PRACTICE SET 2 553

CTET
Central Teacher Eligibility Test

PAPER I

PRACTICE SET 2
CLASS I-V
...
INSTRUCTIONS
1. This Question paper consists of 150 objective type questions, to be completed in maximum 2 hrs 30 min.
2. Each question carries 1 mark and there is no negative marking.
3. This paper has 5 parts : Part I Child Development & Pedagogy (Q. 1-30),
Part II English (Language I) (Q. 31-60), Part III Hindi (Language II) (Q. 61-90),
Part IV Mathematics (Q. 91-120), Part V Environmental Studies (Q. 121-150).
4. To check your performance, fill the Performance Indicator given with OMR Sheet at the end of each practice set.

PART I Child Development and Pedagogy

Directions (Q. Nos. 1-30) Answer the following questions by selecting the most appropriate option.
1. What does motivation do in the process of learning?
(1) Sharpens memory of the learner
(2) Differentiates new learning from old learning
(3) Makes learners think undirectionally
(4) Creates interest for learning among young learners
2. A student of fifth class with ‘visual deficiency’ should be
(1) excused to do a lower level of work
(2) helped in routine work by parents and friends
(3) treated normally in the classroom and provided support through audio CDs
(4) given special treatment in the classroom
554 PRACTICE SET 2

3. Who said this statement, “Children actively construct 13. Which of the following intelligence is associated with
their understanding of the world”? scientific and mathematical thinking?
(1) Jean Piaget (2) Pavlov (1) Kinesthetic intelligence (2) Personal intelligence
(3) Kohlberg (4) Skinner (3) Logical intelligence (4) Spatial intelligence
4. At lower classes, play way method of teaching is based 14. What is the main purpose of ‘Operation Blackboard’?
on (1) Improvement of school facilities
(1) theory of physical education programmes (2) Making education result-oriented
(2) principles of methods of teaching (3) Making teaching effective
(3) psychological principles of development and growth (4) Making teaching accountable for results
(4) sociological principles of teaching
15. Which of the following does not include in regular
5. The ‘Insight theory of learning’ was promoted by education?
(1) ‘Gestalt’ theories (2) Wolfgang Kohler (1) School (2) Library
(3) Jean Piaget (4) Vygotsky (3) Religion (4) Teaching method
6. Learners display individual differences. So, a teacher 16. It is advantage of giving homework that students
should (1) remain busy at home
(1) insist on uniform pace of learning (2) study at home
(2) provide a variety of learning experiences (3) may be checked for their progress
(3) enforce strict discipline (4) may develop habit of self-study
(4) increase number of tests
17. In which of the following age a child is affected by
7. The problem of drop-out in which students leave their atmosphere?
schooling in early years can be tackled in a better way (1) Adult age (2) Teen age
through (3) Childhood (4) Early childhood
(1) reduction of the weight of curriculum
(2) sympathy of teachers 18. Child development is defined as a field of study that
(3) attractive environment of the school (1) examines change in human abilities
(4) encouragement of the students (2) seeks to explain behaviour across the life span
(3) compares children to adults to senior citizens
8. Which of the following is a feature of progressive (4) account for the gradual evolution of the child’s
education? cognitive, social and other aspects of development
(1) Flexible time table and sitting arrangement
(2) Instruction based solely on prescribed text-books 19. A problem child is generally who has
(3) Emphasis on scoring good marks in examinations (1) an unsolvable problem (2) an over protective parent
(4) Frequent texts and examinations (3) a poor home environment (4) a poor heredity

9. According to John Bowl by, children become 20. Punishment is a

depressed as a result of (1) negative reinforce (2) positive reinforce
(1) self-devaluing cognitive scheme (3) not a reinforce at all (4) Both 1 and 2
(2) exposure to prolonged, uncontrollable negative 21. Intelligence and creativity are
experiences
(1) positively related
(3) insecure attachments
(2) negatively related
(4) living with depressed parents
(3) not related with each other
10. Inclusive education (4) to be creative atleast a normal threshold
(1) celebrates diversity in the classroom 22. What is the meaning of cognition in general term?
(2) encourages strict admission procedures
(1) Know (2) Forget
(3) includes indoctrination of facts
(3) See (4) Hear
(4) includes teachers from marginaliged groups
23. Cognition can produce in any child
11. Which of the following propounded the theory of
(1) feeling of success (2) feeling of inspiration
Moral Development?
(3) feeling of interest (4) All of these
(1) Kohlberg (2) Vygotsky
(3) Sternberg (4) Simon 24. The current view of childhood assumes that
(1) children are similar to adults in most ways
12. Which of the following psychologist propounded
(2) children are best treated as young adults
‘successful intelligence’?
(3) childhood is basically a ‘waiting period’
(1) Robert Sternberg (2) Francis Galton (4) childhood is a unique period of growth and change
(3) Lewis Terman (4) Vygotsky
PRACTICE SET 2 555

25. According to Piaget’s stages of cognitive development, 27. Teachers use aid to make learning more
the sensory motor stage is associated with (1) simple (2) easy
(1) imitation, memory and mental representation (3) interesting (4) dull
(2) ability to solve problems in logical fashion 28. Effective teaching, by and large, is a function of
(3) ability to interpret and analyse options concerns about (1) teacher’s scholarship
social issues (2) teacher’s honesty
(4) All of the above (3) teachers making students learn and understand
26. The Big five personality factors in child psychology are (4) teachers liking for the job of teaching
(1) neuroticism, openness, introversion, sociability, locus 29. Which of the following is a better way of teaching?
of control (1) To persuade (2) To raise a question
(2) neuroticism, extraversion, openness, emotional (3) Black- board writing (4) All of these
stability, sensitivity
(3) neuroticism, gregariousness, extraversion, 30. Learning which involves motor organ is called
impulsiveness, conscientiousness (1) sensory learning (2) motor learning
(4) neuroticism, extraversion, openness, agreeableness, (3) verbal learning (4) sensory motor learning
conscientiousness

PART II English (Language I)

Directions ([Link]. 31-45) Answer the following questions by 36. How will a teacher best teach ‘writing’ skills to a class?
selecting the most appropriate option. (1) By brainstorming ideas and asking students to write in
their own words
31. The ‘value’ of a word in a text means the
(2) By asking students to write neatly
(1) significance of the word in a particular context (3) Through dictation
(2) appropriate use of the word in a particular context (4) By asking students to learn articles and rewrite them
(3) number of ways a word can be used
(4) dictionary meaning of a word 37. Which of the following statements is true?
(1) While all formative tasks are meant for improving
32. Which of the following is most important in the process
teaching learning, some are used for assessment too
of learning?
(2) Formative assessment helps us to grade students into
(1) Heredity of child good, average and poor
(2) Style of learning (3) All formative tasks are meant for assessment
(3) Examination result of the children (4) Formative assessment, to be effective, must be
(4) Economic condition of the child conducted only after teaching a lesson
33. Which of the following would be better suited to enable 38. Group project work helps in developing
children to express their views on public issues? (1) competition among learners to excel in academics
(1) Scrapbook (2) Chart (2) good memory in the young learners
(3) Wall magazine (4) Flash Card (3) a high level of ambition to achieve
34. Ria is unable to pronounce the words ‘smile’ and ‘school’ (4) collaboration, critical thinking and problem-solving
clearly. As her teacher, what will you do? 39. ‘As he was stabbed fatally, he died’ is a
(1) Make Ria repeat the ‘words’ many times (1) simple sentence
(2) Make Ria understand the meaning and sound pattern and (2) compound sentence
get the class as a whole to listen to these words through (3) complex sentence
an audio-visual medium (4) complex- compound sentence
(3) Humiliate Ria by isolating her and asking her to repeat
the words
40. In the sentence ‘I shall go to the place where my
(4) Asking the entire class to repeat the words and friend lives.’ Where my friend lives is a
appreciating Ria when she repeats them correctly (1) noun clause (2) adjective clause
(3) adverb clause (4) None of these
35. Ritu often makes errors in subject verb concord. The
teacher can help her by 41. When young learners seem to lose interest in a
(1) taking up many examples for the entire class and paying lesson, the teacher should
special attention to Ritu (1) allow them to go out and play
(2) explaining to her the rules of grammar (2) ask them to sleep for a while
(3) asking Ritu to learn the rules and scolding her (3) tell a story or conduct an interesting activity
(4) asking Ritu to write the rules ten times in her notebook (4) ask them to sit quietly for some time
556 PRACTICE SET 2

42. The Constructivist Approach to learning means puzzle. I see this attitude of the Indian elite every day in
(1) involving the students in a variety of activities to how they send their children to English medium schools
encourage them to learn new words and structures by while forcing the children of the poor into vernacular
accommodating them with those that they have already schools, extol the virtues of poverty while living in luxury
learnt through a process of discovery and glorify the rural life while they sit comfortably in
(2) teaching rules of grammar and consolidating through cities.
rigorous practice
(3) helping learners acquire new vocabulary by studying 46. The main purpose of the author in the above passage
literature intensively is to
(4) teaching new words and structures using a variety of
(1) discuss the different writers he has read
audio-visual aids followed by practice through drill
(2) argue why India should not be considered a developed
43. What is the skill among the ones given below that country
cannot be tested in a formal written examination? (3) delineate the lessons he has learnt for the development
(1) Reading for information of a nation
(2) Meaning of words and phrases (4) prioritise goals for only economic development of
(3) Extensive reading for pleasure India
(4) Analysing texts 47. The first piece of the development puzzle, according
44. While preparing a lesson plan on the topic ‘Syntax’ to the author, is
what will be your first step? (1) creating a team of industrious people for a national
(1) Select teaching aids cause
(2) Frame objectives (2) the importance of decent, inspired and industrious
(3) Go through the topic many times people for a nation’s development
(4) Prepare introductory questions (3) imbuing the citizens of the country with decency and
Waspirations
45. Remedial teaching cannot be done for …… students. (4) the need for making people understand the importance
(1) dyslexic of leading an idealistic and simple life
(2) gifted
(3) showing lower than average performance 48. Mahatma Gandhi proved that only leadership by
(4) showing above average performance example can
(1) mobilise the people of a country against colonial rule
Directions (Q. Nos. 46-54) Read the passage given below (2) fully and properly understand the pulse of the people
and answer the questions that follow by selecting the most of a country
appropriate option. (3) gain the trust of the people so that they are willing to
make sacrifices for a larger cause
Max Weber laid the foundation for my belief that decent (4) inspire people to eat, dress, travel and live like the
and hard-working people with high aspirations make great poor
nations, no matter what the odds are. This was the first
piece of the development puzzle for me. Mahatma Gandhi 49. The expression ‘walking the talk’ means
opened my eyes to the importance of good leadership in (1) addressing public gatherings in an election campaign
raising the aspirations of people, making them accept (2) talking to the common people by mingling with them
sacrifices to achieve a grand vision and most importantly, in (3) being diplomatic in one’s behaviour and words
converting that vision into reality. He unleashed the most (4) practising what one preaches
powerful instrument for gaining trust leadership by 50. The colonial mindset of ‘dark elite in white masks’
example. He ate, dressed, travelled and lived like the poor.
with reference to the passage is
Walking the talk was extremely important to the Mahatma
(1) discriminating people on the basis of the colour of
who understood the pulse of our people like no other
their skin
Indian leader. The biggest lesson for me from Gandhi’s
(2) an assumption that the administrators and politicians
book and life is the importance of leading by example. I
have more rights and privileges than the common people
realised fairly early that this was the second piece of the
(3) looking down upon the poor and the disenfranchised
development puzzle. (4) the bureaucratic practice of according topmost priority
Frantz Fanon’s book on the colonizer mindset of elites in a to confidentiality in official dealings
post colonial society opened my eyes to the role of the
bureaucracy and the elite in decelerating the progress of the 51. Extolling ‘the virtues of poverty while living in luxury’
poor and the disenfranchised. The colonial mindset of the is an instance of
‘dark elite in white masks’ in a post colonial society the (1) the hypocrisy of the people of our country
mindset that the ruled and the rulers have different sets of (2) practising what you preach
rights and responsibilities with a huge asymmetry in favour (3) the ideal of a good government
of the rulers was indeed the third piece of the development (4) the need to make people adopt a simple life
PRACTICE SET 2 557

52. ‘I realised fairly early that this was the second piece of the In some Olympic laboratory
development puzzle.’ Bacteria as large as mice,
The underlined part of this sentence is a/an With feet of fire and heads of ice
(1) adjective clause (2) adverbial phrase Who never interrupt for slumber
(3) noun clause (4) verb clause Their stamping elephantine rumba.
53. Pick out a word or phrase from the second paragraph of 55. What is the emotion that the poet displays in the
the passage that means the same as ‘to make (something) first stanza?
go slower’. (1) Anger (2) Joy
(1) Disenfranchised (2) Dark elite (3) Jealousy (4) Sympathy
(3) Decelerating (4) Vernacular
56. Why and at whom does the poet show his emotion?
54. ‘Development’ is a noun with ‘ment’ as a suffix. Which of (1) At an old man because he has sneered at the poet
the following will become a noun if we add the suffix (2) At a doctor for an incorrect diagnosis of his medical
‘ment’ to it? condition
(1) Extort (2) Enter (3) Enchant (4) Endure (3) At a friend who is happy at the poet’s plight
Directions (Q. Nos. 55-60) Read the poem given below and (4) At a doctor who has said the poet merely has a cold
answer the questions that follow by selecting the most appropriate 57. The poet describes his eyes as ‘two red redundant
option. eyes’ because
Common Cold (1) he cannot see properly due to the cold
Go hang yourself, you old M.D.! (2) they show how furious the poet is
You shall not sneer at me. (3) they have been affected by an eye disease
Pick up your hat and stethoscope, (4) in his medical condition the poet is imagining things
Go wash your mouth with laundry soap; 58. ‘Bacteria as large as mice’ is an instance of a/an
I contemplate a joy exquisite (1) simile and a hyperbole (2) metaphor
I’m not paying you for your visit. (3) personification (4) alliteration
I did not call you to be told 59. ‘Who never interrupt for slumber their stamping
My malady is a common cold. elephantine rumba.’ The meaning of these lines is
By pounding brow and swollen lip; that
By fever’s hot and scaly grip; (1) the bacteria are continuously stamping their
By those two red redundant eyes elephant like feet
That weep like woeful April skies; (2) the cold causing germs are causing much discomfort
By racking snuffle, snort, and sniff; and pain to the poet without any break
By handkerchief after handkerchief; (3) the bacilli are so active that they refuse to go to
sleep
This cold you wave away as naught
(4) the poet is not able to concentrate on his work due
Is the damnedest cold man ever caught!
to the raging cold
Bacilli swarm within my portals
Such as were ne’er conceived by mortals, 60. The general tone of the poem can be described as
But bred by scientists wise and hoary (1) satirical and harsh (2) ironical and mocking
(3) whimsical and humorous (4) sad and tragic

PART III efnvoer (Language II)

efveoxMe (Ø[Link]. 61-75) efvecveefueefKele ØeMveeW kesâ Gòej osves kesâ efueS meyemes GefÛele 62. mJeueerve efJekeâej (Dee@efšefmškeâ ef[mDee@[&j) ceW yeÛÛee
efJekeâuhe ÛegefveS~ (1) Deheves neLe-hewj efnueeves ceW keâef"veeF& keâe DevegYeJe keâjlee nw
61. efueefKele keâeÙe& keâer peeBÛe ceW yeÛÛeeW keâer meneÙelee uesves mes (2) meeceeefpekeâ Devle:ef›eâÙee Deewj mecØes<eCe ceW keâef"veeF& keâe DevegYeJe keâjlee nw
(1) kesâJeue he"ve-keâewMeue keâe DeYÙeeme neslee nw
(3) Dekeâmej Keeves mes cevee keâj oslee nw
(4) Deheves ner keâeÙeeX ceW ueerve jnlee nw
(2) yeÛÛes pÙeeoe ieueefleÙeeB {tB{vee meerKe peeles nQ
(3) yeÛÛeeW keâes otmejeW keâer nmleefueefKele meece«eer keâes heÌ{ves keâe DeJemej Deewj 63. efvecveefueefKele ceW mes efkeâme GodosMÙe kesâ efueS ØeeLeefcekeâ mlej hej Yee<ee veneR
DeJeueeskeâve #ecelee kesâ efJekeâeme keâe DeJemej efceuelee nw meerKeer peeleer?
(4) yeÛÛes otmejeW kesâ efJeÛeejeW mes heefjefÛele nesles nQ (1) peerJeve keâer efJeefYevve efmLeefleÙeeW keâes meeOevee
(2) Yee<ee keâe JÙeekeâjCe meerKevee
558 PRACTICE SET 2

(3) ceve keâer yeele keânvee-megvevee

73. efnvoer Yee<ee ceW meleled Deewj JÙeehekeâ cetuÙeebkeâve keâjles meceÙe Deehe efkeâme
(4) Deheveer Deveskeâ pe¤jleeW keâes hetje keâjvee
yeele hej efJeMes<e OÙeeve oWies?
64. efpeme efJeefOe ceW Úe$e Je DeOÙeehekeâ efJeÛeejeW keâe Deeoeve-Øeoeve keâjles nQ, (1) Megæ Jele&veer (2) heefjÙeespevee keâeÙe&
Jen efJeefOe keânueeleer nw (3) Megæ GÛÛeejCe
(1) ØeMveesòej efJeefOe (2) efJeÛeej-efJeceMe& efJeefOe (4) efJeefYevve mevoYeeX ceW Yee<ee-ØeÙeesie keâer kegâMeuelee
(3) efveieceve efJeefOe (4) ØeeÙeespevee efJeefOe
74. ceeOegjer heÌ{les meceÙe keâYeer-keâYeer JeekeäÙeeW, MeyoeW keâer hegvejeJe=efòe keâjleer nw~
65. efnvoer Yee<ee kesâ mevoYe& ceW efvecveefueefKele ceW mes keâewve-mee efveyevOeelcekeâ Fmekeâe Ùen Yee<eeÙeer JÙeJenej oMee&lee nw efkeâ
hejer#eeDeeW keâe ueeYe nw? (1) Jen mecePe kesâ meeLe heÌ{ves keâer keâesefMeMe keâj jner nw
(1) Fmekesâ Éeje Fme yeele keâe Yeer helee ueielee nw efkeâ Úe$e efkeâme Øekeâej mes (2) Jen Deškeâ-Deškeâkeâj ner heÌ{ mekeâleer nw
efJeÛeejeW keâes mebieef"le keâjkesâ efueKe mekeâlee nw (3) Gmes heÌ{vee efyeuekegâue veneR Deelee
(2) Fve hejer#eeDeeW ceW yengOee Skeâ ner ØeMve hej efYevve-efYevve hejer#ekeâ (4) Jen heÌ{ves ceW pÙeeoe meceÙe uesleer nw
efYevve-efYevve Debkeâ Øeoeve keâjles nQ 75. ‘Gmeves heÌ{e’, ‘Gmeves KeeÙee’ Deewj ‘Gmeves ÛeerKee’ pewmes Yee<ee-ØeÙeesie oMee&les nQ
(3) FmeceW hetjs hee"dÙe›eâce hej yeue veneR efoÙee peelee (1) efveÙece keâe GuuebIeve (2) mevoYe& keâer mecePe ve nesvee
(4) Fve hejer#eeDeeW kesâ efveefMÛele GodosMÙe ve nesves kesâ keâejCe FveceW JewOelee keâe
(3) efveÙece keâC"mLe ve nesvee (4) efveÙeceeW keâe Deefle meeceevÙeerkeâjCe
DeYeeJe heeÙee peelee nw
66. efMe#eCe keâer ....... Gme efJeefOe keâes keânles nQ, efpemeceW meeceevÙe mes efJeefMe<š efveoxMe (Ø[Link]. 76-84) efvecveefueefKele ieÅeebMe keâes heÌ{keâj Fme hej DeeOeeefjle
DeLeJee meeceevÙe efveÙece mes efJeefMe<š GoenjCe keâer Deesj yeÌ{e peelee nw~ ØeMveeW kesâ Gòej oerefpeS~
(1) efveieceve efJeefOe (2) Deeieceve efJeefOe «eeceerCe #es$e kesâ efueS Deveskeâ jespeieejesvcegKe ÙeespeveeSB ÛeueeS peeves kesâ yeeJepeto
(3) heefjÙeespevee efJeefOe (4) FveceW mes keâesF& veneR
yesjespeieejer keâer mecemÙee keâe hetCe& meceeOeeve veneR nes jne nw~ Ssmeer efmLeefle kesâ keâF&
67. Jele&veer-efMe#eCe kesâ efueS efvecveefueefKele ceW mes keâewve-mee DeYÙeeme meJee&efOekeâ keâejCe nQ~ keâYeer-keâYeer ÙeespeveeDeeW keâes lewÙeej keâjves keâer oes<ehetCe& Øeef›eâÙee kesâ keâejCe
cenòJehetCe& nw? Fvekeâe ef›eâÙeevJeÙeve "erkeâ mes veneR nes heelee Ùee «eeceerCeeW kesâ Devegketâue veneR nes heeves
(1) meguesKe (2) DeveguesKe kesâ keâejCe Yeer keâF& yeej Ùes ÙeespeveeSB keâejiej meeefyele veneR nes heeleeR~ ØeMeemeefvekeâ
(3) ßegleuesKe (4) FveceW mes keâesF& veneR KeeefceÙeeW kesâ keâejCe Yeer ÙeespeveeSB Ùee lees "erkeâ {bie mes ef›eâÙeeefvJele veneR nesleer Ùee Ùes
68. ‘‘DevegYeJe Éeje JÙeJenej ceW ¤heevlej ueevee ner DeefOeiece nw’’ Ùen keâLeve Fleves osj mes ØeejcYe nesleer nQ efkeâ Fvekeâe hetje-hetje ueeYe «eeceerCeeW keâes veneR efceue
efkeâmekeâe nw? heelee~ Fmekesâ Deefleefjkeäle Yeü<š Meemeve lev$e kesâ keâejCe pevelee lekeâ hengBÛeves kesâ henues
(1) Ûee@cmkeâer (2) iesšdme ner ÙeespeveeDeeW kesâ efueS efveOee&efjle jeefMe ceW mes oes-efleneF& lekeâ efyeÛeewefueÙee Kee peeles
(3) JeeFieeslmkeâer (4) F&.[Link] nQ~ Heâuele: ÙeespeveeSB Ùee lees keâeiepe lekeâ meerefcele jn peeleer nQ Ùee efHeâj Jes hetCe&le:
69. Yee<ee-efMe#eCe keâe mecØes<eCeelcekeâ Gheeiece efvejLe&keâ meeefyele nesleer nQ~ yesjespeieejer Skeâ DeefYeMeehe nw, Fmekesâ keâejCe osMe keâer
(1) Yeeef<ekeâ mebjÛeveeDeeW keâer peevekeâejer hej yeue oslee nw Deee|Lekeâ Je=efæ yeeefOele nesleer nw~ meceepe ceW DehejeOe SJeb eEnmee ceW Je=efæ nesleer nw
(2) mevoYe& ceW Yee<ee-ØeÙeesie keâer kegâMeuelee hej yeue oslee nw Deewj meyemes yegjer yeele lees Ùen nw efkeâ yesjespeieej JÙeefkeäle keâes Deheves DeefmlelJe kesâ
(3) ceele=Yee<ee-ØeÙeesie keâe efve<esOe keâjlee nw efueS mebIe<e&jled jnles ngS Deheves Iej ner veneR yeenj kesâ ueesieeW Éeje Yeer ceeveefmekeâ ¤he
(4) ‘yeesuevee’ keâewMeue hej yeue oslee nw mes ØeleeefÌ[le nesvee heÌ[lee nw~ yesjespeieejer keâer mecemÙee keâe meceeOeeve kesâJeue mejkeâejer
70. ‘yeng-meebmke=âeflekeâ’ he=<"Yetefce Jeeueer YeejleerÙe keâ#eeDeeW ceW Yee<ee-efMe#eCe kesâ ÙeespeveeDeeW keâe ef›eâÙeevJeÙeve veneR nes mekeâlee, keäÙeeWefkeâ meÛÛeeF& Ùener nw efkeâ
efueS DelÙeeJeMÙekeâ nw meeJe&peefvekeâ ner veneR efvepeer #es$e kesâ GÅeceeW keâer meneÙelee mes Yeer nj JÙeefkeäle keâes
(1) hejmhej yeeleÛeerle kesâ efueS Deveskeâ DeJemejeW keâe efvecee&Ce keâjvee jespeieej osvee efkeâmeer Yeer osMe keâer mejkeâej kesâ efueS mecYeJe veneR~ yesjespeieejer keâer
(2) efJeÅeee|LeÙeeW keâes ‘ßeJeCe Je uesKeve’ keâewMeueeW kesâ DeefOekeâeefOekeâ DeJemej osvee mecemÙee keâe meceeOeeve leYeer mecYeJe nw peye JÙeeJeneefjkeâ SJeb JÙeeJemeeefÙekeâ
(3) efJeÅeee|LeÙeeW keâes ‘Yee<eCe Je uesKeve’ keâewMeueeW kesâ DeefOekeâeefOekeâ DeJemej osvee jespeieejesvcegKeer efMe#ee hej OÙeeve kesâefvõle keâj ueesieeW keâes mJejespeieej DeLee&led efvepeer
(4) ue#ÙeYee<ee kesâ efJeefYevve Yeeef<ekeâ leòJeeW keâe DeefOekeâeefOekeâ DeYÙeeme GÅece SJeb JÙeJemeeÙe ØeejcYe keâjves kesâ efueS Øesefjle efkeâÙee peeS~
71. ‘‘meneÙekeâ meece«eer kesâ Devleie&le Gve meYeer meeOeveeW keâes meefcceefuele efkeâÙee 76. yesjespeieejer keâer mecemÙee keâe hetCe& meceeOeeve veneR nesves kesâ keâejCe kesâ ™he ceW
peelee nw, efpevekeâer meneÙelee mes Úe$eeW keâer hee" ceW ®efÛe yeveer jnleer nw leLee efvecveefueefKele ceW mes efkeâmekeâer ÛeÛee& veneR keâer ieF& nw?
Jes Gmes mejueleehetJe&keâ mecePeles ngS DeefOeiece kesâ GodosMÙe keâes Øeehle keâj (1) ØeMeemeefvekeâ KeeefceÙeeB
uesles nQ’’ Ùen keâLeve efkeâmekeâe nw? (2) «eeceerCeeW keâe DeefMeef#ele nesvee
(1) SueefJeve mš^e@ie (2) [sC[ (3) ÙeespeveeDeeW keâes lewÙeej keâjves keâer oes<ehetCe& Øeef›eâÙee
(3) keâeš&j S. ieg[ (4) FveceW mes keâesF& veneR (4) ÙeespeveeDeeW keâe «eeceerCeeW kesâ Devegketâue veneR nesvee
72. efJeMes<e #ecelee Jeeues yeÛÛeeW keâer keâ#ee ceW ‘uesKeve-keâewMeue’ kesâ DeYÙeeme kesâ 77. ÙeespeveeDeeW keâe hetje-hetje ueeYe «eeceerCeeW keâes keäÙeeW veneR efceue heelee?
efueS cenòJehetCe& nw (1) "erkeâ {bie mes ef›eâÙeeefvJele veneR nesves kesâ keâejCe
(2) Deee|Lekeâ DeYeeJe kesâ keâejCe
(1) efJeÛeejeW keâer ceewefuekeâlee (2) Megæ Jele&veer keâe ØeÙeesie
(3) iejeryeer kesâ keâejCe
(3) Deeuebkeâeefjkeâ Yee<ee keâe ØeÙeesie (4) De#ejeW keâer megvoj yeveeJeš (4) heejcheefjkeâ kegâjerefleÙeeW kesâ keâejCe
PRACTICE SET 2 559

78. efkeâme keâejCe JÙeefkeäle keâes ceeveefmekeâ ™he mes ØeleeefÌ[le nesvee heÌ[lee nw? Ssmes iegCeeW keâe nesvee DeeJeMÙekeâ nw, efpevekesâ Éeje Jen meceepe ceW MeeefvlehetJe&keâ
(1) yesjespeieejer kesâ keâejCe (2) iejeryeer kesâ keâejCe jnles ngS osMe keâer Øeieefle ceW Dehevee cenòJehetCe& Ùeesieoeve os mekesâ~ keâece, ›eâesOe,
(3) heejcheefjkeâ kegâjerefleÙeeW kesâ keâejCe (4) mejkeâejer ÙeespeveeDeeW kesâ keâejCe ueesYe, ceesn, mevleehe, efveo&Ùelee SJeb F&<Ùee& pewmes DeJeiegCe ceveg<Ùe kesâ meeceeefpekeâ
79. Øemlegle ieÅeebMe kesâ ceeOÙece mes uesKekeâ keäÙee yeleevee Ûeenlee nw? peerJeve ceW DeMeeefvle Glhevve keâjles nQ~ Dele: Ssmes DeJeiegCeeW mes Ùegkeäle JÙeefkeäle keâes
(1) «eeceerCe #es$e kesâ yeejs ceW ogjeÛeejer keâer meb%ee oer peeleer nw, peyeefkeâ Fmekesâ efJehejerle efve<"e, F&ceeveoejer,
(2) jespeieejesvcegKe ÙeespeveeDeeW kesâ yeejs ceW ueieveMeeruelee, mebÙece, meneshekeâeefjlee FlÙeeefo meÛÛeefj$elee keâer henÛeeve nQ~ Fve
(3) yesjespeieejer SJeb Fmekesâ kegâØeYeeJe kesâ yeejs ceW meyekesâ Deefleefjkeäle Goejlee, efJeveceülee, meefn<Ceglee, melÙeYee<eCe SJeb GÅeceMeeruelee
(4) mJejespeieej kesâ yeejs ceW meÛÛeefj$elee keâer DevÙe efJeMes<eleeSB nQ~
80. Øemlegle ieÅeebMe ceW efkeâmekesâ cenòJe hej yeue efoÙee ieÙee nw? efkeâmeer JÙeefkeäle keâe meÛÛeefj$e nesvee Fme yeele hej efveYe&j veneR keâjlee nw efkeâ Jen efkeâlevee
(1) yesjespeieejer (2) jespeieejesvcegKe ÙeespeveeDeeW heÌ{e-efueKee nw~ Skeâ DeveheÌ{ JÙeefkeäle Yeer Deheves ceÙee&efole SJeb mebÙecehetCe& peerJeve mes
(3) efvepeer GÅece SJeb mJejespeieej (4) Deee|Lekeâ mechevvelee meÛÛeefj$e keâer meb%ee hee mekeâlee nw, peyeefkeâ Skeâ GÛÛe efMeef#ele JÙeefkeäle Yeer Ùeefo
81. ‘jespeieejesvcegKeer’ keâe meefvOe-efJeÛÚso nw Yeü<šeÛeej ceW efuehle nes lees Gmes ogMÛeefj$e ner keâne peeSiee~ ØeeÙe: osKeves ceW Deelee nw
(1) jespeieej + cegKeer (2) jespeieej + GvcegKeer efkeâ kegâÚ ueesie iejeryeeW keâe Mees<eCe ner veneR keâjles, yeefukeâ Deheves Oeve, Meefkeäle Ùee
(3) jespeieej + DeesvcegKeer (4) jespeieejesled + cegKeer ØeYeeJe kesâ DeefYeceeve ceW Ûetj neskeâj Gve hej keâF& Øekeâej kesâ ]peguce Yeer keâjves mes veneR
82. efvecveefueefKele ceW mes keâewve-mee keâLeve melÙe nw? Ûetkeâles~ Ssmes ueesie ner ogjeÛeejer Ùee ogMÛeefj$e keâer ßesCeer ceW Deeles nQ~
(1) ueesieeW keâes meeceevÙe efMe#ee oskeâj GvnW Dehevee JÙeJemeeÙe Meg™ keâjves keâes yeeOÙe 85. hejmhej meneshekeâeefjlee Éeje ner ceveg<Ùe keâe peerJeve-Ùeeheve keäÙeeW mecYeJe nw?
efkeâÙee peevee ÛeeefnS (1) keäÙeeWefkeâ ceveg<Ùe Skeâ meeceeefpekeâ ØeeCeer nw
(2) ueesieeW keâes JÙeeJemeeefÙekeâ efMe#ee oskeâj GvnW Dehevee JÙeJemeeÙe keâjves kesâ efueS (2) keäÙeeWefkeâ Fmemes ueesieeW keâe keâuÙeeCe neslee nw
Øesefjle efkeâÙee pee mekeâlee nw (3) keäÙeeWefkeâ Fmemes meÛÛeefj$elee ceW Je=efæ nesleer nw
(3) mejkeâejer ÙeespeveeDeeW keâe hetje-hetje ueeYe «eeceerCeeW keâes efceuelee nw (4) keäÙeeWefkeâ Fmemes hejmhej Øesce yeÌ{lee nw
(4) meYeer mejkeâejer ÙeespeveeSB keâeiepe lekeâ ner meerefcele jn peeleer nQ
86. meÛÛeefj$elee keâer efJeMes<eleeDeeW kesâ ™he ceW efvecveefueefKele ceW mes efkeâmekeâer ÛeÛee&
83. yesjespeieejer Deewj DehejeOe kesâ mecyevOe kesâ yeejs ceW uesKekeâ keäÙee keânvee Ûeenlee nw? veneR keâer ieF& nw?
(1) yesjespeieejer kesâ keâejCe ner meceepe ceW DehejeOe SJeb eEnmee ceW Je=efæ nesleer nw
(2) yesjespeieejer Ùeefo veneR nes lees meceepe ceW DehejeOe SJeb eEnmee keâce nes peeSieer (1) efJeveceülee (2) meneshekeâeefjlee (3) Deelceyeefueoeve (4) ueieveMeeruelee
(3) meceepe ceW DehejeOe SJeb eEnmee ceW Je=efæ keâe Skeâ keâejCe yesjespeieejer Yeer nw 87. Øemlegle ieÅeebMe keâe meJee&efOekeâ GheÙegkeäle Meer<e&keâ efvecveefueefKele ceW mes
(4) Ghejeskeäle meYeer keâewve-mee nesiee?
84. ‘ef›eâÙeevJeÙeve’ keâe efJeMes<eCe nw (1) GÅeceMeeruelee (2) meÛÛeefj$elee (3) meefn<Ceglee (4) lÙeeie
(1) ef›eâÙeeefvJele (2) ef›eâÙeeMeerue (3) keâee|cekeâ (4) keâce&Meerue 88. ceveg<Ùe kesâ meeceeefpekeâ peerJeve ceW DeMeeefvle Glhevve keâjves Jeeues DeJeiegCeeW kesâ
™he ceW efvecveefueefKele ceW mes efkeâmekeâer ÛeÛee& Øemlegle ieÅeebMe ceW veneR keâer ieF& nw?
efveoxMe (Ø[Link]. 85-90) efvecveefueefKele ieÅeebMe keâes heÌ{keâj efvecveefueefKele ØeMveeW
(1) ›eâesOe (2) efveo&Ùelee (3) mevleehe (4) efceLÙeeYee<eCe
ceW meyemes GefÛele efJekeâuhe ÛegefveS~
89. efvecveefueefKele ceW mes ogMÛeefj$e JÙeefkeäle keâewve veneR nw?
meled Deewj Ûeefj$e Fve oes MeyoeW kesâ cesue mes meÛÛeefj$e Meyo yevee nw leLee Fme (1) iejeryeeW keâe Mees<eCe keâjves Jeeuee (2) ueesieeW hej peguce keâjves Jeeuee
Meyo ceW lee ØelÙeÙe ueieves mes meÛÛeefj$elee Meyo keâer Glheefòe ngF& nw~ meled keâe DeLe& (3) ceÙee&efole peerJeve peerves Jeeuee (4) DeefYeceeve ceW Ûetj JÙeefkeäle
neslee nw DeÛÚe SJeb Ûeefj$e keâe leelheÙe& nw DeeÛejCe, Ûeeue-Ûeueve, mJeYeeJe,
90. ‘meÛÛeefj$elee’ keâe meefvOe-efJeÛÚso nw
iegCe-Oece& FlÙeeefo~ Fme lejn meÛÛeefj$elee keâe leelheÙe& nw DeÛÚe Ûeeue-Ûeueve,
(1) meled + Ûeefj$elelee (2) meÛe + Ûeefj$elelee
DeÛÚe mJeYeeJe, meoeÛeej FlÙeeefo~ ceveg<Ùe Skeâ meeceeefpekeâ ØeeCeer~ Dele: hejmhej (3) melÙe + Ûeefj$elelee (4) meÛÛe + Ûeefj$elelee
meneshekeâeefjlee Éeje ner Gmekeâe peerJeve-Ùeeheve mecYeJe nw~ Fmekesâ efueS JÙeefkeäle ceW

PART IV Mathematics
0 .538 × 0 .538 − 0 . 462 × 0 . 462
91. Evaluate is equal to 93. What is the volume of a box whose each edge
1 − 0.924 measures 3 m in length?
(1) 0.076 (2) 1 (3) 1.03 (4) None of these (1) 54 cu m (2) 27 cu m 3 (3) 18 cu m (4) 9 cu m
92. By selling sugar at `11.16 per kg a man loses 7%. To  4 −8  4
gain 7%, it must be sold (per kg) at 94. Find the value of   .

(1) ` 11.64 (2) ` 12.84  8 −4 
(3) ` 14.64 (4) ` 13.24 1 1 1 1
(1) (2) (3) (4)
4 8 2 3
560 PRACTICE SET 2

1
95. What will be the interest of ` 3700 after 2 yr at the 108. Who first of all, gave the taxonomy of educational
1 2 objectives?
rate of 5 % per year? (1) Ranade (2) Jesperson (3) Bloom (4) Dewey
2
(1) ` 508.75 (2) ` 618.25 (3) ` 706 (4) ` 900 109. The best way to assess teacher’s classroom
96. How many times does 9 come in writing the number behaviour is to
from 1 to 100? (1) ask the students
(1) 9 (2) 100 (3) 20 (4) 21 (2) use Flander’s 10 category system
97. The single discount, which is equivalent to (3) (1) and (2)
successive discounts of 25% and 10%, is (4) None of the above
(1) 35% (2) 34.5% (3) 33% (4) 32.5% 110. The Heuristic method was propounded by
98. The curved surface area of cylinder whose height is (1) Jojeph Landon (2) WA Yong
21 cm and the base radius is 5 cm is (3) Stevenson (4) HE Armstrong
(1) 540 cm 2 (2) 560 cm 2 (3) 640 cm 2 (4) 660 cm 2 111. To locate specific learning and instrumental
99. A boy slept at 9 : 45 pm and woke up the next difficulties is the main aim of
morning at 5 : 30 am. He slept for (1) domparison (2) prognosis (3) diagnosis (4) prediction
(1) 4 h 15 min (2) 7 h 15 min 112. “To appreciate the works of mathematician”,
(3) 7 h 45 min (4) 8 h 15 min corresponds to which value?
100. If A’s height is 25% less than that of B, how much per (1) Cultural (2) Utilitarian
(3) Aesthetic (4) Intellectual
cent is B’s height more than that of A?
1 113. Which point is not included in the professional skills
(1) 25% (2) 33 % (3) 33% (4) 50%
3 of a teacher?
(1) Knowledge of self
101. A radio was sold for ` 680 at a loss of ` 120. At what
(2) To experiment well
price should it be sold to earn a profit of ` 120? (3) Dedication
(1) ` 720 (2) ` 800 (3) ` 820 (4) ` 920 (4) Satisfactory knowledge of social matter
102. A train running with 54 km/h. What is the time taken 114. The presence or absence of a characteristics on trait
by train to cross the 90 m platform? is indicated by
(1) 10 ss (2) 8 s (3) 6 s (4) 5 s (1) Rating scale (2) Interview
(3) Anecdotel record (4) None of these
103. If x = 3018 + 36 + 169 , the value of x is 115. “To develop new theories by discovering broad
(1) 55 (2) 44 (3) 63 (4) 42 generalisations” is the purpose of
(1) action research (2) local research
104. The perimeter of a square is 240 m, its area is (3) fundamental research (4) All of these
(1) 60 m 2 (2) 120 m 2 (3) 2400 m 2 (4) 3600 m 2
116. Which work is not related with a teacher?
105. From the graph, identify a section which has half the (1) Planning (2) Teaching
enrolment of another section. (3) Guidance (4) Budgeting
60 117. Which problem in classroom is due to curriculum?
50 (1) Cleanliness (2) Indiscipline
40 (3) Teaching (4) Discipline
118. The five stepped system of lesson planning was
Enrolment

30
started by
20
(1) Herbart (2) Morrison
10 (3) Kilpatrick (4) None of these
A B C D E
0 119. Which one of the following statements is correct?
Section
(1) A (2) B (3) C (4) D (1) The diagonals of a rectangle are perpendicular
(2) The diagonals of a rhombus are equal
106. At the top of Bloom’s classification of objectives of (3) Every square is a rhombus
cognitive domain is (4) None of the above
(1) skill (2) evaluation (3) analysis (4) synthesis
120. Memory questions are used to test
107. At a nursery stage which method of teaching writing (1) previous knowledge of pupils
is appropriate use? (2) present knowledge of pupils
(1) French method (2) Free limitation method (3) interest of the pupils
(3) Kindergarten method (4) All of these (4) discipline
PRACTICE SET 2 561

PART V Environmental Studies

121. Study the following pairs of nutrients and their sources 131. If you find a topic in EVS difficult ,what will you
I. Iron : Amla and green leafy vegetables do as a teacher?
II. Vitamin C : Banana and fish liver oil (1) Somehow teach it
(2) Repeat the main points
III. Calcium : Meat and yeast (3) Come well prepared to teach
IV. Chlorine : Salt and sea food (4) Put questions to the students about it
Identify the incorrect pairs 132. Sarita is a new neighbour of Sheena. Sheena
(1) I and IV (2) II and III while talking to Sarita came to know that prior to
(3) II and IV (4) I and III this new colony she was living in a slum and had
122. Which one of the following is the most important to leave forcefully as her slum was wiped out. The
modes of transportation in India? wiping out of slums is also known as
(1) Pipeline (2) Roadways (3) Railways (4) Airways (1) displacement (2) emigration
123. Some students while performing food test on the given (3) transfer (4) demolition
sample of the food item observed that the colour of 133. What is the purpose of using visual-aids, while
that food item has changed into bluish black after teaching EVS?
putting iodine on it. The given food item could be (1) To make the subject simple
(1) peas (2) almonds (3) boiled rice (4) groundnut (2) To be more knowledgeable
(3) Quicker
124. Which day is celebrated as World Water Day? (4) To make the subject interesting
(1) 5th May (2) 19th June
134. Which of the following methods is best suited to
(3) 15th July (4) 22nd March
show on a map the types of crops being grown in
125. Which of the following describes the best way to deal a region?
with at primary level? (1) Choropleth
(1) Picturesque book (2) Story telling method (2) Chorocromatic
(3) Teaching methods to suit disability (3) Choroschematic
(4) Activity work (4) Isopleth

126. Which is considered as the most important quality of a 135. Which is the least important factor in teaching?
(1) Punishing the students
teacher at primary level?
(2) Maintaining discipline in the class
(1) Eagerness to teach (3) Lecturing in impressive way
(2) Patience and perseverance (4) Drawing sketches and diagrams on the black-board
(3) Competence in teaching methods
(4) Strict and discipline 136. Which of the following is not an effect of oil spill?
(1) Economic downturn
127. Which of the following diseases is spread through
(2) Ecological imbalance
contaminated water? (3) Temperature fluctuation
(1) Polio (2) Asthma (4) Slow rate of fossilisation
(3) Cholera (4) Tuberculosis
137. While teaching the topic ‘different types of beaks’
128. Most important causative pollutant in soil is to Class III students, which of the following
(1) plastic (2) glass junk planned ways chosen by a teacher is not
(3) iron junk (4) detergent appropriate for teaching this topic?
129. Which of the following is an energy giving food? (1) Taking the students to a nearby park
(1) Bread (2) Explaining the concept by showing 3D images
(2) Pulses (3) Explaining the concept verbally through specific
(3) Fish examples
(4) Green vegetables (4) Going to a museum for seeing preserved heads of
130. Roughage helps different birds
(1) in preventing infectious diseases 138. While teaching cell , a teacher can use which of
(2) in providing energy to body the following?
(3) in growing our body (1) Mango (2) Onion peel
(4) in pushing food through stomach and intestine (3) Pieces of paper (4) Eraser
562 PRACTICE SET 2

139. Which one of the following pairs of life processes 145. A man started doing a job in New Delhi, and then
occurs both in plants and animals? moved towards the West. From West, he travelled the
(1) Reproduction and food making East due to his postings. Which of the following places
(2) Reproduction and germination were travelled by the a man from New Delhi in the
(3) Growth and reproduction period of his postings in India?
(4) Growth and food making (1) Jaipur and then Dehradun
140. There are four below average students in a class. (2) Bikaner and then Lucknow
Which one of the following strategies will be (3) Lucknow and then Bikaner
most effective to bring them par with the other (4) Dehradun and then Jaipur
students? 146. Which of the following is the most important single
(1) Make them sit in the first row and supervise their factor in underlying the success of beginning a teacher?
work constantly (1) Scholarship
(2) Identify their weak areas of learning and provide (2) Communicative ability
remedial measures accordingly (3) Personality and its ability to relate to the class and to the
(3) Ensure that they attend the school regularly pupils
(4) Give them additional assignments to do at home (4) Organisational ability
141. The greatest important cause of failure in the 147. Which route serves as the shortcut water route
beginning of a teacher lies in the area of connecting Europe, Australia and Asia?
(1) inter-personal relationship (1) The Nicaragua Canal (2) The Panama Canal
(2) verbal ability (3) The Suez Canal (4) The Kiel Canal
(3) knowledge of the teacher
148. Mugdha spend few days in Hyderabad. She saw a
(4) tight handling of the students
traditional dance of the state. But now she is unable to
142. An effective teacher adopts the norms of the recall the name of that dance. Which dance was it?
(1) democratic society (2) laissez fair society (1) Kathak (2) Kuchipudi (3) Kathakali (4) Odissi
(3) autocratic society (4) All of these
149. The first Indian woman to scale Mount Everest.
143. The scientific explanation of child development (1) Junko Tabei (2) Bachendri Pal
was given by (3) Rita Faria (4) Rajkumari Amrit Kuar
(1) Darwin (2) Pestalozzi 150. While teaching about human skeletal system, which of
(3) Tiedman (4) None of these
the following will be the best way to do it?
144. Rina saw a farmer separating the grains from the (1) To use notes only
chaff. The process is called (2) Present picture of a human
(1) harvesting (2) handpicking (3) Show a chart of human skeletal system
(3) threshing (4) winnowing (4) To organise a discussion

Answers
1 (4) 2 (3) 3 (1) 4 (3) 5 (2) 6 (2) 7 (4) 8 (1) 9 (3) 10 (1)
11 (1) 12 (1) 13 (3) 14 (1) 15 (3) 16 (4) 17 (3) 18 (4) 19 (1) 20 (4)
21 (1) 22 (1) 23 (4) 24 (4) 25 (1) 26 (4) 27 (3) 28 (3) 29 (4) 30 (2)
31 (2) 32 (2) 33 (3) 34 (2) 35 (1) 36 (1) 37 (1) 38 (4) 39 (3) 40 (2)
41 (3) 42 (1) 43 (3) 44 (2) 45 (2) 46 (3) 47 (2) 48 (3) 49 (4) 50 (2)
51 (1) 52 (3) 53 (3) 54 (3) 55 (1) 56 (4) 57 (1) 58 (1) 59 (2) 60 (1)
61 (3) 62 (2) 63 (2) 64 (2) 65 (1) 66 (1) 67 (3) 68 (2) 69 (4) 70 (1)
71 (1) 72 (2) 73 (4) 74 (4) 75 (4) 76 (2) 77 (1) 78 (1) 79 (3) 80 (3)
81 (2) 82 (2) 83 (3) 84 (1) 85 (1) 86 (3) 87 (2) 88 (4) 89 (3) 90 (1)
91 (2) 92 (2) 93 (2) 94 (2) 95 (1) 96 (3) 97 (4) 98 (4) 99 (3) 100 (2)
101 (4) 102 (3) 103 (1) 104 (4) 105 (2) 106 (2) 107 (3) 108 (3) 109 (2) 110 (4)
111 (3) 112 (3) 113 (4) 114 (1) 115 (3) 116 (4) 117 (2) 118 (1) 119 (3) 120 (1)
121 (2) 122 (2) 123 (3) 124 (4) 125 (3) 126 (2) 127 (3) 128 (4) 129 (1) 130 (4)
131 (3) 132 (4) 133 (1) 134 (1) 135 (1) 136 (4) 137 (3) 138 (2) 139 (3) 140 (2)
141 (3) 142 (1) 143 (3) 144 (3) 145 (2) 146 (4) 147 (2) 148 (2) 149 (2) 150 (3)