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PCET practice questions

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Question 1Child Development and Pedagogy

According to Piaget, a child who can classify objects by a single feature but cannot yet understand conservation is most likely in which stage?

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

Explanation

Piaget's preoperational stage (roughly ages 2 to 7) is marked by symbolic thought and single-feature classification, but the child still fails conservation tasks because thought is not yet reversible. Conservation and multiple classification emerge in the concrete operational stage.

Question 2Child Development and Pedagogy

A teacher notices that a 9-month-old searches for a ball after it rolls behind a screen. This behaviour is best explained by the development of:

  1. Egocentric speech
  2. Object permanence Correct answer.
  3. Reversibility of thought
  4. Conservation of number

Explanation

Object permanence is the understanding that objects continue to exist when out of sight, and it develops gradually during the sensorimotor stage, typically becoming evident in the later months of the first year. Searching for a hidden object demonstrates this understanding.

Question 3Child Development and Pedagogy

Vygotsky's concept of the zone of proximal development is best applied when a teacher:

  1. Assigns tasks the child can already do independently to build confidence
  2. Tests children only on material they have fully mastered
  3. Provides structured support for a task the child can do with guidance but not alone Correct answer.
  4. Waits for maturation before introducing any new cognitive task

Explanation

The zone of proximal development is the gap between what a learner can do alone and what the learner can do with assistance from a more capable person. Instruction is most effective when it targets this zone with scaffolding that is gradually withdrawn.

Question 4Child Development and Pedagogy

Kohlberg's conventional level of moral reasoning is characterised by:

  1. Avoiding punishment and seeking reward
  2. Acting purely on instinct without considering consequences
  3. Conforming to social expectations and upholding laws and rules Correct answer.
  4. Reasoning from self-chosen universal ethical principles

Explanation

At the conventional level, moral judgement is guided by approval, social order, and duty to rules and authority rather than by personal consequences or abstract principles. Preconventional reasoning focuses on punishment and reward, while postconventional reasoning appeals to universal principles.

Question 5Child Development and Pedagogy

Erikson's psychosocial stage corresponding to adolescence centres on which conflict?

  1. Intimacy versus isolation
  2. Identity versus role confusion Correct answer.
  3. Trust versus mistrust
  4. Industry versus inferiority

Explanation

Erikson placed identity versus role confusion in adolescence, when young people explore who they are and what they value. Trust versus mistrust belongs to infancy, industry versus inferiority to middle childhood, and intimacy versus isolation to young adulthood.

Question 6Child Development and Pedagogy

A child who says 'I goed to the park' is most likely demonstrating:

  1. Overgeneralisation of a grammatical rule Correct answer.
  2. Delayed phonological development
  3. Failure to understand word meaning
  4. A language disorder requiring referral

Explanation

Overgeneralisation occurs when a child applies a regular rule, such as past-tense -ed, to irregular forms. It is a normal sign that the child has internalised the rule and typically resolves with exposure to correct forms.

Question 7Child Development and Pedagogy

According to Chomsky's nativist view, the ability to acquire language is primarily explained by:

  1. Exposure to written texts
  2. General cognitive development alone
  3. Imitation and reinforcement by caregivers
  4. An innate language acquisition device Correct answer.

Explanation

Chomsky argued that children are born with an innate capacity, often called a language acquisition device, that enables them to extract grammatical structure from the language they hear. This view contrasts with behaviourist explanations based on imitation and reinforcement.

Question 8Child Development and Pedagogy

A teacher uses a KWL chart at the start of a lesson. The main purpose of the 'K' and 'W' columns is to:

  1. Compare students' scores with class averages
  2. Summarise the content after the lesson ends
  3. Record marks obtained in previous assessments
  4. Activate prior knowledge and set learning goals Correct answer.

Explanation

The KWL chart asks learners what they Know and what they Want to know before instruction, which activates prior knowledge and creates purpose for reading. The L column, completed afterwards, records what was Learned.

Question 9Child Development and Pedagogy

Which classroom practice best supports the development of metacognition in primary school children?

  1. Having children copy definitions from the board
  2. Asking children to predict how they will solve a task and then review how it went Correct answer.
  3. Testing children without giving any feedback
  4. Increasing the amount of homework assigned each week

Explanation

Metacognition involves planning, monitoring, and evaluating one's own thinking. Prompting children to predict their approach and then reflect on the outcome directly trains these self-regulatory processes.

Question 10Child Development and Pedagogy

In Bandura's social learning theory, a child who learns to share after watching a peer being praised for sharing has learned through:

  1. Maturation independent of experience
  2. Vicarious reinforcement Correct answer.
  3. Negative reinforcement of the child's own behaviour
  4. Classical conditioning

Explanation

Vicarious reinforcement occurs when a learner observes another person receiving a consequence and adjusts their own behaviour accordingly. The child did not receive the praise directly but was influenced by seeing it given to a peer.

Question 11Child Development and Pedagogy

A child who can sort blocks by colour and then re-sort the same blocks by shape is demonstrating:

  1. Animism
  2. Conservation of mass
  3. Flexible classification Correct answer.
  4. Centration

Explanation

Flexible classification is the ability to group objects according to different criteria and to shift between criteria. Centration, by contrast, is the tendency to focus on only one feature at a time.

Question 12Child Development and Pedagogy

Which of the following is the clearest example of a child displaying egocentrism in Piaget's sense?

  1. A child copies the teacher's pronunciation
  2. A child describes a picture as if the listener can see it from the same viewpoint Correct answer.
  3. A child cries when separated from her mother
  4. A child refuses to lend a pencil because she wants it herself

Explanation

Piagetian egocentrism is a cognitive limitation in which the child cannot take another person's perspective, as when describing a picture without realising the listener cannot see it. It is not the same as selfishness or emotional distress.

Question 13Child Development and Pedagogy

A teacher who provides temporary support and gradually withdraws it as a child gains competence is applying the concept of:

  1. Scaffolding Correct answer.
  2. Punishment
  3. Standardisation
  4. Rote learning

Explanation

Scaffolding, associated with Vygotsky's framework and Wood, Bruner and Ross, refers to adjustable support that is reduced as the learner becomes capable. The goal is for the learner to take over the task independently.

Question 14Child Development and Pedagogy

Howard Gardner's theory of multiple intelligences is often used by teachers to:

  1. Rank children by IQ scores
  2. Plan activities that give learners varied entry points to content Correct answer.
  3. Identify children who should be removed from mainstream classes
  4. Replace formative assessment with standardised tests

Explanation

Multiple intelligences theory proposes several relatively independent intelligences, so teachers use it to offer varied ways of engaging with content rather than to label or rank children. It is not a diagnostic or selection tool.

Question 15Child Development and Pedagogy

A child who is consistently praised for effort rather than for being clever is most likely to develop:

  1. Lower intrinsic motivation for all tasks
  2. A fixed mindset about ability
  3. Learned helplessness
  4. A growth mindset that values persistence Correct answer.

Explanation

Dweck's research shows that praising effort encourages a growth mindset, in which ability is seen as improvable through practice. Praise for innate cleverness tends instead to foster a fixed mindset and avoidance of challenge.

Question 16Child Development and Pedagogy

In the context of child development, the term 'critical period' refers to:

  1. A stage when children must sit formal examinations
  2. A limited window during which a particular experience has a strong effect on development Correct answer.
  3. The time of day when children learn best
  4. The final year of primary schooling

Explanation

A critical period is a bounded developmental window during which specific experiences are necessary or highly influential for typical development, as in early language exposure. After the window, the same experience has weaker effects.

Question 17Child Development and Pedagogy

A 7-year-old is shown two identical glasses with equal amounts of water; water from one is poured into a tall narrow glass. The child says the tall glass has more water. This response shows a failure of:

  1. Object permanence
  2. Class inclusion
  3. Conservation Correct answer.
  4. Seriation

Explanation

Conservation is the understanding that quantity remains the same despite changes in appearance. The child focuses on the height of the liquid and ignores its width, which is the classic preoperational response.

Question 18Child Development and Pedagogy

Which assessment practice is most consistent with a constructivist view of learning?

  1. Comparing students against a fixed national norm
  2. Asking students to explain their reasoning and revise their work Correct answer.
  3. Using only end-of-term summative examinations
  4. Awarding marks solely for correct final answers

Explanation

Constructivism holds that learners build understanding actively, so assessment that elicits reasoning and supports revision reflects how understanding develops. It values process and reflection alongside products.

Question 19Child Development and Pedagogy

A child's vocabulary grows rapidly between ages two and six mainly because:

  1. The child memorises dictionary entries
  2. The child uses fast mapping to connect new words with concepts after brief exposure Correct answer.
  3. The child's brain stops forming new connections
  4. The child is formally taught grammar rules

Explanation

Fast mapping allows young children to form an initial link between a new word and its referent after only a brief encounter, which supports the well-documented vocabulary spurt. Repeated exposure then refines the word's meaning.

Question 20Child Development and Pedagogy

A teacher observes that a child can solve a puzzle with a peer but not alone. According to Vygotsky, this indicates that:

  1. The child has reached the limit of her cognitive ability
  2. The puzzle lies within the child's zone of proximal development Correct answer.
  3. The child's intelligence is fixed
  4. The child should avoid collaborative tasks

Explanation

Performance with assistance that exceeds independent performance marks the zone of proximal development. It signals readiness to learn the task with support that can later be faded.

Question 21Child Development and Pedagogy

Which of the following best illustrates the developmental principle of cephalocaudal direction?

  1. Children learn to count before they learn to walk
  2. Children develop social skills before motor skills
  3. Infants gain control of head and neck before control of legs Correct answer.
  4. Infants gain control of fingers before control of arms

Explanation

The cephalocaudal principle states that motor development proceeds from head to tail, so head and neck control precede trunk and leg control. The proximodistal principle describes development from the centre of the body outward.

Question 22Child Development and Pedagogy

A child raised in a bilingual home mixes words from both languages in a single sentence. Research on language development suggests this is:

  1. Proof that the child cannot acquire either language fully
  2. A sign of low intelligence
  3. A normal feature of bilingual development Correct answer.
  4. Evidence of language confusion requiring withdrawal of one language

Explanation

Code-mixing is a common and normal feature of bilingual acquisition, especially when both languages are developing simultaneously. It does not indicate confusion or impairment, and bilingual children typically develop both languages well.

Question 23Child Development and Pedagogy

A student who attributes a poor test result to 'not using the right study strategy' is displaying:

  1. An external, unstable, controllable attribution
  2. An internal, unstable, controllable attribution Correct answer.
  3. An internal, stable, uncontrollable attribution
  4. An external, stable, uncontrollable attribution

Explanation

In Weiner's attribution theory, blaming strategy is internal (it lies with the learner), unstable (it can change), and controllable (it can be adjusted). This pattern supports persistence because the cause is seen as changeable.

Question 24Child Development and Pedagogy

A child who has mastered seriation but still struggles to understand abstract algebra is best located in which of Piaget's stages?

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

Explanation

Seriation is a hallmark of the concrete operational stage, but thinking remains tied to concrete objects and situations. Abstract algebra requires hypothetical, formal operational reasoning, which accounts for the child's difficulty.

Question 25Child Development and Pedagogy

A teacher wants to reduce a child's disruptive calling-out behaviour using operant principles. Which plan is most consistent with negative reinforcement?

  1. Ignoring the behaviour entirely with no other change
  2. Removing a daily classroom job when the child stops calling out Correct answer.
  3. Praising the child loudly in front of the class for waiting
  4. Giving a star each time the child raises a hand instead of calling out

Explanation

Negative reinforcement increases a behaviour by removing an unpleasant condition once the desired behaviour occurs. Here, completing the day without calling out leads to removal of an unwanted classroom job.

Question 26Child Development and Pedagogy

A teacher notices that a 9-year-old can now explain the steps of long division to a classmate, whereas a year earlier the child could perform the same steps silently without being able to describe them. In information-processing terms, this change most directly reflects growth in:

  1. metacognitive awareness of strategy use Correct answer.
  2. procedural knowledge only
  3. classical conditioning of arithmetic responses
  4. sensory register capacity

Explanation

Being able to describe and monitor one's own strategy use reflects metacognitive awareness, which develops through middle childhood as children gain knowledge about their own thinking. Performing the steps silently shows procedural skill; describing them shows the child can reflect on that skill.

Question 27Child Development and Pedagogy

A kindergarten teacher arranges materials so that children must reach across the midline, balance on one foot, and use pincer grips to pick up small beads. This planning is most directly informed by which domain of development?

  1. Moral reasoning development
  2. Receptive language development
  3. Social perspective-taking development
  4. Fine and gross motor development Correct answer.

Explanation

Reaching across the midline, balancing, and pincer grasping are classic fine and gross motor milestones that early childhood programmes deliberately support through activity design. Motor development follows predictable sequences that teachers can scaffold with appropriate materials and tasks.

Question 28Child Development and Pedagogy

A researcher asks 8-year-olds to explain why a rule exists. According to Kohlberg's framework, a child who says 'We follow it so the teacher does not get angry and punish us' is reasoning at which level?

  1. Pre-conventional Correct answer.
  2. Post-conventional
  3. Universal ethical
  4. Conventional

Explanation

Pre-conventional reasoning is organised around avoiding punishment and gaining rewards, so justifying obedience by fear of punishment fits this level. Conventional reasoning centres on social approval and maintaining rules, and post-conventional reasoning appeals to abstract principles.

Question 29Child Development and Pedagogy

A teacher wants to support a child who is in the transition from Piaget's preoperational to concrete operational stage. Which task is most developmentally appropriate?

  1. Reflecting on the limits of one's own memory strategies
  2. Writing a formal proof about abstract number properties
  3. Classifying objects by two attributes simultaneously with hands-on materials Correct answer.
  4. Debating hypothetical ethical dilemmas

Explanation

Children moving into the concrete operational stage are beginning to master classification and can handle multiple attributes when materials are concrete and manipulable. Abstract proof, hypothetical ethical debate, and reflection on memory limits require later formal operational or metacognitive capacities.

Question 30Child Development and Pedagogy

A child who is repeatedly told by adults that 'girls are naturally better at reading' begins to avoid reading tasks and reports low confidence in reading. This outcome is best explained by:

  1. stereotype threat and expectancy effects Correct answer.
  2. maturational readiness
  3. habituation to text stimuli
  4. cephalocaudal development

Explanation

When a child is exposed to a negative group stereotype about ability, it can lower confidence and lead to avoidance, a pattern captured by stereotype threat and adult expectancy effects. These social messages shape self-concept and task engagement rather than reflecting maturational readiness.

Question 31Child Development and Pedagogy

A child who has just learned to ride a bicycle with training wheels is now given a slightly wobblier bike with the wheels raised. The child falls twice but keeps trying. Which concept best describes the child's situation?

  1. Disequilibrium motivating accommodation Correct answer.
  2. Conservation of physical quantity
  3. Centration on one feature
  4. Assimilation of a new schema without any change

Explanation

The raised wheels create a mismatch between the child's existing riding schema and the new demand, producing disequilibrium that motivates accommodation. Assimilation alone would not explain the persistence and adjustment the child shows.

Question 32Child Development and Pedagogy

A teacher uses a token board in which a child earns a star for each completed worksheet and trades five stars for a preferred activity. This system is most directly based on:

  1. observational learning of a model
  2. operant conditioning with a token economy Correct answer.
  3. classical conditioning of a reflex
  4. insight learning

Explanation

Tokens earned for target behaviours and exchanged for reinforcers constitute a token economy, a systematic application of operant conditioning. The behaviour is strengthened because it is followed by reinforcing consequences.

Question 33Child Development and Pedagogy

A child who is usually quiet in class suddenly speaks up confidently in a small group. A teacher who wants to build on this uses the behaviourist principle of:

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

Explanation

Positive reinforcement means adding a desirable consequence, such as praise, after a behaviour to increase its likelihood. Noticing and praising the small-group participation would strengthen the behaviour.

Question 34Child Development and Pedagogy

A school leader argues that intelligence should be assessed only with timed, non-verbal reasoning tests because they are culture-free. A developmental critique of this position would point out that:

  1. non-verbal tests are always invalid
  2. all tests are influenced by cultural and educational experience Correct answer.
  3. timed tests cannot measure any cognitive ability
  4. intelligence tests measure only motivation

Explanation

Test performance is shaped by cultural familiarity, schooling, language, and test-taking experience, so no test is entirely culture-free. The critique is that non-verbal reasoning tests reduce but do not eliminate cultural loading.

Question 35Child Development and Pedagogy

A teacher notices that a child who is very shy with peers is highly expressive and talkative with a familiar grandparent. In developmental terms, this most clearly illustrates:

  1. situational variability in behaviour across contexts Correct answer.
  2. a stable temperament trait across all settings
  3. a lack of attachment
  4. a language disorder

Explanation

Children's behaviour varies with context, and a shy child may be comfortable and expressive with a familiar adult while inhibited with peers. This situational variability is expected and does not by itself indicate disorder or insecure attachment.

Question 36Child Development and Pedagogy

A teacher wants to promote prosocial behaviour in a class of 6-year-olds. Which strategy is best supported by research on moral development?

  1. Modelling and discussing the effects of actions on others Correct answer.
  2. Punishing every rule violation publicly
  3. Avoiding any discussion of fairness
  4. Rewarding only academic achievement

Explanation

Modelling prosocial behaviour and discussing how actions affect others supports empathy and moral understanding in young children. Public punishment, silence about fairness, and narrow academic rewards do little to build prosocial reasoning.

Question 37Child Development and Pedagogy

A teacher wants to reduce a child's disruptive calling-out behaviour using operant principles. Which plan is most consistent with those principles?

  1. Ignore the child completely for the rest of the year
  2. Remove all classroom rules and let behaviour settle naturally
  3. Punish the whole class whenever the child calls out
  4. Reinforce hand-raising while withholding attention for calling out Correct answer.

Explanation

Reinforcing the alternative behaviour of hand-raising while withholding reinforcement for calling out combines positive reinforcement with extinction of the unwanted behaviour. This is a standard, constructive operant approach.

Question 38Child Development and Pedagogy

A teacher asks children to plan how they will tackle a project, monitor whether their approach is working, and then evaluate what they would change next time. This sequence is designed mainly to develop:

  1. rote memorisation
  2. self-regulated learning Correct answer.
  3. reflexive conditioning
  4. sensory discrimination

Explanation

Planning, monitoring, and evaluating one's own learning are core processes of self-regulated learning, which draws on metacognitive knowledge and strategy control. Rote memorisation and sensory or conditioning processes do not involve these self-directed cycles.

Question 39Child Development and Pedagogy

A teacher observes that a child can retell a story in correct sequence but cannot explain why a character acted as she did. This gap most likely indicates that the child:

  1. has mastered inferential comprehension
  2. has developed narrative sequencing but not yet inferential comprehension Correct answer.
  3. has a memory deficit
  4. cannot decode any words

Explanation

Retelling in sequence shows grasp of narrative structure and literal comprehension, while explaining a character's motive requires inference. The gap suggests sequencing is ahead of inferential comprehension, a common developmental pattern.

Question 40Child Development and Pedagogy

A teacher wants to support a child's development of theory of mind. Which activity is most appropriate?

  1. Copying spelling words repeatedly
  2. Drilling irregular verbs
  3. Timed arithmetic practice
  4. Using stories that ask children to predict what a character believes and feels Correct answer.

Explanation

Theory of mind develops through experiences that invite children to consider others' beliefs, desires, and feelings, such as perspective-taking stories and discussion. Drill and practice tasks do not target mental-state understanding.

Question 41Language I (Punjabi)

ਪੰਜਾਬੀ ਵਰਣਮਾਲਾ ਵਿੱਚ ਕੁੱਲ ਕਿੰਨੇ ਅੱਖਰ (ਵਰਣ) ਹਨ, ਜਿਨ੍ਹਾਂ ਵਿੱਚ ਸੁਰ ਅਤੇ ਵਿਅੰਜਨ ਦੋਵੇਂ ਸ਼ਾਮਲ ਹਨ?

  1. 35
  2. 45
  3. 41 Correct answer.
  4. 38

Explanation

ਪੰਜਾਬੀ ਗੁਰਮੁਖੀ ਵਰਣਮਾਲਾ ਵਿੱਚ 41 ਅੱਖਰ ਗਿਣੇ ਜਾਂਦੇ ਹਨ, ਜਿਨ੍ਹਾਂ ਵਿੱਚ 10 ਸੁਰ (ਮੁਹਾਰਨੀ ਅੱਖਰ) ਅਤੇ 31 ਵਿਅੰਜਨ ਸ਼ਾਮਲ ਹਨ। ਇਹ ਗਿਣਤੀ ਮਿਆਰੀ ਪੰਜਾਬੀ ਵਿਆਕਰਣ ਦੀਆਂ ਪਾਠ-ਪੁਸਤਕਾਂ ਵਿੱਚ ਇੱਕੋ ਜਿਹੀ ਦਿੱਤੀ ਜਾਂਦੀ ਹੈ।

Question 42Language I (Punjabi)

ਗੁਰਮੁਖੀ ਲਿਪੀ ਵਿੱਚ 'ਟ' ਵਰਗ ਦੇ ਪੰਜ ਅੱਖਰ ਕਿਹੜੇ ਹਨ?

  1. ਕ ਖ ਗ ਘ ਙ
  2. ਤ ਥ ਦ ਧ ਨ
  3. ਟ ਠ ਡ ਢ ਣ Correct answer.
  4. ਚ ਛ ਜ ਝ ਞ

Explanation

ਗੁਰਮੁਖੀ ਵਿੱਚ ਵਿਅੰਜਨ ਪੰਜ ਵਰਗਾਂ ਵਿੱਚ ਵੰਡੇ ਜਾਂਦੇ ਹਨ ਅਤੇ ਹਰ ਵਰਗ ਦੀ ਆਪਣੀ ਉਚਾਰਨ ਥਾਂ ਹੁੰਦੀ ਹੈ। 'ਟ' ਵਰਗ ਮੂਰਧਨੀ ਧੁਨੀਆਂ ਹਨ ਅਤੇ ਇਸ ਵਿੱਚ ਟ, ਠ, ਡ, ਢ, ਣ ਆਉਂਦੇ ਹਨ।

Question 43Language I (Punjabi)

'ਅੰਬ' ਸ਼ਬਦ ਵਿੱਚ ਕਿਹੜੀ ਲਗਾਉ ਵਰਤੀ ਗਈ ਹੈ?

  1. ਅੱਧਕ
  2. ਹੋੜਾ
  3. ਬਿੰਦੀ
  4. ਟਿੱਪੀ Correct answer.

Explanation

ਟਿੱਪੀ ਅੱਖਰ ਦੇ ਉੱਪਰ ਲੱਗਦੀ ਹੈ ਅਤੇ ਨੱਕੀ ਧੁਨੀ ਦਰਸਾਉਂਦੀ ਹੈ, ਜਿਵੇਂ 'ਅੰਬ' ਵਿੱਚ। ਬਿੰਦੀ ਵੀ ਨੱਕੀ ਧੁਨੀ ਲਈ ਵਰਤੀ ਜਾਂਦੀ ਹੈ ਪਰ ਇਸ ਦੀ ਸ਼ਕਲ ਅਤੇ ਵਰਤੋਂ ਦਾ ਨਿਯਮ ਵੱਖਰਾ ਹੈ।

Question 44Language I (Punjabi)

ਪੰਜਾਬੀ ਵਿੱਚ 'ਲੜਕੀ' ਸ਼ਬਦ ਦਾ ਬਹੁਵਚਨ ਕੀ ਬਣੇਗਾ?

  1. ਲੜਕਿਆਂ
  2. ਲੜਕੀਆਂ Correct answer.
  3. ਲੜਕੀਏ
  4. ਲੜਕੀ

Explanation

ਪੰਜਾਬੀ ਵਿੱਚ ਜਿਨ੍ਹਾਂ ਇਸਤਰੀ ਲਿੰਗ ਸ਼ਬਦਾਂ ਦਾ ਅੰਤ 'ੀ' ਨਾਲ ਹੁੰਦਾ ਹੈ, ਉਨ੍ਹਾਂ ਦਾ ਬਹੁਵਚਨ 'ਆਂ' ਪਿਛੇਤਰ ਲੱਗ ਕੇ ਬਣਦਾ ਹੈ। ਇਸ ਲਈ 'ਲੜਕੀ' ਤੋਂ 'ਲੜਕੀਆਂ' ਬਣਦਾ ਹੈ।

Question 45Language I (Punjabi)

ਹੇਠ ਲਿਖਿਆਂ ਵਿੱਚੋਂ ਕਿਹੜਾ ਸ਼ਬਦ ਪੁਲਿੰਗ ਹੈ?

  1. ਮੱਝ
  2. ਗਾਂ
  3. ਘੋੜਾ Correct answer.
  4. ਕੁੜੀ

Explanation

ਪੰਜਾਬੀ ਵਿੱਚ ਪੁਲਿੰਗ ਅਤੇ ਇਸਤਰੀ ਲਿੰਗ ਦੀ ਪਛਾਣ ਕਈ ਵਾਰ ਸ਼ਬਦ ਦੇ ਅੰਤ ਜਾਂ ਰੂੜ੍ਹ ਵਰਤੋਂ ਤੋਂ ਹੁੰਦੀ ਹੈ। 'ਘੋੜਾ' ਪੁਲਿੰਗ ਹੈ ਅਤੇ ਇਸ ਦਾ ਇਸਤਰੀ ਰੂਪ 'ਘੋੜੀ' ਹੈ।

Question 46Language I (Punjabi)

'ਮੈਂ ਸਕੂਲ ਜਾਂਦਾ ਹਾਂ' ਵਾਕ ਵਿੱਚ 'ਸਕੂਲ' ਸ਼ਬਦ ਕਿਹੜਾ ਨਾਂਵ ਹੈ?

  1. ਜਾਤੀ ਨਾਂਵ Correct answer.
  2. ਵਿਅਕਤੀਵਾਚਕ ਨਾਂਵ
  3. ਸਮੂਹਵਾਚਕ ਨਾਂਵ
  4. ਭਾਵਵਾਚਕ ਨਾਂਵ

Explanation

ਜਾਤੀ ਨਾਂਵ ਕਿਸੇ ਪੂਰੀ ਜਾਤੀ ਜਾਂ ਵਰਗ ਦੇ ਕਿਸੇ ਵੀ ਵਿਅਕਤੀ ਜਾਂ ਵਸਤੂ ਲਈ ਵਰਤਿਆ ਜਾਂਦਾ ਹੈ, ਜਿਵੇਂ ਸਕੂਲ, ਘਰ, ਮੁੰਡਾ। 'ਸਕੂਲ' ਕਿਸੇ ਇੱਕ ਖਾਸ ਸਕੂਲ ਦਾ ਨਾਮ ਨਹੀਂ, ਸਗੋਂ ਪੂਰੀ ਜਾਤੀ ਨੂੰ ਦਰਸਾਉਂਦਾ ਹੈ।

Question 47Language I (Punjabi)

ਪੰਜਾਬੀ ਵਿੱਚ ਕ੍ਰਿਆ ਦੇ ਕਾਲ (tense) ਦੇ ਮੁੱਖ ਤੌਰ 'ਤੇ ਕਿੰਨੇ ਭੇਦ ਮੰਨੇ ਜਾਂਦੇ ਹਨ?

  1. ਦੋ
  2. ਚਾਰ
  3. ਪੰਜ
  4. ਤਿੰਨ Correct answer.

Explanation

ਪੰਜਾਬੀ ਵਿਆਕਰਣ ਵਿੱਚ ਕਾਲ ਦੇ ਤਿੰਨ ਮੁੱਖ ਭੇਦ ਹਨ: ਵਰਤਮਾਨ ਕਾਲ, ਭੂਤਕਾਲ ਅਤੇ ਭਵਿੱਖ ਕਾਲ। ਹਰੇਕ ਕਾਲ ਦੇ ਅੱਗੇ ਕਈ ਉਪਭੇਦ ਹੋ ਸਕਦੇ ਹਨ, ਪਰ ਮੁੱਖ ਵੰਡ ਤਿੰਨ ਹੈ।

Question 48Language I (Punjabi)

'ਉਹ ਰੋਟੀ ਖਾਂਦਾ ਹੈ' ਵਾਕ ਵਿੱਚ ਕਰਤਾ ਕਿਹੜਾ ਹੈ?

  1. ਰੋਟੀ
  2. ਉਹ Correct answer.
  3. ਖਾਂਦਾ
  4. ਹੈ

Explanation

ਕਰਤਾ ਉਹ ਸ਼ਬਦ ਹੁੰਦਾ ਹੈ ਜੋ ਕੰਮ ਕਰਨ ਵਾਲੇ ਨੂੰ ਦਰਸਾਉਂਦਾ ਹੈ ਅਤੇ ਜਿਸ ਦੇ ਅਨੁਸਾਰ ਕ੍ਰਿਆ ਦਾ ਰੂਪ ਬਦਲਦਾ ਹੈ। ਇਸ ਵਾਕ ਵਿੱਚ ਖਾਣ ਦਾ ਕੰਮ 'ਉਹ' ਕਰ ਰਿਹਾ ਹੈ, ਇਸ ਲਈ ਉਹ ਕਰਤਾ ਹੈ।

Question 49Language I (Punjabi)

'ਚੰਗਾ' ਸ਼ਬਦ ਦਾ ਵਿਰੋਧੀ ਸ਼ਬਦ ਕਿਹੜਾ ਹੈ?

  1. ਵਧੀਆ
  2. ਸੋਹਣਾ
  3. ਮਾੜਾ Correct answer.
  4. ਭਲਾ

Explanation

ਵਿਰੋਧੀ ਸ਼ਬਦ ਉਹ ਹੁੰਦਾ ਹੈ ਜੋ ਕਿਸੇ ਸ਼ਬਦ ਦੇ ਅਰਥ ਦੇ ਉਲਟ ਅਰਥ ਦਰਸਾਉਂਦਾ ਹੈ। 'ਚੰਗਾ' ਦਾ ਉਲਟ ਅਰਥ 'ਮਾੜਾ' ਦਰਸਾਉਂਦਾ ਹੈ।

Question 50Language I (Punjabi)

'ਅੰਬਰ' ਸ਼ਬਦ ਦਾ ਸਮਾਨਾਰਥੀ ਕਿਹੜਾ ਹੈ?

  1. ਧਰਤੀ
  2. ਸਮੁੰਦਰ
  3. ਅਸਮਾਨ Correct answer.
  4. ਹਵਾ

Explanation

ਸਮਾਨਾਰਥੀ ਸ਼ਬਦ ਉਹ ਹੁੰਦੇ ਹਨ ਜਿਨ੍ਹਾਂ ਦਾ ਅਰਥ ਇੱਕੋ ਜਿਹਾ ਹੋਵੇ। 'ਅੰਬਰ' ਅਤੇ 'ਅਸਮਾਨ' ਦੋਵੇਂ ਆਕਾਸ਼ ਲਈ ਵਰਤੇ ਜਾਂਦੇ ਹਨ।