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An approach refers to the actual nature of the language. It describes

the kind of subject matter to be taught and how best do pupils learn
it. It states a point of view, a philosophy or an assumption which
one believes but cannot necessarily prove.
English (Methodology)
The main approaches used in teaching English are Structural-Oral-
Situational Approach (S-O-S) and Communicative Approach.
APPROACHES OF TEACHING ENGLISH
"An approach is a set of correlative
assumptions dealing with the nature of
language teaching and learning."
- Edward Anthony
THE STRUCTURAL-ORAL-SITUATIONAL
The structural approach helps to..
APPROACH
Historical Background: ii) Oral drill by the students of the situations like greeting, introducing people, expressing
created in step-I. Writer: joy, extending and accepting invitations,
★ This approach is otherwise known as 'S-O-S'
Approach. iii) Presentation of item/structure in some making appointments, agreeing and dis-
Sk. Rahamatulla
★ It is believed to be an alternative to the direct new situation. agreeing making apologies, giving sugges-
Subject Expert tions etc..
method of teaching English. iv) Oral drill by the students of situations
★ It is an outcome of the experiments carried crated in step-III. 4. Teacher's Role: Communicative Language
the structural Approach makes the learner's
out in language teaching in the army camps v) Over all drill. teaching is task based. This means the
structurally competent but communicatively
in World War-II. F. Language perception: teacher gives many tasks to the students in
incompetent.
the process of language learning. The
★ Charles Fries, the director of first English i) Language is primarily speech. So oral The structural approach helps the child to teacher acts as a facilitator. He is the man-
Language Institute in the USA in 1939 work plays a vital role. receive a strong foundation in grammar and ager of the class room. He creates umpteen
applied structural linguistic principle to teach- ii) Language is a set of habits. So language rules of language. But language is not structur- situations that are likely to promote commu-
ing of language and developed structural drills take a vital position. Use of drill is the al alone it is functional also. If the user of a lan- nication. During these activities the teacher
approach. central technique here. guage has only the knowledge of language acts as an advisor answering students' ques-
★ For Charles Fries grammar of structure was G. Adoption of other approaches: Structural rules and form, then he said to have 'linguistic tions and monitoring their performance. At
the starting point in teaching language. approach goes with situational approach. competence' and if he also has the knowledge other times he might be a Co- Communicator
★ Similarly, the British linguists evolved the oral that enable him to communicate functionally (Little Wood).
approach to teaching of English. Structural Approach In India and interactively, then he said to have 'commu-
5. Class room Activities/ Tasks: In CLT
★ They believed that a structure or word should ★ The structural approach made its advent in nicative competence'.
numerous exercises can be executed. Class
not be presented in isolation. India in 1952. The goal of language teaching is therefore to room activities are designed to focus on com-
★ It has to be introduced and practiced in con- ★ Tamilnadu was the first state in India to agree develop 'communicative competence'. The term pleting tasks. Information gap activities, Role
text or in situation. to use S-O-S approach. Communicative competence was coined by play, Interview, Pair work are some of the
★ Harold Palmer and A.S.Hornby were the two Dell Hymes, an American Anthropologist. This
★ The British Council helped the Tamilnadu activities used in the process of language
most important advocates of this approach. was developed in contrast to Chomsky's theory learning.
Government in framing the structural syl-
of competence which emphasises on the mas-
labus and producing necessary materials. ★ The following are some tasks which generate
Distinctive Features Of S-O-S Approach tery of grammatical rules. In Hymes view a per-
language:
ADVANTAGES LIMITATIONS/ son who acquires both knowledge and ability of
Structural approach is a scientific study of the language use. According to Cannale and Swain a) Making requests for something.
fundamental structures of the English lan- DISADVANTAGES
there are four dimensions of Communicative b) Making a phone call.
guage, their analysis and logical arrangement ★ Structural ★ This approach c) Inviting somebody's attention.
approach.
- Brewington approach gives suits lower class-
d) Greeting and introducing the people.
importance to es. The students Grammatical
A. Aim: Presentation and practice of carefully e) Booking a room in a hostel or guest
selected and graded structures is the motto speech or oral of higher classes competence
house.
of structural approach. aspect of the lan- dislike monoto- the ability to use grammar
guage which nous drills. They f) Making a reservation of the railway ticket.
B. Unit of teaching: Structure is the unit of Discourse 6. Use of Mother Tongue: Careful use of
enables the learn- take the drills as Socio-linguists
teaching. According to ML. Tickoo in learning Dimensions competence Mother Tongue or translation is allowed in
ers to acquire flu- fun. competence
foreign language mastery of structure is of the ability to this approach. The use of mother tongue
ency. the ability to
more important than acquiring vocabulary. competence participate in altogether cannot be banished as in the
use right
C. Syllabus: ★ Habits of correct ★ Situations either speeches/
Direct method. Judicious use of mother
words
pronunciation of real or contrived conversations
1. About 250-300 carefully selected and tongue or L1 will ensure effective use and
graded structures. English words are (artificial) cannot Strategic Competence learning of the target language.
2. 2500-3000 words (vocabulary). developed be created for the ability to solve 7. View of errors: Errors among the learners
because of its each and every
D. Selection of structures: 1. Useful to pupils communication are tolerated and treated as natural in the
emphasis on oral structure.
(utility oriented): The structures which fre- problems development of language. Trial and Error
practice.
quently occur in both spoken and written lan- method is followed here because language is
★ Complete knowl- So it is clear from the above diagram that
guage should be selected. ★ Structures are created by the learner through trial and error.
edge of grammar Communicative Competence is an ability not There is no stress on rules of grammar or
E.g. The verb 'have' has more than one grasped perma-
can not be only applies to the grammatical rules of a lan- syntax initially.
meaning. nently as result of
obtained. guage in order to form grammatically correct
I have two hands. repeated use by 8. Testing: Testing the learner's knowledge is
sentences but to know when and where to use
She has a car. the students. not the goal; testing the learner's ability to
these sentences and to whom.
★ It is time consum- use the language is crucial in this approach.
India have won the world cup. ★ Drills and repeti-
2. Simple and comprehensible (Simplicity): tion minimise the ing approach. Chief Characteristic Features Of Advantages:
Simple structures like, I am walking, You are mistakes. Communicative Approach or ✪ Student's inhibition is driven out. Student
playing-can be selected for the easier under- feels discouraged.
★ As situational ★ It does not suit to Communicative Language Teaching
standing of the pupils. ✪ This approach envisages more practical
teaching is the the crowded class-
3. Easily teachable and learnt (Teach ability): 1. Goal /Aim: The goal of language Teaching is type of learning the language.
hallmark of this es. This is not
The teachable structures should be selected approach, stu- to develop Communicative Competence ✪ Students acquire fluency, accuracy and
helpful in teaching
and taught in the beginning. For example 'I dents learnt the among the learners. This implies both syn- appropriacy in the use of language.
poetry, descriptive
am standing' is an easy structure when com- language in mean- tactic and semantic use of language. Limitations:
and narrative writ-
pared to 'I am honest' (or) 'I am thinking'. ingful situation. ing. 2. Prime Focus on the Learner: The CLT ✪ Communicative approach needs specially
4. Yield results (Productivity): The structure This could help approach focuses on the learners. Learner is trained and skilled teachers to teach
selected should be productive. It means that them to perform pivot here as it is learner centred. It takes into English. An average teacher finds it to dif-
one structure should be able to produce more better in the life sit- account the priorities of the learner. The ficult to use this approach.
structures. For example 'I drink milk' is a pro- uations. learner is constantly faced with the problems ✪ It is quite unmanageable to organise
ductive structure with which we connect more of how to learn English and chooses his own group activities and pair works in over-
links such as you drink.... They drink..., we route to the solution. He learns by discovery. crowded classes.
drink. Communicative Approach
3. Syllabus: CLT often uses a functional notion- ✪ It is somewhat difficult to evaluate lan-
E. Procedure of teaching: In S-O-S approach Language is used to achieve al syllabus. The model syllabus was first pro- guage competence of students when the
every structure is taught separately. A communicative purpose posed by Wilkins in 1976. He called it a learner is involved in the problem solving
Generally the following five steps are - Widdowson Notional Syllabus. The syllabus of CLT gives task.
involved. Language is a mean of communication. Mere priority to the students interests. Its interest is
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i) Presentation of structure in appropriate sit- mastering of structures would not be helpful to on how language is used for communication.
uation by the teacher. communicate. In the words of Keith Johnson The Functional- Notional categories may be pratibhadesk@eenadu.net
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®Ö_ AÜ ô˲”ΔÊˇÃZ ¥ÎΔÊˇœ-–˛$Öså˝ –ö˛$$ÖßÊ˛$Mʸ$ ô˛›Î¢-–ö˛$∞ ı≥ΔˆP-
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"—ßë≈ ΔÊˇÖVʸÖÃZ Á‹–È‚Ê˝ìœ øÊ˝—ÁŸ≈ô¨˛(Challenges in
Education a policy perspective)' ı≥ΔÊˇ$ô¯ {Á≥–Û˛-‘Ë˝-Ú≥-
sÍtΔÊˇ$. ßë∞≤ 1986 –Û˛$ 28Ø˲ ¥ÎΔÊˇœ-–˛$Öså˝ B–˛*-®Ö-_Ö®. AßÛ˛
1986 gÍ°ƒÊ˝$ —ßë≈ —´ßëØ˲Ö.
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◆ {Á≥Á‹$¢ô˲Ö, øÊ˝—-ÁŸ≈-ô˲$¢ÃZ —ßÊ˛≈Ø˲$ JMʸ Ú≥r$t-∫-yÏ˛V> Á≥«-Vʸ-
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MÓ¸À-MʸÖV> EÖyëÕ.
◆ 10+2+3 —ßë≈ ∞Δ>√◊˝Ö ßÛ˛‘Ë˝-–È≈-Á≥¢ÖV> Á≥sÏ˝-ÁŸtÖV>
A–ö˛$À$ fΔÊˇ$-Vʸ$-ô˲$Ö®.
◆ gÍ°ƒÊ˝$ —ßë≈ —´ßëØË˛Ö gÍ°ƒÊ˝$ ¥ÎuÊˇ≈-{Á≥-◊Í-„Mʸ ^˲{rÖ
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^Û˛›Î¢ΔÊˇ$.
◆ A∞≤ ßÊ˛‘Ë˝ÃZœ —ßë≈-ΔÊˇ$¶À$ ØÛ˛ΔÊˇ$a-M¯-–È-ÕfiØ˲ Mʸ±Á‹ AøÊ˝≈-Á‹Ø˲
›Î¶ƒÊ˝$$ÀØ˲$ ΔÊˇ*¥˜Ö-®-›Î¢ΔÊˇ$. Mʸ±Á‹ AøÊ˝≈-Á‹Ø˲ ›Î¶ƒÊ˝$$À
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◆ –ö˛$Ø˲ ßÛ˛‘Ë˝ {Á≥fÀ —¿Ø˲≤ Á‹ÖÁ‹Pñ-ÜMʸ, ›Î–ö˛*-hMʸ –ö˛≈–ö˛-Á‹¶-
ÀØ˲$ —ßë≈-ΔÊˇ$¶À$ AΔÊˇ¶Ö ^Û˛Á‹$-Mˆ-ØÛ˛ÃÍ ^˲ΔÊˇ≈À$ ^Û˛Á≥-yÊ˛-ôÈΔÊˇ$.
◆ AØ˲$-Á‹Ö-´ßëØ˲ øÍÁŸØ˲$ A¿-–ö˛ñ®Æ ^Û˛ƒÊ˝$-yÊ˛Öô¯ ¥Îr$ JMʸ
øÍÁŸ Ø˲$Ö_ –ö˛$ΔˆMʸ øÍÁŸ-ÃZMϸ Á≥#Á‹¢-M>-ÀØ˲$ ô˲ΔÊˇ$j–ö˛*
^Û˛›Î¢ΔÊˇ$.
◆ –ö˛*Ø˲-Ì‹-MʸÖV>, øõÜ-MʸÖV> AÖVʸ-—-Mʸ-ÃÍÖ-Vʸ$-ÃÒ˝OØ˲ –ÈΔÊˇ$
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15&35 Á‹Ö–ö˛-ô˲fi-Δ>-À-–È-«ÃZ EØ˲≤ ∞ΔÊˇ-Ñʸ-Δ>-Á‹≈ô˲ ∞ΔÊˇ*√-À-
Ø˲Mʸ$ A´®Mʸ {¥Î´ßëØ˲≈Ö C›Î¢ΔÊˇ$.
◆ ’‘Ë˝ì Á‹ÖΔÊˇ-Ñʸ◊˝, ’‘Ë˝ì —ßÊ˛≈Mʸ$ A´®Mʸ {¥Î´ßëØ˲≈Ö.
◆ {¥Î£Ê˛-—$Mʸ —ßÊ˛≈ÃZ ΔˇÖyÊ˛$ AÖ‘È-ÀMʸ$ GMʸ$P–ö˛ {¥Î´ßëØ˲≈Ö.
1. ∫yÏ˛ DyÊ˛$ Ì≥ÀœÕ≤ ∫yÏ˛ÃZ ^Û˛ΔÊˇ$a-Mˆ∞ –ÈΔÊˇÖ-ßÊ˛ΔÊˇ* 14
Á‹Ö–ö˛-ô˲fi-Δ>À$ –ö˛^Û˛a-–ö˛-ΔÊˇMʸ$ ∫yÏ˛Mϸ –ö˛^Û˛aÃÍ ^Û˛ƒÊ˝$yÊ˛Ö.
2. —ßÊ˛≈ ØÈ◊˝≈-ô˲ÃZ Vʸ◊˝-±ƒÊ˝$ –˛$ΔÊˇ$-Vʸ$-ßÊ˛-ÀØ˲$ MʸØ˲-∫-ΔÊˇ-
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Á‹Ø˲ {Á≥{Mϸ-ƒÊ˝$Ø˲$ A–ö˛$À$ ^Û˛ƒÊ˝$yÊ˛Ö.
◆ {¥Î£Ê˛-—$Mʸ ¥ÎuÊˇ-‘È-ÀÃZ Mʸ±Á‹ ›˚Mʸ-Δ>≈À MʸÀµ-Ø˲Mʸ$ "BÁ≥-ΔÛˇ-
ÁŸØå˛ ªÍœMä¸ ªZΔäˇz' Á≥£Ê˛MÊ¸Ö A–ö˛$À$ ^Û˛‘ÈΔÊˇ$.
◆ ∫yÏ˛ –ö˛$´ßÊ˛≈ÃZ ∫yÏ˛-–ö˛*-Ø˲$-MˆØ˲≤ Ì≥ÀœÀ M¯Á‹Ö, ¥ÎuÊˇ-‘È-ÀÀ$
ÃÙ˝∞ {¥ÎÖôÈÃZœ ∞–ö˛-Ì‹Ö^Û˛ Ì≥ÀœÀ MˆÁ‹Ö, Á≥∞-^Û˛ı‹ Ì≥ÀœÀ$,
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M>ΔÊˇ≈-{Mʸ–ö˛$Ö {¥ÎΔÊˇÖ-øÊ˝-–ö˛$-–ö˛#-ô˲$Ö®.
◆ 1990 ØÈsÏ˝Mϸ 11 Á‹Ö–ö˛-ô˲fi-Δ>À$ ∞ÖyÛ˛ Ì≥Àœ-ÀÖ-ßÊ˛ΔÊˇ* IßÊ˛$
Á‹Ö–ö˛-ô˲fi-Δ>À$ ¥ÎuÊˇ-‘ÈÀ —ßÊ˛≈ VʸyÏ˛-ı≥ÃÍ, 1995 ØÈsÏ˝Mϸ 14
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MʸյÖ-^Û˛ÃÍ ^˲ΔÊˇ≈À$ °Á‹$-MˆÖ-sÍΔÊˇ$.
◆ Á‹–ö˛*-Ø˲ô˲”Ö, ›ÎÖÌú$Mʸ ØÈ≈ƒÊ˝$Ö {¥ÎÜ-Á≥-®Mʸ “$ßÊ˛
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M¯Á‹Ö Ø˲–¯-ßÊ˛ƒÊ˝$ ¥ÎuÊˇ-‘È-ÀÀ {¥ÎΔÊˇÖøÊ˝Ö.
◆ ÚflO˝ƒÊ˝$Δäˇ Ú‹MʸÖ-yÊ˛» ßÊ˛‘Ë˝ÃZ —ßÊ˛≈-Ø˲-øÊ˝≈-Ì‹Ö^Û˛ —ßë≈-ΔÊˇ$¶ÃZœ
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sÍΔÊˇ$.
◆ Á‹“$Á≥ øÊ˝—-ÁŸ≈-ô˲$¢ÃZ {Á≥Á‹$¢ôË˛Ö EØ˲≤ô˲ —ßë≈-Á‹Ö-Á‹¶-ÃZœØÛ˛
EØ˲≤ ›˚Mʸ-Δ>≈-ÀØ˲$ Á‹ÖÁú$-sÏ˝-ô˲-Á≥-ΔÊˇ_, —Á‹¢-«Ö-^˲yÊ˛Ö fΔÊˇ$-
Vʸ$-ô˲$Ö®. —‘Ë˝”-—-ßë≈-À-ƒÊ˝*ÃZœ GÖÌ≥Mʸ {¥ÎÜ-Á≥-®Mʸ “$ßÊ˛
Mˆ∞≤ —øÍ-V>-ÀØ˲$ Á‹”ƒÊ˝$Ö {Á≥Ü-Á≥Ü¢ ‘ÈQ-À$V> A¿-–ö˛ñ®Æ
^Û˛›Î¢ΔÊˇ$.
◆ Á‹”ƒÊ˝$Ö {Á≥Ü-Á≥Ü¢ VʸÀ Mʸ‚Í-‘È-À-ÀØ˲$ HΔ>µ-r$-^Û˛Ì‹ ªZ´ßÊ˛-ØÈ-
´ßÊ˛≈-ƒÊ˝$ØË˛Ö Á‹–ö˛$-ΔÊˇ¶-–ö˛Ö-ô˲ÖV> EÖyÛ˛ Á≥«-Ì‹¶-ô˲$À$ Mʸյ-›Î¢ΔÊˇ$.
◆ ¥Îu>≈Ö-‘ÈÀ$ –ö˛$Ø˲ Á‹ÖÁ‹Pñ-ÜMϸ AØ˲$-Vʸ$-◊˝ÖV> ΔÊˇ*¥˜Ö-ßÊ˛$- Ú≥ÖÁ≥# –ö˛ÖsÏ˝ —ÁŸ-ƒÊ˝*-ÀÚ≥O
ôÈΔˇ$$. ßë∞ {¥ÎÖ°ƒÊ˝$ MÛ¸Ö{ßë-
◆ —ßë≈-ΔÊˇ$¶-ÃZœ ›Î–ö˛*-hMʸ, Ø˛OÜMʸ —À$-–ö˛À$ Ú≥Ö¥˜Ö-®Ö-^˲-yë- ÀMʸ$ A´®-M>-ΔÊˇ-Ö EÖ-yëÕ.
∞Mϸ ¥ÎuÊˇ≈-{Á≥-◊Í-„-MʸÃZ –ö˛$Ø˲ gÍ°ƒÊ˝$ –ÈΔÊˇ-Á‹ô˲”Ö, gÍ°ƒÊ˝$ ◆ MÛ¸Ö{ßÊ˛, Δ>{ÁŸt {Á≥øÊ˝$-ôÈ”À$
B‘Ë˝-ƒÊ˝*À “$ßÊ˛ B´ßë-ΔÊˇ-Á≥-yÏ˛Ø˲ —À$-–ö˛À —ßÊ˛≈Ø˲$ {Á≥–Û˛-‘Ë˝-Ú≥- Á‹–ö˛$-ÌŸtV> Á≥»Ñʸ Á≥ßÊ˛Æ-ô˲$-
yÊ˛-ôÈΔÊˇ$. ÀØ˲$ –ö˛*Δ>aÕ.
◆ ∞ƒÊ˝$ô˲, A∞-ƒÊ˝$ô˲ —ßë≈-ΔÊˇÖ-V>ÃZœ —ßë≈ ›ÎÖMÛ¸-Ü-Mʸ-ô˲Ø˲$ ◆ {Á≥Ü Δ>{ÁŸtÖÃZ EØ˲≤ô˲
{Á≥–Û˛-‘Ë˝-Ú≥-yÊ˛-ôÈΔÊˇ$. —ßë≈ –ö˛$ÖyÊ˛‚Ê˝ìœ HΔÊˇµ-yëÕ.
◆ —ßë≈-ΔÊˇ$¶À A¿-ΔÊˇ$-^˲$À$, ›Î–ö˛$-Δ>¶≈À$, A–ö˛-Á‹-Δ>-ÀMʸ$ AØ˲$- ◆ ƒÊ˝$*∞-–ö˛-«fisÓ˝ {V>Öså˝fi Mʸ—$-
Vʸ$-◊˝ÖV> Á≥∞ AØ˲$-øÊ˝–ö˛Ö A∞≤ —ßë≈ ›Î¶ƒÊ˝$$ÃZœØ˲* JMʸ ÁŸØå˛ {¥ÎÖ°ƒÊ˝$ MÛ¸Ö{ßë-ÀØ˲$
–ö˛$$Q≈-–˛$OØ˲ AÖ‘Ë˝ÖV> EÖr$Ö®. HΔ>µr$ ^Û˛ƒÊ˝*Õ.
◆ Á≥»Ñʸ Á≥ßÊ˛ÆÜ Ø˲–ö˛$√-Mʸ-–˛$O-Ø˲-®V>, ªZ´ßÊ˛-Ø˲Ø˲$, AøÊ˝≈-Á‹-Ø˲Ø˲$ ◆ EØ˲≤ô˲ —ßë≈-Á‹Ö-Á‹¶À$
–˛$ΔÊˇ$-Vʸ$-Á≥-ΔÊˇ-^˲-yë-∞Mϸ ‘Ë˝Mϸ¢-–ö˛$Ö-ô˲-–˛$OØ˲ ›Î´ßÊ˛-Ø˲ÖV> ΔÊˇ*¥˜Ö- Á‹”ƒÊ˝$Ö ¥˘ÁŸ-M>-À$V> ΔÊˇ*¥˜Ö-ßëÕ.
ßÊ˛$-ô˲$Ö®. ◆ Á‹*PÃå˝ M>ÖÚ≥œ-Mä¸fiØ˲$ HΔ>µr$ ^Û˛ƒÊ˝*Õ.
◆ ¥ÎuÊˇ-‘ÈÀ —ßë≈-ΔÊˇ$¶-ÀMʸ$ Á≥«-Á‹-Δ>À Á≥«-gÍqØË˛Ö Vʸ$«Ö_ ◆ AÖVʸ-Øå˛-–ÈyÏ˛ –ö˛ΔÊˇP-Δäˇ-ÀMʸ$ ’Ñʸ◊˝ C–È”Õ.
ªZ´®-›Î¢ΔÊˇ$.
◆ {Á≥ÜøÊ˝ {¥ÎÜ-Á≥-®-MʸØ˲ E¥Î-´ßë≈-ƒÊ˝$$À ∞ƒÊ˝*-–ö˛$MÊ¸Ö fΔÊˇ$-Vʸ$-
ô˲$Ö®.
◆ E¥Î-´ßë≈ƒÊ˝$ —ßÊ˛≈ Á≥#Ø˲-ΔÊˇ”≈-–ö˛-Ô‹¶-Mʸñ-ô˲-–ö˛$-–ö˛#-ô˲$Ö®. {¥Î£Ê˛-—$Mʸ
—ßÊ˛≈ ›Î¶Δˇ$$ÃZ Á≥∞-^Û˛-ı‹-–È-«Mϸ JMÛ¸-^¯r –ö˛ñÜ¢-Á≥N-ΔÊˇ”Mʸ, ◆ Á‹*PÃå˝ ªÍ≈Vä¸ ∫ΔÊˇ$-–ö˛#Ú≥O {¥˜Úú-Á‹Δäˇ ƒÊ˝$‘å˝-¥ÎÃå˝ A´ßÊ˛≈-Ñʸ-ô˲Ø˲
–ö˛ñô˲¢≈Ö-ô˲ΔÊˇ ’Ñʸ◊˝ C^Û˛aÖ-ßÊ˛$Mʸ$ DIET ›Î¶Á≥Ø˲. 8 –ö˛$Ö® Á‹øÊ˝$≈-Àô¯ Mʸ*yÏ˛Ø˲ JMʸ Á‹“$Ñʸ Mʸ—$-sÓ˝∞ 1992ÃZ
◆ —ßÊ˛≈ÃZ Á‹ΔˇOØ˲ ƒÊ˝*f-–ö˛*Ø˲≈ ∞Δ>√◊˝Ö M¯Á‹Ö JMʸ ASÀ MÛ¸Ö{ßÊ˛ {Á≥øÊ˝$ô˲”Ö ∞ƒÊ˝$-—$Ö-_Ö®. D Mʸ—$-sÓ˝∞ ∞ƒÊ˝$-—$Ö-
øÍΔÊˇô˲ Á‹»”-Á‹$V> CÖyÏ˛-ƒÊ˝$Øå˛ GyÊ˛$≈-MÛ¸-ÁŸ-Ø˲Ãå˝ ^˲-yë-∞Mϸ M>ΔÊˇ◊˝Ö BΔäˇ.-M¸.-ØÈ-Δ>-ƒÊ˝$◊˝ JMʸ ∫›Î¢ ∫ΔÊˇ$-–ö˛#Mʸ$
Á‹»”ã‹ ›Î¶Á≥Ø˲ ô˲VʸY∞ Á‹*PÃå˝ ªÍ≈Vä¸Ø˲$ Δ>f≈-Á‹-øÊ˝ÃZ {Á≥–Û˛-‘Ë˝-Ú≥-rt-yÊ˛–Û˛$. D
◆ —ßë≈-¿-–ö˛ñ-®Æ∞ Á‹“$-ÑϸÖ-^˲-yÊ˛ÖÃZ,
—ßë≈ —´ßë-ØÈ∞≤ –˛$ΔÊˇ$-Vʸ$-Á≥-ΔÊˇ-^˲-yë-∞Mϸ A–ö˛-
Á‹-ΔÊˇ-–˛$OØ˲ –ö˛*ΔÊˇ$µ-ÀØ˲$ ∞ΔÊˇ~-Δˇ$$Ö-^˲-yÊ˛ÖÃZ
MÛ¸Ö{©ƒÊ˝$ —ßë≈ Á‹À‡ Á‹ÖÁú$Ö(CABE)
–ö˛$$Q-–˛$OØ˲ ¥Î{ô˲ ∞ΔÊˇ”-Ìfl˝-Á‹$¢Ö®. Δ>{ÁŸt
›Î¶Δˇ$$ÃZ CABE –ö˛ÃÒ˝ Δ>{ÁŸt —ßë≈ Á‹À‡
Á‹ÖÁú*-ÀØ˲$ Δ>{ÁŸt {Á≥øÊ˝$-ôÈ”À$ ›Î¶Ì≥Ö-^ÈÕ.
Áfl˝ƒÊ˝$≈Δäˇ Ú‹ÖMʸ-yÊ˛» ›Î¶Δˇ$$ –ö˛ΔÊˇMʸ$ —ßÊ˛≈Ø˲$
∞ΔÊˇ”-Ìfl˝Ö-^˲-yë-∞Mϸ hÃÍœ —ßë≈ ªZΔÊˇ$zÀ
›Î¶Á≥Ø˲.
–ö˛òÕMʸ AÖ‘ÈÀ$
1. ‘È{Ô‹¢ƒÊ˝$ ßÊ˛ñMʸµ£Ê˛Ö
2. _Ø˲≤ Mʸ$r$Ö∫ øÍ–ö˛Ø˲
3. {Ô‹¢, Á≥#ΔÊˇ$ÁŸ Á‹–ö˛*-Ø˲ô˲”Ö 4. Áfl˝Mʸ$PÀ$, ªÍ´ßÊ˛≈-ô˲À$
5. gÍ°ƒÊ˝$ øÍ⁄Î —M>Á‹Ö
6. øÍΔÊˇ-ô˲-ßÛ˛‘Ë˝ ›Î”ô˲Ö-{ô¯≈-ßÊ˛≈–ö˛$ ^˲«{ô˲
7. øÍΔÊˇ-ô˲-ßÛ˛‘Ë˝ Á‹ÖÁ‹PñÜ, Á‹Ö{Á≥-ßë-ƒÊ˝*À$
8. Á‹–ö˛*-Ø˲ô˲”Ö, {Á≥gÍ-›Î”–ö˛$≈Ö, ›Î–ö˛$≈-–ÈßÊ˛Ö
9. ›ÎÖÌú$Mʸ Á≥«-´ßÊ˛$À ôˆÀ-WÖÁ≥#
B^ÈΔÊˇ≈ Δ>–ö˛$*«¢ Mʸ—$-ÁŸØå˛ Ì‹∏Î-ΔÊˇ-Á‹$-ÀØ˲$ Á≥«-÷-ÕÖ_
B^˲-ΔÊˇ-◊Í-ô˲√Mʸ Á‹*^˲-Ø˲-ÀØ˲$, 1986 gÍ°ƒÊ˝$ —ßë≈ —´ßë-ØÈ∞≤
Á‹“$-ÑϸÖ_ ô˲Vʸ$ –ö˛*ΔÊˇ$µ-ÀØ˲$ Á‹*_Ö^ÈÀ∞ GØå˛.-f-ØÈ-ΔÊˇ™-Ø˲-ΔˇyÏ˛z
A´ßÊ˛≈-Ñʸ-ô˲Ø˲ 1991 lÃÒ˝O 31Ø˲ MÛ¸Ö{ßÊ˛ {Á≥øÊ˝$ô˲”Ö D Mʸ—$-ÁŸ-Øå˛Ø˲$
∞ƒÊ˝$-—$Ö-_Ö®. D Mʸ—$-ÁŸØå˛ 1992ÃZ ∞–Û˛-®-MʸØ˲$ Á‹*_Ö-
_Ö®.
–ö˛$$Q≈ Á‹*^˲-Ø˲À$
◆ 21–ö˛ ‘Ë˝ôÈ-∫™Ö-ÃZMϸ –˛‚Ê˝œ-Mʸ-–ö˛$$ÖßÛ˛ ßÛ˛‘Ë˝ÖÃZ {Á≥Ü –ö˛≈Mϸ¢ AÑʸ-Δ>-
Á‹$≈yÊ˛$ M>–ÈÕ.
◆ 14 Á‹Ö–ö˛-ô˲fi-Δ>À –ö˛ƒÊ˝$-Á‹$-ÃZÁ≥# ªÍÀ-ªÍ-Õ-Mʸ-ÀÖ-ßÊ˛-«MÓ¸
∞ΔÊˇæÖ´ßÊ˛ E_ô˲ {¥Î£Ê˛-—$Mʸ —ßÊ˛≈ AÖßëÕ.
◆ {Á≥Ü —ßë≈«¶ CÖsÏ˝Mϸ MϸÃZ-“$-rΔäˇ ßÊ˛*ΔÊˇÖÃZ {¥Î£Ê˛-—$Mʸ
¥ÎuÊˇ-‘ÈÀ EÖyëÕ. –ö˛$´ßÊ˛≈ÃZ ^˲ßÊ˛$–ö˛# –ö˛*ØÛ˛-Ì‹Ø˲ Ì≥Àœ-ÀMʸ$,
¥ÎuÊˇ-‘È-ÀMϸ ßÊ˛*ΔÊˇÖV> Á≥∞-¥Î-rœÃZœ ∞–ö˛$-Vʸ≤-–˛$OØ˲ Ì≥ÀœÕ≤
A∞-ƒÊ˝$ô˲ —ßë≈-ªZ-´ßÊ˛Ø˲ ßë”Δ> —ßë≈-–ö˛Ö-ô˲$-ÀØ˲$ ^Û˛ƒÊ˝*Õ.
◆ 1&5 ô˲ΔÊˇ-Vʸ-ô˲$À –ö˛$´ßÊ˛≈ ^˲ßÊ˛$–ö˛# –ö˛*ØÛ˛-Ì‹Ø˲ Ì≥ÀœÀ Á‹ÖQ≈Ø˲$
40 Ø˲$Ö_ 20 ‘ÈôÈ-∞Mϸ, 1&8 ô˲ΔÊˇ-Vʸ-ô˲$À –ö˛$´ßÊ˛≈ ^˲ßÊ˛$–ö˛#
–ö˛*ØÛ˛-Ì‹Ø˲ Ì≥ÀœÀ Á‹ÖQ≈Ø˲$ 60 ‘ÈôË˛Ö Ø˲$Ö_ 40 ‘ÈôÈ-
∞Mϸ ô˲WYÖ-^ÈÕ.
◆ {¥Î£Ê˛-—$Mʸ, {¥Î£Ê˛-—$-M¯-Ø˲≤ô˲ ¥ÎuÊˇ-‘È-ÀÀ ∞ÁŸµÜ¢ 1:4 Ø˲$Ö_
1:2Mϸ Ú≥Ö^ÈÕ.
◆ AICTE ∞ Á≥#Ø˲-ΔÊˇ”≈-–ö˛-Ô‹¶-Mʸ-«Ö-^ÈÕ. –ö˛ñÜ¢ Á‹ÖÁ‹¶À
{¥ÎΔÊˇÖøÊ˝Ö, Mˆô˲¢ M¯ΔÊˇ$fiÀ {¥ÎΔÊˇÖøÊ˝Ö, —ßë≈-ΔÊˇ$¶À Á‹ÖQ≈
 14 ѧýlÅ Ô¶æ°ÐéÆý‡… l
f¯]lÐ]lÇ l 13 l 2018

Who is immediate right of H? ments is true according to the them in any school. Each of them 1) Captain America
K.M. Jaya Rao given sequence? likes a different movie character, viz 2) Batman 3) Joker

Subject Expert,
Hyderabad.
1) English professor lives in first
floor
2) Psychology professor's floor
IBPS Spiderman, Captain America,
Venom, Batman, Superman, Joker,
Thanos and Thor, not necessarily in
4) Superman 5) None of these
21. What is G's favourite character?
1) Captain America
is fourth POs, Clerks the same order. D studies in 2) Batman 3) Joker
Model Questions 3) Physics professor's floor is
Special Vidyanjali school and does not like 4) Superman
above third floor either Spiderman or Captain 5) None of these
Directions (Q.No.1-9): Study the 4) History professor's floor is America. F studies in Slate school 22. In which school does C study?
given information carefully and seventh floor
Reasoning with only A, who likes Thor. 1) Slate school
answer the given questions. 5) None is true E and H do not study in the same 2) Wonder Kids school
There are seven floors in an 5. Four of the following five are school as D. C likes Thanos and does 3) Vidyanjali school
apartment. There are seven profes- alike in a certain way based on 11. Who is second to the left of B? not study in Wonder Kids school. G 4) Data inadequate
sors working in the same university the given sequence and hence 1) I 2) G 3) H does not study in Vidyanjali school 5) None of these
live in the same apartment but each form a group. Which does not 4) F 5) None of these and does not like either Captain
professor is on each floor. Each pro- belong to the group? 12. What is the position of E with America or Batman. One of those Directions (Q.No. 23-27): In
fessor deals with a different subject - 1) Seventh floor - History respect to C? who study in Vidyanjali school likes these questions, a relationship betw-
Chemistry, Biology, Physics, 2) Fifth floor - Chemistry 1) Immediate left Spiderman. The one who likes een different elements is shown in
English, Psychology, Geography and 3) Second floor - Physics 2) Second to the left Venom studies in Slate school. None the statement(s). The statements are
History, not necessarily in the same 4) Third floor - Geography 3) Third to the right of those who study in Vidyanjali sch- followed by two conclusions. Give
order. All the seven professors are 5) Sixth floor - Chemistry 4) Immediately to the right ool likes either Batman or Superman. answer.
different heights but not in the same 6. Which of the following subject is 5) Second to the right H does not like Captain America. 1) If only conclusion I is true
order. dealt by the professor who lives 13. Who is immediate right of H? 17. In which school does E study? 2) If only conclusion II is true
There is only one floor between in fifth floor? 1) C 2) G 3) E 4) F 1) Slate school 3) If either conclusion I or II is
the floors in which tallest and short- 1) Chemistry 2) History 5) Cannot be determined 2) Wonder Kids school true
est stays. There are two floors 3) English 4) Chemistry 14. Who is seated between B and H? 3) Vidyanjali school 4) If neither conclusion I nor II is
between the one in which the tallest 5) None of these 1) D 2) F 3) B 4) Data inadequate true
stays and the one in which Biology 7. Biology professor lives in which 4) G 5) None of these 5) None of these 5) If both conclusions I and II are
professor stays. There are exactly of the following floors? 15. Which of the following pairs sits 18. Which of the following group of true
four floors held between the History 1) First 2) Third adjacent to each other? friends study in Vidyanjali 23. Statements:
professor's floor and the Physics pro- 3) Sixth 4) Fifth 1) B,C 2) E,D 3) G,B school? X>B≥C=D<E; Y>F>B=G
fessor's floor. The professor who 5) Seventh 4) A,E 5) None of these 1) E,G,H 2) A,F 3) B,C,D Conclusions: I. Y>D II. X≤F
deals with History is not on second 8. How many floors are there 16. Who is third to the left of A? 4) B,G,D 5) Data inadequate 24. Statements:
floor. Only one floor lies between the between the one who deals with 1) D 2) F 3) B 19. Which of the following combina- Q≥P=R>S<T≥U; V≤T=W<X
History professor's floor and the Biology and the one who deals 4) G 5) None of these tions of person-school-favourite Conclusions: I. S<X II. R=V
Chemistry professor's floor. The with Physics? character is correct? 25. Statements:
English professor's floor is immedi- 1) Four 2) Two 3) Three Directions (Q.No. 17-22): Study 1) E - Vidyanjali school - H<I<J=K≤L; M<N=L
ately below the History professor's 4) Five 5) One the following information carefully Captain America Conclusions: I. N≥J II. H<N
floor. The Psychology professor's 9. The shortest person stays on and answer the questions given. 2) F - Slate school - Superman 26. Statements:
floor is immediately above the which floor? A, B, C, D, E, F, G and H are 3) H - Wonder Kids school - A≥X<Y>N; R=M<N=O>D
Geography professor's floor. The 1) First 2) Third 3) Sixth eight friends studying in three differ- Superman Conclusions: I. D<Y II. Y>R
Geography professor does not live in 4) Fifth 5) Second ent schools, viz Slate school, 4) B - Vidyanjali school - Thor 27. Statements:
third floor. Vidyanjali school and Wonder Kids 5) None of these U≥V>W≤X<Y=Z; A=B≥C≥V
Biology professor is the second Directions (Q.No.10-16): Study school with not more than three of 20. Which is E's favourite character? Conclusions: I. Z>B II. W<A
tallest. English professor who is the following information carefully
taller than only the shortest is on the and answer the questions given below.
Key with Explanations Student School Character
floor which is immediately above the A, B, C, D, E, F, G and H are sit- 24) 1;
floor in which the tallest person ting around a circular table in such a (1-9): A Slate school Thor From (i) and (ii), we get
stays. Psychology professor is rank- way that four of them face the centre 1) 5; 2) 2; 3) 1; 4) 5; 5) 5; Vidyanjali Q≥P=R>S<T=W<X.
B Spiderman
ing third in the descending order of while other four members face away 6) 3; 7) 5; 8) 4; 9) 5 school Hence, conclusion I is true
height whereas Physics professor is from the centre. 7 Biology 2nd Tallest Vidyanjali Again, from (i) and (ii), we get
C Thanos
ranking third in the ascending order A sits second to the left of G who school R>S<T≥V
6 History 4th Tallest
of height. is facing away from the centre. Vidyanjali Hence, conclusion II is not true
5 English 6th Tallest D Joker
1. The tallest person stays on which C sits fourth to the right of D school 25) 5; From (i) and (ii), we get
4 Chemistry Tallest
floor? who is not an immediate neighbour H< I<J=K≤L = N
3 Psychology 3rd Tallest Wonder Captain
1) First 2) Third 3) Sixth of A or G. B sits third to right of E E Thus, J≤N.
4) Fifth 5) Fourth who is facing at the centre. Only D 2 Geography Shortest Kids school America Hence, conclusion I is true.
2. Which of the following subject is sits between B and H. E is immediate 1 Physics 5th Tallest Even the conclusion II (H<N) is
F Slate school Venom
dealt by the professor who lives left of A. (10-16): Wonder Kids true.
in sixth floor? The immediate neighbours of G 10) 2; 11) 2; 12) 5; 13) 3; G Superman 26) 5; From (i) and (ii), we get
school
1) Biology 2) History are facing the same direction, i.e. if 14) 1; 15) 4; 16) 1 Y>N=O>D. Hence, conclusion I
Wonder Kids
3) English 4) Chemistry one is facing at the centre then the H H Batman is true.
D ↑ E school
5) None of these other person is also facing at the cen- From (i) and (ii), we get
↑

3. How many floors are there tre and vice versa. At least two pairs B A 23) 1; From (i) and (ii), we get Y>N>M=R
↑
↑

between the English professor's of persons are facing each other. Y> F>B≥C=D<E. Hence, conclusion II is also true
floor and the Psychology profes- 10. How many people sit between B F ↓ C Hence, conclusion I is true 27) 2; From (i) and (ii), we get
↑

G
sor's floor? and C when counted in anticlock- (17-22): Again, from (i) and (ii), we get A=B≥C≥V>W≤X<Y=Z
1) One 2) Two 3) Three wise direction from B? 17) 2; 18) 3; 19) 5; 20) 1; F>B=G<X Conclusion I is not true whereas
4) None 5) More than three 1) One 2) Two 3) Three 21) 4; 22) 3 Hence, conclusion II is not true. conclusion II is true.
4. Which of the following state- 4) Four 5) None