Professional Documents
Culture Documents
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Rererrrh Shovr Th.t:
I ftrdcon loam and rctain more whea askcd to do somcthinBjust lcarn infcanrioo
I Studoats lcarn more by activcly perticipatiag ia obeorving, rpcskir& *Titi!g,
ustroing, tbiotins drawing ald doing.
Ir.rniag ir oahauccd whon a studcnt applioe his/hor tuowlodgo for bcnofits to
hinrclf rd othen
Loming rtylor of diffcrcnt chilfooo rrry ad bachors fiould &ei$ rctivitios .rd
Grogior .croditgly,
a' k9*iog tbout lormiag rtylo can hclp tcrchor plal louoar, arrignncah rad
rcdvltior.
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Interrctlve l)emonttrrtlons: Developing an environment of fun and demonstration in
classroom stimulates studentsr interest and curiosity.
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Rolc Plry: Studonts leam by acting and ob,serving. Some sMents act out a scenario and
othets watch and discuss.
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Cooperrdvo Lorralng: Studcon work togcthcr in eaall groups. During this goup wodq
rudonr ooopcrto with orch othor. It mrximizor thcir lorming and thoy get tho lormiag
objocdvcr through lntonotlvo didogpr.
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Development of Lesson Plens: The lesson plan can be developed concenaating on the
following i4ortant points :
1. Where are your Btudents goitrg? (Aims, Objectives, SLOs)
2. How thc studefis goitrg to gct these airls? (*sson introduction and development)
3, How will you know when thc students have got the aims? (Assessment/evaluation)
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3. Informrdon for Tercherrl This ssction includes the important information' cotrcpt mapc
etc. that are essontial for thc rcacher for elfective delivery ofthelesson.
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5. Introductory Acflvl-der: Introductory activitios are designed to intsoduce tho lceson or
cstablisli aonncctioo with thc previous lesson. such activitics build readiaess, oratc interest,
8nd i&oti& whst studcnts alruady know about the topic. tn intoauaory activitios, studcnt's
aucntion may be gaiffd by *lowing pichrcs, stating a problcm or a dilcmma, or rcading a
poco/story. A tcst/quiz may be ueod to find out what studcats slrcady know.
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6. Developmental Activitiesr This section ie the most inryortmt part of loseon plm. Moat of
the time allotted for in a lasson plan, is for these actir.itic& Dcwlopmontrl rctivitics grow out
of the introductory activities. These activities are deeignod lo Btt& tt
stfuts'-lctring
outcomes, During these activities new concepts, skills and valum atc intoduccd and thcce @
built on past leaming. These activities have this sequetrce: data grthering adivitics, date
organizing activities, demonstrative or applicative actiyitics, and creative and exprcssivc
activities,
rrd rumuriro thoir ruou,lodgo. Thoy frcititrto tho spplication of knowlodgo and rldlL to r
nrx, .ltution. Thcy uc fonc lly telatod to tho main idoc of tho lorron.
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8. Amsgmsnt of Lorrnhg: Thio aection includes such quectionc or activiticg that can aclcra
to whrt cxtcit thc otudents' learning outcomes havc been achieved. Assssment ie important
in all phases of the lceson i.e. from intoduction to conclusion, A variety of techriques can be
used !o asscas the achievemcnt of the chosen leaming outcomes. some of these are prepared
oe part of the leaming activities; for example, the drawing and labelling ofa mai, the
qucstions for cvaluating a discussion, the final written report etc. other tools such as
tests/quiz are used at the end oflesson
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9. tr'ollow up: This section includcs enrichment activities, projects, questions or homework to
bc assigncd to thc students. Thc said activities enable the sMents to apply their lrrowledgc
and stills_in daily lifc.
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PEDAGOGY - OBJECTIVE (MCQs)
TEACHINGMETHOD TEST- 1
1. Ths rudrr rrthod b:
of tcechbg @6o6cL
(e) Styb of O) Way of 9. Whieh one of the folow@ ctrnc!.rlrdct
Eschbg tschiDg i! pres( nt i[ tarchcr-centrcd rrthod?
(c) Arr of (o s$etiation of (a) Fmli$ G) T'eaha'g
tachiog fre lnowledge . alffiv
ftm ouffi (c) Neglect of (d) Atl of rto
wodd inio imovatidns abovc
ohild'e 10. The dlrunion ofl tcrchhg Ecthod L:
intrllect (a) Facbal (b) Priocss
I A te.chhg mdhod corryletec wlth the (c) Enviromtal (4 An of thc
hdp of! above
(a) Vuiorx (b) Many hctics ll. The ln6ln obJectve of chll4*ailrcd.
bchiqucs tcrc.hlng mthod ir:
(c) Ifry pmtrrca (O lYlany (a) To dsnl@ (b) To &vehp
aproacbes 6 bdning &c drillq itr
.
24.
modulations
In modern classes, how extent and proper
the language
authoritative bchaviour of a teacher is fluencv
suitable? 31. The main ciaractcristic of demonstration
(a) To a great (b) Not at all method is:
extent
(c) Can't say (a) Economic (b) Ac.ivity-
(d) Depend on rhe orielled
teacher's (c) EliminattuU (d) All of tlrc
lurking abovo 4{1. A torchcFcantrGd mcthod b conwrt d
dansas rs lnto chlld-centrcd mcthod, lf r trrchGr crn
do:
conilucted
opclt
bY
(a) It partially in a 0) Ir
perfecly
teachcrs deliberate tluough
manner insight
32. Thc defed of lccturc'cumdemonstrstlon (c) in It in
mcthod k thrt:
(a) It is not child- O) [t creates
' It reversible
a (d)
Dresnce of
the
- terchlag is:
--
35. The hypothesb underlyitg
(Ai Teachers fell
leam
bore while
ielt-bore (B) Teacller are not competent
(B)
working alone
(C) The best beit teachers in schools are (l)) (l)) The single tcacher canllot
t ., more
^r.^-^r bY
shared '-^.a.h,/tanrc
students control the class
" "rnl'-"-"c"rputer
CAI sra ds fot:
instruction (B) computer assisted instruction
analyzed
iCj Computer assiited interview (D) Computer analvzed inlcrview
-37.' -?Ai
Whtch Lt not the nnde of CAI?
(B) Drill mode
Tutorial mo-tle
(Ci Simulation mode (D) Question modc
valu,c system k:
SA. miiy n aeveloy a ttle sl!!e hascd upon thc prefe.nad
(A) ResPonding (B) valuing
otg*irini
icj ol cognltlve toi characterizing
_'
Example domaln ls:
(A) ' Describe a topic (B) Develop an X+ay film
iCi Type a letter' ip> Take responsibilitv for tools
----i;t-
At lhe hlghesl level of hlerurch! ls:
understanding (!) Application
iCi Evaluation (D) AnalYsis
1I . The'nimber ol domdns in loxonomles ol educutlonal ohiectlves ls:
(A) Two (B) Three
tci Five (D) Six
12. domain is:
- The(Ai highest level of cognitive
Synthisis
- (B) AnalYsis
iCj C-omprehension (D) Evaluation
43. The piocess of diterming the value ot wotth of anylhing is:
(A) Test (B) Measurement
iCl Assessment (D) Evalualion
44. Educalionat obiectives have been divided into:
- G) Three domains
<el TJo domains (D) Five domains
iCi Four domains was presented in:
45. Taxonomy of educational obieclives -^--
(A) 1946 (B) 19s6
lo (Wds Uqw
ry-to44u lilttcnlots, -lc8/ilots' Gaillo
l@>-
(c) 1e66 (D) te76
46. ?he classifcation of cognitive domain was presented by:
(A) Benhjamin S. Bloom (B) Skinner
(C) Krathwhol (D) Simpson
47, Cognilive domain has:
(A) Three subgroups (B) Four subgroups
(C) Five subgroups (D) Six subgroups
48. The lowest letel of leaning in cognitive domain is:
(A) Comprehension (B) Application
(C) Knowledge (D) Synthesis
49, The highest letel of learning in cognilive domain is:
(A) Evaluation (B) Synthesis
(C) Analysis (D) Application
Knowing memorizing arul recalling is concemed wilh:
(A) Comprehension (B) Application
(C) Knowledge (D) Evaluation
5L To grusp the nwaning of the matefial is:
(A) Comprehension (B) Application
(C) Knowledge (D) Synthesis
52, To use prceious learned male al in new situotion is:
(A) Comprehension (B) Application
(C) Knowledge (D) Analysis
53' To btea* down matetw lnto component pa s ro *rrow lrs oiganlzatlonal sl,,ucrarc ls:
(A) Comprehension (B) Application
(C) Analysis (D) Synthesis
51. To put ideas together to form a new whole is:
(A) Evaluarion (B) Synthesis
(C) Analysis (D) Application
55, To know lhe worth ot value ofmate ot is:
(A) Analysis (B) - Applicarion
. (C) Knowledge (D) Evaluation
56, The intellectual skilk aru relected by:
(A) Cognitive Domain (B) Affective Domain
(C) Psychomotor Domain (D) physical Domain
57. Allitudes, values and lnterects arc rcllected hy:
(A) Cognirive Domain (B) Affecrive Domain
(C) Psychomotor Domain (D) Evaluative Domain
58. Il/htch domain is concemed with physical and motor skills?
(A) Cognitive Domain (B) Affective Domain
(C) Psychomotor Domain (D) Evaluative Domain
The focus of cognitive domain is:
(A) Physical and Motor Skills (B) Intellectual Skills
(C) Attitudes and Interests (D) None ofabovc
The affectiee domain was clatsilied by:
(A) Benjamin S. Bloom (B) Simpson
(C) Krathwhol @) Bumer
Affective domain is divided into:
(A) four subgroups (B) Five subgroups
(C) Six subgroups (D) Seven subgroups
62. The lowesl level oflearning in affectivc domain is:
(A) Responding (B) Valuing
(C) Attending (D) Organizing
63, llhtch ls placed al the hlghest level of learnlng ln aJfectlve domaln?
(A) Attending (B) Responding
(C) Organization (D) Characterization
64. ll/illingness to attend to pa icular phenomenon ls:
(A) Attending / Receiving (B) Responding
(C) Valuing (D) Organization
65, Brining togelher dwrent values into a conslstent value slstem is:
(A) Attending / Receiving (B) Responding
(C) Valuing (D) Organization
66. Atlective domain focuses on adoption of a value system as a pa of tife stlle in:
(A) Responding (B) Valuing
(C) Organization (D) Characterizalion
67. Psychomotor domain was classilied by Simpson in:
(A) te62 (B) 1972.
(c) t982 (D) 1992
68, AJfectlve domain was divided lnto subgroups by Krathh,hol in:
(A) l9s4 (B) t964
(c) 1974 (D) l e84
69, Psychomolor domaia was divlded by simpson in:
(A) Four subgroups (B) Five subgroups
(C) Six subgroups (D) Seven subgroups
70, The characterktic ol behavioral objective is:
(A) Observable and Immeasurable (B) Non-observable and measurable
(C) Observable and measurable @) Non-observable and
immeasurable
71. ObJective rclated to allective domain is:
(A) Student can pain a picture (B)
Students can draw a graph
(C) Students values honesty (D)
Students can write a letter
72. B nglrrg together sclentw ideas to form a unlque tdea is:
(A) Application (B) Analysis
(C) Synthesis (D) Evaluation
73, Which it vat in Scope?
(A) Teaching Tactic (B) Teaching Technique
(C) Teaching Straregy (D) Teaching Method
71, Students tind/explorc the information themselees in :
(A) Lecture method (B) Discovery method
(c) Both (D) None
75. Teacher petforms pructically and *plains in:
(A) Lecture method (B) Discovery method
(C) Demonstrationmethod (D) Problem solving method
Rob of student is active in:
(A) Discovery method (B) Prbblem solving method
(C) Inquiry method (D) All ofabove
Micro teaching is a:
(A) Tcaching motlrod (B) Tcachcr training tcchniquc
(C) Motivstional tocht quc (D) Nooc ofabovc
What is th. thtrc olpaettatbn ln mlcrctachhg?
(A) 1-5 min. (B) 5'lgrin
(c) 1o-ts min (D) 15-20 min
lfher ls lhc no, of studena l t tlctotachlrtg?
(A) l-ls (B) s-10
(c) 10-ls (D) 15-20
Mlctuuachw sturtcd lrt:
(A) leso (B) le60
(c) l97o (D) 1e80
Miefibdchhg locuEes on the comp@tqt over:
(A) Methods (B) Skills
(C) Contents (D) Observations
Which k more saituble in teachw of science?
(A) trcnlre method (B) Demonstationmethod
(C) Discussion method (D) Project method
|Vhlch onc is *ception?
(A) Books (B) Magazines
(C) Diagrams (r)) r.v
Vhlch b lrtdutlot! h Prlat nedle?
(A) ^otBookr (B) Magazines
(C) Diagrams (D) T.V
IIow nwty setset t Pcnoa uses whllc obscmlag fila?
() I (B) 2
(c) 3 4 (D)
td Ho* nuch *aowlcdgc ts gabctl throtlglh lhc *nsc of scebg?
(A) 75oh (B) 13o/o
(C) 60/o (D) lo/o
E7. How auch *ttowledgc ls gdttd thmugh thc scna of llstenhg?
(A) 7s% (B) 13o/o
(C) 60/o (D) 3o/o
1n) v.isualtriPsvmbol
6i- Motion (D) , Field
iCi Demonshation of in t microleaching clo,r,s?
--16. |rrig; has suggesred how many number sru'dints
(B) 25 to-30
(T) i5"o +o (D) 5 to lo
icl t5 to 2o
gT,Melhodbasedonlhefactsthalstudentsleatn'tssocialion,bctivilyandcoopefofionLs
known os:
1ij Demonstration (B) !t:j"tl
iCi iroblem-sotving promote students
JP of:
abiliu -
- -
Discussion
107. "-6t*
'"" - at:
Obieclives are
(B)
National level Subject level
--
137,
--Lccail. ,rrelhod b gcncrully dcscrhcd as:
iAj Tcachir Conteied G) Child Centered
(D) Education Centered
iCi Activity Ccntered
138. The'nante ol lleuristlc method h dertved lrom the Greeh-word:
(A) Hennrles (B) Hero
ici Heurises (D) None ofthe abovo
the behovloar
almed ot the changing
j6e. "reiimng b a lorm hterye$onal influence
pountlal olanothet is the vlew Prcsenled by:
'(A) ti.l. cug. (B) A Flanders
.
1A1
"un
Developmentai testJ (B) Qualified tesrs
ici tests (D) Standardized tests
'lfien Normaiized
children become uctive mernbets of theb peet gtoup?
(A) In adolescence (B) ln adulthood
icj mearly age (D) ln childhood
155. iiouins in-iraiufirot prpit's test matks wlth the cldss is not a sound menlal
hygiene:
1i) sehaviour (B) Standard
icj ruurt (D) PrBctice
156. Vn"n iii ol studenls in a science class are well below grude level in
reading, who ^1ortg
ihoaW plan nany hands-o,, activilies?
(A) ieaoher (B) Parents
icj edu"rto, (D) PrinciPal
iiours mon importanl conlribution lo educalian was hlslevel deuelopment of:
157.
111 secondaty iev"l (B) Primary
icj rlementarylevel (D) Kindergarten
15E. Whol is a 'dyslexla'?
(ei''' iirtening aisotaer @) Reading disorder
iCj Mental d-isorder @) Leaming disorder
wllh putposelul acltttities thdt legitlmke the
159. iie teacher should prot'lde the chltd
need lor movetnerrt to be successful wilh an:
ctritd
1.e.j-"Overactive
(B) Overintelligent child
ici orerage ctrild (D) overboard child
and:
160. A cnild weai in studies can be improved through counsellingclasses
iaj reaching ctasses (B) Remedial
icj Experimlntal classes can be(D) Disciplinary classes
16f, in which teaching" aid, a blackboord included?
(B) Audio aid-
(A) Visual aid
icj e.uaio-visud aia (D) Casual aid
162, Ai ellective teachet shall ensare competilion ot as the sit alion
demands.
(A) Punishment @) Teaching-
icj cooperation (D) Comlnunication
163. kiowledge ol chitd psychotog is a mtst |or p mary-leacher because i! helps the
teachet in underslarrdhg the:
(A) Natureofchildren (B) Behaviour ofchildren
iCj .l,ttitudes qfchildren (D) Differences ofchildren
of lhe world" is
164, The blatement "chitdren activel! conslruct lheir understu"ding
attdbuled lo:
(A) Kohlberg @) Frobel
lo @& ttauqaAe trUorteirttf rottlr
(C)
I Uilc
lO-
Pavlov (D) Plagct
t6S. Vtto, b cellrd e omll tmchlm us.d h th,, nadlag progrua lo tn not nL ol
l4,ccdl
(A) Dlgital devicc (B) Tachistoscope
(C) Mncmonic device (D) None ofthese
166. trhe dlscovery mahod of tearning is best exzmplifted b! expeingnrafion h a:
(A) Class (B) Science laboratory
(C) School (D) Ground
167. An increase in comprehension skill is most likel! lo rcsult fiom guided:
(A) Habitual reading (B)
Eifective reading
(C) Oral reading (D)
Silent reading
168. The carrent iew ofchild.hood assumes that chitdhood is o unique period o!:
(A) Growth (B) Evolution
(C) Planning (D) Exposure
169, The best procedarc for a teacher to adopl with a pupil who
fteque ly strarnme?s is
lo suggest lhat the parcnts see*:
(A) Medicinal help (B) Professional help
(C) Tutorial help (D) Parental help
170, Remaining ealm and jast tooking at studenls is a best way to control noise in:
(A) Laboratory (B) School
(C) Classroom (D) Assembly
l7l. Creattve xrriting shoald be an activity planned for:
(A) All children (B) High class students
(C) Elementary students (D) Special children
172, The moverrrenl of behaviour modirtcation, h,hercin tokens arc awurded
for correct
responses, is a .el\eclion o1f lhorndi*e ,s law of:
(A) Behaviour (B) Achievement
(C) Correlation (D) Effect
173. Ia school and classroom environment, the child's development is
deJined k a hest way,
(A) Cognitive (B)
Leaming
(C) Psychological (D) Cultural
174. To guide student,s growth should be a teachefs:
(A) Domain G) Matter
(C) Attitude (D) Motto
175. A teacher who creates intercsts in the subjcct amongst the Etudents is the mosl:
(A) Competent (B) Authoritative
(C) Complex (D) Commanding
176. Who advanced lhe idea of the five slept in leaming?
fomat
(A) Pestalozzi (B; Jarnes Franklin
(C) Justin Pfifer (D) Johann Herbert
171. "Dewlopment is a never endig process.', This idea is ossocialed with the principle
of:
(A) Development (B) performance
(C) Continuity (D) Intenlation
Who proposed the in portanl lheo es of noral development?
(A) Herbert @) Pestalozi
(C) Coleman (D) Kohlberg
The discovery nuthod of leachhg ir bes eerrrplifred by hdePeadenl:
(A) Work projects (B) Test projects
(C) Study projects (D) Tutorial projects
A teacher who bves b wlll be lil@d the ,nost b! studenls'
(A) Tcaoh (B) Work
(C) Study (D) Evaluate
Wio pnanud thc cdncutonal
- phlloco\hy lhal "thc lndtvtil.al ilev'hPs thtough
thc hcsd, lhc hcafl, and th. ho,,d"l
(A) Kohlbcrg (B) Ftobol
(C) Podaloat (D) Hcrbut
Ethdoaot b t2tttctt b lho oblacrtla thol t l,ach.t should natc an
aenil b urd.ts/r{,,d il . pounltawAr of fi.d.nls.
(A) Psychology (B) PhilosoPhY
(c) E0rics @) Sociologt
Thc tcaehq -latruduccs a ProbhrrlFsotvi,,.g tcson wtth a good motttulon and thqt
aslwfor proposcd:
(A) Ideas (B) Solutions
(C) Suggestions @) PrcPosals
Yho datctoptd lhe h@acttvc arrottds cdegory syslcm h cdtcdbnlor brocadng
th e leach er c$cdtc nass?
(A) Frobel (B) Pestalozzi
(C) Flander dl
siroo
AchWfuma_ honu wlll aqerfunce the geoufi d@ary w h
hdcpcadal sady.
(A) Disorganized (B) Dlscrimin*
(C) Dtucourse @)
Discouagement
Th, te
Th. te n, 'Ac clount' ls closcly owciatal
dcot clerrr.nF'
'Aeilbal toatlet of
ocialcd wllh toaslet o
(A) Feelings Traits (B)
(C) Characteristics (D) Laming
Aadt ach.t lo starl w tt w l havc to cstabltsh to?Pott tetth the:
(A) Society @) Faculty
(C) Stdcnts @) Studies
Studen6 who do b.4a h, hlth &hool tend to do bcaer b colkga lhb ts an
annplc oft.ptiltvc:
(A) Participation (B) Undcrstasting ,*
(C) Transfcrcncc @) Corrclation
Yho tden@d thc luv ttldnd qcs of ch drca's bttclledtal d*'.Ioprnql?
(A) Piaget (B) Sinon
(C) Kohlbcrg @) Edmond
Icachlng d whlth Lvcl ls lachebcerrLrcd?
l@r l@b
(A) Amateur @) Concrete
(C) Authoritarian @) Professional
Thc medlum o{ cdncdon should be:
(A) National laoguage (B) Internationallanguage
(C) Mother tanguage @) Regional laoguage
tn. Teaahtng ti calkd a noble pro@n becuse it b a type of vwtcc ptovilcd b fie:
(A) Self (B) Society
(C) hstitution @) Department
193. Ibopfu oal Irum rchool nuans to leove the school:
(A) Forwer @) For tho time being
(Q Casually (D) Nonc ofthcao
194. b lar at to&llthg ag.ncy ls conocmc4 a nhool cut bc coaddcrcd dan:
(A) Eloncntsry group @) Supplomontary groq
(C) Ptimry goup (D) Sccondary gorp
195. A a noantctut ls lhc one who lnows o lol bat ll wdrd nwv'h
i,&'r|rrrsful
(A) An'tudo (B) DealLrg
(C) Comnunicatton '@) Mannon
195. lb rtc n&h rWadbWy ol sehoo, n@qawrt?
Oa whonlt
(A) Rcgistar @) School doan
(Q Vio+Principal (D) Principel
ln. A@l fin sa/,fu ot not tll*.,thq, Wbr ln lh.tr physbal o*
(l) lvfcotal approaclr @) llamlapproacn
(C) Fomal approrh @) Infornal approach
l9E. Vno fl thC 'd IcGt on thil olthc l,,rttttrg thd wil Moa lU ltr& of
sclod dbvq*a has My fr*at pl@ by qc tr?
(A) MryGr (B) Frcbcl
' (C) Bloom (D) KohIbrB
lLcfr, Wqerrd Mtw qMney @d c.Wrl cho|S. b tto *etfuy
t
dqc tut *d@ **aw aianl eugc ,dr,s:
(A) Itought @) chrm
(C) Stlodads . (D) Envilomcot
200. Nout &crlmt e4lta frd_tet rryba o afuw fu.
(A) Ord (B) Evahsivt
(C) Iraacd @) r}omryh
E:
l. c 2^ c a A {, B 5. c
G D ,- c & B 9. D lo A
11. D TL B 13. A t( c 15. D
16. A 17. c It D 19. D 2n D
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31. B t2. D 33. A 3{. D 35. c
lo l@-
c
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B
11. B 12. D 13. D 11. B 15.
D C 49. A 50. C
46. A 47. 48.
31. A 32. B 53. C 54. B 55. D
56. A 37. B s& C 59. B 60. c
B 62. C 63. D 64. A 65. D
61.
66. D 61, B 6t. B 69, D 70. c
71. C 72. c 73. c 74. B 15, c
B 78. B 79. B 80. B
76. D 77.
B 82. D tB. D 84. D 85. B
81.
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E5, A E7.
B 92. A 9t D 94. D 9S. D
91,
97. B 9t. B 99. D 100. B
96. D
D l0{. A 105. A
l0t. B 102. D 103.
106. B l07. A t0t. A r09. C rl0, A
1ll. A 112. A l13. c I I't c I15. c
D 120. C
u6. c 117, D 1l& D r19,
121. D 12?- c r23. c 124, A r23: c
125- B tn.' D l2& B 179, c r30. D
A 134. D 135. D
l3l. B r32. D r33.
t3c B t37. A r3& c 139. A r40. c
D ral. D c l,l4 A r45. D
t{1. 1,t3.
D to. B 14& c 1.19. D 150. A
1.15.
D 15t. B 153. D 154. A 155. D
r51.
B A 160. B
156. A r57. D 158, 159.
161. A 16," c 163. B tu. D 155. B
A B r70. C
l5G B I6it. D 15& 169.
A
171. A fiL D 173. A 171.. D 175.
A
t7c D 1T'. c l7& D 179. C 180.
Itr. C It2" A 1&1. B 184. C It5. A
Itc D 1a7. c 18& D r89. A 190. c
A |lr2. B 193. A r9{. D l9s. A
19l.
D tn. A t9& c 199. D 200. A
196
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