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Email : [email protected]
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Exam date : 30.04.17
TET – PAPER – II (B.Ed,) 2017
gl;ljhhp Mrphpah; - Nghl;bj;Njh;Tf;fhd
tpdh - cj;Njrkhd tpilfs; kw;Wk; tpsf;fq;fs;
Booklet series :
C
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1. PGR - d; tphpthf;fk;
A) Prime Generic Reactor B) Psycho Growth Rate
C) Polymerase Galvant Reaction D) Psycho Galvanic Reflex
Ans: D) Psycho Galvanic Reflex
2. jha; kw;Wk; Nra; ,tHfSf;fpilNaahd ,iltpidahdJ xUtH kw;nwhUthpd;
#o;epiyapid tbtikg;gjd; %yk; xU nghJthd tsHr;rpg; ghHitf;F
toptFf;fpwJ. ,jid ............... vd;W miof;fyhk;.
A) rq;fkpg;G khjphp B) ghj;jpu ebg;G khjphp
C) jpus; khjphp D) ghptHj;jid khjphp
tpil: D) ghptHj;jid khjphp
interplay between mother and child in which each in effect shapes the other's environment has
given riseto a view of general devlopment called as
3. E.G. tpy;ypak;rdpd; newpg;gLj;Jk; mwpTiu gfHjypd; gbfis thpirg;gLj;Jf.
(a) Kd;dwpjy; (b) Fiwawpjy; (c) mwpTiu gfHjy; (d) gpd;-njhlH nray;
(e) gFj;jwpjy; (f) njhFj;jwpjy;
A) (e), (f), (b), (a), (c), (d) B) (e), (b), (c), (a), (f), (d)
C) (d), (e), (b), (a), (f), (c) D) (f), (e), (b), (c), (a), (d)
tpil: A) (e), (f), (b), (a), (c), (d)
Steps of Directive counseling:-
Williamson has given six steps Directive counseling:
1)Analysis :It includes collection of information about the
individual which can be collected through structured
interviews,psychological case history methods, Interaction with
family members, friends, etc.
2) Synthesis: After collection of lot data the information is
organized in the logical manner to analyse the individual in terms of
his qualifications, assets, potentials, liability adjustment, cultural
background, habits etc.
3) Diagnosis :The diagnosis consists of the interpretation of the
data in relation to the nature and problem, the causes of problems.
4)Prognosis: Under this step a prediction is made about the future
development of the problem.
5)Counseling : The counseling here is to bring about adjustment
and re-adjustment to the individual in relation to his problem.
Attitudes and interest of the individual are considered during the
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counseling.It emphasis the individual to develop life cycle where an
effort in the positive direction could lead to success and success in
turn could lead to further efforts and motivations.
6)Follow -up :The sixth step in directive counseling is follow up
which is extremely important. An individual may be able to solve
immediate problems through counseling but new problems may
occur or the original problem may re-occur. Follow-up with the client
is extremely necessary. The role of counselor is important as he has
to make the individual understand and accept his strength and also
his weakness and faults.
4. jd; je;ijaplkpUe;J ftdj;ij ngw Kbahj Foe;ij jd; MrphpahplkpUe;Njh
my;yJ gpw tsHe;j Mz;fsplkpUe;Njh ftdj;ij ngw tpisAk; elj;ij :
A) Nfhgkhd elj;ij B) gpd;diljy; C) mlf;Fjy; D) ,lkhw;wk;
tpil: D) ,lkhw;wk;
pheomenon of a boy who is unable to get the attention of his father, truning his attention
towards his teacher or some other adult male is called
5. jha; fUTw;wpUf;Fk; NghJ Vw;gLk; kuG rhHe;j Fiwghl;L Neha;fSs; nghUe;jhjJ
vJ?
A) gpidy; fPl;NlhepA+hpah B) nlsd; FiwghL
C) fjpH mhpths; ,uj;j Nrhif D) rPNuhg;jhy;kpah
tpil: D) rPNuhg;jhy;kpah
Xerophthalmia is a medical condition in which the eye fails to produce tears. It may
be caused by vitamin A deficiency, which is sometimes used to describe that
condition, although there may be other causes.
Phenylketonuria (PKU) is an inborn error of metabolism that results in
decreasedmetabolism of the amino acid phenylalanine.[2] Untreated PKU can lead
to intellectual disability, seizures, behavioral problems, and mental disorder. It may
also result in a musty smell and lighter skin. Babies born to mothers who have poorly
treated PKU may have heart problems, a small head, and low birth weight.[1]
Down syndrome (DS or DNS), also known as trisomy 21, is a genetic
disorder caused by the presence of all or part of a third copy of chromosome 21. It is
typically associated with physical growth delays, characteristic facial features and mild
to moderate intellectual disability. The average IQ of a young adult with Down
syndrome is 50, equivalent to the mental ability of an 8- or 9-year-old child, but this
can vary widely.
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Sickle-cell disease (SCD) is a group of blood disorders typically inherited from a
person's parents. The most common type is known as sickle-cell anaemia (SCA). It
results in an abnormality in the oxygen-carrying protein haemoglobin (hemoglobin S)
found in red blood cells. This leads to a rigid, sickle-like shape under certain
circumstances. Problems in sickle cell disease typically begin around 5 to 6 months of
age. A number of health problems may develop, such as attacks of pain ("sickle-cell
crisis"), anemia, swelling in the hands and feet, bacterial infections, and stroke. Long
term pain may develop as people get older. The average life expectancy in
the developed world is 40 to 60 years.
6. gHfpd;[p Nfhl;ghl;bd; %yk; Fwpg;gplg;gLk; khw;wk; :
A) njhL czHT B) xyp czHT
C) tz;zr; nrwpT czHT D) eWkz czHT
tpil: C) tz;zr; nrwpT czHT
The Purkinje effect (sometimes called the Purkinje shift or dark
adaptation) is the tendency for the peak luminance sensitivity of
the human eye to shift toward theblue end of the color spectrum at
low illumination levels. The effect is named after
the Czech anatomist Jan Evangelista Purkyně.
This effect introduces a difference in color contrast under different
levels of illumination. For instance, in
bright sunlight, geranium flowers appear bright red against the
dull green of their leaves, or adjacent blue flowers, but in the same
scene viewed at dusk, the contrast is reversed, with the
red petals appearing a dark red or black, and the leaves and blue
petals appearing relatively bright.
7. nkhop Nkk;ghl;by;> mz;ik tsHr;rp kz;lyk; (ZPD) ...... Nfhl;ghl;bd; ikaf;fUj;jhf
tpsq;FfpwJ.
A) gpahN[ B) eNthk; Nrhk;];fp C) G&zH D) itfhl;];fp
tpil: D) itfhl;];fp
in language devlopment the zone of proximal devlopment is the central concept in theory
The zone of proximal development, often abbreviated as ZPD, is
the difference between what a learner can do without help and
what he or she can do with help. It is a concept introduced, yet
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not fully developed, by Soviet psychologist Lev Vygotsky (1896–
1934) during the last ten years of his life. Vygotsky stated that a
child follows an adult's example and gradually develops the ability
to do certain tasks without help. Vygotsky and some other
educators believe that the role of education is to give children
experiences that are within their zones of proximal development,
thereby encouraging and advancing their individual learning
8. nghUj;Jf.
newpgpwo; elj;ij gw;wpa tiuaiw cstpayhsH
(a) rl;lj;ij cilj;njwpjy; (i) n`l;gPy;L
(b) jz;lidf;Fhpa jtWfis kPz;Lk; (ii) gpshz;l;
kPz;Lk; nra;jy;
(c) r%f tpNuhj elj;ij (iii) thyd;ild;
(d) kdKwpTfis Mf;Nuh\khf (iv) Fl;tpd;
vjpHnfhs;Sk; topfs;
(a) (b) (c) (d)
A) iii iv i ii
B) i iii iv ii
C) i iv ii iii
D) iii ii i iv
tpil:B) i iii iv ii
9. ................ MSikg; gz;Gfshd r%f fyg;G> Ra fl;Lg;ghL kw;Wk; nghWg;gpid
Muha;fpwJ. NkYk; ,J MSikapd; rhjhuz mk;rq;fis milahsk; fhzTk;
kjpg;gplTk; gad;gLfpwJ.
A) MMPI B) WAIS C) CPI D) TAT
tpil: C) CPI
examines personality traits such as sociability self control and responsibility and it is used
primarily to identify and assess normal aspects of personality
he California Psychological Inventory (CPI) is a self-report
inventory created by Harrison G. Gough and currently published by
Consulting Psychologists Press. The test was first published in
1956, and the most recent revision was published in 1987. It was
created in a similar manner to the Minnesota Multiphasic
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Personality Inventory (MMPI)—with which it shares 194 items. But
unlike the MMPI, which focuses on maladjustment or clinical
diagnosis, the CPI was created to assess the everyday "folk-
concepts" that ordinary people use to describe the behavior of the
people around them
10. ............ epiyahdJ ,d;Rypdpd; kpif cw;gj;jpapd; fhuzkhf Vw;gLtJ. ,J kpff;
Fiwe;j ,uj;j rHf;fiu mstpid tpistpf;Fk;. ,J Mw;wy; ,y;yhik kw;Wk;
mbf;fb kaf;fj;jpid Vw;gLj;Jtjhf mikAk;.
A) ilahngB]; nkypl]; B) i`Nghf;isfPkpah
C) i`gHf;isfPkpah D) ijuha;L
tpil:B) i`Nghf;isfPkpah
is a condition resulting from the overproduction of insulin causing very low blood sugar levels
usuallyy characterized by lack of energy and often faintness
[1]
Gr. hypo- , glykys , haima )
,
,
11. xU tpkhdj;jpd; fhw;wpaf;ftpay; gw;wpa tpthjk; elf;ifapy; mf;FOthdJ
gwitfs; vq;qdk; gwf;fpwJ vd;gJ rhHe;j cl;fhl;rpapid tpkhdk; gwg;gjw;fhd
epfo;NthL njhlHGgLj;Jjy; ................. MFk;.
A) Neub xg;Gik B) fw;gid xg;Gik C) jdpegH xg;Gik D) milahs xg;Gik
tpil: D) milahs xg;Gik
if aerodynamics of a plane is under discussion the group may explore how birds manage to fly
and there by seek insights in to a plane's aerodynamics this is related to
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12. cl;fhl;rpf; fw;wy; Nfhl;ghl;by;> xU Foe;ijahdJ FwpaPl;L nkhopapid ed;F
mwpahj epiyapy; etPd fzpjf; fzf;Ffis jPHj;jy; ,ayhjJ vd;Dk; cjuhzk;
..................... cld; njhlHGilaJ.
A) Ez;zwpT B) Muk;gepiy Kaw;rpfs;
C) kPl;nray; kw;Wk; nghJikg;ghL D) mDgtk;
tpil: D) mDgtk;
insightful learning theory the illustration that a child cannot solve the problems of modern
mathematics unless he is well acquainted with its symbolic language is related to
Intelligence :
Insightful solutions depend upon the basic intelligence of the learner. The more intelligent
the individual the greater will his insight be.
Individual Efforts
Insightful learning has to be pass through the process of trial and error but this stage does
not last long, these initial efforts in the form of a simple trial and error mechanism, open the
way for insightful learning.
Reception and Generalisation
After obtaining an insightful solution of a particular type of problem, the individual tries to
implement it in another situation, depending a similar type of solution. The solution found
in one situation helps him to react insightfully in other identical situation.
Experience
Past experience helps in the insightful solution of problem. A child cannot solve the problem
of modern mathematics unless he is well acquainted with its symbolic language
13. ................. epiyapid jdpegHfs; fbdkhf czHtJ> Vnddpy; mtHfs; ,uz;L
my;yJ mjw;F Nkw;gl;l vz;zq;fs;> kdg;ghd;ikfs; my;yJ elj;ijfshtd
xd;NwhL kw;nwhd;W epiyj;jd;ik mw;wjhf czHtNj vdyhk;.
A) fhuzkwpT B) vz;z Kuz;ghL C) nghUj;jg;ghbd;ik D) jw;Gyf;fhl;rp
tpil: B) vz;z Kuz;ghL
is a state in which individuals feel uncomfortable because they hold two or more thoughts
attitudes or behaviours that are in consistent with one another
(Cognitive dissonace) ,
, ,
,
,
In psychology, cognitive dissonance is the mental stress (discomfort) experienced by a person who simultaneously holds two or more contradictorybeliefs, ideas, or values; when performing an action that
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contradicts one of those beliefs, ideas, or values; or when confronted with new information that contradicts one of the beliefs, ideas, and values.
14. ............. %isapd; ,uz;L miuf;Nfhsq;fisAk; ,izf;fpwJ. NkYk;
mtw;wpw;fpilNaahd jfty; ghpkhw;wj;jpid mDkjpf;fpwJ.
A) nrhpngy;yk; B) i`g;Nghjhyk]; C) fhHg]; nfhNyhrk; D) nkl;A+yh
tpil: C) fhHg]; nfhNyhrk;
The corpus callosum also known as the callosalcommissure, is a wide, flat
bundle of neural fibers about 10 cm long beneath the cortex in
theeutherian brain at the longitudinal fissure. It connects the left and
right cerebral hemispheresand facilitates interhemispheric communication. It is
the largest white matter structure in the brain, consisting of 200–250
million contralateral axonal projections.
15. czu ,ayhj xU ,yf;F epiyahdJ elj;ij Cf;Ftpg;Gfshf nray;gLfpwJ
vd;gjid ............ gjj;jpd; %yk; mwpayhk;. ,jid topnkhope;jtH .................. .
A) fUtp rhH Mf;fepiyapWj;jk;> B.F. ];fpd;dH
B) Kad;W jtwpf;fw;wy;> E.L. jhHz;ilf;
C) Ra ,ay;ghf;fk;> kh];Nyh D) fw;gid ,Wjpahf;fk;> Ml;yH
tpil: C) Ra ,ay;ghf;fk;> kh];Nyh
goal state that is impossible to realize but acts as one of the energizers of behaviour is termed
as
16. kdpj tbtk; kw;Wk; tpidj;jpwd; rhHe;j gy;NtW mstPLfSf;fhd
kdpjusitapay; Ma;tfj;jpid epWtpaH .................... .
A) Y}ap]; nlHkd; B) gpuhd;rp]; fhy;ld; C) My;gHl; gPNd D) Nltpl; nt`;yH
tpil: B) gpuhd;rp]; fhy;ld;
17. cwf;fk; vd;gJ XH caphpdj;ij gfy;-,uT Row;rpf;F nghUj;jg; ghl;Lilajhf;Fk;
top vdf;$Wk; mZFKiw :
A) fdbad; mZFKiw B) fhy;thdpf; mZFKiw
C) fphpNfhpad; mZFKiw D) rHNfbad; mZFKiw
tpil: D) rHNfbad; mZFKiw
18. ............... xU ,ay; epfo;thFk;. ,jdpy; xU thHj;ij my;yJ fUj;jpw;fhd
ntspg;ghlhdJ KOikahf mt;thHj;ij my;yJ fUj;J epidtpypUe;J ePq;fpa
nghOjpYk; mJ njhlHGila jfty;fis epidT $w cjTfpwJ.
A) cUtiug;gbtk; B) ntl;nlhsp epidT C) eh-Edp epfo;T D) Kjd;ikg;gLj;Jjy;
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tpil: D) Kjd;ikg;gLj;Jjy;
19. xU elj;ij nraypy; cs;shHe;j MHtk; FiwAk; nghOJ Gw Cf;fpfis mspg;gjhy;
Vw;gLtJ :
A) rHfhbad; tpisT B) mjPj nka;g;gpg;G tpisT
C) jpUg;jpfu tpisT D) mdnuf;]pah neHNth]h
tpil: B) mjPj nka;g;gpg;G tpisT
The overjustification effect occurs when an expected external incentive such
as money or prizes decreases a person's intrinsic motivation to perform a task.
The overall effect of offering a reward for a previously unrewarded activity is a
shift to extrinsic motivation and the undermining of pre-existing intrinsic
motivation. Once rewards are no longer offered, interest in the activity is lost;
prior intrinsic motivation does not return, and extrinsic rewards must be
continuously offered as motivation to sustain the activity.
20. fw;gpj;jy; fw;wy; khjphpapd; 5 ‘E“ -f;fspd; Kiwahd thpiriaf; fz;Lgpb
A) Explain, Engage, Explore, Elaborate, Evaluate
B) Engage, Explore, Explain, Elaborate, Evaluate
C) Explain, Elaborate, Engage, Explore, Evaluate
D) Exgage, Elaborate, Explain, Explore, Evaluate
tpil: B) Engage, Explore, Explain, Elaborate, Evaluate
Engage This lesson mentally engages students with an activity or question. It captures their interest, provides an opportunity for them to express what they know about the concept or skill being developed, and helps them to make connections between what they know and the new ideas.
Explore Students carry out hands-on activities in which they can explore the concept or skill. They grapple with the problem or phenomenon and describe it in their own words. This phase allows students to acquire a common set of experiences that they can use to help each other make sense of the new concept or skill.
Explain Only after students have explored the concept or skill does the teacher provide the concepts and terms used by the students to develop explanations for the phenomenon they have experienced. The significant aspect of this phase is that explanation follows experience.
Elaborate This phase provides opportunities for students to apply what they have learned to new situations and so develop a deeper understanding of the concept or greater use of the skill. It is important for students to discuss and compare their ideas with each other during this phase.
Evaluate The final phase provides an opportunity for students to review and reflect on their own learning and new understandings and skills. It is also when students provide evidence for changes to their understandings, beliefs and skills.
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21. jpBnud koiyfs; J}f;fj;jpNyNa ,wg;gjw;fhd fhuzk; :
A) %r;Rj;jpdwy; B) xypAld; $ba %r;Rj;jpzwy;
C) the;jp D) fz;lwpag;glhj fhuzk;
tpil: D) fz;lwpag;glhj fhuzk;
Sudden infant death syndrome (SIDS), also known as cot death or crib death, is the
sudden unexplained death of a child less than one year of age. Diagnosis requires
that the death remains unexplained even after a thoroughautopsy and detailed death
scene investigation.[2] SIDS usually occurs duringsleep. Typically death occurs
between the hours of 00:00 and 09:00. There is usually no evidence of struggle and
no noise produced.
The exact cause of SIDS is unknown
22. xUthpd; Ez;zwpitf; fzf;fpLtjpy; ntf;];yH gad;gLj;jpaJ :
A) kdtaJ B) fhytaJ C) tpyf;fg;gl;l Ez;zwpT <T D) Ez;zwpT <T
tpil: C) tpyf;fg;gl;l Ez;zwpT <T
David Wechsler, developer of the Wechsler–Bellevue Scale of 1939 (which was
later developed into the Wechsler Adult Intelligence Scale) popularized the use
of "deviation IQs" as standard scores of IQ tests rather than the "quotient IQs"
("mental age" divided by "chronological age") then used for the Stanford–Binet
test.
23. Foe;ijfsplk; jPa gz;Gfis ePf;FtjpYk; kd NehahspfspilNa fhzg;gLk;
fl;Lg;gLj;jg;glhj gak; Nghd;w kdntOr;rpia ePf;Ftjw;Fk; gad;gLk; Nfhl;ghL :
A) fl;Lg;gLj;jg;gl;l Jyq;fy; Nfhl;ghL
B) fl;Lg;gLj;jg;gl;l J}z;ly; Nfhl;ghL
C) fl;Lg;gLj;jg;glhj Jyq;fy; Nfhl;ghL
D) fl;Lg;gLj;jg;glhj J}z;ly; Nfhl;ghL
tpil: B) fl;Lg;gLj;jg;gl;l J}z;ly; Nfhl;ghL
the theory which can be used to eradicate bad habits in children and deconditioning emotional
fears in mental patients is
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24. $l;l nehpriyf; fz;L gag;gLtijf; Fwpf;Fk; nrhy; :
A) mf;NuhNghgpah B) ief;NshNghgpah C) Mf;NyhNghgpah D) igNuhNghgpah
tpil: C) Mf;NyhNghgpah
Ochlophobia is a type of phobia in which a person has a fear of crowds. This may also
be associated as a fear of mobs or any type of environment where there is a large
crowd of people. In general, a phobia is a severe fear of a situation, person, activity or
thing. A person can potentially develop a phobia against anything of which he or she
has developed a keen fear of. In most cases, the basis of the excessive fear poses no
real threat to the person.
25. ............................. i`gHifdd;rp]; vd;Wk; miof;fg;gLfpwJ.
A) gpbthj tYtpye;j epiy NfhshW B) ftd gw;whf;Fiw NfhshW
C) kd ,Wf;ff; NfhshW D) vy;iyf;Nfhl;L MSik NfhshW
tpil: B) ftd gw;whf;Fiw NfhshW
(ADHD;
Attention deficit hyperactivity disorder) ,
[1]
,
,
[2][3]
,
DSM-IV-TR)
[4]
26. ..................... cstpay; gphpthdJ edT kdj;jpd; nghUslfj;jpid gw;wp fw;gNj
cstpaypd; Kiwahd ghlg;nghUs; vd;W ek;GfpwJ.
A) mwpthw;wy; B) csg;gFg;gha;T C) nray;ghl;bay; D) mikg;gpay;
tpil: D) mikg;gpay;
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school of psychology believed that the proper subject matter of psychology was the study of
the contents of consciousness
Structuralism
Structuralism grew out of the work of Wundt, and his student Titchner. These psychologists
believed the chief purpose of psychology was to find the units, or the elements, which make up
the mind. Wundt proposed that psychology should focus on analyzing the content of
consciousness in order to determine its basic elements and the relationship between them, his
main interest was in immediate consciousness. Both Titchner and Wundt thought
that Immediate Consciousness has great importance to understand MIND. And this experience
of immediate consciousness is like "Experience of Awareness" or we can say that Awareness is
the part of immediate consciousness. And for this, the method used, was introspection.
For introspection we need a Subject (a person) who work as an Observer and can feel as "what
is going in mind?" in response to any stimuli. And he can tell that all in Verbal report. For
example if someone says "I am hungry" means at that time "I'm introspecting". Titchner called
the Introspection as 'Self Observation'.According to Titchner, the main goal of psychology was to
understand the structure of mind. Thus this concept was labeled as "Structuralism"
27. cyifg; gw;wpa cz;ik kw;Wk; nghJ mwpit epidtpy; itj;Jf;nfhs;s cjTk;
epidT :
A) nrhw;nghUs; rhHe;j epidT B) eilKiw rhHe;j epidT
C) Kuz;ghlhd epidT D) jw;nray; epidT
tpil: A) nrhw;nghUs; rhHe;j epidT
Semantic memory, on the other hand, is a more structured record
of facts, meanings, concepts and knowledge about the external world that we have acquired. It
refers to general factual knowledge, shared with others and independent of personal
experience and of the spatial/temporal context in which it was acquired. Semantic memories may
once have had a personal context, but now stand alone as simple knowledge. It therefore includes
such things as types of food, capital cities, social customs, functions of objects, vocabulary,
understanding of mathematics, etc. Much of semantic memory is abstract and relational and is
associated with the meaning of verbal symbols.
28. gs;spr; nray;ghLfs; fbdj;jd;ikapd; mbg;gilapy; VW thpirapy; mikf;fg;gl
Ntz;Lk;. mg;NghJ jhd; khztHfs; Njhy;tpailahky; Kd;NdWtH vd;gijf;
Fwpg;gpLk; tpjp :
A) gapw;rp tpjp B) Maj;j tpjp C) tpisT tpjp D) ehl;l tpjp
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tpil: C) tpisT tpjp
school activities should be organised in an increasing order of difficulty so that students may
progress with out any failure. this concept is emphasised by the law of
29. caphpdq;fspd; elj;ij Kiwfis ghFgLj;Jk; tifg;ghl;bid ......... vdyhk;.
A) vNjhfpuhk; B) NrhrpNahnkl;hp C) ];fPNklh D) vj;Ndhfpuhgp
tpil: A) vNjhfpuhk;
An ethogram is a catalogue or inventory of behaviours or actions exhibited
by an animal used in ethology.
30. ez;gHfSf;fpilNa cs;s neUf;fj;ij mbg;gilahff; nfhz;l FO tifg;ghL :
A) nge;jk; `_f;fH tifg;ghL B) fpnul;r;dH tifg;ghL
C) rk;dH]; tifg;ghL D) $yp]; tifg;ghL
tpil: D) $yp]; tifg;ghL
A primary group is typically a small social group (small-scale
society) whose members share close, personal, enduring relationships.
These groups are marked by members' concern for one another, in
shared activities and culture. Examples include family, childhood friends,
and highly influential social groups. The concept of the primary group was
introduced byCharles Cooley, a sociologist from the Chicago School of
sociology, in his book Social Organization: A Study of the Larger Mind.
Although the group initially referred to the first intimate group of a person's
childhood, the classification was later extended to include other intimate
relations
31. ‘Nfhj;jpuk; ghHg;gJ me;jf;fhyk;
Fzj;ijg; ghHg;gJ ,e;jf;fhyk;”
- ,g;ghly; thpfis vOjpa ftpQH
A) gl;Lf;Nfhl;il fy;ahzRe;juk; B) cLkiy ehuhazftp
C) kUjfhrp D) Gyikg;gpj;jd;
tpil : B) cLkiy ehuhazftp
32. nghUe;jhjtw;iwj; NjHe;njLj;J vOJf.
A) fz;zd; ghl;L> Fapy;ghl;L> ghQ;rhyp rgjk;
B) NghH kwtd;> tpOJk; NtUk;> xd;gJ Rit C) Njd; kio> G+q;nfhb> fhtpag;ghit
D) kyUk; khiyAk;> ckHfa;ahk; ghly;fs;> KUfd; my;yJ moF
tpil: D) kyUk; khiyAk;> ckHfa;ahk; ghly;fs;> KUfd; my;yJ moF
ftpkzpapd; gpw E}y;fs; :
kyUk; khiyAk;> kUkf;fs; top khd;kpak;> Foe;ijr; nry;tk;> Mrpa N[hjp Nghd;wd.
ckh;fa;ahk; ghly;fs; - ftpkzp nkhopngah;g;G 115 ghly;fs; cs;sd.
jpU.tp.f mth;fspd; nra;As; E}y;fs;:
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KUfd; mUs;Ntl;ly;> jpUkhy; mUs;Ntl;ly;> fpwpj;Jtpd; mUs;Ntl;ly;> mUfd; mUNf> chpik Ntl;ly;> nghJik Ntl;ly;> nghUSk; mUSk; my;yJ khh;f;rpaKk; fhe;jpaKk;.
33. rhpahdtw;iwj; NjHe;njLf;f.
A) Gwh - vf;fhskpLk; B) Gwh - FDFk;
vUJ - FDFk; vUJ - vf;fhskpLk;
tz;L - myg;Gk; tz;L - KuYk;
Fuq;F - KuYk; Fuq;F - myg;Gk;
C) Gwh - KuYk; D) Gwh - myg;Gk;
vUJ - myg;Gk; vUJ - KuYk;
tz;L - FDFk; tz;L - vf;fhskpLk;
Fuq;F - vf;fhskpLk; Fuq;F - FDFk;
B)Gwh - FDFk;
vUJ - vf;fhskpLk;
tz;L - KuYk;
Fuq;F - myg;Gk;
xyp kuGr; nrhw;fs;:
ML fj;Jk;> vUJ vf;fhskpLk;> tz;L KuYk;> Fapy; $Tk;> Nrty; $Tk;> kapy; mfTk;> fhfk; fiuAk;> fpsp nfhQ;Rk;> $if FoWk;> thdk;ghb ghLk;> Me;ij myWk;> Nfhop nfhf;fhpf;Fk;> Fjpiu fizf;Fk;> rpq;fk; Koq;Fk; (fh;rpf;Fk;) ehp CisapLk;> eha; Fiuf;Fk;> gd;wp cWKk;> ahid gpspWk;> Gyp cWKk;> fOij fj;Jk;.
34. khj;jpiu msitf; fzf;fpLf.
jho;g;ghs;
A) Ie;jiu khj;jpiu B) Ie;J khj;jpiu C) ehd;F khj;jpiu D) MW khj;jpiu
tpil : A) Ie;jiu khj;jpiu
35. ‘NghUk; mikjpAk;” Gjpdj;ij vOjpatH :
A) [t`Hyhy; NeU B) lhy;];lha; C) ngHdhl;\h D) ngl;uz;l; u];]y;
tpil: B) lhy;];lha;
,u];a ehl;bd; Gfo;ngw;w vOj;J}sh; - ypNah lhy;];lha;
lhy;];lha; vOjpa E}y; - NghUk; mikjpAk; cyfpd; kpfr; rpwe;j E}y;fSs; ,JTk; xd;W ngh;dhl;\htpd; gy E}y;fis thrpf;f Ntz;Lk; NeUTf;F kpfTk; gpbj;jkhdth; ngl;uz;l; u];]y; Mapuk; Kfq;fs; nfhz;lJ tho;f;if mjidg; Ghpe;J nfhs;sTk;
Kiwahf thoTk; Gj;jfg; gbg;G ,d;wpaikahjJ – NeU
36. ey;FuT vd;gJ :
A) ,aw;nrhy; B) jphp nrhy; C) jpirr; nrhy; D) tl nrhy;
tpil: B) jphp nrhy;
fw;wth;fSf;F kl;LNk tpsq;ff; $badtha; ,Uf;fpd;w nrhw;fs; MFk;
,JTk; ngah;j; jphpnrhy;> tpidj; jphpnrhy; vd ,Utifg;gLk;
v.fh:- gPyp> cfph;> Mop – ngah;j; jphpnrhy;
tpdtpdhd;> tpspj;jhd;> Nehf;fpdhd; - tpidj; jphpnrhy;
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37. jd;ndhw;W ,ul;ly;
- vd;gijf; Fwpf;Fk; nrhy;.
A) tapw;W typ B) fspw;W ahid C) ehl;Lg;gw;W D) ntw;wpiy
tpil: D) ntw;wpiy
38. rhpahfg; nghUj;jpapUg;gijj; NjHe;njOJf.
nrhy; nghUs;
A) nrh];j - Mtzk;
B) ypfpjk; - tPL
C) tsT - chpikAila
D) Jghrp - ,Unkhopg; GyikAilatH
tpil: D) Jghrp- ,Unkhopg; GyikAilatH
39. ‘fohHg; ngUe;Jiw” apy; Gdyhbg; Gfo; NrHj;j kd;dd;
A) fhpfhw; Nrhod; B) ,uh[uh[ Nrhod; C) Ml;ldj;jp D) FyNrfug; ghz;bad;
tpil: C) Ml;ldj;jp
40. cUt topghL nra;ahky; ntl;l ntspiaf; flTsha; topgl;ltH :
A) fLntspr; rpj;jH B) Fjk;igr; rpj;jH C) ghk;ghl;br; rpj;jH D) mOFdpr; rpj;jH
tpil: A) fLntspr; rpj;jH
41. 196 vd;w vz;Zf;Fhpa jkpnoz;izj; NjHe;njLj;J vOJf.
A) ÊÌÑ B) ËÌÎ C) ÉÑÎ D) ÉÑÌ
tpil : C) ÉÑÎ
42. ‘gjpw;we;jhjp” vDk; rpw;wpyf;fpa tifiaf; Fwpg;gpl;ltH:
A) tPukhKdptH B) njhy;fhg;gpaH C) ed;D}yhH D) fhrpgH
tpil: A) tPukhKdptH
,
[.
43. khud; - khwd; vd;w ngaHfspy; Rl;lg;gLgtHfs; ahtH?
A) ,e;jpud; - G+jj;jho;thH B) KUfd; - nghpaho;thH
C) kd;kjd; - ek;kho;thH D) tUzd; - ngha;ifaho;thH
tpil: C) kd;kjd; - ek;kho;thH
44. Vty; tpidahf tUtJ ................................... .
A) gFjp B) tpFjp C) ,ilepiy D) rhhpia
tpil: A) gFjp
gFgjj;jpy; Kjypy; epd;W Vty; tpidahf nghUs; jUtJ.
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45. ‘<w;W manoOj;jhfj; jdpneby;> Ma;jk;> capHnka;> ty;ypdk;> nky;ypdk;>
,ilapdk;”
- ,it nghUe;jp tUk; ,yf;fzk;
A) Fw;wpaypfuk; B) Kw;wpaYfuk; C) Fw;wpaYfuk; D) Kw;Wk;ik
tpil: C) Fw;wpaYfuk;
nrhy;ypd; <w;W manyOj;ij mbg;gilahff; nfhz;L mjid MW tifahfg; gphpg;gh; mJ
o neby; njhlh;f; Fw;wpaYfuk;. (v.fh) MW> fhR> ML o caph;j;njhlh;f; Fw;wpaYfuk; (v.fh) moF> muR> ghyhW o Ma;jj;njhlh;f; Fw;wpaYfuk; (v.fh) v/J> m/J> f/R o td;njhlh;f; Fw;wpaYfuk; (v.fh) Rf;F> gl;L> fr;R o nkd;njhlh;f; Fw;wpaYfuk; (v.fh) kQ;R> rq;F> re;J o ,ilj;njhlh;f; Fw;wpaYfuk; (v.fh) khh;G> nfha;J> %o;F
46. Ntw;Wik ...................... gz;G .................... ck;ik Mfpad njhlHepiyj; njhlHfshFk;.
A) MFngaH> md;nkhopj;njhif B) tpid> ctik
C) chpr;nrhy;> jphpr;nrhy; D) jpirr;nrhy;> tl nrhy;
tpil: B) tpid> ctik
nrhw;fs; ,uz;L Kjyhfj; njhlh;e;J te;J nghUs; jUtJ njhlh; vdg;gLk;
nrhw;fs; njhluhFk; NghJ ,U nrhw;fSf;F ,ilapy; Ntw;Wik> tpid> ctik Kjypatw;Ws; VNjDk; xd;W kiwe;J tUk; njhliu njhifepiyj;njhlh;fs; vd;gh;
,J MW tifg;gLk; mit 1. Ntw;Wikj; njhif 2. tpidj;njhif 3. gz;Gj;njhif 4. ctikj;njhif 5. ck;ikj;njhif 6. md;nkhopj;njhif
47. nrg;Gj; jpUNkdpfspd; nghw;fhyk; vd;W GfOz;lhff; fhuzkhdtH :
A) nrk;gpad; khNjtp B) Fe;jit C) thdkhNjtp D) Nfhg;ngUe;Njtp
tpil: A) nrk;gpad; khNjtp
48. rptdbahH gpd;gw;wpa ca;T ngw;w newpfspd; rhpahd thpir Kiwia vLj;Jiuf;f.
A) mg;gH - kfd;> rk;ge;jH - njhz;lH>
Re;juH - NjhoH> khzpf;fthrfH - mwpTilNahH
B) mg;gH - njhz;lH> rk;ge;jH - kfd;>
Re;juH - NjhoH> khzpf;fthrfH - mwpTilNahH
C) mg;gH - njhz;lH> rk;ge;jH - NjhoH>
Re;juH - kfd;> khzpf;fthrfH - mwpTilNahH
D) mg;gH - NjhoH > rk;ge;jH - mwpTilNahH>
Re;juH - kfd;> khzpf;fthrfH - njhz;lH
tpil: B) mg;gH - njhz;lH> rk;ge;jH - kfd;>
Re;juH - NjhoH> khzpf;fthrfH - mwpTilNahH
49. mioj;jp - vd;gjd; ,yf;fzf; Fwpg;G jUf.
A) Kd;dpiy xUik tpidKw;W B) tpaq;Nfhs; tpidKw;W
C) tpidnar;rk; D) jd;ik xUik tpidKw;W
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tpil: A) Kd;dpiy xUik tpidKw;W
50. tpidKw;W> ngaHr;nrhy;> tpidr; nrhy; Mfpa ,tw;wpidg; gadpiyahff; nfhz;L
KbtJ :
A) ehd;fhk; Ntw;Wik B) ,uz;lhk; Ntw;Wik
C) Kjy; Ntw;Wik D) Mwhk; Ntw;Wik
tpil: C) Kjy; Ntw;Wik
vOtha; tpidKw;W> ngah;r;nrhy;> tpidr;nrhy; Mfpatw;Ws; xd;iwg; gadpiyahff; nfhz;L tUtJ vOtha; Ntw;Wik vdg;gLk; ,jw;F cUG ,y;iy.
v.fh:- Kfpyd; te;jhd;.
tstd; vd; jk;gp.
tsh;kjp ahh;?
51. khWgl;l mLf;Fj; njhliuj; NjHe;njLf;f.
A) jh jh B) jP jP C) th th D) Ngh Ngh
tpil: A) jh jh
mLf;Fj;njhlh;
mirepiyf;Fk; tpiuT rpdk;> kfpo;r;rp> mr;rk;> Jd;gk; Kjypa nghUs; epiyf;Fk; nra;Aspy; ,iria epiwT nra;tjw;Fk; ,uz;L> %d;W> ehd;F Kiw mLf;fp tUtj mLf;fj;njhlh; vdg;gLk;
v.fh:- md;Nw md;Nw> Ngh Ngh> vwp vwp> tUf tUf> jP jP> nehe;Njd; nehe;Njd;> Nfhb Nfhb NfhbNa
52. jpirr;nrhy;> jphpnrhy;> ,aw;nrhy;> tlnrhy; vd;Dk; Kiwapy; mike;Js;s gphpT
vJ?
A) fkyk;> cfpH> ngw;wk;> fhL B) fhL> ngw;wk;> fkyk;> cfpH
C) ngw;wk;> cfpH> fhL> fkyk; D) cfpH> fkyk;> fhL> ngw;wk;
tpil: C) ngw;wk;> cfpH> fhL> fkyk;
53. vOtif gUt kfspUs; ngJk;ig> mhpitpapd; taJ :
A) 8-11> 20-25 B) 20-25> 14-19 C) 8-11>14-19 D) 26-32> 8-11
tpil: A) 8-11> 20-25
54. ‘NrhW” vd;Dk; nghUs; juhj nrhy; vJ?
A) mapdp B) ty;rp C) kpjit D) Edp
tpil: C) kpjit kw;Wk; D) Edp
kuf;fyk; - fg;gy;> fyk;> fl;Lkuk;> ehtha;> glF> ghprpy;> Giz> Njhzp> njg;gk;> jpkpy;> mk;gp> tq;fk;> kpjit> g/wp> Xlk;.
Õ² - ÕuTm. úLôTm. AfNm
55. nghUe;jhjijj; NjHT nra;f.
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A) fue;ijj; jpiz - Mepiufis kPl;ly;
B) copiQj; jpiz - kjpiyr; Rw;wp tisj;jy;
C) Jk;igj; jpiz - gifNte;jH ,UtUk; ntw;wp xd;iwNa Fwpf;Nfhshff;
nfhz;L NghuhLtJ
D) tQ;rpj; jpiz - ntw;wp ngw;w kd;dd; thifg; G+r; #b kfpo;tJ
tpil:D) tQ;rpj; jpiz- ntw;wp ngw;w kd;dd; thifg; G+r; #b kfpo;tJ
56. fly; mfoha;tpd; NghJ fp.K. 3Mk; E}w;whz;ilr; rhHe;j fl;blq;fs; fz;lwpag;gl;l
,lk;
A) Mjpr;rey;Y}H B) juq;fk;ghb C) fPohHntsp D) fhtphpg;G+k;gl;bdk;
tpil: C) fPohHntsp
fhtphpg;G+k;gl;bdk; xU JiwKf efuk; mJ Nrhoh;fspd; flw;fiu efuk; ,e;jpaj; njhy;ypay; Jiwapdh; 1963 Mk; Mz;L G+k;Gfhh; mUfpy; cs;s fPohh;ntsp vd;Dk; ,lj;jpy; Nkw;nfhz;l fly; mfoha;tpd;NghJ fp.K. 3 Mk; E}w;whz;ilr; rhh;e;j fl;ll ,bghLfs; fz;lwpag;gl;ld ,jpy; Gj;jtp`huk; (Gj;j gpl;Rfs; jq;Fkplk;) ntz;fyj;jhyhd Gj;jh; ghjk; Kjypa vr;rq;fs; fpilj;jd ,jd; %yk; mq;F tho;e;j kf;fspy; rpyh; Gj;j rkaj;ijj; jOtpdh; vd;gJ GydhfpwJ
57. ‘Mtzk;” - vd;Dk; nrhy;ypw;F nfhLf;fg;gl;Ls;s nghUs;fSs; gpioahdJ vJ?
A) filj;njU B) mbikj;jdk; C) milahsk; D) Njhw;fUtp
tpil: D) Njhw;fUtp
58. G+ + moF = G+toF vd;gJ vt;tifg; GzHr;rp ?
A) caphPw;Wg; GzHr;rp B) nka;aPw;Wg; GzHr;rp
C) clk;gLnka; GzHr;rp D) ,ay;Gg; GzHr;rp
tpil: C) clk;gLnka; GzHr;rp
clk;gL nka; (caph; Kd; caph;)
epiynkhop <W capuhfTk;> tUnkhop Kjy; capuhfTk; ,Ue;jhy; mjw;F ,ilapy; clk;gLnka; (a;> t;) ngw;Wg; GzUk;
a; clk;gLnka;:
fpsp+moF fpsp+ a; +moF fpspaoF
jP + vhpfpwJ jP + a; + vhpfpwJ jPnahpfpwJ
gid + xiy gid + a; + xiy gidNahiy
,> <> I Mfpad Kd; caph;thpd; a; Njhd;Wk;
Fz + mofp Fz+t; + mofp Fztofp
gyh +,iy gyh+ t; + ,iy gyhtpiy
G++ mofp G++ t; + mofp G+tofp
Nfh+ ,y; Nfh+ t+; ,y; Nfhtpy;
jpU+M&h; jpU +t; + M&h ; jpUth&h;
m> M> c> C> X Kd; t; Njhd;Wk;
59. ‘MLfpd;w kapy;” - ,jDs; ,ilepiyiaAk;> tpFjpiaAk; ePf;fpa gpd;>
vQ;rpAs;stw;wpw;F ,yf;fzf; Fwpg;Gj; jUf.
A) nganur;rk; B) tpidnar;rk; C) tpidj;njhif D) tpidKw;W
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tpil: C) tpidj;njhif
60. ,d;ikAs; ,d;ik tpUe;njhuhy; td;ikAs;
td;ik klthHg; nghiw.
- ,f;Fwl;ghtpy; mike;Js;s mzpapidj; NjHT nra;.
A) ,y;nghUs; ctikazp B) vLj;Jf;fhl;L ctikazp
C) ctik azp D) Ntw;Wikazp
tpil: B) vLj;Jf;fhl;L ctikazp
ctik xU thf;fpakhfTk;> ctNkak; xU thf;fpakhfTk; ,Ue;J ,ilapy;
“Nghy” vd;w ctk cUG kiwe;J te;jhy; mJ vLj;Jf;fhl;L ctik mzp MFk;.
61. “What are you doing here ?” “he cried in a very „gruff‟ voice.”
Identify the antonym of the word „gruff‟
A) Unfriendly and impatient B) Friendly and amicable C) Deep and rough D) Pleasent
Ans: B) Friendly and amicable
62. „Cinquain‟ poem contains ............. lines.
A) 8 B) 5 C) 6 D) 7
Ans: B) 5
63. “Now this road that I travel
Is dirty and battered
It‟s littered with dreams
That are broken and battered.”
- The rhyme scheme used here is :
A) abcb B) abcd C) abab D) abba
Ans: A) abcb
64. Which semi modall refers to a discontinued habit ?
A) dare B) need C) ought to D) used to
Ans: D) used to
65. Fill in the blank :
................... is used to find quickly the main ideas of the text.
A) Skimming B) Reading C) Scanning D) Underlining
Ans: A) Skimming
66. Find out the „infinitive‟ among the following sentences :
A) Seeing is believing B) To err is human
C) Work while you work D) Make hay while the sun shines
Ans: B) To err is human
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67. Under which category does the compound word school girl come ?
A) Noun + Verb B) Noun + Noun C) Verb + Noun D) Adjective + Noun
Ans: B) Noun + Noun
68. „netizen‟ means :
A) computer programmer B) data entry operator
C) an internet user D) telephone operator
Ans: C) an internet user
69. Replace the adjective phrase given in italics with an adjective.
A crown made of gold was presented to the king.
A) A gold crown B) A golden crown C) a crown of gold D) A crown of gold
Ans: B) A golden crown
70. Match the following words to their meaning :
A B
(a) miracle (i) greed
(b) obscure (ii) fully grown
(c) ripe (iii) magical happening
(d) avarice (iv) unclear
(a) (b) (c) (d)
A) iv iii ii i
B) iii iv ii i
C) iii ii i iv
D) ii iii iv i
Ans: B) iii iv ii i
71. Choose the correct noun form to dedicate.
A) dedicative B) dedication C) dedicated D) dedicate
Ans: B) dedication
72. She ............ her children with love and care.
A) brings up B) brings in C) brings about D) brings out
Ans: A) brings up
73. Auxiliary verbs are :
A) content words B) structural words C) inflexions D) helping words
Ans: D) helping words
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74. ....................... music, he is also interested in painting.
A) Beside B) Besides C) Apart D) Both
Ans: B) Besides
75. Putting two sentences together without a full stop or connective called .................. .
A) Run - out B) Run – off C) Run – on D) Run – UP
Ans: C) Run – on
76. What is the correct salutation for an informal letter ?
A) Dear Sir B) Dear Granny C) Yours truly D) Respected Sir
Ans: B) Dear Granny
77. Identify the correct compound word „Adj + Noun‟ :
A) sky blue B) black board C) school girl D) down cast
Ans: B) black board
78. What kind of thought does the sentence express ?
“O, for five golden guineas!”
A) Request B) Assertions C) Strong feelings D) Wish
Ans: C) Strong feelings
79. Identify the right spelling.
A) inscripsion B) inscreption C) inscription D) inscrepsion
Ans: C) inscription
80. Arrange the sentences in an order.
a) It was infested with thieves and robbers.
b) Once he travelled on his horse through a lonely road.
c) Hubert was a little boy of fourteen.
d) They took away his horse and beat him black and blue.
A) (c) (b) (a) (d) B) (a) (b) (c) (d)
C) (b) (a) (d) (c) D) (d) (c) (a) (b)
Ans: A) (c) (b) (a) (d)
81. Identify the sentence pattern given below :
A) S + V + O B) S + V + A C) S + V + O + C D) S +V + IO + DO
Ans: C) S + V + O + C
82. Find out the correct indirect speech from the options given below :
She said to the teacher, “May I play now?”
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A) She asked the teacher might she play then.
B) She asked the teacher if she might play then.
C) She asked the teacher if she might played then.
D) She asked the teacher whether she might played then.
Ans: B) She asked the teacher if she might play then.
83. What suffix would „faith‟ take to become an „adverb‟ ?
A) - ful B) - less C) - fully D) - ness
Ans: C) - fully
84. The word pair, (know, no) are called ................
A) synonyms B) homonyms D) antonyms
ans:C) homophones
85. Choose the correct Syllabication for the word „laboratory‟ from the options given below
A) la-bo-ra-to-ry B) la-bo-ra-tory C) lab-o-ra-to-ry D) labo-ra-tory
Ans: A) la-bo-ra-to-ry
86. Philharmonic is a ........................ .
A) Tetra syllabic word B) Tri syllabic word C) Penta syllabic word D) Di syllabic word
Ans: A) Tetra syllabic word
87. “He lifted his head from his drinking, as cattle do.”
A) simili B) metaphor C) pun D) personification
Ans: A) simili
88. Semantic mapping is a .................... strategy for vocabulary expansion.
A) audio B) visual C) aural and oral D) Oral
Ans: B) visual
89. Choose the correct option :
I met my friend while I ............... the road.
A) am crossing B) crossed C) were crossing D) was crossing
Ans: D) was crossing
90. Choose the appropriate question tag for the sentence given below :
A) Shall we ? B) Will we ? C) Can We ? D) Should we ?
Ans: A) Shall we ?
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