Attachment 32 MPT 19 Paper I F PDF

Test Booklet Code
MPT-19 Test Booklet No.
F Paper : I
Time Allowed : 8:30 a.m. to 11:00 a.m. (2½ Hours)

Roll No.
Maximum Marks : 150
INSTRUCTIONS
Do not open the Test Booklet before 8:30 a.m.
Read the question carefully before marking the right answer in the appropriate circle of the OMR
Answer-Sheet.
• No candidate will be allowed to appear in the examination without Admit Card and it should be produced before
the Invigilator when asked.
• No candidate will be allowed to enter or leave the Examination Hall during the examination hours.
• Any book, paper, cell phone, calculator or any electronic gadget or objectionable materials are not allowed in the
Examination Hall. Candidates are allowed to bring only Admit Card and ball-point pen in the Examination Hall.
• Candidate will have to keep all his/her belongings and materials outside the Examination Hall at his/her own
risk.
• Any candidate found using unfair means or violating the above or any of the examination rules shall be disqualified.
• Candidate should clearly write his/her Roll No. in the space provided in the Test Booklet.
• Only one circle, either (A), (B), (C) or (D) is to be darkened completely for each answer on the OMR Answer-Sheet.
• Candidate should not make any stray marks on the OMR Answer-Sheet.
• Candidate should not staple, fold, pin, wrinkle or damage the OMR Answer-Sheet.
• Scratching, overwriting, tick marking, multiple answering will be considered as wrong answer.
• Candidates will have to sign twice the Attendance/Roll Sheet presented by the Invigilator on duty, once after
taking their seats in the Examination Hall, and once at the time of handing over their Test Booklet and OMR
Answer-Sheet to the Invigilator. Cases where a candidate has not signed the Attendance Sheet a second time
will be deemed not to have handed over the Answer-Sheet.
• The candidate has to return the Test Booklet along with the OMR Answer-Sheet to the Invigilator before leaving
the Examination Hall.
• Candidate should do all the necessary Rough Work on the Test Booklet in the space provided. Rough Work
should not be done on the Answer-Sheet or on any other paper. If any Rough Work is done on the Answer-Sheet,
the Answer-Sheet will not be assessed.
• There will be one single OMR Answer-Sheet for all the questions. No extra Answer-Sheet will be provided
for any mistake or correction.
• The OMR Answer-Sheet will be provided along with the Test Booklet. Candidate should fill up the particulars in
the OMR Answer-Sheet, i.e., Roll No., Test Booklet No., Test Booklet Code, Language Code, etc., carefully with
blue/black ball-point pen only.
• The test is of 2½ hours duration and will consist of 150 questions.
• The candidate should use blue/black ball-point pen only for writing particulars on this page/marking responses
in the OMR Answer-Sheet.
• The candidate should make sure that the corresponding Test Booklet Code is properly written/shaded in
the OMR Answer-Sheet by him/her. For example, if the candidate gets Test Booklet Code ‘E’, then he/she
should fill up ‘E’ in the box provided in the OMR Answer-Sheet and also shade the circle ‘E’ in the OMR
Answer-Sheet. In case of any discrepancy in the Test Booklet, the candidate should immediately report the
matter to the Invigilator for replacement.
• This Test Booklet has five Parts, i.e., Parts I, II, III, IV and V consisting of 150 Multiple-choice Type questions,
all carrying 1 mark each.
Part-I : Child Development and Pedagogy (Q. Nos. 1 to 30)
Part-II : Mathematics (Q. Nos. 31 to 60)
Part-III : Environmental Studies (Q. Nos. 61 to 90)
Part-IV : Language-II [ English (Compulsory) ] (Q. Nos. 91 to 120)
Part-V : Language-I (Optional) (Q. Nos. 121 to 150)
(Any one of the languages - Assamese, Bengali, Bodo, Garo, Hindi, Hmar, Nepali, Manipuri and Karbi)
• There is no negative marking for any wrong answer.
• Candidate should note that each question in Parts I, II and III is given in multilingual form, viz., in Assamese/
Bengali/Bodo/Hindi/English medium/version for his/her convenience and ready reference. In case of any
discrepancy or confusion in the medium/version, the English version will be treated as the authentic version.
• Important : Candidate please see Page No. 7 for Index.
MPT-19/P-I/F 1 P.T.O.
[>Ú³à¯ºã
šè¯à 8:30 ¤\à¹ "àKìt¡ šøÅ—A¡àA¡t¡J> >åJå[º¤¡ú
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• šøì¯Å šy "[¤Òì> ëA¡àì>à š¹ãÛ¡à=¢ãA¡ š¹ãÛ¡àt¡ ¤[Ò¤îº [ƒÚà >Ò’¤ "à¹ç¡ š¹ãÛ¡à [>¹ãÛ¡ìA¡ ™[ƒ [¤W¡àì¹ ët¡*òA¡ šøì¯Å šy ëƒJå¯à¤
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• š¹ãÛ¡à W¡[º =A¡à "¯Ñ‚àt¡ ëA¡àì>à š¹ãÛ¡à=¢ãA¡ š¹ãÛ¡à A¡Û¡¹ [®¡t¡¹t¡ šøì¯Å "=¤à š¹ãÛ¡à A¡Û¡ &[¹ ™à¤îº ">å³[t¡ [ƒÚà >Ò’¤¡ú
• ëA¡àì>à š¹ãÛ¡à=¢ãA¡ [A¡t¡àš, ëA¡àì>à ‹¹o¹ A¡àK\, ëáº ëó¡à> (Mobile), ìA¡ºAå¡¸ìºi¡¹ ¤à ëA¡àì>à ‹¹o¹ í¤ƒå¸[t¡> Îà³Køã ¤à "àš[v¡\>A¡
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• š¹ãÛ¡à=¢ãìÚ ºKt¡ [>Úà ët¡*òìºàA¡¹ ÎA¡ìºàì¤à¹ Îà³Køã š¹ãÛ¡à A¡Û¡¹ ¤à[Ò¹t¡ [>\¹ ƒà[Úâ«t¡ ¹à[J¤¡ú
• ™[ƒ ëA¡àì>à š¹ãÛ¡à=¢ãìÚ "Î; l¡üšàÚ "¯º´¬> A¡ì¹ ¤à *š¹t¡ l¡üìÀJ A¡¹à š¹ãÛ¡à¹ [>Ú³Î³èÒ l¡üºVQà A¡ì¹, ët¡ì”z ët¡*òA¡ "ì™àK¸ ¤å[º
[¤ì¤W¡>à A¡¹à Ò’¤¡ú
• š¹ãÛ¡à=¢ãìÚ [>\¹ ë¹àº >´¬¹ šøÅ—A¡àA¡t¡¹ [>[ƒ¢Ê¡ k¡àÒüt¡ ÑšÊ¡îA¡ [º[J¤ ºà[K¤¡ú
• OMR l¡üv¡¹ šyt¡ šøìt¡¸A¡ìi¡à šøÅ—¹ l¡üv¡¹¹ ¤àì¤ [™ ëA¡àì>à &i¡à ¤õv¡ (A), (B), (C) ¤à (D) Î´šèo¢ A¡’ºà A¡[¹¤¡ú
• š¹ãÛ¡à=¢ãìÚ OMR l¡üv¡¹ šyt¡ ">¸ ëA¡àì>à ‹¹o¹ ƒàK [ƒ¤ ë>à¯à[¹¤¡ú
• š¹ãÛ¡à=¢ãìÚ OMR l¡üv¡¹ šyJ> [š> ³¹à, ®¡à\ [ƒÚà ¤à >Ê¡ A¡[¹¤ ë>à¯à[¹¤¡ú
• l¡üv¡¹ šyJ>t¡ ëA¡àì>à ‹¹o¹ ƒàK [ƒÚà, [i¡Aô¡ [W¡> [ƒÚà, *š¹à-l¡üš[¹îA¡ [ºJà ¤à ëA¡Òü¤ài¡à* l¡üv¡¹ [ƒìº t¡àA¡ ®å¡º ¤å[º [¤ì¤W¡>à A¡¹à Ò’¤¡ú
• š¹ãÛ¡à=¢ãÎA¡ìº [>¹ãÛ¡ìA¡ [ƒÚà l¡üš[Ñ‚[t¡/ì¹àº šyt¡ ƒå¤à¹ Ñ¬àÛ¡¹ A¡[¹¤ ºà[K¤, šø=³¤à¹ ët¡*òìºàìA¡ š¹ãÛ¡à A¡Û¡t¡ "àÎ> KøÒo A¡¹à¹
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[‡t¡ãÚ¤à¹ ™[ƒ Ñ¬àÛ¡¹ >A¡ì¹, ët¡ì>Ò’ìº ët¡*òìºàìA¡ l¡üv¡¹šy \³à [>[ƒÚà ¤å[º ‹[¹ ëºà¯à Ò’¤¡ú
• š¹ãÛ¡à A¡Û¡ t¡¸àK A¡¹à¹ "àKìt¡ š¹ãÛ¡à=¢ãìÚ¡ [>¹ãÛ¡A¡¹ Òàt¡t¡ OMR l¡üv¡¹ šy¹ ºKìt¡ šøÅ—A¡àA¡t¡Jì>à \³à [ƒ¤ ºà[K¤¡ú
• š¹ãÛ¡à=¢ãìÚ ÎA¡ìºà ‹¹o¹ šøìÚà\>ãÚ JW¡¹à (rough) A¡à³ šøÅA — ¡àA¡t¡t¡ [ƒÚà k¡àÒüt¡ìÒ A¡[¹¤ šà[¹¤¡ú š¹ãÛ¡à=¢ãìÚ JW¡¹à (rough) A¡à³ l¡üv¡¹
šy ¤à ">¸ ëA¡àì>à ‹¹o¹ A¡àK\t¡ A¡[¹¤ ë>à¯à[¹¤¡ú l¡üv¡¹ šyt¡ ™[ƒ &Òü JW¡¹à (rough) A¡à³ š¹ãÛ¡à=¢ãìÚ A¡ì¹, ët¡[t¡ÚàÒ’ìº ët¡ì>
l¡üv¡¹ šy¹ ³èº¸àÚ> A¡¹à >Ò’¤¡ú
• ÎA¡ìºà šøÅ—¹ ¤àì¤ š¹ãÛ¡à=¢ãA¡ &J> ³ày OMR l¡üv¡¹ šyìÒ [ƒÚà Ò’¤¡ú ®å¡º Ò’ìº ¤à Ç¡‡ý A¡[¹¤îº "[t¡[¹v¡û¡ ëA¡àì>à l¡üv¡¹ šy [ƒÚà
>Ò’¤¡ú
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A¡’l¡, ®¡àÈà A¡’l¡ Òüt¡¸à[ƒ Îà¯‹àì> ëA¡¤º >ãºà/A¡’ºà ¤º-šÒüsi¡ ëšì>ì¹ šè¹o A¡[¹¤ ºà[K¤¡ú
• š¹ãÛ¡à¹ Î³Ú 2½ Qsi¡à "à¹ç¡ šøÅ—A¡àA¡t¡t¡ 150i¡à šøÅ— =à[A¡¤¡ú
• ÎA¡ìºàì¤à¹ t¡=¸ [º[J¤¹ ¤àì¤ š¹ãÛ¡à=¢ãìÚ OMR l¡üv¡¹ šyt¡ >ãºà/A¡’ºà ¤º-šÒüsi¡ ëš>¹ìÒ ¤¸¯Òà¹ A¡[¹¤ ºà[K¤¡ú
• š¹ãÛ¡à=¢ã [>[ÆW¡t¡ ëÒà¯à l¡ü[W¡t¡ ™àìt¡ šøÅ—A¡àA¡t¡¹ A¡’l¡ >´¬¹ìi¡à OMR l¡üv¡¹ šy¹ [>[„¢Ê¡ k¡àÒüt¡ [ºJà ÒÚ¡ú l¡üƒàÒ¹oÑ¬¹ê¡ìš, š¹ãÛ¡à=¢ãìÚ
KøÒo A¡¹à šøÅ—A¡àA¡t¡¹ A¡’l¡ ‘E’ =à[A¡ìº OMR l¡üv¡¹ šy¹ [>[„¢Ê¡ k¡àÒüt¡ ‘E’ [º[J¤ ºà[K¤ "à¹ç¡ [>[„¢Ê¡ ¤õv¡ ‘E’ ìi¡à A¡’ºà A¡[¹¤
ºà[K¤¡ú šøÅ—A¡àA¡t¡t¡ [A¡¤à [¤ÎU[t¡ ëƒ[Jìº š¹ãÛ¡à=¢ãìÚ t¡;Û¡oà; [>¹ãÛ¡A¡A¡ \>à¤ "à¹ç¡ šøÅ—A¡àA¡t¡J> ÎºàÒü [ƒ¤îº A¡’¤¡ú
• šøÅ—A¡àA¡t¡J>t¡ I, II, III, IV "à¹ç¡ V &Òü šòàW¡i¡à ®¡àKt¡ (Part) ³åk¡ 150i¡à ¤×³åJã šá–ƒ¹ šøÅ— =à[A¡¤ "à¹ç¡ šøìt¡¸A¡ìi¡à šøÅ—¹ ¤àì¤ 1 >´¬¹îA¡
=à[A¡¤¡ú
Part-I : [ÅÇ¡ l¡üÄÚ> "à¹ç¡ [ÅÛ¡o-íÅºã (Q. Nos. 1 to 30)
Part-II : K[ot¡ (Q. Nos. 31 to 60)
Part-III : š[¹ì¯Å "‹¸Ú> (Q. Nos. 61 to 90)
Part-IV : ®¡àÈà-II [Òü}¹à\ã (¤à‹¸t¡à³èºA¡)] (Q. Nos. 91 to 120)
Part-V : ®¡àÈà-I ('[ZáA)¡ (Q. Nos. 121 to 150)
([™ ìA¡àì>à &i¡à ®¡àÈà- "Î³ãÚà, ¤R¡àºã, ¤ìØl¡à, Kàì¹à, [Ò–ƒã, ³à¹, ë>šàºã, ³[ošå[¹ "à¹ç¡ A¡à[¤¢)
• ®å¡º l¡üv¡¹¹ ¤àì¤ ëA¡àì>à ˜¡oàuA¡ >´¬¹ >à=à[A¡¤¡ú
• š¹ãÛ¡à=¢ãìÚ ët¡*òìºàA¡¹ Îå[¤‹àì=¢ ³>t¡ ¹à[J¤ ë™ šøÅ—A¡àA¡t¡¹ Part-I, Part-II "à¹ç¡ Part-III -¹ "}ÅÎ³èÒ ¤×®¡à[ÈA¡ Ò’¤,¡ë™ì>-
"Î³ãÚà, ¤R¡àºã, ¤ìØl¡à, [Ò–ƒã¡"à¹ç¡ Òü}¹à\ã ú &Òü ëÛ¡yt¡ ³à‹¸³ ¤à Î}ÑHþ¹ot¡ ëA¡àì>à ‹¹o¹ [¤ÎU[t¡ >àÒü¤à ¤å[\ ëšà¯àt¡ "Îå[¤‹à Ò’ìº
Òü}¹à\ã Î}ÑHþ¹oìi¡àìA¡Òü šøAõ¡t¡ Ç¡‡ý¡ ¤å[º Ko¸ A¡[¹¤¡ú
• ƒ¹A¡à¹ã : š¹ãÛ¡à=¢ãìÚ ÎèW¡ãšy¹ ¤àì¤ ">åKøÒ A¡[¹ šõË¡à >} 7 W¡à*A¡¡ú
MPT-19/P-I/F 2
[>Ú³à¤ºã
ÎA¡àº 8:30 Q[i¡A¡à¹ šèì¤¢ šøÅ—šy[i¡ Jåºì¤> >à¡ú
OMR l¡üv¡¹ šìy¹ ™=à™= ¤õv¡[i¡ìt¡ Ç¡‡ý¡ l¡üv¡¹[i¡ [W¡[Òû¡t¡ A¡¹à¹ šèì¤¢ šøÅ—[i¡ Îà¤‹àì> šìØl¡ ë>ì¤>¡ú
• šøì¤Å šy áàØl¡à ëA¡à> š¹ãÛ¡à=¢ãìA¡ š¹ãÛ¡àÚ ¤Îìt¡ ëƒ*Úà Òì¤ >à &¤} š¹ãÛ¡à [>¹ãÛ¡A¡ ™[ƒ šøì¤Å šy ëƒJìt¡ W¡à> t¡àÒìº šøì¤Å
šy ëƒJàìt¡ Òì¤¡ú
• š¹ãÛ¡à W¡ºìt¡ =àA¡à "¤Ñ‚àÚ ëA¡à> š¹ãÛ¡à=¢ãìA¡ š¹ãÛ¡à A¡ìÛ¡¹ [®¡t¡ì¹ šøì¤Å "=¤à š¹ãÛ¡à A¡Û¡ ë=ìA¡ ¤àÒüì¹ ™à*Úà¹ ">å³[t¡
ëƒ*Úà Òì¤ >à¡ú
• š¹ãÛ¡à=¢ãìA¡ ìA¡à> ¤Òü, ëA¡à> ‹¹ì>¹ A¡àK\, ë³à¤àÒüº, A¡¸àºAå¡¸ìºi¡¹ ¤à ëA¡à> ‹¹ì>¹ í¤ƒå¸[t¡> Îà³Køã ¤à "àš[v¡\>A¡ ¤Ññ š¹ãÛ¡à
A¡ìÛ¡ ë>*Úà¹ ">å³[t¡ ëƒ*Úà Òì¤ >à¡ú š¹ãÛ¡à=¢ã[ƒKìA¡ ëA¡¤º³ày šøì¤Å šy &¤} ¤º-šìÚsi¡ ëš> š¹ãÛ¡à A¡ìÛ¡ ë>*Úà¹ ">å³[t¡
ëƒ*Úà Òì¤¡ú
• š¹ãÛ¡à=¢ã¹ ÎìU ë>*Úà tò¡àìƒ¹ ÎA¡º ‹¹ì>¹ Îà³Køã š¹ãÛ¡à A¡ìÛ¡¹ ¤àÒüì¹ [>ì\¹ ƒà[Úìâ« ¹àJìt¡ Òì¤¡ú
• ™[ƒ ëA¡à> š¹ãÛ¡à=¢ã "Î; l¡üšàÚ "¤º´¬> A¡ì¹> ¤à l¡üšì¹ l¡üìÀJ A¡¹à š¹ãÛ¡à¹ [>Ú³Î³èÒ l¡üÀVQ> A¡ì¹>, t¡ì¤ tò¡àìA¡ "ì™àK¸
¤ìº [¤ì¤W¡>à A¡¹à Òì¤¡ú
• š¹ãÛ¡à=¢ãìA¡ [>ì\¹ ë¹àº >´¬¹ šøÅ—šìy¹ [>[ƒ¢Ê¡ Ñ‚àì> ÑšÊ¡ A¡ì¹ [ºJìt¡ Òì¤¡ú
• OMR¡l¡üv¡¹šìy šøìt¡¸A¡[i¡ šøìÅ—¹ l¡üv¡ì¹¹ \>¸ ë™-ëA¡à> &A¡[i¡ ¤õv¡ (A), (B), (C) ¤à (D) Î´šèo¢ A¡àìºà A¡¹ìt¡ Òì¤¡ú
• š¹ãÛ¡à=¢ã OMR l¡üv¡¹šìy ">¸ ëA¡à> ‹¹ì>¹ ƒàK [ƒìt¡ šà¹ì¤> >à¡ú
• š¹ãÛ¡à=¢ã OMR l¡üv¡¹šy[i¡ "àº[š> ³à¹à, ®ò¡à\ A¡¹à ¤à >Ê¡ A¡¹ìt¡ šà¹ì¤> >à¡ú
• l¡üv¡¹šy[i¡ìt¡ ëA¡à> ‹¹ì>¹ ƒàK ëƒ*Úà, [i¡Aô¡ [W¡Òû¡ ëƒ*Úà, ëºJà¹ l¡üš¹ ëºJà ¤à &A¡[i¡ šøìÅ—¹ \>¸ &A¡à[‹A¡ l¡üv¡¹ [ƒìº t¡à ®å¡º
¤ìº [¤ì¤W¡>à A¡¹à Òì¤¡ú
• š¹ãÛ¡à=¢ã[ƒKìA¡ [>¹ãÛ¡ìA¡¹ ëƒ*Úà l¡üš[Ñ‚[t¡/ì¹àº šìy ƒå¤à¹ Ñ¬àÛ¡¹ A¡¹ìt¡ Òì¤, šø=³¤à¹ t¡àìƒ¹ š¹ãÛ¡à A¡ìÛ¡ "àÎ> KøÒo A¡¹à¹
Î³ìÚ &¤} [‡t¡ãÚ¤à¹ OMR l¡üv¡¹šy &¤} šøÅ—šy[i¡ [>¹ãÛ¡A¡ìA¡ \³à ëƒ*Úà¹ Î³ìÚ¡ú ëA¡à> š¹ãÛ¡à=¢ã l¡üš[Ñ‚[t¡/ì¹àº šìy ™[ƒ
[‡t¡ãÚ¤à¹ Ñ¬àÛ¡¹ >à A¡ì¹>, t¡àÒìº tò¡à¹ l¡üv¡¹šy \³à ÒÚ[> ¤ìº Ko¸ A¡¹à Òì¤¡ú
• š¹ãÛ¡à A¡Û¡ t¡¸àK A¡¹¤à¹ šèì¤¢ š¹ãÛ¡à=¢ãìA¡ [>¹ãÛ¡ìA¡¹ Òàìt¡ OMR l¡üv¡¹šìy¹ ÎìU šøÅ—šy[i¡ \³à [ƒìt¡ Òì¤¡ú
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l¡üv¡¹šy ¤à ">¸ ëA¡à> ‹¹ì>¹ A¡àKì\ A¡¹ìt¡ šà¹ì¤> >à¡ú ™[ƒ š¹ãÛ¡à=¢ã &Òü JÎØl¡à (rough) A¡à\ l¡üv¡¹šìy A¡ì¹>, t¡ì¤ &Òü
l¡üv¡¹šìy¹ ³èº¸àÚ> A¡¹à Òì¤ >à¡ú
• Î¤ šøìÅ—¹ \>¸ š¹ãÛ¡à=¢ãìA¡ &A¡[i¡ ³ày OMR l¡üv¡¹šy ëƒ*Úà Òì¤¡ú ®å¡º Òìº ¤à Ç¡‡ý¡ A¡¹¤à¹ \>¸ "[t¡[¹v¡û¡ ëA¡à>*
l¡üv¡¹šy ëƒ*Úà Òì¤ >à¡ú
• šøÅ—šìy¹ Îàì= &A¡[i¡ OMR l¡üv¡¹šy ëƒ*Úà Òì¤¡ú š¹ãÛ¡à=¢ãìA¡ ëÎÒü [>[ƒ¢Ê¡ OMR l¡üv¡¹šìy ë¹àº >´¬¹, šøÅ—šìy¹ >´¬¹,
šøÅ—šìy¹ ëA¡àl¡, ®¡àÈà ëA¡àl¡ Òüt¡¸à[ƒ Îà¤‹àì> Ç¡‹å³ày >ãº/A¡àìºà ¤º-šìÚsi¡ ëš> ‡à¹à šèo¢ A¡¹ìt¡ Òì¤¡ú
• š¹ãÛ¡à¹ Î³Ú 2½ Qsi¡à &¤} šøÅ—šìy 150[i¡ šøÅ— =àA¡ì¤¡ú
• ÎA¡º t¡=¸ ëºJà¹ \>¸ š¹ãÛ¡à=¢ãìA¡ OMR l¡üv¡¹šìy >ãº/A¡àìºà ¤º-šìÚsi¡ ëš> ¤¸¤Òà¹ A¡¹ìt¡ Òì¤¡ú
• š¹ãÛ¡à=¢ã¹ [>[ÆW¡t¡ Ò*Úà l¡ü[W¡t¡ ™àìt¡ šøÅ—šìy¹ ëA¡àl¡ >´¬¹[i¡ OMR l¡üv¡¹šìy¹ [>[ƒ¢Ê¡ Ñ‚àì> ëºJà ÒÚ¡ú l¡üƒàÒ¹oÑ¬¹ê¡š,
š¹ãÛ¡à=¢ã¹ šà*Úà šøÅ—šìy¹ ëA¡àl¡ ‘E’ =àA¡ìº OMR l¡üv¡¹šìy¹ [>[ƒ¢Ê¡ Ñ‚àì> ‘E’ [ºJìt¡ Òì¤ &¤} [>[ƒ¢Ê¡ ¤õv¡ ‘E’[i¡ A¡àìºà
A¡¹ìt¡ Òì¤¡ú šøÅ—šìy ëA¡à> "ÎU[t¡ ëƒJìº š¹ãÛ¡à=¢ã t¡;Û¡oà; [¤ÈÚ[i¡ [>¹ãÛ¡A¡ìA¡ \à>àì¤> &¤} šøÅ—šy[i¡ ¤ƒº A¡¹ìt¡
¤ºì¤>¡ú
• šøÅ—šìy I, II, III, IV &¤} V-&Òü šòàW¡[i¡ ®¡àìK (Part) ì³ài¡ 150[i¡ ¤×³åJã šáì–ƒ¹ šøÅ— "àìá &¤} šøìt¡¸A¡[i¡ šøìÅ—¹ \>¸ 1 >´¬¹
A¡ì¹ ‹à™¢ "àìá¡ú
Part-I : [ÅÇ¡ l¡üÄÚ> &¤} [ÅÛ¡o-íÅºã (Q. Nos. 1 to 30)
Part-II : K[ot¡ (Q. Nos. 31 to 60)
Part-III : š[¹ì¤Å "‹¸Ú> (Q. Nos. 61 to 90)
Part-IV : ®¡àÈà-II [Òü}¹à\ã (¤à‹¸t¡à³èºA¡)] (Q. Nos. 91 to 120)
Part-V : ®¡àÈà-I ('[ZáA¡) (Q. Nos. 121 to 150)
(ì™-ëA¡à> &A¡[i¡ ®¡àÈà- "Î³ãÚà, ¤à}ºà, ¤ìØl¡à, Kàì¹à, [Ò–ƒã, ³à¹, ë>šàºã, ³[ošå[¹ &¤} A¡à[¤¢)
• ®å¡º l¡üv¡ì¹¹ \>¸ ëA¡à> ˜¡oàuA¡ >´¬¹ =àA¡ì¤ >à¡ú:
• š¹ãÛ¡à=¢ãìƒ¹ tò¡àìƒ¹ Îå[¤‹àì=¢ ³ì> ¹àJìt¡ Òì¤ ë™ šøÅ—šìy¹ Part-I, Part-II &¤} Part-III -&¹ šøÅ—P¡ìºà ¤×®¡à[ÈA¡ Òì¤¡ú
ë™³>-"Î³ãÚà, ¤à}ºà, ¤ìØl¡à, [Ò–ƒã &¤} Òü}¹à\ã ¡ú &Òü ëÛ¡ìy ³à‹¸³ ¤à Î}ÑHþ¹ìo ëA¡à> ‹¹ì>¹ "ÎU[t¡ "=¤à ë¤àc¡à¹
"Îå[¤‹à Òìº Òü}¹à\ã Î}ÑHþ¹oìA¡Òü šøAõ¡t¡ Ç¡‡ý¡ ¤ìº Ko¸ A¡¹ì¤>¡ú
• šøìÚà\>ãÚ :: š¹ãÛ¡à=¢ã ÎèW¡ãšìy¹ \>¸ ">åKøÒ A¡ì¹ šõË¡à >} 7 ëƒJå>¡ú
Á’ÕÊŸ
»È§¥ÁŸ 8:30 Á⁄¥UªÊÁŸ Á‚ªÊ¥ •ÊŸ¡ÊŒÁŸ ‚Ê¥ŸÊÿ Á’‹ÊßπÊÒ ’πflæ§Ê–
ŒÈ‹È⁄U ’Êª‚È•Êfl ª’æÒ§ Ÿê’⁄UπÊÒ „ÊŸÊÿÁŸ Á‚ªÊ¥ ªÊ‚Ò’Ê ‚Ê¥ÁÕπÊÒ ⁄UÊπÊÿÒ »§⁄UÊÿŸÊ ‹Êª˝Ê–
• „Ê’◊ÊŸ‹Êß (Admit Card) ªÒÿÊé‹Ê ⁄UÊfl’Ê Á’ŸÊÿ‚ÊπÊÒ •ÊŸ¡ÊŒÊfl Á¡⁄UÊÿŸÊ „ÊŸÊÿ ¡ÊŸÊÿ Ÿæ§Ê •Ê⁄UÊ •ÊŸ¡ÊŒ ‚Ê‹ÊÿÁªÁ⁄UÿÊ ÿÈÁŒ ŸÊÁª⁄UÊé‹Ê
Á’ÕÊ¥ŸÊ „Ê’◊ÊŸ‹Êß ÁŒÁãÕŸÊ ŸÊ¥ªÊŸ–
• •ÊŸ¡ÊŒ ‚ÊÁ‹’Êÿ ÕÊŸÊÿ ‚◊Êfl ⁄UÊfl’Ê Á’ŸÊÿ‚ÊπÊÒ •ÊŸ¡ÊŒ ¡ÊŸÊÿ πÕÊÿÊfl „Ê’ŸÊ ∞’Ê •ÊŸ¡ÊŒ πÕÊ ŸÊªÊ⁄UŸÊ „ÊŸÊÿ ¡ÊŸÊÿ Ÿæ§Ê–
• ⁄UÊfl’Ê Á’ŸÊÿ‚ÊπÊÒŸÊ Á’¡Ê’, ¡ÊÿÁπ-¡ÊÿÊ ⁄UÊπÊ◊ÁŸ ‹πÊ, ◊’Êß‹ »§”Ÿ, ∑§‹∑È§‹≈U⁄U, ¡ÊÿÁπ-¡ÊÿÊ ⁄UÊπÊ◊ÁŸ ◊ÊÁé‹ŒÊÁ⁄U •Êÿ¡¥ ∞’Ê
•¡ŒªÊŸÊ¥ ◊ÈflÊ •ÊŸ¡ÊŒ πÕÊÿÊfl ‹Ê¥ŸÊ „ÊŸÊÿ ¡ÊŸÊÿ Ÿæ§Ê– Á’ŸÊÿ‚ÊπÊÒ πÊÁ‹ „Ê’◊ÊŸ‹Êß •Ê⁄UÊ ’‹¬Ÿ‹” •ÊŸ¡ÊŒ πÕÊÿÊfl ‹Ê¥ŸÊ „ÊŸÊÿ
¡ÊªÊŸ–
• Á’ŸÊÿ‚ÊÿÊ ‹ÊªÊÿÊfl ‹Ê¥»§ÊŸÊÿ ªÊfl’Ê-ªÊflÁŸ ªÊ‚Ò’Ê ◊ÈflÊπÊÒ •ÊŸ¡ÊŒ πÕÊÁŸ ’Êß¡ÊÿÊfl ªÊflÁŸ ‚Ê◊‹ÊÿŸÊÿÊfl ‹ÊÁπŸÊ ŸÊ¥ªÊŸ–
• ÿÈÁŒ ‚Ê⁄U’Ê Á’ŸÊÿ‚ÊÿÊ ªÊÁ¡˝ ⁄UÊ„Ê ‹ÊÿÊ ∞’Ê ªÊ¡ÊÒÿÊfl ◊π”ŸÊÿ Ÿ◊»§Ê⁄UπÊÒ Á‚»§ÊÿÊ, Á’ÕÊ¥πÊÒ ©ŸÁÕ˝ÿÒ „ÊŸŸÊ ªŸÊÿŸÊÿ ¡ÊªÊŸ–
• Á’ŸÊÿ‚ÊÿÊ ªÊfl’Ê-ªÊflÁŸ »§ÊÁ⁄U Ÿê’⁄U (Roll No.) ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ ÁÕ ¡ÊÿªÊÿÊfl ⁄UÊπÊÿÒ Á‹⁄UŸÊ ŸÊ¥ªÊŸ–
• ◊ÊŸ»˝§Ê◊’Ê ‚Ê¥ŸÊÿÁŸ Á»§Ÿ ¡ÊÿÁπ-¡ÊÿÊ ◊ÊŸ‚ ’¥πŸ (A) ∞’Ê (B) ∞’Ê (C) ∞’Ê (D) πÊÒ ªÊ‚Ê◊ ’‹¬Ÿ¡Ê¥ •Ê’È¥ÿÒ ªÊ‚Ê◊ πÊ‹Ê◊–
• Á»§ŸŸÊÿ Á’‹ÊßÿÊfl Á’ŸÊÿ‚ÊÿÊ ¡’Ê ⁄UÊπÊ◊ÁŸ ŒÊªÊ „ÊŸÊ ◊ÊŸŸÊÿ Ÿæ§Ê–
• Á’ŸÊÿ‚ÊÿÊ OMR Á»§ŸŸÊÿ Á’‹ÊßπÊÒ Á»§Ÿ ◊ÊÁ⁄UŸÊ, ÕŸŸÊ ∞’Ê ŸS≈U πÊ‹Ê◊ŸÊ „ÊŸÊÿ Ÿæ§Ê–
• Á’ŸÊÿ‚ÊÿÊ Á»§ŸŸÊÿ Á’‹ÊßπÊÒ ¡’Ê ŒÊªÊ „ÊŸÊÿ, ‚Ê-‚Ê Á‹⁄U’˝ŸÊÿ, ªÊ’Ê¥ Á»§Ÿ „Êé‹Ê ’πÊÒ ªÊ⁄UÁãÕ „ÊŸŸÊ ‚ÊŸŸÊÿ ¡ÊªÊŸ–
• Á’ŸÊÿ‚Ê»§Ê⁄UÊ ŸÊÿÁŒ¥ÁªÁ⁄UÿÊ „ÊŸÊÿ ŸÈ¡ÊÁÕŸÊÿ/»§ÊÁ⁄U Á’‹ÊßÿÊfl π’ŸÒ ◊È¥‚Êß πÊ‹Ê◊ŸÊ ŸÊ¥ªÊŸ, ÁªÁ’ÿÊfl ¡é‹Ê Á’‚Ê⁄UÊ •ÊŸ¡ÊŒ πÕÊÿÊfl ◊ÊÁ‚
‹ÊŸÊÿ ‚◊Êfl •Ê⁄UÊ ŸÒÁÕ π’Êfl ‚Ê¥ŸÊÿ Á’‹Êß •Ê⁄UÊ OMR Á»§ŸŸÊÿ Á’‹ÊßπÊÒ ŸÊÿÁŒ¥ÁªÁ⁄UŸÊ ¡◊Ê „ÊŸÊÿ ‚◊Êfl– ‚Ê⁄U’Ê Á’ŸÊÿ‚ÊÿÊ ŸÈ¡ÊÁÕŸÊÿ/
»§ÊÁ⁄U Á’‹ÊßÿÊfl ŸÒÁÕ π’ÁŸ ÕÊπÊÿ ÿÈÁŒ ◊È¥‚Êß πÊ‹Ê◊Ê •é‹Ê Á’ÕÊ¥◊ÊŸÊ Á»§ŸŸÊÿ Á’‹Êß ¡◊Ê „ÊÿÒ „ÊŸŸÊ ‚ÊŸŸÊÿ ¡ÊªÊŸ–
• •ÊŸ¡ÊŒ πÕÊπÊÒ ŸÊªÊ⁄UŸÊÿÁŸ Á‚ªÊ¥ Á’ŸÊÿ‚ÊÿÊ ŸÊÿÁŒ¥ª˝ÊÁŸ •ÊπÊÿÊfl OMR Á»§ŸŸÊÿ Á’‹Êß¡Ê¥ ‹ÊªÊ‚ ‚Ê¥ŸÊÿ Á’‹ÊßπÊÒ’Ê ¡◊Ê „ÊŸÊ ŸÊ¥ªÊŸ–
• Á’ŸÊÿ‚ÊÿÊ ªÊÁflŸ ªÊ‚Ò’Ê ⁄UÊπÊ◊ÁŸ ªÊŸÊ¥ ¡ÊŸÊÿ rough „Ê’ÊπÊÒ ‚Ê¥ŸÊÿ Á’‹ÊßÿÊfl‚Ê πÊ‹Ê◊ŸÊ „ÊªÊŸ– Á’ŸÊÿ‚ÊÿÊ rough „Ê’ÊπÊÒ Á»§ŸŸÊÿ
Á’‹ÊßÿÊfl ∞’Ê ªÈ’ÈŸ ⁄UÊπÊ◊ÁŸ πÊª¡ ’Ê„ÊÿŸÊ „ÊŸÊÿ Ÿæ§Ê– Á»§ŸŸÊÿ Á’‹ÊßÿÊfl ÿÈÁŒ ’ rough „Ê’ÊπÊÒ πÊ‹Ê◊Ê •é‹Ê Á»§ŸŸÊÿ Á’‹ÊßπÊÒ
‚È◊ÊŸÕÊÿ πÊ‹Ê◊ŸÊÿ ¡ÊŸÊÿ Ÿæ§Ê–
• ªÊ‚Ò’Ê ‚Ê¥ŸÊÿÁŸ ÕÊπÊÿ Á’ŸÊÿ‚ÊŸÊ ªÊ¥‚‹” OMR Á»§ŸŸÊÿ Á’‹Êß „ÊŸÊÿ ¡ÊªÊŸ– ªÊ⁄UÊÁãÕ ¡Êé‹Ê ª’ÒæÒ§ Á‹⁄UŸÊ ¡’Ê ©»§⁄UÊ
Á»§ŸŸÊÿ Á’‹Êß „ÊŸÊÿ ¡ÊŸÊÿ Ÿæ§Ê–
• ‚Ê¥ŸÊÿ Á’‹Êß¡Ê¥ ‹ÊªÊ‚¥ ªÊ¥‚ OMR Á»§ŸŸÊÿ Á’‹Êß „ÊŸÊÿ ¡ÊªÊŸ– Á’ŸÊÿ‚ÊÿÊ ’ ÁÕ OMR Á»§ŸŸÊÿ ‹ÊßÿÊfl ‚È»È¥§ŸÊ „ÊªÊŸ-¡⁄ÒU — »§ÊÁ⁄U Ÿê’⁄U
(Roll No.), ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ Ÿê’⁄U •Ê⁄UÊ ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ ∑§”«U, ⁄UÊflÁŸ ∑§”«U ’ÊÿÁŒ ’ÊÿÁŒπÊÒ ‚Ê’œÊŸÒ ŸË‹Ê ∞’Ê ªÊ‚Ê◊ ’‹¬Ÿ¡Ê¥ Á‹⁄UŸÊ
ŸÊ¥ªÊŸ–
• •ÊŸ¡ÊŒÁŸ ‚◊Ê 2½ Á⁄¥UªÊ •Ê⁄UÊ ‚Ê¥ŸÊÿ Á’‹ÊßÿÊfl ◊ÊŸ 150 ‚Ê¥ÁÕ ÕÊªÊŸ–
• Á’ŸÊÿ‚ÊÿÊ OMR Á»§ŸŸÊÿ Á’‹ÊßÿÊfl πÊÁ‹ ŸË‹Ê •Ê⁄UÊ ªÊ‚Ê◊ ’‹¬Ÿ¡Ê¥‚Ê ªÊ‚Ò’Ê πÊÁ⁄UπÊÒ •Ê’È¥ πÊ‹Ê◊ŸÊ ŸÊ¥ªÊŸ–
• Á’ŸÊÿ‚ÊÿÊ ⁄UÊπÊ ¡ÊŸÊÿÊ ◊Ê¡Ê¥ ÁŒ ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ ∑§”«UπÊÒ OMR Á»§ŸŸÊÿ Á’‹ÊßÁŸ ÁÕ ¡ÊÿªÊÿÊfl Á‹⁄UŸÊ ŸÊ¥ªÊŸ– Á’ÁŒÁãÕ
’ÊÁŒÿÒ Á’ŸÊÿ‚ÊÿÊ ◊ÊŸŸÊÿ ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ ∑§”«UÊ ‘E’ πÊÒ Á»§ŸŸÊÿ Á’‹ÊßÁŸ ÁÕ ¡ÊÿªÊÿÊfl ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ ∑§”«UÊ ‘E’ Á‹⁄UŸÊ
ŸÊ¥ªÊŸ •Ê⁄UÊ ÁÕ ’¥πŸπÊÒ ªÊ‚Ê◊ πÊ‹Ê◊ŸÊ ŸÊ¥ªÊŸ–
• ‚Ê¥ŸÊÿ Á’‹ÊÿÊ I, II, III, IV •Ê⁄UÊ V ◊ÊŸ’Ê ’Ê„ÊªÊÿÊfl (Part) ªÊ‚Ò ◊ÊŸ 150 ‚È¥Œ” ‚Ê¥ŸÊÿ (Multiple Choice) ÕÊªÊŸ •Ê⁄UÊ ◊ÊŸ»˝§Ê◊’Ê
‚Ê¥ŸÊÿÊ’ŸÊ ª’¥ Á»§ŸÁŸ ÕÊπÊÿ 1 Ÿê’⁄ÒU ÕÊªÊŸ–
Part-I : ªÕ”‚Ê ¡ÊÒªÊŸÊÿ •Ê⁄UÊ »§Ê⁄UÊ¥ •ÊŒ’ (Q. Nos. 1 to 30)
Part-II : ‚ÊŸπÊÁãÕ (Q. Nos. 31 to 60)
Part-III : •Ê’„ÊflÊ »§⁄UÊÿ‚¥ (Q. Nos. 61 to 90)
Part-IV : ⁄UÊfl-II [ß¥⁄UÊÁ¡ (∞¥ªÊ⁄U„ÊÿÒ)] (Q. Nos. 91 to 120)
Part-V : ⁄UÊfl-I (¡ÊÿÁπ-¡ÊÿÊ ◊ÊŸ‚) (Q. Nos. 121 to 150)
( Á’ŸÊÿ‚ÊÿÊ •‚◊ËÿÊ, ’Ê¥‹Ê, ’⁄U”, ªÊ⁄UÊ, Á„ãŒË, ◊Ê⁄U, Ÿ¬Ê‹Ë, ◊ÁáÊ¬È⁄UË •Ê⁄UÊ ∑§Ê’Ë¸ Á’¡Ê¥¡Ê¥ Á»§ŸŸÊ „ÊªÊŸ )
• ªÊ⁄UÊÁãÕ¥ Á»§ŸŸÊÿÁŸ ÕÊπÊÿ ¡’Ê ŒÊŸπ” Ÿê’⁄U ªÒÿÊ–
• •ÊŸ¡ÊŒ „Ê ÁªÁ⁄UÿÊ ‚ÈÁ’œÊÁŸ ÕÊπÊÿ ªÊ‚ÊÿÊfl ‹ÊÁπŸÊÿÊ ◊Ê¡Ê¥ ÁŒ ‚Ê¥ŸÊÿ Á’‹ÊßÁŸ Part-I, Part-II •Ê⁄UÊ Part-III ’Ê„ÊªÊÁŸ ‚Ê¥ŸÊÿ »§Ê⁄UÊ
ªÊ’Ê¥ ⁄UÊflÁŸ ¡ÊªÊŸ, ¡Ò⁄U •‚◊ËÿÊ, ’Ê¥‹Ê, ’⁄U”, Á„ãŒË •Ê⁄UÊ ß¥⁄UÊÁ¡– ’ ’‹ÊÿÊfl ◊Ê’’Ê Á’¡Ê¥ ∞’Ê »§Ê‚ÊflŸÊÿÊ ’‹-’¡ ∞’Ê ’ÈÁ¡ŸÊÿÊfl ªÊ’˝Ê’
¡ÊÿÊé‹Ê ß⁄UÊ¥Á¡ »§Ê‚ÊflŸÊÿπÊÒ ŸÊŸ¥ªÈ’Ò „ÊŸŸÊ „◊ŸÊ ‹ÊŸÊ ŸÊ¥ªÊŸ–
• ŸÊÿŸÊ ªÊŸÊ¥ — ŸÊÿπÊ¥ Á’‹ÊßÁŸ ÕÊπÊÿ Á’ŸÊÿ‚ÊÿÊ •ŸŸÊŸÒ Á’‹Êß Ÿ¥. 7 πÊÒ ŸÊÿ–
MPT-19/P-I/F 4
ÁŸŒ¸‡Ê
¬˝ÊÃ— 8:30 ’¡ ‚ ¬Ífl¸ ¬⁄UËˇÊáÊ ¬ÈÁSÃ∑§Ê Ÿ πÊ‹¥–
OMR ©ûÊ⁄U-¬òÊ ∑§ ©¬ÿÈÄÃ flÎûÊ ◊¥ ‡ÊÈh ©ûÊ⁄U ÁøÁqÃ ∑§⁄UŸ ‚ ¬Ífl¸ ‚÷Ë ¬˝‡Ÿ ‚ÊflœÊŸË¬Ífl¸∑§ ¬…∏ ‹¥–
• ¬˝fl‡Ê ¬òÊ ∑§ Á’ŸÊ Á∑§‚Ë ¬⁄UËˇÊÊÕË¸ ∑§Ê ¬⁄UËˇÊÊ ◊¥ ’Ò∆UŸ Ÿ„Ë¥ ÁŒÿÊ ¡Ê∞ªÊ •ÊÒ⁄U ¬⁄UËˇÊÊ ÁŸ⁄UËˇÊ∑§ ÿÁŒ ◊Ê¥ª¥ ÃÊ ©ã„¥ ¬˝fl‡Ê ¬òÊ ÁŒπÊŸÊ ¬«∏ªÊ–
• ¬⁄UËˇÊÊ ø‹Ã ‚◊ÿ Á∑§‚Ë ¬⁄UËˇÊÊÕË¸ ∑§Ê ¬⁄UËˇÊÊ ÷flŸ ∑§ ÷ËÃ⁄U ¬˝fl‡Ê •ÕflÊ ¬⁄UËˇÊÊ ÷flŸ ¿UÊ«∏∑§⁄U ¡ÊŸ ∑§Ë •ŸÈ◊ÁÃ Ÿ„Ë¥ ŒË ¡Ê∞ªË–
• Á∑§‚Ë ÷Ë ¬⁄UËˇÊÊÕË¸ ∑§Ê Á∑§ÃÊ’, Á∑§‚Ë Ã⁄U„ ∑§Ê ∑§Êª¡, ◊Ê’Êß‹ »§ÊŸ, ∑Ò§À∑È§‹≈U⁄U, Á∑§‚Ë Ã⁄U„ ∑§Ë flÒlÈÁÃ∑§ ‚Ê◊ª˝Ë •ÕflÊ •Ê¬ÁûÊ¡Ÿ∑§ flSÃÈ
¬⁄UËˇÊÊ ÷flŸ ◊¥ ‹ ¡ÊŸ ∑§Ë •ŸÈ◊ÁÃ Ÿ„Ë¥ ŒË ¡Ê∞ªË– ¬⁄UËˇÊÊÕË¸ ∑§Ê ∑§fl‹ ¬˝fl‡Ê ¬òÊ •ÊÒ⁄U ’ÊÚ‹-¬ÊÚßã≈U ¬Ÿ „Ë ¬⁄UËˇÊÊ ÷flŸ ◊¥ ‹ ¡ÊŸ ∑§Ë •ŸÈ◊ÁÃ
ŒË ¡Ê∞ªË–
• ¬⁄UËˇÊÊÕË¸ •¬Ÿ ‚ÊÕ ‹Êß¸ ªß¸ •¬ŸË ‚÷Ë flSÃÈ•Ê¥ ∑§Ê ¬⁄UËˇÊÊ ÷flŸ ‚ ’Ê„⁄U •¬ŸË Á¡ê◊ŒÊ⁄UË ¬⁄U ⁄Uπ¥ª–
• ÿÁŒ ∑§Êß¸ ¬⁄UËˇÊÊÕË¸ ª‹Ã Ã⁄UË∑§Ê •¬ŸÊÃÊ „Ò ÿÊ ™§¬⁄U ©ÁÑÁπÃ ÁŸÿ◊Ê¥ ∑§Ê ©Ñ¥ÉÊŸ ∑§⁄UÃÊ „Ò, ÃÊ ©‚ •ÿÊÇÿ ∑§⁄UÊ⁄U ÁŒÿÊ ¡ÊÿªÊ–
• ¬⁄UËˇÊÊÕË¸ •¬ŸÊ ⁄UÊ‹ Ÿ¥. ¬⁄UËˇÊáÊ ¬ÈÁSÃ∑§Ê ◊¥ ÁŒ∞ ª∞ SÕÊŸ ¬⁄U Sflë¿U M§¬ ‚ Á‹π¥–
• OMR ©ûÊ⁄U-¬òÊ ¬⁄U ¬˝àÿ∑§ ©ûÊ⁄U ∑§ Á‹∞ Á∑§‚Ë ∞∑§ flÎûÊ (A), (B), (C) ÿÊ (D) ∑§Ê ¬ÍáÊ¸ M§¬ ‚ ∑§Ê‹Ê ∑§⁄¥U–
• ¬⁄UËˇÊÊÕË¸ OMR ©ûÊ⁄U-¬òÊ ◊¥ •ãÿ Á∑§‚Ë ¬˝∑§Ê⁄U ∑§Ê ÁŸ‡ÊÊŸ Ÿ„Ë¥ ‹ªÊ ‚∑¥§ª–
• ¬⁄UËˇÊÊÕË¸ ∑§ Á‹∞ OMR ©ûÊ⁄U-¬òÊ ∑§Ê ◊Ê«∏ŸÊ, S≈U¬‹ ∑§⁄UŸÊ, Á¬Ÿ ◊Ê⁄UŸÊ ÿÊ ŸC ∑§⁄UŸÊ ◊ŸÊ „Ò–
• ©ûÊ⁄U-¬òÊ ¬⁄U Á∑§‚Ë Ã⁄U„ ∑§Ê ÁŸ‡ÊÊŸ ‹ªÊŸÊ, ™§¬⁄U Á‹πŸÊ, Á≈U∑˜§ ∑§⁄UŸÊ, ∑§ß¸ ©ûÊ⁄U ŒŸÊ ª‹Ã ◊ÊŸÊ ¡Ê∞ªÊ–
• ¬⁄UËˇÊÊÕË¸ ∑§Ê ÁŸ⁄UËˇÊ∑§ mÊ⁄UÊ ÁŒ∞ ª∞ ©¬ÁSÕÁÃ/⁄UÊ‹ ‡ÊË≈U ¬⁄U ŒÊ ’Ê⁄U „SÃÊˇÊ⁄U ∑§⁄UŸÊ ¬«∏ªÊ, ¬„‹Ë ’Ê⁄U ‡ÊË≈U ‹Ÿ ∑§ ’ÊŒ •ÊÒ⁄U ŒÍ‚⁄UË ’Ê⁄U
¬⁄UËˇÊáÊ ¬ÈÁSÃ∑§Ê •ÊÒ⁄U OMR ©ûÊ⁄U-¬òÊ ÁŸ⁄UËˇÊ∑§ ∑§Ê ‚ÊÒ¥¬Ÿ ∑§ ’ÊŒ– •ª⁄U Á∑§‚Ë ¬⁄UËˇÊÊÕË¸ Ÿ ©¬ÁSÕÁÃ/⁄UÊ‹ ‡ÊË≈U ¬⁄U ŒÊ’Ê⁄UÊ „SÃÊˇÊ⁄U Ÿ„Ë¥ Á∑§ÿÊ,
ÃÊ ©‚ ¬⁄UËˇÊÊÕË¸ Ÿ ©ûÊ⁄U-¬òÊ Ÿ„Ë¥ ‚ÊÒ¥¬Ê „Ò, ‚◊¤ÊÊ ¡Ê∞ªÊ–
• ¬⁄UËˇÊÊ ÷flŸ ¿UÊ«∏Ÿ ‚ ¬„‹ ¬⁄UËˇÊÊÕË¸ ∑§Ê ÁŸ⁄UËˇÊ∑§ ∑§ ¬Ê‚ OMR ©ûÊ⁄U-¬òÊ ∑§ ‚ÊÕ ¬⁄UËˇÊáÊ ¬ÈÁSÃ∑§Ê ÷Ë ¡◊Ê ∑§⁄UŸÊ „ÊªÊ–
• ¬⁄UËˇÊÊÕË¸ ‚÷Ë Ã⁄U„ ∑§Ê ¡M§⁄UË ⁄U$»§ (rough) ∑§Êÿ¸ ¬⁄UËˇÊáÊ ¬ÈÁSÃ∑§Ê ◊¥ ÁŒ∞ ª∞ SÕÊŸ ¬⁄U ∑§⁄U ‚∑§¥ª– ¬⁄UËˇÊÊÕË¸ ⁄U$»§ (rough) ∑§Êÿ¸
©ûÊ⁄U-¬òÊ ÿÊ •ãÿ Á∑§‚Ë Ã⁄U„ ∑§ ∑§Êª¡ ¬⁄U Ÿ„Ë¥ ∑§⁄U ‚∑¥§ª– ÿÁŒ ¬⁄UËˇÊÊÕË¸ ©ûÊ⁄U-¬òÊ ¬⁄U ∑§Êß¸ ⁄U$»§ (rough) ∑§Êÿ¸ ∑§⁄UÃÊ „Ò, ÃÊ ∞‚ ©ûÊ⁄U-¬òÊ
∑§Ê ◊ÍÀÿÊ¥∑§Ÿ Ÿ„Ë¥ Á∑§ÿÊ ¡Ê∞ªÊ–
• ‚÷Ë ¬˝‡ŸÊ¥ ∑§ Á‹∞ ¬⁄UËˇÊÊÕË¸ ∑§Ê ∑§fl‹ ∞∑§ OMR ©ûÊ⁄U-¬òÊ „Ë ÁŒÿÊ ¡Ê∞ªÊ– ª‹ÃË „ÊŸ ¬⁄U ÿÊ ‡ÊÈh ∑§⁄UŸ ∑§ Á‹∞ ∑§Êß¸ •ÁÃÁ⁄UÄÃ
©ûÊ⁄U-¬òÊ Ÿ„Ë¥ ÁŒÿÊ ¡Ê∞ªÊ–
• ¬⁄UËˇÊáÊ ¬ÈÁSÃ∑§Ê ∑§ ‚ÊÕ ∞∑§ OMR ©ûÊ⁄U-¬òÊ ÁŒÿÊ ¡Ê∞ªÊ– ¬⁄UËˇÊÊÕË¸ ©‚ ÁŸÁŒ¸C OMR ©ûÊ⁄U-¬òÊ ◊¥ ⁄UÊ‹ Ÿ¥., ¬⁄UËˇÊáÊ ¬ÈÁSÃ∑§Ê Ÿ¥., ¬⁄UËˇÊáÊ
¬ÈÁSÃ∑§Ê ∑§Ê ∑§Ê«U •ÊÒ⁄U ÷Ê·Ê ∑§Ê ∑§Ê«U ßàÿÊÁŒ Áflfl⁄UáÊ ‚ÊflœÊŸË ‚ ∑§fl‹ ŸË‹Ê ÿÊ ∑§Ê‹Ê ’ÊÚ‹-¬ÊÚßã≈U ¬Ÿ ‚ ÷⁄¥U–
• ¬⁄UËˇÊÊ ∑§Ê ‚◊ÿ 2½ ÉÊá≈U „ÊªÊ •ÊÒ⁄U ¬⁄UËˇÊáÊ ¬ÈÁSÃ∑§Ê ◊¥ 150 ¬˝‡Ÿ „Ê¥ª–
• ¬⁄UËˇÊÊÁÕ¸ÿÊ¥ ∑§Ê ß‚ ¬Îc∆U ¬⁄U •ÊÒ⁄U OMR ©ûÊ⁄U-¬òÊ ¬⁄U ∑§fl‹ ŸË‹Ê ÿÊ ∑§Ê‹Ê ’ÊÚ‹-¬ÊÚßã≈U ¬Ÿ ‚ ‚÷Ë ‚ÍøŸÊ∞° ÷⁄UŸË „Ê¥ªË–
• ¬⁄UËˇÊÊÕË¸ ÿ„ ‚ÈÁŸÁpÃ ∑§⁄U ‹¥ Á∑§ ¬⁄UËˇÊáÊ ¬ÈÁSÃ∑§Ê ∑§Ê ∑§Ê«U •ÊÒ⁄U OMR ©ûÊ⁄U-¬òÊ ∑§Ê ∑§Ê«U ∞∑§ „Ë „Ê– ©ŒÊ„⁄UáÊSflM§¬, ÿÁŒ
¬⁄UËˇÊÊÕË¸ ∑§ ¬⁄UËˇÊáÊ ¬ÈÁSÃ∑§Ê ∑§Ê ∑§Ê«U ‘E’ „Ê, ÃÊ OMR ©ûÊ⁄U-¬òÊ ◊¥ ∑§Ê«U ‘E’ Á‹πŸÊ „ÊªÊ •ÊÒ⁄U flÎûÊ ‘E’ ∑§Ê ∑§Ê‹Ê ∑§⁄UŸÊ „ÊªÊ–
ÿÁŒ ¬⁄UËˇÊáÊ ¬ÈÁSÃ∑§Ê ◊¥ ∑§Êß¸ ÷Í‹ ÿÊ ß‚ Ã⁄U„ ∑§Ë ∑§Êß¸ Áfl‚¥ªÁÃ Á◊‹, ÃÊ ÃÈ⁄UãÃ ¬⁄UËˇÊÊ ÁŸ⁄UËˇÊ∑§ ‚ fl„ ¬⁄UËˇÊáÊ ¬ÈÁSÃ∑§Ê ’Œ‹Ÿ ∑§Ê
∑§„–¥
• ß‚ ¬⁄UËˇÊáÊ ¬ÈÁSÃ∑§Ê ◊¥ ¬Ê°ø ÷Êª (Part) I, II, III, IV •ÊÒ⁄U V „ÊªÊ ÃÕÊ ∑È§‹ 150 ’„È◊ÈπË ¬‚ãŒ ∑§ ¬˝‡Ÿ „Ê¥ª •ÊÒ⁄U ¬˝àÿ∑§ ¬˝‡Ÿ ∑§ Á‹∞
1 •¥∑§ „ÊªÊ–
Part-I : ’Ê‹ Áfl∑§Ê‚ •ÊÒ⁄U Á‡ÊˇÊáÊ-‡ÊÒ‹Ë (Q. Nos. 1 to 30)
Part-II : ªÁáÊÃ (Q. Nos. 31 to 60)
Part-III : ¬ÿÊ¸fl⁄UáÊ •äÿÿŸ (Q. Nos. 61 to 90)
Part-IV : ÷Ê·Ê-II [•¥ª˝¡Ë (•ÁŸflÊÿ¸)] (Q. Nos. 91 to 120)
Part-V : ÷Ê·Ê-I (flÒ∑§ÁÀ¬∑§) (Q. Nos. 121 to 150)
(•‚Á◊ÿÊ, ’¥ª‹Ê, ’Ê«UÊ, ªÊ⁄UÊ, Á„ãŒË, ◊Ê⁄U, Ÿ¬Ê‹Ë, ◊ÁáÊ¬È⁄UË ∞fl¥ ∑§’Ë¸ ÷Ê·Ê•Ê¥ ◊¥ ‚ ∑§Êß¸ ∞∑§)
• ª‹Ã ©ûÊ⁄U ∑§ Á‹∞ ∑§Êß¸ Ÿ∑§Ê⁄UÊà◊∑§ •¥∑§Ÿ Ÿ„Ë¥ „ÊªÊ–
• ¬⁄UËˇÊÊÕË¸ •¬ŸË ‚ÈÁflœÊ ∑§ Á‹∞ äÿÊŸ ⁄Uπ¥ Á∑§ ¬⁄UËˇÊáÊ ¬ÈÁSÃ∑§Ê ∑§ Part-I, Part-II •ÊÒ⁄U Part-III ∑§Ê ¬˝àÿ∑§ ¬˝‡Ÿ ’„È-÷ÊÁ·∑§ „ÊªÊ, ¡Ò‚-
•‚Á◊ÿÊ, ’¥ª‹Ê, ’Ê«UÊ, Á„ãŒË •ÊÒ⁄U •¥ª˝¡Ë– ß‚ ‚ãŒ÷¸ ◊¥ ◊Êäÿ◊ ÿÊ ‚¥S∑§⁄UáÊ ◊¥ Á∑§‚Ë ¬˝∑§Ê⁄U ∑§Ë òÊÈÁ≈U ÿÊ ‚◊¤ÊŸ ◊¥ •‚ÈÁflœÊ „ÊŸ ¬⁄U •¥ª˝¡Ë
•ŸÈflÊŒ ∑§Ê „Ë ‚„Ë ◊ÊŸÊ ¡Ê∞ªÊ–
• Áfl‡Ê· — ¬⁄UËˇÊÊÕË¸ ∑Î§¬ÿÊ ‚Íø∑§ ∑§ Á‹∞ ¬ÎD ‚¥ÅÿÊ 7 Œπ¥–
MPT-19/P-I/F 6
INDEX
Part Subject / Component Q. Nos. Page Nos.

I Child Development and Pedagogy 1 to 30 8 to 30
II Mathematics 31 to 60 31 to 45
III Environmental Studies 61 to 90 46 to 62
IV Language - II [ English (Compulsory) ] 91 to 120 63 to 66
V Language - I (Optional) (121 to 150) (67 to 94)
(Candidate should answer from
any one of the following languages)
Assamese 121 to 150 67 to 69
Bengali 121 to 150 70 to 72
Bodo 121 to 150 73 to 75
Garo 121 to 150 76 to 79
Hindi 121 to 150 80 to 82
Hmar 121 to 150 83 to 85
Nepali 121 to 150 86 to 88
Manipuri 121 to 150 89 to 91
Karbi 121 to 150 92 to 94
PART - I : Child Development and Pedagogy
1. ¤å[‡ý¡¹ t¡â«Î³èÒ "à¹ç¡ &Òü t¡w "àK¤ìØn¡à¯à ¤¸[v¡û¡¹ >à³ t¡ºt¡ [ƒÚà íÒìá :
¤å[‡ý¡¹ t¡wÎ³èÒ t¡w "àK¤ìØn¡à¯à ¤¸[v¡û¡
(a) [‡-l¡üšàƒà> t¡w (i) =>¢l¡àÒüA¡
(b) ¤× l¡üšàƒà> t¡w (ii) [ÑšìÚ¹ì³>
(c) Î³èÒãÚà l¡üšàƒà> t¡w (iii) =³W¡>
(d) šø[t¡ƒÅ¢ Î}KøÒA¡¹o t¡w (iv) =àìÊ¡¢à>
Ç¡‡ý¡ [³ºìi¡à ¤à[W¡ l¡ü[º*¯à¡ú
(A) (a) - (ii), (b) - (iii), (c) - (i), (d) - (iv) (B) (a) - (i), (b) - (ii), (c) - (iii), (d) - (iv)
(C) (a) - (iii), (b) - (iv), (c) - (i), (d) - (ii) (D) (a) - (ii), (b) - (i), (c) - (iv), (d) - (iii)
1. ¤å[‡ý¡¹ t¡wÎ³èÒ &¤} &Òü t¡w l¡üšÑ‚àšA¡ ¤¸[v¡û¡¹ >à³ [>ìW¡ ëƒ*Úà Òº :
¤å[‡ý¡¹ t¡wÎ³èÒ t¡w l¡üšÑ‚àšA¡ ¤¸[v¡û¡
(a) [‡-l¡üšàƒà> t¡w (i) =>¢l¡àÒüA¡
(b) ¤× l¡üšàƒà> t¡w (ii) [ÑšÚà¹ì³>
(c) ìÅøoã ¤à Î³[Ê¡ l¡üšàƒà> t¡w (iii) =³Å>
(d) >³å>à t¡w (iv) =àìÐ¡¢à>
Ç¡‡ý¡ [³ºP¡[º ìºJ :
(A) (a)-(ii), (b)-(iii), (c)-(i), (d)-(iv) (B) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv)
(C) (a)-(iii), (b)-(iv), (c)-(i), (d)-(ii) (D) (a)-(ii), (b)-(i), (c)-(iv), (d)-(iii)
1. Theory of Intelligence •Ê⁄UÊ ’»§Ê⁄UÁŸ ÁŒ„ÈŸÁªÁ⁄U»§Ê⁄UπÊÒ ªÊ„ÊÿÊfl „ÊŸÊÿ ¡Ê’Êÿ -

Theory of Intelligence Propounders
(a) Two factor theory (i) Thorndike
(b) Multi factor theory (ii) Spearman
(c) Group factor theory (iii) Thomson
(d) Sampling theory (iv) Thurstone
ÕÊ⁄U Á»§ŸπÊÒ ‚Êÿπ” -
1. ’ÈÁh ∑§Ê Ãûfl ‚◊Í„ •ÊÒ⁄U ß‚ Ãûfl ∑§Ê ¬˝SÃÈÃ ∑§⁄UŸ flÊ‹ √ÿÁÄÃ ∑§ ŸÊ◊ ŸËø ÁŒ∞ ª∞ „Ò¥ —
’ÈÁh ∑§Ê Ãûfl ‚◊Í„ Ãûfl ¬˝SÃÈÃ ∑§⁄UŸ flÊ‹ √ÿÁÄÃ
(a) Ám-©¬ÊŒÊŸ Ãûfl (i) ÕÊÚŸ«¸ UÊß∑§
(b) ’„È ©¬ÊŒÊŸ Ãûfl (ii) ÁS¬ÿ⁄U◊Ÿ
(c) ‚Ê◊ÍÁ„∑§ ©¬ÊŒÊŸ Ãûfl (iii) ÕÊÚ◊‚Ÿ
(d) ¬˝ÁÃŒ‡Ê¸ ‚¥ª˝„∑§⁄UáÊ Ãûfl (iv) ÕÊS≈UÊ̧Ÿ
‡ÊÈh ◊‹ ∑§Ê øÈÁŸ∞ªÊ —
MPT-19/P-I/F 8
1. Theory of Intelligence and their Propounders are given below :
Theory of Intelligence Propounders
(a) Two factor theory (i) Thorndike
(b) Multi factor theory (ii) Spearman
(c) Group factor theory (iii) Thomson
(d) Sampling theory (iv) Thurstone
Choose the correct match :
___________________________________________________________________________________________
2. t¡º¹ ëA¡à>\> ¤¸[v¡û¡ìÚ Îõ\>ãÅãºt¡à¹ š[¹³àš>¹ ¤àì¤ Îõ\>ãÅãºt¡à¹ l¡üšàƒà>Î³èÒ¹ š[¹³àš>¹ *š¹t¡ šø=ì³ P¡¹ç¡â«
[ƒ[áº ?
(A) ë³A¡ì>Òüº (B) i¡ì¹X (C) =àÊ¡¢> (D) ìA¡–i¡
2. >ãìW¡¹ ëA¡à> ¤¸[v¡û¡ Îõ\>Åãºt¡à¹ š[¹³àìš¹ \>¸ Îõ\>Åãºt¡à¹ l¡üšàƒà>Î³èìÒ¹ š[¹³àìš¹ l¡üšì¹ šø=³ P¡¹ç¡â«
[ƒìÚ[áìº> ?
(A) ë³A¡ì>Òüº (B) i¡ì¹X (C) =àÐ¡¢> (D) ìA¡–i¡
2. ªÊ„ÊÿÁŸ ‚Ê⁄U ‚È’Èæ§Ê ‚Ê⁄UÁ¡‹ÈÁŸ Á’’Ê¥ÁŸ ÕÊπÊÿ ‚Ê⁄UÁ¡‹ÈÁŸ ªÈÁŒ ◊ÈflÊ»§Ê⁄UÁŸ Á’’Ê¥ ‚ÈŸÊÿÁŸ ‚ÊÿÊfl ÁªÁ’ÿÒ ªÊŸÊ¥ÁÕ „ÊŒÊ¥◊ÊŸ -
(A) McNeil (B) Torence (C) Thurston (D) Kent
2. ÁŸêŸÁ‹ÁπÃ ∑§ÊÒŸ √ÿÁÄÃ Ÿ ‚Î¡ŸÊà◊∑§ÃÊ (Creativity) ∑§Ê ¬Á⁄U◊Ê¬Ÿ ∑§ Á‹∞ ‚Î¡ŸÊà◊∑§ÃÊ ∑§ ©¬ÊŒÊŸ ‚◊Í„ ∑§ ¬Á⁄U◊Ê¬Ÿ ¬⁄U
‚fl¸¬˝Õ◊ ◊„ûfl ¬˝ŒÊŸ Á∑§ÿÊ ÕÊ?
(A) ◊∑§Ÿß‹ (B) ≈UÊ⁄Uã‚ (C) ÕÊS≈UÊ̧Ÿ (D) ∑§ã≈U
2. Who was the first person to emphasise that creativity should be measured by measuring its elements ?
(A) McNeil (B) Torence (C) Thurston (D) Kent
___________________________________________________________________________________________
3. [ÅÛ¡o¹ ¤v¡ûõ¡t¡à šøƒà> š‡ý¡[t¡ :
(A) [ÅÛ¡A¡ ëA¡[–ƒøA¡ (B) áày-áàyã ëA¡[–ƒøA¡
(C) ³ì>à[¤`¡à> [®¡[v¡A¡ (D) š[¹ì¤Å ëA¡[–ƒøA¡
3. [ÅÛ¡ìo¹ ¤v¡ûõ¡t¡à šøƒà> š‡ý¡[t¡ :
(A) [ÅÛ¡A¡ ëA¡[–ƒøA¡ (B) áày-áàyã ëA¡[–ƒøA¡
(C) ³ì>à[¤`¡à> [®¡[v¡A¡ (D) š[¹ì¤Å ëA¡[–ƒøA¡
3. Á’’¥ÈÁÕ •ÊŒ’ (Lecture method) »§Ê⁄UÊ¥ŸÊÿÊ ¡Ê’Êÿ ◊ÊŸ‚ -
(A) »§Ê⁄UÊ¥ÁªÁ⁄UπÊÒ‹” Á◊M§ πÊ‹Ê◊ŸÊÿ (Teacher centric)
(B) »§⁄UÊÿ‚Ê»§Ê⁄UπÊÒ‹” Á◊M§ πÊ‹Ê◊ŸÊÿ (Student centric)
(C) ªÊ‚Ê Á’ÁªÿÊŸπÊÒ‹” Á’ÕÊ πÊ‹Ê◊ŸÊÿ (Psychological based)
(D) •Ê’„ÊflÊπÊÒ‹” Á◊M§ πÊ‹Ê◊ŸÊÿ (Environment centric)
3. Á‡ÊˇÊáÊ ∑§Ë √ÿÊÅÿÊ ¬˝ŒÊŸ ¬hÁÃ —
(A) Á‡ÊˇÊ∑§ ∑§ÁãŒ˝∑§ (B) ¿UÊòÊ/¿UÊòÊÊ ∑§ÁãŒ˝∑§
(C) ◊ŸÊÁflôÊÊŸ ¬˝Á∑˝§ÿÊ (D) ¬Á⁄Ufl‡Ê ∑§ÁãŒ˝∑§
3. Lecture method of teaching is :
(A) Teacher centric (B) Student centric
(C) Psychological based (D) Environment centric
___________________________________________________________________________________________
4. [ÅÛ¡o¹ Î[yû¡ìÚàv¡¹ Ñz¹t¡ t¡º¹ ëA¡à>ìi¡à A¡à™¢ A¡¹à >ÒÚ ?
(A) šøAõ¡t¡ "àW¡¹o³èºA¡ š[¹¯t¢¡>¹ ¤¸àJ¸àA¡¹o (B) l¡üš™åv¡û¡ ³èº¸àÚ>¹ ëA¡ïÅº "à¹ç¡ [>¤¢àW¡>
(C) [ÅÛ¡o¹ ëA¡ïÅº "à¹ç¡ š”‚à¹ š[¹¯t¢¡> (D) îÅ[Û¡A¡ l¡üì„Å¸¹ [>‹¢à¹o
4. [ÅÛ¡ìo¹ Î[yû¡ìÚàv¡¹ Ñzì¹ [>ìW¡¹ ëA¡à>[i¡ A¡à™¢A¡¹ >Ú ?

(A) šøAõ¡t¡ "àW¡¹o³èºA¡ š[¹¤t¢¡ì>¹ ¤¸àJ¸àA¡¹o (B) l¡üš™åv¡û¡ ³èº¸àÚì>¹ ëA¡ïÅº [>¤¢àW¡>
(C) [ÅÛ¡ìo¹ ëA¡ïÅº &¤} š”‚à¹ š[¹¤t¢¡> (D) [ÅÛ¡à¹ l¡üì„Å¸ [>‹¢à¹o
4. »§Ê⁄UÊ¥ŸÊÿÊfl ‚Ê¥ª˝Ê¥ÁÕ πÊ‹Ê◊ŸÊÿ Á’ÁÕæ§Êfl ªÊ„ÊÿÁŸ ’’ πÊ◊ÊÁŸπÊÒ ◊ÊflŸÊÿ ¡ÊÿÊ -
(A) ÕÊ⁄U •ÊπÈÕÊßÿÊÁ⁄U ‚Ê‹ÊÿŸÊÿπÊÒ ’πflÁÕŸÊÿ (B) •Ê⁄U¡ÊÕÊfl ‚È◊ÊãÕÊß •ÊŒ’ ‚ÊÿπŸÊÿ
(C) »§Ê⁄UÊ¥ŸÊÿÁŸ •ÊŒ’ •Ê⁄UÊ πÊÁãÕπÊÒ ‚Ê‹ÊÿŸÊÿ (D) ‚Ê‹Ê¥ÕÊßÿÊÁ⁄U ÕÊ¥ÁππÊÒ ‚ÊÿπŸÊÿ
4. Á‡ÊˇÊáÊ ∑§Ê ‚Á∑˝§ÿûÊ⁄U SÃ⁄U ◊¥ ÁŸêŸÁ‹ÁπÃ ∑§ÊÒŸ-‚Ê ∑§Êÿ¸ Ÿ„Ë¥ Á∑§ÿÊ ¡ÊÃÊ?
(A) ¬˝∑Î§Ã •Êø⁄UáÊ◊Í‹∑§ ¬Á⁄UflÃ¸Ÿ ∑§Ê √ÿÊÅÿÊ∑§⁄UáÊ (B) ©¬ÿÈÄÃ ◊ÍÀÿÊ¥∑§Ÿ ∑§Ê ∑§ÊÒ‡Ê‹ ÁŸflÊ¸øŸ
(C) Á‡ÊˇÊáÊ ∑§Ê ∑§ÊÒ‡Ê‹ •ÊÒ⁄U ¬¥Õ ∑§Ê ¬Á⁄UflÃ¸Ÿ (D) ‡ÊÒÁˇÊ∑§ ©g‡ÿ ∑§Ê ÁŸœÊ¸⁄UáÊ
4. Which of the following is not carried out in Post-Active Phase of Teaching ?

(A) Defining the real behavioural change
(B) Selection of appropriate evaluation techniques
(C) Changing the techniques and strategies of teaching
(D) Setting of educational objectives
___________________________________________________________________________________________
5. [ÅÛ¡A¡ [ÒW¡àìš, "š¹à‹šø¯o [ÅÇ¡ÎA¡ºA¡ "[®¡ì¹àW¡>¹ ¤àì¤ t¡ºt¡ [ƒÚàì¤à¹¹ ëA¡à>ìi¡à "ài¡àÒüt¡îA¡ ®¡àº l¡üšàÚ ?
(A) [¤ƒ¸àºÚt¡ ëJºà‹èºà¹ ¤àì¤ š™¢¸àœ¡ Îåì™àK šøƒà> A¡¹à¡ú
(B) ìt¡*òìºàA¡A¡ "t¡¸à[‹A¡ Ñ¬à‹ã>t¡à šøƒà> A¡[¹¤ ºàìK¡ú
(C) ìA¡àì>à [¤ìÅÈ ¤¸¯Ñ‚à ë>àìºà¯àîA¡ &[¹ [ƒ¤ ºàìK¡ú
(D) ìÅøoãt¡ "t¡¸à[‹A¡ [¤ƒ¸àÚt¡[>A¡ ëÒòW¡à [ƒ¤ ºàìK¡ú
5. [ÅÛ¡A¡ [ÒÎàì¤ "š¹à‹šø¤o [ÅÇ¡ìƒ¹ìA¡ l¡ü;ÎàÒ ëƒ*Úà¹ \>¸ [>ìW¡ ëƒ*Úà ëA¡à>[i¡ Î¤ì=ìA¡ ®¡àº l¡üšàÚ ?
(A) [¤ƒ¸àºìÚ ëJºà‹èºà¹ \>¸ š™¢àœ¡ Îåì™àK šøƒà> A¡¹à¡ú
(B) t¡àìƒ¹ìA¡ "t¡¸[‹A¡ Ñ¬à‹ã>t¡à šøƒà> A¡¹ìt¡ Òì¤¡ú
(C) ìA¡àì>à [¤ìÅÈ ¤¸¤Ñ‚à >à [>ìÚ ëáìØl¡ [ƒìt¡ Òì¤¡ú
(D) ìÅøoãìt¡ šØl¡àÇ¡>à¹ [¤ÈìÚ "t¡¸[‹A¡ W¡àš [ƒìt¡ Òì¤¡ú
MPT-19/P-I/F 10
5. »§Ê⁄UÊ¥ÁªÁ⁄U ◊„⁄ÒU ŒÊÿ π‹Ê◊ŸÊÿ πÈÁŒÿÊ»§Ê⁄UπÊÒ ªÊ‚Ê Œ¥ÈπÊ¥„ÊŸÊÿÁŸ ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ÿÊ ‚Ê’Á‚Ÿ ⁄UÊ„Ê -
(A) »§⁄UÊÿ‚ÊÁ‹ÿÊfl ª‹ŸÊÿÁŸ ÕÊ¡Ê‚ πÊ’È „ÊŸÊÿ
(B) ŸÊ¥ªÊÒÁŸ ’Ê⁄UÊ Á’‚Ê⁄UŸÊ ©ŒÊ¥Ád „ÊŸÊÿ
(C) ¡’Ê ¡⁄UπÊ ⁄UÊ„Ê ‹ÊÿÊ‹Ê’Ê Á’‚Ê⁄UπÊÒ ∞¥ªÊ⁄U ŸÊ „ÊŸÊ¥ªÊÒ
(D) ÕÊπÊ•Êfl ‚Ê‹Ê¥ÕÊßÁŸ »§Ê⁄U‚ ’Ê⁄UUÊ ¡⁄U „ÊŸÊ¥ªÊÒ
5. Á‡ÊˇÊ∑§ ∑§ M§¬ ◊¥ •¬⁄UÊœ¬˝fláÊ Á‡Ê‡ÊÈ•Ê¥ ∑§Ê •Á÷¬˝⁄UáÊ ∑§ Á‹∞ ÁŸêŸÁ‹ÁπÃ ∑§ÊÒŸ-‚Ê ‚’‚ •Áœ∑§ ©ûÊ◊ ©¬Êÿ „Ò?
(A) ÁfllÊ‹ÿ ◊¥ π‹∑Í§Œ ∑§ Á‹∞ ¬ÿÊ¸åÃ ‚ÈÁflœÊ ¬˝ŒÊŸ ∑§⁄UŸÊ–
(B) ßŸ∑§Ê •àÿÁœ∑§ SflÊœËŸÃÊ ¬˝ŒÊŸ ∑§⁄UŸÊ øÊÁ„∞–
(C) ∑§Êß¸ Áfl‡Ê· √ÿflSÕÊ Ÿ„Ë¥ ‹∑§⁄U ¿UÊ«∏ ŒŸÊ øÊÁ„∞–
(D) üÊáÊË ◊¥ •àÿÁœ∑§ ‡ÊÒÁˇÊ∑§ Œ’Êfl «∏Ê‹ŸÊ øÊÁ„∞–
5. As a teacher, which of the following is the best way to motivate delinquent children ?
(A) Enough opportunity for games and sports should be provided in school
(B) Excess freedom should be provided to them
(C) They should be left without any treatment
(D) Excess academic pressure should be given in the class
___________________________________________________________________________________________
6. ³ì>à>ài¡A¡ (Psychodrama) íÒìá :
(A) &i¡à ¤¸[v¡û¡â«¹ t¡w¹ >à³ (B) ¤¸[v¡û¡â«¹ *š¹t¡ =A¡à &J> [A¡t¡àš¹ >à³
(C) &A¡ šøA¡à¹¹ W¡àÒüA¡’ì=¹àšã (D) &[¤‹ ¤¸[v¡û¡â«¹ Î}ºÛ¡o
6. ³ì>à>ài¡A¡ (Psychodrama) ÒìZá :

(A) &A¡[i¡ ¤¸[v¡û¡â« t¡ìw¹ >à³ (B) ¤¸[v¡û¡ìâ«¹ l¡üšì¹ ìºJà &A¡[i¡ Køì”‚¹ >à³
(C) &A¡ šøA¡à¹ ÎàÒüìA¡àì=¹à[š (D) &A ‹¹ì>¹ ¤¸[v¡û¡ìâ«¹ Î}ºÛ¡o
6. Psychodrama ÿÊ ¡Ê’Êÿ __________.

(A) personality theory ÁŸ ◊ÊŸ‚ ◊È¥ (B) personality ªÊŸÊ¥ ªÊ¥‚ Á’¡Ê’ÁŸ ◊È¥
(C) psychotherapy ÁŸ ◊ÊŸ‚ ◊„⁄U (D) ⁄UÊπ◊‚ personality ÁŸ •ÊπÈ§
6. ◊ŸÊŸÊ≈U∑§ (Psychodrama) „Ò —
(A) ∞∑§ √ÿÁÄÃàfl ∑§ Ãûfl ∑§Ê ŸÊ◊– (B) √ÿÁÄÃàfl ∑§ ™§¬⁄U ◊¥ ⁄U„ŸflÊ‹Ë ∞∑§ Á∑§ÃÊ’ ∑§Ê ŸÊ◊–
(C) ∞∑§ ¬˝∑§Ê⁄U ∑§Ê ‚Êß∑§ÊÕ⁄UÊ¬Ë– (D) ∞∑§ ¬˝∑§Ê⁄U √ÿÁÄÃàfl ∑§Ê ‚¥‹ÇŸ–
6. Psychodrama is __________.
(A) name of a personality theory (B) name of a book on personality
(C) a form of psychotherapy (D) a personality trait
___________________________________________________________________________________________
7. ì™[t¡Úà ëA¡àì>à &A¡ Î³Î¸à¹ &i¡àt¡îA¡ ë¤[á¡ Î´±à¤¸ Î³à‹à> =àìA¡, "à¹ç¡ ët¡ì>‹¹>¹ Î³Î¸à¹ Î´±à¤¸ Î³à‹à> Îõ[Ê¡ A¡[¹¤ š¹à
[W¡”z>A¡ [A¡ >àì³ì¹ \>à ™àÚ ?
(A) "[®¡Îà¹ã [W¡”z> (B) "šÎà¹ã [W¡”z>
(C) šø[t¡ó¡ºA¡ [W¡”z> (D) Î³àìºàW¡>àuA¡ (critical) [W¡”z>
7. ™J> ëA¡àì>à &A¡ Î³Î¸à¹ &A¡[i¡¹ ë¤[Å Î´±à¤¸ Î³à‹à> =àìA¡, &¤} ëÎÒü ‹¹ì>¹ Î³Î¸à Î´±à¤¸ Î³à‹à> Îõ[Ê¡ A¡¹ìt¡ šà¹à
[W¡”z>ìA¡ š[¹[W¡t¡ A¡¹à Òì¤ :
(A) "[®¡Îà¹ã [W¡”z> (B) "šÎà¹ã [W¡”z>
(C) šø[t¡ó¡ºA¡ [W¡”z> (D) Î³àìºàW¡>àuA¡ (critical) [W¡”z>
7. ¡é‹Ê ’’’Ê ◊ÊŸ‚ ¡¥ŸÊπÊÒ ’ÊdÊ¥ŸÊ ◊ÊŸ‚ÁŸ»˝§ÿ ’Ê¥Á‚Ÿ ⁄UÊ„Ê ÕÊÿÊ •Ê⁄UÊ ’’ÊÁŒ ¡¥ŸÊ ’ÊdÊ¥ŸÊ „ÊÕÊfl ‚ÊÛÊÊÿ ‚Ê◊Á¡πÊ¥ŸÊÿ
◊ÊflπÊÁãÕπÊÒ ◊Ê ◊È¥¡Ê¥ Á◊ÁÕŸÊÿ ¡ÊÿÊ —
(A) Convergent Thinking (B) Divergent Thinking
(C) Reflective Thinking (D) Critical Thinking
7. ¡’ ∑§Êß¸ ∞∑§ ‚◊SÿÊ ∑§Ê ∞∑§ ‚ •Áœ∑§ ‚¥÷Ê√ÿ ‚◊ÊœÊŸ ⁄U„Ã „Ò¥, •ÊÒ⁄U ∞‚ „Ë ‚◊SÿÊ ∑§Ê ‚◊ÊœÊŸ ‚ÎÁc≈U ∑§⁄UŸ flÊ‹Ê Áø¥ÃŸ
∑§Ê Á∑§‚ ŸÊ◊ ‚ ¡ÊŸÃÊ „Ò?
(A) •Á÷‚Ê⁄UË Áø¥ÃŸ (B) •¬‚Ê⁄UË Áø¥ÃŸ
(C) ¬˝ÁÃ»§‹∑§ Áø¥ÃŸ (D) ‚◊Ê‹ÊøŸÊà◊∑§ Áø¥ÃŸ
7. When a problem has more than one probable solution, and the thinking process which create those probable
solution for the problem is called :
(A) Convergent Thinking (B) Divergent Thinking
(C) Reflective Thinking (D) Critical Thinking
___________________________________________________________________________________________
8. Îà³KøãA¡ "=¢t¡, ¤¸[t¡yû¡³ã [ÅÇ¡ ³àì> :
(A) ³à>[ÎA¡®¡àì¯ "Îà³=¢¸¤à> [ÅÇ¡ (B) [>´• ¤å[‡ý¡³v¡à¹ [ÅÇ¡
(C) "šÎ³àì™à\¹ Î³Î¸à =A¡à [ÅÇ¡ (D) šø[t¡®¡à¤à>, ¤å[‡ý¡³à>, ">KøÎ¹, ³à>[ÎA¡®¡àì¯ ¤à‹àKøÑ‚ [ÅÇ¡
8. Îà³[KøA¡ "ì=¢ ¤¸[t¡yû¡[³ [ÅÇ¡ ³àì> :
(A) ³à>[ÎA¡®¡àì¤ "Îà³=¢¤à> [ÅÇ¡
(B) [>´• ¤å[‡ý¡³v¡à™åv¡û¡ [ÅÇ¡
(C) Îà³gÎ¸Òã>t¡à (maladjustment) ¤à "ÎåÑ‚t¡à¹ Î³Î¸à =àA¡à [ÅÇ¡
(D) šø[t¡®¡à¤à>, ¤å[‡ý¡³à>, ">KøÎ¹, ³à>[ÎA¡®¡àì¤ ¤à‹àKøÑ‚ [ÅÇ¡
8. ‚Ê⁄UÁ’ÁÕæ§ÊÁ⁄U •Ê¥ÁÕÿÊfl ¡⁄UπÊ πÈÁŒÿÊÿÊ ¡Ê’Êÿ -

(A) ◊‹◊ÊÁ⁄U „Ê◊ÊãÕÊÿ ªÒÁÿ πÈÁŒÿÊ
(B) ªÊ„Êÿ ÕÊπÊÁŸ ‚Ê‹Ê ªÊŸÊ¥ πÈÁŒÿÊ
(C) ªÊ⁄UÊ’„ÊŸÊ „ÊÁÿ ¡¥ŸÊ ªÊŸÊ¥ πÈÁŒÿÊ
(D) „Ê◊ÊãÕÊÿ ªÊŸÊ¥, ‚Ê‹Ê ªÊŸÊ¥, ©Ÿ¡ÊŸÊÿ, ◊‹◊ÊÁ⁄U ªÊ„Ê◊ ªÒÁÿ πÈÁŒÿÊ
MPT-19/P-I/F 12
8. ‚Ê◊Áª˝∑§ •Õ¸ ◊¥, √ÿÁÄÃ∑˝§◊Ë Á‡Ê‡ÊÈ ∑§Ê ‚ÊœŸ —
(A) ◊ÊŸÁ‚∑§ M§¬ ‚ •‚Ê◊âÿ¸flÊŸ Á‡Ê‡ÊÈ
(B) ÁŸêŸ ’ÈÁh◊ÊŸ Á‡Ê‡ÊÈ
(C) •√ÿflSÕÊ ‚◊SÿÊ „ÊŸ flÊ‹Ê Á‡Ê‡ÊÈ
(D) ¬˝ÁÃ÷ÊflÊŸ, ’ÈÁh◊ÊŸ, Á¬¿U«∏, ◊ÊŸÁ‚∑§ M§¬ ‚ ’ÊœÊª˝SÃ Á‡Ê‡ÊÈ
8. In inclusive term, exceptional children means :

(A) the children with mental disabilities
(B) the children with low IQ
(C) the children with maladjustment problem
(D) the gifted, intelligent, backward, mentally retarded childrens
___________________________________________________________________________________________
9. [ÅÛ¡o¹ šøA¡¿ š‡ý¡[t¡t¡ [ÅÛ¡A¡¹ ®è¡[³A¡à :
(A) [ÅÛ¡à=¢ãt¡îA¡ Î[yû¡Ú (B) Î³Î¸à¹ Î³à‹à> A¡ì¹àt¡à
(C) ¤Þêå¡, ƒàÅ¢[>A¡ "à¹ç¡ [>ìƒ¢ÅA¡ (D) A¡tõ¡¢ â«³º
è A¡
9. [ÅÛ¡à¹ šøA¡¿ š‡ý¡[t¡ìt¡ [ÅÛ¡ìA¡¹ ®è¡[³A¡à :
(A) [ÅÛ¡à=¢ã¹ ë=ìA¡ Î[yû¡Ú (B) Î³Î¸à Î³à‹à> A¡¹à
(C) ¤Þêå, ƒàÅ¢[>A¡ &¤} [>ìƒ¢ÅA¡ (D) A¡tõ¢¡â«³èºA¡
9. Á’ÕÊ¥Áπ •ÊŒ’ (Project Method) •Êfl »§Ê⁄UÊ¥ÁªÁ⁄UÁŸ »§Ê⁄UÊ¥ŸÊÿÁŸ Á’„Ê◊ÊÿÊ ¡Ê’Êÿ -
(A) »§⁄UÊÿ‚Ê»§Ê⁄UÁŸ∫Èß ‚Ê¥ª˝Ê¥Á‚Ÿ (B) ¡¥ŸÊ ’ÊdÊ¥ª˝Ê
(C) ‹ÊªÊ, ‚ÊãÕÊÒÁªÁ⁄UU •Ê⁄UÊ ŒÒŒŸÁªÁ⁄U (D) Á’ªÊ◊ÊÁªÁ⁄U (Authoritative)
9. Á‡ÊˇÊáÊ ∑§Ê ¬˝∑§À¬ ¬hÁÃ ◊¥ Á‡ÊˇÊ∑§ ∑§Ë ÷ÍÁ◊∑§Ê —

(A) ÁfllÊÕË¸ ‚ ÷Ë ‚Á∑˝§ÿ (B) ‚◊SÿÊ ‚◊ÊœÊŸ ∑§⁄UŸ flÊ‹Ê
(C) Á◊òÊ, ŒÊ‡Ê¸ÁŸ∑§ •ÊÒ⁄U ÁŸŒ¸‡Ê∑§ (D) ∑§ûÊ¸ûfl◊Í‹∑§
9. In project method of teaching, the role of the teacher is __________.
(A) Active than students (B) Problem solver
(C) Friend, Philosopher and Guide (D) Authoritative
___________________________________________________________________________________________
10. ³àWô¡º’¹ "[®¡ì¹àW¡>¹ t¡w³ìt¡, t¡ºt¡ [ƒÚàì¤à¹¹ [®¡t¡¹t¡ ‘‘šøìÚà\>’’ Î³èÒ¹ Ç¡‡ý¡ yû¡³ ëA¡à>ìi¡à ?
(A) [>¹àšv¡à\[>t¡ šøìÚà\> → ³¹³ "à¹ç¡ ëÑ•Ò\[>t¡ šøìÚà\> → í\[¯A¡t¡à\[>t¡ šøìÚà\> → Î–µà>\[>t¡ šøìÚà\>
→ "àu[¤A¡àÅ\[>t šøìÚà\>
(B) í\[¯A¡t¡à\[>t¡ šøìÚà\> → [>¹àšv¡à\[>t¡ šøìÚà\> → ³¹³ "à¹ç¡ ëÑ•Ò\[>t¡ šøìÚà\> → Î–µà>\[>t¡ šøìÚà\>
(C) í\[¯A¡t¡à\[>t¡ šøìÚà\> → ³¹³ "à¹ç¡ ëÑ•Ò\[>t¡ šøìÚà\> → [>¹àšv¡à\[>t¡ šøìÚà\> → "àu[¤A¡àÅ\[>t
šøìÚà\> → Î–µà>\[>t¡ šøìÚà\>
(D) ³¹³ "à¹ç¡ ëÑ•Ò\[>t¡ šøìÚà\> → [>¹àšv¡à\[>t¡ šøìÚà\> → Î–µà>\[>t¡ šøìÚà\>→ í\[¯A¡t¡à\[>t¡ šøìÚà\>
10. ³àÎºì\¹ ëšø¹oà¹ t¡w ³ìt¡, [>ìW¡¹ ëƒ*Úà ‘šøìÚà\>’ Î³èìÒ¹ Ç¡‡ý¡ yû¡³ ëA¡à>[i¡ ?
(A) [>¹àšv¡à\[>t¡ šøìÚà\> → ®¡àº¤àÎà &¤} ëÑ•Ò\[>t¡ šøìÚà\> → í\[¤A¡t¡à\[>t¡ šøìÚà\> → Î´¶à>\[>t¡
šøìÚà\> → "àu[¤A¡àÅ\[>t¡ šøìÚà\>¡
(B) í\[¤A¡t¡à\[>t¡ šøìÚà\> → [>¹àšv¡à\[>t¡ šøìÚà\> → ®¡àº¤àÎà &¤} ëÑ•Ò\[>t¡ šøìÚà\> → Î´¶à>\[>t¡
(C) í\[¤A¡t¡à\[>t¡ šøìÚà\> → ®¡àº¤àÎà &¤} ëÑ•Ò\[>t¡ šøìÚà\> → [>¹àšv¡à\[>t¡ šøìÚà\> →
"àu[¤A¡àÅ\[>t¡ šøìÚà\> → Î´¶à>\[>t¡ šøìÚà\>¡
(D) ®¡àº¤àÎà &¤} ëÑ•Ò\[>t¡ šøìÚà\> → [>¹àšv¡à\[>t¡ šøìÚà\> → Î´¶à>\[>t¡ šøìÚà\> → í\[¤A¡t¡à\[>t¡
10. Maslow ÁŸ theory of motivation ’ÊÁŒÿÒ ªÊ„ÊÿÁŸ ’’ “needs” ÁŸ ÕÊ⁄U »§ÊÁ⁄U -
(A) Safety needs → Love and belongingness needs → Physiological needs → Esteem needs →
Self-actualization needs
(B) Physiological needs → Safety needs → Love and belongingness needs → Esteem needs →
(C) Physiological needs → Love and belongingness needs → Safety needs → Self-actualization needs
→ Esteem needs
(D) Love and belongingness needs → Safety needs → Esteem needs → Physiological needs →
10. ◊Ò‚‹Ê •Á÷¬˝⁄UáÊ Ãûfl ∑§ •ŸÈ‚Ê⁄U, ŸËø ÁŒ∞ ª∞ “¬˝ÿÊ¡Ÿ” ‚◊Í„ ∑§Ê ‡ÊÈh ∑˝§◊ ∑§ÊÒŸ-‚Ê „Ò?
(A) ‚È⁄UˇÊÊà◊∑§ ¬˝ÿÊ¡Ÿ → åÿÊ⁄U •ÊÒ⁄U SŸ„Êà◊∑§ ¬˝ÿÊ¡Ÿ → ¡ÒÁfl∑§ÃÊà◊∑§ ¬˝ÿÊ¡Ÿ → ‚ê◊ÊŸ¡Ÿ∑§ ¬˝ÿÊ¡Ÿ →
•Êà◊Áfl∑§Ê‚Êà◊∑§ ¬˝ÿÊ¡Ÿ
(B) ¡ÒÁfl∑§ÃÊà◊∑§ ¬˝ÿÊ¡Ÿ → ‚È⁄UˇÊÊà◊∑§ ¬˝ÿÊ¡Ÿ → åÿÊ⁄U •ÊÒ⁄U SŸ„Êà◊∑§ ¬˝ÿÊ¡Ÿ → ‚ê◊ÊŸ¡Ÿ∑§ ¬˝ÿÊ¡Ÿ →
(C) ¡ÒÁfl∑§ÃÊà◊∑§ ¬˝ÿÊ¡Ÿ → åÿÊ⁄U •ÊÒ⁄U SŸ„Êà◊∑§ ¬˝ÿÊ¡Ÿ → ‚È⁄UˇÊÊà◊∑§ ¬˝ÿÊ¡Ÿ → •Êà◊Áfl∑§Ê‚Êà◊∑§ ¬˝ÿÊ¡Ÿ →
‚ê◊ÊŸ¡Ÿ∑§ ¬˝ÿÊ¡Ÿ
(D) åÿÊ⁄U •ÊÒ⁄U SŸ„Êà◊∑§ ¬˝ÿÊ¡Ÿ → ‚È⁄UˇÊÊà◊∑§ ¬˝ÿÊ¡Ÿ → ‚ê◊ÊŸ¡Ÿ∑§ ¬˝ÿÊ¡Ÿ → ¡ÒÁfl∑§ÃÊà◊∑§ ¬˝ÿÊ¡Ÿ →
10. Which of the following is correct sequence of “needs” according to Maslow’s theory of motivation ?
(A) Safety needs → Love and belongingness needs → Physiological needs → Esteem needs → Self-
actualization needs
(B) Physiological needs → Safety needs → Love and belongingness needs → Esteem needs → Self-
actualization needs
(C) Physiological needs → Love and belongingness needs → Safety needs→ Self-actualization needs
→ Esteem needs
(D) Love and belongingness needs → Safety needs → Esteem needs → Physiological needs → Self-
actualization needs
___________________________________________________________________________________________
MPT-19/P-I/F 14
11. [ÅÇ¡¹ ³à\t¡ Îõ\>ãÅãºt¡à¹ [¤A¡àÅ¹ ëA¡ïÅºÎ³èìÒ "”zK¢t¡ A¡ì¹ :
(A) ‹à¹oà¹ l¡üšÑ‚àš> (B) Î³Î¸à¹ Î³à‹à>
(C) ƒºãÚ "àìºàW¡>à (D) l¡üšì¹àv¡û¡ ÎA¡ìºà
11. [ÅÇ¡¹ ³ì‹¸ Îõ\>Åãºt¡à¹ [¤A¡àìÅ¹ ëA¡ïÅºÎ³èìÒ "”zK¢t¡ A¡ì¹ :

(A) ‹à¹oà¹ l¡üšÑ‚àš> (B) Î³Î¸à¹ Î³à‹à>
(C) ƒºãÚ "àìºàW¡>à (D) l¡üšì¹¹ Î¤P¡[º
11. πÈÁŒÿÊ»§Ê⁄UÁŸ ª¡⁄UÊfl ‚Ê⁄UÁ¡‹È ¡ÊÒªÊπÊ¥ŸÊÿÁŸ Á‚¥ÁŸ •ÊŒ’»§Ê⁄UÊfl ÕÊ»§ÊÿÊ —

(A) ‚ÊãŒÊ¥ÁÕ ÁŒÁãÕ»È¥§ŸÊÿ (B) ¡¥ŸÊ ’ÊdÊ¥ŸÊÿ
(C) „Êã¡Ê ‚Êfl⁄UÊÿŸÊÿ (D) ªÊ¡ÊÒÁŸ ªÊ‚Ò’Ê
11. Á‡Ê‡ÊÈ ∑§ ’Ëø ‚Î¡ŸÊà◊∑§ÃÊ (Creativity) ∑§Ê Áfl∑§Ê‚ ∑§Ê ∑§ÊÒ‡Ê‹ ‚◊Í„ ∑§Ê •ãÃª¸Ã ∑§⁄UÃ „Ò¥ —
(A) œÊ⁄UáÊÊ ∑§Ê ©¬SÕÊ¬Ÿ (B) ‚◊SÿÊ ∑§Ê ‚◊ÊœÊŸ
(C) ‚Ê◊ÍÁ„∑§ •Ê‹ÊøŸÊ (Group discussion) (D) ©¬ÿÈ¸ÄÃ ‚÷Ë
11. Techniques for fostering creativity in children include :
(A) Concept presentation (B) Problem solving
(C) Group discussion (D) All of the above
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12. [šÚàì\¹ [¤A¡àÅ¹ t¡w³ìt¡, t¡º¹ ëA¡à>ìi¡à šø`¡à>àuA¡ [¤A¡àÅ¹ Ñz¹Î³èÒ¹ Ç¡‡ý¡ š™¢¸àÚyû¡³ ?
(A) Î}ì¤ƒã Îe¡àº>¹ š™¢¸àÚ → šøàA¡ Î}`¡àuA¡ š™¢¸àÚ → ³èt¢¡ Î}[yû¡ÚàuA¡ š™¢¸àÚ → [¤[‹¤; Î}[yû¡ÚàuA¡ š™¢¸àÚ¡
(B) šøàA¡ Î}`¡àuA¡ š™¢¸àÚ → Î}ì¤ƒã Îe¡àº>¹ š™¢¸àÚ → ³èt¢¡ Î}[yû¡ÚàuA¡ š™¢¸àÚ → [¤[‹¤; Î}[yû¡ÚàuA¡ š™¢¸àÚ¡
(C) [¤[‹¤; Î}[yû¡ÚàuA¡ š™¢¸àÚ → ³èt¢¡ Î}[yû¡ÚàuA¡ š™¢¸àÚ → šøàA¡ Î}`¡àuA¡ š™¢¸àÚ → Î}ì¤ƒã Îe¡àº>¹ š™¢¸àÚ
(D) Î}ì¤ƒã Îe¡àº>¹ š™¢¸àÚ → šøàA¡ Î}`¡àuA¡ š™¢¸àÚ → [¤[‹¤; Î}[yû¡ÚàuA¡ š™¢¸àÚ → ³èt¢¡ Î}[yû¡ÚàuA¡ š™¢¸àÚ
12. [šÚàì\i¡ [¤A¡àìÅ¹ t¡w ³ìt , [>ìW¡¹ ëA¡à>[i¡ šø`¡à>àuA¡ [¤A¡àìÅ¹ Ñz¹Î³èìÒ¹ Ç¡‡ý¡ š™¢àÚyû¡³ ?
(A) Î}ì¤ƒã Îe¡àºì>¹ š™¢àÚ → šøàA¡ Î}`¡àuA¡ š™¢àÚ → ³èt¢¡ Î}[yû¡ÚàuA¡ š™¢àÚ → [¤[‹¤; Î}[yû¡ÚàuA¡ š™¢àÚ¡
(B) šøàA¡ Î}`¡àuA¡ š™¢àÚ → Î}ì¤ƒã Îe¡àºì>¹ š™¢àÚ → ³èt¢¡ Î}[yû¡ÚàuA¡ š™¢àÚ → [¤[‹¤; Î}[yû¡ÚàuA¡ š™¢àÚ¡
(C) [¤[‹¤; Î}[yû¡ÚàuA¡ š™¢àÚ → ³èt¢¡ Î}[yû¡ÚàuA¡ š™¢àÚ → šøàA¡ Î}`¡àuA¡ š™¢àÚ → Î}ì¤ƒã Îe¡àºì>¹ š™¢àÚ
(D) Î}ì¤ƒã Îe¡àºì>¹ š™¢àÚ → šøàA¡ Î}`¡àuA¡ š™¢àÚ → [¤[‹¤; Î}[yû¡ÚàuA¡ š™¢àÚ → ³èt¢¡ Î}[yû¡ÚàuA¡ š™¢àÚ
12. Á¬ÿÊ¡∆UÁŸ ’È¥»§Ê⁄UÁÕ ’ÊÁŒÿÒ ªÊ„ÊÿÁŸ ’’ ÕÊπÊ »§ÊÁ⁄UÿÊ ◊‹◊ÊÁ⁄U ŒÊflªÊŸÊÿ ÁŸ ÕÊ⁄U »§ÊÁ⁄U -
(A) Sensorimotor stage → Preoperational stage → Concrete operational stage → Formal operational
stage
(B) Preoperational stage → Sensorimotor stage → Concrete operational stage → Formal operational
stage
(C) Formal operational stage → Concrete operational stage → Preoperational stage → Sensorimotor
stage
(D) Sensorimotor stage → Preoperational stage → Formal operational stage → Concrete operational
stage
12. Á¬ÿÊ¡ ∑§Ê Áfl∑§Ê‚ ∑§Ê Ãàfl ∑§ •ŸÈ‚Ê⁄U, ÁŸêŸÁ‹ÁπÃ ∑§ÊÒŸ-‚Ê ¬˝ôÊÊŸÊà◊∑§ Áfl∑§Ê‚ ∑§Ê SÃ⁄U ‚◊Í„ ‡ÊÈh ¬ÿÊ¸ÿ∑˝§◊ „Ò?
(A) ‚¥flŒË ‚¥øÊ‹Ÿ ∑§Ê ¬ÿÊ¸ÿ → ¬˝Ê∑§ ‚¥ôÊÊà◊∑§ ¬ÿÊ¸ÿ → ◊ÍÃ¸ ‚¥Á∑˝§ÿÊà◊∑§ ¬ÿÊ¸ÿ → ÁflÁœflÃ ‚¥Á∑˝§ÿÊà◊∑§ ¬ÿÊ¸ÿ
(B) ¬˝Ê∑§ ‚¥ôÊÊà◊∑§ ¬ÿÊ¸ÿ → ‚¥flŒË ‚¥øÊ‹Ÿ ∑§Ê ¬ÿÊ¸ÿ → ◊ÍÃ¸ ‚¥Á∑˝§ÿÊà◊∑§ ¬ÿÊ¸ÿ → ÁflÁœflÃ ‚¥Á∑˝§ÿÊà◊∑§ ¬ÿÊ¸ÿ
(C) ÁflÁœflÃ ‚¥Á∑˝§ÿÊà◊∑§ ¬ÿÊ¸ÿ → ◊ÍÃ¸ ‚¥Á∑˝§ÿÊà◊∑§ ¬ÿÊ¸ÿ → ¬˝Ê∑§ ‚¥ôÊÊà◊∑§ ¬ÿÊ¸ÿ → ‚¥flŒË ‚¥øÊ‹Ÿ ∑§Ê ¬ÿÊ¸ÿ
(D) ‚¥flŒË ‚¥øÊ‹Ÿ ∑§Ê ¬ÿÊ¸ÿ → ¬˝Ê∑§ ‚¥ôÊÊà◊∑§ ¬ÿÊ¸ÿ → ÁflÁœflÃ ‚¥Á∑˝§ÿÊà◊∑§ ¬ÿÊ¸ÿ → ◊ÍÃ¸ ‚¥Á∑˝§ÿÊà◊∑§ ¬ÿÊ¸ÿ
12. According to Piaget theory of development, what is the correct sequence of stages of cognitive
development ?
(A) Sensorimotor stage → Preoperational stage → Concrete operational stage →
Formal operational stage
(B) Preoperational stage → Sensorimotor stage → Concrete operational stage →
Formal operational stage
(C) Formal operational stage → Concrete operational stage → Preoperational stage → Sensorimotor
stage
(D) Sensorimotor stage → Preoperational stage → Formal operational stage →
Concrete operational stage
___________________________________________________________________________________________
13. ‹ã¹K[t¡¹ [ÅA¡à¹ç¡¹ ìÅøoãìA¡àk¡àt¡, [¤³èt¢¡ ‹à¹oàì¤à¹ ³èt¢¡ A¡[¹¤îº, [ÅÛ¡A¡¹ ¤àì¤ "ài¡àÒüt¡îA¡ ®¡àº š‡ý¡[t¡ìi¡à Ò’º :
(A) ¤v¡ûõ¡t¡à š‡ý¡[t¡ (B) "àìºàW¡>à š‡ý¡[t¡
(C) KõÒA¡³¢ š‡ý¡[t¡ (D) šøƒÅ¢> š‡ý¡[t¡
13. ‹ã¹K[t¡¹ [ÅÛ¡à=¢ã¹ ëÅøoãA¡ìÛ¡, [¤³èt¢¡ ‹à¹oàP¡ìºà ³èt¢¡ A¡¹à¹ \>¸, [ÅÛ¡ìA¡¹ \>¸ Î¤ì=ìA¡ ®¡àº š‡ý¡[t¡[i¡ Òº :
(A) ¤v¡ûõ¡t¡à š‡ý¡[t¡ (B) "àìºàW¡>à š‡ý¡[t¡
(C) KõÒA¡³¢ š‡ý¡[t¡ (D) šøƒÅ¢> š‡ý¡[t¡
13. Abstract ‚ÊãŒÊ¥ÁÕπÊÒ concrete ◊„⁄UÊfl

„ÊŸÊ ‹Ê‚Ò ‚Ê‹Ê¥ª˝Ê ÕÊπÊ πÕÊÿÊfl ‚Ê‚ »§Ê⁄UÊ¥ÁªÁ⁄UÁŸ ‚Ê’Á‚Ÿ •ÊŒ’ÊŸÊ ¡Ê’Êÿ -
(A) Lecture method (Á’’È¥ÁÕ •ÊŒ’)
(B) Discussion method (‚Êfl⁄UÊÿ •ÊŒ’)
(C) Home Assignment method (ŸÁŸ „Ê’Ê „ÊŸÊÿ •ÊŒ’)
(D) Demonstration method (ÁŒÁãÕ»È¥§ •ÊŒ’)
13. œË⁄U ªÁÃ ∑§Ê ¿UÊòÊ ∑§Ê o˝áÊË ∑§ˇÊÊ ◊¥, Áfl◊ÍÃ¸ œÊ⁄UáÊÊ•Ê¥ ∑§Ê ◊ÍÃ¸ ∑§⁄UŸ ∑§ Á‹∞, Á‡ÊˇÊ∑§Ê¥ ∑§ Á‹∞ ‚’‚ •Áœ∑§ ©ûÊ◊ ¬hÁÃ „Ò —
(A) √ÿÊÅÿÊŸ ¬hÁÃ (B) •Ê‹ÊøŸÊ ¬hÁÃ
(C) ªÎ„∑§◊¸ ¬hÁÃ (D) ¬˝Œ‡Ê¸Ÿ ¬hÁÃ
13. To concretise the abstract concepts in a slow learners’ classroom the best method for a teacher is :
(A) Lecture method (B) Discussion method
(C) Home Assignment method (D) Demonstration method
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MPT-19/P-I/F 16
14. t¡º¹ ëA¡à>ìi¡à "[®¡ì¹àW¡> šø[yû¡Úà¹ "}Å >ÒÚ ?
(A) šøìÚà\> (B) ìšø¹oà (C) šøì¹àW¡A¡ (D) ¤}ÅK[t¡
14. >ãìW¡¹ ëA¡à>[i¡ ">åìšø¹oà šø[yû¡Úà¹ "}Å >Ú ?
(A) šøìÚà\> (B) ìšø¹oà (C) šøì¹àW¡A¡ (D) ¤}ÅK[t¡
14. ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ÿÊ ªÊ‚Ê ŒÈ¥πÊ¥„ÊŸÊÿ ◊ÊflπÊÁãÕ (motivation process) ÁŸ ◊ÊŸ‚ ’Ê„ÊªÊ Ÿæ§Ê -
(A) Need (B) Drives (C) Incentives (D) Heredity
14. ÁŸêŸÁ‹ÁπÃ ∑§ÊÒŸ-‚Ê •Á÷¬˝⁄UáÊ ¬˝Á∑˝§ÿÊ ∑§Ê •¥‡Ê Ÿ„Ë¥ „Ò?

(A) ¬˝ÿÊ¡Ÿ (B) ¬̋⁄UáÊÊ (C) ¬˝⁄UÊø
 ∑§ (D) fl¥‡ÊªÁÃ
14. Which of the following is not a part of motivation process ?
(A) Need (B) Drives (C) Incentives (D) Heredity
___________________________________________________________________________________________
15. [ÅÇ¡ ³ì>à[¤`¡à>¹ [štõ¡ ëA¡à> ?
(A) ìÊ¡>[º Òº (B) Òü®¡à> ëš®ô¡º®ô¡ (C) l¡üºôó¡ìK} A¡Òºà¹ (D) A¡ài¢¡ ëº[¯>
15. [ÅÇ¡ ³ì>à[¤`¡àì>¹ \>A¡ ëA¡ ?
(A) ëÐ¡>[º Òº (B) Òü®¡à> š¸à®¡º®¡ (C) l¡üºó¡K} ìA¡àÒºà¹ (D) A¡ài¢¡ ëº[¤>
15. πÈÁŒÿÊ ªÊ‚Ê Á’ÁªÿÊŸÁŸ Á’»§ÊÿÊ ‚Ê⁄U —
(A) S≈UŸÁ‹ „‹ (B) ß÷ÊŸ ¬÷‹÷ (C) ©‹»§ª¥ ∑§„‹Ê⁄U (D) ∑§Ê≈¸U ‹ÁflŸ
15. Á‡Ê‡ÊÈ ◊ŸÊÁflôÊÊŸ ∑§Ê ¡Ÿ∑§ ∑§ÊÒŸ „Ò?
(A) S≈UŸÁ‹ „Ê‹ (B) ßflÊŸ ¬Êfl‹Êfl (C) ©‹»§ªæ§ ∑§Ê„‹Ê⁄U (D) ∑§≈¸U ‹ÁflŸ
15. Who is the father of Child Psychology ?
(A) Stanley Hall (B) Ivan Pavlov (C) Wolfgang Kohler (D) Kurt Lewin
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16. t¡º¹ ëA¡à>ìi¡à¹ ¤àì¤ ó¡ºšøÎè [ÅÛ¡àƒà> ÒÚ ?
(A) [ÅÛ¡A¡¹ Îà‹åt¡à "à¹ç¡ A¡t¢¡¤¸[>Ë¡à (B) [ÅÛ¡A¡¹ [¤ÈÚ¤Ññ¹ `¡à>
(C) [ÅÛ¡àƒà>t¡ [ÅÛ¡A¡¹ [>Ú³à>å¤[t¢¡t¡à (D) [ÅÛ¡A¡¹ ‡à¹à l¡üì„Å¸[®¡[v¡A¡ šàk¡ƒà>
16. >ãìW¡¹ ëA¡à>[i¡¹ ‡à¹à ó¡ºšøÎè [ÅÛ¡àƒà> ÒÚ ?
(A) [ÅÛ¡ìA¡¹ Îà‹åt¡à &¤} A¡t¢¡¤¸[>Ë¡à (B) [ÅÛ¡ìA¡¹ [¤ÈÚ¤Ññ¹ `¡à>
(C) [ÅÛ¡àƒàì> [ÅÛ¡ìA¡¹ [>Ú³à>å¤[t¢¡t¡à (D) [ÅÛ¡ìA¡¹ ‡à¹à l¡üì„Å¸[®¡[v¡A¡ šàk¡ƒà>
16. ªÊ„Ê◊ ªÊŸÊ¥ »§Ê⁄UÊ¥ŸÊÿÊ ¡Ê’Êÿ ◊ÊŸ‚ -
(A) »§Ê⁄UÊ¥ÁªÁ⁄UÁŸ ‚ÊœÈÁÕ •Ê⁄UÊ πÊ◊ÊÁŸÿÊfl ŸÊ¥ÕÊ’ŸÊÿ
(B) »§Ê⁄UÊ¥ÁªÁ⁄UÁŸ •ÊÿŒÊÁŸ ‚ÊÿÊfl ÁªÿÊŸ
(C) »§Ê⁄UÊ¥ŸÊÿÊfl »§Ê⁄UÊ¥ÁªÁ⁄UÿÊ πÊÁãÕ ªÊŸÊ¥ ¡ÊŸÊÿ
(D) ÕÊ¥Áπ ªÊŸÊ¥ »§Ê⁄UÊ¥ÁªÁ⁄UÁŸ »§Ê⁄UÊ¥ŸÊÿ
16. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ê ‚Ê»§Àÿ◊¥Á«UÃ Á‡ÊˇÊÊŒÊŸ „Ò?
(A) Á‡ÊˇÊ∑§Ê¥ ∑§Ë ‚ÊœÈÃÊ •ÊÒ⁄U ∑§ûÊ¸√ÿÁŸc∆UÊ– (B) Á‡ÊˇÊ∑§Ê¥ ∑§Ê Áfl·ÿflSÃÈ ∑§Ê ôÊÊŸ–
(C) Á‡ÊˇÊÊŒÊŸ ◊¥ Á‡ÊˇÊ∑§Ê¥ ∑§Ê ‚È√ÿflÁSÕÃ „ÊŸÊ– (D) Á‡ÊˇÊ∑§Ê¥ ∑§ mÊ⁄UÊ ©g‡ÿœ◊Ë¸ ¬Ê∆UŒÊŸ ∑§⁄UŸÊ–
16. Effective Teaching is a result of :
(A) Teacher’s honesty and commitment (B) Teacher’s knowledge on content
(C) Teacher’s regularity in teaching (D) Objective based teaching by teachers
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17. ³à>[ÎA¡®¡àì¯ Ñ¬àÑ‚¸¤à> [ÅÛ¡A¡ÎA¡ìº t¡º¹ ëA¡à>ìA¡Òüi¡à í¤[ÅÊ¡¸ šøƒÅ¢> A¡ì¹¡?
(a) ìt¡*òìºàìA¡ [>\¹ ëA¡¯º Î¤ºt¡à Î´šìA¢¡ ®¡àºƒì¹ \àì>¡ú
(b) ìt¡*òìºàìA¡ "à>¹ ëA¡¯º ƒè¤¢ºt¡à Î´šìA¢¡ ®¡àºƒì¹ \àì> ¡ú
(c) ët¡*òìºàìA¡ [>\¹ ®å¡ºì¤à¹ Ç¡‹¹ç¡¯à¹ l¡üšàÚ l¡ü[ºÚàÒü ºÚ¡ú
(d) [>\¹ A¡³¢A¡îº ët¡*òìºàA¡ Î”ñÊ¡¡ú
(e) ìt¡*òìºàìA¡ "Aõ¡t¡A¡à™¢¸t¡àA¡ "[t¡ ÎÒì\ KøÒo A¡[¹¤ šàì¹¡ú
Ç¡‡ý¡ [¤A¡¿ìi¡à ¤à[W¡ l¡ü[º*¯à :
(A) (a), (c), (d) "à¹ç (e) (B) (a) "à¹ç (b)
(C) (c), (d) "à¹ç (e) (D) (a), (c) "à¹ç (d)
17. ³à>[ÎA¡®¡àì¤ Ñ¬àÑ‚¸¤à> [ÅÛ¡A¡¹à >ãìW¡¹ ëA¡à> í¤[ÅÊ¡¸P¡[º¹ šøƒÅ¢> A¡ì¹ ?

(a) t¡àÒà¹à ìA¡¤º [>ì\¹ Î¤ºt¡à Î´šìA¢¡ ®¡àìºà®¡àì¤ \àì>¡ú
(b) t¡àÒà¹à ìA¡¤º "ì>¸¹ ƒè¤¢ºt¡à Î´šìA¢¡ ®¡àìºà®¡àì¤ \àì>¡ú
(c) t¡àÒà¹à [>ì\¹ yç¡[i¡P¡[º Ç¡‹¹àì>à¹ l¡üšàÚ ë¤¹ A¡ì¹¡ú
(d) [>ì\¹ A¡àì\ t¡àÒà¹à Î”ñÊ¡¡ú
(e) t¡àÒà¹à "Aõ¡t¡A¡à™¢t¡àìA¡ "[t¡ ÎÒì\ KøÒo A¡¹ìt¡ šàì¹¡ú
Ç¡‡ý¡ l¡üv¡¹P¡[º ìºJ :
(A) (a), (c), (d) &¤} (e) (B) (a) &¤} (b)
(C) (c), (d) &¤} (e) (D) (a), (c) &¤} (d)
17. ‚ÊflÁdÿÊÁ⁄U •Ê⁄UÊ ªÊ‚Ê•ÊÁ⁄U ªÊ∫Ê¥ »§Ê⁄UÊ¥ÁªÁ⁄U»§Ê⁄UÁŸÿÊfl ªÊ„ÊÿÁŸ ’’ •ÊÿÈÕÊß»§Ê⁄UπÒ ŸÈŸÊ ◊ÊŸÊ -
(a) Á’‚Ê⁄UÊ ªÊfl‚Ê⁄UÁŸ ªÊ„ÊπÊÒ‹” ◊Ê¡ÊæÒ§ Á◊ÁÕÿÊ
(b) Á’‚Ê⁄UÊ ªÈ’ÈŸÁŸ ‹Ê⁄U’Ê¥ÁÕπÊÒ‹” ◊Ê¡ÊæÒ§ Á◊ÁÕÿÊ
(c) Á’‚Ê⁄UÊ ªÊfl‚Ê⁄UÁŸ ªÊ⁄UÊÁãÕπÊÒ ‚ÈŒ˝ÊÿŸÊ ⁄UÊ„Ê ŸÊÁª⁄UŸÊ ‹ÊÿÊ
(d) Á’‚Ê⁄UÊ ªÊfl‚Ê⁄UÁŸ πÊ◊ÊÁŸπÊÒ ‹ÊŸÊŸÒ ªÊ¡ÊÛÊÊÿ ◊ÊŸÊ
(e) Á’‚Ê⁄UÊ »Ò§◊Ê‹ ¡ÊŸÊÿπÒ ªÊ⁄U‹ÒÿÒ ŸÊ¡ÊflŸÊ ‹ÊÿÊ
(A) (a), (c), (d) •Ê⁄UÊ (e) (B) (a) •Ê⁄UÊ (b)
(C) (c), (d) •Ê⁄UÊ (e) (D) (a), (c) •Ê⁄UÊ (d)
MPT-19/P-I/F 18
17. ◊ÊŸÁ‚∑§ M§¬ ‚ SflÊSâÿflÊŸ Á‡ÊˇÊ∑§ªáÊ ÁŸêŸÁ‹ÁπÃ Á∑§Ÿ flÒÁ‡Êc≈˜Uÿ ∑§Ê ¬˝ŒÁ‡Ê¸Ã ∑§⁄UÃ „Ò¥?
(a) ßã„Ê¥Ÿ •¬Ÿ ∑§Ê ◊ÊòÊ ◊ŸÊ’‹ ∑§Ê ÷Á‹÷Ê°ÁÃ ¡ÊŸÃ „Ò¥–
(b) ßã„Ê¥Ÿ ŒÍ‚⁄UÊ¥ ∑§ ∑§fl‹ ŒÈ’¸‹ÃÊ ∑§Ê ÷Á‹÷Ê°ÁÃ ¡ÊŸÃ „Ò¥–
(c) ßã„Ê¥Ÿ •¬ŸË ª‹ÃË ∑§Ê ‚ÈœÊ⁄UŸ ∑§ Á‹∞ ©¬Êÿ πÊ¡ ‹Ã „Ò¥–
(d) •¬Ÿ ∑§◊¸ ∑§Ê ‹∑§⁄U ‚ãÃÈc≈U ⁄U„Ã „Ò¥–
(e) ßã„Ê¥Ÿ •¬ŸÊ Áfl»§‹ÃÊ ∑§Ê ‚„¡ M§¬ ‚ ª˝„áÊ ∑§⁄U ‹Ã „Ò¥–
‡ÊÈh ©ûÊ⁄U ∑§Ê øÈÁŸ∞ªÊ —
(A) (a), (c), (d) •ÊÒ⁄U (e) (B) (a) •ÊÒ⁄U (b)
(C) (c), (d) •ÊÒ⁄U (e) (D) (a), (c) •ÊÒ⁄U (d)
17. Which of the following characteristics are exhibited by mentally healthy teachers ?
(a) They know well about their strengths only.
(b) They know well about others’ weaknesses only.
(c) They find means of correcting their own mistakes.
(d) They are satisfied with their job.
(e) They accept failure very easily.
Choose the correct option :
(A) (a), (c), (d) and (e) (B) (a) and (b)
(C) (c), (d) and (e) (D) (a), (c) and (d)
___________________________________________________________________________________________
18. t¡ºt¡ [ƒÚà ëA¡à>ìi¡à/ëA¡à>ìA¡Òüi¡à l¡ü[v¡û¡ [ÅÇ¡¹ ¤õ[‡ý¡ "à¹ç¡ [¤A¡àÅ¹ ëÛ¡yt¡ Ç¡‡ý¡ ?
(a) ¤õ[‡ý¡ìÚ ëA¡¯º í\[¯A¡ "à¹ç¡ íƒ[ÒA¡ š[¹¤t¢¡>A¡ ÎèW¡àÚ ; [A¡”ñ [¤A¡àìÅ ³à>[ÎA¡, Îà³à[\A¡ "à¹ç¡ "àì¯[KA¡ š[¹¯t¢¡>A¡
¤å\àÚ¡ú
(b) ¤õ[‡ý¡ Ñ‚[¯¹ ; [A¡”ñ [¤A¡àÅ &i¡à ‹à¹à¤à[ÒA¡ šø[yû¡Úà¡ú
(c) [¤A¡àÅ¹ "[¤Òì> ¤õ[‡ý¡ Ò¤ ë>à¯àì¹¡ú
(d) ¤õ[‡ý¡ "à¹ç¡ [¤A¡àÅ ëKàìi¡Òü \ã¯> \å[¹ íÒ =àìA¡¡ú
Ç¡‡ý¡ l¡üv¡¹ìi¡à ¤à[W¡ l¡ü[º*¯à :
(A) ëA¡¯º (a) (B) (a) "à¹ç (b)¡ (C) (a), (b) "à¹ç (d) (D) (b) "à¹ç (c)
18. >ãìW¡¹ ëƒ*Úà ëA¡à> l¡ü[v¡û¡P¡[º [ÅÇ¡¹ ¤õ[‡ý¡ &¤} [¤A¡àìÅ¹ ëÛ¡ìy Ç¡‡ý¡ ?
(a) ¤õ[‡ý¡ ëA¡¤º í\[¤A¡ &¤} íƒ[ÒA¡ š[¹¤t¢¡>ìA¡ ë¤àc¡àÚ, [A¡”ñ [¤A¡àÅ ³à>[ÎA¡, Îà³à[\A¡ * "àì¤[KA¡ š[¹¤t¢¡>ìA¡
ë¤àc¡àÚ¡ú
(b) ¤õ[‡ý¡ Ñ‚[¤¹ ; [A¡”ñ [¤A¡àÅ &A¡ ‹à¹à¤à[ÒA¡ šø[yû¡Úà¡ú
(c) [¤A¡àÅ áàØl¡à ¤õ[‡ý¡ Òìt¡ šàì¹ >à¡ú
(d) ¤õ[‡ý¡ * [¤A¡àÅ Î³Kø \ã¤> ‹ì¹ Òìt¡ =àìA¡ ¡ú
Ç¡‡ý¡ l¡üv¡¹[i¡ ë¤¹ A¡¹ :
(A) ìA¡¤º (a) (B) (a) &¤} (b) (C) (a), (b) &¤} (d) (D) (b) &¤} (c)
18. ªÊ„ÊÿÁŸ ’’/’’»§Ê⁄U ’È¥ÁÕÿÊ πÈÁŒÿÊ ¡ÊÒªÊŸÊÿ •Ê⁄UÊ ŒÊflªÊŸÊÿÁŸ Á’ÁÕæ§Êfl ÕÊ⁄U -
(a) ¡ÊÒªÊŸÊÿÊ ¡Ò’ÊÁ⁄U •Ê⁄UÊ Œ„ÊÿÊÁ⁄U ‚Ê‹ÊÿŸÊÿπÒ‹” »§Ê⁄U◊ÊÿÊ, ŸÊÕÊÿ ŒÊflªÊŸÊÿÊ ªÊ‚Ê•ÊÁ⁄U, ‚◊Ê¡ÊÁ⁄U •Ê⁄UÊ •ÊflªÊÁ⁄U
‚Ê‹ÊÿŸÊÿπÊÒ »§Ê⁄U◊ÊÿÊ
(b) ¡ÊÒªÊŸÊÿÊ ÕÊÁÕ⁄U ªÊŸÊ¥ •Ê⁄UÊ ŒÊflªÊŸÊÿÊ ‚ÊÁ‹ªÊÁ‚ŸÊ ÕÊŸÊÿ ◊ÊflπÊÁãÕ
(c) ¡ÊÒªÊŸÊÿÊ ŒÊflªÊŸÊÿ ªÒÿÊ‹ÊÁ‚ŸÊ ¡ÊŸÊ „ÊÿÊ
(d) ¡ÊÒªÊŸÊÿÊ •Ê⁄UÊ ŒÊflªÊŸÊÿÊ Á¡©ŸÊæÒ§ ¡ÊªÊÁ‚ŸÊ ÕÊÿÊ
(A) (a) •Ê‹” (B) (a) •Ê⁄UUÊ (b) (C) (a), (b) •Ê⁄UÊ (d) (D) (b) •Ê⁄UÊ (c)
18. ŸËø ÁŒ∞ ª∞ ∑§ÊÒŸ-‚Ê/Á∑§Ÿ ©ÁÄÃÿÊ° Á‡Ê‡ÊÈ ∑§Ë flÎÁh •ÊÒ⁄U Áfl∑§Ê‚ ∑§ ˇÊòÊ ◊¥ ‡ÊÈh „Ò/„Ò¥?
(a) flÎÁh ‚ ∑§fl‹ ¡ÒÁfl∑§ •ÊÒ⁄U ŒÒÁ„∑§ ¬Á⁄UflÃ¸Ÿ ‚ ‚ê’ãœ ⁄UπÃ „Ò¥, Á∑§ãÃÈ Áfl∑§Ê‚ ‚ ◊ÊŸÁ‚∑§, ‚Ê◊ÊÁ¡∑§ •ÊÒ⁄U •ÊflÁª∑§
¬Á⁄UflÃ¸Ÿ ∑§Ê ◊ÊŸÃ „Ò¥–
(b) flÎÁh SÕÁfl⁄U Á∑§ãÃÈ Áfl∑§Ê‚ ∞∑§ •Áfl⁄UÊ◊ ¬˝Á∑˝§ÿÊ „Ò–
(c) Áfl∑§Ê‚ ∑§ Á’ŸÊ flÎÁh Ÿ„Ë¥ „Ê ‚∑§ÃË–
(d) flÎÁh •ÊÒ⁄U Áfl∑§Ê‚ ‚◊ª˝ ¡ËflŸ ÷⁄U ø‹ÃÊ „Ò–
‡ÊÈh ©ûÊ⁄U ∑§Ê …Í°U…∏ ÁŸ∑§ÊÁ‹∞ªÊ —
(A) ∑§fl‹ (a) (B) (a) •ÊÒ⁄U (b) (C) (a), (b) •ÊÒ⁄U (d) (D) (b) •ÊÒ⁄U (c)
18. Which of the following statements on the concept of growth and development of a child
is/are correct ?
(a) Growth refers to only biological and physical changes but development refers to mental, social and
emotional changes.
(b) Growth is static but development is a continuous process.
(c) Growth can’t be taken place without development.
(d) Growth and development are taken place throughout the life.
Find the correct answer :
(A) Only (a) (B) (a) and (b) (C) (a), (b) and (d) (D) (b) and (c)
___________________________________________________________________________________________
19. [ÅA¡>¹ ëA¡à>ìi¡à t¡â«Òü áày-áàyãA¡ ëA¡¯º [>¹¯ ëÅøàt¡à ëÒà¯à¹ š[¹¯ìv¢¡ `¡à>¹ "à[¯ÍHþà¹¹ ¤àì¤ Î[yû¡Ú A¡¹à¹ *š¹t¡ P¡¹ç¡â«
[ƒìÚ¡?
(A) l¡ü„ãšA¡ šø[t¡[yû¡Úà¹ t¡â« (B) ">å¤Þê¡>¤àƒ t¡â«
(C) ìKÊ¡àÂi¡ t¡â« ¤à Îà³[KøA¡t¡à¤àƒ (D) ¹W¡>àuA¡¤àƒ
19. [ÅÛ¡ìo¹ ëA¡à> t¡w[i¡ áày-áàyãìƒ¹ ëA¡¤º >ã¹¤ ëÅøàt¡à Ò*Úà¹ š[¹¤ìt¢¡ `¡à> "à[¤ÑHþàì¹¹ \>¸ Î[yû¡Ú A¡¹à¹ l¡üš¹
P¡¹ç¡â« ëƒÚ ?
(A) l¡ü„ãšA¡ šø[t¡[yû¡Úà t¡w (B) ">å¤Þê¡>¤àƒ (conditioning theory) t¡w
(C) ëKÐ¡àÂi¡ t¡w ¤à Îà³[KøA¡t¡à¤àƒ (D) ¹W¡>àuA¡¤àƒ/¤à Kk¡>àuA¡¤àƒ
MPT-19/P-I/F 20
19. ‚Ê‹Ê¥ŸÊÿÁŸ ’’ theory •Ê »§⁄UÊÿ‚Ê»§Ê⁄UπÊÒ Á‚Á⁄U πÊŸÊ‚¥ª˝Ê‹” ¡ÊŸÊÿÁŸ ‚Ê‹Êÿ ÁªÿÊŸ ’È⁄UπÊ¥ŸÊ ÕÊπÿ ‚Ê¥ª˝Ê¥ πÊ‹Ê◊ŸÊÿÁŸ
‚ÊÿÊfl ªÊŸÊ¥ÁÕ „ÊÿÊ -
(A) Stimulus Response Theory (B) Conditioning Theory
(C) Gestalt Theory (D) Constructivist Theory
19. Á‡ÊˇÊÊ ¬˝ÊÁåÃ ∑§Ê ∑§ÊÒŸ-‚Ê Ãûfl ∑§ mÊ⁄UÊ ¿UÊòÊ-¿UÊòÊÊ•Ê¥ ∑§Ê ∑§fl‹ ÁŸ⁄Ufl üÊÊÃÊ „ÊŸ ∑§ ’Œ‹ ôÊÊŸ ∑§Ê •ÊÁflc∑§Ê⁄U ∑§ Á‹∞ ‚Á∑˝§ÿ
∑§⁄UŸ ¬⁄U ◊„ûfl ¬˝ŒÊŸ ∑§⁄UÃÊ „Ò?
(A) ©gË¬∑§ ¬˝ÁÃÁ∑˝§ÿÊ ∑§Ê Ãûfl (B) •ŸÈ’ãœŸflÊŒ Ãûfl
(C) ªc≈UÊ‹ ÿÊ ‚Ê◊Áª˝∑§ÃÊflÊŒ (D) ⁄UøŸÊà◊∑§ÃÊflÊŒ
19. Which theory of learning emphasise on making the student active for the discovery of knowledge in place
of becoming a passive listener only ?
(A) Stimulus Response Theory (B) Conditioning Theory
(C) Gestalt Theory (D) Constructivist Theory
___________________________________________________________________________________________
20. ¤å‡ý¡à}Å [>o¢Ú¹ Ç¡‡ý¡ š‡ý¡[t¡ìi¡à Ò’º :
³à>[ÎA¡ ¤ÚÎ ³à>[ÎA¡ ¤ÚÎ
(A) IQ = (B) IQ = × 100
A¡àºyû¡[³A¡ ¤ÚÎ A¡àºyû¡[³A¡ ¤ÚÎ
A¡àºyû¡[³A¡ ¤ÚÎ A¡àºyû¡[³A¡ ¤ÚÎ

(C) IQ = × 100 (D) IQ =
³à>[ÎA¡ ¤ÚÎ ³à>[ÎA¡ ¤ÚÎ
20. ¤å‡ý¡¸ìS¡¹ [>o¢ìÚ¹ Ç¡‡ý¡ š‡ý¡[t¡[i¡ Òº :
´á>[ÏA¡ ¥ÛÏ ´á>[ÏA¡ ¥ÛÏ
(A) IQ = (B) IQ = × 100
A¡á»yü¡[Á¡ ¥ÛÏ A¡á»yü¡[Á¡ ¥ÛÏ
A¡á»yü¡[Á¡ ¥ÛÏ A¡á»yü¡[Á¡ ¥ÛÏ

(C) IQ = × 100 (D) IQ =
´á>[ÏA¡ ¥ÛÏ ´á>[ÏA¡ ¥ÛÏ
20. Intelligence Quotient (IQ) ÁŒ„ÈÛÊÊÿÁŸ ÕÊ⁄U •ÊŒ’Ê ¡Ê’Êÿ -
Mental age Mental age
(A) IQ = (B) IQ = × 100
Chronological age Chronological age

(C) IQ = × 100 (D) IQ =
20. ’ÊÒÁh∑§ SÃ⁄U ÁŸáÊ¸ÿ ∑§Ê ‡ÊÈh ¬hÁÃ „Ò —

◊ÊŸÁ‚∑§ ©◊˝ ◊ÊŸÁ‚∑§ ©◊˝
(A) IQ = (B) IQ = × 100
∑§Ê‹∑˝§Á◊∑§ ©◊˝ ∑§Ê‹∑˝§Á◊∑§ ©◊˝
∑§Ê‹∑˝§Á◊∑§ ©◊˝ ∑§Ê‹∑˝§Á◊∑§ ©◊˝

(C) IQ = × 100 (D) IQ =
◊ÊŸÁ‚∑§ ©◊˝ ◊ÊŸÁ‚∑§ ©◊˝
20. The correct method of calculating Intelligence Quotient (IQ) is :

(A) IQ = (B) IQ = × 100

(C) IQ = × 100 (D) IQ =
___________________________________________________________________________________________
21. &\> ë>t¡à [ÒW¡àìš [ÅÛ¡A¡\ì> :
(A) ÎA¡ìºàì¹ *š¹t¡ Û¡³t¡à "à¹ç¡ "à[‹št¡¸ [¤Ñzà¹ A¡[¹¤ ºàìK
(B) A¡tõ¢¡â«Åàºã Ò’¤ ºàìK
(C) &A¡>àÚA¡â«¤àƒ šà¤ ºàìK
(D) K[t¡Åãº Ò’¤ ºàìK
21. &A¡\> ë>t¡à [ÒÎàì¤ [ÅÛ¡ìA¡¹ ®è¡[³A¡à :

(A) ÎA¡ìº¹ šø[t¡ Û¡³t¡à &¤} "à[‹št¡¸ [¤Ñzà¹ A¡¹ìt¡ Òì¤
(B) A¡tõ¢¡â«Åàºã Òìt¡ Òì¤
(C) &A¡>àÚA¡â«¤àƒ Òìt¡ Òì¤
(D) K[t¡Åãº Òìt¡ Òì¤
21. ‚Ê‚ ŒÒŒŸÁªÁ⁄U ◊„¥⁄ÒU »§Ê⁄UÊ¥ÁªÁ⁄UÿÊ -

(A) ªÊ‚ÒŸÊ’Ê ªÊ„Ê •Ê⁄UÊ Œ⁄UÁ‚Ÿ ªÊ„ÊπÊÒ ⁄UÊŸ‚Ê⁄UŸÊ „ÊŸÊ¥ªÊÒ
(B) πÈ¥ÕÊßÁªÁ⁄U ¡ÊŸÊ ŸÊ¥ªÊÒ
(C) ªÊfl‹” ªÊ„ÊπÊÒ ‹ÊŸÊ ŸÊ¥ªÊÒ
(D) πÊ⁄UÕÊßªÊŸÊ¥ ¡ÊŸÊ ŸÊ¥ªÊÒ
21. ∞∑§ ŸÃÊ ∑§ M§¬ ◊¥ Á‡ÊˇÊ∑§ ∑§Ê __________–

(A) ‚’∑§ ™§¬⁄U ˇÊ◊ÃÊ •ÊÒ⁄U •ÊÁœ¬àÿ ÁflSÃÊ⁄U ∑§⁄UŸÊ øÊÁ„∞
(B) ∑§ûÊ¸àfl‡ÊÊ‹Ë „ÊŸÊ øÊÁ„∞
(C) ∞∑§ŸÊÿ∑§àflflÊŒË „ÊŸÊ øÊÁ„∞
(D) ªÁÃ‡ÊË‹ „ÊŸÊ øÊÁ„∞
21. As a leader the teacher must try to :

(A) attain power and supremacy over others
(B) be authoritative
(C) attain dictatorship
(D) be dynamic
___________________________________________________________________________________________
MPT-19/P-I/F 22
22. Îõ\>ãÅãºt¡à¹ ‘Ñz¹t¡â«’ ëA¡àì> [¤A¡àÅ A¡[¹[áº ?
(A) ëi¡Úº¹ (B) [l¡ö®¡à¹ (C) yû¡ (D) ¤ö¡ç W¡
22. Îõ\>Åãºt¡à¹ ‘Ñz¹t¡w’ ëA¡ [¤A¡àÅ ¤à Îõ[Ê¡ A¡ì¹[áº ?

(A) ëi¡º¹ (B) [l¡ö®¡à¹ (C) yû¡ (D) ¤øç¡Î
22. Creativity ÁŸ Level theory πÊÒ ‚Ê⁄U ŒÊflªÊπÊ¥„ÊŒÊ¥◊ÊŸ -

(A) Taylor (B) Drever (C) Crow (D) Bruce
22. “‚Î¡ŸÊà◊∑§ÃÊ” SÃ⁄U Ãûfl ∑§Ê Áfl∑§Ê‚ Á∑§‚Ÿ Á∑§ÿÊ ÕÊ?

(A) ≈Uÿ‹⁄U (B) Á«˛UflÊ⁄U (C) ∑˝§Ê (D) ’Í̋‚
22. Who developed the level theory of creativity ?
(A) Taylor (B) Drever (C) Crow (D) Bruce
___________________________________________________________________________________________
23. ‘ƒõØn¡ãA¡¹o¹ ‹à¹oà’ t¡º¹ ëA¡à>ìi¡à t¡w¹ ³èº l¡üšàƒà> ?
(A) [ÅA¡>¹ ">å¤Þê¡> t¡w¡ú (B) [ÅA¡>¹ A¡à™¢àuA¡ ">å¤Þê¡> t¡wú
(C) [ÅA¡>¹ Îà³[KøA¡t¡à¤àƒ t¡w¡ú (D) [ÅA¡>¹ ®å¡º "à¹ç¡ šøìW¡Ê¡à t¡w¡ú
23. ‘‘¤º šøìÚàK ‹à¹oà’’ (Concept of reinforcement) >ãìW¡¹ ìA¡à> t¡ìw¹ ³èº l¡üšàƒà> ?
(A) [ÅÛ¡ìo¹ ">å¤Þê¡> (Classical) t¡w (B) [ÅÛ¡ìo¹ A¡à™¢àuA¡ ">å¤Þê¡> t¡w
(C) [ÅÛ¡ìo¹ Îà³[KøA¡t¡à¤àƒ t¡w (D) [ÅÛ¡ìo¹ ®å¡º &¤} šøìW¡Ê¡à t¡w
23. “Concept of reinforcement” •Ê ◊ÊŸ‚ ªÊŸÊ¥ ªÈÁŒ◊ÈflÊ -

(A) Classical conditioning theory of learning ÁŸ
(B) Operant conditioning theory of learning ÁŸ
(C) Gestalt theory of learning ÁŸ
(D) Trial and error theory of learning ÁŸ
23. “‚ÈŒÎ…∏Ë∑§⁄UáÊ ∑§Ë œÊ⁄UáÊÊ” ÁŸêŸÁ‹ÁπÃ ∑§ÊÒŸ-‚Ê Ãûfl ∑§Ê ◊Í‹ ©¬ÊŒÊŸ „Ò?
(A) Á‡ÊˇÊÊ ¬˝ÊÁåÃ ∑§Ê •ŸÈ’ãœŸ Ãûfl (B) Á‡ÊˇÊÊ ¬˝ÊÁåÃ ∑§Ê ∑§ÊÿÊ¸à◊∑§ •ŸÈ’ãœŸ Ãûfl
(C) Á‡ÊˇÊÊ ¬˝ÊÁåÃ ∑§Ê ‚Ê◊Áª˝∑§ÃÊflÊŒ Ãûfl (D) Á‡ÊˇÊÊ ¬˝ÊÁåÃ ∑§Ë ÷Í‹ •ÊÒ⁄U ¬˝øc≈ÊU Ãûfl
23. “Concept of reinforcement” is an important element of :

(A) Classical conditioning theory of learning
(B) Operant conditioning theory of learning
(C) Gestalt theory of learning
(D) Trial and error theory of learning
___________________________________________________________________________________________
24. ³ì>à[¤`¡à>¹ ³t¡¤àƒÎ³èÒ "à¹ç¡ ëÎÒüì¤à¹¹ Î³=¢A¡ ÎA¡º¹ t¡à[ºA¡à t¡ºt¡ [ƒÚà íÒìá :
³ì>à[¤`¡à>¹ ³t¡¤àƒÎ³èÒ Î³=¢A¡ ÎA¡º
(a) "àW¡¹o¤àƒ (i) ®¡àÚKi¡ÑHþã
(b) ³ì>à[¤ìÅÃÈo (ii) ÑHþã>à¹
(c) Îà³[KøA¡t¡à¤àƒ (iii) óø¡Úl¡
(d) Kk¡>¤àƒ ¤à ¹W¡>àuA¡¤àƒ (iv) ì¯Òü¹ì=Òü³à¹
Ç¡‡ý¡ [³ºìi¡à ¤à[W¡ l¡ü[º*¯à¡ú
(A) (a) - (i), (b) - (ii), (c) - (iii), (d) - (iv) (B) (a) - (ii), (b) - (iii), (c) - (iv), (d) - (i)
(C) (a) - (iv), (b) - (ii), (c) - (i), (d) - (iii) (D) (a) - (ii), (b) - (iii), (c) - (i), (d) - (iv)
24. ³ì>à[¤`¡àì>¹ ³t¡¤àƒÎ³èÒ &¤} t¡àìƒ¹ Î³=¢A¡ìƒ¹ t¡à[ºA¡à [>ìW¡ ëƒ*Úà ÒìÚìá ú
³ì>à[¤`¡àì>¹ ³t¡¤àƒÎ³èÒ Î³=¢A¡
(a) "àW¡¹o¤àƒ (i) ®¡àÚKi¡[ÑHþ
(b) ³ì>à[¤ìÅÃÈo (ii) ÑHþã>à¹
(c) Îà³[KøA¡t¡à¤àƒ (iii) óø¡àÚl¡
(d) Kk¡>¤àƒ ¤à ¹W¡>àuA¡¤àƒ (iv) *Úà¹ì=Òü³à¹
Ç¡‡ý¡ [³ºP¡[º ë¤¹ A¡¹ :
(A) (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv) (B) (a)-(ii), (b)-(iii), (c)-(iv), (d)-(i)
(C) (a)-(iv), (b)-(ii), (c)-(i), (d)-(iii) (D) (a)-(ii), (b)-(iii), (c)-(i), (d)-(iv)
24. ªÊ‚Ê Á’ÁªÿÊŸÁŸ ◊Ã’ÊŒ»§Ê⁄U •Ê⁄UÊ ’»§Ê⁄UπÊÒ ªŸÊÿÁÕ „Êª˝Ê»§Ê⁄UÁŸ »§ÊÁ⁄U‹ÊßπÊÒ ªÊ„ÊÿÊfl „ÊŸÊÿ ¡Ê’Êÿ -
ªÊ‚Ê Á’ÁªÿÊŸÁŸ ◊Ã’ÊŒ»§Ê⁄U ªŸÊÿÁÕ „Êª˝Ê»§Ê⁄U
(a) „ÈŒÊ’ÊŒ (Behaviourism) (i) ÷Êßª≈US∑§Ë
(b) ªÊ‚Ê Á’Á¡⁄UÁÕ (Psychoanalysis) (ii) S∑§ËŸÊ⁄U
(c) ‚Ê⁄UÁªÁŒæ§ÊÁ⁄U’ÊŒ (Gestaltism) (iii) »˝§ÿÊ«U
(d) ŒÊÕÊÿÊÁ⁄U ’ÊŒ (Constructivism) (iv) fl⁄UÕß ◊Ê⁄U
ÕÊ⁄U ªÊ⁄UÊ’‹ÊÿŸÊÿπÊÒ ‚Êÿπ -
MPT-19/P-I/F 24
24. ◊ŸÊÁflôÊÊŸ ∑§ ◊ÃflÊŒ ‚◊Í„ •ÊÒ⁄U ßŸ∑§ ‚◊Õ¸∑§Ê¥ ∑§Ë ‚ÍøË ŸËø ŒË ªÿË „Ò —
◊ŸÊÁflôÊÊŸ ∑§Ê ◊ÃflÊŒ ‚◊Õ¸∑§Ê¥ ∑§Ê ŸÊ◊
(a) •Êø⁄UáÊflÊŒ (i) ÷ÿª”≈US∑§Ë
(b) ◊ŸÊÁfl‡‹·áÊ (ii) S∑§ËŸ⁄U
(c) ‚Ê◊Áª˝∑§ÃÊflÊŒ (iii) »˝§Êÿ«U
(d) ⁄UøŸÊà◊∑§flÊŒ (iv) flß⁄UÕß ◊Ê⁄U
‡ÊÈh ◊‹ ∑§Ê øÈÁŸ∞ªÊ —
24. Schools of Psychology and their supporters are listed below :

Schools of Psychology Supporters
(a) Behaviourism (i) Vygotsky
(b) Psychoanalysis (ii) Skinner
(c) Gestaltism (iii) Freud
(d) Constructivism (iv) Wertheimer
Find the correct match :
___________________________________________________________________________________________
25. t¡ºt¡ [ƒÚà ëA¡à>ì¤à¹ Kk¡>³èºA¡ ³èº¸àÚ>¹ í¤[ÅÊ¡¸ ?

(a) Òü [>ƒà>³èºA¡ "à¹ç¡ šø[t¡A¡à¹³èºA¡¡ú (b) Òü ó¡ºšøÎè ƒõØn¡ãA¡¹o¹ Îå[¤‹à [ƒìÚ¡ú
(c) Òü &A¡ šøA¡à¹¹ l¡ü;šàƒ ³èº¸àÚ>¡ú (d) Òü áày-áàyã¹ "}ÅKøÒo¹ Îåì™àK šøƒà> A¡ì¹¡ú
Ç¡‡ý [¤A¡¿ìi¡à ¤à[W¡ l¡ü[º*¯à :¡
(A) ëA¡¯º (a), (b) "à¹ç¡ (d) (B) ëA¡¯º (c) "à¹ç¡ (d)
(C) ëA¡¯º (c) (D) ëA¡¯º (a), (c) "à¹ç¡ (d)
25. >ãìW¡¹ ëƒ*Úà ëA¡à>P¡[º Kk¡>³èºA¡ ³èº¸àÚì>¹ í¤[ÅÊ¡¸ ?

(a) ÒüÒà [>ƒà>³èºA¡ &¤} šø[t¡A¡à¹³èºA¡ ú (b) ÒüÒà ó¡ºšøÎè ƒõØn¡ãA¡¹ìo¹ Îå[¤‹à ëƒÚ¡ú
(c) ÒüÒà &A¡ šøA¡àì¹¹ l¡ü;šàƒ> ³èº¸àÚ>¡ú (d) ÒüÒà áày-áàyã¹ "}ÅKøÒìo¹ Îåì™àK šøƒà> A¡ì¹¡ú
Ç¡‡ý¡ l¡üv¡¹[i¡ ëºJ¡ú
(A) ìA¡¤º (a), (b) &¤} (d) (B) ìA¡¤º (c) &¤} (d)
(C) ìA¡¤º (c) (D) ìA¡¤º (a), (c) &¤} (d)
25. ªÊ„ÊÿÁŸ ’’ formative evaluation ÁŸ •πÈÕÊß»§Ê⁄U -
(a) It is diagnostic and remedial (b) It gives provision of effective feedback
(c) It is a type of product evaluation (d) It gives opportunity of student’s participation
(A) (a), (b) •Ê⁄UÊ (d) •Ê‹” (B) (c) •Ê⁄UÊ (d) •Ê‹”
(C) (c) •Ê‹” (D) (a), (c) •Ê⁄UÊ (d) •Ê‹”
25. ÁŸêŸÁ‹ÁπÃ ∑§ÊÒŸ-‚Ê ª∆UŸ◊Í‹∑§ ◊ÍÀÿÊ¥∑§Ÿ ∑§Ê flÒÁ‡Êc≈˜Uÿ „Ò?

(a) ÿ„ ÁŸŒÊŸ◊Í‹∑§ •ÊÒ⁄U ¬˝ÁÃ∑§Ê⁄U◊Í‹∑§ „Ò– (b) ß‚‚ ¬Á⁄UáÊÊ◊‚Íø∑§ ŒÎ…∏UË∑§⁄UáÊ ‚ÈÁflœÊ ŒÃÊ „Ò–
(c) ÿ„ ∞∑§ ¬˝∑§Ê⁄U ∑§Ê ©à¬ÊŒ ◊ÍÀÿÊ¥∑§Ÿ „Ò– (d) ß‚‚ ¿UÊòÊ-¿UÊòÊÊ•Ê¥ ∑§Ê •¥‡Êª˝„áÊ ∑§ Á‹∞ ‚ÈÁflœÊ ¬˝ŒÊŸ ∑§⁄UÃÊ „Ò–
‡ÊÈh Áfl∑§À¬ ∑§Ê øÈÁŸ∞ —
(A) ∑§fl‹ (a), (b) •ÊÒ⁄U (d) (B) ∑§fl‹ (c) •ÊÒ⁄U (d)
(C) ∑§fl‹ (c) (D) ∑§fl‹ (a), (c) •ÊÒ⁄U (d)
25. Which of the following is/are the characteristics of formative evaluation ?
(a) It is diagnostic and remedial (b) It gives provision of effective feedback
(c) It is a type of product evaluation (d) It gives opportunity of students’ participation
(A) (a), (b) and (d) only (B) (c) and (d) only
(C) (c) only (D) (a), (c) and (d) only
___________________________________________________________________________________________
26. t¡ºt¡ [ƒÚà t¡à[ºA¡à¹ š¹à ¤[Ò¢³åJã ¤¸[v¡û¡â«¹ í¤[ÅÊ¡¸Î³èÒ ¤à[W¡ l¡ü[º*¯à :
(a) Îà³à[\A¡®¡àì¯ ë¤[á Î[yû¡Ú "à¹ç¡ t¡;š¹¡ú
(b) ÎƒàÚ [W¡”zà³N— "¯Ñ‚àt¡ ëšà¯à ™àÚ¡ú
(c) ƒºKt¡ [yû¡Úàt¡îA¡ "àu[yû¡Úàt¡ìÒ ë¤[á P¡¹ç¡â« [ƒìÚ¡ú
(d) >³>ãÚ ƒõ[Ê¡®¡}Kã "à¹ç¡ ¤Þêå¡â«Îåº®¡ šøAõ¡[t¡¹¡ú
(e) "àì¤[KA¡ Î³Î¸à¹š¹à ³åv¡û¡¡ú
Ç¡‡ý¡ [¤A¡¿ìi¡à ¤à[W¡ l¡ü[º*¯à :
(A) ëA¡¯º (b) "à¹ç (c) (B) ëA¡¯º (a), (c) "à¹ç (e)¡
(C) ëA¡¯º (a), (d) "à¹ç (e) (D) ëA¡¯º (a), (c), (d) "à¹ç (e)¡
26. >ãìW¡¹ ëƒ*Úà t¡à[ºA¡à ë=ìA¡ ¤[Ò³å¢Jã ¤¸[v¡û¡ìâ«¹ í¤[ÅÊ¡¸P¡[º ë¤¹ A¡¹ :
(a) Îà³à[\A¡®¡àì¤ ë¤[Å Î[yû¡Ú &¤} Î}ì¤ƒ>Åãº¡ú
(b) Î¤¢ƒà [W¡”zà³N— "¤Ñ‚àÚ =àA¡à¡ú
(c) ƒºKt¡ [yû¡Úà¹ ë=ìA¡ "àu[yû¡Úàìt¡ ë¤[Å P¡¹ç¡â« ëƒ*Úà¡ú
(d) >³>ãÚ ƒõ[Ê¡®¡[U &¤} ¤Þêå¡â«Îåº®¡ šøAõ¡[t¡¡ú
(e) "àì¤[KA¡ Î³Î¸à ë=ìA¡ ³åv¡û¡¡ú
Ç¡‡ý¡ l¡üv¡¹P¡[º ìºJ :
(A) ìA¡¤º (b) &¤} (c) (B) ìA¡¤º (a), (c) &¤} (e)
(C) ìA¡¤º (a), (d) &¤} (e) (D) ìA¡¤º (a), (c), (d) &¤} (e)
MPT-19/P-I/F 26
26. ªÊ„ÊÿÊfl „ÊŸÊÿ »§ÊÁ⁄U‹ÊßÁŸ»˝§Êÿ ‚Ê‚ Extrovert personality ÁŸ •ÊπÈÕÊßπÊÒ ‚Êÿπ” —
(a) Socially very active and sensitive.
(b) Always found busy in thinking.

(c) Emphasis on individual work rather than group work.
(d) Flexible outlook and friendly in nature.
(e) Free from emotional problems.

(A) (b) •Ê⁄UÊ (c) •Ê‹” (B) (a), (c) •Ê⁄UÊ (e) •Ê‹”
(C) (a), (d) •Ê⁄UÊ (e) •Ê‹” (D) (a), (c), (d) •Ê⁄UÊ (e) •Ê‹”
26. ÁŸêŸÁ‹ÁπÃ ‚ÍøË ‚ ’Á„◊È¸πË √ÿÁÄÃàfl ∑§Ê Áfl‡Ê·ÃÊ ‚◊Í„ ∑§Ê øÈŸ ‹ËÁ¡∞ªÊ —
(a) ‚Ê◊ÊÁ¡∑§ M§¬ ‚ •Áœ∑§ ‚Á∑˝§ÿ •ÊÒ⁄U ‚¥flŒË–
(b) „◊‡ÊÊ ÁøãÃÊ◊ÇŸ •flSÕÊ ◊¥ ⁄U„ÃÊ „Ò–
(c) ‚Ê◊ÍÁ„∑§ Á∑˝§ÿÊ ‚ ÷Ë •Êà◊Á∑˝§ÿÊ ◊¥ •Áœ∑§ ªÈL§àfl ŒÃÊ „Ò–
(d) Ÿ◊ŸËÿ ŒÎÁc≈U÷¥ªË •ÊÒ⁄U ◊ÒÁòÊ¬ÍáÊ¸ ¬˝∑Î§ÁÃ ∑§Ê–
(e) •ÊflÁª∑§ ‚◊SÿÊ ‚ ◊ÈÄÃ „Ê∑§⁄U ⁄U„ÃÊ „Ò–
‡ÊÈh Áfl∑§À¬ ∑§Ê øÈÁŸ∞ªÊ —
(A) ◊ÊòÊ (b) •ÊÒ⁄U (c) (B) ◊ÊòÊ (a), (c) •ÊÒ⁄U (e)
(C) ◊ÊòÊ (a), (d) •ÊÒ⁄U (e) (D) ◊ÊòÊ (a), (c), (d) •ÊÒ⁄U (e)
26. Identify the characteristics of an extrovert personality from the list given below :
(a) Socially very active and sensitive.
(b) Always found busy in thinking.
(c) Emphasis on individual work rather than group work.

(d) Flexible outlook and friendly in nature.
(e) Free from emotional problems.
(A) (b) and (c) only (B) (a), (c) and (e) only
(C) (a), (d) and (e) only (D) (a), (c), (d) and (e) only
___________________________________________________________________________________________
27. ">åÅãº>¹ >ã[t¡ìÚ P¡¹ç¡â« [ƒìÚ :
(A) ó¡ºšøÎè [ÅA¡>¹ "[¤¹t¡ "®¡¸àÎ¹ (B) [ÅÛ¡à=¢ã¹ >tå¡> [ÅA¡>¹ šø[t¡ "àKøÒ Îõ[Ê¡ A¡¹àt¡
(C) [™³à>ƒè¹ šà[¹ [¤ó¡ºt¡à š[¹Òà¹ A¡¹àt¡ (D) [ÅÛ¡à=¢ã¹ ëA¡ïtè¡Òº ¤õ[‡ý¡t¡¡
27. ">åÅãº> >ã[t¡ P¡¹ç¡â« šøƒà> A¡ì¹ :

(A) ó¡ºšøÎè [ÅÛ¡ìo¹ "[¤¹à³ "®¡¸àìÎ¹ *š¹ (B) [ÅÛ¡à=¢ã¹ >tå¡> [ÅÛ¡ìo¹ šø[t¡ "àKøÒ Îõ[Ê¡ A¡¹à¹ *š¹
(C) ™t¡ƒè¹ Î´±¤ [¤ó¡ºt¡à š[¹Òà¹ A¡¹à¹ *š¹ (D) [ÅÛ¡à=¢ã¹ ëA¡ïtè¡Òº ¤õ[‡ý¡ A¡¹à¹ *š¹
27. Law of Exercise •Ê ªÊŸÊ¥ÁÕ „ÊÿÊ -

(A) Á»§ÕÊß ªÊŸÊ¥ ‚Ê‹Ê¥ŸÊÿÁŸ ‚‚Ê¸ÿÊfl (B) »§⁄UÊÿ‚ÊÿÊ ªÊŒÊŸ Á’ÁÕ¥ ‚Ê‹Ê¥ŸÊÿÁŸ »§Ê‚¸ ªÊ‚Ê ¡Ê„ÊŸÊÿÊfl
(C) ¡‚’Ê¥ „ÊÿÊ »Ò§◊Ê‹πÊÒ ¡ÊŸªÊ⁄U„ÊŸÊÿÊfl (D) ‚Ê‹Ê¥ª˝ÊÁŸ ªÊ‚Ê ¡ÊŸÊÿπÊÒ ’Ê¥„ÊŸÊÿÊfl
27. •ŸÈ‡ÊË‹Ÿ ŸËÁÃ mÊ⁄UÊ ◊„ûfl ¬˝ŒÊŸ ∑§⁄UÃ „Ò¥ —

(A) ‚»§‹ Á‡ÊˇÊÊ ¬˝ÊÁåÃ ∑§Ê •Áfl⁄UÃ •èÿÊ‚ ‚– (B) Á‡ÊˇÊÊÕË¸ ∑§Ê ŸÿÊ Á‡ÊˇÊÊ ¬˝ÊÁåÃ ∑§ ¬˝ÁÃ •Êª˝„ ‚ÎÁc≈U ∑§⁄UŸ ◊¥–
(C) ¡„Ê° Ã∑§ „Ê ‚∑§ Áfl»§‹ÃÊ ∑§Ê ¬Á⁄U„Ê⁄U ∑§⁄UŸ ◊–¥ (D) Á‡ÊˇÊÊÕË¸ ∑§Ê Á¡ôÊÊ‚Ê flÎÁh ∑§⁄UŸ ◊¥–
27. The law of exercise emphasises on :

(A) Constant practice of useful learning (B) Arouse of interest of the pupils towards new learning
(C) Avoiding failure as far as possible (D) Increasing curiosity of the learner
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28. [ÅA¡>¹ "à>å®è¡[t¡A¡ ëÛ¡y¹ Ñz¹Î³èÒ¹ Ç¡‡ý¡ yû¡³ìi¡à [A¡ ?

(A) KøÒo A¡¹à → šø[t¡[yû¡Úà → ³èº¸ "àì¹àš A¡¹à → Î}Kk¡> → í¤[ÅÊ¡¸A¡¹o
(B) KøÒo A¡¹à → ³èº¸ "àì¹àš A¡¹à → Î}Kk¡> → šø[t¡[yû¡Úà → í¤[ÅÊ¡¸A¡¹o
(C) šø[t¡[yû¡Úà → KøÒo A¡¹à → ³èº¸ "àì¹àš A¡¹à → Î}Kk¡> → í¤[ÅÊ¡¸A¡¹o
(D) ³èº¸ "àì¹àš A¡¹à → KøÒo A¡¹à → Î}Kk¡> → í¤[ÅÊ¡¸A¡¹o → šø[t¡[yû¡Úà
28. [ÅÛ¡ìo¹ "à>å®è¡[t¡A¡ ëÛ¡ìy¹ Ñz¹Î³èÒ Ç¡‡ý¡ yû¡ì³ [A¡ ?

(A) KøÒo A¡¹à → šø[t¡[yû¡Úà → ³èº¸ "àì¹àš A¡¹à → Î}Kk¡> → î¤[ÅÊ¡¸A¡¹o¡
(B) KøÒo A¡¹à → ³èº¸ "àì¹àš A¡¹à → Î}Kk¡> → šø[t¡[yû¡Úà → î¤[ÅÊ¡¸A¡¹o¡
(C) šø[t¡[yû¡Úà → KøÒo A¡¹à → ³èº¸ "àì¹àš A¡¹à → Î}Kk¡> → î¤[ÅÊ¡¸A¡¹o¡
(D) ³èº¸ "àì¹àš A¡¹à → KøÒo A¡¹à → Î}Kk¡> → î¤[ÅÊ¡¸A¡¹o → šø[t¡[yû¡Úà
MPT-19/P-I/F 28
28. ‚Ê‹Ê¥ŸÊÿÁŸ ªÊ„Ê◊ ªÊŸÊ¥ •ÊflÕÊÁŸ ÕÊπÊ»§Ê⁄UÁŸ ÕÊ⁄U »§ÊÁ⁄UÿÊ ◊Ê -
(A) Receiving → Responding → Valuing → Organization → Characterization
(B) Receiving → Valuing → Organization → Responding → Characterization
(C) Responding → Receiving → Valuing → Organization → Characterization
(D) Valuing → Receiving → Organization → Characterization → Responding
28. Á‡ÊˇÊÊ ¬˝ÊÁåÃ ∑§Ê •ÊŸÈ÷ÍÁÃ∑§ ˇÊòÊ ∑§Ê SÃ⁄U ‚◊Í„ ∑§Ê ‡ÊÈh ∑˝§◊ ÄÿÊ „Ò?
(A) ª˝„áÊ ∑§⁄UŸÊ → ¬˝ÁÃÁ∑˝§ÿÊ → ◊ÍÀÿÊ¥∑§Ÿ ∑§⁄UŸÊ → ‚¥ª∆UŸ → flÒÁ‡Êc≈˜Uÿ∑§⁄UáÊ
(B) ª˝„áÊ ∑§⁄UŸÊ → ◊ÍÀÿÊ¥∑§Ÿ ∑§⁄UŸÊ → ‚¥ª∆UŸ → ¬˝ÁÃÁ∑˝§ÿÊ → flÒÁ‡Êc≈˜Uÿ∑§⁄UáÊ
(C) ¬˝ÁÃÁ∑˝§ÿÊ → ª˝„áÊ ∑§⁄UŸÊ → ◊ÍÀÿÊ¥∑§Ÿ ∑§⁄UŸÊ → ‚¥ª∆UŸ → flÒÁ‡Êc≈˜Uÿ∑§⁄UáÊ
(D) ◊ÍÀÿÊ¥∑§Ÿ ∑§⁄UŸÊ → ª˝„áÊ ∑§⁄UŸÊ → ‚¥ª∆UŸ → flÒÁ‡Êc≈˜Uÿ∑§⁄UáÊ → ¬˝ÁÃÁ∑˝§ÿÊ
28. What is the correct sequence of steps of affective domain of learning ?

(A) Receiving → Responding → Valuing → Organization → Characterization
(B) Receiving → Valuing → Organization → Responding → Characterization
(C) Responding → Receiving → Valuing → Organization → Characterization
(D) Valuing → Receiving → Organization → Characterization → Responding

___________________________________________________________________________________________
29. ëÅøoãìA¡àk¡àt¡ [ÅÛ¡ìA¡ šàk¡ƒà> ó¡ºšøÎè®¡àì¯ Î´šàƒ> A¡[¹¤îº áàyáàyã¹ šøà¹[´±A¡ ³ì>àì™àK "àA¡È¢o A¡[¹¤ ºàìK¡ú &Òü
ëÛ¡yt¡ [ÅA¡>¹ ëA¡à>ìi¡à >ã[t¡ šøìÚàK íÒìá ?
(A) šøÑñ[t¡¹ >ã[t¡ (B) ">åÅãº>¹ >ã[t¡
(C) ó¡ºàó¡º¹ >ã[t¡ (D) l¡ü„ãšA¡¹ šøà¯º¸¹ >ã[t¡
29. ìÅøoãA¡ìÛ¡, [ÅÛ¡A¡ìA¡ šàk¡ƒà> ó¡ºšøÎè®¡àì¤ Î´šàƒ> A¡¹à¹ \>¸ áàyáàyã¹ šøà¹[´±A¡ ³ì>àì™àK "àA¡È¢o A¡¹ìt¡ Òì¤ ú &Òü
ëÛ¡yìt¡ [ÅÛ¡ìo¹ ëA¡à> >ã[t¡[i¡ šøìÚàK ÒìÚìá ?
(A) šøÑñ[t¡¹ >ã[t¡ (B) ">åÅãº> >ã[t¡
(C) ó¡ºàó¡º >ã[t¡ (D) l¡ü„ãšìA¡¹ šøà¤º¸ >ã[t¡
29. ª¥‚ ÕÊπÊ πÕÊÿÊfl ªÊ„Ê◊ ªÊŸÊ¥ »§⁄UÊ »§Ê⁄UÊ¥ŸÊ ÕÊπÊÿ »§Ê⁄UÊ¥ÁªÁ⁄UÿÊ »§⁄UÊÿ‚Ê»§Ê⁄UπÊÒ ªÊ‚Ê ªÈŒÈ¥ π‹Ê◊ª˝ÊŸÊ ªÊŸÊ¥ ¡ÊÿÊ– ’ Á’ÁÕæ§Êfl
’’ ‚Ê‹Ê¥ŸÊÿÁŸ πÊÁãÕπÊÒ ’Ê„ÊÿŸÊÿ ¡ÊÿÊ -
(A) Law of readiness (B) Law of exercise
(C) Law of effect (D) Law of intensity of stimulus
29. ∑§ˇÊÊ ◊¥ Á‡ÊˇÊ∑§ ¬Ê∆UŒÊŸ ‚»§‹ÃÊ¬Ífl¸∑§ ‚ê¬ÊŒŸ ∑§⁄UŸ ∑§ Á‹∞ ¿UÊòÊ/¿UÊòÊÊ•Ê¥ ∑§Ê ¬˝Ê⁄UÁê÷∑§ äÿÊŸÊ∑§Á·¸Ã ∑§⁄UŸÊ øÊÁ„∞– ß‚ ˇÊòÊ
◊¥ Á‡ÊˇÊÊ ¬˝ÊÁåÃ ∑§ Á‹∞ ∑§ÊÒŸ-‚Ë ŸËÁÃ ¬˝ÿÊª ∑§Ë ¡ÊÃË „Ò?
(A) ÃÒÿÊ⁄UË ∑§Ë ŸËÁÃ (B) •ŸÈ‡ÊË‹Ÿ ∑§Ë ŸËÁÃ
(C) ¬Á⁄UáÊÊ◊ ∑§Ë ŸËÁÃ (D) ©gË¬∑§ ∑§Ê ¬˝ÊflÀÿ ∑§Ë ŸËÁÃ
29. In a classroom, teacher should gain preliminary attention of students to impart a lesson effectively. In this
case, which of the laws of learning is applied ?
(A) Law of readiness (B) Law of exercise
(C) Law of effect (D) Law of intensity of stimulus
___________________________________________________________________________________________
30. t¡ºt¡ [ƒÚà ìA¡à>ìi¡à/ëA¡à>ì¤à¹ áày-áàyã¹ Îàó¡º¸ "[®¡ì¹àW¡>¹ ³èº l¡üšàƒà> ?
(A) Q¹¹ š[¹ì¤Å, [¤ƒ¸àºÚ¹ š[¹ì¤Å¡ú
(B) ìA¡¯º Q¹¹ š[¹ì¤Å¡ú
(C) Q¹¹ š[¹ì¤Å, [¤ƒ¸àºÚ¹ š[¹ì¤Å "à¹ç Îà³à[\A¡ š[¹ì¤Å¡ú¡
(D) ìA¡¯º [¤ƒ¸àºÚ¹ š[¹ì¤Å¡ú
30. >ãìW¡¹ ëƒ*Úà ëA¡à>P¡[º áày-áàyã¹ Îàó¡º¸ "\¢ì>¹ šø‹à> l¡üšàƒà> ?

(A) ¤à[Øl¡¹ š[¹ì¤Å * [¤ƒ¸àºìÚ¹ š[¹ì¤Å
(B) Ç¡‹å ¤à[Øl¡¹ š[¹ì¤Å
(C) ¤à[Øl¡¹ š[¹ì¤Å, [¤ƒ¸àºìÚ¹ š[¹ì¤Å * Îà³à[\A¡ š[¹ì¤Å
(D) Ç¡‹å [¤ƒ¸àºìÚ¹ š[¹ì¤Å
30. »§⁄UÊÿ‚Ê»§Ê⁄UÁŸ achievement motivation ÁŸ ÕÊπÿ ªÊ„ÊÿÁŸ ’’ ªÈÁŒ◊ÈflÊ»§Ê⁄U Ê ªÊŸÊ¥ -
(A) Ÿπ⁄UÊÁ⁄U •Ê’„ÊflÊ •Ê⁄UÊ »§⁄UÊÿ‚ÊÁ‹ •Ê’„ÊflÊ
(B) Ÿπ⁄UÊÁ⁄U •Ê’„ÊflÊ‹”
(C) Ÿπ⁄UÊÁ⁄UU •Ê’„ÊflÊ, »§⁄UÊÿ‚ÊÁ‹ •Ê’„ÊflÊ •Ê⁄UÊ ‚◊Ê¡ÊÁ⁄U •Ê’„ÊflÊ
(D) »§⁄UÊÿ‚ÊÁ‹ •Ê’„ÊflÊ‹”
30. ÁŸêŸÁ‹ÁπÃ ∑§ÊÒŸ-‚Ê/Á∑§Ÿ ©¬ÊŒÊŸ ¿UÊòÊ/¿UÊòÊÊ•Ê¥ ∑§ ‚»§‹ÃÊ ∑§Ê •Á÷¬˝⁄UáÊ ∑§Ê ◊Í‹ ©¬ÊŒÊŸ „Ò?
(A) ÉÊ⁄U ∑§Ê ¬Á⁄Ufl‡Ê, ÁfllÊ‹ÿ ∑§Ê ¬Á⁄Ufl‡Ê–
(B) ◊ÊòÊ ÉÊ⁄U ∑§Ê ¬Á⁄Ufl‡Ê–
(C) ÉÊ⁄U ∑§Ê ¬Á⁄Ufl‡Ê, ÁfllÊ‹ÿ ∑§Ê ¬Á⁄Ufl‡Ê •ÊÒ⁄U ‚Ê◊ÊÁ¡∑§ ¬Á⁄Ufl‡Ê–
(D) ◊ÊòÊ ÁfllÊ‹ÿ ∑§Ê ¬Á⁄Ufl‡Ê–
30. Which of the following is/are important elements of achievement motivation of students ?
(A) Home environment and School environment
(B) Home environment only
(C) Home environment, School environment and Social environment
(D) School environment only
___________________________________________________________________________________________
MPT-19/P-I/F 30
PART - II : Mathematics
31. ™[ƒ &i¡à ¤K¢ìÛ¡y¹ A¡à[º 9 cm "à¹ç¡ 3 cm ™åv¡û¡ &i¡à "àÚt¡¹ A¡à[º¹ Î³à> ÒÚ, ët¡ì”z ¤K¢ìÛ¡yìi¡à¹ šø[t¡ìi¡à ¤à×¹ ³àš
Ò’¤ :
(A) 3 cm (B) 9 cm (C) 27 cm (D) 81 cm
31. ™[ƒ &A¡i¡à ¤K¢ìÛ¡ìy¹ ìÛ¡yó¡º 9 cm &¤} 3 cm ™åv¡û¡ &A¡i¡à "àÚt¡ìÛ¡ìy¹ ìÛ¡yó¡ìº¹ Î³à> ÒÚ, t¡ì¤ ¤K¢ìÛ¡y[i¡¹
šø[t¡[i¡ ¤à×¹ ³àš A¡t¡ ?
(A) 3 cm (B) 9 cm (C) 27 cm (D) 81 cm
31. ¡ÈÁŒ ◊ÊŸ‚ ’ª¸ Œé‹ÊÿÁŸ πÊÁ‹ÿÊ 9 cm •Ê⁄UÊ 3 cm ŒÊ¡Ê’ÕÊß ◊ÊŸ‚ •ÊÿÃÁŸ πÊÁ‹ÁŸ ‚◊ÊŸ ¡ÊÿÊ, •é‹Ê ◊ÊŸ»˝§Ê◊
’ª¸ Œé‹ÊÿÁŸ ‹Ê©ÕÊßÿÊ ¡ÊªÊŸ —
(A) 3 cm (B) 9 cm (C) 27 cm (D) 81 cm
31. ÿÁŒ ∞∑§ flª¸ ∑§Ê ˇÊòÊ»§‹ (area of square) ∞∑§ •ÊÿÃ ∑§ ˇÊòÊ»§‹ (area of rectangle) ∑§ ‚◊ÊŸ „Ê Á¡‚∑§ Á∑§ŸÊ⁄UÊ¥ ∑§Ë ‹ê’Êß¸
9 cm •ÊÒ⁄U 3 cm „Ê, Ã’ ¬˝àÿ∑§ flª¸ (square) ∑§ ¬ˇÊ ∑§Ë ‹ê’Êß¸ „ÊªË —
(A) 3 cm (B) 9 cm (C) 27 cm (D) 81 cm
31. If the area of a square is equal to the area of a rectangle having sides of length 9 cm and 3 cm, then the length
of each side of the square is :
(A) 3 cm (B) 9 cm (C) 27 cm (D) 81 cm
___________________________________________________________________________________________
32. ™[ƒ &i¡à "àÚt¡¹ š[¹Îã³à, &i¡à 4 m ¤à× [¤[ÅÊ¡ ¤K¢¹ š[¹Îã³à¹ íÎìt¡ Î³à> ÒÚ "à¹ç¡ "àÚt¡¹ ƒãQ t¡à¹ šøÑ‚¹ [t¡[>P¡o ÒÚ,
ët¡ì”z "àÚt¡ìi¡à¹ A¡à[º Ò’¤ :
(A) 4 m2 (B) 8 m2 (C) 9 m2 (D) 12 m2
32. ™[ƒ &A¡[i¡ "àÚt¡ìÛ¡ìy¹ š[¹Îã³à, &A¡[i¡ 4 m ¤à× [¤[ÅÊ¡ ¤K¢ìÛ¡ìy¹ š[¹Îã³à¹ Î³à> ÒÚ &¤} "àÚt¡ìÛ¡ìy¹ íƒQ¢¸
šøìÑ‚¹ [t¡>P¡o ÒÚ, t¡ì¤ "àÚt¡ìÛ¡y[i¡¹ ìÛ¡yó¡º A¡t¡ Òì¤ ?
(A) 4 m2 (B) 8 m2 (C) 9 m2 (D) 12 m2
32. ¡ÈÁŒ ◊ÊŸ‚ •ÊÿÃÁŸ ‚Ê⁄UÁªÁŒ¥ Á‚◊ÊÿÊ ◊ÊŸ‚ 4 m πŸÊ ’ª¸¡Ê¥ ‚◊ÊŸ ¡ÊÿÊ •Ê⁄UÊ •ÊÿÃÁŸ ‹ÊflÕÊßÿÊ ’ÁŸ •⁄UÕÊßÁŸ ÕÊ◊ ªÈŸ
¡ÊÿÊ– •é‹Ê •ÊÿÃÁŸ πÊÁ‹ÿÊ ¡ÊªÊŸ -
(A) 4 m2 (B) 8 m2 (C) 9 m2 (D) 12 m2
32. ÿÁŒ ∞∑§ •ÊÿÃ ∑§Ë ¬Á⁄UÁœ, ∞∑§ flª¸ Á¡‚∑§ ¬˝àÿ∑§ ¬ˇÊ 4 m „Ò, ∑§ ‚◊ÊŸ „Ò– •ÊÿÃ ∑§Ë ‹ê’Êß¸ ©‚∑§ øÊÒ«∏Êß¸ ‚ ÃËŸ ªÈáÊÊ
„Ò– Ã’ •ÊÿÃ ∑§Ê ˇÊòÊ „ÊªÊ —
(A) 4 m2 (B) 8 m2 (C) 9 m2 (D) 12 m2
32. If the perimeter of a rectangle is equal to perimeter of a square with sides 4 m each and the length of the
rectangle is thrice its breadth, then the area of the rectangle would be :
(A) 4 m2 (B) 8 m2 (C) 9 m2 (D) 12 m2
___________________________________________________________________________________________
SPACE FOR ROUGH WORK
33. *š¹¹ [W¡yìi¡àt¡ =A¡à [y®è¡\¹ Î}J¸à Ò’º :
(A) 10 (B) 19 (C) 21 (D) 23
33. l¡üšì¹ ëƒ*Úà [W¡y[i¡ìt¡ [y®è¡ì\¹ Î}J¸à A¡t¡ ?

(A) 10 (B) 19 (C) 21 (D) 23
33. ªÊ¡ÊÒ•Êfl „ÊŸÊÿ ‚ÊflªÊÁ⁄UÁŸ •ÊπÊÁãÕÕÊ◊ÁŸ •ŸÁ¡◊ÊÿÊ ¡Ê’Êÿ -

(A) 10 (B) 19 (C) 21 (D) 23
33. ™§¬⁄U ÁŒ∞ ª∞ •Ê∑Î§ÁÃ ◊¥ Á∑§ÃŸ ÁòÊ∑§ÊáÊ (triangles) „Ò¥?

(A) 10 (B) 19 (C) 21 (D) 23
33. Find the number of triangles in the figure given above.

(A) 10 (B) 19 (C) 21 (D) 23
___________________________________________________________________________________________
34. *š¹t¡ [ƒÚà [W¡yà>åÎà¹t¡ ìA¡à>ìi¡à Î}J¸à ÎA¡ìºà \¸à[³[t¡Ú "àA¡à¹t "”z®å¢¡v¡û¡ ?
(A) 3 (B) 4 (C) 5 (D) 8
34. l¡üšì¹ ëƒ*Úà [W¡yà>åÎàì¹ ëA¡à> Î}J¸à[i ÎA¡º \¸à[³[t¡¹ "àA¡àì¹¹ "”z®å¢¡v¡û¡ ?
(A) 3 (B) 4 (C) 5 (D) 8
34. ªÊ¡ÊÒ•Êfl „ÊŸÊÿ ‚ÊflªÊÁ⁄UÁŸ ªÊ‚Ò ÷È◊‚ÈÁŸ ◊„⁄UÊfl „Ê’»§ÊŸÊÿ •ŸÁ¡◊ÊÿÊ ’’ -
(A) 3 (B) 4 (C) 5 (D) 8
34. ™§¬⁄U ÁŒ∞ ª∞ •Ê∑Î§ÁÃ ∑§ÊÒŸ-‚Ë ‚¥ÅÿÊ ‚÷Ë íÿÊÁ◊ÁÃ (geometry) ∑§ •Ê∑§Ê⁄UÊ¥ ◊¥ ◊ÊÒ¡ÍŒ „Ò?
(A) 3 (B) 4 (C) 5 (D) 8
34. Which number is present in all the geometrical shapes in the figure given above ?
(A) 3 (B) 4 (C) 5 (D) 8
___________________________________________________________________________________________
MPT-19/P-I/F 32
35. ëA¡àì>à &A¡ š¹ãÛ¡à¹ ó¡ºàó¡º *š¹¹ Ñz´±ì¹J¹ ‡à¹à ÎèìW¡à¯à Ò’º¡ú [A¡³à> Åt¡à}Å š¹ãÛ¡à=¢ã¹ >´¬¹ 60% t¡îA¡ ë¤[á ?
(A) 10% (B) 20% (C) 50% (D) 25%
35. ìA¡àì>à &A¡[i¡ š¹ãÛ¡à¹ ó¡ºàó¡º l¡üšì¹ ëƒ*Úà Ñz´±ì¹Jà¹ ‡à¹à š[¹³àš A¡¹à Òº¡ú t¡ì¤ A¡t¡ Åt¡à}Å š¹ãÛ¡à=¢ã¹ >´¬¹ 60%
ë=ìA¡ ë¤[Å ?
(A) 10% (B) 20% (C) 50% (D) 25%
35. ’’’Ê ◊ÊŸ‚ •Êã¡ÊŒÁŸ Á»§ÕÊßπÊÒ ªÊ¡ÊÒ•Êfl „ÊŸÊÿ ‹ÊflÁÕ ‚ÊflªÊÁ⁄UÁŸ „»§Ê¡Ê’¡Ê¥ ÁŒÁãÕŸÊÿ ¡Ê’Êÿ– ’‚’Ê¥ ¡ÊÒπÊãŒÊ •Êã¡ÊŒ
„ÊÁªÁ⁄UÁŸ Ÿê’⁄UÊ 60% ÁŸ∫Èß ’Ê¥Á‚Ÿ?
(A) 10% (B) 20% (C) 50% (D) 25%
35. ∞∑§ ¬⁄UËˇÊÊ ∑§ ¬Á⁄UUáÊÊ◊ ∑§Ê ™§¬⁄U Œ¥«U-•Ê⁄Uπ (Bar-diagram) ‚ Œ‡ÊÊ¸ÿÊ ªÿÊ „Ò– Á∑§ÃŸ ¬˝ÁÃ‡ÊÃ ÁfllÊÁÕ¸ÿÊ¥ ∑§ Ÿê’⁄U 60% ‚
•Áœ∑§ „Ò¥?
(A) 10% (B) 20% (C) 50% (D) 25%
35. In an examination, the performance of students are represented by the bar diagram given above. What is
the percentage of students, who have obtained more than 60% marks ?
(A) 10% (B) 20% (C) 50% (D) 25%
___________________________________________________________________________________________
36. ™[ƒ &i¡à "àÚt¡¹ šøÑ‚, íƒQ¢¸t¡îA¡ 10 m A¡³ "à¹ç¡ "àÚt¡ìi¡à¹ š[¹Îã³à 40 m ÒÚ, ët¡ì”z "àÚt¡ìi¡à¹ šøÑ‚ Ò’¤ :
(A) 5m (B) 10 m (C) 15 m (D) 20 m
36. ™[ƒ &A¡[i¡ "àÚt¡ìÛ¡ìy¹ šøÑ‚, íƒìQ¢¸¹ ë=ìA¡ 10 m A¡³ &¤} "àÚt¡ìÛ¡ìy¹ š[¹Îã³à 40 m ÒÚ, t¡ì¤ "àÚt¡ìÛ¡y[i¡¹ šøÑ‚
A¡t¡ Òì¤ ?
(A) 5m (B) 10 m (C) 15 m (D) 20 m
36. ¡ÈÁŒ ◊ÊŸ‚ •ÊÿÃÁŸ •⁄UÕÊÿÊ ‹Ê©ÕÊÿÁŸ∫Èß 10 m π◊ •Ê⁄UÊ •ÊÿÃÁŸ ‚Ê⁄UÁªÁŒ¥ Á‚◊ÊÿÊ 40 m ¡ÊÿÊ, •é‹Ê •ÊÿÃÁŸ •⁄UÕÊÿÊ
¡ÊªÊŸ -
(A) 5m (B) 10 m (C) 15 m (D) 20 m
36. ÿÁŒ ∞∑§ •ÊÿÃ ∑§Ë øÊÒ«∏Êß¸ ©‚∑§Ë ‹ê’Êß¸ ‚ 10 m ∑§◊ „Ò, •ÊÒ⁄U ©‚∑§Ë ¬Á⁄UÁœ 40 m „Ò, Ã’ •ÊÿÃ ∑§Ë øÊÒ«∏Êß¸ „ÊªË —
(A) 5m (B) 10 m (C) 15 m (D) 20 m
36. If width of a rectangle is 10 m less than its length and the perimeter is 40 m, then the width of the rectangle
is :
(A) 5m (B) 10 m (C) 15 m (D) 20 m
___________________________________________________________________________________________
37. 4 : 20 ¤\àt¡, [³[>i¡ "à¹ç¡ Qsi¡à Aò¡ài¡à ƒål¡àº¹ ³à\¹ ëA¡ào¹ š[¹³ào Ò’¤ :
(A) 08 (B) 108 (C) 58 (D) 208
37. 4 : 20 Î³ìÚ [³[>i¡ &¤} Qsi¡à¹ Aò¡ài¡à ƒå[i¡¹ ³ì‹¸ ëA¡àìo¹ š[¹³ào A¡t¡ Òì¤ ?
(A) 08 (B) 10 8 (C) 58 (D) 20 8
37. 4 : 20 Á⁄U¥UªÊÿÊfl, Á◊ÁŸ≈U •Ê⁄UÊ ÉÊã≈UÊ ‚ÈÁŸ ◊ÊŸŸÒÁŸ ª¡⁄UÁŸ πŸÊÁŸ Á’’Êæ§Ê ¡ÊªÊŸ -
(A) 08 (B) 108 (C) 58 (D) 208
37. ¡’ ÉÊ«∏Ë ∑§Ê ‚◊ÿ 4 : 20 „ÊÃÊ „Ò, Á◊Ÿ≈U •ÊÒ⁄U ÉÊá≈U ∑§Ë ŒÊŸÊ¥ ‚Èß¸ ∑§ ’Ëø ∑§Ê ∑§ÊáÊ „ÊªÊ —
(A) 08 (B) 108 (C) 58 (D) 208
37. The angle between the minute hand and the hour hand of a clock when the time is 4 : 20, is :
(A) 08 (B) 10 8 (C) 58 (D) 20 8
___________________________________________________________________________________________
MPT-19/P-I/F 34
38. 60 cm×54 cm×30 cm "àÚt¡>¹ &i¡à l¡àR¡¹ ¤àA¡á [A¡áå³à> 6 cm ¤à×™åv¡û¡ Q>A¡¹ ÎÒàÚt¡ ®¡[v¢¡ A¡¹à Ò’º¡ú ™[ƒ šø[t¡ìi¡à
Q>A¡¹ ¤àA¡át¡ 25 i¡àîA¡ W¡Aô¡ìºi¡ =àìA¡, ët¡ì”z l¡àR¡¹ ¤àA¡áìi¡àt¡ [A¡³à> W¡Aô¡ìºi¡ =à[A¡¤ ?
(A) 11,250 (B) 15,625 (C) 4,500 (D) 2,700
38. 60 cm×54 cm×30 cm "àÚt¡ì>¹ &A¡i¡à ¤Øl¡ ¤àìG, 6 cm ¤à×™åv¡û¡ ëáài¡ [A¡áå Q>ìÛ¡ìy¹ (cubes) ‡à¹à ®¡[v¢¡ A¡¹à Òº¡ú
™[ƒ šø[t¡[i¡ Q>ìÛ¡y ¤àìG 25i¡à A¡ì¹ W¡A¡ìºi¡ =àìA¡, t¡ì¤ ¤Øl¡ ¤àìG A¡t¡P¡[º W¡A¡ìºi¡ =àA¡ì¤ ?
(A) 11,250 (B) 15,625 (C) 4,500 (D) 2,700
38. 60 cm×54 cm×30 cm •ÊÿÃÁŸ ª¥‚ ªŒ⁄U ’Ê∑§‚ÈflÊfl ◊ÊπÊ‚ 6 cm πŸÊ ªÊŸÊ¥ ÉÊŸ∑§ (cube) ÁŸ „»§Ê¡Ê’Êfl ‚È»È¥§ŸÊÿ ¡Ê’Êÿ–
¡ÈÁŒ ◊ÊŸ»˝§Ê◊ ÉÊŸ∑§ÁŸ (cube) ’Ê∑§‚ÈflÊfl ª⁄U 25 ø∑§‹≈U ÕÊÿÊ, „ÊŸé‹Ê ªŒ⁄U ’Ê∑§‚ÈflÊfl ª⁄U ’‚’Ê¥ ø∑§‹≈U ÕÊªÊŸ?
(A) 11,250 (B) 15,625 (C) 4,500 (D) 2,700
38. ∞∑§ ’«∏ ’Ä‚ ∑§Ê •ÊÿÊ◊ (dimension) 60 cm×54 cm×30 cm „Ò– ©‚∑§Ê ¿UÊ≈U ÉÊŸÊ¥ (cubes) Á¡‚∑§ ¬ˇÊ 6 cm ‚ ÷⁄UÊ
ªÿÊ „Ò– ÿÁŒ ¬˝àÿ∑§ ÉÊŸ (cube) ’Ä‚ ◊¥ 25 øÊÚ∑§‹≈U „Ò, Ã’ ’«∏ ’Ä‚ ◊¥ Á∑§ÃŸ øÊÚ∑§‹≈U „Ê ‚∑§Ã „Ò¥?
(A) 11,250 (B) 15,625 (C) 4,500 (D) 2,700
38. A large box of dimension 60 cm×54 cm×30 cm is filled with small cubes with side 6 cm. If each cube
contains 25 chocolates, then how many chocolates can be placed in the large box ?
(A) 11,250 (B) 15,625 (C) 4,500 (D) 2,700
___________________________________________________________________________________________
39. 10 \> ³à>åÒ¹ KØl¡ ¤ÚÎ 60 ¤á¹¡ú ™[ƒ t¡àì¹ 8 \>¹ ³åk¡ ¤ÚÎ 488 ÒÚ, ët¡ì”z ¤àA¡ã ƒå\>¹ KØl¡ ¤ÚÎ l¡ü[º*¯à¡ú
(A) 50 (B) 52 (C) 56 (D) 60
39. 10 \> ³à>åìÈ¹ KØl¡ ¤ÚÎ 60 ¤á¹¡ú ™[ƒ t¡à¹ ³ì‹¸ 8 \ì>¹ ë³ài¡ ¤ÚÎ 488 ÒÚ, t¡ì¤ ¤àA¡ã ƒåÒü\ì>¹ KØl¡ ¤ÚÎ A¡t¡ Òì¤ ?
(A) 50 (B) 52 (C) 56 (D) 60
39. ‚Ê 10 ◊ÊŸÁ‚ÁŸ ª⁄U ’Ò‚Ê•Ê 60 ’Ê‚Ê⁄U– ¡ÈÁŒ ‚Ê 8 ‚È’È¥ÁŸ ªÊ‚Ò ’Ò‚Ê•Ê 488 ¡ÊÿÊ, •é‹Ê •ÊŒ˝Ê ‚ÊŸÒ ◊ÊŸÁ‚ÁŸ ª⁄U ’Ò‚ÊπÊÒ ÁŒ„ÈŸ–
(A) 50 (B) 52 (C) 56 (D) 60
39. 10 √ÿÁÄÃÿÊ¥∑§Ë •ÊÒ‚Ã •ÊÿÈ 60 fl·¸ „Ò– ÿÁŒ ©Ÿ◊¥ ‚ 8 √ÿÁÄÃÿÊ¥ ∑§Ë ∑È§‹ •ÊÿÈ 488 „Ò, Ã’ ’Ê∑§Ë ŒÊ √ÿÁÄÃÿÊ¥ ∑§Ë •ÊÒ‚Ã
•ÊÿÈ πÊ¡ ÁŸ∑§ÊÁ‹∞–
(A) 50 (B) 52 (C) 56 (D) 60
39. The average age of 10 persons is 60 years. If the total age of 8 persons be 488, then find the average age of
the rest of the two persons.
(A) 50 (B) 52 (C) 56 (D) 60
___________________________________________________________________________________________
40. ™[ƒ &i¡à Î}J¸à¹ ƒåP¡o, 200 ¹ 60% ¹ Î³à> ÒÚ, ët¡ì”z Î}J¸àìi¡à¹ "à‹à Ò’¤ :
(A) 30 (B) 60 (C) 120 (D) 200
40. ™[ƒ &A¡[i¡ Î}J¸à¹ [‡P¡o, 200 &¹ 60% &¹ Î³à> ÒÚ, t¡ì¤ Î}J¸à[i¡¹ "ì‡ý¢¡A¡ A¡t¡ Òì¤ ?
(A) 30 (B) 60 (C) 120 (D) 200
40. ¡ÈÁŒ ◊ÊŸ‚ •ŸÁ¡◊ÊÁŸ ŸÒ ªÈŸÊ 200 ÁŸ 60% ÁŸ ‚◊ÊŸ ¡ÊÿÊ, •é‹Ê •ŸÁ¡◊ÊÁŸ πÊfl‚ÿÊ ¡ÊªÊŸ -
(A) 30 (B) 60 (C) 120 (D) 200
40. ÿÁŒ ∞∑§ ‚¥ÅÿÊ ∑§Ê ŒÈªÈŸÊ, 200 ∑§Ê 60% ∑§ ‚◊ÊŸ „ÊÃÊ „Ò, Ã’ ©‚ ‚¥ÅÿÊ ∑§Ê •ÊœÊ „ÊªÊ —
(A) 30 (B) 60 (C) 120 (D) 200
40. If twice of a number is 60% of 200, then half of that number will be :
(A) 30 (B) 60 (C) 120 (D) 200
___________________________________________________________________________________________
41. t¡ºt¡ l¡üìÀJ A¡¹à l¡ü[v¡û¡ìA¡Òüi¡à¹ [®¡t¡¹t¡ ëA¡à>ìi¡à Ç¡‡ý¡ ?

(A) ÎA¡ìºà ™åOµ Î}J¸àÒü ë™ï[KA¡ (B) Åè>¸ &i¡à ë³ï[ºA¡ Î}J¸à
(C) ÎA¡ìºà ë³ï[ºA¡ Î}J¸àÒü "™åOµ (D) ì³ï[ºA¡ Î}J¸à¹ Î}J¸à "Î}J¸
41. [>ì´• l¡üìÀJ A¡¹à l¡ü[v¡û¡P¡[º¹ ³ì‹¸ ëA¡à>[i¡ Ç¡‡ý¡ ?

(A) Î¤ ™åOµ Î}J¸àÒü ë™ï[KA¡ (B) Åè>¸ &A¡[i¡ ë³ï[ºA¡ Î}J¸à
(C) Î¤ ë³ï[ºA¡ Î}J¸àÒü "™åOµ (D) ì³ï[ºA¡ Î}J¸à¹ Î}J¸à "Î}J¸
41. ªÊ„ÊÿÁŸ ’’ ’È¥ÁÕÿÊ (’È¥»§Ê⁄UÁÕÿÊ) ÕÊ⁄U?

(A) ªÊ‚Ò ¡⁄UÊ ªÊŸÊ¥ •Áã¡◊ÊÿÊŸÊ ŒÊ¡Ê’ÿÊªÊŸÊ¥ (composite)
(B) ‹ÊÁÕπflÊ ªÈÁŒ •Áã¡◊Ê
(C) ªÊ‚Ò ªÈÁŒ •Áã¡◊ÊÿÊŸÊ ’¡⁄UÊ (odd) •Áã¡◊Ê
(D) ªÈÁŒ •ŸÁ¡◊ÊÁŸ •Áã¡◊ÊÿÊ ¡Ê’ŸÊÿ ªÒÁÿ
MPT-19/P-I/F 36
41. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ê ‚„Ë „Ò?
(A) ‚’ ‚◊ ‚¥ÅÿÊ (even numbers) ‚¥ÿÈÄÃ ‚¥ÅÿÊ (composite) „Ò–
(B) ‡ÊÍãÿ ∞∑§ •÷Êíÿ ‚¥ÅÿÊ (prime number) „Ò–
(C) ‚’ •÷Êíÿ ‚¥ÅÿÊ (prime numbers) Áfl·◊ (odd) „Ò–
(D) •÷Êíÿ ‚¥ÅÿÊ (prime number) ∑§Ë ‚¥ÅÿÊ •‚¥Åÿ (infinite) „Ò–
41. Which of the following statements is TRUE ?

(A) All even numbers are composite (B) Zero is a prime number
(C) All prime numbers are odd (D) There are infinite number of prime numbers
___________________________________________________________________________________________
42. ™[ƒ &i¡à [y®è¡\¹ šø[t¡ìi¡à ¤à×¹ ³àš [y®è¡\ìi¡à¹ š[¹Îã³à¹ &A¡-tõ¡t¡ãÚà}Å¹ Î³à> ÒÚ, [y®è¡\ìi¡à¹ šøA¡à¹
[A¡ ?
(A) Î³[‡¤à× (B) Î³ìA¡àoã
(C) Î³¤à× (D) [¤È³¤à×
42. ™[ƒ &A¡[i¡ [y®è¡ì\¹ šø[t¡[i¡ ¤à×¹ ³àš [y®è¡\[i¡¹ š[¹Îã³à¹ &A¡ tõ¡t¡ãÚà}ìÅ¹ Î³à> ÒÚ,¡ [y®è¡\[i¡ [A¡ ‹¹ì>¹ ?
(A) Î³[‡¤à× (B) Î³ìA¡àoã
(C) Î³¤à× (D) [¤È³¤à×
42. ¡ÈÁŒ ◊ÊŸ‚ •ÊπÊÁãÕÕÊ◊ÁŸ ◊ÊŸ»˝§Ê◊ πŸÊÁŸ ¡πÊÿÊ •ÊπÊÁãÕÕÊ◊ÁŸ ‚Ê⁄UÁªÁŒ¥ Á‚◊ÊÁŸ ‚ ’Ê„ÊªÊÁŸ ÕÊ◊ ’Ê„ÊªÊ¡Ê¥ ‚◊ÊŸ ¡ÊÿÊ–
•é‹Ê •ÊπÊÁãÕÕÊ◊ÁŸ ⁄UÊπÊ◊Ê ◊Ê?
(A) Isosceles (ªÊ⁄UÊ’ ŸÒ •ÊπÊÁãÕ) (B) Right-angled (πŸÊÁÕ)
(C) Equilateral (‚Ê◊ÊŸ •ÊπÊÁãÕ) (D) Obtuse (πŸÊ◊Ê)
42. ÿÁŒ ∞∑§ ÁòÊ∑§ÊáÊ ∑§Ê ¬˝àÿ∑§ ¬ˇÊ ©‚∑§ ¬Á⁄UÁœ ∑§Ê ∞∑§-ÁÃ„Êß¸ „Ò, ÁòÊ∑§ÊáÊ Á∑§‚ ¬˝∑§Ê⁄U ∑§Ê „ÊªÊ?
(A) isosceles (‚◊Ám’Ê„È) (B) right-angled (‚◊∑§ÊáÊ)
(C) equilateral (‚◊÷È¡) (D) obtuse (ÁÃ⁄US∑§Ê⁄U)
42. If each side of a triangle is one-third of its perimeter, what kind of triangle is this ?
(A) Isosceles (B) Right-angled
(C) Equilateral (D) Obtuse
___________________________________________________________________________________________
43. ™[ƒ &i¡à Î}J¸à¹ 100% ¹ ³à> 16 ÒÚ, ët¡ì”z Î}J¸àìi¡à¹ 50% ¹ ³à> [A¡³à> Ò’¤ ?
(A) 16 (B) 12 (C) 10 (D) 8
43. ™[ƒ &A¡[i¡ Î}J¸à¹ 100% &¹ ³à> 16 ÒÚ, t¡ì¤ Î}J¸à[i¡¹ 50% &¹ ³à> A¡t¡ Òì¤ ?
(A) 16 (B) 12 (C) 10 (D) 8
43. ¡ÈÁŒ ◊ÊŸ‚ •ŸÁ¡◊ÊÁŸ 100% ÁŸ ◊ÊŸÊ 16 ¡ÊÿÊ, •é‹Ê ’Ò •ŸÁ¡◊ÊÁŸ 50% ÁŸ ◊ÊŸÊ ’‚’Ê¥ ¡ÊªÊŸ?
(A) 16 (B) 12 (C) 10 (D) 8
43. ÿÁŒ ∞∑§ ‚¥ÅÿÊ ∑§Ê 100% (¬˝ÁÃ‡ÊÃ) 16 „Ò– Ã’ ©‚ ‚¥ÅÿÊ ∑§Ê 50% Á∑§ÃŸÊ „ÊªÊ?
(A) 16 (B) 12 (C) 10 (D) 8
43. If 100% of a number is 16, what is the 50% of that number ?
(A) 16 (B) 12 (C) 10 (D) 8
___________________________________________________________________________________________
º: Îà : P : ¡ 
4 9  4 9 
44. ,  × K : Îà : P :  ,  =?
3 16   3 16 
3 4 9 16
(A) (B) (C) (D)
4 3 16 9
4 9  4 9 
44. º.Îà.P¡.  ,  × K.Îà.P¡.  , 
 3 16   3 16  = ?
3 4 9 16
(A) (B) (C) (D)
4 3 16 9
4 9  4 9 
44. ŒÈ—‚Ê—‚Ê—  ,  × Œ—‚Ê—‚Ê—  ,  =?
 3 16   3 16 
3 4 9 16
(A) (B) (C) (D)
4 3 16 9
4 9  4 9 
44. ‹ÉÊÈûÊ◊ ‚◊Ê¬flàÿ¸  , 
 3 16  ×
◊„ûÊ◊ ‚◊Ê¬flàÿ¸  , =?
 3 16 
3 4 9 16
(A) (B) (C) (D)
4 3 16 9
4 9  4 9 
44. L.C.M.  ,  × H.C.F.  ,  =?
 3 16   3 16 
3 4 9 16
(A) (B) (C) (D)
4 3 16 9
___________________________________________________________________________________________
MPT-19/P-I/F 38
45. ‹¹à Ò’º ƒåi¡à Î}J¸à¹ º: Îà: P¡: "à¹ç¡ K: Îà: P¡: yû¡ì³ 276 "à¹ç¡ 3 ú ™[ƒ t¡àì¹ &i¡à Î}J¸à¹ &A¡-tõ¡t¡ãÚà}Å¹ ³à> 23 ÒÚ,
ët¡ì”z "à>ìi¡à Î}J¸à Ò’¤¡:
(A) 10 (B) 23 (C) 12 (D) 92
45. ™[ƒ ƒå[i¡ Î}J¸à¹ º.Îà.P¡. * K.Îà.P¡. yû¡ì³ 276 * 3 ÒÚ¡ú t¡à¹ &A¡i¡à Î}J¸à¹ &A¡-tõ¡t¡ãÚà}ìÅ¹ ³à> 23 ÒÚ, t¡ì¤
">¸ Î}J¸à[i¡ Òì¤ :
(A) 10 (B) 23 (C) 12 (D) 92
45. „◊ŸÊ ‹ÊŸÊÿ ¡Ê’Êÿ ◊ÊŸŸÒ •ŸÁ¡◊ÊÁŸ ŒÈ—‚Ê—‚Ê— •Ê⁄UÊ Œ—‚Ê—‚Ê— •Áã¡◊ÊÿÊ »§ÊÁ⁄UÿÒ 276 •Ê⁄UÊ 3– ¡ÈÁŒ ’ÁŸ ◊ÊŸ‚ •ŸÁ¡◊ÊÁŸ
‚ ’Ê„ÊªÊÁŸ ÕÊ◊ ’Ê„ÊªÊÁŸ ◊ÊŸÊ 23 ¡ÊÿÊ, •é‹Ê ªÈ’ÈŸ •ŸÁ¡◊ÊÿÊ ¡ÊªÊŸ -
(A) 10 (B) 23 (C) 12 (D) 92
45. ◊ÊŸ ‹ËÁ¡∞ ŒÊ ‚¥ÅÿÊ ∑§ ‹ÉÊÈûÊ◊ ‚◊Ê¬flàÿ¸ (LCM) •ÊÒ⁄U ◊„ûÊ◊ ‚◊Ê¬flàÿ¸ (HCF) ∑˝§◊ ‚ 276 •ÊÒ⁄U 3 „Ò– ÿÁŒ ©‚∑§ ∞∑§
‚¥ÅÿÊ ∑§Ê ∞∑§-ÁÃ„Êß¸ 23 „Ò, Ã’ ŒÍ‚⁄UË ‚¥ÅÿÊ „ÊªË —
(A) 10 (B) 23 (C) 12 (D) 92
45. Let the LCM and HCF of two numbers are 276 and 3 respectively. If the one-third of one number is 23, then
the other number is :
(A) 10 (B) 23 (C) 12 (D) 92
___________________________________________________________________________________________
46. ƒåi¡à [¤–ƒå¹ ³àì\ì¹ [A¡³à> ë¹Jà "òà[A¡¤ šà[¹ ?

(A) 1 (B) 2 (C) 3 (D) "Î}J¸
46. ƒåÒü[i¡ [¤–ƒå¹ ³ì‹¸ A¡t¡P¡[º ë¹Jà "òàA¡ìt¡ šà[¹ ?

(A) 1 (B) 2 (C) 3 (D) "Î}J¸
46. ◊ÊŸŸÒ Á’ãŒÈÁŸ ª¡⁄U¡Ê¥ ◊ÊŸ ’‚’Ê¥ Á‚Ÿ ’ÊŸÊ „ÊªÊŸ?

(A) 1 (B) 2 (C) 3 (D) Infinity (¡Ê’ŸÊÿªÒÁÿ)
46. ŒÊ Á’ãŒÈ•Ê¥ ∑§ ’Ëø ‚ Á∑§ÃŸË ⁄UπÊ∞° πË¥øË ¡Ê ‚∑§ÃË „Ò?
(A) 1 (B) 2 (C) 3 (D) •‚¥Åÿ (Infinity)
46. How many lines can be drawn through two given points ?
(A) 1 (B) 2 (C) 3 (D) Infinity
___________________________________________________________________________________________
47. ™[ƒ &i¡à Î}J¸à 35% ¤Øn¡àìº t¡à¹ ³à> 189 ÒÚ, ët¡ì”z Î}J¸àìi¡à Ò’¤ :
(A) 120 (B) 130 (C) 140 (D) 150
47. ™[ƒ &A¡[i¡ Î}J¸à 35% ¤õ[‡ý¡ A¡¹ìº t¡à¹ ³à> 189 ÒÚ, t¡ì¤ Î}J¸à[i¡ A¡t¡ Òì¤ ?
(A) 120 (B) 130 (C) 140 (D) 150
47. ¡ÈÁŒ ◊ÊŸ‚ •ŸÁ¡◊ÊπÊÒ 35% ’Ê¥„ÊÿÊé‹Ê ’ÁŸ ◊ÊŸÊ 189 ¡ÊÿÊ, •é‹Ê •ŸÁ¡◊ÊÿÊ ¡ÊªÊŸ -
(A) 120 (B) 130 (C) 140 (D) 150
47. ÿÁŒ ∞∑§ ‚¥ÅÿÊ 35% ’…∏∑§⁄U 189 „Ê ¡ÊÃË „Ò – Ã’ fl„ ‚¥ÅÿÊ „Ò —
(A) 120 (B) 130 (C) 140 (D) 150
47. A number if increased by 35% becomes 189. Then the number is :

(A) 120 (B) 130 (C) 140 (D) 150
___________________________________________________________________________________________
48. &i¡à ëÅøoãìA¡àk¡à¹ ÎA¡ìºà º’¹àA¡ &A¡ ë¹Jàt¡ [=Ú A¡ì¹à¯à Ò’º¡ú ëÎÒü Åõ}Jºt¡, ëA¡àì>à &A¡ º’¹à¹ Ñ‚à> ƒåÒü ³è¹¹ š¹à
l¡ü>[¤}Å ëšà¯à K’º¡ú ëÅøoãìA¡àk¡àt¡ =A¡à º’¹à¹ Î}J¸à [A¡³à>?
(A) 27 (B) 37 (C) 38 (D) 39
48. &A¡[i¡ ëÅøoãA¡ìÛ¡ ÎA¡º ëáìºìA¡ &A¡ Îà[¹ìt¡ ƒàØl¡ A¡¹àì>à Òº¡ú ëÎÒü ÅõTº ">å™àÚã ëA¡àì>à &A¡[i¡ ëáìº¹ Ñ‚à> ƒåÒü šøà”z
ë=ìA¡ l¡ü>[¤}Å šà*Úà ëKº¡ú t¡ì¤ ëÅøoãA¡ìÛ¡ ëáìº¹ Î}J¸à A¡t¡ ?
(A) 27 (B) 37 (C) 38 (D) 39
48. ◊ÊŸ‚ ÕÊπÊ πÕÊÁŸ ªÊ‚Ò „ÊÒflÊ‚Ê ªÕ”»§Ê⁄UπÊÒ ◊ÊŸ‚ Á‚Á⁄UÿÊflŸÊ ª‚¥„ÊŸÊÿ ¡Ê’Êÿ– ’ Á‚Á⁄U »§ÊÁ⁄UÿÊfl ‚Ê‚ „ÊÒÒflÊ‚ÊÁŸ ¡ÊÿªÊπÊÒ
◊ÊŸŸÒ π⁄”UÁŸ»˝§Êÿ Á¡ªÈÁÕ ◊ÊÛÊÊÿ ¡Ê’Êÿ– ÕÊπÊ πÕÊÿÊfl ÕÊŸÊÿ „ÊÒflÊ‚ÊÁŸ •ŸÁ¡◊ÊÿÊ ’‚’Ê¥?
(A) 27 (B) 37 (C) 38 (D) 39
48. ∞∑§ ∑§ˇÊÊ ∑§ ¿UÊòÊÊ¥ ∑§Ê ∞∑§ ⁄UπÊ ◊¥ π«∏Ê Á∑§ÿÊ ªÿÊ– ∞∑§ ¿UÊòÊ ∑§Ë ∑˝§◊ ‚¥ÅÿÊ ŒÊŸÊ¥ Ã⁄U»§ ‚ ©ÛÊË‚flÊ° ÕÊ– ∑§ˇÊÊ ◊¥ Á∑§ÃŸ
¿UÊòÊ „Ò¥?
(A) 27 (B) 37 (C) 38 (D) 39
48. A class of boys stands in a single line. One boy is nineteenth in order from both the ends. How many boys
are there in the class ?
(A) 27 (B) 37 (C) 38 (D) 39
___________________________________________________________________________________________
MPT-19/P-I/F 40
49. &i¡à ëi¡}A¡ãt¡ 50 [ºi¡à¹ šà>ã ®¡¹à¤ šà[¹¡ú ¤v¢¡³à>, ëi¡}A¡ãìi¡à¹ ëA¡¯º 30% ®¡[v¢¡ íÒ "àìá¡ú ëi¡}A¡ãìi¡à 50% ®¡[v¢¡ A¡[¹¤îº
"à¹ç¡ [A¡³à> [ºi¡à¹ šà>ã¹ šøìÚà\> ?
(A) 5 [ºi¡à¹ (B) 10 [ºi¡à¹ (C) 15 [ºi¡à¹ (D) 20 [ºi¡à¹
49. &A¡[i¡ i¡¸à[S¡ìt¡ 50 [ºi¡à¹ \º ‹ì¹¡ú ¤t¢¡³àì> i¡¸à[S¡[i¡ ³ày 30% \º ®¡[v¢¡ ÒìÚ "àìá, i¡¸à[S¡[i¡ 50% ®¡[v¢¡ A¡¹ìt¡ "àì¹à
A¡t¡ [ºi¡à¹ \ìº¹ šøìÚà\> ?
(A) 5 [ºi¡à¹ (B) 10 [ºi¡à¹ (C) 15 [ºi¡à¹ (D) 20 [ºi¡à¹
49. ª¥‚ ≈¥UÁ∑§ÿÊfl 50 Á‹≈UÊ⁄U ŒÒ ‚ÊŸÊ „ÊÿÊ– ŒÊ ≈¥UÁ∑§ÿÊfl 30% •Ê’È¥ ¡ÊŸÊ Œ¥– ≈¥UÁ∑§ÿÊfl 50% ŒÒ ‚ÊŸÊ •Ê⁄UÊ ’‚’Ê¥ Á‹≈UÊ⁄U ŒÒ ŸÊ¥ªÊŸ?
(A) 5 Á‹≈UÊ⁄U (B) 10 Á‹≈UÊ⁄U (C) 15 Á‹≈UÊ⁄U (D) 20 Á‹≈UÊ⁄U
49. ∞∑§ ≈¥U∑§Ë ◊¥ 50 ‹Ë≈U⁄U ¬ÊŸË ÷⁄U ‚∑§Ã „Ò¥– flÃ¸◊ÊŸ, ≈¥U∑§Ë ∑§fl‹ 30% ÷⁄UÊ „È•Ê „Ò– ≈¥U∑§Ë ∑§Ê 50% ÷⁄UŸ ∑§ Á‹∞ Á∑§ÃŸ
‹Ë≈U⁄U ¬ÊŸË ∑§Ë ¡M§⁄UÃ „ÊªË?
(A) 5 litres (‹Ë≈U⁄U) (B) 10 litres (‹Ë≈U⁄U) (C) 15 litres (‹Ë≈U⁄U) (D) 20 litres (‹Ë≈U⁄U)
49. A tank can hold 50 litres of water. At present, it is only 30% full. How many litres of water is required to fill
50% of the tank ?
(A) 5 Litres (B) 10 Litres (C) 15 Litres (D) 20 Litres
___________________________________________________________________________________________
50. 3C 2B 4A
27A ? 64B
9C 4A 16B
(A) 8C (B) 12B
(C) 16C (D) 18C

___________________________________________________________________________________________
51. NME-ICT ìA¡à> ¤á¹t¡ "à¹´± A¡¹à íÒ[áº ?
(A) 2009 (B) 2011 (C) 2013 (D) 2015
51. NME-ICT ìA¡à> ¤áì¹ "à¹´± A¡¹à ÒìÚ[áº ?

(A) 2009 (B) 2011 (C) 2013 (D) 2015
51. NME-ICT πÊÒÒ ’’ ’Ê‚Ê⁄UÊfl ¡ÊªÊÿŸÊÿ ¡ÊŒÊ¥◊ÊŸ -

(A) 2009 (B) 2011 (C) 2013 (D) 2015
51. NME-ICT ∑§ÊÒŸ ‚ fl·¸ ‚ ¬˝Ê⁄Uê÷ „È•Ê ÕÊ?

(A) 2009 (B) 2011 (C) 2013 (D) 2015
51. In which year NME-ICT was launched ?
(A) 2009 (B) 2011 (C) 2013 (D) 2015
___________________________________________________________________________________________
52. t¡ºt¡ l¡üìÀJ A¡¹à Î}J¸àì¤à¹¹ [®¡t¡¹t¡ "[³ºìi¡à ¤à[á l¡ü[º*¯à¡ú
(A) 25 (B) 36 (C) 64 (D) 78
52. [>ìW¡¹ l¡üìÀJ A¡¹à Î}J¸àP¡ìºà¹ ³ì‹¸ "[³º Î}J¸à[i¡ ë¤¹ A¡¹¡ú
(A) 25 (B) 36 (C) 64 (D) 78
52. ªÊ„ÊÿÊfl „ÊŸÊÿ •ŸÁ¡◊Ê»§Ê⁄UÁŸ»˝§Êÿ ªÊ⁄UÊÁ’ •ŸÁ¡◊ÊπÊÒ ‚Êÿπ”ŸÊ ÁŒ„ÈŸ–

(A) 25 (B) 36 (C) 64 (D) 78
52. ŸËø ÁŒ∞ ª∞ ‚¥ÅÿÊ•Ê¥ ∑§ ÷ËÃ⁄U ¬ÎÕ∑§ ‚¥ÅÿÊ ∑§Ê πÊ¡ ÁŸ∑§ÊÁ‹∞–
(A) 25 (B) 36 (C) 64 (D) 78
52. Choose the number which is different from others in the group :
(A) 25 (B) 36 (C) 64 (D) 78
___________________________________________________________________________________________
53. ™[ƒ &i¡à W¡tå¡®¢è¡\¹ A¡o¢ ƒål¡àìº š¹Ñš¹A¡ º´¬®¡àì¯ Î³[‡J[r¡t¡ A¡ì¹, ët¡ì”z ëÎÒü W¡tå¡®¢è¡\ìi¡à &i¡à :
(A) ëi¡ö[š[\Úà³ (B) ¹´¬àá
(C) Îà³à”z[¹A¡ (D) *š¹¹ &i¡à* >ÒÚ
53. ™[ƒ &A¡[i¡ W¡tå¡®¢è¡ì\¹ A¡o¢ ƒåÒü®¡àìK š¹Ñš¹ìA¡¡ º´¬®¡àì¤ Î³[‡J[r¡t¡ A¡ì¹, t¡ì¤ ëÎÒü W¡tå¡®¢è¡\[i¡ &A¡[i¡ :
(A) i¡ö¸àìš[\Úà³ (B) ¹´¬à\
(C) Îà³à”z[¹A¡ ëÛ¡y (parallelogram) (D) l¡üšì¹¹ ëƒ*Úà &A¡[i¡* >Ú
53. ¡ÈÁŒ ◊ÊŸ‚ •ÊπÊÁãÕ’˝ÒÁŸ πŸÊπÊÒ ªÊfl¡Ê¥ ªÊfl ªÊ‹ÊflÒ ‚◊ÊŸ πÊãŒÊ•Êfl Á‚ŸπÊflÊ, •é‹Ê ’Ò •ÊπÊÁãÕ’Ò˝ÿÊ ◊ÊŸ‚ —
(A) ≈˛U¬Á¡ÿÊ◊ (B) ⁄Uê’Ê‚
(C) ‚◊ÊŸ •ÊπÊÁãÕ (D) ªÊ¡ÊÒÁŸ ◊ÊŸ‚’Ê Ÿæ§Ê
53. ÿÁŒ ∞∑§ øÃÈ÷¸È¡ ∑§ Áfl∑§áÊ¸ ŒÊŸÊ¥ ∞∑§ ŒÍ‚⁄U ∑§Ê ‚◊∑§ÊáÊ ÷Êfl ‚ ÁmÁfl÷ÊÁ¡Ã ∑§⁄UÃU „Ò¥, Ã’ ÿ„ øÃÈ÷È¸¡ ∞∑§ —
(A) ‚◊‹¥’ øÃÈ÷È¸¡ (trapezium) (B) ‚◊øÃÈ÷Ȩ̀¡ (rhombus)
(C) ‚◊Ê¥Ã⁄U øÃÈ÷È¸¡ (parallelogram) (D) ∞∑§ ÷Ë Ÿ„Ë¥
53. If the diagonals of a quadrilateral bisect each other at right-angles, then this quadrilateral is a :
(A) trapezium (B) rhombus
(C) parallelogram (D) none of the above
___________________________________________________________________________________________
MPT-19/P-I/F 42
54. ™[ƒ &i¡à Wå¡R¡à¹ ¤¸àÎ 5 cm "à¹ç¡ "àÚt¡> 650 cm3 ÒÚ, ët¡ì”z Wå¡R¡àìi¡à¹ l¡üZW¡t¡à Ò’¤ :
(A) 40 cm (B) 25 cm (C) 33 cm (D) 45 cm
54. ™[ƒ &A¡[i¡ ë¤º>àA¡à¹ ¤Ññ¹ (cylinder) ¤¸àÎ 5 cm &¤} "àÚt¡> 650 cm3 ÒÚ, t¡ì¤ ë¤º>àA¡à¹ ¤Ññ[i¡¹ (cylinder) l¡üZW¡t¡à
A¡t¡ Òì¤ ?
(A) 40 cm (B) 25 cm (C) 33 cm (D) 45 cm
54. ¡ÈÁŒ ª¥‚ „Ê‚È¥ÁŸ πÊÁ‹ÿÊ 5 cm •Ê⁄UÊ ⁄UÊ¡ÊªÊ‚ÒÿÊ 650 cm3 ¡ÊÿÊ •é‹Ê „Ê‚È¥ÁŸ ¡ÊÒÕÊßÿÊ ¡ÊªÊŸ -
(A) 40 cm (B) 25 cm (C) 33 cm (D) 45 cm
54. ÿÁŒ ∞∑§ Á‚‹¥«U⁄U ∑§Ê √ÿÊ‚ 5 cm •ÊÒ⁄U Á‚‹¥«U⁄U ∑§Ë ◊ÊòÊÊ 650 cm3, Ã’ Á‚‹¥«U⁄U ∑§Ë ‹ê’Êß¸ „ÊªË —
(A) 40 cm (B) 25 cm (C) 33 cm (D) 45 cm
54. If the diameter of a cylinder is 5 cm and volume of the cylinder is 650 cm3, then height of the cylinder is :
(A) 40 cm (B) 25 cm (C) 33 cm (D) 45 cm
___________________________________________________________________________________________
55. "ài¡àÒüt¡îA¡ Î¹ç¡ ë™ï[KA¡ Î}J¸àìi¡à Ò’º :

(A) 1 (B) 2 (C) 3 (D) 4
55. Î¤ìW¡ìÚ ëáài¡ ë™ï[KA¡ Î}J¸à[i¡ Òº :

(A) 1 (B) 2 (C) 3 (D) 4
55. ŒÈßÁ‚Ÿ ŒÊ¡Ê’ÕÊßÿÊÁ⁄U •ŸÁ¡◊ÊÿÊ ¡Ê’Êÿ -

(A) 1 (B) 2 (C) 3 (D) 4
55. ‚’‚ ¿UÊ≈UË ‚¥ÿÈÄÃ ‚¥ÅÿÊ (Composite number) „Ò —

(A) 1 (B) 2 (C) 3 (D) 4
55. Smallest composite number is :

(A) 1 (B) 2 (C) 3 (D) 4
___________________________________________________________________________________________
56. ¹àì\ ƒåi¡à ëQòà¹à šø[t¡ìi¡àìt¡ 18,000 i¡A¡àîA¡ [¤yû¡ã A¡ì¹¡ú [Î &i¡à ìQòà¹àt¡ 20% ºà®¡ "à¹ç¡ "à>ìi¡àt¡ 20% ìºàA¡W¡à> ®¡[¹¤
ºKà ÒÚ¡ú ¹à\¹ ³åk¡ ºà®¡ ¤à ëºàA¡W¡à>¹ š[¹³ào Ò’º :
(A) 2% ëºàA¡W¡à> (B) 2.5% ºà®¡ (C) 4% ëºàA¡W¡à> (D) 4.5% ºà®¡
56. ¹à\ ƒå[i¡ ëQàØl¡à [¤[yû¡ A¡ì¹¡ú šø[t¡[i¡¹ [¤yû¡Ú ³èº¸ 18,000 i¡àA¡à¡ú ëÎ &A¡[i¡ ëQàØl¡à 20% ºàì®¡ * ">¸[i¡ 20% ëºàA¡Îàì>
[¤[yû¡ A¡ì¹¡ú t¡ì¤ ¹àì\¹ A¡t¡ ºà®¡ ¤à ëºàA¡Îà> ÒìÚìá t¡à ë¤¹ A¡¹¡ ?
(A) 2% ìºàA¡Îà> (B) 2.5% ºà®¡ (C) 4% ìºàA¡Îà> (D) 4.5% ºà®¡
56. ⁄UÊ¡•Ê ◊ÊŸÒ ª⁄UÊßπÊÒ ◊Ê‚ÿÊfl 18,000 ⁄UÊæÒ§ »§ÊŸÊ– Á’ÿÊ ◊Ê‚ ª⁄UÊßÿÊfl 20% ◊È‹Êê»§Ê •Ê⁄UÊ ªÈ’ÈŸ ◊Ê‚ÿÊfl 20% π„Ê ¡Ê¡ÊÿÊ–
⁄UÊ¡ÊÁŸ ªÊ‚Ò ◊È‹Êê»§Ê •Ê⁄UÊ π„ÊÁŸ Á’’Êæ§Ê ¡Ê’Êÿ -
(A) 2% π„Ê (B) 2.5% ◊È‹Êê»§Ê (C) 4% π„Ê (D) 4.5% ◊È‹Êê»§Ê
56. ⁄UÊ¡ Ÿ ŒÊ ÉÊÊ«∏ ¬˝àÿ∑§ ∑§Ê ` 18,000 ◊¥ ’øÊ– ©‚ ∞∑§ ÉÊÊ«∏ ◊¥ 20% ‹Ê÷ •ÊÒ⁄U ŒÍ‚⁄U ◊¥ 20% ŸÈ∑§‚ÊŸ ÷⁄UŸÊ ¬«∏Ê– ⁄UÊ¡ ∑§Ê
∑È§‹ ŸÈ∑§‚ÊŸ ÿÊ ‹Ê÷ ∑§Ê ¬˝ÁÃ‡ÊÃ „Ò —
(A) 2% loss (ŸÈ∑§‚ÊŸ) (B) 2.5% profit (‹Ê÷) (C) 4% loss (ŸÈ∑§‚ÊŸ) (D) 4.5% profit (‹Ê÷)
56. Raj sold two horses for ` 18,000 each. On one he gained 20% and on the other he lost 20%. His total lost or
gain is :
(A) 2% loss (B) 2.5% profit (C) 4% loss (D) 4.5% profit
___________________________________________________________________________________________
57. ™[ƒ A, B, C ëÚ yû¡ì³ +, −, × ÎèW¡àÚ, ët¡ì”z (10C4)A(4C4)B6 ¹ ³à> [A¡ Ò’¤ ?

(A) 60 (B) 56 (C) 50 (D) 46
57. ™[ƒ A, B, C &¹ ³à> yû¡ì³ (ÎèW¡A¡) +, −, × ÒÚ, t¡ì¤ (10C4)A(4C4)B6 &¹ ³à> A¡t¡ Òì¤ ?
(A) 60 (B) 56 (C) 50 (D) 46
57. ¡ÈÁŒ A, B, C ÿÊ »§ÊÁ⁄UÿÒ +, −, × πÊÒ ÁŒÁãÕÿÊ •é‹Ê (10C4)A(4C4)B6 ÁŸ ◊ÊŸÊ ¡ÊªÊŸ -

(A) 60 (B) 56 (C) 50 (D) 46
57. ÿÁŒ A, B, C ∑˝§◊ ‚ +, −, × ◊ÊŸÊ ¡Êÿ, Ã’ (10C4)A(4C4)B6 ∑§Ê ◊ÊŸ ÄÿÊ „ÊªÊ?
(A) 60 (B) 56 (C) 50 (D) 46
57. If A stands for +, B stands for −, C stands for ×, then what is the value of (10C4)A(4C4)B6 ?
(A) 60 (B) 56 (C) 50 (D) 46
___________________________________________________________________________________________
MPT-19/P-I/F 44
58. ™[ƒ &i¡à ëi¡ö[š[\Úà³¹ l¡üZW¡t¡à 8 cm "à¹ç¡ Î³à”z¹àº ¤à× ƒål¡àº¹ ë™àKó¡º 16 cm ÒÚ, ët¡ì”z ëi¡ö[š[\Úà³ìi¡à¹ A¡à[º Ò’¤ :
(A) 85 cm2 (B) 54 cm2 (C) 64 cm2 (D) 32 cm2
58. ™[ƒ &A¡[i¡ i¡ö¸àìš[\Úàì³¹ l¡üZW¡t¡à 8 cm &¤} Î³à”z¹àº ¤à×ƒå[i¡¹ ë™àKó¡º 16 cm ÒÚ, t¡ì¤ i¡ö¸àìš[\Úàì³¹ ìÛ¡yó¡º
(area) A¡t¡ Òì¤ ?
(A) 85 cm2 (B) 54 cm2 (C) 64 cm2 (D) 32 cm2
58. ¡ÈÁŒ ◊ÊŸ‚ ≈˛U¬Á ¡ÿÊ◊ÁŸ ¡ÊÒÕÊßÿÊ 8 cm •Ê⁄UÊ ‚◊ÊŸÕÊß πŸÊÁŸ ªÊ‚Ò Á’’Êæ§Ê 16 cm ¡ÊÿÊ, •é‹Ê ≈˛U¬Á ¡ÿÊ◊ÁŸ πÊÁ‹ÿÊ ¡ÊªÊŸ -
(A) 85 cm2 (B) 54 cm2 (C) 64 cm2 (D) 32 cm2
58. ÿÁŒ ∞∑§ ‚◊‹ê’ øÃÈ÷È¸¡ (trapezium) ∑§Ë ‹ê’Êß¸ 8 cm „Ò •ÊÒ⁄U ‚◊ÊŸÊ¥Ã⁄U ¬ˇÊ ∑§Ê ¡Ê«∏ 16 cm „Ò, Ã’ ‚◊‹¥’ øÃÈ÷È¸¡
(trapezium) ∑§Ê ˇÊòÊ „ÊªÊ —
(A) 85 cm2 (B) 54 cm2 (C) 64 cm2 (D) 32 cm2
58. If the height of a trapezium is 8 cm and sum of parallel sides is 16 cm, then the area of the trapezium is :
(A) 85 cm2 (B) 54 cm2 (C) 64 cm2 (D) 32 cm2
___________________________________________________________________________________________
59. GH, JL, NQ, SW, YD, ?
(A) LF (B) EJ
(C) FL (D) EL
___________________________________________________________________________________________
60. ™[ƒ ëA¡àì>à &A¡ ¤àá>ã š¹ãÛ¡à¹ ¤àì¤ 200 \> [ÅÛ¡à=¢ãìÚ "àì¤ƒ> A¡ì¹ "à¹ç¡ 180 \> š¹ãÛ¡àt¡ "¯t¡ão¢ ÒÚ, t¡à¹ ³à\ì¹
³ày 70% š¹ãÛ¡à=¢ãìÚ l¡üv¡ão¢ ÒÚ, ët¡ì”z š¹ãÛ¡àt¡ ">åv¡ão¢ š¹ãÛ¡àyã¹ Î}J¸à [A¡³à> ?
(A) 68 (B) 54 (C) 58 (D) 65
60. ™[ƒ ëA¡àì>à &A¡[i¡ šøì¤[ÅA¡à š¹ãÛ¡à¹ \>¸ 200 \> [ÅÛ¡à=¢ã "àì¤ƒ> A¡ì¹ &¤} 180 \> š¹ãÛ¡àÚ l¡üš[Ñ‚t¡ =àìA¡, t¡à¹
³ì‹¸ ³ày 70% š¹ãÛ¡à=¢ã šàÅ A¡ì¹, t¡ì¤ A¡t¡\> š¹ãÛ¡à=¢ã ëó¡º A¡ì¹ ?
(A) 68 (B) 54 (C) 58 (D) 65
60. ¡ÈÁŒ ’’’Ê ‚Êÿπ” •Êã¡ÊŒÁŸ ÕÊπÊÿ ‚Ê 200 »§⁄UÊÿ‚ÊÿÊ •Ê⁄U¡‹Êß „ÊÿÊ •Ê⁄UÊ ‚Ê 180 »§⁄UÊÿ‚ÊÿÊ •Êã¡ÊŒÊfl Á¡⁄UÊÿÊ, ’ÁŸŸÊ
ªÊ‚Ò 70% •Êã¡ÊŒ „Êª˝ÊÿÊ ©ÁÕ˝ŸÊ „ÊÿÊ– •é‹Ê ’‚’Ê¥ »§⁄UÊÿ‚Ê»§Ê⁄UÊ ‚Êÿπ” •ÊŸ¡ÊŒÊfl ©ÁÕ˝ŸÊ „ÊÿÊÁπ‚Ò?
(A) 68 (B) 54 (C) 58 (D) 65
60. ÿÁŒ Á∑§‚Ë ¬˝fl‡Ê ¬⁄UËˇÊÊ ∑§ Á‹∞ 200 ÁfllÊÕË¸ •ÊflŒŸ ∑§⁄UÃ „Ò¥ •ÊÒ⁄U 180 ÁfllÊÕË¸ ¬⁄UËˇÊÊ ◊¥ ©¬ÁSÕÃ ⁄U„Ã „Ò¥, ©‚∑§ ’Ëø ‚
∑§fl‹ 70% ¬⁄UËˇÊÊÕË¸ ©ûÊËáÊ¸ „ÊÃ „Ò¥, Ã’ ¬⁄UËˇÊÊ ◊¥ •ŸÈûÊËáÊ¸ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë ‚¥ÅÿÊ Á∑§ÃŸË „ÊªË ?
(A) 68 (B) 54 (C) 58 (D) 65
60. If 200 students filled form for an entrance test and 180 appeared in the test out of which only 70% have
passed the test, then how many number of students failed the test ?
(A) 68 (B) 54 (C) 58 (D) 65
___________________________________________________________________________________________
PART - III : Environmental Studies
61. ¤>¸ šøàoã yû¡³àKt¡ A¡[³ ë™à¯à¹ šø‹à> A¡à¹o Ò’º :

(A) š¹®¡[Û¡t¡à (B) ¤>àe¡º ‹¤}ÅãA¡¹o
(C) "à¤àÎ ‹¤}ÅãA¡¹o (D) [W¡A¡à¹
61. ¤>¸šøàoã¹ yû¡³àKt¡ ÒùàÎ ¤à A¡ì³ ™à*Úà¹ šø‹à> A¡à¹o Òº :

(A) š¹®¡[Û¡t¡à (B) ¤>àe¡º ‹ÿ¤}ÅãA¡¹o
(C) "à¤àÎ ‹ÿ¤}ÅãA¡¹o (D) [ÅA¡à¹
61. •⁄UŸÊÁ⁄U Á¡’-¡ÈŸÊŒ»˝§Ê »§ÊÁ⁄UÿÒ π◊Êÿ‹Ê¥ŸÊÿÁŸ ªÈ’Ò ¡Ê„ÊŸÊ ¡Ê’Êÿ -

(A) ¡ÈŸÊŒ¡Ê¥ ¡ÈŸÊŒ ¡Ê‹ÊÿŸÊÿÁŸ ÕÊπÊÿ– (B) •⁄UŸ’ÊÁ⁄U ¡Ê’dÊ¥‹Ê¥ŸÊÿÁŸ ÕÊπÊÿ–
(C) ÕÊª˝Ê ¡ÊÿªÊ ¡Ê’dÊ¥‹Ê¥ŸÊÿÁŸ ÕÊπÊÿ– (D) ◊Ò„È⁄U πÊ‹Ê◊ŸÊÿÁŸ ÕÊπÊÿ–
61. flãÿ ¬˝ÊÁáÊÿÊ¥ ∑§ ∑˝§◊ÊªÃ ‹ÈåÃ „ÊŸ ∑§Ê ¬˝œÊŸ ∑§Ê⁄UáÊ „Ò —
(A) ¬⁄U÷ÁˇÊÃÊ (B) flŸÊ¥ø‹ äfl¥‚Ë∑§⁄UáÊ
(C) •ÊflÊ‚ äfl¥‚Ë∑§⁄UáÊ (D) Á‡Ê∑§Ê⁄U
61. Main reason of continuous decreasing of wild life :

(A) Predation (B) Cutting down of forests
(C) Destruction of habitat (D) Hunting
___________________________________________________________________________________________
62. ìÎl¡ü\KõÒ¹ šø®¡à¯¹ ó¡ºt¡ šõ[=¯ã¹ l¡üš[¹®¡àìK ëA¡à>[¤‹ [¤[A¡¹o ‹[¹ ¹àìJ ?
(A) [¤i¡à ¹[Æµ (B) "àÂiö¡à®¡àìÚàìºi¡ ¹[Æµ
(C) &Gì¹ ¹[Æµ (D) Òü>óø¡àì¹lô¡ ¹[Æµ
62. Køã>ôÒàl¡üÎ-&¹ šø®¡àì¤¹ ó¡ìº šõ[=¤ã¹ l¡üš[¹®¡àìK [A¡ ‹¹ì>¹ [¤[A¡¹o ‹ì¹ ¹àìJ ?
(A) [¤i¡à ¹[Æµ (B) "àºi¡öà®¡àìÚàìºi¡ ¹[Æµ
(C) &Gì¹ ¹[Æµ (D) Òü>óø¡àì¹l¡ ¹[Æµ (IR rays)
62. Áª˝Ÿ „Ê©‚ÁŸ Á’¡Ê©ŸÊfl ’È„È◊ ‚ÊÿÊfl ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ÿÊ Á⁄UÁ»§ŸÊÿπÊÒ „◊ÕÊŸÊ ‹ÊÁπÿÊ?
(A) Á’≈UÊ ⁄UÊŒÊ (Beta-Ray) (B) •Ê‹≈˛UÊ ÷Êÿ”‹≈U ⁄UÊŒÊ (UV-Rays)
(C) ∞Ä‚ ⁄UÊŒÊ (X-Rays) (D) •Êß.•Ê⁄U. ⁄UÊŒÊ (IR-Rays)
MPT-19/P-I/F 46
62. „Á⁄UÃªÎ„ ¬˝÷Êfl (Green House Effect) ‚ ¬ÎâflË ∑§Ê ™§¬⁄UË ÷Êª ∑§ÊÒŸ-‚Ê ÁflÁ∑§⁄UáÊ ⁄UÊ∑§ÃÊ „Ò?
(A) ’Ë≈UÊ Á∑§⁄UáÊ¥ (B) ¬⁄UÊ’Ò¥ªŸË Á∑§⁄UáÊ¥ (•À≈˛UÊflÊÿÊ‹≈U Á∑§⁄UáÊ¥)
(C) ∞Ä‚ Á∑§⁄UáÊ¥ (D) ßŸ»˝§Ê⁄U«U Á∑§⁄UáÊ¥
62. What type of radiation is trapped on the earth’s surface by the green house effect ?
(A) Beta-rays (B) UV rays
(C) X-rays (D) IR rays
___________________________________________________________________________________________
63. BAST [A¡Ò¹ ºKt¡ \[Øl¡t¡ ?
(A) ëKàºA¡ãÚ l¡üÌ¡t¡à (B) "\’> Ñz¹¹ [¤Þê¡à

(C) ¤>¸šøàoã (D) ISO ¹ ƒì¹ š[¹ì¯Å ¤¸¯Ñ‚àš>à
63. BAST [A¡ìÎ¹ ÎìU ™åv¡û¡ ?
(A) [¤Å¬ l¡üÌ¡t¡à (B) *ì\à> Ñzì¹¹ Kt¢¡

(C) ¤>¸šøàoã (D) ISO -¹ ³ìt¡à š[¹ì¤Å ¤¸¤Ñ‚àš>à
63. BAST •Ê ªÊ„ÊÿÁŸ ◊Ê¡Ê¥ ‚Ê◊ÊãŒÊ Œ¥?

(A) Ç‹’‹ flÊ⁄UÁ◊¥ (B) •¡Ÿ „”‹‚
(C) Á¡’ ◊È‹Èª (D) ISO ÁŸ ’ÊÁŒ •Ê’„ÊflÊ ÁÕ πÊ‹Ê◊ŸÊÿ
63. BAST Á∑§‚∑§ ‚ÊÕ ¡È«∏ „Ò?
(A) ÷Í◊¥«U‹Ëÿ ™§c◊Ë∑§⁄UáÊ (Global Warming)

(B) •Ê$¡ÊŸ Á¿UŒ˝ (Ozone holes)
(C) flãÿ ¬˝ÊáÊË (Wild Life)
(D) ISO ¡Ò‚Ê ¬ÿÊ¸fl⁄UáÊ ¬˝’¥œŸ (Environmental Management Like ISO)
63. BAST is associated with :

(A) Global warming (B) Ozone holes
(C) Wild life (D) Environmental management like ISO
___________________________________________________________________________________________
64. t¡ºt¡ [ƒÚà ëA¡à>J> ëƒÅt¡ [ÅÇ¡ Åø[³A¡ J[>t¡ [>™å[v¡û¡ [ƒÚà ÒÚ ?
(A) ®¡à¹t¡ (B) ¤öà[\º (C) ì³[GìA¡à (D) Òüì–ƒàì>[áÚà
64. >ãìW¡¹ ëƒ*Úà ëA¡à> ëƒìÅ [ÅÇ¡ Åø[³A¡ìƒ¹ J[>ìt¡ [>™å[v¡û¡ ëƒ*Úà ÒÚ ?
(A) ®¡à¹t¡ (B) ¤øà[\º (C) ì³[GìA¡à (D) Òüì–ƒàì>[ÅÚà
64. ªÊ„ÊÿÁŸ ’’ „ÊŒÊŒ•Êfl πÁŸ»˝§Êfl ©ãŒÒ ªÕ”»§Ê⁄UπÊÒ „Ê’Ê ◊Êfl„ÊŸÊÿ ¡ÊÿÊ?
(A) ÷Ê⁄UÃ (B) ’˝ÊÁ¡‹ (C) ◊ÁÄ‚∑§” (D) ßãŒ”ŸÁ‚ÿÊ
64. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚ Œ‡Ê ◊¥ ’Ê‹ üÊÁ◊∑§Ê¥ ∑§Ê πÊŸ ◊¥ ÁŸÿÈÄÃ Á∑§ÿÊ ¡ÊÃÊ „Ò?
(A) ÷Ê⁄UÃ (B) ’˝Ê$¡Ë‹ (C) ◊ÒÁÄ‚∑§Ê (D) ß¥«UÊŸÁ‡ÊÿÊ
64. Which of these countries employs child miners ?

(A) India (B) Brazil (C) Mexico (D) Indonesia
___________________________________________________________________________________________
65. "\’> Ñz¹ ëšà¯à ™àÚ :

(A) =àì³¢àìÑ£¡Úà¹t¡ (B) ìÐ¡öìi¡àìÑ£¡Úà¹t¡
(C) i¡öìšàìÑ£¡Úà¹t¡ (D) ì³ì\àìÑ£¡Úà¹t¡
65. *\> Ñz¹ šà*Úà ™àÚ :

(A) =àì³¢àìÑ£¡Úàì¹ (B) ìÐ¡öìi¡àìÑ£¡Úàì¹
(C) i¡öìšàìÑ£¡Úàì¹ (D) ì³ì\àìÑ£¡Úàì¹
65. •¡Ÿ ÕÊπÊπÊÒ ◊ÊŸŸÊ „ÊÿÊ -

(A) ÕÊ◊¸”S¬ÿÊ⁄UÊfl (B) c≈˛U≈U”S¬ÿÊ⁄UÊfl
(C) ≈˛U¬”S¬ÿÊ⁄UÊfl (D) ◊¡”S¬ÿÊ⁄UÊfl
65. •Ê$¡ÊŸ (Ozone) SÃ⁄U ¬ÊÿÊ ¡ÊÃÊ „Ò —

(A) Õ◊Ê̧S»§Ëÿ⁄U (Thermosphere) (B) S≈˛U≈UÊS»§Ëÿ⁄U (Stratosphere)
(C) ≈˛UÊ¬ÊS»§Ëÿ⁄U (Troposphere) (D) ◊‚ÊS»§Ëÿ⁄U (Mesosphere)
65. Ozone layer is found in :

(A) Thermosphere (B) Stratosphere
(C) Troposphere (D) Mesosphere
___________________________________________________________________________________________
66. ¤>¸šøàoã Îœ¡àÒ l¡üƒô™àš> A¡¹à ÒÚ :

(A) "ìC¡à¤¹¹ 1 t¡à[¹J¹ š¹à 7 t¡à[¹Jîº (B) "ìC¡à¤¹¹ 15 t¡à[¹J¹ š¹à 21 t¡à[¹Jîº
(C) \å>¹ 1 t¡à[¹J¹ š¹à 7 t¡à[¹Jîº (D) \å>¹ 15 t¡à[¹J¹ š¹à 21 t¡à[¹Jîº
66. ¤>¸šøàoã Îœ¡àÒ l¡üƒô™àš> A¡¹à ÒÚ :

(A) "ìC¡à¤ì¹¹ 1 t¡à[¹J ë=ìA¡ 7 t¡à[¹J š™¢”z (B) "ìC¡à¤ì¹¹ 15 t¡à[¹J ë=ìA¡ 21 t¡à[¹J š™¢”z
(C) \åì>¹ 1 t¡à[¹J ë=ìA¡ 7 t¡à[¹J š™¢”z (D) \åì>¹ 15 t¡à[¹J ë=ìA¡ 21 t¡à[¹J š™¢”z
MPT-19/P-I/F 48
66. „Êª˝Ê◊Ê Á¡flÊÁ⁄U ‚åÃÊ„ »§ÊÁ‹ŸÊÿ ¡ÊÿÊ -
(A) •Ä≈UU ”’⁄U ŒÊŸÁŸ 1 •Ä≈U”ÁŸ»˝§Êÿ 7 •Ä≈U”Á‚◊– (B) •Ä≈UU”’⁄U ŒÊŸÁŸ 15 •Ä≈UU”ÁŸ»˝§Êÿ 21 •Ä≈UU”Á‚◊–
(C) ¡ÈŸ ŒÊŸÁŸ 1 •Ä≈U”ÁŸ»˝§Êÿ 7 •Ä≈U”Á‚◊– (D) ¡ÈŸ ŒÊŸÁŸ 15 •Ä≈U”ÁŸ»˝§Êÿ 21 •Ä≈U”Á‚◊–
66. flãÿ ¬˝ÊáÊË ‚åÃÊ„ ◊ŸÊÿÊ ¡ÊÃÊ „Ò —

(A) 1 •Ä≈ÍU’⁄U ‚ 7 •Ä≈ÍU’⁄U Ã∑§ (B) 15 •Ä≈ÍU’⁄U ‚ 21 •Ä≈ÍU’⁄U Ã∑§
(C) 1 ¡ÍŸ ‚ 7 ¡ÍŸU Ã∑§ (D) 15 ¡ÍŸ ‚ 21 ¡ÍŸU Ã∑§
66. Wild Life Week is celebrated on :

(A) 1st October to 7th October (B) 15th October to 21st October
(C) 1st June to 7th June (D) 15th June to 21st June
___________________________________________________________________________________________
67. t¡º¹ ëA¡à>[¤‹ "à¤\¢>à í\[¯A¡®¡àì¯ ‰¯oãÚ ?

(A) šÃà[Ê¡A¡ (B) š[º[=>
(C) [W¡W¡à (D) *š¹¹ ëA¡àì>à &i¡àÒü >ÒÚ
67. >ãìW¡¹ ëƒ*Úà ëA¡à> ‹¹ì>¹ "à¤\¢>à í\[¤A¡®¡àì¤ ‰¤oãÚ ?

(A) šÃà[Ê¡A¡ (B) š[º[=>
(C) A¡àW¡ (D) l¡üšì¹¹ ëA¡àì>à[i¡Òü >Ú
67. ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ÿÊ ‘biodegradable waste’ •Êfl ªÊÇ‹ÒÿÊ?

(A) å‹ÊÁSÃ∑§ (B) ¬Á‹Á≈UŸ
(C) ’Õ‹ ’ÊßŸÊÿ (D) ªÊ¡ÊÒÁŸ ◊ÊŸ‚’Ê Ÿæ§Ê
67. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ’ÊÿÊÁ«Uª˝«U’‹ •¬Á‡Êc≈U (Biodegradable Waste) ∑§ÊÒŸ-‚Ê „Ò?

(A) å‹ÊÁS≈U∑§ (Plastic) (B) ¬Ê‹ËÁÕŸ (Polythene)
(C) ∑§Ê°ø (Glass) (D) ∞∑§ ÷Ë Ÿ„Ë¥
67. Which of the following is a biodegradable waste ?

(A) Plastics (B) Polythene
(C) Glass (D) None of these
___________________________________________________________________________________________
68. ìl¡}ìKà ë¹àK¹ ¤àÒA¡ Ò’º :

(A) &Òülô¡W¡ ³’Ò (B) [A¡l¡üìºG ³’Ò
(C) ³à[J (D) &>’[ó¡[ºW¡ ³’Ò
68. ìl¡Uå ë¹àìK¹ ¤àÒA¡ ÒìZá :
(A) &[l¡Î ³Åà (Aedes Mosquito) (B) [A¡l¡üìºG ³Åà (Culex Mosquito)
(C) ³à[á (Housefly) (D) "¸àì>à[ó¡[ºÎ ³Åà (Anopheles Mosquito)
68. Œ¥ªÈ ’⁄UÊ◊ ŒÒ’Êÿª˝ÊÿÊ ¡Ê’Êÿ -

(A) ∞ßÁ«U‚ ÕÊê»Ò§ (B) Á∑§©‹Ä‚ ÕÊê»Ò§
(C) Ÿ”ÁŸ ÕÊê»Ò§ (D) ∞Ÿ”Á»§Á‹‚ ÕÊê»Ò§
68. «¥UªÍ ⁄UÊª ∑§Ê flÊ„∑§ „Ò —

(A) ∞«UË¡ ◊ë¿U⁄U (B) ÄÿÍ‹Ä‚ ◊ë¿U⁄U
(C) ÉÊ⁄U‹Í ◊ÄπË (D) ∞ŸÊ»§‹Ë¡ ◊ë¿U⁄U
68. Carrier of Dengue disease is :

(A) Aedes Mosquito (B) Culex Mosquito
(C) Housefly (D) Anopheles Mosquito
___________________________________________________________________________________________
69. "àe¡[ºA¡ "à¹ç¡ Ñ‚à>ãÚ šø\à[t¡ [®¡Ät¡à¹ ">åšàt¡ ë\àJà šø=àA¡ ëA¡à¯à ÒÚ :
(A) "àºó¡à [®¡Ät¡à (B) [¤i¡à [®¡Ät¡à
(C) Kà³à [®¡Ät¡à (D) ìl¡Âi¡à [®¡Ät¡à
69. "àe¡[ºA¡ * Ñ‚à>ãÚ šø\à[t¡¹ í¤[W¡ìy¹ ([®¡Ät¡à¹) ">åšàt¡ š[¹³àš šø=àìA¡ ¤ºà ÒÚ :
(A) "àºó¡à í¤[W¡y¸t¡à (B) [¤i¡à í¤[W¡y¸t¡à
(C) Kà³à í¤[W¡y¸t¡à (D) ìl¡Âi¡à í¤[W¡y¸t¡à
69. •Êã‚Ê‹ÊÁ⁄U •Ê⁄UÊ ªÊfl ¡ÊÿªÊÿÊÁ⁄U ’ÊÿÁŒ ’ÊÿÁŒ Á¡flÊÁ⁄U»§Ê⁄UÁŸ ªÊ‚Ê⁄UÁÕ M§¡È¡πÊπÊÒ ‚ÈŸÊÿ ¡ÊÿÊ —
(A) •Ê‹»§Ê ŒÊß÷Ê⁄UÁ‚ÁÃ (Alpha diversity) (B) ’≈UÊ ŒÊß÷Ê⁄UÁ‚ÁÃ (Beta diversity)
(C) ªÊ◊Ê ŒÊß÷Ê⁄UÁ‚ÁÃ (Gamma diversity) (D) Œ‹≈UÊ ŒÊß÷Ê⁄UÁ‚ÁÃ (Delta diversity)
69. •Ê¥øÁ‹∑§ •ÊÒ⁄U SÕÊŸËÿ ¬˝¡ÊÃË ∑§Ë ÁflÁflœÃÊ ∑§ •ŸÈ¬ÊÃ ∑§Ê ∑§„Ê ¡ÊÃÊ „Ò —
(A) •À»§Ê ÁflÁflœÃÊ (B) Á’≈UÊ ÁflÁflœÃÊ
(C) ªÊ◊Ê ÁflÁflœÃÊ (D) «UÀ≈UÊ ÁflÁflœÃÊ
69. The ratio between regional and local species diversity is measured as :
(A) Alpha diversity (B) Beta diversity
(C) Gamma diversity (D) Delta diversity
___________________________________________________________________________________________
MPT-19/P-I/F 50
70. &A¡A¡ š[¹Úàº ³àì> :
(A) 1950 W¡>¹ [šW¡t¡ \–µKøÒo A¡¹à [™ìA¡àì>à š[¹Úàº
(B) [™ìi¡à š[¹Úàºt¡ [štõ¡-³àtõ¡ "à¹ç¡ ìt¡*òìºàA¡¹ º’¹à-ëáà¯àºã =àìA¡
(C) º’¹à-ëáà¯àºã, ët¡*òìºàA¡¹ [štõ¡-³àtõ¡ "à¹ç¡ A¡A¡àA¡ "àÒüi¡àA¡ "”zK¢t¡
(D) ìA¡¯º Ñ¬à³ã "à¹ç¡ šâ—ã
70. "oå š[¹¤à¹ (Nuclear Family) ³àì> :

(A) 1950 Îàìº¹ šì¹ \–µKøÒo A¡¹à ë™ ëA¡àì>à š[¹¤à¹¡
(B) ì™ š[¹¤àì¹ [št¡à-³àt¡à * t¡àìƒ¹ ëáìº-ë³ìÚ ¤à Î”zà> =àìA¡¡

(C) ìáìº-ë³ìÚ ¤à Î”zà>, t¡àìƒ¹ [št¡à³àt¡à * k¡àAå¡¹ƒà-k¡àAå¡³à "”zK¢t¡
(D) Ç¡‹å Ñ¬à³ã * Ñ|ã
70. •Ê‹ÊŒÊ Ÿπ⁄U (Nuclear family) ’È¥ŸÊÿ ¡ÊÿÊ —

(A) 1950 ◊ÊßÕÊßÁŸ ©ŸÊfl ¡ÊŸÊ◊ ¡ÊŸÊÿ ¡ÊÿÁπ¡ÊÿÊ Ÿπ⁄U–
(B) ¡Êÿ Ÿπ⁄UÊfl Á’◊Ê-Á’»§Ê •Ê⁄UÊ Á’‚Ê⁄UÁŸ Á»§‚Êí‹Ê Á»§‚Ê¡Ê ÕÊÿÊ–
(C) Á»§‚Êí‹Ê-Á»§‚Ê¡Ê¡Ê¥ ‹ÊªÊ‚ Á’‚Ê⁄UÁŸ Á’◊Ê-Á’»§Ê •Ê⁄UÊ Á’’ÊÒ Á’’ÒÿÊ’Ê ÕÊÿÊ–
(D) Á’Á‚ •Ê⁄UÊ Á»§‚Êß‹” ÕÊÿÊ–
70. ∞∑§‹ ¬Á⁄UflÊ⁄U ∑§Ê •Õ¸ —

(A) ‚Ÿ˜ 1950 ∑§ ’ÊŒ ¡ã◊ ‹Ÿ flÊ‹Ê ∑§Êß¸ ÷Ë ¬Á⁄UflÊ⁄U–
(B) Á¡‚ ¬Á⁄UflÊ⁄U ∑§ •ãÃª¸Ã ◊ÊÃÊ-Á¬ÃÊ •ÊÒ⁄U ©Ÿ∑§ ’ìÊ „Ò¥–
(C) ¬Í⁄UÊ ¬Á⁄UflÊ⁄U Á¡‚◊¥ ’ìÊ, ©Ÿ∑§ ◊ÊÃÊ-Á¬ÃÊ •ÊÒ⁄U ŒÊŒÊ-ŒÊŒË „Ò¥–
(D) ∑§fl‹ ¬ÁÃ-¬àŸË–
70. Nuclear family refers to :

(A) Any family born after 1950
(B) Family includes parents and their children
(C) Entire family including children, their parents and grandparents
(D) Only husband and wife
___________________________________________________________________________________________
71. š[¹[Ñ‚[t¡ t¡”|t¡ Å[v¡û¡ šø¤àÒ ÒÚ :

(A) &A¡ [ƒÅàuA¡ (B) [‡-[ƒÅàuA¡
(C) ¤×[ƒÅàuA¡ (D) *š¹¹ ëA¡àì>àìi¡àì¯Òü >ÒÚ
71. š[¹[Ñ‚[t¡ t¡ì”| ¤à ¤àÑñt¡ì”| Å[v¡û¡ šø¤àÒ ÒÚ :
(A) &A¡ [ƒÅàuA¡ (B) [‡-[ƒÅàuA¡
(C) ¤×[ƒÅàuA¡ (D) l¡üšì¹¹ ëƒ*Úà ëA¡à>[i¡Òü >Ú
71. Ecosystem •Êfl ªÊ„Ê•Ê ªÊ‚Ê⁄U‹Êæ§Ê -
(A) »§Ê‚¸ Á’ÁÕ¥¡Ê¥ (B) »§ÊŸÒ¸ Á’ÁÕ¥¡Ê¥

(C) »§Ê⁄U»§˝ Ê◊ÁÕ¥’Ê (D) ªÊ¡ÊÒÁŸ ◊ÊŸ‚’Ê Ÿæ§Ê
71. ¬ÊÁ⁄UÁSÕÁÃ∑§Ë Ã¥òÊ (ß¸∑§ÊÁ‚S≈U◊) ◊¥ ‡ÊÁÄÃ ¬˝flÊ„ „ÊÃÊ „Ò —

(A) ∞∑§ÁŒ‡ÊÊà◊∑§ (Unidirectional) (B) ÁmÁŒ‡ÊÊà◊∑§ (Bidirectional)
(C) ’„ÈÁŒ‡ÊÊà◊∑§ (Multidirectional) (D) ∞∑§ ÷Ë Ÿ„Ë¥
71. Energy flows in ecosystem is :

(A) Unidirectional (B) Bidirectional
(C) Multidirectional (D) None of the above
___________________________________________________________________________________________
72. ³à>åÒ¹ [yû¡ÚàA¡ºàš¹ A¡à¹ìo Îõ[Ê¡ ëÒà¯à š[¹ì¯Å¹ "Îå[¤‹à\>A¡ š[¹¤v¢¡>A¡ ëA¡à¯à ÒÚ :
(A) šà[¹[Ñ‚[t¡A¡ l¡üš‰¤ (B) [¤š™¢¸Ú
(C) šà[¹[Ñ‚[t¡A¡ [>´•ãA¡¹o (D) šøƒèÈo
72. ³à>åìÈ¹ A¡à™¢A¡ºàìš¹ ([yû¡Úà) A¡à¹ìo (\>¸) Îõ[Ê¡ Ò*Úà š[¹ì¤ìÅ¹ "Îå[¤‹à\>A¡ š[¹¤t¢¡>ìA¡ ¤ºà ÒÚ :
(A) š[¹ì¤ÅKt¡ ¤à šà[¹[Ñ‚[t¡A¡ l¡üš‰š (B) [¤š™¢Ú
(C) š[¹ì¤ÅKt¡ ³àì>¹ "¤>Ú> (D) ƒèÈo ¤à šøƒèÈo
72. ‚È’È¥ÁŸ ’ÊÿÁŒ ◊ÊflÁ’ÁŒÁãÕÁŸ ¡Ê„ÊŸÊfl ‚Ê◊Á¡ŸÊÿ •Ê’„ÊflÊ ‚Ê‹ÊÿŸÊÿπÊÒ ’Èæ§Ê–

(A) ‚Ê⁄UÁ’ÁÕ¥ÁŸ ŸÊ∫’ŸÊÿ (B) Á◊ÁÕ¥ªÊÿÊÁ⁄U »§Ê¡Ê’dÊ¥ŸÊÿ
(C) ‚Ê⁄UÁ’ÁÕ¥ÁŸ ‚ÊÿÊfl ŸÊ¡Ê⁄U ‹ÊÁπÿÒ (D) ’Ê⁄U„ÊflÊ ªÈ’È¥‹ ¡ÊŸÊÿ
72. ◊ŸÈcÿ ∑§ Á∑˝§ÿÊ∑§‹Ê¬Ê¥ ∑§ ∑§Ê⁄UáÊ ‚ÎÁc≈U „ÊŸ flÊ‹ ¬Á⁄Ufl‡Ê ∑§ •‚ÈÁflœÊ¡Ÿ∑§ ¬Á⁄UflÃ¸Ÿ ∑§Ê ∑§„Ê ¡ÊÃÊ „Ò —
(A) ¬ÊÁ⁄UÁSÕÁÃ∑§ ©¬Œ˝fl (B) Áfl¬ÿ¸ÿ
(C) ¬ÊÁ⁄UÁSÕÁÃ∑§ ÁŸêŸË∑§⁄UáÊ (D) ¬˝Œ·Í áÊ
72. The unfavourable alteration of environment due to human activities is termed as :

(A) Ecological disturbance (B) Catastrophe
(C) Ecological degradation (D) Pollution
___________________________________________________________________________________________
MPT-19/P-I/F 52
73. l¡ü[Š±ƒ¹ ëA¡à>ìi¡à "}ÅÒü šà>ã ¤àÍšã®è¡t¡ A¡ì¹ ?
(A) šy¹Þø¡ý (B) ó¡º
(C) Ká¹ l¡àº (D) [Åšà
73. l¡ü[Š±ìƒ¹ ëA¡à> "}Å[i¡ \º ¤àÍšã®¡¤> (water evaporates) A¡ì¹ ?

(A) šy¹Þøý¡ (Stomata) (B) ó¡º (Fruit)
(C) ÅàJà-šøÅàJà (Branch) (D) [ÅA¡Øl¡ ¤à ³èº (Root)
73. Á’»§Ê¥ÁŸ ’’ ◊ÊŸ‚ ’Ê„ÊªÊ•Ê ŒÒπÊÒ π»§”•Êfl ŒÒÕÊÿ„⁄UÊ?

(A) S≈U”◊ÊÃÊ (Stomata) (B) Á»§ÕÊß
(C) ŒÊ‹Êß (D) ⁄UÊŒ Ê
73. ©ÁjŒ ∑§Ê ∑§ÊÒŸ ‚Ê ÷Êª ¬ÊŸË ∑§Ê flÊÁc¬Ã ∑§⁄UÃÊ „Ò?
(A) ⁄¥Uœ˝ (stomata) (B) »§‹
(C) ‡ÊÊπÊ (D) ¡«∏
73. Which part of a plant evaporates water ?

(A) Stomata (B) Fruit
(C) Branch (D) Root
___________________________________________________________________________________________
74. [³>à³ài¡à ë¹àK [A¡Ò¹ šø®¡à¯t¡¡ ÒÚ ?

(A) šà¹à (B) "àìÚà[l¡>
(C) "àìW¢¡[>A¡ (D) ìA¡lô¡[³Úà³
74. [³>à³àt¡à ë¹àK [A¡ A¡à¹ìo ÒÚ ?

(A) šà¹à (mercury) (B) "àìÚà[l¡>
(C) "àìÎ¢[>A¡ (D) ìA¡lô¡[³Úà³
74. Á◊ŸÊ◊Ê≈UÊ (Minamata) ’⁄UÊ◊Ê ◊ÊÁŸ»˝§Êÿ ¡ÊÿÊ?

(A) ◊Ê⁄UÁ∑§©Á⁄U (B) •Êÿ”ÁŒŸ
(C) •Ê‚̧ÁŸ∑§ (D) ∑§«UÁ◊ÿÊ◊
74. Á◊ŸÊ◊ÊÃÊ ⁄UÊª Á∑§‚∑§ ¬˝÷Êfl ‚ „ÊÃÊ „Ò?

(A) ¬Ê⁄UÊ (Mercury) (B) •ÊÿÊ«UËŸ (Iodine)
(C) „⁄UÃÊ‹ (Arsenic) (D) ∑Ò§«UÁ◊ÿ◊ (Cadmium)
74. Minamata disease is due to :
(A) Mercury (B) Iodine
(C) Arsenic (D) Cadmium
___________________________________________________________________________________________
75. [ÅÛ¡àt¡ `¡à> "àÒ¹o¹ š‡ý¡[t¡ìi¡à ë¤[W¡ ó¡ºšøÎè A¡[¹¤¹ A¡à¹ìo ¤¸¯Òà¹ A¡¹à šø™å[v¡û¡ :
(A) "àÒü [i¡ ( IT) (B) "àÒü [Î [i¡ (ICT)
(C) ÎèW¡>à šø™å[v¡û¡ (D) ì™àKàì™àK šø™å[v¡û¡
75. [ÅÛ¡àìt¡ `¡à> "àÒ¹o š‡ý¡[t¡[i¡ ë¤[Å ó¡ºšøÎè A¡¹à¹ \>¸ ¤¸¤Òà¹ A¡¹à šø™å[v¡û¡ :
(A) "àÒü [i¡ (IT) (B) "àÒü [Î [i¡ (ICT)
(C) ÎèW¡>à šø™å[v¡û¡ (D) ì™àKàì™àK šø™å[v¡û¡
75. ‚Ê‹Ê¥ÕÊßfl ÁªÿÊŸ ’ÈÕÈ◊ŸÊ ªÊ⁄U‹ÒÁ‚Ÿ ¡ÊŸÊÿÁŸ ÕÊπÊÿ ’Ê„ÊÿŸÊÿ Á’⁄UÊ¥ŒÊÁ◊ŸπÊÒ ’Èæ§Ê —
(A) IT (B) ICT
(C) ßŸ¬⁄U◊‚Ÿ ≈U∑§Ÿ”‹”Á¡ (D) ∑§Á◊©ÁŸ∑§‚Ÿ ≈U∑§Ÿ”‹”Á¡
75. Á‡ÊˇÊÊ ◊¥ ôÊÊŸ •Ê„⁄UáÊ ¬hÁÃ ∑§Ê •Áœ∑§ ‚◊Îh ∑§⁄UŸ ∑§ Á‹∞ √ÿfl„Ê⁄U ∑§⁄UŸ flÊ‹Ê ¬˝ÊÒlÊÁª∑§Ë „Ò —
(A) IT (B) ICT
(C) ‚ÍøŸÊ ¬˝ÊÒlÊÁª∑§Ë (D) ‚¥øÊ⁄U ¬˝ÊÒlÊÁª∑§Ë
75. The use of technology to enhance learning process is called __________ in education.
(A) IT (B) ICT
(C) Information Technology (D) Communication Technology
___________________________________________________________________________________________
76. ‘ì¹lô¡ l¡ài¡à ¤åA¡’t¡ (¹R¡à t¡=¸ šå[=) t¡=¸ =àìA¡ :

(A) ÎA¡ìºà l¡ü[Š±ƒ šø\à[t¡¹ (B) ÎA¡ìºà šøàoã šø\à[t¡¹
(C) "=¢î>[t¡A¡ P¡¹ç¡â« =A¡à šø\à[t¡¹ (D) [¤šÄ šø\à[t¡¹
76. ì¹l¡ l¡ài¡à ¤åìA¡ (ºàº t¡=¸ Køì”‚) t¡=¸ =àìA¡ :

(A) ÎA¡º l¡ü[Š±ƒ šø\à[t¡¹ (B) ÎA¡º šøàoã šø\à[t¡¹
(C) "=¢î>[t¡A¡ P¡¹ç¡â« =àA¡à šø\à[t¡¹ (D) [¤šÄ šø\à[t¡¹
76. Red Data Book Á’¡Ê’Êfl ÕÊÿÊ -
(A) ªÊ‚Ò’Ê Á’»§Ê¥ - ‹Êß»§Ê¥»§Ê⁄U (B) ªÊ‚Ò’Ê Á¡flÊÁ⁄U»§Ê⁄U

(C) ⁄UÊ¥πÊÁãÕÿÊfl ªÊŸÊ¥ÕÊ⁄U Á¡flÊÁ⁄U»§Ê⁄U (D) ŸÊ⁄U‚’¡ÊŸÊÿ Á¡flÊÁ⁄U»§Ê⁄U
MPT-19/P-I/F 54
76. ⁄U«U «UÊ≈UÊ ’È∑§ (Red Data Book) ◊¥ Ãâÿ „Ò —
(A) ‚’ ©ÁjŒ ¬˝¡ÊÃË (B) ‚’ ¬˝ÊáÊË ¬˝¡ÊÃË
(C) •Õ¸ŸÒÁÃ∑§ ◊„ûfl flÊ‹Ê ¬˝¡ÊÃË (D) Áfl¬ÛÊ ¬˝¡ÊÃË
76. Red Data Book contains data of :

(A) all plant species (B) all animal species
(C) economically important species (D) threatened species
___________________________________________________________________________________________
77. t¡º¹ ëA¡à>ìi¡à š¹Ñš¹ [yû¡ÚàÒü l¡üš-[¤¤t¢¡>t¡ ÎÒàÚ >A¡ì¹ ?

(A) ÎÒ®å¡v¡û¡t¡à (B) ÎìÒàšA¡à[¹t¡à
(C) š¹\ã[¯t¡à (D) ƒåÒü šø\à[t¡¹ ³à\¹ šø[t¡ì™à[Kt¡à
77. >ãìW¡¹ ëƒ*Úà ëA¡à> š¹Ñš¹ [yû¡Úà ÎÒ-[¤¤t¢¡ì> ÎÒì™à[Kt¡à A¡ì¹ >à ?
(A) ÎÒ®å¡v¡û¡t¡à (B) ÎÒl¡üšA¡à[¹t¡à
(C) š¹\ã[¤t¡à (D) ƒåÒü šø\à[t¡¹ ³ì‹¸ šø[t¡ì™à[Kt¡à
77. ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ÿÊ Co-evolution ÁŸ ŒÊÕÊÿÊfl „»§Ê¡Ê’ „Ê•Ê?

(A) Commensalism (B) Mutualism
(C) Parasitism (D) Interspecific competition
77. ÁŸêŸÁ‹ÁπÃ ∑§ÊÒŸ-‚Ë ¬⁄US¬⁄U Á∑˝§ÿÊ ‚„Áfl∑§Ê‚ (Co-evolution) ◊¥ ‚„Êÿ∑§ Ÿ„Ë¥ „Ò?
(A) ‚„÷ÊÁ¡ÃÊ (Commensalism)
(B) ¬Ê⁄US¬Á⁄U∑§ •ÊüÊÿ ∑§Ê Á‚hÊ¥Ã (Mutualism)
(C) ¬⁄U¡ËÁflÃÊ (Parasitism)
(D) ¬˝ÁÃS¬œÊ¸à◊∑§ ¬˝ÁÃÿÊÁªÃÊ (Interspecific Competition)
77. Which of the following interactions will not promote Co-evolution ?

(A) Commensalism (B) Mutualism
(C) Parasitism (D) Interspecific competition
___________________________________________________________________________________________
78. t¡º¹ ëA¡à>ìi¡à šø\à[t¡ Åõ}J[ºt¡ šø\à[t¡¹ l¡üƒàÒ¹o ?
(A) AÃ¡à*> ³àá (B) "àA¡àÅãºt¡à
(C) ³àÒüA¡¹ÒàÒü™à (D) ºàÒüìA¡>
78. [>ì´• ëƒ*Úà ëA¡à> šø\à[t¡[i¡ Åõ}J[ºt¡ šø\à[t¡¹ l¡üƒàÒ¹o ?

(A) AÃ¡àl¡ü> ³àá (B) Ñ¬o¢ºt¡à (Cuscuta)
(C) ³àÒüA¡¹ÒàÒü™à (D) ºàÒüìA¡>
78. ªÊ„ÊÿÁŸ ’’ Á¡flÊÁ⁄UÿÊ ◊ÊŸ‚ »§ÊŸÊ¥¡Ê’ª˝Ê Á¡flÊÁ⁄UÁŸ ÁŒÁãÕ -
(A) Ä‹Ê©Ÿ Á»§‚ (Clown fish) (B) ∑§Ê‚∑§Ê≈UÊ (Cuscuta)
(C) ◊Êß∑§⁄U„Êß¡Ê (Mycorrhiza) (D) ‹Êß∑§Ÿ (Lichen)
78. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ë ¬˝¡ÊÁÃ oÎ¥πÁ‹Ã ¬˝¡ÊÁÃ ∑§Ê ©ŒÊ„⁄UáÊ „Ò?
(A) Ä‹Ê©Ÿ ◊¿U‹Ë (B) •Ê∑§Ê‡Ê ’‹
(C) ◊Êß∑§Ê⁄UÊß¡Ê (D) ∑§Êß¸
78. Which of the following species is an example for link species ?

(A) Clown fish (B) Cuscuta
(C) Mycorrhiza (D) Lichen
___________________________________________________________________________________________
79. î\¯î¤[W¡yt¡à :
(A) [¤Èå¤ãÚ "e¡º¹ ó¡àìº ¤õ[‡ý¡ šàÚ¡ú (B) [¤Èå¤ãÚ "e¡º¹ ó¡àìº A¡[³ ™àÚ¡ú
(C) Î³Kø "e¡ºt¡ &ìA¡Òü =àìA¡¡ú (D) "Û¡à}Å¹ š[¹¯t¢¡>¹ ìA¡àì>à šø®¡à¯ >à=àìA¡¡ú
79. \ã¤î¤[W¡y¸ :
(A) [>¹Û¡ãÚ "e¡ìº¹ [ƒìA¡ ¤õ[‡ý¡ šàÚ (B) [>¹Û¡ãÚ "e¡ìº¹ [ƒìA¡ A¡ì³ ™àÚ
(C) Î³Kø "e¡ìº &A¡Òü =àìA¡ (D) "Û¡à}ìÅ¹ š[¹¤t¢¡ì>¹ ëA¡àì>à šø®¡à¤ šìØl¡ >à
79. Biodiversity •Ê —
(A) Á’‚È’ •ÊŸ‚Ê‹ÁÕ¥ ’Ê⁄UÊÿ‹Êæ§Ê– (B) Á’‚È’ •ÊŸ‚Ê‹ÁÕ¥ π◊Êÿ‹Êæ§Ê–

(C) ªÊ‚Ò’Ê •ÊŸ‚Ê‹Êfl ‚◊ÊŸ ÕÊÿÊ– (D) •ˇÊ „Ê¥πÊ•Êfl ¡’Ê ‚Ê‹ÊÿŸÊÿ ¡ÊÿÊ–
79. ¡Òfl ÁflÁflœÃÊ (Biodiversity) —

(A) Áfl·ÈflÃËÿ •¥ø‹ ∑§Ë Ã⁄U»§ flÎÁh „ÊÃÊ „Ò– (B) Áfl·ÈflÃËÿ •¥ø‹ ∑§Ë Ã⁄U»§ ÉÊ≈UÃÊ „Ò–
(C) ‚◊ª˝ •¥ø‹ ◊¥ ∞∑§‚Ê ⁄U„ÃÊ „Ò– (D) •ˇÊÊ¥‡Ê ¬Á⁄UflÃ¸Ÿ ∑§Ê ∑§Êß¸ ¬˝÷Êfl Ÿ„Ë¥ ⁄U„ÃÊ „Ò–
79. Biodiversity :
(A) increases towards the equator (B) decreases towards the equator
(C) remains same throughout the planet (D) has no effect on change in latitude
___________________________________________________________________________________________
MPT-19/P-I/F 56
80. [¤ìÅÈ ¤à‹à¹ ‡à¹à šõ=A¡ A¡¹à [¤[®¡Ä ë®¡ïK[ºA¡ "e¡ºt¡ ëšà¯à šø\à[t¡A¡ ëA¡à¯à ÒÚ :
(A) &º’ëš[yA¡ (B) [á³ìš[yA¡
(C) ÎìÒàƒ¹ (D) *š¹¹ ëA¡àì>àìi¡àì¯Òü >ÒÚ
80. [¤ìÅÈ ¤à‹à¹ ‡à¹à šõ=A¡ A¡¹à [¤[®¡Ä ë®¡ïìKà[ºA¡ "e¡ìº šà*Úà šø\à[t¡ìA¡ ¤ºà ÒÚ :
(A) "¸àºìš[i¡öA¡ (B) [Î³ìš[i¡öA¡
(C) ÎìÒàƒ¹ (Sibling) (D) l¡üšì¹¹ ëƒ*Úà ëA¡à>[i¡Òü >Ú
80. ◊Ê’Ê ◊ÊŸ‚ „¥ÕÊÁŸ ¡Ê„ÊŸÊfl •Ê‹ÊŒÊ ¡ÊŸÊ¥ŸÊÿ, ªÈ’ÈŸ ªÈ’ÈŸ ÷È◊πÊÒ⁄UÊæ§ÊÁ⁄U •ÊŸ‚Ê‹Êfl ◊ÊŸŸÊ „ÊŸÊÿ Á¡flÊÁ⁄UπÊÒ ’È¥ŸÊÿ
¡ÊÿÊ -
(A) Allopatric (B) Sympatric
(C) Sibling (D) ªÊ¡ÊÒÁŸ ◊ÊŸ‚’Ê Ÿæ§Ê
80. Áfl‡Ê· ’ÊœÊ ∑§ mÊ⁄UÊ •‹ª Á∑§∞ ª∞ ÁflÁ÷ÛÊ ÷ÊÒªÊÁ‹∑§ •¥ø‹ ◊¥ ¬Ê∞ ¡ÊŸ flÊ‹ ¬˝¡ÊÃË „Ò¥ —
(A) •‹Ê¬Á≈˛U∑§ (B) Á‚◊¬Á≈˛U∑§
(C) ‚„ÊŒ⁄U (sibling) (D) ∞∑§ ÷Ë Ÿ„Ë¥
80. Species that occur in different geographical regions separated by special barrier :
(A) Allopatric (B) Sympatric
(C) Sibling (D) None of the above
___________________________________________________________________________________________
81. ‘ëšl¡àK[\’ ³àì> [A¡Ò¹ "‹¸Ú> ?

(A) [ÅÛ¡à (B) áàyA¡ š= ëƒJå¯à
(C) [ÅÛ¡à A¡à™¢¸ šøoàºã (D) [ÅÛ¡à š‡ý¡[t¡
81. [ÅÛ¡à>ã[t¡ ¤à [ÅÛ¡à [¤`¡à> (pedagogy) [A¡ ‹¹ì>¹ "‹¸Ú> ?

(A) [ÅÛ¡à (B) áàyìA¡ š= šøƒÅ¢o
(C) [ÅÛ¡à A¡à™¢ šøoàºã (D) [ÅÛ¡à š‡ý¡[t¡
81. ¬ŒÊª¡Ë (Pedagogy) ÿÊ ◊ÊÁŸ ‚ÊÿÊfl ŸÊÿÁ’Á¡⁄UÊ —

(A) ‚Ê‹Ê¥ÕÊßÁŸ ‚ÊÿÊfl (B) »§⁄UÊÿ‚ÊŸÊ ‹Ê◊Ê ÁŒÁãÕŸÊÿÁŸ ‚ÊÿÊfl
(C) »§Ê⁄UÊ¥ŸÊÿÁŸ ◊ÊÄπÊÁãÕÁŸ ‚ÊÿÊfl (D) »§Ê⁄UÊ¥ŸÊÿ •ÊŒ’-πÊÁãÕÁŸ ‚ÊÿÊfl
81. Á‡ÊˇÊÊ ‡ÊÊSòÊ (Pedagogy) Á∑§‚∑§Ê •äÿÿŸ „Ò?

(A) Á‡ÊˇÊÊ (B) ¿UÊòÊÊ¥ ∑§Ê ◊Êª¸Œ‡Ê¸Ÿ ∑§⁄UŸÊ
(C) Á‡ÊˇÊÊ ∑§Êÿ¸¬˝áÊÊ‹Ë (D) Á‡ÊˇÊÊ ¬hÁÃ
81. Pedagogy is the study of :
(A) education (B) guiding students
(C) teaching process (D) teaching method
___________________________________________________________________________________________
82. [W¡ì³–i¡ ëó¡C¡¹ãt¡ A¡³¢¹t¡ A¡³¢ãÎA¡º¹ [A¡ ë¹àK ëÒà¯à¹¡ Î´±à¯>à =àìA¡ ?
(A) ët¡\¹ A¡A¢¡i¡ ì¹àK (B) "[Ñ‚³ðà¹ ë¹àK
(C) &W¡ì¤W¡i¡’[W¡Wô¡ (D) W¡àÒüi¡’[W¡[ºA¡’[W¡Wô¡
82. [Îì³–i¡ ó¡¸àC¡à[¹ìt¡ A¡³¢¹t¡ A¡³¢ãìƒ¹ [A¡ ë¹àK Ò*Úà¹ Î´±à¤>à =àìA¡ ?
(A) ¹ìv¡û¡ A¡A¢¡i¡ ë¹àK (Leukemia) (B) "[Ñ‚³ðà ë¹àK (bone marrow disease)
(C) &Îì¤Îìi¡à[ÎÎ (D) ÎàÒüìi¡à[Î[ºìA¡à[ÎÎ
82. Á‚◊ã≈U »§Ä≈U”⁄UËÿÊfl ◊Êflª˝Ê ‚È’È¥»§Ê⁄UŸÊfl ◊Ê ’⁄UÊ◊Ê ‚Ê’»§ÊŸÊ „ÊÕÊfl?

(A) Á‹©∑§Á◊ÿÊ (B) ’Ÿ ◊⁄U” ’⁄UÊ◊
(C) ∞‚’‚≈U”Á‚‚ (D) ‚Êß≈U”Á‚Á‹∑§”Á‚‚
82. ‚Ë◊¥≈U »Ò§Ä≈U⁄UË ◊¥ ∑§Ê◊ ∑§⁄UŸ flÊ‹ ∑§◊¸øÊÁ⁄UÿÊ¥ ∑§Ê ∑§ÊÒŸ-‚Ê ⁄UÊª „ÊŸ ∑§Ë ‚¥÷ÊflŸÊ ⁄U„ÃË „Ò?
(A) ⁄UÄÃ ∑§Ê ∑§∑¸§≈U ⁄UÊª (Leukemia) (B) •ÁSÕ◊í¡Ê ∑§Ê ⁄UÊª (Bone Marrow Disease)
(C) ∞S’S≈UÊÚÁ‚‚ (Asbestosis) (D) ‚Êß≈UÊÁ‚Á‹∑§ÊÁ‚‚ (Cytosilicosis)
82. Cement factory labourers are prone to :

(A) leukemia (B) bone marrow disease
(C) asbestosis (D) cytosilicosis
___________________________________________________________________________________________
83. Åà¹ã Åà¹ãîA¡ ì¹à¯à Ká¹ Åà¹ã¹ ³à\t¡ ëÒà¯à Aõ¡[È ÅÎ¸A¡ ëA¡à¯à ÒÚ :
(A) Îà³à[\A¡ ¤>à[>A¡¹o (B) cå¡³
(C) i¡àl¡ü`¡¸à š‡ý¡[t¡ (Taungya system) (D) Aõ¡[È ¤>à[>A¡¹o
83. Îà[¹ Îà[¹ A¡ì¹ ºàKàì>à Kàìá¹ ³àìc¡ Aõ¡[È ÅÈ¸ìA¡ ¤ºà ÒÚ :
(A) Îà³à[\A¡ ¤>à[>A¡¹o (B) cå¡³
(C) i¡àl¡ü`¡à š‡ý¡[t¡ (Taungya System) (D) Aõ¡[È ¤>à[>A¡¹o
83. ‚ÊÁ⁄U ‚ÊÁ⁄U ªÊÿŸÊÿ Á’»§Ê¥ÁŸ ª¡⁄UÊfl ◊ÊflŸÊÿ •Ê’ÊŒπÊÒ ’È¥ŸÊÿ ¡ÊÿÊ -
(A) ‚Á‚ÿ‹ »§⁄U‚Á≈˛U (B) ¡È◊ •Ê’ÊŒ
(C) ≈UÊ©ÇÿÊ πÊÁãÕ (D) ∞ª˝”»§⁄U‚Á≈˛U
MPT-19/P-I/F 58
83. ¬¥ÁÄÃ’h Ã⁄UË∑§ ‚ ‹ªÊ∞ ª∞ flÎˇÊÊ¥ ∑§ ’Ëø „ÊŸ flÊ‹Ë ∑Î§Á· »§‚‹Ê¥ ∑§Ê ∑§„Ê ¡ÊÃÊ „Ò —
(A) ‚Ê◊ÊÁ¡∑§ flÊÁŸ∑§Ë (B) ¤ÊÍ◊ ∑Î§Á·
(C) ≈UÊ¥ÇÿÊ ¬hÁÃ (Taungya System) (D) ∑Î§Á· flÊÁŸ∑§Ë
83. Growing agricultural crops between rows of planted trees is known as :

(A) Social forestry (B) Jhum
(C) Taungya system (D) Agroforestry
___________________________________________________________________________________________
84. CNG ¹ Î´šèo¢ >à³ íÒìá :
(A) A¡³> ë>W¡ì>º ëKá¡ (B) A¡ì´ßWô¡l¡ ë>W¡àì¹º ëKá¡

(C) A¡³> ë>W¡àì¹º ëKá¡ (D) W¡à[i¢¡ó¡àÒüƒô ë>W¡àì¹º ìKá¡
84. [Î.&>.[\. (C.N.G.) -¹ Î´šèo¢ >à³ [A¡ ?

(A) A¡³> >¸àÅ>àº K¸àÎ (B) A¡ì´ßÎôl¡ >¸àW¡à¹àº K¸àÎ
(C) A¡³> >¸àW¡à¹àº K¸àÎ (D) Îà[i¢¡ó¡àÒül¡ >¸àW¡à¹àº K¸àÎ
84. CNG ÁŸ •Ê’È¥ ◊Èæ§Ê ¡Ê’Êÿ —

(A) ∑§◊Ÿ Ÿ‚Ÿ‹ ª‚ (B) ∑§◊¬˝SÃ Ÿ‚Ê⁄U‹ ª‚
(C) ∑§◊Ÿ Ÿ‚Ê⁄U‹ ª‚ (D) ‚ÊÁÕ¸»§Êß≈U Ÿ‚Ê⁄U‹ ª‚
84. CNG ∑§Ê ¬Í⁄UÊ ŸÊ◊ „Ò —

(A) Common National Gas (B) Compressed Natural Gas
(C) Common Natural Gas (D) Certified Natural Gas
84. Full form of CNG is :

(A) Common National Gas (B) Compressed Natural Gas
(C) Common Natural Gas (D) Certified Natural Gas
___________________________________________________________________________________________
85. \>Î}J¸à¹ ÎèW¡A¡ãÚ ¤õ[‡ý¡¹ Îèyìi¡à íÒìá :

(A) dN/dt=rN (B) dt/dN=rN (C) dN/rN=dt (D) rN/dN=dt
85. \>Î}J¸à ÎèW¡A¡ãÚ ¤õ[‡ý¡¹ Îèy[i¡ ÒìZá :

85. ‚È’È¥ ‚ÊŸπÊ ’Ê¥ŸÊÿ ÁŒÁãÕª˝Ê »§⁄U◊È‹ÊÿÊ ¡Ê’Êÿ -

85. ÉÊÊÃËÿ ¡Ÿ‚¥ÅÿÊ flÎÁh ∑§Ê ‚ÍòÊ „Ò —
85. The formula for exponential population growth is :

___________________________________________________________________________________________
86. >¯ãA¡¹oì™àK¸ Å[v¡û¡¹ l¡ü;Î íÒìá :

(A) A¡Úºà (B) ìšìi¡öà[ºÚà³ (C) l¡ü[Š±ƒ (D) Òül¡üì¹[>Úà³
86. Å[v¡û¡¹ >¤ãA¡¹ìo¹ l¡ü;Î [A¡ ?

(A) A¡Úºà (B) ìšìi¡öà[ºÚà³ (C) l¡ü[Š±ƒ (D) Òül¡üì¹[>Úà³
86. ªÊ„Ê ‚Ê◊Á¡ „ÊÁ»§ÛÊÊ „ÊŸÊÿ »È¥§πÊÿÊ ¡Ê’Êÿ -

(A) πÒ‹Ê (B) ¬≈˛U”Á‹ÿÊ◊ (C) Á’»§Ê¥-‹Êß»§Ê¥ (D) ß©⁄UÁŸÿÊ◊
86. ‡ÊÁÄÃ ∑§ ŸflË∑§⁄UáÊ ∑§ dÊÃ „Ò —

(A) ∑§Êÿ‹Ê (B) ¬≈˛UÊÁ‹ÿ◊ (C) ©ÁjŒ (D) ÿÍ⁄UÁŸÿ◊
86. Renewable source of energy is :

(A) Coal (B) Petroleum (C) Plants (D) Uranium
___________________________________________________________________________________________
87. &i¡à Å[v¡û¡ [š¹à[³l¡¹ &ìA¡¤àì¹ ÅãÈ¢ "}Å [A¡ ?

(A) ³åJ¸ l¡ü;šàƒA¡ (B) ³åJ¸ l¡üšì®¡àv¡û¡à
(C) ìKïo l¡üšì®¡àv¡û¡à (D) [¤ìÚà\A¡
87. &A¡[i¡ Å[v¡û¡ [š¹à[³ìl¡¹ &A¡ƒ³ ÅãìÈ¢¹ "}Å [A¡ ?

(A) ³åJ¸ l¡ü;šàƒA¡ (B) ³åJ¸ l¡üšì®¡àv¡û¡à
(C) ìKïo l¡üšì®¡àv¡û¡à (D) [¤ìÚà\A¡/šW¡>Åãº
87. Energy Pyramid ÁŸ ’ÿÁŸ∫Èß’Ê ªÊŸÊ¥Á‚Ÿ ’Ê„ÊªÊ•Ê ◊Ê?
(A) ªÊ„Êÿ ÁŒ„ÈŸÁªÁ⁄U (B) ªÊ„Êÿ ’Ê„Êÿª˝Ê

(C) ‚⁄UÊ‚ŸdÊ ’Ê„Êÿª˝Ê (D) •ÊÁ¡¸ŸÊ ÕÊπÊÿ ŒÊŸÕÈ◊ª˝Ê
87. ∞∑§ ™§¡Ê¸ Á¬⁄UÊÁ◊«U ∑§Ê ‚’‚ ™§¬⁄UË ÷Êª ∑§ÊÒŸ-‚Ê „Ò?
(A) ¬˝ÊÕÁ◊∑§ ©à¬ÊŒ∑§ (Primary Producers) (B) ¬˝ÊÕÁ◊∑§ ©¬÷ÊÄÃÊ (Primary Consumers)
(C) ªÊÒáÊ ©¬÷ÊÄÃÊ (Secondary Consumers) (D) ¡Òfl •¬ÉÊ≈U∑§ (Decomposers)
MPT-19/P-I/F 60
87. The topmost portion of an ‘Energy Pyramid’ is of :
(A) Primary producers (B) Primary consumers
(C) Secondary consumers (D) Decomposers
___________________________________________________________________________________________
88. \>Î}J¸à¹ ¤Ò>Û¡³t¡à [>‡ý¢¡à[¹t¡ A¡¹à ÒÚ ÒüÚà¹ :

(A) \>Î}J¸à ¤õ[‡ý¡ [>[¹J¹ š¹à (B) \–µ¹ Î}J¸à¹ š¹à
(C) ³õtå¡¸¹ Î}J¸à¹ š¹à (D) [>‡ý¢¡à[¹t¡ l¡üšàƒà>¹ š¹à
88. \>Î}J¸à¹ ¤Ò>Û¡³t¡à [>‡ý¢¡à[¹t¡ A¡¹à ÒÚ ÒüÒà¹ :

(A) \>Î}J¸à ¤õ[‡ý¡¹ ">åšàìt¡¹ l¡üš¹ (B) \ì–µ¹ Òàì¹¹ l¡üš¹
(C) ³õtå¡¸¹ Òàì¹¹ l¡üš¹ (D) [>‡ý¢¡à[¹t¡ l¡üšàƒà> ë=ìA¡
88. ‚È’È¥ ‚ÊŸπÊ ’Ê¥ŸÊÿπÊÒ ÁÕ πÊ‹Ê◊ŸÊÿ ¡ÊÿÊ -

(A) ‚È’È¥ ‚ÊŸπÊ ’Ê¥ŸÊÿ „Ê⁄UÁŸ»˝§Êÿ (B) ¡ÊŸÊ◊ ‚ÊŸπÊÁŸ»˝§Êÿ
(C) ÕÒŸÊÿ ‚ÊŸπÊÁŸ»˝§Êÿ (D) ÁÕ ÕÊπÊŸÊÿ »È¥§πÊÁŸ»˝§Êÿ
88. ¡Ÿ‚¥ÅÿÊ ∑§Ë fl„Ÿ ˇÊ◊ÃÊ ÁŸœÊ¸Á⁄UÃ ∑§Ë ¡ÊÃË „Ò, ß‚∑§ —
(A) ¡Ÿ‚¥ÅÿÊ flÎÁh Œ⁄U ‚ (B) ¡ã◊ Œ⁄U ‚
(C) ◊ÎàÿÈ Œ⁄U ‚ (D) ‚Ë◊Ê∑§Ê⁄UË ∑§Ê⁄U∑§Ê¥ ‚
88. The carrying capacity of population is determined by its :

(A) population growth rate (B) natality
(C) mortality (D) limiting resources
___________________________________________________________________________________________
89. l¡üZW¡ ëšàÈA¡ Jàšt¡ DDT ¹ ƒì¹ A¡ãi¡>àÅA¡ ‰¤¸¹ l¡üš[Ñ‚[t¡A¡ ëA¡à¯à ÒÚ :
(A) ¤àÚ’[¹ì³[l¡ìÚW¡> (B) ¤àÚ’ì³K[>[ó¡ìA¡W¡>
(C) î\¯ ¤õ[‡ý¡ (D) î\¯ šøƒèÈo
89. l¡üZW¡t¡¹ i¡ö[ó¡A¡ ([l¡.[l¡.[i¡.)-¹ ³ìt¡à A¡ãi¡>àÅA¡ ‰ì¤¸¹ Î}Qi¡>ìA¡ ¤ºà ÒÚ :

(A) ¤àìÚà[¹ì³[l¡ìÚÅ> (B) ¤àìÚà³¸àK[>[ó¡ìA¡Å>
(C) î\[¤A¡ ¤‹¢> (D) î\[¤A¡ šøƒèÈo
89. Higher trophic level •Êfl DDT ’ÊÁŒ ∞ê»§ÊÒ ’ÈÕÊ⁄Uª˝Ê ◊ÈÁ‹πÊÒ ’È¥ŸÊÿ ¡ÊÿÊ —
(A) ’Êÿ”Á⁄U◊ÁŒÿ‚Ÿ (B) ’Êÿ”◊ªÁŸÁ»§∑§‚Ÿ

(C) ’Êÿ”‹Á¡∑§‹ ßŸ„ã‚◊ã≈U (D) ’Êÿ”¬‹È‚Ÿ
89. ©ìÊ ¬Ê·∑§ SÃ⁄U ¬⁄U DDT ¡Ò‚ ∑§Ë≈UŸÊ‡Ê∑§ Œ˝√ÿ ∑§Ë ©¬ÁSÕÁÃ ∑§Ê ∑§„Ê ¡ÊÃÊ „Ò —
(A) ¡ÒÁfl∑§ ©¬øÊ⁄U (Bioremediation) (B) ¡Òfl•ÊflœË¸∑§⁄UáÊ (Biomagnification)
(C) ¡ÒÁfl∑§ flÎÁh (Biological Enhancement) (D) ¡ÒÁfl∑§ ¬˝ŒÍ·áÊ (Biopollution)
89. The occurrence of pesticides like DDT in higher trophic levels is termed as :
(A) bioremediation (B) biomagnification
(C) biological enhancement (D) biopollution

___________________________________________________________________________________________
90. t¡º¹ ëA¡à>ìi¡à ¤àÚå šøƒèÈA¡ >ÒÚ ?

(A) ë‹à¯òà (B) A¡à¤¢> l¡àÒü"GàÒül¡
(C) >àÒüi¡ö’ì\> ëKá (D) W¡àºó¡à¹ l¡àÒü"GàÒül¡
90. >ãìW¡¹ ëƒ*Úà ëA¡à>[i¡ ¤àÚå šøƒèÈA¡ >Ú ?

(A) ë‹òàÚà (Smoke) (B) A¡à¤¢> l¡àÒü"GàÒül¡ (Carbon dioxide)
(C) >àÒüìi¡öàì\> K¸àÎ (Nitrogen gas) (D) Îàºó¡à¹ l¡àÒü"GàÒül¡ (Sulphur dioxide)
90. ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ÿÊ ’Ê⁄U„ÊflÊ ªÈ’È¥‹ πÊ‹Ê◊ª˝Ê Ÿæ§Ê?

(A) ©πÈãŒÒ (B) ∑§Ê’¸Ÿ ŒÊß•Ä‚ÊßŒ
(C) ŸÊß≈˛U”¡Ÿ ª‚ (D) ‚Ê‹»§Ê⁄U-ŒÊß•Ä‚ÊßŒ
90. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚Ê flÊÿÈ ¬˝ŒÍ·∑§ Ÿ„Ë¥ „Ò?

(A) œÈ•
° Ê (B) ∑§Ê’¸Ÿ «UÊß•ÊÚÄ‚Êß«U
(C) ŸÊß≈˛UÊ¡Ÿ ªÒ‚ (D) ‚À»§⁄U-«UÊß•ÊÚÄ‚Êß«U
90. Which of the following is not an air pollutant ?
(A) Smoke (B) Carbon dioxide
(C) Nitrogen gas (D) Sulphur-dioxide

___________________________________________________________________________________________
MPT-19/P-I/F 62
PART - IV : Language - II [ English (Compulsory) ]
ƒ¹A¡à¹ã @ &Òü "}Å ®¡àÈà-II (Òü}¹à\ã)-t¡ ³åk¡ 30i¡à šøÅ— "àìá "à¹ç¡ &Òü "}Å ÎA¡ìºà š¹ãÛ¡à=¢ã¹ ¤àì¤ ¤à‹¸t¡à³èºA¡¡ú
ƒ¹A¡à¹ã @ &Òü ®¡àìK ®¡àÈà-II (Òü}¹à\ã) -ìt¡ ì³ài¡¡ 30[i¡ šøÅ— "àìá &¤} &Òü ®¡àK ÎA¡º š¹ãÛ¡à=¢ã¹ \>¸ ¤à‹¸t¡à³èºA¡¡ú
ŸÊÿŸÊ ªÊŸÊ¥ — ’˝ÒÁÕ ’Ê„ÊªÊÿÊfl ⁄UÊfl -II (ß¥⁄UÊ¡Ë) ÁŸ ◊ÊŸ 30 ‚Ê¥ŸÊÿÁŸ ªÊ‚ÒÁŸ’Ê Á»§Ÿ „ÊŸÊÿÊ ªÊ‚Ò’Ê Á’ŸÊÿ‚ÊÁŸ ÕÊπÊÿ ∞¥ªÊ⁄U
„ÊÿÒ–
◊„ûfl¬ÍáÊ¸ — ‚÷Ë ¬⁄UËˇÊÊÁÕ¸ÿÊ¥ ∑§ Á‹∞ ß‚ ÷Êª ◊¥ ÷Ê·Ê-II (•¥ª˝¡Ë) ∑§ ‚÷Ë 30 ¬˝‡Ÿ •ÁŸflÊÿ¸ „Ò¥–
Important : This Part contains 30 questions for Language -II (English) and it is compulsory for all candidates.
(ENGLISH)
Direction (Q.No. 91 to 93) :
For the following items, match the correct alternative given against them as tag question.
___________________________________________________________________________________________
91. Something must be done for us ..............
(A) will you ? (B) won’t you ? (C) shan’t you ? (D) would you ?
___________________________________________________________________________________________
92. Do as I say .............
(A) will you ? (B) shan’t you ? (C) won’t you ? (D) don’t you ?
___________________________________________________________________________________________
93. Some of us wanted to stay longer ............
(A) Did we ? (B) Didn’t we ? (C) Aren’t we ? (D) Do we ?
___________________________________________________________________________________________
There are some gaps in each of the following items. Fill in the gaps with the correct alternative from the options
given as (A), (B), (C) and (D) against each item.
___________________________________________________________________________________________
94. Human brain is the _________ understood part of the body.
(A) a little (B) less (C) least (D) most
___________________________________________________________________________________________
95. Now a days children read only __________ books as they are more involved with their mobiles.
(A) few (B) the few (C) a little (D) a few
___________________________________________________________________________________________
96. In 1922 Albert Einstein was awarded _________ Nobel Prize.
(A) a (B) the (C) an (D) one
___________________________________________________________________________________________
97. There is a knock at the door. Who can be calling __________ us at this odd hours ?
(A) for (B) in (C) to (D) on
___________________________________________________________________________________________
In the following items some parts of the sentences have been jumbled. You are required to rearrange these parts in
the proper order. Parts are labelled as P, Q, R, S. Choose the proper sequence.
___________________________________________________________________________________________
98. Good writing is an art / like any other art / through constant practice / which can be acquired
(P) (Q) (R) (S)
(A) RPQS (B) PQSR (C) PSRQ (D) PSQR
___________________________________________________________________________________________
99. through incessant research / Science does / but it also destroys old fallacies /
(S) (P) (Q)
not only discover new truths
(R)
(A) SQRP (B) PQSR (C) PRQS (D) PSRQ
___________________________________________________________________________________________
100. Each problem child in the class / and should be treated differently /
(P) (Q)
is an individual entity / to help him to adjust with environment
(R) (S)
(A) SRQP (B) PSQR (C) PRQS (D) PQRS
___________________________________________________________________________________________
101. It is wonder that migratory birds / without ever getting lost /

(P) (Q)
always manage to find home / flying thousands of kilometers
(R) (S)
(A) PQRS (B) SPQR (C) SQRP (D) PSQR
___________________________________________________________________________________________
Read the following items. In each item one word is underlined against which four alternatives are given. Choose
the most appropriate alternative which is opposite in meaning to the underlined word.
___________________________________________________________________________________________
102. Human civilization discards many obsolete ideas as superstition.
(A) Occassional (B) up-to-date (C) dominant (D) remote
___________________________________________________________________________________________
103. In course of time we may exhaust many of our natural resources.
(A) Replenish (B) Increase (C) Decrease (D) Renew
___________________________________________________________________________________________
104. Conciseness of his expression surprised the audience.
(A) Terseness (B) Felicity (C) Precision (D) Renundancy
___________________________________________________________________________________________
MPT-19/P-I/F 64
Complete the following questions by selecting the most appropriate word/words from the set of alternatives
given against each item :
___________________________________________________________________________________________
105. I used to go the library everyday.
__________ do you go to the library ?
(A) Why (B) How (C) How often (D) When
___________________________________________________________________________________________
106. Every child has four stages of development.
_________ stages of development are there for every child ?
(A) How long (B) How many (C) How often (D) Which one
___________________________________________________________________________________________
107. According to Socrates education means creation of a sound mind in a sound body.
__________ does Socrates mean by education ?
(A) Who (B) What (C) When (D) How
___________________________________________________________________________________________
Read the following passage given below. There are five gaps in the passage which are numbered serially. Against
each numbered gap four alternatives are given below. Select the most appropriate alternative.
A passage used in (108) cloze test is a (109) of written material in (110) words have been
regularly removed. The students must then (111) to reconstruct the passage (112) filling in the
missing words.
___________________________________________________________________________________________
108. (A) the; (B) a; (C) of; (D) one
___________________________________________________________________________________________
109. (A) paragraph; (B) write up; (C) passage; (D) description
___________________________________________________________________________________________
110. (A) it; (B) which; (C) this; (D) what
___________________________________________________________________________________________
111. (A) look; (B) select; (C) ensure; (D) try
___________________________________________________________________________________________
112. (A) while; (B) when; (C) by; (D) with
___________________________________________________________________________________________
Each set of the following items has four (4) alternatives marked as (A), (B), (C) and (D). Choose the most suitable
alternative.
___________________________________________________________________________________________
113. (A) We usually have breakfast at 8 O’clock in the morning but this week as we have to go to the yoga
class we are having it at 7 A.M.
(B) We usually have to have breakfast at 8 O’clock in the morning but this week as we have to go to the
yoga class we have it at 7 A.M.
(C) We usually had breakfast at 8 O’clock in the morning but this week as we went to the yoga class we
have it at 7 A.M.
(D) We usually have breakfast at 8 O’clock in the morning but this week as we will go to the yoga class
we have it at 7 A.M.
___________________________________________________________________________________________
114. (A) For the last three months I am preparing for the exam.
(B) For the last three months I have been preparing for the exam.
(C) For the last three months I have prepared for the exam.
(D) For the last three months I was preparing for the exam.
___________________________________________________________________________________________
115. (A) It is high time he will start earning. (B) It is high time he started earning.
(C) It is high time he starts earning. (D) It is high time he has started earning.
___________________________________________________________________________________________
116. The main purpose of teaching a language is to :

(A) acquire elements of language. (B) express one’s ideas.
(C) develop communicative competence. (D) master its grammar and vocabulary.
___________________________________________________________________________________________
117. Which of the following statements is correct ?

(A) Reading and writing must precede listening and speaking.
(B) Speaking and reading must precede listening and writing.
(C) Listening and speaking must precede reading and writing.
(D) Speaking and writing must precede reading and listening.
___________________________________________________________________________________________

Read the following items. There are four alternatives given against the underlined words in the sentences. Choose
the most appropriate alternative for the underlined words.
___________________________________________________________________________________________
118. Teaching and testing should go together with neither being subservient to the other.
(A) common (B) dominant (C) subordinate (D) useful

___________________________________________________________________________________________
119. Vocabulary teaching and testing begins from the first day in school and continues throughout one’s career .
(A) formal education (B) life

(C) progress through life (D) academic session
___________________________________________________________________________________________
120. Learning a language more refers to development of communicative skill than mastery over the content.
(A) ability (B) efficiency (C) proficiency (D) fluency

___________________________________________________________________________________________
MPT-19/P-I/F 66
PART - V : Language - I (Optional)
ƒ¹A¡à¹ã @ &Òü "}Å¹ ®¡àÈà-I-t¡ "Î³ãÚà, ¤R¡àºã, ¤ìØl¡à, Kàì¹à, [Ò–ƒã, ³à¹, ë>šàºã, ³[ošå[¹ "à¹ç¡ A¡à[¤¢ - šø[t¡ìi¡à
®¡àÈà¹ 30 i¡àîA¡ šøÅ— "àìá ¡ú š¹ãÛ¡à=¢ãÎA¡ìº "àì¯ƒ> šy "à¹ç¡ OMR l¡üv¡¹-šy¹ ®¡àÈà-I-t¡ l¡üìÀJ A¡¹à
®¡àÈà¹ šøÅ—[¤ºàA¡¹ l¡üv¡¹ [ƒ¤ ºà[K¤ ¡ú
ƒ¹A¡à¹ã @ &Òü ®¡àìK¹ ®¡àÈà-I-& "Î³ãÚà, ¤à}ºà, ¤ìØl¡à, Kàì¹à, [Ò–ƒã, ³à¹, ë>šàºã, ³[ošå[¹ &¤} A¡à[¤¢ - šø[t¡[i¡
®¡àÈà¹ 30[i¡ A¡ì¹ šøÅ— "àìá ¡ú š¹ãÛ¡à=¢ãìƒ¹ "àì¤ƒ> šìy &¤} OMR l¡üv¡¹-šìy¹ ®¡àÈà-I ìt¡ l¡üìÀJ A¡¹à
®¡àÈàÚ šøÅP — ¡[º¹ l¡üv¡¹ [ƒìt¡ Òì¤ ¡ú
ŸÊÿŸÊ ªÊŸÊ¥ — ’ÊÁÕ ’Ê„ÊªÊÿÊfl ⁄UÊfl -I ÁŸ •‚◊ËÿÊ, ’Ê¥‹Ê, ’⁄U”, ªÊ⁄UÊ, Á„ãŒË, ◊Ê⁄U, Ÿ¬Ê‹Ë, ◊ÁáÊ¬È⁄UË •Ê⁄UÊ ∑§Ê’Ë¸ - ¡ÊÿÁπ-¡ÊÿÊ
◊ÊŸ‚ÁŸ ◊ÊŸ 30 ‚Ê¥ÁÕ ÕÊªÊŸ– ¡Êÿ»§Ê⁄U Á’ŸÊÿ‚ÊÿÊ •Ê⁄U¡‹Êß •Ê⁄UÊ OMR Á»§ŸŸÊÿ Á’‹ÊßÁŸ ⁄UÊfl-I ÿÊfl
◊π”ŸÊÿ ⁄UÊflÁŸ Á»§Ÿ „ÊªÊŸ–
◊„ûfl¬ÍáÊ¸ — ß‚ ÷Êª ∑§ ÷Ê·Ê - I ∑§ Á‹∞ ÁŒ∞ ª∞ Áfl∑§À¬Ê¥ ◊¥ •‚Á◊ÿÊ, ’¥ª‹Ê, ’Ê«UÊ, ªÊ⁄UÊ, Á„ãŒË, ◊Ê⁄U, Ÿ¬Ê‹Ë, ◊ÁáÊ¬È⁄UË ∞fl¥
∑§’Ë¸ - ¬˝àÿ∑§ ÷Ê·Ê ◊¥ 30 ¬˝‡Ÿ ⁄U„ªÊ– ¬⁄UËˇÊÊÁÕ¸•Ê¥ Ÿ •ÊflŒŸ-¬òÊ •ÊÒ⁄U OMR ©ûÊ⁄U-¬òÊ ◊¥ ÷Ê·Ê -I ◊¥ Á¡‚ ÷Ê·Ê
∑§Ê ©À‹π Á∑§ÿÊ „Ò, ©‚Ë ÷Ê·Ê ◊¥ ©ûÊ⁄U ŒŸÊ „Ò–
Important : This Part contains 30 questions each in Language - I, for which the options are Assamese,
Bengali, Bodo, Garo, Hindi, Hmar, Nepali, Manipuri and Karbi. Candidates should answer the
questions for only that Language-I option which they have given in their Application Form and
recorded in the OMR Answer-Sheet.
(ASSAMESE)
121. t¡º¹ ëA¡à>ìi¡àA¡ šøàAô¡-Å}A¡¹ã ™åK¹ Î³º [ÒW¡àìš ‹[¹¤ šà[¹ ?
(A) šøÓàƒ W¡[¹t¡ (B) ÅøãAõ¡Ì¡ A¡ãv¢¡> (C) W¡™¢àšƒ
(D) ¤¹Kãt¡
___________________________________________________________________________________________
122. ‘ƒå¤[¹ ¤>¹ šàt¡¹ "òà¹t¡ [>Úì¹ ³åAå¡t¡à "òàì¹’ - &Òü Kãt¡[i¡¹ ¹W¡A¡ ëA¡à> ?
(A) W¡–ƒøAå¡³à¹ "àK¹¯àºà (B) šˆ>à= ëKàÒà[d¡¤¹ç¡¯à
(C) ºÜã>à= ë¤\¤¹ç¡¯à (D) ì\¸à[t¡šøÎàƒ ¤¹ç¡¯à
___________________________________________________________________________________________
123. ¤¹Kãt¡A¡ ëA¡à>\> š[r¡ìt¡ ‘noble numbers’ ¤å[º íA¡[áº ?
(A) ¤àoãA¡à”z A¡àA¡[t¡ (B) ³ìÒÅ¬¹ ë>*K (C) A¡à[º¹à³ ë³[‹
(D) l¡üìš–ƒø>à= ëKàÑ¬à³ã
___________________________________________________________________________________________
124. [>´•[º[Jt¡ ëA¡à>ìi¡à ¤¸g> Î[Þê¡¹ l¡üƒàÒ¹o ?
(A) ™\ + > = ™`¡ (B) ìƒ¯ + "àºÚ = ìƒ¯àºÚ
(C) Î}KøÒ + "àºÚ = Î}KøàÒàºÚ (D) &i¡à* >ÒÚ
___________________________________________________________________________________________
125. "Î³ãÚà ®¡àÈà¹ šø=³ Îà[Ò[t¡¸A¡ [>ƒÅ¢> Ò’º :
(A) [¤×Kãt¡ (B) ÅøãAõ¡Ì¡ A¡ãv¢¡>
(C) W¡™¢àKãt¡ (D) ¤¹Kãt¡
___________________________________________________________________________________________
126. ‘Ît¡¸[šøÚ šàk¡A¡’ ëA¡à>\> ëºJA¡¹ áˆ>à³ ?
(A) ëÎï¹®¡ Aå¡³à¹ W¡[ºÒà (B) >ãº³[o óå¡A¡>
(C) ®¡ì¯–ƒø>à= ÅÒüA¡ãÚà (D) [Òìt¡Å¬¹ ¤¹¤¹ç¡¯à
___________________________________________________________________________________________
127. Å}A¡¹ìƒ¯¹ ‘P¡o³àºà’ šå[=J> [A¡ á–ƒt¡ ¹[át¡ ?
(A) [³yàÛ¡¹ (B) "[³yàÛ¡¹ (C) ³åv¡û¡A¡ (D) Aå¡Îå³³àºà
___________________________________________________________________________________________
128. ‘¤ão-¤’¹àKã’ "à¹ç¡ ‘šø[t¡³à’¹ ¹W¡A¡ ëA¡à> ?
(A) ºÜã>à= ë¤\¤¹ç¡¯à (B) šˆ>à= ëKàÒà[d¡¤¹ç¡¯à
(C) W¡–ƒøAå¡³à¹ "àK¹¯àºà (D) [Òìt¡Å¬¹ ¤¹¤¹ç¡¯à
___________________________________________________________________________________________
129. t¡º¹ ëA¡à>ìi¡à l¡üšàƒà> [ÅÛ¡ìA¡ [ÅÇ¡¹ Åø¯o ƒÛ¡t¡à "àÚv¡ "à¹ç¡ ¤õ[‡ý¡¹ ¤àì¤ šøìÚàK A¡[¹¤ šàì¹ ?
(A) *³ºà Kãt¡ (Nursery Rhymes) (B) Îà‹åA¡=à (Story Telling)
(C) "à¤õ[v¡, ¤v¡ûõ¡t¡à "à[ƒ (D) *š¹¹ "ài¡àÒüìA¡Òüi¡à
___________________________________________________________________________________________
130. [>´•[º[Jt¡ ÎK¢ìA¡Òüi¡à¹ š¹à šå¹ç¡È¤àW¡A¡ [¤®¡[v¡û¡¹ [W¡> [>o¢Ú A¡¹à¡ú
(A) "> (B) "[> (C) ¹ã
(D) *ò
___________________________________________________________________________________________
131. t¡º¹ ëA¡à>ìi¡à [yû¡Úà¤àW¡A¡ Jr¡¤àA¡¸¹ l¡üƒàÒ¹o ?
(A) Aò¡A¡àº š¹ (B) KàJã¹ìt¡ ³Ò¹ Jåò[i¡
(C) Q¹ ëKà>à (D) W¡Aå¡t¡ ºKà
___________________________________________________________________________________________
132. [>´•[º[Jt¡ ëA¡à>ìi¡à Ñ|ã šøt¡¸Ú¹ l¡üƒàÒ¹o ?
(A) ³àÒüA¡ã (B) "> (C) "A¡ (D) ¹ã
___________________________________________________________________________________________
133. Ç¡‡ý¡ ‹à¹oàìi¡à [W¡[Òû¡t¡ A¡¹à @ áày-áàyãA¡ š[Øn¡¤îº [ƒÚà "Î³ãÚà ®¡àÈà¹ šàk¡¸šå[=t¡ =A¡à "à¯Å¸A¡ãÚ :
(A) [ÅÛ¡A¡¹ ¤àì¤ [¤Åƒ®¡àì¯ ¤[o¢t¡ šàk¡ "òàW¡[>
(B) [ÅÛ¡o šøoàºã¹ yû¡³¹ [>ìƒ¢Å
(C) [ÅA¡à "[®¡`¡t¡à¹ ¤àì¤ Åõ}J[ºt¡ t¡=à Î}K[k¡t¡ Òül¡ü[>i¡
(D) t¡=¸¹ ÎåÈ³à šøƒÅ¢¢>
___________________________________________________________________________________________
134. ‘Kòà*¤åØn¡à’ >ài¡A¡¹ ¹W¡A¡ Ò’º :
(A) ºÜã>à= ë¤\¤¹ç¡¯à (B) ìÒ³W¡–ƒø ëKàÑ¬à³ã
(C) šˆ>à= ëKàÒà[d¡¤¹ç¡¯à (D) W¡–ƒøAå¡³à¹ "àK¹¯àºà
___________________________________________________________________________________________
135. ìA¡à>J> A¡à¤¸ Î}A¡º>¹ ¤àì¤ [>³¢ºšø®¡à ¤¹ƒîºìÚ 1983 W¡>t¡ Îà[Òt¡¸ "A¡àìl¡[³ ¤òi¡à ºà®¡ A¡[¹[áº ?
(A) ÎåƒãQ¢ [ƒ> "à¹ç¡ ¹à[t¡ (B) ¤> ó¡[¹R¡¹ ¹}
(C) Î³ãìšÈå (D) [ƒ>¹ šàát¡ [ƒ>
___________________________________________________________________________________________
136. "Î³ãÚà ®¡àÈà¹ ‘¤o¢’ "à¹ç¡ ‘"àJ¹’¹ ³à\t¡ šà=¢A¡¸ "àìáì> ?
(A) "àìá (B) >àÒü (C) ƒåìÚài¡àÒü Ç¡‡ý¡
(D) &i¡à* Ç¡‡ý¡ >ÒÚ
___________________________________________________________________________________________
137. [>´•[º[Jt¡ ëA¡à>[¤‹ A¡à¹A¡¹ šø[t¡¤Þê¡A¡t¡ l¡üš®¡àÈà Îõ[Ê¡ Ò’¤ šàì¹ ?
(A) ë®¡ïìKà[ºA¡ (B) Îà}ÑHõþ[t¡A¡ (C) Îà³à[\A¡
(D) *š¹¹ "ài¡àÒüìA¡Òüi¡à
___________________________________________________________________________________________
138. ³àtõ¡®¡àÈà [ÅÛ¡o¹ l¡üì„Å¸ Ò’º :
(A) "Î³t¡ "Î³ãÚà ®¡àÈà¹ šøW¡º>¹ \>Î}J¸à ¤õ[‡ý¡ A¡¹à¡ú
(B) ®¡à[ÈA¡ ÎìW¡t¡>t¡à ¤õ[‡ý¡ A¡¹à¡ú
(C) ³àtõ¡®¡àÈà [ÅÛ¡o¹ W¡à[¹i¡à ëA¡ïÅº-Åø¯o, A¡=>, šk¡> "à¹ç¡ [ºJ>¹ ƒÛ¡t¡à "\¢> A¡¹à¡ú
(D) ³àtõ¡®¡àÈà ³à‹¸³¹ [¤ƒ¸àºÚ¹ ¤àì¤ [ÅÛ¡A¡ šøÑñt¡ A¡¹à¡ú
___________________________________________________________________________________________
MPT-19/P-I/F 68
139. &i¡à ®¡àÈàt¡ ëA¡Òüi¡à l¡üš®¡àÈà =à[A¡¤ šàì¹ ?
(A) ƒåi¡à (B) &i¡à (C) ¤×ìt¡à (D) &i¡à* >à=àìA¡
___________________________________________________________________________________________
140. [>´•[º[Jt¡ ëA¡à>ìi¡à "Î³ãÚà ®¡àÈà¹ "ìQàÈ "¿šøào ‹¤[>¹ l¡üƒàÒ¹o ?
(A) ¤ (B) t¡ (C) ƒ (D) K
___________________________________________________________________________________________
141. [Òl¡üì¯> W¡àR¡¹ ³ìt¡-‘A¡à³¹ê¡š¹ ®¡àÈà ³‹¸ ®¡à¹t¡ãÚ ®¡àÈàt¡îA¡ [A¡áå šõ=A¡’ - ÒüÚàt¡ l¡ü[À[Jt¡ ‘A¡à³¹ê¡š¹
®¡àÈà’ ¤å[º ët¡*ò "Î³¹ ëA¡à>ìi¡à ®¡àÈà¹ A¡=à A¡’¤ [¤W¡à[¹ìá ?
(A) ¹à®¡à (B) ¤ìØl¡à (C) "Î³ãÚà (D) [t¡¯à
___________________________________________________________________________________________
142. ³à‹¯ìƒ¯¹ >à³ìQàÈàA¡ ìA¡à>\> ®¡àÈà[¤ìƒ ‘³ÒàšøàÑ‚à[>A¡ Kãt¡’ ¤å[º "àJ¸à [ƒìá ?
(A) ¤àoãA¡à”z A¡àA¡[t¡ (B) ìƒ¤à>–ƒ ®¡¹à[º (C) A¡>A¡ºàº ¤¹ç¡¯à (D) l¡üìš–ƒø>à= ëKàÑ¬à³ã
___________________________________________________________________________________________
143. [>´•[º[Jt¡ ëA¡à>ìi¡à oâ«-[¤[‹¹ ó¡ºt¡ ÎõÊ¡ Å¦ ?
(A) [>šå o (B) ¤à[o\¸ (C) A¡o (D) š¹àÚo
___________________________________________________________________________________________
144. [>´•[º[Jt¡ ëA¡à>ìi¡à [‡Ñ¬¹¹ l¡üƒàÒ¹o ?
(A) A¡à³ (B) ™à³ (C) "l¡ü (D) Q¹
___________________________________________________________________________________________
145. ìšà>ìt¡ ¤¸àA¡¹o¹ Î}`¡à ¤à Îèy "à¹ç¡ [>Ú³ l¡üšÑ‚àš> A¡[¹ t¡à¹ [šát¡ l¡üš™åv¡û¡ l¡üƒàÒ¹o [ƒ [ÅÛ¡à [ƒÚà¹ "=¢
Ò’º - áày-áàyãA¡ Îèy, Î}`¡à¹ š¹à l¡üƒàÒ¹oîº, "³èt¢¡¹ š¹à ³èt¢¡îº "à¹ç¡ Îà‹à¹o¹ š¹à [¤ìÅÈîº
"àK¤Øn¡àÒü [>Úà¡ú &Òü [ÅÛ¡àƒà> š‡ý¡[t¡A¡ [A¡ ¤å[º ëA¡à¯à ÒÚ ?
(A) "àì¹àÒã š‡ý¡[t¡
(B) ¤¸àA¡¹o š‡ý¡[t¡
(C) ì®¡¹àAå¡[t¡ Ñ¶¹o š‡ý¡[t¡ (Micicry Memorization Method)
(D) "¯ì¹àÒã š‡ý¡[t¡
___________________________________________________________________________________________
146. ³àtõ¡®¡àÈà Ò’º ¤¸[v¡û¡¹ :
(A) l¡üš®¡àÈà (B) šø=³ ®¡àÈà (C) [‡t¡ãÚ ®¡àÈà (D) &i¡à* >ÒÚ
___________________________________________________________________________________________
147. [>´•[º[Jt¡ ëA¡à>J> Kø”‚ ³à‹¯ìƒ¯¹ t¡w³èºA¡ ¹W¡>à ?
(A) ëA¡àìi¡à¹à ëJºà (B) ìW¡à¹-‹¹à [š´š¹à P¡ìW¡à¯à
(C) ì®¡à\> ë¤Òà¹ (D) \–µ ¹ÒÎ¸
___________________________________________________________________________________________
148. >ã¹¯ šk¡> :
(A) Ç¡‡ý¡ l¡üZW¡à¹o, Å¬àÎàQàt¡, Îå¹, Îå¹ºÒ¹, ¤àA¡¸¹ ºÚ "à¹ç¡ Ñ¬¹î¤[W¡y ">åÎ[¹ šk¡> A¡¹à¡ú
(B) ™[t¡, [¤¹à³, ëáƒ [W¡Òû¡ "à¹ç¡ "=¢¤Ò Å¦¹ šø[t¡ ™=à™= P¡¹ç¡â« [ƒ šØn¡àú
(C) "=¢ì¤à‹ÎÒ šøìÚà\>ãÚ "àì¤K [ƒ šØn¡àú
(D) *š¹¹ &i¡à* >ÒÚú
___________________________________________________________________________________________
149. t¡º¹ ëA¡à>ìi¡à ®¡àÈà š[¹Úàº¹ š¹à "Î³ãÚà ®¡àÈà \–µ íÒìá ?
(A) "[Ê¡öA¡ (B) Òüì–ƒà-Òül¡üì¹àšãÚ (C) ‰à[¤Øl¡ (D) &i¡à* >ÒÚ
___________________________________________________________________________________________
150. [>´•[º[Jt¡ ëA¡à>ìi¡à Aõ¡; šøt¡¸Ú¹ l¡üƒàÒ¹o ?
(A) >à³t¡ã (B) óå¡ºt¡ã(C) óå¡ºà³ (D) ¹àÞê¡>ã
___________________________________________________________________________________________
(BENGALI)
121. [>ì´• l¡ü[À[Jt¡ ëA¡à>ô Kø”‚[i¡ ë™àKã–ƒø>à= Î¹A¡àì¹¹ ëºJà ?

(A) ÎÒ\šàk¡ (B) Òà[ÎJå[Å (C) JàšáàØl¡à (D) K¿ Î¿
___________________________________________________________________________________________
122. "à[ƒ ³‹¸ ¤à}ºà¹ "à>å³à[>A¡ A¡àº Òº :
(A) 900 [JøÐ¡à¦ ë=ìA¡ 1350 [JøÐ¡à¦ (B) 900 [JøÐ¡à¦ ë=ìA¡ 1200 [JøÐ¡à¦
(C) 1350 [JøÐ¡à¦ ë=ìA¡ 1500 [JøÐ¡à¦ (D) 1350 [JøÐ¡à¦ ë=ìA¡ 1760 [JøÐ¡à¦
___________________________________________________________________________________________
123. ºÜã>à= ë¤\¤¹ç¡Úà¹ [št¡à¹ >à³ [A¡ [áº ?
(A) "à[ƒ>à= ë¤\¤¹ç¡Úà (B) Îãt¡à¹à³ ë¤\¤¹ç¡Úà
(C) l¡ü³àÅ}A¡¹ ë¤\¤¹ç¡Úà (D) ƒã>>à= ë¤\¤¹ç¡Úà
___________________________________________________________________________________________
124. ˜¡ A¡àì¹¹ šì¹ Î¤¢ƒàÒü ³è‹¢>¸ È ÒÚ¡ú [>´•[º[Jt¡ ëA¡à>ô Å¦[i¡ &¹ l¡üƒàÒ¹o ?
(A) ™å[‹[Ë¡¹ (B) ³àtõ¡ÉÎà (C) [štõ¡ÉÎà (D) Aõ¡Ì¡
___________________________________________________________________________________________
125. A¡à\ã >\¹ç¡º ÒüÎºà³ 1922 [JøÐ¡àì¦ ë™ [¤J¸àt¡ A¡à¤¸Jà[> [ºìJ[áìº> t¡à¹ >à³ [A¡ ?
(A) [¤ìÈ¹ ¤òàÅã (B) Îà³¸¤àƒã (C) "[N—¤ãoà (D) ®¡àRà¹ Kà>
___________________________________________________________________________________________
126. ¤à}ºà¹ Ñ¬¹¤o¢ìA¡ Îà‹à¹ot¡: A¡Ú[i¡ ëÅøoãìt¡ [¤®¡v¡û¡ A¡¹à ÒìÚìá ?
(A) ƒå[i¡ (B) [t¡>[i¡ (C) W¡à¹[i¡ (D) šòàW¡[i¡
___________________________________________________________________________________________
127. ÅS¡¹ìƒì¤¹ [‡t¡ãÚ šâ—ã¹ >à³ [A¡ [áº ?
(A) [¤‹å³åJã (B) ¤àÎ”zã ëƒ¤ã (C) A¡à[º–ƒã (D) Òü–ƒå³t¡ã
___________________________________________________________________________________________
128. ¤à}ºà ®¡àÈà¹ \–µA¡àº [>‹¢à¹o A¡¹ :
(A) ƒÅ³ Åt¡à¦ã (B) &A¡àƒÅ Åt¡à¦ã (C) yìÚàƒÅ Åt¡à¦ã (D) še¡ƒÅ Åt¡à¦ã
___________________________________________________________________________________________
129. ³àtõ¡®¡àÈà ÎÒì\ l¡ü‡å‡ý¡ A¡¹ìt¡ šàì¹ :
(A) "à³àìƒ¹ ¤å[‡ý¡¹ [¤A¡àÅìA¡ (B) "à³àìƒ¹ ³à>[ÎA¡ Å[v¡û¡ìA¡
(C) "à³àìƒ¹ ë¤à‹Å[v¡û¡ * ‹à¹oà Å[v¡û¡ìA¡ (D) "à³àìƒ¹ Îà[¤¢A¡ `¡à>ìA¡
___________________________________________________________________________________________
130. [>´•[º[Jt¡ Å¦P¡[º¹ ëA¡à>ô[i¡ Ñ¬¹Î[Þê¡ ?
(A) [ƒK”z (B) ÎŠ±à¤ (C) ³å>ã–ƒø (D) \KƒãÅ
___________________________________________________________________________________________
MPT-19/P-I/F 70
131. ‘ëAò¡ìW¡ Krå¡È’ ¤àKô‹à¹à[i¡¹ "=¢ [A¡ ?
(A) [>ì¤¢à‹ (B) ìKàØl¡à ë=ìA¡ Ç¡¹ç¡ A¡¹à
(C) tõ¡Ì¡à¹ \º (D) "[®¡`¡t¡àÒã>
___________________________________________________________________________________________
132. [>´•[º[Jt¡ Å¦P¡[º¹ ëA¡à>ô[i¡ ¤¸g> Î[Þê¡ ?
(A) [Î}ÒàÎ> (B) [Û¡t¡ãÅ (C) ˜¡ìMƒ (D) ³ÒãÅ
___________________________________________________________________________________________
133. ³àtõ¡®¡àÈà ">åÅãºì>¹ šøìÚà\>ãÚt¡à [A¡ ?
(A) \àt¡ãÚ Î}ÑHõþ[t¡¹ ³™¢àƒàì¤àì‹¹ \>¸ (B) [¤ƒ¸à[ÅÛ¡à¹ "KøK[t¡¹ \>¸
(C) \à[t¡ìA¡ "àu[>®¢¡¹ A¡¹à¹ \>¸ (D) Îà³è[ÒA¡ `¡à> "\¢ì>¹ \>¸
___________________________________________________________________________________________
134. l¡üv¡¹ šè¤¢ ¤ìU¹ l¡üš®¡àÈà [A¡ ?
(A) ¹àØn¡ã (B) ¤àUàºã
(C) A¡à³¹ê¡šã ¤à ¹à\¤}Åã (D) c¡àØl¡Jr¡ã
___________________________________________________________________________________________
135. [>´•[º[Jt¡ ëA¡à>ô [¤¤[t¢¡t¡ ®¡àÈà ë=ìA¡ ¤à}ºà ®¡àÈà¹ \–µ ÒÚ ?
(A) šøàW¡¸ šøàAõ¡t¡ (B) ³àK‹ã šøàAõ¡t¡ (C) ³àK‹ã "š°}Å (D) šà[º
___________________________________________________________________________________________
136. ƒå[i¡ Ñ¬¹‹ÿ¤[> ™J> &A¡ÎìU l¡üZW¡à[¹t¡ ÒÚ t¡J> ëÎ[i¡ ÒÚ :
(A) A¡´š> Ñ¬¹ (B) t¡¹º Ñ¬¹ (C) ì™ï[KA¡ Ñ¬¹ (D) "‹¢Ñ¬¹
___________________________________________________________________________________________
137. A¡à\ã >\¹ç¡º ÒüÎºà³ A¡ì¤ \–µKøÒo A¡ì¹> ?
(A) 1875 (B) 1880 (C) 1885 (D) 1898
___________________________________________________________________________________________
138. >ãìW¡¹ ëA¡à>ô ¤àA¡¸[i¡ ¤×¤W¡> [>ìƒ¢Å A¡ì¹ ?
(A) &A¡ "òà\ºà \º (B) ‹> ìƒïºt¡ (C) Wå¡[Øl¡Kàáà (D) &A¡³àìÎ¹ áå[i¡
___________________________________________________________________________________________
139. ÎåAå¡³à¹ ¹àìÚ¹ [št¡à¹ >à³ [áº :
(A) ®å¡¤>ì³àÒ> ¹àÚ (B) [‡ì\–ƒøºàº ¹àÚ
(C) l¡üìš–ƒø[A¡ìÅà¹ ¹àÚìW¡ï‹å¹ã (D) ¹à³ì³àÒ> ¹àÚ
___________________________________________________________________________________________
140. ¹à³å¹ ³ìt¡à __________ ë™ &t¡i¡à l¡üÄ[t¡ A¡¹ì¤ t¡à ëA¡l¡ü ®¡à¤ìt¡* šàì¹[>¡ú Åèo¸Ñ‚àì> >ãìW¡¹ ëA¡à>ô ¤àKô‹à¹à[i¡
™ì=àš™åv¡û¡ Òì¤ ?
(A) K®¡ã¹ \ìº¹ ³àá (B) ìKà¤ì¹ šˆóå¡º (C) ìKà¤¹ KìoÅ (D) ìA¡Ê¡[¤Ê¡å
___________________________________________________________________________________________
141. ÎåAå¡³à¹ ¹àìÚ¹ ³õtå¡¸ ÒÚ :
(A) 1915 Îàìº (B) 1923 Îàìº (C) 1925 Îàìº (D) 1927 Îàìº
___________________________________________________________________________________________
142. ºÜã>à= ë¤\¤¹ç¡Úà¹ Îà[Ò[t¡¸A¡ \ã¤> Ç¡¹ç¡ ÒÚ &A¡[i¡ >ài¡A¡ ¹W¡>à¹ ³à‹¸ì³¡ú >ài¡A¡[i¡¹ >à³ [A¡ ?
(A) šòàW¡[> >ài¡ (B) ì>à³º >àj¡ (C) [º[t¡A¡àÒü (D) \Ú³t¡ã
___________________________________________________________________________________________
143. šà¹, l¡üv¡¹, W¡–ƒø, ¹à³ Òüt¡¸à[ƒ Åì¦¹ ëšáì> A¡ã Å¦ =àA¡ìº ƒ”z¸ > ³è‹¢>¸ o ÒÚ ?
(A) "> (B) Ú> (C) "Ú> (D) "àÚ>
___________________________________________________________________________________________
144. ¤¸g> ¤ìo¢¹ "”z®å¢¡v¡û¡ šòàW¡[i¡ t¡àº¤¸ ¤o¢ ëA¡à>ôP¡[º ?

(A) A¡, J, K, Q, R¡ (B) W¡, á, \, c¡, d¡ (C) i¡, k¡, l¡, n¡, o (D) t¡, =, ƒ, ‹, >
___________________________________________________________________________________________
145. ®¡àÈà-[ÅÛ¡ìo¹ šøà=[³A¡ "Îå[¤‹à[i¡ [A¡ ?

(A) Îà}ÑHõþ[t¡A¡ "Îå[¤‹à (B) ¹à\î>þ[t¡A¡ "Îå[¤‹à
(C) Îà³à[\A¡ "Îå[¤‹à (D) "àe¡[ºA¡ ®¡àÈà¹ "Îå[¤‹à
___________________________________________________________________________________________
146. >ãìW¡¹ Å¦P¡[º ë=ìA¡ [>t¡¸ Ñ|ã[ºU Å¦ [>¤¢àW¡> A¡¹ ¡ú

(A) ³à (B) [Å¤à>ã (C) ì¤à> (D) Ît¡ã
___________________________________________________________________________________________
147. ¤à}ºà ®¡àÈà [>´•[º[Jt¡ ëA¡à>ô ®¡àÈà ¤}ìÅ¹ "”zK¢t¡ ?

(A) [ó¡ìÄà- l¡üKøãÚ (B) ‰à[¤Øl¡
(C) "[Ê¡öA¡ (D) Òüì–ƒà-Òül¡üì¹àšãÚ ¤à "à™¢
___________________________________________________________________________________________
148. ®¡àÈà [ÅÛ¡à¹ ëÛ¡ìy ë™ [¤ÈÚ[i¡ Î¤W¡àÒüìt¡ P¡¹ç¡â«šèo¢ t¡à [A¡ ?

(A) šk¡> (B) Åø¤o (C) A¡=> (D) [ºJ>
___________________________________________________________________________________________
149. >ãìW¡¹ ëA¡à>[i¡ ¹¤ã–ƒø>àì=¹ "”z¸šì¤¢¹ A¡à¤¸ ?

(A) ÎÞê¡¸à ÎUãt¡ (B) ìÎò\å[t¡ (C) [W¡yà (D) ³à>Îã
___________________________________________________________________________________________
150. ¤à}ºà ¤o¢³àºàìA¡ [A¡ìÎ¹ l¡üš¹ [®¡[v¡ A¡ì¹ ƒå[i¡ ëÅøoãìt¡ ®¡àK A¡¹à ÒìÚìá ?
(A) ¹ê¡šKt¡ šøì®¡ƒ (B) ®¡à¤Kt¡ šøì®¡ƒ (C) ‹ÿ¤[>Kt¡ šøì®¡ƒ (D) P¡oKt¡ šøì®¡ƒ
___________________________________________________________________________________________
MPT-19/P-I/F 72
(BODO)
121. ’⁄U” ⁄UÊflÊfl ÁÕ ÁŒÁãÕª˝Ê ŒÊ¡Ê’ŒÊ»§Ê⁄UÊ Á¡⁄UÊÿÊ -

(A) Á’‚ÊŸÁŸ Á‚ªÊæ§Êfl (B) Á’‚ÊŸÁŸ ©ŸÊfl
(C) (A) •Ê⁄UÊ (B) ◊ÊãŸÒ’Ê (D) ªÊ¡ÊÒÁŸ ◊ÊŸ‚’Ê Ÿæ§Ê
______________________________________________________________________________________________
122. ’⁄U” ⁄UÊflÊfl ◊ÊÛÊÊ „ÊŸÊÿ ◊„⁄U‚ ŸÁæ§ ¡ÕÊß πÊÒ⁄UÊ¥ Á⁄¥U‚Ê⁄UÁÕÿÊ ¡Ê’Êÿ -
(A) ªÊí¡Ê (B) ªÊS‚Ê◊ »È§ÀŒÈŸ
(D) ⁄UÊí ¡Ê
(C)
______________________________________________________________________________________________
123. ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ ‚ÊŒÊ’ÁŸ ¡ÕÊßÿÊ ◊È¥◊ÊπÊÒ ◊„⁄U ªÊŸÊ¥ πÊ‹Ê◊ŸÊŸÒ ŒÊŸÊÿ ’ÊÕ˝Ê »§ÊãŒÊÿÁŸ ◊„⁄U -
(A) πÊ»§Ê‹ ªÊ¡Ê¥ (B) π⁄U” ◊ÊŸ (C) ªÊÕÊ¥ ªÊ‚Ê (D) ©ŸÁŸ ‹ÈŸ
______________________________________________________________________________________________
124. ◊ŒÊ⁄UÊ◊ ’˝rÊflÊ ¬Œ˜◊üÊË ’ÊãÕÊπÊÒ ÷Ê⁄UÃ ‚⁄U∑§Ê⁄UÁŸ»˝§Êÿ ’’ ◊ÊßÕÊßÿÊfl ◊ÊãŒÊ¥◊ÊŸ -
(A) 1988 (B) 1990 (C) 1961 (D) 1992
______________________________________________________________________________________________
125. 1919 ◊ÊßÕÊßÿÊfl ŒÊ¡ÊŸÊÿ “’⁄U ‚ÊòÊ” ‚ŸÁ◊‹ŸÁŸ •Ê»§ÊŒÁªÁ⁄UÿÊ ‚Ê⁄U◊ÊŸ -

(A) M§¬ŸÊÕ ’˝rÊ (B) ‚÷Ê⁄UÊ◊ ’˝rÊ (C) ‚ÃË‡Ê øãŒ˝ ’‚È◊ÃÊ⁄UË
(D) ◊ŒÊ⁄UÊ◊ ’˝rÊ
______________________________________________________________________________________________
126. ¬˝◊Œ øãŒ˝ ’˝rÊÁŸ πãÕÊß ‚Ê⁄UÁ¡»§Ê⁄UÊ •Ê¥πÊ⁄UŒÊ¥◊ÊŸ -
(A) „ÊÕÁπ¸ „Ê‹Ê •Ê⁄UÊ ‚ŸÊÁ∑§ Á’¡Ê’Êfl (B) Á’’Ê⁄U ‹ÊßÁ‚ÿÊfl
(C) •πÊ»§Ê⁄U ‹ÊßÁ‚ÿÊfl (D) ‚ÊŸÁd •Ê⁄UÊ ◊ÈÁdÿÊfl
______________________________________________________________________________________________
127. ’ÊÕ˝Ê »§Êfl»§Ê⁄UÊ ªÊflŸÊ ªÊfl ◊ÊŸ‚ -

(A) •Ê’È¥ ’ÊÕ˝Ê »§Ê⁄U◊ÊÿÁÕª˝Ê (B) •ÊŒ˝Ê ’ÊÕ˝Ê »§Ê⁄U◊ÊÿÁÕª˝Ê
(C) ªÊÕÊÒ •Ê¥ÁÕ »§Ê⁄U◊ÊÿÁÕª˝Ê (D) ªÊ¡Ê◊ ’ÊÕ˝Ê »§Ê⁄U◊ÊÿÁÕª˝Ê
______________________________________________________________________________________________
128. ““¡ÈÁ‹-Á’¡ÈÁ‹”” ŸÊß¡Ê’πÊÒ ⁄UŸ‚ÊÿŒÊ¥◊ÊŸ -
(A) mÊ⁄UãŒ˝” ŸÊÕ ’‚È◊ÃÊ⁄UË (B) ‚ÃË‡Ê øãŒ˝ ’‚È◊ÃÊ⁄UË
(C) ©◊‚ øãŒ˝ ◊È‚Ê„Ê⁄UË (D) ÷’Ÿ »§Ê⁄UÊ¥ÁªÁ⁄U
______________________________________________________________________________________________
129. Á’◊Ê ⁄UÊfl ‚Ê‹Ê¥ŸÊÿÁŸ ◊È‹Êê»§ÊπÊÒ ªÊ„ÊÿÁŸ ’’ ’¥ÈÁÕÿÊ ⁄UÊπÊ πÊ‹Ê◊Ê -
(A) ‚Ê’Á‚Ÿ •Ê⁄UÊ ªÊ∫Ê¥Á‚ŸÒ ’ÈÁ¡ŸÊ „ÊÿÊ (B) »§⁄UÊÿŸÊÿÊfl ‹Ê⁄U’Ê¥ ¡Ê‹Êæ§Ê
(C) »§⁄UÊÿŸÊÿ •Ê⁄UÊ ’ÈÁ¡ŸÊÿÊfl π„Ê ¡ÊÿÊ (D) ªÊ¡ÊÒÁŸ ◊ÊŸ‚’Ê Ÿæ§Ê
______________________________________________________________________________________________
130. 1926 ◊ÊßÕÊßÿÊfl ŸÈ¡ÊŸÊÿ ““’⁄”UÁŸ ªÈÁŒ Á‚’‚Ê •Ê⁄UÊ •Ê⁄U¡”” πãÕÊßπÊÒ ◊ŒÊ⁄UÊ◊ ’˝rÊ•Ê ◊Ê’ ’Ò‚Ê•Êfl ⁄UŸ‚ÊÿŒÊ¥◊ÊŸ -
(A) 23 (B) 24 (C) 26 (D) 25
______________________________________________________________________________________________
131. ’⁄U” ŸÊß¡Ê’ÁŸ pioneer „ÊŸŸÊŸÒ ‚Ê⁄UπÊÒ ’È¥ŸÊÿ ¡ÊÿÊ -

(A) ‚ÃË‡Ê øãŒ˝” ’‚È◊ÃÊ⁄UË (B) mÊ⁄UãŒ˝” ŸÊÕ ’‚È◊ÃÊ⁄UË
(C) ◊ÁŸ⁄UÊ◊ ß‡‹Ê⁄UË (D) ©◊‚ øãŒ˝” ◊È‚Ê„Ê⁄UË
______________________________________________________________________________________________
132. ◊Ê’ ◊ÊßÕÊßÿÊfl M§¬ŸÊÕ ’˝rÊÁŸ ŸÊ¡ÊŸÊÿÊfl ““’⁄U” „ÊÁ⁄U◊È •Ê»§ÊŒ”” •Ê ’⁄U” „ÊÁ⁄U◊ÈπÊÒ ªÊŒÊŸ ÁŒÁÀ‹ÿÊfl ‚È’È¥ ‚ÊŸ ∞’Ê ªŸÃãòÊ
‚ÊŸ »§ÊÁ‹ŸÊÿÊfl ÁŒÁãÕ»È¥§ŒÊ¥◊ÊŸ -
(A) 1956 (B) 1952 (C) 1949 (D) 1959
______________________________________________________________________________________________
133. ‚ÃË‡Ê øãŒ˝” ’‚È◊ÃÊ⁄UËÿÊ ’’ ¡ÕÈê◊ÊÿÊfl ’⁄”U ÕÈŸ‹Êß •Ê»§ÊŒÁŸ •Ê»§ÊŒÁªÁ⁄U ◊„⁄ÒU ‚Êÿπ¡ÊÿÊ -
(A) ŒÈœUŸÒ ¡ÕÈê◊ÊÿÊfl (B) œÈ’È⁄UË ¡ÕÈê◊ÊÿÊfl (C) ∑§∑˝§Ê¤ÊÊ⁄U ¡ÕÈê◊ÊÿÊfl (D) ’Ê‚ÈªÊfl ¡ÕÈê◊ÊÿÊfl
______________________________________________________________________________________________
134. ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ πÊÒ⁄UÊ¥ Á⁄¥U‚Ê⁄UÁÕÿÊ Á⁄¥U‚Ê⁄U „ÊŸÊÿÁŸ ⁄UÊπÊ◊ •Ê⁄UÊ ¡ÊÿªÊ ’ÊÁŒÿÒ »§ÊÁ⁄UÿÒ „ÊÕÊßªÈÁŒ ªÊ⁄UÊ¥ ªÒÁÿ •Ê⁄UÊ ‚Èß¡Ê’ „Ê¥ªÊ⁄UÊ
◊„⁄ÒU Á⁄¥U‚Ê⁄U „Ê¡ÊÿÊ -
(A) Õ (B) »§ (C) π (D) Œ
______________________________________________________________________________________________
135. ““ªÊ‚Ê ‚ÊflŸÊÿ”” πãÕÊßπÊÒ ‚Ê⁄U πãÕÊßÁªÁ⁄UÿÊ Á‹⁄UŒÊ¥◊ÊŸ -

(A) ÁπÁÃ÷È·áÊ ’˝rÊ (B) ¡‹œ⁄U ’˝rÊ
(C) M§¬ŸÊÕ ’˝rÊ (D) ¬˝‚ŸÁ¡Ã ’˝rÊ
______________________________________________________________________________________________
136. ““‚Ê◊¡Êÿª˝Ê ◊ÊflÁ⁄U¡Ê”” ¡Ê¥ ªÊ„ÊÿÁŸ ’’ ‚ÊŒÊ’ ’πfl»§ÊπÊÒ ’⁄U ⁄UÊflÊfl ’Ê„ÊÿŸÊÿ ¡ÊÿÊ -
(A) ÁŸ»˝§Êÿ (B) ÁŸÿÊfl (C) •Ê
(D) πÊÒ
______________________________________________________________________________________________
137. mÊ⁄UãŒ˝ ŸÊÕ ’‚È◊ÃÊ⁄UËÁŸ ŒÊ¥‚ ªÊflÁŸ ¡ÊŸÊ◊ „ÊŒ⁄UπÊÒ ◊Ê¡Ê¥ ◊ÊãŸÊÿ πãÕÊßÿÊ ¡Ê’Êÿ —
(A) ¡Ê „Ê’Ê’ (B) •Ê‚Ê◊»È§Á⁄U „ÊÿŸÁŸ ‚ÈÁ»§Ÿ
(D) ªÊÁ◊ ªÊŒÊŸ
(C)
______________________________________________________________________________________________
138. Á’◊Ê ⁄UÊfl ‚Ê‹Ê¥ŸÊÿÁŸ ÕÊ¥ÁπÿÊŸÊ ¡Ê’Êÿ -

(A) ªÊ‚ÊÁŸ ‚ÊãŸÊÿ „ŸÊÿπÊÒ ªÊ⁄U‹ÒÿÒ •Ê⁄UÊ ⁄UÊπÊÿÒ »§Ê⁄U◊ÊÿŸÊ „ÊŸÊÿ
(B) ‚ÊãŸÊÿ ªÊ„ÊπÊÒ ŒÊflªÊ„ÊŸÊÿ
(C) ⁄UÊflπÊÒ ‚Ê‹Ê¥ŸÊÿ‹”
(D) (A) •Ê⁄UÊ (B)
______________________________________________________________________________________________
139. ““Á’’Ê⁄U”” ‹ÊßÁ‚ÁŸ ‚ÁÕ ’Ê‚Ê⁄U ‚ÁÕ Á’‚ÊŸÊfl M§¬ŸÊÕ ’˝rÊÁŸ ’’ πãÕÊßÿÊ ŸÈ¡ÊŒÊ¥◊ÊŸ -
(A) „ •ÊŸÊŸ ª‚Êß (B) Á’’Ê⁄U (C) Á’◊Ê Á»§‚Ê
(D) Á’’Ê⁄U πÊŸÊÿ
______________________________________________________________________________________________
140. ß‚ÊŸ ◊Ê‚Ê„Ê⁄UËÁŸ ¡ÊŸÊ◊ ¡ÊŸÊÿ ªÊÁ◊ÿÊ ¡Ê’Êÿ -

(A) ÕÈÁ⁄U’ÊÁ⁄U (B) •ÊÒflÊ’ÊÁ⁄U
(C) ÷Êfl⁄UÊªÈÁ⁄U (D) ªŒÊ◊ÊÁ⁄U
______________________________________________________________________________________________
141. ß‚ÊŸ ◊È‚Ê„Ê⁄UËÁŸ πãÕÊß»§Ê⁄UπÊÒ “romantic ideals unparallel in theme and attitude” „ÊãŸÊŸÒ ‚Ê⁄U ¬Áá«UÃÊ
’È¥ŒÊ¥◊ÊŸ -
(A) ◊Ÿ⁄Uã¡Ÿ ‹Ê„Ê⁄UË (B) ‚È⁄UÕ ŸÊ¡Ê¸⁄UË (C) ◊œÈ⁄UÊ◊ ’⁄”U (D) ’˝¡ãŒ˝ ∑È§◊Ê⁄U ’˝rÊ
______________________________________________________________________________________________
MPT-19/P-I/F 74
142. Á’◊Ê ⁄UÊflπÊÒ “The mother tongue is at once a tool, a source of joy and happiness and knowledge, a director of
taste and feeling” „ÊãŸÊŸÒ ’È¥ŒÊ¥◊ÊŸ -
(A) John Dewey (B) Ryburn (C) Sturtevent (D) Gestalt
______________________________________________________________________________________________
143. ““•ÊŒÒ ªÊ¡ÊŸ ‹Ê◊Ê”” ’ÊÕ˝Ê »§ÊãŒÊÿÁŸ •Ê¥ÁÕÿÊ ¡Ê’Êÿ -
(A) ÕÊ’ÊÿŸÊ „ÊÁÿ (B) ¡⁄UÊfl’Ê ÕÊ’Êÿª˝Ê
(C) Ÿ„ÊŒ ∞‚ (D) ‚ÈŒ◊ ¡ÊŸÊÿ
______________________________________________________________________________________________
144. ’ÊÕ˝Ê ÷ÊflÁŸ ª¡⁄U¡Ê¥ —
(A) ‚◊Ê¡, „ÊÁ⁄U •Ê⁄UÊ ŒÊ⁄UÊ¥ÁŸ ’ÊÕ˝ÊÿÊ’Ê ’⁄UπÊ¥»§ÊÿÊ
(B) ªÊ¡ÊãŸÊÿ ◊ÊŸŸÊ „ÊÿÊ
(C) ÁªÿÊŸÁŸ »È¥§πÊπÊÒ ◊ÊãŒÊ¥„ÊÿÊ
(D) ªÊÕÊÒ •Ê¥ÁÕπÊÒ »§Ê⁄U◊ÊÿÊ
______________________________________________________________________________________________
145. Á’’Ê⁄U ‹ÊßÁ‚ÁŸ Ÿ„ÊÕÊÁ⁄UÿÊ ’È¥ŸÊÿ ’ÊÁŒé‹Ê ’Ê¥‹Ê •Ê⁄UÊ •‚Á◊ÿÊ Á‹⁄UÁ’ŒÊ¥»§Ê⁄UπÊÒ Á’’Ê⁄U ‹ÊßÁ‚ÿÊfl ‚’πÊ¥»§ÊŸÊÿÁŸ ¡Ê„ÊŸÊ
¡Ê’Êÿ -
(A) ŒÊ’ ŒÊ’ ¡ÊÿªÊÿÊfl ÕÊŸÊÿ ’⁄U”»§Ê⁄UπÊÒ πÊÒ‚ÁÕÿÊfl ‹Ê’ÊŸÊ ÕÊπÊÿ
(B) Á‹⁄UÁ’ŒÊ¥ ªÒÁÿÁŸ ÕÊπÊÿ
(C) ‹ÊßÁ‚πÊÒ ‚◊ÊÿπÊ¥„ÊŸÊ ÕÊπÊÿ
(D) (A), (B) •Ê⁄UÊ (C)
______________________________________________________________________________________________
146. ¬˝◊Œ øãŒ˝” ’˝rÊflÊ ‚È¡ÈŸÊÿ ““’⁄U”-ß¥⁄UÊÁ¡-Á„ãŒË”” ‚ÊŒÊ’ Á’„È¥ Á’¡Ê’Ê ŸÈ¡ÊÿÊ -
(A) 1996 ◊ÊßÕÊßÿÊfl (B) 1993 ◊ÊßÕÊßÿÊfl 1990 ◊ÊßÕÊßÿÊfl
(D) 1992 ◊ÊßÕÊßÿÊfl
(C)
______________________________________________________________________________________________
147. Á’◊Ê ⁄UÊflÊfl ªÊ„ÊÿÁŸ ’’ ◊ÊŸ‚ ’ÊÕ˝ÊÿÊ ªÊÕÊÒflÒ „Ê’ŸÊŸÒ ÕÊ»§ÊÿÊ -
(A) „ÊÁ⁄U, „ÊÁ⁄U◊È, ¡ÊÁ⁄UÁ◊ŸÊÁ⁄U •Ê⁄UÊ ’ÊÿÁŒ ’ÊÿÁŒ (B) ⁄UÊflπÊÒ ª’æÒ§ ‚Ê‹Ê¥ŸÊÿÁŸ
(C) „ÊÁ⁄U •Ê⁄UÊ ⁄UÊflπÊÒ ¡ÊÒªÊπÊ¥„ÊŸÊÿÁŸ (D) „ÊÁ⁄U◊ÈflÊÁ⁄U ªÈ◊È⁄U»§Ê⁄U
______________________________________________________________________________________________
148. ªÊ„ÊÿÁŸ ’’ ŒÊ¥‚ πãÕÊßπÊÒ M§¬ŸÊÕ ’˝rÊflÊ ’Ê¥‹Ê ⁄UÊflÊfl Á‹⁄UŒÊ¥◊ÊŸ -
(A) Á◊‹Ÿ ‚¥ªËÃ (B) ’⁄”U ¡ÊÁÃ⁄U ‚¥ÁˇÊåÃ ¬Á⁄U·ÿ
(C) ’⁄”UÁŸ ¬Êá«ÍUÁ‹Á¬ (D) ’⁄U” ∑§¿UÊ⁄UË ¡ÊÁÃ⁄U ‚◊ãŒ
______________________________________________________________________________________________
149. Á’’Ê⁄U ◊ÈªÊ⁄UπÊÒ „◊ŸÊÿ ¡ÊÿÊ-
(A) 1920 ◊ÊßÕÊßÁŸ»˝§Êÿ 1937 ◊ÊßÕÊßÁ‚◊ (B) 1930 ◊ÊßÕÊßÁŸ»˝§Êÿ 1950 ◊ÊßÕÊßÁ‚◊
(C) 1921 ◊ÊßÕÊßÁŸ»˝§Êÿ 1939 ◊ÊßÕÊßÁ‚◊
(D) 1919 ◊ÊßÕÊßÁŸ»˝§Êÿ 1937 ◊ÊßÕÊßÁ‚◊
______________________________________________________________________________________________
150. ◊ÊflÁ⁄U¡Ê¡Ê¥ Á¡⁄UÊÿ»§ÊŸÊÿ ‚ÊŒÊ’ ’πfl»§Ê»§Ê⁄UÊ ¡Ê’Êÿ -
(A) ©Ÿ ŒÊ¡Ê’ŒÊ (B) ªÈ’Ò ‚ÊŒÊ’
(C) ©ŒÊ¥ ‚ÊŒÊ’ (D) (A), (B) •Ê⁄UÊ (C)
______________________________________________________________________________________________
(G A R O)
121. Ka.mao on.sogiminrangoniko ong.gipa mingsako ra.e sing.anina aganchakbo.

Ginigipa Dal.gipa Dakgrikanio Sauea Civil Peoneer Force-ni Lieutenantni Kamona doatako
man.aha ?
(A) Togan N. Sangma (B) Janggin A. Sangma
(C) Karnesh R. Marak (D) Jobang D. Marak
___________________________________________________________________________________________
122. Sing.anirangna on.sogiminrangoniko ke.ako basee aganchakbo.
Chingchetgipa asikirang aro chasongna salba dakgipa rugipako Isol ko mai ine miteta ?
(A) Jehova nama (B) Christo nama
(C) Abraham Isolonama (D) Isol nama
___________________________________________________________________________________________
123. Ka.mao on.sogimin kattarangoni ke.gipa ming.sako ra.e sing.anina aganchakbo. Keneth Momin
Administative Allied Serviceni kamko ka.ahama ?
(A) Ka.aha (B) Ka.jaha
(C) Ka.nareangjaha (D) Ka.na reangengachom
___________________________________________________________________________________________
124. Mongsonggipa Alphabetrang badita ming donga ? On.sogimin sing anirangoni ke.gipako seoke
aganchakbo.
(A) 22 ming (B) 24 ming (C) 26 ming (D) 28 ming
___________________________________________________________________________________________
125. On.sogimin kattarangoni mingsa ke.gipa kattako seoke sing.anina aganchakbo.
A.Chikrangoni skanggipa Greek Ku-sikko skie ra.chenggipa.
(A) Howard Denison W. Momin (B) Thangkan K. Sangma
(C) Rev. Gilberth K. Marak (D) Rev. Ramke.W. Momin
___________________________________________________________________________________________
126. On.sogiminrangoni mingsako basee sing.anina aganchakbo.
Sea jotani bidingo sako gnigipa Howard Denison Momin ine mingna kra.achim ?
(A) Lindrid D. Shira (B) Rev. Gilberth K. Marak
(C) Keneth M. Momin (D) Gonmoni D. Shira
___________________________________________________________________________________________
127. Sing.anina ong.a kattako ra.e aganchakbo.
‘Chadambe’, ian mai ong.a ?
(A) Bi-sani dal.bamitingni sal (B) Ki.tap
(C) Poedo (D) Magazine
___________________________________________________________________________________________
MPT-19/P-I/F 76
128. Sing.anirangoniko mingsa ke.gipa kattako basee aganchakbo.
Rev. Ramke Isolna ring.mitelani gitrangko seaha.
(A) 21 ming (B) 24 ming (C) 27 ming (D) 30 ming
___________________________________________________________________________________________
129. Ka.mao on.sogiminrangoni mingsa ong.ako basee sing.anina aganchakbo.
Badia aganani bakrangoni mingsa bakko ra.e ‘Number’ ba ‘Numberang’ ko bikotna jakkala ?
(A) Noun (B) Pronoun (C) Verb (D) Adverb
___________________________________________________________________________________________
130. Sing anirangoniko mingsa ong.ako basee anganchakbo.
Badia minggni consonantrangko vowel dake jakkatna man.a ?
(A) E aro Q (B) M aro N (C) H aro Z (D) W aro Y
___________________________________________________________________________________________
131. Ka.mao on.sogimin kattarangoni badia ke.gipa gam.dringipa katta ong.a ?
(A) Bil + ak + bat + srang + gip + a (B) Bilak + bat + srang + gipa
(C) Bilak + bat + srang + gi + pa (D) Bil + akbat + srang gipa
___________________________________________________________________________________________
132. Ka.mao on.sogimin sing.anirangoni mingsa ke.gipa kattako seoke aganchakbo.
Nasimang ia kattako aganbewalo senaba agana.gita mai chinko on.a nanga ?
(A) . (B) ; (C) : (D) ?
___________________________________________________________________________________________
133. Ka.mao on.sogimain number.rangoni badia ke.e jakkalgipa sentenceni number ong.a
(A) Bi.sa jima an.tangtangni ba.rarangko am.tokenga.
(B) Bi.sarang an.tang langni ba.rarangko am.tokenga.
(C) Plak bi.sarang an.tang tongni ba.rarangko am.tokenga.
(D) Bi.sa gimikan an.tangtangni ba.rarangko am.tokenga.
___________________________________________________________________________________________
134. Ka.mao on.sogiminrangoni badia ong.a mingsako basee sing.anina aganchakbo.
Sauea ‘Man.rikani, Poedoko seaha
(A) Howard Denison W. Momin (B) Karnesh R. Marak
(C) Surendra S. Marak (D) Koplane G. Momin
___________________________________________________________________________________________
135. Ka.mao sing.anirangoniko mingsa ke.gipa kattako basee ra.e aganchakbo.
“Ang’ Gisik Ku.rang” ia ki.tapko sauea seaha.
(A) Kosan G. Momin (B) Karnesh R. Marak
(C) Monensing R. Sangma (D) Rev. Gilberth K. Marak
___________________________________________________________________________________________
136. Ka.mao on.sogimin sing.anirangoni mingsa ong.gipa kattako basee aganchakbo.
‘Poedo’ ian ku.uko shiera.ani bakrangoni mingsa ong.a
(A) Knatimachi skie ra.ani (B) Aganachi skie ra.ani
(C) Poraichi skie ra.ani (D) Seachi skie ra.ani
___________________________________________________________________________________________
137. Ka.mao on.sogiminrangoni ming.sa ke.gipa kattako basee sing.anina aganchakbo.
‘The Garo Jungle Book’, ia ki.tapko seaha.
(A) Rev. Willam Carey (B) Rev. E.G. Philips
(C) Howard W. Momin (D) Rev. Gilberth K. Marak
___________________________________________________________________________________________
138. Ka.mao on.sogimin sentence rangoniko Gri gender sentence ko basee aganchakbo.
(A) Anga saksa me.a bi.sa ong
(B) Ua saksa nitobegipa me.chik bi.sa onga
(C) Do.bok rang bakrao cha.amenga
(D) Me ‘Cha.ani kuturio nitogipa choki-toble rang donga.
___________________________________________________________________________________________
139. Mingsa ong.a katta ko ra.e sing-anina aganchakbo.
1960 bilsini daligipa tombimonga.ni Bakrapur mondolio sawa Reverend songako man.aha.
(A) Rev. Rodonath D. Momin (B) Rev. Karben D. Sangma
(C) Rev. Gilberth K. Marak (D) Rev. Thangkan K. Sangma
___________________________________________________________________________________________
140. Ka.mao on.sogimin agan me.ap kattarangko ‘Bimchipe kam ka.ani’, ia kattarangni miksong anina
jakkala.
(A) Korek bal bal, Korek dim.dim (B) A.min, jakmin
(C) Rongsik, rongdoka (D) Tobaria, mindinia
___________________________________________________________________________________________
141. Sing.anina ke.gipa kattako basee aganchakbo.
‘Jhonny, Jhonny, iachire. babo aro angni sambao asongbo’ sako ia bimungchi minge okamaha.
(A) Rev. Gilberth ko (B) Rev. E.G. Philips ko
(C) Rev. Ramke ko (D) Rev. Thangkan ko
___________________________________________________________________________________________
142. Iarangoni mingsa ke.gipa kattako basee sing.anina aganchakbo.
A. Chikrang badia jatrangoni dolsa ong.achim.
(A) Asiatic (B) Indo-Tibetan (C) Mauryan (D) Mongolian
___________________________________________________________________________________________
143. Ka.mao sing.anirangoni mingsa ong.gipa kattako seoke aganchakbo.
Badia ku.uko ma.ani k.u.u ineminga ?
(A) A.chik mande Americao atchie English ku.sik.
(B) Chinao A.chik mandeuno songdonge Chinise ku.sik.
(C) Japano A.chik mandeuno songdonge Japanese ku.sik.
(D) Je a.songoba dongbo A.chikrangni maini ku.u A.chik ku.sik.
___________________________________________________________________________________________
MPT-19/P-I/F 78
144. Sing anirangoni mingsa ke.gipa kattako seoke aganchakbo.
English ba gipin ku.uko seanirango spelling rango gualani ortoara mai ?
(A) Gipin ku.uko name skie ra.jani gimin
(B) Gipin ku.uko grammer ko name ma.singoni gimin
(C) Gipin ku.u ong.ani gimin
(D) Ku.tang ong.gijani gimin
___________________________________________________________________________________________
145. Sing.anina sronggipa sentence-ko seoke aganchakbo.
Sentence-o mingsa aganani bakni kam ka.aniko parakataniko ‘T’ ine minga.
(A) Noun (B) Pronoun (C) Verb (D) Adjective
___________________________________________________________________________________________
146. Iarangoni badia ma.rapipa kattajikse ong.a ?
‘A.bri’ ia kattana ma.rapgipa kattako seoke aganchakbo.
(A) A.chu (B) A.kong (C) A.kawe (D) A.kimbri
___________________________________________________________________________________________
147. Sing.anina ong.ako basee aganchakbo.
Lindrid D. Shirani mingnamgipa, ia Ki.tapon bang.a poedo-Segiparangko.
Chimonge Kingsako tarigiminkitapa.
(A) A.chik Poraiani ki.tapa (B) Bi.sarangna kan.dikgipa golporang
(C) A.chik A.songona Nama Kattani (D) Gisik Matgrikrang
___________________________________________________________________________________________
148. Ka.mao on.sogimin sentence-rangoni badia batianggimin kamko mesokgipa ‘Tense’ ong.a
(A) Rambang antichina re.a
(B) Rambang antichina re.angna tarienga
(C) Rambang antichine re.angnahakon
(D) Rambang antichi re.angaha
___________________________________________________________________________________________
149. Sing-anirangoniko mingsa ke.gipa kattako seoke anan chakbo.
Howard Denison W. Momin ia bilsio Turao atchiaha.
(A) 1989 (B) 1907 (C) 1913 (D) 1918
___________________________________________________________________________________________
150. On.sogimin sing anirangoni mingsa ke.gipa kattako ra.e aganchakbo.
Poraiachi ku.uko skie ra.ani badita bakrang dong.a ?
(A) Minggni bakrang (B) Minggittam bakrang
(C) Mingbri bakrang (D) Mingbong bakrang
___________________________________________________________________________________________
(HINDI)
121. ∑§’Ë⁄U ∑§ ªÈL§ ∑§Ê ŸÊ◊ ÄÿÊ ÕÊ?
(A) ⁄UÊ◊ÊŸÈ¡ÊøÊÿ¸ (B) ‚¥Ã ¬˝◊ÊŸ¥Œ (C) ⁄ÒUŒÊ‚ (D) ⁄UÊ◊ÊŸãŒ
___________________________________________________________________________________________
122. “∑˝§Êœ” Á∑§‚∑§Ê ÁŸ’¥œ „Ò?
(A) •ÊøÊÿ¸ ⁄UÊ◊øãŒ˝ ‡ÊÈÄ‹ (B) •ÊøÊÿ¸ „¡Ê⁄UË ¬˝‚ÊŒ ÁmflŒË
(C) ’Ê’È ªÈ‹Ê’ ⁄UÊÿ (D) ÁfllÊÁŸflÊ‚ Á◊üÊ
___________________________________________________________________________________________
123. ÃÈ‹‚Ë ⁄UÁøÃ ‚’‚ ¿UÊ≈UÊ ª¥˝Õ ∑§ÊÒŸ ‚Ê „Ò?
(A) ⁄UÊ◊‹‹Ê Ÿ„¿ÍU (B) ªËÃÊfl‹Ë (C) ∑§ÁflÃÊfl‹Ë (D) ŒÊ„Êfl‹Ë
___________________________________________________________________________________________
124. “ŒÊ‹ ª‹ŸÊ” ∑§Ê •Ê‡Êÿ „Ò —
(A) Ã⁄UÄ∑§Ë ∑§⁄UŸÊ (B) ◊Ã‹’ ÁŸ∑§Ê‹ŸÊ (C) ‚¥Œ„ ∑§⁄UŸÊ (D) •Áfl‡flÊ‚ ∑§⁄UŸÊ
___________________________________________________________________________________________
125. Á„ãŒË ÷Ê·Ê ◊¥ ’ÊÁ‹ÿÊ¥ ∑§Ë ‚¥ÅÿÊ „Ò —
(A) 15 (B) 25 (C) 18 (D) 22
___________________________________________________________________________________________
126. •, •Ê ∑§Ê ©ìÊÊ⁄UáÊ SÕ‹ „Ò —
(A) ∑§á∆U (B) ÃÊ‹È (C) ◊ÍœÊ¸ (D) Œ¥Ã
___________________________________________________________________________________________
127. “⁄UÊ◊øÁ⁄UÃ◊ÊŸ‚” Á∑§‚∑§Ë ⁄UøŸÊ „Ò?
(A) ‚Í⁄UŒÊ‚ (B) ÃÈ‹‚ËŒÊ‚ (C) ∑§’Ë⁄U (D) ⁄ÒUŒÊ‚
___________________________________________________________________________________________
128. “∑§Ê◊ÊÿŸË” ◊„Ê∑§Ê√ÿ ∑§ ⁄UøÁÿÃÊ —
(A) ¡ÿ‡Ê¥∑§⁄U ¬˝‚ÊŒ (B) ◊„ÊŒflË fl◊Ê¸
(C) ‚Íÿ¸∑§Ê¥Ã ÁòÊ¬Ê∆UË-ÁŸ⁄UÊ‹Ê (D) ⁄UÊ◊øãŒ˝ ‡ÊÈÄ‹
___________________________________________________________________________________________
129. ’Ê‹∑§Ê¥ ∑§Ê Á‹πŸÊ-Á‚πÊŸ ‚ ¬„‹ ÿ„ •Êfl‡ÿ∑§ „Ò —
(A) •ˇÊ⁄U Á‚πÊŸÊ (B) ’Ê⁄U„ π«∏Ë Á‚πÊŸÊ
(C) ‹πŸ ‚ê’ãœË Á¡ôÊÊ‚Ê ©à¬ÛÊ ∑§⁄UŸÊ (D) ©Ÿ∑§Ê Á∑˝§ÿÊ‡ÊË‹ ’ŸÊŸÊ
___________________________________________________________________________________________
130. ÁŸêŸÁ‹ÁπÃ ∑§ÊÒŸ ‚Ë ¬¥ÁÄÃ •‡ÊÈh „Ò?
(A) ÿ„ ∑§ÁflÃÊ ∑§’Ë⁄U Ÿ Á‹πË „Ò (B) „ÊÕË ◊Ê≈UÊ „Ò
(C) ‹«∏∑§ Ÿ ¬òÊ Á‹πÊ (D) ◊Ê‹Ê Ÿ ¬ÈSÃ∑§ ¬…∏ øÈ∑§Ë „Ò
___________________________________________________________________________________________
MPT-19/P-I/F 80
131. ÁŸêŸÁ‹ÁπÃ ◊¥ ∑§ÊÒŸ ‚Ê ©ŒÊ„⁄UáÊ •∑§◊¸∑§ Á∑˝§ÿÊ ∑§Ê ©ŒÊ„⁄UáÊ Ÿ„Ë¥ „Ò?
(A) ©‚∑§Ê Á‚⁄U πÈ¡‹ÊÃÊ „Ò (B) fl„ •¬ŸÊ Á‚⁄U πÈ¡‹ÊÃÊ „Ò
(C) ¡Ë ÉÊ’⁄UÊÃÊ „Ò (D) fl„ ‹¡Ê ⁄U„Ë „Ò
___________________________________________________________________________________________
132. ßŸ◊¥ ‚ ∑§ÊÒŸ-‚Ê ‡ÊéŒ ‚ŒÒfl ’„ÈfløŸ ◊¥ „Ë „ÊÃÊ „Ò?

(A) Œ‡Ê¸Ÿ (B) ◊Ÿ (C) ¬⁄UÊ°∆UÊ (D) Á‚ÃÊ⁄U
___________________________________________________________________________________________
133. ÷Ê·Ê Á‡ÊˇÊáÊ ∑§Ë ÁflÁœ „Ò —

(A) •ŸÈ∑§⁄UáÊ ÁflÁœ (B) •Êª◊Ÿ ÁŸª◊Ÿ ÁflÁœ
(C) ÷Ê·Ê ¬˝ÿÊª‡ÊÊ‹Ê (D) ©¬⁄UÊÄÃ ‚÷Ë
___________________________________________________________________________________________
134. “ªÊŒÊŸ” ©¬ãÿÊ‚ Á∑§‚∑§Ê „Ò?

(A) •ôÊÿ (B) ¡ÒŸã Œ˝ (C) ¬˝◊ ø¥Œ (D) ¡ÿ‡Ê¥∑§⁄U ¬˝‚ÊŒ
___________________________________________________________________________________________
135. Á„ãŒË ∑§ ¬˝◊Èπ „ÊSÿ-√ÿ¥Çÿ∑§Ê⁄U —

(A) «UÊÚ. ŸªãŒ˝ (B) „Á⁄U‡Ê¥∑§⁄U ¬⁄U‚Êß¸ (C) Ÿ¥ŒŒÈ‹Ê⁄U flÊ¡¬ÿË (D) •ôÊÿ
___________________________________________________________________________________________
136. Á„ãŒË ÷Ê·Ê ◊¥ ∑§ÊÒŸ-‚Ë äflÁŸÿÊ° „Ò ¡Ê SflÃ¥òÊ M§¬ ‚ ’Ê‹Ë ÿÊ Á‹πË ¡ÊÃË „Ò?
(A) Sfl⁄U (B) √ÿ¥¡Ÿ (C) fláÊ¸ (D) •ˇÊ⁄U
___________________________________________________________________________________________
137. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ Á„ãŒË ∑§Ë Á‹Á¬ „Ò —

(A) ª˝Ë∑§ (B) ŒflŸÊª⁄UË (C) ⁄UÊ◊ Ÿ (D) •⁄U◊Ê∑§
___________________________________________________________________________________________
138. “‹Ê≈UÊ ¿UÃ ‚ Áª⁄UÊ” ∑§ÊÒŸ ‚Ê ∑§Ê⁄U∑§ „Ò?

(A) ∑§◊¸ (B) •¬ÊŒÊŸ (C) ∑§⁄UáÊ (D) •Áœ∑§⁄UáÊ
___________________________________________________________________________________________
139. Á„ãŒË ∑§Ë ¬˝◊Èπ ’ÊÁ‹ÿÊ° „Ò —

(A) ’˝¡ ÷Ê·Ê •ÊÒ⁄U •flœË (B) ¬¥¡Ê’Ë •ÊÒ⁄U ’Ê¥Ç‹Ê
(C) (A) •ÊÒ⁄U (B) (D) ©¬⁄UÊÄÃ ∞∑§ ÷Ë Ÿ„Ë¥
___________________________________________________________________________________________
140. “¤Ê¬≈U” ∑§Ê ‚◊ÊŸÊÕË¸ „Ò —
(A) ¤ÊÊ«∏ŸÊ (B) ¿UËŸŸÊ (C) ÷ÊªŸÊ (D) »§¥ ∑§ŸÊ
___________________________________________________________________________________________
141. ∑§’Ë⁄U ÷ÁÄÃ∑§Ê‹ ∑§ Á∑§‚ œÊ⁄UÊ ∑§ ∑§Áfl „Ò¥?
(A) ∑Î§cáÊÊüÊÿË (B) ⁄UÊ◊ÊüÊÿË (C) ¬˝◊ÊüÊÿË (D) ôÊÊŸÊüÊÿË
___________________________________________________________________________________________
142. ‚Í⁄UŒÊ‚ Ÿ Á∑§‚ ⁄U‚ ∑§Ê ◊ÈÅÿ M§¬ ‚ ¬˝ÿÊª Á∑§ÿÊ „Ò?
(A) flÊà‚Àÿ (B) ‡ÊÊ¥Ã (C) ∑§L§áÊ (D) ⁄UÊŒÒ ˝
___________________________________________________________________________________________
143. “•Ÿ¡ÊŸ ‚È¡ÊŸ, ‚ŒÊ ∑§ÀÿÊáÊ” ‹Ê∑§ÊÁÄÃ ∑§Ê •Ê‡Êÿ „Ò —
(A) ◊Íπ¸ •ÊÒ⁄U ôÊÊŸË ‚ŒÊ ‚ÈπË ⁄UπÃ „Ò (B) •Ÿ¡ÊŸ ‚ ŒÍ⁄U ⁄U„ŸÊ ©ÁøÃ „Ò
(C) •flªÈáÊ ∑§Ë øøÊ¸ ∑§⁄UŸÊ (D) ŒÈÁflœÊ ◊¥ ¬«∏ŸÊ
___________________________________________________________________________________________
144. Á„ãŒË ◊¥ ©ìÊÊ⁄UáÊ ∑§ •ÊœÊ⁄U ¬⁄U Á∑§ÃŸ fláÊ¸ „ÊÃ „Ò¥?
(A) 33 (B) 40 (C) 25 (D) 45
___________________________________________________________________________________________
145. Á‡ÊˇÊáÊ ∑§ÊÒ‡Ê‹ ∑§Ê ©¬ÿÊª Á∑§ÿÊ ¡ÊÃÊ „Ò —
(A) ∑§ˇÊÊ ∑§ •¥Œ⁄U (B) ∑§ˇÊÊ ∑§ ’Ê„⁄U (C) (A) •ÊÒ⁄U (B) (D) ßŸ◊¥ ‚ ∑§Êß¸ Ÿ„Ë¥
___________________________________________________________________________________________
146. “ÉÊÊ«∏Ê Á„ŸÁ„ŸÊÃÊ „Ò” ∑§ÊÒŸ ‚Ë Á∑˝§ÿÊ „Ò?
(A) ¬˝⁄ UáÊÊÕ¸∑§ (B) ŸÊ◊œÊÃÈ (C) ¬Ífl¸∑§ÊÁ‹∑§ (D) ßŸ◊¥ ‚ ∑§Êß¸ Ÿ„Ë¥
___________________________________________________________________________________________
147. ◊„ÊflË⁄U ¬˝‚ÊŒ ÁmflŒË Ÿ “‚⁄USflÃË” ¬ÁòÊ∑§Ê ∑§Ê ‚ê¬ÊŒŸ ∑§Êÿ¸ ∑§’ ‚¥÷Ê‹Ê?
(A) 1900 ß¸. (B) 1901 ß¸. (C) 1902 ß¸. (D) 1903 ß¸.
___________________________________________________________________________________________
148. ©ìÊÊ⁄UáÊ ‚ÈœÊ⁄UŸ ∑§Ê ∑§Êÿ¸ Á∑§Ÿ ∑§ˇÊÊ•Ê¥ ◊¥ ∑§⁄UŸÊ øÊÁ„∞?
(A) ¬˝Ê⁄UÁê÷∑§ (B) ◊ÊäÿÁ◊∑§ (C) ©ìÊ ◊ÊäÿÁ◊∑§ (D) ©ìÊ ∑§ˇÊÊ•Ê¥ ◊¥
___________________________________________________________________________________________
149. Á„ãŒË ÷Ê·Ê ∑§Ë •ÊÁŒ ¡ŸŸË —
(A) ¬ÊÁ‹ (B) ¬˝Ê∑Î§Ã (C) •¬÷¥̋‡Ê (D) ‚¥S∑Î§Ã
___________________________________________________________________________________________
150. Á¡Ÿ∑§ ©ìÊÊ⁄UáÊ ◊¥ ŒËÉÊ¸ Sfl⁄U ‚ ÷Ë •Áœ∑§ ‚◊ÿ ‹ªÃÊ „Ò, fl ∑§„‹ÊÃ „Ò —
(A) ◊Í‹ Sfl⁄U (B) å‹ÈÃ Sfl⁄U (C) ‚¥ÿÈÄÃ Sfl⁄U (D) •ÿÊªflÊ„
___________________________________________________________________________________________
MPT-19/P-I/F 82
(HMAR)
121. Tûrni ti chu :
(A) Rinum (B) Nisa (C) Rimsie (D) Harsa
___________________________________________________________________________________________
122. Sûra bu en :
(A) A mawi dân zawng taka en (B) Inhnar taka en
(C) Chapo taka en (D) A mawina hmu lova en
___________________________________________________________________________________________
123. ‘Suol indona a vân Lalnau chu’ ti hla phuok tu chu :
(A) Thangler (B) Lienrum (C) Thangngur (D) V.T. Kappu
___________________________________________________________________________________________
124. Andik tak thlangsuok rawh :
(A) Lala chun, “in bu hmin a òha,” Sanga kuomah a tih.
(B) Lala chun, in bu hmin a òha, Sanga kuomah a tih.
(C) Lala chun, “Inbu hmin a òha,” Sanga kuomah a tih.
(D) Lala chun, “In bu hmin a òha,” Sanga kuomah a tih.
___________________________________________________________________________________________
125. ‘Khawvêl a ngaituo leiin’ ti hla phuok tu chu :
(A) Thangngur (B) Thangler (C) V.T. Kappu (D) Pautinkhup
___________________________________________________________________________________________
126. A ziek dan indik tak thlang rawh :
(A) Ranbupêkna thleng (B) Ranbu pekna thleng
(C) Ran bu pekna thleng (D) Ranbupek na thleng
___________________________________________________________________________________________
127. Laira ti umzie chu :
(A) Unau (B) Nau (C) Naute (D) Insungkhat
___________________________________________________________________________________________
(A) A hmêlhriet ka tum a nih (B) A hmêl hriet ka tum a nih
(C) A hmêl hriet ka tum anih (D) A hmêlhriet ka tum anih
___________________________________________________________________________________________
(A) Mî per fu pal i tih (B) Mî per fûk pal i tih
(C) Mî per fung pal i tih (D) Mî perfu pal i tih
___________________________________________________________________________________________
130. Hmar òawnga hawrawp iengzam a uma ?
(A) 25 (B) 26 (C) 24 (D) 30
___________________________________________________________________________________________
131. Tlangram inhawina san a òhangve lo thlangsuok rawh :
(A) A boruok in nem (B) A thlifim hrang del del
(C) Infepawna a òha leiin (D) Vate chi hrang hrang in hram
___________________________________________________________________________________________
132. Hmar òawnga vowel iengzam a uma ?

(A) 6 (B) 10 (C) 11 (D) 9
___________________________________________________________________________________________
133. Andiknaw tak thlangsuok rawh :
(A) Duoi duoi (B) Suou suou (C) Seiu seiu (D) Chiei
___________________________________________________________________________________________
(A) kawtkhâr va khâr rawh (B) kawt khâr va khâr rawh
(C) kawt khâr vakhâr rawh (D) kawtkhâr vakhâr rawh
___________________________________________________________________________________________
(A) Khawthlângin kan tlang a nih (B) Khawtlângin kan thlang a nih
(C) Khaw tlângin kan thlang a nih (D) Khaw thlângin kan tlang a nih
___________________________________________________________________________________________
(A) Lamsak tieng lawn rawh (B) Lamsak tieng kai rawh
(C) Lamsak tieng fe rawh (D) Lamsak tieng lui rawh
___________________________________________________________________________________________
137. ‘Rângka’ ti umzie chu :
(A) Rângva (B) T, uonrang (C) Rângkachak (D) T, awng in rang
___________________________________________________________________________________________
138. Andiknaw tak thlangsuok rawh :
(A) Hrietpuitunu (B) Uirenu (C) Sukbo tu (D) Tirdakum
___________________________________________________________________________________________
139. Isu rawngbawl òanna ram kha :

(A) Nazareth (B) Galili (C) Kapernaum (D) Gerasin
___________________________________________________________________________________________
140. Zûn ngai umzie chu :
(A) Ngaizawng hai ngai (B) In ngaisie
(C) Lungngai (D) Lungna
___________________________________________________________________________________________
MPT-19/P-I/F 84
141. Isu’n mipui sanga a vai lai khan naupangte khan :
(A) Beiphek 2 le nga 5 a nei (B) Nga 2 le peiphek 5 a nei
(C) Nga 3 le beiphek 4 a nei (D) Beiphek 3 le nga 4 a nei
___________________________________________________________________________________________
142. lungzûrhai :
(A) Ruolòha hai (B) Far le zuor hai
(C) Ngainat um hai (D) Mithi suongkuo hai
___________________________________________________________________________________________
(A) Thlikhâwnvar (B) Thli khâwnvar (C) Thlikhâwn var (D) Thli khâwn var
___________________________________________________________________________________________
144. Thlapa a var hi’n :
(A) Arasi hai varna an òawmpui (B) Nisa varna an òawmpui
(C) Hnuoi varna an òawmpui (D) Ama a varna nei a nih
___________________________________________________________________________________________
145. “Dite ka ngâi êm che” ti hla a a phuoktu pa in a ena a hlimpui kha iem ana ?
(A) Thlalâk (B) Lekhathawn
(C) An khawlai lengna hmun (D) A sunghai
___________________________________________________________________________________________
146. Hla thu a ‘in’ tina hi iem ana ?
(A) Zârva (B) Rûn (C) Lungzûr (D) Piellei
___________________________________________________________________________________________
147. ‘Dâwn’ ti umzie chu :
(A) Tui dawn (B) Thil indawn
(C) Ngaituo (D) Lungrila vawngzing
___________________________________________________________________________________________
148. Isu thilmak thaw hmasatak kha iem ana ?
(A) Nuhmei thiput sukdam (B) Mipui sanga vai
(C) Tui uoiin an changtir (D) Lazar a kei tho
___________________________________________________________________________________________
149. ‘Sûmpui’ ti umzie chu :
(A) Sûm phai (B) Suolna (C) Boruok òhanaw (D) Inthim mup
___________________________________________________________________________________________
150. A lungril thunun theitu chu :
(A) Mi var a nih (B) Mi fel a nih
(C) Mi tluongtak a nih (D) Khawpui latu nekin a òha lem
___________________________________________________________________________________________
(NEPALI)
121. ‚≈˜U≈UŸÊ◊ ÷Ÿ∑§Ê —

(A) •√ÿÿ „Ê (B) Á∑˝§ÿÊ „Ê (C) ‚fl¸ŸÊ◊ „Ê (D) Áfl‡Ê·áÊ „Ê
___________________________________________________________________________________________
122. ∑È§Ÿ ‡ÊéŒ◊Ê ©¬‚ª¸ ¡ÊÁ«U∞∑§Ê ¿U?

(A) ’ŒŸÊ◊ (B) „ÁÃÿÊ⁄U (C) ‚„◊Ã (D) Áfl¡ÿ
___________________________________________________________________________________________
123. ¤Ê⁄UÊ¸‡ÊéŒ ÷Ÿ∑§Ê —

(A) ‚¥S∑Î§Ã’Ê≈U •Ê∞∑§Ê ‡ÊéŒ (B) Ÿ¬Ê‹Ë ÷Ê·Ê∑§Ê •ÊçŸÊ ‡ÊéŒ
(C) •Êª◊ ‡ÊéŒ (D) Áfl‹Ê◊ ‡ÊéŒ
___________________________________________________________________________________________
124. ◊ÈÅÿ M§¬◊Ê ⁄UπÊ Á‹Á¬ ∑§„Ê° √ÿfl„Ê⁄U „Èã¿U?

(A) •ˇÊ⁄U◊Ê (B) ªÁáÊÃ◊Ê (C) ∑§Ê√ÿ◊Ê (D) ∑§ÕÊ◊Ê
___________________________________________________________________________________________
125. ¬ÊÁ⁄U¡ÊÃ∑§Ê ¡ã◊ ∑§„Ê° ÷∞∑§Ê ÁÕÿÊ?

(A) Á‚ÁÄ∑§◊◊Ê (B) ŒÊÁ¡¸Á‹æ§◊Ê (C) ªÈflÊ„Ê≈UË◊Ê (D) ∑§Ê∆U◊Êá«ÈU◊Ê
___________________________________________________________________________________________
126. ““„ÈŸ „Ê⁄U ŒÒfl Ÿ≈UÊ⁄U”” ÿÊ √ÿÊ∑§⁄UáÊ∑§Ê ∑È§Ÿ ∑§Ê≈UË „Ê?
(A) ÃÈÄ∑§Ê (B) ©πÊŸ (C) ‚Áãœ (D) ªÊ©° πÊŸ ∑§ÕÊ
___________________________________________________________________________________________
127. Á¡’˝Ê ⁄U ŒÊ°Ã∑§Ê ‚„ÿÊª◊Ê ©ëøÊ⁄UáÊ „ÈŸ fláÊ¸ —

(A) Á¡±flÊ◊È‹Ëÿ fláÊ¸ (B) ŒãàÿfláÊ¸ (C) Œãàÿ◊È‹Ëÿ fláÊ¸ (D) Ÿ¬Ê‹Ë◊Ê ¿ÒUŸ
___________________________________________________________________________________________
128. ‹ê’ÊŒ⁄U ∑È§Ÿ ‚◊Ê‚ „Ê?

(A) Œ˜flãŒ (B) fl„È’˝ËÁ„ (C) Ãà¬ÈL§· (D) ∑§◊¸œÊ⁄Uÿ
___________________________________________________________________________________________
129. ‚¥S∑Î§Ã∑§Ê ∑È§Ÿ √ÿÜ¡Ÿ fláÊ¸∑§Ê ©ëøÊ⁄UáÊ Ÿ¬Ê‹Ë◊Ê „È°ŒÒŸ?

(A) ˇÊ (B) ‚ (C) ‡Ê (D) òÊ
___________________________________________________________________________________________
130. ∑È§Ÿ ÷Ê·Ê∑§Ê ¬˝ÊÿÊÁª∑§ √ÿÊ∑§⁄UáÊ◊Ê SòÊËÁ‹¥ª ⁄U SòÊË ßÃ⁄U Á‹æ˜§Uª∑§Ê ©À‹π ¬Ê°ßã¿U?
(A) •‚◊ËÿÊ (B) ‚¥S∑Î§Ã (C) Ÿ¬Ê‹Ë (D) ’æ˜§Uª‹Ê
___________________________________________________________________________________________
MPT-19/P-I/F 86
131. ÷ÊŸÈ÷ÄÃ∑§Ê ¡ËflŸ øÁ⁄UòÊ ¬Á„‹Ê ∑§Á„‹ ‹Áπ∞∑§Ê ÁÕÿÊ?
(A) Áfl.‚¥. 1925 (B) Áfl.‚¥. 1948 (C) Áfl.‚¥. 1972 (D) Áfl.‚¥. 1990
___________________________________________________________________________________________
132. Ÿ¬Ê‹Ë ‚ÊÁ„àÿ◊Ê ◊„Ê∑§Áfl ∑§Ê „Ê ?

(A) ◊Êœfl ÁÉÊÁ◊⁄U (B) ‹ˇ◊Ë¬˝‚ÊŒ Œfl∑§Ê≈UÊ (C) ‹πŸÊÕ ¬ÊÒ«U˜ÿÊ‹ (D) ÷ÊŸÈ÷ÄÃ •ÊøÊÿ¸
___________________________________________________________________________________________
133. ‚Ã◊ Ã ∑§ãÃÈ◊ flª¸ ∑È§Ÿ ÷Ê·Ê ¬Á⁄UflÊ⁄U◊Ê ¬Ê°ßã¿U?

(A) •Êÿ¸ ÿÈ⁄UÊ¬‹Ë (B) ß⁄UÊŸ‹Ë (C) Œ˝Áfl«U (D) ÷Ê≈U ’◊¸‹Ë
___________________________________________________________________________________________
134. ∑§ ª⁄U◊Ê •ãÃª¸Ã Áfl÷ÁÄÃ„M§∑§Ê ‹Ê¬ „Èã¿U?

(A) ‚Áãœ (B) flÊÄÿ (C) Áfl‡Ê·áÊ (D) ‚◊Ê‚
___________________________________________________________________________________________
135. ‡ÊéŒ∑§Ê •ÁÉÊ ¡ÊÁ«UŸ ‡ÊéŒÊ¥‡Ê ∑§ „Ê?

(A) ∑§Ê⁄U∑§ (B) Áfl÷ÁÄÃ (C) ¬˝àÿÿ (D) ©¬‚ª¸
___________________________________________________________________________________________
136. Ÿ¬Ê‹Ë fláÊ¸◊Ê‹Ê◊Ê ∑§ÁÃfl≈UÊ fláÊ¸ ¿UŸ˜?

(A) 44 fl≈UÊ (B) 39 fl≈UÊ (C) 46 fl≈UÊ (D) 49 fl≈UÊ
___________________________________________________________________________________________
137. üÊË∑Î§cáÊ •ÊøÊÿ¸ ÷ÊŸÈ÷ÄÃ∑§Ê ∑§ „ÈŸ˜ —

(A) ’ÊflÈ „ÈŸ (B) ’Ê¡ „ÈŸ (C) ¿UÊ⁄UÊ „ÈŸ (D) ∑§„Ë „ÊßŸŸ˜
___________________________________________________________________________________________
138. ‚’Ò÷ãŒÊ œ⁄ÒU ¬Á…UŸ Ÿ¬Ê‹Ë πá«U∑§Ê√ÿ ∑È§Ÿ „Ê?

(A) ‚ÈœÊ (B) ªÊÒ⁄UË (C) •ÊªÊ ⁄U ¬ÊŸË (D) ◊ÈŸÊ ◊ŒŸ
___________________________________________________________________________________________
139. ´§ÃÈÁfløÊ⁄U ‹Ø ∑§Ê „ÈŸ˜?

(A) ÷ÊŸÈ÷ÄÃ •ÊøÊÿ¸ (B) ‹ˇ◊Ë¬˝‚ÊŒ Œfl∑§Ê≈UÊ
(C) Á‡Ê⁄UÊ◊ÁáÊ ‹πŸÊÕ ¬ÊÒ«˜UÿÊ‹ (D) „Á⁄U÷ÄÃ ∑§≈ÈUflÊ‹
___________________________________________________________________________________________
140. ÃŸ„È° ∑§„Ê° „Ê ??

(A) Ÿ¬Ê‹◊Ê (B) ÷Ê⁄UÃ◊Ê (C) ÷È≈UÊŸ◊Ê (D) fl◊Ê¸◊Ê
___________________________________________________________________________________________
141. ÁflflÎÃ ¬‡ø Sfl⁄U∑§Ê •ˇÊ⁄U „Ê —
(A) • (B) ß (C) ∞ (D) ©
___________________________________________________________________________________________
142. ““ªÈL§‹ ¿UÊòÊ‹Êß¸ Á‡ÊˇÊÊÁŒ∞–”” ÿ„Ê° ∑È§Ÿ ∑§Ê⁄U∑§∑§Ê ¬˝ÿÊª ÷∞∑§Ê ¿U?
(A) ∑§◊¸ ∑§Ê⁄U∑§ (B) ∑§⁄UáÊ ∑§Ê⁄U∑§ (C) ‚ê¬˝ŒÊŸ ∑§Ê⁄U∑§ (D) ‚ê’ãœ ∑§Ê⁄U∑§
___________________________________________________________________________________________
143. ŸÊ◊∑§Ê ‚≈˜U≈UÊ◊Ê ¬˝ÿÊª „ÈŸ ‡ÊéŒ‹Êß¸ ∑§ ÷ÁŸã¿U?

(A) •√ÿÿ (B) Á∑˝§ÿÊ (C) Áfl‡Ê·áÊ (D) ‚fl¸ŸÊ◊
___________________________________________________________________________________________
144. √ÿÊ∑§⁄UáÊ◊Ê ∑§Ê, ∑§Ê, ∑§Ë ⁄U ⁄UÊ, ⁄UÊ, ⁄UË √ÿfl„Ê⁄U „ÈŸ ∑§Ê⁄U∑§‹Êß¸ ∑§ ÷ÁŸã¿U?
(A) ∑§◊¸ ∑§Ê⁄U∑§ (B) ∑§⁄UáÊ ∑§Ê⁄U∑§ (C) ‚ê’ãœ ∑§Ê⁄U∑§ (D) ‚ê’ÊœŸ ∑§Ê⁄U∑§
___________________________________________________________________________________________
145. ‚¥S∑Î§Ã ÷Ê·Ê∑§Ê ¬˝ÅÿÊÃ flÒÿÊ∑§⁄UáÊ ∑§Ê „ÈŸ˜?

(A) ÷ÃÎ„Á⁄U (B) flÊáÊ÷≈˜U≈U (C) ¬ÊÁáÊÁŸ (D) ∑§ÊÁ‹ŒÊ‚
___________________________________________________________________________________________
146. ´§ÃÈÁfløÊ⁄U ∑§ „Ê?

(A) ∑§ÕÊ (B) ÁŸ’ãœ (C) ©¬ãÿÊ‚ (D) πá«U∑§Ê√ÿ
___________________________________________________________________________________________
147. ““flÊ‹∑§ ⁄UÊÿÊ”” ÿ‚◊Ê ∑È§Ÿ Á∑˝§ÿÊ∑§Ê ¬˝ÿÊª ÷∞∑§Ê ¿U?

(A) ¬Ífl¸∑§ÊÁ‹∑§ Á∑˝§ÿÊ (B) ‚◊ÊÁ¬∑§Ê Á∑˝§ÿÊ (C) •‚◊ÊÁ¬∑§Ê Á∑˝§ÿÊ (D) ÿÊÒÁª∑§ Á∑˝§ÿÊ
___________________________________________________________________________________________
148. ‚◊˝Ê≈U •‡ÊÊ∑§∑§Ê ‚◊ÿ∑§Ê ¬˝Ê∑Î§Ã‹Êß¸ ∑È§Ÿ ¬˝Ê∑Î§Ã ÷ÁŸã¿U?

(A) ªÊÕÊ ¬˝Ê∑Î§Ã (B) œê◊¬ŒËÿ ¬˝Ê∑Î§Ã (C) •Á÷‹πË ¬˝Ê∑Î§Ã (D) ÁŸÿ ¬˝Ê∑Î§Ã
___________________________________________________________________________________________
149. •‡ÊÊ∑§ øÀ‹∑§Ê ¬Ê‹Ê◊Ê ¬Êß∞∑§Ê ÃÊ◊˝¬òÊ Áfl.‚¥. ∑§ÁÃ∑§Ê „Ê?

(A) Áfl.‚¥. 1303 (B) Áfl.‚¥. 1306 (C) Áfl.‚¥. 1307 (D) Áfl.‚¥. 1312
___________________________________________________________________________________________
150. •Áø⁄U∑§Ê •Õ¸ ‹ „Ê?

(A) ‡Ê⁄UË⁄U (B) ÁŸãŒ˝Ê (C) ¬È⁄UÊŸÊ (D) ŸÿÊ°
___________________________________________________________________________________________
MPT-19/P-I/F 88
(MANIPURI)
121. ì=ï¤àRìƒà} W¡óå¡¤å A¡àÚ>¤à íÚ¤¹à ? ÒàÚ¤[Î -

(A) šàl¡üìJàR[> (B) šø³ào šàî”‚[> (C) šàl¡üì¹ï[> (D) šàl¡üt¡àA¡[>
___________________________________________________________________________________________
122. "[¹¤à ³t¡àKã ³[ošå¹ã ëºà>Kã "Òà>¤à ¯àì¹} ºàÒü[¹A¡[t¡ -
(A) šàì”‚àÒü¤ã ëJàUåº (B) ìJà}ì\à³ >å¤ã ë>àUàì¹àº
(C) ìšàÒüî¹ìt¡à> Jåì”‚àA¡šà (D) >àl¡ü[=}ìJàR¡ ó¡´¬àº A¡à¤à
___________________________________________________________________________________________
123. ‘ƒà[\¢[º} W¡;îRƒà’ ÒàÚ¤à ¯à¹ã³W¡àKã "Òü¤[ƒ -
(A) JàÒüìƒ³ šøì³à[ƒ>ã¡ (B) &³. ëA¡. [¤ì>à[ƒ>ã (C) Aå¡³à¹ã ë=àÒü¤ã ëƒ¤ã (D) "¹à´¬³ *}¤ã ë³³ìW¡ï¤ã
___________________________________________________________________________________________
124. î³ît¡ìºà> "[Î -
(A) ³ìÚA¡ íº¤à ëÒï¹A¡šKã íº¹A¡º¤[>¡ú (B) óå¡¹ç¡š "[Î>à íº¤à ëÒï¹A¡šƒKã[>¡ú
(C) "Òü¤à *Òü>à íº¹A¡šà ëÒï¹A¡šƒKã[>¡ú (D) ³=B¡ã "×´¶A¡ >ìv¡¡ú
___________________________________________________________________________________________
125. Åøã ³”z ÅS¡¹ìƒ¤>à ëÒïìƒàAÃ¡´¬à ‹´¶¢[ƒ -
(A) í¤Ì¡¤ ‹´¶¢ (B) >¤ î¤Ì¡¤ ‹´¶¢ (C) Î>àt¡> ‹´¶¢ (D) "×´¶A¡ "³v¡à >ìv¡¡
___________________________________________________________________________________________
126. Åã}t¡àA¡ ³Jº -
(A) ">ã[> (B) "×³[>¡ (C) ³[¹[>¡ (D) ³Rà[>¡
___________________________________________________________________________________________
127. ³[ošå¹ã Îà[Òt¡¸ƒà ë¹à³à[–i¡A¡ A¡[¤ ÒàÚ¹Kà JR>[¹¤[Î -
(A) J«àÒü¹àA¡š³ W¡àl¡ü¤¤å[>¡ú (B) [Ò\³ "Rà}Òº¤å[>¡ú
(C) "Åà}¤³ ³ã>ìA¡t¡>¤å[>¡ú (D) l¡à@ A¡³º¤å[>¡ú
___________________________________________________________________________________________
128. ³ÚàÚ W¡>¤à ³t¡³Kã ¯àì¹} Îà[Òt¡¸[ƒ -
(A) ‹>gÚ ºàÒü¤å>ã}¤à¡ (B) >å[³; A¡àÙà (C) W¡àÚ>ì¹àº (D) [>}ì=ïì¹àº º´¬å¤à
___________________________________________________________________________________________
129. ‘³[ošå¹ã ¤¸àA¡¹o ëA¡ï³åƒã’ Òü¤[ƒ -
(A) ‡ã\³[o ëƒ¤ Å´¶¢à¡ú (B) >à¹àÚo Å´¶¢à¡ú (C) A¡àºàWò¡à–ƒ ÅàÑ|ã¡ú (D) >–ƒºàº Å´¶¢à¡ú
___________________________________________________________________________________________
130. ìºà>î= ³Jº -
(A) ">ã Ç¡Òü (B) "×³ Ç¡Òü (C) ³[¹ Ç¡Òü (D) ³Rà Ç¡Òü
___________________________________________________________________________________________
131. ìºà> "³à t¡´¬à "³Îå} t¡´¬ã¤Kã J«àÒüƒKã ³¹ç¡ *Òü¤à ëºïì¹à>[ƒ -
(A) Rà}¤à (B) Òü¤à (C) t¡à¤à (D) šà¤à
___________________________________________________________________________________________
132. "àÎà³ƒà ³[ošå¹ã ëºà>>à ë³[l¡Ú³ *ó¡ ÒüXi¡öàA¡Î> *Òüƒå>à ³îÒ ³[Å} t¡´¬à ëÒï[J¤[Î -
(A) Òü}ëÅàA¡ 1955 ƒ[>¡ú (B) Òü}ëÅàA¡ 1957 ƒ[>¡ú
(C) Òü}ëÅàA¡ 1975 ƒ[>¡ú (D) Òü}ëÅàA¡ 1977 ƒ[>¡ú
___________________________________________________________________________________________
133. "Åà}¤³ ³ã>ìA¡t¡>>à Òü¤à íÅì¹}[ƒ -
(A) ëJàìgº "³à¡ú (B) šè[–µ [Òìƒà³¡ú (C) >ã¹¤ ¹\[>¡ú (D) º´¶àR>¤à¡ú
___________________________________________________________________________________________
134. [Ò\³ P¡o>à Òü¤à ¯à¹ã³W¡à[ƒ -
(A) #ìW¡Kã Å³ (B) [ó¡\} ³¹ç¡³ƒà (C) =AÃ¡¤ã (D) îº[W¡ÀB¡ã =à\
___________________________________________________________________________________________
135. "Wå¡´¬à šàl¡üì¹ï[ƒ -
(A) ëÅºKã ³t¡à ëÚ}ƒå>à ³=à "³à Úà*¹A¡l¡ü¡ú
(B) ×¹à>¤>à ×¹à>¤¤å ó¡à¹¤[ƒ A¡>à>à [¤W¡à¹ ët¡ïK[>¡ú
(C) W¡ã}ƒà Åà;šã ÒüìRîÀ, [W¡Äƒ>à ëA¡>[J¤à, A¡ÀA¡Òü¡ú
(D) (A)¡ >;yKà (B) ">ã³A¡ *Òü¤à ÚàÒü¡ú
___________________________________________________________________________________________
136. J«àÒü¹àA¡š³ W¡àl¡ü¤>à Òü¤à '[t¡Òà[ÎA¡ l¡üš>¸àÎ[ƒ -
(A) \ìÒ¹à (B) Òüì¤³Òº (C) ³à‹¤ã (D) º¤Uºt¡à
___________________________________________________________________________________________
137. ³JàKã Jåƒ³[Å}ƒà ¤¸g> ³ìÚA¡ Ràv¡û¡à Úà*¤[ƒ -
(A) Òü l¡ü & " (B) š t¡ "à W¡ (C) ó¡ J = Òü (D) ¤ ƒ Ú ®¡
___________________________________________________________________________________________
138. Òü³àì¹à> t¡´¬ã¤Kã šà–ƒ³[ƒ -
(A) ëºà> W¡à*J;>¤Kã[>¡ú (B) ìºï[Å} `¡à> šã¤à R´•¤Kã[>¡ú
(C) ºàÒü>à ëºï[Å>¤à R´•¤Kã[>¡ú (D) ³=B¡ã "×´¶A¡ Wå¡³Òü¡ú
___________________________________________________________________________________________
139. [Ò\³ "Rà}ÒºKã ‘J´¬à’ ì=àÒü¤ã íÅì¹}Kã "Òà>¤à š–ƒåš[t¡ -
(A) #> [W¡}¤à (B) A¡à} ÅàÄ¤à (C) Å> ëÎ>¤à (D) îº ëÒA¡šà
___________________________________________________________________________________________
140. Åøã ³”z ÅS¡¹ìƒ¤>à Òü¹´¬à Kø”‚[ƒ -
(A) >à³ ëQàÈà¡ú (B) A¡ãv¢¡> ëQàÈà¡ú (C) A¡àì¹R¹ [º[K[¹¡ú (D) ³=B¡ã "×´¶A¡ >ìv¡¡ú
___________________________________________________________________________________________
141. "Wå¡´¬à ëÚA¡[t¡> ³ÅA¡ t¡àA¡l¡ü -
(A) ³Òà + #Å¬¹ = ³ìÒÅ¬¹ (B) =à} + ìA¡à> = =à}ìA¡à>
(C) ì=ï + šåì¹> = ì=ïšåì¹> (D) t¡àƒà + Òº = t¡à‹>
___________________________________________________________________________________________
MPT-19/P-I/F 90
142. šàl¡üì¹ï ÒàÚ¤[Î -
(A) W¡;>¤ãƒKã =}=¹A¡š[>
(B) "Òü¤à *Òü>à íº¹´¬ƒKã W¡ã>¤å}ƒà =}=¹A¡š[>
(C) W¡ã>¤å}ƒà ³ãì¹àº "³ƒKã ³ãì¹àº "³ƒà W¡;>¤ã *Òü>à ³=} ³=} =}=¹A¡š[>
(D) ³=B¡ã "×´¶A¡ "Wå¡´¬[>
___________________________________________________________________________________________
143. 18/19 Ç¡¤à W¡ÒãW¡àƒà ³[ošå¹ã "Òü¤[Å}>à Úà´•à íÒ>>à Åã[\Ä[J¤à ³šà> º³Kã ëºà>[ƒ -
(A) ¤à}ºà (B) l¡üƒå¢ (C) "à¹¤ã (D) Òü}¹à\ã
___________________________________________________________________________________________
144. î³ît¡ìºà>Kã Ñ¬¹ ³ìÚA¡¡ú

(A) 4 [>¡ú (B) 5 [>¡ú (C) 6 [>¡ú (D) 7 [>¡ú
___________________________________________________________________________________________
145. ¯àìÚA¡ "³Kã Jåƒ³[ƒ -

(A) A¡¡ (B) A¡ + "¡ (C) A¡ + ¯ + " (D) ³=B¡ã "×´¶A¡ ºà[À
___________________________________________________________________________________________
146. ‘‘Òü´£¡àº’’ ÒàÚ¤à ¯àîÒ[Îƒà -

(A) Ñ¬¹ ³ìÚA¡ "³à Úà*Òü¡ú (B) Ñ¬¹ ³ìÚA¡ ">ã Úà*Òü¡ú
(C) Ñ¬¹ ³ìÚA¡ "×³ Úà*Òü¡ú (D) Ñ¬¹ ³ìÚA¡ ³[¹ Úà*Òü¡ú
___________________________________________________________________________________________
147. >åšà "³Îå} >åšã šåÄà JR>¤Kã Jåƒ³[ƒ -

(A) l¡üìW¡A¡ (B) ºàÒü[¹A¡ (C) Òüšå (D) Èo "ì³à³
___________________________________________________________________________________________
148. [Ò\³ P¡oKã Îà[Òt¡¸ &A¡àìl¡³ã ³>à ó¡R¤à l¡üš>¸àÎ[t¡ -

(A) ¤ã¹ [i¡ìA¡–ƒø[\; ë¹àl¡¡ú (B) =ì¹à "Å}¤ã¡ú
(C) šè[XKã ³¹ç¡ƒ¸à>¡ú (D) >}¤å RàÒü¤ƒà¡ú
___________________________________________________________________________________________
149. ³[ošå¹ã ¯àì¹}Kã "ìšàA¡š[ƒ -

(A) l¡à@ A¡³º (B) [Ò\³ "Rà}Òº (C) J«àÒü¹àA¡š³ W¡àl¡ü¤à (D) "Åà}¤³ ³ã>ìA¡t¡>
___________________________________________________________________________________________
150. ‘‘[šìÚ =àìƒàÒü’’ Kã "Òü¤à -

(A) "Åà}¤³ ³ã>ìA¡t¡> (B) "Rà}Òº (C) [¤ì>à[ƒ>ã (D) A¡³º
___________________________________________________________________________________________
(KARBI)
121. Lunjir along ‘Durmi’ puke __________ aphan.
(A) Lang (B) Hem (C) Longle (D) Tovar
___________________________________________________________________________________________
122. Karbi akhei along man-peng kipi ‘Ser’ avan Ke Kolo abanglo ?
(A) Habe (B) Burotemen (C) Barika (D) Pherangke
___________________________________________________________________________________________
123. “Chinine Hemphu Komat lo nangli
Kodak chepatuma
La-an Kanghon la-an kajinso
Nang ne kalana”
Bangso ahirjir ketok abang komat lo ?
(A) Samsing Hanse (B) Bonglong Terang (C) Longkam Teron (D) Bidorsing Rongpi
___________________________________________________________________________________________
124. Amri aso aphan __________ ta pu.
(A) Solangdo (B) Le Langdo (C) Ar. Langdo (D) Mirlong
___________________________________________________________________________________________
125. Kolo abangsi Kechokvek alamthelo ?
(A) dam vangret (B) dam aret (C) dam varet (D) dam vangdet
___________________________________________________________________________________________
126. Karbi Alam school along “Compulsory Additional subject” pado nangji pu KAAC pen Komantu aningkansi
cheparai lo ?
(A) 2009 (B) 2007 (C) 2010 (D) 1998
___________________________________________________________________________________________
127. Apok do aphek ave, angho do ade ave, puke kopilo ?
(A) Hile (B) Phule (C) Tibuk (D) Kasu
___________________________________________________________________________________________
128. Lametpo Bonglong Terang Komantusi pirthe kehache lo ?
(A) 1906 (B) 1909 (C) 1917 (D) 1919
___________________________________________________________________________________________
129. Ser Hongthom Alongri along kachingbar dunde ke kolo abanglo ?
(A) Chinthong (B) Ronghang (C) Amri (D) Lambajoßg
___________________________________________________________________________________________
130. “Manai Ke Kanthekser” Ladak “KanThekser” alamthe ke :
(A) Menklar (B) Menlar (C) Saiklar (D) Saiklem
___________________________________________________________________________________________
131. Komat alammetpo abangsi ‘TAMHIDI’ pu akitap Ketoklo ?
(A) Basa Kathar (B) Longkam Teron (C) Bonglong Terang (D) Barelong Terang
___________________________________________________________________________________________
MPT-19/P-I/F 92
132. Amek langding pen kepatok helo osomar aphan __________ kepangcho asai lo.
(A) Karjulong (B) Ketok (C) Kaporhe (D) Kacharli
___________________________________________________________________________________________
133. Lang a-ok aphan Lanbarim along ke ___________ pusi kipu.
(A) Choran (B) Dokha (C) Loti (D) Jirhu
___________________________________________________________________________________________
134. Hamphang along chetondunde kolo abanglo ?
(A) Habe (B) Lindok (C) Dili (D) Pator
___________________________________________________________________________________________
135. Lamtasam atengpen Men son ko an do ?
(A) Son pho (B) Son phli (C) Son throk (D) Son kep
___________________________________________________________________________________________
136. Karbi Language Development Board (KLDB) Komontusi Kesenglo ?
(A) 2009 (B) 2007 (C) 2010 (D) 2006
___________________________________________________________________________________________
137. ‘Nang pinap Diphu damjima ? ‘Laso alamjir along Menlar kolo abanglo ?
(A) Nang (B) Pinap (C) Diphu (D) Damjima
___________________________________________________________________________________________
138. “Langbi Chitim achek aphang
Vocherok atar ati epum
Langbi chitim achek aphang
Vocherok atar ati pumni
.........................................
.........................................”
Bangso ahirjir Ketok abang :
(A) Dhoneswar Engti (B) Bamonpo
(C) Bidonsing Kro (D) Gandhi Tokbi
___________________________________________________________________________________________
139. Isi Angdeng along ‘Lamchili’ pu akitap keron poncheng komantu aningkan lo ?
(A) 1998 (B) 1999 (C) 2003 (D) 2008
___________________________________________________________________________________________
140. “Aso an ridam, apo an chonghong” Kopilo ?
(A) Hele (B) Bapthili (C) Birik (D) Phule
___________________________________________________________________________________________
141. ‘KARBI ALAMJIR’ pu akitap Komatsi Ketoklo ?
(A) Longkam Teron (B) Bonglong Terang (C) Basa Kathar (D) Samsing Hanse
___________________________________________________________________________________________
142. Thang Thang 28 arni Ketalon ver ke __________.
(A) Mahatma Ghandhi kithi arni (B) Semsonsing Engti kithi arni
(C) Khorsing Terang kithi arni (D) Sangkardev kithi arni
___________________________________________________________________________________________
143. “Longki Ke atumi Rong damjui” laso alamjir Ke :
(A) Non ahut (B) Chu ahut (C) Mo ahut (D) Kaike ahut
___________________________________________________________________________________________
144. Hirjir Kihir Kethan ke Osomar aphan __________ kepangcho aphan.
(A) Karjulong (B) Ketokthek (C) Kaporhethek (D) Kacharlithek
___________________________________________________________________________________________
145. “Lahelo netum arong
Kelang abolon dokon
Kove bithi Partubong
Arenren tharve PenJangphong”
“Netum Arong” laso ahirjir Ketok abang Ke :
(A) Gandhi Tokbi (B) Ruplan Engtepi (C) Anima Terangpi (D) Bamonpo
___________________________________________________________________________________________
146. “Ingnar Vangtanglo Hemtap” puke.
(A) Keklem un’e aphan (B) Ketong un’e aphan
(C) Kanglen aphan (D) Keprap aphan
___________________________________________________________________________________________
147. Lunjir along Jaidi puke Kopi aphansi Kipu ?
(A) Hem aphan (B) Rit aphan (C) Tovar aphan (D) Longle aphan
___________________________________________________________________________________________
148. Api Luvok, aso ke reset, kopelo ?
(A) Kove (B) Birik (C) Baptheli (D) Hele
___________________________________________________________________________________________
149. Oso kebai alun, osomar kijui alun, Oso kepakan alun heihui kethan Ke__________ Kepangcho aphan.
(A) Karjulong (B) KeTokThek (C) Kaporhithek (D) Kacharli Thek
___________________________________________________________________________________________
150. Koloso akitap abangsi Bonglong Terang Ketok lo ?
(A) Tamhidi (B) Tomopuru (C) Ronglin (D) Ruve
___________________________________________________________________________________________
-oOo-
MPT-19/P-I/F 94
MPT-19/P-I/F 96

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Test Booklet Code

MPT-19 Test Booklet No.

Time Allowed : 8:30 a.m. to 11:00 a.m. (2½ Hours)

Maximum Marks : 150

Part Subject / Component Q. Nos. Page Nos.

1. Theory of Intelligence •Ê⁄UÊ ’»§Ê⁄UÁŸ ÁŒ„ÈŸÁªÁ⁄U»§Ê⁄UπÊÒ ªÊ„ÊÿÊﬂ „ÊŸÊÿ ¡Ê’Êÿ -

4. [ÅÛ¡ìo¹ Î[yû¡ìÚàv¡¹ Ñzì¹ [>ìW¡¹ ëA¡à>[i¡ A¡à™¢A¡¹ >Ú ?

4. Which of the following is not carried out in Post-Active Phase of Teaching ?

6. ³ì>à>ài¡A¡ (Psychodrama) ÒìZá :

6. Psychodrama ÿÊ ¡Ê’Êÿ __________.

8. ‚Ê⁄UÁ’ÁÕæ§ÊÁ⁄U •Ê¥ÁÕÿÊﬂ ¡⁄UπÊ πÈÁŒÿÊÿÊ ¡Ê’Êÿ -

8. In inclusive term, exceptional children means :

9. Á‡ÊˇÊáÊ ∑§Ê ¬˝∑§À¬ ¬hÁÃ ◊¥ Á‡ÊˇÊ∑§ ∑§Ë ÷ÍÁ◊∑§Ê —

11. [ÅÇ¡¹ ³ì‹¸ Îõ\>Åãºt¡à¹ [¤A¡àìÅ¹ ëA¡ïÅºÎ³èìÒ "”zK¢t¡ A¡ì¹ :

11. πÈÁŒÿÊ»§Ê⁄UÁŸ ª¡⁄UÊﬂ ‚Ê⁄UÁ¡‹È ¡ÊÒªÊπÊ¥ŸÊÿÁŸ Á‚¥ÁŸ •ÊŒ’»§Ê⁄UÊﬂ ÕÊ»§ÊÿÊ —

13. Abstract ‚ÊãŒÊ¥ÁÕπÊÒ concrete ◊„⁄UÊﬂ

14. ÁŸêŸÁ‹ÁπÃ ∑§ÊÒŸ-‚Ê •Á÷¬˝⁄UáÊ ¬˝Á∑˝§ÿÊ ∑§Ê •¥‡Ê Ÿ„Ë¥ „Ò?

17. ³à>[ÎA¡®¡àì¤ Ñ¬àÑ‚¸¤à> [ÅÛ¡A¡¹à >ãìW¡¹ ëA¡à> í¤[ÅÊ¡¸P¡[º¹ šøƒÅ¢> A¡ì¹ ?

A¡àºyû¡[³A¡ ¤ÚÎ A¡àºyû¡[³A¡ ¤ÚÎ

A¡á»yü¡[´A¡ ¥ÛÏ A¡á»yü¡[´A¡ ¥ÛÏ

Chronological age Chronological age

20. ’ÊÒÁh∑§ SÃ⁄U ÁŸáÊ¸ÿ ∑§Ê ‡ÊÈh ¬hÁÃ „Ò —

∑§Ê‹∑˝§Á◊∑§ ©◊˝ ∑§Ê‹∑˝§Á◊∑§ ©◊˝

Mental age Mental age

Chronological age Chronological age

21. &A¡\> ë>t¡à [ÒÎàì¤ [ÅÛ¡ìA¡¹ ®è¡[³A¡à :

21. ‚Ê‚ ŒÒŒŸÁªÁ⁄U ◊„¥⁄ÒU »§Ê⁄UÊ¥ÁªÁ⁄UÿÊ -

21. ∞∑§ ŸÃÊ ∑§ M§¬ ◊¥ Á‡ÊˇÊ∑§ ∑§Ê __________–

21. As a leader the teacher must try to :

22. Îõ\>Åãºt¡à¹ ‘Ñz¹t¡w’ ëA¡ [¤A¡àÅ ¤à Îõ[Ê¡ A¡ì¹[áº ?

22. Creativity ÁŸ Level theory πÊÒ ‚Ê⁄U ŒÊﬂªÊπÊ¥„ÊŒÊ¥◊ÊŸ -

22. “‚Î¡ŸÊà◊∑§ÃÊ” SÃ⁄U Ãûﬂ ∑§Ê Áﬂ∑§Ê‚ Á∑§‚Ÿ Á∑§ÿÊ ÕÊ?

23. “Concept of reinforcement” •Ê ◊ÊŸ‚ ªÊŸÊ¥ ªÈÁŒ◊ÈﬂÊ -

23. “Concept of reinforcement” is an important element of :

24. Schools of Psychology and their supporters are listed below :

25. t¡ºt¡ [ƒÚà ëA¡à>ì¤à¹ Kk¡>³èºA¡ ³èº¸àÚ>¹ í¤[ÅÊ¡¸ ?

25. >ãìW¡¹ ëƒ*Úà ëA¡à>P¡[º Kk¡>³èºA¡ ³èº¸àÚì>¹ í¤[ÅÊ¡¸ ?

25. ÁŸêŸÁ‹ÁπÃ ∑§ÊÒŸ-‚Ê ª∆UŸ◊Í‹∑§ ◊ÍÀÿÊ¥∑§Ÿ ∑§Ê ﬂÒÁ‡Êc≈˜Uÿ „Ò?

(b) Always found busy in thinking.

ÕÊ⁄U Á»§ŸπÊÒ ‚Êÿπ” -

(c) Emphasis on individual work rather than group work.

27. ">åÅãº> >ã[t¡ P¡¹ç¡â« šøƒà> A¡ì¹ :

27. Law of Exercise •Ê ªÊŸÊ¥ÁÕ „ÊÿÊ -

27. •ŸÈ‡ÊË‹Ÿ ŸËÁÃ mÊ⁄UÊ ◊„ûﬂ ¬˝ŒÊŸ ∑§⁄UÃ „Ò¥ —

27. The law of exercise emphasises on :

28. [ÅA¡>¹ "à>å®è¡[t¡A¡ ëÛ¡y¹ Ñz¹Î³èÒ¹ Ç¡‡ý¡ yû¡³ìi¡à [A¡ ?

28. [ÅÛ¡ìo¹ "à>å®è¡[t¡A¡ ëÛ¡ìy¹ Ñz¹Î³èÒ Ç¡‡ý¡ yû¡ì³ [A¡ ?

(B) Receiving → Valuing → Organization → Responding → Characterization

(C) Responding → Receiving → Valuing → Organization → Characterization

(D) Valuing → Receiving → Organization → Characterization → Responding

28. What is the correct sequence of steps of affective domain of learning ?

(B) Receiving → Valuing → Organization → Responding → Characterization

(C) Responding → Receiving → Valuing → Organization → Characterization

(D) Valuing → Receiving → Organization → Characterization → Responding

30. >ãìW¡¹ ëƒ*Úà ëA¡à>P¡[º áày-áàyã¹ Îàó¡º¸ "\¢ì>¹ šø‹à> l¡üšàƒà> ?

33. l¡üšì¹ ëƒ*Úà [W¡y[i¡ìt¡ [y®è¡ì\¹ Î}J¸à A¡t¡ ?

33. ªÊ¡ÊÒ•Êﬂ „ÊŸÊÿ ‚ÊﬂªÊÁ⁄UÁŸ •ÊπÊÁãÕÕÊ◊ÁŸ •ŸÁ¡◊ÊÿÊ ¡Ê’Êÿ -

33. ™§¬⁄U ÁŒ∞ ª∞ •Ê∑Î§ÁÃ ◊¥ Á∑§ÃŸ ÁòÊ∑§ÊáÊ (triangles) „Ò¥?

33. Find the number of triangles in the figure given above.

SPACE FOR ROUGH WORK

(A) 10% (B) 20% (C) 50% (D) 25%

(A) 08 (B) 10 8 (C) 58 (D) 20 8

41. t¡ºt¡ l¡üìÀJ A¡¹à l¡ü[v¡û¡ìA¡Òüi¡à¹ [®¡t¡¹t¡ ëA¡à>ìi¡à Ç¡‡ý¡ ?

65. \> Ñz¹ šàÚà ™àÚ :