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OTET Paper 1 practice questions

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Question 1Child Development and Pedagogy

According to Piaget's theory of cognitive development, which stage is characterised by the child's ability to conserve quantity and classify objects while still struggling with abstract hypothetical reasoning?

  1. Concrete operational stage Correct answer.
  2. Sensorimotor stage
  3. Formal operational stage
  4. Pre-operational stage

Explanation

In Piaget's concrete operational stage (roughly 7 to 11 years), children master conservation, reversibility and classification but reason mainly about tangible objects. Abstract, hypothetical-deductive reasoning appears only in the formal operational stage. The sensorimotor and pre-operational stages come earlier and lack conservation.

Question 2Child Development and Pedagogy

A teacher notices that a Class III child can solve a puzzle with hints and prompts but cannot solve it alone. Vygotsky would describe the gap between these two performance levels as the child's:

  1. Zone of actual development
  2. Egocentric speech
  3. Schema equilibrium
  4. Zone of proximal development Correct answer.

Explanation

Vygotsky's zone of proximal development is the distance between what a learner can do independently and what the learner can do with guidance from a more capable other. The stem describes exactly this assisted-versus-independent gap. Scaffolding by the teacher is meant to operate within this zone.

Question 3Child Development and Pedagogy

Kohlberg's preconventional level of moral reasoning is best illustrated when a child judges an action as right because:

  1. It upholds the approval of the peer group
  2. It avoids punishment or brings a reward Correct answer.
  3. It follows a self-chosen universal ethical principle
  4. It conforms to legally established rules of society

Explanation

At the preconventional level, moral judgement is driven by consequences to the self: punishment avoidance in the first stage and personal reward in the second. Concern with peer approval belongs to the conventional level, and universal principles belong to the postconventional level. Legal conformity is also a conventional-level concern.

Question 4Child Development and Pedagogy

Erikson's psychosocial theory places the crisis of 'industry versus inferiority' in which period of development?

  1. Early childhood
  2. Adolescence
  3. Primary school years Correct answer.
  4. Infancy

Explanation

Erikson located industry versus inferiority in the primary school years, when children seek competence through work, play and peer comparison. Failure to develop competence leads to feelings of inferiority. Infancy involves trust versus mistrust, early childhood initiative versus guilt, and adolescence identity versus role confusion.

Question 5Child Development and Pedagogy

A child who has just learned to call all four-legged animals 'dog' now points to a goat and says 'dog'. In Piaget's terms, this is an example of:

  1. Assimilation Correct answer.
  2. Object permanence
  3. Equilibration
  4. Accommodation

Explanation

Assimilation occurs when a new experience is interpreted using an existing schema without changing that schema. The child fits the goat into the existing 'dog' category. Accommodation would require modifying the schema to create a separate category for goats.

Question 6Child Development and Pedagogy

In Skinner's operant conditioning framework, a teacher who removes an unpleasant extra assignment after a pupil completes the main task on time is using:

  1. Positive reinforcement
  2. Negative reinforcement Correct answer.
  3. Punishment
  4. Extinction

Explanation

Negative reinforcement strengthens a behaviour by removing an aversive stimulus after the behaviour occurs. Here the pupil's timely completion is followed by withdrawal of the disliked extra assignment, so the behaviour is likely to increase. Punishment would add or remove something to decrease behaviour.

Question 7Child Development and Pedagogy

Which observation most clearly demonstrates that a child has achieved object permanence?

  1. The infant repeats a sound that was imitated by an adult
  2. The infant prefers a novel toy to a familiar one
  3. The infant searches for a ball hidden under a cloth Correct answer.
  4. The infant smiles when the mother returns

Explanation

Object permanence is the understanding that objects continue to exist when out of sight, demonstrated by searching for a hidden object. Social smiling on reunion reflects attachment, and imitation and novelty preference are separate perceptual and social abilities. Searching behaviour is the standard indicator.

Question 8Child Development and Pedagogy

According to Chomsky's nativist view of language acquisition, children learn language so rapidly and uniformly because they possess:

  1. A fully developed set of cognitive schemas at birth
  2. A general capacity for imitation and reinforcement
  3. A culturally transmitted set of language habits
  4. An innate language acquisition device Correct answer.

Explanation

Chomsky argued that children are born with an innate language acquisition device containing universal grammar, which explains rapid and rule-governed language learning despite limited input. Imitation and reinforcement are behaviourist explanations. Cultural transmission and innate schemas are not Chomsky's central claim.

Question 9Child Development and Pedagogy

A child says 'I goed to the market' instead of 'I went'. This error most strongly suggests that the child:

  1. Is copying adult speech
  2. Is overgeneralising a past-tense rule Correct answer.
  3. Lacks understanding of past tense
  4. Has a hearing impairment

Explanation

Producing 'goed' shows the child has internalised the regular past-tense rule and applies it to an irregular verb, a classic overgeneralisation. It indicates rule learning rather than a deficit. Copying adults would not produce the irregular form, and the child clearly understands past tense.

Question 10Child Development and Pedagogy

A teacher who believes intelligence is a fixed, inherited trait is most likely to:

  1. Focus on sorting pupils by ability rather than on improving their learning Correct answer.
  2. Encourage pupils to revise their work after feedback
  3. Provide progressively harder tasks after each success
  4. Praise effort and strategy use during lessons

Explanation

Believing intelligence is fixed reflects an entity theory, which tends to orient teachers toward judging and sorting pupils rather than developing them. Effort praise, graduated challenge and revision after feedback all reflect an incremental view of ability. The fixed view therefore predicts the sorting behaviour.

Question 11Child Development and Pedagogy

Howard Gardner's theory of multiple intelligences is best described as a claim that:

  1. Intelligence is determined mainly by heredity
  2. Intelligence comprises relatively independent abilities such as linguistic and spatial ones Correct answer.
  3. Intelligence develops through four fixed Piagetian stages
  4. Intelligence is a single general factor measured by standardised tests

Explanation

Gardner proposed that intelligence is not a single entity but a set of relatively autonomous intelligences, including linguistic, logical-mathematical, spatial and interpersonal ones. This challenged the unitary g-factor view. Stage theory and heredity claims are separate issues.

Question 12Child Development and Pedagogy

In a classroom, a child with a hearing loss is seated at the front and given written instructions alongside oral ones. This practice is best described as:

  1. Overprotection that lowers expectations
  2. Inclusive accommodation of individual differences Correct answer.
  3. Segregation within the classroom
  4. Labelling the child by disability

Explanation

Adapting seating and providing written as well as oral instructions removes barriers so that a pupil with a sensory impairment can access the same curriculum. This is an inclusive accommodation of individual differences. It does not segregate, label or lower expectations.

Question 13Child Development and Pedagogy

A pupil who is frequently absent, inattentive and reluctant to attempt classwork is most appropriately supported first by:

  1. Assigning additional homework as a consequence
  2. Referring the pupil for a formal disability assessment
  3. Investigating the underlying causes with the pupil and family Correct answer.
  4. Transferring the pupil to a lower-ability group

Explanation

Persistent absence, inattention and reluctance are signals that something is interfering with learning, so the first step is to explore possible causes such as health, home circumstances or emotional difficulty. Referral, punitive homework or demotion assume a cause before it is understood. Support should be evidence-based and individualised.

Question 14Child Development and Pedagogy

According to Bandura's social learning theory, a pupil is most likely to imitate a model's behaviour when the model:

  1. Is punished for the behaviour in front of the pupil
  2. Is unfamiliar and the behaviour is never observed to pay off
  3. Has no relationship with the pupil and is rarely seen
  4. Is admired and the behaviour is followed by rewarding consequences Correct answer.

Explanation

Bandura showed that imitation is strongest when the model is attractive or high in status and when the observed behaviour is reinforced. Vicarious reinforcement, seeing the model rewarded, increases the likelihood of imitation. Punishment and unfamiliarity reduce it.

Question 15Child Development and Pedagogy

A teacher who scaffolds a task should primarily:

  1. Give the pupil a task far beyond current ability without help
  2. Provide temporary support that is gradually withdrawn as competence grows Correct answer.
  3. Leave the pupil to work entirely alone from the start
  4. Solve the difficult parts for the pupil permanently

Explanation

Scaffolding is temporary, responsive support within the learner's zone of proximal development that is faded as the learner gains independence. Permanent help prevents autonomy, and unassisted work beyond current ability is not scaffolding. The key feature is the gradual withdrawal of support.

Question 16Child Development and Pedagogy

Which classroom practice best supports the development of intrinsic motivation?

  1. Publicly ranking pupils by test scores
  2. Awarding stars for every correct answer
  3. Threatening loss of privileges for incomplete work
  4. Offering choices and tasks that match pupils' interests Correct answer.

Explanation

Intrinsic motivation arises from interest, autonomy and a sense of competence, so offering meaningful choices and interest-matched tasks supports it. Stars, public ranking and threats are extrinsic controls that can undermine intrinsic interest. The focus should be on the activity itself rather than external rewards.

Question 17Child Development and Pedagogy

A pupil studies by testing herself on the material and spacing her practice across several days. This approach mainly reflects:

  1. Rote memorisation without understanding
  2. Retrieval practice and distributed practice Correct answer.
  3. Massed practice and passive rereading
  4. Observational learning

Explanation

Self-testing engages retrieval practice, which strengthens memory, and spacing sessions over days is distributed practice, which improves long-term retention. Massed rereading and rote memorisation are less effective strategies. Observational learning concerns learning by watching others.

Question 18Child Development and Pedagogy

A child who can sort objects by colour but cannot yet sort them simultaneously by colour and shape is most likely at which Piagetian stage?

  1. Concrete operational stage
  2. Sensorimotor stage
  3. Pre-operational stage Correct answer.
  4. Formal operational stage

Explanation

The inability to coordinate two dimensions at once, such as colour and shape, is characteristic of pre-operational thinking, which is centred on one salient feature at a time. Concrete operational children can classify by multiple criteria, and formal operational thinking involves abstract reasoning. Sensorimotor infants do not sort objects in this way.

Question 19Child Development and Pedagogy

A teacher says to a pupil: 'You found the pattern quickly today because you checked each row carefully.' This statement is most consistent with:

  1. A threat intended to increase anxiety about performance
  2. Attributional feedback that links success to controllable effort Correct answer.
  3. Praise for an innate, unchangeable ability
  4. Comparison of the pupil with higher-achieving classmates

Explanation

The feedback attributes success to a specific, controllable strategy, namely careful checking, which supports a growth mindset and future effort. It does not compare the pupil with others, praise fixed ability, or use threats. Attributional feedback of this kind is a recommended classroom practice.

Question 20Child Development and Pedagogy

Which of the following best illustrates the concept of a schema in cognitive development?

  1. A mental framework that organises and guides a child's interpretation of new experiences Correct answer.
  2. A reward used to shape behaviour
  3. A physical reflex present at birth
  4. A stage of moral reasoning

Explanation

A schema is a mental structure or framework that organises knowledge and guides how new information is interpreted and stored. Reflexes are innate motor responses, rewards are reinforcement, and moral stages belong to Kohlberg. Schemas are modified through assimilation and accommodation.

Question 21Child Development and Pedagogy

A child from a home where a different dialect is spoken is frequently corrected for using that dialect in class. The most appropriate pedagogical response is to:

  1. Lower the pupil's language expectations to avoid discomfort
  2. Require the pupil to abandon the home dialect completely
  3. Accept the dialect while explicitly teaching the standard form as an additional register Correct answer.
  4. Ignore the pupil's speech entirely during lessons

Explanation

The pupil's home dialect is a legitimate variety, so the teacher should affirm it while adding the standard form as a further register for formal contexts. Requiring abandonment of the home dialect is subtractive and harmful, and ignoring speech or lowering expectations denies the pupil needed instruction. Additive approaches support both identity and academic language.

Question 22Child Development and Pedagogy

A teacher wants to assess a pupil's understanding of addition with regrouping. Which task best provides direct evidence of that understanding?

  1. Copying worked examples from the board
  2. Reciting the addition tables aloud
  3. Solving a two-digit addition problem and explaining the regrouping step by step Correct answer.
  4. Completing a worksheet of single-digit sums

Explanation

Asking the pupil to solve a regrouping problem and explain the steps yields direct evidence of both procedural skill and conceptual understanding. Copying, reciting tables and single-digit sums do not require regrouping and so cannot show whether the pupil understands it. Assessment should align with the specific learning objective.

Question 23Child Development and Pedagogy

A pupil who consistently attributes failure to lack of ability is most likely to:

  1. Choose harder tasks to demonstrate competence
  2. Give up quickly when faced with a difficult task Correct answer.
  3. Seek help more readily from teachers
  4. Persist longer after setbacks

Explanation

Attributing failure to a stable, internal cause such as low ability fosters learned helplessness and a tendency to withdraw from challenges. Pupils who attribute failure to effort or strategy are more likely to persist, seek help and choose challenging tasks. The pattern described points to reduced persistence.

Question 24Child Development and Pedagogy

According to Piaget, the process of equilibration refers to:

  1. The gradual loss of reflexes during infancy
  2. The reinforcement of correct responses by adults
  3. The transmission of cultural tools from adults to children
  4. The self-regulating balance between assimilation and accommodation that drives cognitive growth Correct answer.

Explanation

Equilibration is Piaget's self-regulatory process that resolves cognitive conflict by balancing assimilation and accommodation, thereby advancing cognitive structures. Reflex loss and reinforcement belong to other frameworks, and cultural tool transmission is Vygotskian. Equilibration explains how development moves forward.

Question 25Child Development and Pedagogy

A teacher who plans activities slightly above what pupils can currently do alone, providing hints and peer collaboration, is applying the principle of:

  1. Removing all peer interaction from lessons
  2. Working within the zone of proximal development Correct answer.
  3. Teaching only to the lowest present ability
  4. Testing pupils only on mastered content

Explanation

Planning tasks just beyond independent ability with hints and peer collaboration is a direct application of Vygotsky's zone of proximal development. Teaching only to the lowest present ability would avoid the zone, and testing only mastered content would not stretch learners. Peer collaboration is a recognised scaffold.

Question 26Child Development and Pedagogy

A teacher plans a lesson so that new information can be connected to what pupils already know, helping them assimilate it into existing mental structures. This planning most directly reflects which concept from Piaget's theory?

  1. Assimilation Correct answer.
  2. Decentration
  3. Accommodation
  4. Conservation

Explanation

Assimilation occurs when a learner fits new experience into an existing schema without changing that schema. The teacher deliberately links new content to prior knowledge so it can be absorbed into existing structures, which is assimilation. Accommodation would instead require modifying the schema itself.

Question 27Child Development and Pedagogy

A pupil in Class III is asked to arrange ten sticks in order from shortest to longest and does so correctly. Which cognitive ability does this task most directly demonstrate?

  1. Transitivity
  2. Classification
  3. Reversibility
  4. Seriation Correct answer.

Explanation

Seriation is the ability to order objects along a single dimension such as length, height or weight. Arranging sticks from shortest to longest is the standard demonstration of seriation. Transitivity involves inferring a relation between two objects from their relations to a third, which this task does not require.

Question 28Child Development and Pedagogy

A teacher notices that a pupil can now describe another child's point of view when explaining a playground disagreement, even though the two children saw the event differently. According to Piaget, the decline of which tendency best explains this change?

  1. Animism
  2. Centration
  3. Irreversibility
  4. Egocentrism Correct answer.

Explanation

Egocentrism in Piaget's framework is the difficulty in distinguishing one's own perspective from that of others. A pupil who can describe a classmate's differing viewpoint is showing reduced egocentrism. Animism, centration and irreversibility are separate features of pre-operational thought and do not directly concern perspective-taking.

Question 29Child Development and Pedagogy

A pupil reads a paragraph and explains it in her own words, linking it to a similar event she has experienced. Which memory process does her linking of the text to personal experience primarily support?

  1. Rote memorisation
  2. Sensory registration
  3. Maintenance rehearsal
  4. Elaborative rehearsal Correct answer.

Explanation

Elaborative rehearsal involves connecting new material to existing knowledge and personal experience, which deepens encoding and improves later retrieval. Restating the paragraph in her own words and linking it to a lived event is exactly this kind of meaningful elaboration.

Question 30Child Development and Pedagogy

A teacher wants pupils to remember a list of states and their capitals. She asks them to invent a short story connecting each state to its capital. This technique is based mainly on which principle of memory?

  1. Meaningful organisation of material aids retention Correct answer.
  2. Material learned last is always recalled best
  3. Short-term memory has unlimited capacity
  4. Forgetting is caused by lack of motivation

Explanation

Linking items through a story imposes meaningful structure and associations, which improves encoding and retrieval compared with isolated repetition. The technique works because organised, meaningful material is retained better than disconnected items.

Question 31Child Development and Pedagogy

A pupil who has repeatedly failed mathematics begins to say that he is simply 'bad at maths' and stops trying. According to Weiner's attribution theory, which change in attribution would most help this pupil?

  1. Attributing failure to bad luck on the day
  2. Attributing failure to the difficulty of the test
  3. Attributing failure to insufficient effort rather than to lack of ability Correct answer.
  4. Attributing failure to the teacher's unfair marking

Explanation

In Weiner's model, effort is an internal, controllable and unstable cause, whereas ability is internal, stable and uncontrollable. Shifting the pupil's attribution from lack of ability to insufficient effort restores a sense of control and supports persistence. Attributions to luck or task difficulty do not build controllable engagement.

Question 32Child Development and Pedagogy

A teacher wants to build a pupil's sense of competence in a subject where the pupil has low confidence. Which approach is most consistent with the development of self-efficacy?

  1. Assigning only very hard tasks so the pupil learns to cope with failure
  2. Publicly comparing the pupil's marks with those of the class topper
  3. Providing early tasks at a level the pupil can succeed at, then gradually increasing difficulty Correct answer.
  4. Removing all feedback so the pupil does not feel judged

Explanation

Bandura identified mastery experiences as the strongest source of self-efficacy. Arranging achievable early successes and then raising difficulty gives the pupil direct evidence of capability. Public comparison and repeated failure tend to lower efficacy rather than build it.

Question 33Child Development and Pedagogy

A teacher uses a checklist to record whether each pupil can tie shoelaces, hold a pencil correctly and use scissors safely. Which developmental domain is being assessed?

  1. Language development
  2. Fine motor development Correct answer.
  3. Social development
  4. Gross motor development

Explanation

Fine motor development concerns the coordination of small muscles controlling the hands and fingers, as used in lacing, gripping a pencil and cutting. Gross motor development instead involves large muscle movements such as running and jumping.

Question 34Child Development and Pedagogy

A teacher notices that a nine-year-old pupil has begun to compare her own performance with that of classmates and feels proud when she does better. According to Erikson, this behaviour reflects the pupil's negotiation of which psychosocial stage?

  1. Autonomy versus shame and doubt
  2. Intimacy versus isolation
  3. Industry versus inferiority Correct answer.
  4. Trust versus mistrust

Explanation

Erikson's industry versus inferiority stage covers roughly the primary school years, when children seek competence through work and comparison with peers. Pride in outperforming classmates reflects this concern with industry and competence.

Question 35Child Development and Pedagogy

A teacher is planning a unit and wants to apply Vygotsky's idea of the zone of proximal development. Which planning decision best reflects this concept?

  1. Designing tasks far beyond the pupil's reach to raise ambition
  2. Designing tasks a pupil can do with guidance but not yet alone Correct answer.
  3. Designing tasks based only on the pupil's age in years
  4. Designing tasks the pupil can already complete independently

Explanation

The zone of proximal development is the gap between what a learner can do alone and what the learner can do with assistance. Tasks pitched within this gap, supported by guidance or collaboration, best promote development. Tasks already mastered or far beyond reach do not sit in the zone.

Question 36Child Development and Pedagogy

A teacher notices that a pupil who has just learned to add two-digit numbers can now solve subtraction problems by reasoning that subtraction undoes addition. Which concept from Piaget's concrete operational stage does this reasoning illustrate?

  1. Object permanence
  2. Symbolic play
  3. Reversibility Correct answer.
  4. Conservation of mass

Explanation

Reversibility is the concrete-operational ability to mentally undo an operation, so addition and subtraction are understood as inverse processes. Reasoning that subtraction undoes addition is a direct example. Conservation, object permanence and symbolic play concern different achievements.

Question 37Child Development and Pedagogy

A pupil is asked to explain why a metal spoon left in a hot drink becomes warm. She says the heat passes through the metal from the drink. Which level of understanding does this response best indicate?

  1. An inability to observe the event at all
  2. A misconception that heat is a substance that flows out of the drink
  3. A purely egocentric explanation unrelated to the event
  4. A scientifically acceptable conception of heat transfer by conduction Correct answer.

Explanation

The pupil describes heat moving through the metal from the warmer drink, which is consistent with conduction. This is a scientifically acceptable explanation rather than a misconception. The other options misdescribe the thinking she has shown.

Question 38Child Development and Pedagogy

A teacher consistently praises a pupil for effort and for trying different strategies, while avoiding comments that label the pupil as clever. Which outcome is this practice most likely to promote?

  1. A tendency to avoid challenging tasks to protect a clever label
  2. A growth-oriented belief that ability can be developed through effort Correct answer.
  3. A reliance on external rewards rather than interest in learning
  4. A fixed belief that intelligence is a permanent trait

Explanation

Praising effort and strategy use encourages pupils to see competence as developable, which supports a growth orientation. Labelling pupils as clever tends instead to foster a fixed view and avoidance of challenge. The practice described is aimed at the former outcome.

Question 39Child Development and Pedagogy

A teacher wants to identify whether a pupil's difficulty in reading arises from weak decoding or from limited comprehension. Which assessment approach is most appropriate for this purpose?

  1. Assessing decoding and comprehension separately with distinct tasks Correct answer.
  2. Comparing the pupil's total marks with the class average
  3. Giving only a single overall reading score for the year
  4. Asking the pupil to rate his own reading ability

Explanation

Diagnosing the source of a reading difficulty requires separating the component skills so that decoding and comprehension can be examined independently. Only then can instruction target the actual weakness. A single composite score or self-rating cannot distinguish between the two.

Question 40Child Development and Pedagogy

A teacher wants to reduce a pupil's habit of calling out answers without raising a hand. She begins by praising the pupil whenever a hand is raised and ignores the calling out. Which principle of operant conditioning is she applying?

  1. Observational learning through a peer model
  2. Reinforcement of a desired behaviour with extinction of the undesired one Correct answer.
  3. Punishment of the undesired behaviour with no reinforcement
  4. Negative reinforcement by removing a pleasant stimulus

Explanation

Praising hand-raising reinforces the desired behaviour, while ignoring the calling out withdraws the attention that maintains it, which is extinction. Used together, these procedures strengthen the appropriate response and weaken the inappropriate one.

Question 41Language I (Odia)

ଓଡ଼ିଆ ଭାଷାରେ 'ଜ୍ଞାନ' ଶବ୍ଦରେ ଥିବା 'ଜ୍ଞ' ଅକ୍ଷର କେଉଁ ପ୍ରକାରର ଯୁକ୍ତାକ୍ଷର?

  1. ସଂଯୁକ୍ତ ବ୍ୟଞ୍ଜନ ଯୁକ୍ତାକ୍ଷର Correct answer.
  2. ସ୍ୱର ଯୁକ୍ତାକ୍ଷର
  3. ବିସର୍ଗ ଯୁକ୍ତାକ୍ଷର
  4. ଅନୁସ୍ୱାର ଯୁକ୍ତାକ୍ଷର

Explanation

ଯେତେବେଳେ ଦୁଇଟି ବ୍ୟଞ୍ଜନ ବର୍ଣ୍ଣ ମିଶି ଏକ ଅକ୍ଷର ଗଠନ କରନ୍ତି, ତାହାକୁ ସଂଯୁକ୍ତ ବ୍ୟଞ୍ଜନ ଯୁକ୍ତାକ୍ଷର କୁହାଯାଏ। 'ଜ୍ଞ' ରେ 'ଜ' ଓ 'ଞ' ଦୁଇଟି ବ୍ୟଞ୍ଜନ ମିଶିଛି, ତେଣୁ ଏହା ସଂଯୁକ୍ତ ବ୍ୟଞ୍ଜନ ଯୁକ୍ତାକ୍ଷର। ସ୍ୱର, ଅନୁସ୍ୱାର ଓ ବିସର୍ଗ ଏଥିରେ ସମ୍ପୃକ୍ତ ନୁହନ୍ତି।

Question 42Language I (Odia)

'ପିଲାମାନେ ବିଦ୍ୟାଳୟକୁ ଯାଉଛନ୍ତି' - ଏହି ବାକ୍ୟରେ 'ବିଦ୍ୟାଳୟକୁ' ପଦଟି କେଉଁ କାରକରେ ଅଛି?

  1. କର୍ତ୍ତୃ କାରକ
  2. କର୍ମ କାରକ Correct answer.
  3. ଅପାଦାନ କାରକ
  4. ସମ୍ବନ୍ଧ କାରକ

Explanation

କ୍ରିୟାର ଫଳ 'ବିଦ୍ୟାଳୟ' ଉପରେ ପଡ଼ୁଥିବାରୁ ଏହା କର୍ମ ଅଟେ, ଏବଂ ଦ୍ୱିତୀୟା ବିଭକ୍ତିର 'କୁ' ପ୍ରତ୍ୟୟ ଯୋଡ଼ାଯାଏ। କର୍ତ୍ତା 'ପିଲାମାନେ' ପ୍ରଥମା ବିଭକ୍ତିରେ ଅଛି। ତେଣୁ 'ବିଦ୍ୟାଳୟକୁ' କର୍ମ କାରକ।

Question 43Language I (Odia)

'ଆକାଶ' ଶବ୍ଦର ସମାର୍ଥକ (ସମାନାର୍ଥକ) ଶବ୍ଦ କେଉଁଟି?

  1. ଗଗନ Correct answer.
  2. ପୃଥିବୀ
  3. ପର୍ବତ
  4. ସାଗର

Explanation

ସମାର୍ଥକ ଶବ୍ଦ ସେହି ଶବ୍ଦ, ଯାହାର ଅର୍ଥ ଅନ୍ୟ ଏକ ଶବ୍ଦ ସହିତ ସମାନ। 'ଆକାଶ' ପାଇଁ ଓଡ଼ିଆରେ 'ଗଗନ', 'ଅମ୍ବର', 'ନଭ' ଆଦି ବ୍ୟବହୃତ ହୁଏ। ଅନ୍ୟ ତିନୋଟି ପୃଥିବୀ, ଜଳ ଓ ପର୍ବତକୁ ବୁଝାଏ।

Question 44Language I (Odia)

'ଦୟାଳୁ' ଶବ୍ଦର ବିପରୀତାର୍ଥକ ଶବ୍ଦ କେଉଁଟି?

  1. ନିର୍ଦ୍ଦୟ Correct answer.
  2. କରୁଣାମୟ
  3. ସଦୟ
  4. ଦାନଶୀଳ

Explanation

ବିପରୀତାର୍ଥକ ଶବ୍ଦ ସେହି ଶବ୍ଦ, ଯାହାର ଅର୍ଥ ମୂଳ ଶବ୍ଦର ଠିକ୍ ବିପରୀତ। 'ଦୟାଳୁ' ଅର୍ଥ ଦୟା କରୁଥିବା ବ୍ୟକ୍ତି, ତେଣୁ ଏହାର ବିପରୀତ 'ନିର୍ଦ୍ଦୟ' ଅର୍ଥାତ୍ ଦୟାହୀନ।

Question 45Language I (Odia)

'ଘର' ଶବ୍ଦର ବହୁବଚନ ରୂପ କେଉଁଟି?

  1. ଘରକୁ
  2. ଘରର
  3. ଘରେ
  4. ଘରମାନେ Correct answer.

Explanation

ଓଡ଼ିଆରେ ଅଚେତନ ବସ୍ତୁ ବା ସ୍ଥାନ ପାଇଁ ବହୁବଚନ ବୁଝାଇବାକୁ 'ମାନେ' ପ୍ରତ୍ୟୟ ଯୋଡ଼ାଯାଏ, ଯଥା 'ଘରମାନେ'। 'ଘରେ', 'ଘରକୁ' ଓ 'ଘରର' ବିଭକ୍ତି ପ୍ରତ୍ୟୟ, ଏକବଚନ ପଦରେ ହିଁ ଲାଗେ।

Question 46Language I (Odia)

'ସୂର୍ଯ୍ୟ' ଶବ୍ଦର ସ୍ତ୍ରୀଲିଙ୍ଗ ରୂପ କେଉଁଟି?

  1. ସୂର୍ଯ୍ୟୀ
  2. ସୂର୍ଯ୍ୟାଣୀ
  3. ସୂର୍ଯ୍ୟା Correct answer.
  4. ସୂର୍ଯ୍ୟିକା

Explanation

ଓଡ଼ିଆରେ କେତେକ ପୁଲିଙ୍ଗ ଶବ୍ଦର ସ୍ତ୍ରୀଲିଙ୍ଗ ରୂପ 'ଆ' ପ୍ରତ୍ୟୟ ଯୋଡ଼ି ଗଠିତ ହୁଏ, ଯଥା ସୂର୍ଯ୍ୟ → ସୂର୍ଯ୍ୟା। ଏହି ପ୍ରତ୍ୟୟ ନିୟମ ଅନୁସାରେ ଅନ୍ୟ ତିନୋଟି ରୂପ ପ୍ରামାଣିକ ନୁହେଁ।

Question 47Language I (Odia)

'ମୁଁ ପ୍ରତିଦିନ ସକାଳେ ବୁଲିବାକୁ ଯାଏ' - ଏହି ବାକ୍ୟରେ 'ପ୍ରତିଦିନ' ଓ 'ସକାଳେ' କେଉଁ ଅବ୍ୟୟ ଅଟନ୍ତି?

  1. ସମ୍ବନ୍ଧବାଚକ ଅବ୍ୟୟ
  2. ସ୍ଥାନବାଚକ ଅବ୍ୟୟ
  3. ଅନୁକରଣବାଚକ ଅବ୍ୟୟ
  4. କାଳବାଚକ ଅବ୍ୟୟ Correct answer.

Explanation

ଅବ୍ୟୟ ସେହି ପଦ, ଯାହାର ରୂପ ଲିଙ୍ଗ, ବଚନ ଓ ବିଭକ୍ତି ଅନୁସାରେ ବଦଳେ ନାହିଁ। 'ପ୍ରତିଦିନ' ଓ 'ସକାଳେ' ସମୟ ବା କାଳ ବୁଝାଉଥିବାରୁ ଏମାନେ କାଳବାଚକ ଅବ୍ୟୟ।

Question 48Language I (Odia)

'ବିଦ୍ୟାଳୟ' ଶବ୍ଦର ସନ୍ଧି ବିଚ୍ଛେଦ କେଉଁଟି?

  1. ବିଦ୍ୟ + ଆଳୟ
  2. ବିଦ୍ + ଯାଳୟ
  3. ବିଦ୍ୟା + ଲୟ
  4. ବିଦ୍ୟା + ଆଳୟ Correct answer.

Explanation

'ବିଦ୍ୟା' ଶେଷରେ ଥିବା 'ଆ' ଓ 'ଆଳୟ' ଆରମ୍ଭର 'ଆ' ମିଶି ଦୀର୍ଘ 'ଆ' ହୋଇଛି, ଏହା ସ୍ୱରସନ୍ଧି (ଦୀର୍ଘ ସନ୍ଧି)। ତେଣୁ ସଠିକ୍ ବିଚ୍ଛେଦ 'ବିଦ୍ୟା + ଆଳୟ'।

Question 49Language I (Odia)

'ନୀଳାମ୍ବର' ଶବ୍ଦର ସନ୍ଧି ବିଚ୍ଛେଦ କେଉଁଟି?

  1. ନୀଳ + ଅମ୍ବର Correct answer.
  2. ନୀଳା + ମ୍ବର
  3. ନୀ + ଳାମ୍ବର
  4. ନୀଳାମ + ର

Explanation

'ନୀଳ' ଶେଷର 'ଅ' ସହ 'ଅମ୍ବର' ଆରମ୍ଭର 'ଅ' ମିଶି 'ଆ' ହେଲା, ଏହା ଗୁଣ ସନ୍ଧିର ଲକ୍ଷଣ। ତେଣୁ ବିଚ୍ଛେଦ 'ନୀଳ + ଅମ୍ବର' ହେବ।

Question 50Language I (Odia)

'ପଢ଼ିବା' କ୍ରିୟାର ଅତୀତ କାଳର ଉତ୍ତମ ପୁରୁଷ ଏକବଚନ ରୂପ କେଉଁଟି?

  1. ପଢ଼ିଲି Correct answer.
  2. ପଢ଼ୁ
  3. ପଢ଼ୁଛି
  4. ପଢ଼ିବି

Explanation

ଅତୀତ କାଳରେ ଉତ୍ତମ ପୁରୁଷ ଏକବଚନ ପାଇଁ 'ଇଲି' ପ୍ରତ୍ୟୟ ଯୋଡ଼ାଯାଏ, ଯଥା ପଢ଼ + ଇଲି = ପଢ଼ିଲି। 'ପଢ଼ୁଛି' ଘଟମାନ ବର୍ତ୍ତମାନ, 'ପଢ଼ିବି' ଭବିଷ୍ୟତ, 'ପଢ଼ୁ' ଅସମାପିକା ରୂପ।