mock test id-06 ctet paper-i part i: child development and ......1 h.o.: 136, kingsway camp, (near...

1

H.O.: 136, Kingsway Camp, (Near GTB Nagar Metro Gate 3), Mall Road, Delhi–09,Centers at :- GTB Nagar, Mukherjee Nagar, Saket, Uttam Nagar, Nirman Vihar, Jaipur, Varanasi.

Website : www.cgscoaching.com, Email id : [email protected] 9711414783, 9711414978, 011-49077683

Mock Test ID-06CTET PAPER-I

Part I: Child Development and Pedagogy

Directions (Q.1-30): Answer the followingquestions by selecting the most approoption.

1. A good textbook avoids(a) gender bias(b) gender sensitivity

(c) gender equality

(d) social responsibility2. The best way to inculcate moral value in

children is(a) to give moral lectures in the morning as-

sembly(b) to put across a situation and ask students

to take a decision

(c) demonstration of moral values by teach-

ers and elders

(d) to teach students how to differentiate be-

tween moral and immoral3. G factor, with reference to intelligence, is

(a) a factor that predicts the level to which achild can be ‘groomed’

(b) the standard deviation in the normal dis-tribution of intelligence

(c) the general term for measuring mental ability

(d) guidance needed for a child to boost his/

her IQ4. Learning disabilities may occur due to

all of the following except(a) the teacher’s way of teaching(b) prenatal use of alcohol

(c) mental retardation

(d) meningitis during infancy

5. In the context of language development,which of the following areas was a underes-timated by Piaget?(a) Heredity(b) Social interaction(c) Egocentric speech(d) Active construction by the child

funsZ'k (iz- l[a;k 1&30)% lgh fodYi dk pqukodjrs gq, fuEu iz'uksa ds mRrj nhft,A

1. ,d vPNh iqLrd dk xq.k ugha gS%(a) fyax ds vk/kj ij HksnHkko(b) fyax ds izfr laosnu'khyrk(c) fyax lekurk(d) lkekftd ftEesnkjh

2. cPpksa esa uSfrd ewY;ksa dk fodkl djus dklcls vPNk rjhdk gS(a) lqcg dh lHkk esa uSfrd ckrks ij Hkk"k.k nsukA(b) fo|kfFkZ;ksa ds fy, ,d ifjfLFkfr l`ftr djuk

vkSj mUgsa fu.kZ; ysus ds fy, dgukA(c) f'k{kdksa vkSj o;Ldksa }kjk uSfrd ewY;ksa dk

mnkgj.k is'k djuk(d) fo|kfFkZ;ksa dks uSfrd vkSj vuSfrd ds ckjs esa

varj crkuk3. lkekU; cqf¼ (G Factor) ds dkjd gS%

(a) ,d dkjd tks ml Lrj ds ckjs esa Hkfo";ok.khdjrk gS] tgk¡ rd ,d ckyd esa lq/kj fd;ktk ldrk gSA

(b) cqf¼ ds lkekU; forj.k esa ekud fopyu(c) ekufld ;ksX;rk dk ekiu djus ds fy,

lkekU; 'kCn(d) ,d ckyd dh cqf¼yfC/ dk fodkl djus

ds fy, vko';d ekxZn'kZu4. vf/xe dh v;ksX;rk ds fy, fuEufyf[kr esa

ls dkSu&lk dkj.k ugha gS\(a) vè;kid ds i<kus dk <ax(b) xHkkZoLFkk ds nkSjku 'kjkc dk lsou(c) ekufld fiNkM+iu(d) f'k'kqdky ds nkSjku fnekxh cq[kkj

5. Hkk"kk ds fodkl ds lanHkZ esa fi;kts }kjkdkSu&ls {ks=k dks vuns[kk fd;k x;k gS\(a) oa'kkuqØe(b) lkekftd var% fØ;k(c) vkRedsafnzr Hkk"k.k(d) ckyd }kjk lfØ; fuekZ.k

2



6. The RTE Act refers to which of the fol-lowing with respect to disability?

(a) Persons with Disabilities Act, 1996

(b) Disability Discrimination Act, 2010

(c) Disability Discrimination Act, 1995

(d) Disability Act, 2005

7. In a culturally and inguistically diverseclassroom, before deciding whether astudent comes under the special educa-tion category, a teacher should

(a) not involve parents as parents have theirown work

(b) evaluate the student on her/his motherlanguage to establish disability

(c) use specialised psychologists

(d) segregate the child to neutralise environ-mental factor

8. In the context of progressive education,the term ‘equal educational opportunity’implies that all students should

(a) receive equal education irrespective of theircaste,creed, colour, region and religion

(b) be allowed to prove their capability afterreceiving equal education

(c) be provided education by using the samemethods and materials without any dis-crimination

(d) be provided education that is most ap-propriate to them and their future pro-fessional life

9. Group project activity as prescribed byCBSE is a powerful means

(a) of facilitating social participation

(b) of alleviating the burden of teachers

(c) of relieving the stress caused due to rou-tine teaching

(d) to promote the concept of unity in diversity

10. Which of the following is not an appro-priate tool for formative assessment?

(a) Assignment

(b) Oral questions

(c) Term test

(d) Quiz and games

11. According to Kohlberg, the thinking pro-cess involved in judgments about thequestions of right and wrong is called

(a) moral realism

(b) moral dilemma

(c) morality cooperation

(d) moral reasoning

6. vkjVhbZ vf/fu;e dk laca/ fuEufyf[kr esa lsdkSu&lh v;ksX;rk ls gS\(a) fodykaxrk vf/fu;e]1996(b) fodykaxrk ds vk/kj ij HksnHkko vf/fu;e] 2010(c) fodykaxrk ds vk/kj ij HksnHkko vf/fu;e] 1995(d) fodykaxrk vf/fu;e] 2005

7. lkaLd̀frd ,oa Hkk"kk;h vk/kj ij fofo/rkiw.kZd{kk esa ,d fo|kFkhZ fof'k"V ckydksa dh Js.khesa vkrk gS ;k ugha] ;g fu.kZ; ysus ds fy, ,df'k{kd dks D;k djuk pkfg,\(a) ekrk&firk dks 'kkfey ugha djuk pkfg,] D;ksafd

muds ikl vius dke gksrs gSaA(b) fodykaxrk dk fu/kZj.k djus ds fy, ckyd

dh ekr`Hkk"kk esa mldk ewY;kadu djuk pkfg,A(c) fo'ks"kK euksoSKkfudksa dk iz;ksx djuk pkfg,A(d) okrkoj.kh; dkjd dks fu"Øh; djus ds fy,

ckyd dks vyx djuk pkfg,A8. izxfr'khy f'k{kk ds lanHkZ esa ^f'k{kk ds leku

volj* dk vFkZ gS(a) lHkh cPpksa dh tkfr] er] jax] {ks=k vkSj /eZ dks

vk/kj u ekurs gq, leku f'k{kk feyuh pkfg,A

(b) leku f'k{kk izkIr gksus ds ckn mUgsa viuh {kerkvksadks lkfcr djus ds volj feyus pkfg,A

(c) mUgsa fcuk fdlh HksnHkko ds leku fof/;ksa vkSjlkexzh dk iz;ksx djds i<+kuk pkfg,A

(d) cPpksa dks ,slh f'k{kk iznku djuh pkfg,] tks mudsHkkoh O;olkf;d thou ds fy, mfpr gksA

9. lhch,llh }kjk fu/kZfjr lkewfgd ifj;kstukxfrfof/ fuEu esa ls fdl dk ,d 'kfDr'kkyhmidj.k gS\(a) lkekftd Hkkxhnkjh dks c<+kok nsus dkA(b) f'k{kdksa dk cks> de djus dkA(c) #Vhu vè;kiu ds dkj.k mRiUu ruko dks nwj

djus dkA(d) fofo/rk esa ,drk dh vo/kj.kk dks c<+kok

nsus dkA10. fuEufyf[kr esa ls dkSu&lk jpukRed ewY;kadu

ds fy, ,d mfpr midj.k ugha gS\(a) iznRr dk;Z (vlkbuesaV)(b) ekSf[kd iz'u(c) VeZ VsLV(d) Doht ,oa [ksy

11. dksycxZ ds vuqlkj] xyr vkSj lgh dk fu.kZ;djus dh fparu izfØ;k dks dgk tkrk gS(a) uSfrd ;FkkFkZokn(b) uSfrd vleatl(c) uSfrd lg;ksx(d) uSfrd rdZ

3



12. Which of the following Is not a character-istic of Intrinsically motivated children?(a) They always succeed.(b) They enjoy doing their work.

(c) They display a high level of energy while

working.

(d) They like challenging tasks13. Adolescents conform to peer pressure

to fulfill their needs related to(a) belongingness(b) safety

(c) self-actualization

(d) self-efficacy14. In the context of 'nature-nurture' de-

bate, which of the following statementsseems appropriate to you?(a) A child is like a blank slate whose char-

acter can bemolded by the environmentinto any shape.

(b) Environmental influences only have littlevalue in shaping up a child’s behaviorthat is primarily genetically determined.

(c) Heredity and environment are inseparably

interwoven, and both influence develo-

pment.

(d) Children are genetically predisposed to

what they would be like irrespective of

whatever environment they grow up in.

15. The principle of reinforcement is asso-

ciated with

(a) Pavlov (b) Thorndike

(c) Kohlberg (d) Skinner

16. Children learn in a child-centered edu-

cation.

(a) In groups

(b) Individually

(c) from parents

(d) In groups as well as individually

17. ‘Equal educational opportunity’ Implies that

(a) a student should receive equal educationirrespective of caste, creed, color. regionand religion

(b) a student should be allowed to prove his/her

capability after receiving equal education

(c) a student should be provided educationby using the same methods and materi-als without any discrimination

(d) a student should be provided educationthat is most appropriate to him/her andhis/her future professional life

12. fuEufyf[kr esa ls dkSu&lh vkarfjd :i lsvfHkizsfjr cPpksa dh fo'ks"krk ugha gS\(a) os ges'kk liQy gksrs gaSA(b) os viuk dke djus esa vkuan mBkrs gSaA(c) os dke djrs le; Lrj dh mQtkZ dks iznf'kZr

djrs gSaA(d) os pqukSrhiw.kZ dk;ksZa dks ilan djrs gSaA

13. fd'kksj fdl ls lacaf/r vko';drkvksa dks iwjkdjus ds fy, fe=k e.Myh (ih;j izs'kj) dsncko esa jgrs gSa\(a) lac¼rk(b) lqj{kk(c) vkRe&okLrfodhdj.k(d) Lo;a&{kerk

14. ^izd̀fr&iks"k.k* ds lanHkZ esa vkidks fuEufyf[kresa ls dkSu&lk dFku mfpr yxrk gSa\(a) ,d ckyd ,d [kkyh LysV dh rjg gksrk gS]

ftlds pfj=k dks okrkoj.k }kjk fdlh Hkh :iesa <+kyk tk ldrk gSA

(b) ,d ckyd dk O;ogkj eq[; :i ls oa'kkuqØels fu/kZfjr gksrk gS] ftlesa okrkoj.k dk cgqrde izHkko iM+rk gSA

(c) oa'kkuqØe vkSj okrkoj.k vfHkUu :i ls ,dnwljs ls tqMs+ gSa vkSj ;s nksuksa fodkl gh dksizHkkfor djrs gSaA

(d) cPps oa'kkuqØe ls gh iwoZfu/kZfjr gksrs gSa pkgsos fdlh Hkh izdkj ds okrkoj.k esa iy jgs gksaA

15. iqucZyu dk fl¼kar fdl ls lacaf/r gS\(a) iSoykWo (b) FkkWuZMkbd(c) dksycxZ (d) Ldhuj

16. cky&dsafnzr f'k{kk esa cPps________lh[krs gSaA(a) lewg esa(b) O;fDrxr :i ls(c) ekrk&firk ls(d) lewg vkSj O;fDrxr :i nksuksa ls

17. ^f'k{kk dk leku volj* dk vFkZ gS(a) ,d ckyd dh tkfr] er] jax] {ks=k vkSj /eZ

dks vk/kj u ekurs gq, leku f'k{kk feyuhpkfg,A

(b) ,d ckyd dks leku f'k{kk izkIr gksus ds ckn viuh{kerkvksa dks lkfcr djus ds volj feyus pkfg,A

(c) ,d ckyd dks fcuk fdlh HksnHkko ds lekufof/;ksa vkSj lkexzh dk mi;ksx djds i<+kukpkfg,A

(d) ,d cPps dks ,slh f'k{kk iznku djuh pkfg,]tks mlds Hkkoh O;olkf;d thou ds fy, lcls mi;qDr gksA

4



18. Which of the following statements is falseabout progressive education?

(a) School is considered a part of life.

(b) Learners do not participate in problem solving

(c) Parents are primary teachers

(d) Society is the extension of classroom.

19. Differentiated Instruction is

(a) using a variety of groupings to meet stu-dents’ needs

(b) doing something different for every stu-

dent in the class

(c) a disorderly or undisciplined student ac-tivity

(d) using groups that never change

20. Which of the following uses ideas and prac-

tices that aim at making schools more ef-fective agencies in a democratice society?

(a) Humanistic education

(b) Constructivism education

(c) Progressive education

(d) Montessori education

21. Which of the following statements is re-lated to progressive education?

(a) Teachers are the originators of informa-

tion and authority.

(b) Knowledge is generated through direct

experience and collaboration.

(c) Examination is norm-centered and external.

(d) Education is teacher-centered.

22. Which type of learning focuses on students’needs, Interests and learning styles?

(a) Subject-centred

(b) Play way

(c) Child-centred

(d) Teacher-centred

23. The most important factor in an effec-

tive teaching process is

(a) punctuality exhibited by the teacher andstudents

(b) mastery of content by the teacher

(c) teacher student dialogue

(d) Timely completion of the syllabi

24. What should be the aim of child-centred

education in schools?

(a) Developing communication skills in chil-

dren

(b) Preparing students for examination

(c) Cramming up textbooks

(d) Preparing students for practical life

18. izxfr'khy f'k{kk ds ckjs esa dkSu&lk dFku lR; gS\(a) Ldwy dks thou dk ,d vax ekuk tkrk gSA(b) vf/xedrkZ@Nk=k leL;k lek/ku esa Hkkx ugha ysrs gSA(c) ekrk&firk izkFkfed f'k{kd gksrs gSaA(d) lekt d{kk dk gh foLrkfjr :i gSA

19. foHksfnr vuqns'ku dk vFkZ gS(a) fofHkUu lewgksa esa foHkkftr djds fon~;kfFkZ;ksa

vko';drkvksa dks iwjk djuk(b) d{kk esa izR;sd ckyd ds fy, dqN vyx djuk(c) ,d minzoh ;k vuq'kklughu fon~;kFkhZ dh

xfrfof/ le>uk(d) ,sls lewg dk iz;ksx djuk] ftlesa dHkh ifjorZu ugha

gksrk gksaA20. fuEufyf[kr esa ls fdl dk mís'; ,d yksdrkaf=kd

lekt esa fopkjksa rFkk xfrfof/;ksa }kjk Ldwyksadks vf/d izHkko'kkyh cukuk gS\(a) ekuorkoknh f'k{kk(b) jpukoknh f'k{kk(c) Øfed ;k izxfr'khy f'kyk(d) eksaVsljh f'k{kk

21. fuEufyf[kr esa ls dkSu&lk dFku Øfed f'k{kklacaf/r gS\(a) f'k{kd lwpuk rFkk izkf/dkj ds tud gksrs gSA(b) Kku izR;{k vuqhko rFkk lg;ksx esa ekè;e ls

mRiUu gksrk gSA(c) ijh{kk fu;e&dsafnzr vkSj ckgjh gksrh gSA(d) f'k{kk vè;kid dsafnzr gksrh gSA

22. fdl izdkj dk vf/xe fon~;kfFkZ;ks a dhvko';drkvksa :fp;ksa rFkk lh[kus dh 'kSyhij dsafnzr gksrk gS\(a) fo"k;&dsafnzr (b) [ksy fof/(c) cky&dsafnzr (d) f'k{kd&dsafnzr

23. ,d izHkkoh f'k{k.k izfØ;k esa lcls egRoiw.kZdkjd gS(a) f'k{kd vkSj fon~;kfFkZ;ksa }kjk izfnf'kZr le; dh ikcanh(b) f'k{kd }kjk fo"k;oLrq dh fuiq.krk(c) f'k{kd&fon~;kFkhZ ds chp okrkZyki(d) ikB~;d dks le; ij iwjk djuk

24. Ldwyksa esa cky&dsafnzr f'k{kk dk mís'; D;k gksuk pkfg,\(a) cPpksa esa lEizs"k.k dkS'ky dk fodkl djuk(b) fon~;kfFkZ;ksa dks ijh{kk ds fy, rS;kj djuk(c) ikB~;iqLrdksa dks jVuk(d) fon~;kfFkZa;ksa dks O;ogkfjd thou ds fy, rS;kj

djuk

5



25. The 'lab schools' advocated by John

Dewey were examples of

(a) factory schools

(b) progressive schools

(c) public schools

(d) common schools

26. Which one of these is a principle of child

development?

(a) Development occurs due to interaction

between maturation and experience.

(b) Experience is the sole determinant of de-

velopment

(c) Development is determined by reinforce-

ment and punishment.

(d) Development can accurately predict the

pace of each individual child.

27. For an intrinsically motivated evident,

(a) rewards are not at all required

(b) external rewards are not enough to keep

him/he motivated

(c) the level of motivation is lower than that

of an extrinsically motivated student

(d) there is no need of formal education

28. A teacher wants the gifted children of her

class to achieve their potential. Which

of the following should she do in order

to achieve her objective?

(a) Teach them to enjoy non-academic ac-

tivities

(b) Teach them to manage stress.

(c) Segregate them from their peers for spe-

cial attention.

(d) Challenge them to enhance their creativity

29. Teachers and students draw on one

another’s expertise while working on

complex projects related to real-world

problems in a classroom.

(a) Traditional

(b) Constructivist

(c) Teacher-centric

(d) Social-constructivist

30. The stage of congnitive development,

according to Piaget, in which a child dis-

plays 'object permanence' is the

(a) sensorimotor stage

(b) preoperational stage

(c) concrete operational stage

(d) formal operational stage

25. tkWu fMoh }kjk lq>ko x, ̂ ySo Ldwy* fdl dsmnkgj.k Fks\(a) iQSDVªh Ldwy(b) Øfed Ldwy(c) ifCyd Ldwy(d) lkekU; Ldwy

26. fuEufyf[kr esa ls dkSu&lk cky fodkl dkfl¼kar gS\(a) ifjiDork vkSj vuqHko ds chp var%fØ;k ds

dkj.k fodkl gksrk gSA(b) vuqHko fodkl dk ,dek=k fu/kZjd gSA(c) fodkl iqucZyu vkSj n.M ds }kjk fu/kZfjr

gksrk gSA(d) fodkl izR;sd ckyd dh xfr dh lVhd

Hkfo";ok.kh dj ldrk gSA27. vkarfjd :i ls vfHkizsfjr fo|kFkhZ ds fy,

(a) iqjLdkjksa dh dksbZ vko';drk ugha gksrh(b) ckgjh iqjLdkj mls vfHkizsfjr j[kus ds fy,

i;kZIr ugha gksrs(c) vkarfjd vfHkizsj.kk dk Lrj ckg~; vfHkizsj.kk ls

de gksrk gS(d) vkSipkfjd f'k{kk dh dksbZ t:jr ugha gksrh gSA

28. ,d f'k{kd viuh d{kk ds izfrHkk'kkyhfon~;kfFkZ;ksa dh {kerkvksa dks fodflr djukpkgrk gSA vius mn~ns'; dks iwjk djus ds fy,mls D;k djuk pfkg,\(a) mUgsa xSj&'kSf{kd xfrfof/;ksa esa vkuan izkIr djuk

fl[kkuk pkfg,(b) mUgsa ruko dks fu;af=kr djuk fl[kkuk pkfg,(c) fo'ks"k è;ku nsus ds fy, mUgsa ckdh lkfFk;ksa ls

vyx dj nsuk pkfg,A(d) mudh l`tukRedrk dks c<+kus ds fy, mUgsa

pqukSrh nsuh pkfg,A29. ,d Lis'k nsuk gSA d{kk esa okLrfod lalkj dh

leL;kvksa ls lacaf/r tfVy ifj;kstukvksa ijdke djrs le; f'k{kdksa vkSj fon~;kfFkZ;ksa dks,d nwljs ds dkS'kyksa dk iz;ksx djuk pkfg,A(a) ijEijkxr(b) jpukeRd(c) vkè;id&dsafnzr(d) lkekftd&jpukoknh

30. fi;kts ds vuqlkj] laKkukRed ;k KkukRedfodkl dh og voLFkk ftlesa ,d ckyd^oLrq dk;Zizn'kZu* n'kkZrk gS] dgykrh gS%(a) bafnz;&xR;kRed voLFkk(b) iwoZ&fØ;kRed voLFkk(c) ewrZ fØ;kRed voLFkk(d) vkSipkfjd fØ;kRed voLFkk

6



Part II: MathematicsCode-06

Directions (Q. 31-60): Aswer the followingquestions by selecting the mostapproriate option.

31. How many edges are there in a cube?(a) 4 (b) 6(c) 8 (d) 12

32. The perimeter of a square is 32 cm. The pe-rimeter of a rectangle is equal to the perim-eter of the square. The length of the rect-angle is 3 cm more than the side of the square.The sum of areas (in cm2) of the square andthe rectangle is(a) 23 cm2 (b) 119 cm2

(c) 69 cm2 (d) 92 cm2

33. Which of the following geometric figureshas all sides equal in length but not allangles?(a) Rhombus(b) Square(c) Rectangle(d) Parallelogram

34. If the total surface area of a cube is 54cm2, what will be its lateral surface area?(a) 36 cm2

(b) 54 cm2

(c) 96 cm2

(d) 24 cm2

35. The difference between the place valueand the face value of 6 in 698145 is(a) 0 (b) 54(c) 59994 (d) 599994

36. Which of the following is the smallestthree-digit number formed by the dig-its 2, 5 and 9? (Repetition is not allowed)(a) 952(b) 592(c) 259(d) 295

37. Which of the following pairs add up to asum greater than 1000?(a) 407 and 523(b) 471 and 519(c) 571 and 393(d) 821 and 220

38. Subtraction is the Inverse of(a) addition(b) subtraction(c) multiplication(d) division

funsZ'k (iz'u 31&60)% lgh fodYi dk p;u djrsgq, fuEufyf[kr iz'uksa ds mRrj nsaA

31. ,d ?ku esa fdrus fdukjs gksrs gS\(a) 4 (b) 6

(c) 8 (d) 12

32. ,d oxZ dk ifjeki 32 lseh gSA ;fn fdlhvk;kr dk ifjeki ml oxZ ds ifjeki ds lekugks rFkk vk;r dh yEckbZ oxZ dh Hkqtk ls 3lseh yEch gks rks oxZ vkSj vk;r ds {ks=kiQyksa(oxZ lseh esa) dk ;ksx gksxk(a) 23 lseh2 (b) 119 lseh2

(c) 69 lseh2 (d) 92 lseh2

33. fuEufyf[kr T;kferh; vkd`fr;ksa esa ls fdldhlHkh Hkqtk,¡ leku gksrh gSa ysfdu lHkh dks.kleku ugha gksrs\(a) leprqHkqZt(b) oxZ(c) vk;r(d) lekuarj prqHkqZt

34. ;fn ,d ?ku dk dqy i`'Bh; {ks=kiQy 54 oxZlseh gS] blds ik'ohZ; i`'B dk {ks=kiQy D;kgksxk\(a) 36 lseh2 (b) 54 lseh2

(c) 96 lseh2 (d) 24 lseh2

35. 698145 esa 6 ds LFkkuh; eku vkSj vafdr ekuds chp varj gS(a) 0 (b) 54(c) 59994 (d) 599994

36. 2] 5] vkSj 9 ls cuh rhu vadksa dh lcls NksVhla[;k dkSu&lh gS\ (vadksa dh iqujko`fÙk dhvuqefr gS)(a) 952(b) 592(c) 259(d) 295

37. fuEu esa ls la[;kvksa ds dkSu&ls tksM+s dk ;ksxdjus ij 1000 ls cM+h la[;k izkIr gksrh gS\(a) 407 vkSj 523

(b) 471 vkSj 519

(c) 571 vkSj 393

(d) 821 vkSj 220

38. ?kVko dk mYVk gS(a) tksM+(b) ?kVko(c) xq.kk(d) Hkkx

7



39. Solve 29 1

×1531 2

(a)29

2(b)

29

62

(c)435

62(d)

435

31

40. The product of a number and its reciprocal is(a) 2 (b) 3(c) 1 (d) 4

41. Which of the following relations is notcorrect?(a) 1 km = l00000 cm(b) 1 km = 1000000 mm(c) 1 m = 1000 mm(d) 1 mm — 0.001 cm

42. Sheenu bought 5 identical packets ofsugar weighing 25 kg 1g in total. Whatis the weight of each packet?(a) 5 kg 0.2 g (b) 25 kg 0.2 g(c) 5 kg 0.5 g (d) 5 kg 1 g

43. How many seconds are there in a day?(a) 8640(b) 5184000(c) 1440(d) 86400

44. Rohan purchased 10 dozen bananas forRs. 150 and gave 500 rupee note to thefruit-seller. How much money did thefruit-seller return to Rohan?(a) Rs. 456 (b) Rs. 334(c) Rs. 350 (d) Rs. 325

45. Find the next term in 2 4, 8, 14, 22.:.(a) 28 (b) 30(c) 32 (d) 34

46. The mathematics textbook of class IV hasa topic ‘The Junk Seller” in which the truestory of a junk seller, Kiran, is used to teachmultiplication; however, more than that,some real life situations have been de-scribed. Which learning goal is expectedto be achieved through this lesson?(a) Disposition goal(b) Social goal(c) Content goal(d) Process goal

47. All uses counting as a strategy to com-pare two groups and tell which grouphas more number of objects. He is at(a) matching phase(b) emergent phase(c) quantifying phase(d) partition phase

39. gy dhft, 29 1

×1531 2

(a)29

2(b)

29

62

(c)435

62(d)

435

31

40. fdlh la[;k rFkk mlds O;qRØe dk xq.kuiQy gS(a) 2 (b) 3

(c) 1 (d) 4

41. fuEufyf[kr esa ls dkSu&lk mYys[k lgh ugha gS\(a) 1 fdeh = 100000 lseh(b) 1 fdeh = 1000000 lseh(c) 1 fdeh = 1000 lseh(d) 1 fdeh = 0-001 lseh

42. 'khuw us phuh dh ,d leku 5 iSdsV [kjhns ftudk dqyHkkj 25 fdxzk 1 xzke gSA izR;sd iSdsV dk Hkkj D;k gS\(a) 5 fdxzk 0-2 xzke (b) 25 fdxzk 0-2 xzke(c) 5 fdxzk 0-5 xzke (d) 5 fdxzk 1 xzke

43. ,d fnu esa fdrus lSdsaM gksrs gSa\(a) 8640(b) 5184000(c) 1440(d) 86400

44. jksgu us #- 150 esa 10 ntZu dsys [kjhns vkSjiQy foØsrk dks #- 500 dk uksV fn;kA iQyfoØsrk jksg.k dks fdrus #i;s okfil ykSVk,xk\(a) 456 #i;s (b) 334 #i;s(c) 350 #i;s (d) 325 #i;s

45. 2] 4] 8] 14] 22----- esa vxyk ij Kkr djsaA(a) 28 (b) 30

(c) 32 (d) 3446. d{kk 4 dh ikB~;iqLrd esa ,d fo"k; gS ^dckM+

foØsrk* ftlesa fdj.k uked dckM+ foØsrk dh lPphdgkuh gS ftldk iz;ksx xq.kk fl[kkus ds fy, fd;kx;k gS_ gkykafd] blls Hkh vf/d] blesa Hkh vf/d]blesa okLrfod thou dh dqN ?kVukvksa dk o.kZufd;k x;k gSA bl vè;k; ds ekè;e ls dkSu&lk vf/xe mn~ns'; izkIr djus dh vk'kk dh tkrh gS\(a) izo`fr dk mn~ns';(b) lkekftd mn~ns';(c) fo"k; oLrq dk mn~ns';(d) izfØ;kRed mn~s';

47. vfy nks lewgksa dh rqyuk djus vkSj ;g crkus dsfy, fd dkSu&ls lewg ds ikl vf/d oLrq,¡ gSafxurh dks ,d j.kuhfr ds :i esa iz;ksx djrk gSAog dkSu&lh voLFkk esa gS\(a) feyku djus dh voLFkk esa(b) izkjafHkd voLFkk esa(c) ek=kk fu/kZfjr djus dh voLFkk(d) foHkktu dh voLFkk esa

8



48. As per the NCF 2005, the narrow aim ofteaching mathematics at schools is to(a) develop numeracy related skills(b) teach algebra(c) teach calculation and measurements(d) teach daily life problems related to linear

algebra49. According to ‘Van Hiele’s ‘Levels of Geo-

metric Thinking,’ the levels of develop-ment of geometrical understanding incorrect sequence are(a) visualization, analysis, informal deduction,

formal deduction(b) visualisation, formal deduction, analysis,

informal deduction(c) formal deduction, informal deduction,

visualisation analysis(d) informal deduction. visualisation. analy-

sis, formal deduction50. National Curriculum Framework 2005

recommends that teaching of mathemat-ics at primary level should focus on(a) abstract concepts of mathematics(b) helping students to connect classroom

learning with everyday life(c) helping students to acquire interna-

tional standards in learning of math-ematics

51. According to the NCF 2005, which oneof the following is not a major aim of math-ematics education in primary schools?(a) To mathematic the child’s thought process(b) To relate mathematics to the child’s context(c) To enhance problem solving shifts(d) To prepare for higher education in math-

ematics52. A teacher uses the exploratory approach,

use of manipulative and involvement ofstudents in discussion while giving theconcepts of mathematics. She uses thisstrategy to(a) develop manipulative skills among the stu-

dents(b) create a certain way or thinking and

reasoning(c) achieve the narrow aim of teaching math-

ematics(d) achieve the higher aim of teaching math-

ematics53. Which of the following manipulatives can

be used effectively to explain the con-cepts of place value, addition and Sub-traction in students?(a) Abacus(b) Geoboard(c) Tangrams(d) Dot paper

48. ,ulh,iQ (NCF) 2005 ds vuqlkj] Ldwy esaxf.kr f'k{k.k dk ladh.kZ mn~ns'; gS(a) la[;kRed dkS'ky dk fodkl djuk(b) chtxf.kr fl[kkuk(c) x.kuk vkSj ekiu fl[kkuk(d) jSf[kd chtxf.kr ls lacaf/r nSfud thou dh

leL;kvksa dks i<+kuk49. okWu gsys ds ^T;kferh; fparu dh voLFkkvksa*

ds vuqlkj] T;kferh; le> ds fodkl dhvoLFkkvksa dk lgh Øe gS(a) ekufld fp=k.k] fo'ys"k.k] vukSipkfjd vuqeku]

vkSipkfjd vuqeku(b) ekufld fp=k.k] vkSipkfjd vuqeku] fo'ys"k.k]

vukSipkfjd vuqeku(c) vkSipkfjd vuqeku] vukSipkfjd vuqeku]ekufld

fp=k.k] fo'ys"k.k(d) vukSipkfjd vuqeku] ekufld fp=k.k] fo'ys"k.k]

vkSipkfjd vuqeku50. jk"Vªh; ikB~;Øe :ijs[kk 2005] ;g vuq'kalk

djrk gS fd izkFkfed Lrj ij xf.kr dkf'k{k.k dsfUnzr gksuk pfg,(a) xf.kr ds vewrZ vo/kj.kkvksa ij(b) d{kk vf/xe dks nSfud thou ds lkFk tksM+us

esa lgk;rk djus ij(c) xf.kr dks lh[kus esa varjkZ"Vh; ekun.Mksa dks

izkIr djus esa fon~;kfFkZ;ksa dh lgk;rk djus ij(d) mPp Lrjh; xf.kr ds fy, rS;kj djus ij

51. ,ulh,iQ (NCF) 2005 ds vuqlkj] fuEu esa lsdkSu&lk izkFkfed Lrj ds Ldwyksa esa xf.krf'k{kk dk eq[; mn~ms'; ugha gS\(a) ckyd dh fopkj izfØ;k dk xf.krhdj.k djuk(b) xf.kr dks ckyd ds lanHkZ ls tksM+uk(c) leL;k lek/ku ds dkS'kyksa dks c<+kuk(d) xf.kr esa mPp f'k{kk ds fy, rS;kj djuk

52. ,d f'kf{kdk [kkstiw.kZ mikxe dk iz;ksx djrhgS] og xf.kr dh vo/kj.kk,¡ crkrs le;ifjppkZ esa Nk=kksa dh Hkkxhnkjh ,ao muds tksM+&rksM+dk Hkh mi;ksx djrh gSA og bl j.kfufr dkiz;ksx djrh gSA(a) fo|kfFkZ;ksa esa tksM+&rksM+ dkS'kyksa dk fodkl

djus ds fy,(b) fparu vkSj rdZ dh ,d fof'k"V fof/ dk

fuekZ.k djus ds fy,(c) xf.kr f'k{k.k ds ladh.kZ mn~ns'; izkIr djus ds fy,(d) xf.kr f'k{k.k ds mPp mn~ns';ksa dks izkIr djus ds fy,

53. fo|kfFkZ;ksa dks LFkkuh; eku] tksM+ vkSj ?kVkodh vo/kj.kkvksa dks le>kus ds fy, fuEu esals fdl gLryk?ko (tksM+&rksM+) midj.k dkiz;ksx fd;k tk ldrk gS\(a) 'kh"kZ iQyd (,csdl) (b) T;kcksMZ(c) VSuxzke (d) MkWV isij

9



54. A teacher asks students to draw theshapes of a rectangle and a triangle onpaper and label them. The objective thatcan be achieved through this activity is(a) knowledge(b) understanding(c) drawing(d) application

55.. The following problem has been takenfrom the text book of class III:Fill in the right numbers in given spaces

900 800 700 ? ? 400

Which competence of Bloom’s cognitivedomain is referred to in the abovequestlon?(a) knowledge(b) Comprehension(c) Analysis(d) Synthesis

56. Read the following question from ClassVI text book:

“Write a pair of integers whose sumgives a negative integer.”The above question refers to(a) reflective question(b) multidisciplinary question(c) open-ended question(d) closed-ended question

57. Anil is able to answer all questions orallybut commits mistakes while writing thesolutions of problems. The best reme-dial strategy to remove errors in hiswriting is(a) giving him an assignment of 10 problems

every day(b) calling him out to solve a problem on

the backboard(c) providing him with a worksheet with par-

tially solved problems to complete the mmissing gaps

(d) giving him practice test after schoolhours,continuously for one month

58. In Class VI, in the unit ‘Understand-ing Quadrilaterals’, important resultsrelated to angle-sum property of quad-rilaterals are Introduced using paperfolding activity followed by the exercisebased on these propertiesAt this level proof of the angle propertyis not given, as the students of Class Vlare at Van ‘Van Hiele’s ’Levels of Geo-metric Thinking(a) Level 2 — Informal Deduction(b) Level 3 — Deduction(c) Level 0 - Visualisation(d) Level 1 — Analysis

54. ,d vè;kid fo|kfFkZ;ksa dks dkxt ij ,dvk;r vkSj ,d f=kHkqt dh vkd̀fr;k¡ cukus vkSjmu ij yscy yxkus ds fy, dgrk gSA blxfrfof/ ds ekè;e ls dkSu&lk mn~ns'; izkIrfd;k tk ldrk gS(a) Kku (b) le>(c) fp=kkadu (Mªkbax) (d) iz;ksx

55. fuEu leL;k dks d{kk 3 dh ikB~;iqLrd lsfy, x;k x;k gS%fn, x, LFkkuksa esa lgh la[;k,a Hkfj,

900 800 700 ? ? 400

mi;qZDr iz'u esa Cywe ds KkukRed i{k dhdkSu&lh ;ksX;rk dks n'kkZ;k x;k gS\(a) Kku(b) le>(c) fo'ys"k.k(d) la'ys"k.k

56. d{kk 6 dh ikB~;iqLrd ds fuEufyf[kr iz'udks if<+,%^^nks ,sls iw.kkZd fyf[k, ftudk ;ksx ,dudkjkRed iw.kkZd gksA**mi;qZDr iz'u gS(a) fparu laca/h iz'u(b) cgqfo"k;d iz'u(c) eqDrksÙkj iz'u(d) ifjferksÙkj okyk iz'u

57. vfuy lHkh iz'uksa ds mRrj ekSf[kd :i ls nsusesa l{ke gS ysfdu mRrj fy[krs le; =kqfV;k¡djrk gSA mldh bu =kqfV;ksa dks nwj djus dsfy, lcls vPNk lq/kjkRed j.kuhfr gS(a) mls gj jkst 10 leL;k,¡ gy djus ds fy, nsuk(b) mls ';keiV~V ij leL;kvksa dks gy djus ds

fy, cqykuk(c) mls vkaf'kd :i ls fy[ks mRrj ds iw.kZ djus

ds fy, odZ'khV nsuk(d) mls fo|kyk; ds le; ds ckn 1 eghus rd

yxkrkj vH;kl i=k nsuk58. d{kk 6 esa] ^^prqHkZqt dh le>* uked bdkbZ

esa dkxt dks eksM+dj vkd`fr;k¡ cukus dhxfrfof/ dk iz;ksx djrs gq, prqHkqZtksa ds dks.kksads ;ksx dh fo'ks"krk laca/h egRoiw.kZ ifj.kkefn, x, gSa vkSj mlds ckn bu fo'ks"krk dsvk/kj ij vH;kl fn;k x;k gSAbl Lrj ij dks.k dh fo'ks"krk dk izek.k ughafn;k x;k gS] D;ksafd d{kk 6 ds fo|kFkhZ oSugsys ds T;kferh; fparu ds bl Lrj ij gksrs gSa%(a) Lrj 2 & vukSipkfjd vuqeku(b) Lrj 3 & vuqeku(c) Lrj 0 & ekufld fp=k.k(d) Lrj 1 & fo'ys"k.k

10



Part III: Environmental Studies

59. In a mathematics classroom, the four stagesof language development In order are(a) Everyday language Mathematised

situation language Language of math-ematics problem solving Symboliclanguage

(b) Everyday language Language ofmathematics problem solving Mathematised situation language Symbolic language

(c) Everyday language Language ofmathematics problem solving Sym-bolic language Mathematised situationlanguage

(d) Everyday language Symbolic lan-guage Language of mathematicsproblem solving Mathematised situa-tion language

60. Place of mathematics equation in the cur-ricular framework is positioned on twinconcern:(a) What mathematics education can do to

improve the score of students in summativeexaminations and how it can help to chooseright stream in higher classes

(b) What mathematics education can do toimprove communication skills of everychild and how it can wake them employ-able after school

(c) What mathematics education can do toengage the mind of every student and howit can strengthen the student’s resources

(d) What mathematics can do to retain ev-ery child in school and how it can helpthem to be self- dependent

Directions (Q.61-90): Answer the following questionsby selecting the most appropriate option.

61. How will a tiger know If there is anothertiger in its area?(a) Hair (b) Paws(c) Urine (d) Saliva

62. Which one of the following is an example of abiennal plant(a) Banyan (b) Maize(c) Wheat (d) Carrot

63. Identify the incorrect match of the shel-ter with its animal:(a) Comb. Honeybees

(b) Termitoria: Bumblebees(c) Burrows in soil: Rabbits(d) Nest made in bushes with dried grass and

hedges: Bulbul

59. xf.kr dh d{kk esa] Hkk"kk ds fodkl dh pkjvoLFkk,a gSa ftudk Øe gS(a) jkstejkZ dh Hkk"kk xf.krhd`r ifjfLFkfr dh

Hkk"kk xf.krh; leL;k lek/ku dh Hkk"kklkadsfrd Hkk"kk

(b) jkstejkZ dh Hkk"kk xf.krh; leL;k lek/kudh Hkk"kk xf.krhd`r ifjfLFkfr dh Hkk"kklkadsfrd Hkk"kk

(c) jkstejkZ dh Hkk"kk xf.krh; leL;k lek/kudh Hkk"kk lkadsfrd Hkk"kk xf.krhd`rifjfLFkfr dh Hkk"kk

(d) jkstejkZ dh Hkk"kk lkadsfrd Hkk"kk xf.kresa leL;k lek/ku dh Hkk"kk xf.kr esa ifjfLFkfrdh Hkk"kk

60. xf.kr dh f'k{kk ds LFkku ij ikB~;Øe :ijs[kknksgjs iz;kstu ij LFkkfir gS%(a) ;ksxkRed ijh{kkvksa esa fon~;kfFkZ;ksa ds vadksa esa

lq/kj ykus esa xf.kr dh xf.krh; f'k{kk vkSjmPp d{kkvksa esa mi;qDr ladk; dk pqukodjus esa fdl izdkj lgk;rk dj ldrh gSA

(b) xf.kr f'k{kk izR;sd ckyd ds lEizs"k.k dkS'kydk fodkl djus ds fy, D;k dj ldrh gS vkSj;g fdl izdkj Ldwyh f'k{kk iwjk djus ds cknmfpr jkstxkj fnykus esa lgk;rk dj ldrh gSA

(c) xf.kr f'k{kk izR;sd ckyd ds efLr"d dksO;Lr j[kus ds fy, D;k dj ldrh gS vkSj ;gfon~;kFkhZ ds lalk/uksa dk fodkl djus esafdl izdkj lgk;rk dj ldrh gSA

(d) xf.kr f'k{kk izR;sd ckyd dks Ldwy esa fu;fer:i ls cuk, j[kus ds fy, D;k dj ldrh gS vkSj;g fdl izdkj mUgsa vkRe&fuHkZj cuk ldrh gSA

funsZ'k (iz- la- 61 ls 90)% lgh fodYi dk pqukodjrs gq, fuEufyf[kr iz'uksa ds mRrj nsaA

61. ,d ck?k dks vius {ks=k esa vk, nwljs ck?k dkirk dSls yxsxk\(a) cky }kjk (b) iatksa ds fu'kku }kjk(c) is'kkc }kjk (d) ykj }kjk

62. fuEufyf[kr esa ls dkSu&lk f}o"khZ; ikS/s dkmnkgj.k gS\(a) cjxn (b) eDdk(c) xsgw¡ (d) xktj

63. vkokl vkSj tkuoj ds xyr tksM+s dh igpku dhft,%(a) e/qdks"k% 'kgn dh eD[kh(b) ck¡ch% HkkSjk(c) tehu esa fcy% [kjxks'k(d) lw[kh ?kkl vkSj frudksa ls >kfM+;ksa esa cuk;k

x;k ?ksalyk% cqycqy

11



64. Which of the following is an example ofoff-site Conservation?(a) Zoos

(b) Sanctuaries(c) National parks(d) Biosphere reserve

65. Which of the following plant’s seeds aresmall and feather-like structures?(a) Dandelion(b) Sunflower

(c) Coconut(d) Pea

66. Which of the following statements is cor-rect for vitamins?(a) They are body-building foods.(b) They are required by the body in limited

amount.(c) They give us energy to keep working the

whole day.(d) They increase our metabolic rate lead-

ing to the loss of weight

67. Study the following pairs of nutrients andtheir sourcesl. Iron: Amla and green leafy vegetablesII. Vitamin C: Banena and fish liver oilIlI. Calcium: Meat and yeastIV. Chlorine: Salt and see foodIdentify the incorrect pairs.

(a) I and IV (b) II and III

(c) II and IV (d) I and III

68. Some students while performing food test on

the given sample of the food item observed

that the color of that food item has changed

into bluish black aftar putting iodine on it. The

given food item could be

(a) peas

(b) almonds

(c) boiled rice

(d) groundnut

69. Which day is celebrated as world Water Day?

(a) May 5

(b) June 19

(c) July 15

(d) March 22

70. Which of the following diseases is spread

through contaminate water?

(a) Polio

(b) Asthma

(c) Cholera

(d) Tuberculosis

64. fuEufyf[kr esa ls dkSu&lk izkd`frd LFkku lsvyx laj{k.k dk mnkgj.k gS\(a) fpfM+;k?kj(b) vH;kj.;(c) jk"Vªh; m|ku(d) tSoe.Myh; laj{k.k LFky

65. fuEufyf[kr esa ls dkSu&ls ikS/s dk vkdkj NksVkrFkk ia[k tSlk gksrk gS\(a) flagi.khZ(b) lwjteq[kh(c) ukfj;y(d) eVj

66. foVkfeuksa ds fy, dkSu&lk dFku lR; gS\(a) os 'kjhj dk fodkl djus okys Hkkstu gSaA(b) 'kjhj dks budh de ek=kk esa t:jr gksrh gSA(c) os iwjs fnu dke djus ds fy, mQtkZ iznku djrs gSaA(d) os gekjh p;kip; (Metabolic rate) dh nj

dks c<krs gSa] ftlls otu de gksrk gSA67. fuEu iks'kd rRoksa vkSj muds lzksrksa dk vè;;u djsa

I. ykSgk% vk¡oyk vkSj gjh iRrsnkj lfCt;kaII. foVkfeu lh% dsyk vkSj eNyh ds fyoj dk rsyIII.dSfY'k;e% ehV vkSj [kehjIV. Dyksjhu% ued vkSj leqnzh Hkkstulgh tksM+s dks igpkfu,%(a) I vkSj IV (b) II vkSj III(c) II vkSj IV (d) I vkSj III

68. dqN fo|kfFkZ;ksa us fn, Hkkstu ds uewus ij Hkkstuijh{k.k djrs gq, ns[kk fd ml Hkkstu ij vk;ksfMuMkyus ds ckn mldk jax uhyk dkyk gks x;kAfn;k x;k Hkkstu inkFkZ gks ldrk gS(a) eVj(b) cknk(c) mcys gq, pkoy(d) ew¡xiQyh

69. dkSu&lk fnu fo'o ty fnol ds :i esaeuk;k tkrk gS\(a) 5 ebZ(b) 19 twu(c) 15 tqykbZ(d) 22 ekpZ

70. fuEufyf[kr esa ls dkSu&lh chekjh laØfer tyds ekè;e ls iQSyrh gS\(a) iksfy;ks(b) vLFkek ;k nek(c) gStk(d) Vhch

12



71. Sarita is a new neighbour of Sheena.

Sheena while talking to Sarita came to

know that prior to this new colony she

was living in a slum and had to leave

forcefully as her slum was wiped out. The

wiping out of slum is also known as

(a) displacement

(b) emigration

(c) transfer

(d) demolition

72. Which of the following is not an effect ofoil spill?

(a) Economic downturn

(b) Ecological imbalance

(c) Temperature fluctuation

(d) Slow rate of fossilization

73. A Man started doing a job in New Delhi,

and then moved towards the west. Fromwest, he travelled the to east due to hispostings. Which of the following places were

travelled by the a man from New Dlhi in theperiod of his postings in India?

(a) Jaipur and then Dehradun

(b) Bikaner and then Lucknow

(c) Lucknow and then Bikaner.

(d) Dehradun and then Jaipur

74. Which route serves as the shortcut wa-

ter route connecting Europe, Australiaand Asia?

(a) The Nicaragua Canal

(b) The Panama Canal

(c) The Suez canal

(d) The Kiel Canal

75. Ecotourism helps in

(a) attracting tourists towards zoos and bo-tanical gardens

(b) reducing use of polluting fuels

(c) developing roads for tourism

(d) taking care of biodiversity

76. Motive of providing Let’s make a pa-

per dog activity in the end of the chap-ter under “Super Senses” in EVS ofGrade 5 is

(a) to develop the skills of art in children

(b) to provide fun and enjoyment while learning

(c) to help learners score better in examsthrough this activity

(d) to develop the skills of reading and fol-lowing the instructions properly

71. lfjrk 'khuk dh ubZ iM+kslu gSA lfjrk ls ckrdjrs gq, 'khuk dks irk pyk fd bl ubZdkWyksuh esa vkus ls igys og ,d xanh cLrh esajgrh Fkh vkSj mls tcjnLrh mls NksM+uk iM+k]D;ksafd ml xanh cLrh dks gVk;k tk jgk FkkAcfLr;ksa dks gVkuk bl uke ls Hkh tkuk tkrk gS(a) foLFkkiu (b) izokl(c) LFkkukarj.k (d) rksM+&iQksM+

72. fuEu esa ls dkSu&lk ,d rsy ds fjlus dk izHkkougha gS\(a) vkfFkZd eanh(b) ikfjfLFkfrdh; vlarqyu(c) rkieku esa ifjorZu(d) thok'ehdj.k dh /heh nj

73. ,d vkneh us ubZ fnYyh esa ,d dke djus dh'kq:vkr dh] vkSj blds ckn og if'pe dhrjiQ pyk x;kA if'pe ls og LFkkukarj.k dsdkj.k iwoZ esa vk;kA Hkkjr esa iksfLVax gksus dhvof/ ds nkSjku mlus fdu LFkkuksa dh ;k=kk dh\(a) t;iqj vkSj fiQj nsgjknwu(b) chdkusj vkSj fiQj y[kumQ(c) y[kumQ vkSj fiQj fcdkusj(d) nsgjknwu vkSj fiQj t;iqj

74. ;wjksi] vkWLVªsfy;k vkSj ,f'k;k dks tksM+us okyklcls NksVk tyekxZ dkSu&lk gS\(a) fudkjkxqvk ugj (b) iukek ugj(c) Lost ugj (d) dhy ugj

75. ikfjfLFkfrdh i;ZVu lgk;rk djrk gS(a) i;ZVdksa dks fpfM+;k?kjksa vkSj ouLifr foKku ds

m|kuksa (Botanical Garden) dh rjiQ vkdf"kZZrdjus esa

(b) iznw"k.k djus okys ba/uksa dk iz;ksx de djus esaA(c) i;ZVu ds fy, lM+dksa dk fodkl djusa esaA(d) tSofofo/rk dh ns[kHkky djus esaA

76. d{kk 5 dh i;kZoj.k vè;;u dh iqLrd ds^vfr bafnz;k* uked vè;k; ds var esa vkvks,d dkxt dk dqRrk cuk,a uked xfrfof/j[kus dk mís'; gS(a) cPpksa esa dyk ds dkS'ky dk fodkl djuk(b) lh[krs le; vkuan vkSj euksjatu iznku djuk(c) bl xfrfof/ ds ekè;e ls ijh{kk esa vf/d

vad izkIr djus esa lgk;rk djuk(d) i<+us vkSj mfpr izdkj ls vuqns'kksa dks le>us

ds dkS'ky dk fodkl djuk

13



77. What is the primary aim of integrating

pure science and social science concepts

into single EVS curriculum at the pri-

mary stage?

(a) To look at the environment in a holistic manner

(b) To reduce the number of periods in a school

(c) To make the teaching-learning process

easier

(d) To make the examination process easy

78. Which of the following teaching meth-

odologies for making students learn

about the physical conditions of space

is most suttable?

(a) Asking students to collect pictures of

space and headlines on it from newspa-

pers and making a scrap file

(b) Drawing pictures of celestial bodies on

the blackboard and letting students copy

them in their notebooks

(c) Asking students to read the topic loudly

and explaining its meaning

(d) Showing students a prepared model on

space

79. Teaching of EVS, as recommended by

the National Curriculum Framework

(2005), at the primary stage should pri-

marily aim at

(a) developing skills like observation, mea-

surement and prediction

(b) understanding and learning detailed ex-

planation of concepts

(c) memorising basic principles and exact

definitions of terms

(d) preparing students for studies at the next

stage

80. Which of the following learning experi-

ences is the best way to bring the atten-

tion of students towards social issues

like poverty, illiteracy and discrimina-

tion?

(a) Asking students to go on social problems

surveys in their localities and discuss the

data with their classmates

(b) Showing diagrams an social evils in the

society to students

(c) Asking students to make Posters on so-

cial evils

(d) Delivering a lecture on the problems of the

society

77. 'kq¼ foKku vkSj lkekftd foKku dh vo/kj.kkvksadks izkFkfed Lrj ij i;kZoj.k vè;;u esa ,dhd̀rdjus dk eq[; mn~ns'; D;k gS\(a) i;kZoj.k dks lEiw.kZ :i ls ns[kuk(b) ,d Ldwy esa dkyka'kksa dh la[;k dks de djuk(c) f'k{k.k&vf/xe dh izfØ;k dks vklku cukuk(d) ijh{kk izfØ;k dks vklku cukuk

78. varjh{k dh HkkSfrd ifjfLFkfr;ksa ds ckjs esafon~;kfFkZ;ksa dks fl[kkus dh fuEu esa ls dkSu&lhf'k{k.k fof/ lcls mfpr gS\(a) fon~;kfFkZ;ksa ls varjh{k dh rLohjksa vkSj v[kckjksa

dh gSMykbuksa dk laxzg djus vkSj ,d LØSiiQkby cukus ds fy, dguk

(b) CySdcksMZ ij vkdk'kh; fiaMksa ds fp=k cukukvkSj fon~;kfFkZ;ksa dks bldh udy mrkjus dsfy, dguk

(c) fon~;kfFkZ;ksa dks fo"k; rst vkokt esa i<+us vkSjbldk vFkZ le>kus ds fy, dguk

(d) fon~;kfFkZ;ksa dks varjh{k ij rS;kj fd;k gqvkizfreku fn[kkuk

79. jk"Vªh; ikB~;Øe dh :ijs[kk (2005) dsvuqlkj izkFkfed Lrj ij i;kZoj.k vè;;u dkmn~ns'; gksuk pkfg,(a) voyksdu] ekiu vkSj Hkfo";ok.kh djus ds

dkS'kyksa dk fodkl djuk(b) vo/kj.kvksa ds vFkZ dks xgjkbZ ls le>uk vkSj

lh[kuk(c) vk/kjHkwr fl¼karks vkSj 'kCnksa dh lgh ifjHkk"kkvksa

dks ;kn djuk(d) fon~;kfFkZ;ksa dks vxys Lrj ij vè;;u ds fy,

rS;kj djuk80. fuEufyf[kr esa ls dkSu&lk ekè;e fon~;kfFkZ;ksa

dk è;ku xjhch] fuj{kjrk vkSj HksnHkko tSlslkekftd eqn~nksa dh rjiQ [khapus ds fy, lclsmfpr gS\(a) fon~n;kfFkZ;ksa ls muds vkl&iM+ksl esa lkekftd

leL;kvksa dk losZ djus rFkk ml vkadM+ksa dhppkZ muds lgikfB;ksa ls djus ds fy, dguk

(b) fon~n;kfFk;ksa dks lekt dh cqjkbZ;ksa dk ,dMk;xzke fn[kkuk

(c) fon~n;kfFkZ;ksa dks lkekftd cqjkbZ;ksa ij iksLVjcukus ds fy, dguk

(d) lekt dh leL;kvksa ij ,d O;k[;ku nsuk

14



81. Co-curricular activities were previously

known as

(a) non-curricular activities(b) extracurricular activities(c) curriculum-based activities(d) out-of-curriculum activities

82. Study the following features of the port-folio:I. It only contains the best work of a

child.II. It helps parents know about the

weaknesses and strengths of theirchild.

III. It helps in assessing interest areasand personal-social qualities.

IV. It records only the 'test scores'.Which of the following statements aboutportfolio are correct?(a) III and lV (b) II and III(c) I, II and IV (d) I, II and III

83. Which one of the following is matchedwith the re- quirement of the EVS cur-riculum at the primary level?(a) It should enable a learner to look at the

importance of the environment as a ser-vice and product-giving source sofely tohuman beings.

(b) It should emphasise more on acquiringknowledge and skills that can help alearner in becoming professionally strong.

(c) It should be able to bring concerns envi-ronmental services and products.

(d) It should engage learners in inventing newproducts of their use, utilizing the re-sources of the environment

84. The use of poems and storytelling asteaching aids primarily helps in(a) breaking the monotony in the teaching-

learning process(b) promoting linguistic and literary skills in

students(c) making easy for the teacher to teach fun-

damental concepts(d) promoting imaginative and creative abili-

ties in students85. The objective of linking the previous

knowledge of a student to the new con-cept to be taught is to(a) bring into discussion more piece of

knowlege(b) understand individual differences of students(c) make process of transfer of knowledge

easier(d) give way to learner autonomy

81. lgxkeh xfrfof/;ksa dks igys fdl uke lstkuk tkrk Fkk\(a) xSj&ikB~;Øe xfrfof/;k¡(b) ikB~;Øe ds vfrfjDr xfrfof/;k¡(c) ikB~;Øe vk/kfjr xfrfof/;k¡(d) ikB~;Øe ds ckgj dh xfrfof/;k¡

82. iksVZiQksfy;ksa dh fuEu fo'ks"krkvksa dk vè;;u djsa%I. blesa ,d ckyd dk dsoy csgrjhu dk;Z

'kkfey gksrk gSAII. ;g ekrk&firk dh muds cPpksa dh dfe;ksa

vkSj 'kfDr;ksa dks tkuus esa lgk;rk djrk gSAIII.;g :fp;ksa vkSj O;fDrxr&lkekftd xq.kksa

dk ekiu djus esa lgk;rk djrk gSAIV. ;g dsoy ̂ ijh{kk vadksa* dks ntZ djrk gSAiksVZiQksfy;ksa ds ckjs esa dkSu&ls dFku lgh gS\(a) III vkSj IV (b) II vkSj III(c) I, II vkSj IV (d) I, II vkSj III

83. fuEu esa dkSu&lk izkFkfed Lrj ij i;kZoj.kvè;;u ds ikB~;Øe ls esy [kkrk gS(a) bls fon~;kfFkZ;ksa dks bl ;ksX; cukuk pkfg, fd

os i;kZoj.k dks ,d lsok vkSj mRikn iznkudjus okys lzksr ds :i esa ns[ks ldsaA

(b) bls ,slk Kku vkSj dkS'ky izkIr djus ij cynsuk pkfg,] tks fon~n;kFkhZ dh O;olkf;d :ils 'kfDr'kkyh cuus esa lgk;rk djsA

(c) ;g i;kZoj.kh; lsokvksa vkSj mRiknksa dh fparkdjus esa l{ke gksuk pkfg,A

(d) bls fon~n;kfFkZ;ksa dks i;kZoj.kh; lalk/uksa dkmi;ksx djds iz;ksx gksus okys u, mRiknksa dh[kkst djus ds fy, izsfjr djuk pkfg,A

84. dforkvksa vkSj dgkfu;ksa dk f'k{k.k fof/ ds:i esa iz;ksx eq[; :i ls lgk;rk djrk gS(a) f'k{k.k&vf/xe izfØ;k dh uhjlrk dks rksM+us esa(b) fo|kfFkZ;ksa ds lkfgfR;d vkSj Hkk"kkbZ dkS'kyksa

dk fodkl djus esa(c) f'k{kdksa ds fy, vk/kjHkwr vo/kkj.kkvksa dk

f'k{k.k vklku cukuk(d) fo|kfFkZ;ksa esa dYiukRed vkSj l̀tukRed ;ksX;rkvksa

dk fodkl djuk

85. ,d fo|kFkhZ ds iwoZ Kku dks i<+k, tkus okyh

ubZ vo/kj.kk ds lkFk tksM+us dk mís'; gS%

(a) vkSj vf/d Kku dh ppkZ djuk

(b) fon~n;kfFkZ;ksa dh O;fDrxr fofHkUurk dks le>uk

(c) vf/xe ds LFkkukarj.k dks vkSj vf/d vklku

cukuk

(d) vf/xedrkZ dh Lora=krk dks c<+kok nsuk

15



86. Read the following statements related tothe assessment proceess:

I. Assessment of learning

II. Reflection of the child’s progress

III. Involves enhancement of the student’slearning

IV. A comprehensive evaluation

Which of the following statements are inagreement with the summative assess-ment of EVS at the primary stage?

(a) I, II and IV (b) I, II and III

(c) III and IV (d) II and IV

87. A good EVS curriculum should not

(a) set cognitive level of learners

(b) make the learners aware about values

of the environment

(c) equip the learners with abilities to gener-ate new knowledge based on previous

one

(d) equip learners with knowledge and skillsto help in earning their livelihood

88. Student can be made aware about the

scarcity of water by

(a) showing them a documentary film on the

areas affected by drought

(b) discussing with them the ways to con-serve water at the individual level

(c) asking them to discuss the issue with theirfriends in the class

(d) dictating the data about world’s watersources

89. What dose ‘Agoraphobia’ refer to?

(a) Fear of public places

(b) Fear of animals

(c) Fear of strangers

(d) Fear of big trees

90. If an EVS teacher finds that many stu-

dents are not taking interest in the les-son in her class and feeling sleepy, thenwhat should be her response towardsthose students?

(a) Warn them to be attentive and sit straight.

(b) Command them to go out and wish face.

(c) Start talking with them on another topic.

(d) Pick some ’DO YOU KNOW’ types ofthoughts and funny facts related to therunning concept for discussion.

86. ekiu izfØ;k ls lacaf/r fueu dFkuksa dks i<sa%I. vf/xe dk ekiuII. ckyd dh mUufr ij fopkjIII.vf/xedrkZ ds vf/xe dks c<kukIV. ,d O;kid ewY;kadufuEu dFkuksa esa ls dkSu&ls dFku izkFkfed Lrjij i;kZoj.k vè;;u esa ladyukRed ewY;kaduds lanHkZ esa lgh gSa\(a) I, II vkSj IV (b) I, II vkSj III(c) III vkSj IV (d) II vkSj IV

87. ,d vPNs i;kZoj.k vè;;u ikB~;Øe dks D;kugha djuk pkfg,\(a) vf/xedrkZ ds KkukRed Lrj dks fu/kZfjr

djuk(b) vf/xedrkZvksa dks i;kZoj.k ds egRo dk Kku

djkuk(c) vf/xedrkZvksa dks fiNys Kku ds vk/kj ij

u;k Kku l`ftr djus ds ;ksX; cukuk(d) vf/xedrkZvksa dks muds thou;kiu ds fy,

Kku vkSj dkS'ky iznku djuk88. fo|kfFkZ;ksa dks fuEufyf[kr esa ls fdl ds ekè;e

ls ty dh deh ds ckjs esa tkx#d cuk;k tkldrk gS\(a) lw[kk xzLr {ks=kksa ij ,d MkWD;qesaVªh fn[kkdj(b) muds lkFk O;fDrxr Lrj ij ikuh dk laj{k.k

djus dh fof/;ksa dh ppkZ djds(c) d{kk esa vius nksLrksa ds lkFk bl leL;k dh

ppkZ djus ds fy, dg dj(d) fo'o ds ty lalk/uksa ls lacaf/r vk¡dM+s crk dj

89. ^,xzksiQksfc;k* dk D;k vFkZ gS\(a) lkoZtfud LFkyksa ls Hk;(b) tkuojksa dk Hk;(c) vtuch yksxksa dk Hk;(d) cM+s o`{kksa ls Hk;

90. ;fn ,d i;kZoj.k vè;;u f'k{kd dks yxrkgS fd mldh d{kk esa cgqr ls Nk=k :ph ughays jgs gSa vkSj lks, jgrs gSa] rks mu Nk=kksa ds izfrf'k{kd dh D;k izfrfØ;k gksuh pkfg,\(a) mUgsa è;ku nsus vkSj lh/k cSBu ds fy, dgsaA(b) mUgsa ckgj tkdj eq¡g /ksus ds fy, dgsaA(c) muds lkFk fdlh vU; fo"k; ij ckr djuk

'kq: djsaA(d) ^D;k vki tkurs gSa\ tSls fopkjksa vkSj py jgh

ppkZ ls lacaf/r etsnkj vkadM+ks dks izLrqrdjuk pkfg,A

16



Part III: Language I English

Directions (Q. 91-99): Read the passage given

below and answer the questions that followby selecting the most appropriate option.

The fossil remains of the first flying ver-tebrates, the pterosaurs, have intrigued pale-

ontologists for more thantwo centuries. Howsuch large creatures, which had wing spansfrom 8 to 12 metres, solved the problems ofpowered flight, and exactly what these crea-tures were - reptiles or birds - are among

the questions scientists have puzzled over.Perhaps the least controversial assertionabout the ptero-sauce is that they were rep-tiles. Their skulls, pelvises and hind feet were

reptilian. The anatomy of their wings suggeststhat they did not evolve into the class of birds.

In pterosaurs, a greatly elongated fourth fin-ger of each forelimb supported a wing-likemembrane. In birds, the second finger is the

princi-pal strut of the wing. If the pterosaurwalked or remained stationary, the fourth fin-

ger and with it the wing could only turn up-ward in an extended inverted V-shape along-side of the animal’s body. Both the pterosaurs

and the birds have hollow bones, a featurethat represents a saving in weight. In birds,

however, these bones are reinforced moremassively by in-ternal struts.

Althogh scales typically cover reptiles,

pterosaurs probably had hairy coats The re-cent discovery of a pterosaur specimen,

covered in long, dense and ralatively thickhair-like fos-sil material, was the first clearevidence that this reasoning was correct.

Efforts to explain, how the pterosaurs be-came airborne have led to suggestions that

they launched them-selves by jumping fromcliffs, by dropping from trees, or even byrising ing into light winds from the crests

of waves.91. The skeleton of a pterosaur can be dis-

tinguished from a bird's by the

(a) size of its wing span.

(b) presence of hollow bones.

(c) hook-like projections at the hind feet.

(d) the anatomy of its wing span.

92. Which is the characteristic of ptero-

saurs?

(a) They hung upside down like bats before

flight.

(b) They flew to capture prey.

(c) They were unable to fold their wing fully

at rest.

(d) They lived mostly in the forest.

93. The elongated finger in the _____ sup-

ported the outstretched wings.

(a) pterosaurs (b) birds

(c) both (d) neither

94. The body of the pterosaurs was cov-

ered in

(a) feathers (b) scales

(c) fur (d) smooth skin

95. The pterosaurs flew by

(a) Jumping off a mountain ledge

(b) pushed by wind before take-off

(c) jumping upwards with force

(d) momentum gained by running

96. A synonym for 'compressed', from the

passage is

(a) launch (b) dense

(c) light (d) strut

97. The opposite of 'controversial' is

(a) questionable

(b) uncertain

(c) debatable

(d) undisputed

98. It can be understood from the passage

that scientists believe that the

(a) large wings help pterosaurs to fly great

distances.

(b) hollow bones showed they evolved from

bats

(c) fossil remains explain how they flew.

(d) pterosaurs walked on all fours.

99. Fossils often left scientists in doubt

whether the pterosaur

(a) ever existed at all

(b) how many lived at that period

(c) their size and weight

(d) their shape and gender

17



Directions (Q. 100-105): Read the poem given

below and answer the questions that follow

by selecting the most appropriate option.

To a Butterfly

I’ve watched you now a full half-hour;

Self-poised upon that yellow flower;

And, little Butterfly! indeed

I know not if you sleep or feed.

How motion!-not frozen seas

More motionless! and then

What joy awaits you, when the breeze

Hath found you out among the trees,

And calls you forth again

This plot of orchard-ground is ours;

My trees they are, my Sister’s flowers;

Here rest your wings when they are weary;

Here lodge as in a sanctuary!

Come often to us, fear no wrong:

Sit near us on the bough!

We’ll talk of sunshine and of song,

And summer days when we were young;

Sweet childish days, that were as long

As twenty days are now.

William Wordsworth

100. The poem has been written in the form of a

(a) dialogue

(b) conversation

(c) drama

(d) monologue

101. The word 'lodge' can be replaced by

(a) fixed

(b) rent

(c) stay

(d) care

102. The meaning of 'Self-poised' as the word

is used in the poem is

(a) instability

(b) talkativeness

(c) steadfastness

(d) self-obsession

103. "I've watched you now a full half-hour."

This line hints at the speaker's

(a) loneliness

(b) contemplation

(c) obsession

(d) altercation

104. The poet uses the adjective 'little' forthe butterfly to indicate that it is

(a) instinctive in nature

(b) small in size

(c) insignificant in existence

(d) unimportant for humans

105. The "Sweet childish days, that wre as long/As twenty days are now" indicate that

(a) the poet and his sister played in the gar-den during their childhood days

(b) when we recollect past memories werealise that time fiIes away fast

(c) everything in this world is transient andall must meet death one day

(d) one childhood day is technically equal totwenty adult days

Directions (Q. 106-120): Answer the follow-ing question by selecting the most ap-propriate option.

106. Problems in learning a language arisedue to lack of

(a) teaching aids

(b) materials used

(c) teaching technology

(d) teachers competence

107. Which of the following is an instance ofnon-formal learning?

(a) Children learning through correspon-dence lessons

(b) Children learning to draw from their artteacher.

(c) Children learning to cook from theirparents.

(d) Children learning a new game fromfriends.

108. A person, who is a fluent speaker, islikely to possess

(a) bodily-Kinesthetic ability

(b) musical ability

(c) verbal-linguistic ability.

(d) logico-mathematical ability

109. In the word 'tale' the phonetic transcrip-tion for the word is

(a) /tel/ (b) /te:l/

(c) /teil/ (d) /tal/

110. Skilled reading is

(a) deliberate

(b) constructive

(c) imaginative

(d) progressive

18



111. Which of the following will help learners

take greater responsiblitiy for their own

learning?

(a) Summative assessment

(b) Supervised reading sessions

(c) Controlled writing tasks

(d) Peer assessment

112. IEC stands for

(a) Indian Education Committee

(b) Indian Educational Commission

(c) India’s Education Committee

(d) Indian Education Commission

113. The activity that requires an under-

staning of text organization is where the

student

(a) states the main idea or finds the topic sen-

tence

(b) makes a prediction or hypothesis about

what the text is likely to be about

(c) shows through interlinking the relation-

ship between details and main points

(d) makes notes on the text

114. Instead of asking questions and getting

answers from her learners, a teacher

gives some short texts and asks her

learners to frame questions. Her primary

objective is to

(a) make the learners realize the difficulties

faced by teachers in preparing question

papers

(b) enhance the learners’ analytical and criti-

cal thinking

(c) train the learners as good question paper

setters

(d) the their help during examinations

115. The main responsibility of a language

teacher as a facilitator is

(a) to read the lessons aloud and provide ex-

planation for each line

(b) to create a number of opportunities for the

learners to use the language meaningfully

(c) to provide a lot of information and make

the learners listen to it

(d) to strictly control the class and cover the

syllabus in quick time

116. Match the followingI. Subvocalisation a.Tendency to put the

finger on words asthey are read order toimprove concentrtionof the reader

II. Regression b.impairment of theCNS

III. Alexia c.Involves sayingwords in your headwhile reading

IV. Alexia c.Tendency of theeyes to move backwards over printedmaterial instead ofmoving forwardwhen reading something.

i ii iii iv1. d c a b2. c d b a3. a b c d4. b a d c

117. While evaluating students' responses forreading comprehension, marks may bededucted for _____ errors.(a) Grammatical (b) Syntactical(c) Content (d) Spelling

118. One of the challenges of 'BehaviourManagement' in a senior class is(a) 'students' readiness to use the smart

board(b) 'students’ lack of self study skills(c) teacher’s preference to conduct group

rather than individual work(d) teacher’s lack of self confidence

119. According to RTE, Pupil Teacher Ratio(PTR) at the primary level is(a) 40 : 1 (b) 35 : 1(c) 45 : 1 (d) 50 : 1

120. Learners are familiar with the concept'cyberspace' due to their congitive over-load. Therefore learners(a) may end up studying more meaningful

topics in class(b) may explore their own interestr accord-

ing to their own experience, backgroundand perspective while spending eonside-rable time navigating for content

(c) usually omit studying prescribed butimporta topics

(d) may be exposed to a sequential andcohesi expositgry presentation

19



Hkkx V Hkk"kk II fgUnhfunsZ'k% x|ka'k dks i<+dj fuEufyf[kr iz'uksa (iz- la-

121&129) esa lcls mfpr fodYi pqfu,Au, mBus okys edku dk f'kYi v'kqHk ladsr ns

jgk gSA iqjkus edku dk Nan] pkgs NksVs gksa ;k cMs+ekVh ds gksa ;k iDds] vk¡xu vkSj vkslkjs ls le`¼gksrk FkkA uxj f'kYiokys edku esa vk¡xu fldqM+x;k gS vkSj yacs vkslkjs dks [kq'kuqek Mªkbax :i esa:ikarfjr dj fn;k x;k gSA rdZ le> esa vkrk gSfd de txg esa mi;ksxh vkSj lqnaj ?kj cukuk le;dk rdktk gSA vkSj ckr Li"V gksrh gS fd gj izdkjdh y?kqrk gh ;qx /eZ dh igpku ;k ykpkjh cuxbZ gS] tks vkneh dks lef"V ls foyx dj jgh gSAla;qDr ifjokj dk cks/ vkSj vkxzg Fkk]rc vkil esayM+rs&>xM+rs] ,d&nwljs ds nq[k&lq[k esa 'kjhdgksrs iwjk xk¡o ,d ifjokj FkkA rc edku esa vk¡xu&vkslkjsdk u gksuk veaxy ekuk tkrk Fkk] nkfjn~;Z dkifjpk;dA jkr&fcjkr vkusokys vfrfFk;ksa dh ckVtksgrs jgrs FksA vksljs vkSj HkkbZ&Hkon~n dhmYykl&eq[kj mifLFkfr ls le`¼ jgrs FksaA iqjkuhpky dks ubZ jks'kuh us /Ddk fn;k gSA ̂ Mªkbax :e*dk dikV [kkl ds fy, [kqyrk gSA vkslkjs dhmUeqDrrk mlds LoHkko ds foijhr gSA vpjt ugha]vk¡xufofgu uxj 'kSyh ds edkuksa ls tc xk¡o dh'kksHkk cny tk,xh] 'kgjksa dh rjg xk¡oksa esa HkhHkkstu&ifjos'ku ds fy, fdjk;s ds yksx cqyk;stk,¡xsA Hkoíh dk_ lef"V&lw=k dk dqN Hkh erycugha jg tk,xk vkSj rc xk¡o dh Lodh;rk fcyktk,xhA futh lq[k dh ladh.kZ ifjf/ esa fleVus dhykylk lq[k ds ewy vkLokn dks gh pck tk,xhA'kgj dh vkcksgok us xk¡o dks gYds ls Li'kZ fd;kgS vkSj yksx cspSu gks x, gSaA

121. izLrqr x|ka'k esa ys[kd dk ^^u, mBusokysedku dk f'kYi v'kqHk ladsr ns jgk gS** lsD;k vfHkizk; gS\(a) ?kj ds vk¡xu NksVs gks tkukA(b) yEcs vkslkjs Mªkbax :e esa :ikUrfjr gks x, gSaA(c) O;fDr lef"V ls gVdj O;fDrdrk dh rjiQ

tk jgk gSA(d) vkslkjs dh mueqDdrkA

122. edku esa vk¡xu&vkslkjs dk gksuk fdldkifjpk;d gksrk Fkk\(a) veaxy dk(b) nfjnzrk dk(c) le`f¼ dk(d) 'k=kqrk dk

123. ^Mªkbax :e* fdls dgk x;k gS\

(a) vk¡xu

(b) vkslkjs

(c) dejk

(d) vfrfFk d{k

124. ys[kd ds vuqlkj vkneh dks ̂ lef"V* ls foyxdkSu dj jgk gS\

(a) u, mBus okys edkuksa ds v'kqHk ladsr

(b) O;fDr dk fliQZ vius fy, lkspuk

(c) la;qDr ifjokj

(d) jkRk&fcjkr esa vkus okys vfrfFk

125. futh lq[k dh ladh.kZ ifjf/ esa fleVus dhykylk dk D;k vFkZ gS\

(a) ladh.kZ ifjf/ esa iQ¡lukA

(b) O;fDr dk fliQZ vkSj fliQZ vius ckjs esa gh

lkspukA

(c) lq[k dh ykylk djukA

(d) lq[k ikukA

126. mUeqDrrk esa izR;; gS&

(a) rk (b) vk

(c) rrk (d) Drk

127. ^vk¡xufoghu* 'kCn esa lekl gS&

(a) rRiq#"k (b) vO;;hHkko

(c) f}xq (d) }a}

128. ^iqjkuh pky dks ubZ jks'kuh us /Ddk fn;k gS*ls ys[kd dk D;k vfHkizk; gS\

(a) iqjkus ewY;ksa dh txg vc u, ewY;ksa us ys yh gSA

(b) iqjkuh pky Bhd ugha FkhA

(c) ubZ jks'kuh T;knk izdk'keku gSA

(d) u, ;qx dh pky /heh gSA

129. ys[kd ds vuqlkj xk¡o dh 'kksHkk dc fcyktk,xhA

(a) vk¡xufoghu uxj 'kSyh ds edkuksa ls tc xk¡odh 'kksHkk cny tk,xhA

(b) iqjuh pky ;Fkkor jgus ij

(c) u;h jks'kuh ds pedus ij

(d) ifjokjksa ds vkil esa >xM+us lsA

20



funsZ'k% x|ka'k dks i<+dj fuEufyf[kr iz'uksa (iz- la-130&135) esa lcls mfpr fodYi pqfu,A

foKku&;qx dk ;gh rdktk Hkh gS] exj vius vkn'kZvkSj vkLFkk ds fy, ej feVusokyh lud dkdaI;wVj&laLd`fr ds fud"k ij D;k dqN Hkh ewY;

ugha gS\ gks ;k u gks] cVks viuh /qu NksM+us okykugha gSA viuh vkLFkk ls os"kk* ;kuh O;Fkk dk lkSnk

djuk mls ilan ugha gSaA tSls fo|k&yksd ds ihBk/h'k

viuh dwV cqf¼ ls fufeZr iSuh j.kuhfr R;kxus dksrS;kj ugha gS] Hkys gh og fo|k xfjek dh <kgh dkdkj.k cu jgh gks Hkys gh og muds =kkl&la=kkl dk

cks>k c<+kusokyh fl¼ gks jgh gksA Kku ewfrZ 'kadjkpk;Z

mUgsa Vksdrs gSa] ^Kkrs rRos d% lalkj%&Bksdrs jgsa]fo|k&O;kikjh vkt ds rRo Kku ds dk;y gSaA vkt

dk rRoKku dgrk gS xksyh ekjks /eZ&cqf¼ dks lkjsvkn'kksZ ewY;ksa dks! vk¡[k ew¡ndj iSlk cVksjks vU;Fkk

cspkjs cu tkvksxsA blfy, gj ewY; ij viuh /ulaink c<+kus dks yksx vkdwy O;kdqy gSaA exj cVks

u O;kdqy gS] u cspkjkA izdk'k ls tqM+k gqvk gS vkSjmYykflr fpr ls yksxksa dks izdk'k ck¡V jgk gSA

fouksck cqf¼thfc;ksa ij vkjksi yxkrs gSa] ̂ ;s cqf¼thohugha] bafnz;thoh gSa% vius HkkSfrd iks"k.k dh fparkds dk;y gSa blfy, okd~ pkrqjh ls lR; dks <djusoky tky cqu jgs gSA fgalk vkSj yksd iks"k.k dh

vkcksgok jp jgs gSaA*

130. cVks viuh fdl /qu dks NksM+us okyk ugha gS\

(a) vkn'kZ vkSj vkLFkk

(b) dEi;wVj laLd`fr

(c) ewY;

(d) laLd`r ds Kku dks

131. vkt dk rÙo Kku D;k dgrk gS\

(a) fdlh Hkh jhfr&uhfr ls /ukZtu

(b) /kfeZd] vkn'kksZ] ewY;ksa dk ikyu

(c) yksxksa dks xksyh ekjus dh lykg nsrk gS

(d) iSuh j.kuhfr cukus dh lykg nsrk gS

132. cVks fdlls tqM+k gS ,ao D;k ck¡V jgk gS\

(a) /u

(b) /eZ

(c) izdk'k

(d) Kku

133. ^okd~ pkrqjh* 'kCn dk vFkZ gS\

(a) cksyus esa pkrq;Z

(b) vf/d cksyuk

(c) de cksyuk

(d) O;FkZ cksyuk134. fouksck c`f¼thfo;ksa ij ^;s cqf¼ thoh ugh]

bafnz;thoh gSa* vkjksi D;ksa yxkrs gS\(a) D;ksafd ;s vius HkkSfrd iks"k.k dh fpark ds

dk;y gSaA(b) vR;kf/d Kkuh gksus ds dkj.k(c) /u c<+kus ds fy, O;kdqy ugha gS(d) D;ksafd ;s vk¡[k ewandj iSlk cVksjrs gS

135. fo|k&O;kikjh fdlds dk;y gS\(a) /eZ(b) cqf¼(c) vkn'kZ(d) vkt dk rRo Kku

funsZ'k uhps fn, x, iz'uksa (iz- la- 136&150)% esalcls mfpr fodYi dk p;u dhft,A

136. izkFkfed Lrj ij ,d Hkk"kk&f'k{kd ls lokZf/dvisf{kr gS(a) ikB~;&iqLrd esa nh xbZ lHkh dgkuh&dforkvksadks daBLFk djukA(b) cPpksa dks ekud Hkk"kk dk iz;ksx djuk fl[kukA(c) d{kk vkSj d{kk ds ckgj cPpksa dks Hkk"kk&iz;ksx

ds fy, izksRlkfgr djukA(d) cPpksa dh fujarj ijh{kk,¡A

137. Hkk"kk lh[kus&lh[kkus ds lEcU/ esa fuEufyf[kresa ls dkSu&lk dFku lgh gS\(a) cPps Ldwy vkus ls iwoZ Hkk"kk;h iw¡th ls ySl

gksrs gSaA(b) cPps Ldwy vkdj gh Hkk"kk lh[krsa gSaA(c) cPps vius ifjokj ls gh Hkk"kk lh[krs gSaA(d) cPps Ldwy esa ekud Hkk"kk dk gh iz;ksx

djrs gSaA138. izkFkfed Lrj ij Hkk"kk dh loZJs"B fof/ gS

(a) cPpksa ds lkFk dfork xkuk(b) cPpksa dks dgkuh lqukuk(c) cPpksa dks ikB~;&iqLrd ij vk/kfjr ohfM;ks

dk;ZØe fn[kkuk(d) cPpksa dks Hkk"kk dk iz;ksx djus ds fofo/

volj nsuk

21



139. cPpksa dh Hkk"kk ds vkdyu dk lokZf/dizHkkoh rjhdk gS(a) Jqrys[k(b) fyf[kr ijh{kk(c) iz'uksa ds mÙkj nsuk(d) iz'u iwNuk vkSj i<+h xbZ lkexzh ij izfrfØ;k

O;Dr djuk

140. iz'u iwNuk] izfrfØ;k O;Dr djuk] ifjppkZ esa

Hkkx ysuk] o.kZu djuk

(a) dsoy f'k{k.k&i¼fr gSa

(b) dsoy lkfgfR;d xfrfo/;k¡ gSa

(c) Hkk"kk&vkdyu ds rjhds ek=k gSa

(d) Hkk"kk lh[kus&lh[kkus rFkk vkdyu ds rjhds gSaA

141. cPpksa dh Hkk"kk dk vkdyu djus ds fy,

lcls mfpr rjhdk D;k gS\

(a) cPpksa dh fyf[kr ijh{kk ysuk

(b) cPpksa ds Hkk"kk&iz;ksx dk voyksdu djuk

(c) cPpksa ls fdrkc i<+okuk

(d) Hkk"kk ls ifj;kstuk&dk;Z djokuk

142. Hkk"kk dh d{kk esa ,d f'k{kd cPpksa ls D;k

vis{kk djrk gS

(a) cPps lokyksa ds c¡/s&c¡/k, tokc nsa

(b) laLd`rfu"B Hkk"kk esa gh tokc nsa

(c) cPps viuh ekr̀Hkk"kk dk fcYdqy Hkh iz;ksx u djs

(d) cPps lokyksa ds c¡/s&c¡/k, tokc u nsa

143. fuEufyf[kr esa ls dkSu&lk cPpksa dh Hkkf"kd

{kerk ds vkdyu dk lcls mfpr rjhdk gS\

(a) ^ckny*] ^vkleku*] ^fpfM+;k*] ^cPps*] vkfn

laKk 'kCnksa dk iz;ksx djrs gq, ,d dgkuh fyf[k,

(b) laKk dh ifjHkk"kk dks iwjk dhft,

(c) laKk dks ifjHkkf"kr dhft,

(d) laKk 'kCnksa ds nks mnkgj.k nhft,

144. iBu&ikBu ds var esa ,sls vH;kl ,oa xfrfof/

;k¡ gksa tks

(a) cPpksa dks Lo;a dqN djus vkSj lh[kus dk

volj iznku djsaA

(b) dsoy ikB ls gh lacaf/r gksa

(c) ikB ij fcYdqy vk/kfjr u gksa

(d) ljy Hkk"kk okys gksa

145. ^us=kghu* fo|kfFkZ;ksa ds fy, buesa ls dkSu&lh

lkexzh f'k{k.k ds fy, mi;qDr gS\

(a) Vsi fjdkWMZj

(b) Vsyhfot+u

(c) ikB~;&iqLrd

(d) if=kdk

146. unh] >jus rFkk HkkSxksfyd fLFkfr dks tkuus ds

fy, fuEu esa ls fdl lkexzh dk iz;ksx fd;k tk

ldrk gS\

(a) jsfM;ks (b) ekufp=k

(c) xzkeksiQksu (d) fp=k

147. izkFkfed Lrj ij fdl izdkj dh iqLrdsa

mi;ksxh gS\

(a) dsoy ikB~;&iqLrdsa

(b) dsoy dfork,¡

(c) dsoy vPNs lkfgR;dkjksa dh iqLrdsa

(d) ikB~;&iqLrdsa ,oa ckyi;ksxh iqLrdsa

148. n`';&JO; lkexzh f'k{k.k dh loksZaÙke lkexzh

ekuh tkrh gS D;ks afd

(a) ;g lLrh gksrh gS ftlls f'k{kd vklkuh ls

bUgsa d{kk esa iz;ksx dj ldrk gS

(b) blesa f'k{kd dks dqN le>kuk ugha iM+rk

(c) blds }kjk ckyd dh ,d ls vf/d KkusfUnz;ksa

dks lfØ; :i ls vf/xe esa yxk;k tkrk gS

(d) blesa ns[kus ds }kjk euksjatu T;knk gksrk gS

149. izkFkfed d{kk esa lgk;d lkexzh ds :i esa

iyS'k dkMZ

(a) ckydks dks le>kus ds fy, mi;ksxh ugha gS

(b) v#fpdj gksrk gS

(c) jkspd gksus ds lkFk Kku dks c<krk gS

(d) dsoy fp=kksa dks ns[kus ds dke vkrk gS

150. fugkj dks fy[kus esa dfBukbZ gksrh gSA og ,d

tSls v{kjksa ds chp varj le> ugha ik jgk gSA

uhps fn, x, fodYiksa esa ls og fdl fodkj

ls xzLr gS\

(a) volkn (b) Loyhurk

(c) fMLxzkfiQ;k (d) fMLysfDl;k

1



1. (A)

2. (C)

3. (B)

4. (A)

5. (B)

6. (A)

7. (B)

8. (D)

9. (A)

10. (A)

11. (D)

12. (A)

13. (A)

14. (C)

15. (A)

16. (B)

17. (D)

18. (B)

19. (A)

20. (C)

21. (B)

22. (C)

23. (C)

24. (D)

25. (B)

26. (A)

27. (A)

28. (D)

29. (D)

30. (A)

31. (D)

32. (B)

33. (A)

34. (A)

35. (D)

36. (C)

37. (D)

38. (A)

39. (A)

40. (C)

41. (D)

42. (A)

43. (D)

44. (C)

45. (C)

46. (B)

47. (C)

48. (A)

49. (A)

50. (B)

51. (D)

52. (B)

53. (B)

54. (D)

55. (B)

56. (C)

57. (C)

58. (A)

59. (A)

60. (C)

ANSWER KEY (Ctet Paper-II)

Part-II Part-I

61. (C)

62. (D)

63. (B)

64. (A)

65. (A)

66. (B)

67. (B)

68. (C)

69. (D)

70. (C)

71. (D)

72. (D)

73. (B)

74. (B)

75. (D)

76. (B)

77. (A)78. (A)

79. (A)

80. (A)

81. (B)

82. (B)

83. (C)

84. (D)

85. (B)

86. (A)

87. (D)

88. (A)

89. (A)

90. (D)

91. (A)

92. (C)

93. (A)

94. (C)

95. (A)

96. (B)

97. (D)

98. (C)

99. (C)

100. (D)

101. (C)

102. (C)

103. (B)

104. (B)

105. (C)

106. (D)

107. (A)

108. (C)

109. (C)

110. (B)

111. (D)

112. (D)

113. (B)

114. (B)

115. (B)

116. (B)

117. (C)

118. (D)

119. (A)

120. (B)

Part-III

121. (C)

122. (B)

123. (D)

124. (B)

125. (B)

126. (A)

127. (A)

128. (A)

129. (A)

130. (A)

131. (A)

132. (C)

133. (A)

134. (D)

135. (D)

136. (C)

137. (A)

138. (D)

139. (D)

140. (D)

141. (B)

142. (D)

143. (A)

144. (A)

145. (A)

146. (B)

147. (D)

148. (C)

149. (C)

150. (C)

Part-IV

Admin

Stamp

mock test id-06 ctet paper-i part i: child development and ......1 h.o.: 136, kingsway camp, (near...

Documents