Main Test Booklet No.

/ ◊ÈÅÿ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ‚¥ÅÿÊ

This booklet contains 48 Printed pages.
ß‚ ¬ÈÁSÃ∑§Ê ◊¥ 48 ◊ÈÁŒ˝Ã ¬Îc∆U „Ò¥– SED-24-I
PAPER-I / ¬˝‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ◊ÈÅÿ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê
Do not open this Test Booklet until you are asked to do so. Main Test Booklet Code / ◊ÈÅÿ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∑§Ê«U
ß‚ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∑§Ê Ã’ Ã∑§ Ÿ πÊ‹¥ ¡’ Ã∑§ ∑§„Ê Ÿ ¡Ê∞–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∑§ Á¬¿U‹ •Êfl⁄UáÊ ¬⁄U ÁŒ∞ ª∞ ÁŸŒ¸‡ÊÊ¥ ∑§Ê äÿÊŸ ‚ ¬…∏¥–
INSTRUCTIONS FOR CANDIDATES
H
¬⁄UˡÊÊÁÕ¸ÿÊ¥ ∑§ Á‹∞ ÁŸŒ¸‡Ê
1. The OMR Answer Sheet is inside this Test Booklet. When you are directed 1. OMR ©ûÊ⁄U ¬òÊ ß‚ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∑§ •ãŒ⁄U ⁄UπÊ „Ò– ¡’ •Ê¬∑§Ê ¬⁄UˡÊÊ
to open the Test Booklet, take out the Answer Sheet and fill in the particulars ¬ÈÁSÃ∑§Ê πÊ‹Ÿ ∑§Ê ∑§„Ê ¡Ê∞, ÃÊ ©ûÊ⁄U ¬òÊ ÁŸ∑§Ê‹ ∑§⁄U ¬Îc∆U-1 ∞fl¥ ¬Îc∆-U2 ¬⁄U
on Side-1 and Side-2 carefully with blue/black ball point pen only. äÿÊŸ ‚ ∑§fl‹ ŸË‹/∑§Ê‹ ’ÊÚ‹ ¬ÊÚߥ≈U ¬Ÿ ‚ Áflfl⁄UáÊ ÷⁄¥U–
2. The test is of 2½ hours duration and consists of 150 questions. There is no 2. ¬⁄UˡÊÊ ∑§Ë •flÁœ 2½ ÉÊ¥≈ „Ò¥ ∞fl¥ ¬⁄UˡÊÊ ◊¥ 150 ¬˝‡Ÿ „Ò¥– ∑§Ê߸ ´§áÊÊà◊∑§
negative marking. •¥∑§Ÿ Ÿ„Ë¥ „Ò–
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/ 3. ß‚ ¬Îc∆U ¬⁄U Áflfl⁄UáÊ •¥Á∑§Ã ∑§⁄UŸ ∞fl¥ •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ¬⁄U ÁŸ‡ÊÊŸ
marking responses in the OMR Answer Sheet.
‹ªÊŸ ∑§ Á‹∞ ∑§fl‹ ŸË‹/∑§Ê‹ ’ÊÚ‹ ¬ÊÚߥ≈U ¬Ÿ ∑§Ê ¬˝ÿÊª ∑§⁄¥U–
4. The CODE for this Booklet is H. Make sure that the CODE printed on
Side-2 of the OMR Answer Sheet is the same as that on this Booklet. Also
4. ß‚ ¬ÈÁSÃ∑§Ê ∑§Ê ∑§Ê«U H „Ò– ÿ„ ‚ÈÁŸÁ‡øà ∑§⁄U ‹¥ Á∑§ ß‚ ¬ÈÁSÃ∑§Ê ∑§Ê
ensure that your Test Booklet No. and OMR Answer Sheet No. are the ∑§Ê«U, •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ∑§ ¬Îc∆U-2 ¬⁄U ¿U¬ ∑§Ê«U ‚ Á◊‹ÃÊ „Ò– ÿ„ ÷Ë
same. In case of discrepancy, the candidate should immediately report the ‚ÈÁŸÁ‡øà ∑§⁄U ‹¥ Á∑§ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ‚¥ÅÿÊ •ÊÒ⁄U •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ‚¥ÅÿÊ
matter to the Invigilator for replacement of both the Test Booklet and the OMR Á◊‹Ã „Ò¥– •ª⁄U ÿ„ Á÷ÛÊ „Ê¥ ÃÊ ¬⁄UˡÊÊÕ˸ ŒÍ‚⁄UË ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê •ÊÒ⁄U
Answer Sheet. •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ‹Ÿ ∑§ Á‹∞ ÁŸ⁄UˡÊ∑§ ∑§Ê ÃÈ⁄Uãà •flªÃ ∑§⁄UÊ∞°–
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150 5. ß‚ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ◊¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ⁄U V „Ò¥, Á¡Ÿ◊¥ 150 flSÃÈÁŸc∆U
Objective Type Questions and each carries 1 mark : ¬˝‡Ÿ „Ò¥, ÃÕÊ ¬˝àÿ∑§ 1 •¥∑§ ∑§Ê „Ò —
Part-I : Child Development and Pedagogy (Q.Nos. 1-30) ÷ʪ-I : ’Ê‹ Áfl∑§Ê‚ fl Á‡ÊˇÊʇÊÊSòÊ (¬˝‡Ÿ ‚¥. 1-30)
Part-II : Mathematics (Q.Nos. 31-60) ÷ʪ-II : ªÁáÊà (¬˝‡Ÿ ‚¥. 31-60)
Part-III : Environmental Studies (Q.Nos. 61-90) ÷ʪ-III : ¬ÿʸfl⁄UáÊ •äÿÿŸ (¬˝‡Ÿ ‚¥. 61-90)
Part-IV : Language-I (English/Hindi) (Q.Nos. 91-120) ÷ʪ-IV : ÷Ê·Ê-I (•¥ª˝$¡Ë/Á„ãŒË) (¬˝‡Ÿ ‚¥. 91-120)
Part-V : Language-II (English/Hindi) (Q.Nos. 121-150) ÷ʪ-V : ÷Ê·Ê-II (•¥ª˝$¡Ë/Á„ãŒË) (¬˝‡Ÿ ‚¥. 121-150)
6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions 6. ÷ʪ-IV ◊¥ ÷Ê·Ê-I ∑§ Á‹∞ 30 ¬˝‡Ÿ •ÊÒ⁄U ÷ʪ-V ◊¥ ÷Ê·Ê-II ∑§ Á‹∞ 30 ¬˝‡Ÿ
for Language-II. In this Test Booklet, only questions pertaining to English ÁŒ∞ ª∞ „Ò¥– ß‚ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ◊¥ ∑§fl‹ •¥ª˝$¡Ë fl Á„ãŒË ÷Ê·Ê ‚ ‚¥’¥ÁœÃ
and Hindi language have been given. In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
¬˝‡Ÿ ÁŒ∞ ª∞ „Ò¥– ÿÁŒ ÷Ê·Ê-I •ÊÒ⁄U/ÿÊ ÷Ê·Ê-II ◊¥ •Ê¬∑§ mÊ⁄UÊ øÈŸË ªß¸
English or Hindi, please ask for a Supplement (Language) Test ÷Ê·Ê(∞°) •¥ª˝$¡Ë ÿÊ Á„ãŒË ∑§ •‹ÊflÊ „Ò/„Ò¥ ÃÊ ∑Χ¬ÿÊ H ∑§Ê«U flÊ‹Ë ©‚ ÷Ê·Ê
Booklet of H Code that contains questions on that language. The flÊ‹Ë ¬Á⁄UÁ‡Êc≈U (÷Ê·Ê) ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ◊Ê°ª ‹ËÁ¡∞– Á¡Ÿ ÷Ê·Ê•Ê¥ ∑§ ¬˝‡ŸÊ¥ ∑§
languages being answered must tally with the languages opted for ©ûÊ⁄U •Ê¬ Œ ⁄U„ „Ò¥ fl„ •ÊflŒŸ ¬òÊ ◊¥ øÈŸË ªß¸ ÷Ê·Ê•Ê¥ ‚ •fl‡ÿ ◊‹ πÊŸË
in your Application Form. No change in languages is allowed. øÊÁ„∞– ÷Ê·Ê•Ê¥ ∑§Ê ¬Á⁄UfløŸ •ŸÈ◊ãÿ Ÿ„Ë¥ „Ò–
7. Candidates are required to attempt questions in Language-II 7. ¬⁄UˡÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ∑§ Á‹∞, ÷Ê·Ê ‚ÍøË ‚ ∞‚Ë ÷Ê·Ê øÈŸ¥ ¡Ê ©Ÿ∑§
(Part-V) in a language other than the one chosen as Language-I mÊ⁄UÊ ÷Ê·Ê-I (÷ʪ-IV) ◊¥ øÈŸË ªß¸ ÷Ê·Ê ‚ Á÷ÛÊ „Ê–
(Part-IV) from the list of languages. 8. ⁄U»§ ∑§Êÿ¸ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ◊¥ ß‚ ¬˝ÿÊ¡Ÿ ∑§ Á‹∞ ŒË ªß¸ πÊ‹Ë ¡ª„ ¬⁄U „Ë
8. Rough work should be done only in the space provided in the Test Booklet ∑§⁄¥U–
for the same.
9. ‚÷Ë ©ûÊ⁄U ∑§fl‹ OMR ©ûÊ⁄U ¬òÊ ¬⁄U „Ë •¥Á∑§Ã ∑§⁄¥U– •¬Ÿ ©ûÊ⁄U äÿÊŸ¬Ífl¸∑§
9. The answers are to be recorded on the OMR Answer Sheet only. Mark •¥Á∑§Ã ∑§⁄¥U– ©ûÊ⁄U ’Œ‹Ÿ „ÃÈ ‡flà ⁄¥U¡∑§ ∑§Ê ¬˝ÿÊª ÁŸÁ·h „Ò–
your responses carefully. No whitener is allowed for changing answers.
10. ÿÁŒ •¥ª˝$¡Ë •ÊÒ⁄U Á„ãŒË ‚¥S∑§⁄UáÊ ∑§ ¬˝‡ŸÊ¥/©ûÊ⁄UÊ¥ ◊¥ ∑§Ê߸ Áfl‚¥ªÁà „Ê ÃÊ
10. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
•¥ª˝$¡Ë ‚¥S∑§⁄UáÊ •¥ÁÃ◊ ◊ÊŸÊ ¡ÊÿªÊ–

Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________

¬⁄UˡÊÊÕ˸ ∑§Ê ŸÊ◊ (’«∏ •ˇÊ⁄UÊ¥ ◊¥) —
Roll Number (•ŸÈ∑˝§◊Ê¥∑§) — in figures (•¥∑§Ê¥ ◊)¥ ________________________________________________________________________________________________
— in words (‡ÊéŒÊ¥ ◊)¥ ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬⁄UˡÊÊ ∑§ãŒ˝ (’«∏ •ˇÊ⁄UÊ¥ ◊¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬⁄UˡÊÊÕ˸ ∑§ „SÃÊˇÊ⁄U — ÁŸ⁄UˡÊ∑§ ∑§ „SÃÊˇÊ⁄U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!SED-24-I!
 PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Áfl∑§Ê‚ fl Á‡ÊˇÊʇÊÊSòÊ
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ¸‡Ê — ÁŸêŸÁ‹Áπà ¬˝‡ŸÊ¥ (¬˝. ‚¥ÅÿÊ 1 ‚ 30) ∑§ ©ûÊ⁄U ŒŸ ∑§ Á‹∞ ‚„Ë/‚’‚ ©¬ÿÈÄà Áfl∑§À¬ øÈÁŸ∞–
1. Mastery Oriented learners typically attribute success to __________ and failure to __________.
(1) ability and good luck; task difficulty (2) ability and effort; bad luck
(3) ability and good luck; low ability (4) ability and effort; insufficient effort
◊„Ê⁄Uà ©ã◊Èπ Á‡ÊˇÊÊÕ˸ •Ê◊ÃÊÒ⁄U ¬⁄U ‚»§‹ÃÊ ∑§Ê üÊÿ __________ ∑§Ê ŒÃ „Ò¥ •ÊÒ⁄U •‚»§‹ÃÊ ∑§Ê __________ –
(1) ÿÊÇÿÃÊ •ÊÒ⁄U •ë¿UË Á∑§S◊Ã; ∑§Êÿ¸ ∑§Á∆UŸÊ߸ (2) ÿÊÇÿÃÊ •ÊÒ⁄U ∑§ÊÁ‡Ê‡Ê; π⁄UÊ’ Á∑§S◊Ã
(3) ÿÊÇÿÃÊ •ÊÒ⁄U •ë¿UË Á∑§S◊Ã; ÁŸêŸ ÿÊÇÿÃÊ (4) ÿÊÇÿÃÊ •ÊÒ⁄U ∑§ÊÁ‡Ê‡Ê; •¬ÿʸåà ∑§ÊÁ‡Ê‡Ê
2. Which of the following statement represents ‘Proximodistal’ principle of development ?
(1) Development is multidirectional and multidimensional.
(2) Identical twins living in different cultures can develop at different rates.
(3) Children develop ability to grasp the ball before putting beads in thread.
(4) Children develop ability to sit up before standing.
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ∑§ÕŸ Áfl∑§Ê‚ ∑§ “‚◊ˬ-ŒÍ⁄UÊÁ÷◊Èπ” Á‚Œ˜œÊ¥Ã ∑§Ê ¬˝ÁÃÁŸÁœàfl ∑§⁄UÃÊ „Ò?
(1) Áfl∑§Ê‚ ’„È-ÁŒ‡ÊÊà◊∑§ •ÊÒ⁄U ’„È-•ÊÿÊ◊Ë „ÊÃÊ „Ò–
(2) •‹ª-•‹ª ‚¥S∑ΧÁÃÿÊ¥ ◊¥ ⁄U„Ÿ flÊ‹ „◊‡ÊÄ‹ ¡È«∏flÊ¥ •‹ª-•‹ª Œ⁄UÊ¥ ‚ Áfl∑§Á‚à „Ê ‚∑§Ã „Ò¥–
(3) ◊ÊÁÃÿÊ¥ ∑§Ê œÊª ◊¥ Á¬⁄UÊŸ ‚ ¬„‹ ’ìÊ ª¥Œ ∑§Ê ¬∑§«∏Ÿ ∑§Ë ˇÊ◊ÃÊ Áfl∑§Á‚à ∑§⁄UÃ „Ò¥–
(4) ’ìÊÊ¥ ◊¥ π«∏ „ÊŸ ‚ ¬„‹ ’Ò∆UŸ ∑§Ë ˇÊ◊ÃÊ ∑§Ê Áfl∑§Ê‚ „ÊÃÊ „Ò–
3. According to Vygotsky children speak to themselves :
(1) To aid thought and for self-regulation.
(2) To provide self-reinforcement when adults are ignoring them.
(3) Because they are egocentric.
(4) Because their thought is illogical.
flÊÿªÊàS∑§Ë ∑§ •ŸÈ‚Ê⁄U ’ìÊ Sflÿ¥ ‚ ’Êà ∑§⁄UÃ „Ò¥ —
(1) ÁfløÊ⁄U •ÊÒ⁄U •Êà◊-ÁŸÿ◊Ÿ ◊¥ ‚„ÊÿÃÊ ∑§ Á‹∞–
(2) •Êà◊-‚ŒÎ…∏Ë∑§⁄UáÊ ¬˝ŒÊŸ ∑§⁄UŸ ∑§ Á‹∞ ¡’ flÿS∑§ ©ã„¥ •ŸŒπÊ ∑§⁄U ⁄U„ „Ê¥–
(3) ÄÿÊ¥Á∑§ fl •Êà◊∑¥§ÁŒ˝Ã „ÊÃ „Ò¥–
(4) ÄÿÊ¥Á∑§ ©Ÿ∑§Ë ‚Êø •ÃÊÁ∑¸§∑§ „Ò–
4. Challenges in social communication are evident in :
(1) Attention deficit hyperactivity disorder
(2) Cerebral palsy
(3) Autism Spectrum Disorder
(4) Learning Disabilities
‚Ê◊ÊÁ¡∑§ ‚¥øÊ⁄U ◊¥ øÈŸÊÒÁÃÿÊ° Á∑§‚◊¥ S¬c≈U „ÊÃË „Ò¥?
(1) äÿÊŸ ãÿÍŸÃÊ •ÁÃÁ∑˝§ÿʇÊË‹ÃÊ Áfl∑§Ê⁄U ◊¥
(2) ◊ÁSÃc∑§ ¬ˇÊÊÉÊÊà ◊¥
(3) Sfl‹ËŸ ∑˝§◊ Áfl∑§Ê⁄U ◊¥
(4) •Áœª◊Êà◊∑§ Áfl∑§‹Ê¥ªÃÊ ◊¥

P-I !SED-24-I! 2 H
5. According to Vygotsky’s theory of learning and development, which of the following is an example
of scaffolding ?
(1) Breaking a task down into smaller steps and providing support as needed.
(2) Providing a student with a grade for their work as motivation.
(3) Providing a student with a reading assignment and asking them to answer questions
independently.
(4) Demonstrating a skill to a student and then having them master it on their own.
flÊÿªÊàS∑§Ë ∑§ ‚ËπŸ •ÊÒ⁄U Áfl∑§Ê‚ ∑§ Á‚hʥà ∑§ •ŸÈ‚Ê⁄U, ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê •Ê‹ê’Ÿ ∑§Ê ©ŒÊ„⁄UáÊ „Ò?
(1) Á∑§‚Ë ∑§Êÿ¸ ∑§Ê ¿UÊ≈U ø⁄UáÊÊ¥ ◊¥ ÃÊ«∏ŸÊ •ÊÒ⁄U •Êfl‡ÿ∑§ÃÊŸÈ‚Ê⁄U ‚„ÊÿÃÊ ¬˝ŒÊŸ ∑§⁄UŸÊ–
(2) •Á÷¬˝⁄UáÊÊ ∑§ M§¬ ◊¥ ∞∑§ ¿UÊòÊ ∑§Ê ©Ÿ∑§ ∑§Ê◊ ∑§ Á‹∞ ∞∑§ üÊáÊË ¬˝ŒÊŸ ∑§⁄UŸÊ–
(3) ∞∑§ ¿UÊòÊ ∑§Ê ¬…∏Ÿ ∑§Ê ∑§Êÿ¸ ŒŸÊ •ÊÒ⁄U ©ã„¥ SflÃ¥òÊ M§¬ ‚ ‚flÊ‹Ê¥ ∑§ ¡flÊ’ ŒŸ ∑§ Á‹∞ ∑§„ŸÊ–
(4) ∞∑§ ¿UÊòÊ ∑§Ê ∞∑§ ∑§Ê҇ʋ ∑§Ê ¬˝Œ‡Ê¸Ÿ ∑§⁄UŸÊ •ÊÒ⁄U Á»§⁄U ©ã„¥ •¬Ÿ Œ◊ ¬⁄U ß‚◊¥ ◊„Ê⁄Uà „ÊÁ‚‹ ∑§⁄UŸÊ–
6. Dysgraphia is characterised by :
(1) Delayed motor skills (2) Difficulties in writing
(3) Lack of reading fluency (4) Repetitive behavioural patterns
‹πŸ flÒ∑§Àÿ ∑§Ë Áfl‡Ê·ÃÊ „Ò —
(1) Áfl‹¥Á’à ªÁÃ∑§ ∑§Ê҇ʋ (2) Á‹Áπà ∑§Êÿ¸ ◊¥ øÈŸÊÒÃË
(3) ¬…∏Ÿ ∑§ ¬˝flÊ„ ◊¥ ∑§◊Ë (4) ŒÊ„⁄UÊflŒÊ⁄U √ÿfl„Ê⁄U
7. In order to help students to become good problem solvers, a teacher should emphasize on the
practice of :
(1) focusing on information that confirms existing beliefs and preconceptions.
(2) approaching problems in a particular fixed fashion.
(3) breaking large complex problems into smaller manageable problems.
(4) centering only on one particular piece of information related to problem.
•ë¿U ‚◊SÿÊ ‚◊ʜʟ∑§Ãʸ ’ŸŸ ◊¥ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë ‚„ÊÿÃÊ ∑§⁄UŸ ∑§ Á‹∞, ∞∑§ Á‡ÊˇÊ∑§ ∑§Ê ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ ¬˝Á∑˝§ÿÊ
¬⁄U ’‹ ŒŸÊ øÊÁ„∞ ?
(1) ∞‚Ë ¡ÊŸ∑§Ê⁄UË ¬⁄U äÿÊŸ ŒŸÊ ¡Ê ¬„‹ ‚ ◊ÊÒ¡ÍŒ Áfl‡flÊ‚Ê¥ •ÊÒ⁄U ¬Íflʸª˝„Ê¥ ∑§Ë ¬ÈÁc≈U ∑§⁄¥U–
(2) ‚◊SÿÊ•Ê¥ ∑§Ê ∞∑§ ÁflÁ‡Êc≈U ÁŸœÊ¸Á⁄Uà Ã⁄UË∑§ ‚ „‹ ∑§⁄UŸÊ–
(3) ’«∏Ë •ÊÒ⁄U ¡Á≈U‹ ‚◊SÿÊ•Ê¥ ∑§Ê ¿UÊ≈UË ¬˝’¥œŸËÿ ‚◊SÿÊ•Ê¥ ◊¥ Áfl÷ÊÁ¡Ã ∑§⁄UŸÊ–
(4) ‚◊SÿÊ ‚ ‚¥’¥ÁœÃ ¡ÊŸ∑§Ê⁄UË ∑§ ∑§fl‹ ∞∑§ „Ë ¬„‹Í ¬⁄U äÿÊŸ ∑¥§ÁŒ˝Ã ∑§⁄UŸÊ–
8. Assertion (A) : Teachers should use multisensory materials to cater to needs of students in an
inclusive classroom.
Reason (R) : Inclusive classrooms should adopt standardization of curricular materials as well
as assessment strategies.
Choose the correct option :
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷∑§ÕŸ (A) : ∞∑§ ‚◊Êfl‡ÊË ∑§ˇÊÊ ◊¥ ¿UÊòÊÊ¥ ∑§Ë •Êfl‡ÿ∑§ÃÊ•Ê¥ ∑§Ê ¬Í⁄UÊ ∑§⁄UŸ ∑§ Á‹∞ Á‡ÊˇÊ∑§Ê¥ ∑§Ê ’„È‚¥flŒË ‚Ê◊ª˝Ë ∑§Ê
©¬ÿÊª ∑§⁄UŸÊ øÊÁ„∞–
∑§Ê⁄UáÊ (R) : ‚◊Êfl‡ÊË ∑§ˇÊÊ•Ê¥ ∑§Ê ¬Ê∆Køÿʸ ‚Ê◊ª˝Ë ∑§ ◊ÊŸ∑§Ë∑§⁄UáÊ ∑§ ‚ÊÕ-‚ÊÕ ◊ÍÀÿÊ¥∑§Ÿ ⁄UáÊŸËÁÃÿÊ¥ ∑§ ◊ÊŸ∑§Ë∑§⁄UáÊ
∑§Ê •¬ŸÊŸÊ øÊÁ„∞–
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–

P-I !SED-24-I! 3 H
9. In the constructivist view :
(1) Individuals are passively influenced by environmental events.
(2) Individuals are conditioned to learn new behaviours.
(3) Learning is extending and transforming the current understanding.
(4) Learning is simply writing associations on the blank slates of our brains.
⁄UøŸÊflÊŒË ŒÎÁc≈U∑§ÊáÊ ‚ —
(1) √ÿÁÄà ¬ÿʸfl⁄UáÊËÿ ÉÊ≈UŸÊ•Ê¥ ‚ ÁŸÁc∑˝§ÿ M§¬ ‚ ¬˝÷ÊÁflà „ÊÃ „Ò¥–
(2) √ÿÁÄÃÿÊ¥ ∑§Ê Ÿ∞ √ÿfl„Ê⁄U ‚ËπŸ ∑§ Á‹∞ •ŸÈ∑ͧÁ‹Ã Á∑§ÿÊ ¡ÊÃÊ „Ò–
(3) ‚ËπŸÊ flø◊ÊŸ ‚◊¤Ê ∑§Ê ÁflSÃÊ⁄U •ÊÒ⁄U ¬Á⁄UfløŸ „Ò–
(4) ‚ËπŸÊ ’‚ „◊Ê⁄U ÁŒ◊ʪ ∑§Ë ∑§Ê⁄UË S‹≈U ¬⁄U ‚¥ÉÊÊ¥ ∑§Ê Á‹πŸÊ „Ò–

10. Assertion (A) : Effective teachers familiarize themselves with daily lives and socio-cultural
backgrounds of learners.
Reason (R) : Learning takes place in a social context.
Choose the correct option.
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷∑§ÕŸ (A) : ¬˝÷ÊflË Á‡ÊˇÊ∑§ πÈŒ ∑§Ê Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§ ŒÒÁŸ∑§ ¡ËflŸ •ÊÒ⁄U ©Ÿ∑§Ë ‚Ê◊ÊÁ¡∑§-‚Ê¥S∑ΧÁÃ∑§ ¬Îc∆U÷ÍÁ◊ ‚
¬Á⁄UÁøà ∑§⁄UÊÃ „Ò¥–
∑§Ê⁄UáÊ (R) : ‚ËπŸÊ ∞∑§ ‚Ê◊ÊÁ¡∑§ ‚¥Œ÷¸ ◊¥ „ÊÃÊ „Ò–
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–

11. Meaningful learning is primarily NOT about :

(1) memorizing information (2) understanding the concept
(3) constructing knowledge (4) developing skills
•Õ¸¬Íáʸ •Áœª◊ ◊ÈÅÿ M§¬ ‚ Á∑§‚∑§ ’Ê⁄U ◊¥ Ÿ„Ë¥ „Ò?
(1) ¡ÊŸ∑§Ê⁄UË ∑§Ê ⁄U≈UŸÊ (2) •flœÊ⁄UáÊÊ•Ê¥ ∑§Ê ‚◊¤ÊŸÊ
(3) ôÊÊŸ ∑§Ê ÁŸ◊ʸáÊ (4) ∑§Ê҇ʋÊ¥ ∑§Ê Áfl∑§Ê‚

P-I !SED-24-I! 4 H
12. Assertion (A) : Teacher should encourage boys of her class to participate in sports while assigning
art decoration to girls.
Reason (R) : Children acquire gender roles primarily because of the underlying biological
differences.
Choose the correct option.
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷∑§ÕŸ (A) : Á‡ÊÁˇÊ∑§Ê ∑§Ê •¬ŸË ∑§ˇÊÊ ∑§ ‹«∏∑§Ê¥ ∑§Ê π‹Ê¥ ◊¥ ÷ʪ ‹Ÿ ∑§ Á‹∞ ¬˝Êà‚ÊÁ„à ∑§⁄UŸÊ øÊÁ„∞ fl ‹«∏Á∑§ÿÊ¥
∑§Ê ∑§‹Ê •‹¥∑§⁄UáÊ ∑§ ∑§Êÿ¸ ŒŸ øÊÁ„∞–
∑§Ê⁄UáÊ (R) : ’ëø ◊ÈÅÿ M§¬ ‚ •¥ÃÁŸ¸Á„à ¡ÒÁfl∑§ Á÷ãŸÃÊ•Ê¥ ∑§ ∑§Ê⁄UáÊ ¡¥«U⁄U ÷ÍÁ◊∑§Ê∞¥ ª˝„áÊ ∑§⁄UÃ „Ò¥–
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
13. Kinesthetic learners prefer to learn through __________.
(1) seeing (2) touching
(3) doing and moving (4) listening
ªÁÂ¥flŒË Á‡ÊˇÊÊÕ˸ __________ ∑§ ◊Êäÿ◊ ‚ ‚ËπŸÊ ¬‚¥Œ ∑§⁄UÃ „Ò¥–
(1) ŒπŸ (2) ¿ÍUŸ
(3) ∑§⁄UŸ •ÊÒ⁄U ø‹Ÿ-Á»§⁄UŸ (4) ‚ÈŸŸ
14. According to Howard Gardner while a scientist would exhibit high __________ Intelligence, a
sculptor would have high __________ Intelligence.
(1) Naturalistic; Spatial
(2) Transductive; Spatial
(3) Logical-mathematical; Bodily Kinesthetic
(4) Spatial; Bodily Kinesthetic
„ÊÚfl«¸U ªÊ«¸UŸ⁄U ∑§ •ŸÈ‚Ê⁄U ∞∑§ flÒôÊÊÁŸ∑§ __________ ’ÈÁh ∑§Ê ©ìÊ ¬˝Œ‡Ê¸Ÿ ∑§⁄UªÊ ¡’Á∑§ ∞∑§ ◊ÍÁø∑§Ê⁄U ◊¥ __________
’ÈÁh ∑§Ë ©ìÊ ’ÈÁh◊ûÊÊ „ÊªË–
(1) ¬˝∑ΧÁÃflÊŒË; SÕÊÁŸ∑§
(2) ≈˛UÊ¥‚«UÁÄ≈Ufl; SÕÊÁŸ∑§
(3) ÃÊÁ∑¸§∑§-ªÁáÊÃËÿ; ªÁÂ¥flŒË
(4) SÕÊÁŸ∑§; ªÁÂ¥flŒË
15. Inclusion needs to be promoted through :
(i) Flexible curriculum (ii) Cooperative learning
(iii) Segregation and labelling (iv) Accessibility of building
(1) (ii) (iii) (iv) (2) (i) (ii) (iii) (iv) (3) (i) (ii) (iii) (4) (i) (ii) (iv)
‚◊Êfl‡ÊŸ ∑§Ê ’…∏ÊflÊ ŒŸ ∑§ Á‹∞ ÄÿÊ •Êfl‡ÿ∑§ „Ò?
(i) ‹øË‹Ê ¬Ê∆K∑˝§◊ (ii) ‚„ÿÊªÊà◊∑§ •Áœª◊
(iii) ¬ÎÕ∑§⁄UáÊ •ÊÒ⁄U ŸÊ◊Ë∑§⁄UáÊ (iv) ªêÿ ß◊Ê⁄UÃ¥
(1) (ii) (iii) (iv) (2) (i) (ii) (iii) (iv) (3) (i) (ii) (iii) (4) (i) (ii) (iv)

P-I !SED-24-I! 5 H
16. Children learn better if they experience :
(1) Low level of alertness during activity (2) Moderate level of excitement to learn
(3) High degree of anxiety to perform (4) Learned helplessness
’ìÊ ¡’ __________ •ŸÈ÷fl ∑§⁄UÃ „Ò¥ ÃÊ ’„Ã⁄U M§¬ ‚ ‚ËπÃ „Ò¥–
(1) ªÁÃÁflÁœ ∑§ ŒÊÒ⁄UÊŸ ÁŸêŸ SÃ⁄U ∑§Ë ‚Ã∑¸§ÃÊ (2) ‚ËπŸ ∑§ Á‹∞ ◊äÿ◊ SÃ⁄U ∑§Ê ©à‚Ê„
(3) ¬˝Œ‡Ê¸Ÿ ∑§⁄UŸ ∑§ Á‹∞ ©ìÊ SÃ⁄U ¬⁄U Áø¥ÃÊ (4) •Áœª◊ Áflfl‡ÊÃÊ
17. Assertion (A) : Children below the age of 5 - 6 years should not be pressurized to write ‘properly’
and ‘within the lines’.
Reason (R) : Children gain a control of finer motor skills from 5 - 6 years onwards.
Choose the correct option.
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷∑§ÕŸ (A) : 5 - 6 fl·¸ ‚ ∑§◊ ©◊˝ ∑§ ’ìÊÊ¥ ∑§Ê “∆UË∑§ ‚” •ÊÒ⁄U “⁄UπÊ•Ê¥ ∑§ ÷ËÃ⁄U” Á‹πŸ ∑§ Á‹∞ Œ’Êfl Ÿ„Ë¥ «UÊ‹ŸÊ
øÊÁ„∞–
∑§Ê⁄UáÊ (R) : ’ìÊ 5 - 6 ‚Ê‹ ∑§ ’ÊŒ ªÁÃ∑§ ∑§Ê҇ʋ ∑§Ê ’„Ã⁄U ÁŸÿ¥òÊáÊ ¬˝Êåà ∑§⁄UÃ „Ò¥–
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
18. Children often come up with their own explanations of events around them. On being probed as
to why does it rain Sia says - “God was tired of carrying the buckets of water on his shoulders”.
Such explanations :
(1) Depict that children have an egocentric view and cannot consider other’s viewpoint.
(2) Illustrate that children are not capable of any reasoning.
(3) Prove that children’s thinking is much lesser than adults quantitively.
(4) Indicate that children have naïve understanding rooted in their cultural context with which
they try to understand events.
’ìÊ •Ä‚⁄U •¬Ÿ •Ê‚-¬Ê‚ ∑§Ë ÉÊ≈UŸÊ•Ê¥ ∑§Ë •¬ŸË √ÿÊÅÿÊ ‹∑§⁄U •ÊÃ „Ò¥– ’ÊÁ⁄U‡Ê ÄÿÊ¥ „ÊÃË „Ò, ÿ„ ¬Í¿U ¡ÊŸ ¬⁄U Á‚ÿÊ ∑§„ÃË
„Ò- ““÷ªflÊŸ •¬Ÿ ∑¥§œÊ¥ ¬⁄U ¬ÊŸË ∑§Ë ’ÊÁÀ≈UÿÊ¥ …∏Ê-…∏Ê∑§⁄U Õ∑§ øÈ∑§ Õ–”” ∞‚Ë √ÿÊÅÿÊ∞¥-
(1) ÁøÁòÊà ∑§⁄UÃË „Ò¥ Á∑§ ’ìÊÊ¥ ∑§Ê ∞∑§ •Êà◊∑¥§ÁŒ˝Ã ŒÎÁc≈U∑§ÊáÊ „Ò •ÊÒ⁄U fl ŒÍ‚⁄U ∑§ ŒÎÁc≈U∑§ÊáÊ ¬⁄U ÁfløÊ⁄U Ÿ„Ë¥ ∑§⁄U ‚∑§Ã–
(2) S¬c≈U ∑§⁄UÃË „Ò¥ Á∑§ ’ìÊ Ã∑¸§ ∑§⁄UŸ ◊¥ ‚ˇÊ◊ Ÿ„Ë¥ „Ò¥–
(3) ‚ÊÁ’à ∑§⁄UÃË „Ò¥ Á∑§ ’ìÊÊ¥ ∑§Ë ‚Êø flÿS∑§Ê¥ ∑§Ë ÃÈ‹ŸÊ ◊¥ “◊ÊòÊÊà◊∑§” M§¬ ‚ ’„Èà ∑§◊ „Ò–
(4) ‚¥∑§Ã ŒÃË „Ò¥ Á∑§ ’ìÊÊ¥ ◊¥ •¬Ÿ ‚Ê¥S∑ΧÁÃ∑§ ¬Á⁄Ufl‡Ê ∑§ •ŸÈ∑ͧ‹ “‚„¡” ‚◊¤Ê „ÊÃË „Ò Á¡‚‚ fl ÉÊ≈UŸÊ•Ê¥ ∑§Ê ‚◊¤ÊŸ
∑§Ë ∑§ÊÁ‡Ê‡Ê ∑§⁄UÃ „Ò¥–
19. Piaget described cognitive development as occurring in :
(1) A continuous continuum
(2) Four overlapping culture specific stages
(3) Four qualitatively different stages
(4) Three progressive levels
Á¬ÿÊ¡ Ÿ ‚¥ôÊÊŸÊà◊∑§ Áfl∑§Ê‚ ∑§Ê Á∑§‚ ¬˝∑§Ê⁄U fláʸŸ Á∑§ÿÊ „Ò?
(1) ∞∑§ ‚Ãà ÁŸ⁄¥UÃ⁄UÃÊ ∑§ M§¬ ◊¥
(2) øÊ⁄U •ÁÃ√ÿÊ¬Ë ‚¥S∑ΧÁà ÁflÁ‡Êc≈U ø⁄UáÊ ◊¥
(3) øÊ⁄U ªÈáÊÊà◊∑§ M§¬ ‚ Á÷㟠ø⁄UáÊ ◊¥
(4) ÃËŸ ¬˝ªÁÇÊË‹ SÃ⁄U ◊¥

P-I !SED-24-I! 6 H
20. During play time at school, Rishab, a 7-year-old boy picked a doll to play with. Some of his peers
made fun of him for his choice of toy. As a teacher who wants his students to grow up with gender
role flexibility, which of the following would be the best response to the situation by the teacher ?
(1) Talk to Rishabh that dolls are suitable for girls and boys should not play with dolls.
(2) Tell Rishabh that he should play with something else because his friends won’t approve of
him playing with doll.
(3) Let Rishabh play with doll and tell other children that they can also choose any toy of their
choice.
(4) Quitely take away the doll and give a car toy to Rishabh without saying anything.
ÁflŒ˜ÿÊ‹ÿ ◊¥ π‹Ÿ ∑§ ‚◊ÿ, ´§·÷, ∞∑§ 7 fl·Ë¸ÿ ‹«∏∑§ Ÿ π‹Ÿ ∑§ Á‹∞ ∞∑§ ªÈÁ«∏ÿÊ ©∆UÊ߸– ©‚∑§ ∑ȧ¿U ‚ÊÁÕÿÊ¥ Ÿ ©‚∑§Ë
ß‚ ¬‚¥Œ ∑§ Áπ‹ÊÒŸ ∑§ Á‹∞ ©‚∑§Ê ◊$¡Ê∑§ ©«∏ÊÿÊ– ∞∑§ Á‡ÊˇÊ∑§ ¡Ê •¬Ÿ ÁfllÊÁÕ¸ÿÊ¥ ◊¥ ‹Ò¥Áª∑§ ÷ÍÁ◊∑§Ê ∑§ ‚ãŒ÷¸ ◊¥
‹øˋʬŸ Áfl∑§Á‚à ∑§⁄UŸÊ øÊ„ÃÊ „Ò, ∑§Ê ß‚ ÁSÕÁà ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ë ¬˝ÁÃÁ∑˝§ÿÊ ŒŸË øÊÁ„∞?
(1) ´§·÷ ‚ ’Êà ∑§⁄UŸË øÊÁ„∞ Á∑§ ªÈÁ«∏ÿÊ ‹«∏Á∑§ÿÊ¥ ∑§ Á‹∞ ©¬ÿÈÄà „Ò¥ •ÊÒ⁄U ‹«∏∑§Ê¥ ∑§Ê ªÈÁ«∏ÿÊ ∑§ ‚ÊÕ Ÿ„Ë¥ π‹ŸÊ
øÊÁ„∞–
(2) ´§·÷ ‚ ∑§„ŸÊ øÊÁ„∞ Á∑§ fl„ Á∑§‚Ë •ÊÒ⁄U Áπ‹ÊÒŸ ∑§ ‚ÊÕ π‹ ÄÿÊ¥Á∑§ ©‚∑§ ŒÊSÃÊ¥ ∑§Ê ÿ„ ◊¥$¡Í⁄U Ÿ„Ë¥ „Ò Á∑§ fl„
ªÈÁ«∏ÿÊ ∑§ ‚ÊÕ π‹–
(3) ´§·÷ ∑§Ê ªÈÁ«∏ÿÊ ∑§ ‚ÊÕ π‹Ÿ ŒŸÊ øÊÁ„∞ •ÊÒ⁄U ŒÍ‚⁄U ’ìÊÊ¥ ∑§Ê ∑§„ŸÊ øÊÁ„∞ Á∑§ fl ÷Ë •¬ŸË ¬‚¥Œ ∑§Ê ∑§Ê߸ Áπ‹ÊÒŸÊ
øÈŸ ‚∑§Ã „Ò¥–
(4) Á’ŸÊ ∑ȧ¿U ∑§„ ªÈÁ«∏ÿÊ ∑§Ê „≈UÊ ŒŸÊ øÊÁ„∞ •ÊÒ⁄U ´§·÷ ∑§Ê π‹Ÿ ∑§ Á‹∞ ∑§Ê⁄U Œ ŒŸË øÊÁ„∞–

21. In developmental terms, a time frame where an individual upholds an amplified sensitivity to
particular incentives for developing particular skills to function in an efficient manner is referred
to as __________ of development.
(1) Incentive period (2) Stimulus period
(3) Critical period (4) Encoding period
Áfl∑§Ê‚ ∑§ ‚¥Œ÷¸ ◊¥, ∞∑§ ‚◊ÿ ‚Ë◊Ê Á¡‚◊¥ ∞∑§ √ÿÁÄà ÁflÁ‡Êc≈U ©à¬˝⁄UáÊÊ•Ê¥ ∑§ ¬˝Áà ¬Á⁄UflÁœ¸Ã ‚¥flŒŸ‡ÊË‹ÃÊ ⁄UπÃÊ „Ò Á¡‚‚
Á∑§ fl„ ∑ȧ‡Ê‹ Ã⁄UË∑§ ‚ ∑§Êÿ¸ ∑§⁄UŸ ∑§ Á‹∞ Áfl‡Ê· ∑§Ê҇ʋ Áfl∑§Á‚à ∑§⁄U ‚∑§, fl„ Áfl∑§Ê‚ ∑§Ë __________ ∑§„‹Ê߸ ¡ÊÃË
„Ò–
(1) ¬˝Êà‚Ê„Ÿ •flÁœ (2) ©à¬˝⁄U∑§ •flÁœ
(3) øÈŸÊÒÃˬÍáʸ •flÁœ (4) ∑ͧ≈U‹πŸ/∞ã∑§ÊÁ«¥Uª •flÁœ

22. In order to cater to needs of students struggling with Attention Deficit Hyperactivity Disorder
teachers should avoid :
(1) Creating distractions and making noises
(2) Flexibility in curricular materials and instructions
(3) Breaking the task into small easily manageable parts
(4) Using multi-sensory materials
Á‡ÊˇÊ∑§Ê¥ ∑§Ê äÿÊŸ ãÿÍŸÃÊ •ÁÃÁ∑˝§ÿʇÊË‹ÃÊ Áfl∑§Ê⁄U ‚ ¡Í¤Ê ⁄U„ ¿UÊòÊÊ¥ ∑§Ë •Êfl‡ÿ∑§ÃÊ•Ê¥ ∑§Ê äÿÊŸ ⁄UπÃ ‚◊ÿ __________
‚ ’øŸÊ øÊÁ„∞–
(1) Áfl∑§·¸áÊ •ÊÒ⁄U ‡ÊÊ⁄U ∑§⁄UŸ
(2) ¬Ê∆K∑˝§◊ ‚Ê◊ª˝Ë •ÊÒ⁄U ÁŸŒ¸‡ÊÊ¥ ◊¥ ‹øË‹¬Ÿ
(3) ∑§Êÿ¸ ∑§Ê ¿UÊ≈U •Ê‚ÊŸË ‚ ¬˝’¥œŸËÿ ÷ʪÊ¥ ◊¥ ÃÊ«∏Ÿ
(4) ’„È-‚¥flŒË ‚Ê◊ª˝Ë ∑§Ê ©¬ÿÊª ∑§⁄UŸ

P-I !SED-24-I! 7 H
23. Lawrence Kohlberg argued that :
(1) moral development in children occurs in a continuous manner.
(2) there are cultural differences in moral reasoning of children.
(3) moral development occurs progressively in stages.
(4) there are gender differences in moral reasoning of children.
‹ÊÚ⁄¥U‚ ∑§Ê„‹’ª¸ Ÿ Ã∑¸§ ÁŒÿÊ „Ò Á∑§ -
(1) ’ìÊÊ¥ ◊¥ ŸÒÁÃ∑§ Áfl∑§Ê‚ ÁŸ⁄¥UÃ⁄U M§¬ ‚ „ÊÃÊ „Ò–
(2) ’ìÊÊ¥ ∑§ ŸÒÁÃ∑§ Ã∑¸§ ◊¥ ‚Ê¥S∑ΧÁÃ∑§ •¥Ã⁄U „ÊÃ „Ò¥–
(3) ŸÒÁÃ∑§ Áfl∑§Ê‚ ∑˝§Á◊∑§ ø⁄UáÊÊ¥ ◊¥ „ÊÃÊ „Ò–
(4) ’ìÊÊ¥ ∑§ ŸÒÁÃ∑§ Ã∑¸§ ◊¥ Á‹¥ª ÷Œ „ÊÃ „Ò¥–
24. At which level of Kohlberg’s moral development does individual’s ethical behavior mainly depends
on the mindset that “what do people think of me”?
(1) Postconventional (2) Non-conventional
(3) Preconventional (4) Conventional
∑§Ê„‹’ª¸ ∑§ ŸÒÁÃ∑§ Áfl∑§Ê‚ ∑§ Á∑§‚ ø⁄UáÊ ◊¥ √ÿÁÄà ∑§Ê ŸÒÁÃ∑§ √ÿfl„Ê⁄U ◊ÈÅÿ M§¬ ‚ ß‚ ◊ÊŸÁ‚∑§ÃÊ ¬⁄U ÁŸ÷¸⁄U ∑§⁄UÃÊ „Ò Á∑§
““‹Êª ◊⁄U ’Ê⁄U ◊¥ ÄÿÊ ‚ÊøÃ „Ò¥””?
(1) ©ûÊ⁄U-¬Ê⁄¥U¬Á⁄U∑§ (2) ªÒ⁄U-¬Ê⁄¥U¬Á⁄U∑§
(3) ¬Ífl¸-¬Ê⁄¥U¬Á⁄U∑§ (4) ¬Ê⁄¥U¬Á⁄U∑§
25. According to Jean Piaget a child who is unable to understand the logic behind simple mathematical
reversals such as 4+5=9 so 9−5=4, it is because of :
(1) animistic thinking (2) irreversibility
(3) egocentrism (4) perceptual centration
¡ËŸ Á¬ÿÊ¡ ∑§ •ŸÈ‚Ê⁄U ∞∑§ ’ìÊÊ ¡Ê ‚⁄U‹ ªÁáÊÃËÿ ©à∑˝§◊áÊ ¡Ò‚ 4+5=9 ÃÊ 9−5=4 ∑§ ¬Ë¿U ∑§ Ã∑¸§ ∑§Ê ‚◊¤ÊŸ ◊¥
•‚◊Õ¸ „Ò, ß‚∑§Ê ∑§Ê⁄UáÊ „Ò —
(1) ¡ËflflÊŒË ‚Êø (2) •¬Á⁄UfløŸËÿÃÊ
(3) •Êà◊∑§ÁãŒ˝ÿÃÊ (4) •flœÊ⁄UáÊÊà◊∑§ ∑¥§Œ˝Ë∑§⁄UáÊ
26. Assertion (A) : Teachers should distance themselves from students and place primary
responsibility for learning on them only.
Reason (R) : Learning takes place affectively in an authoritative rather than a democratic
environment.
Choose the correct option.
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷∑§ÕŸ (A) : Á‡ÊˇÊ∑§Ê¥ ∑§Ê ¿UÊòÊÊ¥ ‚ ŒÍ⁄UË ’ŸÊ∑§⁄U ⁄UπŸË øÊÁ„∞ •ÊÒ⁄U •Áœª◊ ∑§Ë ¬˝ÊÕÁ◊∑§ Á¡ê◊ŒÊ⁄UË ©ã„Ë¥ ¬⁄U «UÊ‹ŸË
øÊÁ„∞–
∑§Ê⁄UáÊ (R) : •Áœª◊ ∞∑§ ‹Ê∑§ÃÊ¥ÁòÊ∑§ flÊÃÊfl⁄UáÊ ∑§ ’¡Êÿ ∞∑§ ∞∑§ÊÁœ∑§Ê⁄UflÊŒË flÊÃÊfl⁄UáÊ ◊¥ ¬˝÷ÊflË …¥ª ‚ „ÊÃÊ „Ò–
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–

P-I !SED-24-I! 8 H
27. Assertion (A) : Scaffolding provided by the teachers hinders the learning process of children.
Reason (R) : Lev Vygotsky proposed that children learn independently by acting upon and
manipulating the environment.
Choose the correct option :
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷∑§ÕŸ (A) : Á‡ÊˇÊ∑§Ê¥ mÊ⁄UÊ ¬˝ŒÊŸ Á∑§ÿÊ ªÿÊ •Ê‹ê’Ÿ ’ìÊÊ¥ ∑§Ë ‚ËπŸ ∑§Ë ¬˝Á∑˝§ÿÊ ◊¥ ’ÊœÊ «UÊ‹ÃÊ „Ò–
∑§Ê⁄UáÊ (R) : ‹fl flÊÿªÊàS∑§Ë Ÿ ¬˝SÃÊÁflà Á∑§ÿÊ Á∑§ ’ìÊ SflÃ¥òÊ M§¬ ‚ ¬ÿʸfl⁄UáÊ ¬⁄U ∑§Êÿ¸ ∑§⁄U∑§ •ÊÒ⁄U ©‚◊¥ „⁄U»§⁄U
∑§⁄U∑§ ‚ËπÃ „Ò¥–
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
28. Which of the following correctly describes extrinsic motivation ?
(1) Motivation that comes from environmental consequences.
(2) Motivation that comes from a sense of personal satisfaction.
(3) Motivation that comes from personal enjoyment of the task.
(4) Motivation that comes from internal factors.
ÁŸêŸ ◊¥ ‚ ∑§ÊÒŸ ‚Ê ’Ê„⁄UË •Á÷¬˝⁄UáÊÊ ∑§Ê ‚„Ë fláʸŸ ∑§⁄UÃÊ „Ò?
(1) •Á÷¬˝⁄UáÊÊ ¡Ê flÊÃÊfl⁄UáÊËÿ ¬Á⁄UáÊÊ◊Ê¥ ‚ •ÊÃË „Ò–
(2) •Á÷¬˝⁄UáÊÊ ¡Ê √ÿÁÄêà ‚¥ÃÈÁc≈U ∑§Ë ÷ÊflŸÊ ‚ •ÊÃË „Ò–
(3) •Á÷¬˝⁄UáÊÊ ¡Ê ∑§Êÿ¸ ∑§ √ÿÁÄêà •ÊŸ¥Œ ‚ •ÊÃË „Ò–
(4) •Á÷¬˝⁄UáÊÊ ¡Ê •Ê¥ÃÁ⁄U∑§ ∑§Ê⁄U∑§Ê¥ ‚ •ÊÃË „Ò–
29. Two important cognitive development milestones of sensorimotor stage of Piaget’s theory of cognitive
development are :
(1) Animism and Transformation
(2) Classification and seriation
(3) Object permanence and deferred imitation
(4) Reversibility of thought and hypothetic-deductive reasoning
Á¬ÿÊ¡ ∑§ ‚¥ôÊÊŸÊà◊∑§ Áfl∑§Ê‚ ∑§ Á‚hʥà ∑§ ‚¥flŒË øÊ‹∑§ •flSÕÊ ∑§ ŒÊ ◊„àfl¬Íáʸ ‚¥ôÊÊŸÊà◊∑§ Áfl∑§Ê‚ ◊Ë‹ ∑§ ¬àÕ⁄U „Ò¥ —
(1) ¡ËflflÊŒ •ÊÒ⁄U ¬Á⁄UfløŸ
(2) flªË¸∑§⁄UáÊ •ÊÒ⁄U ∑˝§◊’hÃÊ
(3) flSÃÈ SÕÊÁÿàfl •ÊÒ⁄U SÕÁªÃ •ŸÈ‚⁄UáÊ
(4) ¬˝ÁÃflÃ˸ Áø¥ÃŸ •ÊÒ⁄U ¬Á⁄U∑§ÁÀ¬Ã-ÁŸª◊ŸÊà◊∑§ Ã∑¸§
30. Children -
(1) Are born unruly and need to be socialized.
(2) Come into this world with genetic codes that determine their destiny.
(3) Are greatly influenced by the social cultural context they grow up in.
(4) Come into this world as tabula rasa or blank slate.
’ìÊ -
(1) •ÁŸÿ¥ÁòÊà ¬ÒŒÊ „ÊÃ „Ò¥ •ÊÒ⁄U ©ã„¥ ‚Ê◊ÊÁ¡∑§ „ÊŸ ∑§Ë •Êfl‡ÿ∑§ÃÊ „ÊÃË „Ò–
(2) ß‚ ŒÈÁŸÿÊ ◊¥ •ÊŸÈfl¥Á‡Ê∑§ ∑§Ê«U ∑§ ‚ÊÕ •ÊÃ „Ò¥ ¡Ê ©Ÿ∑§Ë ÁŸÿÁà Ãÿ ∑§⁄UÃ „Ò¥–
(3) ©‚ ‚Ê◊ÊÁ¡∑§ ‚Ê¥S∑ΧÁÃ∑§ ‚¥Œ÷¸ ‚ ’„Èà ¬˝÷ÊÁflà „ÊÃ „Ò¥ Á¡‚◊¥ fl ’«∏ „ÊÃ „Ò¥–
(4) ß‚ ‚¥‚Ê⁄U ◊¥ “πÊ‹Ë S‹≈U” ÿÊ “∑§Ê⁄UË ¬^Ë” ∑§ M§¬ ◊¥ •ÊÃ „Ò¥–

P-I !SED-24-I! 9 H
 PART - II / ÷ʪ - II
MATHEMATICS / ªÁáÊÃ
Direction : Answer the following questions by selecting the correct/most appropriate options.
ÁŸŒ¸‡Ê — ÁŸêŸÁ‹Áπà ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ŒŸ ∑§ Á‹∞ ‚„Ë/‚’‚ ©¬ÿÈÄà Áfl∑§À¬ øÈÁŸ∞–
31. What is the result when 7 kg 7 g is subtracted from 9 kg ?
9 kg ◊¥ ‚ 7 kg 7 g ∑§Ê ÉÊ≈UÊŸ ¬⁄U ÄÿÊ ¬Á⁄UáÊÊ◊ ¬˝Êåà „ÊÃÊ „Ò?
(1) 1.93 kg (2) 1.093 kg (3) 1.3 kg (4) 1.993 kg
32. In class III, 150 children were asked to name their one favourite fruit and results for 5 favourite
fruits were written in the form of the following table :
Name of the Fruit Number of Children
Apple 28
Guava 26
Mangoes 44
Banana 14
Grapes 28
Choose the correct option :
(1) Equal number of children have Apple and Guava as their favourite fruit.
(2) The difference between the number of childrens who like grapes and those who like bananas
is 16.
(3) The number of children who like Mangoes and Banana is two times the number of children
who like Guava.
(4) Ten children do not like any fruit given in the table.
∑§ˇÊÊ III ◊¥ 150 ’ëøÊ¥ ‚ ©Ÿ∑§ ¬‚¥ŒËŒÊ ∞∑§ »§‹ ∑§ ’Ê⁄U ◊¥ ¬Í¿UÊ ªÿÊ •ÊÒ⁄U 5 ¬‚¥ŒËŒÊ »§‹Ê¥ ∑§ ¬Á⁄UáÊÊ◊Ê¥ ∑§Ê ÁŸêŸ ÃÊÁ‹∑§Ê
◊¥ Á‹πÊ ªÿÊ —
\$b H$m Zm_ ~ÀMm| H$s g§»`m
go~ 28
A_ê$X 26
Am_ 44
Ho$bm 14
A§Jya 28
‚„Ë Áfl∑§À¬ ∑§Ê øÈÁŸ∞ —
(1) ‚’ •ÊÒ⁄U •◊M§Œ ¬‚¥Œ ∑§⁄UŸ flÊ‹ ’ëøÊ¥ ∑§Ë ‚¥ÅÿÊ ‚◊ÊŸ „Ò–
(2) •¥ªÍ⁄U •ÊÒ⁄U ∑§‹Ê¥ ∑§Ê ¬‚¥Œ ∑§⁄UŸ flÊ‹ ’ìÊÊ¥ ∑§Ë ‚¥ÅÿÊ•Ê¥ ∑§Ê •¥Ã⁄U 16 „Ò–
(3) •Ê◊ •ÊÒ⁄U ∑§‹Ê ¬‚¥Œ ∑§⁄UŸ flÊ‹ ’ëøÊ¥ ∑§Ë ‚¥ÅÿÊ, •◊M§Œ ¬‚¥Œ ∑§⁄UŸ flÊ‹ ’ëøÊ¥ ∑§Ë ‚¥ÅÿÊ ∑§Ë ŒÈªÈŸË „Ò–
(4) 10 ’ëø, ß‚ ÃÊÁ‹∑§Ê ◊¥ ÁŒ∞ ª∞ Á∑§‚Ë ÷Ë »§‹ ∑§Ê ¬‚¥Œ Ÿ„Ë¥ ∑§⁄UÃ „Ò¥–

SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

P-I !SED-24-I! 10 H
33. Which of the following is least appropriate about Formative Assessment in mathematics
classrooms ?

(1) It helps to identify students’ misconceptions

(2) It provides cumulative evaluations that helps to rank children

(3) To check the progress of students during instructional activities

(4) To identify students’ conceptual understanding

ªÁáÊà ∑§Ë ∑§ˇÊÊ•Ê¥ ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ⁄UøŸÊà◊∑§ •Ê∑§‹Ÿ ∑§ ’Ê⁄U ◊¥ ‚’‚ ∑§◊ ©¬ÿÈÄà „Ò?

(1) ÿ„ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë ÷˝Ê¥ÁÃÿÊ¥ ∑§Ë ¬„øÊŸ ∑§⁄UŸ ◊¥ ‚„ÊÿÃÊ ∑§⁄UÃÊ „Ò

(2) ÿ„ ‚¥øÿË ◊ÍÀÿÊ¥∑§Ÿ ©¬‹éœ ∑§⁄UÊÃÊ „Ò ¡Ê Á∑§ ’ëøÊ¥ ∑§Ê üÊáÊË’h ∑§⁄UŸ ◊¥ ‚„ÊÿÃÊ ∑§⁄UÃÊ „Ò

(3) ÁŸŒ¸‡ÊÊà◊∑§ Á∑˝§ÿÊ∑§‹Ê¬Ê¥ ∑§ ŒÊÒ⁄UÊŸ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë ¬˝ªÁà ∑§Ê ¡Ê°øŸÊ

(4) ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë •flœÊ⁄UáÊÊà◊∑§ ‚◊¤Ê ∑§Ë ¬„øÊŸ ∑§⁄UŸÊ

34. A person withdrew ` 4,560 from his bank account on 4th of a month and deposited ` 2,567 on 20th
of the same month. If at the end of the month, balance is ` 3,125, then money (in `) at the start of
the month in his account was :

∞∑§ √ÿÁÄà Ÿ •¬Ÿ ’Ò¥∑§ ∑§ πÊÃ ◊¥ ‚ Á∑§‚Ë ◊„ËŸ ∑§Ë 4 ÃÊ⁄UËπ ∑§Ê ` 4,560 ÁŸ∑§Ê‹ •ÊÒ⁄U ©‚Ë ◊„ËŸ ◊¥ 20 ÃÊ⁄UËπ ∑§Ê
` 2,567 ¡◊Ê ∑§⁄UÊ ÁŒ∞– ÿÁŒ ◊„ËŸ ∑§ •¥Ã ◊¥ ©‚∑§ πÊÃ ◊¥ ` 3,125 ∑§Ë œŸ⁄UÊÁ‡Ê „Ò, ÃÊ ◊„ËŸ ∑§ ¬˝Ê⁄¥U÷ ◊¥ ©‚∑§ πÊÃ ◊¥
Á∑§ÃŸË œŸ⁄UÊÁ‡Ê (` ◊¥) ÕË?

(1) 5,128 (2) 5,118 (3) 4,998 (4) 5,213

SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

P-I !SED-24-I! 11 H
35. A primary class mathematics teacher gave his students the following problem to solve :
“How many classes of 28 pupils would be needed for a school of 616 pupils ?”
One of the student solved the problem in the following way :
1 Class=28 Pupils
10 → 2 8 0
10 → 2 8 0
560
2→ 56 → 10+10+2=22 Classes
616
Which of the following is most appropriate for the algorithm used by the student ?
(1) The student has used both the distributive and associative laws of division to solve the problem
(2) The student has used an incorrect algorithm to solve the problem
(3) The student has used the associative law of division across addition to solve the problem
(4) The student has used the distributive law of division across addition to solve the problem
¬˝ÊÕÁ◊∑§ ∑§ˇÊÊ ∑§ ∞∑§ ªÁáÊà ∑§ Á‡ÊˇÊ∑§ Ÿ •¬Ÿ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ÁŸêŸÁ‹Áπà ‚◊SÿÊ „‹ ∑§⁄UŸ ∑§Ê ŒË —
““616 ÁfllÊÁÕ¸ÿÊ¥ ∑§ S∑ͧ‹ ∑§ Á‹∞ 28 ÁfllÊÁÕ¸ÿÊ¥ flÊ‹Ë Á∑§ÃŸË ∑§ˇÊÊ•Ê¥ ∑§Ë •Êfl‡ÿ∑§ÃÊ „ÊªË?””
∞∑§ ÁfllÊÕ˸ Ÿ ‚◊SÿÊ ∑§Ê ß‚ ¬˝∑§Ê⁄U „‹ Á∑§ÿÊ —
1 ∑§ˇÊÊ=28 ÁfllÊÕ˸
10 → 2 8 0
10 → 2 8 0
560
2→ 56 → 10+10+2=22 ∑§ˇÊÊ∞°
616
ÁŸêŸÁ‹Áπà ◊¥ ‚ ÁfllÊÕ˸ mÊ⁄UÊ ©¬ÿÊª ∑§Ë ªß¸ ∑§‹ŸÁflÁœ ∑§ Á‹∞ ∑§ÊÒŸ-‚Ê ‚’‚ ©¬ÿÈÄà „Ò?
(1) ÁfllÊÕ˸ Ÿ ‚◊SÿÊ „‹ ∑§⁄UŸ ∑§ Á‹∞ Áfl÷Ê¡Ÿ ∑§ ÁflÃ⁄UáÊ •ÊÒ⁄U ‚„øÊÿ¸ ŒÊŸÊ¥ ÁŸÿ◊Ê¥ ∑§Ê ©¬ÿÊª Á∑§ÿÊ „Ò
(2) ÁfllÊÕ˸ Ÿ ‚◊SÿÊ „‹ ∑§⁄UŸ ∑§ Á‹∞ ∞∑§ ª‹Ã ∑§‹ŸÁflÁœ ∑§Ê ©¬ÿÊª Á∑§ÿÊ „Ò
(3) ÁfllÊÕ˸ Ÿ ‚◊SÿÊ „‹ ∑§⁄UŸ ∑§ Á‹∞ ÿÊª ¬⁄U Áfl÷Ê¡Ÿ ∑§ ‚„øÊÿ¸ ÁŸÿ◊ ∑§Ê ©¬ÿÊª Á∑§ÿÊ „Ò
(4) ÁfllÊÕ˸ Ÿ ‚◊SÿÊ „‹ ∑§⁄UŸ ∑§ Á‹∞ ÿÊª ¬⁄U Áfl÷Ê¡Ÿ ∑§ ÁflÃ⁄UáÊ ÁŸÿ◊ ∑§Ê ©¬ÿÊª Á∑§ÿÊ „Ò

36. A triangle having all sides of different lengths is called :

(1) A scalene triangle (2) A right triangle
(3) An equilateral triangle (4) An isosceles triangle
∞∑§ ÁòÊ÷È¡ Á¡‚∑§Ë ‚÷Ë ÷È¡Ê∞¥ •‹ª-•‹ª ‹ê’ÊßÿÊ¥ ∑§Ë „ÊÃË „Ò¥, ∑§„‹ÊÃÊ „Ò —
(1) ∞∑§ Áfl·◊’Ê„È ÁòÊ÷È¡ (2) ∞∑§ ‚◊∑§ÊáÊ ÁòÊ÷È¡
(3) ∞∑§ ‚◊’Ê„È ÁòÊ÷È¡ (4) ∞∑§ ‚◊Ám’Ê„È ÁòÊ÷È¡

SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

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37. The sum of the prime numbers between 31 and 60 is :

31 ‚ 60 Ã∑§ ∑§ ’Ëø ∑§Ë •÷Êíÿ ‚¥ÅÿÊ•Ê¥ ∑§Ê ÿÊª „Ò —

(1) 280 (2) 311 (3) 221 (4) 227

38. The product of the predecessor of 201 and the successor of 4781 is :

201 ∑§ ¬Ífl¸flÃ˸ •ÊÒ⁄U 4781 ∑§ ¬⁄UflÃ˸ ∑§Ê ªÈáÊŸ»§‹ „Ò —

(1) 965560 (2) 965650 (3) 956200 (4) 956400

39. What is the most appropriate cognitive skill that help students to recognize and group shapes
according to their attributes and properties ?
(1) Conservation (2) Decomposition (3) Classification (4) Seriation

‚’‚ ©¬ÿÈÄà ‚¥ôÊÊŸÊà◊∑§ ∑§Ê҇ʋ ÄÿÊ „Ò ¡Ê ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê Áfl‡Ê·ÃÊ•Ê¥ •ÊÒ⁄U ªÈáÊÊ¥ ∑§ •ŸÈ‚Ê⁄U •Ê∑ΧÁÃÿÊ¥ ∑§Ê ¬„øÊŸŸ •ÊÒ⁄U
©Ÿ∑§Ê ‚◊Í„ ’ŸÊŸ ◊¥ ◊ŒŒ ∑§⁄UÃÊ „Ò?
(1) ‚¥⁄UˇÊáÊ (2) •¬ÉÊ≈UŸ (3) flªË¸∑§⁄UáÊ (4) ∑˝§◊’hÃÊ

40. Students feel difficulty in solving division problems because :

(1) Division problems have no utility in daily life.
(2) There are no informal ways of solving division problems
(3) For solving division problems students need to know addition, subtraction and multiplication
thoroughly .
(4) Students do not like the sign of division.

ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ÷ʪ ∑§Ë ‚◊SÿÊ∞° „‹ ∑§⁄UŸ ◊¥ ∑§Á∆UŸÊ߸ •ÊÃË „Ò ÄÿÊ¥Á∑§ —
(1) ÷ʪ ∑§Ë ‚◊SÿÊ•Ê¥ ∑§Ë ŒÒÁŸ∑§ ¡ËflŸ ◊¥ ∑§Ê߸ ©¬ÿÊÁªÃÊ Ÿ„Ë¥ „Ò
(2) ÷ʪ ∑§Ë ‚◊SÿÊ•Ê¥ ∑§Ê „‹ ∑§⁄UŸ ∑§ Á‹∞ ∑§Ê߸ •ŸÊÒ¬øÊÁ⁄U∑§ ∑§‹Ÿ ÁflÁœÿÊ¥ Ÿ„Ë¥ „ÊÃË „Ò¥
(3) ÷ʪ ∑§Ë ‚◊SÿÊ∞° „‹ ∑§⁄UŸ ∑§ Á‹∞ ÿ„ •Êfl‡ÿ∑§ „Ò Á∑§ ÁfllÊÕ˸ ¡◊Ê, ÉÊ≈UÊ •ÊÒ⁄U ªÈáÊÊ ∑§⁄UŸÊ •ë¿UË Ã⁄U„ ‚ ¡ÊŸ ‹¥
(4) ÁfllÊÕ˸ ÷ʪ ∑§Ê Áøã„ ¬‚¥Œ Ÿ„Ë¥ ∑§⁄UÃ

SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

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41. Most II graders are able to add two quantities like four candies and three candies, but when asked
to do 4+5 on a worksheet a large number of the same set of learners is unable to do so. What is the
most appropriate explanation of this observation according to National Curriculum Framework
2005 ?
(1) Learners are not interested in learning real-life mathematics
(2) The learners are not ready for the use of abstract mathematical symbols
(3) Learners are not taught addition properly
(4) Some learners are poor in mathematical skills
ŒÍ‚⁄UË ∑§ˇÊÊ ∑§ •Áœ∑§Ê¥‡Ê Á‡ÊˇÊÊÕ˸ øÊ⁄U ∑Ò¥§«UË •ÊÒ⁄U ÃËŸ ∑Ò¥§«UË ¡Ò‚Ë ŒÊ ◊ÊòÊÊ∞° ¡Ê«∏Ÿ ◊¥ ‚ˇÊ◊ „ÊÃ „Ò¥, ‹Á∑§Ÿ ¡’ fl∑¸§‡ÊË≈U ¬⁄U
4+5 ∑§⁄Ÿ ∑§ Á‹∞ ∑§„Ê ¡ÊÃÊ „Ò ÃÊ •Áœ∑§Ê¥‡Ê fl„Ë Á‡ÊˇÊÊÕ˸ ∞‚Ê ∑§⁄UŸ ◊¥ •‚◊Õ¸ „ÊÃ „Ò¥– ⁄UÊc≈˛UËÿ ¬Ê∆Køÿʸ M§¬⁄UπÊ 2005
∑§ •ŸÈ‚Ê⁄ ß‚∑§Ê ÄÿÊ ∑§Ê⁄UáÊ „Ò?
(1) Á‡ÊˇÊÊÕ˸ flÊSÃÁfl∑§ ªÁáÊà ‚ËπŸ ◊¥ L§Áø Ÿ„Ë¥ ⁄UπÃ „Ò¥
(2) Á‡ÊˇÊÊÕ˸ •◊Íø ªÁáÊÃËÿ ¬˝ÃË∑§Ê¥ ∑§ ©¬ÿÊª ∑§ Á‹∞ ÃÒÿÊ⁄U Ÿ„Ë¥ „ÊÃ „Ò¥
(3) Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê ÿÊª ∆UË∑§ ‚ Ÿ„Ë¥ Á‚πÊÿÊ ¡ÊÃÊ „Ò
(4) ∑ȧ¿U Á‡ÊˇÊÊÕ˸ ªÁáÊÃËÿ ∑§Ê҇ʋ ◊¥ ∑§◊¡Ê⁄U „ÊÃ „Ò¥

42. A 3rd standard student, when asked to write one hundred and five in numeral form, s/he writes it
as ‘1005’. This indicates that :
(1) s/he needs more help in understanding the concept of place value
(2) s/he is unfit to learn mathematics
(3) The student is a slow learner
(4) s/he is mischievous
ÃË‚⁄UË ∑§ˇÊÊ ∑§ ∞∑§ ÁfllÊÕ˸ ‚ ¡’ ∞∑§ ‚ÊÒ ¬Ê°ø ∑§Ê •¥∑§ ∑§ M§¬ ◊¥ Á‹πŸ ∑§Ê ∑§„Ê ¡ÊÃÊ „Ò ÃÊ fl„ ß‚ “1005” Á‹πÃÊ /
Á‹πÃË „Ò– ÿ„ ߥÁªÃ ∑§⁄UÃÊ „Ò —
(1) ©‚ SÕÊŸËÿ ◊ÊŸ ∑§Ë •flœÊ⁄UáÊÊ ∑§Ê ‚◊¤ÊŸ ◊¥ •ÊÒ⁄U ‚„ÊÿÃÊ ∑§Ë •Êfl‡ÿ∑§ÃÊ „Ò
(2) fl„ ªÁáÊà ‚ËπŸ ◊¥ •ÿÊÇÿ „Ò
(3) ÁfllÊÕ˸ ‚ËπŸ ◊¥ ∑§◊$¡Ê⁄U „Ò
(4) fl„ ‡Ê⁄UÊ⁄UÃË „Ò
SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

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43. Which of the following statements is NOT true with respect to the concept of Fractions ?
(1) It represents a part of a collection of same objects
(2) The mathematical notation of a fraction can be represented as a ratio
(3) It represents a part of a whole which is greater than 1
(4) The mathematical notation of a fraction can be represented as a division problem
Á÷ãŸÊ¥ ∑§Ë •flœÊ⁄UáÊÊ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑§ÕŸ ‚àÿ Ÿ„Ë¥ „Ò?
(1) ÿ„ ∞∑§ ‚◊ÊŸ flSÃÈ•Ê¥ flÊ‹ ‚◊Í„ ∑§ ÷ʪ ∑§Ê ÁŸM§Á¬Ã ∑§⁄ÃÊ „Ò
(2) ∞∑§ Á÷㟠∑§Ê ªÁáÊÃËÿ Áøã„ (ŸÊ≈U‡ÊŸ) ∞∑§ •ŸÈ¬Êà ∑§ M§¬ ◊¥ ÁŸM§Á¬Ã Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò
(3) ÿ„ ∞∑§ ¬Íáʸ ∑§Ê fl„ ÷ʪ ÁŸM§Á¬Ã ∑§⁄UÃÊ „Ò ¡Ê Á∑§ ‘1’ ‚ ’«∏Ê „Ê
(4) ∞∑§ Á÷㟠∑§Ê ªÁáÊÃËÿ Áøã„ (ŸÊ≈U‡ÊŸ) ∞∑§ Áfl÷Ê¡Ÿ ‚◊SÿÊ ∑§Ê ÁŸM§Á¬Ã ∑§⁄Ÿ ∑§ Á‹∞ Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò

44. Radha walks 3 km 725 m per day on Monday, Wednesday and Friday, whereas she walks
2 km 9 m per day on Tuesday and Thursday. Total distance covered by her from Monday to Friday
is :
⁄UÊœÊ ‚Ê◊flÊ⁄U, ’ÈœflÊ⁄U •ÊÒ⁄U ‡ÊÈ∑˝§flÊ⁄U ∑§Ê ¬˝ÁÃÁŒŸ 3 km 725 m ø‹ÃË „Ò, ¡’Á∑§ ◊¥ª‹flÊ⁄U •ÊÒ⁄U ’΄S¬ÁÃflÊ⁄U ∑§Ê fl„ ¬˝ÁÃÁŒŸ
2 km 9 m ø‹ÃË „Ò– ©‚∑§ mÊ⁄UÊ ‚Ê◊flÊ⁄U ‚ ‡ÊÈ∑˝§flÊ⁄U Ã∑§ ø‹Ë ªß¸ ∑ȧ‹ ŒÍ⁄UË „Ò —
(1) 15.355 km (2) 15.193 km (3) 16.975 km (4) 16.202 km

45. Jasmine said, “A rectangle has two pairs of opposite sides parallel; a square also has two pairs of
opposite sides parallel and so does a parallelogram. So, both rectangle and square are also
parallelograms.”
Jasmine is at _________ stage of Van Hieles theory of geometric thinking.
(1) Formal Deduction (2) Visualization
(3) Analysis (4) Relationships
¡Ò‚◊ËŸ Ÿ ∑§„Ê, ““∞∑§ •Êÿà ◊¥ Áfl¬⁄UËà ÷È¡Ê•Ê¥ ∑§ ŒÊ ÿÈÇ◊ ‚◊ÊŸÊ¥Ã⁄U „ÊÃ „Ò¥; ∞∑§ flª¸ ◊¥ ÷Ë Áfl¬⁄UËà ÷È¡Ê•Ê¥ ∑§ ŒÊ ÿÈÇ◊
‚◊ÊŸÊ¥Ã⁄U „ÊÃ „Ò¥ •ÊÒ⁄ ©‚Ë ¬˝∑§Ê⁄U ∞∑§ ‚◊ÊŸÊ¥Ã⁄U øÃÈ÷ȸ¡ ◊¥ ÷Ë– ß‚Á‹∞ •Êÿà •ÊÒ⁄U flª¸ ŒÊŸÊ¥ „Ë ‚◊ÊŸÊ¥Ã⁄U øÃÈ÷ȸ¡ „Ê¥ª–””
¡Ò‚◊ËŸ, flÒŸ „Ò‹ ∑§ Á‚hʥà ∑§ íÿÊÁ◊ÃËÿ Áø¥ÃŸ ∑§ ________ SÃ⁄U ¬⁄U „Ò–U
(1) •ÊÒ¬øÊÁ⁄U∑§ ÁŸª◊Ÿ (2) ŒÎ‡ÿË∑§⁄UáÊ
(3) Áfl‡‹·áÊ (4) ‚¥’¥œÊ¥ ∑§Ë ‚◊¤Ê

46. The sum of the greatest and smallest six digit numbers that can be formed from the digits 5, 9, 0, 2,
8 and 6 (without repetition) is :
•¥∑§Ê¥ 5, 9, 0, 2, 8 •ÊÒ⁄U 6 ‚ (Á’ŸÊ ¬ÈŸ⁄UÊflÃ˸ ∑§) 6 •¥∑§Ê¥ ∑§Ë ’ŸÊ߸ ¡Ê ‚∑§Ÿ flÊ‹Ë ‚’‚ ’«∏Ë •ÊÒ⁄U ‚’‚ ¿UÊ≈UË ‚¥ÅÿÊ•Ê¥
∑§Ê ÿÊª „Ò —
(1) 1192290 (2) 1192209 (3) 1292290 (4) 1292209

SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

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47. The missing numbers in the pattern 12, 14, 17, 13, 8, 14, 21, _, _ are respectively :

¬Ò≈UŸ¸ 12, 14, 17, 13, 8, 14, 21, _, _ ◊¥ ‹Èåà ŒÊ ‚¥ÅÿÊ∞° ∑˝§◊‡Ê— „Ò¥ —
(1) 14, 5 (2) 13, 4 (3) 15, 7 (4) 12, 3

48. The smallest four-digit number which is a multiple of 6, 7 and 4 is :

øÊ⁄U •¥∑§Ê¥ ∑§Ë fl„ ãÿÍŸÃ◊ ‚¥ÅÿÊ, ¡Ê 6, 7 •ÊÒ⁄U 4 ∑§Ê ªÈáÊ¡ „Ò, ÁŸêŸ „Ò —
(1) 1006 (2) 1008 (3) 1000 (4) 1002

49. Which of the following has a definite length ?

(1) a ray (2) a plane (3) a line (4) a line segment

ÁŸêŸ ◊¥ ‚ Á∑§‚ ∑§Ë ∞∑§ ÁŸÁ‡øà ‹ê’Ê߸ „ÊÃË „Ò?

(1) ∞∑§ Á∑§⁄UáÊ (2) ∞∑§ ‚◊Ë (3) ∞∑§ ⁄UπÊ (4) ∞∑§ ⁄UπÊπ¥«U

50. Which of the following is most appropriate for including open ended questions in mathematics
class ?
(1) These questions develop critical thinking in students
(2) Answers to these questions are not given in the book
(3) These questions take more time to solve
(4) These questions are not easy to copy from each other

ªÁáÊà ∑§Ë ∑§ˇÊÊ ◊¥ ◊ÈÄà Á‚⁄U flÊ‹ ¬˝‡ŸÊ¥ ∑§Ê ‚◊Ê∑§Á‹Ã ∑§⁄UŸ ∑§ Á‹∞ ÁŸêŸÁ‹Áπà ◊¥ ‚ ÄÿÊ ‚’‚ •Áœ∑§ ©¬ÿÈÄà „Ò?
(1) ÿ ¬˝‡Ÿ ÁfllÊÁÕ¸ÿÊ¥ ◊¥ •Ê‹ÊøŸÊà◊∑§ Áø¥ÃŸ ∑§Ê Áfl∑§Ê‚ ∑§⁄UÃ „Ò¥
(2) ߟ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ¬ÈSÃ∑§ ◊¥ Ÿ„Ë¥ ÁŒ∞ „ÊÃ
(3) ߟ ¬˝‡ŸÊ¥ ∑§Ê „‹ ∑§⁄UŸ ◊¥ ‚◊ÿ •Áœ∑§ ‹ªÃÊ „Ò
(4) ߟ ¬˝‡ŸÊ¥ ∑§Ë ∞∑§-ŒÍ‚⁄U ‚ Ÿ∑§‹ ∑§⁄UŸÊ •Ê‚ÊŸ Ÿ„Ë¥ „Ò
SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

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51. Which of the following statements are true with respect to ‘Data handling’ ?
(1) A line graph is used to show comparison among categories of data.
(2) A histogram is used to compare the parts of a whole.
(3) A graphical representation of data is easier to understand when there is a trend or comparison
to be shown.
(4) A bar graph displays data that changes continuously over periods of time.
“•Ê°∑§«∏Ê¥ ∑§Ê ¬˝’¥œŸ” ∑§ ‚¥’¥œ ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ‚„Ë „Ò?
(1) ∞∑§ ⁄UπÊ-•Ê‹π •Ê°∑§«∏Ê¥ ∑§Ë ÁflÁ÷㟠üÊÁáÊÿÊ¥ ∑§ ’Ëø ÃÈ‹ŸÊ ∑§⁄UŸ ∑§ ∑§Ê◊ •ÊÃÊ „Ò–
(2) ∞∑§ •Êÿà ÁøòÊ Á∑§‚Ë ∞∑§ ‚¥¬Íáʸ ∑§ ÁflÁ÷㟠÷ʪÊ¥ ∑§Ë ÃÈ‹ŸÊ ∑§⁄UŸ ∑§ Á‹∞ ©¬ÿÊª Á∑§ÿÊ ¡ÊÃÊ „Ò–
(3) •Ê°∑§«∏Ê¥ ∑§Ê •Ê‹πÊ¥ mÊ⁄UÊ ¬˝Œ‡Ê¸Ÿ ‚◊¤ÊŸ ◊¥ ’„Èà •Ê‚ÊŸ „ÊÃÊ „Ò, ¡’ ÷Ë •Ê°∑§«∏Ê¥ ∑§Ê M§¤ÊÊŸ ÿÊ ÃÈ‹ŸÊ ÁŒπÊŸË „Ê–
(4) ∞∑§ Œ¥«U-•Ê‹π ∞‚ •Ê°∑§«∏¥ ¬˝SÃÈà ∑§⁄UÃÊ „Ò, ¡Ê ‚◊ÿ ∑§ ‚ÊÕ-‚ÊÕ ‹ªÊÃÊ⁄U ’Œ‹Ã ⁄U„Ã „Ò¥–

52. How many planks of size 2 m ×35 cm × 8 cm can be made from a wooden block 8 m long, 70 cm
wide and 40 cm thick ?
8 m ‹ê’, 70 cm øÊÒ«∏ •ÊÒ⁄U 40 cm ◊Ê≈U ‹∑§«∏Ë ∑§ ∞∑§ é‹ÊÚ∑§ ‚ 2 m ×35 cm × 8 cm ◊ʬ flÊ‹ Á∑§ÃŸ »§^ ’ŸÊ∞
¡Ê ‚∑§Ã „Ò¥?
(1) 45 (2) 40 (3) 50 (4) 48

1 1 2
53. A child solved a problem : + = . What is the most appropriate inference drawn from the
2 3 5
solution ?
(1) Child does not know how to represent fractions on number line
(2) Child has extended the concept of addition of natural numbers to addition of fractions
(3) Child does not know addition of numbers
(4) Child does not know how to take L.C.M.
1 1 2
∞∑§ ’ìÊ Ÿ ¬˝‡Ÿ „‹ Á∑§ÿÊ — + = –
2 3 5
ß‚ „‹ ‚ ‚’‚ ©¬ÿÈÄà ÄÿÊ ÁŸc∑§·¸ ÁŸ∑§Ê‹Ê ¡Ê ‚∑§ÃÊ „Ò?
(1) ’ìÊÊ Ÿ„Ë¥ ¡ÊŸÃÊ Á∑§ Á÷ãŸÊ¥ ∑§Ê ‚¥ÅÿÊ ⁄UπÊ ¬⁄U ∑Ò§‚ ¬˝ŒÁ‡Ê¸Ã Á∑§ÿÊ ¡ÊÃÊ „Ò
(2) ’ìÊ Ÿ ¬˝Ê∑ΧÁÃ∑§ ‚¥ÅÿÊ•Ê¥ ∑§ ¡Ê«∏ ∑§Ë •flœÊ⁄UáÊÊ ∑§Ê Á÷ãŸÊ¥ ∑§ ¡Ê«∏ Ã∑§ ÁflSÃÊÁ⁄∑§ Á∑§ÿÊ „Ò
(3) ’ìÊ ∑§Ê ‚¥ÅÿÊ•Ê¥ ∑§Ê ¡Ê«∏ŸÊ Ÿ„Ë¥ •ÊÃÊ „Ò
(4) ’ìÊ ∑§Ê ‹ÉÊÈûÊ◊ ‚◊ʬflàÿ¸ ‹ŸÊ Ÿ„Ë¥ •ÊÃÊ „Ò

SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

P-I !SED-24-I! 17 H
54. According to National Education Policy 2020 Mathematics and Computational Thinking is to be
given increased importance as :
(1) It is foundational to evolving technologies like Artificial Intelligence (AI), machine learning
and Data Science etc
(2) It can be a substitute for a teacher
(3) It is the most difficult aspect of learning in school
(4) It is foundational to human survival

⁄UÊc≈˛UËÿ Á‡ÊˇÊÊ ŸËÁà 2020 ªÁáÊà •ÊÒ⁄U ∑§êåÿÍ≈U‡ÊŸ‹ ‚Êø ∑§ ◊„àfl ∑§Ê ’…∏ÊflÊ ŒÃË „Ò¥ ÄÿÊ¥Á∑§ —
(1) ÿ„ ∞•Ê߸ (AI), ◊‡ÊËŸ ‹ÁŸZª •ÊÒ⁄U «U≈UÊ ‚Êߥ‚ •ÊÁŒ ¡Ò‚Ë ©÷⁄UÃË „È߸ Ã∑§ŸË∑§Ê¥ ∑§Ê •ÊœÊ⁄U „Ò
(2) ÿ„ ∞∑§ Á‡ÊˇÊ∑§ ∑§Ê SÕÊŸ ‹ ‚∑§ÃÊ „Ò
(3) ÿ„ S∑ͧ‹ ◊¥ ‚ËπŸ ∑§Ê ‚’‚ ∑§Á∆UŸ ¬„‹Í „Ò
(4) ÿ„ ◊ÊŸfl •ÁSÃàfl ∑§ Á‹∞ ◊Í‹÷Íà „Ò

55. According to National Curriculum Framework 2005 mathematics teachers need to shift
towards :
(a) Promoting memorization and rigorous algorithms
(b) Mathematical reasoning and logic
(c) Becoming sole authority for right answers
Choose the correct option :
(1) Only (b) (2) (b) and (c) (3) Only (a) (4) (a) and (b)

⁄UÊc≈˛UËÿ ¬Ê∆Køÿʸ M§¬⁄UπÊ 2005 ∑§ •ŸÈ‚Ê⁄U ªÁáÊà ∑§ Á‡ÊˇÊ∑§Ê¥ ∑§Ê ß‚ •Ê⁄U äÿÊŸ ∑¥§ÁŒ˝Ã ∑§⁄UŸ ∑§Ë ¡M§⁄Uà „Ò —
(a) ‚¥S◊⁄UáÊ •ÊÒ⁄U ª„Ÿ M§¬ ‚ ∞ÀªÊÁ⁄UŒ◊ ∑§Ê ’…∏ÊflÊ ŒŸÊ
(b) ªÁáÊÃËÿ Ã∑¸§ ÁfløÊ⁄U
(c) ‚„Ë ©ûÊ⁄UÊ¥ ∑§ Á‹∞ ∞∑§◊ÊòÊ •Áœ∑§Ê⁄UË ’ŸŸÊ
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) ∑§fl‹ (b) (2) (b) •ÊÒ⁄U (c) (3) ∑§fl‹ (a) (4) (a) •ÊÒ⁄U (b)
SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

P-I !SED-24-I! 18 H
56. Which one of the following is the most effective way to introduce the concept of area to fourth
graders ?
(1) Formula based method (2) Approximation and Estimation
(3) Tessellations (4) Abacus
øÊÒÕË ∑§ˇÊÊ ∑§ ’ìÊÊ¥ ∑§Ê ˇÊòÊ ∑§Ë •flœÊ⁄UáÊÊ ‚ ¬Á⁄UÁøà ∑§⁄UÊŸ ∑§Ê ‚’‚ ¬˝÷ÊflË Ã⁄UË∑§Ê ∑§ÊÒŸ-‚Ê „Ò?
(1) ‚ÍòÊ •ÊœÊÁ⁄Uà ÁflÁœ (2) ‚ÁãŸ∑§≈UŸ •ÊÒ⁄U •ŸÈ◊ÊŸ
(3) ≈U‚‹‡ÊŸ (≈UÊßÁ‹¥ª) (4) ÁªŸÃÊ⁄UÊ

4 5 7
57. The value of + − is :
7 14 8

4 5 7
7
+
14
−
8
∑§Ê ◊ÊŸ „Ò —

3 5 3 5
(1) (2) (3) (4)
56 56 14 28

58. Which of the following letters has two lines of symmetry ?

ÁŸêŸ ◊¥ ‚ Á∑§‚ •ˇÊ⁄U ∑§Ë ŒÊ ‚◊Á◊Áà ⁄UπÊ∞¥ „Ò¥?
(1) E (2) U (3) H (4) B

59. Which of the following is NOT related to Indian mathematics ?

(1) Surya Siddhant (2) Baudhayan Sulba Sutra
(3) Lilavati (4) Charak Samhita
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ÷Ê⁄UÃËÿ ªÁáÊà ‚ ‚¥’¥ÁœÃ Ÿ„Ë¥ „Ò?
(1) ‚Íÿ¸ Á‚hʥà (2) ’ÊÒœÊÿŸ ‡ÊÈÀ’ ‚ÍòÊ
(3) ‹Ë‹ÊflÃË (4) ø⁄U∑§ ‚¥Á„ÃÊ

60. The difference of the place values of 5 and 7 in the number 352876 is :
‚¥ÅÿÊ 352876 ◊¥ 5 •ÊÒ⁄U 7 ∑§ SÕÊŸËÿ ◊ÊŸÊ¥ ∑§Ê •¥Ã⁄U „Ò —
(1) 49997 (2) 50007 (3) 49930 (4) 49993

SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

P-I !SED-24-I! 19 H
 PART - III / ÷ʪ - III
ENVIRONMENTAL STUDIES / ¬ÿʸfl⁄UáÊ •äÿÿŸ
Direction : Answer the following questions by selecting the correct/most appropriate options.
ÁŸŒ¸‡Ê — ÁŸêŸÁ‹Áπà ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ŒŸ ∑§ Á‹∞ ‚„Ë/‚’‚ ©¬ÿÈÄà Áfl∑§À¬ øÈÁŸ∞–
61. Read the Assertion and Reason properly.
Assertion : An elephant herd has only female and baby elephants.
Reason : Male elephants leave their herd after 14 - 15 years and move around alone.
Choose the correct answer from the following :
(1) Assertion is true but Reason is false
(2) Assertion is false but Reason is true
(3) Both Assertion and Reason are true and Reason is the correct explanation of Assertion
(4) Both Assertion and Reason are true but Reason is not the correct explanation of Assertion
•Á÷∑§ÕŸ ∞fl¥ ∑§Ê⁄UáÊ ∑§Ê äÿÊŸ ‚ ¬…∏¥ —
•Á÷∑§ÕŸ — „ÊÁÕÿÊ¥ ∑§ ¤ÊÈ¥«U ◊¥ ∑§fl‹ „ÁÕÁŸÿÊ° •ÊÒ⁄U ’ìÊ „Ë ⁄U„Ã „Ò¥–
∑§Ê⁄UáÊ — „ÊÕË 14 - 15 ‚Ê‹ ’ÊŒ ¤ÊÈ¥«U ¿UÊ«∏ ŒÃ „Ò¥ •ÊÒ⁄U •∑§‹ ⁄U„Ã „Ò¥–
ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë ©ûÊ⁄U ∑§Ê øÈŸ¥ —
(1) •Á÷∑§ÕŸ ‚„Ë „Ò Á∑§ãÃÈ ∑§Ê⁄UáÊ ª‹Ã „Ò
(2) •Á÷∑§ÕŸ ª‹Ã „Ò Á∑§ãÃÈ ∑§Ê⁄UáÊ ‚„Ë „Ò
(3) ŒÊŸÊ¥, •Á÷∑§ÕŸ ÃÕÊ ∑§Ê⁄UáÊ ‚„Ë „Ò ∞fl¥ ∑§Ê⁄UáÊ, •Á÷∑§ÕŸ ∑§Ë ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò
(4) ŒÊŸÊ¥, •Á÷∑§ÕŸ ÃÕÊ ∑§Ê⁄UáÊ ‚„Ë „Ò Á∑§ãÃÈ ∑§Ê⁄UáÊ, •Á÷∑§ÕŸ ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò

62. Chapter 4 “Mangoes Round the Year” of NCERT Environmental Studies textbook has a story on
making mango papad so that children not only understand the process and technique but also
appreciate the skills of cooking and preservation. As per NCF 2005, which general objective of
teaching EVS is being achieved through this lesson ?
(1) To explain how much labor is needed to make an object.
(2) To discuss how various things can be made from the natural environment.
(3) To develop understanding with the help of observation and examples related to our
experiences in place of abstraction.
(4) To develop an understanding of how Aam papad is made.
∞Ÿ‚Ë߸•Ê⁄U≈UË ∑§Ë ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ë ¬Ê∆K¬ÈSÃ∑§ ∑§ •äÿÊÿ 4 ““πÊ∞¥ •Ê◊ 12 ◊„ËŸ”” ◊¥ •Ê◊ ¬Ê¬«∏ ’ŸÊŸ ∑§Ë ∑§„ÊŸË
„Ò ÃÊÁ∑§ ŸÊ Á‚»¸§ ¬˝Á∑˝§ÿÊ •ÊÒ⁄U Ã∑§ŸË∑§ ∑§Ê ’ìÊ ‚◊¤Ê, ’ÁÀ∑§ ¬∑§ÊŸ •ÊÒ⁄U ‚¥⁄UˇÊáÊ ∑§ ∑§Ê҇ʋ ∑§Ê ÷Ë ‚⁄UÊ„Ê ‚∑¥§– ⁄UÊc≈˛UËÿ
¬Ê∆Køÿʸ ∑§Ë M§¬⁄UπÊ 2005 ∑§ •ŸÈ‚Ê⁄U, ß‚ ¬Ê∆U ∑§ ◊Êäÿ◊ ‚ ߸flË∞‚ ¬…∏ÊŸ ∑§Ê ∑§ÊÒŸ ‚Ê ‚Ê◊Êãÿ ©Œ˜Œ‡ÿ ¬˝Êåà Á∑§ÿÊ ¡Ê
⁄U„Ê „Ò?
(1) Á∑§‚Ë flSÃÈ ∑§Ê ’ŸÊŸ ◊¥ Á∑§ÃŸË üÊ◊ ∑§Ë ¡M§⁄Uà „ÊÃË „Ò ©‚∑§Ë √ÿÊÅÿÊ ∑§⁄UŸÊ–
(2) ¬˝Ê∑ΧÁÃ∑§ ¬Á⁄Ufl‡Ê ‚ Á∑§‚ ¬˝∑§Ê⁄U ‚ ÁflÁ÷ÛÊ flSÃÈ∞¥ ’ŸÊ߸ ¡Ê ‚∑§ÃË „Ò¥ ©‚∑§Ë øøʸ ∑§⁄UŸÊ–
(3) •◊Íø ∑§ SÕÊŸ ¬⁄U •¬Ÿ •ŸÈ÷flÊ¥ ∑§ ¬„‹È•Ê¥ ‚ ¡È«∏ •fl‹Ê∑§Ÿ ∞fl¥ ©ŒÊ„⁄UáÊÊ¥ ∑§Ë ‚„ÊÿÃÊ ‚ ‚◊¤Ê ∑§Ê Áfl∑§Ê‚
∑§⁄UŸÊ–
(4) •Ê◊ ¬Ê¬«∏ Á∑§‚ ¬˝∑§Ê⁄U ‚ ’ŸÊÿÊ ¡ÊÃÊ „Ò ß‚∑§Ë ‚◊¤Ê Áfl∑§Á‚à ∑§⁄UŸÊ–

P-I !SED-24-I! 20 H
63. Mohan is a class V teacher of Environmental Studies. He writes the following activity on the
blackboard in his class. “Find out about the availability of water at the time of your parents and
grandparents and compare it with the current situation.” For the above activity, which of the
following strategies would be most appropriate ?
(1) Role Play (2) Project (3) Discussion (4) Interview
◊Ê„Ÿ ∑§ˇÊÊ 5 ∑§Ê ∞∑§ ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ê Á‡ÊˇÊ∑§ „Ò– fl„ •¬ŸË ∑§ˇÊÊ ◊¥ ÁŸêŸÁ‹Áπà ªÁÃÁflÁœ ∑§Ê ‡ÿÊ◊¬^ ¬⁄U Á‹πÃÊ
„Ò– ““•¬Ÿ ◊ÊÃÊ-Á¬ÃÊ •ÊÒ⁄U ŒÊŒÊ-ŒÊŒË ∑§ ‚◊ÿ ¬ÊŸË ∑§Ë ©¬‹éœÃÊ ∑§ ’Ê⁄U ◊¥ ¬ÃÊ ∑§⁄¥U •ÊÒ⁄U ©‚∑§Ë flø◊ÊŸ ÁSÕÁà ‚ ÃÈ‹ŸÊ
∑§⁄¥U–”” ©¬⁄UÊÄà ªÁÃÁflÁœ ∑§ Á‹∞, ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ë ‚’‚ ©¬ÿÈÄà ⁄UáÊŸËÁà „ÊªË?
(1) ÷ÍÁ◊∑§Ê ÁŸfl¸„Ÿ (2) ¬Á⁄UÿÊ¡ŸÊ (3) øøʸ ∑§⁄UŸÊ (4) ‚ÊˇÊÊà∑§Ê⁄U
64. Archana is a teacher of Environmental Studies teaching class IV. She forms two groups of children
in her class and conducts a debate activity on the topic “Should the school have uniforms or not”.
Why did Archana organize a debate in her class ? Which of the following may not be the most
appropriate reason ?
(A) Debate gives children an opportunity to think about and understand different aspects of a
topic.
(B) Children are encouraged to express their views in the classroom.
(C) Children get an opportunity to share their experiences in the classroom.
(D) Children assess the knowledge of their peers through debate.
(1) (A), (C) and (D) (2) (B) and (D) (3) (B), (C) and (D) (4) (A), (B) and (C)
•ø¸ŸÊ, ∑§ˇÊÊ 4 ∑§Ë ∞∑§ ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ë Á‡ÊÁˇÊ∑§Ê „Ò– fl„ •¬ŸË ∑§ˇÊÊ ◊¥ ’ìÊÊ¥ ∑§ ŒÊ ‚◊Í„ ’ŸÊÃË „Ò •ÊÒ⁄U ““ÁfllÊ‹ÿ
◊¥ ÿÍÁŸ»§Ê◊¸ „ÊŸË øÊÁ„∞ ÿÊ Ÿ„Ë¥”” ß‚ Áfl·ÿ ¬⁄U flÊŒ-ÁflflÊŒ ªÁÃÁflÁœ ∑§⁄UÊÃË „Ò– •ø¸ŸÊ Ÿ •¬ŸË ∑§ˇÊÊ ◊¥ flÊŒ-ÁflflÊŒ ÄÿÊ¥
∑§⁄UÊÿÊ? ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ‚’‚ ©¬ÿÈÄà ∑§Ê⁄UáÊ Ÿ„Ë¥ „Ê ‚∑§ÃÊ „Ò?
(A) flÊŒ ÁflflÊŒ ‚ ’ìÊÊ¥ ∑§Ê Á∑§‚Ë ’Êà ∑§ ÁflÁ÷ÛÊ ¬„‹È•Ê¥ ∑§ ’Ê⁄U ◊¥ ‚ÊøŸ •ÊÒ⁄U ‚◊¤ÊŸ ∑§Ê ◊ÊÒ∑§Ê Á◊‹ÃÊ „Ò–
(B) ∑§ˇÊÊ ◊¥ ’ìÊÊ¥ ∑§Ê •¬ŸË ⁄UÊÿ ⁄UπŸ ∑§ Á‹∞ ¬˝Êà‚Ê„Ÿ Á◊‹ÃÊ „Ò–
(C) ∑§ˇÊÊ ◊¥ ’ìÊÊ¥ ∑§Ê •¬Ÿ •ŸÈ÷fl ‚ʤÊÊ ∑§⁄UŸ ∑§Ê •fl‚⁄U ¬˝Êåà „ÊÃÊ „Ò–
(D) flÊŒ ÁflflÊŒ ‚ ’ìÊ •¬Ÿ ‚ÊÁÕÿÊ¥ ∑§ ôÊÊŸ ∑§Ê •Ê∑§‹Ÿ ∑§⁄U ‹Ã „Ò¥–
(1) (A), (C) •ÊÒ⁄ (D) (2) (B) •ÊÒ⁄ (D) (3) (B), (C) •ÊÒ⁄U (D) (4) (A), (B) •ÊÒ⁄ (C)

65. Child describes different skilled work related to farming and their inheritance (from elders) in
daily life.
The above statement is :
(1) Learning indicator (2) Learning objective
(3) Statement of competency (4) Learning outcome
’ìÊÊ ÁflÁ÷ÛÊ ∑ȧ‡Ê‹ ∑§ÊÿÊZ ¡Ò‚ πÃË •ÊÒ⁄U ŒÒÁŸ∑§ ¡ËflŸ ◊¥ ©Ÿ∑§Ë Áfl⁄UÊ‚Ã (’ȡȪÊZ ‚) ∑§Ê fláʸŸ ∑§⁄UÃÊ „Ò–
©¬⁄UÊÄà ∑§ÕŸ „Ò —
(1) ‚ËπŸ ∑§ ‚Íø∑§ (2) ‚ËπŸ ∑§ ©g‡ÿ
(3) ŒˇÊÃÊ ∑§ÕŸ (4) ‚ËπŸ ∑§ ¬˝Áû§‹
66. The state/union territory having coast on the Bay of Bengal is :
(1) Karnataka (2) Kerala
(3) Telangana (4) Andhra Pradesh
’¥ªÊ‹ ∑§Ë πÊ«∏Ë ¬⁄U ‚◊ÈŒ˝ Ã≈U flÊ‹Ê ⁄UÊíÿ/∑¥§Œ˝‡ÊÊÁ‚à ¬˝Œ‡Ê ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê „Ò ?
(1) ∑§ŸÊ¸≈U∑§ (2) ∑§⁄U‹
(3) Ã‹¥ªÊŸÊ (4) •Ê¥œ˝ ¬˝Œ‡Ê

P-I !SED-24-I! 21 H
67. Lesson 13 in NCERT’s Class V Environmental Studies textbook describes the amazing journey of
“Gaurav Jani”. This lesson is a part of which of the following themes ?
(1) Interrelationship (2) Work and Play
(3) Family and Friends (4) Shelter
∞Ÿ‚Ë߸•Ê⁄U≈UË ∑§ ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ë ¬Ê°øflË ∑§ˇÊÊ ∑§Ë ¬Ê∆K¬ÈSÃ∑§ ◊¥ ¬Ê∆U 13 ““ªÊÒ⁄Ufl ¡ÊŸË”” ∑§ •Œ˜÷Èà ÿÊòÊÊ ∑§Ê fláʸŸ
∑§⁄UÃË „Ò– ÿ„ ¬Ê∆U ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚ ÕË◊ ∑§Ê Á„S‚Ê „Ò?
(1) •Ê¬‚Ë ‚¥’¥œ (2) ∑§Ê◊ •ÊÒ⁄U π‹
(3) ¬Á⁄UflÊ⁄U •ÊÒ⁄U Á◊òÊ (4) •ÊflÊ‚

68. In a constructivist EVS classroom, which of the following is NOT seen to be happening ?
(1) Children are just solving familiar problems.
(2) Children are using their experiences to make new connections between concepts.
(3) Children are learning by doing activities with concrete objects.
(4) Children’s experiences are being respected.
¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ë ∞∑§ ⁄UøŸÊflÊŒË ∑§ˇÊÊ ◊¥, ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ë Á∑˝§ÿÊ Ÿ„Ë¥ „ÊÃË „È߸ ÁŒπÊ߸ ŒÃË „Ò?
(1) ’ìÊ Á‚»¸§ ¡ÊŸ ¬„øÊŸ ‚flÊ‹ „‹ ∑§⁄U ⁄U„ „Ò¥–
(2) ’ìÊ •flœÊ⁄UáÊÊ•Ê¥ ∑§ ’Ëø ∑§Ë Ÿß¸-Ÿß¸ ∑§Á«∏ÿÊ¥ ∑§Ê ¡Ê«∏Ÿ ◊¥ •¬ŸÊ •ŸÈ÷fl ©¬ÿÊª ∑§⁄U ⁄U„ „Ò¥–
(3) ’ìÊ ∆UÊ‚ flSÃÈ•Ê¥ ¬⁄U Á∑˝§ÿÊ ∑§⁄U∑§ ‚Ëπ ⁄U„ „Ò¥–
(4) ’ìÊÊ¥ ∑§ •ŸÈ÷fl ∑§Ê ‚ê◊ÊŸ ÁŒÿÊ ¡Ê ⁄U„Ê „Ò–

69. Siddhi is a teacher of class 4. She takes all the children of her class to the playground to play
Kabbadi, while teaching them lesson 10 “Hu tu tu, hu tu tu” of the NCERT Environmental Studies
textbook. Before playing the game, she also explains the rules of this game to all the children. Why
does the teacher tell the children the rules before playing this game ? Which of the following may
be the most appropriate reason ?
(A) She wants to draw the attention of the children that in life like in sports, we make rules.
(B) So that all the work is done properly.
(C) We are all bound by the rules in the same way in the society by which we settle differences
and conflicts among ourselves.
(D) By making rules, the attention of all children is much more on the rules than on the game.
(1) (C) and (D) (2) (A) and (D) (3) (A), (B) and (C) (4) (A) and (B)
Á‚Áh, ∞∑§ ∑§ˇÊÊ 4 ∑§Ë Á‡ÊÁˇÊ∑§Ê „Ò– fl„ •¬ŸË ∑§ˇÊÊ ∑§ ’ìÊÊ¥ ∑§Ê ∞Ÿ‚Ë߸•Ê⁄U≈UË ∑§ ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ë ¬Ê∆K¬ÈSÃ∑§ ∑§Ê
¬Ê∆ U10 ““„È ÃÍ ÃÍ, „È ÃÍ ÃÍ”” ¬…∏ÊŸ ∑§ Á‹∞ ‚÷Ë ’ìÊÊ¥ ∑§Ê fl„ π‹ ∑§ ◊Ҍʟ ◊¥ ‹ ¡Ê∑§⁄U ∑§’aË π‹ Áπ‹ÊÃË „Ò– π‹ π‹Ÿ
‚ ¬„‹ fl„ ‚÷Ë ’ìÊÊ¥ ∑§Ê ß‚ π‹ ∑§ ÁŸÿ◊ ÷Ë ’ÃÊÃË „Ò– Á‡ÊÁˇÊ∑§Ê ß‚ π‹ ∑§Ê π‹Ÿ ‚ ¬„‹ ’ìÊÊ¥ ∑§Ê ÁŸÿ◊ ÄÿÊ¥ ’ÃÊÃË
„Ò? ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ‚’‚ ©¬ÿÈÄà ∑§Ê⁄UáÊ „Ê ‚∑§ÃÊ „Ò?
(A) fl„ ’ìÊÊ¥ ∑§Ê äÿÊŸ ß‚ •Ê⁄U πË¥øŸÊ øÊ„ÃË „Ò Á∑§ π‹ ∑§Ë Ã⁄U„ „Ë ¡ËflŸ ◊¥ ÷Ë „◊ ÁŸÿ◊ ’ŸÊÃ „Ò¥–
(B) ÃÊÁ∑§ ‚÷Ë ∑§Êÿ¸ ‚„Ë …¥Uª ‚ Á∑§∞ ¡Ê∞¥–
(C) „◊ ‚÷Ë ‚◊Ê¡ ◊¥ ß‚Ë ¬˝∑§Ê⁄U ‚ ÁŸÿ◊Ê¥ ‚ ’¥œ „Ò¥ Á¡‚∑§ mÊ⁄UÊ „◊ •Ê¬‚ ◊¥ ◊Ã÷Œ •ÊÒ⁄U ¤Êª«∏ ‚È‹¤ÊÊÃ „Ò¥–
(D) ÁŸÿ◊ ’ŸÊŸ ‚ ‚÷Ë ’ìÊÊ¥ ∑§Ê äÿÊŸ π‹ ∑§Ë •¬ˇÊÊ ÁŸÿ◊ ¬⁄U ’„Èà •Áœ∑§ ⁄U„ÃÊ „Ò–
(1) (C) •ÊÒ⁄U (D) (2) (A) •ÊÒ⁄U (D) (3) (A), (B) •ÊÒ⁄U (C) (4) (A) •ÊÒ⁄U (B)

P-I !SED-24-I! 22 H
70. Read the following statements and choose the correct option.
Assertion (A) : Biomass and Fossil Fuels are the two main conventional sources of energy.
Reason (R) : Conventional sources are those which are renewable in nature.
(1) (A) is true, but (R) is false (2) (A) is false, but (R) is true
(3) Both (A) and (R) are true (4) Both (A) and (R) are false
ÁŸêŸÁ‹Áπà ∑§ÕŸÊ¥ ∑§Ê ¬Á…∏∞ ∞fl¥ ‚„Ë Áfl∑§À¬ øÈÁŸ∞ -
•Á÷∑§ÕŸ (A) : ¡Òfl ◊ÊòÊÊ ∞fl¥ ¡Ëflʇ◊ ßZœŸ, ŒÊŸÊ¥ ™§¡Ê¸ ∑§ ¬⁄¥U¬⁄Uʪà dÊà „Ò¥–
∑§Ê⁄UáÊ (R) : ¬Ê⁄¥U¬Á⁄U∑§ dÊà fl „Ò¥ Á¡Ÿ∑§Ê Sfl÷Êfl ŸflË∑§⁄UáÊËÿ „ÊÃÊ „Ò–
(1) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò (2) (A) ª‹Ã „Ò •ÊÒ⁄U (R) ‚„Ë „Ò
(3) ŒÊŸÊ¥ (A) •ÊÒ⁄U (R) ‚„Ë „Ò¥ (4) ŒÊŸÊ¥ (A) •ÊÒ⁄U (R) ª‹Ã „Ò¥

71. Consider the following statements A and B.

Statement A : In 1969, Neil Armstrong was the first man to walk on the moon.
Statement B : In 2007, Kalpana Chawla set a new record for the longest space flight by a woman.
Select the correct code from the following :
(1) A is correct but B is wrong (2) A is wrong but B is correct
(3) A and B both are correct (4) A and B both are wrong
ŸËø ÁŒ∞ ª∞ ∑§ÕŸÊ¥ A •ÊÒ⁄U B ¬⁄U ÁfløÊ⁄U ∑§ËÁ¡∞ —
∑§ÕŸ A : ‚Ÿ˜ 1969 ◊¥ ŸË‹ •Ê◊¸S≈˛UÊÚ㪠øÊ°Œ ¬⁄U ©Ã⁄UŸ flÊ‹ ‚’‚ ¬„‹ √ÿÁÄà Õ–
∑§ÕŸ B : ‚Ÿ˜ 2007, ◊¥ ∑§À¬ŸÊ øÊfl‹Ê •¥ÃÁ⁄UˇÊ ◊¥ ‚’‚ ‹¥’ ‚◊ÿ Ã∑§ ⁄U„Ÿ flÊ‹Ë ¬„‹Ë ◊Á„‹Ê ÕË¥–
ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë ∑§Ê«U øÈÁŸ∞ —
(1) A ‚„Ë „Ò ¬⁄UãÃÈU B ª‹Ã „Ò (2) A ª‹Ã „Ò ¬⁄UãÃÈU B ‚„Ë „Ò
(3) A •ÊÒ⁄U B ŒÊŸÊ¥ ‚„Ë „Ò¥ (4) A •ÊÒ⁄U B ŒÊŸÊ¥ ª‹Ã „Ò¥

72. It has been observed that some mistakes are made while observing the learning and progress of
children. These mistakes may be the result of our biases. Which of the following information should
not be recorded as a bias ?
(1) Samples of the children’s work in the portfolio.
(2) Prior experiences regarding the ability and performance of the children.
(3) Previous results related to the examination of any one subject and any area thereof.
(4) Social background of the child.
∞‚Ê ¬ÊÿÊ ªÿÊ „Ò Á∑§ ’ìÊÊ¥ ∑§ ‚ËπŸ •ÊÒ⁄U ¬˝ªÁà ∑§Ê •fl‹Ê∑§Ÿ ∑§⁄UÃ ‚◊ÿ ∑ȧ¿U ª‹ÁÃÿÊ¥ „Ê ¡ÊÃË „Ò¥– ÿ„ ª‹ÁÃÿÊ¥ „◊Ê⁄U
¬Íflʸª˝„Ê¥ ∑§Ê ¬Á⁄UáÊÊ◊ „Ê ‚∑§ÃË „Ò¥– ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ë ‚ÍøŸÊ ∞∑§ ¬Íflʸª˝„ ∑§ M§¬ ◊¥ Œ¡¸ Ÿ„Ë¥ „ÊŸË øÊÁ„∞?
(1) ¬Ê≈¸U»§ÊÁ‹ÿÊ ◊¥ ’ìÊÊ¥ ∑§ ∑§Ê◊ ∑§ Ÿ◊ÍŸ–
(2) ’ìÊÊ¥ ∑§Ë ÿÊÇÿÃÊ fl ∑§Êÿ¸ ÁŸc¬ÊŒŸ ∑§ ‚¥’¥œ ◊¥ ¬„‹ ∑§ •ŸÈ÷fl–
(3) Á∑§‚Ë ∞∑§ Áfl·ÿ •ÊÒ⁄U ©‚∑§ Á∑§‚Ë ∞∑§ ˇÊòÊ ∑§Ë ¬⁄UˡÊÊ ‚ ¡È«∏ ¬Ífl¸ ¬Á⁄UáÊÊ◊–
(4) ’ìÊ ∑§Ë ‚Ê◊ÊÁ¡∑§ ¬ÎD÷ÍÁ◊–

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73. Read the Assertion (A) and Reason (R) carefully -
Assertion (A) : The goats from which the soft pashmina wool is collected are found on very high
altitudes of 5000 meters in extreme cold.
Reason (R) : A coat of warm hair grows on goats body which protects it from extreme cold.
Choose the correct option from the following :
(1) (A) is true but (R) is false
(2) (A) is false but (R) is true
(3) Both (A) and (R) are true and (R) explains (A)
(4) Both (A) and (R) are true but (R) does not explain (A)
•Á÷∑§ÕŸ (A) ÃÕÊ ∑§Ê⁄UáÊ (R) ∑§Ê äÿÊŸ ‚ ¬…∏¥ —
•Á÷∑§ÕŸ (A) : Á¡Ÿ ’∑§Á⁄UÿÊ¥ ∑§ ’Ê‹Ê¥ ‚ ◊È‹Êÿ◊ ¬‡Ê◊ËŸÊ ‡ÊÊ‹ ’ŸÊ∞ ¡ÊÃ „Ò fl ‹ª÷ª 5000 ◊Ë≈U⁄ ™°§øÊ߸ ◊¥ ¬Ê∞
¡ÊÃ „Ò ¡„Ê° ’„Èà ‚ŒË¸ ¬«∏ÃË „Ò–
∑§Ê⁄UáÊ (R) : ßÃŸË ‚ŒË¸ ‚ ’øŸ ∑§ Á‹∞ ’∑§Á⁄UÿÊ¥ ∑§ ‡Ê⁄UË⁄U ¬⁄U ª⁄U◊ ’Ê‹Ê¥ ∑§ ¬⁄Uà ©ª •ÊÃ „Ò¥–
ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë Áfl∑§À¬ ∑§Ê øÈŸ¥ —
(1) (A) ‚„Ë „Ò Á∑§ãÃÈ (R) ª‹Ã „Ò
(2) (A) ª‹Ã „Ò Á∑§ãÃÈ (R) ‚„Ë „Ò
(3) ŒÊŸÊ¥ (A) ∞fl¥ (R) ‚„Ë „Ò¥ ÃÕÊ (R) , (A) ∑§Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò
(4) ŒÊŸÊ¥ (A) ∞fl¥ (R) ‚„Ë „Ò¥ Á∑§ãÃÈ (R), (A) ∑§Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ
74. Read the statements I and II.
Statement I : Due to anaemia, children do not grow well, and their energy levels are low.
Statement II : Anaemia affects both, children’s physical as well as mental health.
Choose the correct answer from the following :
(1) I is true but II is false (2) I is false but II is true
(3) Both I and II are true (4) Both I and II are false
∑§ÕŸ I ∞fl¥ II ∑§Ê äÿÊŸ ‚ ¬…∏¥–
∑§ÕŸ I : •ŸËÁ◊ÿÊ ∑§ ∑§Ê⁄UáÊ ’ìÊ ∆UË∑§ ‚ ’…∏ Ÿ„Ë¥ ¬ÊÃ „Ò¥ •ÊÒ⁄U ©Ÿ◊¥ »È§Ã˸ ÷Ë ∑§◊ „ÊÃË „Ò–
∑§ÕŸ II : •ŸËÁ◊ÿÊ ’ìÊÊ¥ ∑§Ë ‡ÊÊ⁄UËÁ⁄U∑§ •ÊÒ⁄U ÁŒ◊ÊªË Ã¥ŒÈM§SÃË ¬⁄U •‚⁄U ∑§⁄UÃÊ „Ò–
ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë ©ûÊ⁄U øÈŸ¥ —
(1) I ‚„Ë „Ò Á∑§ãÃÈ II ª‹Ã „Ò– (2) I ª‹Ã „Ò Á∑§ãÃÈ II ‚„Ë „Ò–
(3) ŒÊŸÊ¥ I ÃÕÊ II ‚„Ë „¥Ò– (4) ŒÊŸÊ¥ I ∞fl¥ II ª‹Ã „¥Ò–
75. Select the correct match from the following :
(1) Lavani - Tamil nadu (2) Bharatnatyam - Odisha
(3) Kathak - Karnataka (4) Bihu - Assam
ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë Á◊‹ÊŸ øÈÁŸ∞ —
(1) ‹ÊfláÊË - ÃÁ◊‹ŸÊ«ÈU (2) ÷⁄UßÊ≈˜Uÿ◊ - •Ê«UˇÊÊ
(3) ∑§Õ∑§ - ∑§ŸÊ¸≈U∑§ (4) Á’„È - •‚◊
76. Cows have Short front teeth and Large and flat side teeth for which one of the following ?
(1) Cutting grass and gnawing grass respectively
(2) Gnawing grass and cutting grass respectively
(3) Snipping grass and chewing grass respectively
(4) Chewing grass and snipping grass respectively
ªÊÿ ∑§ •Êª ∑§ Œ°Êà ¿UÊ≈U ÃÕÊ ¬Ë¿U ∑§ ŒÊ°Ã ø¬≈U •ÊÒ⁄U ’«∏ „ÊÃ „Ò¥– ∞‚Ê ÄÿÊ¥ „ÊÃÊ „Ò?
(1) ∑˝§◊‡Ê— ÉÊÊ‚ ∑§Ê≈UŸ ÃÕÊ ÉÊÊ‚ ∑§Ê ∑ȧÃ⁄UŸ ∑§ Á‹∞
(2) ∑˝§◊‡Ê— ÉÊÊ‚ ∑ȧÃ⁄UŸ ÃÕÊ ÉÊÊ‚ ∑§Ê ∑§Ê≈UŸ ∑§ Á‹∞
(3) ∑˝§◊‡Ê— ÉÊÊ‚ ∑§Ê≈UŸ ÃÕÊ ÉÊÊ‚ ø’ÊŸ ∑§ Á‹∞
(4) ∑˝§◊‡Ê— ÉÊÊ‚ ø’ÊŸ ÃÕÊ ÉÊÊ‚ ∑§Ê≈UŸ ∑§ Á‹∞

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77. What is the reason why tales and stories have been given an important place in the textbooks of
Environmental Studies ? Which of the following may be the most appropriate reason ?
(A) At the primary level, the teachers of Environmental Studies narrate tales and stories with
interest, that is why they have been given an important place.
(B) The use of stories has often been considered important in developing children’s sensitivity to
environmental issues.
(C) Because children easily relate themselves to the characters of the story, that is why they have
been given an important place in the textbooks.
(D) Tales and stories are liked by the society, that is why they have been given an important
place in the textbooks of the environment.
(1) (C) and (D) (2) (A) and (B) (3) (A) and (D) (4) (B) and (C)
ÄÿÊ ∑§Ê⁄UáÊ „Ò Á∑§ ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ë ¬Ê∆K¬ÈSÃ∑§Ê¥ ◊¥ Á∑§S‚ •ÊÒ⁄U ∑§„ÊÁŸÿÊ¥ ∑§Ê ◊„àfl¬Íáʸ SÕÊŸ ÁŒÿÊ ªÿÊ „Ò? ÁŸêŸÁ‹ÁπÃ
◊¥ ‚ ∑§ÊÒŸ ‚Ê ‚’‚ ©¬ÿÈÄà ∑§Ê⁄UáÊ „Ê ‚∑§ÃÊ „Ò?
(A) ¬˝ÊÕÁ◊∑§ SÃ⁄U ¬⁄U ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§ Á‡ÊˇÊ∑§ Á∑§S‚ •ÊÒ⁄U ∑§„ÊÁŸÿÊ¥ ∑§Ê L§Áø ‹∑§⁄U ‚ÈŸÊÃ „Ò¥ ß‚ËÁ‹∞ ߟ∑§Ê
◊„àfl¬Íáʸ SÕÊŸ ÁŒÿÊ ªÿÊ „Ò–
(B) ’ìÊÊ¥ ∑§Ê ¬ÿʸfl⁄UáÊ ‚ ‚¥’¥ÁœÃ ◊ÈgÊ¥ ∑§ ¬˝Áà ‚¥flŒŸ‡ÊË‹ÃÊ Áfl∑§Á‚à ∑§⁄UŸ ∑§ Á‹∞ •Ä‚⁄U Á∑§S‚ •ÊÒ⁄U ∑§„ÊÁŸÿÊ¥ ∑§Ê
ßSÃ◊Ê‹ ◊„àfl¬Íáʸ ◊ÊŸÊ ªÿÊ „Ò–
(C) ÄÿÊ¥Á∑§ ’ìÊ ∑§„ÊŸË ∑§ ¬ÊòÊÊ¥ ‚ •¬Ÿ •Ê¬∑§Ê •Ê‚ÊŸË ‚ ¡Ê«∏ ‹Ã „Ò¥ ß‚ËÁ‹∞ ߟ∑§Ê ¬Ê∆K ¬ÈSÃ∑§Ê¥ ◊¥ ◊„àfl¬Íáʸ SÕÊŸ
ÁŒÿÊ ªÿÊ „Ò–
(D) Á∑§S‚ •ÊÒ⁄U ∑§„ÊÁŸÿÊ¥ ‚◊Ê¡ ∑§Ê ¬‚¥Œ „Ò ß‚ËÁ‹∞ ߟ∑§Ê ¬ÿʸfl⁄UáÊ ∑§Ë ¬Ê∆K ¬ÈSÃ∑§Ê¥ ◊¥ ◊„àfl¬Íáʸ SÕÊŸ ÁŒÿÊ ªÿÊ „Ò–
(1) (C) •ÊÒ⁄ (D) (2) (A) •ÊÒ⁄ (B) (3) (A) •ÊÒ⁄U (D) (4) (B) •ÊÒ⁄ (C)

78. In the following question, Assertion and Reason are followed. Read the statements carefully and
choose the correct option from the following :
Assertion : In the lessons of NCERT’s Environmental Studies textbook, real incidents of
common life, everyday problems and some burning problems related to today
have been kept.
Reason : Children can debate openly on all these problems, be aware of the problems, be
sensitive to them and make correct understanding.
(1) Assertion is true but Reason is false.
(2) Assertion is false but Reason is true.
(3) Both Assertion and Reason are correct and Reason is the correct explanation of Assertion.
(4) Assertion and Reason are correct but Reason is not the correct explanation of Assertion.
ÁŸêŸÁ‹Áπà ¬˝‡Ÿ ◊¥, •Á÷∑§ÕŸ •ÊÒ⁄U ∑§Ê⁄UáÊ ∑§Ê •Êª ⁄UπÊ ªÿÊ „Ò– ∑§ÕŸÊ¥ ∑§Ê äÿÊŸ ‚ ¬…∏¥ •ÊÒ⁄U ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë
Áfl∑§À¬ ∑§Ê øÿŸ ∑§⁄¥U —
•Á÷∑§ÕŸ : ∞Ÿ‚Ë߸•Ê⁄U≈UË ∑§, ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§ ¬Ê∆K ¬ÈSÃ∑§ ∑§ ¬Ê∆UÊ¥ ◊¥ •Ê◊ Á¡¥ŒªË ∑§Ë flÊSÃÁfl∑§ ÉÊ≈UŸÊ•Ê¥,
⁄UÊ¡◊⁄Uʸ ∑§Ë ‚◊SÿÊ•Ê¥ •ÊÒ⁄U •Ê¡ ‚ ¡È«∏Ë ∑ȧ¿U ífl‹¥Ã ‚◊SÿÊ•Ê¥ ∑§Ê ⁄UπÊ ªÿÊ „Ò–
∑§Ê⁄UáÊ : ߟ ‚÷Ë ‚◊SÿÊ•Ê¥ ¬⁄U ’ìÊ πÈ‹∑§⁄U ’„‚ ∑§⁄U ‚∑¥§, ‚◊SÿÊ•Ê¥ ‚ •flªÃ „Ê, ©Ÿ∑§ ¬˝Áà ‚¥flŒŸ‡ÊË‹
’Ÿ •ÊÒ⁄U ‚„Ë ‚◊¤Ê ’ŸÊ ‚∑¥§–
(1) •Á÷∑§ÕŸ ‚àÿ „Ò ‹Á∑§Ÿ ∑§Ê⁄UáÊ •‚àÿ „Ò–
(2) •Á÷∑§ÕŸ •‚àÿ „Ò ¬⁄UãÃÈ ∑§Ê⁄UáÊ ‚àÿ „Ò–
(3) •Á÷∑§ÕŸ •ÊÒ⁄U ∑§Ê⁄UáÊ ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U ∑§Ê⁄UáÊ, •Á÷∑§ÕŸ ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(4) •Á÷∑§ÕŸ •ÊÒ⁄U ∑§Ê⁄UáÊ ‚„Ë „Ò ‹Á∑§Ÿ ∑§Ê⁄UáÊ, •Á÷∑§ÕŸ ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–

P-I !SED-24-I! 25 H
79. How much time ‘boiled milk’ takes for digestion in the stomach ? Choose the correct answer from
the following :
(1) 4 hours (2) 5 hours (3) 2 hours (4) 3 hours
“©’‹Ê „È•Ê ŒÍœ” ¬≈U ◊¥ ¬øŸ ◊¥ Á∑§ÃŸÊ ‚◊ÿ ‹ÃÊ „Ò? ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë ©ûÊ⁄U ∑§Ê øÈŸ¥–
(1) 4 ÉÊ¥≈U (2) 5 ÉÊ¥≈U (3) 2 ÉÊ¥≈U (4) 3 ÉÊ¥≈U

80. A person would not drown in the dead sea or a salty lake even if the person does not know how to
swim. This is due to :
(1) neither high nor low density of sea water
(2) volume of sea water
(3) high density of sea water
(4) low density of sea water
∞∑§ √ÿÁÄà ◊Îà ‚◊ÈŒ˝ ÿÊ πÊ⁄UË ¤ÊË‹ ◊¥ Ÿ„Ë¥ «ÍU’ªÊ ÷‹ „Ë fl„ ÃÒ⁄UŸÊ Ÿ ¡ÊŸÃÊ „Ê– ß‚∑§Ë fl¡„ „Ò —
(1) ‚◊ÈŒ˝ ∑§ ¬ÊŸË ∑§Ê Ÿ ©ìÊ, Ÿ ÁŸêŸ ÉÊŸàfl
(2) ‚◊ÈŒ˝ ∑§ ¬ÊŸË ∑§Ë ◊ÊòÊÊ
(3) ‚◊ÈŒ˝ ∑§ ¬ÊŸË ∑§Ê ©ìÊ ÉÊŸàfl
(4) ‚◊ÈŒ˝ ∑§ ¬ÊŸË ∑§Ê ÁŸêŸ ÉÊŸàfl

81. Which one of the following is a group consisting of elements only ?

(1) Steel, Iron, Zinc (2) Tin, Lithium, Sodium
(3) Sodium, Brass, Potassium (4) Bronze, Copper, Aluminium
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ‚◊Í„ ∑§fl‹ ÃàflÊ¥ ‚ ’ŸÊ „Ò?
(1) S≈UË‹, •Êÿ⁄UŸ, Á¡¥∑§ (2) Á≈UŸ, Á‹ÁÕÿ◊, ‚ÊÁ«Uÿ◊
(3) ‚ÊÁ«Uÿ◊, ’˝Ê‚, ¬Ê≈ÒUÁ‡Êÿ◊ (4) ’˝¥Ê$¡, ∑§ÊÚ¬⁄U, ∞‹ÈÁ◊ÁŸÿ◊U

82. A teacher of Environmental Studies, while conducting an activity with some children, observes
some important incidents and also makes a descriptive note of the same. Which of the following
may be the tool of assessment ?
(1) Observation List (2) Anecdotal Records
(3) Rating Scale (4) Portfolio
¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ê ∞∑§ Á‡ÊˇÊ∑§ ∑ȧ¿U ’ìÊÊ¥ ∑§ ªÁÃÁflÁœ ∑§⁄UÊŸ ∑§ ŒÊÒ⁄UÊŸ, ∑ȧ¿U ◊„àfl¬Íáʸ ÉÊ≈UŸÊ•Ê¥ ∑§Ê •fl‹Ê∑§Ÿ ∑§⁄UÃÊ „Ò
ÃÕÊ ©‚∑§Ê ∞∑§ fláʸŸÊà◊∑§ Á≈Uå¬ÁáÊÿÊ¥ ÷Ë Œ¡¸ ∑§⁄UÃÊ „Ò– ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê •Ê∑§‹Ÿ ∑§Ê ©¬∑§⁄UáÊ „Ê ‚∑§ÃÊ „Ò?
(1) •fl‹Ê∑§Ÿ ‚ÍøË (2) ©¬ÊÅÿÊŸÊà◊∑§ •Á÷‹π
(3) ⁄UÁ≈¥Uª S∑§‹ (4) ¬Ê≈¸U»§ÊÁ‹ÿÊ

83. Two Indian birds make nests which hang from the branches of trees or bushes. These two birds
are :
(1) Barbet and Sun-bird (2) Tailor bird and Indian Robin
(3) Indian Robin and Weaver bird (4) Sun-bird and Tailor bird
ŒÊ ÷Ê⁄ÃËÿ ¬ˇÊË flÎˇÊ ÿÊ ¤ÊÊ«UË ∑§Ë «UÊ‹Ë ¬⁄U •¬ŸÊ ‹≈U∑§ÃÊ ÉÊÊ¥‚‹Ê ’ŸÊÃ „Ò¥– ÿ ŒÊ ÷Ê⁄UÃËÿ ¬ˇÊË „Ò¥ —
(1) ’‚¥Ã ªÊÒ⁄UË •ÊÒ⁄U ‡ÊÄ∑§⁄UπÊ⁄UÊ (2) ŒÁ¡¸Ÿ ÁøÁ«∏ÿÊ •ÊÒ⁄U ∑§‹ Áø«∏Ë
(3) ∑§‹ Áø«∏Ë •ÊÒ⁄U flËfl⁄U ¬ˇÊË (4) ‡ÊÄ∑§⁄UπÊ⁄UÊ •ÊÒ⁄U ŒÁ¡¸Ÿ ÁøÁ«∏ÿÊ

P-I !SED-24-I! 26 H
84. Read the statements A and B carefully -
Statement A : During the cold season lizards go into a long and deep sleep.
Statement B : Some animals go into a long, deep sleep in certain seasons.
Choose the correct answer from the following :
(1) ‘A’ is correct but ‘B’ is incorrect.
(2) ‘A’ is incorrect but ‘B’ is correct.
(3) Both ‘A’ and ‘B’ are correct and ‘B’ explains ‘A’.
(4) Both ‘A’ and ‘B’ are correct but ‘B’ does not explain ‘A’.
∑§ÕŸ A ∞fl¥ B ∑§Ê äÿÊŸ ‚ ¬…∏¥ —
∑§ÕŸ A : ∆¥U«U ∑§ ◊ÊÒ‚◊ ◊¥ Á¿U¬∑§Á‹ÿÊ° ‹ê’Ë •ÊÒ⁄U ª„⁄UË ÁŸŒ˝Ê ◊¥ ø‹ ¡ÊÃ „Ò¥–
∑§ÕŸ B : ∑ȧ¿U ´§ÃÈ•Ê¥ ◊¥, ∑ȧ¿U ¡ÊŸfl⁄U ‹ê’Ë, ª„⁄UË ÁŸŒ˝Ê ◊¥ ø‹ ¡ÊÃ „Ò¥–
ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë ©ûÊ⁄U ∑§Ê øÈŸ¥ —
(1) ‘A’ ‚„Ë „Ò ¬⁄UãÃÈ ‘B’ ª‹Ã „Ò–
(2) ‘A’ ª‹Ã „Ò ¬⁄UãÃÈ ‘B’ ‚„Ë „Ò–
(3) ŒÊŸÊ¥ ‘A’ •ÊÒ⁄U ‘B’ ‚„Ë „Ò¥ •ÊÒ⁄U ‘B’ , ‘A’ ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(4) ŒÊŸÊ¥ ‘A’ •ÊÒ⁄U ‘B’ ‚„Ë „Ò ¬⁄UãÃÈ ‘B’, ‘A’ ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–

85. A teacher in his environmental studies class, divides the children into groups and asks them to
collect some objects present in the school. After that he sits with the children and asks them to
distribute those objects into different groups. Children divide objects into different groups on the
basis of their properties. What could be the most appropriate purpose for the teacher to conduct
this activity ?
(1) Activity strengthens the cognitive domain to a greater extent than the other domains of
learning in children.
(2) The activity develops the child’s understanding of all the concepts.
(3) At the primary stage, children learn better by interacting with each other.
(4) By doing the activity, children make very few mistakes in understanding the definition and
facts.
∞∑§ Á‡ÊˇÊ∑§ •¬ŸË ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ë ∑§ˇÊÊ ◊¥ ’ìÊÊ¥ ∑§Ê ‚◊Í„ ◊¥ ’Ê¥≈U∑§⁄U, ÁfllÊ‹ÿ ◊¥ ◊ÊÒ¡ÍŒ ©Ÿ‚ ∑ȧ¿U flSÃÈ∞¥ ß∑§_ ∑§⁄UŸ
∑§Ê ∑§„ÃÊ „Ò– ß‚∑§ ’ÊŒ fl„ ’ìÊÊ¥ ∑ ‚ÊÕ ’Ò∆U∑§⁄U ©Ÿ flSÃÈ•Ê¥ ∑§Ê ÁflÁ÷ÛÊ ‚◊Í„ ◊¥ ’Ê¥≈UŸ ∑§ Á‹∞ ∑§„ÃÊ „Ò– ’ìÊ flSÃÈ•Ê¥ ∑§Ê
©Ÿ∑§ ªÈáÊÊ¥ ∑§ •ÊœÊ⁄U ¬⁄U ÁflÁ÷ÛÊ ‚◊Í„ ◊¥ ’Ê¥≈U ŒÃ „Ò¥– Á‡ÊˇÊ∑§ ∑§ mÊ⁄UÊ ß‚ ªÁÃÁflÁœ ∑§Ê ∑§⁄UÊŸ ∑§Ê ÄÿÊ ‚’‚ ©¬ÿÈÄà ©Œ˜Œ‡ÿ
„Ê ‚∑§ÃÊ „Ò?
(1) ªÁÃÁflÁœ ’ìÊÊ¥ ◊¥ ‚ËπŸ ∑§ •ãÿ ¬ˇÊÊ¥ ∑§Ë ÃÈ‹ŸÊ ◊¥ ‚¥ôÊÊŸÊà◊∑§ ¬ˇÊ ∑§Ê ∑§Ê»§Ë „Œ Ã∑§ ◊¡’Íà ∑§⁄UÃË „Ò–
(2) ªÁÃÁflÁœ ’ìÊÊ¥ ∑§ ‚÷Ë •flœÊ⁄UáÊÊ•Ê¥ ∑§Ë ‚◊¤Ê Áfl∑§Á‚à ∑§⁄UÃË „Ò–
(3) ¬˝ÊÕÁ◊∑§ SÃ⁄U ¬⁄U ’ìÊ ∞∑§ ŒÍ‚⁄U ∑§ ‚ÊÕ •¥Ã—Á∑˝§ÿÊ ∑§⁄UÃ „È∞ ’„Ã⁄U Ã⁄UË∑§ ‚ ‚Ëπ ¬ÊÃ „Ò¥–
(4) ªÁÃÁflÁœ ∑§⁄UÊŸ ‚ ’ìÊ ¬Á⁄÷Ê·Ê •ÊÒ⁄U ÃâÿÊ¥ ∑§Ê ‚◊¤ÊŸ ◊¥ ’„Èà ∑§◊ ª‹ÁÃÿÊ¥ ∑§⁄UÃ „Ò¥–

P-I !SED-24-I! 27 H
86. Rakesh is a teacher of Environmental Studies of class V. He asks the children in his class to do an
activity. In which, all children observe which “object floats in water and which sinks in water” ?
After the activity some children ask the teacher why some objects sink in water and some objects
float in water. What is the most appropriate thing a teacher should do in the following situation ?
(A) The teacher should tell the children that this is happening because of the density.
(B) Give each child the freedom to observe, record their observations, and interpret those
observations.
(C) Provide opportunity to each child to hypothesize, test and make activity based generalizations.
(D) Teacher should say that the main reason for this you will understand in your higher classes.
(1) (C) and (D) (2) (A) only (3) (A), (B) and (C) (4) (B) and (C)
⁄UÊ∑§‡Ê, ∑§ˇÊÊ 5 ∑§Ê ∞∑§ ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ê Á‡ÊˇÊ∑§ „Ò– fl„ •¬ŸË ∑§ˇÊÊ ◊¥ ’ìÊÊ¥ ‚ ∞∑§ ªÁÃÁflÁœ ∑§⁄UŸ ∑§ Á‹∞ ∑§„ÃÊ „Ò–
Á¡‚◊¥ ‚÷Ë ’ìÊ ÿ„ •fl‹Ê∑§Ÿ ∑§⁄UÃ „Ò¥ Á∑§ ∑§ÊÒŸ ‚Ë ““flSÃÈ ¬ÊŸË ◊¥ ÃÒ⁄UÃË „Ò •ÊÒ⁄U ∑§ÊÒŸ ‚Ë ¬ÊŸË ◊¥ «UÍ’ ¡ÊÃË „Ò””? ªÁÃÁflÁœ
∑§ ©¬⁄Uʥà ∑ȧ¿U ’ìÊ Á‡ÊˇÊ∑§ ‚ ¬Í¿UÃ „Ò¥ Á∑§ ∑ȧ¿U flSÃÈ∞¥ ¬ÊŸË ◊¥ «ÍU’ ¡ÊÃË „Ò¥ •ÊÒ⁄U ∑ȧ¿U flSÃÈ∞¥ ¬ÊŸË ◊¥ ÃÒ⁄UÃË „Ò¥ ∞‚Ê ÄÿÊ¥ „Ò–
ÁŸêŸÁ‹Áπà ¬Á⁄UÁSÕÁà ◊¥ ∞∑§ Á‡ÊˇÊ∑§ ∑§Ê ÄÿÊ ‚’‚ ©¬ÿÈÄà ∑§⁄UŸÊ øÊÁ„∞?
(A) Á‡ÊˇÊ∑§ ∑§Ê ’ìÊÊ¥ ‚ ∑§„ŸÊ øÊÁ„∞ Á∑§ ∞‚Ê ÉÊŸàfl ∑§ ∑§Ê⁄UáÊ „Ê ⁄U„Ê „Ò–
(B) ¬˝àÿ∑§ ’ìÊ ∑§Ê ÁŸ⁄UˡÊáÊ ∑§⁄UŸ, •¬ŸË Á≈Uå¬ÁáÊÿÊ¥ Œ¡¸ ∑§⁄UŸ •ÊÒ⁄U ©Ÿ Á≈Uå¬ÁáÊÿÊ¥ ∑§Ê •Õ¸ ’ÃÊŸ ∑§Ë •Ê¡ÊŒË Œ¥–
(C) ¬˝àÿ∑§ ’ìÊ ∑§Ê ¬Á⁄U∑§À¬ŸÊ ∑§⁄UŸ, ¬⁄UˡÊáÊ ∑§⁄UŸ •ÊÒ⁄U ªÁÃÁflÁœ •ÊœÊÁ⁄Uà ‚Ê◊ÊãÿË∑§⁄UáÊ ∑§⁄UŸ ∑§Ê •fl‚⁄U ¬˝ŒÊŸ ∑§⁄U¥–
(D) Á‡ÊˇÊ∑§ ∑§Ê ÿ„ ∑§„ŸÊ øÊÁ„∞ Á∑§ ß‚∑§Ê ◊ÈÅÿ ∑§Ê⁄UáÊ •Ê¬ •¬ŸË ’«∏Ë ∑§ˇÊÊ•Ê¥ ◊¥ ‚◊¤Ê¥ª–
(1) (C) •ÊÒ⁄ (D) (2) ∑§fl‹ (A) (3) (A), (B) •ÊÒ⁄U (C) (4) (B) •ÊÒ⁄ (C)

87. It is 10 A.M. now in India today, it is around noon of today in _________.

(1) Japan (2) Singapore (3) London (4) Karachi
•Ê¡ •’ ÷Ê⁄Uà ◊¥ 10 A.M. ‚◊ÿ „Ò– •Ê¡ „Ë _________ ◊¥ ‹ª÷ª ◊äÿÊ„˜Ÿ „Ò–
(1) ¡Ê¬ÊŸ (2) Á‚¥ªÊ¬È⁄U (3) ‹¥ŒŸ (4) ∑§⁄UÊøË

88. In a child centered EVS classroom, which of the following activities would be LEAST likely to occur ?
(1) Children will also be seen sharing their experiences while discussing in the class.
(2) Children will be seen in the classroom, listening to the teacher.
(3) Children will be seen actively working in a variety of activities.
(4) The seating arrangement will be seen to change according to the activity of the children.
¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ë ’Ê‹ ∑¥§ÁŒ˝Ã ∑§ˇÊÊ ◊¥, ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ë Á∑˝§ÿÊ ‚’‚ ∑§◊ „ÊÃË ÁŒπÊ߸ ŒªË?
(1) ’ìÊ ∑§ˇÊÊ ◊¥ øøʸ ∑§⁄UÃ „È∞ •¬Ÿ •ŸÈ÷fl ’Ê¥≈UÃ „È∞ ÷Ë ÁŒπÊ߸ Œ¥ª–
(2) ’ìÊ ∑§ˇÊÊ ◊¥, Á‡ÊˇÊ∑§ ∑§Ê ‚ÈŸÃ „È∞ ÁŒπÊ߸ Œ¥ª–
(3) ’ìÊ Ã⁄U„-Ã⁄U„ ∑§Ë ªÁÃÁflÁœÿÊ¥ ◊¥ Á∑˝§ÿʇÊË‹ „Ê∑§⁄U ∑§Êÿ¸ ∑§⁄UÃ „È∞ ÁŒπÊ߸ Œ¥ª–
(4) ’ìÊÊ¥ ∑§Ë ªÁÃÁflÁœ ∑§ •ŸÈ‚Ê⁄U ’Ò∆UŸ ∑§Ë √ÿflSÕÊ ◊¥ ¬Á⁄UfløŸ „ÊÃÊ ÁŒπÊ߸ ŒªÊ–

P-I !SED-24-I! 28 H
89. A person boarded an express train on 30 January 2023 at New Delhi for Bangalore. The train
departed from New Delhi at 17 : 00 hours and reached Bangalore at 17 : 00 hours on 31st January
2023. If the distance between New Delhi and Bangalore by train route is nearly 1776 km. The
average speed of the train during this Journey was :

∞∑§ √ÿÁÄà Ÿ 30 ¡Ÿfl⁄UË 2023 ∑§Ê Ÿß¸ ÁŒÀ‹Ë S≈U‡ÊŸ ‚ ’¥ª‹ÍM§ ∑§ Á‹∞ ≈˛UŸ ¬∑§«∏Ë– ≈˛UŸ Ÿß¸ ÁŒÀ‹Ë ‚ 17 : 00 ÉÊ¥≈U ¬⁄U ø‹Ë
•ÊÒ⁄U 17 : 00 ÉÊ¥≈U ¬⁄U 31 ¡Ÿfl⁄UË 2023 ∑§Ê ’¥ª‹ÍM§ ¬„È°øË– ÿÁŒ Ÿß¸ ÁŒÀ‹Ë •ÊÒ⁄U ’¥ª‹ÍM§ ∑§ ’Ëø ∑§Ë ŒÍ⁄UË ‹ª÷ª
1776 Á∑§‹Ê◊Ë≈U⁄U „Ò, ÃÊ ≈˛UŸ ∑§Ë ¬Í⁄UË ÿÊòÊÊ ∑§Ë •ÊÒ‚Ã ªÁà ÄÿÊ „ÊªË?

(1) 77.21 km/hr (2) 71.04 km/hr (3) 74 km/hr (4) 80.72 km/hr

90. In the following question, Assertion and Reason are followed. Read the statements carefully and
choose the correct option from the following :

Assertion : The curriculum of Environmental Studies is theme-based and each theme is

interreleted.

Reason : The main reason for keeping the syllabus of Environmental Studies theme-based
is that it creates a deep understanding of each theme and each theme begins with
questions.

(1) Assertion is true but Reason is false.

(2) Assertion is false but Reason is true.

(3) Both Assertion and Reason are correct and Reason is the correct explanation of Assertion.

(4) Assertion and Reason are correct but Reason is not the correct explanation of Assertion.

ÁŸêŸÁ‹Áπà ¬˝‡Ÿ ◊¥, •Á÷∑§ÕŸ •ÊÒ⁄U ∑§Ê⁄UáÊ ∑§Ê •Êª ⁄UπÊ ªÿÊ „Ò– ∑§ÕŸÊ¥ ∑§Ê äÿÊŸ ‚ ¬…∏¥ •ÊÒ⁄U ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë
Áfl∑§À¬ ∑§Ê øÿŸ ∑§⁄U¥ —

•Á÷∑§ÕŸ : ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ê ¬Ê∆UKøÿʸ ÕË◊ ¬⁄U •ÊœÊÁ⁄Uà „Ò •ÊÒ⁄U ¬˝àÿ∑§ ÕË◊ •¥Ã—‚¥’¥ÁœÃ „Ò¥–

∑§Ê⁄UáÊ : ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§ ¬Ê∆UKøÿʸ ∑§Ê ÕË◊ •ÊœÊÁ⁄Uà ⁄UπŸ ∑§Ê ‚’‚ ◊ÈÅÿ ∑§Ê⁄UáÊ „Ò Á∑§ ß‚‚ „⁄U ÕË◊
∑§Ë ª„⁄UË ‚◊¤Ê ’ŸÃË „Ò •ÊÒ⁄U „⁄U ÕË◊ ∑§Ë ‡ÊÈL§•Êà ‚flÊ‹Ê¥ ‚ „ÊÃË „Ò¥–

(1) •Á÷∑§ÕŸ ‚àÿ „Ò ‹Á∑§Ÿ ∑§Ê⁄UáÊ •‚àÿ „Ò–

(2) •Á÷∑§ÕŸ •‚àÿ „Ò ¬⁄UãÃÈ ∑§Ê⁄UáÊ ‚àÿ „Ò–

(3) •Á÷∑§ÕŸ •ÊÒ⁄U ∑§Ê⁄UáÊ ‚„Ë „Ò •ÊÒ⁄U ∑§Ê⁄UáÊ, •Á÷∑§ÕŸ ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–

(4) •Á÷∑§ÕŸ •ÊÒ⁄U ∑§Ê⁄UáÊ ‚„Ë „Ò ‹Á∑§Ÿ ∑§Ê⁄UáÊ, •Á÷∑§ÕŸ ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–

P-I !SED-24-I! 29 H
 PART - IV
LANGUAGE – I : ENGLISH

IMPORTANT : Candidates should attempt questions from Part-IV (Q. No. 91-120), if they have
opted for ENGLISH as LANGUAGE-I only.

Read the passage given below and answer the questions that follow : (91-99)
Shreeram Lagoo was acting in a play staged at Ambernath’s Gandhi School. We had managed to
get the tickets for the play after much running around. We left the hostel quietly after eating dinner in
the mess. The play started at 9.30 p.m. and it was already 9.15 p.m. Patil and I were rushing along the
road to the station. Suddenly we saw Upadhyayji coming from the opposite direction. He had seen us.
‘Maharshi, where are you off to at this time ?’ he said reprovingly.
We looked at each other’s face. Suddenly Patil spoke up, ‘Sir, I have a headache. We are going to
the station to have some tea or coffee. We will be back right after drinking a cup.’
‘Why, don’t you get tea and coffee in the mess ?’
‘We do, Sir. But today there wasn’t any milk in the mess. That’s why we are going to the station’,
Patil improvised.
Upadhyay said, ‘Come with me. I’ll get you some coffee.’ He brought us to his home. The tickets
for the play were squirming in our pockets. We couldn’t work out how to get him off our backs.
After seating us in the drawing room, he asked his wife to make the coffee and sat on the sofa
across from us.
As soon as Mrs. Upadhyay entered the kitchen, I got up and said, ‘Ammaji, Warden Saheb is
bothering you unnecessarily. I will make the coffee’.
She was pleased to see me. ‘Maharshi, you go sit ... I will make it.’
I went up to her and whispered, ‘Ammaji, both of us were going to the Gandhi School to see a
play. Warden Saheb waylaid us and brought us here. See, here are the tickets, but he doesn’t know
anything.’
Ammaji examined me from head to toe. ‘I see. Is it a good play ?’
I said , ‘Ammaji, it is very good.’
‘Then why don’t you go ?’ she said with a laugh.
‘How can we go ? Warden Saheb won’t give us permission’, I whispered.
She came into the drawing room. Listen, what kind of a warden are you ? Why don’t you let the
children go and have some fun ? Go, Maharshi, but don’t be too late.

91. Mr. Upadhyay’s professional role in the institution was that of ...
(1) a teacher (2) the hostel warden
(3) an administrator (4) the principal

92. ‘We had managed ... ’ Identify the tense of the underlined expression.
(1) Past Indefinite (2) Present Continuous
(3) Present Perfect (4) Past Perfect

P-I !SED-24-I! 30 H
93. How did Mrs. Upadhyay receive the boys at home ?
(1) She received them coldly.
(2) She was displeased with her husband for bringing them home.
(3) She welcomed them.
(4) She was unhappy to see them.

94. Which of the following statements is True/False ?

(A) The boys had purchased the tickets in advance.
(B) Mrs. Upadhyay supported the boys in their endeavour.
(1) (A) is True but (B) is False. (2) (B) is True but (A) is False.
(3) Both (A) and (B) are True. (4) Both (A) and (B) are False.

95. Choose the expression similar in meaning to ‘improvised’ as used in the passage.
(1) to make it up (2) to declare
(3) to tell the truth (4) to shout

96. Why were the boys sneaking away from the hostel ?
(1) To have a stroll (2) To play football
(3) To watch a movie (4) To see a play

97. Which of the following statements is True/False ?

(A) Mr. Upadhyay met the boys inside the hostel.
(B) The boys were already getting late for the play.
(1) (A) is True but (B) is False. (2) (B) is True but (A) is False.
(3) Both (A) and (B) are False. (4) Both (A) and (B) are True.

98. What did Mr. Upadhyay do after hearing the boys ?

(1) He talked to them and walked away.
(2) He took them home for coffee.
(3) He did not react at all.
(4) He allowed them to go.

99. ‘The tickets for the play were squirming in our pockets .’

What literary device has been used in the underlined expression.

(1) Personification (2) Simile (3) Alliteration (4) Oxymoron

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Read the extract given below and answer the questions that follow : (100-105)
O what is that sound which so thrills the ear
Down in the valley drumming, drumming ?
Only the scarlet soldiers, dear,
The soldiers coming.

O what is that light I see flashing so clear

Over the distance brightly, brightly ?
Only the sun on their weapons, dear,
As they step lightly.

O what are they doing with all that gear,

What are they doing this morning, this morning ?
Only the usual manoeuvres, dear,
Or perhaps a warning.

O why have they left the road down there,

Why are they suddenly wheeling, wheeling ?
Perhaps a change in the orders, dear,
Why are you kneeling ?

100. Where is the ‘sound’ coming from ?

(1) From a crowded street (2) From a group of commoners
(3) From a contingent of soldiers (4) From a market place

101. The poem presents itself as a conversation...

(1) among three persons (2) in a crowd
(3) among a group of people (4) between two persons

102. Which literary device has been used in the expression ‘scarlet soldiers’ ?
(1) simile (2) metonymy
(3) alliteration (4) transferred epithet

103. The poem has been written in the form of ...

(1) an elegy (2) an epic (3) a ballad (4) a lyric

104. Identify the rhyme scheme of these lines.

(1) abcb (2) abdc (3) baba (4) abab

105. What emotional state does ‘kneeling’ reflect ?

(1) indifference (2) anger
(3) anxiety (4) jubilation

P-I !SED-24-I! 32 H
106. Mother tongue based multilingualism advocates that __________.
(1) all children begin their schooling in English medium and in home language
(2) all children study Hindi as their first language
(3) all children begin their schooling in their mother tongue or home language
(4) all children begin their schooling in the language of the State

107. Mark the INCORRECT statement among the following, regarding text-comprehension
strategies :
(1) Skimming is more apt for reviewing while scanning helps more with answering particular
questions.
(2) Both skimming and scanning involve rapid eye movement through the text.
(3) Skimming involves going through the text rapidly while scanning involves looking for specific
facts.
(4) Skimming is more about in-depth reading while scanning is more of cursory reading.

108. When children start using language to ask about things, events and phenomenon around them,
which of the following functions of language is used more than the others ?
(1) Informative. (2) Heuristic. (3) Imaginative. (4) Regulatory.

109. Which of the following features of human language enables humans to talk about things which
are not present in immediate time and space ?
(1) Structure Dependence. (2) Discreteness.
(3) Displacement. (4) Arbitrariness.

110. Which of the following skills is NOT considered as a mark of reading with comprehension ?
(1) Organizing and assessing the sequence of events or ideas.
(2) Mentally summarising the text read till now.
(3) Focusing on individual letters/ alphabets.
(4) Anticipating the content ahead.

111. Which of the following is NOT a feature of the Grammar translation method of second language
teaching ?
(1) Communicating directly in second language and then comparing the rules of grammar of
the two languages.
(2) Focusing more on the form than the function of language.
(3) Comparing the grammatical rules of first and second language.
(4) Learning and practicing the rules of grammar of the second language.

112. A teacher asks her students to reflect on how they have answered an experience-based question
she gave them and what and how they were thinking when they wrote that answer. This is an
example of :
(1) Metalingualism. (2) Metasemiotics. (3) Metacognition. (4) Metaphor.

113. Which of the following among Krashen’s hypotheses is similar to Vygotsky’s ZPD ?
(1) Natural order hypothesis (2) Affective filter hypothesis
(3) Input hypothesis (4) Monitor hypothesis

P-I !SED-24-I! 33 H
114. According to Cummins’ interdependence hypothesis, which of these are interdependent on each
other :
(1) Reading and writing in second language.
(2) Basic interpersonal skills in first and second language.
(3) Comprehension and production in second language.
(4) Cognitive academic proficiency in first and second language.

115. Which of the following DOES NOT justify starting reading skills with words and short story texts
instead of letters and alphabets ?
(1) Words and texts are more interesting but letters are not.
(2) Separate letters are more difficult to memorise than words.
(3) Beginner readers can focus better on bigger units than smaller units.
(4) Words and texts create meaningful associations which letters fail to do.

116. Which of the following is linguistically CORRECT about languages and dialects ?
(1) Languages have their own script but dialects do not have their own script.
(2) There is no well-defined linguistic difference between a language and dialect.
(3) Languages have written literature but dialects are only based on oral traditions.
(4) Languages and dialects are linguistically different but geographically same.

117. Veera is a seven month old infant. She is now making vocalizations that combine consonants and
vowels. She is communicating using which of the following ?
(1) Cooing. (2) Linguistic speech.
(3) Phonemes. (4) Babbling.

118. What is productive vocabulary ?

(1) Words that we use in writing and speaking.
(2) Words which are new to the reader.
(3) Words which are recognized as we hear.
(4) Words noticed when we read beyond the lines.

119. Which of the following is NOT explained by the concept of Language Acquisition Device (LAD) ?
(1) How children learn figurative language.
(2) Why the linguistic output of children is more than the input they get.
(3) How children learn their first language.
(4) How children are able to learn language within a short span of 4-5 years.

120. In a speech community, it is observed that ‘s’ is pronounced differently by two different socio-
economic groups of speakers. This difference is an example of :
(1) A socio-cultural variable (2) A socio-psychological variable
(3) A socio-linguistic variable (4) A pragmatic variable

P-I !SED-24-I! 34 H
 ÷ʪ - IV
÷Ê·Ê - I : Á„ãŒË
◊„àfl¬Íáʸ — ¬⁄UˡÊÊÕ˸ ÷ʪ-IV (¬˝.‚¥. 91 ‚ 120) ∑§ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ∑§fl‹ Ã÷Ë Œ¥ ÿÁŒ ©ã„Ê¥Ÿ ÷Ê·Ê-I ∑§Ê Áfl∑§À¬ Á„ãŒË
øÈŸÊ „Ê–
ÁŸêŸÁ‹Áπà ªlÊ¥‡Ê ∑§Ê ¬…∏∑§⁄ ¬Í¿U ª∞ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄ ∑§ Á‹∞ ‚’‚ ©¬ÿÈÄà Áfl∑§À¬ ∑§Ê øÿŸ ∑§ËÁ¡∞– (91 - 99)
◊ÊŸÁ‚∑§ ¡ªÃ ◊¥ ¬Á⁄UfløŸ ∑Ò§‚ •ÊÿÊ? ¡’ ◊ÊŸfl Ÿ ◊Ÿ ∑§ Áfl∑§Ê‚ ∑§ Á‹∞ ÷ÊÒÁÃ∑§ •ÊÒ⁄U ◊ÊŸÁ‚∑§ ŒÈÁŸÿÊ ∑§Ë πÊÁ◊ÿÊ¥ ∑§
Áπ‹Ê»§ ‹«∏Ê߸ ‡ÊÈM§ ∑§Ë ÃÊ ◊ÊŸÁ‚∑§ ¬Á⁄UfløŸ „ÊŸ ‹ª– ÿ„Ë ‹«∏Ê߸ •’ ÷Ë ¡Ê⁄UË „Ò •ÊÒ⁄U •Êª ÷Ë ⁄U„ªË– •ÊŸ¥Œ ◊ʪ¸ Œ‡Ê¸Ÿ ∑§
•ŸÈ‚Ê⁄U ◊ÊŸÁ‚∑§ ŒÈÁŸÿÊ ◊¥ ¬Á⁄UfløŸ ∑§Ê ôÊÊŸ ÿÊª ∑§„Ê ¡Ê ‚∑§ÃÊ „Ò– ÿ„ ’Œ‹Êfl ÷Ë ¬Íáʸ ◊„àfl ∑§Ê Ÿ„Ë¥, ‚ʬˇÊ ◊„àfl ∑§Ê „Ë ÕÊ–
ÄÿÊ ◊ŸÈcÿ Ÿ •¬ŸË •¥ÃÁŸ¸Á„à πÊÁ◊ÿÊ¥ ∑§ Áπ‹Ê»§ ‹«∏Ê߸ ◊¥ Á∑§‚Ë ’«∏Ë ÃÊ∑§Ã ∑§Ë ◊ŒŒ ‹Ë? „Ê¥– ©Ÿ ‡ÊÈL§•ÊÃË ÁŒŸÊ¥ ◊¥ ‹ÊªÊ¥ Ÿ
ŒπÊ Á∑§ ÷ÊÒÁÃ∑§ ŒÈÁŸÿÊ ∑§Ë •¬ˇÊÊ ◊ÊŸÁ‚∑§ ŒÈÁŸÿÊ ◊¥ •Áœ∑§ πÊÁ◊ÿÊ° ÕË¥–
ª„Ÿ Áfl‡‹·áÊ ∑§ ’ÊŒ ◊ŸÈcÿÊ¥ Ÿ ÁŸc∑§·¸ ÁŸ∑§Ê‹Ê Á∑§ ÿÁŒ fl •¬ŸË ◊ÊŸÁ‚∑§ ¬˝flÎÁûÊÿÊ¥ ∑§Ê ∞∑§ Á’¥ŒÈ ¬⁄U ∑¥§ÁŒ˝Ã ∑§⁄U ‚∑§Ã „Ò¥
•ÊÒ⁄U ©ã„¥ ’˝rÊÊ¥«UËÿ ™§¡Ê¸ ◊¥ Áfl‹ËŸ ∑§⁄U ‚∑§Ã „Ò¥, ÃÊ fl ©‚ ’˝rÊÊ¥«UËÿ ™§¡Ê¸ ∑§Ë ‚„ÊÿÃÊ ‚ •¬ŸË πÊÁ◊ÿÊ¥ ∑§Ê ŒÍ⁄U ∑§⁄UŸ ◊¥ ‚ˇÊ◊ „Ê¥ª
•ÊÒ⁄U ¬ÊÁ·Ã ‹ˇÿ ¬˝Êåà ∑§⁄U ‚∑¥§ª–
91. •ÊŸ¥Œ ◊ʪ¸ Œ‡Ê¸Ÿ ∑§ •ŸÈ‚Ê⁄U ◊ÊŸÁ‚∑§ SÃ⁄U ∑§ ¬Á⁄UfløŸ ∑§Ê ∑§„Ê ªÿÊ „Ò __________–
(1) ôÊÊŸ ÿÊª (2) ‚„¡ ÿÊª (3) ’˝rÊ ÿÊª (4) ⁄UÊ¡ ÿÊª

92. “πÊÁ◊ÿÊ° ” ‡ÊéŒ „Ò __________–

(1) ÃŒ˜÷fl (2) Ãà‚◊ (3) •ÊªÃ (4) Œ‡Ê¡
93. ◊ÊŸÁ‚∑§ ŒÈÁŸÿÊ ‚ ÃÊà¬ÿ¸ „Ò __________–
(1) ◊Ÿ ◊¥ ©∆UŸ flÊ‹ ÷Êfl (2) ◊Ÿ÷ÊflŸ ŒÈÁŸÿÊ
(3) ∑§ÊÀ¬ÁŸ∑§ ŒÈÁŸÿÊ (4) ◊Ÿ ∑§Ë ÁSÕÁÃ

94. ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U ◊ŸÈcÿ ∑§Ê __________ ∑§Ë $¡M§⁄Uà „Ò–
(1) •¬ŸË ˇÊ◊ÃÊ•Ê¥ ∑§Ê ©ãŸÃ ∑§⁄UŸ (2) ’˝rÊÊ¥«UËÿ ™§¡Ê¸•Ê¥ ∑§Ë πÊ¡ ∑§⁄UŸ
(3) •¬ŸË ˇÊ◊ÃÊ•Ê¥ ∑§Ê ¬„øÊŸŸ (4) •¬ŸË ∑§Á◊ÿÊ¥ ∑§Ê ŒÍ⁄U ∑§⁄UŸ

95. “•¥ÃÁŸ¸Á„Ô ∑§Ê ‚◊ÊŸÊÕ˸ ‡ÊéŒ Ÿ„Ë¥ „Ò __________–

(1) ‚◊ÊÁflc≈U (2) ‚◊ÊÿÊÁ¡Ã (3) ‚◊ÊÁ„à (4) ‚ÁãŸÁ„Ã
96. ◊ÊŸÁ‚∑§ ¬Á⁄UfløŸ ∑Ò§‚ „ÊŸ ‹ª?
(1) •¬ŸË ∑§Á◊ÿÊ¥ ∑§Ê ŒÍ⁄U ∑§⁄UŸ ∑§ ¬˝ÿÊ‚Ê¥ ∑§ ∑§Ê⁄UáÊ
(2) ¬Á⁄UfløŸ ‚Ã× „ÊŸ flÊ‹Ë ¬˝Á∑˝§ÿÊ „Ò
(3) ◊ÊŸfl ◊Ÿ ∑§ Áfl∑§Ê‚ ∑§ ∑§Ê⁄UáÊ
(4) ◊ÊŸÁ‚∑§ Áø¥ÃŸ ∑§⁄UŸ ∑§ ∑§Ê⁄UáÊ

97. “’˝rÊÊ¥«UËÿ ™§¡Ê¸” ∑§Ê •Õ¸ „Ò __________–

(1) ’˝ÊrÊáÊ ∑§Ë ™§¡Ê¸ (2) ’˝rÊ •ÊÒ⁄U ™§¡Ê¸ (3) ’˝rÊÊ¥«U ∑§Ë ™§¡Ê¸ (4) ’˝rÊÊ ∑§Ë ™§¡Ê¸

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98. •Ê⁄¥UÁ÷∑§ ÁŒŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ∑§ÊÒŸ ‚Ê ∑§ÕŸ ‚àÿ „Ò?
(1) ÷ÊÒÁÃ∑§ ¡ªÃ ∑§Ë •¬ˇÊÊ ◊ÊŸÁ‚∑§ ¡ªÃ ◊¥ ∑§◊ ∑§Á◊ÿÊ° ÕË¥–
(2) ÷ÊÒÁÃ∑§ fl ◊ÊŸÁ‚∑§ ¡ªÃ ŒÊŸÊ¥ ◊¥ ∑§Ê߸ ∑§◊Ë Ÿ„Ë¥ ÕË¥–
(3) ÷ÊÒÁÃ∑§ fl ◊ÊŸÁ‚∑§ ¡ªÃ ◊¥ ∞∑§ ‚Ë ∑§Á◊ÿÊ° ÕË¥–
(4) ÷ÊÒÁÃ∑§ ¡ªÃ ∑§Ë •¬ˇÊÊ ◊ÊŸÁ‚∑§ ¡ªÃ ◊¥ •Áœ∑§ ∑§Á◊ÿÊ° ÕË¥–

99. “÷ÊÒÁÃ∑§” ◊¥ ◊Í‹ ‡ÊéŒ ÃÕÊ ¬˝àÿÿ „Ò __________–

(1) ÷Íà + ߸∑§ (2) ÷ÊÒÁà + ∑§ (3) ÷Íà + ÁÃ∑§ (4) ÷Íà + ß∑§
ŸËø ŒË ªß¸ ∑§ÁflÃÊ ∑§Ë ¬¥ÁÄÃÿÊ¥ ∑§Ê ¬…∏∑§⁄U ¬Í¿U ª∞ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ∑§ Á‹∞ ‚’‚ ©Áøà Áfl∑§À¬ ∑§Ê øÿŸ
∑§ËÁ¡∞– (100 - 105)
¡ËflŸ •¬¸áÊ Á‹∞ „È∞
¬ÊÃÊ ∑§÷Ë πÊÃÊ ∑§÷Ë
•Ê‡ÊÊ ÁŸ⁄UʇÊÊ ‚ ÁÉÊ⁄UÊ
„°‚ÃÊ ∑§÷Ë ⁄UÊÃÊ ∑§÷Ë,
ªÁÃ-◊Áà Ÿ „Ê •flL§h
ß‚∑§Ê äÿÊŸ •Ê∆UÊ¥ ÿÊ◊ „Ò
ø‹ŸÊ „◊Ê⁄UÊ ∑§Ê◊ „Ò–
100. ‚◊Í„ ‚ Á÷㟠‡ÊéŒ „Ò -
(1) „°‚ŸÊ-⁄UÊŸÊ (2) •Ê‡ÊÊ-ÁŸ⁄UʇÊÊ (3) Á÷ãŸ-Á÷㟠(4) ¬ÊŸÊ-πÊŸÊ
101. “•Ê∆UÊ¥ ÿÊ◊” ‚ ÃÊà¬ÿ¸ „Ò -
(1) •Ê∆U SÃ⁄U (2) •Ê∆U ÁŒ‡ÊÊ∞° (3) •Ê∆U ∑§Ë ‚¥ÅÿÊ (4) •Ê∆U ¬˝„⁄U
102. øÊ„ Á∑§ÃŸ ÷Ë ŒÈ—π •Ê∞°, ◊ŸÈcÿ ∑§Ê __________–
(1) ∑§Êÿ¸ ⁄UÊ∑§ ŒŸ øÊÁ„∞ (2) ∑§Êÿ¸ ∑§⁄UÃ ⁄U„ŸÊ øÊÁ„∞
(3) ‚ŒÊ ‡Êʥà ⁄U„ŸÊ øÊÁ„∞ (4) ‚ŒÊ ◊ÈS∑ȧ⁄UÊÃ ⁄U„ŸÊ øÊÁ„∞
103. ∑§ÁflÃÊ ∑§ ÷ÊflÊŸÈ‚Ê⁄U ¡ËflŸ ◊¥ __________‚ŒÊ ⁄U„Ã „Ò¥–
(1) •Ê∆UÊ¥ ÿÊ◊ (2) ‚Èπ-ŒÈ—π (3) •¬Ÿ-•¬Ÿ (4) ªÁÃ-◊ÁÃ
104. ¡ËflŸ ∑Ò§‚Ê „Ò?
(1) •Ê‡ÊÊ-ÁŸ⁄UʇÊÊ ‚ ÁÉÊ⁄UÊ (2) •Ê‡ÊÊ•Ê¥ ‚ ÁÉÊ⁄UÊ „È•Ê
(3) ’„Œ ŒÈπŒ (4) ’„Œ ‚ÈπŒ
105. ¡ËflŸ ∑§Ë Áfl·◊ ¬Á⁄UÁSÕÁÃÿÊ¥ ∑§Ê √ÿÄà ∑§⁄UŸ ∑§ Á‹∞ ©Áøà ©ŒÊ„⁄UáÊ Ÿ„Ë¥ „Ò?
(1) ∑§÷Ë „°‚ŸÊ ∑§÷Ë ⁄UÊŸÊ (2) ∑§÷Ë ‚ÊŸÊ ∑§÷Ë ⁄UÊŸÊ
(3) ∑§÷Ë πÊŸÊ ∑§÷Ë ¬ÊŸÊ (4) ∑§÷Ë •Ê‡ÊÊ ∑§÷Ë ÁŸ⁄UʇÊÊ

106. ◊ÊÃÎ÷Ê·Ê •ÊœÊÁ⁄Uà ’„È÷Ê·ÊflÊŒ Á∑§‚∑§Ë •ŸÈ‡Ê¥‚Ê ∑§⁄UÃÊ „Ò?

(1) ‚÷Ë ’ìÊÊ¥ ∑§Ë ÁfllÊ‹ÿË Á‡ÊˇÊÊ ∑§Ë ‡ÊÈL§•Êà •¥ª˝$¡Ë ◊Êäÿ◊ •ÊÒ⁄U ÉÊ⁄U ∑§Ë ÷Ê·Ê ◊¥ „ÊŸË øÊÁ„∞
(2) ‚÷Ë ’ìÊ •¬ŸË ¬˝Õ◊ ÷Ê·Ê ∑§ M§¬ ◊¥ Á„ãŒË ∑§Ê •äÿÿŸ ∑§⁄UÃ „Ò¥
(3) ‚÷Ë ’ìÊÊ¥ ∑§Ë ÁfllÊ‹ÿË Á‡ÊˇÊÊ ©Ÿ∑§Ë ◊ÊÃÎ÷Ê·Ê ÿÊ ÉÊ⁄U ∑§Ë ÷Ê·Ê ◊¥ ‡ÊÈM§ „ÊŸË øÊÁ„∞
(4) ‚÷Ë ’ìÊÊ¥ ∑§Ë ÁfllÊ‹ÿË Á‡ÊˇÊÊ ©Ÿ∑§ ⁄UÊíÿ ∑§Ë ÷Ê·Ê ◊¥ ‡ÊÈM§ „ÊŸË øÊÁ„∞

P-I !SED-24-I! 36 H
107. ¬Ê∆K ‚Ê◊ª˝Ë ’ÊœªêÿÃÊ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ª‹Ã ∑§ÕŸ ∑§Ê øÿŸ ∑§⁄¥U —
(1) ÁS∑§Á◊¥ª ‚◊ˡÊÊ ∑§⁄UŸ ∑§ Á‹∞ •Áœ∑§ ©¬ÿÈÄà „Ò ¡’Á∑§ S∑Ò§ÁŸ¥ª mÊ⁄UÊ Á∑§‚Ë Áfl‡Ê· ¬˝‡Ÿ ∑§Ê ©ûÊ⁄U ŒŸ ◊¥ ◊ŒŒ Á◊‹ÃË
„Ò–
(2) ÁS∑§Á◊¥ª •ÊÒ⁄ S∑Ò§ÁŸ¥ª ŒÊŸÊ¥ ◊¥ „Ë ¬Ê∆K ‚Ê◊ª˝Ë ¬…∏Ÿ ∑§ ŒÊÒ⁄UÊŸ ÃËfl˝ ŸòÊ ªÁà ‡ÊÊÁ◊‹ „Ò–U
(3) ÁS∑§Á◊¥ª (‚⁄U‚⁄UË ÃÊÒ⁄U ¬⁄U ¬∆UŸ) ∑§ •ãê¸Ã ¬Ê∆˜Uÿ ‚Ê◊ª˝Ë ∑§Ê ‡ÊËÉÊ˝ÃÊ ‚ ¬…∏Ê ¡ÊÃÊ „Ò ¡’Á∑§ S∑Ò§ÁŸ¥ª (’Ê⁄UË∑§Ë ‚
¬∆UŸ) ∑§ •ãê¸Ã ÁflÁ‡Êc≈U Ãâÿ ¡ÊŸŸ ∑§ Á‹∞ ¬…∏Ê ¡ÊÃÊ „Ò–
(4) ÁS∑§Á◊¥ª ◊¥ ª„⁄UÊ߸ ‚ ¬∆UŸ Á∑§ÿÊ ¡ÊÃÊ „Ò ¡’Á∑§ S∑Ò§ÁŸ¥ª ◊¥ ‚⁄U‚⁄UË ÃÊÒ⁄U ¬⁄U ¬…∏Ê ¡ÊÃÊ „Ò–

108. ¡’ ’ìÊ •¬Ÿ •Ê‚-¬Ê‚ ∑§ ¬Á⁄Ufl‡Ê ∑§Ë flSÃÈ•Ê¥, ÉÊ≈UŸÊ•Ê¥ •ÊÒ⁄U •flœÊ⁄UáÊÊ•Ê¥ ∑§ ’Ê⁄U ◊¥ ¬Í¿UŸÊ •Ê⁄¥U÷ ∑§⁄U ŒÃ „Ò¥ ÃÊ ÷Ê·Ê ∑§Ê
∑§ÊÒŸ-‚Ê ¬˝∑§Êÿ¸ •Áœ∑§ ¬˝ÿÊª ◊¥ ‹ÊÿÊ ¡ÊÃÊ „Ò?
(1) ‚ÍøŸÊà◊∑§ (2) πÊ¡’ËŸ ¬⁄U∑§
(3) ∑§À¬ŸÊ‡ÊË‹ÃÊ (4) ÁŸÿãòÊ∑§ (⁄UÇÿÈ‹≈U⁄UË)

109. ◊ÊŸfl ÷Ê·Ê ∑§ Á∑§‚ ªÈáÊœ◊¸ ∑§ ∑§Ê⁄UáÊ ◊ŸÈcÿ ©Ÿ øË$¡Ê¥ ∑§ ’Ê⁄U ◊¥ ’Ê‹ ¬ÊÃ „Ò¥ ¡Ê ©Ÿ∑§ ÃÊà∑§ÊÁ‹∑§ ‚◊ÿ •ÊÒ⁄U SÕÊŸ ◊¥ ◊ÊÒ¡ÍŒ
Ÿ„Ë¥ „Ò?
(1) ‚¥⁄UøŸÊ ÁŸ÷¸⁄UÃÊ (2) ÁflÿÊ¡Ÿ ‚Ê◊âÿ¸ (Á«US∑˝§Ë≈UŸÒ‚)
(3) ÁflSÕʬŸ (Á«USå‹‚◊Ò¥≈U) (4) ÿÊŒÎÁë¿U∑§ÃÊ

110. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑§Ê҇ʋ ‚◊¤Ê ∑§ ‚ÊÕ ¬∆UŸ ∑§Ê ‹ˇÊáÊ Ÿ„Ë¥ „Ò?
(1) ÉÊ≈UŸÊ•Ê¥ •ÊÒ⁄U ÁfløÊ⁄UÊ¥ ∑§ ∑˝§◊ ∑§Ê ‚¥ÿÊ¡Ÿ •ÊÒ⁄U •Ê∑§‹Ÿ ∑§⁄UŸÊ
(2) •’ Ã∑§ ¬…∏Ë ªß¸ ‚Ê◊ª˝Ë ∑§Ê ◊ÊŸÁ‚∑§ M§¬ ‚ ‚Ê⁄UÊ¥‡ÊË∑§⁄UáÊ ∑§⁄UŸÊ
(3) •ˇÊ⁄UÊ¥ •ÊÒ⁄U fláʸ◊Ê‹Ê ¬⁄U äÿÊŸ ∑§ÁãŒ˝Ã ∑§⁄UŸÊ
(4) Áfl·ÿflSÃÈ ‚ •Êª ∑§Ê •ŸÈ◊ÊŸ ‹ªÊŸÊ

111. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ÁmÃËÿ ÷Ê·Ê Á‡ÊˇÊáÊ ∑§ √ÿÊ∑§⁄UáÊ •ŸÈflÊŒ ÁflÁœ ∑§Ê ªÈáÊœ◊¸ Ÿ„Ë¥ „Ò?
(1) ÁmÃËÿ ÷Ê·Ê ◊¥ ‚Ëœ „Ë ‚ê¬˝·áÊ ∑§⁄UŸÊ •ÊÒ⁄U ©‚∑§ ’ÊŒ ŒÊ ÷Ê·Ê•Ê¥ ∑§ √ÿÊ∑§⁄UáÊ ∑§ ÁŸÿ◊Ê¥ ∑§Ë ÃÈ‹ŸÊ ∑§⁄UŸÊ
(2) ÷Ê·Ê ∑§ ¬˝∑§ÊÿÊZ ∑§ SÕÊŸ ¬⁄U ÁŸÿ◊Ê¥ ¬⁄U •Áœ∑§ äÿÊŸ ŒŸÊ
(3) ¬˝Õ◊ •ÊÒ⁄U ÁmÃËÿ ÷Ê·Ê ∑§ √ÿÊ∑§⁄UÁáÊ∑§ ÁŸÿ◊Ê¥ ∑§Ë ÃÈ‹ŸÊ ∑§⁄UŸÊ
(4) ÁmÃËÿ ÷Ê·Ê ∑§ √ÿÊ∑§⁄UáÊ ∑§ ÁŸÿ◊Ê¥ ∑§Ê •Áœª◊ •ÊÒ⁄U •èÿÊ‚

112. ∞∑§ •äÿʬ∑§ Ÿ •¬Ÿ ÁfllÊÁÕ¸ÿÊ¥ ‚ ∑§„Ê Á∑§ fl ß‚ ’Êà ¬⁄U Áfl◊‡Ê¸ ∑§⁄¥U Á∑§ ©ã„Ê¥Ÿ ©‚∑§ mÊ⁄UÊ ÁŒ∞ ª∞ •ŸÈ÷fl¡ÁŸÃ ¬˝‡Ÿ
∑§Ê ©ûÊ⁄U Á∑§‚ ¬˝∑§Ê⁄U ÁŒÿÊ •ÊÒ⁄U ©‚ ¬˝‡Ÿ ∑§Ê ©ûÊ⁄U Á‹πÃ ‚◊ÿ fl ÄÿÊ •ÊÒ⁄U Á∑§‚ ¬˝∑§Ê⁄U ‚Êø ⁄U„ Õ– ÿ„ Á∑§‚∑§Ê ©ŒÊ„⁄UáÊ
„Ò?
(1) •Áœ÷Ê·ÊflÊŒ (2) •Áœ‚Ê¥∑§ÁÃ∑§ÃÊ (◊≈UÊ‚ËÁ◊ÿÊÁ≈U∑§)
(3) •Áœ‚¥ôÊÊŸ (4) M§¬∑§

113. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑˝§‡ÊŸ ∑§Ë ¬Á⁄U∑§À¬ŸÊ ◊¥ ‚ ∑§ÊÒŸ-‚Ê flÊÿªÊà‚∑§Ë ∑§ ZPD ∑§ ‚◊ÊŸ „Ò?
(1) ¬˝Ê∑ΧÁÃ∑§ √ÿflSÕÊ ¬Á⁄U∑§À¬ŸÊ (2) •»§ÁÄ≈Ufl Á»§À≈U⁄U ¬Á⁄U∑§À¬ŸÊ
(3) ÁŸfl‡Ê ¬Á⁄U∑§À¬ŸÊ (4) ¬Á⁄UflˡÊáÊ (◊ÊÚŸË≈U⁄U) ¬Á⁄U∑§À¬ŸÊ

P-I !SED-24-I! 37 H
114. ÄÿÍÁ◊Ÿ ∑§Ë •ãÃ⁄UÁŸ÷¸⁄UÃÊ ¬Á⁄U∑§À¬ŸÊ ∑§ •ŸÈ‚Ê⁄U ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ë ∞∑§-ŒÍ‚⁄U ¬⁄U ¬Ê⁄US¬Á⁄U∑§ M§¬ ‚ ÁŸ÷¸⁄U „Ò?
(1) ÁmÃËÿ ÷Ê·Ê ◊¥ ¬∆UŸ •ÊÒ⁄U ‹πŸ
(2) ¬˝Õ◊ •ÊÒ⁄U ÁmÃËÿ ÷Ê·Ê ◊¥ ’ÈÁŸÿÊŒË •ã× flÒÿÁÄÃ∑§ ∑§Ê҇ʋ
(3) ÁmÃËÿ ÷Ê·Ê ◊¥ ’ÊœªêÿÃÊ •ÊÒ⁄U ©à¬ÊŒ
(4) ¬˝Õ◊ •ÊÒ⁄U ÁmÃËÿ ÷Ê·Ê ◊¥ ‚¥ôÊÊŸÊà◊∑§ •∑§ÊŒÁ◊∑§ ÁŸ¬ÈáÊÃÊ

115. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê •ˇÊ⁄UÊ¥ •ÊÒ⁄U fláʸ◊Ê‹Ê ∑§ SÕÊŸ ¬⁄U ‡ÊéŒÊ¥ •ÊÒ⁄U ‹ÉÊÈ∑§ÕÊ ‚Ê◊ª˝Ë ∑§ •ÊœÊ⁄U ¬⁄U ¬∆UŸ ∑§Ê҇ʋ •Ê⁄¥U÷
∑§⁄UŸ ∑§Ê Ã∑¸§‚¥ªÃ Ÿ„Ë¥ ∆U„⁄UÊÃÊ?
(1) ‡ÊéŒ •ÊÒ⁄U ¬Ê∆K ‚Ê◊ª˝Ë •Áœ∑§ L§Áø∑§⁄U „ÊÃË „Ò¥ ¡’Á∑§ •ˇÊ⁄U Ÿ„Ë¥
(2) ‡ÊéŒÊ¥ ∑§Ë •¬ˇÊÊ ¬ÎÕ∑§ •ˇÊ⁄UÊ¥ ∑§Ê ∑¥§∆USÕ ∑§⁄UŸÊ •Áœ∑§ ∑§Á∆UŸ „Ò
(3) ‡ÊÈL§•ÊÃË ¬Ê∆U∑§ ¿UÊ≈UË-¿UÊ≈UË ß∑§ÊßÿÊ¥ ∑§Ë ÃÈ‹ŸÊ ◊¥ ’«∏Ë ß∑§ÊßÿÊ¥ ¬⁄U ’„Ã⁄U Ã⁄UË∑§ ‚ äÿÊŸ ∑§ÁãŒ˝Ã ∑§⁄U ¬ÊÃ „Ò¥
(4) ‡ÊéŒ •ÊÒ⁄U ¬Ê∆K ‚Ê◊ª˝Ë ‚ÊÕ¸∑§ ‚ê’hÃÊ ‚ÎÁ¡Ã ∑§⁄U ¬ÊÃË „Ò¥ ¡Ê Á∑§ •ˇÊ⁄U Ÿ„Ë¥ ∑§⁄U ¬ÊÃ „Ò¥

116. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ÷Ê·Ê•Ê¥ •ÊÒ⁄U ’ÊÁ‹ÿÊ¥ ∑§ ’Ê⁄U ◊¥ ÷ÊÁ·∑§ M§¬ ‚ ‚„Ë „Ò?
(1) ÷Ê·Ê•Ê¥ ∑§Ë •¬ŸË Á‹Á¬ „ÊÃË „Ò ¬⁄UãÃÈ ’ÊÁ‹ÿÊ¥ ∑§Ë ∑§Ê߸ Á‹Á¬ Ÿ„Ë¥ „ÊÃË „Ò–
(2) ÷Ê·Ê •ÊÒ⁄U ’ÊÁ‹ÿÊ¥ ◊¥ ∑§Ê߸ ‚ȬÁ⁄U÷ÊÁ·Ã ÷ÊÁ·∑§ •ãÃ⁄U Ÿ„Ë¥ „Ò–
(3) ÷Ê·Ê•Ê¥ ◊¥ ‚ÊÁ„àÿ Á‹πÊ ªÿÊ „Ò ¬⁄UãÃÈ ’ÊÁ‹ÿÊ° ◊ÊÒÁπ∑§ ¬⁄Uê¬⁄UÊ ∑§Ê ÁŸflʸ„ ∑§⁄UÃË „Ò¥–
(4) ÷Ê·Ê∞° •ÊÒ⁄U ’ÊÁ‹ÿÊ° ÷ÊÁ·∑§ M§¬ ‚ Á÷ãŸ-Á÷㟠„Ò¥ ¬⁄UãÃÈ ÷ÊÒªÊÁ‹∑§ M§¬ ‚ ∞∑§ ‚◊ÊŸ „Ò¥–

117. flË⁄UÊ ‚Êà ◊Ê„ ∑§Ë Á‡Ê‡ÊÈ „Ò– fl„ •’ ∑ȧ¿U ß‚ Ã⁄U„ ∑§Ë •ÊflÊ¡¥ ÁŸ∑§Ê‹ ⁄U„Ë „Ò Á¡‚◊¥ Sfl⁄U •ÊÒ⁄U √ÿ¥¡Ÿ Á◊ÁüÊà „Ò¥– fl„ Á∑§‚ M§¬
◊¥ ‚ê¬˝Á·Ã ∑§⁄U ⁄U„Ë „Ò?
(1) ∑ͧ¡Ÿ (∑ͧߥª) (2) ÷ÊÁ·∑§ flÊ∑˜§ (3) äflÁŸª˝Ê◊ (4) ’’‹ÊŸÊ

118. ©à¬ÊŒ∑§ ‡ÊéŒ ‚¥¬ŒÊ ÄÿÊ „Ò?

(1) fl ‡ÊéŒ Á¡Ÿ∑§Ê ¬˝ÿÊª ‹πŸ •ÊÒ⁄U ’Ê‹Ÿ ◊¥ Á∑§ÿÊ ¡ÊÃÊ „Ò
(2) fl ‡ÊéŒ ¡Ê ¬Ê∆U∑§ ∑§ Á‹∞ Ÿ∞ „Ò¥
(3) fl ‡ÊéŒ Á¡Ÿ∑§Ê „◊ ¡Ò‚Ê ‚ÈŸÃ „Ò¥ flÒ‚Ê „Ë ¬„øÊŸÃ „Ò¥
(4) ©Ÿ ‡ÊéŒÊ¥ ¬⁄U äÿÊŸ ŒŸÊ Á¡Ÿ∑§Ê „◊ ¬¥ÁÄÃÿÊ¥ ‚ ¬⁄U ¡Ê∑§⁄U ¬…∏Ã „Ò¥

119. ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚∑§ mÊ⁄UÊ ÷Ê·Ê •¡¸Ÿ ©¬∑§⁄UáÊ ∑§Ë •flœÊ⁄UáÊÊ ∑§Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§Ë ªÿË „Ò?
(1) ’ìÊ •Ê∑ΧÁà ◊Í‹∑§ ÷Ê·Ê ∑Ò§‚ ‚Ëπ ‹Ã „Ò¥–
(2) ’ìÊÊ¥ ∑§Ê ÷ÊÁ·∑§ ©à¬ÊŒ ©ã„¥ Á◊‹ ÷ÊÁ·∑§ ÁŸfl‡Ê ‚ •Áœ∑§ ÄÿÊ¥ „ÊÃÊ „Ò–
(3) ’ìÊ •¬ŸË ¬˝Õ◊ ÷Ê·Ê ∑Ò§‚ ‚ËπÃ „Ò¥–
(4) ’ìÊ 4 - 5 fl·ÊZ ∑§Ë ∑§◊ •flÁœ ∑§ ÷ËÃ⁄U ∑Ò§‚ ÷Ê·Ê ‚ËπŸ ÿÊÇÿ ’Ÿ ¡ÊÃ „Ò¥–

120. ∞∑§ ‚◊ÈŒÊÿ Áfl‡Ê· ∑§ ’Ê‹Ÿ-øÊ‹Ÿ ∑§ Ã⁄UË∑§ ◊¥ ÿ„ ŒπÊ ªÿÊ Á∑§ ŒÊ Á÷ãŸ-Á÷㟠‚Ê◊ÊÁ¡∑§ •ÊÁÕ¸∑§ ‚◊Í„Ê¥ ∑§ ‹Êª “21”
∑§Ê Á÷ãŸ-Á÷㟠Ã⁄UË∑§ ‚ ©ìÊÊÁ⁄Uà ∑§⁄UÃ „Ò¥– ÿ„ Á∑§‚ ¬˝∑§Ê⁄U ∑§Ê ©ŒÊ„⁄UáÊ „Ò?
(1) ‚Ê◊ÊÁ¡∑§ ‚Ê¥S∑ΧÁÃ∑§ ø⁄U (2) ‚Ê◊ÊÁ¡∑§ ◊ŸÊflÒôÊÊÁŸ∑§ ø⁄U
(3) ‚Ê◊ÊÁ¡∑§ ÷ÊÁ·∑§ ø⁄U (4) ¬Á⁄UáÊÊ◊flÊŒË (¬˝Ç◊Á≈U∑§) ø⁄U

P-I !SED-24-I! 38 H
 PART - V
LANGUAGE – II : ENGLISH
IMPORTANT : Candidates should attempt questions from Part-V (Q. No. 121-150), if they have
opted for ENGLISH as LANGUAGE-II only.

Read the passage given below and answer the questions that follow : (121-128)
A couple of days later, there was a music recital in the Bharatendu Auditorium, one of the two
largest auditoriums in town. One of the performers was Ustad Majeed Khan.
Lata and Malati both managed to get tickets. So did Hema, a tall, thin and high-spirited friend of
theirs who lived with innumerable cousins–boys and girls–in a house not far from Nabiganj. They were
all under the care of a strict elder member of the family who was referred to by everyone as Tauji.
Hema’s Tauji had quite a job on his hands, as he was not only responsible for the well-being and
reputation of the girls of the family but also had to make sure that the boys did not get into the countless
kinds of mischief that boys are prone to. He had often cursed his luck that he was the sole representative
in a university town of a large and far-flung family. He had on occasions threatened to send everyone
straight back home when they had caused him more trouble than he could bear. But his wife, Taiji to
everyone, thought she herself had been brought up with almost no liberty or latitude, felt it was a great
pity that her nieces and grandnieces should be similarly constrained. She managed to obtain for the girls
what they could not obtain by a more direct approach.
This evening Hema and her cousin had thus succeeded in reserving the use of Tauji’s large maroon
Packard car and went around town collecting their friends for the concert. No sooner was Tauji out of
sight than they had entirely forgotten his outraged parting comment. “Flowers ? Flowers in your hair ?
Rushing off in exam time- and listening to all this pleasure - music! Everyone will think you are completely
dissolute–you will never get married.”

121. State which of the following statements is True/False.

(A) Taiji was relatively liberal in her approach.
(B) Lata and Malati could not obtain tickets for the recital.
(1) (A) is True but (B) is False. (2) (B) is True but (A) is False.
(3) Both (A) and (B) are True. (4) Both (A) and (B) are False.

122. What does the underlined expression 'the boys are prone to' mean ?
(1) impossible to have/get (2) likely to have/get
(3) sure to have/get (4) not likely to have/get

123. Identify the tense of the given expression ‘...... had thus succeeded...’
(1) Simple Present Tense (2) Present Perfect Tense
(3) Simple Past Tense (4) Past Perfect Tense

124. What was Tauji’s duty as a family patriarch ?

(1) To get the youngsters married
(2) To cook for the youngsters
(3) To teach the youngsters
(4) To keep a strict watch on the youngsters’ activities
125. How did Taiji manage to get concessions for the girls ?
(1) By fighting with Tauji (2) By adopting an indirect approach
(3) By arguing with Tauji (4) By persuading Tauji

P-I !SED-24-I! 39 H
126. What cultural show was being held in the town ?
(1) A classical music recital (2) A blockbuster movie
(3) A popular play (4) A dance performance

127. By nature and beliefs, Tauji can be described as a/an...

(1) anarchist (2) agnostic (3) conservative (4) liberal

128. Identify the word nearest in meaning to ‘constrained’.

(1) confined (2) laid (3) arrested (4) caught

Read the passage given below and answer the questions that follow : (129-135)
I designed, after my first voyage, to spend the rest of my days at Baghdad, but it was not long ere
I grew weary of an indolent life and I put to sea a second time with merchants of known probity. We
embarked on board of a good ship and set sail. One day we landed on an island covered with several
sorts of fruit trees, but we could see neither man nor animal. While some diverted themselves with
gathering flowers, and other fruits, I took my wine and provisions and sat down near a stream betwixt
two high trees, which afforded a delightful shade. I made a good meal and afterwards fell asleep. When
I woke up, the ship was no longer in view.
In this sad condition, I was ready to die with grief. When I gazed towards the sea, I could discern
nothing but sky and water, but looking over the land I beheld something white, and coming down, I
took what provision I had left and went towards the object which was so distant that at first could not
distinguish what it was.
As I approached, I thought it to be a white dome of a prodigious height and extent. I drew near to
it, and walked round it and found no door to it. I found that I had not strength nor activity to climb it on
account of its exceeding smoothness. I went round the dome measuring its circumference. I meditated
upon some means of gaining an entrance into it but no means of accomplishing this occurred to me.
By this time the sun was about to set, and all of a sudden the sky became as dark as if it had been
covered with a thick cloud. I was much astonished at this sudden darkness but much more when I
found it occasioned by a bird of a most extraordinary size that came flying towards me. I remembered
that I had often heard mariners speak of a miraculous bird called the roc, and conceived that the great
dome which I so much admired must be her egg. Shortly afterwards the bird alighted and sat over the
egg.

129. The narrator left Baghdad because....

(1) He was weary of the city
(2) He was keen to visit another city
(3) He did not want to live a lazy life
(4) Both (1) and (3)

130. After realising that the ship had left, the narrator.....
(1) was relieved (2) did not react
(3) felt amused (4) was shocked

131. What did the narrator do after reaching the island ?

(1) He chatted with his colleagues.
(2) He sat down for a filling meal.
(3) He took endless strolls around the island.
(4) He gathered fruits and flowers.

P-I !SED-24-I! 40 H
132. Choose the word nearest in meaning to the underlined word : ‘...... of a prodigious height and
extent.’
(1) narrow (2) marvellous (3) tall (4) large

133. Identify the tense of the underlined word in : ‘I drew near to it....’
(1) Simple Present (2) Future Perfect (3) Past Perfect (4) Simple Past

134. Identify the Part of Speech of the underlined word in the expression : ‘.... to die with grief.’
(1) Conjunction (2) Preposition (3) Adverb (4) Adjective

135. The ‘White dome’ finally turned out to be...

(1) a place of worship (2) a luxurious mansion
(3) a massive egg (4) a royal palace

136. Which one of the following is NOT true about an assessment ?

(1) It helps to evaluate the pace of a student’s progress.
(2) It can only be done by the teacher.
(3) It provides a holistic view of the student’s progress.
(4) It presents concrete evidence of the student’s performance.

137. Error-analysis is important in order to look at the gaps in learning because :

(1) Errors indicate a lack in the understanding of the learners.
(2) Errors show extent of concept development and motivation.
(3) Most errors are caused by callous attitude of the learners.
(4) Errors are a window into the minds of the learners and their stage of learning.

138. Which of the following is NOT true regarding the Monitor Hypothesis given by Stephen
Krashen ?
(1) What is ‘acquired’ helps in monitoring what is ‘learnt’.
(2) The learner can only monitor if s/he has enough time and enough knowledge of the rules.
(3) It is used in the context of second language acquisition.
(4) It is based on the relationship between acquisition and learning.

139. Which of the following is NOT an example of formative assessment ?

(1) A combination of a comprehensive written test and few other tasks scattered over a period
of time.
(2) Assessment strategies ranging from short tests to peer-reviews throughout the session.
(3) A series of oral and written tasks, role-play etc. throughout the session.
(4) A term-paper at the end of the session.

140. When a beginner reader uses his/her general knowledge about the text theme, cultural aspects
etc. to make sense of the specific textual content, it is called :
(1) Bottom-up approach. (2) Bottom-down approach.
(3) Top-down approach. (4) Top-up approach.

P-I !SED-24-I! 41 H
141. Which of the following would not help in textual comprehension and vocabulary development ?
(1) Theme-maps. (2) Picture dictionaries.
(3) Word-maps. (4) Alphabet charts.

142. Which of these statements is CORRECT regarding the two major types of assessment ?
(1) Formative assessment goes on continuously through the learning phase.
(2) Summative assessment is done before and during the learning phase.
(3) Formative assessment focuses on the form rather than function of learning.
(4) Summative assessment is about the sum total of every form of assessment through the year.

143. Which of the following DOES NOT help in creating an inclusive classroom ?
(1) Adopting a multilingual approach.
(2) Having some students as monitors in the class.
(3) Peer-group interaction and feedback system.
(4) Giving team-tasks.

144. Reading or writing ‘p’ as ‘b’ or ‘6’ as ‘9’ is a common error among children with :
(1) Anomia. (2) Dyslexia. (3) Stuttering. (4) Aphasia.

145. Basic Interpersonal Communicative Skills is known as :

(1) Language used for day-to-day communication.
(2) Interlanguage.
(3) Higher order language skills.
(4) Language of abstraction.

146. A teacher teaching English as second language to Hindi-speaking students provides them contexts
and opportunities to engage in little conversations in English without telling them explicit rules.
She presents examples before them which they use in their conversations. Gradually, they come
up with rules on their own with the help of the teacher. Which model/ approach do you think the
teacher is following ?
(1) Communicative approach. (2) Direct method.
(3) Grammar translation method. (4) Audio-lingual method.

147. Which of the following is NOT a feature of communicative approach ?

(1) Discovering rules of grammar instead of teaching explicitly.
(2) Developing communicative competence.
(3) More focus on form than function.
(4) Contextualised use of language.

148. Which genre of stories are the most relevant to propagate multilingualism and multiculturalism ?
(1) Science fiction. (2) Lengthy tale.
(3) Folktales. (4) Autobiographies.

149. Which of the following is NOT a desirable feature in children’s literature ?

(1) Big font size and familiar words. (2) Attractive pictures.
(3) Animal characters. (4) Explicit moral values.

150. Which of the following is NOT considered a major domain of learning ?

(1) Affective (2) Psychomotor (3) Cognitive (4) Socio-cultural

P-I !SED-24-I! 42 H
 ÷ʪ - V
÷Ê·Ê - II : Á„ãŒË
◊„àfl¬Íáʸ — ¬⁄UˡÊÊÕ˸ ÷ʪ-V (¬˝.‚¥. 121 ‚ 150) ∑§ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ∑§fl‹ Ã÷Ë Œ¥ ÿÁŒ ©ã„Ê¥Ÿ ÷Ê·Ê-II ∑§Ê Áfl∑§À¬ Á„ãŒË
øÈŸÊ „Ê–

ÁŸêŸÁ‹Áπà ªlÊ¥‡Ê ∑§Ê ¬…∏∑§⁄ ¬Í¿U ª∞ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄ ∑§ Á‹∞ ‚’‚ ©¬ÿÈÄà Áfl∑§À¬ ∑§Ê øÿŸ ∑§ËÁ¡∞–U (121-128) U
SflÊÃ¥òÿÊûÊ⁄U ÷Ê⁄Uà ∑§Ë ‚’‚ ’«∏Ë ≈˛U¡«UË ÿ„ Ÿ„Ë¥ „Ò Á∑§ ‡ÊÊ‚∑§ flª¸ Ÿ •ÊÒlÊªË∑§⁄UáÊ ∑§Ê ◊ʪ¸ øÈŸÊ, ≈˛U¡«UË ÿ„ ⁄U„Ë „Ò Á∑§
¬Á‡ø◊ ∑§Ë ŒπÊŒπË •ÊÒ⁄U Ÿ∑§‹ ◊¥ ÿÊ¡ŸÊ∞° ’ŸÊÃ ‚◊ÿ - ¬˝∑ΧÁÃ, ◊ŸÈcÿ •ÊÒ⁄U ‚¥S∑ΧÁà ∑§ ’Ëø ∑§Ê ŸÊ¡È∑§ ‚¥ÃÈ‹Ÿ Á∑§‚ Ã⁄U„ Ÿc≈U
„ÊŸ ‚ ’øÊÿÊ ¡Ê ‚∑§ÃÊ „Ò - ß‚ •Ê⁄U „◊Ê⁄U ¬Á‡ø◊ Á‡ÊÁˇÊà ‚ûÊÊœÊÁ⁄UÿÊ¥ ∑§Ê äÿÊŸ ∑§÷Ë Ÿ„Ë¥ ªÿÊ– „◊ Á’ŸÊ ¬Á‡ø◊ ∑§Ê ◊ÊÚ«U‹
’ŸÊ∞, •¬ŸË ‡ÊÃÊZ •ÊÒ⁄U ◊ÿʸŒÊ•Ê¥ ∑§ •ÊœÊ⁄U ¬⁄U, •ÊÒlÊÁª∑§ Áfl∑§Ê‚ ∑§Ê ÷Ê⁄UÃËÿ SflM§¬ ÁŸœÊ¸Á⁄Uà ∑§⁄U ‚∑§Ã „Ò¥, ∑§÷Ë ß‚∑§Ê ÅÿÊ‹
÷Ë „◊Ê⁄U ‡ÊÊ‚∑§Ê¥ ∑§Ê •ÊÿÊ „Ê, ∞‚Ê Ÿ„Ë¥ ¡ÊŸ ¬«∏ÃÊ–
121. „◊¥ •ÊÒlÊÁª∑§ Áfl∑§Ê‚ ∑§ Á‹∞ __________ ∑§Ë •Êfl‡ÿ∑§ÃÊ „Ò–
(1) •◊Á⁄U∑§Ë ◊ÊÚ«U‹ (2) ÿÍ⁄UÊ¬Ëÿ ◊ÊÚ«U‹ (3) ÷Ê⁄UÃËÿ ◊ÊÚ«U‹ (4) ¬Á‡ø◊Ë ◊ÊÚ«U‹

122. “Á‡ÊÁˇÊÔ ◊¥ ◊Í‹ ‡ÊéŒ ÃÕÊ ¬˝àÿÿ „Ò —

(1) Á‡ÊˇÊÊ + ßà (2) Á‡ÊˇÊÊ +߸à (3) Á‡ÊÁˇÊ + à (4) Á‡ÊˇÊÊ + Ã

123. ‚◊Í„ ‚ Á÷㟠‡ÊéŒ „Ò __________–

(1) ‚¥S∑ΧÁà (2) ÷Ê⁄UÃËÿ (3) ◊ÿʸŒÊ (4) ‡Êø
124. ÿÊ¡ŸÊ∞° ÁŸœÊ¸Á⁄Uà ∑§⁄UÃ ‚◊ÿ ¬˝◊Èπ „Ò __________–
(1) ¬˝∑ΧÁà ∑§Ë •¬ˇÊÊ ◊ŸÈcÿ ∑§Ë ©ãŸÁà ∑§Ê Áfl‡Ê· äÿÊŸ ⁄UπŸÊ
(2) ¬˝Ê∑ΧÁÃ∑§ ‚ÊÒ¥Œÿ¸ ∑§Ê Áfl‡Ê· äÿÊŸ ⁄UπŸÊ
(3) ‚◊ÿ ‚Ë◊Ê ∑§Ê äÿÊŸ ⁄UπŸÊ
(4) ¬˝∑ΧÁà •ÊÒ⁄U ◊ŸÈcÿ ∑§ ‚¥ÃÈ‹Ÿ ∑§Ê ’ŸÊ∞ ⁄UπŸÊ

125. ªlÊ¥‡Ê ◊¥ Á∑§‚ Á’¥ŒÈ ∑§Ê •ŸÈÁøà ∆U„⁄UÊÿÊ „Ò?

(1) •ÊÒlÊÁª∑§ Áfl∑§Ê‚ (2) ¬Á‡ø◊Ë •¥œÊŸÈ∑§⁄UáÊ ∑§Ê
(3) ¬˝∑ΧÁà ∑§Ë ©¬ˇÊÊ (4) ¬˝∑ΧÁà ∑§Ê •Áœ∑§ ◊„àfl

126. SflÃ¥òÊÃÊ ∑§ ’ÊŒ ÷Ê⁄Uà ∑§Ë òÊÊ‚ŒË „Ò __________–

(1) ¬Á‡ø◊Ë Œ‡ÊÊ¥ ∑§Ê •¥œÊŸÈ∑§⁄UáÊ (2) ÷Ê⁄UÃËÿ ◊ÊÚ«U‹
(3) •ÊÒlÊªË∑§⁄UáÊ (4) ¬¥øfl·Ë¸ÿ ÿÊ¡ŸÊ∞°

127. ªlÊ¥‡Ê ◊¥ Á∑§‚∑§ ‚¥ÃÈ‹Ÿ ∑§Ë ’Êà ∑§Ë ªß¸ „Ò?
(1) ¬˝∑ΧÁÃ, ◊ÊŸfl •ÊÒ⁄U ©lÊª (2) ¬˝∑ΧÁÃ, ◊ÊŸfl •ÊÒ⁄U ◊ÊŸflÃÊ
(3) ¬˝∑ΧÁÃ, ◊ÊŸflÃÊ •ÊÒ⁄U Áfl∑§Ê‚ (4) ¬˝∑ΧÁÃ, ◊ÊŸfl •ÊÒ⁄U ‚¥S∑ΧÁÃ

128. “‚¥ÃÈ‹Ÿ” ∑§Ê Áfl‹Ê◊ ‡ÊéŒ „Ò —

(1) •Ê‚¥ÃÈ‹Ÿ (2) •‚¥ÃÈ‹Ëà (3) •‚¥ÃÈÁ‹Ã (4) •‚¥ÃÈ‹Ÿ

P-I !SED-24-I! 43 H
ÁŸêŸÁ‹Áπà ªlÊ¥‡Ê ∑§Ê ¬…∏∑§⁄ ¬Í¿U ª∞ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄ ∑§ Á‹∞ ‚’‚ ©¬ÿÈÄà Áfl∑§À¬ ∑§Ê øÿŸ ∑§ËÁ¡∞– (129-135)
ß‚ ’˝rÊÊ¥«U ◊¥ „◊ ‚÷Ë ∑§Ë ÷ÍÁ◊∑§Ê ◊„àfl¬Íáʸ „Ò– ∑§Ê߸ ÷Ë √ÿÁÄà Á∑§‚Ë ŒÍ‚⁄U ‚ íÿÊŒÊ πÊ‚ Ÿ„Ë¥ „Ò ÄÿÊ¥Á∑§ ¬⁄U◊Êà◊Ê ∑§Ë Ÿ¡⁄U
◊¥ „◊ ‚’ ∞∑§ ‚◊ÊŸ „Ò¥– äÿÊŸ-•èÿÊ‚ „◊¥ ‚÷Ë ¡ËflÊ¥ ∑§Ê ∞∑§ ‚◊ÊŸ ŒπŸ ◊¥ ◊ŒŒ ∑§⁄UÃÊ „Ò– „◊ ◊ÊŸÃ „Ò¥ Á∑§ ∑§Ê߸ ÷Ë √ÿÁÄÃ
¡Ê ∞∑§ øÊÒ∑§ËŒÊ⁄U, Ä‹∑¸§ ÿÊ ∑Ò§Á‡Êÿ⁄U „Ò, fl„ ©ÃŸÊ „Ë ◊„àfl¬Íáʸ „Ò Á¡ÃŸÊ Á∑§ Á∑§‚Ë ∑¥§¬ŸË ∑§Ê ∑§Ê߸ ◊ÊÁ‹∑§– „◊¥ ‚◊¤Ê •ÊÃÊ „Ò Á∑§
Á∑§‚Ë ∑¥§¬ŸË ∑§Ê ◊ÊÁ‹∑§ ∑§◊¸øÊÁ⁄UÿÊ¥ ∑§ Á’ŸÊ ∑§Ê◊ Ÿ„Ë¥ ∑§⁄U ‚∑§ÃÊ– øÊ„ fl •Áœ∑§ flß ¬ÊŸ flÊ‹ „Ê¥ ÿÊ ‚’‚ ∑§◊ flß ¬ÊŸ
flÊ‹– ‚÷Ë ‹Êª •¬ŸË-•¬ŸË ¡ª„ ◊„àfl¬Íáʸ „Ò¥– ÷‹ „Ë „◊ ’Ê„⁄U ‚ ⁄¥Uª, M§¬, ‚◊Ê¡, ‚¥S∑ΧÁà •ÊÁŒ ∑§ SÃ⁄U ¬⁄U •‹ª ÁŒπÃ
„Ò¥ ‹Á∑§Ÿ Á¬ÃÊ-¬⁄U◊‡fl⁄U ∑§Ë ‚¥ÃÊŸ „ÊŸ ∑§ ŸÊÃ „◊ ‚÷Ë ∞∑§ ‚◊ÊŸ „Ò¥–
129. ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U ‚÷Ë √ÿÁÄà -
(1) ‚◊ÊŸ flß ∑§ •Áœ∑§Ê⁄UË „Ò¥– (2) √ÿfl‚Êÿ ◊¥ ‹ª „È∞ „Ò¥–
(3) ∞∑§ ‚◊ÊŸ „Ò¥– (4) ◊„àfl¬Íáʸ „Ò¥–

130. ªlÊ¥‡Ê ∑§ •ÊœÊ⁄U ¬⁄U ∑§„Ê ¡Ê ‚∑§ÃÊ „Ò Á∑§ „◊ ‚÷Ë ‚◊ÊŸ „Ò¥ ÄÿÊ¥Á∑§ -
(1) „◊ ߸‡fl⁄U ∑§Ë ‚¥ÃÊŸ „Ò¥– (2) „◊ ∑¥§¬ŸË ∑§ ∑§◊¸øÊ⁄UË „Ò¥–
(3) „◊Ê⁄UË ¡ËflŸ-‡ÊÒ‹Ë ‚◊ÊŸ „Ò¥– (4) „◊Ê⁄UÊ ¡ËflŸ-‹ˇÿ ‚◊ÊŸ „Ò¥–

131. ‚÷Ë √ÿÁÄÃÿÊ¥ ∑§Ê ‚◊ÊŸ ŒÎÁc≈U ‚ ŒπŸ ◊¥ ‚„Êÿ∑§ „Ò -

(1) √ÿfl„ÊÁ⁄U∑§ „ÊŸÊ (2) äÿÊŸ ∑§Ê •èÿÊ‚
(3) ‚◊ÊŸ ŒÎÁc≈U ∑§Ê •èÿÊ‚ (4) •Êø⁄UáÊ ∑§Ê •èÿÊ‚

132. Á∑§‚Ë ÷Ë ∑§Êÿ¸ ∑§Ë ‚»§‹ÃÊ ◊¥ __________ ÿÊªŒÊŸ „ÊÃÊ „Ò–
(1) ‚÷Ë ∑§Ë ‚◊ ŒÎÁc≈U ∑§Ê (2) ¬ŒUÊÁœ∑§ÊÁ⁄UÿÊ¥ ∑§ üÊ◊ ∑§Ê
(3) ‚÷Ë ∑§ ¬Á⁄UüÊ◊ ∑§Ê (4) ‚÷Ë ∑§ œŸ ∑§Ê

133. ‚◊Í„ ‚ Á÷㟠‡ÊéŒ „Ò -

(1) ‚¥S∑ΧÁà (2) ïÿÊŒÊ (3) √ÿÁÄà (4) ◊„àfl¬Íáʸ

134. “‚¥S∑ΧÁÔ ‡ÊéŒ ◊¥ __________ ¬˝àÿÿ ∑§Ê ¬˝ÿÊª „ÊªÊ–

(1) ßÿ (2) ߸ÿ (3) ß∑§ (4) ßÃ

135. ªlÊ¥‡Ê ◊¥ ‚÷Ë ◊ŸÈcÿÊ¥ ∑§Ê ‚◊ÊŸ ÷Êfl ‚ ŒπŸ ∞fl¥ __________ ¬⁄U ’‹ ÁŒÿÊ ªÿÊ „Ò–
(1) √ÿfl„Ê⁄U ∑§⁄UŸ (2) Áfl‡Ê· ◊ÊŸŸ
(3) ‚◊ÊŸ flß ŒŸ (4) ‚◊ÊŸ ŸÊÒ∑§⁄UË ŒŸ

136. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê •Ê∑§‹Ÿ ∑§ ’Ê⁄U ◊¥ ‚„Ë Ÿ„Ë¥ „Ò?
(1) ÿ„ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë ¬˝ªÁà ∑§Ë ªÁà ∑§Ê ◊ÍÀÿÊ¥∑§Ÿ ∑§⁄UŸ ◊¥ ◊ŒŒ ∑§⁄UÃÊ „Ò–
(2) ÿ„ ∑§fl‹ •äÿʬ∑§ mÊ⁄UÊ „Ë Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò–
(3) ÿ„ ÁfllÊÕ˸ ∑§Ë ¬˝ªÁà ∑§ ’Ê⁄U ◊¥ ‚◊ª˝ ŒÎÁc≈U∑§ÊáÊ ¬˝ŒÊŸ ∑§⁄UÃÊ „Ò–
(4) ÿ„ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë ©¬‹Áéœ ∑§ ’Ê⁄U ◊¥ ∆UÊ‚ ‚Êˇÿ ¬˝SÃÈà ∑§⁄UÃÊ „Ò–

P-I !SED-24-I! 44 H
137. •Áœª◊ ◊¥ ⁄U„ ªß¸ ∑§Á◊ÿÊ¥ ∑§Ê ŒπŸ ∑§ ‚¥Œ÷¸ ◊¥ òÊÈÁ≈U Áfl‡‹·áÊ ◊„àfl¬Íáʸ „Ò ÄÿÊ¥Á∑§ —
(1) ª‹ÁÃÿÊ° Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ë ‚◊¤Ê ◊¥ ⁄U„ ªß¸ ∑§Á◊ÿÊ¥ ∑§Ë •Ê⁄U ‚¥∑§Ã ∑§⁄UÃË „Ò¥–
(2) ª‹ÁÃÿÊ° •flœÊ⁄UáÊÊ Áfl∑§Ê‚ •ÊÒ⁄U ¬˝⁄UáÊÊ ∑§Ê ¬˝ŒÁ‡Ê¸Ã ∑§⁄UÃË „Ò¥–
(3) •Áœ∑§Ã⁄U òÊÈÁ≈UÿÊ° ÁfllÊÁÕ¸ÿÊ¥ ∑§ •ÁŸÿà ŒÎÁc≈U∑§ÊáÊ ∑§ ∑§Ê⁄UáÊ „ÊÃË „Ò¥–U
(4) ª‹ÁÃÿÊ° Á‡ÊˇÊÊÕ˸ ∑§ ◊ÁSÃc∑§ •ÊÒ⁄U •Áœª◊ ∑§Ë •flSÕÊ ∑§Ê ‚◊¤ÊŸ ◊¥ ‚„Êÿ∑§ „Ò¥–

138. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê S≈UË»§Ÿ ∑˝§‡ÊŸ mÊ⁄UÊ ŒË ªÿË ◊ÊÚŸË≈U⁄U ¬Á⁄U∑§À¬ŸÊ ∑§ ‚¥Œ÷¸ ◊¥ ‚„Ë Ÿ„Ë¥ „Ò?
(1) “ÄÿÊ •Á¡¸Ã Á∑§ÿÊ ªÿÊ „Ò”, “‚Ëπ” ª∞ ∑§Ë ◊ÊÚŸË≈UÁ⁄¥Uª ∑§⁄UŸ ◊¥ ◊ŒŒ ∑§⁄UÃÊ „Ò
(2) Á‡ÊˇÊÊÕ˸ Ã÷Ë ◊ÊÚŸË≈U⁄U ∑§⁄U ‚∑§Ã „Ò¥ ¡’ ©ã„¥ ÁŸÿ◊Ê¥ ∑§Ë ¬ÿʸåà ¡ÊŸ∑§Ê⁄UË „Ê •ÊÒ⁄U ¬ÿʸåà ‚◊ÿ „Ê
(3) ÿ„ ÁmÃËÿ ÷Ê·Ê •¡¸Ÿ ∑§ ‚¥Œ÷¸ ◊¥ ¬˝ÿÈÄà ∑§Ë ¡ÊÃË „Ò
(4) ÿ„ •¡¸Ÿ •ÊÒ⁄U •Áœª◊ ∑§ ◊äÿ ‚¥’¥œ ¬⁄U •ÊœÊÁ⁄Uà „Ò

139. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ⁄UøŸÊà◊∑§ •Ê∑§‹Ÿ ∑§Ê ©ŒÊ„⁄UáÊ Ÿ„Ë¥ „Ò?
(1) ‚◊ª˝ Á‹Áπà ¬⁄UˡÊÊ •ÊÒ⁄U ‚òÊ ∑§Ë ÁflÁ÷㟠•flÁœÿÊ¥ ◊¥ ÁŒ∞ ª∞ ∑ȧ¿U •ÊÒ⁄U ∑§ÊÿÊZ ∑§Ê Á◊üÊáÊ
(2) ¬Í⁄U ‚òÊ ÷⁄U ◊¥ ‹ÉÊÈ •flÁœ ¬⁄UˡÊÊ ‚ ‹∑§⁄U ‚„¬Ê∆UË ‚◊ˡÊÊ ¡Ò‚Ë „ÊŸ flÊ‹Ë •Ê∑§‹Ÿ ∑§Ë ÿÈÁÄÃÿÊ°
(3) ¬Í⁄U ‚òÊ ∑§ ŒÊÒ⁄UÊŸ ◊ÊÒÁπ∑§ •ÊÒ⁄U Á‹Áπà ∑§ÊÿÊZ ∑§Ë oÎ¥π‹Ê •ÊÒ⁄U ⁄UÊ‹ å‹ •ÊÁŒ
(4) ‚òÊ ∑§ •ãà ◊¥ „ÊŸ flÊ‹Ë ‚òÊ ¬⁄UˡÊÊ

140. ¡’ ∞∑§ ‡ÊÈL§•ÊÃË ¬Ê∆U∑§ ¬Ê∆˜UÿflSÃÈ ∑§Ë ÕË◊, ‚Ê¥S∑ΧÁÃ∑§ ¬„‹Í •ÊÁŒ ∑§ ’Ê⁄U ◊¥ •¬Ÿ ‚Ê◊Êãÿ ôÊÊŸ ∑§Ê ¬˝ÿÊª ∑§⁄UÃÊ „Ò, Á¡‚‚
Á∑§ fl„ ©‚ ÁflÁ‡Êc≈U ¬Ê∆UªÃ˜ ‚Ê◊ª˝Ë ‚ •Õ¸ ÁŸ∑§Ê‹ ‚∑§, ÃÊ ÿ„ ÄÿÊ ∑§„‹Ê∞ªË?
(1) Ë - ™§äfl¸ªÊ◊Ë ©¬Êª◊ (2) Ë - •œÊªÊ◊Ë ©¬Êª◊
(3) ™§äfl¸-•œÊªÊ◊Ë ©¬Êª◊ (4) ™§äfl¸-™§äfl¸ªÊ◊Ë ©¬Êª◊

141. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ¬Ê∆˜Uÿ ‚Ê◊ª˝Ë ∑§Ë ’ÊœªêÿÃÊ •ÊÒ⁄U ‡ÊéŒÊfl‹Ë ∑§ Áfl∑§Ê‚ ◊¥ ◊ŒŒ Ÿ„Ë¥ ∑§⁄UªÊ?
(1) ÕË◊ ◊ÊŸÁøòÊ (2) ÁøòÊ ‡ÊéŒ∑§Ê‡Ê (3) ‡ÊéŒ ◊ÊŸÁøòÊ (4) fláʸ◊Ê‹Ê øÊ≈¸U

142. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑§ÕŸ •Ê∑§‹Ÿ ∑§ ŒÊ ◊ÈÅÿ ¬˝∑§Ê⁄UÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ‚„Ë „Ò?
(1) ⁄UøŸÊà◊∑§ •Ê∑§‹Ÿ •Áœª◊ ¬˝Á∑˝§ÿÊ ◊¥ ‚Ãà M§¬ ‚ ø‹ÃÊ „Ò–
(2) ÿÊªÊà◊∑§ •Ê∑§‹Ÿ •Áœª◊ ¬˝Á∑˝§ÿÊ ‚ ¬„‹ •ÊÒ⁄U ©‚∑§ ŒÊÒ⁄UÊŸ Á∑§ÿÊ ¡ÊÃÊ „Ò–
(3) ⁄UøŸÊà◊∑§ •Ê∑§‹Ÿ •Áœª◊ ∑§ ¬˝∑§ÊÿÊZ ∑§ SÕÊŸ ¬⁄U ÁŸÿ◊Ê¥ ¬⁄U •Áœ∑§ äÿÊŸ ŒÃÊ „Ò–
(4) ÿÊªÊà◊∑§ •Ê∑§‹Ÿ fl·¸ ÷⁄U ø‹Ÿ flÊ‹ •Ê∑§‹Ÿ ∑§ ¬˝àÿ∑§ SflM§¬ ∑§Ë ‚◊ª˝ÃÊ ∑§ ’Ê⁄U ◊¥ „Ò–

143. ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚∑§ mÊ⁄UÊ ‚◊Êfl‡ÊË ∑§ˇÊÊ ‚ÎÁ¡Ã ∑§⁄UŸ ◊¥ ◊ŒŒ Ÿ„Ë¥ Á◊‹ªË?
(1) ’„È÷ÊÁ·∑§ ©¬Êª◊ ∑§Ê •ŸÈ¬Ê‹Ÿ ∑§⁄UŸÊ
(2) ∑§ˇÊÊ ◊¥ ∑ȧ¿U ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ∑§ˇÊÊ ¬˝◊Èπ (◊ÊÚŸË≈U⁄U) ’ŸÊ ŒŸÊ
(3) ‚„¬Ê∆UË ‚◊Í„ •ã× Á∑˝§ÿÊ •ÊÒ⁄U ¬Îc∆U ¬Ê·áÊ √ÿflSÕÊ
(4) ‚◊Í„Ê¥ ◊¥ ∑§Êÿ¸ ∑§⁄UŸ ∑§ Á‹∞ ŒŸÊ

P-I !SED-24-I! 45 H
144. “¬” ∑§Ê “»§” ∑§Ë Ã⁄U„ Á‹πŸÊ ÿÊ “6” ∑§Ê “9” ∑§Ë Ã⁄U„ Á‹πŸÊ Á∑§‚ Ã⁄U„ ∑§ ’ëøÊ¥ mÊ⁄UÊ ÿ„ ‚Ê◊Êãÿ ª‹ÃË ∑§Ë ¡ÊÃË „Ò?
(1) ŸÊ◊Ÿ Áfl∑§Ê⁄U (∞ŸÊÁ◊ÿÊ) (2) ¬∆UŸ flÒ∑§Àÿ (Á«US‹ÒÁÄ‚ÿÊ)
(3) „∑§‹ÊŸ flÊ‹ ’ëøÊ¥ mÊ⁄UÊ (4) flÊøÊÉÊÊà (•$»§Á¡ÿÊ)

145. ’ÈÁŸÿÊŒË •ã× flÒÿÁÄÃ∑§ ‚ê¬˝·áÊÊà◊∑§ ∑§Ê҇ʋÊ¥ ∑§Ê Á∑§‚ M§¬ ◊¥ ¡ÊŸÊ ¡ÊÃÊ „Ò?
(1) ÁŒŸ-¬˝ÁÃÁŒŸ ∑§ ‚ê¬˝·áÊ ∑§ ¬˝ÿÈÄà ÷Ê·Ê
(2) •ãÃ⁄U÷Ê·Ê (ߥ≈U⁄U‹Ò¥ÁÇfl¡)
(3) ©ëø SÃ⁄UËÿ ÷Ê·Ê ∑§Ê҇ʋ
(4) •◊ÍøÃÊ ∑§Ë ÷Ê·Ê

146. ∞∑§ •äÿʬ∑§ Á„¥ŒË ÷Ê·Ë ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ÁmÃËÿ ÷Ê·Ê ∑§ M§¬ ◊ •¥ª˝¡Ë ∑§Ê •äÿʬŸ ∑§⁄UÃ ‚◊ÿ ©ã„¥ S¬c≈ M§¬ ‚ ÁŸÿ◊
’ÃÊ∞ ’ªÒ⁄U •¥ª˝¡Ë ◊¥ ‚¥ÁˇÊåà ‚¥flÊŒ ∑§⁄UŸ ∑§ ‚¥Œ÷¸ •ÊÒ⁄U •fl‚⁄U ŒÃÊ „Ò fl„ ©Ÿ∑§ flÊÃʸ‹Ê¬ ◊¥ ¬˝ÿÈÄà ©ŒÊ„⁄UáÊ ©Ÿ∑§ ‚◊ˇÊ
¬˝SÃÈà ∑§⁄UÃÊ „Ò– œË⁄U-œË⁄U Á‡ÊˇÊÊÕ˸ •äÿʬ∑§ ∑§Ë ◊ŒŒ ‚ Sfl× „Ë ÁŸÿ◊ ‚Ëπ ‹Ã „Ò¥– •äÿʬ∑§ Á∑§‚ ◊ÊÚ«U‹/©¬Êª◊ ∑§Ê
•ŸÈ¬Ê‹Ÿ ∑§⁄U ⁄U„Ê „Ò?U
(1) ‚ê¬˝·áÊÊà◊∑§ ©¬Êª◊ (2) ¬˝àÿˇÊ («UÊÿ⁄UÄ≈) ÁflÁœU
(3) √ÿÊ∑§⁄UáÊ •ŸÈflÊŒ ÁflÁœ (4) üÊ√ÿ-÷ÊÁ·∑§ ÁflÁœ

147. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ‚ê¬˝·áÊÊà◊∑§ ©¬Êª◊ ∑§Ê ªÈáÊœ◊¸ Ÿ„Ë¥ „Ò?
(1) S¬c≈UÃÊ ∑§ ‚ÊÕ Á‡ÊˇÊáÊ ∑§ SÕÊŸ ¬⁄U √ÿÊ∑§⁄UáÊ ∑§ ÁŸÿ◊Ê¥ ∑§Ë πÊ¡ ∑§⁄UŸÊ
(2) ‚ê¬˝·áÊÊà◊∑§ ŒˇÊÃÊ ∑§Ê Áfl∑§Ê‚ ∑§⁄UŸÊ
(3) ¬˝∑§Êÿ¸ ∑§Ë •¬ˇÊÊ ÁŸÿ◊Ê¥ ¬⁄U •Áœ∑§ äÿÊŸ ŒŸÊ
(4) ÷Ê·Ê ∑§Ê ‚¥Œ÷¸ªÃ ¬˝ÿÊª

148. ∑§ÕÊ•Ê¥ ∑§Ë ∑§ÊÒŸ-‚Ë ÁflœÊ ’„È÷Ê·ÊflÊŒ •ÊÒ⁄U ’„È ‚¥S∑ΧÁÃflÊŒ ∑§Ê ¬˝ÁìÊÁŒÃ ∑§⁄UŸ ∑§ Á‹∞ ‚flʸÁœ∑§ M§¬ ‚ ¬˝Ê‚¥Áª∑§ „Ò?
(1) ÁflôÊÊŸ ∑§ÕÊ (2) •Áfl‡fl‚ŸËÿ ’Êà (‹ãŒË ≈U‹)
(3) ‹Ê∑§∑§ÕÊ∞° (4) •Êà◊∑§ÕÊ∞°

149. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ’Ê‹ ‚ÊÁ„àÿ ∑§Ê •¬ÁˇÊà ªÈáÊœ◊¸ Ÿ„Ë¥ „Ò?
(1) ’«∏Ê »§Ê¥≈U •Ê∑§Ê⁄U •ÊÒ⁄U ¬Á⁄UÁøà ‡ÊéŒ
(2) •Ê∑§·¸∑§ ÁøòÊ
(3) ¬‡ÊÈ ¬ÊòÊ
(4) ŸÒÁÃ∑§ ◊ÍÀÿÊ¥ ∑§Ê S¬c≈U× ¬˝Œ‡Ê¸Ÿ

150. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê •Áœª◊ ∑§Ê ◊ÈÅÿ ˇÊòÊ («UÊ◊Ÿ) Ÿ„Ë¥ „Ò?
(1) ÷ÊflÊà◊∑§ (2) ◊ŸÊªàÿÊà◊∑§
(3) ‚¥ôÊÊŸÊà◊∑§ (4) ‚Ê◊ÊÁ¡∑§ ‚Ê¥S∑ΧÁÃ∑§

-o0o-

P-I !SED-24-I! 46 H
 SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

P-I !SED-24-I! 47 H
READ THE FOLLOWING INSTRUCTIONS CAREFULLY : ÁŸêŸÁ‹Áπà ÁŸŒ¸‡ÊÊ¥ ∑§Ê äÿÊŸ ‚ ¬…∏¥ —
1. The manner in which the different questions are to be answered has been 1. Á¡‚ ¬˝∑§Ê⁄U ‚ ÁflÁ÷ÛÊ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ÁŒ∞ ¡ÊŸ „Ò¥ ©‚∑§Ê fláʸŸ ¬⁄UˡÊÊ
explained in the Test Booklet which you should read carefully before actually ¬ÈÁSÃ∑§Ê ◊¥ Á∑§ÿÊ ªÿÊ „Ò, Á¡‚ •Ê¬ ¬˝‡ŸÊ¥ ∑§Ê ©ûÊ⁄U ŒŸ ‚ ¬„‹ äÿÊŸ ‚ ¬…∏
answering the questions. ‹¥–
2. Out of the four alternatives for each question, only one circle for the correct 2. ¬˝àÿ∑§ ¬˝‡Ÿ ∑§ Á‹∞ ÁŒ∞ ª∞ øÊ⁄U Áfl∑§À¬Ê¥ ◊¥ ‚ ‚„Ë ©ûÊ⁄U ∑§ Á‹∞ OMR
answer is to be darkened completely with Blue / Black Ball Point Pen on ©ûÊ⁄U ¬òÊ ∑§ ¬Îc∆U-2 ¬⁄U ∑§fl‹ ∞∑§ flÎûÊ ∑§Ê „Ë ¬Í⁄UË Ã⁄U„ ŸË‹/∑§Ê‹ ’ÊÚ‹ ¬ÊÚßã≈U
Side-2 of the OMR Answer Sheet. The answer once marked is not liable ¬Ÿ ‚ ÷⁄¥U– ∞∑§ ’Ê⁄U ©ûÊ⁄U •¥Á∑§Ã ∑§⁄UŸ ∑§ ’ÊŒ ©‚ ’Œ‹Ê Ÿ„Ë¥ ¡Ê ‚∑§ÃÊ
to be changed.
„Ò–
3. The candidates should ensure that the OMR Answer Sheet is not folded. Do 3. ¬⁄UˡÊÊÕ˸ ‚ÈÁŸÁ‡øà ∑§⁄¥U Á∑§ ß‚ •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ∑§Ê ◊Ê«∏Ê Ÿ ¡Ê∞ ∞fl¥
not make any stray marks on the OMR Answer Sheet. Do not write your
©‚ ¬⁄U ∑§Ê߸ •ãÿ ÁŸ‡ÊÊŸ Ÿ ‹ªÊ∞°– ¬⁄UˡÊÊÕ˸ •¬ŸÊ •ŸÈ∑˝§◊Ê¥∑§ •Ê∞◊•Ê⁄U
Roll No. anywhere else except in the specified space in the Answer Sheet.
©ûÊ⁄U-¬òÊ ◊¥ ÁŸœÊ¸Á⁄Uà SÕÊŸ ∑§ •ÁÃÁ⁄UÄà •ãÿòÊ Ÿ Á‹π¥–
4. Handle the Test Booklet and OMR Answer Sheet with care, as under no
4. ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∞fl¥ •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ∑§Ê äÿÊŸ¬Ífl¸∑§ ¬˝ÿÊª ∑§⁄¥U, ÄÿÊ¥Á∑§
circumstances (except for discrepancy in Test Booklet Code or Number
and OMR Answer Sheet Code or Number), another set will be provided.
Á∑§‚Ë ÷Ë ¬Á⁄UÁSÕÁà ◊¥ (∑§fl‹ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∞fl¥ •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ∑§
∑§Ê«U ÿÊ ‚¥ÅÿÊ ◊¥ Á÷ãŸÃÊ ∑§Ë ÁSÕÁà ∑§Ê ¿UÊ«∏∑§⁄U) ŒÍ‚⁄UË ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê
5. The candidates will write the correct Test Booklet Code and Number as ©¬‹éœ Ÿ„Ë¥ ∑§⁄UÊÿË ¡Ê∞ªË–
given in the Test Booklet/OMR Answer Sheet in the Attendance Sheet.
5. ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê/•Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ◊¥ ÁŒ∞ ª∞ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∑§Ê«U fl
6. A machine will read the coded information in the OMR Answer Sheet. ‚¥ÅÿÊ ∑§Ê ¬⁄UˡÊÊÕ˸ ‚„Ë Ã⁄UË∑§ ‚ ©¬ÁSÕÁÃ-¬òÊ ◊¥ Á‹π¥–
Hence, no information should be left incomplete and it should not be different
6. OMR ©ûÊ⁄U ¬òÊ ◊¥ ∑§ÊÁ«Uà ¡ÊŸ∑§Ê⁄UË ∑§Ê ∞∑§ ◊‡ÊËŸ ¬…∏ªË– ß‚Á‹∞ ∑§Ê߸
from the information given in the Admit Card.
÷Ë ‚ÍøŸÊ •œÍ⁄UË Ÿ ¿UÊ«∏¥ •ÊÒ⁄U ÿ„ ¬˝fl‡Ê-¬òÊ ◊¥ ŒË ªß¸ ‚ÍøŸÊ ‚ Á÷㟠Ÿ„Ë¥
7. Candidates are not allowed to carry any textual material, printed or written, „ÊŸË øÊÁ„∞–
bits of papers, pager, mobile phone, electronic device or any other material
except the Admit Card inside the examination hall/room. 7. ¬⁄UˡÊÊÕ˸ mÊ⁄UÊ ¬⁄UˡÊÊ „ÊÚ‹/∑§ˇÊ ◊¥ ¬˝fl‡Ê-¬òÊ ∑§ Á‚flÊÿ Á∑§‚Ë ¬˝∑§Ê⁄U ∑§Ë
¬Ê∆K-‚Ê◊ª˝Ë, ◊ÈÁŒ˝Ã ÿÊ „SÃÁ‹ÁπÃ, ∑§Êª$¡ ∑§Ë ¬Áø¸ÿÊ°, ¬¡⁄U, ◊Ê’Êß‹
8. Mobile phones, wireless communication devices (even in switched off
»§ÊŸ, ß‹Ä≈˛UÊÚÁŸ∑§ ©¬∑§⁄UáÊ ÿÊ Á∑§‚Ë •ãÿ ¬˝∑§Ê⁄U ∑§Ë ‚Ê◊ª˝Ë ∑§Ê ‹ ¡ÊŸ ÿÊ
mode) and the other banned items should not be brought in the examination
halls/rooms. Failing to comply with this instruction, it will be considered as
©¬ÿÊª ∑§⁄UŸ ∑§Ë •ŸÈ◊Áà Ÿ„Ë¥ „Ò–
using unfair means in the examination and action will be taken against the 8. ◊Ê’Êß‹ »§ÊŸ, ’ÃÊ⁄U ‚¥øÊ⁄U ÿÈÁÄÃÿÊ° (ÁSflø •ÊÚ»§ •flSÕÊ ◊¥ ÷Ë) •ÊÒ⁄U •ãÿ
candidate including cancellation of examination. ¬˝ÁÃ’¥ÁœÃ flSÃÈ∞° ¬⁄UˡÊÊ „ÊÚ‹/∑§ˇÊ ◊¥ Ÿ„Ë¥ ‹Ê߸ ¡ÊŸË øÊÁ„∞– ß‚ ‚ÍøŸÊ ∑§Ê
9. Each candidate must show on demand his/her Admit Card to the Invigilator. ¬Ê‹Ÿ Ÿ „ÊŸ ¬⁄U ß‚ ¬⁄UˡÊÊ ◊¥ •ŸÈÁøà ‚ÊœŸÊ¥ ∑§Ê ¬˝ÿÊª ◊ÊŸÊ ¡Ê∞ªÊ •ÊÒ⁄U
¬⁄UˡÊÊÕ˸ ÁflL§h ∑§Êÿ¸flÊ„Ë ∑§Ë ¡Ê∞ªË, ¬⁄UˡÊÊ ⁄Ug ∑§⁄UŸ ‚Á„Ö
10. No candidate, without special permission of the Centre Superintendent or
Invigilator, should leave his/her seat. 9. ¬Í¿U ¡ÊŸ ¬⁄U ¬˝àÿ∑§ ¬⁄UˡÊÊÕ˸, ÁŸ⁄UˡÊ∑§ ∑§Ê •¬ŸÊ ¬˝fl‡Ê-¬òÊ ÁŒπÊ∞°–
10. ∑§ãŒ˝ •œËˇÊ∑§ ÿÊ ÁŸ⁄UˡÊ∑§ ∑§Ë Áfl‡Ê· •ŸÈ◊Áà ∑§ Á’ŸÊ ∑§Ê߸ ¬⁄UˡÊÊÕ˸
11. The candidates should not leave the Examination Hall/Room without handing
over their OMR Answer Sheet to the Invigilator on duty and sign the
•¬ŸÊ SÕÊŸ Ÿ ¿UÊ«∏¥–
Attendance Sheet twice. Cases where candidate has not signed the 11. ∑§Êÿ¸⁄Uà ÁŸ⁄UˡÊ∑§ ∑§Ê •¬ŸÊ •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ÁŒ∞ Á’ŸÊ ∞fl¥ ©¬ÁSÕÁÃ-
Attendance Sheet second time will be deemed not to have handed over the ¬òÊ ¬⁄U ŒÈ’Ê⁄UÊ „SÃÊˇÊ⁄U Á∑§∞ Á’ŸÊ ¬⁄UˡÊÊÕ˸ ¬⁄UˡÊÊ „ÊÚ‹/∑§ˇÊ Ÿ„Ë¥ ¿UÊ«∏¥ª–
OMR Answer Sheet and dealt with as an unfair means case. The candidates ÿÁŒ Á∑§‚Ë ¬⁄UˡÊÊÕ˸ Ÿ ŒÍ‚⁄UË ’Ê⁄U ©¬ÁSÕÁÃ-¬òÊ ¬⁄U „SÃÊˇÊ⁄U Ÿ„Ë¥ Á∑§∞, ÃÊ
are also required to put their left hand THUMB impression in the ÿ„ ◊ÊŸÊ ¡Ê∞ªÊ Á∑§ ©‚Ÿ •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ Ÿ„Ë¥ ‹ÊÒ≈UÊÿÊ „Ò •ÊÒ⁄U ÿ„
space provided in the Attendance Sheet.
•ŸÈÁøà ‚ÊœŸ ∑§Ê ◊Ê◊‹Ê ◊ÊŸÊ ¡Ê∞ªÊ– ¬⁄UˡÊÊÕ˸ •¬Ÿ ’Ê∞° „ÊÕ ∑§ •¥ªÍ∆U
12. Use of Electronic/Manual Calculator is prohibited. ∑§Ê ÁŸ‡ÊÊŸ ©¬ÁSÕÁÃ-¬òÊ ◊¥ ÁŒ∞ ª∞ SÕÊŸ ¬⁄U •fl‡ÿ ‹ªÊ∞°–
13. The candidates are governed by all Rules and Regulations of the Examining 12. ß‹Ä≈˛UÊÚÁŸ∑§/„SÃøÊÁ‹Ã ¬Á⁄U∑§‹∑§ ∑§Ê ©¬ÿÊª flÁ¡¸Ã „Ò–
Body with regard to their conduct in the Examination Hall/Room. All cases 13. ¬⁄UˡÊÊ „ÊÚ‹/∑§ˇÊ ◊¥ •Êø⁄UáÊ ∑§ Á‹∞ ¬⁄UˡÊÊÕ˸ ¬⁄UˡÊáÊ ‚¥SÕÊ ∑§ ‚÷Ë
of unfair means will be dealt with as per Rules and Regulations of the ÁŸÿ◊Ê¥ ∞fl¥ ÁflÁŸÿ◊Ê¥ mÊ⁄UÊ ÁŸÿÁ◊à „Ò¥– •ŸÈÁøà ‚ÊœŸÊ¥ ∑§ ‚÷Ë ◊Ê◊‹Ê¥ ∑§Ê
Examining Body.
»Ò§‚‹Ê ¬⁄UˡÊáÊ ‚¥SÕÊ ∑§ ÁŸÿ◊Ê¥ ∞fl¥ ÁflÁŸÿ◊Ê¥ ∑§ •ŸÈ‚Ê⁄U „ÊªÊ–
14. No part of the Test Booklet and OMR Answer Sheet shall be detached under 14. Á∑§‚Ë ÷Ë ¬Á⁄UÁSÕÁà ◊¥ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê •ÊÒ⁄U •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ∑§Ê ∑§Ê߸
any circumstances.
÷ʪ •‹ª Ÿ ∑§⁄¥U–
15. On completion of the test, the candidate must hand over the OMR 15. ¬⁄UˡÊÊ ‚ê¬ãŸ „ÊŸ ¬⁄U, ¬⁄UˡÊÊÕ˸ „ÊÚ‹/∑§ˇÊ ¿UÊ«∏Ÿ ‚ ¬Ífl¸ •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ
Answer Sheet to the Invigilator in the Hall / Room. The candidates
ÁŸ⁄UˡÊ∑§ ∑§Ê •fl‡ÿ ‚ÊÒ¥¬ Œ¥– ¬⁄UˡÊÊÕ˸ •¬Ÿ ‚ÊÕ ß‚ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∑§Ê ‹
are allowed to take away this Test Booklet with them.
¡Ê ‚∑§Ã „Ò¥–

P-I !SED-24-I! 48 H