± eÖsÁÌeT d¾bÍ sÁTà
#ûdq¾ ¿£$T{¡
1. yîTT<*jáÖsY
2. ¿=sÄ¯
3. NEP - 1986
4. ¿£dÖ ¯ï sÁ+>·H

Page 238

29. The objective of ‘Fit India’ programme is
1. Research
2. Enhance of attendance
3. Physical Health
4. Readiness for exams
»|{
¾ Ù +&jÖá µ ¿±sÁ«ç¿£eT <ûXÝ +ø
1. |]XË<óq
2. VäÈsÁT |+|Ú<\
3. Xæ¯sÁ¿£ sÃ>·«+
4. |¯¿£\ Å£ dq<Ô Æ á

30. First National Education policy was Formulated in India in
this year
uó²sÁÔá<Xû +ø ýË yîTT³¼yTî T<{ì C²rjáT $<« $<óH sÁÖbõ+~+ºq
d+eÔáàsÁ+
1. 1986
2. 1978
3. 2020
4. 1968

Page 239

31. ¿£w¼|³¼uËÅ£ ¿£qÔá*¢ eTqdTà
qw¼ |³¼uËÅ£ Hq|qT\T
Ôá*<¢ + ç&T\q <îeÕ duóT \Ts
\*ÔádT >·TDC²\! Ôî\T>·Tu²\!
<îeÕ duóT \T nHû eÖ³Å£ nsÁ+
1. eTqTw§\T
2. <îeÕ +ÔÃ deÖqyîTq® ysÁT
3. <ûeÚÞøß ¿£H >=|ÎysÁT
4. s¿£d T \T

32. ¿£w¼|³¼uËÅ£ ¿£qÔá*¢ eTqdTà
qw¼ |³¼uËÅ£ Hq|qT\T
Ôá*<¢ + ç&T\q <îeÕ duóT \Ts
\*ÔádT >·TDC²\! Ôî\T>·Tu²\!
\*Ôá dT>·TD C²\.. nHû eÖ³Å£ nsÁ+
1. \*Ôá >·TDe+ÔáTs\T
2. eT+º >·TD²\T qysÁT
3. #î&T >·TD²\T qysÁT
4. \*Ôá <TssÁTZs\T

Page 240

33. 1930- 38 eT<ó« uó²sÁÔá C²rjáTÔ y<eTT\Å£ nÔá«+Ôá
eTTK«yîT®q<û ¿±¿£, >·]w÷kÍsTT¿ì #û]q ¿±\+. 1930 d+ööýË
eTVäÔ>±+Bó |ÚÎ dÔ«ç>·V² eTTqÅ£ |¾\T|Ú #îÌqT. |ÚÎ
ÔájÖá sÁT #ûjTá s<T nHû +<óq \qT ~ó¿Ø£ ]+º \¿£\ ¿=\~
C²rjáTy<T\T deTTç< çbÍ+ÔáeTT\Å£ jáÖçÔá\T>± bþsTT |ÚÎ
ÔájÖá ¯ çbÍsÁ+_ó+#sÁT. < »<+&jÖá çÔáµ ýñ< »<+&
dÔ«ç>·V² eTTµ n n+{²sÁT. ç_{ìwt ysÁT yû\¿=\~ C²rjáTy<T\qT
nÂsdT¼ #ûd¾ CÉÕÞø ß U²° ýñ¿b£ þeÚ³#û $<«d+d\ Å£ d\eÚ\T
ç|¿{
£ +ì º y{ìýË dÔ«ç>·V²Ó jáTT\qT +~ó+#sÁT.
ç_{ìwt ysÁT $<« d+d\ Å£ d\eÚ\T ç|¿{ £ +ì #á&¿ì ¿±sÁD+
1. bÍ<ó«jáTT\ HîÕ|Ú D²«\T |+#á&¿ì
2. uó²sÁÔá<Xû ø $<« $<óH¿ì qw+¼ ¿£*Ð+#áT³Å£
3. $<«sÁT\ Å£ q+<+ ¿£*Ð+#á&¿ì
4. C²rjáT y<T\qT +~ó+#á&¿ì

34. 1930- 38 eT<ó« uó²sÁÔá C²rjáTÔ y<eTT\Å£ nÔá«+Ôá
eTTK«yîT®q<û ¿±¿£, >·]w÷kÍsTT¿ì #û]q ¿±\+. 1930 d+ööýË
eTVäÔ>±+Bó |ÚÎ dÔ«ç>·V² eTTqÅ£ |¾\T|Ú #îÌqT. |ÚÎ
ÔájÖá sÁT #ûjTá s<T nHû +<óq \qT ~ó¿Ø£ ]+º \¿£\ ¿=\~
C²rjáTy<T\T deTTç< çbÍ+ÔáeTT\Å£ jáÖçÔá\T>± bþsTT |ÚÎ
ÔájÖá ¯ çbÍsÁ+_ó+#sÁT. < »<+&jÖá çÔáµ ýñ< »<+&
dÔ«ç>·V² eTTµ n n+{²sÁT. ç_{ìwt ysÁT yû\¿=\~ C²rjáTy<T\qT
nÂsdT¼ #ûd¾ CÉÕÞø ß U²° ýñ¿b£ þeÚ³#û $<«d+d\ Å£ d\eÚ\T
ç|¿{
£ +ì º y{ìýË dÔ«ç>·V²Ó jáTT\qT +~ó+#sÁT.
<+& dÔ«ç>·V² + n+fñ
1. uó²sÁrjáTT\|Õ ç_{ìwt ysÁT #ûdq¾ <eTq ¿±+&
2. ç_{ìwt y]|Õ uó²sÁrjáTT\T #ûdq¾ <+&jÖá çÔá
3. uó²sÁrjáTT\T dÇjáT+>± |ÚÎ ÔájÖá sÁT #ûdT Å£Hû <«eT+
4. ç_{ìwt y] jáTeÖ\Å£ Ôá\ ÿÐZ uó²sÁrjáTT\T #ûdq¾
<«eT+

Page 241

35. ÿ¿£ |<« +ýË >± |<« bÍ<+ýË >±, y¿£«+ýË >± ÿ¿£{ì ýñ<
n+Ôá¿+£ fñ mÅ£Øe V²\T¢\T |ÚqseÔáeï TsTTÔû
1. eÔá«ï qT çbÍkÍ\+¿±sÁ+
2. #ó¿û ±qT çbÍkÍ\+¿±sÁ+
3. ý²{²qT çbÍkÍ\+¿±sÁ+
4. sÁÖ|¿±\+¿±sÁ+

36. »»Xø¯sÁ+, yûTqT, <ûV²+µµ |<\Å£ d]jî®Tq
|s«jáT|< >·T]ï+#á+&.
1. e&\T
2. ÿ&\T
3. |&e
4. ¿£&e

37. »»+ç<óy uÕî óe+µµ bÍsÄ«+Xø ÜeÔá+ï
1. Ôá*¢ç|eT
2. sçw¼¿¡]ï
3. ¿£wJ¼ eÚ\ çXøeT
4. kÍeÖ¿£ dÎV²

38. »»yîTT\¿£, È\eTT, sÁ¿eï£ TTµµ |<\Å£ d]jîT® q HHsÁ| < +
>·T]ï+#á+&.
1. n+Å£sÁ+
2. n+Å£Xø+
3. ÔáTÅ£
4. >·ÔTá Å£

Page 242

Page 243

43. uó²e |sÁ+|sÁqT kÍÇ~+#á&+ÔÃ u²³T ç|¿£Ü qT+& bÍsÄ\qT
HûsTÁ ÌÅ£+³Ö eÖqMjáTÔáqT yûTý¤Ø\Î&+ bÍsÄ+Á <ûXÝ +ø
1. <ósÁuË<ó
2. V²]$\T¢
3. Ôá¿£<¸
4. rsÁTÎ

44. »»sÁµµ >·DeTTýË +&û >·TsÁT\|T TeÚ\T
1. UUU
2. U I U
3. I I U
4. U I I

45. »»uósÁÔá G sÁÇsÁµµ ¿£*|¾Ôû @ d+~ó neÚÔáT+~.
1. nÔáÇd+~ó
2. >·TDd+~ó
3. desÁB sÁéd+~ó
4. d+~ó¿±sÁ«+ ÈsÁ><· T

46. »»nq« |<sÁ çbÍ<óq«+ ¿£*Ðq~µµ
1. VQ|< <Ç+<Ç deÖd+
2. VQçMV¾² deÖd+
3. ~Ç>·T deÖd+
4. <Ç+<Ç deÖd+

Page 244

47. »»dÖs«ÔáÈµµ ` |<¿ì nsÁ+
1. jáTeTTHq~
2. >·+>±q~
3. >Ã<e]
4. ¿£cÍq~

48. ºçÔáç^e+ >Â +ÔáTÔáÖ yî[ß+~. ~ @ y¿£«+
1. XøçÔás¿Á £ y¿£«+
2. #ó<û s Á¿£ y¿£«+
3. n|«sÁ¿£ y¿£«+
4. ¿±ïÇsÁ¿£ y¿£«+

49. »»HûqT ÜsÁT|Ü¿ì yîÞøÔqTµµ n neT nq~.
y¿±« |sÃ¿£ ¿£<¸q+ýË¿ì eÖsÁÌ>±
1. ÔqT ÜsÁT|Ü¿ì yîÞøÔq neT nq~
2. ÔqT ÜsÁT|Ü¿ì yîÞßø uËq neT nq~
3. eTqeTT ÜsÁT|Ü¿ì yîÞ<ø eT neT nq~
4. ÔqT ÜsÁT|Ü¿ì yîÞßø q neT nq~

50. »»Ô=* Ôî\T>·T qe\µµ
1. eTqT #á]çÔá
2. sÈXâKsÁ #á]çÔá
3. ¿±ojáÖçÔá #á]çÔá
4. jáTjáÖÜ #á]çÔá

Page 245

51. »eTTqT&µ n B n+{²sÁT.
1. e#áqeTT
2. |Ó]¿Ä £
3. >·<« eTT
4. y«d+

52. lyû+î ¿£fXñ Çø sÁkÍÇ$T dTÜ ï dÖï d+¿¡sqïÁ \T sÁº+º kÍÇ$T¹¿
n+¿ìÔ$á TºÌq y¹>j Z Tá ¿±sÁT&T
1. esÁ<j Tá «
2. Ô«>·jáT«
3. ¹¿çÔájáT«
4. nqeTjáT«

53. XæsÁ<sçÔáT\TÈ¨Ç\ \dÔáïsÁ ÔsÁ¿£VäsÁ |+Å£ï\+
|<« bÍ<+
1. eTÔûïuó+
2. ÔáÎ\eÖ\
3. XæsÁÖÝ\+
4. #á+|¿e£ Ö\

54. #sÁTy¿£ XøÔ¿á £ ¿£sïÁ
1. \seT¿£w
2. çoseT¿£w
3. seT¿£w
4. ¿£weÖ#sÁ«

Page 246

55. dÖçÔá+ýË #î|¾Îq y«¿£sÁD ¿±sÁ«+ ¿= d+<sÒÛ\ýË Ôá«+>±,
¿= #Ã³¢ w<ó+ >±, eT]¿= #Ã³¢ $¿£\Î+>±, ¿= d+<sÒÛ\ýË
nq«$<ó+ >± ÈsÁ>&· +
1. u²~óÔá+
2. u²VQÞø¿+£
3. u²<ó¿£sÁ+
4. VQÞø+

56. @qqT>·T\ MskÍÇ$T sÁ#qá
1. sÁcÍ«ýË dV²jáÖçÔá
2. ¿±ojáÖçÔ #á]çÔá
3. qeuó²sÁÜ
4. Ôî\T>·Tuó²cÍ #á]çÔá

57. |<« bÍ<+ýË Âs+&e n¿£s @eT+{²sÁT?
1. çbÍd
2. jáTÜyîTç® Ü
3. yîT®çÜ
4. sÁ>·&

Page 247

58. ç¿ì+~ yýË e«Ü¹s¿±sÁ¿£ ç¿ìjÖá |<+
1. q&dï
2. q&e¿£
3. q&TdÖï
4. q&º

59. »»Ôáeï T |ÚsÁTwµµÅ£ d++~ó+ºq dsÇÁ HeT |<\T
1. nÔá&T , yîT
2. úeÚ, MTsÁT
3. HûqT, yûTeTT
4. n~, ~

60. #áÔTá ¯Æ $uó¿ ïì ç|Ô«á jáÖ\T
1. n+<T(H), q(H)
2. e\q(H), ¿£+fÉ(H), |{¼ì
3. #û, #ûÔ,á ÔÃ, ÔÃ&
4. ¿=iÅ£(H), ¿Â Õ

Page 248

61. Read the following conversation
A: I have my final examination today
B: All the best
The intention of B in the above conversation is
1. to offer some advice
2. to express thankfulness
3. to curse A
4. to express good wishes

62. You are offered a cup of coffee. You want to accept the offer.
How would you accept the offer politely.
Choose your answer from the following.
1. I hope everything goes well.
2. Thanks a lot!
3. All the best
4. Same to you!

63. Choose the option that is a formal salutation for the formal
invitation.
1. Hi there,
2. Dear (recipient’s name)
3. Hello,
4. To whom it may concern

Page 249

64. The significance of the title in a short poem is
1. titles are optional
2. titles distract context and insight
3. titles are used in longer poems
4. titles provide context and insight

65. Choose the correctly punctuated sentence.
1. Father said, Do you have a pair of old shoes.
2. Father said, “Do you have a pair old shoes?”
3. “Father said”, “do you have a pair of old shoes.”
4. Father said, “do you have a pair of old shoes?”

66. Both (A)/ he and you (B)/ must attend (C)/ the function (D).
Choose the part that has a grammatical error
1. A
2. B
3. C
4. D

67. Choose the suffix that suits to get the noun form of the word
‘honest’
1. ly
2. y
3. ness
4. lly

68. The word ‘masterpiece’ has stress on:
1. the second syllable
2. the third syllable
3. the second and the third syllable
4. the first syllable

Page 250

69. Choose the meaning of the idiom “took by surprise.”
1. taking part in an event.
2. happens when you are not expecting
3. to be a part of
4. for a very long duration

70. After a very spell of heat, the weather is _____ at last.
Choose the phrase that fits the blank.
1. looking into
2. look in
3. look after
4. looking up

71. Choose the mis-spelt word out of the given options.
1. apologies
2. communal
3. conviction
4. impression

72. Choose the option that can be used as a one-word substitute
for “a branch of philosophy that studies the principles of
beauty in art”.
Choose the antonym of the word ‘freak’
1. epistle
2. aesthetics
3. agnostic
4. prodigy

Page 251

73. A light convulsion passed over it but it did not stir.
Choose the synonym of the word ‘convulsion’.
1. composure
2. shiver
3. tranquility
4. equanimity

74. His mother thought Albert was freak.
Choose the antonym of the word ‘freak’
1. rarity
2. mutant
3. deviant
4. normal

75. Choose the sentence in which the articles are properly used.
1. The more he drank, the better he felt.
2. He was able to capture such the large tiger.
3. I’ll give him the good beating!
4. He had never carried an sword.

76. He is trying to adapt himself ______ the regrettable occasion.
Choose the word that fits the blank.
1. with
2. by
3. to
4. of

Page 252

77. I ______ cut my hair every month.
Choose the correct option that fits the blank.
1. has to
2. has too
3. have to
4. had to

78. Choose the pair of sentences that can be written as a single
sentence using the word ‘if’
1. Don’t tease the dog. It’ll bite you.
2. I was going to college. I saw a snake.
3. He woke up late. She is a doctor.
4. They are late. I like sweets.

79. She asked me, “When are we going to leave?”
Choose the reported speech of the sentence above.
1. She told me to leave this place.
2. She asked me why are we going to leave.
3. She asked me when are they going to leave.
4. She asked me when we were going to leave.

80. Choose the sentence in passive voice.
1. The house was built in the middle of the nineteenth
century.
2. We lived in our ancestral house.
3. Mine was a very secure childhood.
4. I had three close friends in my childhood.

Page 253

81. Twenty percent of the sum ________ given to the children’s
hospital.
Choose the option that fits the blank.
1. are
2. have
3. was
4. were

82. The meeting which was held in the town hall was a great
success.
The above sentence has
1. a defining relative clause.
2. a non-defining relative clause
3. a noun clause
4. a conditional clause

83. When Nick was born, his father was so shocked that he left the
hospital room to vomit.
In the above sentence the word. ‘so’ is
1. a preposition
2. a linker
3. an adverb
4. a conjunction

84. Imagine having no legs to kick pebbles down the street, to
walk or run, to bicycle or skateboard.
In the above sentence, the word ‘bicycle’ is
1. a verb
2. a noun
3. a common noun
4. an adjective

Page 254

85. I have read the book and returned it to the library.
This is:
1. a simple sentence
2. a compound sentence
3. a complex sentence
4. a compound complex sentence.

86. I understand your problems; ______, I can’t help you.
Choose the linking word that fits in the blank.
1. so
2. though
3. although
4. however

87. Victoria was dressed ______ colours.
Choose the correct preposition that fits the blank.
1. in
2. with
3. by
4. on

88. Shall I make a cup of coffee for you?
The above sentence indicates:
1. advice
2. offer
3. making a request
4. expressing possibility

Page 255

89. Read the following passage
Don Quixote the knight found 30 – 40 windmills. He mistook
them for giants. He was so found of adventure that he decided
to fight them. He wanted to make a lot of money by defeating
them. Sancho Panza, his loyal squire, tried to warn him that
they were only windmills but he didn’t pay any attention.

Don Quixote mistook the windmills for:

1. Giants
2. Dragons
3. Castles
4. Bandits

90. Read the following passage.
Don Quixote the knight found 30 – 40 windmills. He mistook
them for giants. He was so found of adventure that he decided
to fight them. He wanted to make a lot of money by defeating
them. Sancho Panza, his loyal squire, tried to warn him that
they were only windmills but he didn’t pay any attention.
Don Quixote decided to fight the windmills:
1. To impress Sancho Panza
2. To prove his loyalty to his squire
3. To make a lot of money
4. Because he was fond of adventure

Page 256

91. dy! dy! dy! ecÍ~óbÍ! nHû eTÅ£³+ÔÃ eºÌq XøÔ¿á +£
1. ecþÔáàsÁ̈q |ÚsD+
2. ecÍ~ó| ç|+<óe TT
3. ecþÔáàsÁ̈q XøÔá¿£+
4. ecÍ~ó| XøÔá¿+£

92. sÂ &s¦ E\ kÍq+ýË q miÀq ¿±\+
1. 11e XøÔÝ+
2. 13e XøÔÝ+
3. 14e XøÔÝ+
4. 15e XøÔÝ+

93. Xøu²Ý\+¿±s\ÔÃ Ôî\T>·THû\ýË uóÅ£ \ï V²Ç|Õ ºsÁ¿±\+
*ºq dV² È ¿£$
1. eÖsÁq
2. miÀq
3. kþeTq
4. bþÔáq

Page 257

94. »n_óqe<+&µ nHû _sÁT<T q ¿£$
1. eÖsÁq
2. eTÖ\|T {ì¿£ ¿¹ Ôáq
3. <îÝq
4. >ÃqT<ÆÂs&¦

95. ¿=i$ >Ã|sE d¾+Vädq <ÇçÜ+¥¿£ýË ÜeÔáï+
1. >Ã|sE Ôá¿£<¸
2. d¾+Vä\ ¿£<¸\ T
3. uóËÈsE $ç¿£eÖsÁTØ& d¾+VädH m¹¿Ø³|ÚÎ&T
kÍ\uó+ ¿£\T #î|Î¾ q ¿£<¸\ T
4. n¿£ÒsY ;sÁÒýÙ ¿£<¸\T

96. »XøºeTTÏµ ` ç|u²ó er ç|<T «eT+ýË ÿ¿£ bÍçÔá. ~
1. HsTT¿£
2. ÿ¿£ |¿ì
3. ÿ¿£ È+ÔáTeÚ
4. n|àsÁd

97. nw~¼ >·CZ ²\ýË ¿£*ÎÔá ¿£<¸ edTeï ÚÔÃ ¿±e«sÁ#qá #ûdq¾ ysÁT
1. njáT«\sE seTuóç <T&T
2. |¾+>·[ dÖsÁq
3. n\¢kÍ |<qÝ
4. q+~ ÜeTq

Page 258

98. #ó+á <ÃjáTeÖ\Å£ uó+ >·+ ¿£\>·Å£ +& <óT ¿£ ÜeÔï
dÓÇ¿£]+º sÁ#qá ¿=qkÍÐdï < ç|ç¿ìjTá nqe#áTÌ.
1. çbÍNq |<« +
2. <óT ¿£ |<« +
3. eT<ó«jáTT>· |<«+
4. n~ó¿¹ | |<« +

99. »¿£H«Xø\Ø+µ H³¿£ sÁ#sá TTÔá
1. d¾. HsjáTDÂs&¦
2. HjáT dTu²ÒseÚ
3. sjáTçbþ\T dTu²ÒseÚ
4. >·TsÁC²& nbÍÎseÚ

100. eÖ+&*¿±\ $wjTá +ýË eT<ó« eT+&\+ n+fñ
1. eTV²ÖuÙq>·s,Y KeT+, qý¤Z+& ý²¢\T
2. sjáT\dÓeT, Hî\Ö¢sTÁ , ç|¿±Xø+ ý²¢\T
3. l¿±Å£Þø+, $XæK|³D ¼ + ý²¢\T
4. uój Tá >Ã<esÁT\T, ¿£cÍ, >·T+³ÖsÁT ý²¢\T

101. »+ç<ó|+&Ôá _ówÅ£Ø\ uó²cÍuóñwÈeTTµ ç>·+<¸ sÁ#ásTTÔá
1. Ð&T>·T dÓÔ|Ü
2. Ð&T>·T yî+¿£³ seTÖ]ï |+ÔáT\T
3. ÈjáT+Ü seTjáT« |+ÔáT\T
4. >·TsÁC²& yû+¿£³ nbÍÎseÚ

Page 259

102. <óÔÇ<T\Å£ <óÔáTeÚ\T #û]
$\¿£DyîT®q ns uË~ó+#û sÁÖbÍ\T
1. C²rjáÖ\T
2. Xø|Ý \ y¢ \T
3. wÎq sÁÖbÍ\T
4. nHû¿±sÁ |<\T

103. ³, & es\T `
1. eTÖsÁq « ¿£+|¾Ôeá TT\T
2. Ô\e« ¿£+|¾Ôeá TT\T
3. <+Ôá eTÖ©jáT H<eTT\T
4. eTÖsÁq « dÎsÁôeTT\T

104. »y¿£«+ sÁkÍÔá¿£+ ¿±e«+µ
n sÁÇº+ºq \+¿±]Å£&T
1. q+< esÁÆqT&T
2. uóËE&T
3. Å£+ÔáÅ£ &T
4. $XøÇH<¸T &T

105. #áÔTá sÁÇsÁZ eÚ«ÔáÎÜï ¿±e« ç|jÖî Èq+>± #î|Î¾ q \+¿±]Å£&T
1. q+<esÁÆqT&T
2. uó²eTVQ&T
3. eTeT³T&T
4. ¿¹ y Tû +ç<T&T

Page 260

106. ¿±e« V²ÔáTeÚ\ýË ÿ¿£fÉ®q ç|ÜuóqT ¿±Dñ nHû bÍXæÌÔá«
|+&ÔáT&T ý² nH&T.
1. duÙýÉÕyT
2. eÖHûwH
3. ç|¾bþwH
4. V²\Öd¾HûwH

107. uóËÐú<+&¿+£ , MsÁuóç < $ÈjáT+ sd¾q ¿£$ ¿±\+
1. 15e XøÔÝ+
2. 14e XøÔÝ+
3. 12e XøÔÝ+
4. 16e XøÔÝ+

108. <Tw«+ÔáT& eÖ³\T $ ¿£\Ôá #î+~q XøÅ£ +Ôá\ sEÅ£
V¾²ÔÃ|<Xû +ø #ûjTá &yTû bÍsÄÁ+ Hû|<«¸ +
1. Ôá¿£<¸
2. <ósÁuË<ó
3. rsÁTÎ
4. V²]$\T¢

109. ç>±eT |]d¾Ô
Tá \qT >·Ö]Ì Ôî\|&y Tû bÍsÄ+Á <ûXÝ +ø
1. eÖÔáuó²eq
2. <óqT«&T
3. eÖDì¿£«MD
4. C²q|<T C²T

Page 261

110. ¿±ú kþ<s! eTw¾ eÖ*H« qT*yî#áÌ ¿£úÞøßÔÃ ¿£&Ð
Xøçuó+ #ûjáTýñ¿£ bþjáÖ+ ` ºsÁeÖ*q«+ýË uó²y\T me]$
1. <û$ç|¾jTá
2. >·TiÀ+ C²w§y
3. |Õ& Ôî¹swtu²T
4. &öö d¾.$. dTÒq

111. kÍ<ósÁD >·V¾²Dì sÁÖ|+ýË bÍsÁÇr<û$ ¿£|¾+ºq bÍsÄÁ+
1. yîHî \
2. eÖDì¿£«MD
3. _ó¿£
4. eÖÔáuó²eq

112. Ôî\T>·TkÍV¾²req+ýË seÖjáTD sÁ#qá ÔÃ |<«\Hû eTýÉ\¢
|]eTÞ²\qT yî<È *¢ ºsÁ¿]¡ ï eTÖ³>·³T¼Å£ q ¿£esTTçÜ
1. ÔáÖØ] yîTT\¢
2. sÁ+>±ÈeT
3. eTT<T|Ý Þ ø
4. Ôá]>=+& yî+eÖ+

113. »»#á<T eÚ $¥wÔ
¼ µá µ ÜeÔá+ï >± >·\ bÍsÄ+Á
1. eTç]#î³T¼
2. º ¥XøeÚ
3. n¿£s +Á
4. V¾²ÔÃÅ£\ï T

Page 262

114. >·ÈýÙ ç|ç¿ìjTá ýË n+Ôá« çbÍdÔÃ bÍ³T, ¿£$ »HeTeTTç<µ
+³T+~. B @eT+{²sÁT?
1. s>±ý²|q
2. ÔáK\¢dt
3. eTÔ¢
4. eT¿±ï

115. m\T¿£ VäsÁ+ nHûÇw¾+#á&¿ì jáT\T<û]+~.
^Ôá^d¾q |<¿ì nsÁ+
1. ¿£\e&¿ì
2. yî[ßbþe&¿ì
3. yîÔá¿£&¿ì
4. ¿£+Ðbþe&¿ì

116. »»nEã&T , ú#áT&Tµµ @ |<¿ì |s«jáT|<\T
1. Ôî*yîÕqy&T
2. <¿Æ d£ T &ï T
3. bÍeTsÁT&T
4. |+&ÔáT&T

117. »»\T¢, eçd+ï , ¿±|ÚsÁ+µµ |<\T @ |<¿ì HHsÁ| < \T
1. C²ãq+
2. ç|yV²+
3. yd+
4. sÁ+ç<ó+

Page 263

Page 264

122. »»¿=Hû³|ð&T q\¢>±
ÜHû³|ð&T mçsÁ>±
bÍ¹sd³|ð&T Ôî\¢>±µµ ` ~ ÿ¿£
1. bõ&T|Ú¿£<¸
2. C²rjáT+
3. kÍyîTÔá
4. qT&¿±sÁ+

123. ¿=iÅ£H, ¿Â ,Õ (¿Ãd+) ç|Ô«á jáÖ\T >·\ $uó¿ ìï
1. ç|<e¸ Ö $uó¿ ìï
2. #áÔTá ¯ $uó¿ ïì
3. d|Mï T $uó¿ ïì
4. ww÷Ó $uó¿ïì

124. , , @ nqT çÜ¿£eTT\T
1. >·TDeTT\T
2. e<T\Æ T
3. dsÁÇHeÖ\T
4. ç¿ìjÖá $XâwD
²\T

125. »»>·T&Ã|\ H«jáT+µµ nHû~ ¿ì+~ y¿±«\ýË <û¿ì #î+~q~
1. |Ú* #áÖº q¿£Ø yÔá uÉ³T¼¿=q³T¢
2. u²$ýË ¿£|Î
3. @qT>·T $T+Ðq yî\>·|+ &T ý²>·Tq
4. uÉ\+¢ ¿={ìq¼ ssTT nq³T¢

Page 265

126. »»ú{ìýË |&q Ôû\T Ôû\TÔáT+<µµ y¿£«+ýË n\+¿±sÁ+
1. jáTeT¿±\+¿±sÁ+
2. eÔá«ï qT çbÍkÍ\+¿±sÁ+
3. ý²{²qTçbÍkÍ\+¿±sÁ+
4. #ó¿û ±qT çbÍkÍ\+¿±sÁ+

127. y¿£«+ýË ¿£sÅïÁ £ ÔárjáÖ $uó¿ ïì, ¿£sÁ Å£ ç|<e¸ Ö $uó¿ ïì edï n~
1. ¿£sÁï] y¿£«+
2. ¿£sÁ Dì y¿£«+
3. n¿£sÁ¿£ y¿£«+
4. ç|sÁD²sÁ¿ £ y¿£«+

128. »ç<TÔáeTTµ nq>±
1. »sÁµ ¿±sÁeTT
2. »qµ ¿±sÁeTT
3. »<µ ¿±sÁeTT
4. »eTµ ¿±sÁeTT

129. >Ã&, yûT&, njáT«, neT |<\T
1. ç<TÔáç|¿£ Ü¿£eTT\T
2. ç<TÔáeTT\T
3. ¿£Þ\ø T
4. d+dØÔá deTeTT\T

Page 266

130. y¿£« sD+ýË @¿£e#áq+ýË neTV²ÔáTÔ ï Ã VQe#áq+ýË
eTV²ÔáTÔï Ã #û¹s |<\T
1. çdÓ\ï qT d+uË~ó+#û |<\T
2. |ÚsÁTw§\qT d+uË~ó+#û |<\T
3. |Xø |¿± «<T\qT d+uË~ó+#û |<\T
4. È& |<s\qT d+uË~ó+#û |<\T

131. ÔáT~ esÁe TTqÅ£ eTT+<T esÁe TT
1. <ûXø+
2. >·eT+
3. |<ó
4. Ôá|sÁ¿£sÁD+

132. >·+>·q Ôáq Å£³T+u² Ôá\T#áTÅ£+³Ö u²<ó| & T ÔáTH&T.
~ @sÁ¿y£ Tî q® y¿£«+.
1. ¿±ïÇsÁ¿£+
2. XøçÔás¿Á +£
3. #û<sÁ¿£+
4. n|«sÁ¿£+

133. Ôî\T>·Tuó²wýË *+>· sÁj
Tá +
1. Xøu²Ý çXøsTT+º +³T+~
2. ns çXøsTT+º +³T+~
3. ç|¿s£ D Á eTTqT çXøsTT+º +³T+~
4. d+<sÒÛ {ì¼ +³T+~

Page 267

134. »eTµ >·D+ýË nú >·TsÁTeÚýñ +{²sTT. ~
1. dÔá«+
2. ndÔá«+
3. nd+<Æ+
4. bÍ¿ì¿ £dÔ «á +

135. ¿=ç³ Xæ«eT\ ¿±eTXæçd¾ï sÁº+ºq +ç<ó y#ádÎ Ôá«eTT ` ÿ¿£
1. ÜVäd+
2. e#áq sÁ#áq
3. |<« ¿±e«+
4. |T +³TeÚ

136. msÁT>·qT Hû >·D $uóÈ q
ýÉsTÁ >·qT jáTÜ çbÍd\q>· Hû$jîTT Ôá©!¢
msÁT>·T<T ú |<e TT\ H=sÁT>·T³
msÁT¿£ |&+ >·#|î Ú Î, $<«ýÉ\q¢ T HÅ£H!
|<« +ýË ¿£$
1. dsÁdÇÜ <û$ çbÍ]dTïH&T
2. \¿¡ <û$ çbÍ]dT Hï &T
3. bÍsÁÇÜ çbÍ]dTïH&T
4. eÖÔá e+<q+ #ûdT Hï &T.

Page 268

137. »»ç|Ü ~qeTT dÖsÁT«&T <sTTkÍï&T µµ y¿£«+ýË ne«jáT+
1. ~qeTT
2. ç|Ü
3. dÖsÁT«&T
4. <sTTkÍï&T

138. d+~ó ÈsÁT>·Tq|ð&T yîTT<{ì |<+ ºe] V²\T¢, sÂ +&e |<+
yîTT<{ì V²\T¢ÔÃ ¿£\e&+
1. ~ÇÔáÇeTT
2. d+jáTT¿£ï
3. d+Xâw¢
4. ç<TÔáeTT

139. &+>´ ` &+>´ y< ç|ÜbÍ~+ºqysÁT
1. eÖ¿ùàeTT\¢sY
2. dÕeTH bÍ³sY
3. d|sÓ Y
4. Vä¿Â {Ù

140. ç|uTó ÔáÇ ¿±s«\jáÖýË¢ | Ôî\T>·TýËHû kÍ>±\, dºy\jáT
kÍsTT qT+º ç|uTó ÔáÇ Ôásï TÁ Ç\T Å£L& Ôî\T>·TýËHû sy\
Ôásï TÁ Ç\T C²¯ #ûjTá &q d+eÔáàsÁ+
1. 1989
2. 1988
3. 1987
4. 2014

Page 269

141. uó²cÍ Hî|Õ Ú D²«\ýË mÅ£Øe ¿£w+¼ ÔÃ Å£L&T¿=q~
1. çXøeD+
2. uó²wD+
3. |sÄÁq+
4. ýñKq+

142. eTTK uó+ ÐeTýË¢, ¿£s#Á sá D
Á ²\ <Çs n_óqsTT+#û~ @~
1. yº¿±_óqjáT+
2. +Ð¿±_óqjáT+
3. eTTU²_óqjáT+
4. +Ð¿£, eTTU²_óqjáT+

143. ÿ¿£ d+eÔáàsÁ ¿±\+ýË yîTTÔá+ï bÍsÄ«+Xæ\qT uË~ó+#á&¿ì
ÔájÖá sÁT #ûd ç|D²[¿£
1. jáTÖ{Ù ç|D²[¿£
2. bÍsÄ«Á ç|D²[¿£
3. y]ü¿£ ç|D²[¿£
4. ç|D²[¿£

144. bÍsÄÁ«ç|D²[¿£ nedsÁ+ ýñ~
1. |<« +
2. >·<«+
3. y«¿£sÁD+
4. dV² bÍsÄ«Á ¿±sÁ«¿£ý²bÍ\T

Page 270

145. bÍsÄÁ« uË<óH ¿±sÁ«ç¿£eT+ÔÃ bÍ³T bÍsÄÁXæ\ýË sÁÇV¾²+#û
ÔásÁ $<« d++<ó ¿±sÁ«¿£ý²bÍ\T
1. qÔá $<« ¿±sÁ«ç¿£eÖ\T
2. bÍsÄÁ« |sÄÁq ¿±sÁ«ç¿£eÖ\T
3. dV²bÍsÄÁ« ¿±sÁ«ç¿£eÖ\T
4. bÍsÄÁ« qÔá ¿±sÁ«ç¿£eÖ\T

146. »»¿ì+&sY >±Âs¦Hµµ nsÁ+
1. |P\ ÔÃ³
2. |Xø eÚ\ ÔÃ³
3. ¥XøeÚ\ ÔÃ³
4. |+&Ô ¢ Ã³

147. ¿±ýÙy¦ îýÙ Å£¿ù, >·*¿ù nHû $<«yûÔïá\T ¿£w¾ #ûdq¾ |<Ü
Æ
1. ç¿¡& |<ÜÆ
2. &\¼H |<ÜÆ
3. eÖ+{ìkþà] |<ÆÜ
4. #ásÌ |<Ü Æ

148. »»eT<óTsÁyîT®q uó²eyûT ¿£$ÔáÇ+µµ nq e«¿ìï
1. H¹s¢
2. eÖ¹s¢
3. ¿±Âs¢
4. >±Âs¢

Page 271

149. |< $uóÈ qÅ£ ç|Ü |<s¿ì n~ó¿£ çbÍ<óq«+ dÖï |<«
uË~ó+#û |<Ü Ý
1. |PsÁ |<ÜÆ
2. K+& |<Ü Æ
3. |PsÁ K+& |<Ü Æ
4. K+& |PsÁ |<Ü Æ

150. uË<óq nuó« dq ç|ç¿ìjTá <Çs e#ûÌ |*Ô\qT n+#áH yûjTá &yTû
1. $wjáT dç|eÖDÔá
2. nqTç|jTá T¿£+ï
3. eTÖý²«+¿£q+
4. çbÍÜ|~¿£ $wjTá |]C²ãq+

Page 272

APTET – Paper- IIA– 2024
LANGUAGE URDU_06.03.2024_S1

1. Hereditary factor influencing learning
1. Environmental conditions
2. Learning experiences
3. Cultural factors
4. Ability level of the learner
‫رو‬ ‫وا‬ ‫ا ب‬
‫ت‬ .1
‫ت‬ ‫ا‬ .2
"‫ا‬#$%. .3
,-/0
'()*(+ .4

2. As per Erickson the virtue called ‘Ability’ is formed at this stage
1. School age
2. Play age
3. Adolescent age
4. Infancy
>
?@89:‫’*)‘ =< اس‬1234 5 ‫ا‬
A(‫ل‬C‫ا‬ .1
A(D .2
‫ب‬E‫ان‬G .3
H‫<ار‬I .4

Page 273

3. SQ3R is the best reading Method. In which SQ3R means
‫اد‬ SQ3R ‫۔اس‬ ‫ا‬ SQ3R
1. Simple-Question-Read-Retain-Recall
2. Sample-Question-Read-Recite-Revision
3. Single-Question-Read-Retain-Recall
4. Survey-Question-Read-Recite-Review

4. This follows the principle of pleasure
1. Id
2. ego
3. super ego
4. consciousness
‫وی‬ ‫ا ل‬ !
(Id) ‫&ذات‬ .1
,
(ego) ‫ا‬ .2
,
(super ego) &12 .3
(consciousness) ‫ر‬9 .4

5. The learning which is useful to acquire motor skills and Habits
1. factual learning
2. procedural learning
3. conceptual learning
4. generalisation learning
‫ب‬H‫ونا‬JK L =>?‫ں‬A‫د‬B‫اور‬C‫ر‬DE F
‫ب‬H‫ا‬M .1
‫ب‬H‫وارا‬NOP .2
‫ب‬H‫ا‬E‫را‬Q .3
TUVW
‫ب‬H‫ا‬RS .4

Page 274

6. The process of incorporating new information into an existing
schema is called as
1. Assimilation
2. Accommodation
3. Equilibrium
4. Organization
‫ت‬ ‫از دا‬
! !%
‫"اب‬#$ ‫ا‬ .1
' .2
‫*ازن‬ .3
, .4

7. Dyslexia is a
1. Oral-language disability
2. Writing disability
3. Arithmetic disability
4. Reading disability
.- ‫ ا‬Dyslexia
‫وری‬45‫وا‬6‫ر‬78‫ن‬# ‫ – ز‬/# ‫ز‬ .1
-
‫وری‬4‫ی‬9:; .2
‫وری‬4<= .3
‫وری‬4>?@ .4

Page 275

8. Mechanical Aptitude test measures
1. Aesthetic Aptitude
2. Vocational Aptitude
3. Scholastic Aptitude
4. General Aptitude
‫اس‬ ‫ر ن‬
!"‫ی‬ ‫ر وا‬ ‫ت‬ .1
!"‫ ی‬$‫ورا‬% .2
!"‫' ی‬ .3
!"‫*م ی‬ .4

9. This is not related to co-operative learning
1. Self Decisions
2. Individual acceptability
3. Collaborative skills
4. Positive interdependence
0‫ر‬1 ‫ب‬,‫ا‬-. /
23‫دی‬5 .1
67‫ادی‬8‫ا‬ .2
9‫ر‬: ‫ا;ا‬ .3
‫ا<ر‬-. = .4

Page 276

10. The beeping sound in the car when the driver is not wearing the
seat belt is a
1. Positive Reinforcement
2. Negative Reinforcement
3. Positive punishment
4. Negative punishment
‫آواز‬ ‫ر آ وا‬ ‫ڈرا ر‬
.1
.2
‫!ا‬ .3
‫!ا‬ .4

11. Objective factor that influence perception is
1. Experiences
2. Time
3. Context
4. Proximity
, 0
*+-.12
/ 3 ‫ ادراک‬#$%‫وہ&و‬
‫ت‬+-5 .1
, ,
6‫و‬ .2
78 .3
, ,
9/: .4

Page 277

12. A Psychologist who explained personality based on the values
of people
1. Spranger
2. Young
3. Kretshmer
4. Sheldon
‫و‬ ‫د‬ ‫ں ا ار‬ ‫ت‬ ‫وہ‬
‫ا ا‬ .1
! .2
%(
#$&' ) .3
‫ن‬, .4

13. Lower order needs among the following as per Maslow’s theory
of Hierarchy of needs
1. Safety needs
2. Self-esteem needs
3. Self-actualization needs
4. Love and belonging needs
‫ت‬-.' ‫ور‬/ 0‫در‬123 456‫رو‬78‫ت‬-.' ‫ور‬/ 9
‫ت‬-.' ‫ور‬/:; .1
‫ت‬-.' ‫ور‬/ <‫=ت‬ .2
‫ت‬-.' ‫ور‬/ >ٓ‫@دا‬ .3
‫ت‬-.' ‫ور‬/A‫وا‬B‫ر‬CDE .4

Page 278

14. This stage is called as “Transitory Stage”
1. Infancy
2. Pre-childhood
3. Late-childhood
4. Adolescence
(Transitory Stage) ‘‘ ‫’’ ری‬
‫ار‬ .1
‫ا ا‬ .2
.3
‫!ان ب‬ .4

15. One of the following is not related to Cognitive Domain
1. Comprehension
2. Application
3. Analysis
4. Receiving
"‫ر‬#$%‫* و('&ان‬+‫درجذ‬
/ .1
‫ق‬1‫ا‬ .2
2 .3
‫ل‬4 .4

Page 279

16. A 12 year student can complete only the aspects prescribed for
10 year student, then his IQ is
10 ‫فان ؤں‬ ‫ ل ر وا ا‬12
) /
!‫رج‬#$%‫*اس'ذ‬، ,-01. 23‫ں‬4
1. 120%
2. 88%
3. 83%
4. 110%

17. Individual learning type among the following
1. Computer based learning
2. Discussions
3. Seminars
4. Brainstorming
6 ‫ا‬7 ‫ب‬9‫درجذ>=ا<ادیا‬
@ABCD .1
EF‫و‬G .2
‫ر‬I .3
‫ زی‬L‫ذ‬ .4

Page 280

18. Saketh is a teacher, who is not satisfied with his job because
he has not been promoted for a long time. So he is not
teaching children properly. Guidance needed here is
1. Educational Guidance
2. Vocational Guidance
3. Psychological Guidance
4. Personal Guidance
‫ا‬ ‫ز‬ ‫ا‬ ‫ا‬
‫ر‬ ‫ ۔"ںا اس‬$‫ر‬%& ‫ں*)(ح‬+‫وہ‬.‫ ۔اس‬/‫دی‬
‫ورت‬3
‫ر‬7 .1
‫ر‬9‫ورا‬: .2
‫=<ر‬ .3
‫?ر‬ .4

19. TOEFL stands for
@A‫ اس‬TOEFL
1. Test of English as a French Language
2. Test of English as a First Language
3. Test of English as a Foreign Language
4. Test of English as a Fundamental Language

Page 281

20. According to Bruner, the topic of study should be introduced
first through
1. Models
2. Activities
3. Charts
4. Principles
‫رف‬ ‫ان ذر‬ ‫ع‬ ، ‫و‬
‫ں‬%& .1
() .2
+‫ر‬ .3
‫ں‬-.‫ا‬ .4

21. A student who failed in exams cried like a child -
Defence mechanism here is
1. Regression
2. Reaction formation
3. Compensation
4. Repression
0
‫ا@ام‬AB‫د‬D ‫ں‬E–/ ‫حرو‬23‫ں‬45678‫وا‬9:;<‫ا=ن‬
‫ی‬GH‫ر‬ .1
:‫ا‬IJK‫رد‬ .2
LM .3
‫د ؤ‬O P .4

Page 282

22. This type of learners learn effectively through exploration and
doing activities
1. Auditory Learners
2. Visual Learners
3. Kinesthetic Learners
4. Tactile Learners
‫ر‬ ‫ذر‬ ‫ا فاور‬ ‫اس‬
.1
!‫"ر‬ .2
!$% .3
*
'() .4

23. “Illustrated dictionary” under Jagananna Vidya Kanuka is
distributed to these classes.
1. 1 to 10
2. 6&7
3. 6 to 10
4. 1 to 5
0
;<‫=ر‬-+, ‫ں @ء>د‬BCD‫ت‘‘درجذ‬7‫ ی‬, 9’’2 343-+, ‫ود‬-‫ا‬+ ّ 1
10 +- 1 .1
7 ‫ اور‬6 .2
10 +- 6 .3
5 +- 1 .4

Page 283

24. Carl Rogers has given importance to this learning
1. Cognitive Learning
2. Experiential Learning
3. Experimental Learning
4. Insightful Learning
‫دی‬ ‫ا ب ا‬ ‫رلرو س اس‬
(Cognitive Learning)‫ا ب‬ ‫و‬ .1
(Experiential Learning)‫ت)(د'ا ب‬+,-. .2
(Experimental Learning)‫ا ب‬4567 .3
(Insightful Learning)‫ا ب‬4: .4

25. A method of teaching by placing problems and questions in
front of the students and stimulating their thinking
1. Inquiry Based Leaning
2. Project Based Learning
3. Activity Based Learning
4. Teacher centered Leaning
C‫درسد‬DEFGHI‫ ا‬J‫@چو‬L‫ان‬GN‫ر‬OP ‫ء‬R ‫ت‬S‫اور@ا‬AB
TUVW
‫ا ب‬X'‫ف‬Z‫ا‬ .1
‫ا ب‬X'[\ .2
‫ا ب‬X']^ .3
‫` زا ب‬a .4

Page 284

26. A group which is not exposed to experimental conditions
administered by the experimenter
1. Experimental group
2. Uncontrolled group
3. Controlled group
4. Independent group
‫ت دو ر‬ ‫ز ا م‬ ‫وا‬ ‫ا"!وپ‬#‫ا‬
‫!وپ‬ .1
‫)('!وپ‬ .2
‫ول!وپ‬, .3
‫آزاد!وپ‬ .4

27. The value of ‘1MB’
‫ر‬/0 ‘1MB’
1. 1024 KB
2. 1024 GB
3. 1024 TB
4. 1024 Bytes

28. In examinations children’s recognition capacity is tested
through
1. Multiple choice questions
2. Short answer questions
3. Fill in the blanks
4. Essay questions
>
1 203‫اس ذر‬620789:0‫ا? ت=<ں‬
‫@ا ت‬AB‫دا‬C .1
‫@ا ت‬A‫ ا‬D .2
EFG‫ں‬HIJ .3
‫@ا ت‬A‫ ا‬KL .4

Page 285

29. As per Golman “ Ability to consider the feelings of others when
making decisions” is
1. Sympathy
2. Empathy
3. Social skills
4. Social ability
#$‘‘ ‫ر‬ ‫ت‬ ‫دو وں‬ ‫و‬ !’’ ‫ل‬
‫()ردی‬ .1
+,‫ا‬. .2
0‫ر‬123 .3
23 .4

30. As per NEP-2020, The Education System should be focused
towards -
1. Getting good results
2. Learning for exams
3. The development of critical thinking in children
4. The development of rote learning in children
#‫ز ;وری‬7=>5 ‫اس‬7‫م‬9: NEP-2020
?@ABC‫ا‬ .1
DE ‫ ت‬F‫ا‬ .2
G‫وغد‬IJ7K‫چو‬M‫ی‬NO‫ں‬P .3
T
G‫وغد‬IJ7‫ب‬R‫ا‬S‫ر وا‬U‫ر‬O‫ں‬P .4

Page 286

‫ت‬ ‫ان‬ ‫ا و ‪،‬د ا‬ ‫‪.31‬‬
‫ا ف‬ ‫‪.1‬‬
‫ؔ‬ ‫!زا‬ ‫‪.2‬‬
‫ڈ"‪%‬ا‪$‬‬ ‫‪.3‬‬
‫‪+‬ش)آ دی‬ ‫‪.4‬‬

‫‪/‬‬
‫‪ُ ’ ,‬ا‪1‬ڑ ‘ ‪345‬‬ ‫‪.32‬‬
‫‪/‬‬
‫‪6‬‬ ‫‪.1‬‬
‫‪/‬‬
‫‪9‬ہ‪7‬‬ ‫‪.2‬‬
‫‪/‬‬
‫‪:‬‬ ‫‪.3‬‬
‫‪/‬‬
‫ڈ;‬ ‫‪.4‬‬

‫‪AB‬‬
‫‪@7CD‬وا?>=<‬ ‫‪.33‬‬
‫‪E‬‬ ‫‪.1‬‬
‫‪D‬ر‬ ‫‪.2‬‬
‫‪G‬ر‬ ‫‪.3‬‬
‫‪I‬ل‬ ‫‪.4‬‬

‫‪/‬‬
‫‪PQ RS3T5U‬ار‪J‬‬ ‫‪!M3NO‬اُ‪L‬ےد ‪B‬ر‪J‬‬ ‫‪.34‬‬
‫‪VWXUYZ‬ا‪3‬‬
‫]‬
‫^ذ[‬ ‫‪.1‬‬
‫]‬
‫`در^ہ_‬ ‫‪.2‬‬
‫‪a‬ا‪ؔa$‬‬ ‫‪.3‬‬
‫‪dbc‬ن‪ؔbc‬‬ ‫‪.4‬‬

Page 287

‫ی‬ ‫ا ا ذوقؔ اس‬ ‫‪.35‬‬
‫ل‬ ‫‪.1‬‬
‫‪#‬ہ‬ ‫‪.2‬‬
‫‪$‬ی‬ ‫‪.3‬‬
‫دو&‬ ‫‪.4‬‬

‫)‬
‫*ول’’‪./‬ا‪-‬ح‘‘‪123‬‬ ‫‪.36‬‬
‫ا‪7‬ف‪4ؔ 5‬‬ ‫‪.1‬‬
‫ڈ‪9:‬ا‪8‬‬ ‫‪.2‬‬
‫>=ا<ل‬ ‫‪.3‬‬
‫‪AB‬ا‪@8‬ں‬ ‫‪.4‬‬

‫‪E‬‬
‫اردوادب‪FG‬ل ‪D‬‬ ‫‪.37‬‬
‫‪JK‬‬ ‫‪.1‬‬
‫دو&‬ ‫‪.2‬‬
‫ر*‪L‬‬ ‫‪.3‬‬
‫ل‬ ‫‪.4‬‬
‫‪E‬‬ ‫)‬
‫وہ*م‪YZ‬ڈ‪X‬ر ‪V*W‬رت‪ST‬م‪*NOPQ‬‬ ‫‪.38‬‬
‫ف‬ ‫‪.1‬‬
‫[‬ ‫‪.2‬‬
‫\ب‬ ‫‪.3‬‬
‫]‬ ‫‪.4‬‬

Page 288

‫م‬ ‫ا‬ ‫ذ‬ ‫‪.39‬‬
‫و ا‬ ‫‪.1‬‬
‫ک‬ ‫‪.2‬‬
‫ا‬ ‫‪.3‬‬
‫!ں ر‬ ‫‪.4‬‬

‫‪+‬‬
‫آپ‪*-, ./0‬ی(ت&‪(’ #،%‬ت‘ ‪567‬‬ ‫‪.40‬‬
‫‪8‬ت‬ ‫‪.1‬‬
‫;‪9:‬‬ ‫‪.2‬‬
‫<‬ ‫‪.3‬‬
‫>=‬ ‫‪.4‬‬

‫اے۔‪G‬۔‪F‬۔‪D‬ا‪C‬م‪AB‬م@ا?‬ ‫‪.41‬‬
‫‪* , / 15‬‬
‫ا‪1931 -K‬‬ ‫‪.1‬‬
‫‪1926 LM / 14‬‬ ‫‪.2‬‬
‫‪* , / 15‬‬
‫ا‪1911 -K‬‬ ‫‪.3‬‬
‫‪ / 15‬ڈ‪1931 O‬‬ ‫‪.4‬‬

‫‪R S‬‬
‫روا‪T‬ڈا‪Q‬‬ ‫اردوادب‪, Z‬‬
‫‪X0Y‬ا‪W‬ں‪UV‬ں‪B‬‬ ‫‪.42‬‬
‫‪R‬‬
‫_ا^]‬ ‫‪.1‬‬
‫‪a‬ا`‬ ‫‪.2‬‬
‫ا‪bc‬و‬ ‫‪.3‬‬
‫‪de‬‬ ‫‪.4‬‬

Page 289

‫ی‬ ‫‘ ان‬ ‫ں‬ ‫’‬ ‫‪.43‬‬
‫ا ا آ دی‬ ‫‪.1‬‬
‫ا‬ ‫ا‬ ‫‪.2‬‬
‫داغد!ی‬ ‫‪.3‬‬
‫'وح‪$‬ن‪#‬ری‬ ‫‪.4‬‬

‫) ’*‘ ‪+,‬‬ ‫‪.44‬‬
‫ا‪.‬ک‬ ‫‪.1‬‬
‫‪/‬ک‬ ‫‪.2‬‬
‫‪1‬ت‬ ‫‪.3‬‬
‫‪2‬ک‬ ‫‪.4‬‬

‫)‪4,5‬‬ ‫‪.45‬‬
‫‪67‬‬ ‫‪.1‬‬
‫‪8‬ر‬ ‫‪.2‬‬
‫‪9‬‬ ‫‪.3‬‬
‫ا;ٰ‬ ‫‪.4‬‬

‫>‬ ‫‪B C‬‬
‫‪GHI‬ر‪F,‬د‪ADE‬ا@?ی م‬ ‫‪.46‬‬
‫د ‪L‬ر‪K‬م‪J‬‬ ‫‪.1‬‬
‫‪N‬ی ‪L‬دوں ‪M‬ر‬ ‫‪.2‬‬
‫‪L‬دوں‪ ,‬رات‬ ‫‪.3‬‬
‫‪B‬‬
‫‪OPQ‬‬ ‫‪.4‬‬

Page 290

‫ٰ‬ ‫یاسز ن‬ ‫‪.47‬‬
‫‪.1‬‬
‫ر‬ ‫‪.2‬‬
‫"‬
‫!‪#‬‬ ‫‪.3‬‬
‫‪$‬‬
‫ا‪!#%‬ی‬ ‫‪.4‬‬

‫ت‪,-‬وا*)('‬ ‫‪.48‬‬
‫‪/‬‬ ‫‪.1‬‬
‫‪0‬‬
‫‪12‬‬ ‫‪.2‬‬
‫‪34‬‬ ‫‪.3‬‬
‫‪56‬‬ ‫‪.4‬‬

‫>=د;‬ ‫آ‪ؔ9‬‬ ‫‪.49‬‬
‫د ‪?@ $‬‬ ‫‪.1‬‬
‫‪AB‬‬ ‫‪.2‬‬
‫ا‪F‬ف‪Cؔ 4D‬‬ ‫‪.3‬‬
‫‪ؔBGB‬‬ ‫‪.4‬‬

‫’ ‪M ‘K‬‬ ‫‪.50‬‬
‫‪NO‬‬ ‫‪.1‬‬
‫آرام‬ ‫‪.2‬‬
‫‪Q‬‬ ‫‪.3‬‬
‫ا‪R‬د‬ ‫‪.4‬‬

Page 291

‫ا وز‬ ‫اس‬ ‫ا‬ ‫ی‬ ‫‪.51‬‬
‫وض‬ ‫‪.1‬‬
‫!ن‬ ‫‪.2‬‬
‫‪#‬‬ ‫‪.3‬‬
‫‪%‬‬ ‫‪.4‬‬

‫& ’(‘ ‪+‬وا*‬ ‫‪.52‬‬
‫‪-‬ب‬ ‫‪.1‬‬
‫‪.‬‬
‫‪/+‬‬ ‫‪.2‬‬
‫‪0‬‬ ‫‪.3‬‬
‫‪1‬ب‬ ‫‪.4‬‬

‫‪+234‬ا‪7‬لاس‪6‬ل ا‬ ‫‪.53‬‬
‫‪1926‬‬ ‫‪.1‬‬
‫‪1938‬‬ ‫‪.2‬‬
‫‪1900‬‬ ‫‪.3‬‬
‫‪1914‬‬ ‫‪.4‬‬

‫& ’ز<‘ ‪?+‬ادف&‬ ‫‪.54‬‬
‫آ@ن‬ ‫‪.1‬‬
‫ارض‬ ‫‪.2‬‬
‫‪C‬‬ ‫‪.3‬‬
‫‪D‬‬ ‫‪.4‬‬

Page 292

‫دو را ل ا ۔‬ ‫۔اس‬ ‫ا‬ ‫‪.55‬‬
‫ا!‬
‫ش‪#‬‬ ‫‪.1‬‬
‫'&‬ ‫‪.2‬‬
‫)ار‪#‬‬ ‫‪.3‬‬
‫ا‪+,‬‬ ‫‪.4‬‬

‫ا!‪ 123 465 789‬ں‪./‬‬ ‫‪.56‬‬
‫‪:‬‬ ‫‪.1‬‬
‫;س‬ ‫‪.2‬‬
‫ر<‬ ‫‪.3‬‬
‫دو=‬ ‫‪.4‬‬

‫‪F‬‬
‫‪’ 9‬ر‪C‬اور‪EG7 ‘@AB‬‬ ‫‪.57‬‬
‫ا‪IJ‬ا‪H‬‬ ‫‪.1‬‬
‫‪FL‬‬
‫داؤد‪M‬ط‬ ‫‪.2‬‬
‫‪PQR‬ی‬ ‫‪.3‬‬
‫‪STU‬ی‬ ‫‪.4‬‬
‫’دار‘ ‪/‬‬ ‫[ندار‪،‬د‪Z‬ندار‪W،‬دارو_ہا]ظ‬ ‫‪.58‬‬
‫‪`a‬‬ ‫‪.1‬‬
‫‪bR‬‬ ‫‪.2‬‬
‫‪cd‬‬ ‫‪.3‬‬
‫‪ecd‬‬ ‫‪.4‬‬

Page 293

‫ع‬ ‫ی‬ ‫ررا ا‬ ‫‪.59‬‬
‫دو‬ ‫‪.1‬‬
‫پ‬ ‫‪.2‬‬
‫"ں‬ ‫‪.3‬‬
‫‪$‬ں‬ ‫‪.4‬‬

‫'‬
‫ا‪()*+‬‬ ‫‪3‬ل‪1‬آ‪./‬ی‪,-‬‬ ‫‪.60‬‬
‫‪4‬‬ ‫‪.1‬‬
‫‪45‬‬ ‫‪.2‬‬
‫‪6‬‬ ‫‪.3‬‬
‫‪78‬‬ ‫‪.4‬‬

Page 294

61. Read the following conversation.
A: My examinations are in the next month.
B: If I were you, I would not waste time.
In the above conversation, B offered:
1. his help
2. his suggestion
3. his time
4. his message

62. The teacher said to the boy, “Keep it up.”
The purpose of the sentence in inverted commas is:
1. to permit
2. to disappoint
3. to offer help
4. to encourage

63. Choose the option that shows an appropriate way to address
the recipient in a professional email.
1. Hey
2. Dear Mr. Smith
3. Hi there
4. Yo!
64. Choose the option that is NOT a tip for writing a short story.
1. starting a short story
2. developing compelling characters
3. writing as much detail as possible
4. seeking feed back from others

65. Choose the correctly punctuated sentence.
1. Ravi said, I want to go to New York next year.
2. Ravi said, “I want to go to New York next year!”
3. “Ravi said”, I want to go to New York next year.
4. Ravi said, “I want to go to New York next year.”

66. He said(A) that(B) he will come(C) the following day (D).
Choose the part that has a grammatical error.
1. A
2. B
3. C
4. D

Page 295

67. Choose the suffix that suits to get the adjectival form of the
word ‘tragedy’
1. - ly
2. - ic
3. - isn
4. - un

68. Choose the correct option that indicates the arrangement of the
words in alphabetical order
A. resource
B. regional
C. respect
D. responsible
1. B C D A
2. D C B A
3. B C A D
4. B A C D

69. Choose the idiom that gives the meaning “free oneself from”
1. give way
2. at a loss
3. get rid of
4. for ages

70. The disease is _________ the entire world.
Choose the phrase that fits the blank.
1. spread at
2. spread across
3. spread in
4. spread on

71. Choose the mis-spelt word out of the given words.
1. visionery
2. missive
3. campaign
4. scientific
72. Choose the option that can be used as a one-word substitute
for “a scientist who studies animals and their behaviour.”
1. an ornithologist
2. a linguist
3. an ethologist
4. a theist

Page 296

73. He turned round and found himself looking at a round faced,
meek looking man who now broke into a smile.
Choose the synonym of the word ‘meek’.
1. haughty
2. humble
3. superior
4. arrogant

74. He added loftily, pronouncing the word carefully, “centuries
ago.”
Choose the antonym of the word ‘loftily’
1. humbly
2. venerably
3. gallantly
4. valiantly

75. I was in ______ in 1972.
Choose the correct expression that fits the blank.
1. five standard
2. the fifth standard
3. fifth standard
4. the five standard

76. I am thinking ______ going to America.
Choose the word that fits the blank.
1. for
2. to
3. of
4. onto

77. Raju has seen this movie already.
The above sentence says that
1. Raju still remembers the movie he saw.
2. Raju forgot the movie he saw.
3. Raju wants to see the movie again.
4. Raju does not like to see any movie.

78. Don’t tire yourself now. You _______ in the evening.
Choose the correct option that fits the blank meaningfully.
1. isn’t be able to work
2. weren’t be able to be worked.
3. won’t be able to work.
4. will be not able not to work.

Page 297

79. Seema asked her, “How long have you lived here?”
Choose the reported speech of the sentence above.
1. Seema asked her if how long you have lived there.
2. Seema asked her how long she had lived there.
3. She asked Seema to live there.
4. Seema told her how she had lived there.

80. Choose the sentence in passive voice.
1. After school, we went home and told our respective
parents about the incident.
2. He should not spread the poison of social inequality and
communal intolerance.
3. He bluntly asked the teacher to apologise.
4. I was born to tall and handsome parents.

81. The father, along with his children _______ to park.
Choose the correct verb that fits the blank.
1. was go
2. were going
3. have gone
4. has gone

82. My sister, who completed her B.Tech, has secured a job in
BHEL.
The above sentence has:
1. a non-defining relative clause
2. a defining relative clause
3. a noun clause
4. an adverbial clause of manners.

83. Nick has a small foot on his left hip which helps him balance.
In the above sentence, the word ‘balance’ is
1. a conjunctive
2. an adjective
3. a verb
4. an adverb

84. His parents decided not to send him to a special school.
The above sentence has ______ nouns.
1. two
2. three
3. four
4. five

Page 298

85. Born in London, he became the citizen of the U.K.
The above is:
1. an imperative sentence
2. a complex sentence
3. a compound sentence
4. a simple sentence

86. Choose the linker that can be used to order points.
1. in the same way
2. firstly
3. besides
4. on the contrary

87. Sravani goes to school _______ Yamuna daily.
Choose the correct phrasal preposition that fits the blank.
1. in spite of
2. along with
3. ahead of
4. in front of

88. I would like to have tea.
This sentence indicates:
1. obligation
2. possibility
3. preference
4. permission

89. Read the following passage.
He, who teaches us anything which we know, not before, is
undoubtedly to be loved as a benefactor and he that supplies
life with amusement will be caressed as a pleasing person.
According to the passage, the author suggests that we should
regard someone who teaches us something new:
1. with suspicion and scepticism
2. with gratitude and affection
3. with indifference and apathy
4. with criticism and disdain

Page 299

90. Read the following passage
He, who teaches us anything which we know, not before, is
undoubtedly to be loved as a benefactor and he that supplies
life with amusement will be caressed as a pleasing person.
A ‘Benefactor’ is one
1. who takes money
2. who blames others
3. who teaches known facts
4. who takes money

Page 300

‫ا ل ں ا‬ ‫‪.91‬‬
‫رآ د‬ ‫‪.1‬‬
‫ا مآ د‬ ‫‪.2‬‬
‫ر‬ ‫‪.3‬‬
‫ل ٹ‬ ‫‪.4‬‬

‫’"ا‘ &‪$%‬‬ ‫‪.92‬‬
‫'‬ ‫‪.1‬‬
‫ا(‬ ‫‪.2‬‬
‫*‬
‫د‪+‬ہ‬ ‫‪.3‬‬
‫‪,‬‬ ‫‪.4‬‬

‫‪.‬‬ ‫* ‪4‬‬
‫;‪9:‬ر‪78‬د‪356‬ا‪12‬ی‪ /‬م‪-‬‬ ‫‪.93‬‬
‫(ی>=<‬ ‫‪.1‬‬
‫آپ?‬ ‫‪.2‬‬
‫(ی ‪B‬دوں&‪C‬ر‬ ‫‪.3‬‬
‫‪B‬دوں‪ 8‬رات‬ ‫‪.4‬‬

Page 301

‫ا اس ل‬ ‫ں را ؔ‬ ‫‪.94‬‬
‫‪1914‬‬ ‫‪.1‬‬
‫‪1926‬‬ ‫‪.2‬‬
‫‪1928‬‬ ‫‪.3‬‬
‫‪1910‬‬ ‫‪.4‬‬

‫’ ب‘ " !‬ ‫‪.95‬‬
‫‪$‬‬
‫‪#‬‬
‫&‪%‬‬ ‫‪.1‬‬
‫'‬ ‫‪.2‬‬
‫(ب‬ ‫‪.3‬‬
‫‪$‬‬
‫‪#‬‬
‫)‪%‬‬ ‫‪.4‬‬

‫’*‘ &‪!+,‬‬ ‫‪.96‬‬
‫‪-.‬‬ ‫‪.1‬‬
‫‪/0‬‬ ‫‪.2‬‬
‫‪1‬ر‬ ‫‪.3‬‬
‫‪2‬ل‬ ‫‪.4‬‬

‫=<اد ٓا‪9#:‬دی&‪7‬ی‪45‬‬ ‫‪.97‬‬
‫آ?>‬ ‫‪.1‬‬
‫@‬ ‫‪.2‬‬
‫‪A‬‬
‫‪B9#:‬درا‬ ‫‪.3‬‬
‫‪A‬‬
‫‪C9:D‬‬ ‫‪.4‬‬

Page 302

‫ا۔ ’و ل‘‬ ‫آپﷺ و ل‬ ‫‪.98‬‬
‫ا ل‬ ‫‪.1‬‬
‫ا‬ ‫‪.2‬‬
‫ت‬ ‫‪.3‬‬
‫دا"‬ ‫‪.4‬‬

‫&‬
‫)('‪$%‬‬ ‫‪./‬ڑ‪+,‬ادی‬ ‫‪2‬م ‪0‬‬ ‫‪.99‬‬
‫‪34ِ6‬‬ ‫‪.1‬‬
‫‪7ِ6‬‬ ‫‪.2‬‬
‫‪89ِ6‬‬ ‫‪.3‬‬
‫‪6‬ا<رہ‬ ‫‪.4‬‬

‫&‬
‫‪H .100‬ا‪GI‬ر‪DEF‬ا‪C‬ر وزن@م?>'‪$%‬‬
‫‪KL‬وض‬ ‫‪.1‬‬
‫‪ML‬ن‬ ‫‪.2‬‬
‫‪NL‬‬ ‫‪.3‬‬
‫‪OL‬‬ ‫‪.4‬‬

‫‪S‬‬
‫‪ ؔQ .101‬ا‪ U‬ا‪%'T‬م‪R‬‬
‫داؤد‪V‬ن‬ ‫‪.1‬‬
‫ا‪YZ‬ر‪X‬ی‬ ‫‪.2‬‬
‫ا\ف‪Y‬‬ ‫‪.3‬‬
‫‪_ a‬ا`^ا]‬ ‫‪.4‬‬

Page 303

‫‘‬ ‫’ا‬ ‫‪.102‬‬
‫ش آ دی‬ ‫‪.1‬‬
‫اد ٓا دی‬ ‫‪.2‬‬
‫آ‬ ‫‪.3‬‬
‫ا!ا آ دی‬ ‫‪.4‬‬

‫‪ .103‬د('& ۔اس‪’ "#‬د('‘‬
‫)‬
‫‪*+,‬‬ ‫‪.1‬‬
‫)‬
‫وا‪*+-‬‬ ‫‪.2‬‬
‫‪/0,‬‬ ‫‪.3‬‬
‫وا‪/0-‬‬ ‫‪.4‬‬

‫‪ .104‬اردو‪A 4‬ا‪B‬ا@?>=" <وا;‪9:4‬و‪678‬ن‪1234‬‬
‫‪D‬ی‬ ‫‪.1‬‬
‫‪E‬‬ ‫‪.2‬‬
‫‪G‬ہ‬ ‫‪.3‬‬
‫ر‪H‬‬ ‫‪.4‬‬

Page 304

‫‪‘ ’ .105‬‬
‫دہ‬ ‫‪.1‬‬
‫‪.2‬‬
‫رآ‬ ‫‪.3‬‬
‫د‬ ‫‪.4‬‬

‫‪% .106‬رت‪"#‬وا‬
‫(‬
‫'‬
‫&‬ ‫‪.1‬‬
‫)ور‬ ‫‪.2‬‬
‫‪*+‬‬ ‫‪.3‬‬
‫ا'&ت‬ ‫‪.4‬‬

‫‪ .107‬ڈا‪6‬ذا‪<#‬اس‪9:‬ر‪3 4 78‬‬
‫ڈا‪-56‬ڈ‪1‬ی‪-./‬‬
‫?&>‪9:‬ر‪8‬‬ ‫‪.1‬‬
‫آ@رڈ‪9:‬ر‪8‬‬ ‫‪.2‬‬
‫‪9:AB‬ر‪8‬‬ ‫‪.3‬‬
‫‪3‬‬
‫‪&DE‬ھ‪9:‬ر‪8‬‬ ‫‪.4‬‬

‫‪ I’ G .108‬آد‪ ‘H‬ا‪S‬ا‪QR‬ن اس‪O‬ی‪JKL7MN‬‬
‫‪4‬د‪T‬‬ ‫‪.1‬‬
‫‪V‬م‬ ‫‪.2‬‬
‫‪WِY‬ت‬ ‫‪.3‬‬
‫‪ Z‬آ[‬ ‫‪.4‬‬

Page 305

‫ورہ زوں‬ ‫۔اس !‬ ‫ت‬ ‫‪ .109‬ا‬
‫"‬
‫'&‪%‬ؤ‪#‬‬ ‫‪.1‬‬
‫"‬ ‫"‬
‫ک‪,‬دم)‬ ‫‪.2‬‬
‫"‬
‫‪/0‬‬ ‫‪.3‬‬
‫"‬
‫ُدمد )‪23‬‬ ‫‪.4‬‬

‫‪@ .110‬و?>‪;،=،‬و‪:‬ہا‪9‬ظ‪567‬‬
‫‪BِD‬دی‬ ‫‪.1‬‬
‫‪EِD‬‬ ‫‪.2‬‬
‫‪FِD‬اری‬ ‫‪.3‬‬
‫‪GِD‬ی‬ ‫‪.4‬‬

‫‪KL .111‬آزاد ‪HI‬اردوز ناسز ن‪MN‬‬
‫‪P‬‬
‫دراوڑی‪Q3‬‬ ‫‪.1‬‬
‫‪P‬‬
‫‪TU‬ج‪Q3‬‬ ‫‪.2‬‬
‫@ی‬ ‫‪.3‬‬
‫ا‪TU‬ا>‬ ‫‪.4‬‬

‫"‬
‫‪] .112‬و\[د‪ZK‬ں ‪ VWXY‬م‬
‫@و?>_>^‬ ‫‪.1‬‬
‫‪a‬ب‪,‬اردو‬ ‫‪.2‬‬
‫‪c‬‬
‫‪eF‬ٴ ر‪ِb‬ز ناردو‬ ‫‪.3‬‬
‫دا?نِ ز ن‬ ‫‪.4‬‬

Page 306

‫ر‬ ‫اور‬ ‫‪ .113‬د اردو‬
‫ؒ‬ ‫ت ما‬ ‫‪.1‬‬
‫ؒ‬ ‫ا‬ ‫ت ا‬ ‫‪.2‬‬
‫ت"ہ ا ؒز‬ ‫‪.3‬‬
‫ؒ‬ ‫ت ا ‪$‬ا‬ ‫‪.4‬‬

‫‪)*+ .114‬ز('ن‪%‬‬
‫‪-‬دریز('ن‬ ‫‪.1‬‬
‫‪./‬‬ ‫‪.2‬‬
‫اد‪0‬ز('ن‬ ‫‪.3‬‬
‫‪12‬ز('ن‬ ‫‪.4‬‬

‫‪D‬‬
‫‪B .115‬ء@? >=‪8‬دور<; ‪89:‬اس‪6‬وا‪C(45‬وری‪%‬‬
‫‪E‬ر‬ ‫‪.1‬‬
‫ا‪F G J‬‬
‫‪HI‬‬ ‫‪.2‬‬
‫‪KL‬ت‬ ‫‪.3‬‬
‫‪FG‬‬
‫‪HI‬‬ ‫‪.4‬‬

‫‪F ' .116‬‬
‫ز‪N H‬‬
‫او‪O‬‬ ‫‪.1‬‬
‫‪P‬‬ ‫‪.2‬‬
‫آ‪Q‬‬ ‫‪.3‬‬
‫‪S‬‬ ‫‪.4‬‬

Page 307

‫آ‬ ‫‘ اس‬ ‫‪’ .117‬‬
‫'&‪)%‬۔(‬ ‫‪.1‬‬
‫‪+‬‬
‫‪.‬ا‪,-‬ن)؟(‬ ‫‪.2‬‬
‫‪(-:) 0123456‬‬ ‫‪.3‬‬
‫را‪(:):‬‬ ‫‪.4‬‬

‫‪’ .118‬اردو‪I‬ا‪H‬ا‪FG‬و‪@ABC D‬ام>=‘ ان‪KI‬‬
‫‪M‬ا‪L‬‬ ‫‪.1‬‬
‫‪QR‬ی‪O‬ا‪N‬‬ ‫‪.2‬‬
‫‪TU‬آزاد‬ ‫‪.3‬‬
‫‪V‬د‪T‬‬ ‫‪.4‬‬

‫‪ ’ X .119‬دان‘ ‪YI‬‬
‫[‪Z‬‬ ‫‪.1‬‬
‫ا\‬ ‫‪.2‬‬
‫]\‬ ‫‪.3‬‬
‫دا‬ ‫‪.4‬‬

‫‪a> ‘_’ X .120‬ادف‬
‫‪c‬ل‬ ‫‪.1‬‬
‫‪d‬‬
‫‪ef‬‬ ‫‪.2‬‬
‫‪h‬ب‬ ‫‪.3‬‬
‫دل‬ ‫‪.4‬‬

Page 308

‫‪.121‬‬
‫‪.1‬‬
‫‪.2‬‬
‫‪.3‬‬
‫‪.4‬‬

‫۔‬ ‫‪ .122‬اس وت‬
‫"ا‪#‬ا!ا وہ‪______ $‬‬
‫('‬ ‫‪.1‬‬
‫)ا‬ ‫‪.2‬‬
‫*ا‬ ‫‪.3‬‬
‫‪'+‬‬ ‫‪.4‬‬

‫’‪01 ‘-.‬‬ ‫‪.123‬‬
‫‪2.‬‬ ‫‪.1‬‬
‫‪3‬‬ ‫‪.2‬‬
‫‪.‬ا‪4‬‬ ‫‪.3‬‬
‫‪-5‬‬ ‫‪.4‬‬

‫=‬
‫‪B .124‬ہ‪8 A‬ا@<ا? <>;‪6798 " :‬‬
‫دو‬ ‫‪.1‬‬
‫‪D‬‬ ‫‪.2‬‬
‫‪F‬ر‬ ‫‪.3‬‬
‫'‪GH‬‬ ‫‪.4‬‬

Page 309

‫ُ‬ ‫وا‬ ‫ا‬ ‫ص‬ ‫ُ ا‬ ‫‪!"#$ .125‬وع‬
‫رد‪%‬‬ ‫‪.1‬‬
‫(‬ ‫‪.2‬‬
‫‪*+‬‬ ‫‪.3‬‬
‫‪-.‬‬ ‫‪.4‬‬

‫‪ 8 .126‬دو دو ‪ 7‬ز دہ ‪4‬د ‪ $ 2 3‬ا ‪1‬م =ل ادا ; ‪ :‬ا‪3 9‬‬
‫?>‬
‫‪@A‬‬ ‫‪.1‬‬
‫‪4‬د@‬ ‫‪.2‬‬
‫‪@BC‬‬ ‫‪.3‬‬
‫اد‪D‬را@‬ ‫‪.4‬‬

‫ت‪F، H I‬‬ ‫‪ .127‬وہ‪ "L‬رے‬
‫‪M‬‬ ‫‪.1‬‬
‫‪N‬‬
‫‪OP‬‬ ‫‪.2‬‬
‫‪QR‬‬ ‫‪.3‬‬
‫‪ST‬‬ ‫‪.4‬‬

‫‪Z‬‬
‫‪ .128‬اس[‪ Y‬ز دہ‪IVWTX‬‬
‫` _^ی‬ ‫‪.1‬‬
‫‪bc‬ا‪a‬ل‬ ‫‪.2‬‬
‫‪Z‬‬
‫[ذ‪d‬‬ ‫‪.3‬‬
‫‪i‬ش‪g‬آ دی‬ ‫‪.4‬‬

Page 310

‫ا‬ ‫دو وف کاور‬ ‫‪.129‬‬
‫‪.1‬‬
‫و‬ ‫‪.2‬‬
‫‪"#‬‬ ‫‪.3‬‬
‫‪%‬‬ ‫‪.4‬‬

‫’)(‘ ‪+,‬‬ ‫‪.130‬‬
‫)‪-‬‬ ‫‪.1‬‬
‫)‪#‬ء‬ ‫‪.2‬‬
‫)‪/‬‬ ‫‪.3‬‬
‫)‪0‬‬ ‫‪.4‬‬

‫‪67‬یاس‪123‬ا ‪8‬‬ ‫‪.131‬‬
‫;‪:‬ل‬ ‫‪.1‬‬
‫=<‬ ‫‪.2‬‬
‫>ر‬ ‫‪.3‬‬
‫‪AC‬‬
‫‪?@BDE‬ر‬ ‫‪.4‬‬

‫‪C‬‬
‫م ‪F GH‬‬ ‫‪ .132‬و‪JK L‬‬
‫ا‪O‬آ‪M‬‬ ‫‪.1‬‬
‫ا‪PO‬ف‬ ‫‪.2‬‬
‫ا‪+O‬‬ ‫‪.3‬‬
‫ا‪QO‬‬ ‫‪.4‬‬

Page 311

‫ر ی‬ ‫ا نان‬ ‫‪.133‬‬
‫ا‬ ‫‪.1‬‬
‫م ر‬ ‫‪.2‬‬
‫م‬ ‫‪.3‬‬
‫آ‬ ‫‪.4‬‬

‫‪%‬‬
‫‪ ! .134‬ا ل ۔اس‪/0‬ز‪*+,-‬ظ(' &‪"#$‬‬
‫'ِ‪3‬ل‬ ‫‪.1‬‬
‫'ِ‪5‬‬ ‫‪.2‬‬
‫'ِ‪6-‬‬ ‫‪.3‬‬
‫'ِ;‪78 9:‬‬ ‫‪.4‬‬

‫‪%‬‬
‫‪%‬‬
‫‪%‬‬
‫‪%‬‬
‫‪%‬‬

‫‪W‬‬

Page 312

"

!#$ %
&'( )*+,-
0
./!1. 2.3.45 6 78
@AAB C ?9:=; < ,>
D

"

!#$ %
&'( )*+,-
0
./!1. 2.3.45 6 78
@AAB C ?9:=; < ,>
@AAB C E>

Page 313

-.
)*+, '($%& ! "#

G HBCIA%F:;<=>?@ABCDE /0124 3 56 78/9
O X O
=NY
C$ VW JK/#B?L3 M(NPQ1JR/S#8T/ U
F6 GHI JK LM NOP
Z1[1
DE/01\2
]^_

8`

-.
)*+, '($%& ! "#

G HBCIA%F:;<=>?@ABCDE /0124 3 56 78/9
O X O
=NY
C$ VW JK/#B?L3 M(NPQ1JR/S#8T/ U
R
Q!#STJ LM NOP
C$Ra/ U
C$RbacP
3
C$RbaL3 d^
X
C$ VW

Page 314

‫*‪+‬‬

‫‪89 .139‬ت ا‪:‬راور‪89‬ت‪ 3456‬ا‪2‬ذر‪/0‬‬
‫;ت‬ ‫‪.1‬‬
‫=‬
‫‪*,‬ر<‬ ‫‪.2‬‬
‫ز‪*>,‬ن‬ ‫‪.3‬‬
‫@‬ ‫‪.4‬‬

‫‪= C‬‬
‫‪/,B‬‬
‫‪* ,4‬‬
‫‪E F .140‬رف *‬
‫‪GH‬‬
‫‪IJ‬‬ ‫‪.1‬‬
‫‪K‬‬ ‫‪.2‬‬
‫ا‪%‬دہ‬ ‫‪.3‬‬
‫‪M‬‬ ‫‪.4‬‬

Page 315

‫ا ر‬ ‫ ز ن‬.141
!‫ی‬## .1
% .2
‫)(ع‬ .3
*‫ا‬+ .4

./01CCE .142
Continuous Comprehension Education 23 4 .1
Continuous Comprehension Evaluation C 3 4 .2
Counsil of Comprehension Education F 1C 3 .3
Continuous Children Education C H4 .4

W‫رڈ‬Y‫ ؤ ر‬KJ LMN ‫ء‬PQ Rٓ‫ا‬T‫ا‬V‫ا‬U .143
Z Z a
Anecdotal Record ‫رڈ‬Y‫_^]و[ر‬U`b‫ا‬ .1
Statement Record ‫رڈ‬Y‫ر‬ef .2
Practical Record ‫رڈ‬Y‫ر‬h .3
Validity Record ‫رڈ‬Y‫لر‬k .4

Page 316

‫ر‬ ‫و‬ ‫‪.144‬‬
‫ا‬ ‫‪.1‬‬
‫ب‬ ‫‪.2‬‬
‫و !ان‬ ‫‪.3‬‬
‫ا‪%‬ل ‪#‬رت‬ ‫‪.4‬‬

‫‪*+,- .145‬اس( وا'‬
‫‪.‬‬ ‫‪.1‬‬
‫‪3‬رآ‪01‬د‬ ‫‪.2‬‬
‫د‪4‬‬ ‫‪.3‬‬
‫‪56‬ل‬ ‫‪.4‬‬

‫?‬
‫‪ .146‬اس;‪AB‬ر@ ‪=1‬م>=م ;ف‪1-18 -9‬‬
‫ا‪D‬ا‪B;C‬‬ ‫‪.1‬‬
‫ا‪F‬ا‪B;E‬‬ ‫‪.2‬‬
‫‪B;G‬‬ ‫‪.3‬‬
‫‪B;H‬‬ ‫‪.4‬‬

‫‪J .147‬ناسز‪01‬ن‪P‬آ‪NO‬ز‪01‬ن‪KL‬‬
‫‪R‬ر‪Q‬‬ ‫‪.1‬‬
‫‪ST‬‬ ‫‪.2‬‬
‫اردو‬ ‫‪.3‬‬
‫‪UV1‬‬ ‫‪.4‬‬

Page 317

‫ش ا اس دوا‬ ‫ا اور‬ ‫‪.148‬‬
‫‪.1‬‬
‫‪.2‬‬
‫‪.3‬‬
‫!‬ ‫‪.4‬‬

‫&‬
‫‪-./ .149‬ار‪*+,‬ل('‪%‬م‪#‬‬
‫‪0‬‬ ‫‪.1‬‬
‫&‬
‫'‪%‬ول‬ ‫‪.2‬‬
‫ڈرا‪1‬‬ ‫‪.3‬‬
‫ا‪34‬‬ ‫‪.4‬‬

‫‪> .150‬ف<;‪9:‬اس‪78‬‬
‫?‬ ‫‪.1‬‬
‫‪A‬ج‬ ‫‪.2‬‬
‫‪B‬‬ ‫‪.3‬‬
‫‪B‬ت‬ ‫‪.4‬‬

Board / Org	Andhra Pradesh Exams
Exam	Andhra Pradesh Teacher Eligibility Test
Type	Question Paper
Pages	207
Updated	09 Jun 2026

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AP TET 2024 Question Paper II Languages

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AP TET 2024 Question Paper II Languages – Text

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