I85PREP
⌘ K
TNTET Paper 1 study materials
TNTET Paper 1 study resources

TNTET Paper 1 practice questions

One question at a time. Build your TNTET Paper 1 understanding.

First 50 of 200 questions. Each one lists the choices, the correct answer, and an explanation. The checker at the top of this page saves progress in this browser when it is available.

Continue in the practice tool above to load more questions, 50 at a time.

Question 1Child Development and Pedagogy

According to Piaget, a child who uses words and symbols to stand for objects but still fails a conservation-of-liquid task and cannot take another person's viewpoint is in which stage of cognitive development?

  1. Preoperational Correct answer.
  2. Concrete operational
  3. Formal operational
  4. Sensorimotor

Explanation

In Piaget's preoperational stage, roughly two to seven years, children use symbols and language but think egocentrically and have not yet acquired conservation. Failure on the liquid-conservation task together with an inability to take another's viewpoint are the standard markers of this stage. Conservation and decentration emerge only in the concrete operational stage.

Question 2Child Development and Pedagogy

Vygotsky used a specific term for the distance between what a learner can do alone and what the same learner can do with adult or peer support. That term is:

  1. Zone of proximal development Correct answer.
  2. Equilibration between schemes and experience
  3. Reinforcement of desired responses
  4. Assimilation of new experience into existing schemes

Explanation

Vygotsky defined the zone of proximal development as the gap between the level a child reaches unaided and the level reached with guidance from a more competent adult or peer. He argued that instruction is effective when pitched inside this zone, with scaffolding gradually withdrawn as competence grows.

Question 3Child Development and Pedagogy

A teacher praises a pupil immediately after a correct answer, and the pupil begins volunteering answers more often. This change in behaviour best illustrates:

  1. Insight learning
  2. Observational learning
  3. Operant conditioning Correct answer.
  4. Classical conditioning

Explanation

In operant conditioning, associated with Skinner, a voluntary behaviour followed by a pleasant consequence is strengthened; praise here works as a positive reinforcer and the answering behaviour increases. Classical conditioning instead pairs stimuli to produce an involuntary reflex, while observational learning works through watching a model.

Question 4Child Development and Pedagogy

A pupil says, "I do not copy in the examination because school rules must be obeyed so that the whole class remains orderly." In Kohlberg's scheme, this reasoning belongs to which orientation?

  1. Social order maintaining Correct answer.
  2. Universal ethical principles
  3. Punishment and obedience
  4. Good boy–nice girl

Explanation

Kohlberg's conventional level contains both the good boy–nice girl orientation and the law-and-order orientation; here the pupil justifies obedience by the need to preserve the social system and its rules. Universal ethical principles belong to the post-conventional level and are argued from abstract principles of justice that may override laws.

Question 5Child Development and Pedagogy

A science teacher asks pupils to plan and carry out a simple test to find out whether light is needed for germination. In the revised Bloom's taxonomy, this task is chiefly at the level of:

  1. Create Correct answer.
  2. Remember
  3. Understand
  4. Apply

Explanation

In the revised Bloom's taxonomy, creating is the highest level and involves putting elements together to form a new, coherent plan or product. Designing a test to answer a question is a generative task, whereas applying would mean using a known procedure in a familiar situation.

Question 6Child Development and Pedagogy

A pupil who has not eaten since the previous night cannot concentrate on the lesson. In Maslow's hierarchy, the need currently dominating the pupil's behaviour is:

  1. Self-actualisation need
  2. Physiological need Correct answer.
  3. Esteem need
  4. Belongingness need

Explanation

Maslow's hierarchy places physiological needs such as hunger, thirst and sleep at its base. Until these deficit needs are reasonably satisfied, higher needs like belongingness, esteem and self-actualisation cannot effectively direct attention and behaviour.

Question 7Child Development and Pedagogy

According to Sternberg's triarchic theory, a pupil who is weak at textbook problems but quickly works out how to persuade a shopkeeper to reduce a price is showing high:

  1. Linguistic intelligence
  2. Experiential (creative) intelligence
  3. Componential (analytical) intelligence
  4. Practical (contextual) intelligence Correct answer.

Explanation

Sternberg's triarchic theory distinguishes analytical, creative and practical intelligence. Practical or contextual intelligence is the capacity to adapt to, shape and select real-world environments, which is exactly what the bargaining example demonstrates, in contrast to school-based analytical tasks.

Question 8Child Development and Pedagogy

A Class IV pupil reads and writes words correctly but persistently misplaces digits, cannot recall number facts and fails at simple addition and subtraction. The most likely specific learning disability is:

  1. Dyspraxia
  2. Dyslexia
  3. Dysgraphia
  4. Dyscalculia Correct answer.

Explanation

Dyscalculia is a specific learning disability that affects number sense, retrieval of arithmetic facts and computation, despite adequate reading and general ability. Difficulties with digits and calculation alongside intact word reading fit dyscalculia rather than a reading, writing or motor disorder.

Question 9Child Development and Pedagogy

A teacher working from a constructivist perspective is most likely to respond to pupils' incorrect ideas about a topic by:

  1. Asking pupils to memorise the correct definition
  2. Reading out the correct answer from the textbook
  3. Ignoring them since they will change with age
  4. Building on them to create cognitive conflict Correct answer.

Explanation

Constructivism holds that learners build knowledge from their existing ideas, so the teacher first elicits pupils' conceptions and then presents a discrepant event that creates cognitive conflict and prompts restructuring. Merely supplying the correct answer or punishing errors leaves the original misconception intact.

Question 10Child Development and Pedagogy

In Continuous and Comprehensive Evaluation, the word "comprehensive" primarily refers to:

  1. Recording all subject marks in one consolidated progress register
  2. Conducting frequent tests throughout the academic year
  3. Assessing pupils only once, at the end of each academic term
  4. Covering scholastic as well as co-scholastic growth Correct answer.

Explanation

In CCE, "continuous" refers to regularity and frequency of assessment across the year, while "comprehensive" refers to coverage: both scholastic subject learning and co-scholastic aspects such as attitudes, values, health and participation are assessed. A scheme that records only subject marks would therefore make the evaluation partial.

Question 11Child Development and Pedagogy

A Class III pupil's development is shaped most directly by her parents, her younger brother, her classmates and her class teacher. In Bronfenbrenner's bioecological model, these immediate settings together make up her

  1. macrosystem
  2. exosystem
  3. mesosystem
  4. microsystem Correct answer.

Explanation

The microsystem is the set of settings in which the child directly participates and interacts face to face, such as home, classroom and peer group. The other layers refer to relations between those settings, to settings the child never enters, and to the wider culture and ideology.

Question 12Child Development and Pedagogy

A Class V pupil has average intelligence and speaks fluently, but reads very slowly, confuses letters such as b and d, and cannot reliably match letters with their sounds. This pattern of difficulty is most characteristic of

  1. dyslexia Correct answer.
  2. dyscalculia
  3. dysgraphia
  4. general intellectual disability

Explanation

Dyslexia is a specific learning disability marked by difficulty in accurate and fluent word recognition, decoding and phonological processing, in a child whose general ability and oral language are broadly typical. The discrepancy between good oral expression and poor decoding is its key signature.

Question 13Child Development and Pedagogy

After being scolded sharply during a mathematics recitation, a pupil begins to tremble whenever the mathematics teacher enters the room, even on days when no scolding occurs. The pupil's trembling is best explained by

  1. classical conditioning Correct answer.
  2. insight learning
  3. operant conditioning
  4. observational learning

Explanation

A neutral stimulus, the teacher's entry, has been repeatedly paired with an aversive event, the scolding, and now elicits a conditioned emotional response on its own. This is the Pavlovian pattern of stimulus substitution, not learning driven by consequences.

Question 14Child Development and Pedagogy

While teaching word building to a Class II pupil, a teacher first models the first two words, then prompts only the initial sound, and gradually stops helping as the pupil succeeds alone. In Vygotsky's framework, this temporary and progressively withdrawn support is called

  1. cooperative learning
  2. scaffolding Correct answer.
  3. programmed instruction
  4. discovery learning

Explanation

Scaffolding is the temporary assistance a more knowledgeable person gives within the learner's zone of proximal development, tuned to the task and removed as competence grows. The teacher's graded prompts and gradual withdrawal are exactly this adjustable support.

Question 15Child Development and Pedagogy

A Class IV pupil whose craft work is criticised again and again begins to say, "I can never make anything properly," and avoids every task that involves making things. In Erikson's theory of psychosocial development, this pupil is at risk of developing

  1. mistrust
  2. inferiority Correct answer.
  3. guilt
  4. role confusion

Explanation

The primary school years pose the crisis of industry versus inferiority, in which repeated failure or harsh criticism of the child's products can produce a lasting sense of inadequacy. Success in valued tasks, by contrast, builds a sense of competence.

Question 16Child Development and Pedagogy

A pupil performs poorly on written science tests but masters a process quickly when she is allowed to handle apparatus, move about and demonstrate the steps with her whole body. In Gardner's theory of multiple intelligences, this pupil's marked strength is

  1. spatial intelligence
  2. logical-mathematical intelligence
  3. interpersonal intelligence
  4. bodily-kinaesthetic intelligence Correct answer.

Explanation

Bodily-kinaesthetic intelligence is the capacity to use the body and handle objects skilfully, and it shows up in learning best through movement, manipulation and physical demonstration. Gardner treats it as a distinct intelligence rather than a general ability.

Question 17Child Development and Pedagogy

A pupil who dislikes being repeatedly told to stay seated finishes his worksheet very quickly. From then on the teacher stops the reminders as soon as the worksheet is complete, and the pupil finishes worksheets even faster. The change in behaviour is best explained by

  1. extinction
  2. positive reinforcement
  3. negative reinforcement Correct answer.
  4. punishment

Explanation

Negative reinforcement strengthens a response by removing an unpleasant stimulus, here the repeated reminders, once the response occurs. The behaviour increases, which is the defining mark of reinforcement rather than of punishment or extinction.

Question 18Child Development and Pedagogy

At the end of every week a teacher gives a short ungraded quiz, uses the results to reteach the two concepts most pupils missed, and notes individual progress for her own planning. This practice is best described as

  1. placement assessment
  2. summative assessment
  3. formative assessment Correct answer.
  4. norm-referenced assessment

Explanation

Formative assessment is assessment for learning: it is frequent, low-stakes, and used to give feedback and adjust teaching while learning is still in progress. The teacher's reteaching decision based on quiz evidence is the diagnostic hallmark of this purpose.

Question 19Child Development and Pedagogy

A teacher introducing fractions has pupils fold and share paper chapatis, then shows shaded circles and strips on the blackboard, and finally writes 1/2 and 3/4. In Bruner's terms, this sequence moves through

  1. symbolic, then iconic, then enactive representation
  2. iconic, then enactive, then symbolic representation
  3. enactive, then iconic, then symbolic representation Correct answer.
  4. enactive, then symbolic, then iconic representation

Explanation

Bruner distinguished learning through action (enactive), through visual images and pictures (iconic), and through language, signs and abstract symbols (symbolic). A sound instructional sequence moves from concrete handling, through pictures, to the written symbol.

Question 20Child Development and Pedagogy

A mathematics test for Class V gives almost identical ranks when it is administered twice in the same week, but every item is a simple addition sum from the Class III syllabus. The test is

  1. reliable but not valid Correct answer.
  2. neither reliable nor valid
  3. both reliable and valid
  4. valid but not reliable

Explanation

Reliability is consistency of scores across occasions, forms or raters, and this test produces stable ranks on repetition. Validity is whether a test measures what it is meant to measure, and a set of Class III addition sums does not represent Class V mathematics, so validity fails.

Question 21Child Development and Pedagogy

A two-year-old who has only seen dogs sees a cow in a field, points to it and says 'doggy'. In Piaget's theory, the child is using:

  1. accommodation
  2. assimilation Correct answer.
  3. equilibration
  4. conservation

Explanation

Assimilation occurs when a new experience is interpreted through an existing schema without changing it. The child's 'dog' schema is applied to the cow because both are four-legged animals. Accommodation would involve altering the schema after noticing differences.

Question 22Child Development and Pedagogy

While assembling a puzzle alone, a Class II pupil keeps saying softly, 'This piece goes here... turn it... now the corner.' According to Vygotsky, this self-directed talk is:

  1. egocentric speech that has no function and should be stopped
  2. telegraphic speech typical of early language
  3. scaffolding provided by the teacher
  4. private speech that guides the child's own thinking Correct answer.

Explanation

Vygotsky viewed private or self-directed speech as a tool for planning and regulating one's own actions. It is not meaningless egocentric chatter; it gradually becomes inner speech. Telegraphic speech and teacher scaffolding are different concepts.

Question 23Child Development and Pedagogy

A Class IV pupil who has repeatedly failed to complete group tasks begins to say, 'I am useless at school work.' In Erikson's theory, this pupil is at risk of developing:

  1. role confusion
  2. guilt
  3. inferiority Correct answer.
  4. mistrust

Explanation

Erikson's industry versus inferiority stage covers roughly ages 6 to 12. Repeated failure and criticism can lead children to doubt their competence and develop feelings of inferiority. Trust, guilt and role confusion belong to other stages.

Question 24Child Development and Pedagogy

In an experiment, children watch a film in which an adult hits an inflatable doll and is praised for it. The children later imitate the hitting more often. This best illustrates:

  1. vicarious reinforcement Correct answer.
  2. negative reinforcement
  3. latent learning
  4. spontaneous recovery

Explanation

In Bandura's social learning theory, observing a model being rewarded for an action increases the observer's tendency to imitate it. This is vicarious reinforcement because the child is influenced by consequences seen, not directly experienced. Negative reinforcement, spontaneous recovery and latent learning do not fit.

Question 25Child Development and Pedagogy

A teacher reports that a pupil's score of 72 in mathematics is 'above the class average of 58'. This interpretation of the score is:

  1. criterion-referenced
  2. norm-referenced Correct answer.
  3. diagnostic
  4. formative

Explanation

A norm-referenced interpretation compares a pupil's score with the scores of a comparison group, such as the class average. Criterion-referenced interpretation compares performance with a specified standard or learning outcome. Diagnostic and formative assessments serve different purposes.

Question 26Child Development and Pedagogy

A teacher presents the list 'apple, banana, mango, chair, table, cot' and pupils remember it better when they group the words into fruits and furniture. This improvement is mainly due to:

  1. retroactive inhibition
  2. massed practice
  3. rote rehearsal
  4. chunking Correct answer.

Explanation

Chunking groups separate items into larger meaningful units, which reduces the load on short-term memory. Remembering six words as two categories is easier than remembering them as six unrelated items. Rote rehearsal, retroactive inhibition and massed practice do not explain the benefit of grouping.

Question 27Child Development and Pedagogy

A pupil who already enjoyed reading for pleasure is promised a prize for every book she finishes. After the prizes stop, she reads less than before. This is best explained by:

  1. the overjustification effect Correct answer.
  2. positive reinforcement strengthening reading
  3. the law of exercise
  4. observational learning

Explanation

The overjustification effect occurs when an external reward for an already enjoyable activity reduces the person's intrinsic interest in it. Once the reward stops, the pupil reads less because reading has come to be seen as a means to a prize. Positive reinforcement alone would predict continued reading.

Question 28Child Development and Pedagogy

A school teaches 'living things' in Class I through naming plants and animals, revisits it in Class III through features of living things, and again in Class V through cells and life processes. This organisation reflects:

  1. a spiral curriculum Correct answer.
  2. a core curriculum
  3. a linear curriculum
  4. a hidden curriculum

Explanation

A spiral curriculum, associated with Bruner, revisits the same theme at increasing levels of complexity across classes. Here 'living things' moves from naming to features to cells and processes. Linear, hidden and core curricula do not describe this repeated deepening.

Question 29Child Development and Pedagogy

A teacher explains evaporation and condensation to Class III pupils only by reading from the textbook. Most pupils cannot explain the water cycle afterwards. According to Piaget, the most likely reason is that:

  1. the pupils need concrete experiences and diagrams before abstract verbal explanation Correct answer.
  2. the pupils are in the sensorimotor stage and learn only through senses and actions
  3. the pupils were not given reinforcement for correct answers
  4. the pupils have not reached the formal operational stage and so can never understand science

Explanation

Piaget held that children at the preoperational and concrete operational levels learn best from concrete objects, pictures and direct experience. Abstract verbal explanation alone exceeds what many Class III pupils can assimilate. Formal operational thinking is not required for all science learning, and the pupils are not in the sensorimotor stage.

Question 30Child Development and Pedagogy

A teacher is told at the start of the year that three pupils are 'late bloomers' who will improve. By the year's end those pupils have improved more than their classmates, although the information was false. This best illustrates:

  1. the halo effect in judging pupils
  2. self-fulfilling prophecy Correct answer.
  3. the contrast effect in comparison
  4. the recency effect in memory

Explanation

A self-fulfilling prophecy occurs when a teacher's expectation leads the teacher to treat pupils differently, and those pupils then perform in line with the expectation. The information was false, so the improvement cannot be attributed to initial ability. Halo, recency and contrast effects describe errors in judgement or memory, not expectation-driven change.

Question 31Child Development and Pedagogy

A teacher hides a small ball under a cloth while an eight-month-old infant watches. The infant does not search for the ball and turns to another toy. In Piaget's theory, the infant's behaviour is best explained by the absence of

  1. conservation of number
  2. object permanence Correct answer.
  3. reversible mental operations
  4. egocentric speech

Explanation

Object permanence is the understanding that objects continue to exist even when they cannot be seen or touched. Piaget placed its development in the sensorimotor stage, typically between about eight and twelve months; before this, an infant simply stops attending to a hidden object.

Question 32Child Development and Pedagogy

A Class IV pupil obtains a mental age of 10 years and has a chronological age of 8 years on a standardised intelligence test. Using the ratio IQ formula, the pupil's IQ is

  1. 145
  2. 100
  3. 125 Correct answer.
  4. 80

Explanation

Ratio IQ is calculated as mental age divided by chronological age, multiplied by 100. Here 10 divided by 8, multiplied by 100, gives 125, so the pupil's IQ is 125.

Question 33Child Development and Pedagogy

A two-year-old says 'Amma water' and 'Daddy car go' while pointing at the objects. This two-word utterance, in which grammatical words are omitted but the meaning is clear, is called

  1. babbling
  2. overgeneralisation
  3. telegraphic speech Correct answer.
  4. holophrastic speech

Explanation

Telegraphic speech is the two-word stage in which a child keeps the content words and omits articles, prepositions and inflections, as in 'Daddy car go'. Meaning is still clear from context despite the missing grammar.

Question 34Child Development and Pedagogy

A pupil says, 'I will not copy in the test because the teacher will catch me and I will be punished.' In Kohlberg's theory of moral development, this reasoning belongs to the

  1. punishment and obedience orientation Correct answer.
  2. good boy-good girl orientation
  3. social contract orientation
  4. universal ethical principle orientation

Explanation

At Kohlberg's stage 1, the punishment and obedience orientation, right and wrong are judged by whether an action leads to punishment. The pupil avoids copying only because the teacher may catch and punish him, which is preconventional reasoning.

Question 35Child Development and Pedagogy

A Class III teacher finds that pupils solve similar subtraction sums faster after repeated practice with feedback, and they attempt the sums more willingly after succeeding. Which learning theory best explains the strengthening of the correct response and the readiness to repeat it?

  1. Piaget's schema theory
  2. Gestalt insight learning
  3. Thorndike's law of effect Correct answer.
  4. Bandura's observational learning

Explanation

Thorndike's law of effect states that responses followed by satisfying consequences become strengthened, while those followed by discomforting consequences are weakened. Repeated practice with success makes the correct subtraction response more likely to recur.

Question 36Child Development and Pedagogy

Parents set clear rules for their Class V child, explain the reasons for the rules, and listen to the child's view before deciding. The child is confident and self-controlled. This parenting style is

  1. authoritarian
  2. permissive
  3. authoritative Correct answer.
  4. uninvolved

Explanation

Authoritative parenting combines high warmth with high but reasonable control, and rules are explained and discussed with the child. Children raised this way tend to be self-reliant and self-controlled, unlike the other styles.

Question 37Child Development and Pedagogy

A pupil has just memorised the multiplication table of 6 and then learns the table of 7. During a test on the table of 7, he repeatedly gives answers from the table of 6. This forgetting is best explained by

  1. proactive interference Correct answer.
  2. motivated forgetting
  3. retroactive interference
  4. decay of the memory trace

Explanation

Proactive interference occurs when previously learned material makes it harder to recall newly learned material. The earlier 6-times table keeps intruding when the pupil tries to recall the 7-times table.

Question 38Child Development and Pedagogy

A teacher asks, 'Compare the effects of a sudden rise in the price of rice on a poor family and on a rich family, and explain why their responses may differ.' In Bloom's revised taxonomy, this task mainly requires

  1. analysing relationships and comparing cases Correct answer.
  2. remembering factual information
  3. applying a formula to calculate demand
  4. creating an original model of demand

Explanation

Analysing involves breaking information into parts and examining how the parts relate, including comparing and contrasting cases. The task asks pupils to contrast two family situations and explain the reasons for the difference, which goes beyond recall or routine application.

Question 39Child Development and Pedagogy

In a unit test marked out of 40 and taken by 100 pupils, 85 pupils answer a particular item correctly. The difficulty index of the item is 0.85. What is the most appropriate interpretation for the teacher?

  1. The item is ambiguous and needs rewriting.
  2. The item is easy and is likely to discriminate poorly. Correct answer.
  3. The item is too difficult and must be removed.
  4. The item discriminates well and should be retained.

Explanation

The difficulty index is the proportion of pupils answering an item correctly, so 0.85 means 85 per cent succeeded and the item is easy. Very easy items usually show low discrimination because most pupils, including low scorers, get them right.

Question 40Child Development and Pedagogy

A Class IX girl believes that everyone in school is noticing her new haircut and that no one could possibly understand how embarrassed she feels. In Elkind's account of adolescent egocentrism, these beliefs illustrate

  1. assimilation and accommodation
  2. imaginary audience and personal fable Correct answer.
  3. centration and egocentric speech
  4. conservation and reversibility

Explanation

Elkind described adolescent egocentrism through the imaginary audience, the belief that others are constantly watching and evaluating oneself, and the personal fable, the belief that one's feelings are unique and cannot be understood by others. The girl's two beliefs match these features.

Question 41Language I – Tamil (comprehension, pedagogy, language use)

தமிழ் எழுத்துகளில் உயிரெழுத்தாகவும் இல்லாமல், மெய்யெழுத்தாகவும் இல்லாமல், தனியாக நிற்கும் எழுத்து எது?

  1. ஃ Correct answer.
  2. ஈ
  3. ஔ
  4. ங்

Explanation

தமிழ் எழுத்துகள் உயிர், மெய், உயிர்மெய் எனப் பிரிக்கப்படுகின்றன; இவற்றுடன் ஆய்தம் எனப்படும் 'ஃ' தனியாக நிற்கிறது. இது உயிரின் இயல்பும் மெய்யின் இயல்பும் கலவாத தனி ஒலியைக் குறிக்கிறது; இன்று அரிதாகவே பயன்படுகிறது.

Question 42Language I – Tamil (comprehension, pedagogy, language use)

மொழிக் கற்பித்தலில் மாணவர்கள் முதலில் வளர்த்துக்கொள்ள வேண்டிய மொழித் திறன் எது?

  1. படித்தல்
  2. பேசுதல்
  3. எழுதுதல்
  4. கேட்டல் Correct answer.

Explanation

இயற்கையான மொழிக் கைவரிசையில் கேட்டல் முதலிடம் பெறுகிறது; குழந்தை முதலில் கேட்டுப் பொருள் உணர்ந்த பின்னரே பேசத் தொடங்குகிறது. அதன் பிறகே படித்தல், எழுதுதல் ஆகிய திறன்கள் வளர்கின்றன.

Question 43Language I – Tamil (comprehension, pedagogy, language use)

‘வறுமை’ என்பதன் எதிர்ச்சொல் எது?

  1. வளமை Correct answer.
  2. இன்மை
  3. தரித்திரம்
  4. நலிவு

Explanation

‘வறுமை’ வளம் இல்லாத நிலையைக் குறிக்கும்; அதற்கு நேர் எதிரான பொருள் தருவது ‘வளமை’. எதிர்ச்சொல் என்பது ஒரு சொல்லுக்கு மாறான பொருள் தரும் சொல்லாகும்.

Question 44Language I – Tamil (comprehension, pedagogy, language use)

‘பூ’ + ‘கொடி’ ஆகிய சொற்கள் சேரும்போது சரியான புணர்ச்சி வடிவம் எது?

  1. பூக்கொடி
  2. பூவுக்கொடி
  3. பூங்கொடி Correct answer.
  4. பூகொடி

Explanation

உயிரீற்றுச் சொல்லுக்குப் பின் வல்லின மெய் வரும்போது இடையே மெல்லினமான ‘ங்’ சாரியையாகத் தோன்றிப் புணர்வது தமிழின் இயல்பு. அதன்படி பூ + கொடி = பூங்கொடி என்பதே சரியான வடிவம்.

Question 45Language I – Tamil (comprehension, pedagogy, language use)

மணிமேகலை பள்ளிக்குச் செல்லும் வழியில் கிழவர் ஒருவர் கீழே விழுந்துவிட்டதைக் கண்டாள். வேகமாக ஓடிச் சென்று அவரைத் தூக்கிவிட்டு, அருகிலிருந்த மருத்துவமனைக்கு அழைத்துச் சென்றாள். பின்னரே வகுப்பிற்கு வந்தாள்; அதனால் பாடத்தின் முதல் பகுதியைத் தவறவிட்டாள். இந்நிகழ்விலிருந்து மணிமேகலையைப் பற்றி அறியப்படுவது எது?

  1. பிறர் துன்பத்தில் இரங்கி உதவும் பண்புடையவள் Correct answer.
  2. நேரத்தை மிகவும் மதிப்பவள்
  3. பாடத்தில் எப்போதும் முதன்மையானவள்
  4. வகுப்பிற்குச் செல்வதை விரும்பாதவள்

Explanation

கிழவர் விழுந்ததைக் கண்டு உதவி செய்து, மருத்துவமனைக்கு அழைத்துச் சென்ற பிறகே மணிமேகலை பள்ளிக்கு வந்தாள். இதனால் அவள் பிறர் துன்பத்தில் இரங்கி உதவும் பண்புடையவள் என்பது புலனாகிறது; தாமதத்திற்கான காரணத்தை அறிந்தே மதிப்பிட வேண்டும்.

Question 46Language I – Tamil (comprehension, pedagogy, language use)

‘மாணவன் பாடத்தைப் படித்து வகுப்பிற்கு வந்தான்’ - இத்தொடரில் ‘படித்து’ என்பது எவ்வகைச் சொல்?

  1. பெயரெச்சம்
  2. தொகைநிலைத் தொடர்
  3. வினைமுற்று
  4. வினையெச்சம் Correct answer.

Explanation

வாக்கியத்தில் மற்றொரு வினையைச் சார்ந்து நிற்கும் வினைவடிவம் வினையெச்சம் ஆகும்; ‘படித்து’ என்பது பின்னர் வரும் ‘வந்தான்’ என்பதைக் கொண்டே முடிகிறது. வாக்கியத்தை முடிக்கும் வடிவமே வினைமுற்று.

Question 47Language I – Tamil (comprehension, pedagogy, language use)

திருக்குறள் எந்த யாப்பு வகையைச் சார்ந்தது?

  1. வஞ்சிப்பா
  2. குறள் வெண்பா Correct answer.
  3. நேரிசை வெண்பா
  4. ஆசிரியப்பா

Explanation

திருக்குறள் ஈரடிப் பாடலாக அமைந்தது; முதல் அடியில் நான்கு சீரும் இரண்டாம் அடியில் மூன்று சீருமாக மொத்தம் ஏழு சீர்கள் கொண்டது. இவ்வமைப்பே குறள் வெண்பா எனப்படும்.

Question 48Language I – Tamil (comprehension, pedagogy, language use)

ஆண்டு இறுதியில் மட்டுமல்லாமல், கற்றல் நடைபெறும் போதே மாணவரின் முன்னேற்றத்தை அறியப் பயன்படும் மதிப்பீடு எது?

  1. இறுதி மதிப்பீடு
  2. சான்றளிப்பு மதிப்பீடு
  3. தரவரிசை மதிப்பீடு
  4. உருவாக்கு மதிப்பீடு Correct answer.

Explanation

கற்றல் நடைபெறும் போதே தொடர்ந்து நடத்தப்பட்டு உடனுக்குடன் பின்னூட்டம் தருவது உருவாக்கு மதிப்பீடு (formative assessment) ஆகும். இது கற்பித்தலை இடையிலேயே சீரமைக்க உதவுகிறது; இறுதி மதிப்பீடோ கற்றல் முடிந்த பின் நடைபெறும்.

Question 49Language I – Tamil (comprehension, pedagogy, language use)

தொல்காப்பியம் மொத்தம் எத்தனை இயல்களைக் கொண்டது?

  1. 27 Correct answer.
  2. 9
  3. 18
  4. 36

Explanation

தொல்காப்பியம் எழுத்து, சொல், பொருள் என மூன்று அதிகாரங்களைக் கொண்டது; ஒவ்வொரு அதிகாரத்திலும் ஒன்பது இயல்கள் உள்ளன. எனவே மொத்தம் 3 × 9 = 27 இயல்கள் ஆகும்.

Question 50Language I – Tamil (comprehension, pedagogy, language use)

‘ஆசிரியர் மாணவனைப் பாடச் செய்தார்’ - இத்தொடரில் ‘செய்தார்’ என்பது எவ்வகை வினை?

  1. குறிப்பு வினை
  2. பிறவினை Correct answer.
  3. வினையெச்சம்
  4. தன்வினை

Explanation

ஒருவர் தாமே செய்யும் செயலைக் குறிப்பது தன்வினை; பிறரைக் கொண்டு அச்செயலைச் செய்விப்பது பிறவினை. இங்கு ஆசிரியர் மாணவனைக் கொண்டு பாடச் செய்வித்ததால் ‘செய்தார்’ பிறவினையாகும்.