AP TET 2024 Question Paper II Social Science
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AP TET 2024 Question Paper II Social Science – Text
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Page 1
APTET – Paper- IIA– 2024
(03.03.24_S2_Social_EM&TM)
1. According to Freud this is ‘idealistic’ in nature
1. Super Ego
2. Id
3. Ego
4. Super Id
çbÍsTT& ç|¿±sÁ+ dÇuó²ed¾<+Æ >± »<sôÁ dÖçÔ¿ìµ d++~ó+ºq~
1. n<ó« V²+
2. nV²+
3. nºÔáTï
4. n<ó«V²ºÔáTï
2. Find the odd pair
1. Gardener ` Theory of multiple Intelligence
2. Freud-Psycho ` Sexual Development Theory
3. Kohlberg ` Emotional Intelligence
4. Erickson- Psycho ` Social Development Theory
d]¿± ÈÔáqT >·T]ï+#á+&
1. >±Âsq¦ sY ` VQÞø ç|C²ã d¾<Æ+Ôá+
2. çbÍsTT& ` eTHÃýÉ+Õ Ð¿£ d¾<Æ+Ôá+
3. ¿ÃýÙsYZ ` <ûÇ>· $¿±d d¾<Æ+Ôá+
4. m]¿ùdH ` eTHÃ kÍ+|T¾ ¿£ d¾<Æ+Ôá+
(03.03.24_S2_Social_EM&TM)
1. According to Freud this is ‘idealistic’ in nature
1. Super Ego
2. Id
3. Ego
4. Super Id
çbÍsTT& ç|¿±sÁ+ dÇuó²ed¾<+Æ >± »<sôÁ dÖçÔ¿ìµ d++~ó+ºq~
1. n<ó« V²+
2. nV²+
3. nºÔáTï
4. n<ó«V²ºÔáTï
2. Find the odd pair
1. Gardener ` Theory of multiple Intelligence
2. Freud-Psycho ` Sexual Development Theory
3. Kohlberg ` Emotional Intelligence
4. Erickson- Psycho ` Social Development Theory
d]¿± ÈÔáqT >·T]ï+#á+&
1. >±Âsq¦ sY ` VQÞø ç|C²ã d¾<Æ+Ôá+
2. çbÍsTT& ` eTHÃýÉ+Õ Ð¿£ d¾<Æ+Ôá+
3. ¿ÃýÙsYZ ` <ûÇ>· $¿±d d¾<Æ+Ôá+
4. m]¿ùdH ` eTHÃ kÍ+|T¾ ¿£ d¾<Æ+Ôá+
Page 2
3. Persons having this intelligence can easily analyze pictures
and graphs
1. Logical – Mathematical Intelligence
2. Spatial Intelligence
3. Inter personal Intelligence
4. Intra Personal Intelligence
ç|Èã ¿£\ysÁT ºçÔ\qT, ç>±|\t qT dT\uó+ >± $Xâw¢ +¾ #á>\· sÁT
1. >·DìÔá Ô]Ø¿£ ç|Èã
2. çbÍ<û¥¿£ ç|Èã
3. e«¿£ï«+ÔásÁ ç|Èã
4. e«¿£ï«+ÔásÁZÔá ç|Èã
4. One of the following is a Projective test of Intelligence
1. 16 PF questionnaire
2. Bell’s adjustment Inventory
3. Minnesota Multiphasic personality Inventory
4. Children apperception Test
ç¿ì+~yýË ÿ¿£{ì ç|¿¹ |¿ £ |¯¿£
1. 16 |¾.m|.t ç|Xæe[
2. uÉýÙ dsTÁ uÆ ²³T XË~ó¿£
3. $THîkþ{² VQÞø<X ø eTÖ]ïeTÔáÇ XË~ó¿£
4. |¾\\¢ ÜeÔáï ç>±V²«¿£ |¯¿£
and graphs
1. Logical – Mathematical Intelligence
2. Spatial Intelligence
3. Inter personal Intelligence
4. Intra Personal Intelligence
ç|Èã ¿£\ysÁT ºçÔ\qT, ç>±|\t qT dT\uó+ >± $Xâw¢ +¾ #á>\· sÁT
1. >·DìÔá Ô]Ø¿£ ç|Èã
2. çbÍ<û¥¿£ ç|Èã
3. e«¿£ï«+ÔásÁ ç|Èã
4. e«¿£ï«+ÔásÁZÔá ç|Èã
4. One of the following is a Projective test of Intelligence
1. 16 PF questionnaire
2. Bell’s adjustment Inventory
3. Minnesota Multiphasic personality Inventory
4. Children apperception Test
ç¿ì+~yýË ÿ¿£{ì ç|¿¹ |¿ £ |¯¿£
1. 16 |¾.m|.t ç|Xæe[
2. uÉýÙ dsTÁ uÆ ²³T XË~ó¿£
3. $THîkþ{² VQÞø<X ø eTÖ]ïeTÔáÇ XË~ó¿£
4. |¾\\¢ ÜeÔáï ç>±V²«¿£ |¯¿£
Page 3
5. The first social activity is
1. Solitary play
2. Associative play
3. Parallel Play
4. Co-operative Play
yîTT<{ì kÍ+|T¾ ¿£ ¿£Ôá«+
1. @¿±+ÔáÁ ç¿¡&
2. d+dsÁZ ç¿¡&
3. deÖ+ÔásÁ ç¿¡&
4. dV² ¿±sÁ ç¿¡&
6. In this stage of moral development by Kohlberg the child’s
moral Judgment is based on the desire to obtain approval /
recognition of others
1. Anti-conventional
2. Pre-conventional
3. Conventional
4. Post conventional
¿ÃýÙsYZ ç|¿±sÁ+ HîÜÕ ¿£kÍsTT q+<T ¥XøeÚ HîÜÕ ¿£ sÁj
Tá +
ÔásTÁ \ yîÖ<+ ýñ< >·T]ï+|Ú |Õ <ósÁ|& ÈsÁT>·TÔáT+~.
1. e«Ü¹s¿£ d+ç|<jáT
2. |PsÁÇ d+ç|<jáT
3. d+ç|<jáT
4. Ôásï Á d+ç|<jáT
1. Solitary play
2. Associative play
3. Parallel Play
4. Co-operative Play
yîTT<{ì kÍ+|T¾ ¿£ ¿£Ôá«+
1. @¿±+ÔáÁ ç¿¡&
2. d+dsÁZ ç¿¡&
3. deÖ+ÔásÁ ç¿¡&
4. dV² ¿±sÁ ç¿¡&
6. In this stage of moral development by Kohlberg the child’s
moral Judgment is based on the desire to obtain approval /
recognition of others
1. Anti-conventional
2. Pre-conventional
3. Conventional
4. Post conventional
¿ÃýÙsYZ ç|¿±sÁ+ HîÜÕ ¿£kÍsTT q+<T ¥XøeÚ HîÜÕ ¿£ sÁj
Tá +
ÔásTÁ \ yîÖ<+ ýñ< >·T]ï+|Ú |Õ <ósÁ|& ÈsÁT>·TÔáT+~.
1. e«Ü¹s¿£ d+ç|<jáT
2. |PsÁÇ d+ç|<jáT
3. d+ç|<jáT
4. Ôásï Á d+ç|<jáT
Page 4
7. ‘Emotional Catharsis is exhibited in this stage
1. Infancy
2. Early Childhood
3. Late Childhood
4. Adolescence
»<ûÇ>· ¿<¸]d¾dµt <Xø q+<T ç|<] ô+|&TqT
1. XèXÕ eø <Xø
2. |PsÁÇ u²\«<Xø
3. ÔáïsÁ u²\«<Xø
4. ¿eÖsÁ<X ø
8. According to Erickson the following Psycho Social
Developmental crisis formed is in Play age (3-5 years)
1. Role Identify - Role confusion
2. Initiative - Guilt
3. Autonomy - Doubt
4. Trust – mistrust
m]¿ùdH ç|¿±sÁ+ ç¿¡&<Xø (3`5 d+öö) ýË ¿£qÎ&û eTHÃkÍ+|¾T¿£ ¿ì¢w¼
|]d¾Ü
1. bÍçÔá >·T]ï+|Ú ` bÍçÔá d+~>·+Æ
2. #=sÁe #áÖ|&+ ` Ôá|ð #ûXæqq uó²eq
3. dÇjáT+ ç|Ü|Üï ` d+<ûV² +
4. qeT¿£+ ` n|qeT¿£+
1. Infancy
2. Early Childhood
3. Late Childhood
4. Adolescence
»<ûÇ>· ¿<¸]d¾dµt <Xø q+<T ç|<] ô+|&TqT
1. XèXÕ eø <Xø
2. |PsÁÇ u²\«<Xø
3. ÔáïsÁ u²\«<Xø
4. ¿eÖsÁ<X ø
8. According to Erickson the following Psycho Social
Developmental crisis formed is in Play age (3-5 years)
1. Role Identify - Role confusion
2. Initiative - Guilt
3. Autonomy - Doubt
4. Trust – mistrust
m]¿ùdH ç|¿±sÁ+ ç¿¡&<Xø (3`5 d+öö) ýË ¿£qÎ&û eTHÃkÍ+|¾T¿£ ¿ì¢w¼
|]d¾Ü
1. bÍçÔá >·T]ï+|Ú ` bÍçÔá d+~>·+Æ
2. #=sÁe #áÖ|&+ ` Ôá|ð #ûXæqq uó²eq
3. dÇjáT+ ç|Ü|Üï ` d+<ûV² +
4. qeT¿£+ ` n|qeT¿£+
Page 5
9. Which of the following statements is not correct
1. Development is not measurable but can be estimated
2. Growth has a quantitative aspect
3. Development is an integrated process
4. Growth is a multidimensional process
ç¿ì+~ ç|e#áHýË¢ d]¿±~
1. $¿±kÍ ¿=\eýñeTT ¿±ú n+#áH yûjTá >·\+
2. |sÁT>·T<\ |]eÖD²Ôá¿£yTî q® ~
3. $¿±d+ ÿ¿£ deTç>· ç|ç¿ìjTá
4. |sÁT>·T<\ VQeTTKyîTq® ç|ç¿ìjTá
10. The person who proposed that there is a language acquisition
Device (LAD) in the child’s brain
1. Thorndike
2. Chomsky
3. Pavlov
4. Bandura
¥XøeÚ yîT<&T q+<T »uó²cÍsÁ̈q |¿£sÁD+µ ( LAD ) eÚ+³T+<
ç|ÜbÍ~+ºq~
1. <¸sÁH& î¿Õ ù
2. #yTdÓØ
3. bÍyýËy
4. +&Ös
1. Development is not measurable but can be estimated
2. Growth has a quantitative aspect
3. Development is an integrated process
4. Growth is a multidimensional process
ç¿ì+~ ç|e#áHýË¢ d]¿±~
1. $¿±kÍ ¿=\eýñeTT ¿±ú n+#áH yûjTá >·\+
2. |sÁT>·T<\ |]eÖD²Ôá¿£yTî q® ~
3. $¿±d+ ÿ¿£ deTç>· ç|ç¿ìjTá
4. |sÁT>·T<\ VQeTTKyîTq® ç|ç¿ìjTá
10. The person who proposed that there is a language acquisition
Device (LAD) in the child’s brain
1. Thorndike
2. Chomsky
3. Pavlov
4. Bandura
¥XøeÚ yîT<&T q+<T »uó²cÍsÁ̈q |¿£sÁD+µ ( LAD ) eÚ+³T+<
ç|ÜbÍ~+ºq~
1. <¸sÁH& î¿Õ ù
2. #yTdÓØ
3. bÍyýËy
4. +&Ös
Page 6
11. The concept of ‘Three black squares’ is a combination of two
of one (a) simple (b) complex (c) abstract and (d) concrete
1. a&c
2. b&d
3. b&c
4. a&d
»eTÖ&T q\¢ #á<s \Tµ nHû uó²eq @ s +&+{ì dyTû Þøq+ uó²eq?
(a) dsÁÞø (b) d+¿ìw
¢ ¼ (c) neTÖsÁï eT]jáTT (d) eTÖsÁï
1. a eT]jáTT c
2. b eT]jáTT d
3. b eT]jáTT c
4. a eT]jáTT d
12. Naturalizatioin belongs to this domain
1. Cognitive domain
2. Affective domain
3. Psychomotor domain
4. Socia domain
kÍÇuó²M¿£sÁD sÁ+>±¿ì #î+<TÔáT+~
1. C²ãHÔá¿£ sÁ+>·+
2. uó²yyûXø sÁ+>·+
3. eÖqd¾¿£ #á\HÔá¿£ sÁ+>·+
4. kÍ+|T¾ ¿£ sÁ+>·+
of one (a) simple (b) complex (c) abstract and (d) concrete
1. a&c
2. b&d
3. b&c
4. a&d
»eTÖ&T q\¢ #á<s \Tµ nHû uó²eq @ s +&+{ì dyTû Þøq+ uó²eq?
(a) dsÁÞø (b) d+¿ìw
¢ ¼ (c) neTÖsÁï eT]jáTT (d) eTÖsÁï
1. a eT]jáTT c
2. b eT]jáTT d
3. b eT]jáTT c
4. a eT]jáTT d
12. Naturalizatioin belongs to this domain
1. Cognitive domain
2. Affective domain
3. Psychomotor domain
4. Socia domain
kÍÇuó²M¿£sÁD sÁ+>±¿ì #î+<TÔáT+~
1. C²ãHÔá¿£ sÁ+>·+
2. uó²yyûXø sÁ+>·+
3. eÖqd¾¿£ #á\HÔá¿£ sÁ+>·+
4. kÍ+|T¾ ¿£ sÁ+>·+
Page 7
13. Mc Cavre, said The reason behind my present status is from
my yesterday’s thinking about how I should be tomorrow. It is
an example for
1. Artificial motivation
2. Extrinsic motivation
3. General motivation
4. Achievement motivation
yîT¿Â eÕ sY »»¹s|Ú @ kÍsTTýË +&© n HûqT q #ûdq¾ ýË#áH
|*ÔáyûT H H{ì kÍsTTµµ n |s=ØHsÁT. ~ B¿ì <V²sÁD
1. ¿£çÜeT ç|sÁD
2. u²V²« ç|sÁD
3. kÍ<ósÁD ç|sÁD
4. kÍ<óq ç|sÁD
14. The type of learning involved in identifying one’s desired
object/person from various objects / persons
1. Rules learning
2. Discriminative learning
3. Valued learning
4. Generalization learning
$$<ó edTeï Ú\T/e«Å£ï\ qT+& ÔáqÅ£ ¿±e\d¾q edTeï Ú/e«¿ìï yûsTÁ
#ûd¾ >·T]ï+#á&+ ýË $T&jTá Tq nuó« dq+
1. jáTeÖ\ nuó«dq+
2. $#á¿£D nuó«dq+
3. $\Te\ nuó«dq+
4. kÍ<ósÁD¡¿£sÁD nuó«dq+
my yesterday’s thinking about how I should be tomorrow. It is
an example for
1. Artificial motivation
2. Extrinsic motivation
3. General motivation
4. Achievement motivation
yîT¿Â eÕ sY »»¹s|Ú @ kÍsTTýË +&© n HûqT q #ûdq¾ ýË#áH
|*ÔáyûT H H{ì kÍsTTµµ n |s=ØHsÁT. ~ B¿ì <V²sÁD
1. ¿£çÜeT ç|sÁD
2. u²V²« ç|sÁD
3. kÍ<ósÁD ç|sÁD
4. kÍ<óq ç|sÁD
14. The type of learning involved in identifying one’s desired
object/person from various objects / persons
1. Rules learning
2. Discriminative learning
3. Valued learning
4. Generalization learning
$$<ó edTeï Ú\T/e«Å£ï\ qT+& ÔáqÅ£ ¿±e\d¾q edTeï Ú/e«¿ìï yûsTÁ
#ûd¾ >·T]ï+#á&+ ýË $T&jTá Tq nuó« dq+
1. jáTeÖ\ nuó«dq+
2. $#á¿£D nuó«dq+
3. $\Te\ nuó«dq+
4. kÍ<ósÁD¡¿£sÁD nuó«dq+
Page 8
15. A person who learnt music wants to learn swimming. Transfer
of learning in this context is
1. Positive
2. Negative
3. Bilateral
4. Zero
d+^Ôá+ HûsTÁ Ì¿=q e«¿ìï Ôá HûsTÁ Ì¿Ãy\qTÅ£H&T.
d+<sÒÁ +Û ýË È]¹> nuó« dq <ý²sTT+|Ú
1. nqTÅ£L\
2. ç|ÜÅ£L\
3. ~ÇbÍsÁô«
4. XøSq«
16. The Psychologist known for his experiment using ‘Bobo doll’
is
1. Albert Bandura
2. Ebbinghaus
3. Lev Vygotsky
4. Carl Rogers
»uËuË&ýÙµ |jîÖÐ+º ç|jîÖ>·+ #ûd¾q ç|d¾<Æ eTHÃ$C²ãq XædïyûÔáï
1. ýÙsY¼ +&Ös
2. m_Ò+>´ Vädt
3. ýÉy yî>Õ ±{Ù dÓØ
4. ¿±sY¢ sÃÈsYà
of learning in this context is
1. Positive
2. Negative
3. Bilateral
4. Zero
d+^Ôá+ HûsTÁ Ì¿=q e«¿ìï Ôá HûsTÁ Ì¿Ãy\qTÅ£H&T.
d+<sÒÁ +Û ýË È]¹> nuó« dq <ý²sTT+|Ú
1. nqTÅ£L\
2. ç|ÜÅ£L\
3. ~ÇbÍsÁô«
4. XøSq«
16. The Psychologist known for his experiment using ‘Bobo doll’
is
1. Albert Bandura
2. Ebbinghaus
3. Lev Vygotsky
4. Carl Rogers
»uËuË&ýÙµ |jîÖÐ+º ç|jîÖ>·+ #ûd¾q ç|d¾<Æ eTHÃ$C²ãq XædïyûÔáï
1. ýÙsY¼ +&Ös
2. m_Ò+>´ Vädt
3. ýÉy yî>Õ ±{Ù dÓØ
4. ¿±sY¢ sÃÈsYà
Page 9
17. According to Gestaltists the principle of ‘Perceptual
Organization’
1. Law of multiple response
2. Law of continuity
3. Law of partial activity
4. Law of practice
> kͼý¼Ù y<T\ n_óçbÍjáT+ ç|¿±sÁ+ »ç|Ô«á ¿£ sÁÇV²D jáTeT+µ
1. VQÞø ç|ÜdÎ+<q jáTeT+
2. n$sÁÞø jáTeT+
3. bÍ¿ì¿ £ #ás« jáTeT+
4. nuó²«d jáTeT+
18. Retaining the learned material and experiences in the mind for
some period is called as
1. Discriminate
2. Recall
3. Retention
4. Recognition
nuó« d¾+ºq $wjÖá \T, nqTuóy\T dÜ|<¸+ýË ¿=+Ô῱\+ \Ç
+&û ç|ç¿ìjTá
1. $#á¿D
£ #áÖ|Ú
2. Èã|¾ï¿ì Ôî#áTÌ¿Ãe&+
3. <ósÁD
4. >·T]ï+|Ú
Organization’
1. Law of multiple response
2. Law of continuity
3. Law of partial activity
4. Law of practice
> kͼý¼Ù y<T\ n_óçbÍjáT+ ç|¿±sÁ+ »ç|Ô«á ¿£ sÁÇV²D jáTeT+µ
1. VQÞø ç|ÜdÎ+<q jáTeT+
2. n$sÁÞø jáTeT+
3. bÍ¿ì¿ £ #ás« jáTeT+
4. nuó²«d jáTeT+
18. Retaining the learned material and experiences in the mind for
some period is called as
1. Discriminate
2. Recall
3. Retention
4. Recognition
nuó« d¾+ºq $wjÖá \T, nqTuóy\T dÜ|<¸+ýË ¿=+Ô῱\+ \Ç
+&û ç|ç¿ìjTá
1. $#á¿D
£ #áÖ|Ú
2. Èã|¾ï¿ì Ôî#áTÌ¿Ãe&+
3. <ósÁD
4. >·T]ï+|Ú
Page 10
19. One of the following is S.R. Theory
1. Classical conditioning
2. Cognitive Development theory
3. Sociocultural Theory
4. Instructional theory
ç¿ì+~ yýË ÿ¿£{ì S.R. d¾<+Ôá+
1. XædÓj
ï Tá +<óq +
2. d+C²ãHÔá¿£ n_óe~Æ d¾<Æ+Ôá+
3. kÍ+|T¾ ¿£ kÍ+dØÜ¿£ d¾<Æ+Ôá+
4. ¥¿£D ² d¾<Æ+Ôá+
20. Learning means the following change in the behavior
1. Artificial
2. Temporary
3. Partial
4. Almost permanent
nuó« dq+ n+fñ ç|esÁqï ýË ç¿ì+~ $<óy Tî q® eÖsÁTÎ
1. ¿£çÜeTyîTq®
2. ÔÔØ*¿£yTî q®
3. bÍ¿ì¿ £yTî q®
4. <<|Ú XæXøÇÔáyTî q®
1. Classical conditioning
2. Cognitive Development theory
3. Sociocultural Theory
4. Instructional theory
ç¿ì+~ yýË ÿ¿£{ì S.R. d¾<+Ôá+
1. XædÓj
ï Tá +<óq +
2. d+C²ãHÔá¿£ n_óe~Æ d¾<Æ+Ôá+
3. kÍ+|T¾ ¿£ kÍ+dØÜ¿£ d¾<Æ+Ôá+
4. ¥¿£D ² d¾<Æ+Ôá+
20. Learning means the following change in the behavior
1. Artificial
2. Temporary
3. Partial
4. Almost permanent
nuó« dq+ n+fñ ç|esÁqï ýË ç¿ì+~ $<óy Tî q® eÖsÁTÎ
1. ¿£çÜeTyîTq®
2. ÔÔØ*¿£yTî q®
3. bÍ¿ì¿ £yTî q®
4. <<|Ú XæXøÇÔáyTî q®
Page 11
21. Proponents of “continuous Comprehensive Evaluation” (CCE)
1. NPE - 1986
2. Kothari Commission
3. NCF - 2005
4. RTE – 2009
“sÁ+ÔásÁ deTç>· eTÖý²«+¿£H” ç|ÜbÍ~+ºq ysÁT
1. NPE - 1986
2. ¿=sį ¿£MTwH
3. NCF - 2005
4. RTE – 2009
22. The term ‘Dejavu’ belongs to
1. Greek
2. French
3. German
4. Latin
»&îC²eÚµ nHû |<+ ç¿ì+~ uó²wÅ£ #î+~q~
1. ç^Å£
2. ç|+#Y
3. ÈsÁH
4. ý²{ìH
23. Maximum storage capacity of ‘Digi locker’
»»& ý²¿£sYµµ jîTT¿£Ø >·]w¼ \Ç kÍeTsÁ«+
1. 154 B
2. 1 GB
3. 500 MB
4. 100 MB
1. NPE - 1986
2. Kothari Commission
3. NCF - 2005
4. RTE – 2009
“sÁ+ÔásÁ deTç>· eTÖý²«+¿£H” ç|ÜbÍ~+ºq ysÁT
1. NPE - 1986
2. ¿=sį ¿£MTwH
3. NCF - 2005
4. RTE – 2009
22. The term ‘Dejavu’ belongs to
1. Greek
2. French
3. German
4. Latin
»&îC²eÚµ nHû |<+ ç¿ì+~ uó²wÅ£ #î+~q~
1. ç^Å£
2. ç|+#Y
3. ÈsÁH
4. ý²{ìH
23. Maximum storage capacity of ‘Digi locker’
»»& ý²¿£sYµµ jîTT¿£Ø >·]w¼ \Ç kÍeTsÁ«+
1. 154 B
2. 1 GB
3. 500 MB
4. 100 MB
Page 12
24. The first ‘Main Frame Computer’ was
yîTT³¼yTî T<{ì ‘ yîTsTTHç|yT ¿£+|P«³sY ’
1. Cray J90
2. Cray T90
3. UNIVAC – I
4. EDSAC
25. Find the correct order of ‘Data Processing’
ç¿ì+~yýË »&û{² çbÍdd¾+>´µ jîTT¿£Ø KºÌÛÔyá Tî q® ç¿£eT+
1. Input Processing Storage Output
2. Input Storage Processing Output
3. Input Processing Output Storage
4. Input Storage Output Processing
26. Date of conversion of Mid-day-Meal scheme to ‘Jagananna
Gorumuddaµ in Andhra Pradesh
+ç<óç |<Xû ýÙ Ë eT<ó«V² uóËÈq |<¿ó ± »È>·qq >ÃsÁT eTT<µÝ >±
eÖ]Ìq Ôû~
1. 21-01-2020
2. 20-04-2020
3. 12-01-2020
4. 23-04-2020
27. Cash given yearly to each 9th class Student studying in hostels
under ‘YSR Vidya Jyothi Scheme’
‘YSR $<«CË«Ü |<ó¿+
£ µýË Vädý¼ ýÙ Ë +&û 9e Ôás>Á Ü
· $<«sÁT\ Å£
d+eÔáàs¿ì #ûÌ q>·<T
1. ` 4500/-
2. ` 15000/-
3. ` 3000/-
4. ` 12500/-
yîTT³¼yTî T<{ì ‘ yîTsTTHç|yT ¿£+|P«³sY ’
1. Cray J90
2. Cray T90
3. UNIVAC – I
4. EDSAC
25. Find the correct order of ‘Data Processing’
ç¿ì+~yýË »&û{² çbÍdd¾+>´µ jîTT¿£Ø KºÌÛÔyá Tî q® ç¿£eT+
1. Input Processing Storage Output
2. Input Storage Processing Output
3. Input Processing Output Storage
4. Input Storage Output Processing
26. Date of conversion of Mid-day-Meal scheme to ‘Jagananna
Gorumuddaµ in Andhra Pradesh
+ç<óç |<Xû ýÙ Ë eT<ó«V² uóËÈq |<¿ó ± »È>·qq >ÃsÁT eTT<µÝ >±
eÖ]Ìq Ôû~
1. 21-01-2020
2. 20-04-2020
3. 12-01-2020
4. 23-04-2020
27. Cash given yearly to each 9th class Student studying in hostels
under ‘YSR Vidya Jyothi Scheme’
‘YSR $<«CË«Ü |<ó¿+
£ µýË Vädý¼ ýÙ Ë +&û 9e Ôás>Á Ü
· $<«sÁT\ Å£
d+eÔáàs¿ì #ûÌ q>·<T
1. ` 4500/-
2. ` 15000/-
3. ` 3000/-
4. ` 12500/-
Page 13
28. ‘Avast’ is a
»nydt¼µ (Avast) nHû~
1. Antivirus software
2. Open source Learning Software
3. Internet web browsing Software
4. Micro Soft Software
29. ‘TOEFL’ stands for
‘TOEFL’ nq>±
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
30. One of the following is not a ‘Zip Software’
1. Winzip
2. PKzip
3. Netzip
4. Unzip
ç¿ì+~yýË »|t kÍ|y¼t sû µY ¿±~
1. $H|t
2. |¾¿Â |t
3. Hî{Ù|t
4. nH|t
»nydt¼µ (Avast) nHû~
1. Antivirus software
2. Open source Learning Software
3. Internet web browsing Software
4. Micro Soft Software
29. ‘TOEFL’ stands for
‘TOEFL’ nq>±
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
30. One of the following is not a ‘Zip Software’
1. Winzip
2. PKzip
3. Netzip
4. Unzip
ç¿ì+~yýË »|t kÍ|y¼t sû µY ¿±~
1. $H|t
2. |¾¿Â |t
3. Hî{Ù|t
4. nH|t
Page 14
31. ú#áTqÅ£ <óq eTT >·*qZ
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ú#á ¿£Ü jáT>·T#áT eT~ d+
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|Õ |<« +ýË » d+¿Ã#áeTTµ nHû |<¿ì nsÁ+
1. y#\Ôá
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4. d+ÔÃweTT
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y#\Ôá >·*Z |sTÁ wyÅ£Ø \i#áT#áTH
ú#á ¿£Ü jáT>·T#áT eT~ d+
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|sTÁ w yÅ£Ø\T n+fñ
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3. sÁV² d«+>± #î|Î eÖ³\T
4. ºq|¾\\¢ eÖ³\T
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ú#á ¿£Ü jáT>·T#áT eT~ d+
¿Ã#áeTT ýñÅ£ +&"~sÁT>·T >·TeÇ\#îH!
|Õ |<« +ýË » d+¿Ã#áeTTµ nHû |<¿ì nsÁ+
1. y#\Ôá
2. uój Tá eTT, È+Å£
3. y«¿Ã#áeTT
4. d+ÔÃweTT
32. ú#áTqÅ£ <óq eTT >·*qZ
y#\Ôá >·*Z |sTÁ wyÅ£Ø \i#áT#áTH
ú#á ¿£Ü jáT>·T#áT eT~ d+
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|sTÁ w yÅ£Ø\T n+fñ
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2. ¿£]qÄ yîTq® yÅ£Ø\T
3. sÁV² d«+>± #î|Î eÖ³\T
4. ºq|¾\\¢ eÖ³\T
Page 15
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È+>± |¯¿¹ q #îbÍÎ*à +³T+~. »»>·<« + ¿£MH+ ¿£w+ e<µï µ
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ý²>± $q&¿ì n+Ôá +|Ú>± +&<T . n+<Te\¢ |<« sÁ#qá çXËÔá*
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(¿£$ ç|ÜuóÅ £ >·<« yûT ^³T ssTT) nHû ç|d<¾ ÃÆ¿ïì se&¿ì<û
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1. >·<« +|Õ ºq #áÖ|Ú +&³+e\¢
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3. |<« sÁ#qá çXËÔá* ¿£]+ü ºq+Ôá>± >·<« sÁ#qá
¿£]+ü #á¿b£ þe&+
4. |<«¿ì q $\Te >·<«¿ì ýñ¿b£ þe&+ e\¢
Page 16
34. V²<jTá +>·eTyîTq® >·<« sÁ#qá #ûjTá >·\>·&+ sÁ#sá TTÔá sÁ#Há Xø¿¿ïì ì
È+>± |¯¿¹ q #îbÍÎ*à +³T+~. »»>·<« + ¿£MH+ ¿£w+ e<µï µ
(¿£$ ç|ÜuóÅ £ >·<« yûT ^³T ssTT) nHû ç|d<¾ ÃÆ¿ïì se&¿ì<û
¿±sÁDyîT® +³T+~. >·<« + #ó+á <ÃsÁV¾²Ôá+>± +³T+~. ¿±{ì¼ |<« +
ý²>± $q&¿ì n+Ôá +|Ú>± +&<T . n+<Te\¢ |<« sÁ#qá çXËÔá*
¿£]+ü ºq+Ôá>± >·<« sÁ#qá ¿£]+ü #áý¿ñ b£ þe&+ÔÃ yîTT<{ì qT+º
¿£eÚ\T B|Õ yîTT>·TZ #áÖ|ýñ<T . nsTTÔû ¿=+Ôá eT+~ eÖçÔá+ ÔáeT
yûT<óXø¿Ô
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ç|jîÖÈH\ q+{ì kÍ~ódÖ ï sjáT>·*>±sÁT. +<TÅ£ uó{ ²¼#sÁT«
¿±<+], ¿¹ Ôáq <XÅø £ eÖsÁ #á]çÔá yîTT<ýqÕÉ $ ÔsØD²\T.
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1. |<« + >·<« + ÿ¿£f!ñ
2. >·<« + e<+ÔáT\ \jáT+
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4. ¿£$ ç|ÜuóÅ £ >·<« yûT ^³TssTT
35. |eÖq <ós Á kÍeT«+#ûÔá |yTû jáÖ |eÖq+>±
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1. >·<
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35. |eÖq <ós Á kÍeT«+#ûÔá |yTû jáÖ |eÖq+>±
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1. u²\#á+ç<T ç|ÜÈã
2. ºq ¥XøeÚ
3. ¿£|Î Ôá*¢ |[ß
4. m<
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^Ôá ^d¾q |<¿ì HHsÁ| < \T
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Page 19
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Page 20
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4. #û<sÁ¿£+
49. »»deTTç< rsÁ+ýË |¾\\¢ T &TÅ£+³THsÁTµµ
y¿±«¿ì e«Ü¹s¿±sÁ¿£ y¿£«+
1. deTTç< rsÁ+ýË |¾\¢\T &T¿ÃuËÔáTHsÁT
2. deTTç< rsÁ+ýË |¾\\¢ T &T¿Ãe&+ ýñ<T
3. deTTç<rsÁ+ýË |¾\\¢ T &ûXæsÁT
4. deTTç< rsÁ+ýË |¾\¢\T &\qTÅ£+³THsÁT
50. ¿ì+~ yýË C²ãq|ÓsÄÁ |ÚsÁkÍØsÁ+ bõ+< sÁ#áq
1. leTç<eÖjáTD ¿£\Îe¿£+
2. $XøÇ+uósÁ
3. seÖjáTD $we¿£+
4. bÍÅ£&TsÞøß
51. »»$¥w¼Ôá ¿£*Ðq ç|<ûXæ\qT <]ô+ºq|Ú&T bõ+~q nqTuóÖÜ,
nqTuóy \qT esÁH Ôá¿£+>± sd ç|ç¿ìjTá
1. ç|+<ó sÁ#qá
2. jáÖçÔ sÁ#qá
3. >¹ jáT sÁ#qá
4. |Ó]¿Ä £
Page 21
52. »»¿=³¼sTÁ eÚµµ +{ì |sÁT>± >·\ ¿£$
1. Ü¿£Øq
2. qqjáT
3. miÀq
4. bþÔáq
53. U I I U I U I I I U I I U I I U I U IU
>·TsÁT\|T TeÚ\T ý² +fñ |<« + neÚÔáT+~
1. XæsÁÖÝ\+
2. ÔáÎ\eÖ\
3. eTÔûïuó+
4. #á+|¿e£ Ö\
54. yû~¿£ MT< q{ì+#û deTjáT+ýËHû ÿ¿£ çdÓï ç|d$ +º+~.
~ H³¿£ deÖÈ+ýË È]Ð+~
1. nuóT «<jTá H³¿£ deÖK«
2. dTsÁ_ó H³¿£ deÖÈ+
3. >·T+³ÖsÁT |d ¼t ¿£+|ú
4. +<sTÁ È>·HÃV¾² deÖÈ+
55. d+~ó È]¹> s +&T |<\ýË |PsÁÇ|<+ ºe] n#áTÌqT
ý² n+{²sÁT.
1. |sÁdÎsÁ+
2. |PsÁÇ dÇsÁ+
3. dÇsÁ yûTÞøq+
4. |sÁdÇsÁ+
1. Ü¿£Øq
2. qqjáT
3. miÀq
4. bþÔáq
53. U I I U I U I I I U I I U I I U I U IU
>·TsÁT\|T TeÚ\T ý² +fñ |<« + neÚÔáT+~
1. XæsÁÖÝ\+
2. ÔáÎ\eÖ\
3. eTÔûïuó+
4. #á+|¿e£ Ö\
54. yû~¿£ MT< q{ì+#û deTjáT+ýËHû ÿ¿£ çdÓï ç|d$ +º+~.
~ H³¿£ deÖÈ+ýË È]Ð+~
1. nuóT «<jTá H³¿£ deÖK«
2. dTsÁ_ó H³¿£ deÖÈ+
3. >·T+³ÖsÁT |d ¼t ¿£+|ú
4. +<sTÁ È>·HÃV¾² deÖÈ+
55. d+~ó È]¹> s +&T |<\ýË |PsÁÇ|<+ ºe] n#áTÌqT
ý² n+{²sÁT.
1. |sÁdÎsÁ+
2. |PsÁÇ dÇsÁ+
3. dÇsÁ yûTÞøq+
4. |sÁdÇsÁ+
Page 22
56. ÔáqT J$Ôá+ýË mHà ¿£cͼ\ Hî<T s=Ø d¾Ü ¿ì #ûsq
¿£ý²yT nHsÁT. y¿±« ç|Ô«á ¿£ ¿£<q¸ +ýË¿ì eÖsÁÌ>±
1. »»Ôáq J$Ôá+ýË mHà ¿£cͼ\T m<TsÁT#áÖ&ýñ<Tµµ.
|]d¾Ü ¿ì #ûsqTµµ n ¿£ý²yT nHsÁT.
2. »»úÅ£ J$Ôá+ýË mHà ¿£cͼ\T Hî<T s=Ø |]d¾Ü ¿ì
e#ÌqTµµ n ¿£ý²yT nHsÁT.
3. »»Ôáq J$Ôá+ýË mHà ¿£cͼ\T m<Ts qÕ d¾Ü ¿ì
#ûsqTµµ n ¿£ý²yT nHsÁT.
4. »»HûqT J$Ôá+ýË mHà ¿£cͼ\ Hî<Ts=Ø d¾Ü¿ì #ûsqTµµ
n ¿£ý²yT nHsÁT.
57. »Ôáµ >·D+ >·TsÁT \|T TeÚ\T
1. UII
2. U I U
3. U U I
4. I U I
58. »»VäVä! m+Ôá yî|Õ ¯ Ôá«eTT!µµ ~ @ sÁ¿y£ Tî q® y¿£«+
1. nqTeTÔá«sÁÆ¿£ y¿£«+
2. çbÍsÁHsÁ¿£ y¿£«+
3. XøÌs«sÁ¿£ y¿£«+
4. ç|XæsÁ¿ £ y¿£«+
¿£ý²yT nHsÁT. y¿±« ç|Ô«á ¿£ ¿£<q¸ +ýË¿ì eÖsÁÌ>±
1. »»Ôáq J$Ôá+ýË mHà ¿£cͼ\T m<TsÁT#áÖ&ýñ<Tµµ.
|]d¾Ü ¿ì #ûsqTµµ n ¿£ý²yT nHsÁT.
2. »»úÅ£ J$Ôá+ýË mHà ¿£cͼ\T Hî<T s=Ø |]d¾Ü ¿ì
e#ÌqTµµ n ¿£ý²yT nHsÁT.
3. »»Ôáq J$Ôá+ýË mHà ¿£cͼ\T m<Ts qÕ d¾Ü ¿ì
#ûsqTµµ n ¿£ý²yT nHsÁT.
4. »»HûqT J$Ôá+ýË mHà ¿£cͼ\ Hî<Ts=Ø d¾Ü¿ì #ûsqTµµ
n ¿£ý²yT nHsÁT.
57. »Ôáµ >·D+ >·TsÁT \|T TeÚ\T
1. UII
2. U I U
3. U U I
4. I U I
58. »»VäVä! m+Ôá yî|Õ ¯ Ôá«eTT!µµ ~ @ sÁ¿y£ Tî q® y¿£«+
1. nqTeTÔá«sÁÆ¿£ y¿£«+
2. çbÍsÁHsÁ¿£ y¿£«+
3. XøÌs«sÁ¿£ y¿£«+
4. ç|XæsÁ¿ £ y¿£«+
Page 23
59. »»ç|ÜÈãµµ sÁ#sá TTÔá
1. |Õ&e Tç] yî+¿£³ dTu²ÒseÚ
2. |+&¢ eTç] seTdTu²ÒseÚ
3. H«|Ü dTu²ÒseÚ
4. sjáTçbþ\T dTu²ÒseÚ
60. úeÚ | #ûjTá Å£ ` ~ @ sÁ¿£yTî q® y¿£«+
1. ç|XæsÁ¿ +£
2. kÍeTsÆ«sÁ¿£+
3. w<ósÁ¿£+
4. nqTeTÔá«sÁ¿ +£
1. |Õ&e Tç] yî+¿£³ dTu²ÒseÚ
2. |+&¢ eTç] seTdTu²ÒseÚ
3. H«|Ü dTu²ÒseÚ
4. sjáTçbþ\T dTu²ÒseÚ
60. úeÚ | #ûjTá Å£ ` ~ @ sÁ¿£yTî q® y¿£«+
1. ç|XæsÁ¿ +£
2. kÍeTsÆ«sÁ¿£+
3. w<ósÁ¿£+
4. nqTeTÔá«sÁ¿ +£
Page 24
61. Choose the sentence that can be used to offer help
1. Well done!
2. You should see a dentist.
3. I don’t like you.
4. Let me do it for you.
62. The following can be used to congratulate someone.
1. I have no problem.
2. You should be very careful.
3. Shall we go to a movie?
4. Bravo! you have done well
63. Time lines is important in news reporting.
Choose the option to support the above sentence
1. to remain relevant
2. to ensure accuracy
3. to entertain readers
4. to include personal opinions
64. Choose the option that should be included in the body of the
invitation.
1. Host’s favourite movie
2. Clear and concise event details
3. A list of host’s hobbies
4. The host’s fovourite music band
1. Well done!
2. You should see a dentist.
3. I don’t like you.
4. Let me do it for you.
62. The following can be used to congratulate someone.
1. I have no problem.
2. You should be very careful.
3. Shall we go to a movie?
4. Bravo! you have done well
63. Time lines is important in news reporting.
Choose the option to support the above sentence
1. to remain relevant
2. to ensure accuracy
3. to entertain readers
4. to include personal opinions
64. Choose the option that should be included in the body of the
invitation.
1. Host’s favourite movie
2. Clear and concise event details
3. A list of host’s hobbies
4. The host’s fovourite music band
Page 25
65. Choose the correctly punctuated sentence
1. Sarada said, “If you remember it, will you please tell
me?”
2. Sarada said, If you remember it will you please tell me.
3. “Sarada said,” If you remember it will you please
tell me?
4. Sarada said. “If you remember it will you please,
tell me?”
66. They are (A) / looking forward (B) / to meet (C) /
their parents (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 adjectival form of the
word ‘Child’
1. ly
2. ish
3. ness
4. lly
68. The word “arrangement” has stress on:
1. the third syllable
2. the first syllable
3. the second syllable
4. the first and second syllables
1. Sarada said, “If you remember it, will you please tell
me?”
2. Sarada said, If you remember it will you please tell me.
3. “Sarada said,” If you remember it will you please
tell me?
4. Sarada said. “If you remember it will you please,
tell me?”
66. They are (A) / looking forward (B) / to meet (C) /
their parents (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 adjectival form of the
word ‘Child’
1. ly
2. ish
3. ness
4. lly
68. The word “arrangement” has stress on:
1. the third syllable
2. the first syllable
3. the second syllable
4. the first and second syllables
Page 26
69. Choose the idiom that gives the meaning
“Move in order to make room for someone”
1. set foot
2. give way
3. lose heart
4. call it a day
70. They set down on the last stage of their journey.
Choose the option that can improve the underlined part in the
above sentence.
1. set out
2. set up
3. set in
4. set aside
71. Choose the correctly spelt word.
1. Simultanious
2. Simultanoeus
3. Simultaneous
4. Saimultanueous
72. Choose the option that can be used as a one-word substitute
for “a person who solves problems in a practical and sensible
way”.
1. mercenary
2. theist
3. teetotaler
4. pragmatist
“Move in order to make room for someone”
1. set foot
2. give way
3. lose heart
4. call it a day
70. They set down on the last stage of their journey.
Choose the option that can improve the underlined part in the
above sentence.
1. set out
2. set up
3. set in
4. set aside
71. Choose the correctly spelt word.
1. Simultanious
2. Simultanoeus
3. Simultaneous
4. Saimultanueous
72. Choose the option that can be used as a one-word substitute
for “a person who solves problems in a practical and sensible
way”.
1. mercenary
2. theist
3. teetotaler
4. pragmatist
Page 27
73. We have been tricked! Shouted the villagers.
Choose the synonym of the word ‘tricked’.
1. precise
2. informed
3. deceived
4. accurate
74. My austere father used to avoid all inessential comforts and
luxuries.
Choose the word which is opposite in meaning to the word
‘austere’
1. fancy
2. stern
3. adamant
4. flinty
75. ‘The’ is not used before
1. the superlative adjectives
2. the names of unique things
3. the names mountain ranges
4. abstract nouns
76. My problems are very similar ______ yours.
Choose the word that fits the blank.
1. with
2. to
3. for
4. from
Choose the synonym of the word ‘tricked’.
1. precise
2. informed
3. deceived
4. accurate
74. My austere father used to avoid all inessential comforts and
luxuries.
Choose the word which is opposite in meaning to the word
‘austere’
1. fancy
2. stern
3. adamant
4. flinty
75. ‘The’ is not used before
1. the superlative adjectives
2. the names of unique things
3. the names mountain ranges
4. abstract nouns
76. My problems are very similar ______ yours.
Choose the word that fits the blank.
1. with
2. to
3. for
4. from
Page 28
77. Fire and water ______ the desk before the author ______ it.
Choose the correct verbs that fit the blanks respectively
1. are damage; finding
2. damage; will find
3. has damage; found
4. had damaged; found
78. Choose the sentence in the past continuous tense
1. The birds were chirping in the tress
2. It rained and the people got wet
3. Who is listening to me?
4. Some children are reading books
79. His friend asked. “Did you see the snake the next day,
doctor?”
Choose the reported speech of the sentence above.
1. His friend asked the doctor if he had seen the snake the
following day.
2. His friend asked the doctor how he had seen the snake
next day.
3. The doctor asked his friend whether he had seen the
snake next day.
4. His friend asked the doctor if he did not see the snake
the next morning.
80. Our National Anthem ________ Rabindranath Tagore.
Choose the option that completes the sentence meaningfully.
1. was composed on
2. is composed with
3. was composed with
4. was composed by
Choose the correct verbs that fit the blanks respectively
1. are damage; finding
2. damage; will find
3. has damage; found
4. had damaged; found
78. Choose the sentence in the past continuous tense
1. The birds were chirping in the tress
2. It rained and the people got wet
3. Who is listening to me?
4. Some children are reading books
79. His friend asked. “Did you see the snake the next day,
doctor?”
Choose the reported speech of the sentence above.
1. His friend asked the doctor if he had seen the snake the
following day.
2. His friend asked the doctor how he had seen the snake
next day.
3. The doctor asked his friend whether he had seen the
snake next day.
4. His friend asked the doctor if he did not see the snake
the next morning.
80. Our National Anthem ________ Rabindranath Tagore.
Choose the option that completes the sentence meaningfully.
1. was composed on
2. is composed with
3. was composed with
4. was composed by
Page 29
81. All of his money _______ stolen.
Choose the option that fits the blank.
1. were
2. are
3. have been
4. was
82. Choose the sentence with a noun clause.
1. The jury believed that the man was guilty.
2. I am a student
3. I know who you are
4. Raju, who is a teacher, lives next to us.
83. The word ‘erratum’ is:
1. a plural noun
2. an adjective
3. an ordinary verb
4. a singular noun
84. Identify the plural noun from the following
1. fungus
2. data
3. thesis
4. syllabus
85. They waved at him as the train slowly left the platform.
Choose the true statement about the sentence given above.
1. The sentence is in the past perfect tense.
2. The sentence is a simple sentence
3. The sentence is a complex sentence
4. The sentence has three verbs
Choose the option that fits the blank.
1. were
2. are
3. have been
4. was
82. Choose the sentence with a noun clause.
1. The jury believed that the man was guilty.
2. I am a student
3. I know who you are
4. Raju, who is a teacher, lives next to us.
83. The word ‘erratum’ is:
1. a plural noun
2. an adjective
3. an ordinary verb
4. a singular noun
84. Identify the plural noun from the following
1. fungus
2. data
3. thesis
4. syllabus
85. They waved at him as the train slowly left the platform.
Choose the true statement about the sentence given above.
1. The sentence is in the past perfect tense.
2. The sentence is a simple sentence
3. The sentence is a complex sentence
4. The sentence has three verbs
Page 30
86. We booked a holiday _______ we had very little money.
Choose the linker that fits the blank.
1. although
2. nor
3. or
4. equally
87. Victoria dressed ________ her mother’s instructions.
Choose the propositional phase that fits the blank.
1. in place of
2. along with
3. in front of
4. according to
88. We should complete the shooting by tomorrow evening.
In the above sentence, the function of the word ‘should’ is to
express:
1. obligation
2. possibility
3. offer
4. order
Choose the linker that fits the blank.
1. although
2. nor
3. or
4. equally
87. Victoria dressed ________ her mother’s instructions.
Choose the propositional phase that fits the blank.
1. in place of
2. along with
3. in front of
4. according to
88. We should complete the shooting by tomorrow evening.
In the above sentence, the function of the word ‘should’ is to
express:
1. obligation
2. possibility
3. offer
4. order
Page 31
89. Read the following passage
The life of a student is comparatively speaking a sheltered life.
There are of course, certain responsibilities they are definite
and they are assigned to you by those who are willing to take
care of you and there is not much need to be constantly
exercising your own judgments.
The main characteristic of the student life described in the
passage is:
1. Independence and autonomy
2. Sheltered and guided
3. Stressful and overwhelming
4. Chaotic and unpredictable
90. Read the following passage
The life of a student is comparatively speaking a sheltered life.
There are of course, certain responsibilities they are definite
and they are assigned to you by those who are willing to take
care of you and there is not much need to be constantly
exercising your own judgments.
Choose the false statement based on the passage above.
1. Students have certain responsibilities
2. Students need to exercise their own judgments
3. Students are well – cared of
4. Students are not assigned their work.
The life of a student is comparatively speaking a sheltered life.
There are of course, certain responsibilities they are definite
and they are assigned to you by those who are willing to take
care of you and there is not much need to be constantly
exercising your own judgments.
The main characteristic of the student life described in the
passage is:
1. Independence and autonomy
2. Sheltered and guided
3. Stressful and overwhelming
4. Chaotic and unpredictable
90. Read the following passage
The life of a student is comparatively speaking a sheltered life.
There are of course, certain responsibilities they are definite
and they are assigned to you by those who are willing to take
care of you and there is not much need to be constantly
exercising your own judgments.
Choose the false statement based on the passage above.
1. Students have certain responsibilities
2. Students need to exercise their own judgments
3. Students are well – cared of
4. Students are not assigned their work.
Page 32
91. The oldest and Volcanic origin plateau in India
1. Malwa Plateau
2. Chotanagpur
3. Deccan
4. Tibet
uó²sÁÔá<ûXø+ýË nÐ|sÁÇÔá eTÖý²¿ì #î+~q nÜ çbÍNq |ÓsÄÁuóÖ$T
1. eÖý²Ç|ÓsuÁÄ Öó $T
2. #óÃ{²H>´|P sY
3. <¿£ØH
4. {ìuÉ{Ù
92. For the first time Disaster Management was defined as a
developmental issue in this plan
1. 10th five year plan
2. 12th five year plan
3. 5th five year plan
4. 7th five year plan
yîTT<{kì Í]>± »$|ÔTá ï sÁÇV²Dµ n_óe~Æ n+Xø+>± sÁs TT+#á&q
ç|D²[¿£
1. 10e |+#áesÁçü |D²[¿£
2. 12e |+#áesÁçü |D²[¿£
3. 5e |+#áesÁçü |D²[¿£
4. 7e |+#áesÁçü |D²[¿£
1. Malwa Plateau
2. Chotanagpur
3. Deccan
4. Tibet
uó²sÁÔá<ûXø+ýË nÐ|sÁÇÔá eTÖý²¿ì #î+~q nÜ çbÍNq |ÓsÄÁuóÖ$T
1. eÖý²Ç|ÓsuÁÄ Öó $T
2. #óÃ{²H>´|P sY
3. <¿£ØH
4. {ìuÉ{Ù
92. For the first time Disaster Management was defined as a
developmental issue in this plan
1. 10th five year plan
2. 12th five year plan
3. 5th five year plan
4. 7th five year plan
yîTT<{kì Í]>± »$|ÔTá ï sÁÇV²Dµ n_óe~Æ n+Xø+>± sÁs TT+#á&q
ç|D²[¿£
1. 10e |+#áesÁçü |D²[¿£
2. 12e |+#áesÁçü |D²[¿£
3. 5e |+#áesÁçü |D²[¿£
4. 7e |+#áesÁçü |D²[¿£
Page 33
93. This bird cleans the environment by eating dead livestock
1. crow
2. eagle
3. hawk
4. vulture
|¿ì #ábþsTTq È+ÔáTeÚ\qT Üq&+ <Çs |s«esÁD²
Xø~Æ#ûdTï+~.
1. ¿±¿ì
2. &û>·
3. >·<Ý
4. s+<T
94. The winds blowing in the northern plains in summers are
known as
1. KaalBaisakhi
2. Loo
3. Trade winds
4. Chinook
yûd$ ¿±\+ýË Ôásï ÁyTî <® H\ýË M#û |eH\T
1. ¿±ýÙukÕÉ ÍÏ
2. \Ö
3. y«bÍsÁ|e H\T
4. ºqÖ¿ù
1. crow
2. eagle
3. hawk
4. vulture
|¿ì #ábþsTTq È+ÔáTeÚ\qT Üq&+ <Çs |s«esÁD²
Xø~Æ#ûdTï+~.
1. ¿±¿ì
2. &û>·
3. >·<Ý
4. s+<T
94. The winds blowing in the northern plains in summers are
known as
1. KaalBaisakhi
2. Loo
3. Trade winds
4. Chinook
yûd$ ¿±\+ýË Ôásï ÁyTî <® H\ýË M#û |eH\T
1. ¿±ýÙukÕÉ ÍÏ
2. \Ö
3. y«bÍsÁ|e H\T
4. ºqÖ¿ù
Page 34
95. Older alluvium soil in Northern plains
1. Bhangar
2. Terai
3. Bhabar
4. Khadar
Ôásï yÁ Tî <® q+ýË |ÚsÔáq ÿ+ç&T eT{ì¼
1. uó+>·sY
2. fÉssTT
3. uó²sY
4. U²<sY
96. Hiware Bazar is located in
1. Karnataka
2. Maharashtra
3. Kerala
4. Madhya Pradesh
V¾²y¹s C²sÁT ¿£Ø& ¿£\<T
1. ¿£s³¿£
2. eTVäsçw¼
3. ¿¹ sÁÞø
4. eT<ó« ç|<Xû Ù
1. Bhangar
2. Terai
3. Bhabar
4. Khadar
Ôásï yÁ Tî <® q+ýË |ÚsÔáq ÿ+ç&T eT{ì¼
1. uó+>·sY
2. fÉssTT
3. uó²sY
4. U²<sY
96. Hiware Bazar is located in
1. Karnataka
2. Maharashtra
3. Kerala
4. Madhya Pradesh
V¾²y¹s C²sÁT ¿£Ø& ¿£\<T
1. ¿£s³¿£
2. eTVäsçw¼
3. ¿¹ sÁÞø
4. eT<ó« ç|<Xû Ù
Page 35
97. This is NOT an influencing factor on climate
1. Land water relationship
2. Distance from the equator
3. Rainfall
4. Upper air circulation
oÔÃwd¾Ü ç|uó²$Ôá+ #ûd n+Xæ\ýË ýñ~
1. uóÖ $T¿ì ú{ì¿ì >·\ d++<ó+
2. uóÖeT<ó« ¹sK qT+& <ÖsÁ+
3. esÁübÍÔá+
4. |]Ôá\ >±* ç|ds D Á
98. Limestone, mica and gypsum are
1. Metallic mineral
2. Non – metallic minerals
3. Fuel minerals
4. Nuclear minerals
dTq|ÚssTT, yîT¿® ±, |à+ nqTq$
1. ýËV² KC²\T
2. nýËV² KC²\T
3. +<óq KC²\T
4. nDT KC²\T
1. Land water relationship
2. Distance from the equator
3. Rainfall
4. Upper air circulation
oÔÃwd¾Ü ç|uó²$Ôá+ #ûd n+Xæ\ýË ýñ~
1. uóÖ $T¿ì ú{ì¿ì >·\ d++<ó+
2. uóÖeT<ó« ¹sK qT+& <ÖsÁ+
3. esÁübÍÔá+
4. |]Ôá\ >±* ç|ds D Á
98. Limestone, mica and gypsum are
1. Metallic mineral
2. Non – metallic minerals
3. Fuel minerals
4. Nuclear minerals
dTq|ÚssTT, yîT¿® ±, |à+ nqTq$
1. ýËV² KC²\T
2. nýËV² KC²\T
3. +<óq KC²\T
4. nDT KC²\T
Page 36
99. Minimum age limit for driving of motor Vehicle is
1. 22 years
2. 18 years
3. 25 years
4. 21 years
yîÖ{²sÁT yV²H\T q&|{
²¿ì ¿£úd ejîÖ|]$TÜ
1. 22 d+öö\T
2. 18 d+öö\T
3. 25 d+öö\T
4. 21 d+öö\T
100. Show the correct chain of distribution of goods
1. Retailer ® producer ® wholesaler ® consumer
2. Wholesaler ® retailer ® producer ® consumer
3. Producer ® retailer ® wholesaler ® consumer
4. Producer ® wholesaler ® retailer ® consumer
edTï |+|¾D¡ >=\TdTqT d]>± dÖº+#û~.
1. º\¢sÁ edTeï Ú\T ® ÔáÎÜï<sÁT&T ® {ËÅ£esÁÅï £ &T ®
$jîÖ>·<sÁT
2. {ËÅ£esÁÅï £ &T ® º\¢sÁesÁïÅ£&T ® ÔáÎÜï<sÁT ®
$jîÖ>·<sÁT
3. ÔáÎÜï<sÁT ® º\¢sÁesÁïÅ£&T ® {ËÅ£esÁÅï £ &T ®
$jîÖ>·<sÁT
4. ÔáÎÜï<sÁT ® {ËÅ£esÁÅï £ &T ® º\¢seÁ sÁÅï £ &T ®
$jîÖ>·<sÁT
1. 22 years
2. 18 years
3. 25 years
4. 21 years
yîÖ{²sÁT yV²H\T q&|{
²¿ì ¿£úd ejîÖ|]$TÜ
1. 22 d+öö\T
2. 18 d+öö\T
3. 25 d+öö\T
4. 21 d+öö\T
100. Show the correct chain of distribution of goods
1. Retailer ® producer ® wholesaler ® consumer
2. Wholesaler ® retailer ® producer ® consumer
3. Producer ® retailer ® wholesaler ® consumer
4. Producer ® wholesaler ® retailer ® consumer
edTï |+|¾D¡ >=\TdTqT d]>± dÖº+#û~.
1. º\¢sÁ edTeï Ú\T ® ÔáÎÜï<sÁT&T ® {ËÅ£esÁÅï £ &T ®
$jîÖ>·<sÁT
2. {ËÅ£esÁÅï £ &T ® º\¢sÁesÁïÅ£&T ® ÔáÎÜï<sÁT ®
$jîÖ>·<sÁT
3. ÔáÎÜï<sÁT ® º\¢sÁesÁïÅ£&T ® {ËÅ£esÁÅï £ &T ®
$jîÖ>·<sÁT
4. ÔáÎÜï<sÁT ® {ËÅ£esÁÅï £ &T ® º\¢seÁ sÁÅï £ &T ®
$jîÖ>·<sÁT
Page 37
101. The land is used for growing food and fodder crops and
rearing livestock in this farming
1. Mixed farming
2. Shifting cultivation
3. Subsistence farming
4. Commercial farming
e«ekÍjáT+ýË VäsÃÔáÎÜï¿,ì |Xø eÚ\ yûTÔáÅ£ , |Xø |+|¿±¿ì
uóÖ $T |jÖî ÐkÍïsTÁ .
1. $TçXøeT e«ekÍjáT+
2. $kÍï|q e«ekÍjáT+
3. JeH<ósÁ e«ekÍjáT+
4. yDìÈ« e«ekÍjáT+
102. TISCO (Tata Iron and Steel Company) was started in the year
TISCO ({²{² ×sÁH n+& dÓý
¼ Ù ¿£+|ú)qT çbÍsÁ+_ó+ºq d+eÔáàsÁ+
1. 1910
2. 1907
3. 1912
4. 1908
rearing livestock in this farming
1. Mixed farming
2. Shifting cultivation
3. Subsistence farming
4. Commercial farming
e«ekÍjáT+ýË VäsÃÔáÎÜï¿,ì |Xø eÚ\ yûTÔáÅ£ , |Xø |+|¿±¿ì
uóÖ $T |jÖî ÐkÍïsTÁ .
1. $TçXøeT e«ekÍjáT+
2. $kÍï|q e«ekÍjáT+
3. JeH<ósÁ e«ekÍjáT+
4. yDìÈ« e«ekÍjáT+
102. TISCO (Tata Iron and Steel Company) was started in the year
TISCO ({²{² ×sÁH n+& dÓý
¼ Ù ¿£+|ú)qT çbÍsÁ+_ó+ºq d+eÔáàsÁ+
1. 1910
2. 1907
3. 1912
4. 1908
Page 38
103. It is not a main process of population change
1. Death Rates
2. Migrations
3. Disasters
4. Birth Rates
ÈHuó² eÖsÁTÎÅ£ ~ ç|<óq ç|ç¿ìjTá ¿±<T
1. eTsÁD²\ s¹ ³T
2. e\d\T
3. $|ÔTá \ï T
4. ÈqH\ s¹ ³T
104. An indicator used by the World Bank to classify countries
1. Human Development
2. National Income
3. Per capita Income
4. Economic Development
<ûXæ\qT e¯Z¿]£ +#á{²¿ì ç||+ #áu²«+Å£ |jÖî Ð+#û dÖº¿£
1. eÖqy_óe~Æ
2. C²rjáT <jáT+
3. Ôá\d] <jáT+
4. ]Æ¿±_óe~Ý
1. Death Rates
2. Migrations
3. Disasters
4. Birth Rates
ÈHuó² eÖsÁTÎÅ£ ~ ç|<óq ç|ç¿ìjTá ¿±<T
1. eTsÁD²\ s¹ ³T
2. e\d\T
3. $|ÔTá \ï T
4. ÈqH\ s¹ ³T
104. An indicator used by the World Bank to classify countries
1. Human Development
2. National Income
3. Per capita Income
4. Economic Development
<ûXæ\qT e¯Z¿]£ +#á{²¿ì ç||+ #áu²«+Å£ |jÖî Ð+#û dÖº¿£
1. eÖqy_óe~Æ
2. C²rjáT <jáT+
3. Ôá\d] <jáT+
4. ]Æ¿±_óe~Ý
Page 39
105. One of the following is NOT an aerotropolis?
1. Delhi
2. Vijayawada
3. Hyderabad
4. Benguluru
ç¿ì+~ yýË $eÖHçXøjTá q>·s+Á ¿±~
1. &ó©¢
2. $ÈjáTy&
3. VÕ²<su²<T
4. uÉ+>·ÞSø sÁT
106. ‘Antyodaya Anna Yojana’ (AAY) was launched in the year
»n+Ôë<jáT nq jîÖÈqµ (AAY) |<¸¿ ± @ d+eÔáàsÁ+ýË
çbÍsÁ+_ó+#sÁT
1. 1998
2. 1995
3. 2000
4. 2002
1. Delhi
2. Vijayawada
3. Hyderabad
4. Benguluru
ç¿ì+~ yýË $eÖHçXøjTá q>·s+Á ¿±~
1. &ó©¢
2. $ÈjáTy&
3. VÕ²<su²<T
4. uÉ+>·ÞSø sÁT
106. ‘Antyodaya Anna Yojana’ (AAY) was launched in the year
»n+Ôë<jáT nq jîÖÈqµ (AAY) |<¸¿ ± @ d+eÔáàsÁ+ýË
çbÍsÁ+_ó+#sÁT
1. 1998
2. 1995
3. 2000
4. 2002
Page 40
107. It is NOT a social indicator to measure poverty
1. Illiteracy level
2. Customs and Traditions
3. Lack of Job opportunities
4. Lack of access to healthcare
|<]¿± ¿=\e{²¿ì |jÖî Ð+#û kÍeÖ¿£ dÖº¿£ ¿±~
1. sÁ¿£sd«Ôá kÍsTT
2. #sÁ kÍ+ç|<jáÖ\T
3. <ë>±e¿±Xæ\T ýñ¿£bþeÚ³
4. sÃ>·« d+sÁ¿£D bõ+<ýñ¿£bþeÚ³
108. The company which controls the production in more than one
country is known as
1. World Trade Organisation
2. International Monetary Fund
3. Multi National Company
4. United Nations Organisation
ÿ¿£ <ûX+ø ¿£+fñ mÅ£Øe <ûXæ\ýË ÔáÎÜï jáT+çÜ+#û d+d
1. ç||+ #á yDìÈ« d+d
2. n+Ôás¨rjáT ç<e«~ó
3. VQÞø C²Ü d+d
4. ׿£«sÈ«d$TÜ
1. Illiteracy level
2. Customs and Traditions
3. Lack of Job opportunities
4. Lack of access to healthcare
|<]¿± ¿=\e{²¿ì |jÖî Ð+#û kÍeÖ¿£ dÖº¿£ ¿±~
1. sÁ¿£sd«Ôá kÍsTT
2. #sÁ kÍ+ç|<jáÖ\T
3. <ë>±e¿±Xæ\T ýñ¿£bþeÚ³
4. sÃ>·« d+sÁ¿£D bõ+<ýñ¿£bþeÚ³
108. The company which controls the production in more than one
country is known as
1. World Trade Organisation
2. International Monetary Fund
3. Multi National Company
4. United Nations Organisation
ÿ¿£ <ûX+ø ¿£+fñ mÅ£Øe <ûXæ\ýË ÔáÎÜï jáT+çÜ+#û d+d
1. ç||+ #á yDìÈ« d+d
2. n+Ôás¨rjáT ç<e«~ó
3. VQÞø C²Ü d+d
4. ׿£«sÈ«d$TÜ
Page 41
109. Physical or fixed capital is
1. Expenditure on wages
2. Expenditure on raw materials
3. Expenditure on machines
4. Expenditure on marketing
d¾s Á ýñ¿£ uó Ü¿£ |³T¼& nHû~
1. yûÔHá \|Õ e«jáT+
2. eTT&ds TÁ Å£\|Õ e«jáT+
3. jáT+çÔ\|Õ e«jáT+
4. eÖÂsØ{ì+>´|Õ e«jáT+
110. The Harappan People worshipped Pashupathi and
1. Mother Goddess
2. Sri Krishna
3. Sri Rama
4. Annapurna Devi
V²sÁbÍÎ ç|È\T |Xø |Ü eT]jáTT M] |P+#ûysÁT.
1. neTÔá*¢
2. l¿£w
3. lseT
4. nq|Ps<û$
1. Expenditure on wages
2. Expenditure on raw materials
3. Expenditure on machines
4. Expenditure on marketing
d¾s Á ýñ¿£ uó Ü¿£ |³T¼& nHû~
1. yûÔHá \|Õ e«jáT+
2. eTT&ds TÁ Å£\|Õ e«jáT+
3. jáT+çÔ\|Õ e«jáT+
4. eÖÂsØ{ì+>´|Õ e«jáT+
110. The Harappan People worshipped Pashupathi and
1. Mother Goddess
2. Sri Krishna
3. Sri Rama
4. Annapurna Devi
V²sÁbÍÎ ç|È\T |Xø |Ü eT]jáTT M] |P+#ûysÁT.
1. neTÔá*¢
2. l¿£w
3. lseT
4. nq|Ps<û$
Page 42
111. Motupalli inscription was issued by
1. Ganapathideva
2. Rudrama Devi
3. ProlaRaju - II
4. PratapaRudra
yîÖ³T|*¢ XædH C²¯ #ûdq¾ ysÁT
1. >·D|Ü <ûeÚ&T
2. sÁTç<eT<û$
3. Âs+&e çbþ\sE
4. ç|Ô|sTÁ ç<T&T
112. One who changed the capital from Delhi to Devagiri
1. Firoz Shah Tughlaq
2. Muhammad Bin Tughlaq
3. GhiyasuddinTughlaq
4. Balban
sÈ<ó &ó©¢ qT+& <ûeÐ]¿ì eÖ]Ìq ysÁT
1. |s¾ ÃCÙ cÍ ÔáT>·¿¢ ù
2. eTV²eT< ;H ÔáT>·¿¢ ù
3. |¾TjáÖEBÝH ÔáT>·¢¿ù
4. u²\ÒH
1. Ganapathideva
2. Rudrama Devi
3. ProlaRaju - II
4. PratapaRudra
yîÖ³T|*¢ XædH C²¯ #ûdq¾ ysÁT
1. >·D|Ü <ûeÚ&T
2. sÁTç<eT<û$
3. Âs+&e çbþ\sE
4. ç|Ô|sTÁ ç<T&T
112. One who changed the capital from Delhi to Devagiri
1. Firoz Shah Tughlaq
2. Muhammad Bin Tughlaq
3. GhiyasuddinTughlaq
4. Balban
sÈ<ó &ó©¢ qT+& <ûeÐ]¿ì eÖ]Ìq ysÁT
1. |s¾ ÃCÙ cÍ ÔáT>·¿¢ ù
2. eTV²eT< ;H ÔáT>·¿¢ ù
3. |¾TjáÖEBÝH ÔáT>·¢¿ù
4. u²\ÒH
Page 43
113. The first Governor – General of India
1. Lord Dalhousie
2. Lord Canning
3. Warren Hastings
4. William Bentinck
uó²sÁÔá<ûXø+ýË yîTT<{ì >·esÁsY ÈqsÁýÙ
1. ý²sY¦ &ý ½d¾
2. ý²sY¦ ¿±+>´
3. ysÁH V²d¾+¼ >´à
4. $*jáT+ uÉ+{ì+¿ù
114. Rabindranath Tagore started ‘Santiniketan’ in
sÁM+ç<H<¸ sÄ>·ÖsY »Xæ+ܹ¿ÔáHµqT kÍ|¾+ºq d+eÔáàsÁ+
1. 1901
2. 1905
3. 1910
4. 1912
115. After Independence the states were reorganised on the basis of
1. The area of the state
2. The population of the state
3. Spoken language of the state
4. Resources of the state
kÍÇÔá+çÔ«q+ÔásÁ+ sçcͼ\ |Úq]ÇuóÈq B <ósÁ+>± È]Ð+~
1. sçwy¼ XÕî æ\«+
2. sçw¼ÈHuó²
3. sçw+¼ ýË eÖ{²¢&û uó²w
4. sçw¼ eqsÁT\T
1. Lord Dalhousie
2. Lord Canning
3. Warren Hastings
4. William Bentinck
uó²sÁÔá<ûXø+ýË yîTT<{ì >·esÁsY ÈqsÁýÙ
1. ý²sY¦ &ý ½d¾
2. ý²sY¦ ¿±+>´
3. ysÁH V²d¾+¼ >´à
4. $*jáT+ uÉ+{ì+¿ù
114. Rabindranath Tagore started ‘Santiniketan’ in
sÁM+ç<H<¸ sÄ>·ÖsY »Xæ+ܹ¿ÔáHµqT kÍ|¾+ºq d+eÔáàsÁ+
1. 1901
2. 1905
3. 1910
4. 1912
115. After Independence the states were reorganised on the basis of
1. The area of the state
2. The population of the state
3. Spoken language of the state
4. Resources of the state
kÍÇÔá+çÔ«q+ÔásÁ+ sçcͼ\ |Úq]ÇuóÈq B <ósÁ+>± È]Ð+~
1. sçwy¼ XÕî æ\«+
2. sçw¼ÈHuó²
3. sçw+¼ ýË eÖ{²¢&û uó²w
4. sçw¼ eqsÁT\T
Page 44
116. Samburu National park located in
1. Namibia
2. Tanzania
3. Kenya
4. South Africa
d+ÖsÁT C²rjáT <«qeq+ ¿£\ <ûX+ø
1. qMT_jáÖ
2. {²+C²jáÖ
3. ¿H«
4. <¿D ì ç|¿¾ ±
117. Constituent Assembly was formed in
sC²«+>· duó @sÁÎ&q d+eÔáàsÁ+
1. 1945
2. 1946
3. 1948
4. 1950
118. The following was NOT a member in the Triple Alliance
1. Austria
2. Germany
3. France
4. Italy
çÔîbÕ Í¿ì¿ £ Å£L³$TýË du«ó <ûX+ø ¿±~
1. çd¾¼jáÖ
2. ÈsÁú
3. çbÍHà
4. ³©
1. Namibia
2. Tanzania
3. Kenya
4. South Africa
d+ÖsÁT C²rjáT <«qeq+ ¿£\ <ûX+ø
1. qMT_jáÖ
2. {²+C²jáÖ
3. ¿H«
4. <¿D ì ç|¿¾ ±
117. Constituent Assembly was formed in
sC²«+>· duó @sÁÎ&q d+eÔáàsÁ+
1. 1945
2. 1946
3. 1948
4. 1950
118. The following was NOT a member in the Triple Alliance
1. Austria
2. Germany
3. France
4. Italy
çÔîbÕ Í¿ì¿ £ Å£L³$TýË du«ó <ûX+ø ¿±~
1. çd¾¼jáÖ
2. ÈsÁú
3. çbÍHà
4. ³©
Page 45
119. An environmentalist in the following
1. Mao Zedong
2. Ken SaroWiwa
3. Ho Chi Minh
4. Sun yat -Sen
ç¿ì+~ y]ýË |s«esÁDyûÔïá
1. eÖyÃCÉ&+>´
2. ¿Â HkÍsÃ$y
3. VAº$TH
4. dHj Tî {Ù`dH
120. International Court of Justice located in
1. Hague
2. Geneva
3. Paris
4. Newyork
n+Ôás¨rjáT H«jáTkÍq+ #á̳ ¿£\<T
1. V²>´
2. CÉúy
3. bÍ]dt
4. qÖ«jáÖsYØ
1. Mao Zedong
2. Ken SaroWiwa
3. Ho Chi Minh
4. Sun yat -Sen
ç¿ì+~ y]ýË |s«esÁDyûÔïá
1. eÖyÃCÉ&+>´
2. ¿Â HkÍsÃ$y
3. VAº$TH
4. dHj Tî {Ù`dH
120. International Court of Justice located in
1. Hague
2. Geneva
3. Paris
4. Newyork
n+Ôás¨rjáT H«jáTkÍq+ #á̳ ¿£\<T
1. V²>´
2. CÉúy
3. bÍ]dt
4. qÖ«jáÖsYØ
Page 46
121. ‘Tebhaga’ movement started in this state
1. Telangana
2. Odisha
3. Bengal
4. Kerala
»Ôîuó²>±µ <«eT+ çbÍsÁ+uóyîT®q sçw¼+
1. Ôî\+>±D²
2. ÿ&Xæ
3. uÉ+>±ýÙ
4. ¿¹ sÁÞø
122. The first five year plan was focused on
1. Agriculture
2. Industries
3. Removal of Poverty
4. Unemployment
yîTT<{ì |+#áesÁü ç|D²[¿£ ¿¹ +çB¿£]+ºq n+Xø+
1. e«ekÍjáT+
2. |]çXøeT\T
3. |<]¿£ sÁÖ\q
4. sÁT<ëÐÔá
1. Telangana
2. Odisha
3. Bengal
4. Kerala
»Ôîuó²>±µ <«eT+ çbÍsÁ+uóyîT®q sçw¼+
1. Ôî\+>±D²
2. ÿ&Xæ
3. uÉ+>±ýÙ
4. ¿¹ sÁÞø
122. The first five year plan was focused on
1. Agriculture
2. Industries
3. Removal of Poverty
4. Unemployment
yîTT<{ì |+#áesÁü ç|D²[¿£ ¿¹ +çB¿£]+ºq n+Xø+
1. e«ekÍjáT+
2. |]çXøeT\T
3. |<]¿£ sÁÖ\q
4. sÁT<ëÐÔá
Page 47
123. A book named ‘Gulamgiri’ was written by
1. JyotiraoPhule
2. Narayana Guru
3. Pandita Ramabai
4. IshwarchandraVidyasagar
»>·Tý²+Ð]µ nHû |Úd¿ï +£ sd¾qysÁT
1. CË«ÜseÚ |Pýñ
2. HsjáTD >·TsÁT
3. |+&Ôá sÁeÖu²sTT
4. XøÇsY #á+ç<$<«kÍ>·sY
124. Number of species used for medicinal purposes by Adivasis
Ww<ó ç|jÖî ÈH\ ¿=sÁÅ£ ~ydÓ\T |jÖî Ð+#û
e¿£ C²ÔáT\ d+K«
1. 3500
2. 8000
3. 550
4. 10000
125. Untouchability has been abolished through this Article
+<óq <Çs n+³sÔáq+ w~ó+#á&q~
1. 15
2. 17
3. 19
4. 21
1. JyotiraoPhule
2. Narayana Guru
3. Pandita Ramabai
4. IshwarchandraVidyasagar
»>·Tý²+Ð]µ nHû |Úd¿ï +£ sd¾qysÁT
1. CË«ÜseÚ |Pýñ
2. HsjáTD >·TsÁT
3. |+&Ôá sÁeÖu²sTT
4. XøÇsY #á+ç<$<«kÍ>·sY
124. Number of species used for medicinal purposes by Adivasis
Ww<ó ç|jÖî ÈH\ ¿=sÁÅ£ ~ydÓ\T |jÖî Ð+#û
e¿£ C²ÔáT\ d+K«
1. 3500
2. 8000
3. 550
4. 10000
125. Untouchability has been abolished through this Article
+<óq <Çs n+³sÔáq+ w~ó+#á&q~
1. 15
2. 17
3. 19
4. 21
Page 48
126. The members from scheduled castes represented to the
Constituent Assembly
sC²«+>· duóÅ£ çbÍÜ<ó« + eV¾²+ºq w&Ö«ýÙ¦ Å£ý²\Å£ #î+~q
duóT«\T
1. 25
2. 26
3. 28
4. 30
127. One of the following does NOT belong to “Right to Freedom”
1. Freedom of speech and expression
2. Right to practice any profession
3. Right to Practice any Religion
4. Right to form Associations
ç¿ì+~ yýË »kÍÇÔá+çÔá|Ú V²Å£ØµÅ£ #î+<~.
1. uó²eç|¿³
£ H dÇ#áÌÛ
2. @ eÜï nsTTH #û|f ¼ñ V²Å£Ø
3. @eTÔHîÕ H #á]+#ûV² Å£Ø
4. d+|Ö \qT @sγT #ûdT Å£Hû V²Å£Ø
128. Education was included in Fundamental rights through this
amendement.
sC²«+>· desÁD <Çs $<«qT çbÍ<¸$T¿£ V²Å£Ø\ýË #ûsÌsÁT
1. 42
2. 44
3. 73
4. 86
Constituent Assembly
sC²«+>· duóÅ£ çbÍÜ<ó« + eV¾²+ºq w&Ö«ýÙ¦ Å£ý²\Å£ #î+~q
duóT«\T
1. 25
2. 26
3. 28
4. 30
127. One of the following does NOT belong to “Right to Freedom”
1. Freedom of speech and expression
2. Right to practice any profession
3. Right to Practice any Religion
4. Right to form Associations
ç¿ì+~ yýË »kÍÇÔá+çÔá|Ú V²Å£ØµÅ£ #î+<~.
1. uó²eç|¿³
£ H dÇ#áÌÛ
2. @ eÜï nsTTH #û|f ¼ñ V²Å£Ø
3. @eTÔHîÕ H #á]+#ûV² Å£Ø
4. d+|Ö \qT @sγT #ûdT Å£Hû V²Å£Ø
128. Education was included in Fundamental rights through this
amendement.
sC²«+>· desÁD <Çs $<«qT çbÍ<¸$T¿£ V²Å£Ø\ýË #ûsÌsÁT
1. 42
2. 44
3. 73
4. 86
Page 49
129. Glasnost is a
1. City of Russia
2. Russian President
3. Reform of Gorbachev
4. Nuclear Bomb used in world war - II
>±¢dHt Ãdtï nqTq~
1. sÁcÍ« q>·s+Á
2. sÁcÍ« n<ó«Å£&T
3. >ÃsÁÒ#ûy d+dØsÁD
4. s +&e ç||+ #á jáTT<+Æ ýË y&q nDTu²+T
130. The slogan of the Left front in the West Bengal Assembly
elections in 1977
1. Garibi Hatao
2. Save Democracy
3. Land to the tiller
4. Jai Jawan Jai Kisan
1977 |¥ÌeTuÉ+>±ýÙ nd+;¢ m¿£\ýË yeT|¿£ Å£L³$T H<+
1. >·¯; V²sÄyà (|<]¿± sÁÖ*<Ý+)
2. ç|C²kÍÇeÖ« ¿±bÍ&+&
3. <THûy&<û uóÖ $T
4. CÉÕ ÈyH CÉÕ ¿ìkÍH
131. The retirement age of High court Chief Justice
VÕ²¿ÃsÁT¼ ç|<ó q H«jáTeTÖ]ï |<M $sÁeTD ejáTdT
1. 60
2. 62
3. 63
4. 65
1. City of Russia
2. Russian President
3. Reform of Gorbachev
4. Nuclear Bomb used in world war - II
>±¢dHt Ãdtï nqTq~
1. sÁcÍ« q>·s+Á
2. sÁcÍ« n<ó«Å£&T
3. >ÃsÁÒ#ûy d+dØsÁD
4. s +&e ç||+ #á jáTT<+Æ ýË y&q nDTu²+T
130. The slogan of the Left front in the West Bengal Assembly
elections in 1977
1. Garibi Hatao
2. Save Democracy
3. Land to the tiller
4. Jai Jawan Jai Kisan
1977 |¥ÌeTuÉ+>±ýÙ nd+;¢ m¿£\ýË yeT|¿£ Å£L³$T H<+
1. >·¯; V²sÄyà (|<]¿± sÁÖ*<Ý+)
2. ç|C²kÍÇeÖ« ¿±bÍ&+&
3. <THûy&<û uóÖ $T
4. CÉÕ ÈyH CÉÕ ¿ìkÍH
131. The retirement age of High court Chief Justice
VÕ²¿ÃsÁT¼ ç|<ó q H«jáTeTÖ]ï |<M $sÁeTD ejáTdT
1. 60
2. 62
3. 63
4. 65
Page 50
132. The four North – Eastern states have a common high court in
1. Dispur
2. Aizwal
3. Guwahati
4. Kohima
H\T>·T Xæq« sçcͼ\Å£ ¿£*|¾ eT& VÕ²¿ÃsÁT¼ #á̳ q~
1. &d|t P sY
2. ×C²ÇýÙ
3. >V²Ü
4. ¿ÃV¾²eÖ
133. According to the urban water commission, the water
requirement per person per day in urban area in litres
nsÁÒH y³sY ¿£MTwH ç|¿±sÁ+, |³¼D çbÍ+Ôá+ýË ç|Ü e«¿ìï¿ì sÃE¿ì
nedsÁyîT®q úsÁT ©³sÁ¢ýË
1. 135
2. 140
3. 145
4. 150
1. Dispur
2. Aizwal
3. Guwahati
4. Kohima
H\T>·T Xæq« sçcͼ\Å£ ¿£*|¾ eT& VÕ²¿ÃsÁT¼ #á̳ q~
1. &d|t P sY
2. ×C²ÇýÙ
3. >V²Ü
4. ¿ÃV¾²eÖ
133. According to the urban water commission, the water
requirement per person per day in urban area in litres
nsÁÒH y³sY ¿£MTwH ç|¿±sÁ+, |³¼D çbÍ+Ôá+ýË ç|Ü e«¿ìï¿ì sÃE¿ì
nedsÁyîT®q úsÁT ©³sÁ¢ýË
1. 135
2. 140
3. 145
4. 150
Page 51
134. Cotton was first cultivated by
1. Aryans
2. Indus people
3. Chinese
4. Egyptians
ç|Üï yîTT<{kì Í]>± |+&+ºqysÁT
1. sÁT«\T
2. d¾+<óÖ ç|È\T
3. #îúÕ jáTT\T
4. |Ú¼ysÁT
135. He was considered the greatest reformer in Indian
Sanatana Dharma
1. Madhwacharya
2. AdiShankaracharya
3. Ramanujacharya
4. Swami Vivekananda
uó²sÁÔá dHÔáq <ósÁ+ýË M] >=|ÎeTÔá d+dØsÁï>± uó²$kÍïsÁT.
1. eT<óÇ#sÁT«\T
2. ~Xø+¿£s#sÁT«\T
3. seÖqTC²#sÁT«\T
4. kÍÇ$T $yû¿±q+<
1. Aryans
2. Indus people
3. Chinese
4. Egyptians
ç|Üï yîTT<{kì Í]>± |+&+ºqysÁT
1. sÁT«\T
2. d¾+<óÖ ç|È\T
3. #îúÕ jáTT\T
4. |Ú¼ysÁT
135. He was considered the greatest reformer in Indian
Sanatana Dharma
1. Madhwacharya
2. AdiShankaracharya
3. Ramanujacharya
4. Swami Vivekananda
uó²sÁÔá dHÔáq <ósÁ+ýË M] >=|ÎeTÔá d+dØsÁï>± uó²$kÍïsÁT.
1. eT<óÇ#sÁT«\T
2. ~Xø+¿£s#sÁT«\T
3. seÖqTC²#sÁT«\T
4. kÍÇ$T $yû¿±q+<
Page 52
136. The Mahajanapada which was located on the banks of River
Godavari
1. Avanthi
2. Magadha
3. Asmaka
4. Chedhi
>Ã<e] qB rsÁ+ýË q eTVäÈq|<+
1. ne+Ü
2. eT>·<ó
3. nd¿£
4. #óû~
137. The Sanchi Stupa is located in
1. Uttar Pradesh
2. Madhya Pradesh
3. Bihar
4. Kerala
kÍ+N dÖ| + ¿£Ø& ¿£\<T
1. Ôásï Á ç|<Xû Ù
2. eT<ó« ç|<Xû Ù
3. ;VäsY
4. ¿¹ sÁÞø
138. ‘Liberalisation’ started from the year.
»]Æ¿£ dsÁ°¿£sÁDµ çbÍsÁ+uóyîT®q d+eÔáàsÁ+
1. 1990
2. 1991
3. 1992
4. 1995
Godavari
1. Avanthi
2. Magadha
3. Asmaka
4. Chedhi
>Ã<e] qB rsÁ+ýË q eTVäÈq|<+
1. ne+Ü
2. eT>·<ó
3. nd¿£
4. #óû~
137. The Sanchi Stupa is located in
1. Uttar Pradesh
2. Madhya Pradesh
3. Bihar
4. Kerala
kÍ+N dÖ| + ¿£Ø& ¿£\<T
1. Ôásï Á ç|<Xû Ù
2. eT<ó« ç|<Xû Ù
3. ;VäsY
4. ¿¹ sÁÞø
138. ‘Liberalisation’ started from the year.
»]Æ¿£ dsÁ°¿£sÁDµ çbÍsÁ+uóyîT®q d+eÔáàsÁ+
1. 1990
2. 1991
3. 1992
4. 1995
Page 53
139. The persons worked on Psychomotor domain
1. Benjamin Bloom
2. Anderson and Krathwohl
3. Elizebeth Simpson, R.H. Dhawe
4. Grunland
eÖqd¾¿£ #á\HÔá¿£ sÁ+>·+|Õ ¿£w¾#dû q¾ ysÁT
1. uÉ+yîTH Ö¢yT
2. +&sàÁ H, 翱ÔYVä ýÙ
3. m*ÈuÉ{Ù d¾+|àH, sY. V²#Y. <yû
4. ç>ÃHý²+&
140. The teacher should not encourage the student in this regard.
1. Problems solving
2. Dependency nature
3. Questioning
4. Discussions
$wjTá +ýË bÍ<ó«jáTT&T $<«] bþÔáàV¾²+#áÅL£ &<T .
1. deTkÍ« |]cÍØsÁ+
2. <ósÁ|& û dÇuó²e+
3. ç|¥+#á&+
4. #ásÁÌ\T
1. Benjamin Bloom
2. Anderson and Krathwohl
3. Elizebeth Simpson, R.H. Dhawe
4. Grunland
eÖqd¾¿£ #á\HÔá¿£ sÁ+>·+|Õ ¿£w¾#dû q¾ ysÁT
1. uÉ+yîTH Ö¢yT
2. +&sàÁ H, 翱ÔYVä ýÙ
3. m*ÈuÉ{Ù d¾+|àH, sY. V²#Y. <yû
4. ç>ÃHý²+&
140. The teacher should not encourage the student in this regard.
1. Problems solving
2. Dependency nature
3. Questioning
4. Discussions
$wjTá +ýË bÍ<ó«jáTT&T $<«] bþÔáàV¾²+#áÅL£ &<T .
1. deTkÍ« |]cÍØsÁ+
2. <ósÁ|& û dÇuó²e+
3. ç|¥+#á&+
4. #ásÁÌ\T
Page 54
141. ‘Teaching should be graded according to levels’ suggested by
1. NCF – 2000 Recommendations
2. NCF – 1986 Recommendations
3. NCF – 2005 Recommendations
4. Eshwaribhai Patel committee
»uË<óqýË kÍsTT\ y¯>± e¯Z¿£sÁD #ûd¾ uË~ó+#*µ n
dÖº+ºq ysÁT
1. NCF – 2000 d¾bÍ sÁTà\T
2. NCF – 1986 d¾bÍ sÁTà\T
3. NCF – 2005 d¾bÍ sÁTà\T
4. Xøǯuó²jYT |fýñ Ù ¿£$T{¡
142. The results obtained after studying social studies are
1. Values
2. Aims
3. Objectives
4. Specifications
kÍ+|T¾ Xæçdï n<ó« jáTq+ ÔásTÁ yÔá e#ûÌ |* Ô\T
1. $\Te\T
2. XøjÖá \T
3. \¿±«\T
4. dÎwÓ¿¼ s£ D Á \T
1. NCF – 2000 Recommendations
2. NCF – 1986 Recommendations
3. NCF – 2005 Recommendations
4. Eshwaribhai Patel committee
»uË<óqýË kÍsTT\ y¯>± e¯Z¿£sÁD #ûd¾ uË~ó+#*µ n
dÖº+ºq ysÁT
1. NCF – 2000 d¾bÍ sÁTà\T
2. NCF – 1986 d¾bÍ sÁTà\T
3. NCF – 2005 d¾bÍ sÁTà\T
4. Xøǯuó²jYT |fýñ Ù ¿£$T{¡
142. The results obtained after studying social studies are
1. Values
2. Aims
3. Objectives
4. Specifications
kÍ+|T¾ Xæçdï n<ó« jáTq+ ÔásTÁ yÔá e#ûÌ |* Ô\T
1. $\Te\T
2. XøjÖá \T
3. \¿±«\T
4. dÎwÓ¿¼ s£ D Á \T
Page 55
143. “Economics should be included as part of social studies” is
recommended by
1. Kothari commission
2. Eshwaribhaipatel committee
3. Dr. S. Radhakrishnan committee
4. NCF - 1986
kÍ+|T¾ ¿£ Xædï n<ó« jáTq+ýË uó²>·+>± ]Æ¿X£ æçkÍï #ûsÌ\
d¾bÍ sÁTà #ûdq¾ ¿£$T{ì
1. ¿=sÄ] ¿£MTwH
2. Xøǯuó²jYT |fýñ Ù ¿£$T{¡
3. &öö jáTdt s<ó¿£wH ¿£$T{¡
4. NCF – 1986
144. According to John Dewy the number of important steps in
problem solving method
C²H&Ö«sTT ç|¿±sÁ+ deTkÍ«|]cÍØsÁ |<ÝÜýË
eTTK«yîT®q kþbÍH\T
1. 2
2. 4
3. 6
4. 10
recommended by
1. Kothari commission
2. Eshwaribhaipatel committee
3. Dr. S. Radhakrishnan committee
4. NCF - 1986
kÍ+|T¾ ¿£ Xædï n<ó« jáTq+ýË uó²>·+>± ]Æ¿X£ æçkÍï #ûsÌ\
d¾bÍ sÁTà #ûdq¾ ¿£$T{ì
1. ¿=sÄ] ¿£MTwH
2. Xøǯuó²jYT |fýñ Ù ¿£$T{¡
3. &öö jáTdt s<ó¿£wH ¿£$T{¡
4. NCF – 1986
144. According to John Dewy the number of important steps in
problem solving method
C²H&Ö«sTT ç|¿±sÁ+ deTkÍ«|]cÍØsÁ |<ÝÜýË
eTTK«yîT®q kþbÍH\T
1. 2
2. 4
3. 6
4. 10
Page 56
145. “Students enact the dialogues of Rutherford and Alluri Sita
Rama Raju in the class room” comes under the teaching
strategy of
1. Puppetry
2. Tableau
3. Role play
4. Brain Storming
»»sÁÖ<ósY|sY¦, n\Ö¢] dÓÔseÖsE d+uó²wDqT $<«sÁT\T ÔásÁ>·Ü
>·~ýË n_óqsTT+º #áÖ|&+ nHû~µµ uË<óH eP«V²+ ¿ì+<¿ì
edT+ï ~.
1. ÔÃ\Tu¤eTý²³
2. ÔuË¢
3. bÍçÔábþwD
4. yûT<óÃeT<óq +
146. Source Method was introduced in this country for the first
time
1. America
2. India
3. England
4. Germany
eqsÁT\ |<Ü
Æ yîTT<³ <ûX+ø ýË ç|yXû ø |{²¼sTÁ .
1. nyîT]¿±
2. +&jáÖ
3. +>±¢+&T
4. ÈsÁú
Rama Raju in the class room” comes under the teaching
strategy of
1. Puppetry
2. Tableau
3. Role play
4. Brain Storming
»»sÁÖ<ósY|sY¦, n\Ö¢] dÓÔseÖsE d+uó²wDqT $<«sÁT\T ÔásÁ>·Ü
>·~ýË n_óqsTT+º #áÖ|&+ nHû~µµ uË<óH eP«V²+ ¿ì+<¿ì
edT+ï ~.
1. ÔÃ\Tu¤eTý²³
2. ÔuË¢
3. bÍçÔábþwD
4. yûT<óÃeT<óq +
146. Source Method was introduced in this country for the first
time
1. America
2. India
3. England
4. Germany
eqsÁT\ |<Ü
Æ yîTT<³ <ûX+ø ýË ç|yXû ø |{²¼sTÁ .
1. nyîT]¿±
2. +&jáÖ
3. +>±¢+&T
4. ÈsÁú
Page 57
147. Ancient buildings, coins, inscriptions, ornaments used by the
kings during their times come under the following category
1. Objects related to Geography
2. Objects of Historical Importance
3. Objects of civics
4. Objects of Economics
H{ì sE\T |jÖî Ð+ºq uósD Á ²\T, |ÚsÔáq uóe H\T,
HD²\T. XædH\T njáTT ¿ÃeÅ£ #î+<TÔsTT.
1. uó >Ã[¿£ XæçkÍï¿ì d++~ó+ºq edTeï Ú\T
2. #]çÔá¿£ çbÍ<óq«Ôá >·\ edTeï Ú\T
3. båsÁXæçkÍï¿ì #î+~q edTeï Ú\T
4. nsÁX æçkÍï¿ì #î+~q edTeï Ú\T
148. The most traditional method of evaluation in the following
1. Check lists
2. Projective tests
3. Written tests
4. Oral tests
ç¿ì+~ y{ìýË nÜ dHÔáqyîTq® eTÖý²«+¿£q |<Ü
Ý
1. XË<óq dÖº¿£\T
2. ç|¿¹ | ¿ £ |¯¿£\ T
3. sÔá |¯¿£\ T
4. eTòÏ¿£ |¯¿£\ T
kings during their times come under the following category
1. Objects related to Geography
2. Objects of Historical Importance
3. Objects of civics
4. Objects of Economics
H{ì sE\T |jÖî Ð+ºq uósD Á ²\T, |ÚsÔáq uóe H\T,
HD²\T. XædH\T njáTT ¿ÃeÅ£ #î+<TÔsTT.
1. uó >Ã[¿£ XæçkÍï¿ì d++~ó+ºq edTeï Ú\T
2. #]çÔá¿£ çbÍ<óq«Ôá >·\ edTeï Ú\T
3. båsÁXæçkÍï¿ì #î+~q edTeï Ú\T
4. nsÁX æçkÍï¿ì #î+~q edTeï Ú\T
148. The most traditional method of evaluation in the following
1. Check lists
2. Projective tests
3. Written tests
4. Oral tests
ç¿ì+~ y{ìýË nÜ dHÔáqyîTq® eTÖý²«+¿£q |<Ü
Ý
1. XË<óq dÖº¿£\T
2. ç|¿¹ | ¿ £ |¯¿£\ T
3. sÔá |¯¿£\ T
4. eTòÏ¿£ |¯¿£\ T
Page 58
149. Number of types in Historical Method of Teaching
#]çÔá¿£ uË<óH |<ÝÜýË sÁ¿±\T
1. 2
2. 3
3. 4
4. 5
150. “The process of ascertaining the Educational objectives to
which extent achieved is evaluation” defined by
1. Scriven
2. Ralph Tyler
3. Tuckman
4. James M Broadfield
»»$<«\¿±«\T m+Ôá esÁÅ£ kÍ~ó+#á³+ È]Ð+<à Ôî\TdT¿=Hû
$<óqyûT eTÖý²«+¿£q+µµ n sÁǺ+ºqysÁT.
1. çdÕeH
2. sýÙÎf Û \®É sY
3. ³¿ùeTH
4. CñyT à jáT+ çu²&|Óý¦Ù
#]çÔá¿£ uË<óH |<ÝÜýË sÁ¿±\T
1. 2
2. 3
3. 4
4. 5
150. “The process of ascertaining the Educational objectives to
which extent achieved is evaluation” defined by
1. Scriven
2. Ralph Tyler
3. Tuckman
4. James M Broadfield
»»$<«\¿±«\T m+Ôá esÁÅ£ kÍ~ó+#á³+ È]Ð+<à Ôî\TdT¿=Hû
$<óqyûT eTÖý²«+¿£q+µµ n sÁǺ+ºqysÁT.
1. çdÕeH
2. sýÙÎf Û \®É sY
3. ³¿ùeTH
4. CñyT à jáT+ çu²&|Óý¦Ù
Document Details
| Board / Org | Andhra Pradesh Exams |
| Exam | Andhra Pradesh Teacher Eligibility Test |
| Type | Question Paper |
| Pages | 58 |
| Updated | 22 Jul 2026 |