Main Test Booklet No.

/ ◊ÈÅÿ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ‚¥ÅÿÊ

This booklet contains 48 Printed pages.
ß‚ ¬ÈÁSÃ∑§Ê ◊¥ 48 ◊ÈÁŒ˝Ã ¬Îc∆U „Ò¥– JSS-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
B
¬⁄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¥ ©ûÊ⁄U ¬òÊ ¬⁄U ÁŸ‡ÊÊŸ ‹ªÊŸ ∑§ Á‹∞
marking responses in the Answer Sheet. ∑§fl‹ ŸË‹/∑§Ê‹ ’ÊÚ‹ ¬ÊÚߥ≈U ¬Ÿ ∑§Ê ¬˝ÿÊª ∑§⁄¥U–
4. The CODE for this Booklet is B. Make sure that the CODE printed on 4. ß‚ ¬ÈÁSÃ∑§Ê ∑§Ê ∑§Ê«U B „Ò– ÿ„ ‚ÈÁŸÁ‡øà ∑§⁄U ‹¥ Á∑§ ß‚ ¬ÈÁSÃ∑§Ê ∑§Ê
Side-2 of the Answer Sheet is the same as that on this Booklet. Also ensure
that your Test Booklet No. and Answer Sheet No. are the same. In case of
∑§Ê«U, ©ûÊ⁄U ¬òÊ ∑§ ¬Îc∆U-2 ¬⁄U ¿U¬ ∑§Ê«U ‚ Á◊‹ÃÊ „Ò– ÿ„ ÷Ë ‚ÈÁŸÁ‡øà ∑§⁄U
discrepancy, the candidate should immediately report the matter to the ‹¥ Á∑§ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ‚¥ÅÿÊ •ÊÒ⁄U ©ûÊ⁄U ¬òÊ ‚¥ÅÿÊ Á◊‹Ã „Ò¥– •ª⁄U ÿ„ Á÷ÛÊ
Invigilator for replacement of both the Test Booklet and the Answer Sheet. „Ê¥ ÃÊ ¬⁄UˡÊÊÕ˸ ŒÍ‚⁄UË ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê •ÊÒ⁄U ©ûÊ⁄U ¬òÊ ‹Ÿ ∑§ Á‹∞ ÁŸ⁄UˡÊ∑§
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150 ∑§Ê ÃÈ⁄Uãà •flªÃ ∑§⁄UÊ∞°–
Objective Type Questions and each carries 1 mark : 5. ß‚ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ◊¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ⁄U V „Ò¥, Á¡Ÿ◊¥ 150 flSÃÈÁŸc∆U
Part-I : Child Development and Pedagogy (Q.Nos. 1-30) ¬˝‡Ÿ „Ò¥, ÃÕÊ ¬˝àÿ∑§ 1 •¥∑§ ∑§Ê „Ò —
Part-II : Mathematics (Q.Nos. 31-60) ÷ʪ-I : ’Ê‹ Áfl∑§Ê‚ fl Á‡ÊˇÊʇÊÊSòÊ (¬˝‡Ÿ ‚¥. 1-30)
Part-III : Environmental Studies (Q.Nos. 61-90) ÷ʪ-II : ªÁáÊà (¬˝‡Ÿ ‚¥. 31-60)
Part-IV : Language-I (English/Hindi) (Q.Nos. 91-120)
÷ʪ-III : ¬ÿʸfl⁄UáÊ •äÿÿŸ (¬˝‡Ÿ ‚¥. 61-90)
Part-V : Language-II (English/Hindi) (Q.Nos. 121-150)
÷ʪ-IV : ÷Ê·Ê-I (•¥ª˝$¡Ë/Á„ãŒË) (¬˝‡Ÿ ‚¥. 91-120)
6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
÷ʪ-V : ÷Ê·Ê-II (•¥ª˝$¡Ë/Á„ãŒË) (¬˝‡Ÿ ‚¥. 121-150)
for Language-II. In this Test Booklet, only questions pertaining to English 6. ÷ʪ-IV ◊¥ ÷Ê·Ê-I ∑§ Á‹∞ 30 ¬˝‡Ÿ •ÊÒ⁄U ÷ʪ-V ◊¥ ÷Ê·Ê-II ∑§ Á‹∞ 30 ¬˝‡Ÿ
and Hindi language have been given. In case the language/s you have ÁŒ∞ ª∞ „Ò¥– ß‚ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ◊¥ ∑§fl‹ •¥ª˝$¡Ë fl Á„ãŒË ÷Ê·Ê ‚ ‚¥’¥ÁœÃ
opted for as Language-I and/or Language-II is a language other than ¬˝‡Ÿ ÁŒ∞ ª∞ „Ò¥– ÿÁŒ ÷Ê·Ê-I •ÊÒ⁄U/ÿÊ ÷Ê·Ê-II ◊¥ •Ê¬∑§ mÊ⁄UÊ øÈŸË ªß¸
English or Hindi, please ask for a Supplement (Language) Test ÷Ê·Ê(∞°) •¥ª˝$¡Ë ÿÊ Á„ãŒË ∑§ •‹ÊflÊ „Ò/„Ò¥ ÃÊ ∑Χ¬ÿÊ B ∑§Ê«U flÊ‹Ë ©‚ ÷Ê·Ê
Booklet of B 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
in your Application Form. No change in languages is allowed.
©ûÊ⁄U •Ê¬ Œ ⁄U„ „Ò¥ fl„ •ÊflŒŸ ¬òÊ ◊¥ øÈŸË ªß¸ ÷Ê·Ê•Ê¥ ‚ •fl‡ÿ ◊‹ πÊŸË
øÊÁ„∞– ÷Ê·Ê•Ê¥ ∑§Ê ¬Á⁄UfløŸ •ŸÈ◊ãÿ Ÿ„Ë¥ „Ò–
7. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
7. ¬⁄UˡÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ∑§ Á‹∞, ÷Ê·Ê ‚ÍøË ‚ ∞‚Ë ÷Ê·Ê øÈŸ¥ ¡Ê ©Ÿ∑§
(Part-IV) from the list of languages. mÊ⁄UÊ ÷Ê·Ê-I (÷ʪ-IV) ◊¥ øÈŸË ªß¸ ÷Ê·Ê ‚ Á÷ÛÊ „Ê–
8. Rough work should be done only in the space provided in the Test Booklet 8. ⁄U»§ ∑§Êÿ¸ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ◊¥ ß‚ ¬˝ÿÊ¡Ÿ ∑§ Á‹∞ ŒË ªß¸ πÊ‹Ë ¡ª„ ¬⁄U „Ë
for the same. ∑§⁄¥U–
9. The answers are to be recorded on the OMR Answer Sheet only. Mark 9. ‚÷Ë ©ûÊ⁄U ∑§fl‹ OMR ©ûÊ⁄U ¬òÊ ¬⁄U „Ë •¥Á∑§Ã ∑§⁄¥U– •¬Ÿ ©ûÊ⁄U äÿÊŸ¬Ífl¸∑§
your responses carefully. No whitener is allowed for changing answers. •¥Á∑§Ã ∑§⁄¥U– ©ûÊ⁄U ’Œ‹Ÿ „ÃÈ ‡flà ⁄¥U¡∑§ ∑§Ê ¬˝ÿÊª ÁŸÁ·h „Ò–
10. In case of any discrepancy in the English and Hindi versions of questions/ 10. ÿÁŒ •¥ª˝$¡Ë •ÊÒ⁄U Á„ãŒË ‚¥S∑§⁄UáÊ ∑§ ¬˝‡ŸÊ¥/©ûÊ⁄UÊ¥ ◊¥ ∑§Ê߸ Áfl‚¥ªÁà „Ê ÃÊ
answers, English version will be taken as final. •¥ª˝$¡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 : ____________________________________________________________________________________________
!JSS-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. Growth in height and weight of children is an example of :
(1) Qualitative change (2) Change in affective domain
(3) Change in cognitive domain (4) Quantitative change
’ëøÊ¥ ∑§Ë ‹ê’Ê߸ •ÊÒ⁄U fl¡Ÿ ◊¥ flÎÁh Á∑§‚∑§Ê ©ŒÊ„⁄UáÊ „Ò?
(1) ªÈáÊÊà◊∑§ ¬Á⁄UfløŸ (2) ÷ÊflÊà◊∑§ ¬Á⁄UfløŸ
(3) ‚¥ôÊÊŸÊà◊∑§ ¬Á⁄UfløŸ (4) ◊ÊòÊÊà◊∑§ ¬Á⁄UfløŸ
2. As per Jean Piaget, pre-operational stage is characterized by abilities to perform :
(1) Conservation and abstract thinking
(2) Imitation and reversibility
(3) Symbolic play and animism
(4) Classification and seriation
¡ËŸ Á¬ÿÊ¡ ∑§ •ŸÈ‚Ê⁄U, ÁŸêŸÁ‹Áπà ◊¥ ∑§ÊÒŸ-‚Ë ˇÊ◊ÃÊ∞° ¬Ífl¸-‚¥Á∑˝§ÿÊà◊∑§ •flSÕÊ ∑§Ë Áfl‡Ê·ÃÊ „Ò¥?
(1) ‚¥⁄UˇÊáÊ •ÊÒ⁄U •◊Íø Áø¥ÃŸ
(2) Ÿ∑§‹ •ÊÒ⁄U ¬˝ÁÃflÃ˸ÃÊ
(3) ¬˝ÃË∑§Êà◊∑§ π‹ •ÊÒ⁄U ¡ËflflÊŒ
(4) flªË¸∑§⁄UáÊ •ÊÒ⁄U ∑˝§◊’Œ˜œÃÊ
3. What is the primary purpose of asking critical thinking questions ?
(1) To assess students’ knowledge and understanding skills.
(2) To promote higher-level thinking and problem-solving skills.
(3) To encourage students to memorize information.
(4) To enable students to develop procedural knowledge.
•Ê‹ÊøŸÊà◊∑§ ‚Êø flÊ‹ ¬˝‡Ÿ ¬Í¿UŸ ∑§Ê ¬˝ÊÕÁ◊∑§ ©g‡ÿ ÄÿÊ „Ò?
(1) ¿UÊòÊÊ¥ ∑§ ôÊÊŸ •ÊÒ⁄U ‚◊¤Ê ∑§Ê҇ʋ ∑§Ê •Ê∑§‹Ÿ ∑§⁄UŸ ∑§ Á‹∞–
(2) ©ëø SÃ⁄UËÿ ‚Êø •ÊÒ⁄U ‚◊SÿÊ ‚◊ʜʟ ∑§Ê҇ʋ ∑§Ê ’…∏ÊflÊ ŒŸÊ–
(3) ¿UÊòÊÊ¥ ∑§Ê ¡ÊŸ∑§Ê⁄UË ÿÊŒ ⁄UπŸ ∑§ Á‹∞ ¬˝Êà‚ÊÁ„à ∑§⁄UŸÊ–
(4) ¿UÊòÊÊ¥ ∑§Ê ¬˝Á∑˝§ÿÊà◊∑§ ôÊÊŸ Áfl∑§Á‚à ∑§⁄UŸ ◊¥ ‚ˇÊ◊ ’ŸÊŸÊ–

4. Heredity totally determine an individual’s :

(i) Sex (ii) Gender
(iii) Academic Success (iv) Learning Style
(1) (ii) (2) (i), (iii), (iv) (3) (ii), (iii), (iv) (4) (i)
•ÊŸÈfl¥Á‡Ê∑§ÃÊ ¬Í⁄UË Ã⁄U„ ‚ ∞∑§ √ÿÁÄà ∑§/∑§Ë __________ ∑§Ê ÁŸœÊ¸⁄UáÊ ∑§⁄UÃË „Ò–
(i) ‚Ä‚ (ii) ¡¥«U⁄U
(iii) ‡ÊÒˇÊÁáÊ∑§ ‚»§‹ÃÊ (iv) ‚ËπŸ ∑§Ë ‡ÊÒ‹Ë
(1) (ii) (2) (i), (iii), (iv) (3) (ii), (iii), (iv) (4) (i)

P-I !JSS-24-I! 2 B
5. Feral children, those who experienced severe (human) social deprivation since very young age
usually have delayed or hindered development and despite rehabilitation the improvement in
certain domains of development is likely to be subordinate. This period wherein development is
significantly influenced by environmental support is called _________.
(1) intuitive period (2) native period
(3) sensitive period (4) deductive period
∞‚ ’ëø Á¡ã„Ê¥Ÿ ’„Èà ∑§◊ ©◊˝ ‚ ª¥÷Ë⁄U (◊ÊŸfl) ‚Ê◊ÊÁ¡∑§ •÷Êfl ∑§Ê •ŸÈ÷fl Á∑§ÿÊ „Ò, •Ê◊ÃÊÒ⁄U ¬⁄U ©Ÿ∑§ Áfl∑§Ê‚ ◊¥ Œ⁄UË
ÿÊ ’ÊœÊ ©à¬ãŸ „ÊÃË „Ò •ÊÒ⁄U ¬ÈŸflʸ‚ ∑§ ’Êfl¡ÍŒ Áfl∑§Ê‚ ∑§ ∑ȧ¿U ˇÊòÊÊ¥ ◊¥ ‚ÈœÊ⁄U •œËŸSÕ „ÊŸ ∑§Ë ‚¥÷ÊflŸÊ „Ò– ÿ„ •flÁœ
Á¡‚◊¥ Áfl∑§Ê‚ ¬ÿʸfl⁄UáÊËÿ ‚◊Õ¸Ÿ ‚ ◊„àfl¬Íáʸ M§¬ ‚ ¬˝÷ÊÁflà „ÊÃÊ „Ò, _________ ∑§„‹ÊÃË „Ò–
(1) ‚„¡ ∑§Ê‹ (2) ◊Í‹ ∑§Ê‹
(3) ‚¥flŒŸ‡ÊË‹ •flÁœ (4) ÁŸª◊ŸÊà◊∑§ •flÁœ
6. Which of the following would support continuous and comprehensive evaluation ?
(1) Growth and learning progress portfolio
(2) Standardized achievement test
(3) Standardized intelligence test
(4) Best works portfolio
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ÁŸ⁄¥UÃ⁄U •ÊÒ⁄U √ÿʬ∑§ ◊ÍÀÿÊ¥∑§Ÿ ∑§Ê ‚◊Õ¸Ÿ ∑§⁄UªÊ?
(1) flÎÁh •ÊÒ⁄U •Áœª◊ ¬˝ªÁà ¬Ê≈¸U»§ÊÁ‹ÿÊ
(2) ◊ÊŸ∑§Ë∑Χà ©¬‹Áéœ ¬⁄ËUˇÊáÊ
(3) ◊ÊŸ∑§Ë∑Χà ’ÈÁh ¬⁄UˡÊáÊ
(4) ‚fl¸üÊc∆U ∑§Êÿ¸ ¬Ê≈¸U»§ÊÁ‹ÿÊ
7. According to Lev Vygotsky’s theory, which of the following is a recommended approach in order
to optimize students’ learning experience ?
(1) providing students with work that is just beyond their current level of understanding, with
appropriate support and guidance.
(2) providing no support to students and leaving them to struggle on their own.
(3) providing students with work that they can manage and complete individually.
(4) providing students with work that is completely unrelated to their current level of
understanding.
‹fl flÊÿªÊàS∑§Ë ∑§ Á‚hʥà ∑§ •ŸÈ‚Ê⁄U, ¿UÊòÊÊ¥ ∑§ ‚ËπŸ ∑§ •ŸÈ÷fl ∑§Ê ’„Ã⁄U ’ŸÊŸ ∑§ Á‹∞ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∞∑§
•ŸÈ‡Ê¥Á‚à ŒÎÁc≈U∑§ÊáÊ „Ò?
(1) ¿UÊòÊÊ¥ ∑§ flø◊ÊŸ SÃ⁄U ¬⁄U •ÊœÊÁ⁄Uà ©Ÿ∑§Ê ©Áøà ‚◊Õ¸Ÿ •ÊÒ⁄U ◊ʪ¸Œ‡Ê¸Ÿ ∑§ ‚ÊÕ ∑§Ê◊ ¬˝ŒÊŸ ∑§⁄UŸÊ–
(2) ¿UÊòÊÊ¥ ∑§Ê ∑§Ê߸ ‚„ÊÿÃÊ Ÿ„Ë¥ ŒŸÊ •ÊÒ⁄U ©ã„¥ •¬Ÿ Œ◊ ¬⁄U ‚¥ÉÊ·¸ ∑§⁄UŸ ∑§ Á‹∞ ¿UÊ«∏ ŒŸÊ–
(3) ¿UÊòÊÊ¥ ∑§Ê ∞‚Ê ∑§Ê◊ ¬˝ŒÊŸ ∑§⁄UŸÊ Á¡‚ fl √ÿÁÄêà M§¬ ‚ ¬˝’¥ÁœÃ •ÊÒ⁄U ¬Í⁄UÊ ∑§⁄U ‚∑¥§–
(4) ¿UÊòÊÊ¥ ∑§Ê ∞‚Ê ∑§Ê◊ ¬˝ŒÊŸ ∑§⁄UŸÊ ¡Ê ©Ÿ∑§Ë ‚◊¤Ê ∑§ flø◊ÊŸ SÃ⁄U ‚ ¬Í⁄UË Ã⁄U„ ‚ •‚¥’¥ÁœÃ „Ê–
8. Learners feel engaged and actively involved in process of learning when :
(1) focus of learning is repetition and memorization.
(2) socio-emotional needs of learners are ignored.
(3) their prior knowledge is discarded and negated.
(4) activities are related to their context.
Á‡ÊˇÊÊÕ˸ •Áœª◊ ¬˝Á∑˝§ÿÊ ◊¥ √ÿSà •ÊÒ⁄U ‚Á∑˝§ÿ M§¬ ‚ ‡ÊÊÁ◊‹ ◊„‚Í‚ ∑§⁄UÃ „Ò¥ ¡’ —
(1) •Áœª◊ ∑§Ê ’‹ ŒÊ„⁄UÊfl •ÊÒ⁄U ⁄U≈UŸ ¬⁄U „ÊÃÊ „Ò–
(2) Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ë ‚Ê◊ÊÁ¡∑§-÷ÊflŸÊà◊∑§ •Êfl‡ÿ∑§ÃÊ•Ê¥ ∑§Ë ©¬ˇÊÊ ∑§Ë ¡ÊÃË „Ò–
(3) ©Ÿ∑§ ¬Ífl¸ ôÊÊŸ ∑§Ê ¬ÎÕ∑§ Á∑§ÿÊ ¡ÊÃÊ „Ò •ÊÒ⁄U Ÿ∑§Ê⁄UÊ ¡ÊÃÊ „Ò–
(4) ªÁÃÁflÁœÿÊ° ©Ÿ∑§ ‚¥Œ÷¸ ‚ ‚¥’¥ÁœÃ „ÊÃË „Ò¥–

P-I !JSS-24-I! 3 B
9. According to Lev Vygotsky, children regulate their own behaviour through the :
(1) Use of inner speech (2) Process of equilibration
(3) Use of self-reinforcement (4) Processes of adaptation
‹fl flÊÿªÊàS∑§Ë ∑§ •ŸÈ‚Ê⁄U, ’ëø •¬Ÿ Sflÿ¥ ∑§ √ÿfl„Ê⁄U ∑§Ê Á∑§‚ ¬˝∑§Ê⁄U ÁŸÿÁ◊à ∑§⁄UÃ „Ò¥?
(1) •Êà◊ flÊ∑˜§ ∑§ ¬˝ÿÊª mÊ⁄UÊ (2) ‚¥ÃÈ‹Ë∑§⁄UáÊ ∑§Ë ¬˝Á∑˝§ÿÊ mÊ⁄UÊ
(3) πÈŒ ∑§Ê ¬ÈŸ’¸‹Ÿ ∑§ ©¬ÿÊª mÊ⁄UÊ (4) •ŸÈ∑ͧ‹Ÿ ∑§Ë ¬˝Á∑˝§ÿÊ∞° mÊ⁄UÊ
10. Jagriti has learned that her dog, Rusty, is a Golden Retriever. When she sees another dog that
looks similar to Rusty but is a different breed, she calls it a dog too. According to Jean Piaget’s
theory of cognitive development, which concept does this demonstrate ?
(1) Object permanence (2) Conservation
(3) Assimilation (4) Egocentrism
¡ÊªÎÁà ∑§Ê ¬ÃÊ ø‹ ªÿÊ „Ò Á∑§ ©‚∑§Ê ∑ȧûÊÊ ⁄US≈UË ∞∑§ ªÊÀ«UŸ Á⁄U≈˛UËfl⁄U „Ò– ¡’ fl„ ∞∑§ •ÊÒ⁄U ∑ȧûÊ ∑§Ê ŒπÃË „Ò ¡Ê ⁄US≈UË ¡Ò‚Ê
ÁŒπÃÊ „Ò ‹Á∑§Ÿ ∞∑§ •‹ª ŸS‹ ∑§Ê „Ò, ÃÊ fl„ ©‚ ÷Ë ∑ȧûÊÊ „Ë ‚◊¤ÊÃË „Ò– ¡ËŸ Á¬ÿÊ¡ ∑§ ‚¥ôÊÊŸÊà◊∑§ Áfl∑§Ê‚ ∑§ Á‚hÊ¥Ã
∑§ •ŸÈ‚Ê⁄U ÿ„ Á∑§‚ •flœÊ⁄UáÊÊ ∑§Ê ¬˝ŒÁ‡Ê¸Ã ∑§⁄UÃÊ „Ò?
(1) flSÃÈ SÕÊÁÿàfl (2) ‚¥⁄UˇÊáÊ
(3) ‚◊ÊÿÊ¡Ÿ (4) •„¥∑§ÁãŒ˝ÃÊ
11. Which of the following is correct in context of gifted children ?
(1) Gifted children certainly excel in all areas academic, social and emotional.
(2) Gifted students are always happy, popular and well adjusted.
(3) Gifted students learn at comparatively advanced pace than other students.
(4) Gifted children are free from risk of learning disability.
¬˝ÁÃ÷ʇÊÊ‹Ë ’ëøÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ‚„Ë „Ò?
(1) ¬˝ÁÃ÷ʇÊÊ‹Ë ’ëø ÁŸÁ‡øà M§¬ ‚ ‡ÊÒˇÊÁáÊ∑§, ‚Ê◊ÊÁ¡∑§ •ÊÒ⁄U ÷ÊflŸÊà◊∑§ ‚÷Ë ˇÊòÊÊ¥ ◊¥ ©à∑Χc≈UÃÊ ¬˝Êåà ∑§⁄UÃ „Ò¥–
(2) ¬˝ÁÃ÷ʇÊÊ‹Ë ¿UÊòÊ „◊‡ÊÊ πȇÊ, ‹Ê∑§Á¬˝ÿ •ÊÒ⁄U •ë¿UË Ã⁄U„ ‚ ‚◊ÊÿÊÁ¡Ã „ÊÃ „Ò¥–
(3) ¬˝ÁÃ÷ʇÊÊ‹Ë ¿UÊòÊ •ãÿ ¿UÊòÊÊ¥ ∑§Ë ÃÈ‹ŸÊ ◊¥ •¬ˇÊÊ∑Χà ©ãŸÃ ªÁà ‚ ‚ËπÃ „Ò¥–
(4) ¬˝ÁÃ÷ʇÊÊ‹Ë ’ëø ‚ËπŸ ∑§Ë •ˇÊ◊ÃÊ ∑§ ¡ÊÁπ◊ ‚ ◊ÈÄà „ÊÃ „Ò¥–
12. Assertion (A) : Teachers should constantly examine their own attitudes and biases while working
with children.
Reason (R) : The process of problem-solving is hindered by functional fixedness.
Choose the correct option.
(1) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(2) (A) is true but (R) is false.
(3) Both (A) and (R) are false.
(4) Both (A) and (R) are true and (R) is the correct explanation of (A).
•Á÷∑§ÕŸ (A) : Á‡ÊˇÊ∑§Ê¥ ∑§Ê ’ëøÊ¥ ∑§ ‚ÊÕ ∑§Ê◊ ∑§⁄UÃ ‚◊ÿ ‹ªÊÃÊ⁄U •¬Ÿ Sflÿ¥ ∑§ ŒÎÁc≈U∑§ÊáÊ •ÊÒ⁄U ¬Íflʸª˝„Ê¥ ∑§Ë ¡Ê¥ø
∑§⁄UŸË øÊÁ„∞–
∑§Ê⁄UáÊ (R) : ‚◊SÿÊ-‚◊ʜʟ ∑§Ë ¬˝Á∑˝§ÿÊ ∑§Êÿʸà◊∑§ ÁSÕ⁄UÃÊ ‚ ’ÊÁœÃ „Ò–
‚„Ë Áfl∑§À¬ øÈŸ¥–
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
(2) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–

P-I !JSS-24-I! 4 B
13. While talking about her poor marks in mathematics Avi says “I just don’t have the sense for numbers”
Avi is attributing his performance to :
(1) Task difficulty (2) Lack of effort (3) Lack of ability (4) Luck
ªÁáÊà ◊¥ •¬Ÿ π⁄UÊ’ •¥∑§Ê¥ ∑§ ’Ê⁄U ◊¥ ’Êà ∑§⁄UÃ „È∞ •Áfl ∑§„ÃÊ „Ò, ““◊ȤÊ •¥∑§Ê¥ ∑§Ë ‚◊¤Ê Ÿ„Ë¥ „Ò””– •Áfl •¬Ÿ ¬˝Œ‡Ê¸Ÿ ∑§Ê
∑§Ê⁄UáÊ Á∑§‚∑§Ê ∆U„⁄UÊ ⁄U„Ê „Ò?
(1) ∑§Êÿ¸ ∑§Á∆UŸÊ߸ (2) ∑§ÊÁ‡Ê‡Ê ∑§Ë ∑§◊Ë (3) ÿÊÇÿÃÊ ∑§Ê •÷Êfl (4) Á∑§S◊Ã
14. Assertion (A) : Teachers should provide emotional support to children in the classrooms to ensure
effective learning.
Reason (R) : Emotions and cognition are related to each other in complex ways.
Choose the correct option.
(1) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(2) (A) is true but (R) is false.
(3) Both (A) and (R) are false.
(4) Both (A) and (R) are true and (R) is the correct explanation of (A).
•Á÷∑§ÕŸ (A) : Á‡ÊˇÊ∑§Ê¥ ∑§Ê ∑§ˇÊÊ ◊¥ ¬˝÷ÊflË ‚¥ôÊÊŸ ‚ÈÁŸÁ‡øà ∑§⁄UŸ ∑§ Á‹∞ ’ìÊÊ¥ ∑§Ê ‚¥flªÊà◊∑§ ‚„Ê⁄UÊ ŒŸÊ øÊÁ„∞–
∑§Ê⁄UáÊ (R) : ‚¥flª fl ‚¥ôÊÊŸ ∞∑§ ŒÍ‚⁄U ‚ ¡Á≈U‹ M§¬ ‚ ‚¥’¥ÁœÃ „Ò¥–
‚„Ë Áfl∑§À¬ øÈŸ¥–
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
(2) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–
15. Which of the following sequence of representation of concept is in accordance with children’s
gradual development of cognitive abilities ?
(1) image-based, symbol-based, action-based
(2) symbol-based, action-based, image-based
(3) symbol-based, image-based, action-based
(4) action-based, image-based, symbol-based
ÁŸêŸÁ‹Áπà ◊¥ ‚ •flœÊ⁄UáÊÊ ∑§ ÁŸM§¬áÊ ∑§Ê ∑§ÊÒŸ-‚Ê ∑˝§◊ ’ëøÊ¥ ∑§Ë ‚¥ôÊÊŸÊà◊∑§ ˇÊ◊ÃÊ•Ê¥ ∑§ ©ûÊ⁄UÊûÊ⁄U Áfl∑§Ê‚ ∑§ •ŸÈ‚Ê⁄U
„Ò?
(1) ¿UÁfl-•ÊœÊÁ⁄UÃ, ‚¥∑§Ã-•ÊœÊÁ⁄UÃ, Á∑˝§ÿÊ-•ÊœÊÁ⁄UÃ
(2) ‚¥∑§Ã-•ÊœÊÁ⁄UÃ, Á∑˝§ÿÊ-•ÊœÊÁ⁄UÃ, ¿UÁfl-•ÊœÊÁ⁄UÃ
(3) ‚¥∑§Ã-•ÊœÊÁ⁄UÃ, ¿UÁfl-•ÊœÊÁ⁄UÃ, Á∑˝§ÿÊ-•ÊœÊÁ⁄UÃ
(4) Á∑˝§ÿÊ-•ÊœÊÁ⁄UÃ, ¿UÁfl-•ÊœÊÁ⁄UÃ, ‚¥∑§Ã-•ÊœÊÁ⁄UÃ
16. Preconceived generalizations about behaviour of various gender are called :
(1) Gender discriminations (2) Gender identity
(3) Gender typing (4) Gender stereotypes
ÁflÁ÷㟠¡¥«U⁄U ∑§ √ÿfl„Ê⁄U ∑§ ’Ê⁄U ◊¥ ¬Ífl¸∑§ÁÀ¬Ã ‚Ê◊ÊãÿË∑§⁄UáÊ ÄÿÊ ∑§„‹ÊÃ „Ò¥?
(1) ¡¥«U⁄U ÷Œ÷Êfl (2) ¡¥«U⁄U ¬„øÊŸ
(3) ¡¥«U⁄U ¬˝ÊM§¬ (4) ¡¥«U⁄U M§Á…∏flÊÁŒÃÊ

P-I !JSS-24-I! 5 B
17. Assertion (A) : Classroom pedagogy should be culturally responsive to meet the needs of students
from diverse cultural backgrounds.
Reason (R) : Equity in classroom can be ensured only through standardized curriculum and
assessment.
Choose the correct option.
(1) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(2) (A) is true but (R) is false.
(3) Both (A) and (R) are false.
(4) Both (A) and (R) are true and (R) is the correct explanation of (A).
•Á÷∑§ÕŸ (A) : ÁflÁflœ ‚Ê¥S∑ΧÁÃ∑§ ¬Îc∆U÷ÍÁ◊ ‚ ¿UÊòÊÊ¥ ∑§Ë ¡M§⁄UÃÊ¥ ∑§Ê ¬Í⁄UÊ ∑§⁄UŸ ∑§ Á‹∞ ∑§ˇÊÊ Á‡ÊˇÊáÊ ∑§Ê ‚Ê¥S∑ΧÁÃ∑§ M§¬
‚ ©ûÊ⁄UŒÊÿË „ÊŸÊ øÊÁ„∞–
∑§Ê⁄UáÊ (R) : ∑§ˇÊÊ ◊¥ ‚◊ÃÊ ∑§fl‹ ◊ÊŸ∑§Ë∑Χà ¬Ê∆˜Uÿøÿʸ fl •Ê∑§‹Ÿ ∑§ mÊ⁄UÊ ‚ÈÁŸÁ‡øà ∑§Ë ¡Ê ‚∑§ÃË „Ò–
‚„Ë Áfl∑§À¬ øÈŸ¥–
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
(2) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „¥Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–

18. Howard Gardner’s concept of Intelligence implicates that :

(1) human beings differ in their abilities in different domains.
(2) intelligence has only one dimension.
(3) intelligence is only about ‘practical’ learning.
(4) everyone processes and understands the world in the same way.
„ÊÚfl«¸U ªÊ«¸UŸ⁄U ∑§Ë ŒË ªß¸ ’ÈÁh ∑§Ë •flœÊ⁄UáÊÊ ∑§Ê ÁŸÁ„ÃÊÕ¸ „Ò Á∑§ —
(1) •‹ª-•‹ª •ÊÿÊ◊Ê¥ ◊¥ ‹ÊªÊ¥ ∑§Ë •‹ª-•‹ª ÿÊÇÿÃÊ∞° „ÊÃË „Ò¥–
(2) ’ÈÁh ∑§Ê ∑§fl‹ ∞∑§ „Ë •ÊÿÊ◊ „ÊÃÊ „Ò–
(3) ’ÈÁh ∑§fl‹ ¬˝ÿÊªÊà◊∑§ •Áœª◊ ‚ ‚¥’¥ÁœÃ „Ò–
(4) ‚÷Ë ‹Êª ŒÈÁŸÿÊ ∑§Ê ‚◊ÊŸ M§¬ ‚ ‚◊¤ÊÃ •ÊÒ⁄U ‚¥‚ÊÁœÃ ∑§⁄UÃ „Ò¥–

19. Repetitive and ritualistic behaviour is an identifying characteristic of :

(1) Learning Disabilities
(2) Attention Deficit Hyperactivity Disorder
(3) Cerebral palsy
(4) Autism Spectrum Disorder
ŒÊ„⁄UÊfl fl ’Ê⁄Uê’Ê⁄U Á∑§∞ ¡ÊŸ flÊ‹Ê √ÿfl„Ê⁄U Á∑§‚∑§Ë ÁflÁ‡Êc≈U ¬„øÊŸ „Ò?
(1) •Áœª◊Êà◊∑§ Áfl∑§‹Ê¥ªÃÊ ∑§Ë
(2) äÿÊŸ ãÿÍŸÃÊ •ÁÃÁ∑˝§ÿʇÊË‹ÃÊ Áfl∑§Ê⁄U ∑§Ë
(3) ◊ÁSÃc∑§ ¬ˇÊÊÉÊÊà ∑§Ë
(4) Sfl‹ËŸ ∑˝§◊ Áfl∑§Ê⁄U ∑§Ë

P-I !JSS-24-I! 6 B
20. Which of the following is correct about the process of learning, according to socio-constructivist
theories ?
(1) Learning occurs only in a classroom or formal educational setting.
(2) Learning is a passive process that occurs solely through observation.
(3) Learning is a social process of meaning making.
(4) Learning is an individualistic process that occurs in isolation.
‚Ê◊ÊÁ¡∑§ ⁄UøŸÊÁflÁŒÿÊ¥ ∑§ •ŸÈ‚Ê⁄U •Áœª◊ ∑§Ë ¬˝Á∑˝§ÿÊ ∑§ ’Ê⁄U ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑§ÕŸ ‚„Ë „Ò?
(1) •Áœª◊ ∑§fl‹ ∑§ˇÊÊ ÿÊ •ÊÒ¬øÊÁ⁄U∑§ ‡ÊÒÁˇÊ∑§ ÁflãÿÊ‚ ◊¥ „ÊÃÊ „Ò–
(2) •Áœª◊ ∞∑§ ÁŸÁc∑˝§ÿ ¬˝Á∑˝§ÿÊ „Ò ¡Ê ∑§fl‹ •fl‹Ê∑§Ÿ ∑§ ◊Êäÿ◊ ‚ „ÊÃÊ „Ò–
(3) •Áœª◊ •Õ¸ ÁŸ◊ʸáÊ ∑§Ë ∞∑§ ‚Ê◊ÊÁ¡∑§ ¬˝Á∑˝§ÿÊ „Ò–
(4) •Áœª◊ ∞∑§ √ÿÁÄÃflÊŒË ¬˝Á∑˝§ÿÊ „Ò ¡Ê •‹ªÊfl ◊¥ „ÊÃÊ „Ò–
21. Which of the following statement best describes the role of the teacher in progressive education ?
(1) The teacher serves as a facilitator.
(2) The teacher implements the prescribed curriculum ‘as it is’.
(3) The teacher leaves the children on their own to work independently.
(4) The teacher is the primary source of knowledge.
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑§ÕŸ ¬˝ªÁÇÊË‹ Á‡ÊˇÊÊ ◊¥ Á‡ÊˇÊ∑§ ∑§Ë ÷ÍÁ◊∑§Ê ∑§Ê ‚’‚ •ë¿UÊ fláʸŸ ∑§⁄UÃÊ „Ò?
(1) Á‡ÊˇÊ∑§ ∞∑§ ‚ÈÁflœÊ¬˝ŒÊÃÊ ∑§ M§¬ ◊¥ ∑§Êÿ¸ ∑§⁄UÃ „Ò¥–
(2) Á‡ÊˇÊ∑§ ÁŸœÊ¸Á⁄Uà ¬Ê∆K∑˝§◊ ∑§Ê “íÿÊ¥ ∑§Ê àÿÊ¥” ‹ÊªÍ ∑§⁄UÃ „Ò¥–
(3) Á‡ÊˇÊ∑§ ’ëøÊ¥ ∑§Ê SflÃ¥òÊ M§¬ ‚ ∑§Êÿ¸ ∑§⁄UŸ ∑§ Á‹∞ ©Ÿ∑§ „Ê‹ ¬⁄U ¿UÊ«∏ ŒÃ „Ò¥–
(4) Á‡ÊˇÊ∑§ ôÊÊŸ ∑§Ê ¬˝ÊÕÁ◊∑§ dÊà „ÊÃ „Ò¥–
22. Which of the following is not a characteristic of a well-formulated critical thinking question ?
(1) It is based primarily on factual information.
(2) It requires analysis and evaluation of information.
(3) It promotes higher-level thinking and problem-solving skills.
(4) It is open-ended and allows for multiple answers.
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∞∑§ •ë¿UË Ã⁄U„ ‚ ÃÒÿÊ⁄U Á∑§∞ ª∞ •Ê‹ÊøŸÊà◊∑§ ‚Êø flÊ‹ ¬˝‡Ÿ ∑§Ë Áfl‡Ê·ÃÊ Ÿ„Ë¥ „Ò?
(1) ÿ„ ◊ÈÅÿ M§¬ ‚ ÃâÿÊà◊∑§ ¡ÊŸ∑§Ê⁄UË ¬⁄U •ÊœÊÁ⁄Uà „Ò–
(2) ß‚◊¥ ‚ÍøŸÊ ∑§ Áfl‡‹·áÊ •ÊÒ⁄U ◊ÍÀÿÊ¥∑§Ÿ ∑§Ë •Êfl‡ÿ∑§ÃÊ „ÊÃË „Ò–
(3) ÿ„ ©ëø SÃ⁄UËÿ ‚Êø •ÊÒ⁄U ‚◊SÿÊ ‚◊ʜʟ ∑§Ê҇ʋ ∑§Ê ’…∏ÊflÊ ŒÃÊ „Ò–
(4) ÿ„ πÈ‹Ê ¬˝‡Ÿ „Ò •ÊÒ⁄U ∑§ß¸ ©ûÊ⁄UÊ¥ ∑§Ê ¬˝SÃÈà ∑§⁄UŸ ∑§Ë •ŸÈ◊Áà ŒÃÊ „Ò–
23. Assertion (A) : Teachers should focus on asking questions in classroom and encouraging children
also to ask questions rather than giving instructions.
Reason (R) : Child-centred pedagogy means giving opportunities to children’s voices and
ensuring their participation.
Choose the correct option.
(1) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(2) (A) is true but (R) is false.
(3) Both (A) and (R) are false.
(4) Both (A) and (R) are true and (R) is the correct explanation of (A).
•Á÷∑§ÕŸ (A) : Á‡ÊˇÊ∑§Ê¥ ∑§Ê ∑§ˇÊÊ ◊¥ ¬˝‡Ÿ ¬Í¿UŸ ¬⁄U äÿÊŸ ŒŸÊ øÊÁ„∞ •ÊÒ⁄U ÁŸŒ¸‡Ê ŒŸ ∑§ ’¡Êÿ ©ã„¥ ¬˝‡Ÿ ¬Í¿UŸ ∑§ Á‹∞
¬˝Êà‚ÊÁ„à ∑§⁄UŸÊ øÊÁ„∞–
∑§Ê⁄UáÊ (R) : ’Ê‹-∑¥§ÁŒ˝Ã Á‡ÊˇÊʇÊÊSòÊ ∑§Ê •Õ¸ „Ò ∑§ˇÊÊ ◊¥ ’ëøÊ¥ ∑§Ë •ÊflÊ¡ ∑§Ê ◊„àfl ŒŸÊ •ÊÒ⁄U ©Ÿ∑§Ë ¬˝ÁÃ÷ʪËÿÃÊ
∑§Ê ‚ÈÁŸÁ‡øà ∑§⁄UŸÊ–
‚„Ë Áfl∑§À¬ øÈŸ¥–
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
(2) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–

P-I !JSS-24-I! 7 B
24. In an inclusive classroom :
(1) All children have access to and are included in classroom activities.
(2) ‘Special’ children are looked upon as needy and dependent.
(3) All children follow same curriculum and uniform pedagogy is adopted for all learners.
(4) ‘Special children’ always work on their own curriculum.
∞∑§ ‚◊Êfl‡ÊË ∑§ˇÊÊ ◊¥ —
(1) ‚÷Ë ’ëøÊ¥ ∑§Ë ∑§ˇÊÊ ∑§Ë ªÁÃÁflÁœÿÊ¥ Ã∑§ ¬„È°ø „Ò •ÊÒ⁄U fl ∑§ˇÊÊ ∑§Ë Á∑˝§ÿÊ ◊¥ ‡ÊÊÁ◊‹ „Ò¥–
(2) “Áfl‡Ê·” ’ëøÊ¥ ∑§Ê ¡M§⁄UÃ◊¥Œ •ÊÒ⁄U •ÊÁüÊà ∑§ M§¬ ◊¥ ŒπÊ ¡ÊÃÊ „Ò–
(3) ‚÷Ë ’ëø ‚◊ÊŸ ¬Ê∆Køÿʸ ∑§Ê ¬Ê‹Ÿ ∑§⁄UÃ „Ò¥ •ÊÒ⁄U ‚÷Ë Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§ Á‹∞ ‚◊ÊŸ Á‡ÊˇÊʇÊÊSòÊ •¬ŸÊÿÊ ¡ÊÃÊ „Ò–
(4) “Áfl‡Ê· ’ëø” „◊‡ÊÊ •¬Ÿ ¬Ê∆Køÿʸ ¬⁄U ∑§Ê◊ ∑§⁄UÃ „Ò¥–

25. Children with ‘learning difficulties’ typically :

(1) Have problems in regulating their emotions.
(2) Have confusion with letter and alphabets that look alike.
(3) Have very low IQ as diagnosed through standard intelligence tests.
(4) Have difficulties in reading due to their poor sight.
•Ê◊ÃÊÒ⁄U ¬⁄U “‚ËπŸ ∑§Ë •ˇÊ◊ÃÊ/∑§Á∆UŸÊßÿÊ¥” flÊ‹ ’ëøÊ¥ ◊¥ —
(1) •¬ŸË ÷ÊflŸÊ•Ê¥ ∑§Ê ÁŸÿ¥ÁòÊà ∑§⁄UŸ ◊¥ ‚◊SÿÊ „ÊÃË „Ò–
(2) ∞∑§ ¡Ò‚ ÁŒπŸ flÊ‹ •ˇÊ⁄U •ÊÒ⁄U fláʸ ∑§Ê ‹∑§⁄U ÷˝◊ „ÊÃÊ „Ò–
(3) ◊ÊŸ∑§ ’ÈÁh ¬⁄UËUˇÊáÊÊ¥ ∑§ ◊Êäÿ◊ ‚ ÁŸŒÊÁŸÃ ’„Èà ∑§◊ ’ÈÁh ‹Áéœ „ÊÃË „Ò–
(4) Ÿ¡⁄U ∑§◊¡Ê⁄U „ÊŸ ∑§ ∑§Ê⁄UáÊ ¬…∏Ÿ ◊¥ ¬⁄U‡ÊÊŸË „ÊÃË „Ò–

26. Assertion (A) : While some children start babbling and uttering two word sentences at 12 months,
others don’t do this till they are 20 months old.
Reason (R) : Development milestones are only suggestive and development of individual
children can be quite varied.
Choose the correct option.
(1) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(2) (A) is true but (R) is false.
(3) Both (A) and (R) are false.
(4) Both (A) and (R) are true and (R) is the correct explanation of (A).
•Á÷∑§ÕŸ (A) : ¡’Á∑§ ∑ȧ¿U ’ëø 12 ◊„ËŸ ∑§Ë ©◊˝ ◊¥ ’«∏’«∏ÊŸÊ •ÊÒ⁄U ŒÊ ‡ÊéŒÊ¥ ∑§Ê flÊÄÿ ’Ê‹ŸÊ ‡ÊÈM§ ∑§⁄U ŒÃ „Ò¥, •ãÿ
20 ◊„ËŸ ∑§Ë ©◊˝ Ã∑§ ∞‚Ê Ÿ„Ë¥ ∑§⁄UÃ „Ò¥–
∑§Ê⁄UáÊ (R) : Áfl∑§Ê‚Êà◊∑§ ¬˝ÁÃ◊ÊŸ ∑§fl‹ ‚Ê¥∑§ÁÃ∑§ „Ò¥ •ÊÒ⁄U √ÿÁÄêà ’ëøÊ¥ ∑§Ê Áfl∑§Ê‚ ∑§Ê»§Ë Á÷㟠„Ê ‚∑§ÃÊ „Ò–
‚„Ë Áfl∑§À¬ øÈŸ¥–
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
(2) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–

P-I !JSS-24-I! 8 B
27. Which pedagogical approach would be adopted by teachers who firmly believe in constructivism
to teach concepts of floating and sinking to class V children ?
(1) Showing videos (2) Showing power point presentation
(3) Guided discovery (4) Lecture method
∑§ˇÊÊ ¬Ê°øflË¥ ∑§ ’ëøÊ¥ ∑§Ê ÃÒ⁄UŸ •ÊÒ⁄U «ÍU’Ÿ ∑§Ë •flœÊ⁄UáÊÊ•Ê¥ ∑§Ê ¬…∏ÊŸ ∑§ Á‹∞ ‚¥⁄UøŸÊflÊŒ ◊¥ ŒÎ…∏ Áfl‡flÊ‚ ⁄UπŸ flÊ‹ Á‡ÊˇÊ∑§Ê¥
mÊ⁄UÊ ∑§ÊÒŸ-‚Ê ‡ÊÒˇÊÁáÊ∑§ ŒÎÁc≈U∑§ÊáÊ •¬ŸÊÿÊ ¡Ê∞ªÊ?
(1) flËÁ«UÿÊ ÁŒπÊŸÊ (2) ¬Êfl⁄U åflÊߥ≈U ¬˝SÃÈÃË∑§⁄UáÊ ÁŒπÊŸÊ
(3) ÁŸŒ¸Á‡Êà πÊ¡ (4) √ÿÊÅÿÊŸ ÁflÁœ

28. When presented with Heinz’s dilemma, Arunima reasons : “The law wasn’t set up for these
circumstances. Taking the drug in this situation isn’t really right, but it’s justified.”
Which stage of moral development is Arunima according to the theory of Lawrence Kohlberg ?
(1) Morality of contrast, of individual rights and of democratically
(2) Orientation towards punishment and obedience accepted law
(3) Instrumental purpose and exchange
(4) Social concern and conscience
„¥¡ ∑§Ë ŒÈÁflœÊ ∑§Ê ¬‡Ê Á∑§∞ ¡ÊŸ ¬⁄U, •L§ÁáÊ◊Ê Ã∑¸§ ŒÃË „Ò¥ — ““∑§ÊŸÍŸ ߟ ¬Á⁄UÁSÕÁÃÿÊ¥ ∑§ Á‹∞ SÕÊÁ¬Ã Ÿ„Ë¥ Á∑§ÿÊ ªÿÊ ÕÊ–
ß‚ ÁSÕÁà ◊¥ ŒflÊ ‹ŸÊ flÊSÃfl ◊¥ ‚„Ë Ÿ„Ë¥ „Ò, ‹Á∑§Ÿ ÿ„ ©Áøà „Ò–””
‹ÊÚ⁄¥U‚ ∑§Ê„‹’ª¸ ∑§ Á‚hʥà ∑§ •ŸÈ‚Ê⁄U •L§ÁáÊ◊Ê ŸÒÁÃ∑§ Áfl∑§Ê‚ ∑§Ë ∑§ÊÒŸ-‚Ë •flSÕÊ „Ò?
(1) ŸÒÁÃ∑§ÃÊ ∑§Ê Áfl⁄UÊœÊ÷Ê‚, √ÿÁÄêà •Áœ∑§Ê⁄U fl ‹Ê∑§ÃÊ¥ÁòÊ∑§ÃÊ
(2) Œ¥«U ∑§Ë •Ê⁄U ©ã◊ÈπË∑§⁄UáÊ •ÊÒ⁄U •ÊôÊÊ∑§ÊÁ⁄UÃÊ SflË∑Χà ∑§ÊŸÍŸ
(3) ÿÊ¥ÁòÊ∑§ ©g‡ÿ fl ÁflÁŸ◊ÿ
(4) ‚Ê◊ÊÁ¡∑§ ‚⁄UÊ∑§Ê⁄U •ÊÒ⁄U Áflfl∑§

29. Which of the following statement about development is correct ?

(1) Development occurs in a spiral manner, not linear.
(2) Development proceeds from specific to general.
(3) Different aspects of development are independent to each other.
(4) Development is a discontinuous process.
Áfl∑§Ê‚ ∑§ ‚ãŒ÷¸ ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑§ÕŸ ‚„Ë „Ò?
(1) Áfl∑§Ê‚ øÁ∑˝§ÿ Ã⁄UË∑§ ‚ „ÊÃÊ „Ò, ⁄ÒUÁπ∑§ Ÿ„Ë¥–
(2) Áfl∑§Ê‚ ÁflÁ‡Êc≈U ‚ ‚Ê◊Êãÿ ∑§Ë •Ê⁄U ’…∏ÃÊ „Ò–
(3) Áfl∑§Ê‚ ∑§ ÁflÁ÷㟠¬„‹Í ∞∑§-ŒÍ‚⁄U ‚ SflÃ¥òÊ „ÊÃ „Ò¥–
(4) Áfl∑§Ê‚ ∞∑§ •‚Ãà ¬˝Á∑˝§ÿÊ „Ò–

30. Which of the following is not an effective memory technique for meaningful learning ?
(1) Mnemonics (2) Concept Mapping
(3) Elaborative Rehearsal (4) Rote Rehearsal
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ë ‚ÊÕ¸∑§ ‚ËπŸ ∑§ Á‹∞ ∞∑§ ¬˝÷ÊflË S◊ÎÁà Ã∑§ŸË∑§ Ÿ„Ë¥ „Ò?
(1) S◊ÎÁà ‚„Êÿ∑§ ÁflÁœÿÊ° (2) ‚¥∑§À¬ŸÊ ÁøòÊáÊ
(3) ÁflSÃÎà ŒÊ„⁄UÊfl (4) ⁄U≈UŸ fl ŒÊ„⁄UÊfl

P-I !JSS-24-I! 9 B
 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. Saumya joined her job on 13-01-1992 and she took retirement on 31-03-2023. Duration of her

service was :

(1) 30 years 9 months and 18 days

(2) 31 years 2 months and 19 days

(3) 31 years 2 months and 18 days

(4) 30 years 10 months and 19 days

‚ÊÒêÿÊ Ÿ 13-01-1992 ∑§Ê ŸÊÒ∑§⁄UË ∑§⁄UŸÊ •Ê⁄¥U÷ Á∑§ÿÊ •ÊÒ⁄U 31-03-2023 ∑§Ê ©‚Ÿ ‚flÊÁŸflÎÁûÊ ‹ ‹Ë– ©‚∑§Ë ŸÊÒ∑§⁄UË ∑§Ë

•flÁœ ÕË —

(1) 30 fl·¸ 9 ◊Ê‚ •ÊÒ⁄U 18 ÁŒŸ

(2) 31 fl·¸ 2 ◊Ê‚ •ÊÒ⁄U 19 ÁŒŸ

(3) 31 fl·¸ 2 ◊Ê‚ •ÊÒ⁄U 18 ÁŒŸ

(4) 30 fl·¸ 10 ◊Ê‚ •ÊÒ⁄U 19 ÁŒŸ

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

P-I !JSS-24-I! 10 B
32. In a certain week, the number of patients in a dental clinic was as follows :

Day Number of patients

Monday 25
Tuesday 38
Wednesday 45
Thursday 18
Friday 36
Saturday 39

Based on above table, choose the wrong statement :

(1) On most of the days, number of patients was more than 30
(2) Difference between the number of patients on Monday and Wednesday is 20
(3) Total number of patients was 200
(4) Range of the data is 27
Á∑§‚Ë ‚åÃÊ„ ◊¥ ∞∑§ Œ¥Ã ÁøÁ∑§à‚Ê‹ÿ ◊¥ ◊⁄UË$¡Ê¥ ∑§Ë ‚¥ÅÿÊ ß‚ ¬˝∑§Ê⁄U ÕË —

{XZ _arµO m| H$s g§» `m

gmo_dma 25

_§Jbdma 38

~wYdma 45

~¥hñn{Vdma 18

ewH«$dma 36

e{Zdma 39

ß‚ ÃÊÁ‹∑§Ê ∑§ •ÊœÊ⁄U ¬⁄U, ª‹Ã ∑§ÕŸ ∑§Ê øÈÁŸ∞ —

(1) •Áœ∑§Ã⁄U ÁŒŸÊ¥ ◊¥ ◊⁄UË$¡Ê¥ ∑§Ë ‚¥ÅÿÊ 30 ‚ •Áœ∑§ ÕË–
(2) ‚Ê◊flÊ⁄U •ÊÒ⁄U ’ÈœflÊ⁄U ∑§Ê ◊⁄UË$¡Ê¥ ∑§Ë ‚¥ÅÿÊ ∑§Ê •¥Ã⁄U 20 „Ò–
(3) ◊⁄UË$¡Ê¥ ∑§Ë ∑ȧ‹ ‚¥ÅÿÊ 200 ÕË–
(4) •Ê°∑§«∏Ê¥ ∑§Ê ¬Á⁄U‚⁄U 27 „Ò–
SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

P-I !JSS-24-I! 11 B
33. The main approach suggested by National Curriculum Framework (NCF) 2005 in teaching learning
of mathematics is :
(1) Pragmatism (2) Behaviourism (3) Constructivism (4) Instructivism
◊ÈÅÿ ©¬Êª◊ Á¡‚∑§Ë ‚‹Ê„ ⁄UÊc≈˛UËÿ ¬Ê∆˜ÿøÿʸ M§¬⁄UπÊ 2005 ◊¥ ªÁáÊà ∑§ Á‡ÊˇÊáÊ •Áœª◊ ∑§Ê ‹∑§⁄U ∑§Ë ªß¸ „Ò fl„ „Ò —
(1) ©¬ÿÊÁªÃÊflÊŒ (2) √ÿfl„Ê⁄UflÊŒ (3) ⁄UøŸÊà◊∑§ÃÊflÊŒ (4) Á‡ÊˇÊÊflÊŒ

34. One crore is :

(1) one million (2) one billion (3) hundred million (4) ten million
∞∑§ ∑§⁄UÊ«∏ „Ò —
(1) ∞∑§ Á◊Á‹ÿŸ (2) ∞∑§ Á’Á‹ÿŸ (3) ‚ÊÒ Á◊Á‹ÿŸ (4) Œ‚ Á◊Á‹ÿŸ

35. Two angles of a triangle are 508 and 308. Then, the third angle of the triangle is :
(1) 408 (2) 608 (3) 808 (4) 1008
∞∑§ ÁòÊ÷È¡ ∑§ ŒÊ ∑§ÊáÊ 508 •ÊÒ⁄U 308 „Ò¥– Ã’ ÁòÊ÷È¡ ∑§Ê ÃË‚⁄UÊ ∑§ÊáÊ „Ò —
(1) 408 (2) 608 (3) 808 (4) 1008

36. Which of the following Indian mathematicians are known as founders of ‘numerical
analysis’ ?
(i) Ramanujan (ii) Bhaskaracharya
(iii) Varahmihir (iv) Aryabhatta
Choose the correct option.
(1) (ii) and (iv) (2) (ii) and (iii) (3) (i) and (iv) (4) (i) and (iii)
ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§Ÿ ÷Ê⁄UÃËÿ ªÁáÊÃôÊÊ¥ ∑§Ê “‚¥ÅÿÊà◊∑§ Áfl‡‹·áÊ” ∑§ ‚¥SÕʬ∑§ ∑§ M§¬ ◊¥ ¡ÊŸÊ ¡ÊÃÊ „Ò?
(i) ⁄UÊ◊ÊŸÈ¡Ÿ (ii) ÷ÊS∑§⁄UÊøÊÿ¸
(iii) fl⁄UÊ„Á◊Á„⁄U (iv) •Êÿ¸÷^
‚„Ë Áfl∑§À¬ øÈŸ¥–
(1) (ii) •ÊÒ⁄ (iv) (2) (ii) •ÊÒ⁄ (iii) (3) (i) •ÊÒ⁄ (iv) (4) (i) •ÊÒ⁄ (iii)

37. While teaching equations a teacher explains the concept of a linear equation having unique solution.
She further asks, “If a solution is given then how many equations you can create” ?
Choose the correct option :
(1) No equation (2) Many equations (3) Two equations (4) One equation
‚◊Ë∑§⁄UáÊ ¬…∏ÊÃ ‚◊ÿ Á‡ÊÁˇÊ∑§Ê •ÁmÃËÿ „‹ flÊ‹ ⁄ÒUÁπ∑§ ‚◊Ë∑§⁄UáÊ ∑§Ë •flœÊ⁄UáÊÊ ∑§Ê ‚◊¤ÊÊÃË „Ò– fl„ •Êª ¬Í¿UÃË „Ò,
““•ª⁄U „‹ ÁŒÿÊ ªÿÊ „Ê ÃÊ •Ê¬ Á∑§ÃŸ ‚◊Ë∑§⁄UáÊ ’ŸÊ ‚∑§Ã „Ò””?
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) ∑§Ê߸ ‚◊Ë∑§⁄UáÊ Ÿ„Ë¥ (2) ∑§ß¸ ‚◊Ë∑§⁄UáÊ (3) ŒÊ ‚◊Ë∑§⁄UáÊ (4) ∞∑§ ‚◊Ë∑§⁄UáÊ
SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

P-I !JSS-24-I! 12 B
38. Which of the following resources is best suited to explain the concept of decimals ?
(a) Number Chart (b) Dienes Blocks
(c) Taylor’s Abacus (d) Graph Paper
Choose the correct option :
(1) (b) and (d) (2) (a) and (c) (3) (a) and (b) (4) Only (b)
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ‚¥‚ÊœŸ Œ‡Ê◊‹fl ∑§Ë •flœÊ⁄UáÊÊ ∑§Ê ‚◊¤ÊÊŸ ∑§ Á‹∞ ‚’‚ ©Áøà „Ò?
(a) ‚¥ÅÿÊ øÊ≈¸U (b) «UÊßÁŸ‚ é‹ÊÄ‚
(c) ≈U‹⁄U ∑§Ê ÁªŸÃÊ⁄UÊ (d) ª˝Ê»§ ¬¬⁄U
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) (b) •ÊÒ⁄U (d) (2) (a) •ÊÒ⁄U (c) (3) (a) •ÊÒ⁄U (b) (4) ∑§fl‹ (b)

39. 22 hm 8 dam is equal to :

(1) 2208 m (2) 2280 m (3) 22080 m (4) 22800 m
22 hm 8 dam ’⁄UÊ’⁄U „Ò —
(1) 2208 m (2) 2280 m (3) 22080 m (4) 22800 m

40. Which among the following is/are true about the computation in basic operations for Grade-II
learners ?
(a) It involves child’s ability to develop informal strategies.
(b) It involves child’s ability to estimate.
(c) It involves child’s ability to do calculations with large numbers.
Choose the correct option :
(1) (b) and (c) (2) (a) and (c) (3) (a) and (b) (4) Only (c)
∑§ˇÊÊ-II ∑§ •Áœª◊∑§Ãʸ•Ê¥ ∑§ Á‹∞ •ÊœÊ⁄U÷Íà ‚¥Á∑˝§ÿÊ•Ê¥ ◊¥ •Á÷∑§‹Ÿ ∑§ Á‹∞ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê/‚ ‚„Ë „Ò/„Ò¥?
(a) ß‚◊¥ ’ëø ∑§Ë •ŸÊÒ¬øÊÁ⁄U∑§ ∑§Êÿ¸ŸËÁÃÿÊ¥ ∑§Ê Áfl∑§Á‚à ∑§⁄UŸ ∑§Ë ˇÊ◊ÃÊ ‚◊Ê∑§Á‹Ã „Ò–
(b) ß‚◊¥ ’ëø ∑§Ë •ŸÈ◊ÊŸ ‹ªÊŸ ∑§Ë ˇÊ◊ÃÊ ‚◊Ê∑§Á‹Ã „Ò–
(c) ß‚◊¥ ’«∏Ë ‚¥ÅÿÊ•Ê¥ ∑§ ‚ÊÕ ¬Á⁄U∑§‹Ÿ ∑§⁄UŸ ∑§Ë ’ëø ∑§Ë ˇÊ◊ÃÊ ‚◊Ê∑§Á‹Ã „Ò–
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) (b) •ÊÒ⁄U (c) (2) (a) •ÊÒ⁄U (c) (3) (a) •ÊÒ⁄U (b) (4) ∑§fl‹ (c)

41. Which of the following letters has no line of symmetry ?

(1) A (2) M (3) X (4) L
ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ •ˇÊ⁄U ∑§Ë ∑§Ê߸ ‚◊Á◊à ⁄UπÊ Ÿ„Ë¥ „Ò?
(1) A (2) M (3) X (4) L
SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

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42. Which of the following represents the features of a mathematics laboratory ?
(a) It is a place to enjoy mathematics through informal exploration.
(b) It provides opportunities to prove mathematical theorems through experiments.
(c) It provides opportunity to make conjectures, test them and to generalise observed patterns.
(d) It is used to assess students’ knowledge of mathematics and grade them accordingly.
Choose the correct option.
(1) (a) and (c) (2) (b) and (d) (3) (b) and (c) (4) (a) and (d)
ÁŸêŸÁ‹Áπà ◊¥ ‚ ÄÿÊ ªÁáÊà ∑§Ë ∞∑§ ¬˝ÿÊª‡ÊÊ‹Ê ∑§Ë Áfl‡Ê·ÃÊ•Ê¥ ∑§Ê ÁŸM§Á¬Ã ∑§⁄UÃÊ „Ò?
(a) ÿ„ •ŸÊÒ¬øÊÁ⁄U∑§ •ãfl·áÊ ∑§ mÊ⁄UÊ ªÁáÊà ◊¥ •ÊŸ¥Œ ‹Ÿ ∑§Ê SÕÊŸ „Ò–
(b) ÿ„ ¬˝ÿÊªÊ¥ ∑§ mÊ⁄UÊ ªÁáÊÃËÿ ¬˝◊ÿÊ¥ ∑§Ê Á‚h ∑§⁄UŸ ∑§ •fl‚⁄U ¬˝ŒÊŸ ∑§⁄UÃË „Ò–
(c) ÿ„ ∑§ã¡Äø⁄U ’ŸÊŸ, ©Ÿ∑§Ë ¡Ê°ø ∑§⁄UŸ •ÊÒ⁄U Œπ ª∞ ¬Ò≈UŸ¸ ∑§Ê ‚Ê◊ÊãÿË∑§⁄UáÊ ∑§⁄UŸ ∑§ •fl‚⁄U ¬˝ŒÊŸ ∑§⁄UÃË „Ò–
(d) ß‚∑§Ê ©¬ÿÊª ÁfllÊÁÕ¸ÿÊ¥ ∑§ ªÁáÊà ∑§ ôÊÊŸ ∑§Ê •Ê∑§‹Ÿ ∑§⁄UŸ ∑§ Á‹∞ •ÊÒ⁄U ÃŒŸÈ‚Ê⁄U ©Ÿ∑§Ê ª˝«U ŒŸ ∑§ Á‹∞ Á∑§ÿÊ
¡ÊÃÊ „Ò–
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) (a) •ÊÒ⁄U (c) (2) (b) •ÊÒ⁄U (d) (3) (b) •ÊÒ⁄U (c) (4) (a) •ÊÒ⁄U (d)

43. 12 thousand+13 hundred+2 tens is equal to :

(1) 130132 (2) 13320 (3) 121320 (4) 12132
12 „¡Ê⁄U +13 ‚ÊÒ +2 Œ‚ ’⁄UÊ’⁄U „Ò —
(1) 130132 (2) 13320 (3) 121320 (4) 12132

44. If x : y=p : q, then which of the following is true ?

(a) x+y : y=p+q : q (b) x−y : y=p−q : q
(c) x : p=y : q (d) x+y : x−y=p−q : p+q
(1) only (c) (2) (a) and (d) (3) (a), (b) and (c) (4) (a) and (b)
ÿÁŒ x : y=p : q, ÃÊ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ‚àÿ „Ò?
(a) x+y : y=p+q : q (b) x−y : y=p−q : q
(c) x : p=y : q (d) x+y : x−y=p−q : p+q
(1) ∑§fl‹ (c) (2) (a) •ÊÒ⁄U (d) (3) (a), (b) •ÊÒ⁄U (c) (4) (a) •ÊÒ⁄U (b)

45. One egg has a mass of about 65 g, what is the mass of 2 dozen eggs ?
(1) 1 kg 56 g (2) 1.304 kg (3) 1 kg 544 g (4) 1.56 kg
∞∑§ •¥«U ∑§Ê Œ˝√ÿ◊ÊŸ ‹ª÷ª 65 g „Ò– 2 Œ¡¸Ÿ •¥«UÊ¥ ∑§Ê Œ˝√ÿ◊ÊŸ Á∑§ÃŸÊ „Ò?
(1) 1 kg 56 g (2) 1.304 kg (3) 1 kg 544 g (4) 1.56 kg

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

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46. National Curriculum Framework For Foundational Stage (NCFFS), 2022 highlighted the importance
of the following components while teaching an abstract mathematical concept :
(a) Written Symbols (b) Experience
(c) Spoken Language (d) Picture
Which of the following is the appropriate sequence of these components while teaching an abstract
mathematical concept ?
(1) (b) → (c) → (a) → (d) (2) (c) → (d) → (a) → (b)
(3) (b) → (c) → (d) → (a) (4) (c) → (a) → (d) → (b)
’ÈÁŸÿÊŒË SÃ⁄U ∑§ Á‹∞ ⁄UÊc≈˛UËÿ ¬Ê∆Køÿʸ M§¬⁄UπÊ (∞Ÿ ‚Ë ∞»§ ∞»§ ∞‚), 2022 Ÿ •◊Íø ªÁáÊÃËÿ •flœÊ⁄UáÊÊ ∑§ Á‡ÊˇÊáÊ ∑§
‚◊ÿ ÁŸêŸÁ‹Áπà ÉÊ≈U∑§Ê¥ ∑§ ◊„ûfl ¬⁄U ¬˝∑§Ê‡Ê «UÊ‹Ê —
(a) Á‹Áπà Áøã„ (b) •ŸÈ÷fl
(c) ’Ê‹-øÊ‹ flÊ‹Ë ÷Ê·Ê (d) ÁøòÊ
•◊Íø ªÁáÊÃËÿ •flœÊ⁄UáÊÊ ∑§ Á‡ÊˇÊáÊ ∑§ ‚◊ÿ ߟ ÉÊ≈U∑§Ê¥ ∑§Ê ∑§ÊÒŸ-‚Ê ÁŸêŸÁ‹Áπà ©¬ÿÈÄà ∑˝§◊ „Ò?
(1) (b) → (c) → (a) → (d) (2) (c) → (d) → (a) → (b)
(3) (b) → (c) → (d) → (a) (4) (c) → (a) → (d) → (b)

47. If (7 * 2)×(123)=92496, then value of * is :

(1) 1 (2) 4 (3) 5 (4) 2
ÿÁŒ (7 * 2)×(123)=92496 „Ò, ÃÊ * ∑§Ê ◊ÊŸ „Ò —
(1) 1 (2) 4 (3) 5 (4) 2

48. The missing number (?) in the following :

43, 47, 53, 59, ? , 67, 71, 73 is :
(1) 60 (2) 63 (3) 65 (4) 61
43, 47, 53, 59, ? , 67, 71, 73 ◊¥ ‹Èåà ‚¥ÅÿÊ (?) „Ò —
(1) 60 (2) 63 (3) 65 (4) 61

49. Raju has turpentine oil in 5 containers each of 20 L size. He fills them in 10 cans of 5 L, 10 cans of
2 L and rest in 1 L cans. Number of 1 L cans filled is :
(1) 30 (2) 22 (3) 28 (4) 25
⁄UÊ¡Í ∑§ ¬Ê‚ ¬˝àÿ∑§ 20 L flÊ‹ ¬˝àÿ∑§ 5 ’øŸÊ¥ ◊¥ ÃÊ⁄U¬ËŸ ∑§Ê Ã‹ „Ò– ©‚Ÿ ß‚ 5L flÊ‹ 10 ’øŸÊ¥, 2L flÊ‹
10 ’øŸÊ¥ •ÊÒ⁄U ’Ê∑§Ë ∑§Ê 1 L flÊ‹ ’øŸÊ¥ ◊¥ ÷⁄UÊ– 1 L flÊ‹ ’øŸÊ¥ ∑§Ë ‚¥ÅÿÊ „Ò —
(1) 30 (2) 22 (3) 28 (4) 25

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

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50. A mathematics teacher discusses the concept of open and closed curve in class. For better
understanding of students she gave an example with four points. If the curve is open then nature
of four points is :
(1) Two of them must be collinear (2) Three of them must be collinear
(3) Three of them must be non-collinear (4) All are collinear
ªÁáÊà ∑§Ë ∞∑§ Á‡ÊÁˇÊ∑§Ê ∑§ˇÊÊ ◊¥ ÁflflÎà ∞fl¥ ‚¥flÎà fl∑˝§ ∑§Ë •flœÊ⁄UáÊÊ ¬⁄U øøʸ ∑§⁄UÃË „Ò– ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë ’„Ã⁄U ‚◊¤Ê ∑§ Á‹∞
fl„ øÊ⁄U Á’¥ŒÈ•Ê¥ ∑§ ‚ÊÕ ∞∑§ ©ŒÊ„⁄UáÊ ŒÃË „Ò– •ª⁄U fl∑˝§ ÁflflÎà „Ò Ã’ øÊ⁄U Á’¥ŒÈ•Ê¥ ∑§Ë ÁSÕÁà „Ò¥ —
(1) ©Ÿ◊¥ ‚ ŒÊ ‚¥ ⁄UπË „ÊŸ øÊÁ„∞ (2) ©Ÿ◊¥ ‚ ÃËŸ ‚¥ ⁄UπË „ÊŸ øÊÁ„∞
(3) ©Ÿ◊¥ ‚ ÃËŸ •‚¥ ⁄UπË „ÊŸ øÊÁ„∞ (4) ‚÷Ë ‚¥ ⁄UπË „Ò¥
51. In order to identify individual differences of students in the mathematics class, which of the following
assessment technique will not be appropriate ?
(1) Formative assessment (2) Diagnostic assessment
(3) Peer assessment (4) Summative assessment
ªÁáÊà ∑§Ë ∑§ˇÊÊ ◊¥ ÁfllÊÁÕ¸ÿÊ¥ ◊¥ √ÿÒÁÄÃ∑§ Á÷ãŸÃÊ ∑§Ë ¬„øÊŸ ∑§ Á‹∞ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ë •Ê∑§‹Ÿ Ã∑§ŸË∑§ ©¬ÿÈÄÃ
Ÿ„Ë¥ „ÊªË?
(1) ⁄UøŸÊà◊∑§ •Ê∑§‹Ÿ (2) ŸÒŒÊÁŸ∑§ •Ê∑§‹Ÿ
(3) ‚◊∑§ˇÊË •Ê∑§‹Ÿ (4) ÿÊªÊà◊∑§ •Ê∑§‹Ÿ
52. Which of the following statement(s) is/are true about numbers ?
(a) All positive integers are whole numbers.
(b) All whole numbers are integers.
(c) All rational numbers are real numbers.
(d) All irrational numbers are real numbers.
Choose the correct option :
(1) Only (c) (2) (b), (c) and (d) (3) (a) and (d) (4) Only (b)
‚¥ÅÿÊ•Ê¥ ∑§ ’Ê⁄U ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê/‚ ∑§ÕŸ ‚àÿ „Ò/„Ò¥?
(a) ‚÷Ë œŸÊà◊∑§ ¬ÍáÊÊZ∑§, ¬Íáʸ ‚¥ÅÿÊ∞° „Ò¥–
(b) ‚÷Ë ¬Íáʸ ‚¥ÅÿÊ∞° ¬ÍáÊÊZ∑§ „ÊÃË „Ò¥–
(c) ‚÷Ë ¬Á⁄U◊ÿ ‚¥ÅÿÊ∞° flÊSÃÁfl∑§ ‚¥ÅÿÊ∞° „ÊÃË „Ò¥–
(d) ‚÷Ë •¬Á⁄U◊ÿ ‚¥ÅÿÊ∞° flÊSÃÁfl∑§ ‚¥ÅÿÊ∞° „ÊÃË „Ò¥–
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) ∑§fl‹ (c) (2) (b), (c) •ÊÒ⁄U (d) (3) (a) •ÊÒ⁄U (d) (4) ∑§fl‹ (b)
53. The difference between the greatest and smallest 6-digit numbers formed by using the digits 5, 1, 0,
3, 9 and 6 is :
(1) 862731 (2) 951741 (3) 851731 (4) 861741
•¥∑§Ê¥ 5, 1, 0, 3, 9 •ÊÒ⁄U 6 ‚ ’ŸË ‚’‚ ’«∏Ë •ÊÒ⁄U ‚’‚ ¿UÊ≈UË 6-•¥∑§Ê¥ ∑§Ë ‚¥ÅÿÊ ∑§Ê •¥Ã⁄U „Ò —
(1) 862731 (2) 951741 (3) 851731 (4) 861741
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 1 1 3 12
54. Arrangement of fractions , , , in decreasing order is :
9 21 7 63
3 12 1 1 12 3 1 1 1 12 3 1 3 1 12 1
(1) , , , (2) , , , (3) , , , (4) , , ,
7 63 9 21 63 7 21 9 9 63 7 9 7 9 63 21
1 1 3 12
, , , ∑§Ê •fl⁄UÊ„Ë ∑˝§◊ ◊¥ Á÷㟠¬˝∑§Ê⁄U ‚ Á‹πÊ ¡ÊÃÊ „Ò —
9 21 7 63
3 12 1 1 12 3 1 1 1 12 3 1 3 1 12 1
(1) , , , (2) , , , (3) , , , (4) , , ,
7 63 9 21 63 7 21 9 9 63 7 9 7 9 63 21
55. In a mathematics class a teacher explains the concept of different angles. He/she realizes that
scissors is a best example to explain __________.
(a) Vertically opposite angles (b) Linear pair of angles
(c) Corresponding angles (d) Alternate angles
Choose the correct option :
(1) (a) and (c) (2) (c) and (d) (3) (b) and (c) (4) (a) and (b)
ªÁáÊà ∑§ˇÊÊ ◊¥ Á‡ÊˇÊ∑§ Á÷ãŸ-Á÷㟠∑§ÊáÊÊ¥ ∑§Ë •flœÊ⁄UáÊÊ ∑§Ê ‚◊¤ÊÊÃÊ/ÃË „Ò ©‚ ÿ„ •ŸÈ÷ÍÁà „ÊÃË „Ò Á∑§ ∑Ò¥§øË __________
∑§Ê ‚◊¤ÊÊŸ ∑§ Á‹∞ ‚flÊ¸ûÊ◊ ©ŒÊ„⁄UáÊ „Ò–
(a) ‡Ê˷ʸÁ÷◊Èπ ∑§ÊáÊ (b) ∑§ÊáÊÊ¥ ∑§Ê ⁄ÒUÁπ∑§ ÿȪ‹
(c) ‚¥ªÃ ∑§ÊáÊ (d) ∞∑§Ê¥Ã⁄U ∑§ÊáÊ
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) (a) •ÊÒ⁄U (c) (2) (c) •ÊÒ⁄U (d) (3) (b) •ÊÒ⁄U (c) (4) (a) •ÊÒ⁄U (b)
56. Which of the following learning experiences for children does not reflect the contribution of
mathematics to everyday life and society ?
(1) Meeting people from different areas of employment and exploring how they use mathematics
in their work.
(2) Collecting, organising, representing and interpreting data in day-to-day life.
(3) Play small group games that draw on mathematical skills and concepts.
(4) Communication of mathematical ideas in writing using both formal and informal languages.
ÁŸêŸÁ‹Áπà ◊¥ ‚ ’ëøÊ¥ ∑§ Á‹∞ ∑§ÊÒŸ ‚Ê •Áœª◊ •ŸÈ÷fl ‚◊Ê¡ ÃÕÊ ŒÒÁŸ∑§ ¡ËflŸ ◊¥ ªÁáÊà ∑§ ÿÊªŒÊŸ ∑§Ê ¬˝ÁÃÁ’Áê’Ã
∑§⁄UÃÊ „Ò?
(1) ⁄UÊ¡ªÊ⁄U ∑§ Á÷ãŸ-Á÷㟠ˇÊòÊÊ¥ ∑§ ‹ÊªÊ¥ ‚ Á◊‹ŸÊ ÃÕÊ •ãfl·áÊ ∑§⁄UŸÊ Á∑§ fl •¬Ÿ ∑§Ê◊ ◊¥ ªÁáÊà ∑§Ê ¬˝ÿÊª Á∑§‚ ¬˝∑§Ê⁄U
∑§⁄UÃ „Ò¥–
(2) ŒÒÁŸ∑§ ¡ËflŸ ◊¥ ©à¬ãŸ «UÊ≈UÊ ∑§Ê ∞∑§òÊ ∑§⁄UŸÊ, ‚È√ÿflÁSÕà ∑§⁄UŸÊ, ÁŸM§Á¬Ã ∑§⁄UŸÊ ÃÕÊ ¬˝ÁìÊÁŒÃ ∑§⁄UŸÊ–
(3) ¿UÊ≈U ‚◊Í„ flÊ‹ ∞‚ π‹ π‹ŸÊ ¡Ê ªÁáÊÃËÿ ∑§Ê҇ʋ ∞fl¥ •flœÊ⁄UáÊÊ•Ê¥ ¬⁄U •ÊœÊÁ⁄Uà „Ê¥–
(4) •ÊÒ¬øÊÁ⁄U∑§ ∞fl¥ •ŸÊÒ¬øÊÁ⁄U∑§ ÷Ê·Ê ŒÊŸÊ¥ ∑§Ê ©¬ÿÊª ∑§⁄U ªÁáÊÃËÿ ÁfløÊ⁄UÊ¥ ∑§Ê Á‹Áπà ◊¥ ‚ê¬˝·áÊ–
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57. Which of the following are correct examples of the statement “mathematics is hierarchical in levels
that are logically structured”.
(a) The concept of integers needs to be developed before the concept of multiplication and division
of numbers.
(b) Multiplication follows and builds on the concept of addition.
(c) Number sense needs to be developed before the concepts of addition and subtraction.
Choose the correct option :
(1) (b) and (c) (2) (a) and (c) (3) only (b) (4) (a) and (b)
∑§ÕŸ ““ªÁáÊà ©Ÿ SÃ⁄UÊ¥ ◊¥ ¬ŒÊŸÈ∑˝§Á◊à „Ò ¡Ê Á∑§ ÃÊÁ∑¸§∑§ M§¬ ‚ √ÿflÁSÕà „Ò¥”” ∑§ Á‹∞ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚ ‚„Ë
©ŒÊ„⁄UáÊ „Ò¥?
(a) ¬ÍáÊÊZ∑§Ê¥ ∑§Ë •flœÊ⁄UáÊÊ ∑§Ê ‚¥ÅÿÊ•Ê¥ ∑§ ªÈáÊŸ •ÊÒ⁄U ÷ʪ ∑§Ë •flœÊ⁄UáÊÊ ‚ ¬Ífl¸ Áfl∑§Á‚à ∑§⁄UŸ ∑§Ë •Êfl‡ÿ∑§ÃÊ „ÊÃË „Ò–
(b) ªÈáÊŸ, ÿÊª ∑§Ë •flœÊ⁄UáÊÊ ∑§Ê •ŸÈ¬Ê‹Ÿ ∑§⁄UÃÊ „Ò •ÊÒ⁄U ©‚ ¬⁄U Áfl∑§Á‚à „ÊÃÊ „Ò–
(c) ‚¥ÅÿÊ ’Êœ ∑§Ê ÿÊª •ÊÒ⁄U √ÿfl∑§‹Ÿ ∑§Ë •flœÊ⁄UáÊÊ ‚ ¬Ífl¸ Áfl∑§Á‚à ∑§⁄UŸ ∑§Ë •Êfl‡ÿ∑§ÃÊ „ÊÃË „Ò–
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) (b) •ÊÒ⁄U (c) (2) (a) •ÊÒ⁄U (c) (3) ∑§fl‹ (b) (4) (a) •ÊÒ⁄U (b)

58. Students in a class are solving questions based on percentage discounts. One question requires the
students to calculate the cost of two bikes, with a 8% discount on each bike. One of the groups
calculates the total cost of the bikes and then deducts 16% from the total cost. The method used by
this group is :
(1) An alternate strategy to solve the question.
(2) False, since they have deducted 16% discount from the total instead of 8%.
(3) False, since they have deducted 16% from the total instead of 16% from the average of the
total.
(4) Correct and is the only way to calculate the discount and cost.
∞∑§ ∑§ˇÊÊ ◊¥ ÁfllÊÕ˸ ¬˝ÁÇÊÃÃÊ ¿ÍU≈U ¬⁄U •ÊœÊÁ⁄Uà ¬˝‡ŸÊ¥ ∑§Ê „‹ ∑§⁄U ⁄U„ „Ò¥– ∞∑§ ¬˝‡Ÿ ◊¥ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ¬˝àÿ∑§ ◊Ê≈U⁄‚Ê߸Á∑§‹
¬⁄U 8% ¿ÍU≈U ∑§ ‚ÊÕ ŒÊ ◊Ê≈U⁄U‚Ê߸Á∑§‹Ê¥ ∑§ ◊ÍÀÿ ∑§Ê ¬Á⁄U∑§‹Ÿ ∑§⁄UŸ ∑§Ë •Êfl‡ÿ∑§ÃÊ „Ò– ∞∑§ ‚◊Í„ ŒÊŸÊ¥ ◊Ê≈U⁄U‚Ê߸Á∑§‹Ê¥ ∑§
∑ȧ‹ ◊ÍÀÿ ∑§Ê ¬Á⁄U∑§‹Ÿ ∑§⁄UÃÊ „Ò •ÊÒ⁄U Á»§⁄U ∑ȧ‹ ◊ÍÀÿ ◊¥ ‚ 16% ∑§Ê≈U ‹ÃÊ „Ò– ß‚ ‚◊Í„ mÊ⁄UÊ ¬˝ÿÊª ∑§Ë ªß¸ ÁflÁœ —
(1) ¬˝‡Ÿ ∑§Ê „‹ ∑§⁄UŸ ∑§Ë flÒ∑§ÁÀ¬∑§ ∑§Êÿ¸ŸËÁà „Ò–
(2) ª‹Ã „Ò ÄÿÊ¥Á∑§ ©ã„Ê¥Ÿ ∑ȧ‹ ◊ÍÀÿ ‚ 8% ∑§Ë ¡ª„ 16% ¿ÍU≈U ∑§Ê≈U ŒË–
(3) ª‹Ã „Ò ÄÿÊ¥Á∑§ ©ã„Ê¥Ÿ ∑ȧ‹ ◊ÍÀÿ ‚ 16% ∑§Ê≈U ÁŒÿÊ ’¡Êÿ 16% ∑ȧ‹ ◊ÍÀÿ ∑§ •ÊÒ‚Ã ‚–
(4) ‚„Ë „Ò ÃÕÊ ÿ„ ¿ÍU≈U ∞fl¥ ◊ÍÀÿ ∑§Ê ¬Á⁄U∑§‹Ÿ ∑§⁄UŸ ∑§Ê ∞∑§◊ÊòÊ Ã⁄UË∑§Ê „Ò–

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

P-I !JSS-24-I! 18 B
59. Two columns are given as shown below :
Column - I Column - II
(a) face of a black-board (i) two end points
(b) a line has (ii) one end point
(c) a ray has (iii) represents a part of a plane
(d) a line segment has (iv) no definite length
Column - I and II are matched as :
(1) (a)-(iii), (b)-(ii), (c)-(i), (d)-(iv)
(2) (a)-(iii), (b)-(iv), (c)-(ii), (d)-(i)
(3) (a)-(i), (b)-(iii), (c)-(iv), (d)-(ii)
(4) (a)-(ii), (b)-(iii), (c)-(i), (d)-(iv)
ŒÊ SÃ¥÷ ÁŒ∞ ª∞ „Ò¥ —
SÃ¥÷ - I SÃ¥÷ - II
(a) ‡ÿÊ◊¬^U ∑§Ê ∞∑§ »§‹∑§ (i) ŒÊ •¥Ã Á’¥ŒÈ „ÊÃ „Ò¥–
(b) ∞∑§ ⁄UπÊ (ii) ∞∑§ •¥Ã Á’¥ŒÈ „Ò–
(c) ∞∑§ Á∑§⁄UáÊ ∑§ (iii) ∞∑§ Ë ∑§Ê ∞∑§ ÷ʪ ÁŸM§Á¬Ã ∑§⁄UÃÊ „Ò–
(d) ∞∑§ ⁄UπÊπ¥«U ∑§ (iv) ∑§Ë ÁŸÁ‡øà ‹¥’Ê߸ Ÿ„Ë¥ „ÊÃË „Ò–
SÃ¥÷ - I •ÊÒ⁄U II ∑§Ê Á◊‹ÊŸ „Ò —
(1) (a)-(iii), (b)-(ii), (c)-(i), (d)-(iv)
(2) (a)-(iii), (b)-(iv), (c)-(ii), (d)-(i)
(3) (a)-(i), (b)-(iii), (c)-(iv), (d)-(ii)
(4) (a)-(ii), (b)-(iii), (c)-(i), (d)-(iv)

60. 1233210÷5555−222 is equal to :

(1) 0 (2) 2 (3) 3 (4) 1
1233210÷5555−222 ’⁄UÊ’⁄U „Ò —
(1) 0 (2) 2 (3) 3 (4) 1

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

P-I !JSS-24-I! 19 B
 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. An EVS teacher asks her students to imagine and answer, “What would have happened if all birds
were killed at once from earth ?” Such a question is :
(1) Hypothetical question (2) Divergent question
(3) Philosophical question (4) Convergent question
∞∑§ ߸flË∞‚ Á‡ÊÁˇÊ∑§Ê •¬Ÿ ¿UÊòÊÊ¥ ‚ ∑§À¬ŸÊ ∑§⁄UŸ •ÊÒ⁄U ©ûÊ⁄U ŒŸ ∑§ Á‹∞ ∑§„ÃË „Ò, ““ÄÿÊ „ÊÃÊ •ª⁄U ¬ÎâflË ‚ ‚÷Ë ¬ÁˇÊÿÊ¥ ∑§Ê
∞∑§ ‚ÊÕ ◊Ê⁄U ÁŒÿÊ ¡ÊÃÊ?”” ∞‚ ¬˝‡Ÿ „Ò¥ —
(1) ∑§ÊÀ¬ÁŸ∑§ ¬˝‡Ÿ (2) •¬‚Ê⁄UË ¬˝‡Ÿ
(3) ŒÊ‡Ê¸ÁŸ∑§ ¬˝‡Ÿ (4) •Á÷‚Ê⁄UË ¬˝‡Ÿ

62. Map Reading activity in EVS classes develops certain abilities and skills in primary students. Those
are :
(a) Understanding relative positions of places
(b) Understanding directions of places
(c) Understanding symbols and scale
(d) Drawing precisely according to the scale maps
(1) (b), (c) and (d) (2) (a), (c) and (d)
(3) (b) and (c) (4) (a), (b) and (c)
߸flË∞‚ ∑§ˇÊÊ•Ê¥ ◊¥ ◊ÊŸÁøòÊ ¬∆UŸ ªÁÃÁflÁœ ¿UÊòÊÊ¥ ◊¥ ∑ȧ¿U ÿÊÇÿÃÊ•Ê¥ •ÊÒ⁄U ∑§Ê҇ʋÊ¥ ∑§Ê Áfl∑§Ê‚ ∑§⁄UÃÊ „Ò– fl „Ò¥ —
(a) SÕÊŸÊ¥ ∑§Ë ‚ʬˇÊ ÁSÕÁà ∑§Ê ‚◊¤ÊŸÊ
(b) SÕÊŸÊ¥ ∑§Ë ÁŒ‡ÊÊ•Ê¥ ∑§Ê ‚◊¤ÊŸÊ
(c) ¬˝ÃË∑§Ê¥ •ÊÒ⁄U ¬Ò◊ÊŸ ∑§Ê ‚◊¤ÊŸÊ
(d) ¬Ò◊ÊŸ ∑§ ŸÄ‡Ê ∑§ •ŸÈ‚Ê⁄U ‚≈UË∑§ M§¬ ‚ •Ê⁄UπáÊ
(1) (b), (c) •ÊÒ⁄U (d) (2) (a), (c) •ÊÒ⁄U (d)

(3) (b) •ÊÒ⁄U (c) (4) (a), (b) •ÊÒ⁄U (c)

63. It is 7.30 P.M. in India today. It is 2 P.M. of the same day :

(1) in Japan (2) in Dhaka (3) in Karachi (4) in London
÷Ê⁄Uà ◊¥ 7.30 P.M. „Ò– ©‚Ë ÁŒŸ 2 P.M. „ÊªÊ —
(1) ¡Ê¬ÊŸ ◊¥ (2) …UÊ∑§Ê ◊¥ (3) ∑§⁄UÊøË ◊¥ (4) ‹¥ŒŸ ◊¥

P-I !JSS-24-I! 20 B
64. Statement I : The EVS curriculum is framed within social constructivist perspective of learning.
Statement II : Piaget’s ideas about children’s learning with his in-depth study of children
represent the social constructivist perspective.
(1) Both the Statement I and Statement II are false
(2) Statement I is true but Statement II is false
(3) Statement I is false but Statement II is true
(4) Both the Statement I and Statement II are correct
∑§ÕŸ I: ߸flË∞‚ ¬Ê∆Køÿʸ ‚ËπŸ ∑§ ‚Ê◊ÊÁ¡∑§ ⁄UøŸÊflÊŒË ¬Á⁄U¬˝ˇÿ ◊¥ ÃÒÿÊ⁄U Á∑§ÿÊ ªÿÊ „Ò–
∑§ÕŸ II : ’ìÊÊ¥ ∑§ ª„Ÿ •äÿÿŸ ∑§ ‚ÊÕ ’ìÊÊ¥ ∑§ ‚ËπŸ ∑§ ’Ê⁄U ◊¥ Á¬ÿÊ¡ ∑§ ÁfløÊ⁄U ‚Ê◊ÊÁ¡∑§ ⁄UøŸÊflÊŒË ¬Á⁄U¬˝ˇÿ ∑§Ê
¬˝ÁÃÁŸÁœàfl ∑§⁄UÃ „Ò¥–
(1) ∑§ÕŸ I •ÊÒ⁄U ∑§ÕŸ II ŒÊŸÊ¥ •‚àÿ „Ò¥–
(2) ∑§ÕŸ I ‚àÿ „Ò ¬⁄¥UÃÈ ∑§ÕŸ II •‚àÿ „Ò–
(3) ∑§ÕŸ I •‚àÿ „Ò ¬⁄¥UÃÈ ∑§ÕŸ II ‚àÿ „Ò–
(4) ∑§ÕŸ I •ÊÒ⁄U ∑§ÕŸ II ŒÊŸÊ¥ ‚„Ë „Ò¥–

65. In NCERT textbook of class V there is a real story of Suryamani who lives in Jharkhand. The
chapter depicts tribal life and role of Suryamani. Select the most important aspects addressed by
the chapter relevant for students.
(a) Popular perceptions and biases about the tribal communities.
(b) Close relationship between forest dwellers (communities) and forests.
(c) Girls education how it changes their life.
(d) The forest products used by tribes.
(1) (b), (c) and (d) (2) (a), (c) and (d)
(3) (b) and (c) (4) (a), (b) and (c)
∞Ÿ‚Ë߸•Ê⁄U≈UË ∑§Ë ¬Ê°øflË ∑§ˇÊÊ ∑§Ë ¬Ê∆K¬ÈSÃ∑§ ◊¥ ¤ÊÊ⁄Uπ¥«U ◊¥ ⁄U„Ÿ flÊ‹Ë ‚Íÿ¸◊ÁáÊ ∑§Ë ∞∑§ flÊSÃÁfl∑§ ∑§„ÊŸË „Ò– ÿ„ •äÿÊÿ
•ÊÁŒflÊ‚Ë ¡ËflŸ •ÊÒ⁄U ‚Íÿ¸◊ÁáÊ ∑§Ë ÷ÍÁ◊∑§Ê ∑§Ê Œ‡ÊʸÃÊ „Ò– ¿UÊòÊÊ¥ ∑§ Á‹∞ ¬˝Ê‚¥Áª∑§ •äÿÊÿ mÊ⁄UÊ ‚¥’ÊÁœÃ ‚’‚ ◊„àfl¬Íáʸ
¬„‹Í ∑§Ê øÿŸ ∑§⁄¥U–
(a) ¡Ÿ¡ÊÃËÿ ‚◊ÈŒÊÿÊ¥ ∑§ ’Ê⁄U ◊¥ ‹Ê∑§Á¬˝ÿ œÊ⁄UáÊÊ∞° •ÊÒ⁄U ¬Íflʸª˝„–
(b) flŸflÊÁ‚ÿÊ¥ (‚◊ÈŒÊÿÊ¥) •ÊÒ⁄U ©Ÿ∑§ ¬Ê‚ ⁄U„Ÿ flÊ‹ ¡¥ª‹Ê¥ ∑§ ’Ëø ÉÊÁŸc∆U ‚¥’¥œ–
(c) ‹«∏Á∑§ÿÊ¥ ∑§Ë Á‡ÊˇÊÊ ∑Ò§‚ ©Ÿ∑§ ¡ËflŸ ∑§Ê ’Œ‹ÃË „Ò–
(d) ¡Ÿ¡ÊÃËÿ •ÊÁŒflÊÁ‚ÿÊ¥ mÊ⁄UÊ ©¬ÿÊª Á∑§∞ ¡ÊŸ flÊ‹ flŸ ©à¬ÊŒ–
(1) (b), (c) •ÊÒ⁄U (d) (2) (a), (c) •ÊÒ⁄U (d)

(3) (b) •ÊÒ⁄U (c) (4) (a), (b) •ÊÒ⁄U (c)

P-I !JSS-24-I! 21 B
66. The volume of the earth consists of the following :
(a) 1% Crust (b) 84% Mantle (c) 15% Core
Choose the correct option from the following :
(1) Only (b) and (c) are correct. (2) Only (a) and (c) are correct.
(3) All (a), (b) and (c) are correct. (4) Only (a) and (b) are correct.
¬ÎâflË ∑§ •Êÿß ◊¥ ÁŸêŸÁ‹Áπà „ÊÃ „Ò¥ —
(a) 1% ¬¬¸≈UË (b) 84% ◊¥≈U‹ (c) 15% ∑˝§Ê«U
ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) ∑§fl‹ (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (2) ∑§fl‹ (a) •ÊÒ⁄U (c) ‚„Ë „Ò¥–
(3) ‚÷Ë (a), (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (4) ∑§fl‹ (a) •ÊÒ⁄U (b) ‚„Ë „Ò¥–

67. Assertion : Stories and narratives have been used throughout the EVS textbooks.
Reason : Objective is to sensitise the child since he or she can empathise with characters in
a story or narrative. Textbooks should sensitise the child to wide differences that
exist within our society.
(1) Both the Assertion and Reason are correct but the Reason is not the correct explanation of
the Assertion.
(2) Assertion is true but the Reason is false.
(3) The Assertion is false but Reason is true.
(4) Both the Assertion and Reason are correct and Reason is the correct explanation of the
Assertion.
•Á÷∑§ÕŸ — ߸flË∞‚ ∑§Ë ¬Ê∆K¬ÈSÃ∑§Ê¥ ◊¥ ∑§„ÊÁŸÿÊ¥ •ÊÒ⁄U •ÊÅÿÊŸÊ¥ ∑§Ê ©¬ÿÊª Á∑§ÿÊ ªÿÊ „Ò–
∑§Ê⁄UáÊ — ©g‡ÿ „Ò Á∑§ ’ìÊ ∑§Ê ‚¥flŒŸ‡ÊË‹ ’ŸÊŸÊ– ÄÿÊ¥Á∑§ fl„ ∑§„ÊŸË ◊¥ ¬ÊòÊÊ¥ ∑§ ‚ÊÕ ÃŒÊŸÈ÷ÍÁà ⁄Uπ ‚∑§ÃÊ „Ò–
¬Ê∆K¬ÈSÃ∑¥§ ’ìÊÊ¥ ∑§Ê „◊Ê⁄U ‚◊Ê¡ ∑§ ÷ËÃ⁄U ◊ÊÒ¡ÍŒ √ÿʬ∑§ ◊Ã÷ŒÊ¥ ∑§ ¬˝Áà ‚¥flŒŸ‡ÊË‹ ’ŸÊŸÊ øÊÁ„∞–
(1) •Á÷∑§ÕŸ •ÊÒ⁄U ∑§Ê⁄UáÊ ‚„Ë „Ò¥ ‹Á∑§Ÿ ∑§Ê⁄UáÊ, •Á÷∑§ÕŸ ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
(2) •Á÷∑§ÕŸ ‚àÿ „Ò, ¬⁄UãÃÈ ∑§Ê⁄UáÊ •‚àÿ „Ò–
(3) •Á÷∑§ÕŸ •‚àÿ „Ò, ¬⁄UãÃÈ ∑§Ê⁄UáÊ ‚àÿ „Ò–
(4) •Á÷∑§ÕŸ •ÊÒ⁄U ∑§Ê⁄UáÊ ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U ∑§Ê⁄UáÊ, •Á÷∑§ÕŸ ∑§Ë ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–

68. “Record how the seeds germinate into saplings from day 1 to day 10”. Rita gave this task to her
students before teaching the lesson on ‘Germination’. She is trying to assess her students’ ability
to :
(a) draw and represent (b) predict how germinating seeds would look like
(c) observe and record (d) infer from the given activity
(1) (b) and (c) (2) (b), (c) and (d)
(3) (a), (b) and (c) (4) (a) and (b)
¬„‹ ÁŒŸ ‚ 10 fl¥ ÁŒŸ Ã∑§ ’Ë¡ Á∑§‚ ¬˝∑§Ê⁄U •¥∑ȧ⁄UáÊ ◊¥ •ÊÃ „Ò¥ Á‹Áπ∞– ⁄UËÃÊ Ÿ “•¥∑ȧ⁄UáÊ” ∑§Ê ¬Ê∆U ¬…∏ÊŸ ‚ ¬„‹ •¬Ÿ
ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ÿ„ ∑§Êÿ¸ ÁŒÿÊ– fl„ •¬Ÿ ¿UÊòÊÊ¥ ∑§Ë ∑§ÊÒŸ ‚Ë ˇÊ◊ÃÊ ∑§Ê •Ê∑§‹Ÿ ∑§⁄UŸ ∑§Ë ∑§ÊÁ‡Ê‡Ê ∑§⁄U ⁄U„Ë „Ò?
(a) ÁøòÊ ’ŸÊ∞° •ÊÒ⁄U ¬˝SÃÈà ∑§⁄¥U (b) •ŸÈ◊ÊŸ ∑§⁄¥U Á∑§ •¥∑ȧÁ⁄Uà ’Ë¡ ∑Ò§‚ ÁŒπ¥ª
(c) ÁŸ⁄UˡÊáÊ ∑§⁄¥U •ÊÒ⁄U Á⁄U∑§ÊÚ«¸U ∑§⁄¥U (d) ŒË ªß¸ Á∑˝§ÿÊ∑§‹Ê¬ ‚ ÁŸc∑§·¸ ÁŸ∑§Ê‹¥
(1) (b) •ÊÒ⁄U (c) (2) (b), (c) •ÊÒ⁄U (d)
(3) (a), (b) •ÊÒ⁄U (c) (4) (a) •ÊÒ⁄U (b)

P-I !JSS-24-I! 22 B
69. A teacher follows the following methods while teaching EVS : Think-Pair-Share, Reciprocal Peer
Tutoring, Jigsaw Strategy and Peer Review. These are examples of :
(1) Constructivist approach (2) Didactic approach
(3) Inductive approach (4) Peer group learning
߸flË∞‚ ¬…∏ÊÃ ‚◊ÿ ∞∑§ Á‡ÊˇÊ∑§ ÁŸêŸÁ‹Áπà ÁflÁœÿÊ¥ ∑§Ê ¬Ê‹Ÿ ∑§⁄UÃÊ „Ò — ‚ÊøÊ-¡Ê«∏Ê-‚ʤÊÊ ∑§⁄UÊ, ¬Ê⁄US¬Á⁄U∑§ ‚„¬Ê∆UË
≈K͇ʟ, Á¡ª‚Ê (Jigsaw) ⁄UáÊŸËÁÃ, ‚„¬Ê∆UË ¬ÈŸ⁄UˡÊáÊ– ÿ ©ŒÊ„⁄UáÊ „Ò¥ —
(1) ⁄UøŸÊà◊∑§ ©¬Êª◊ (2) ©¬Œ‡ÊÊà◊∑§ ©¬Êª◊
(3) •Êª◊ŸÊà◊∑§ ©¬Êª◊ (4) ‚„¬Ê∆UË ‚◊Í„ mÊ⁄UÊ ‚ËπŸÊ

70. Read the following Assertion (A) and Reason (R) and choose the correct option.
Assertion (A) : People can easily float on the surface of water of Dead Sea even if they do not
know to swim.
Reason (R) : Dead Sea has 300 gm of salt in one litre of water making it, the sea having highest
salt concentration.
(1) Both (A) and (R) are true but (R) dose not explain (A).
(2) (A) is true but (R) is false.
(3) (A) is false but (R) is true.
(4) Both (A) and (R) are true and (R) explains (A).
ÁŸêŸÁ‹Áπà •Á÷∑§ÕŸ (A) ÃÕÊ ∑§Ê⁄UáÊ (R) ∑§Ê äÿÊŸ ‚ ¬…∏¥ ÃÕÊ ‚„Ë Áfl∑§À¬ ∑§Ê øÈŸ¥ —
•Á÷∑§ÕŸ (A) : •ª⁄U ∑§Ê߸ ÃÒ⁄UŸÊ Ÿ„Ë¥ ÷Ë ¡ÊŸÃÊ „Ò Ã’ ÷Ë ◊Îà ‚ʪ⁄U ◊¥ fl„ •Ê‚ÊŸË ‚ ÃÒ⁄U ‚∑§ÃÊ „Ò–
∑§Ê⁄UáÊ (R) : ◊Îà ‚ʪ⁄U ∑§ ∞∑§ ‹Ë≈U⁄U ¬ÊŸË ◊¥ 300 ª˝Ê◊ Ÿ◊∑§ ¬ÊÿÊ ¡ÊÃÊ „Ò ¡Ê ß‚ ‚’‚ •Áœ∑§ Ÿ◊∑§ ‚Ê¥ÁŒ˝Ã ‚ʪ⁄U
’ŸÊÃÊ „Ò–
(1) ŒÊŸÊ¥ (A) ∞fl¥ (R) ‚„Ë „Ò¥ Á∑§ãÃÈ (R), (A) ∑§Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
(2) (A) ‚„Ë „Ò Á∑§ãÃÈ (R) ª‹Ã „Ò–
(3) (A) ª‹Ã „Ò Á∑§ãÃÈ (R) ‚„Ë „Ò–
(4) ŒÊŸÊ¥ (A) ∞fl¥ (R) ‚„Ë „Ò¥ ÃÕÊ (R), (A) ∑§Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–

71. Read the Assertion (A) and Reason (R) below and choose the correct option.
Assertion (A) : Travellers like Al-Biruni and Ibn Batuta travelled from India to different countries.
Reason (R) : Travelling led to sharing of ideas between people.
(1) Both (A) and (R) are true but (R) does not explain (A).
(2) (A) is true but (R) is false.
(3) (A) is false but (R) is true.
(4) Both (A) and (R) are true and (R) explains (A).
ÁŸêŸÁ‹Áπà •Á÷∑§ÕŸ (A) ÃÕÊ ∑§Ê⁄UáÊ (R) ∑§Ê äÿÊŸ ‚ ¬…∏¥ ÃÕÊ ‚„Ë Áfl∑§À¬ ∑§Ê øÿŸ ∑§⁄¥U–
•Á÷∑§ÕŸ (A) : •‹’M§ŸË ∞fl¥ ß韒ÃÍÃÊ ¡Ò‚ ÿÊÁòÊÿÊ¥ Ÿ ÷Ê⁄Uà ‚ ÁflÁ÷㟠Œ‡ÊÊ¥ ∑§Ë ÿÊòÊÊ ∑§Ë–
∑§Ê⁄UáÊ (R) : ÿÊòÊÊ•Ê¥ ‚ ‹ÊªÊ¥ ∑§Ê ∞∑§-ŒÈ‚⁄U ∑§ ÁfløÊ⁄UÊ¥ ∑§Ê ¡ÊŸŸ ∑§Ê •fl‚⁄U Á◊‹ÃÊ „Ò–
(1) ŒÊŸÊ¥ (A) •ÊÒ⁄U (R) ‚„Ë „Ò Á∑§ãÃÈ (R), (A) ∑§Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
(2) (A) ‚„Ë „Ò Á∑§ãÃÈ (R) ª‹Ã „Ò–
(3) (A) ª‹Ã „Ò Á∑§ãÃÈ (R) ‚„Ë „Ò–
(4) ŒÊŸÊ¥ (A) •ÊÒ⁄U (R) ‚„Ë „Ò ÃÕÊ (R), (A) ∑§Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–

P-I !JSS-24-I! 23 B
72. Which one/are of the following mountains is/are considered to be volcanic in origin ?
(a) Mt. Kilimanjaro (b) Fujiyama (c) The Alps
Choose the correct option :
(1) (b) and (c) (2) Only (c) (3) (a) and (b) (4) (a) and (c)
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê/‚ ¬fl¸Ã/¬fl¸ÃÊ¥ ∑§Ë ©à¬ÁûÊ íflÊ‹Ê◊ÈπË ‚ ◊ÊŸË ¡ÊÃË „Ò?
(a) ◊Ê©¥≈U Á∑§Á‹◊¥¡Ê⁄UÊ (b) çÿÍÁ¡ÿÊ◊Ê (c) •ÊÀå‚ ¬fl¸Ã
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) (b) •ÊÒ⁄U (c) (2) ∑§fl‹ (c) (3) (a) •ÊÒ⁄U (b) (4) (a) •ÊÒ⁄U (c)

73. Select incorrect statement about elephant herds from the following :
(1) A herd has 20 to 25 female elephants and their young ones.
(2) Male elephants live in the herd till they are 14 - 15 years old.
(3) Male elephants of more than 15 years of age leave the herd and move around alone.
(4) Female elephants live in herds.
„ÊÁÕÿÊ¥ ∑§ Áfl·ÿ ◊¥ fl„ ∑§ÕŸ øÈÁŸ∞ ¡Ê ‚„Ë Ÿ„Ë¥ „Ò —
(1) ∞∑§ ¤ÊÈá«U ◊¥ 20 ‚ 25 „ÁÕÁŸÿÊ° •ÊÒ⁄U ©Ÿ∑§ ’ìÊ „ÊÃ „Ò¥–
(2) „ÊÕË 14 - 15 fl·¸ ∑§Ë •ÊÿÈ Ã∑§ „Ë ¤ÊÈá«U ◊¥ ⁄U„Ã „Ò¥–
(3) 15 fl·¸ ‚ •Áœ∑§ •ÊÿÈ ∑§ „ÊÕË ¤ÊÈá«U ¿UÊ«∏ ŒÃ „Ò¥ •ÊÒ⁄U •∑§‹ „Ë ⁄U„Ã „Ò¥–
(4) „ÁÕÁŸÿÊ° ¤ÊÈá«UÊ¥ ◊¥ ⁄U„ÃË „Ò¥–

74. Which of the following strategy promotes inquiry while teaching the theme ‘Travel’ ?
(1) Asking students to narrate their or their neighbours’ experiences of travelling.
(2) Asking students to make a digital presentation on vintage cars.
(3) Showing pictures of various places of interest in nearby areas.
(4) Asking students to collect pictures of various means of transport.
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ë ⁄UáÊŸËÁà “ÿÊòÊÊ” ÕË◊ ∑§Ê ¬…∏ÊÃ ‚◊ÿ ¡Ê°ø (ßãÄflÊÿ⁄UË) ∑§Ê ’…∏ÊflÊ ŒÃË „Ò?
(1) ¿UÊòÊÊ¥ ‚ ©Ÿ∑§ ÿÊ ©Ÿ∑§ ¬«∏ÊÁ‚ÿÊ¥ ∑§ ÿÊòÊÊ ∑§ •ŸÈ÷flÊ¥ ∑§Ê ’ÃÊŸ ∑§ Á‹∞ ∑§„ŸÊ–
(2) ¿UÊòÊÊ¥ ∑§Ê ¬È⁄UÊŸË ∑§Ê⁄UÊ¥ ¬⁄U Á«UÁ¡≈U‹ ¬˝SÃÈÁà ŒŸ ∑§ Á‹∞ ∑§„ŸÊ–
(3) •Ê‚-¬Ê‚ ∑§ ˇÊòÊÊ¥ ◊¥ L§Áø ∑§ ÁflÁ÷㟠SÕÊŸÊ¥ ∑§ ÁøòÊ ÁŒπÊŸÊ–
(4) ¿UÊòÊÊ¥ ‚ ¬Á⁄Ufl„Ÿ ∑§ ÁflÁ÷㟠‚ÊœŸÊ¥ ∑§ ÁøòÊ ∞∑§òÊ ∑§⁄UŸ ∑§ Á‹∞ ∑§„ŸÊ–

75. Select from the following a group consisting of alloys only :

(1) Magnesium, Aluminium, Steel (2) Steel, Brass, Tin
(3) Steel, Brass, Bronze (4) Brass, Bronze, Lithium
ÁŸêŸÁ‹Áπà ◊¥ ‚ ©‚ ‚◊Í„ ∑§Ê øÈÁŸ∞ ¡Ê Á◊üÊœÊÃÈ•Ê¥ ‚ ’ŸÊ „Ò —
(1) ◊ÒÇŸËÁ‡Êÿ◊, ∞ÀÿÈÁ◊ÁŸÿ◊, S≈UË‹ (2) S≈UË‹, ’˝Ê‚, Á≈UŸ
(3) S≈UË‹, ’˝Ê‚, ’˝Ê¥$¡ (4) ’˝Ê‚, ’˝Ê¥$¡, Á‹ÁÕÿ◊

P-I !JSS-24-I! 24 B
76. Mountaineers suffer nose bleeding at higher altitudes because :
(1) The pressure in blood vessels decreases than outside pressure.
(2) The pressure in blood vessels equals the outside pressure.
(3) Blood becomes thick at higher altitudes.
(4) The pressure in blood vessels exceeds outside pressure.

¬fl¸ÃÊ⁄UÊÁ„ÿÊ¥ ∑§Ê •Áœ∑§ ™°§øÊßZ ¬⁄U ŸÊ∑§ ‚ $πÍŸ ’„Ÿ ∑§Ê ∑§Ê⁄UáÊ „ÊÃÊ „Ò —
(1) ⁄UÄà flÊÁ„∑§Ê•Ê¥ ◊¥ Œ’Êfl ’Ê„⁄UË Œ’Êfl ‚ ∑§◊ „Ê ¡ÊÃÊ „Ò–
(2) ⁄UÄà flÊÁ„∑§Ê•Ê¥ ◊¥ Œ’Êfl ’Ê„⁄UË Œ’Êfl ∑§ ’⁄UÊ’⁄U „Ê ¡ÊÃÊ „Ò–
(3) •Áœ∑§ ™°§øÊ߸ ¬⁄U $πÍŸ/⁄UÄà ªÊ…∏Ê „Ê ¡ÊÃÊ „Ò–
(4) ⁄UÄà flÊÁ„∑§Ê•Ê¥ ◊¥ Œ’Êfl ’Ê„⁄UË Œ’Êfl ‚ •Áœ∑§ „Ê ¡ÊÃÊ „Ò–

77. Select the group of poor conductors of heat from the following :
(1) Air, Water, Copper (2) Air, Wool, Aluminium
(3) Wool, Plastic, Wood (4) Wool, Wood, Iron

ÁŸêŸ ◊¥ ‚ ™§c◊Ê ∑§ ∑ȧøÊ‹∑§ ‚◊Í„ ∑§Ê øÿŸ ∑§⁄¥U —

(1) „flÊ, ¡‹, ÃÊ¥’Ê (2) „flÊ, ™§Ÿ, ∞ÀÿÈÁ◊ÁŸÿ◊
(3) ™§Ÿ, å‹ÊÁS≈U∑§, ‹∑§«∏Ë (4) ™§Ÿ, ‹∑§«∏Ë, ‹Ê„Ê

78. Select maximum number of suitable tools of assessment to assess process skills in EVS.
(a) Teachers diary (b) Project work
(c) Drawing diagrams (d) Picture reading
(1) (b), (c) and (d) (2) (a), (c) and (d)
(3) (a), (b) and (d) (4) (a), (b) and (c)

¿UÊòÊÊ¥ ◊¥ ߸flË∞‚ ◊¥ ¬˝Á∑˝§ÿÊ ∑§Ê҇ʋ ∑§Ê •Ê∑§‹Ÿ ∑§⁄UŸ ∑§ Á‹∞ •Ê∑§‹Ÿ ∑§Ë ©¬ÿÈÄà ©¬∑§⁄UáÊÊ¥ ∑§Ë •Áœ∑§Ã◊ ‚¥ÅÿÊ ∑§Ê øÿŸ
∑§⁄¥U–
(a) Á‡ÊˇÊ∑§ «UÊÿ⁄UË (b) ¬Á⁄UÿÊ¡ŸÊ ∑§Êÿ¸
(c) ÁøòÊ ’ŸÊŸÊ (d) ÁøòÊ ¬∆UŸ
(1) (b), (c) •ÊÒ⁄U (d) (2) (a), (c) •ÊÒ⁄U (d)

(3) (a), (b) •ÊÒ⁄U (d) (4) (a), (b) •ÊÒ⁄U (c)

P-I !JSS-24-I! 25 B
79. Saleem and Raju are young school goers. Saleem likes to eat lot of fried food and ‘maida’ products.
Raju on the other hand eats home made healthy food but he never eats spinach and other green
leafy vegetables. Which of the following disorders they are likely to suffer from, respectively ?
(1) Kwashiorkar and Anaemia (2) Obesity and Anaemia
(3) Pellagra and Anaemia (4) Scurvy and Anaemia
‚‹Ë◊ •ÊÒ⁄U ⁄UÊ¡Í S∑ͧ‹ ¡ÊŸ flÊ‹ ’ìÊ „Ò¥– ‚‹Ë◊ ∑§Ê Ã‹Ê „È•Ê πÊŸÊ •ÊÒ⁄U ◊ÒŒÊ ‚ ’Ÿ ©à¬ÊŒ ’„Èà ¬‚¥Œ „Ò¥– ŒÍ‚⁄UË Ã⁄U»§ ⁄UÊ¡Í
ÉÊ⁄U ∑§Ê ’ŸÊ SflSâÿ πÊŸÊ πÊÃÊ „Ò– ‹Á∑§Ÿ fl„ ¬Ê‹∑§ •ÊÒ⁄U •ãÿ „⁄UË ¬ûÊŒÊ⁄U ‚Áé$¡ÿÊ° ∑§÷Ë Ÿ„Ë¥ πÊÃÊ „Ò– ŒÊŸÊ¥ ∑§Ê
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑˝§◊‡Ê— Á∑§‚ Áfl∑§Ê⁄U ‚ ¬ËÁ«∏à „ÊŸ ∑§Ë ‚¥÷ÊflŸÊ „Ò?
(1) ÄflÊÁ‡ÊÿÊ⁄U∑§⁄U •ÊÒ⁄U •ŸËÁ◊ÿÊ (2) ◊Ê≈UÊ¬Ê •ÊÒ⁄U •ŸËÁ◊ÿÊ
(3) ¬‹ª˝Ê •ÊÒ⁄U •ŸËÁ◊ÿÊ (4) S∑§fl˸ •ÊÒ⁄U •ŸËÁ◊ÿÊ

80. There is a species ‘X’ of plants that grow in a huge number but is found only in ‘Y’ part of India in
the whole world. Which type of species is it ?
(1) Exotic (2) Endemic (3) Endangered (4) Abundant
¬ÊÒœÊ¥ ∑§Ë ∞∑§ ¬˝¡ÊÁà ‘X’ „Ò ¡Ê ’„Èà •Áœ∑§ ‚¥ÅÿÊ ◊¥ ¬ÒŒÊ „ÊÃË „Ò ‹Á∑§Ÿ ¬Í⁄U Áfl‡fl ◊¥ ÷Ê⁄Uà ∑§ ‘Y’ ÷ʪ ◊¥ „Ë ¬Ê߸ ¡ÊÃË „Ò–
ÿ„ Á∑§‚ ¬˝∑§Ê⁄U ∑§Ë ¬˝¡ÊÁà „Ò?
(1) ÁflŒ‡ÊË (2) SÕÊÁŸ∑§ (3) Áfl‹Èåà „ÊŸ ∑§Ë ∑§ªÊ⁄U ¬⁄U (4) ¬˝øÈ⁄U

81. Consider the following statements (A) and (B).

Statement (A) : Crows build nests on very low branches on a tree.
Statement (B) : Weaver bird stitches two leaves to make its nest.
Select the correct code from the following :
(1) (A) and (B) both are wrong. (2) (A) is correct but (B) is wrong.
(3) (A) is wrong but (B) is correct. (4) (A) and (B) both are correct.
ŸËø ÁŒ∞ ª∞ ∑§ÕŸÊ¥ (A) •ÊÒ⁄U (B) ¬⁄U ÁfløÊ⁄U ∑§ËÁ¡∞–
∑§ÕŸ (A) : ∑§ÊÒ•Ê ¬«∏ ∑§Ë ’„Èà ŸËøË «UÊ‹ ¬⁄U ÉÊÊ¥‚‹Ê ’ŸÊÃÊ „Ò–
∑§ÕŸ (B) : flËfl⁄U ¬ˇÊË ŒÊ ¬ûÊÊ¥ ∑§Ê ‚Ë∑§⁄U •¬ŸÊ ÉÊÊ¥‚‹Ê ’ŸÊÃÊ „Ò–
ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë ∑§Ê«U øÈÁŸ∞–
(1) (A) •ÊÒ⁄U (B) ŒÊŸÊ¥ ª‹Ã „Ò¥– (2) (A) ‚„Ë „Ò ¬⁄UãÃÈ (B) ª‹Ã „Ò–
(3) (A) ª‹Ã „Ò ¬⁄UãÃÈ (B) ‚„Ë „Ò– (4) (A) •ÊÒ⁄U (B) ŒÊŸÊ¥ ‚„Ë „Ò¥–

82. You are located at X and your school is located at Y. There is no straight path from your house to
your school. So you first go to A which is about 125 m due north of X, then go to B which is 75 m
due west of A, then go to C which is about 150 m due north of B and finally reach your school at
Y which is 75 m due east of C. With respect to your school at Y, the correct direction of house at X
is :
(1) Due South (2) North west (3) South east (4) Due North
•Ê¬∑§Ê ÉÊ⁄U X ¬⁄U ÁSÕà „Ò ÃÕÊ •Ê¬∑§Ê ÁfllÊ‹ÿ Y ¬⁄U ÁSÕà „Ò– •Ê¬∑§ ÉÊ⁄U ‚ ÁfllÊ‹ÿ Ã∑§ ∑§ Á‹∞ ∑§Ê߸ ‚ËœË ‚«∏∑§ Ÿ„Ë¥
„Ò– •Ã— •Ê¬ ¬„‹ A ¬⁄U ¡ÊÃ „Ò¥ ¡Ê X ∑§ ∆UË∑§ ©ûÊ⁄U ◊¥ ‹ª÷ª 125 ◊Ë≈U⁄U ∑§Ë ŒÍ⁄UË ¬⁄U „Ò, Á»§⁄U •Ê¬ B ¬⁄U ¡ÊÃ „Ò¥, ¡Ê A
∑§ ∆UË∑§ ¬Á‡ø◊ ◊¥ 75 ◊Ë≈U⁄U ∑§Ë ŒÍ⁄UË ¬⁄U „Ò, Á»§⁄U •Ê¬ C ¬⁄U ¡ÊÃ „Ò¥ ¡Ê B ∑§ ∆UË∑§ ©ûÊ⁄U ◊¥ ‹ª÷ª 150 ◊Ë≈U⁄U ŒÍ⁄UË ¬⁄U „Ò •ÊÒ⁄U
•ãà ◊¥ •Ê¬ Y ¬⁄U •¬Ÿ ÁfllÊ‹ÿ ¬„È°øÃ „Ò¥ ¡Ê C ∑§ ∆UË∑§ ¬Ífl¸ ◊¥ 75 ◊Ë≈U⁄U ∑§Ë ŒÍ⁄UË ¬⁄U „Ò– Y ¬⁄U •Ê¬∑§ ÁfllÊ‹ÿ ∑§ ‚ʬˇÊ
X ¬⁄U •Ê¬∑§ ÉÊ⁄U ∑§Ë ‚„Ë ÁŒ‡ÊÊ ÄÿÊ „Ò?
(1) ∆UË∑§ ŒÁˇÊáÊ (2) ©ûÊ⁄U ¬Á‡ø◊ (3) ŒÁˇÊáÊ ¬Ífl¸ (4) ∆UË∑§ ©ûÊ⁄U

P-I !JSS-24-I! 26 B
83. With respect to Telangana the respective locations of Gujarat and Bihar are :
(1) South west; North east (2) North east; North west
(3) North west; North east (4) North west; South east

Ã‹¥ªÊŸÊ ∑§ ‚ʬˇÊ ªÈ¡⁄UÊà •ÊÒ⁄U Á’„Ê⁄U ∑§Ë ∑˝§◊‡Ê— ÁSÕÁÃÿÊ° „Ò¥ —
(1) ŒÁˇÊáÊ ¬Á‡ø◊; ©ûÊ⁄U ¬Ífl¸ (2) ©ûÊ⁄U ¬Ífl¸; ©ûÊ⁄U ¬Á‡ø◊
(3) ©ûÊ⁄U ¬Á‡ø◊; ©ûÊ⁄U ¬Ífl¸ (4) ©ûÊ⁄U ¬Á‡ø◊; ŒÁˇÊáÊ ¬Ífl¸

84. On a Union Territory map on its one corner following scale is mentioned.
Scale, 1 cm=155 m
If a person measures the distance between two cities as 19.7 cm, the actual distance between the
two cities is approximately :
(1) 31.00 km (2) 3.05 km (3) 30.5 km (4) 3.10 km

Á∑§‚Ë ∑§ãŒ˝ ‡ÊÊÁ‚à ¬˝ŒU‡Ê ∑§ ◊ÊŸÁøòÊ ∑§ ∞∑§ ∑§ÊŸ ¬⁄U ŸËø ÁŒ∞ ª∞ ¬Ò◊ÊŸ ∑§Ê Œ‡ÊʸÿÊ ªÿÊ „Ò–
¬Ò◊ÊŸÊ, 1 cm=155 m

ÿÁŒ ∑§Ê߸ √ÿÁÄà ߂ ◊ÊŸÁøòÊ ¬⁄U ŒÊ ‡Ê„⁄UÊ¥ ∑§ ’Ëø ∑§Ë ŒÍ⁄UË 19.7 cm ◊ʬÃÊ „Ò ÃÊ ߟ ŒÊŸÊ¥ ‡Ê„⁄UÊ¥ ∑§ ’Ëø ∑§Ë flÊSÃÁfl∑§ ŒÍ⁄UË
„Ò ‹ª÷ª —
(1) 31.00 km (2) 3.05 km (3) 30.5 km (4) 3.10 km

85. As an EVS teacher, you wish your students to be aware of their own safety around adults so that
they (can take care of themselves and) do not fall prey to sexual harassment. Which step you think
is most appropriate ?
(1) Teach them to avoid strangers
(2) Hold workshops about ‘Good Touch’ and ‘Bad Touch’
(3) Hold self-defence workshops for girl students
(4) Teach them about POCSO Act, 2012

∞∑§ ߸flË∞‚ Á‡ÊˇÊ∑§ ∑§ M§¬ ◊¥, •Ê¬ øÊ„Ã „Ò¥ Á∑§ •Ê¬∑§ ÁfllÊÕ˸, flÿS∑§Ê¥ ∑§ •Ê‚¬Ê‚ •¬ŸË ‚È⁄UˇÊÊ ∑§ ’Ê⁄U ◊¥ ¡ÊªM§∑§ „Ê¥
ÃÊÁ∑§ fl (•¬ŸË Œπ÷Ê‹ ∑§⁄U ‚∑¥§ •ÊÒ⁄U) ÿÊÒŸ ©à¬Ë«∏Ÿ ∑§Ê Á‡Ê∑§Ê⁄U Ÿ „Ê¥– •Ê¬∑§Ê ∑§ÊÒŸ ‚Ê ∑§Œ◊ ‚’‚ ©¬ÿÈÄà ‹ªÃÊ „Ò?
(1) ©ã„¥ •¡ŸÁ’ÿÊ¥ ‚ ŒÍ⁄U ⁄U„ŸÊ Á‚πÊ∞°
(2) “ªÈ«U ≈Uø” •ÊÒ⁄U “’Ò«U ≈Uø” ∑§ ’Ê⁄U ◊¥ fl∑¸§‡ÊÊÚ¬ •ÊÿÊÁ¡Ã ∑§⁄¥U
(3) ¿UÊòÊÊ•Ê¥ ∑§ Á‹∞ •Êà◊⁄UˇÊÊ ∑§Êÿ¸‡ÊÊ‹Ê •ÊÿÊÁ¡Ã ∑§⁄¥U
(4) ©ã„¥ ¬ÊÚÄ‚Ê ∞Ä≈U, 2012 ∑§ ’Ê⁄U ◊¥ ’ÃÊ∞°

P-I !JSS-24-I! 27 B
86. Which of the following best reflect experiential strategies in teaching EVS at primary level ?
(a) Discussion (b) Demonstration
(c) Field Trips (d) Art integrated learning
(1) (b), (c) and (d) (2) (a), (c) and (d)
(3) (a), (b) and (c) (4) (a), (b) and (d)
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ¬˝ÊÕÁ◊∑§ SÃ⁄U ¬⁄U ߸flË∞‚ ¬…∏ÊŸ ◊¥ •ŸÈ÷flÊà◊∑§ ⁄UáÊŸËÁÃÿÊ¥ ∑§Ê ‚’‚ •ë¿UÊ Œ‡ÊʸÃÊ „Ò?
(a) øøʸ (b) ¬˝Œ‡Ê¸Ÿ
(c) ˇÊòÊ ÷˝◊áÊ (d) ∑§‹Ê ∞∑§Ë∑Χà Á‡ÊˇÊÊ
(1) (b), (c) •ÊÒ⁄U (d) (2) (a), (c) •ÊÒ⁄U (d)
(3) (a), (b) •ÊÒ⁄U (c) (4) (a), (b) •ÊÒ⁄U (d)

87. Samar asks his students to consult their family members to find out the names of different food
items cooked by different methods like steaming, roasting, boiling, frying etc. The most appropriate
reason for this activity is to :
(1) improve social interaction
(2) provide opportunities for children to work in groups
(3) encourage home work
(4) encourage experimentation
‚◊⁄U •¬Ÿ ¿UÊòÊÊ¥ ‚ •¬Ÿ ¬Á⁄UflÊ⁄U ∑§ ‚ŒSÿÊ¥ ‚ ‚‹Ê„ ‹Ÿ ∑§ Á‹∞ ∑§„ÃÊ „Ò Á∑§ fl •‹ª-•‹ª Ã⁄UË∑§Ê¥ ‚ ¬∑§Ê∞ ª∞
•‹ª-•‹ª πÊl ¬ŒÊÕÊZ ∑§ ŸÊ◊Ê¥ ∑§Ê ¬ÃÊ ‹ªÊ∞°, ¡Ò‚ Á∑§ ÷ʬ ŒŸÊ, ÷ÍŸŸÊ, ©’Ê‹ŸÊ, ËŸÊ •ÊÁŒ– ‚’‚ ©¬ÿÈÄà ∑§Ê⁄UáÊ
__________ „Ò–
(1) ‚Ê◊ÊÁ¡∑§ •Ã—Á∑˝§ÿÊ ◊¥ ‚ÈœÊ⁄U ∑§⁄UŸÊ
(2) ’ìÊÊ¥ ∑§Ê ‚◊Í„Ê¥ ◊¥ ∑§Êÿ¸ ∑§⁄UŸ ∑§ •fl‚⁄U ¬˝ŒÊŸ ∑§⁄UŸÊ
(3) ªÎ„ ∑§Êÿ¸ ∑§Ê ¬˝Êà‚ÊÁ„à ∑§⁄UŸÊ
(4) ¬˝ÿÊª ∑§Ê ¬˝Êà‚ÊÁ„à ∑§⁄UŸÊ

88. Environment in EVS means :

(a) Man-made environment (b) Natural environment
(c) Social environment (d) Cultural environment
(1) (b) and (c) (2) (a) and (c) (3) (a), (b), (c) and (d) (4) (a) and (b)
߸flË∞‚ ◊¥ ¬ÿʸfl⁄UáÊ, •ÕʸØ —
(a) ◊ÊŸfl ÁŸÁ◊¸Ã ¬ÿʸfl⁄UáÊ (b) ¬˝Ê∑ΧÁÃ∑§ ¬ÿʸfl⁄UáÊ
(c) ‚Ê◊ÊÁ¡∑§ ¬ÿʸfl⁄UáÊ (d) ‚Ê¥S∑ΧÁÃ∑§ ¬ÿʸfl⁄UáÊ „Ò
(1) (b) •ÊÒ⁄U (c) (2) (a) •ÊÒ⁄U (c) (3) (a), (b), (c) •ÊÒ⁄U (d) (4) (a) •ÊÒ⁄U (b)

P-I !JSS-24-I! 28 B
89. EVS at primary level is recommended to be transacted in an integrated approach. The most
appropriate reasons are :

(a) EVS draws issues from subjects like Science, Social Science and Environmental Education.

(b) It helps in developing holistic understanding.

(c) It helps to reduce burden of students and teachers.

(d) It is convenient to teach integrated EVS.

(1) (b) and (c) (2) (a) and (b) (3) (a) and (d) (4) (c) and (d)

¬˝ÊÕÁ◊∑§ SÃ⁄U ¬⁄U ߸flË∞‚ ∑§Ê ∞∑§ ∞∑§Ë∑Χà ŒÎÁc≈U∑§ÊáÊ ◊¥ ‚¥øÊÁ‹Ã ∑§⁄UŸ ∑§Ë Á‚»§ÊÁ⁄U‡Ê ∑§Ë ¡ÊÃË „Ò– ‚’‚ ©¬ÿÈÄà ∑§Ê⁄UáÊ
„Ò¥ —

(a) ߸flË∞‚ Áfl·ÿÊ¥ ‚ ◊ÈgÊ¥ ∑§Ê •Ê∑§Á·¸Ã ∑§⁄UÃÊ „Ò ¡Ò‚ ÁflôÊÊŸ, ‚Ê◊ÊÁ¡∑§ ÁflôÊÊŸ •ÊÒ⁄U ¬ÿʸfl⁄UáÊ Á‡ÊˇÊÊ–

(b) ÿ„ ‚◊ª˝ ‚◊¤Ê Áfl∑§Á‚à ∑§⁄UŸ ◊¥ ◊ŒŒ ∑§⁄UÃÊ „Ò–

(c) ¿UÊòÊÊ¥ •ÊÒ⁄U Á‡ÊˇÊ∑§Ê¥ ∑§ ’Ê¤Ê ∑§Ê ∑§◊ ∑§⁄UŸ ◊¥ ◊ŒŒ ∑§⁄UÃÊ „Ò–

(d) ∞∑§Ë∑Χà ߸flË∞‚ ¬…∏ÊŸÊ ‚ÈÁflœÊ¡Ÿ∑§ „Ò–

(1) (b) •ÊÒ⁄U (c) (2) (a) •ÊÒ⁄U (b) (3) (a) •ÊÒ⁄U (d) (4) (c) •ÊÒ⁄U (d)

90. Roshni, an EVS teacher displays a data chart for how many seeds out of 20 seeds each of mustard,
green gram, Bengal gram and chilli seeds germinated. She asks students to explain why variation
in the germination rates of different seeds occur. She wants to assess the skill of :

(1) prediction (2) drawing inference

(3) investigation (4) experiment

⁄UÊ‡ÊŸË, ∞∑§ ߸flË∞‚ Á‡ÊÁˇÊ∑§Ê Ÿ ‚⁄U‚Ê¥, „⁄UÊ øŸÊ, ’¥ªÊ‹ øŸÊ •ÊÒ⁄U Á◊ø¸ ∑§ ¬˝àÿ∑§ 20 ’Ë¡Ê¥ ◊¥ ‚ Á∑§ÃŸ ’Ë¡ •¥∑ȧÁ⁄Uà „È∞, ∑§
Á‹∞ ∞∑§ «U≈UÊ øÊ≈¸U ¬˝ŒÁ‡Ê¸Ã Á∑§ÿÊ– ©ã„Ê¥Ÿ ©Ÿ‚ ÿ„ ‚◊¤ÊÊŸ Á‹∞ ∑§„Ê Á∑§ ÁflÁ÷㟠’Ë¡Ê¥ ∑§Ë •¥∑ȧ⁄UáÊ Œ⁄U ◊¥ Á÷ãŸÃÊ ÄÿÊ¥ „ÊÃË
„Ò– fl„ ∑§ÊÒŸ ‚ ∑§Ê҇ʋ ∑§Ê •Ê∑§‹Ÿ ∑§⁄UŸÊ øÊ„ÃË „Ò?

(1) •ŸÈ◊ÊŸ ‹ªÊŸÊ (2) ÁŸc∑§·¸ ÁŸ∑§Ê‹ŸÊ

(3) ¡Ê°ø (4) ¬˝ÿÊª

P-I !JSS-24-I! 29 B
 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 to 99)
He must have seen us coming from some distance. By the time he loomed up in front of my
headlights, the arms in the snow-caked overcoat were flailing desperately like windmills.
Pat gave a little gasp and I braked at once, though gently, or I might have followed his car into the
ditch. But immediately I had second thoughts; there had been one or two nasty cases of hold-up in the
papers recently. I wasn’t going to take any chance with Pat, my sister, there. I changed down the gear
and made to drive round him.
Pat was horrified. ‘Aren’t you stopping, Bill ?’ I shook my head. ‘Too risky’.
It was then that I saw the car. It had skidded right across the road and was hanging nose down in
the deep ditch. I braked again and brought the Mini-Moris gradually to a stop.
I slid back my window as he looked in and then I saw that he was bleeding from a cut in his cheek.
‘Anybody else in the car ?’
‘No, on my own. If you could give me a lift’.
I nodded and he got into the back and slammed the door.
‘Sorry about this, folks. I was beginning to think I was stuck there for the night. Not that you
would call it a busy road, is it ?’
‘Not at twelve o’clock at night’, Pat said, turning round to smile at him. ‘We have been to a dance
in Boling ford. Bill didn’t want to go, but I was keen. He isn’t a bad brother, really’.

91. Study the following statements :

(a) Pat is bold and compassionate.
(b) Bill is protective of Pat and not timid
(c) A badly hit car was parked by the side walk.
(1) (b) is right but (a) and (c) are wrong.
(2) (a) and (b) are right but (c) is wrong.
(3) (b) and (c) are right but (a) is wrong.
(4) (a) is right but (b) and (c) are wrong.

92. Pat gave a little gasp and I braked at once.

The underlined is a/an __________.
(1) Preposition (2) Conjunction (3) Interjection (4) Pronoun

P-I !JSS-24-I! 30 B
93. Which of the following statements is/are right ?
(a) The stranger did not seem to be badly hurt.
(b) Mini-Moris went past the stranger and then stopped.
(1) (b) is right and (a) is wrong. (2) Neither (a) nor (b) is right.
(3) Both (a) and (b) are right. (4) (a) is right and (b) is wrong.

94. Bill was travelling with :

(1) his sister (2) a friend (3) a stranger (4) his brother

95. It was then that I saw the car .

Identify the underlined clause.
(1) Noun (2) Adjective (3) Adverb (4) Principal

96. ‘. . . . he loomed up in front of . . . .’

The underlined phrase means the same as :

(1) appeared (2) drove up (3) looked up (4) fell down

97. ‘. . . . brought the Mini-Moris gradually to a stop’.

The underlined is opposite in meaning to __________.

(1) usually (2) suddenly (3) mainly (4) generally

98. Which of the following statements is/are correct ?

(1) Because of snow, he was driving very slowly.
(2) It was night time, so there was no traffic on the road, so Bill was driving in a carefree manner.
(3) It was the dead of night, so Bill was feeling drowsy while driving.
(4) There was snowfall, and a ditch along the road so Bill was driving very carefully.

99. Which of the following statements is not correct ?

After slowing down the car, Bill hesitated as :
(1) only Pat, a woman was sitting beside him.
(2) both (4) and (1)
(3) in the cold, the car may not start again.
(4) it was a dark spot, so it might be a case of robbery.

P-I !JSS-24-I! 31 B
Read the extract given below and answer the questions that follow : (100 to 105)
‘What dost thou do here ?’ the Bishop he said,
‘I prithee now tell to me’,
‘I am a bold harper’, quoth Robin Hood,
‘And the best in the north countree’.

‘O welcome, O welcome!’ the Bishop he said,

‘That music best pleaseth me.’
‘You shall have no music’, quoth Robin Hood,
‘Till the bride and the bridegroom I see’.

With that came in a wealthy knight,

Which was both grave and old,
And after him a finikin lass,
Did shine like glistening gold.

‘This is no fit match’, quoth bold Robin Hood,

‘That you do seem to make here;
‘For since we are come into the church,
The bride she shall choose her own dear’.

100. What was going to take place in the church ?

(1) a Sunday sermon (2) a baptism
(3) a funeral service (4) a wedding

101. Which one of the following statements is incorrect ?

(1) He was old and dull looking.
(2) The bride was young and beautiful.
(3) She was not eagerly waiting for the ceremony.
(4) The bridegroom was rich and handsome.

102. ‘I prithee now . . .’

The expression means :
(1) I warn you. (2) I request you. (3) I order you. (4) I prevent you.

103. Robin Hood met the Bishop :

(1) in the church (2) at his residence
(3) in the market (4) in the churchyard

104. Which literary device has been used in the expression - ‘Did shine like glistening gold’ ?
(1) Metaphor (2) Personification (3) Hyperbole (4) Simile

P-I !JSS-24-I! 32 B
105. Study the following statements :
(a) The Bishop asked Robin Hood the purpose of his visit.
(b) Robin Hood pretended to be a musician.
(1) (b) is right and (a) is wrong. (2) Both (a) and (b) are right.
(3) Both (a) and (b) are wrong. (4) (a) is right and (b) is wrong.

106. __________ is a type of learning in which a child has to use higher-order mental processes such as
intelligence or reasoning.
(1) Concept learning (2) Motor skills learning
(3) Structure learning (4) Verbal learning

107. A child does not write a paragraph on her own even after brainstorming the topic. However, she
is able to write it under adult or peer guidance. This guidance is called __________.
(1) Peer teaching (2) Peer counselling
(3) Team teaching (4) Scaffolding

108. Which one of the following is a correct statement about a textbook ?

(1) It helps to achieve the objectives laid down in the curriculum.
(2) It is a planning of educational activities for the session.
(3) A textbook is irreplaceable.
(4) A textbook is the final thing for the teacher and the student.

109. As a teacher of class V you ask the students to read the text thoroughly. Then you ask them to
answer the questions with reference to the context (RTC). In this process, you are encouraging
students for __________.
(1) scanning (2) skimming
(3) intensive reading (4) extensive reading

110. You as a teacher appreciate a child for her ‘overall language use’, though some of the words are
misspelt by her. You are here using __________ approach in your class.
(1) Communicative (2) Constructivist
(3) Structural (4) Whole language

111. Language acquisition occurs only when the __________.

(1) child is given practice in translation
(2) child is given opportunity to read
(3) child has exposure to the language
(4) child is taught the rules of grammar

112. A language teacher must promote learners for free writing, as the key benefit of free writing is
that :
(1) gives the freedom to write or not.
(2) does not make them feel that they have to write much or be totally accurate.
(3) can incorporate features of written language from their first language.
(4) it encourages learners to write fluently and creatively.

P-I !JSS-24-I! 33 B
113. __________ is a way of estimating or guessing beyond the facts.
(1) Analysis (2) Inference (3) Extrapolation (4) Explanation

114. Excluding mother tongue in the classroom is the characteristic feature of the __________ method.
(1) Bilingual (2) Audio-lingual (3) Direct (4) Natural

115. The purpose of diagnostic test in language learning is to :

(1) Inform the parents in the PTMs and ask them to pay attention.
(2) Know the gaps in learner’s understanding and take remedial steps.
(3) Use the findings in the progress report of students.
(4) Plan and prepare questions for summative assessment.

116. You are a Hindi speaking teacher, but you get posted in a primary school which is in the area of
Punjab. Since you do not know the local language of that area, you should :
(1) use the child’s language as a resource and start teaching.
(2) communicate in English
(3) motivate the community to learn Hindi.
(4) immediately apply for the transfer to a Hindi speaking area.

117. When we say ‘Language is arbitrary’, we mean to say that :

(1) the relation between words and their meaning is based on a valid reason and not on chance.
(2) there is no inherent relation between the words of a language and their meaning.
(3) Language follows prefixed principles.
(4) there is an inherent relation between the words of a language and their meaning.

118. Deductive approach of teaching grammar advocates that, we should __________ first.
(1) present rules (2) present genuine communication
(3) provide practice through drills (4) present examples

119. Which of the following classroom practices helps a teacher to develop oral language among the
students ?
(1) Chorus recitation of the poem after memorising it.
(2) Participating in role-plays.
(3) Practicing the correct pronunciation of new or unfamiliar words.
(4) Chorus reading of the text with the teacher.

120. __________ comprehension is the skill of reading a piece of text closely or intensely for the purpose
of extracting specific information from the text.
(1) Local (2) Inferential (3) Evaluative (4) Global

P-I !JSS-24-I! 34 B
 ÷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 ¬…∏∑§⁄U ¬Í¿U ª∞ ¬˝‡ŸÊ¥ (¬˝.‚¥. 91 – 99) ∑§ ‚„Ë/‚flʸÁœ∑§ ©¬ÿÈÄà Áfl∑§À¬ ∑§Ê øÿŸ ∑§ËÁ¡∞–
•äÿÊà◊ ÷Ë ◊Ÿ ∑§Ê ⁄UÊ¡Ê „ÊŸ ∑§Ê ◊ʪ¸ πÊ‹ÃÊ „Ò– •¬Ÿ ◊Ÿ ∑§Ê ⁄UÊ¡Ê „ÊŸÊ ◊Ë’ ◊Ÿ ¬⁄U Sflÿ¥ ∑§Ê •¥∑ȧ‡Ê ⁄UπŸÊ– ©‚∑§Ë
øÊ‹ ∑§Ê ÁŸœÊ¸⁄UáÊ ∑§⁄UŸÊ, •¬ŸÊ ‹ˇÿ ’ŸÊŸÊ, ‹ˇÿ ¬˝Êåà ∑§⁄UŸ ∑§ Á‹∞ ¬˝ÿàŸ ∑§⁄UŸÊ– •äÿÊà◊ •Ê¬∑§Ê •¬Ÿ ◊Ÿ ∑§Ê ⁄UÊ¡Ê ’ŸŸ ∑§Ë
•Ê⁄U ‹ ¡ÊÃÊ „Ò– ÿ„ ÁSÕÁà •Ê¬∑§Ê Áfl∑§Ê⁄UÊ¥ ‚ ŒÍ⁄U ⁄UπÃË „Ò, flÒøÊÁ⁄U∑§ ‚È¥Œ⁄UÃÊ ∑§Ê fl⁄UŒÊŸ ŒÃË „Ò •ÊÒ⁄U ’È⁄UÊ߸ ∑§ ‚◊ˇÊ ∑§◊¡Ê⁄U „ÊŸ ‚
’øÊÃË „Ò– ¬˝∑ΧÁà ‚ ©¬„Ê⁄U ◊¥ ¡Ê ¡ËflŸ Á◊‹Ê „Ò, ©‚∑§ ◊ÍÀÿ ∑§Ê ‚◊¤ÊŸÊ øÊÁ„∞ •ÊÒ⁄U ©‚ ˇÊòÊ ∑§Ê ⁄UÊ¡Ê ’ŸŸ ∑§ ◊ʪ¸ ¬⁄U ø‹ŸÊ
øÊÁ„∞, Á¡‚ ¬⁄U ◊ÊŸflÃÊ ∑§Ê ÁflSÃÊ⁄U „Ê–
⁄UÊ¡Ê ’ÁŸ∞ ‹Á∑§Ÿ ‡ÊÈh ÁfløÊ⁄UÊ¥, •ë¿U ∑§◊ÊZ •ÊÒ⁄U ◊ÊŸflËÿ ‚¥flŒŸÊ ∑§Ê ⁄UÊ¡Ê ’ÁŸ∞– •ãÿÊÿ, •œ◊¸ •ÊÁŒ ∑§ ÷ÿ ‚ ÷ÿ÷ËÃ
Ÿ „Ê¥ •ÊÒ⁄U ∞∑§ ∞‚Ë ‚ûÊÊ ’ŸÊ∞°, Á¡‚◊¥ ‚◊ÊŸÃÊ „Ê– ¡Ê Sflÿ¥ ◊¥ ⁄UÊ¡Ê „Ê∑§⁄U ‚◊ÊŸÃÊ ∑§Ê ◊ʪ¸ ¬˝‡ÊSà ∑§⁄UÃÊ „Ò, fl„ •äÿÊà◊ ∑§ ˇÊòÊ
∑§Ê ÷Ë ⁄UÊ¡Ê ’Ÿ ¡ÊÃÊ „Ò–
91. ⁄UÊ¡Ê ∑§ Á∑§Ÿ ªÈáÊÊ¥ ∑§Ë øøʸ ªlÊ¥‡Ê ◊¥ ∑§Ë ªß¸ „Ò?
(1) •ë¿U ∑§Êÿ¸, ŒÊŸ ∑§⁄UŸÊ (2) ‡ÊÈh ÁfløÊ⁄U, •ë¿U ∑§◊¸
(3) ‚◊ÃÊ, ‚◊ÊŸÃÊ (4) ‡ÊÈh ÁfløÊ⁄U, •¥∑ȧ‡Ê ‹ªÊŸÊ
92. ⁄UÊ¡Ê ∑§Ê •ÁŸflÊÿ¸ ªÈáÊ Ÿ„Ë¥ „Ò -
(1) •ë¿U ∑§◊¸ (2) œ◊¸÷ËM§ „ÊŸÊ (3) ÁŸ÷¸ÿÃÊ (4) ◊ÊŸflËÿ ‚¥flŒŸÊ
93. ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U ◊ŸÈcÿ ¡ËflŸ ◊¥ __________ ∑§Ê ’„Èà ◊„àfl „Ò–
(1) ‹ˇÿ (2) •¥∑ȧ‡Ê (3) ⁄UÊ¡Ê (4) ÁflSÃÊ⁄U
94. ⁄UÊ¡Ê ’ŸŸ ∑§ Á‹∞ __________ ∑§Ë ⁄UÊ„ ¬⁄U •ª˝‚⁄U „ÊŸÊ „ÊªÊ–
(1) •äÿÊà◊ (2) ‚àÿ (3) ∑§ÀÿÊáÊ (4) ¬˝ªÁÃ
95. ∞∑§ ⁄UÊ¡Ê ∑§Ê __________ •ÊÒ⁄U __________ ‚ Ÿ„Ë¥ «U⁄UŸÊ øÊÁ„∞–
(1) flÒøÊÁ⁄U∑§ ‚È¥Œ⁄UÃÊ, ‹ˇÿ-ÁŸ◊ʸáÊ (2) •äÿÊà◊, •ãÿÊÿ
(3) •ãÿÊÿ, •œ◊¸ (4) •‚◊ÊŸÃÊ, ‚◊ÃÊ

96. “•äÿÊà◊” ‡ÊéŒ ◊¥ __________ ¬˝àÿÿ ∑§Ê ¬˝ÿÊª Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò–
(1) ß∑§ (2) ÃÊ (3) ߸ (4) ߸ÿ
97. Áfl‡Ê·áÊ-Áfl‡Êcÿ ∑§Ê ©ŒÊ„⁄UáÊ Ÿ„Ë¥ „Ò —
(1) •ë¿U ∑§◊¸ (2) ◊ÊŸflËÿ ‚¥flŒŸÊ (3) ‹ˇÿ-ÁŸ◊ʸáÊ (4) flÒøÊÁ⁄U∑§ ‚È¥Œ⁄UÃÊ
98. •ÊäÿÊÁà◊∑§ „ÊŸ ∑§Ê •Õ¸ „Ò -
(1) ŒÍ‚⁄UÊ¥ ¬⁄U ŒÿÊ ∑§⁄UŸÊ (2) ‡ÊÊ⁄UËÁ⁄U∑§ ‚È¥Œ⁄UÃÊ
(3) ÁfløÊ⁄UÊ¥ ∑§Ë ‚È¥Œ⁄UÃÊ (4) flÒøÊÁ⁄U∑§ ¬˝’ÈhÃÊ

P-I !JSS-24-I! 35 B
99. •¬Ÿ ◊Ÿ ∑§Ê ⁄UÊ¡Ê „ÊŸ ‚ ÃÊà¬ÿ¸ „Ò -
(1) •¬Ÿ ‹ˇÿ ∑§ Á‹∞ ‚ûÊÊ „«∏¬ŸÊ (2) ◊Ÿ ∑§Ê ÁŸÿ¥ÁòÊà ∑§⁄UŸÊ
(3) •¬Ÿ ¡ËflŸ ¬⁄U •¥∑ȧ‡Ê ‹ªÊŸÊ (4) ŒÍ‚⁄UÊ¥ ¬⁄U •¥∑ȧ‡Ê ‹ªÊŸÊ

ŸËø ŒË ªß¸ ∑§ÁflÃÊ ∑§Ê ¬…∏∑§⁄U ¬˝‡ŸÊ¥ (¬˝.‚¥. 100 – 105) ∑§ ‚’‚ ©Áøà Áfl∑§À¬ ∑§Ê øÿŸ ∑§ËÁ¡∞–
ªÊ¥œË, ÁË∑§, ‚È÷Ê·, ¡flÊ„⁄U ∑§Ê åÿÊ⁄UÊ ÿ„ Œ‡Ê „Ò,
Á¡ÿÊ •ÊÒ⁄U ¡ËŸ ŒÊ ∑§Ê ‚’∑§Ê ŒÃÊ ‚¥Œ‡Ê „Ò–
¬˝„⁄UË ’Ÿ∑§⁄U π«∏Ê Á„◊Ê‹ÿ Á¡‚∑§ ©ûÊ⁄U mÊ⁄U ¬⁄U,
Á„¥Œ ◊„ʂʪ⁄U ŒÁˇÊáÊ ◊¥ ß‚∑§ Á‹∞ Áfl‡Ê· „Ò–
‹ªË ªÍ°¡Ÿ Œ‚Ê¥ ÁŒ‡ÊÊ∞° flË⁄UÊ¥ ∑§ ÿ‡ÊªÊŸ ‚,
„◊¥ Á◊‹Ë •Ê$¡ÊŒË flË⁄U ‡Ê„ËŒÊ¥ ∑§ ’Á‹ŒÊŸ ‚–
100. ∑§ÁflÃÊ ◊¥ Á∑§‚ ‚¥Œ‡Ê ∑§Ë ’Êà ∑§Ë ªß¸ „Ò?
(1) ŒÍ‚⁄UÊ¥ ∑§Ê ¡ËŸ ŒÊ (2) ŒÈπÊ¥ ‚ ÉÊ’⁄UÊŸÊ Ÿ„Ë¥
(3) Á¡ÿÊ •ÊÒ⁄U ¡ËŸ ŒÊ (4) ‚Èπ ‚ ¡ËflŸ Á¡ÿÊ

101. ∑§ÁflÃÊ ◊¥ Á∑§Ÿ flË⁄UÊ¥ ∑§ ÿ‡ÊªÊŸ ∑§Ë ’Êà ∑§Ë ªß¸ „Ò?
(1) Á¡ã„Ê¥Ÿ Œ‡Ê ∑§Ë SflÃ¥òÊÃÊ ∑§ Á‹∞ ¡ËflŸ ÁŒÿÊ
(2) Á¡ã„Ê¥Ÿ ŒÍ‚⁄UÊ¥ ∑§ ‚Èπ ∑§Ë ¬˝ÊÕ¸ŸÊ ∑§Ë
(3) Á¡ã„Ê¥Ÿ Œ‚Ê¥ ÁŒ‡ÊÊ•Ê¥ ∑§Ê ÷˝◊áÊ Á∑§ÿÊ
(4) Á¡ã„Ê¥Ÿ ‡ÊÊ¥ÁÃ-ÿÊòÊÊ ∑§Ê ‡ÊÈ÷Ê⁄¥U÷ Á∑§ÿÊ

102. “Á„◊Ê‹ÿ” ∑§Ê ‚¥Áœ-Áflë¿UŒ „Ò -

(1) Á„◊ + •Ê‹ÿ (2) Á„◊ + •‹ÿ (3) Á„◊Ê + •‹ÿ (4) Á„◊Ê + ‹ÿ

103. ∑§ÁflÃÊ ◊¥ Á∑§Ÿ ◊„ʬÈL§· ∑§Ê ©À‹π Á∑§ÿÊ ªÿÊ „Ò?
(1) ◊„Êà◊Ê ªÊ¥œË (2) ⁄UÊ¡ªÈL§ (3) ‚ÈπŒfl (4) ø¥Œ˝‡Êπ⁄U •Ê$¡ÊŒ

104. “flË⁄U” ∑§Ê ’„ÈfløŸ M§¬ „Ò -

(1) flË⁄U (2) flË⁄UÊ° (3) flË⁄UÊ¥ªŸÊ (4) flË⁄UÊ¥

105. ÷Ê⁄Uà Œ‡Ê ∑§Ë ÄÿÊ Áfl‡Ê·ÃÊ „Ò?

(1) ŒÁˇÊáÊ ◊¥ •⁄U’ ‚ʪ⁄U „Ò– (2) ŒÁˇÊáÊ ◊¥ Á„¥Œ ◊„ʂʪ⁄U „Ò–
(3) ©ûÊ⁄U ◊¥ ‚È¥Œ⁄U flÊÁŒÿÊ° „Ò¥– (4) ©ûÊ⁄U ◊¥ ¬˝„⁄UË π«∏ „Ò¥–

106. ÿ„ •Áœª◊ ∑§Ê ∞∑§ ¬˝∑§Ê⁄U „Ò Á¡‚◊¥ ’ìÊ ∑§Ê ©ìÊ SÃ⁄UËÿ ◊ÊŸÁ‚∑§ ¬˝Á∑˝§ÿÊ•Ê¥ ¡Ò‚ ’ÈÁh ÿÊ Ã∑¸§ ∑§⁄UŸÊ •ÊÁŒ ∑§Ê ¬˝ÿÊª ∑§⁄UŸÊ
„ÊÃÊ „Ò —
(1) •flœÊ⁄UáÊÊ •Áœª◊ (2) ªàÿÊà◊∑§ ∑§Ê҇ʋ •Áœª◊
(3) ‚¥⁄UøŸÊ •Áœª◊ (4) ◊ÊÒÁπ∑§ •Áœª◊

P-I !JSS-24-I! 36 B
107. Á∑§‚Ë ≈UÊÚÁ¬∑§ ¬⁄U ◊ÊŸ‚ ◊¥ÕŸ ∑§⁄UŸ ∑§ ’ÊŒ ÷Ë ∞∑§ ’ÊÁ‹∑§Ê •¬Ÿ •Ê¬ ‚ •ŸÈë¿UŒ Ÿ„Ë¥ Á‹π ¬Ê ⁄U„Ë „Ò– „Ê‹Ê°Á∑§ fl„
flÿS∑§ ÿÊ ‚„¬Ê∆UË ∑§ ◊ʪ¸Œ‡Ê¸Ÿ ◊¥ Á‹π ‹ÃË „Ò– ß‚ ¬˝∑§Ê⁄U ∑§ ◊ʪ¸Œ‡Ê¸Ÿ ∑§Ê ÄÿÊ ∑§„¥ª?
(1) ‚„¬Ê∆UË Á‡ÊˇÊáÊ (2) ‚„¬Ê∆UË ¬⁄UÊ◊‡Ê¸
(3) ≈UË◊ Á‡ÊˇÊáÊ (4) ◊ŒŒ (S∑§Ê»§ÊÁÀ«¥Uª)

108. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑§ÕŸ ¬Ê∆K¬ÈSÃ∑§ ∑§ ’Ê⁄U ◊¥ ‚„Ë „Ò?
(1) ÿ„ ¬Ê∆Køÿʸ ◊¥ ©ÁÀ‹Áπà ©g‡ÿÊ¥ ∑§Ê ¬˝Êåà ∑§⁄UŸ ◊¥ ◊ŒŒ ∑§⁄UÃË „Ò–
(2) ÿ ‚òÊ ∑§ Á‹∞ ‡ÊÒÁˇÊ∑§ ªÁÃÁflÁœÿÊ¥ ∑§Ë ÿÊ¡ŸÊ „Ò–
(3) ¬Ê∆K¬ÈSÃ∑§ ∑§Ê SÕÊŸ ∑§Ê߸ ŒÍ‚⁄UÊ Ÿ„Ë¥ ‹ ‚∑§ÃÊ–
(4) ¬Ê∆K¬ÈSÃ∑§ •äÿʬ∑§ •ÊÒ⁄U ÁfllÊÕ˸ ∑§ Á‹∞ ∞∑§◊ÊòÊ ◊„àfl¬Íáʸ ‚Ê◊ª˝Ë „Ò–

109. •Ê¬ ∑§ˇÊÊ ¬Ê°ø ∑§ •äÿʬ∑§ „Ò¥– •Ê¬Ÿ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ¬Ê∆K ‚Ê◊ª˝Ë •ë¿UË Ã⁄U„ ‚ ¬…∏Ÿ ∑§ Á‹∞ ∑§„Ê „Ò– ©‚∑§ ’ÊŒ •Ê¬
‚¥Œ÷¸ •ÊÒ⁄U ¬˝‚¥ª ∑§Ê äÿÊŸ ◊¥ ⁄UπÃ „È∞ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ŒŸ ∑§ Á‹∞ ∑§„Ã „Ò¥– ß‚ ¬˝Á∑˝§ÿÊ ∑§ mÊ⁄UÊ •Ê¬ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê Á∑§‚ Ã⁄U„
∑§ ¬∆UŸ ∑§ Á‹∞ ¬˝Êà‚ÊÁ„à ∑§⁄U ⁄U„ „Ò¥?
(1) ’Ê⁄UË∑§Ë ‚ ¬∆UŸ (2) ‚⁄U‚⁄UË ÃÊÒ⁄U ¬⁄U ¬∆UŸ
(3) ª„Ÿ ¬∆UŸ (4) ÁflSÃÎà ¬∆UŸ

110. ∞∑§ •äÿʬ∑§ „ÊŸ ∑§ ŸÊÃ •Ê¬ ∞∑§ ’ìÊ ∑§Ë ©‚∑§ “∑ȧ‹ ÷Ê·Ê ¬˝ÿÊª” ∑§ Á‹∞ ¬˝‡Ê¥‚Ê ∑§⁄UÃ „Ò¥– ÿlÁ¬ ©‚Ÿ ∑ȧ¿U ‡ÊéŒÊ¥ ∑§Ë
fløŸË ª‹Ã Á‹πË „Ò– •Ê¬ ∑§ˇÊÊ ◊¥ Á∑§‚ ©¬Êª◊ ∑§Ê ¬˝ÿÊª ∑§⁄U ⁄U„ „Ò¥?
(1) ‚ê¬˝·áÊÊà◊∑§ (2) ⁄UøŸÊflÊŒË (3) ‚¥⁄UøŸÊà◊∑§ (4) ‚◊ª˝ ÷Ê·Ê

111. ÷Ê·Ê •¡¸Ÿ ∑§fl‹ Ã÷Ë ÉÊÁ≈Uà „ÊÃÊ „Ò ¡’ __________–

(1) ’ìÊÊ¥ ∑§Ê •ŸÈflÊŒ ∑§⁄UŸ ∑§Ê •èÿÊ‚ ∑§⁄UflÊÿÊ ¡Ê∞
(2) ’ìÊÊ¥ ∑§Ê ¬∆UŸ ∑§ •fl‚⁄U ÁŒ∞ ¡Ê∞°
(3) ’ìÊÊ¥ ∑§Ê ÷Ê·Ê ∑§Ê ¬Á⁄Ufl‡Ê (∞Ä‚¬Ê$¡⁄U) ÁŒÿÊ ¡Ê∞
(4) ’ìÊÊ¥ ∑§Ê √ÿÊ∑§⁄UáÊ ∑§ ÁŸÿ◊ Á‚πÊ∞ ¡Ê∞°

112. ∞∑§ ÷Ê·Ê •äÿʬ∑§ ∑§Ê øÊÁ„∞ Á∑§ fl„ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê Sflë¿U㌠‹πŸ ∑§ Á‹∞ ¬˝Êà‚ÊÁ„à ∑§⁄¥U ÄÿÊ¥Á∑§ Sflë¿U㌠‹πŸ ∑§Ê
Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§ Á‹∞ ‹Ê÷ „Ò —
(1) Á‡ÊˇÊÊÕ˸ Á‹πŸ ÿÊ ŸÊ Á‹πŸ ∑§ Á‹∞ SflÃ¥òÊ „Ò¥–
(2) Á‡ÊˇÊÊÕ˸ ÿ ◊„‚Í‚ Ÿ„Ë¥ ∑§⁄UÃ „Ò¥ Á∑§ ©ã„¥ ∑ȧ¿U •Áœ∑§ ÿÊ ∞∑§Œ◊ ‚≈UË∑§ Á‹πŸÊ „Ò–
(3) Á‡ÊˇÊÊÕ˸ •¬ŸË ¬˝Õ◊ ÷Ê·Ê ∑§ Á‹Áπà SflM§¬ ∑§ ªÈáÊœ◊¸ ‚◊ÊflÁ‡Êà ∑§⁄U ‚∑§Ã „Ò–
(4) ÿ„ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê ¬˝flÊ„ ∑§ ‚ÊÕ •ÊÒ⁄U ⁄UøŸÊà◊∑§ Ã⁄UË∑§ ‚ Á‹πŸ ∑§ Á‹∞ ¬˝Êà‚ÊÁ„à ∑§⁄UÃÊ „Ò–

113. __________ ÃâÿÊ¥ ‚ ∑§„Ë¥ •Êª ¡Ê∑§⁄U •ŸÈ◊ÊŸ ‹ªÊŸ ∑§Ê Ã⁄UË∑§Ê „Ò–
(1) Áfl‡‹·áÊ ∑§⁄UŸÊ (2) ÁŸc∑§·¸ ÁŸ∑§Ê‹ŸÊ
(3) ¬Ê∆K‚Ê◊ª˝Ë ∑§Ê ÁflSÃÊ⁄U (∞Ä‚≈˛UʬÊ‹‡ÊŸ) (4) √ÿÊÅÿÊ ∑§⁄UŸÊ

114. ∑§ˇÊÊ ◊¥ ◊ÊÃÎ÷Ê·Ê ∑§Ê SÕÊŸ Ÿ ŒŸÊ Á∑§‚ ÁflÁœ ∑§Ë Áfl‡Ê·ÃÊ „Ò?
(1) Ám ÷ÊÁ·∑§ (2) üÊ√ÿ ÷ÊÁ·∑§ (3) ¬˝àÿˇÊ («UÊÿ⁄UÄ≈U) (4) ¬˝Ê∑ΧÁÃ∑§

P-I !JSS-24-I! 37 B
115. ÷Ê·Ê •Áœª◊ ◊¥ ÁŸŒÊŸÊà◊∑§ ¬⁄UˡÊáÊ ∑§Ê ©g‡ÿ ÄÿÊ „Ò?
(1) •Á÷÷Êfl∑§-Á‡ÊˇÊ∑§ ’Ò∆U∑§ ◊¥ •Á÷÷Êfl∑§Ê¥ ∑§Ê ‚ÍÁøà ∑§⁄UŸÊ •ÊÒ⁄U äÿÊŸ ŒŸ ∑§ Á‹∞ ∑§„ŸÊ–
(2) ’ìÊÊ¥ ∑§Ë ‚◊¤Ê ◊¥ ⁄U„ ª∞ •¥Ã⁄UÊ¥ ∑§Ê ¡ÊŸŸÊ •ÊÒ⁄U ©¬øÊ⁄UÊà◊∑§ ∑§Œ◊ ©∆UÊŸÊ–
(3) ÁfllÊÁÕ¸ÿÊ¥ ∑§ ¬˝ªÁà Á⁄U¬Ê≈¸U ∑§Ê«¸U ◊¥ ¬˝Êåû§‹ Á‹πŸÊ–
(4) ÿÊªÊà◊∑§ •Ê∑§‹Ÿ ∑§ Á‹∞ ÿÊ¡ŸÊ ∞fl¥ ¬˝‡Ÿ ’ŸÊŸÊ–

116. •Ê¬ Á„¥ŒË ÷Ê·Ë •äÿʬ∑§ „Ò¥ •ÊÒ⁄U •Ê¬∑§Ë ÁŸÿÈÁÄà ¬¥¡Ê’ ∑§ Á∑§‚Ë ¬˝ÊÕÁ◊∑§ ÁfllÊ‹ÿ ◊¥ „ÊÃË „Ò– •’ øÍ°Á∑§ •Ê¬ SÕÊŸËÿ
÷Ê·Ê Ÿ„Ë¥ ¡ÊŸÃ „Ò¥ ÃÊ •Ê¬∑§Ê ÄÿÊ ∑§⁄UŸÊ øÊÁ„∞?
(1) ’ìÊÊ¥ ∑§Ë ÷Ê·Ê ∑§Ê ∞∑§ ‚¥‚ÊœŸ ∑§ M§¬ ◊¥ ßSÃ◊Ê‹ ∑§⁄UŸÊ øÊÁ„∞ •ÊÒ⁄U Á‡ÊˇÊáÊ •Ê⁄¥U÷ ∑§⁄UŸÊ øÊÁ„∞–
(2) •¥ª˝¡Ë ◊¥ ‚ê¬˝·áÊ ∑§⁄UŸÊ øÊÁ„∞–
(3) ‚◊ÈŒÊÿ ∑§Ê Á„ãŒË ‚ËπŸ ∑§ Á‹∞ ¬˝Á⁄Uà ∑§⁄UŸÊ øÊÁ„∞–
(4) Á∑§‚Ë Á„¥ŒË ÷Ê·Ë ˇÊòÊ ◊¥ SÕÊŸÊ¥Ã⁄UáÊ ∑§ Á‹∞ •ÊflŒŸ ∑§⁄U ŒŸÊ øÊÁ„∞–

117. ¡’ „◊ ÿ„ ∑§„Ã „Ò¥ Á∑§ “÷Ê·Ê ÿÊŒÎÁë¿U∑§ „Ò” ÃÊ ß‚∑§Ê ÃÊà¬ÿ¸ „Ò -
(1) ‡ÊéŒÊ¥ •ÊÒ⁄U ©Ÿ∑§ •ÕÊZ ∑§ ’Ëø ‚¥’¥œ Á∑§‚Ë ∆UÊ‚ ∑§Ê⁄UáÊ ¬⁄U •ÊœÊÁ⁄Uà „Ò Ÿ Á∑§ ’‚ ÿÍ° „Ë–
(2) ÷Ê·Ê ∑§ ‡ÊéŒÊ¥ •ÊÒ⁄U ©Ÿ∑§ •ÕÊZ ∑§ ’Ëø Á∑§‚Ë ¬˝∑§Ê⁄U ∑§Ê •ãÃÁŸ¸Á„à ‚¥’¥œ Ÿ„Ë¥ „Ò–
(3) ÷Ê·Ê ¬„‹ ‚ ÁŸœÊ¸Á⁄Uà Á‚hÊãÃÊ¥ ∑§Ê ¬Ê‹Ÿ ∑§⁄UÃË „Ò–
(4) ÷Ê·Ê ∑§ ‡ÊéŒÊ¥ •ÊÒ⁄U ©Ÿ∑§ •ÕÊZ ∑§ ’Ëø •ãÃÁŸ¸Á„à ‚¥’¥œ „Ò–

118. √ÿÊ∑§⁄UáÊ ¬…∏ÊŸ ∑§Ê ÁŸª◊ŸÊà◊∑§ ©¬Êª◊ •ŸÈ‡Ê¥‚Ê ∑§⁄UÃÊ „Ò Á∑§ „◊¥ ‚’‚ ¬„‹ __________–
(1) ÁŸÿ◊ ¬˝SÃÈà ∑§⁄UŸ øÊÁ„∞
(2) flÊSÃÁfl∑§ ‚ê¬˝·áÊ ¬˝SÃÈà ∑§⁄UŸÊ øÊÁ„∞
(3) Á«˛U‹ ∑§ ◊Êäÿ◊ ‚ •èÿÊ‚ ∑§⁄UflÊŸÊ øÊÁ„∞
(4) ©ŒÊ„⁄UáÊ ¬˝SÃÈà ∑§⁄UŸ øÊÁ„∞

119. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑§ˇÊÊÿË •èÿÊ‚ ÁfllÊÁÕ¸ÿÊ¥ ◊¥ ◊ÊÒÁπ∑§ ÷Ê·Ê ∑§ Áfl∑§Ê‚ ◊¥ ◊ŒŒ ∑§⁄UªÊ?
(1) ∑§ÁflÃÊ ∑§Ê ∑¥§∆USÕ ∑§⁄U ‹Ÿ ∑§ ’ÊŒ ∑§ÁflÃÊ ∑§Ê ‚◊flà ªÊÿŸ–
(2) ⁄UÊ‹ å‹ ◊¥ ÷ʪ ‹ŸÊ–
(3) Ÿ∞ ÿÊ •¬Á⁄UÁøà ‡ÊéŒÊ¥ ∑§ ‚„Ë ©ìÊÊ⁄UáÊ ∑§Ê •èÿÊ‚ ∑§⁄UŸÊ–
(4) •äÿʬ∑§ ∑§ ‚ÊÕ ¬Ê∆K‚Ê◊ª˝Ë ∑§Ê ‚◊flà ¬∆UŸ–

120. Á∑§‚Ë ¬Ê∆K ‚Ê◊ª˝Ë ‚ ÁflÁ‡Êc≈U ‚ÍøŸÊ ÁŸ∑§Ê‹Ÿ ∑§ ©g‡ÿ ‚ ª„Ÿ¬Ífl¸∑§ ÿÊ ª„⁄UÊ߸ ‚ ©‚ ¬Ê∆K ‚Ê◊ª˝Ë ∑§Ê ¬…∏Ÿ ∑§Ê ∑§Ê҇ʋ
__________ ’Êœ „Ò–
(1) SÕÊŸËÿ (2) ÁŸc∑§·Ê¸à◊∑§ (3) ◊ÍÀÿÊ°∑§Ÿ ¬⁄U∑§ (4) flÒÁ‡fl∑§

P-I !JSS-24-I! 38 B
 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 to 128)
Perhaps the worst of the ordeals was to be shut in a darkened room for long, uncertain periods, in
solitary confinement and complete silence. Gagarin himself described the experience.
“There was no sound, not even the slightest rustle. No movement of the air—nothing. It was
uncanny, unnerving.”
He would shut his eyes and imagine himself in a space-cabin in orbit, looking at the world passing
beneath him; or sometimes he would recite half-remembered poetry to himself.
Then, came parachute training. Gagarin made forty parachute jumps of gradually increasing
difficulty.
One of the most interesting of the training experiments was the method of providing experience of
weightlessness. In the early stages the express lift of the great Moscow University building was used.
From the twenty-eighth floor to the bottom allowed a drop of 500 feet. At a certain high speed the
passenger would find himself suspended between the floor and ceiling of the lift without support. This
was a convenient and inexpensive way of reproducing ‘zero gravity’.
Special air brakes prevented the lift from crashing as it reached the bottom.
On the morning of April 12, Gagarin rose at 5.30. He was zipped into his complicated
space-suit, on top of which went a pale blue fibre suit, and finally an orange one. Then an Air Force bus
drove him to the launching site in company with various helpers. The gantry lift took him up 100 feet,
to the nose of the rocket, and he entered the cabin (named Vostok) with a wave to those below.

121. ‘. . . and he entered the cabin ’

The underlined is a/an __________ clause.
(1) Adjective (2) Adverb (3) Coordinate (4) Noun
122. Gagarin was shut up in a dark room :
(1) to meditate (2) as an experiment
(3) to feel like in a space cabin (4) as punishment
123. Study the following statements :
(a) In his private life Gagarin was a poet.
(b) In the experimental darkroom there was no air.
(1) (b) is right and (a) is wrong. (2) Both (a) and (b) are wrong.
(3) Both (a) and (b) are right. (4) (a) is right and (b) is wrong.
124. Gagarin was a/an :
(1) adventure tourist (2) physicist at Moscow University
(3) paratrooper (4) space traveller
125. ‘. . . looking at the world passing beneath him.’
The underlined word is a/an __________.
(1) preposition (2) adverb (3) conjunction (4) article
126. One benefit of travelling in the express lift to Gagarin was that :
(1) it was very thrilling. (2) he experienced zero gravity.
(3) he could come down in less time. (4) he did not have to pay for it.

P-I !JSS-24-I! 39 B
127. ‘. . . a convenient and inexpensive way . . .’
Choose the word nearest in meaning to the underlined one.
(1) cordial (2) handy (3) cracking (4) contrite
128. Study the following statements :
(a) On April 12, Gagarin woke up at 5.00
(b) He wore a blue space suit.
(c) He travelled in space in Vostok.
(1) (b) and (c) are right but (a) is wrong.
(2) (a) and (c) are right but (b) is wrong.
(3) (a) and (b) are wrong but (c) is right.
(4) (a) and (b) are right but (c) is wrong.
Read the passage given below and answer the questions that follow : (129 to 135)
My home town in the mid-1970s was a laid-back place, resembling a remote rural area, except in
having some amenities. Our house was almost at one end of the town. About 15 km away, there was a
small village where a fair was held for a week every year during the harvest season. The village deity
was worshipped by many from the places in the vicinity.
Devotees thronged the fair not only for divine blessings but also for watching street-shows and
other entertainment events. Only a mud track led to the village and everyone reached there by walking
or on bullock carts.
My father, an advocate by profession, was popular among the villagers. His clients from the place
used to arrange bullock carts for us and a few family friends and relatives to attend the fair.
The journey would start early in the morning. We children will be in a separate cart. I used to
eagerly look forward to this occasion every year as though it was a journey of a life-time and worth
enjoying every minute of it. Money saved for this fair would be tucked firmly in my pockets during the
journey. Whenever the cart jerked or sped away, I would hold my pockets tightly so that coins would
not spill out.
The crowd at the temple in the foothill used to be highly unorganised, especially the food counter
where prasadam was served. Hot and spicy puffed rice and tea made of jaggery were the delectable
combination of food and beverage every devotee craved for.
Going to the temple used to be the last priority of us children. Fearing elders’ wrath, we would
hurriedly finish the formality of darshan.

129. Study the following statements :

(a) The writer would be very careful while travelling in the cart.
(b) Inspite of the jerks and jolts, the journey was enjoyable.
(1) (b) is right and (a) is wrong. (2) Both (a) and (b) are right.
(3) Both (a) and (b) are wrong. (4) (a) is right and (b) is wrong.
130. Which one of the following statements is not true ?
(1) Most of the people visited the fair only for its market.
(2) Prasad distribution was quite chaotic.
(3) Prasad distributed there was very delicious.
(4) People visited the fair for divine blessings.

131. The devotees thronged the fair.

Choose the option which is nearest in meaning to the underlined word.
(1) visited (2) crowded (3) appreciated (4) attacked

P-I !JSS-24-I! 40 B
132. ‘I used to eagerly look forward . . . .’
Choose the word opposite in meaning to the underlined one.
(1) uneasily (2) easily (3) indifferently (4) heartily
133. Study the following statements :
(a) Children were given enough pocket money on the fair day.
(b) Small children would travel with their parents in a separate cart.
(c) Well-to-do villagers liked to oblige the writer’s father.
(1) (b) and (c) are right but (a) is wrong.
(2) (a) and (c) are right but (b) is wrong.
(3) (a) and (b) are wrong but (c) is right.
(4) (a) and (b) are right but (c) is wrong.

134. ‘Only a mud track led to the village’.

The underlined word is a/an __________.
(1) Pronoun (2) Adjective (3) Adverb (4) Noun
135. Which one of the following statements is true ?
(1) Life was comfortable in all respects.
(2) It was known for an annual fair.
(3) People visited his home town for religious reasons also.
(4) The narrator’s home town was in a remote area.
136. While preparing a Lesson Plan on the topic ‘Pollution’ what will be your first step ?
(1) Go through the topics many times (2) Select teaching aids
(3) Frame objectives (4) Prepare introductory questions
137. One of the important features of __________ is that the learners solve problems collectively-either
in a pair or in a group.
(1) behaviourist approach
(2) whole language approach
(3) structural approach
(4) communicative language teaching
138. Linguistic competence enables learners to __________.
(1) speak fluently even if not grammatically correct
(2) know how and when to use the language appropriately
(3) use more and more English
(4) differentiate grammatically correct and incorrect sentences
139. At primary level a teacher generally motivates learners for colouring and drawing as it helps in :
(1) developing fine motor skills.
(2) entertaining learners.
(3) relaxing the teacher from teaching.
(4) engaging learners to maintain silence in the class.
140. When language is learnt naturally and without any systematic practice, it is called :
(1) Acquisition (2) Acceptance (3) Learning (4) Erudition
141. A teacher promotes group discussion and peer interaction in her classroom. She does not bother
to correct spelling or pronunciation errors. She is using __________ approach in her classroom.
(1) Eclectic (2) Structural (3) Constructivist (4) Traditional

P-I !JSS-24-I! 41 B
142. When you go to teach, you find that the textbook begins with rhymes and picture stories and ends
with the alphabet. Which approach does this kind of arrangement suggest in language pedagogy.
(1) Top down approach (2) Eclectic approach
(3) Aesthetic approach (4) Bottom up approach

143. A teacher asks her learners to write a paragraph on ‘water’. Then the learners start discussing
what they have been taught in science and social science classes. Then they begin to write a
paragraph on water. This is an example of :
(1) Language of science (2) Language across curriculum
(3) Communicative approach (4) Language in use

144. The statements that describe the knowledge, skills, and attitudes that students should acquire by
the end of a particular class or course come under __________.
(1) learning outcomes (2) numeracy outcomes
(3) foundational literacy outcomes (4) teaching outcomes

145. To teach tense in your class you use two pictures of the same person - one picture taken 15 years
ago and another just clicked. You initiate a talk in the class about his present and past - his
appearance, his habits. Now, you are using :
(1) Structural Grammar (2) Pedagogical Grammar
(3) Rule based Grammar (4) Prescriptive Grammar

146. A teacher brings real-life objects like umbrella, raincoat, screwdriver etc to her class. She asks the
learners to describe the objects in two to three sentences. The materials that the teacher brings in
the class is technically called __________.
(1) Teaching instruments (2) Tools
(3) Realia (4) Language input

147. Today Raju is very happy as he is going to school. He is the first from his family to come to school.
None in his family, not even his parents, had ever been enrolled in any school. Raju is thus a
__________ learner.
(1) Second generation (2) Marginalized
(3) Minority (4) First generation

148. You were born and brought up in a village where everybody spoke Hindi and you too began using
this language without going to any school. Later when you went to school you studied English,
Sanskrit, Hindi and Urdu. Now, you speak English very fluently. Now which is your first
language ?
(1) Hindi (2) Urdu (3) Sanskrit (4) English

149. You as a teacher find that the language used in the lesson is very difficult for your learners. You
simplify the language and also make certain changes in the content to suit your learners. What
you have done is called __________.
(1) Adaptation (2) Evaluation (3) Review (4) Adopting

150. Children learn a language most effectively when they have __________.
(1) a good textbook (2) inhibition
(3) motivation (4) a proficient language teacher

P-I !JSS-24-I! 42 B
 ÷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 ¬…∏∑§⁄U ¬Í¿U ª∞ ¬˝‡ŸÊ¥ (¬˝.‚¥. 121 – 128) ∑§ ‚„Ë/‚flʸÁœ∑§ ©¬ÿÈÄà Áfl∑§À¬ ∑§Ê øÿŸ ∑§ËÁ¡∞–
∞∑§ ŒÍ‚⁄UÊ ‚¥∑§≈U Ç‹Á‡Êÿ⁄UÊ¥ ∑§ Ã¡Ë ‚ Á¬ÉÊ‹Ÿ •ÊÒ⁄U •øÊŸ∑§ ≈ÍU≈UŸ ‚ πÃ⁄UŸÊ∑§ ’Ê…∏ •ÊÒ⁄U ¡‹å‹ÊflŸ ∑§Ê ‚¥∑§≈U „Ò– ¬ÿʸfl⁄UáÊ ∑§ ß‚
‚¥∑§≈U ∑§Ê ‹∑§⁄U Œ‡Ê ∑§ ‹ÊªÊ¥ •ÊÒ⁄U ‚⁄U∑§Ê⁄UÊ¥ ∑§Ë øÃŸÊ ∑§Ê ¡Ê SÃ⁄U „Ò, fl„ Áø¥ÃÊ ’…∏ÊŸ flÊ‹Ê „Ò– πà πà◊ „Ê ⁄U„ „Ò¥, ¬«∏ ∑§Ê≈U ¡Ê ⁄U„
„Ò¥ •ÊÒ⁄U ¡¥ª‹Ê¥ ∑§Ê ‹∑§⁄U Á‚»¸§ •Ê¥∑§«∏Ê¥ ¬⁄U ¡Ê⁄U „Ò– ©ŒÊ⁄UË∑§⁄UáÊ ∑§ ’ÊŒ ‹ÊªÊ¥ ∑§ ⁄U„Ÿ-‚„Ÿ •ÊÒ⁄U ¡M§⁄UÃÊ¥ ◊¥ •ÊÿÊ ’Œ‹Êfl •’
◊È‚Ë’Ã ’ŸŸ flÊ‹Ê „Ò– „◊ ◊¥ ‚ „⁄U ∑§Ë Á¡¥ŒªË ◊¥ ªÒ⁄U ¡M§⁄UË ‚ÈÁflœÊ•Ê¥ ∑§Ê ÷Êª ‹ªÊÃÊ⁄U ’…∏Ê „Ò– øÊ‹Ë‚ ¬Ê⁄U ∑§Ë ©◊˝ flÊ‹ •Ê‚ÊŸË
‚ •¬Ÿ ’ø¬Ÿ ∑§ ÁŒŸÊ¥ ∑§Ê ÿÊŒ ∑§⁄U∑§ ‚◊¤Ê ‚∑§Ã „Ò¥ Á∑§ ‚¥‚ÊœŸÊ¥ ∑§Ê •¥œÊœÈ¥œ ßSÃ◊Ê‹ ©Ÿ∑§Ë Á¡¥ŒªË ◊¥ Á∑§‚ ∑§Œ⁄U ’…∏ øÈ∑§Ê
„Ò– ß‚∑§Ê •‚⁄U ◊ÊÒ‚◊, πÃÊ¥ •ÊÒ⁄U »§‚‹Ê¥ ¬⁄U ¬«∏ ⁄U„Ê „Ò– ◊Êø¸ ◊¥ Áπ‹Ÿ flÊ‹ »Í§‹ •’ »§⁄Ufl⁄UË ◊¥ Ÿ¡⁄U •ÊÃ „Ò¥– »§⁄Ufl⁄UË ◊¥
•øÊŸ∑§ ª⁄U◊Ë ¬«∏ÃË „Ò •ÊÒ⁄U ª„Í¥ ‚ÍπŸ ‹ªÃÊ „Ò •ÊÒ⁄U ¡’ Ã∑§ »§‚‹ ÃÒÿÊ⁄U „ÊÃË „Ò •øÊŸ∑§ ’◊ÊÒ‚◊ ∑§Ë ’ÊÁ⁄U‡Ê •Ê∑§⁄U ©‚ Ã’Ê„ ∑§⁄U
ŒÃË „Ò– •Ê◊ ∑§ ’ʪflÊŸ ‡ÊÈL§•ÊÃË ’ÊÒ⁄UÊ¥ ∑§Ê Œπ∑§⁄U πÈ‡Ê ÃÊ „ÊÃ „Ò¥ ¬⁄U •øÊŸ∑§ ◊Êø¸ ∑§Ê •Ê¥œË-ÃÍ»§ÊŸ ©Ÿ∑§Ë ‚Ê⁄UË πÈÁ‡ÊÿÊ¥ ∑§Ê
ÁŸª‹ ¡ÊÃÊ „Ò– ¬ÿʸfl⁄UáÊ flÒÁ‡fl∑§ ‚◊SÿÊ „Ò ¬⁄U ©‚∑§Ê „‹ „◊Ê⁄UË ¡M§⁄UÃÊ¥ ∑§Ê ∑§◊ ∑§⁄UŸ ◊¥ Á¿U¬Ê „Ò–
121. “flÒÁ‡fl∑§” ◊¥ ◊Í‹ ‡ÊéŒ ÃÕÊ ¬˝àÿÿ „Ò __________–
(1) Áfl‡fl + ß∑§ (2) Áfl‡fl + ∑§ (3) flÒ‡fl + ß∑§ (4) flÒÁ‡fl + ∑§

122. ©ŒÊ⁄UË∑§⁄UáÊ ∑§ ∑§Ê⁄UáÊ —

(1) •Êfl‡ÿ∑§ ‚ÈÁflœÊ•Ê¥ ∑§ ©¬÷Êª ◊¥ ∑§◊Ë •ÊÿË „Ò–
(2) •ŸÊfl‡ÿ∑§ √ÿÿ ◊¥ flÎÁh „È߸ „Ò–
(3) •Êfl‡ÿ∑§ÃÊ•Ê¥ ◊¥ flÎÁh „È߸ „Ò–
(4) •ŸÊfl‡ÿ∑§ ‚ÈÁflœÊ•Ê¥ ∑§ ©¬÷Êª ◊¥ flÎÁh „È߸ „Ò–

123. ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U ¬ÿʸfl⁄UáÊ ‚¥⁄UˇÊáÊ ∑§Ê ‚’‚ ©¬ÿÈÄà ©¬Êÿ „Ò __________–
(1) flΡÊÊ⁄UÊ¬áÊ ∑§⁄UŸÊ (2) ÷ÍÁ◊ •¬⁄UŒŸ ∑§Ë ⁄UÊ∑§ÕÊ◊ ∑§⁄UŸÊ
(3) ⁄U„Ÿ-‚„Ÿ ∑§ SÃ⁄U ◊¥ flÎÁh ∑§⁄UŸÊ (4) •Êfl‡ÿ∑§ÃÊ•Ê¥ ◊¥ ∑§◊Ë ∑§⁄UŸÊ

124. ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U ‚¥‚ÊœŸÊ¥ ∑§ •¥œÊœÈ¥œ ¬˝ÿÊª ∑§Ê ¬˝÷Êfl __________ ¬«∏ÃÊ „Ò–
(1) ◊ÊÒ‚◊ •ÊÒ⁄U •Ê°∑§«∏Ê¥ ¬⁄U (2) ◊ÊÒ‚◊ ∞fl¥ πÃË ¬⁄U
(3) •Ê°∑§«∏Ê¥ •ÊÒ⁄U ¡‹U ¬⁄U (4) πÃË ∞fl¥ •Ê°∑§«∏Ê¥ ¬⁄U

125. “Ç‹Á‡Êÿ⁄U” ‡ÊéŒ „Ò __________–

(1) Ãà‚◊ (2) Œ‡Ê¡ (3) ÃŒ˜÷fl (4) •ÊªÃ

126. ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U Áø¥ÃÊ ∑§Ê Áfl·ÿ „Ò __________–

(1) ©ŒÊ⁄UË∑§⁄UáÊ ∑§Ë ŸËÁà ∑§Ê „ÊŸÊ (2) ‚¥‚ÊœŸÊ¥ ∑§Ê ©Áøà ©¬ÿÊª
(3) ¡¥ª‹Ê¥ ‚ ‚¥’¥ÁœÃ •Ê°∑§«∏ (4) ¬ÿʸfl⁄UáÊ ∑§ ¬˝Áà øÃŸÊ ∑§Ë ∑§◊Ë

P-I !JSS-24-I! 43 B
127. “’ø¬Ÿ” ‡ÊéŒ „Ò __________–
(1) √ÿÁÄÃflÊø∑§ ‚¥ôÊÊ (2) ¡ÊÁÃflÊø∑§ ‚¥ôÊÊ (3) Œ˝√ÿflÊø∑§ ‚¥ôÊÊ (4) ÷ÊflflÊø∑§ ‚¥ôÊÊ

128. ¬ÿʸfl⁄UáÊ ‚◊SÿÊ „Ò __________–

(1) ÿÍ⁄UÊ¬Ëÿ Œ‡ÊÊ¥ ∑§Ë (2) ‚¥‚Ê⁄U ÷⁄U ∑§Ë (3) ∞Á‡ÊÿÊ ∑§Ë (4) ÷Ê⁄Uà ∑§Ë

ÁŸêŸÁ‹Áπà ªlÊ¥‡Ê ∑§Ê ¬…∏∑§⁄U ¬Í¿U ª∞ ¬˝‡ŸÊ¥ (¬˝.‚¥. 129 – 135) ∑§ ‚„Ë/‚flʸÁœ∑§ ©¬ÿÈÄà ∑§Ê øÿŸ ∑§ËÁ¡∞–
¡ËflŸ ◊¥ ⁄UÊÒŸ∑§ Ã’ „Ò, ¡’ fl„ ’«∏ ‚„¡ •ÊÒ⁄U ‚⁄U‹ Ã⁄UË∑§ ‚ Á’ŸÊ Á∑§‚Ë ¬˝¬¥ø ∑§ Á¡ÿÊ ¡Ê∞– ¡ËflŸ ¡Ò‚Ê ÁŸ‡¿U‹, ÁŸc∑§¬≈U „Ò,
flÒ‚Ê „Ë Á¡ÿÊ ¡Ê∞ ÃÊ ¡ËŸÊ fl⁄UŒÊŸ ’Ÿ ¡ÊÃÊ „Ò– ¡ËflŸ ¡Ò‚Ê Á◊‹Ê „Ò ©‚∑§Ê „◊ flÒ‚Ê „Ë ¡ËÃ „Ò¥, ÃÊ ÿ„ ¡ËflŸ ∑§Ê ‚ê◊ÊŸ „ÊÃÊ „Ò–
•Áœ∑§Ã⁄U „◊ ¡Ò‚Ê ¡ËflŸ „Ò, ©‚ ¿UÊ«∏ ÁŒπÊfl ∑§Ê ¡ËflŸ ¡ËŸ ‹ªÃ „Ò¥– ÿ„ ÁŒπÊfl ∑§Ê ¡ËflŸ „◊¥ ’Ê„⁄U ÃÊ •¬Ÿ ∑§Ê ∑ȧ¿U ’«∏Ê
ÁŒπÊŸ ◊¥ ◊ŒŒ ∑§⁄UÃÊ „Ò, ‹Á∑§Ÿ ÷ËÃ⁄U ‚ πÊπ‹Ê ÷Ë ∑§⁄UÃÊ ø‹ÃÊ „Ò– ÄÿÊ¥Á∑§ •Ê«¥U’⁄U ‚ ÷⁄ÊU ¡ËflŸ •„¥∑§Ê⁄U ¬⁄U •ÊœÊÁ⁄Uà „ÊÃÊ „Ò
•ÊÒ⁄U •„¥∑§Ê⁄U „◊Ê⁄UË ¡Ëfl¥ÃÃÊ ∑§Ê πÊ ¡ÊÃÊ „Ò– •„¥∑§Ê⁄U ◊¥ „◊ ∑§fl‹ ’Ê„⁄U ∑§Ë Ã⁄U»§ Œπ∑§⁄U ¡ËÃ „Ò¥ ¡’Á∑§ ¡ËflŸ ∑§„Ë¥ ÷ËÃ⁄U ’„ ⁄U„Ê
„ÊÃÊ „Ò–
129. ‚◊Í„ ‚ Á÷㟠‡ÊéŒ „Ò __________–
(1) •„¥∑§Ê⁄U (2) •‚„¡ (3) •œ◊¸ (4) •Ê«¥U’⁄U

130. ¡ËflŸ ∑§Ê ‚ê◊ÊŸ ∑Ò§‚ Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò?

(1) ©ëø Á‡ÊˇÊÊ ª˝„áÊ ∑§⁄U
(2) Á¡‚ M§¬ ◊¥ ¡ËflŸ Á◊‹Ê „Ò, ©‚ ©‚Ë M§¬ ◊¥ ¡Ë∑§⁄U
(3) ¡ËflŸ ◊¥ Á◊‹Ë ‚’ ’ʜʕÊ¥ ∑§Ê ‚◊Êåà ∑§⁄U
(4) ¡ËflŸ ◊¥ ‚ÈÁflœÊ∞° ¡È≈UÊ∑§⁄U

131. “¬˝¬¥ø” ‚ ÃÊà¬ÿ¸ „Ò __________–

(1) •Ê«¥U’⁄U (2) ¬Ê°ø ¬¥ø (3) ¬Ê°ø flÊÿÈ (4) ¬Ê°ø ¬˝∑§Ê⁄U

132. ÁŸêŸ ◊¥ Áfl‡Ê·áÊ „Ò __________–

(1) ‚ê◊ÊŸ (2) fl⁄UŒÊŸ (3) ¡Ëfl¥ÃÃÊ (4) ¡Ëfl¥Ã

133. ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U “•„¥∑§Ê⁄U ◊¥ „◊ ∑§fl‹ ’Ê„⁄U ∑§Ë Ã⁄U»§ Œπ∑§⁄U ¡ËÃ „Ò¥–” flÊÄÿ ∑§Ê •Ê‡Êÿ „Ò Á∑§ __________–
(1) •„¥∑§Ê⁄U „◊¥ ÁŒπÊfl≈UË ¡ËflŸ √ÿÃËà ∑§⁄UŸ ∑§Ë •Ê⁄U ‹ ¡ÊÃÊ „Ò–
(2) •„¥∑§Ê⁄U „◊¥ ÁŸ‡¿U‹ ¡ËflŸ √ÿÃËà ∑§⁄UŸ ∑§Ë •Ê⁄U ‹ ¡ÊÃÊ „Ò–
(3) •„¥∑§Ê⁄U „◊¥ ‚fl¸Sfl ¬˝Êåà ∑§⁄UŸ ∑§Ë •Ê⁄U ‹ ¡ÊÃÊ „Ò–
(4) •„¥∑§Ê⁄U „◊¥ ŒÍ⁄U Ã∑§ ŒπŸ ∑§Ë ‡ÊÁÄà ¬˝ŒÊŸ ∑§⁄UÃÊ „Ò–

134. “•ÊœÊÁ⁄UÔ ◊¥ ¬˝àÿÿ „Ò __________–

(1) Á⁄Uà (2) œÊÁ⁄Uà (3) ßà (4) Ã

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135. ¡ËflŸ ◊¥ πȇÊË •ÊÃË „Ò __________–
(1) ÷ÊÒÁÃ∑§ flSÃÈ•Ê¥ ‚ (2) ∑§¬≈UÃÊ ‚ (3) •Ê«¥U’⁄UÃÊ ‚ (4) ‚⁄U‹ÃÊ ‚

136. “¬˝ŒÍ·áÊ” ≈UÊÚÁ¬∑§ ¬⁄U ¬Ê∆UÿÊ¡ŸÊ ÃÒÿÊ⁄U ∑§⁄UÃ ‚◊ÿ •Ê¬∑§Ê ¬„‹Ê ø⁄UáÊ ÄÿÊ „ÊªÊ?
(1) ≈UÊÚÁ¬∑§ ∑§Ê ’Ê⁄-’Ê⁄U ¬…∏ŸÊ– (2) Á‡ÊˇÊáÊ ‚Ê◊ª˝Ë ∑§Ê øÿŸ ∑§⁄UŸÊ–
(3) ©g‡ÿ ’ŸÊŸÊ– (4) ¬˝SÃÊflŸÊ ‚¥’¥œË ¬˝‡Ÿ ÃÒÿÊ⁄U ∑§⁄UŸÊ–

137. ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚∑§Ê ∞∑§ ◊„àfl¬Íáʸ ªÈáÊœ◊¸ „Ò, Á¡‚◊¥ Á‡ÊˇÊÊÕ˸ ¡Ê«∏Ê¥ ÿÊ ‚◊Í„ ◊¥ ∞∑§-‚ÊÕ Á◊‹∑§⁄U ‚◊SÿÊ ‚◊ʜʟ
¬⁄U ∑§Êÿ¸ ∑§⁄UÃ „Ò¥?
(1) √ÿfl„Ê⁄UflÊŒË ©¬Êª◊ (2) ‚◊ª˝ ÷Ê·Ê ©¬Êª◊
(3) ‚¥⁄UøŸÊà◊∑§ ©¬Êª◊ (4) ‚ê¬˝·áÊÊà◊∑§ ÷Ê·Ê Á‡ÊˇÊáÊ

138. ÷ÊÁ·∑§ ŒˇÊÃÊ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê Á∑§‚∑§ ‚◊Õ¸ ’ŸÊÃË „Ò?

(1) ÷‹ „Ë √ÿÊ∑§⁄UÁáÊ∑§ M§¬ ‚ ‚„Ë Ÿ „Ê ¬⁄U ¬˝flÊ„ ∑§ ‚ÊÕ ’Ê‹Ÿ ∑§Ë ŒˇÊÃÊ–
(2) ÿ„ ¡ÊŸŸ ∑§Ë ŒˇÊÃÊ Á∑§ ∑Ò§‚ •ÊÒ⁄U ∑§„Ê° ÷Ê·Ê ∑§Ê ©Áøà M§¬ ‚ ¬˝ÿÊª ∑§⁄UŸÊ „Ò–
(3) •Áœ∑§ ‚ •Áœ∑§ •¥ª˝¡Ë ∑§Ê ¬˝ÿÊª ∑§⁄UŸÊ–
(4) √ÿÊ∑§⁄UÁáÊ∑§ M§¬ ‚ ‚„Ë •ÊÒ⁄U ª‹Ã flÊÄÿÊ¥ ◊¥ •ãÃ⁄U ∑§⁄UŸÊ–

139. ¬˝ÊÕÁ◊∑§ SÃ⁄U ¬⁄U ∞∑§ •äÿʬ∑§ •¬Ÿ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê ⁄¥Uª ∑§⁄UŸ •ÊÒ⁄U ÁøòÊ∑§Ê⁄UË ∑§⁄UŸ ∑§ Á‹∞ ¬˝Êà‚ÊÁ„à ∑§⁄UÃË „Ò– ÿ„ Á∑§‚
Ã⁄U„ ‚ ◊ŒŒªÊ⁄U „Ò?
(1) ‚͡◊ ªàÿÊà◊∑§ ∑§Ê҇ʋÊ¥ ∑§Ê Áfl∑§Ê‚ ∑§⁄UŸ ◊¥
(2) Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê ◊ŸÊ⁄¥U¡Ÿ ∑§⁄UŸ ◊¥
(3) •äÿʬ∑§ ∑§Ê •äÿʬŸ ‚ ÁflüÊÊ◊ ŒŸ ◊¥
(4) ∑§ˇÊÊ ◊¥ øÈå¬Ë ’ŸÊ∞ ⁄UπŸ ◊¥

140. ¡’ ÷Ê·Ê SflÊ÷ÊÁfl∑§ M§¬ ‚ ‚ËπË ¡ÊÃË „Ò, Á’ŸÊ Á∑§‚Ë √ÿflÁSÕà •èÿÊ‚ ∑§, Ã’ ß‚ ÄÿÊ ∑§„Ê ¡ÊÃÊ „Ò?
(1) •¡¸Ÿ (2) SflË∑ΧÁà (3) •Áœª◊ (4) ÁflmûÊÊ

141. ∞∑§ •äÿÊÁ¬∑§Ê •¬ŸË ∑§ˇÊÊ ◊¥ ‚◊Í„ øøʸ •ÊÒ⁄U ‚„¬ÊÁ∆UÿÊ¥ ◊¥ •ã×Á∑˝§ÿÊ•Ê¥ ∑§Ê ◊„àfl ŒÃË „Ò– fl„ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë ‚„Ë fløŸË
ÿÊ ©ëøÊ⁄UáÊ ◊¥ ª‹ÁÃÿÊ¥ ¬⁄U ’„Èà •Áœ∑§ äÿÊŸ Ÿ„Ë¥ ŒÃË „Ò– fl„ ∑§ˇÊÊ ◊¥ Á∑§‚ ©¬Êª◊ ∑§Ê ¬˝ÿÊª ∑§⁄U ⁄U„Ë „Ò?
(1) ©ŒÊ⁄UflÊŒË (∞Ä‹ÒÁÄ≈U∑§) (2) ‚¥⁄UøŸÊà◊∑§
(3) ⁄UøŸÊflÊŒË (4) ¬Ê⁄Uê¬Á⁄U∑§

142. •äÿʬŸ ∑§Ë ŒÈÁŸÿÊ ◊¥ ¬˝fl‡Ê ∑§⁄UŸ ∑§ ’ÊŒ •Ê¬Ÿ •ŸÈ÷fl Á∑§ÿÊ Á∑§ ¬Ê∆K¬ÈSÃ∑§ ∑§Ë ‡ÊÈL§•Êà ◊¥ Á‡Ê‡ÊȪËà •ÊÒ⁄U ÁøòÊ ∑§ÕÊ∞°
„ÊÃË „¥Ò •ÊÒ⁄U •ãà ◊¥ fláʸ◊Ê‹Ê „ÊÃË „Ò– ÷Ê·Ê Á‡ÊˇÊáʇÊÊSòÊ ◊¥ ß‚ ¬˝∑§Ê⁄U ∑§Ë √ÿflSÕÊ Á∑§‚ ©¬Êª◊ ∑§ •ãê¸Ã •Ê∞ªË?
(1) ≈UÊÚ¬ «UÊ©Ÿ ©¬Êª◊ (©äfl¸ •œÊªÊ◊Ë) (2) ßÄ‹ÒÁÄ≈U∑§ ©¬Êª◊ (©ŒÊ⁄U flÊŒË)
(3) ‚ÊÒãŒÿʸà◊∑§ ©¬Êª◊ (4) ’ÊÚ≈U◊•¬ ©¬Êª◊ (•œÊ ‡ÊË·¸ªÊ◊Ë)

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143. ∞∑§ •äÿʬ∑§ Ÿ •¬Ÿ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê “¡‹” ¬⁄U ∞∑§ •ŸÈë¿UŒ Á‹πŸ ∑§ Á‹∞ ∑§„Ê– Á‡ÊˇÊÊÁÕ¸ÿÊ¥ Ÿ ÁflôÊÊŸ •ÊÒ⁄U ‚Ê◊ÊÁ¡∑§
ÁflôÊÊŸ ∑§Ë ∑§ˇÊÊ•Ê¥ ◊¥ ¡Ê ¬…∏Ê ÕÊ ©‚∑§ •ÊœÊ⁄U ¬⁄U •Ê¬‚ ◊¥ øøʸ •Ê⁄Uê÷ ∑§Ë •ÊÒ⁄U ©‚∑§ ’ÊŒ •ŸÈë¿UŒ Á‹πŸÊ ‡ÊÈM§ Á∑§ÿÊ–
ÿ„ Á∑§‚ Ã⁄U„ ∑§Ê ©ŒÊ„⁄UáÊ „Ò?
(1) ÁflôÊÊŸ ∑§Ë ÷Ê·Ê (2) ÷Ê·Ê ‚◊Íø ¬Ê∆K∑˝§◊ ◊¥
(3) ‚ê¬˝·áÊÊà◊∑§ ©¬Êª◊ (4) ¬˝ÿÊª ◊¥ ÷Ê·Ê

144. fl ∑§ÕŸ ¡Ê Á∑§‚Ë ∑§ˇÊÊ Áfl‡Ê· ÿÊ ¬Ê∆K∑˝§◊ (∑§Ê‚¸) ∑§ •ãà ◊¥ ÁfllÊÁÕ¸ÿÊ¥ mÊ⁄UÊ •Á¡¸Ã ôÊÊŸ, ∑§Ê҇ʋ •ÊÒ⁄U ¬˝flÎÁûÊ ∑§Ê fláʸŸ
∑§⁄UÃ „Ò¥, fl ÄÿÊ ∑§„‹ÊÃ „Ò¥?
(1) •Áœª◊ ¬˝Áû§‹ (2) ‚¥ÅÿÊà◊∑§ ¬˝Áû§‹
(3) ’ÈÁŸÿÊŒË ‚ÊˇÊ⁄UÃÊ ¬˝Áû§‹ (4) Á‡ÊˇÊáÊ ¬˝Áû§‹

145. •¬ŸË ∑§ˇÊÊ ◊¥ “∑§Ê‹” ∑§Ê Á‡ÊˇÊáÊ ∑§⁄UÃ ‚◊ÿ •Ê¬ ∞∑§ „Ë √ÿÁÄà ∑§ ŒÊ ÁøòÊ ÁŒπÊÃ „Ò¥ -
∞∑§ ÁøòÊ ¬ãŒ˝„ fl·¸ ¬„‹ ∑§Ê „Ò •ÊÒ⁄U ∞∑§ ÁøòÊ ¡Ê •÷Ë-•÷Ë πË¥øÊ ªÿÊ „Ò– •Ê¬ ߟ ÁøòÊÊ¥ ∑§ •ÊœÊ⁄U ¬⁄U ©‚ √ÿÁÄà ∑§
flø◊ÊŸ •ÊÒ⁄U ÷Íà - fl„ ∑Ò§‚Ê ÁŒπÃÊ „Ò, ©‚∑§Ë •ÊŒÃ¥ - ߟ ¬⁄U ’Êà •Ê⁄¥U÷ ∑§⁄UÃ „Ò¥– •Ê¬ Á∑§‚∑§Ê ¬˝ÿÊª ∑§⁄U ⁄U„ „Ò¥?
(1) ‚¥⁄UøŸÊà◊∑§ √ÿÊ∑§⁄UáÊ (2) Á‡ÊˇÊáʇÊÊSòÊËÿ √ÿÊ∑§⁄UáÊ
(3) ÁŸÿ◊ •ÊœÊÁ⁄Uà √ÿÊ∑§⁄UáÊ (4) ÁŸŒ¸‡ÊÊà◊∑§ √ÿÊ∑§⁄UáÊ (¬˝Ò‚Á∑˝§Áå≈Ufl)

146. ∞∑§ •äÿʬ∑§ •¬ŸË ∑§ˇÊÊ ◊¥ flÊSÃÁfl∑§ flSÃÈ∞° ¡Ò‚ Á∑§ ¿UÃ⁄UË, ’⁄U‚ÊÃË, ¬ø∑§‚ •ÊÁŒ ‹ÊÃË „Ò– fl„ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ‚ ∑§„ÃË „Ò
Á∑§ ¬˝àÿ∑§ ‡ÊéŒ ∑§ ’Ê⁄U ◊¥ ŒÊ ÿÊ ÃËŸ flÊÄÿ ∑§„¥– ß‚ ¬˝∑§Ê⁄U ∑§Ë ‚Ê◊ª˝Ë ∑§Ê Ã∑§ŸË∑§Ë M§¬ ‚ ÄÿÊ ∑§„Ê ¡Ê∞ªÊ?
(1) Á‡ÊˇÊáÊ ©¬∑§⁄UáÊ (2) ©¬∑§⁄UáÊ
(3) flÊSÃÁfl∑§ flSÃÈ∞° (⁄UËÿÁ‹ÿÊ) (4) ÷Ê·Ê ÁŸfl‡Ê

147. •Ê¡ ⁄UÊ¡Í ÁfllÊ‹ÿ ¡Ê ⁄U„Ê „Ò, ß‚Á‹∞ fl„ ’„Èà πÈ‡Ê „Ò– •¬Ÿ ¬Á⁄UflÊ⁄U ∑§Ê fl„ ¬„‹Ê √ÿÁÄà „Ò ¡Ê ÁfllÊ‹ÿ ¡Ê ⁄U„Ê „Ò– ©‚∑§
¬Á⁄UflÊ⁄U ◊¥ ß‚‚ ¬„‹ ∑§Ê߸ ÷Ë Ÿ„Ë¥, ÿ„Ê° Ã∑§ Á∑§ ©‚∑§ •Á÷÷Êfl∑§ ∑§÷Ë ÁfllÊ‹ÿ Ÿ„Ë¥ ª∞– ⁄UÊ¡Í ∑§Ê Á∑§‚ Á‡ÊˇÊÊÕ˸ ∑§ M§¬
◊¥ ¡ÊŸ¥ª?
(1) ÁmÃËÿ ¬Ë…∏Ë (2) „ÊÁ‡ÊÿÊ∑Χà (3) •À¬‚¥Åÿ∑§ (4) ¬˝Õ◊ ¬Ë…∏Ë

148. •Ê¬∑§Ê ¬Ê‹Ÿ-¬Ê·áÊ ∞∑§ ∞‚ ªÊ°fl ◊¥ „È•Ê ¡„Ê° ‚÷Ë ‹Êª Á„¥ŒË ’Ê‹Ã Õ •ÊÒ⁄U •Ê¬Ÿ ÿ„ ÷Ê·Ê Á’ŸÊ ÁfllÊ‹ÿ ª∞ „Ë ‚Ëπ ‹Ë–
’ÊŒ ◊¥ ¡’ •Ê¬ ÁfllÊ‹ÿ ª∞ ÃÊ •Ê¬Ÿ •¥ª˝¡Ë, ‚¥S∑ΧÃ, Á„¥ŒË •ÊÒ⁄U ©ŒÍ¸ ‚ËπË– •’ •Ê¬ •¥ª˝¡Ë ÷Ê·Ê ¬˝flÊ„ ∑§ ‚ÊÕ ’Ê‹Ã
„Ò¥– •’ •Ê¬∑§Ë ¬˝Õ◊ ÷Ê·Ê ∑§ÊÒŸ-‚Ë „Ò?
(1) Á„¥ŒË (2) ©ŒÍ¸ (3) ‚¥S∑Χà (4) •¥ª˝¡Ë

149. •Ê¬Ÿ ◊„‚Í‚ Á∑§ÿÊ Á∑§ ¬Ê∆U ◊¥ ¬˝ÿÈÄà ÷Ê·Ê •Ê¬∑§ Á‡ÊˇÊÊÁÕZÿÊ¥ ∑§ Á‹∞ ’„Èà „Ë ∑§Á∆UŸ „Ò– •Ê¬ ÷Ê·Ê ∑§Ê ∑ȧ¿U ‚⁄U‹ ∑§⁄UÃ
„Ò¥ •ÊÒ⁄U •¬Ÿ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ë •Êfl‡ÿ∑§ÃÊŸÈ‚Ê⁄U Áfl·ÿflSÃÈ ◊¥ ÷Ë ∑ȧ¿U ¬Á⁄UfløŸ ∑§⁄UÃ „Ò¥– •Ê¬ ∑§Ê ÿ„ ∑Χàÿ ÄÿÊ ∑§„‹Ê∞ªÊ?
(1) •ŸÈ∑ͧ‹Ÿ ∑§⁄UŸÊ (2) ◊ÍÀÿÊ°∑§Ÿ ∑§⁄UŸÊ (3) ‚◊ˡÊÊ ∑§⁄UŸÊ (4) •¥ªË∑§Ê⁄U ∑§⁄UŸÊ

150. ’ìÊ ÷Ê·Ê ¬˝÷Êfl‡ÊÊ‹Ë Ã⁄UË∑§ ‚ Ã’ ‚ËπÃ „Ò¥ ¡’ __________–

(1) ©ã„¥ •ë¿UË ¬Ê∆K¬ÈSÃ∑§ Á◊‹ (2) ©ã„¥ ⁄UÊ∑§Ê ¡Ê∞
(3) ©ã„¥ ¬˝Êà‚Ê„Ÿ Á◊‹ (4) ©ã„¥ ÷Ê·Ê ◊¥ ÁŸ¬ÈáÊ •äÿʬ∑§ Á◊‹

-o0o-

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

P-I !JSS-24-I! 47 B
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 Answer Sheet is not folded. Do not 3. ¬⁄UˡÊÊÕ˸ ‚ÈÁŸÁ‡øà ∑§⁄¥U Á∑§ ß‚ ©ûÊ⁄U ¬òÊ ∑§Ê ◊Ê«∏Ê Ÿ ¡Ê∞ ∞fl¥ ©‚ ¬⁄U ∑§Ê߸
make any stray marks on the Answer Sheet. Do not write your Roll No.
•ãÿ ÁŸ‡ÊÊŸ Ÿ ‹ªÊ∞°– ¬⁄UˡÊÊÕ˸ •¬ŸÊ •ŸÈ∑˝§◊Ê¥∑§ ©ûÊ⁄U-¬òÊ ◊¥ ÁŸœÊ¸Á⁄UÃ
anywhere else except in the specified space in the Answer Sheet.
SÕÊŸ ∑§ •ÁÃÁ⁄UÄà •ãÿòÊ Ÿ Á‹π¥–
4. Handle the Test Booklet and Answer Sheet with care, as under no
4. ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∞fl¥ ©ûÊ⁄U ¬òÊ ∑§Ê äÿÊŸ¬Ífl¸∑§ ¬˝ÿÊª ∑§⁄¥U, ÄÿÊ¥Á∑§ Á∑§‚Ë ÷Ë
circumstances (except for discrepancy in Test Booklet Code or Number
and Answer Sheet Code or Number), another set will be provided.
¬Á⁄UÁSÕÁà ◊¥ (∑§fl‹ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∞fl¥ ©ûÊ⁄U ¬òÊ ∑§ ∑§Ê«U ÿÊ ‚¥ÅÿÊ ◊¥
Á÷ãŸÃÊ ∑§Ë ÁSÕÁà ∑§Ê ¿UÊ«∏∑§⁄U) ŒÍ‚⁄UË ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ©¬‹éœ Ÿ„Ë¥ ∑§⁄UÊÿË
5. The candidates will write the correct Test Booklet Code and Number as ¡Ê∞ªË–
given in the Test Booklet/Answer Sheet in the Attendance Sheet.
5. ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê/©ûÊ⁄U ¬òÊ ◊¥ ÁŒ∞ ª∞ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∑§Ê«U fl ‚¥ÅÿÊ ∑§Ê
6. A machine will read the coded information in the OMR Answer Sheet. ¬⁄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 Answer Sheet to the Invigilator on duty and sign the Attendance
•¬ŸÊ SÕÊŸ Ÿ ¿UÊ«∏¥–
Sheet twice. Cases where candidate has not signed the Attendance Sheet 11. ∑§Êÿ¸⁄Uà ÁŸ⁄UˡÊ∑§ ∑§Ê •¬ŸÊ ©ûÊ⁄U ¬òÊ ÁŒ∞ Á’ŸÊ ∞fl¥ ©¬ÁSÕÁÃ-¬òÊ ¬⁄U ŒÈ’Ê⁄UÊ
second time will be deemed not to have handed over the Answer Sheet and „SÃÊˇÊ⁄U Á∑§∞ Á’ŸÊ ¬⁄UˡÊÊÕ˸ ¬⁄UˡÊÊ „ÊÚ‹/∑§ˇÊ Ÿ„Ë¥ ¿UÊ«∏¥ª– ÿÁŒ Á∑§‚Ë
dealt with as an unfair means case. The candidates are also required to ¬⁄UˡÊÊÕ˸ Ÿ ŒÍ‚⁄UË ’Ê⁄U ©¬ÁSÕÁÃ-¬òÊ ¬⁄U „SÃÊˇÊ⁄U Ÿ„Ë¥ Á∑§∞, ÃÊ ÿ„ ◊ÊŸÊ
put their left hand THUMB impression in the space provided in the ¡Ê∞ªÊ Á∑§ ©‚Ÿ ©ûÊ⁄U ¬òÊ Ÿ„Ë¥ ‹ÊÒ≈UÊÿÊ „Ò •ÊÒ⁄U ÿ„ •ŸÈÁøà ‚ÊœŸ ∑§Ê
Attendance Sheet.
◊Ê◊‹Ê ◊ÊŸÊ ¡Ê∞ªÊ– ¬⁄UˡÊÊÕ˸ •¬Ÿ ’Ê∞° „ÊÕ ∑§ •¥ªÍ∆U ∑§Ê ÁŸ‡ÊÊŸ ©¬ÁSÕÁÃ-
12. Use of Electronic/Manual Calculator is prohibited. ¬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 Answer Sheet shall be detached under any 14. Á∑§‚Ë ÷Ë ¬Á⁄UÁSÕÁà ◊¥ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê •ÊÒ⁄U ©ûÊ⁄U ¬òÊ ∑§Ê ∑§Ê߸ ÷ʪ •‹ª
circumstances.
Ÿ ∑§⁄¥U–
15. On completion of the test, the candidate must hand over the Answer 15. ¬⁄UˡÊÊ ‚ê¬ãŸ „ÊŸ ¬⁄U, ¬⁄UˡÊÊÕ˸ „ÊÚ‹/∑§ˇÊ ¿UÊ«∏Ÿ ‚ ¬Ífl¸ ©ûÊ⁄U ¬òÊ ÁŸ⁄UˡÊ∑§
Sheet to the Invigilator in the Hall / Room. The candidates are
∑§Ê •fl‡ÿ ‚ÊÒ¥¬ Œ¥– ¬⁄UˡÊÊÕ˸ •¬Ÿ ‚ÊÕ ß‚ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∑§Ê ‹ ¡Ê ‚∑§Ã
allowed to take away this Test Booklet with them.
„Ò–¥

P-I !JSS-24-I! 48 B