Main Test Booklet No.

/ ◊ÈÅÿ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ‚¥ÅÿÊ

This booklet contains 48 Printed pages.
ß‚ ¬ÈÁSÃ∑§Ê ◊¥ 48 ◊ÈÁŒ˝Ã ¬Îc∆U „Ò¥– SAS-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 ¬⁄UˡÊÊÁÕ¸ÿÊ¥ ∑§ Á‹∞ ÁŸŒ¸‡Ê
I
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 I. Make sure that the CODE printed on 4. ß‚ ¬ÈÁSÃ∑§Ê ∑§Ê ∑§Ê«U I „Ò– ÿ„ ‚ÈÁŸÁ‡øà ∑§⁄U ‹¥ Á∑§ ß‚ ¬ÈÁSÃ∑§Ê ∑§Ê ∑§Ê«U,
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
©ûÊ⁄U ¬òÊ ∑§ ¬Îc∆U-2 ¬⁄U ¿U¬ ∑§Ê«U ‚ Á◊‹ÃÊ „Ò– ÿ„ ÷Ë ‚ÈÁŸÁ‡øà ∑§⁄U ‹¥ Á∑§
discrepancy, the candidate should immediately report the matter to the ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ‚¥ÅÿÊ •ÊÒ⁄U ©ûÊ⁄U ¬òÊ ‚¥ÅÿÊ Á◊‹Ã „Ò¥– •ª⁄U ÿ„ Á÷ÛÊ „Ê¥ ÃÊ
Invigilator for replacement of both the Test Booklet and the Answer Sheet. ¬⁄UˡÊÊÕ˸ ŒÍ‚⁄UË ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê •ÊÒ⁄U ©ûÊ⁄U ¬òÊ ‹Ÿ ∑§ Á‹∞ ÁŸ⁄UˡÊ∑§ ∑§Ê
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150 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 I ∑§Ê«U flÊ‹Ë ©‚ ÷Ê·Ê flÊ‹Ë
Booklet of I Code that contains questions on that language. The ¬Á⁄UÁ‡Êc≈U (÷Ê·Ê) ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ◊Ê°ª ‹ËÁ¡∞– Á¡Ÿ ÷Ê·Ê•Ê¥ ∑§ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U
languages being answered must tally with the languages opted for •Ê¬ Œ ⁄U„ „Ò¥ fl„ •ÊflŒŸ ¬òÊ ◊¥ øÈŸË ªß¸ ÷Ê·Ê•Ê¥ ‚ •fl‡ÿ ◊‹ πÊŸË øÊÁ„∞–
in your Application Form. No change in languages is allowed. ÷Ê·Ê•Ê¥ ∑§Ê ¬Á⁄UfløŸ •ŸÈ◊ãÿ Ÿ„Ë¥ „Ò–
7. Candidates are required to attempt questions in Language-II 7. ¬⁄UˡÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ∑§ Á‹∞, ÷Ê·Ê ‚ÍøË ‚ ∞‚Ë ÷Ê·Ê øÈŸ¥ ¡Ê ©Ÿ∑§
(Part-V) in a language other than the one chosen as Language-I
(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 : ____________________________________________________________________________________________
!SAS-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. While participating in a sports competition in class, Tanuj tells his friend that he will participate in
the javelin throw and his sister can participate in jump rope because she is a girl and girls cannot
throw javelin. This depicts :
(1) Gender constancy (2) Gender equality
(3) Gender equity (4) Gender stereotyping
∑§ˇÊÊ ◊¥ π‹ ¬˝ÁÃÿÊÁªÃÊ ◊¥ Á„S‚Ê ‹Ã ‚◊ÿ ßȡ •¬Ÿ ŒÊSà ‚ ∑§„ÃÊ „Ò Á∑§ fl„ ÷Ê‹Ê »¥§∑§Ÿ ◊¥ Á„S‚Ê ‹ªÊ •ÊÒ⁄U ⁄US‚Ë
∑ͧŒŸ ◊¥ ©‚∑§Ë ’„Ÿ Á„S‚Ê ‹ ‚∑§ÃË „Ò¥ ÄÿÊ¥Á∑§ fl„ ∞∑§ ‹«∏∑§Ë „Ò •ÊÒ⁄U ‹«∏Á∑§ÿÊ¥ ÷Ê‹Ê Ÿ„Ë¥ »¥§∑§ ‚∑§ÃË– ÿ„
__________ ∑§Ê ¬˝ŒÁ‡Ê¸Ã ∑§⁄UÃÊ „Ò–
(1) ¡¥«U⁄U ‚¥’¥œÃÊ (2) ¡¥«U⁄U ‚◊ÊŸÃÊ
(3) ¡¥«U⁄U ‚◊ÃÊ (4) ¡¥«U⁄U M§Á…∏flÊÁŒÃÊ

2. While divergent thinking __________ convergent thinking __________.

(1) encourages multiple answers; is fixed on one correct solution
(2) is fixed on one correct solution; encourages multiple answers
(3) Promotes mathematical abilities; promotes verbal abilities
(4) Promotes verbal abilities; promotes mathematical abilities
•¬‚Ê⁄UË Áø¥ÃŸ __________ ¡’Á∑§ •Á÷‚Ê⁄UË Áø¥ÃŸ __________–
(1) ∑§ß¸ ©ûÊ⁄UÊ¥ ∑§Ê ¬˝Êà‚ÊÁ„à ∑§⁄UÃÊ „Ò; ∞∑§ ‚„Ë ‚◊ʜʟ ¬⁄U ÁSÕ⁄U „Ò
(2) ∞∑§ ‚„Ë ‚◊ʜʟ ¬⁄U ÁSÕ⁄U „Ò; ∑§ß¸ ©ûÊ⁄UÊ¥ ∑§Ê ¬˝Êà‚ÊÁ„à ∑§⁄UÃÊ „Ò
(3) ªÁáÊÃËÿ ˇÊ◊ÃÊ•Ê¥ ∑§Ê ’…∏ÊflÊ ŒÃÊ „Ò; ◊ÊÒÁπ∑§ ˇÊ◊ÃÊ•Ê¥ ∑§Ê ’…∏ÊflÊ ŒÃÊ „Ò
(4) ◊ÊÒÁπ∑§ ˇÊ◊ÃÊ•Ê¥ ∑§Ê ’…∏ÊflÊ ŒÃÊ „Ò; ªÁáÊÃËÿ ˇÊ◊ÃÊ•Ê¥ ∑§Ê ’…∏ÊflÊ ŒÃÊ „Ò

3. Which of the following statements about inclusive education is not correct ?

(1) Inclusive teaching means “teaching in ways that do not exclude”.
(2) Inclusive teaching means “adopting pedagogies that support needs of all learners”.
(3) An inclusive classroom “accommodates differences in language styles and promotes
collaboration”.
(4) An inclusive classroom centres around “fixed curricula and standard assessment”.
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ∑§ÕŸ ‚◊Êfl‡ÊË Á‡ÊˇÊÊ ∑§ ’Ê⁄U ◊¥ ‚„Ë Ÿ„Ë¥ „Ò?
(1) ‚◊Êfl‡ÊË Á‡ÊˇÊáÊ ∑§Ê •Õ¸ „Ò ““∞‚ Ã⁄UË∑§Ê¥ ‚ Á‡ÊˇÊáÊ ¡Ê ’Á„c∑Χà Ÿ ∑§⁄¥U””–
(2) ‚◊Êfl‡ÊË Á‡ÊˇÊáÊ ∑§Ê •Õ¸ „Ò ““©‚ Á‡ÊˇÊʇÊÊSòÊ ∑§Ê •¬ŸÊŸÊ ¡Ê ‚÷Ë Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ë •Êfl‡ÿ∑§ÃÊ•Ê¥ ∑§Ê ‚◊Õ¸Ÿ ∑§⁄UÃÊ
„Ò””–
(3) ∞∑§ ‚◊Êfl‡ÊË ∑§ˇÊÊ ““÷Ê·Ê ‡ÊÒ‹Ë ◊¥ •¥Ã⁄U ∑§Ê ‚◊ÊÿÊÁ¡Ã ∑§⁄UÃË „Ò •ÊÒ⁄U ‚„ÿÊª ∑§Ê ’…∏ÊflÊ ŒÃË „Ò””–
(4) ““ÁŸÁ‡øà ¬Ê∆Køÿʸ •ÊÒ⁄U ◊ÊŸ∑§ ◊ÍÀÿÊ¥∑§Ÿ”” ∑§ •Ê‚¬Ê‚ „Ë ∞∑§ ‚◊Êfl‡ÊË ∑§ˇÊÊ ∑§Ê ∑¥§Œ˝ „ÊÃÊ „Ò–

P-I !SAS-24-I! 2 I
4. Assertion (A) : Learners construct their own knowledge based on what they already know.
Reason (R) : Finding patterns and making linkages with previous knowledge helps learners to
process information meaningfully.
Choose the correct option :
(1) Both (A) and (R) are true and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(3) (A) is true but (R) is false.
(4) Both (A) and (R) are false.
•Á÷∑§ÕŸ (A) — Á‡ÊˇÊÊÕ˸ ¡Ê ¬„‹ ‚ ¡ÊŸÃ „Ò¥ ©‚∑§ •ÊœÊ⁄U ¬⁄U •¬Ÿ ôÊÊŸ ∑§Ê ÁŸ◊ʸáÊ ∑§⁄UÃ „Ò¥–
∑§Ê⁄UáÊ (R)— ¬Ò≈UŸ¸ …Í°U…ŸÊ •ÊÒ⁄U Á¬¿U‹ ôÊÊŸ ∑§ ‚ÊÕ ¡È«∏Êfl ’ŸÊŸ ‚ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê ¡ÊŸ∑§Ê⁄UË ∑§Ê ‚ÊÕ¸∑§ M§¬ ‚
‚¥‚ÊÁœÃ ∑§⁄UŸ ◊¥ ◊ŒŒ Á◊‹ÃË „Ò–
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
(3) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–

5. Assertion (A) : Childhood is experienced differently by children across cultures.

Reason (R) : Childrens’ development is universal.
Choose the correct option :
(1) Both (A) and (R) are true and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(3) (A) is true but (R) is false.
(4) Both (A) and (R) are false.
•Á÷∑§ÕŸ (A) — ’ìÊÊ¥ mÊ⁄UÊ ’ø¬Ÿ •‹ª-•‹ª ‚¥S∑ΧÁÃÿÊ¥ ◊¥ •‹ª-•‹ª Ã⁄U„ ‚ •ŸÈ÷fl Á∑§ÿÊ ¡ÊÃÊ „Ò–
∑§Ê⁄UáÊ (R) — ’ìÊÊ¥ ∑§Ê Áfl∑§Ê‚ ‚Êfl¸÷ÊÒÁ◊∑§ „Ò¥–
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
(3) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–

6. According to attribution theory of motivation which of the following is more likely to result in
persistent effort and improved performance ?
(1) An internal attribution for success and an external attribution for failure
(2) An external attribution for success and an internal attribution for failure
(3) Internal attribution for failure as well as success
(4) External attribution for failure as well as success
•Á÷¬˝⁄UáÊÊ ∑§ •Ê⁄UÊ¬áÊ Á‚hʥà ∑§ •ŸÈ‚Ê⁄U ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚‚ ‹ªÊÃÊ⁄U ∑§ÊÁ‡Ê‡Ê •ÊÒ⁄U ’„Ã⁄U ¬˝Œ‡Ê¸Ÿ ∑§Ë ‚¥÷ÊflŸÊ „Ò?
(1) ‚»§‹ÃÊ ∑§ Á‹∞ •Ê¥ÃÁ⁄U∑§ •Ê⁄Ê¬áÊ •ÊÒ⁄U •‚»§‹ÃÊ ∑§ Á‹∞ ’Ê„⁄UË •Ê⁄UÊ¬áÊ
(2) ‚»§‹ÃÊ ∑§ Á‹∞ ’Ê„⁄UË •Ê⁄UÊ¬áÊ •ÊÒ⁄U •‚»§‹ÃÊ ∑§ Á‹∞ •Ê¥ÃÁ⁄U∑§ •Ê⁄UÊ¬áÊ
(3) •‚»§‹ÃÊ •ÊÒ⁄U ‚»§‹ÃÊ ŒÊŸÊ¥ ∑§ Á‹∞ •Ê¥ÃÁ⁄U∑§ •Ê⁄Ê¬áÊ
(4) •‚»§‹ÃÊ •ÊÒ⁄U ‚»§‹ÃÊ ŒÊŸÊ¥ ∑§ Á‹∞ ’Ê„⁄UË •Ê⁄Ê¬áÊ

P-I !SAS-24-I! 3 I
7. Which of the following is a key principle of progressive education ?
(1) Standardized testing is the best way to measure student learning
(2) Students should be passive recipients of knowledge from their teachers
(3) Learning should be based on authentic tasks
(4) Curriculum should be predetermined and universal
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ¬˝ªÁÇÊË‹ Á‡ÊˇÊÊ ∑§Ê ∞∑§ ¬˝◊Èπ Á‚hʥà „Ò?
(1) ¿UÊòÊÊ¥ ∑§ ‚ËπŸ ∑§Ê ◊ʬŸ ∑§ Á‹∞ ◊ÊŸ∑§Ë∑Χà ¬⁄UˡÊáÊ ‚’‚ •ë¿UÊ Ã⁄UË∑§Ê „Ò–
(2) ¿UÊòÊÊ¥ ∑§Ê •¬Ÿ Á‡ÊˇÊ∑§Ê¥ ‚ ôÊÊŸ ∑§Ê ÁŸÁc∑˝§ÿ ¬˝ÊåÃ∑§Ãʸ „ÊŸÊ øÊÁ„∞–
(3) ‚ËπŸÊ ¬˝Ê◊ÊÁáÊ∑§ ∑§ÊÿÊZ ¬⁄U •ÊœÊÁ⁄Uà „ÊŸÊ øÊÁ„∞–
(4) ¬Ê∆Køÿʸ ¬Ífl¸ ÁŸœÊ¸Á⁄Uà •ÊÒ⁄U ‚Êfl¸÷ÊÒÁ◊∑§ „ÊŸË øÊÁ„∞–

8. Reasoning, thinking and problem-solving are explained in which aspect of development ?

(1) Social Development (2) Cognitive Development
(3) Moral Development (4) Motor Development
Áfl∑§Ê‚ ∑§ Á∑§‚ ¬„‹Í ◊¥ Ã∑¸§, Áø¥ÃŸ •ÊÒ⁄U ‚◊SÿÊ ‚◊ʜʟ ∑§Ë √ÿÊÅÿÊ ∑§Ë ¡ÊÃË „Ò?
(1) ‚Ê◊ÊÁ¡∑§ Áfl∑§Ê‚ (2) ‚¥ôÊÊŸÊà◊∑§ Áfl∑§Ê‚
(3) ŸÒÁÃ∑§ Áfl∑§Ê‚ (4) ªÁÃ∑§ Áfl∑§Ê‚

9. Lev Vygotsky proposes that __________ is important for self-regulation in children.

(1) Disequilibrium (2) Inner speech
(3) Adaptation (4) Organization
‹fl flÊÿªÊàS∑§Ë ¬˝SÃÊÁflà ∑§⁄UÃ „Ò¥ Á∑§ __________ ’ìÊÊ¥ ◊¥ Sfl-ÁŸÿ◊Ÿ ∑§ Á‹∞ ◊„àfl¬Íáʸ „¥Ò–
(1) •‚¥ÃÈ‹Ÿ (2) ÁŸ¡Ë flÊ∑˜§
(3) •ŸÈ∑ͧ‹Ÿ (4) ‚¥ª∆UŸ

10. Assertion (A) : In Lawrence Kohlberg’s moral development theory children move from
understanding consequences of acts to determine whether they are good or bad
to understanding that rules and laws are flexible and can be changed.
Reason (R) : Lawrence Kohlberg argues that moral development occurs progressively in stages.
Choose the correct option :
(1) Both (A) and (R) are true and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(3) (A) is true but (R) is false.
(4) Both (A) and (R) are false.
•Á÷∑§ÕŸ (A) — ‹ÚÊ⁄¥U‚ ∑§Ê„‹’ª¸ ∑§ ŸÒÁÃ∑§ Áfl∑§Ê‚ Á‚hʥà ◊¥ ’ìÊ ∑§ÊÿÊZ ∑§Ê ©Ÿ∑§ ¬Á⁄UáÊÊ◊ ∑§ •ÊœÊ⁄U ¬⁄U •ë¿UÊ ÿÊ ’È⁄UÊ
‚◊¤ÊŸ ‚, ß‚ ‚◊¤Ê ¬⁄U ¬„È°øÃ „¥Ò Á∑§ ÁŸÿ◊ •ÊÒ⁄U ∑§ÊŸÍŸ Ÿêÿ „¥Ò •ÊÒ⁄U ’Œ‹ ¡Ê ‚∑§Ã „Ò¥–
∑§Ê⁄UáÊ (R) — ‹ÚÊ⁄¥U‚ ∑§Ê„‹’ª¸ ∑§Ê Ã∑¸§ „Ò Á∑§ ŸÒÁÃ∑§ Áfl∑§Ê‚ ∑˝§Á◊∑§ M§¬ ‚ ø⁄UáÊÊ¥ ◊¥ „ÊÃÊ „Ò–
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚àÿ „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚àÿ „Ò¥ ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
(3) (A) ‚àÿ „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–

P-I !SAS-24-I! 4 I
11. As per Howard Gardner’s theory of multiple intelligence, which of the following set represents
correct match of intelligence and associated characteristics ?
(1) Intrapersonal : skill in understanding and relating to others
(2) Logical-Mathematical : skill of dance or athletic abilities
(3) Musical : performance or composition skills
(4) Spatial : skill of appreciating the natural world
„Êfl«¸U ªÊ«¸UŸ⁄U ∑§ ’„È’ÈÁh ∑§ Á‚h¥Êà ∑§ •ŸÈ‚Ê⁄U, ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ‚≈U ’ÈÁh •ÊÒ⁄U ©‚∑§ ‚¥’¥ÁœÃ Áfl‡Ê·ÃÊ•Ê¥ ∑§ ‚„Ë
◊‹ ∑§Ê ¬˝ÁÃÁŸÁœàfl ∑§⁄UÃÊ „Ò?
(1) •¥ÃflÒÿÁÄÃ∑§ — ŒÍ‚⁄UÊ¥ ∑§Ê ‚◊¤ÊŸ •ÊÒ⁄U ©Ÿ∑§ ‚ÊÕ ‚¥’¥œ SÕÊÁ¬Ã ∑§⁄UŸ ∑§ ∑§Ê҇ʋ
(2) ÃÊÁ∑¸§∑§-ªÁáÊÃËÿ — ŸÎàÿ ÿÊ ∑˝§Ë«∏Ê-‚¥’¥œË ˇÊ◊ÃÊ∞°
(3) ‚¥ªËÃ◊ÿ — ¬˝Œ‡Ê¸Ÿ ÿÊ ⁄UøŸÊ ∑§⁄UŸ ∑§ ∑§Ê҇ʋ
(4) SÕÊÁŸ∑§ — ¬˝Ê∑ΧÁÃ∑§ flÊÃÊfl⁄UáÊ ∑§Ë ‚⁄UÊ„ŸÊ ∑§⁄UŸ ∑§ ∑§Ê҇ʋ

12. Which of the following statements is not correct about learning ?

(1) Learning depends on learner’s previous knowledge
(2) Learning implies reorganisation of prior conceptual schemes
(3) Learning is facilitated by social action
(4) Learning as a product rather than a process
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ∑§ÕŸ •Áœª◊ ∑§ ’Ê⁄U ◊¥ ‚„Ë Ÿ„Ë¥ „Ò?
(1) •Áœª◊ Á‡ÊˇÊÊÕ˸ ∑§ ¬Ífl¸ ôÊÊŸ ¬⁄U ÁŸ÷¸⁄U ∑§⁄UÃÊ „Ò
(2) •Áœª◊ ∑§Ê ÃÊà¬ÿ¸ ¬Ífl¸ flÒøÊÁ⁄U∑§ S∑§Ëê‚ ∑§ ¬ÈŸª¸∆UŸ ‚ „Ò
(3) •Áœª◊ ‚Ê◊ÊÁ¡∑§ Á∑˝§ÿÊ mÊ⁄UÊ ‚¥‚ÊÁœÃ „ÊÃË „Ò
(4) •Áœª◊ ∞∑§ ¬˝Á∑˝§ÿÊ Ÿ„Ë¥ •Á¬ÃÈ ∞∑§ ©à¬ÊŒ „Ò

13. Problem solving is fostered by :

(1) Divergent thinking (2) Functional fixedness
(3) Passive imitation (4) Response Set
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ∑§Ê⁄U∑§ ‚◊SÿÊ ‚◊ʜʟ ∑§Ê ’…∏ÊflÊ ŒÃÊ „Ò?
(1) •¬‚Ê⁄UË Áø¥ÃŸ (2) ∑§Êÿʸà◊∑§ ÁSÕ⁄UÃÊ
(3) ÁŸÁc∑˝§ÿ •ŸÈ‚⁄UáÊ (4) ¬˝ÁÃÁ∑˝§ÿÊ ‚≈U

14. According to Kohlberg’s theory of moral development, at what stage are children self-centered
and see their own benefit in doing something ?
(1) at the first stage in the first level
(2) at the second stage in the first level
(3) at the third stage in the second level
(4) at the fifth stage in the third level
∑§Ê„‹’ª¸ ∑§ ŸÒÁÃ∑§ Áfl∑§Ê‚ Á‚hʥà ∑§ •ŸÈ‚Ê⁄U Á∑§‚ SÃ⁄U ¬⁄U ’ìÊ •Êà◊∑§ÁãŒ˝Ã „ÊÃ „Ò¥ •ÊÒ⁄U Á∑§‚Ë ∑§Êÿ¸ ∑§Ê ∑§⁄UŸ ◊¥ •¬ŸÊ
„Ë ‹Ê÷ ŒπÃ „Ò¥?
(1) ¬„‹ SÃ⁄U ∑§ ¬„‹ ø⁄UáÊ ◊¥
(2) ¬„‹ SÃ⁄U ∑§ ŒÍ‚⁄U ø⁄UáÊ ◊¥
(3) ŒÍ‚⁄U SÃ⁄U ∑§ ÃË‚⁄U ø⁄UáÊ ◊¥
(4) ÃË‚⁄U SÃ⁄U ∑§ ¬Ê°øfl ø⁄UáÊ ◊¥

P-I !SAS-24-I! 5 I
15. Inclusion of students belonging to disadvantaged groups demands :
(1) awareness and sensitization towards diverse traditions.
(2) evidencing and encouraging identity-based stereotypes.
(3) isolation in the classroom on the basis of social affiliation.
(4) same-ability grouping of students in the classroom.
fl¥Áøà flªÊZ ‚ ‚¥’¥ÁœÃ ÁfllÊÁÕ¸ÿÊ¥ ∑§ ‚◊Êfl‡ÊŸ ∑§ Á‹∞ —
(1) ÁflÁflœ ¬⁄Uê¬⁄UÊ•Ê¥ ∑§ ¬˝Áà ¡ÊªM§∑§ÃÊ •ÊÒ⁄U ‚¥flŒŸ‡ÊË‹ÃÊ ∑§Ê ’…∏ÊflÊ ŒŸÊ øÊÁ„∞–
(2) ¬„øÊŸ-•ÊœÊÁ⁄Uà L§Á…∏ÿÊ¥ ∑§Ê ¬˝◊ÊÁáÊà •ÊÒ⁄U ¬˝Êà‚ÊÁ„à Á∑§ÿÊ ¡ÊŸÊ øÊÁ„∞–
(3) ‚Ê◊ÊÁ¡∑§ ‚¥’hÃÊ ∑§ •ÊœÊ⁄U ¬⁄U ∑§ˇÊÊ ◊¥ •‹ªÊfl ∑§⁄UŸÊ øÊÁ„∞–
(4) ‚◊ÊŸ ˇÊ◊ÃÊ•Ê¥ ∑§ •ÊœÊ⁄U ¬⁄U ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ‚◊Í„Ê¥ ◊¥ Áfl÷ÊÁ¡Ã ∑§⁄UŸÊ øÊÁ„∞–
16. Which of the following is a characteristic of effective feedback in the classroom ?
(1) It is given only at the end of the task.
(2) It is broad and generic.
(3) It is only focused on the outcomes.
(4) It is timely and specific.
ÁŸêŸÁ‹Áπà ◊¥ ‚ ©¬ÿÊªË ¬˝ÁìÈÁc≈U ∑§Ë ∞∑§ Áfl‡Ê·ÃÊ ∑§ÊÒŸ-‚Ë „Ò?
(1) ÿ„ ∑§fl‹ ∑§Êÿ¸ ∑§ •¥Ã ◊¥ „Ë ŒË ¡ÊÃË „Ò–
(2) ÿ„ √ÿʬ∑§ •ÊÒ⁄U ‚Ê◊Êãÿ „ÊÃË „Ò–
(3) ÿ„ ∑§fl‹ ¬Á⁄UáÊÊ◊Ê¥ ¬⁄U ∑¥§ÁŒ˝Ã „ÊÃË „Ò¥–
(4) ÿ„ ‚Ê◊Áÿ∑§ •ÊÒ⁄U ÁflÁ‡Êc≈U „ÊÃË „Ò–
17. Proximodistal principle states that in infancy :
(1) the limbs continue to grow faster than the hands and feet.
(2) development proceeds from head to toe.
(3) development of language occurs rapidly as it is a sensitive period for development.
(4) Physical development occurs rapidly with the development of fine motor skills.
‚◊ˬSÕ Á‚hʥà ∑§„ÃÊ „Ò Á∑§ ‡ÊÒ‡ÊflÊflSÕÊ ◊¥ —
(1) •¥ª - „ÊÕÊ¥ •ÊÒ⁄U ¬Ò⁄UÊ¥ ∑§Ë ÃÈ‹ŸÊ ◊¥ Ã¡Ë ‚ ’…∏Ã ⁄U„ÃU „Ò¥–
(2) Áfl∑§Ê‚ Á‚⁄U ‚ ¬Ê°fl Ã∑§ „ÊÃÊ „Ò–
(3) ÷Ê·Ê ∑§Ê Áfl∑§Ê‚ Ã¡Ë ‚ „ÊÃÊ „Ò ÄÿÊ¥Á∑§ fl„ Áfl∑§Ê‚ ∑§ Á‹∞ ‚¥flŒŸ‡ÊË‹ •flÁœ „Ò–
(4) ‚͡◊ ªÁÃ∑§ ∑§Ê҇ʋ ∑§ Áfl∑§Ê‚ ∑§ ‚ÊÕ ‡ÊÊ⁄UËÁ⁄U∑§ Áfl∑§Ê‚ Ã¡Ë ‚ „ÊÃÊ „Ò–
18. Assertion (A) : School curriculum should give reasonable space and value to learner’s cultural
knowledges.
Reason (R) : Supporting students to uphold their cultural identities facilitates learning.
Choose the correct option :
(1) Both (A) and (R) are true and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(3) (A) is true but (R) is false.
(4) Both (A) and (R) are false.
•Á÷∑§ÕŸ (A) — ÁfllÊ‹ÿË ¬Ê∆K∑˝§◊ ∑§Ê ÁfllÊÁÕ¸ÿÊ¥ ∑§ ‚Ê¥S∑ΧÁÃ∑§ ôÊÊŸ ∑§Ê ©Áøà SÕÊŸ •ÊÒ⁄U ◊ÍÀÿ ŒŸÊ øÊÁ„∞–
∑§Ê⁄UáÊ (R) — ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ©Ÿ∑§Ë ‚Ê¥S∑ΧÁÃ∑§ ¬„øÊŸ ∑§Ê ’ŸÊ∞ ⁄UπŸ ∑§ Á‹∞ ‚◊Õ¸Ÿ ¬˝ŒÊŸ ∑§⁄UŸÊ, ‚ËπŸ ∑§Ë
¬˝Á∑˝§ÿÊ ∑§Ê ‚Ȫ◊ ’ŸÊÃÊ „Ò–
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
(3) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
P-I !SAS-24-I! 6 I
19. Which of the following would not be characterised as formative assessment ?
(1) An assessment given at the beginning of a new concept to determine students’ prior
knowledge.
(2) An assessment given during the class to provide ongoing feedback to students and teachers.
(3) An assessment task that is helpful in comparing students as per a standard set of criteria.
(4) An assessment used to identify misconceptions in a student’s learning.
ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ ⁄UøŸÊà◊∑§ ◊ÍÀÿÊ¥∑§Ÿ Ÿ„Ë¥ ◊ÊŸÊ ¡Ê∞ªÊ?
(1) ¿UÊòÊÊ¥ ∑§ ¬Ífl¸ ôÊÊŸ ∑§Ê ÁŸœÊ¸Á⁄Uà ∑§⁄UŸ ∑§ Á‹∞ ∞∑§ Ÿß¸ •flœÊ⁄UáÊÊ ∑§Ë ‡ÊÈL§•Êà ◊¥ ÁŒÿÊ ªÿÊ •Ê∑§‹Ÿ–
(2) ¿UÊòÊÊ¥ •ÊÒ⁄U Á‡ÊˇÊ∑§Ê¥ ∑§Ê •ª˝ªÊ◊Ë ¬˝ÁìÈÁc≈U ¬˝ŒÊŸ ∑§⁄UŸ ∑§ Á‹∞ ∑§ˇÊÊ ∑§ ŒÊÒ⁄UÊŸ ÁŒÿÊ ªÿÊ ◊ÍÀÿÊ¥∑§Ÿ–
(3) ∞∑§ ◊ÍÀÿÊ¥∑§Ÿ ∑§Êÿ¸ ¡Ê ◊ÊŸŒ¥«U ∑§ ∞∑§ ◊ÊŸ∑§ ¬Ò◊ÊŸ ∑§ •ŸÈ‚Ê⁄U ¿UÊòÊÊ¥ ∑§Ë ÃÈ‹ŸÊ ∑§⁄UŸ ◊¥ ‚„Êÿ∑§ „ÊÃÊ „Ò–
(4) ∞∑§ •Ê∑§‹Ÿ ∞∑§ ¿UÊòÊ ∑§ ‚ËπŸ ◊¥ ª‹Ã œÊ⁄UáÊÊ•Ê¥ ∑§Ë ¬„øÊŸ ∑§⁄UŸ ∑§ Á‹∞ ¬˝ÿÊª Á∑§ÿÊ ¡ÊÃÊ „Ò–

20. Which of the following is a typical characteristic of Dyslexia ?

(1) Difficulty in creative problem solving
(2) Difficulty in phonological processing
(3) Difficulty in physical coordination
(4) Difficulty in spatial awareness
ÁŸêŸÁ‹Áπà ◊¥ ‚ ¬∆UŸ flÒ∑§Àÿ ∑§Ë ∞∑§ ÁflÁ‡Êc≈U Áfl‡Ê·ÃÊ ∑§ÊÒŸ-‚Ë „Ò?
(1) ⁄UøŸÊà◊∑§ ‚◊SÿÊ ‚◊ʜʟ ◊¥ ∑§Á∆UŸÊ߸
(2) äflãÿÊà◊∑§ ¬˝‚¥S∑§⁄UáÊ ◊¥ ∑§Á∆UŸÊ߸
(3) ‡ÊÊ⁄UËÁ⁄U∑§ ‚◊ãflÿ ◊¥ ∑§Á∆UŸÊ߸
(4) SÕÊÁŸ∑§ ‚◊¤Ê/¡ÊŸ∑§Ê⁄UË ◊¥ ∑§Á∆UŸÊ߸

21. Which of the following types of questions can help assess a student’s ability to evaluate information
critically ?
(1) Questions that ask for a simple definition of a term
(2) Questions that ask for the student’s personal opinion
(3) Questions that ask for examples that validate the text
(4) Questions that ask for a summary of a text
ÁŸêŸ ◊¥ ‚ Á∑§‚ ¬˝∑§Ê⁄U ∑§ ¬˝‡Ÿ ∞∑§ ¿UÊòÊ ∑§Ë ¡ÊŸ∑§Ê⁄UË ∑§Ê ª¥÷Ë⁄U M§¬ ‚ ◊ÍÀÿÊ¥∑§Ÿ ∑§⁄UŸ ∑§Ë ÿÊÇÿÃÊ ∑§Ê •Ê∑§‹Ÿ ∑§⁄UŸ ◊¥
◊ŒŒ ∑§⁄UÃÊ „Ò?
(1) fl ¬˝‡Ÿ ¡Ê ‡ÊéŒ ∑§Ë ‚⁄U‹ ¬Á⁄U÷Ê·Ê ∑§ Á‹∞ ¬Í¿UÃ „Ò¥
(2) fl ¬˝‡Ÿ ¡Ê ¿UÊòÊ ∑§Ë √ÿÁÄêUà ⁄UÊÿ ¬Í¿UÃ „Ò¥
(3) fl ¬˝‡Ÿ ¡Ê ¬Ê∆U ∑§Ê ◊Êãÿ ∑§⁄UŸ flÊ‹ ©ŒÊ„⁄UáÊÊ¥ ∑§ Á‹∞ ¬Í¿UÃ „Ò¥
(4) fl ¬˝‡Ÿ ¡Ê Á∑§‚Ë ¬Ê∆U ∑§Ê ‚Ê⁄UÊ¥‡Ê ◊Ê°ªÃ „Ò¥

22. Impairment is a __________ condition, while disability is a __________ condition.

(1) biological, functional (2) functional, biological
(3) operative, physical (4) social, psychological
’ÊÁœÃÊ ∞∑§ __________ ÁSÕÁà „Ò, ¡’Á∑§ •ˇÊ◊ÃÊ ∞∑§ __________ ÁSÕÁà „Ò–
(1) ¡ÒÁfl∑§, ∑§Êÿʸà◊∑§ (2) ∑§Êÿʸà◊∑§, ¡ÒÁfl∑§
(3) Á∑˝§ÿÊà◊∑§, ‡ÊÊ⁄UËÁ⁄U∑§ (4) ‚Ê◊ÊÁ¡∑§, ◊ŸÊflÒôÊÊÁŸ∑§

P-I !SAS-24-I! 7 I
23. Which of the following aptly defines relationship between cognition and emotion ?
(1) Cognition and emotion are two independent systems.
(2) Emotion and cognition are interdependent on each other.
(3) Cognition influences emotions but reverse is not true.
(4) Emotions influence cognition but reverse is not true.
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑§ÕŸ ‚¥ôÊÊŸ •ÊÒ⁄U ÷ÊflŸÊ•Ê¥ ∑§ ’Ëø ∑§ ‚¥’¥œ ∑§Ê ©¬ÿÈÄà M§¬ ‚ ¬Á⁄U÷ÊÁ·Ã ∑§⁄UÃÊ „Ò?
(1) ‚¥ôÊÊŸ •ÊÒ⁄U ÷ÊflŸÊ∞°, ŒÊŸÊ¥ SflÃ¥òÊ ¬˝áÊÊÁ‹ÿÊ° „Ò¥–
(2) ÷ÊflŸÊ∞° •ÊÒ⁄U ‚¥ôÊÊŸ •Ê¬‚ ◊¥ ∞∑§-ŒÍ‚⁄U ¬⁄U ¬Ê⁄US¬Á⁄U∑§ M§¬ ‚ ÁŸ÷¸⁄U ∑§⁄UÃ „Ò¥–
(3) ‚¥ôÊÊŸ ÷ÊflŸÊ•Ê¥ ∑§Ê ¬˝÷ÊÁflà ∑§⁄UÃÊ „Ò ‹Á∑§Ÿ ß‚∑§Ê Áfl¬⁄UËà ‚àÿ Ÿ„Ë¥ „Ò–
(4) ÷ÊflŸÊ∞° ‚¥ôÊÊŸ ∑§Ê ¬˝÷ÊÁflà ∑§⁄UÃË „Ò¥ ‹Á∑§Ÿ ß‚∑§Ê Áfl¬⁄UËà ‚àÿ Ÿ„Ë¥ „Ò–

24. Language development in primary classes is facilitated :

(1) When teachers use concrete examples to refer to abstract concepts.
(2) When teachers stress upon and enforce the use of formal language.
(3) When teachers ignore and dismiss the mother tongue of the children.
(4) When teachers begin from signs and symbols rather than concrete objects.
¬˝ÊÕÁ◊∑§ ∑§ˇÊÊ•Ê¥ ◊¥ ÷Ê·Ê ∑§Ê Áfl∑§Ê‚ Á∑§‚ ¬˝∑§Ê⁄U ‚¥‚ÊÁœÃ „ÊÃÊ „Ò?
(1) ¡’ Á‡ÊˇÊ∑§ •◊Íø •flœÊ⁄UáÊÊ•Ê¥ ∑§Ê ‚¥ŒÁ÷¸Ã ∑§⁄UŸ ∑§ Á‹∞ ∆UÊ‚ ©ŒÊ„⁄UáÊÊ¥ ∑§Ê ©¬ÿÊª ∑§⁄UÃ „Ò¥–
(2) ¡’ Á‡ÊˇÊ∑§ •ÊÒ¬øÊÁ⁄U∑§ ÷Ê·Ê ∑§ ¬˝ÿÊª ¬⁄U ¡Ê⁄U ŒÃ „Ò¥ •ÊÒ⁄U ©‚ ‹ÊªÍ ∑§⁄UÃ „Ò¥–
(3) ¡’ Á‡ÊˇÊ∑§ ’ìÊÊ¥ ∑§Ë ◊ÊÃÎ÷Ê·Ê ∑§Ë •fl„‹ŸÊ •ÊÒ⁄U ©¬ˇÊÊ ∑§⁄UÃ „Ò¥–
(4) ¡’ Á‡ÊˇÊ∑§ ◊Íø flSÃÈ•Ê¥ ∑§ ’¡Êÿ ‚¥∑§ÃÊ¥ •ÊÒ⁄U ¬˝ÁÃ∑§Ê¥ ‚ ‡ÊÈM§ ∑§⁄UÃ „Ò¥–

25. Which of the following correctly describes intrinsic motivation ?

(1) Motivation that comes from external rewards
(2) Motivation that comes from personal enjoyment of the task
(3) Motivation that comes from competition with others
(4) Motivation that comes from a fear of punishment
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ •Ê¥ÃÁ⁄U∑§ •Á÷¬˝⁄UáÊÊ ∑§Ê ‚„Ë fláʸŸ ∑§⁄UÃÊ „Ò?
(1) •Á÷¬˝⁄UáÊÊ ¡Ê ’Ê„⁄UË ¬È⁄US∑§Ê⁄UÊ¥ ‚ •ÊÃË „Ò
(2) •Á÷¬˝⁄UáÊÊ ¡Ê ∑§Êÿ¸ ∑§ √ÿÁÄêÃ-•ÊŸ¥Œ ‚ •ÊÃË „Ò
(3) •Á÷¬˝⁄UáÊÊ ¡Ê ŒÍ‚⁄UÊ¥ ∑§ ‚ÊÕ ¬˝ÁÃS¬œÊ¸ ‚ •ÊÃË „Ò
(4) •Á÷¬˝⁄UáÊÊ ¡Ê Œ¥«U ∑§ ÷ÿ ‚ •ÊÃË „Ò

26. Which of the following are examples of scaffolding ?

(a) Think-aloud (b) Prompts and cues (c) Questions
(d) Half-solved example (e) Rote Rehearsal
(1) (a), (b) (2) (a), (b), (c)
(3) (a), (b), (c), (d) (4) (a), (b), (c), (d), (e)
ÁŸêŸ ◊¥ ‚ ∑§ÊÒŸ ‚Ê •Ê‹ê’Ÿ ∑§ ©ŒÊ„⁄UáÊ „Ò¥?
(a) ’Ê‹ ∑§⁄U ‚ÊøÊ (b) ‚¥∑§Ã •ÊÒ⁄U ߸‡ÊÊ⁄U (c) ¬˝‡Ÿ
(d) •ÊœÊ „‹ Á∑§ÿÊ „È•Ê ©ŒÊ„⁄UáÊ (e) ⁄U≈U∑§⁄U ŒÊ„⁄UÊfl
(1) (a), (b) (2) (a), (b), (c)
(3) (a), (b), (c), (d) (4) (a), (b), (c), (d), (e)

P-I !SAS-24-I! 8 I
27. In the course of development, children achieve gross motor skills before fine motor skills. This
indicates that development is :
(1) Anarchic (2) Cephalocaudal
(3) Linear (4) Proximodistal
Áfl∑§Ê‚ ∑§ ∑˝§◊ ◊¥, ’ìÊ ‚͡◊ ¬‡ÊËÿ ∑§Ê҇ʋ ‚ ¬„‹ ‚∑§‹ ¬‡ÊËÿ ∑§Ê҇ʋ Áfl∑§Á‚à ∑§⁄UÃ „Ò¥– ÿ„ Œ‡ÊʸÃÊ „Ò Á∑§ Áfl∑§Ê‚ —
(1) •⁄UÊ¡∑§ (2) ‡ÊË·¸ªÊ◊Ë
(3) ⁄UπËÿ (4) ‚◊ˬ-ŒÍ⁄UÊÁ÷◊Èπ

28. As per Jean Piaget’s theory of cognitive development, which of the following ability distinguishes
concrete operational thinking from Pre-operational thinking ?
(1) Coordination of senses (2) Decentering
(3) Hypothetical reasoning (4) Object permanence
¡ËŸ Á¬ÿÊ¡ ∑§ ‚¥ôÊÊŸÊà◊∑§ Áfl∑§Ê‚ ∑§ Á‚hʥà ∑§ •ŸÈ‚Ê⁄U, ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ë ˇÊ◊ÃÊ ◊Íø-‚¥Á∑˝§ÿÊà◊∑§ ‚Êø ∑§Ê
¬Ífl¸-‚¥Á∑˝§ÿÊà◊∑§ ‚Êø ‚ •‹ª ∑§⁄UÃË „Ò?
(1) ߥÁŒ˝ÿÊ¥ ∑§Ê ‚◊ãflÿ (2) Áfl∑¥§Œ˝áÊ
(3) ¬Á⁄U∑§ÁÀ¬Ã ÃÊÁ∑¸§∑§ÃÊ (4) flSÃÈ SÕÊÁÿàfl

29. After getting ‘out’ in the game due to the rope getting stuck in her leg while jumping Aru says that
the rope deliberately got her out. At what stage of Jean Piaget’s theory of cognitive development
do children reason like this ?
(1) Concrete Operational stage (2) Formal Operational stage
(3) Sensory-motor stage (4) Pre-operation stage
⁄US‚Ë ∑ͧŒÃ ‚◊ÿ ¬Ò⁄U ◊¥ ⁄US‚Ë »°§‚Ÿ ∑§ ∑§Ê⁄UáÊ “•Ê©≈U” „ÊŸ ∑§ ’ÊŒ •M§ ∑§„ÃË „Ò Á∑§ ©‚ ⁄US‚Ë Ÿ ¡ÊŸ’ͤÊ∑§⁄U “•Ê©≈U” Á∑§ÿÊ
„Ò– ¡ËŸ Á¬ÿÊ¡ ∑§ ‚¥ôÊÊŸÊà◊∑§ Áfl∑§Ê‚ Á‚hÊãà ∑§Ë Á∑§‚ •flSÕÊ ◊¥ ’ìÊ ß‚ Ã⁄U„ ∑§ Ã∑¸§ ŒÃ „Ò¥?
(1) ◊Íø ‚¥Á∑˝§ÿÊà◊∑§ •flSÕÊ (2) •ÊÒ¬øÊÁ⁄U∑§ ‚¥Á∑˝§ÿÊà◊∑§ •flSÕÊ
(3) ‚¥flŒË øÊ‹∑§ •flSÕÊ (4) ¬Ífl¸-ø‹Ÿ •flSÕÊ

30. Socio-constructivist views of learning advocate that -

(1) Learners receive knowledge passively from others
(2) Learners actively construct knowledge
(3) Effective learning is activated by lecturing and explaining
(4) Effective learning takes place through the process of recall and rehearsal
‚ËπŸ ∑§ ‚Ê◊ÊÁ¡∑§-‚¥⁄UøŸÊflÊŒË ÁfløÊ⁄U ß‚ ’Êà ∑§Ë fl∑§Ê‹Ã ∑§⁄UÃ „Ò¥ Á∑§ —
(1) Á‡ÊˇÊÊÕ˸ ŒÍ‚⁄UÊ¥ ‚ ÁŸÁc∑˝§ÿ M§¬ ‚ ôÊÊŸ ¬˝Êåà ∑§⁄UÃ „Ò¥
(2) Á‡ÊˇÊÊÕ˸ ‚Á∑˝§ÿ M§¬ ‚ ôÊÊŸ ∑§Ê ÁŸ◊ʸáÊ ∑§⁄UÃ „Ò¥
(3) √ÿÊÅÿÊŸ ŒŸ •ÊÒ⁄U ‚◊¤ÊÊŸ ‚ ¬˝÷ÊflË Á‡ÊˇÊáÊ ‚Á∑˝§ÿ „ÊÃÊ „Ò
(4) ¬˝àÿÊ„Ê⁄U •ÊÒ⁄U ŒÊ„⁄UÊfl ∑§Ë Áø¥ÃŸ ¬˝Á∑˝§ÿÊ ‚ ¬˝÷ÊflË Á‡ÊˇÊáÊ „ÊÃË „Ò

P-I !SAS-24-I! 9 I
 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. Which of the following should be the characteristics of mathematical language at primary level ?
(a) It should be precise.
(b) It must be ambiguous as it can add openness in the subject.
(c) It should be reinforced through child’s language used in everyday life.
(d) It must be highly technical as it will help students to communicate accurately in mathematics.
Choose the correct option :
(1) (a) and (d) (2) (a), (b) and (c) (3) (a) and (c) (4) (a), (c) and (d)
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ë ¬˝ÊÕÁ◊∑§ SÃ⁄U ¬⁄U ªÁáÊÃËÿ ÷Ê·Ê ∑§Ë Áfl‡Ê·ÃÊ∞° „ÊŸË øÊÁ„∞?
(a) ÿ„ ‚≈UË∑§ „ÊŸË øÊÁ„∞–
(b) ÿ„ •S¬c≈U „ÊŸË øÊÁ„∞ ÃÊÁ∑§ ÿ„ Áfl·ÿ ◊¥ πȋʬŸ ¡Ê«∏ ‚∑§–
(c) ’ìÊ ∑§Ë ŒÒÁŸ∑§ ¡ËflŸ ◊¥ ©¬ÿÊª ∑§Ë ¡ÊŸ flÊ‹Ë ÷Ê·Ê ∑§ ◊Êäÿ◊ ‚ ß‚ ¬˝’Á‹Ã Á∑§ÿÊ ¡ÊŸÊ øÊÁ„∞–
(d) ÿ„ •àÿÁœ∑§ ¬˝ÊÁflÁœ∑§ „ÊŸË øÊÁ„∞ ÄÿÊ¥Á∑§ ß‚‚ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë ªÁáÊà ◊¥ ‚„Ë ‚ê¬˝·áÊ ∑§⁄UŸ ◊¥ ‚„ÊÿÃÊ „ÊªË–
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) (a) •ÊÒ⁄U (d) (2) (a), (b) •ÊÒ⁄U (c) (3) (a) •ÊÒ⁄U (c) (4) (a), (c) •ÊÒ⁄U (d)

32. A student of class III solved 26×5 as 26

× 5
1030
Revisiting which of the following will best remediate this misconception ?
(1) Multiplication of one digit by one digit (2) Concept of regrouping
(3) Recalling multiplication tables (4) One to one correspondence

∑§ˇÊÊ III ∑§ ∞∑§ ÁfllÊÕ˸ Ÿ 26×5 ∑§Ê ß‚ ¬˝∑§Ê⁄U „‹ Á∑§ÿÊ 26

× 5
1030

ÁŸêŸÁ‹Áπà ◊¥ ‚ ÄÿÊ ŒÊ„⁄UÊŸÊ ß‚ ÷˝Ê¥Áà ∑§Ê ‚ÈœÊ⁄UŸ ∑§ Á‹∞ ‚’‚ ©¬ÿÈÄà „ÊªÊ?
(1) ∞∑§ •¥∑§ ∑§Ë ∞∑§ •¥∑§ ‚ ªÈáÊÊ– (2) ¬ÈŸ‚¸◊Í„Ë∑§⁄UáÊ ∑§Ë •flœÊ⁄UáÊÊ–
(3) ¬„Ê«∏Ê¥ ∑§Ê ¬˝àÿÊS◊⁄UáÊ– (4) ∞∑Ò§∑§Ë ‚¥ªÁÖ
SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

P-I !SAS-24-I! 10 I
33. A number becomes double if it is increased by 8. What is the number ?
(1) 6 (2) 8 (3) 12 (4) 16
∞∑§ ‚¥ÅÿÊ ◊¥ •Ê∆U ¡Ê«∏ ÁŒÿÊ ¡Ê∞, ÃÊ fl„ ŒÈªÈŸË „Ê ¡ÊÃË „Ò– fl„ ‚¥ÅÿÊ ÄÿÊ „ÊªË?
(1) 6 (2) 8 (3) 12 (4) 16

34. One millimetre is the same as :

(1) 0.01 cm (2) 0.1 cm (3) 0.01 m (4) 0.1 m
∞∑§ Á◊‹Ë◊Ë≈U⁄U ’⁄UÊ’⁄U „Ò —
(1) 0.01 cm (2) 0.1 cm (3) 0.01 m (4) 0.1 m
35. A __________ is always a regular polygon.
(1) Isosceles triangle (2) Square
(3) Pentagon (4) Circle
∞∑§ __________ ‚ŒÒfl ‚◊ ’„È÷È¡ „ÊÃÊ „Ò–
(1) ‚◊Ám’Ê„È ÁòÊ÷È¡ (2) flª¸
(3) ¬¥ø÷È¡ (4) flÎûÊ
36. The sum of all angles of a triangle is :
(1) 608 (2) 908 (3) 1808 (4) 3608
ÁòÊ÷È¡ ∑§ ‚÷Ë ∑§ÊáÊÊ¥ ∑§Ê ÿÊª „Ò —
(1) 608 (2) 908 (3) 1808 (4) 3608

37. Which of the following is/are related to early number concept formation ?
(a) One to one correspondence
(b) Hierarchical inclusion
(c) Basic operations
Choose the correct option :
(1) Only (a) (2) (a) and (c) (3) (a) and (b) (4) (b) and (c)
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê/‚ •Ê⁄¥UÁ÷∑§ ‚¥ÅÿÊ •flœÊ⁄UáÊÊ ∑§ ’ŸŸ ‚ ‚¥’¥ÁœÃ „Ò?
(a) ∞∑Ò§∑§Ë ‚¥ªÁÃ
(b) ¬ŒÊŸÈ∑˝§Á◊∑§ ‚◊Êfl‡ÊŸ
(c) ◊Í‹÷Íà ‚¥Á∑˝§ÿÊ∞°
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) ∑§fl‹ (a) (2) (a) •ÊÒ⁄U (c) (3) (a) •ÊÒ⁄U (b) (4) (b) •ÊÒ⁄U (c)
SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

P-I !SAS-24-I! 11 I
38. Which of the following statements is/are most appropriate for the idea of cognitive conflict in
teaching mathematics ?
(a) Thoughtful efforts of a teacher to expose children to cognitive conflict can enhance their
mathematical understanding.
(b) It is not useful for promoting mathematical understanding in children.
(c) Children get confused so cognitive conflict must be avoided.
Choose the correct option :
(1) (b) and (c) (2) (a) and (c) (3) Only (a) (4) Only (c)

ªÁáÊà Á‡ÊˇÊáÊ ◊¥ ‚¥ôÊÊŸÊà◊∑§ ‚¥ÉÊ·¸ ∑§ ÁfløÊ⁄U ∑§ Á‹∞ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê/‚ ∑§ÕŸ ‚’‚ ©¬ÿÈÄà „Ò?
(a) ‚¥ôÊÊŸÊà◊∑§ ‚¥ÉÊ·¸ ∑§ ¬˝Áà ’ìÊÊ¥ ∑§Ê ‚Ȫêÿ ’ŸÊŸ ∑§ Á‡ÊˇÊ∑§ ∑§ ÁfløÊ⁄U¬Íáʸ ¬˝ÿÊ‚Ê¥ ‚ ©Ÿ∑§Ë ªÁáÊÃËÿ ‚◊¤Ê ∑§Ê ’…∏ÊflÊ
Á◊‹ ‚∑§ÃÊ „Ò–
(b) ÿ„ ’ìÊÊ¥ ◊¥ ªÁáÊÃËÿ ‚◊¤Ê ∑§Ê ’…∏ÊflÊ ŒŸ ∑§ Á‹∞ ¬˝÷ÊflË Ÿ„Ë¥ „Ò–
(c) ‚¥ôÊÊŸÊà◊∑§ ‚¥ÉÊ·¸ ‚ ’øŸÊ øÊÁ„∞ ÄÿÊ¥Á∑§ ß‚‚ ’ìÊ ÷˝Á◊à „Ê ¡ÊÃ „Ò¥–
‚„Ë Áfl∑§À¬ øÈŸ¥ —
(1) (b) •ÊÒ⁄U (c) (2) (a) •ÊÒ⁄U (c) (3) ∑§fl‹ (a) (4) ∑§fl‹ (c)

39. Which aspect of evaluation is used when a teacher ensures that test made by her fulfils the objectives
and criteria of that test ?
(1) Validity (2) Practicality (3) Reliability (4) Consistency

¡’ Á‡ÊÁˇÊ∑§Ê ÿ„ ‚ÈÁŸÁ‡øà ∑§⁄UÃË „Ò Á∑§ ©‚∑§ mÊ⁄UÊ ’ŸÊÿÊ ªÿÊ ≈ÒUS≈U, ©‚ ≈ÒUS≈U ∑§ ©g‡ÿÊ¥ ∞fl¥ ∑§‚ÊÒ≈UË ∑§Ê ¬Í⁄UÊ ∑§⁄UÃ „Ò¥ Ã’
◊ÍÀÿÊ¥∑§Ÿ ∑§ Á∑§‚ ¬ˇÊ ∑§Ê ©¬ÿÊª Á∑§ÿÊ ªÿÊ „Ò?
(1) flÒœÃÊ (2) √ÿÊfl„ÊÁ⁄U∑§ÃÊ (3) Áfl‡fl‚ŸËÿÃÊ (4) ‚È‚¥ªÁÃ

40. What should be subtracted from the sum of 9909, 9099 and 9009 to obtain 25454 ?
(1) 2356 (2) 2365 (3) 2536 (4) 2563

25454 ¬˝Êåà ∑§⁄UŸ ∑§ Á‹∞ 9909, 9099 •ÊÒ⁄U 9009 ∑§ ÿÊª ◊¥ ‚ ÄÿÊ ÉÊ≈UÊŸÊ „ÊªÊ?
(1) 2356 (2) 2365 (3) 2536 (4) 2563
SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

P-I !SAS-24-I! 12 I
41. Which of the following statements is correct ?
(1) 1 is a prime number
(2) 1 is a composite number
(3) 1 is both, a prime and a composite number
(4) 1 is neither prime nor a composite number
ÁŸêŸÁ‹Áπà ∑§ÕŸÊ¥ ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑§ÕŸ ‚„Ë „Ò?
(1) 1, ∞∑§ •÷Êíÿ ‚¥ÅÿÊ „Ò–
(2) 1, ∞∑§ ÷Êíÿ ‚¥ÅÿÊ „Ò–
(3) 1 ŒÊŸÊ¥ „Ò, ∞∑§ ÷Êíÿ •ÊÒ⁄U •÷Êíÿ ‚¥ÅÿÊ–
(4) 1 Ÿ ÃÊ •÷Êíÿ „Ò •ÊÒ⁄U Ÿ „Ë ÷Êíÿ „Ò–

42. See the number pattern given below :

1, 8, 27, 64, 125, __________ , _________
What will be the next two terms ?
(1) 256 and 289 (2) 216 and 289 (3) 256 and 343 (4) 216 and 343
ŸËø ÁŒ∞ ª∞ ‚¥ÅÿÊ ¬Ò≈UŸ¸ ∑§Ê ŒÁπ∞ —
1, 8, 27, 64, 125, __________ , _________
•ª‹ ŒÊ ¬Œ ÄÿÊ „Ê¥ª?
(1) 256 •ÊÒ⁄U 289 (2) 216 •ÊÒ⁄U 289 (3) 256 •ÊÒ⁄U 343 (4) 216 •ÊÒ⁄U 343

43. Which of the following statement is least appropriate for encouraging mathematical learning ?
(1) Failure does not imply that students cannot do mathematics.
(2) Everyone can learn mathematics.
(3) Mathematics learning is not gender specific.
(4) Discourage intuition as it hampers the development of mathematical ideas.
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑§ÕŸ ªÁáÊÃËÿ •Áœª◊ ∑§Ê ¬˝Êà‚ÊÁ„à ∑§⁄UŸ ∑§ Á‹∞ ‚’‚ ∑§◊ ©¬ÿÈÄà „Ò?
(1) •‚»§‹ÃÊ ∑§Ê •Õ¸ ÿ„ Ÿ„Ë¥ „ÊÃÊ Á∑§ ÁfllÊÕ˸ ªÁáÊà Ÿ„Ë¥ ∑§⁄U ‚∑§Ã–
(2) ‚÷Ë ªÁáÊà ‚Ëπ ‚∑§Ã „Ò¥–
(3) ªÁáÊà •Áœª◊ ¡¥«U⁄U-ÁflÁ‡Êc≈U Ÿ„Ë¥ „ÊÃÊ „Ò–
(4) •ãÃôÊʸŸ ∑§Ê „ÃÊà‚ÊÁ„à ∑§⁄UŸÊ øÊÁ„∞ ÄÿÊ¥Á∑§ ÿ„ ªÁáÊÃËÿ ÁfløÊ⁄UÊ¥ ∑§Ê Áfl∑§Á‚à ∑§⁄UŸ ◊¥ ’ÊœÊ «UÊ‹ÃÊ „Ò–

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

P-I !SAS-24-I! 13 I
44. The value of 25.3×5−35÷5−3×18.5 is :
(1) 283.05 (2) 64.0 (3) 95.0 (4) −26.5
25.3×5−35÷5−3×18.5 ∑§Ê ◊ÊŸ „Ò —
(1) 283.05 (2) 64.0 (3) 95.0 (4) −26.5

45. According to National Education Policy (NEP) 2020, assessment of learners include :
(1) Cognitive and physical domains
(2) Cognitive, affective and psychomotor domains
(3) Cognitive, social and spiritual domains
(4) Physical and psychological domains
⁄UÊc≈˛UËÿ Á‡ÊˇÊÊ ŸËÁà 2020, ∑§ •ŸÈ‚Ê⁄U, Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê •Ê∑§‹Ÿ __________ ∑§Ê ‡ÊÊÁ◊‹ ∑§⁄UÃÊ „Ò–
(1) ‚¥ôÊÊŸÊà◊∑§ •ÊÒ⁄U ÷ÊÒÁÃ∑§ •ÊÿÊ◊
(2) ‚¥ôÊÊŸÊà◊∑§, ÷ÊflÊà◊∑§ •ÊÒ⁄U ◊ŸÊªàÿÊà◊∑§ •ÊÿÊ◊
(3) ‚¥ôÊÊŸÊà◊∑§, ‚Ê◊ÊÁ¡∑§, •ÊäÿÊÁà◊∑§ •ÊÿÊ◊
(4) ÷ÊÒÁÃ∑§ •ÊÒ⁄U ◊ŸÊflÒôÊÊÁŸ∑§ •ÊÿÊ◊

46. A frog jumps 3 steps and a rabbit jumps 7 steps at a time starting from a place O. At which of the
following steps, they both will be jumping together ?
(1) 343 (2) 371 (3) 378 (4) 354
Á∑§‚Ë SÕÊŸ O ‚ •Ê⁄¥U÷ ∑§⁄U∑§ ∞∑§ ◊…∏∑§ 3 ∑§Œ◊ •ÊÒ⁄U ∞∑§ π⁄UªÊ‡Ê 7 ∑§Œ◊ ∑§Ë ¿U‹Ê¥ª ‹ªÊÃ „Ò¥– ÁŸêŸ ◊¥ ‚ Á∑§‚ ∑§Œ◊
¬⁄U fl ŒÊŸÊ¥ ∞∑§ ‚ÊÕ ¿U‹Ê¥ª ‹ªÊ∞°ª?
(1) 343 (2) 371 (3) 378 (4) 354

2
47. The number of degrees in 2 right angles is :
3
(1) 210 (2) 285 (3) 240 (4) 330

2
2
3
‚◊∑§ÊáÊÊ¥ ◊¥ Á«UÁª˝ÿÊ¥ ∑§Ë ‚¥ÅÿÊ „Ò —
(1) 210 (2) 285 (3) 240 (4) 330

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

P-I !SAS-24-I! 14 I
48. Which one of the following costs least ?
(1) 75 packets of ` 750 each (2) 750 packets of ` 7.50 each
(3) 7.5 dozen items of ` 750 each item (4) 75 dozen items of ` 7.50 each item
ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚∑§Ë ‹ÊªÃ ‚’‚ ∑§◊ „Ò?
(1) ` 750 ¬˝àÿ∑§ ¬Ò∑§≈U flÊ‹ 75 ¬Ò∑§≈U (2) ` 7.50 ¬˝àÿ∑§ ¬Ò∑§≈U flÊ‹ 750 ¬Ò∑§≈U
(3) ` 750 ¬˝àÿ∑§ flSÃÈ flÊ‹Ë 7.5 Œ¡¸Ÿ flSÃÈ∞° (4) ` 7.50 ¬˝àÿ∑§ flSÃÈ flÊ‹Ë 75 Œ¡¸Ÿ flSÃÈ∞°

49. National Education Policy (NEP) - 2020 talks about “Knowledge of India”. Which of the following
are not included in it ?
(1) Knowledge from ancient India and its contributions to modern India.
(2) Tribal knowledge, indigenous and traditional ways of learning as part of various subjects
like Mathematics, Astronomy, Medicine, Agriculture etc.
(3) Field visits to different states as part of cultural exchange programmes.
(4) Formal examination to assess the knowledge gained by the students.
⁄UÊc≈˛UËÿ Á‡ÊˇÊÊ ŸËÁÃ-(∞Ÿ.߸.¬Ë) - 2020 ““÷Ê⁄Uà ∑§Ê ôÊÊŸ”” ∑§ ’Ê⁄U ◊¥ ’Êà ∑§⁄UÃË „Ò– ÁŸêŸÁ‹Áπà ◊¥ ‚ ÄÿÊ ß‚◊¥ ‚Áê◊Á‹Ã
Ÿ„Ë¥ „Ò?
(1) •ÊœÈÁŸ∑§ ÷Ê⁄Uà ∑§ ¬˝Áà ¬˝ÊøËŸ ÷Ê⁄Uà ∑§Ê ôÊÊŸ •ÊÒ⁄U ©‚∑§Ê ÿÊªŒÊŸ–
(2) ÁflÁ÷ÛÊ Áfl·ÿÊ¥ ¡Ò‚ ªÁáÊÃ, πªÊ‹ ÁflôÊÊŸ, ÁøÁ∑§à‚Ê, ∑ΧÁ· ßàÿÊÁŒ ∑§ Á„S‚ ∑§ M§¬ ◊¥ •ÊÁŒflÊ‚Ë ôÊÊŸ, •Áœª◊ ∑§
SflŒ‡ÊË •ÊÒ⁄U ¬Ê⁄¥U¬Á⁄U∑§ Ã⁄UË∑§–
(3) ‚Ê¥S∑ΧÁÃ∑§ •ÊŒÊŸ-¬˝ŒÊŸ ∑§Êÿ¸∑˝§◊Ê¥ ∑§ Á„S‚ ∑§ M§¬ ◊¥ ÁflÁ÷ÛÊ ⁄UÊíÿÊ¥ ∑§Ê ŒÊÒ⁄UÊ–
(4) ÁfllÊÁÕ¸ÿÊ¥ ∑§ ôÊÊŸ ◊¥ flÎÁh ∑§ •Ê∑§‹Ÿ ∑§ Á‹∞ •ÊÒ¬øÊÁ⁄U∑§ ¬⁄UˡÊÊ∞°–

50. Which of the following model is least appropriate to develop the conceptual understanding
regarding the relationships of ones, tens and hundreds in early grade learners ?
(1) Dienes blocks (2) Money
(3) Abacus (4) Place value chart
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ◊ÊÚ«U‹ ‡ÊÈL§•ÊÃË ∑§ˇÊÊ ∑§ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ◊¥ ß∑§Ê߸, Œ„Ê߸ •ÊÒ⁄U ‚Ò∑§«∏ ∑§ ‚¥’¥œ ∑§ ’Ê⁄U ◊¥ •flœÊ⁄UáÊÊà◊∑§
‚◊¤Ê Áfl∑§Á‚à ∑§⁄UŸ ∑§ Á‹∞ ‚’‚ ∑§◊ ©¬ÿÈÄà „Ò?
(1) «UËã‚ é‹ÊÚÄ‚ (2) ◊ÈŒ˝Ê
(3) ÁªŸÃÊ⁄UÊ (4) SÕÊŸËÿ ◊ÊŸ øÊ≈¸U

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

P-I !SAS-24-I! 15 I
51. Brij had a wire of length 100 metres to cover the land of his choice. He wanted to take the biggest
land. Which of the following measurements should he choose to take the biggest area ?
(1) 15 m × 35 m (2) 30 m × 20 m (3) 25 m × 25 m (4) 5 m × 45 m
’Ρ ∑§ ¬Ê‚ •¬ŸË ¬‚¥Œ ∑§Ë $¡◊ËŸ ÉÊ⁄UŸ ∑§ Á‹∞ 100 ◊Ë≈U⁄U ∑§Ê ÃÊ⁄U ÕÊ– fl„ ‚’‚ ’«∏Ê $¡◊ËŸ ∑§Ê ≈ÈU∑§«∏Ê ‹ŸÊ øÊ„ÃÊ ÕÊ–
ÁŸêŸÁ‹Áπà ◊¥ ‚ ©‚ Á∑§‚ ◊ʬ ∑§Ê ≈ÈU∑§«∏Ê ‹ŸÊ øÊÁ„∞ ÃÊÁ∑§ ©‚∑§Ë $¡◊ËŸ ∑§Ê ˇÊòÊ»§‹ •Áœ∑§Ã◊ „Ê?
(1) 15 m × 35 m (2) 30 m × 20 m (3) 25 m × 25 m (4) 5 m × 45 m

52. Which of the following is not true about ‘multiplicity of approaches’ in teaching mathematics ?
(1) Very often, there are many ways of solving a problem.
(2) It hampers the learning of child as it leads to confusion.
(3) Offering such a choice allows children to explore and use the approach that is most natural
and easy for them.
(4) It is crucial for liberating school mathematics from the tyranny of the one correct answer.
ªÁáÊà ∑§ Á‡ÊˇÊáÊ ◊¥ “ÁflÁ÷ÛÊ ¬˝∑§Ê⁄U ∑§ Ã⁄UË∑§Ê¥” ∑§ Á‹∞ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ‚àÿ Ÿ„Ë¥ „Ò?
(1) ∞‚Ê ’„Èà ’Ê⁄U „ÊÃÊ „Ò Á∑§ ∞∑§ ‚◊SÿÊ ∑§Ê ‚◊ʜʟ ∑§⁄UŸ ∑§ ∑§ß¸ Ã⁄UË∑§ „Ê¥–
(2) ÿ„ ’ìÊ ∑§ •Áœª◊ ◊¥ ’ÊœÊ «UÊ‹ÃÊ „Ò ÄÿÊ¥Á∑§ ÿ„ ÷˝◊ ∑§Ë •ªÈ•Ê߸ ∑§⁄UÃÊ „Ò–
(3) ß‚ Ã⁄U„ ∑§ Áfl∑§À¬ ¬˝SÃÈà ∑§⁄UŸ ‚ ’ìÊÊ¥ ∑§Ê ©‚ ©¬Êª◊ ∑§Ê •ãfl·áÊ ∑§⁄UŸ •ÊÒ⁄U ©¬ÿÊª ∑§⁄UŸ ∑§Ê •fl‚⁄U Á◊‹ÃÊ „Ò
¡Ê ©Ÿ∑§ Á‹∞ ‚’‚ Sfl÷ÊÁfl∑§ •ÊÒ⁄U •Ê‚ÊŸ „Ê–
(4) ÿ„ S∑ͧ‹Ë ªÁáÊà ∑§Ê ∞∑§ „Ë ‚„Ë ©ûÊ⁄U „ÊŸ ∑§Ë ¬⁄¥U¬⁄UÊ ‚ ◊ÈÄà ∑§⁄UŸ ∑§ Á‹∞ ◊„àfl¬Íáʸ „Ò–

53. Which of the following statement is most appropriate ?

(1) Mathematics lab is essential as it provides opportunities for hands on activities for students.
(2) Charts are used in mathematics class as an effective teaching-learning material.
(3) Use of teaching-learning material in mathematics class consume students’ time for practice.
(4) Students do not enjoy riddles in mathematics class.
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ∑§ÕŸ ‚’‚ •Áœ∑§ ©¬ÿÈÄà „Ò?
(1) ªÁáÊà ∑§Ë ‹Ò’ ¡L§⁄UË „Ò ÄÿÊ¥Á∑§ ÿ„ Á∑˝§ÿʇÊË‹ ªÁÃÁflÁœÿÊ¥ ∑§Ê •fl‚⁄U ¬˝ŒÊŸ ∑§⁄UÃË „Ò–
(2) øÊ≈¸U‚˜ ªÁáÊà ∑§Ë ∑§ˇÊÊ ◊¥ ∞∑§ ¬˝÷ÊflË Á‡ÊˇÊáÊ-•Áœª◊ ‚Ê◊ª˝Ë „Ò–
(3) Á‡ÊˇÊáÊ-•Áœª◊ ‚Ê◊ª˝Ë ∑§Ê ©¬ÿÊª ªÁáÊà ∑§Ë ∑§ˇÊÊ ◊¥ ÁfllÊÁÕ¸ÿÊ¥ ∑§ •èÿÊ‚ ∑§Ê ‚◊ÿ √ÿÿ ∑§⁄U ŒÃÊ „Ò–
(4) ÁfllÊÕ˸ ªÁáÊà ∑§Ë ∑§ˇÊÊ ◊¥ ¬„Á‹ÿÊ¥ ◊¥ •ÊŸ¥Œ Ÿ„Ë¥ ‹Ã–

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

P-I !SAS-24-I! 16 I
 1 1
54. How many packets of kg salt can be made from 7 kg of salt ?
12 2
(1) 45 (2) 60 (3) 72 (4) 90

1 1
7 kg Ÿ◊∑§ ‚ kg Ÿ◊∑§ ∑§ Á∑§ÃŸ ¬Ò∑§≈U ’ŸÊ∞ ¡Ê ‚∑§Ã „Ò¥?
2 12
(1) 45 (2) 60 (3) 72 (4) 90

55. While solving 182

−6 7

in class II, a teacher explained that we have to subtract 7 from 2 and 2 is smaller than 7. So we will
borrow one from 8 and then we can subtract 7 from 12. One student told teacher : Mam ! why we
are borrowing from eight, as borrowing is not good. What a teacher should do in such a situation ?
(1) Teacher should scold the student and make him sit.
(2) Teacher should change the word ‘borrowing’ to ‘regrouping’ and then show the process of
regrouping.
(3) Teacher should tell the student to focus on learning the algorithm of subtraction.
(4) Teacher should ignore the student’s question and continue with her work.

∑§ˇÊÊ II ◊¥ 182

−6 7

∑§Ê „‹ ∑§⁄UflÊÃ „È∞ ∞∑§ •äÿÊÁ¬∑§Ê Ÿ S¬c≈U Á∑§ÿÊ Á∑§ „◊¥ 7 ∑§Ê 2 ◊¥ ‚ ÉÊ≈UÊŸÊ „Ò •ÊÒ⁄U 2, ¿UÊ≈UÊ „Ò 7 ‚– ß‚Á‹∞ „◊¥ 8 ‚
∞∑§ ©œÊ⁄U ‹ŸÊ ¬«∏ªÊ •ÊÒ⁄U Ã’ „◊ 12 ◊¥ ‚ 7 ∑§Ê ÉÊ≈UÊ ∑§⁄U ¬Ê∞°ª– ∞∑§ ’ìÊ Ÿ •äÿÊÁ¬∑§Ê ‚ ¬Í¿UÊ — ◊Ò«U◊! „◊ 8 ‚ ©œÊ⁄U
ÄÿÊ¥ ‹ ⁄U„ „Ò¥– ©œÊ⁄U ‹ŸÊ •ë¿UÊ Ÿ„Ë¥ „ÊÃÊ– ß‚ ¬Á⁄UÁSÕÁà ◊¥ •äÿÊÁ¬∑§Ê ∑§Ê ÄÿÊ ∑§⁄UŸÊ øÊÁ„∞?
(1) •äÿÊÁ¬∑§Ê ∑§Ê ’ìÊ ∑§Ê «UÊ°≈U ∑§⁄U ’Ò∆UÊ ŒŸÊ øÊÁ„∞–
(2) •äÿÊÁ¬∑§Ê ∑§Ê “©œÊ⁄U” ‡ÊéŒ ∑§Ê ’Œ‹∑§⁄U “¬ÈŸ‚¸◊Í„Ë∑§⁄UáÊ” ∑§Ê ©¬ÿÊª ∑§⁄UŸÊ øÊÁ„∞ •ÊÒ⁄U ¬ÈŸ‚¸◊Í„Ë∑§⁄UáÊ ∑§Ë ¬˝Á∑˝§ÿÊ
ÁŒπÊŸË øÊÁ„∞–
(3) •äÿÊÁ¬∑§Ê ∑§Ê ’ìÊ ∑§Ê ∑§„ŸÊ øÊÁ„∞ Á∑§ ÉÊ≈UÊfl ∑§Ë ∑§‹Ÿ ÁflÁœ ‚ËπŸ ¬⁄U äÿÊŸ Œ¥–
(4) •äÿÊÁ¬∑§Ê ∑§Ê ’ìÊ ∑§ ¬˝‡Ÿ ∑§Ê Ÿ$¡⁄U•ãŒÊ$¡ ∑§⁄U∑§ •¬ŸÊ ∑§Ê◊ ¡Ê⁄UË ⁄UπŸÊ øÊÁ„∞–
SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

P-I !SAS-24-I! 17 I
56. Yamina threw a die 10 times and got the following results :

5, 3, 6, 6, 1, 4, 5, 3, 3, 2

Which of the following numbers she got the maximum number of times ?

(1) 6 (2) 3 (3) 1 (4) 5

ÿÊÁ◊ŸÊ Ÿ ∞∑§ ¬Ê‚Ê 10 ’Ê⁄U ©¿UÊ‹Ê •ÊÒ⁄U ©‚ ÁŸêŸÁ‹Áπà ¬Á⁄UáÊÊ◊ ¬˝Êåà „È∞ —
5, 3, 6, 6, 1, 4, 5, 3, 3, 2

ÁŸêŸÁ‹Áπà ‚¥ÅÿÊ•Ê¥ ◊¥ ‚ ©‚ •Áœ∑§Ã◊ ’Ê⁄U ∑§ÊÒŸ ‚Ë ‚¥ÅÿÊ ¬˝Êåà „È߸?
(1) 6 (2) 3 (3) 1 (4) 5

57. Which of the following is true for word problems in school mathematics ?

(1) Word problems refer to exercises where the child formalises the situation into a form where
a specific mathematical technique can be applied.

(2) Word problems are not examples of mathematical modelling.

(3) Word problems are important in secondary classes only.

(4) Word problems focus more on procedural knowledge in mathematics.

ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê S∑ͧ‹Ë ªÁáÊà ◊¥ ß’Ê⁄UÃË ‚flÊ‹Ê¥ ∑§ Á‹∞ ‚„Ë „Ò?

(1) ß’Ê⁄UÃË ‚flÊ‹ ©Ÿ •èÿÊ‚Ê¥ ∑§Ê ‚¥ŒÁ÷¸Ã ∑§⁄UÃ „Ò¥ ¡„Ê° ’ìÊÊ ¬Á⁄UÁSÕÁà ∑§Ê ∞∑§ ∞‚Ê •ÊÒ¬øÊÁ⁄U∑§ M§¬ ŒÃÊ „Ò Á¡‚◊¥
ªÁáÊÃËÿ Ã∑§ŸË∑§ ∑§Ê ‹ÊªÍ Á∑§ÿÊ ¡Ê ‚∑§–

(2) ß’Ê⁄UÃË ‚flÊ‹ ªÁáÊÃËÿ ÁŸŒ‡Ê¸Ÿ ∑§ ©ŒÊ„⁄UáÊ Ÿ„Ë¥ „ÊÃ–

(3) ß’Ê⁄UÃË ‚flÊ‹ ∑§fl‹ ◊ÊäÿÁ◊∑§ ∑§ˇÊÊ•Ê¥ ◊¥ ◊„àfl¬Íáʸ „ÊÃ „Ò¥–

(4) ß’Ê⁄UÃË ‚flÊ‹ ªÁáÊà ◊¥ ∑§Êÿ¸ÁflÁœ∑§ ôÊÊŸ ¬⁄U •Áœ∑§ ∑¥§ÁŒ˝Ã „ÊÃ „Ò¥–
SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„

P-I !SAS-24-I! 18 I
58. The parcel sending rates are given below —
Parcel weighing (50 grams or less) : ` 15.00 parcel weighing (for every additional 50 grams) : ` 7.00
Meena wants to send a parcel to her friend Charu in Delhi. The parcel weighs 350 g. Look at the
charges and select the correct cost of sending the parcel :
(1) ` 42 (2) ` 50 (3) ` 55 (4) ` 57
¬Ê‚¸‹ ÷¡Ÿ ∑§Ë Œ⁄¥U ŸËø ŒË ªß¸ „Ò¥ —
¬Ê‚¸‹ ∑§Ê ÷Ê⁄U (50 ª˝Ê◊ •ÊÒ⁄U ©‚‚ ∑§◊) : ` 15.00 ¬Ê‚¸‹ ∑§Ê ÷Ê⁄U (¬˝àÿ∑§ •ÁÃÁ⁄UÄà 50 ª˝Ê◊ ∑§ Á‹∞) : ` 7.00
◊ËŸÊ •¬ŸË ‚„‹Ë øÊM§ ∑§Ê ¬Ê‚¸‹ ÷¡ŸÊ øÊ„ÃË „Ò, ¡Ê ÁŒÀ‹Ë ◊¥ „Ò– ¬Ê‚¸‹ ∑§Ê ÷Ê⁄U 350 g „Ò– Œ⁄UÊ¥ ∑§Ê Œπ∑§⁄U ¬Ê‚¸‹ ÷¡Ÿ
∑§Ë ‚„Ë ⁄UÊÁ‡Ê ∑§Ê øÈŸÊfl ∑§ËÁ¡∞ —
(1) ` 42 (2) ` 50 (3) ` 55 (4) ` 57

59. Which of the following is most appropriate to introduce ‘Data Handling’ at primary stage ?
(1) Asking the students to read time tables of bus and train timings.
(2) Within classroom, collecting statistics of students’ height; favourite food; colour; cartoon etc.
and asking questions related to data.
(3) Showing population census of a city for five years and asking students to compare population
growth.
(4) Drawing a bar graph on the blackboard and asking students to read the data from it.
¬˝ÊÕÁ◊∑§ SÃ⁄U ¬⁄U “•Ê°∑§«∏Ê¥ ∑§Ê ¬˝’¥œŸ” ∑§ ¬Á⁄Uøÿ ∑§ Á‹∞ ÁŸêŸÁ‹Áπà ◊¥ ‚ ÄÿÊ ‚’‚ ©¬ÿÈÄà „Ò?
(1) ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ’‚ •ÊÒ⁄U ≈˛UŸ ∑§ ‚◊ÿ ∑§Ë ‚◊ÿ-‚Ê⁄UÁáÊÿÊ¥ ∑§Ê ¬…∏Ÿ ∑§ Á‹∞ ∑§„ŸÊ–
(2) ∑§ˇÊÊ ◊¥ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë ‹ê’Ê߸, ©Ÿ∑§Ê ¬‚¥ŒËŒÊ πÊŸÊ, ⁄¥Uª, ∑§Ê≈¸ÍUŸ ßàÿÊÁŒ ¬⁄U •Ê°∑§«∏¥ ß∑§_ ∑§⁄UŸÊ •ÊÒ⁄U •Ê°∑§«∏Ê¥ ¬⁄U
•ÊœÊÁ⁄Uà ¬˝‡Ÿ ¬Í¿UŸÊ–
(3) ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ∞∑§ ‡Ê„⁄U ∑§Ë ¬Ê°ø ‚Ê‹ ∑§Ë ¡Ÿ‚¥ÅÿÊ ªáÊŸÊ ÁŒπÊŸÊ •ÊÒ⁄U ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ¡Ÿ‚¥ÅÿÊ flÎÁh ∑§Ë ÃÈ‹ŸÊ ∑§⁄UŸ
∑§Ê ∑§„ŸÊ–
(4) ‡ÿÊ◊¬^ ¬⁄U ∞∑§ Œ¥«U-•Ê⁄Uπ ÁøòÊÊ¥Á∑§Ã ∑§⁄UŸÊ •ÊÒ⁄U ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ©‚◊¥ ‚ •Ê°∑§«∏Ê¥ ∑§Ê ¬…∏Ÿ ∑§ Á‹∞ ∑§„ŸÊ–

60. According to National Curriculum Framework, 2005, which of the following processes are least
relevant in a primary mathematics classroom ?
(1) Memorising formulae (2) Use of patterns
(3) Visualization (4) Making connections and representations
⁄UÊc≈˛UËÿ ¬Ê∆˜Uÿøÿʸ M§¬⁄UπÊ, 2005 ∑§ •ŸÈ‚Ê⁄U, ∞∑§ ¬˝ÊÕÁ◊∑§ ªÁáÊà ∑§ˇÊÊ ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ë ¬˝Á∑˝§ÿÊ∞° ‚’‚ ∑§◊
M§¬ ‚ ¬˝Ê‚¥Áª∑§ „Ò¥?
(1) ‚ÍòÊÊ¥ ∑§Ê ÿÊŒ ∑§⁄UŸÊ (2) ¬Ò≈UŸ¸ (¬˝ÁÃ◊ÊŸÊ¥) ∑§Ê ©¬ÿÊª ∑§⁄UŸÊ
(3) ŒÎ‡ÿË∑§⁄UáÊ (4) ‚¥’¥œ SÕÊÁ¬Ã ∑§⁄UŸÊ •ÊÒ⁄U ÁŸM§¬áÊ

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

P-I !SAS-24-I! 19 I
 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. Which one of the following regarding Johad is correct ? Choose the correct option.
(1) It is a community based rain water harvesting system.
(2) It filters impurities from water.
(3) It pumps groundwater into nearby wells.
(4) Stores water from rivers.
¡Ê„«∏ ‚ ‚ê’¥ÁœÃ, ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∞∑§ ∑§ÕŸ ‚„Ë „Ò? ‚„Ë ©ûÊ⁄U øÈŸ¥–
(1) ÿ„ ‚◊ÈŒÊÿ •ÊœÊÁ⁄Uà fl·Ê¸ ¡‹ ‚¥øÿŸ ¬˝áÊÊ‹Ë „Ò–
(2) ÿ„ ¬ÊŸË ‚ •‡ÊÈÁhÿÊ¥ ∑§Ê Á»§À≈U⁄U ∑§⁄UÃÊ „Ò–
(3) ÿ„ •Ê‚¬Ê‚ ∑§ ∑ȧ•Ê¥ ◊¥ ¡◊ËŸ ∑§Ê ¬ÊŸË ß∑§≈˜U∆UÊ ∑§⁄UÃÊ „Ò–
(4) ÿ„ ŸÁŒÿÊ¥ ‚ ¬ÊŸË ß∑§≈˜U∆UÊ ∑§⁄UÃÊ „Ò–

62. Which of the following strategies promotes inquiry while teaching the theme ‘Food’ ?
(1) Asking students to collect pictures of various food items.
(2) Demonstrating fireless cooking of sandwiches, shikanji (lemon water) etc.
(3) Asking students to find out food preferences of their family members.
(4) Showing pictures of various preserved food items used in different regions of India.
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ë ⁄UáÊŸËÁà “÷Ê¡Ÿ” ÕË◊ ∑§Ê ¬…∏ÊÃ ‚◊ÿ ¬Í¿UÃÊ¿U ∑§Ê ’…∏ÊflÊ ŒÃË „Ò?
(1) ¿UÊòÊÊ¥ ‚ ÁflÁ÷㟠πÊl ¬ŒÊÕÊZ ∑§ ÁøòÊ ∞∑§òÊ ∑§⁄UŸ ∑§ Á‹∞ ∑§„ŸÊ–
(2) ‚Ò¥«UÁflø, Á‡Ê∑¥§¡Ë (‹◊Ÿ flÊ≈U⁄U) flªÒ⁄U„ ∑§Ê Á’ŸÊ •Êª ∑§ ¬∑§ÊŸ ∑§Ê ¬˝Œ‡Ê¸Ÿ–
(3) ¿UÊòÊÊ¥ ‚ ©Ÿ∑§ ¬Á⁄UflÊ⁄U ∑§ ‚ŒSÿÊ¥ ∑§Ë πÊŸ ∑§Ë ¬‚¥Œ ∑§Ê ¬ÃÊ ‹ªÊŸ ∑§ Á‹∞ ∑§„ŸÊ–
(4) ÷Ê⁄Uà ∑§ ÁflÁ÷㟠ˇÊòÊÊ¥ ◊¥ ©¬ÿÊª Á∑§∞ ¡ÊŸ flÊ‹ ÁflÁ÷㟠¬Á⁄U⁄UÁˇÊà πÊl ¬ŒÊÕÊZ ∑§ ÁøòÊ ÁŒπÊŸÊ–

63. An EVS teacher asks her students to think and answer “Why do we feel comfortable in woollens
clothes during winter”. This question is a :
(1) convergent question (2) analytical question
(3) hypothetical question (4) factual question
∞∑§ ߸flË∞‚ Á‡ÊÁˇÊ∑§Ê •¬Ÿ ¿UÊòÊÊ¥ ‚ ‚ÊøŸ •ÊÒ⁄U ¡flÊ’ ŒŸ ∑§ Á‹∞ ∑§„ÃË „Ò Á∑§ ““„◊ ‚ÁŒ¸ÿÊ¥ ∑§ ŒÊÒ⁄UÊŸ ™§ŸË ∑§¬«∏Ê¥ ◊¥ ÄÿÊ¥
‚„¡ ◊„‚Í‚ ∑§⁄UÃ „Ò¥””– ß‚ Ã⁄U„ ∑§Ê ¬˝‡Ÿ „Ò —
(1) •Á÷‚Ê⁄UË ¬˝‡Ÿ (2) Áfl‡‹·áÊÊà◊∑§ ¬˝‡Ÿ
(3) ∑§ÊÀ¬ÁŸ∑§ ¬˝‡Ÿ (4) ÃâÿÊà◊∑§ ¬˝‡Ÿ

P-I !SAS-24-I! 20 I
64. A chapter in EVS textbook of NCERT describes Wahida Prism and her experience in the Navy as
a doctor. What are the reasons for including this chapter ?
(a) Her experience challenges gender stereotypes
(b) Her story gives a peep into the life of a medical officer in the armed forces
(c) Understanding that prism reflects 7 colours
(d) Understanding the difficulties faced by her and her ways of tackling them
(1) (a), (b) and (c) (2) (b), (c) and (d)
(3) (c) and (d) (4) (b), (d) and (a)
∞Ÿ.‚Ë.߸.•Ê⁄U.≈UË. ∑§Ë ߸.flË.∞‚. ¬Ê∆K¬ÈSÃ∑§ ∑§ ∞∑§ •äÿÊÿ ◊¥ fl„ËŒÊ ∑§Ê Á¬˝í◊ •ÊÒ⁄U ŸÊÒ‚ŸÊ ◊¥ «UÊÚÄ≈U⁄U ∑§ M§¬ ◊¥ ©Ÿ∑§
•ŸÈ÷fl ∑§Ê fláʸŸ „Ò– ß‚ ‡ÊÊÁ◊‹ ∑§⁄UŸ ∑§ ÄÿÊ ∑§Ê⁄UáÊ „Ò¥?
(a) ©Ÿ∑§Ê •ŸÈ÷fl ‹Ò¥Áª∑§ M§Á…∏ÿÊ¥ ∑§Ê øÈŸÊÒÃË ŒÃÊ „Ò–
(b) ©‚∑§Ë ∑§„ÊŸË ‚‡ÊSòÊ ’‹Ê¥ ◊¥ ∞∑§ ÁøÁ∑§à‚Ê •Áœ∑§Ê⁄UË ∑§ ¡ËflŸ ∑§Ë ∞∑§ ¤Ê‹∑§ ŒÃË „Ò–
(c) ÿ„ ‚◊¤ÊŸÊ Á∑§ Á¬˝í◊ 7 ⁄¥UªÊ¥ ∑§Ê Œ‡ÊʸÃÊ „Ò–
(d) ©‚∑§ ‚Ê◊Ÿ •ÊŸ flÊ‹Ë ∑§Á∆UŸÊßÿÊ¥ •ÊÒ⁄U ©Ÿ‚ ÁŸ¬≈UŸ ∑§ Ã⁄UË∑§Ê¥ ∑§Ê ‚◊¤ÊŸÊ–
(1) (a), (b) •ÊÒ⁄U (c) (2) (b), (c) •ÊÒ⁄U (d)
(3) (c) •ÊÒ⁄U (d) (4) (b), (d) •ÊÒ⁄U (a)

65. Alex, an EVS teacher of class 3 while introducing the theme ‘Work We Do’ helps his students to
cut colourful strips of paper and weave the strips to make a mat. The edges are glued together to
make a beautiful mat. Which of the following objectives should Alex help his students focus ?
(a) learning about colours, patterns and developing an aesthetic sense.
(b) relating the activity to weaving done by weavers.
(c) memorising the steps of making mat.
(d) choosing papers of attractive colours and learning cutting of strips perfectly.
(1) (a), (b) and (d) (2) (b), (c) and (d)
(3) (a), (c) and (d) (4) (a) and (c)
∑§ˇÊÊ 3 ∑§ ∞∑§ ߸flË∞‚ Á‡ÊˇÊ∑§ ∞‹Ä‚ Ÿ “„◊ øË¡¥ ∑Ò§‚ ’ŸÊÃ „Ò¥” ÕË◊ ∑§Ë ‡ÊÈL§•Êà ∑§⁄UÃ „È∞ •¬Ÿ ¿UÊòÊÊ¥ ∑§Ê ∑§Êª¡ ∑§Ë
⁄¥UªËŸ ¬Á≈˜U≈UÿÊ¥ ∑§Ê ∑§Ê≈UŸ •ÊÒ⁄U ¬Á^ÿÊ¥ ∑§Ê ø≈UÊ߸ ’ŸÊŸ ◊¥ ◊ŒŒ ∑§Ë– ∞∑§ ‚È¥Œ⁄U ø≈UÊ߸ ’ŸÊŸ ∑§ Á‹∞ Á∑§ŸÊ⁄UÊ¥ ∑§Ê ∞∑§ ‚ÊÕ
Áø¬∑§ÊÿÊ ¡ÊÃÊ „Ò– ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ ©g‡ÿ ‚ ∞‹Ä‚ ∑§Ê •¬Ÿ ¿UÊòÊÊ¥ ∑§Ê äÿÊŸ ∑¥§ÁŒ˝Ã ∑§⁄UŸ ◊¥ ◊ŒŒ ∑§⁄UŸË øÊÁ„∞?
(a) ⁄¥Uª, ¬Ò≈UŸ¸ ∑§ ’Ê⁄U ◊¥ ‚ËπŸÊ •ÊÒ⁄U ‚ÊÒãŒÿ¸ ’Êœ Áfl∑§Á‚à ∑§⁄UŸÊ–
(b) ß‚ ªÁÃÁflÁœ ∑§Ê ’ÈŸ∑§⁄UÊ¥ mÊ⁄UÊ ∑§Ë ¡ÊŸ flÊ‹Ë ’ÈŸÊ߸ ‚ ‚¥’¥ÁœÃ ∑§⁄UŸÊ–
(c) ø≈UÊ߸ ∑§Ê ’ŸÊŸ ∑§Ë ÁflÁœ ∑§ ø⁄UáÊÊ¥ ∑§Ê ÿÊŒ ∑§⁄UŸÊ–
(d) •Ê∑§·¸∑§ ⁄¥UªÊ¥ ∑§ ¬¬⁄U øÈŸŸÊ •ÊÒ⁄U ÁS≈˛Uå‚ ∑§Ê ¬Í⁄UË Ã⁄U„ ‚ ∑§Ê≈UŸÊ ‚ËπŸÊ–
(1) (a), (b) •ÊÒ⁄U (d) (2) (b), (c) •ÊÒ⁄U (d)
(3) (a), (c) •ÊÒ⁄U (d) (4) (a) •ÊÒ⁄U (c)

P-I !SAS-24-I! 21 I
66. Students conduct a survey in their homes and neighbourhood to find out the number of members
and approximate amount of water used in each family. What skills and processes are developed
through this activity ?
(1) questioning, experimentation, sensitivity towards environment
(2) questioning, inferring, expression
(3) hypothesising, inferring, expression
(4) prediction, experimentation, observing
¬˝àÿ∑§ ¬Á⁄UflÊ⁄U ◊¥ ‚ŒSÿÊ¥ ∑§Ë ‚¥ÅÿÊ •ÊÒ⁄U ¬ÊŸË ∑§Ë •ŸÈ◊ÊÁŸÃ ◊ÊòÊÊ ∑§Ë π¬Ã ∑§Ê ¬ÃÊ ‹ªÊŸ ∑§ Á‹∞ ¿UÊòÊ •¬Ÿ ÉÊ⁄U •ÊÒ⁄U ¬«∏Ê‚
◊¥ ∞∑§ ‚fl¸ˇÊáÊ ∑§⁄UÃ „Ò¥– ß‚ ªÁÃÁflÁœ ∑§ ◊Êäÿ◊ ‚ ∑§ÊÒŸ ‚ ∑§Ê҇ʋ •ÊÒ⁄U ¬˝Á∑˝§ÿÊ∞° Áfl∑§Á‚à ∑§Ë ¡ÊÃË „Ò¥?
(1) ¬˝‡Ÿ ¬Í¿UŸÊ, ¬˝ÿÊª ∑§⁄UŸÊ, ¬ÿʸfl⁄UáÊ ∑§ ¬˝Áà ‚¥flŒŸ‡ÊË‹ÃÊ
(2) ¬Í¿UÃÊ¿U, ¬Á⁄UáÊÊ◊ ÁŸ∑§Ê‹ŸÊ, •Á÷√ÿÁÄÃ
(3) ¬Á⁄U∑§À¬ŸÊ, ¬Á⁄UáÊÊ◊ ÁŸ∑§Ê‹ŸÊ, •Á÷√ÿÁÄÃ
(4) •ŸÈ◊ÊŸ, ¬˝ÿÊª, •fl‹Ê∑§Ÿ

67. Doctors prescribe blood test for patients to confirm malaria. Blood test is done to :
(1) check for haemoglobin in blood
(2) check iron in blood
(3) check for eggs of female anopheles mosquitoes in blood
(4) check for microbes in blood
«UÊÚÄ≈U⁄U ◊⁄UË¡Ê¥ ◊¥ ◊‹Á⁄UÿÊ ∑§Ë ¬„øÊŸ ∑§ Á‹∞ πÍŸ ∑§Ë ¡Ê°ø ∑§⁄ÊŸ ∑§ Á‹∞ ÁŸŒ¸Á‡Êà ∑§⁄UÃ „Ò¥– πÍŸ ∑§Ë ¡Ê°ø ‚ —
(1) ©‚◊¥ ©¬ÁSÕà „Ë◊ÊÇ‹ÊÁ’Ÿ ∑§Ê ¬ÃÊ ø‹ªÊ–
(2) ©‚◊¥ ©¬ÁSÕà ‹ÊÒ„ Ãàfl ∑§Ë ◊ÊòÊÊ ∑§Ê ¬ÃÊ ø‹ªÊ–
(3) ©‚◊¥ ◊ÊŒÊ ◊ë¿U⁄U ∑§ •¥«UÊ¥ ∑§Ë ©¬ÁSÕÁà ∑§Ê ¬ÃÊ ø‹ªÊ–
(4) ©‚◊¥ ©¬ÁSÕà ¡ËflÊáÊÈ•Ê¥ ∑§Ê ¬ÃÊ ø‹ªÊ–

68. Consider the following statements about beehives :

(a) Honey bees live in beehives. Every beehive has one queen Bee that lays eggs.
(b) There are only a few males bees in the hive which have special roles as workers.
(c) Most of the female bees in the hive are worker bees who work all the day in making the hive
and also looking after the baby bees.
(d) The worker bees fly around Litchi flowers in search of nectar for honey.
The correct statements are :
(1) (a) and (b) (2) (c) and (d) (3) (a) and (c) (4) (a) and (d)
◊œÈ◊ÁÄπÿÊ¥ ∑§ ¿UûÊÊ¥ ∑§ ’Ê⁄U ◊¥ ŸËø ÁŒ∞ ª∞ ∑§ÕŸÊ¥ ¬⁄U ÁfløÊ⁄U ∑§ËÁ¡∞ —
(a) ◊œÈ◊ÁÄπÿÊ° ‡Ê„Œ ∑§ ¿UûÊÊ¥ ◊¥ ⁄U„ÃË „Ò¥– „⁄U ¿UûÊ ◊¥ ∞∑§ ⁄UÊŸË ◊ÄπË „ÊÃË „Ò ¡Ê •á«U ŒÃË „Ò–
(b) ¿UûÊ ◊¥ ∑ȧ¿U Ÿ⁄U ◊ÄπË ÷Ë „ÊÃ „Ò¥ ¡Ê ¿UûÊ ∑§ Á‹∞ üÊÁ◊∑§ ∑§ M§¬ ◊¥ Áfl‡Ê· ∑§Êÿ¸ ∑§⁄UÃ „Ò¥–
(c) ¿UûÊ ◊¥ •Áœ∑§Ê¥‡Ê ◊ÊŒÊ ◊ÁÄπÿÊ° üÊÁ◊∑§ ◊ÁÄπÿÊ° „ÊÃË „Ò¥ ¡Ê ÁŒŸ ÷⁄U ¿UûÊ ∑§Ê ’ŸÊŸ •ÊÒ⁄U ’ìÊÊ¥ ∑§Ê ¬Ê‹Ÿ ∑§Ê ∑§Êÿ¸ ÷Ë
∑§⁄UÃË „Ò¥–
(d) üÊÁ◊∑§ ◊ÄπË ‡Ê„Œ ∑§ Á‹∞ ⁄U‚ ∑§Ë πÊ¡ ∑§ Á‹∞ ‹ËøË ∑§ »Í§‹Ê¥ ∑§ øÊ⁄UÊ¥ •Ê⁄U øÄ∑§⁄U ‹ªÊÃ „Ò¥–
ߟ◊¥ ‚ ‚„Ë ∑§ÕŸ „Ò¥ —
(1) (a) •ÊÒ⁄U (b) (2) (c) •ÊÒ⁄U (d) (3) (a) •ÊÒ⁄U (c) (4) (a) •ÊÒ⁄U (d)

P-I !SAS-24-I! 22 I
69. Textbooks of EVS should reflect the recommendation of NCF 2005 of linking students’ life at school
to their life outside. This implies :
(1) Students are compelled to memorise few important concepts of EVS.
(2) Textbook is the only source of knowledge.
(3) Textbooks supports students to construct knowledge through all the given activities.
(4) Teachers need to use textbooks as one of the teaching learning resource.
߸flË∞‚ ∑§Ë ¬Ê∆UK¬ÈSÃ∑§Ê¥ ∑§Ê ÁfllÊÕ˸ S∑ͧ‹ ∑§ ¡ËflŸ ∑§Ê ©Ÿ∑§ ’Ê„⁄U ∑§ ¡ËflŸ ‚ ¡Ê«∏Ÿ ∑§Ë ∞Ÿ‚Ë∞»§, 2005 ∑§Ë Á‚»§ÊÁ⁄U‡Ê
∑§Ê ¬˝ÁÃÁ’¥Á’à ∑§⁄UŸÊ øÊÁ„∞– ß‚∑§Ê •Õ¸ „Ò —
(1) ÁfllÊÕ˸ EVS ∑§ ◊„ûfl¬Íáʸ •flœÊ⁄UáÊÊ•Ê¥ ∑§Ê ÿÊŒ ∑§⁄UŸ ∑§ Á‹∞ ’Êäÿ „Ò¥–
(2) ¬Ê∆UK¬ÈSÃ∑§ ôÊÊŸ ∑§Ê ∞∑§◊ÊòÊ dÊà „Ò–
(3) ¬Ê∆UK¬ÈSÃ∑¥§ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ©Ÿ∑§ •Ê‚¬Ê‚ ∑§ ‚÷Ë dÊÃÊ¥ ∑§ ◊Êäÿ◊ ‚ ôÊÊŸ ∑§Ê ÁŸ◊ʸáÊ ∑§⁄UŸ ◊¥ ‚„ÊÿÃÊ ∑§⁄UÃË „Ò¥–
(4) Á‡ÊˇÊ∑§Ê¥ ∑§Ê ¬Ê∆UK¬ÈSÃ∑§Ê¥ ∑§Ê Á‡ÊˇÊáÊ-•Áœª◊ ‚¥‚ÊœŸÊ¥ ◊¥ ∞∑§ ‚¥‚ÊœŸ ∑§ M§¬ ◊¥ ©¬ÿÊª ∑§⁄UŸ ∑§Ë •Êfl‡ÿ∑§ÃÊ „Ò–

70. It has been observed by bird watchers that there is a peculiar species of birds. The male bird make
their own nests and the female bird looks at all the nests and selects the one she likes the best and
decides in which nest to lay her eggs. The name of the bird is :
(1) Tailor bird (2) Weaver bird (3) Indian Robin (4) Sun bird
¬ÁˇÊÿÊ¥ ∑§Ê •äÿÿŸ ∑§⁄UŸ flÊ‹Ê¥ Ÿ ÿ„ ¬˝ˇÊáÊ Á∑§ÿÊ „Ò Á∑§ ¬ÁˇÊÿÊ¥ ∑§Ë ∞∑§ Áfl‡Ê· ¬˝¡ÊÁà ◊¥ Ÿ⁄U ¬ˇÊË •¬Ÿ-•¬Ÿ ÉÊÊ‚‹ ’ŸÊÃ
„Ò¥– ◊ÊŒÊ ¬ˇÊË ©Ÿ ‚÷Ë ÉÊÊ¥‚‹Ê¥ ∑§Ê ŒπÃË „Ò– ©Ÿ◊¥ ‚ ©‚ ¡Ê ‚’‚ •ë¿UÊ ‹ªÃÊ „Ò ©‚◊¥ „Ë fl„ •á«U ŒŸ ∑§Ê ÁŸ‡øÿ
∑§⁄UÃË „Ò– ß‚ ¬ˇÊË ∑§Ê ŸÊ◊ „Ò —
(1) ŒÁ¡¸Ÿ ÁøÁ«∏ÿÊ (2) flËfl⁄U ¬ˇÊË (3) ∑§‹Áø«UË (4) ‡ÊÄ∑§⁄U πÊ⁄UÊ

71. Read the following Statement (A) and Statement (B) below and choose the correct option :
(A) : About 4700 years ago, some of the earliest cities flourished on the banks of river Indus and its
tributaries.
(B) : About 1500 years ago, cities developed on the banks of the Ganga and its tributaries.
(1) Both (A) and (B) are true. (2) Both (A) and (B) are not true.
(3) (A) is true but (B) is false. (4) (A) is false but (B) is true.
ÁŸêŸÁ‹Áπà ∑§ÕŸ (A) ÃÕÊ ∑§ÕŸ (B) ∑§Ê äÿÊŸ ‚ ¬…∏¥ ÃÕÊ ‚„Ë Áfl∑§À¬ ∑§Ê øÈŸÊfl ∑§⁄¥U–
(A) : ‹ª÷ª 4700 fl·¸ ¬Ífl¸ Á‚¥œÈ ÃÕÊ ß‚∑§Ë ‚„Êÿ∑§ ŸÁŒÿÊ¥ ∑§ Á∑§ŸÊ⁄U ∑ȧ¿U •Ê⁄¥UÁ÷∑§ Ÿª⁄U »§‹-»Í§‹–
(B) : ª¥ªÊ ÃÕÊ ß‚∑§Ë ‚„Êÿ∑§ ŸÁŒÿÊ¥ ∑§ Á∑§ŸÊ⁄U Ÿª⁄UÊ¥ ∑§Ê Áfl∑§Ê‚ ‹ª÷ª 1500 fl·¸ ¬Ífl¸ „È•Ê–
(1) ŒÊŸÊ¥ (A) ∞fl¥ (B) ‚„Ë „Ò¥– (2) ŒÊŸÊ¥ (A) ∞fl¥ (B) ‚„Ë Ÿ„Ë¥ „Ò¥–
(3) (A) ‚„Ë „Ò Á∑§ãÃÈ (B) ª‹Ã „Ò– (4) (A) ª‹Ã „Ò Á∑§ãÃÈ (B) ‚„Ë „Ò–

72. Which of the following best reflects child -centred strategies in teaching EVS at primary level ?
(a) Discussion (b) Demonstration (c) Lecture (d) Survey
(1) (a) and (b) (2) (b) and (c) (3) (c) and (d) (4) (a) and (d)
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ’Ê‹-∑§ÁãŒ˝Ã ⁄UáÊŸËÁÃÿÊ¥ ∑§Ê ‚’‚ •ë¿UÊ Œ‡ÊʸÃÊ „Ò?
(a) øøʸ (b) ¬˝Œ‡Ê¸Ÿ (c) √ÿÊÅÿÊŸ (d) ‚fl¸ˇÊáÊ
(1) (a) •ÊÒ⁄U (b) (2) (b) •ÊÒ⁄U (c) (3) (c) •ÊÒ⁄U (d) (4) (a) •ÊÒ⁄U (d)

P-I !SAS-24-I! 23 I
73. “Pochampalli” is famous district for its beautifully designed bright coloured sarees and for the
special kind of weave which is also called Pochampalli. It is a part of :
(1) Tamil Nadu (2) Karnataka (3) Maharashtra (4) Telangana
““¬Êø◊¬À‹Ë”” πÍ’‚Í⁄Uà Á«U¡Êߟ ∑§Ë ø◊∑§ŒÊ⁄U ⁄¥UªÊ¥ ∑§Ë ‚ÊÁ«∏UÿÊ¥ •ÊÒ⁄U Áfl‡Ê· ¬˝∑§Ê⁄U ∑§Ë ’ÈŸÊ߸ Á¡‚ ÷Ë ¬Êø◊¬À‹Ë „Ë ∑§„Ã
„Ò¥ ∑§ Á‹∞ ÁflÅÿÊà Á¡‹Ê „Ò– ÿ„ ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚∑§Ê ÷ʪ „Ò?
(1) ÃÁ◊‹ŸÊ«ÈU (2) ∑§ŸÊ¸≈U∑§ (3) ◊„Ê⁄UÊc≈˛U (4) Ã‹¥ªÊŸÊ

74. Seema, an EVS teacher organised a field trip to zoo for her students. Which of the following are
the most appropriate objectives of the trip to the zoo ?
(a) Recall names of animals in the zoo
(b) To relate concepts related to animals
(c) To promote process skills
(d) Assessment of students’ learning at the zoo
(1) (a), (b) and (c) (2) (b), (c) and (d)
(3) (a), (c) and (d) (4) (a) and (b)
‚Ë◊Ê, ∞∑§ ߸flË∞‚ Á‡ÊÁˇÊ∑§Ê Ÿ •¬Ÿ ¿UÊòÊÊ¥ ∑§ Á‹∞ ÁøÁ«∏ÿÊÉÊ⁄U ∞∑§ ˇÊòÊ ÷˝◊áÊ (»§ËÀ«U Á≈˛U¬) ∑§Ê •ÊÿÊ¡Ÿ Á∑§ÿÊ–
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ÁøÁ«∏ÿÊÉÊ⁄U ∑§Ë ÿÊòÊÊ ∑§ ‚’‚ ©¬ÿÈÄà ©g‡ÿ „Ò¥?
(a) ÁøÁ«∏ÿÊÉÊ⁄U ∑§ ¡ÊŸfl⁄UÊ¥ ∑§ ŸÊ◊ ÿÊŒ ∑§⁄UŸÊ
(b) ¡ÊŸfl⁄UÊ¥ ‚ ‚¥’¥ÁœÃ •flœÊ⁄UáÊÊ•Ê¥ ∑§Ê ¡Ê«∏ŸÊ
(c) ¬˝Á∑˝§ÿÊ ∑§Ê҇ʋ ∑§Ê ’…∏ÊflÊ ŒŸÊ
(d) ÁøÁ«∏ÿÊÉÊ⁄U ◊¥ ¿UÊòÊÊ¥ ∑§ ‚ËπŸ ∑§Ê •Ê∑§‹Ÿ
(1) (a), (b) •ÊÒ⁄U (c) (2) (b), (c) •ÊÒ⁄U (d)
(3) (a), (c) •ÊÒ⁄U (d) (4) (a) •ÊÒ⁄U (b)

75. An EVS teacher taught about animals to her students and ask them to do the following task :
(a) Write names of various animals around them
(b) Observe activities of different animals
(c) Classify animals into categories based on observations
(d) Define the term ‘Animal’
Which of the above is NOT appropriate for students of primary level as per the nature of EVS at
primary level ?
(1) (a) and (c) (2) (b) and (c) (3) Only (c) (4) Only (d)
∞∑§ ߸flË∞‚ Á‡ÊÁˇÊ∑§Ê Ÿ •¬Ÿ ¿UÊòÊÊ¥ ∑§Ê ¡ÊŸfl⁄UÊ¥ ∑§ ’Ê⁄U ◊¥ ¬…∏ÊÿÊ •ÊÒ⁄U ©ã„¥ ÁŸêŸÁ‹Áπà ∑§Êÿ¸ ∑§⁄UŸ ∑§ Á‹∞ ∑§„Ê —
(a) •Ê‚-¬Ê‚ ∑§ ÁflÁ÷㟠¡ÊŸfl⁄UÊ¥ ∑§ ŸÊ◊ Á‹Áπ∞–
(b) ÁflÁ÷㟠¡ÊŸfl⁄UÊ¥ ∑§Ë ªÁÃÁflÁœÿÊ¥ ∑§Ê •fl‹Ê∑§Ÿ ∑§⁄UÊ–
(c) •fl‹Ê∑§Ÿ ∑§ •ÊœÊ⁄U ¬⁄U ¡ÊŸfl⁄UÊ¥ ∑§Ê üÊÁáÊÿÊ¥ ◊¥ flªË¸∑Χà ∑§⁄UÊ–
(d) ¡ÊŸfl⁄U ∑§Ê ¬Á⁄U÷ÊÁ·Ã ∑§⁄UÊ–
©¬⁄UÊÄà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ¬˝ÊÕÁ◊∑§ SÃ⁄U ∑§ ¿UÊòÊÊ¥ ∑§ Á‹∞ ©¬ÿÈÄà Ÿ„Ë¥ „Ò?
(1) (a) •ÊÒ⁄U (c) (2) (b) •ÊÒ⁄U (c) (3) ∑§fl‹ (c) (4) ∑§fl‹ (d)

P-I !SAS-24-I! 24 I
76. The territorial states of Haryana are :

(1) Himachal Pradesh, Rajasthan, Uttar Pradesh

(2) Uttar Pradesh, Uttarakhand, Madhya Pradesh

(3) Himachal Pradesh, Punjab, Bihar

(4) Bihar, Punjab, Uttar Pradesh

„Á⁄UÿÊáÊÊ ∑§ ‚Ë◊ÊãÃflÃ˸ ⁄UÊíÿ „Ò¥ —

(1) Á„◊Êø‹ ¬˝Œ‡Ê, ⁄UÊ¡SÕÊŸ, ©ûÊ⁄U ¬˝Œ‡Ê
(2) ©ûÊ⁄U ¬˝Œ‡Ê, ©ûÊ⁄UÊπá«U, ◊äÿ ¬˝Œ‡Ê
(3) Á„◊Êø‹ ¬˝Œ‡Ê, ¬¥¡Ê’, Á’„Ê⁄U
(4) Á’„Ê⁄U, ¬¥¡Ê’, ©ûÊ⁄U ¬˝Œ‡Ê

77. Read statements (A) and (R) properly and then answer the following questions.

(A) : Silkworm can find his female worm from many kilometers away by her smell.

(R) : Some female insects release ‘Pheromones’ which can be recognised by their males by smell.

Choose the correct answer :

(1) Both (A) and (R) are correct and (R) explains (A).

(2) Both (A) and (R) are correct but (R) does not explains (A).

(3) (A) is correct but (R) is incorrect.

(4) (A) is incorrect but (R) is correct.

∑§ÕŸ (A) ÃÕÊ (R) ∑§Ê äÿÊŸ ‚ ¬…∏¥ ÃÕÊ ÁŸêŸÁ‹Áπà ¬˝‡ŸÊ¥ ∑§Ê ©ûÊ⁄U Œ¥–
(A) : ⁄U‡Ê◊ ∑§Ê ∑§Ë«∏Ê •¬ŸË ◊ÊŒÊ ∑§Ê ©‚∑§Ë ª¥œ ‚ ∑§ß¸ Á∑§‹Ê◊Ë≈U⁄U ŒÍ⁄U ‚ „Ë ¬„øÊŸ ‹ÃÊ „Ò–
(R) : ∑ȧ¿U ◊ÊŒÊ ∑§Ë«∏ “»Ò§⁄UË◊ÊŸ‚˜” ¿UÊ«∏Ã „Ò¥ Á¡‚∑§ ª¥œ ∑§Ê Ÿ⁄U ∑§Ë«∏ ¬„øÊŸ ‹Ã „Ò¥–
ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë ©ûÊ⁄U ∑§Ê øÈŸÊfl ∑§⁄¥U —
(1) ŒÊŸÊ¥ ∑§ÕŸ (A) ∞fl¥ (R) ‚„Ë „Ò ÃÕÊ (R) , (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–
(2) ŒÊŸÊ¥ ∑§ÕŸ (A) ∞fl¥ (R) ‚„Ë „Ò¥ Á∑§ãÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
(3) (A) ‚„Ë „Ò Á∑§ãÃÈ (R) ª‹Ã „Ò–
(4) (A) ª‹Ã „Ò Á∑§ãÃÈ (R) ‚„Ë „Ò–

P-I !SAS-24-I! 25 I
78. Read the following statements carefully :
Statement (I) : EVS syllabus is divided into 6 themes Water, Relationships, Food, Transport,
Shelter, and How things work.
Statements (II) : The themes of EVS are close to children’s life.
(1) Both Statements (I) and (II) are true
(2) Both Statements (I) and (II) are false
(3) Statement (I) is true and Statement (II) is false.
(4) Statement (I) is false and Statement (II) is true
ÁŸêŸÁ‹Áπà ∑§ÕŸÊ¥ ∑§Ê äÿÊŸ ‚ ¬Á…∏∞ —
∑§ÕŸ (I) : ߸.flË.∞‚ ¬Ê∆UK∑˝§◊ ∑§Ê 6 ÕË◊ ◊¥ ’Ê°≈UÊ ªÿÊ „Ò ¬ÊŸË, •Ê¬‚Ë ‚¥’¥œ, ÷Ê¡Ÿ, ÿÊÃÊÿÊÃ, •ÊflÊ‚ ∞fl¥ flSÃÈ∞° ∑Ò§‚
∑§Êÿ¸ ∑§⁄UÃË „Ò¥–
∑§ÕŸ (II) : ߸.flË.∞‚ ∑§ ÕË◊ ’ìÊÊ¥ ∑§ ¡ËflŸ ∑§ ’„Èà ∑§⁄UË’ „Ò¥–
(1) ŒÊŸÊ¥ ∑§ÕŸ (I) ∞fl¥ (II) ‚„Ë „Ò–
(2) ŒÊŸÊ¥ ∑§ÕŸ (I) ∞fl¥ (II) ª‹Ã „Ò–
(3) ∑§ÕŸ (I) ‚„Ë „Ò ∞fl¥ ∑§ÕŸ (II) ª‹Ã „Ò–
(4) ∑§ÕŸ (I) ª‹Ã „Ò ∞fl¥ ∑§ÕŸ (II) ‚„Ë „Ò–

79. Read the following statements carefully and choose the correct options :
Statement (A) : Xylem transports water and minerals from roots to rest of the plant.
Statement (B) : Phloem translocates food from leaves to various parts of the plant.
(1) Both (A) and (B) are true (2) Both (A) and (B) are false
(3) (A) is true, but (B) is false (4) (A) is false, but (B) is true
ÁŒ∞ ª∞ ∑§ÕŸÊ¥ ∑§Ê äÿÊŸ¬Ífl¸∑§ ¬…∏¥ ∞fl¥ ‚„Ë Áfl∑§À¬ øÈŸ¥ —
∑§ÕŸ (A) : $¡Êß‹◊ ¡‹ •ÊÒ⁄U πÁŸ$¡Ê¥ ∑§Ê ¡«∏Ê¥ ‚ ¬ÊÒœ-∑§ ’Ê∑§Ë Á„S‚Ê¥ Ã∑§ ¬„È°øÊÃÊ „Ò–
∑§ÕŸ (B) : $ç‹Ê∞◊ ÷Ê¡Ÿ ∑§Ê ¬ÁûÊÿÊ¥ ‚ ¬ÊÒœ ∑§ ÁflÁ÷㟠÷ʪÊ¥ ◊¥ SÕÊŸÊ¥ÃÁ⁄Uà ∑§⁄UÃÊ „Ò–
(1) ŒÊŸÊ¥ (A) •ÊÒ⁄U (B) ‚„Ë „¥Ò– (2) ŒÊŸÊ¥ (A) •ÊÒ⁄U (B) ‚„Ë Ÿ„Ë¥ „Ò¥–
(3) (A) ‚„Ë „Ò •ÊÒ⁄U (B) ª‹Ã „Ò– (4) (A) ª‹Ã „Ò •ÊÒ⁄U (B) ‚„Ë „Ò–

80. Comprehensive evaluation means holistic way of evaluating a student. The ways in which an
EVS teacher can assess her students for comprehensive evaluation in EVS are :
(1) teachers’ observation
(2) half yearly and annual exams
(3) rating scale during assessment of activities
(4) portfolio
√ÿʬ∑§ ◊ÍÀÿÊ¥∑§Ÿ ∑§Ê •Õ¸ „Ò ∞∑§ ¿UÊòÊ ∑§Ê ◊ÍÀÿÊ¥∑§Ÿ ∑§⁄UŸ ∑§Ê ‚◊ª˝ Ã⁄UË∑§Ê– Á¡‚ Ã⁄UË∑§ ‚ ∞∑§ ߸flË∞‚ Á‡ÊˇÊ∑§ ߸flË∞‚ ◊¥
√ÿʬ∑§ ◊ÍÀÿÊ¥∑§Ÿ ∑§ Á‹∞ •¬Ÿ ¿UÊòÊÊ¥ ∑§Ê •Ê∑§‹Ÿ ∑§⁄U ‚∑§ÃÊ „Ò fl„ „Ò —
(1) Á‡ÊˇÊ∑§Ê¥ ∑§Ê •fl‹Ê∑§Ÿ
(2) •œ¸flÊÁ·¸∑§ •ÊÒ⁄U flÊÁ·¸∑§ ¬⁄UˡÊÊ
(3) ªÁÃÁflÁœÿÊ¥ ∑§ ◊ÍÀÿÊ¥∑§Ÿ ∑§ Á‹∞ ⁄UÁ≈¥Uª S∑§‹
(4) ¬Ê≈¸U$»§ÊÁ‹ÿÊ

P-I !SAS-24-I! 26 I
81. Ravi took some water in a glass. He puts a lemon in it. Then, he keeps adding a lot of salt into the
water, half a spoon at a time. After some time, he notices that :
(1) Lemon sinks in water. (2) Lemon floats in water.
(3) Lemon splits in water. (4) Lemon remains mid-way in glass of water.
⁄UÁfl Ÿ ∞∑§ Áª‹Ê‚ ◊¥ ¡‹ Á‹ÿÊ– ©‚◊¥ ©‚Ÿ ∞∑§ ‚Ê’Íà ŸË¥’Í «UÊ‹ ÁŒÿÊ– Á»§⁄U, fl„ ©‚ Áª‹Ê‚ ◊¥ ’„Èà ‚Ê⁄UÊ Ÿ◊∑§ «UÊ‹ÃÊ
„Ò, •ÊœÊ øê◊ø ∞∑§ ’Ê⁄U ◊¥– ∑ȧ¿U ‚◊ÿ ¬‡øÊÃ, ©‚Ÿ ¬ÊÿÊ Á∑§ —
(1) ŸË¥’Í ¡‹ ◊¥ «ÍU’ ªÿÊ– (2) ŸË¥’Í ¡‹ ◊¥ ÃÒ⁄UŸ ‹ªÊ–
(3) ŸË¥’Í ¡‹ ◊¥ ŒÊ ÷ʪÊ¥ ◊¥ ≈ÍU≈U ªÿÊ– (4) ŸË¥’Í Áª‹Ê‚ ∑§ ’ËøÊ¥’Ëø ø‹Ê ªÿÊ–
82. Which of the following sets depicts the themes of EVS at primary level ?
(1) Weather, Water, Travel
(2) Food, Material, Shelter
(3) Family and Friends, Travel, Natural resources
(4) Shelter, Travel, Things we make and do
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ‚◊Í„ ¬˝ÊÕÁ◊∑§ SÃ⁄U ¬⁄U ߸flË∞‚ ∑§ ÕË◊Ê¥ ∑§Ê Œ‡ÊʸÃÊ „Ò?
(1) ◊ÊÒ‚◊, ¬ÊŸË, ÿÊòÊÊ
(2) ÷Ê¡Ÿ, ¬ŒÊÕ¸, •ÊflÊ‚
(3) ¬Á⁄UflÊ⁄U •ÊÒ⁄U Á◊òÊ, ÿÊòÊÊ, ¬˝Ê∑ΧÁÃ∑§ ‚¥‚ÊœŸ
(4) •ÊflÊ‚, ÿÊòÊÊ, øË¡¥ ¡Ê „◊ ’ŸÊÃ „Ò •ÊÒ⁄U ∑§⁄UÃ „Ò–
83. Which one of the following statements regarding Al-Biruni is NOT true ? Choose the correct
answer.
(1) The place that Al-Biruni came from is now called Uzbekistan.
(2) More than a thousand years ago, he came to India.
(3) He did not write anything about ponds in India.
(4) He has praised the making of ponds in India.
•‹-Á’M§ŸË ∑§ ’Ê⁄U ◊¥ ÁŸêŸÁ‹Áπà ∑§ÕŸÊ¥ ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∞∑§ ∑§ÕŸ ‚„Ë Ÿ„Ë¥ „Ò? ‚„Ë ©ûÊ⁄U øÈŸ¥ —
(1) •‹-Á’M§ŸË ¡„Ê° ‚ •Êÿ Õ ©‚ •Ê¡∑§‹ ©ï’Á∑§SÃÊŸ ∑§„Ã „Ò¥–
(2) „¡Ê⁄ ‚ ÷Ë íÿÊŒÊ ‚Ê‹ ¬„‹ fl„ ÷Ê⁄Uà •Êÿ Õ–
(3) ©‚Ÿ ÷Ê⁄Uà ∑§ ©‚ ‚◊ÿ ∑§ ÃÊ‹Ê’Ê¥ ∑§ ’Ê⁄U ◊¥ ∑ȧ¿U ÷Ë Ÿ„Ë¥ Á‹πÊ „Ò–
(4) ©‚Ÿ •¬Ÿ ‹πÊ¥ ◊¥ ÷Ê⁄Uà ◊¥ ÃÊ‹Ê’ ’ŸÊŸ ∑§Ë Ã∑§ŸË∑§ ∑§Ë ¬˝‡Ê¥‚Ê ∑§Ë „Ò–
84. Consider the following statements (A) and (B).
Statement (A) : Bora is a common variety of rice used in Assam.
Statement (B) : Paddy grows well in clayey soil and requires a lot of water.
Select the correct code from the following.
(1) (A) and (B) both are correct (2) (A) and (B) both are wrong
(3) (A) is correct but (B) is wrong (4) (A) is wrong but (B) is correct
ŸËø ÁŒ∞ ª∞ ∑§ÕŸÊ¥ (A) •ÊÒ⁄U (B) ¬⁄U ÁfløÊ⁄U ∑§ËÁ¡∞ —
∑§ÕŸ (A) : ’Ê⁄UÊ •‚◊ ◊¥ ©¬ÿÊª ∑§Ë ¡ÊŸ flÊ‹ œÊŸ ∑§Ê ∞∑§ ‚Ê◊Êãÿ ¬˝∑§Ê⁄U „Ò–
∑§ÕŸ (B) : œÊŸ ∑§Ë πÃË Áø∑§ŸË Á◊^Ë ◊¥ •ë¿UË „ÊÃË „Ò ∞fl¥ ß‚ »§‚‹ ∑§Ê ¬˝øÈ⁄U ◊ÊòÊÊ ◊¥ ¬ÊŸË øÊÁ„∞–
ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë ∑§Ê«U øÈÁŸ∞ —
(1) (A) •ÊÒ⁄U (B) ŒÊŸÊ¥ ‚„Ë „Ò (2) (A) •ÊÒ⁄U (B) ŒÊŸÊ¥ ª‹Ã „Ò
(3) (A) ‚„Ë „Ò ¬⁄UãÃÈ (B) ª‹Ã „Ò (4) (A) ª‹Ã „Ò ¬⁄UãÃÈ (B) ‚„Ë „Ò

P-I !SAS-24-I! 27 I
85. What is the mass of an object with a density of 12 g/ml and a volume of 3 ml ?
(1) 15 g (2) 24 g (3) 36 g (4) 4 g
©‚ flSÃÈ ∑§Ê Œ˝√ÿ◊ÊŸ ôÊÊà ∑§Á⁄U∞ Á¡‚∑§Ê ÉÊŸàfl 12 ª˝Ê/Á◊‹Ë ‹Ë≈U⁄U „Ò ÃÕÊ •Êÿß 3 Á◊‹Ë ‹Ë≈U⁄U „¥Ò–
(1) 15 ª˝Ê. (2) 24 ª˝Ê. (3) 36 ª˝Ê. (4) 4 ª˝Ê.
86. You wish that students learn by peer-learning strategies. Which strategy will you adopt to form
groups ?
(1) Make a roll number-wise groups of 4/5 students
(2) Make a homogeneous group of students according to their scores in examination
(3) Make a heterogeneous group based on participation and cooperation
(4) Form a group of 5 students of same gender and socio-economic background
•Ê¬ øÊ„Ã „Ò¥ Á∑§ ¿UÊòÊ ‚„¬Ê∆UË-Á‡ÊˇÊáÊ ⁄UáÊŸËÁÃÿÊ¥ mÊ⁄UÊ ‚Ëπ¥– •Ê¬ ‚◊Í„ ∑Ò§‚ ’ŸÊ∞°ª ?
(1) 4/5 ¿UÊòÊÊ¥ ∑§ ⁄UÊ‹ Ÿ¥’⁄U ∑§ •ŸÈ‚Ê⁄U ‚◊Í„ ’ŸÊ∞°–
(2) ¬⁄UˡÊÊ ◊¥ ¬˝Êåà •¥∑§Ê¥ ∑§ •ŸÈ‚Ê⁄U ¿UÊòÊÊ¥ ∑§Ê ∞∑§ ‚◊ÊŸ ‚◊Í„ ’ŸÊ∞°–
(3) ÷ʪˌÊ⁄UË •ÊÒ⁄U ‚„ÿÊª ∑§ •ÊœÊ⁄U ¬⁄U ∞∑§ Áfl·◊ ‚◊Í„ ’ŸÊ∞°–
(4) ‚◊ÊŸ Á‹¥ª •ÊÒ⁄U ‚Ê◊ÊÁ¡∑§-•ÊÁÕ¸∑§ ¬Îc∆U÷ÍÁ◊ ∑§ 5 ¿UÊòÊÊ¥ ∑§Ê ∞∑§ ‚◊Í„ ’ŸÊ∞°–
87. Which one of the following statements regarding Ghadsisar Lake is NOT true ?
(1) King Ghadsi of Jaisalmer got it made.
(2) It was built around 650 years ago.
(3) It was connected with nine lakes.
(4) It is in use till today.
ÉÊ«∏‚Ë‚⁄ ‚ ‚¥’¥ÁœÃ ÁŸêŸÁ‹Áπà ∑§ÕŸÊ¥ ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∞∑§ ∑§ÕŸ ‚„Ë Ÿ„Ë¥ „Ò? ‚„Ë ©ûÊ⁄U øÈŸ¥–
(1) ¡Ò‚‹◊⁄U ⁄UÊ¡Ê ÉÊ«∏‚Ë Ÿ ß‚ ’ŸÊÿÊ ÕÊ–
(2) ÿ„ ‹ª÷ª 650 ‚Ê‹ ¬„‹ ’ŸÊÿÊ ªÿÊ ÕÊ–
(3) ÿ„ ŸÊÒ ÃÊ‹Ê’Ê¥ ‚ ¡È«∏Ê „È•Ê ÕÊ–
(4) ÿ„ ÃÊ‹Ê’ •Ê¡ ÷Ë ¬˝ÿÊª ◊¥ „Ò–
88. Assertion : The theme ‘Family and Friends’ is a major theme in EVS and ‘Plants and Animals’
are presented as a subtheme of ‘Family and Friends’.
Reason : The interdependence of human beings and other forms of life is highlighted
through themes.
(1) Both the assertion and reason are correct and the Reason is the correct explanation of the
Assertion.
(2) The assertion and the reason are correct but the Reason is not the correct explanation of the
Assertion.
(3) Assertion is true but the reason is false.
(4) The statement of the assertion is false but the reason is true.
•Á÷∑§ÕŸ : ÕË◊ “¬Á⁄UflÊ⁄U •ÊÒ⁄U Á◊òÊ” ߸flË∞‚ ◊¥ ∞∑§ ¬˝◊Èπ ÕË◊ „Ò •ÊÒ⁄U “¬ÊÒœÊ¥ •ÊÒ⁄U ¡ÊŸfl⁄UÊ¥” ∑§Ê “¬Á⁄UflÊ⁄U •ÊÒ⁄U Á◊òÊ” ∑§
©¬-ÕË◊ ∑§ M§¬ ◊¥ ¬˝SÃÈà Á∑§ÿÊ ¡ÊÃÊ „Ò–
∑§Ê⁄UáÊ — ÕË◊ ∑§ mÊ⁄UÊ ◊ŸÈcÿ •ÊÒ⁄U ¡ËflŸ ∑§ •ãÿ M§¬Ê¥ ∑§Ë •ãÿÊãÿÊÁüÊÃÃÊ ¬⁄U ¬˝∑§Ê‡Ê «UÊ‹Ê ªÿÊ „Ò–
(1) •Á÷∑§ÕŸ •ÊÒ⁄U ∑§Ê⁄UáÊ ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U ∑§Ê⁄UáÊ •Á÷∑§ÕŸ ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(2) •Á÷∑§ÕŸ •ÊÒ⁄U ∑§Ê⁄UáÊ ‚„Ë „Ò¥ ‹Á∑§Ÿ ∑§Ê⁄UáÊ, •Á÷∑§ÕŸ ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
(3) •Á÷∑§ÕŸ ‚„Ë „Ò ‹Á∑§Ÿ ∑§Ê⁄UáÊ ª‹Ã „Ò–
(4) •Á÷∑§ÕŸ ª‹Ã „Ò ¬⁄UãÃÈ ∑§Ê⁄UáÊ ‚„Ë „Ò–

P-I !SAS-24-I! 28 I
89. Read the given statements carefully and choose the correct option.
Assertion (A) : We can cook food easily at sea level as compared to higher altitudes.
Reason (R) : At high altitudes, boiling point of water increases.
(1) Both (A) and (R) are true and (R) is the correct explanation of (A).
(2) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(3) (A) is true but (R) is false.
(4) (A) is false but (R) is true.

ÁŒ∞ ª∞ ∑§ÕŸÊ¥ ∑§Ê äÿÊŸ¬Ífl¸∑§ ¬…∏¥ •ÊÒ⁄U ‚„Ë Áfl∑§À¬ øÈŸ¥ —

•Á÷∑§ÕŸ (A) : „◊ •Áœ∑§ ™°§øÊ߸ ∑§Ë ÃÈ‹ŸÊ ◊¥ ‚◊ÈŒ˝ Ë ¬⁄U •Ê‚ÊŸË ‚ πÊŸÊ ¬∑§Ê ‚∑§Ã „Ò¥–
∑§Ê⁄UáÊ (R) : •Áœ∑§ ™°§øÊ߸ ¬⁄U ¬ÊŸË ∑§Ê ÄflÕŸÊ°∑§ ’…∏ ¡ÊÃÊ „Ò–
(1) ŒÊŸÊ¥ (A) •ÊÒ⁄U (R) ‚àÿ „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ê ‚„Ë S¬c≈UË∑§⁄UáÊ „Ò–
(2) ŒÊŸÊ¥ (A) •ÊÒ⁄U (R) ‚àÿ „Ò¥ ‹Á∑§Ÿ (R), (A) ∑§Ê ‚„Ë S¬c≈UË∑§⁄UáÊ Ÿ„Ë¥ „Ò–
(3) (A) ‚àÿ „Ò ‹Á∑§Ÿ (R) •‚àÿ „Ò–
(4) (A) •‚àÿ „Ò ‹Á∑§Ÿ (R) ‚àÿ „Ò–

90. Nina, an EVS teacher of class 5 gives a group assignment to her students that they have to visit
nearby agricultural farms and find out information about the implements used by farmers during
agriculture and the type of crops they grow. They also have to collect photographs and prepare a
report. What process skills and learning indicators are involved here ?
(1) Questioning, Expression, Inferring
(2) Questioning, Experimentation, sensitivity towards environment
(3) Hypothesising, inferring, expression
(4) Prediction, experimentation, observing

∑§ˇÊÊ 5 ∑§Ë ߸flË∞‚ Á‡ÊÁˇÊ∑§Ê ŸËŸÊ •¬Ÿ ¿UÊòÊÊ¥ ∑§Ê ∞∑§ ‚◊Í„ •‚Êߟ◊¥≈U ŒÃË „Ò Á∑§ ©ã„¥ ¬Ê‚ ∑§ ∑ΧÁ· »§Ê◊ÊZ ∑§Ê ŒÊÒ⁄UÊ ∑§⁄UŸÊ „Ò
•ÊÒ⁄U ∑ΧÁ· ∑§ ŒÊÒ⁄UÊŸ Á∑§‚ÊŸÊ¥ mÊ⁄UÊ ©¬ÿÊª Á∑§∞ ¡ÊŸ flÊ‹ ©¬∑§⁄UáÊÊ¥ •ÊÒ⁄U ©Ÿ∑§ mÊ⁄UÊ ©ªÊ߸ ¡ÊŸ flÊ‹Ë »§‚‹Ê¥ ∑§ ’Ê⁄U ◊¥
¡ÊŸ∑§Ê⁄UË ¬˝Êåà ∑§⁄UŸË „Ò– ©ã„¥ »§Ê≈UÊ ÷Ë ∑§‹Ä≈U ∑§⁄U Á⁄U¬Ê≈¸U ÃÒÿÊ⁄U ∑§⁄UŸË „Ò– ÿ„Ê° ∑§ÊÒŸ ‚ ¬˝Á∑˝§ÿÊ ∑§Ê҇ʋ •ÊÒ⁄U ‚ËπŸ ∑§
‚¥∑§Ã∑§ ‡ÊÊÁ◊‹ „Ò¥?
(1) ¬˝‡Ÿ ∑§⁄UŸÊ, •Á÷√ÿÁÄà ∑§⁄UŸÊ, ¬Á⁄UáÊÊ◊ ÁŸ∑§Ê‹ŸÊ
(2) ¬˝‡Ÿ ¬Í¿UŸÊ, ¬˝ÿÊª ∑§⁄UŸÊ, ¬ÿʸfl⁄UáÊ ∑§ ¬˝Áà ‚¥flŒŸ‡ÊË‹ÃÊ
(3) ¬Á⁄U∑§À¬ŸÊ, ¬Á⁄UáÊÊ◊ ÁŸ∑§Ê‹ŸÊ, •Á÷√ÿÁÄÃ
(4) •ŸÈ◊ÊŸ, ¬˝ÿÊª, •fl‹Ê∑§Ÿ

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

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

Read the passage given below and answer the questions that follow. (91-99)
Yet as soon as she saw him, she did not look as Alfred thought she would look : she smiled, her
blue eyes never wavered, and with a calmness and dignity that made them forget that her clothes
seemed to have been thrown on her, she put out her hand to Mr. Carr and said politely, “I’m
Mrs. Higgins. I’m Alfred’s mother.”
Mr. Carr was a bit embarrassed by her lack of terror and her simplicity and he hardly knew what
to say to her, so she asked, “Is Alfred in trouble ?”
“He is. He’s been taking things from the store. I caught him red-handed. Little things like compacts
and toothpaste and lipsticks. Stuff he can sell easily,” the proprietor said.
Mrs. Higgins put out her hand and touched Sam Carr’s arm with an understanding gentleness,
and speaking as though afraid of disturbing him, she said, “If you would only listen to me before doing
anything”. Her simple earnestness made her shy; her humility made her falter and look away, but in a
moment she was smiling gravely again and she said with a kind of patient dignity, “What do you intend
to do, Mr. Carr ?”
“I am going to get a cop. That’s what I ought to do.”
“Yes, I suppose so. It’s not for me to say, because he’s my son. Yet I sometimes think a little good
advice is the best thing for a boy when he is at a certain period in his life,” she said.
Alfred couldn’t understand his mother’s quiet composure, for if they had been at home and someone
had suggested that he was going to be arrested, he knew she would be in a rage and would cry out
against him.

91. Study the following statements :

(a) When she entered the drug store, Mrs. Higgins was not properly dressed.
(b) She looked like the mother of a guilty person.
(c) Mr. Carr did not expect her to be calm and dignified.

(1) (a) and (b) are right but (c) is wrong.

(2) (b) and (c) are right but (a) is wrong.
(3) (a) and (c) are right but (b) is wrong.
(4) (a) and (b) are wrong but (c) is right.

92. Having looked at his mother, Alfred was :

(1) shocked (2) scared
(3) pleased (4) surprised

P-I !SAS-24-I! 30 I
93. Study the following statements :
(a) Mr. Carr intended to get Alfred arrested.
(b) Mrs. Higgins wanted him to be given a chance to reform himself.

(1) (a) is right and (b) is wrong. (2) (b) is right and (a) is wrong.
(3) Both (a) and (b) are right. (4) Both (a) and (b) are wrong.

94. ‘... her humility made her falter....’

Choose the word opposite in meaning to the underlined one.

(1) pride (2) frankness (3) intrigue (4) hitch

95. ‘.... her blue eyes never wavered' .

Choose the word nearest in meaning to the underlined one.
(1) advanced (2) hesitated (3) waved (4) snickered

96. ‘..... he hardly knew what to say to her.'

The underlined is a/an __________ clause.

(1) Principal (2) Noun (3) Adjective (4) Adverb

97. Which of the following statements is not correct ?

(1) Alfred was a petty thief.
(2) He stole cream, compact and lipstick from the store.
(3) At Mr. Carr’s accusation, Alfred’s mother felt intimidated.
(4) Yet, she was very gentle in responding to him.

98. ‘.... made them forget that her clothes seemed...’

The underlined word is a/an __________.

(1) Noun (2) Pronoun (3) Preposition (4) Conjunction

99. Which of the following statements is not correct ?

(1) At home, Mrs. Higgins would have been enraged.
(2) Outside, her conduct was like that of a caring mother.
(3) When she introduced herself, Mr. Carr felt stupefied
(4) He felt that he would have to forgive Alfred.

P-I !SAS-24-I! 31 I
Read the extract given below and answer the questions that follow. (100-105)

All the world is a stage,

And all the men and women merely players;
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurse’s arms;
Then the whining school-boy, with his satchel
And shining morning face, creeping like snail
Unwilling to school. And then the lover,
Sighing like a furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier,
Full of strange oaths, and bearded like a pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble-reputation
Even in the cannon’s mouth.

100. A soldier is jealous about his honour as :

(1) he is jealous of his enemy. (2) he is very sensitive about his honour.
(3) he is ferocious like a leopard. (4) he wants to win at any cost.

101. ‘..... their exits and entrances.....’

The figure of speech used here is :
(1) Simile (2) Metaphor (3) Personification (4) Hyperbole

102. A school-boy :
(1) is reluctant to go to school. (2) looks beautiful in the morning.
(3) likes his teachers. (4) both (1) and (2)

103. What do all men and women do ?

(1) perform various roles in life
(2) indulge in indoor games like chess, cards, etc.
(3) play outdoor games like football, cricket, etc.
(4) fight wars

104. Why is the lover’s sign compared to a furnace ?

(1) He gets angry very soon.
(2) He feels emotionally charged.
(3) He offers warmth to his beloved.
(4) He is writing a ballad.

105. Identify the figure of speech used in the first line.

(1) Simile (2) Metaphor (3) Personification (4) Hyperbole

P-I !SAS-24-I! 32 I
106. Which one of the following statements is NOT correct with respect to the given sentence ?
Sentence : Rhymes, songs and chants are ways for children to :
(1) extend vocabulary.
(2) memorize words and sentence structure.
(3) practise pronunciation.
(4) enhance expression and the rhythm of sentences.

107. Which one of the following is NOT true about using the library at the primary level ?
The library should not just be seen as a storage space for books, rather
(1) learners can be exposed to a variety of genres of children’s literature.
(2) as an active environment for engagement with books.
(3) teachers and other adults can also model reading behaviour in the libraries.
(4) a read-aloud of the textbook can be best done in a library.

108. Which one of the following should be mastered to be literate ?

(1) Phonological awareness and fluency.
(2) Sight vocabulary and pattern recognition.
(3) Decoding and language comprehension.
(4) Accuracy and phonological comprehension.

109. Which one of the following is NOT correct about teaching grammar effectively ?
(1) Promote genuine communication.
(2) Elicit relevant rules of grammar.
(3) Provide practice in communication.
(4) Learn grammar by memorizing its rules.

110. Literacy teaching approach that emphasise the relationship between letters and sounds is :
(1) whole language Approach (2) grammar translation
(3) situational approach (4) phonics instruction

111. A teacher in class III asked her learners to ask their partners five questions about their abilities
using the word ‘can’, e.g can you swim ? This type of activity enhances :
(1) Oral fluency practice (2) Controlled oral practice
(3) Free speaking (4) Passive listening

112. A third-grade teacher wishes to establish a reading corner in her class. In making the judgements
for selecting a children’s book, which one of the following questions would be most important to
be considered first ?
(1) Are the authors of these books well-known and respected authors of children’s literature ?
(2) Are the books written for the independent reading level of most students in the class ?
(3) Will the books help address the goals of the third-grade reading curriculum ?
(4) Will these books be appropriate for use in more than one instructional context ?

113. Which approach/method is geared towards the learner’s main goal of using language in a real-life
context ?
(1) Natural approach (2) Communicative approach
(3) Direct method (4) Audio-lingual method

P-I !SAS-24-I! 33 I
114. A teacher asked the learners to exchange workbooks and check their partners work. The objective
of this task is to :
(1) give practice in extensive reading.
(2) give practice in using new vocabulary.
(3) give controlled practice of structures.
(4) develop the skill of peer correction.

115. Children in the foundational stage are more engaged in learning when :
(1) they sing rhymes after the teacher.
(2) they use multiple senses and actively use their hands.
(3) they trace or write letters repeatedly in their notebooks.
(4) they focus only on developing fine motor skills.

116. A student of class V says, “I give my work a final check for accuracy before submitting it to the
teacher.” The student is working at the writing stage of :
(1) Drafting (2) Re-drafting (3) Proof reading (4) Peer-evaluation

117. Which approach/method doesn’t encourage learners to use their native langauge in a language
class ?
(1) Natural approach (2) Communicative approach
(3) Direct method (4) Audio-lingual method

118. A teacher is planning to collect a variety of Teaching Learning Materials (TLM) for his class II
students. Which one of the following is NOT a correct criterion for choosing TLMs ?
(1) The material chosen should be attractive and safe for children of this age group to use.
(2) The material chosen should provide adequate opportunities for the children to explore and
experiment with curiosity.
(3) The material chosen should be preferably locally made or locally available, as this would
allow for easy replacement.
(4) The material chosen should be made by the children only and have some roughness to avoid
slipperiness.

119. To create an inclusive, welcoming and joyful environment that supports every child’s participation
in achieving the competencies outlined in the National Curriculum Framework (NCF) can be best
done by :
(1) conducting indoor activities and avoiding them from outdoor activities in scorching heat.
(2) majorly focusing on the learners good health and well being.
(3) displaying children’s work from different domains of development.
(4) decorating the classroom for a colourful environment.

120. Which one of the following is NOT the principle for textbook design at the foundational stage ?
(1) Curriculum Principle (2) Presentation Principle
(3) Concrete Principle (4) Technology Principle

P-I !SAS-24-I! 34 I
 ÷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¥ ∑§ ‚„Ë/‚flʸÁœ∑§ ©¬ÿÈÄà Áfl∑§À¬ ∑§Ê øÿŸ ∑§ËÁ¡∞– (91 - 99)
•Ê¥ÃÁ⁄U∑§ •ÊÒ⁄U ’Ê„˜ÿ ŒÊŸÊ¥ M§¬Ê¥ ◊¥ Sflë¿UÃÊ •ÊÒ⁄U ÁŸ◊¸‹ÃÊ ∞∑§ ’ÈÁŸÿÊŒË •Êfl‡ÿ∑§ÃÊ „Ò– ◊Ÿ ∑§ ‡ÊÈh •ÊÒ⁄U ‚ÊÁàfl∑§ ÁfløÊ⁄U
•Ê¥ÃÁ⁄U∑§ Sflë¿UÃÊ ∑§ •ÊÿÊ◊ „Ò¥– ’Ê„˜ÿ Sflë¿UÃÊ ∑§ •¥Ãª¸Ã SflÊSâÿ, Á‡ÊˇÊÊ-¬ÿʸfl⁄UáÊ, •ë¿UË ‚Ê◊ÊÁ¡∑§ •ÊÒ⁄U •ÊÁÕ¸∑§ ÁSÕÁà ∑§Ê
‚◊Êfl‡Ê „ÊÃÊ „Ò– ’Ê„˜ÿ Sflë¿UÃÊ ∑§Ê ◊Í‹ÊœÊ⁄U •Ê¥ÃÁ⁄U∑§ Sflë¿UÃÊ „Ò– ◊Ÿ ∑§Ë Sflë¿UÃÊ ◊ÊŸfl √ÿfl„Ê⁄U ∑§Ê Œ‡ÊʸÃË „Ò– ‚àÿ, ‡ÊÈhÃÊ,
‡ÊÊ¥ÁÃ, ¬˝◊ •ÊÒ⁄U ‚ê◊ÊŸ ¡Ò‚ •Êà◊Ê ∑§ ¡ã◊¡Êà ªÈáÊÊ¥ ∑§Ê ©À‹¥ÉÊŸ ¬˝Ê∑ΧÁÃ∑§ ÁflÁœ, ÁflœÊŸ •ÊÒ⁄U √ÿflSÕÊ ∑§Ê ©À‹¥ÉÊŸ „Ò–
91. •Ê¥ÃÁ⁄U∑§ Sflë¿UÃÊ ‚ ‚¥’¥ÁœÃ Ÿ„Ë¥ „Ò —
(1) ÁŸ◊¸‹ ÁfløÊ⁄U (2) ‡ÊÊ¥Áà (3) ¬˝◊ (4) Á‡ÊˇÊÊ
92. ’ÈÁŸÿÊŒË •Êfl‡ÿ∑§ÃÊ „Ò —
(1) ’Ê„⁄UË Sflë¿UÃÊ •ÊÒ⁄U ÁŸ◊¸‹ÃÊ
(2) ÷ËÃ⁄UË Sflë¿UÃÊ •ÊÒ⁄U ÁŸ◊¸‹ÃÊ
(3) ’Ê„⁄UË •ÊÒ⁄U ÷ËÃ⁄UË Sflë¿UÃÊ •ÊÒ⁄U ÁŸ◊¸‹ÃÊ
(4) ’Ê„⁄UË •ÊÒ⁄U ÷ËÃ⁄UË Sflë¿UÃÊ •ÊÒ⁄U ‡ÊÈh ÁfløÊ⁄U

93. “’Ê„˜ÿ Sflë¿UÃÊ ∑§Ê ◊Í‹ÊœÊ⁄U •Ê¥ÃÁ⁄U∑§ Sflë¿UÃÊ „Ò–”

flÊÄÿ ∑§Ê •Ê‡Êÿ „Ò —
(1) ’Ê„⁄UË •ÊÒ⁄U ÷ËÃ⁄UË Sflë¿UÃÊ ŒÊŸÊ¥ •Êfl‡ÿ∑§ „Ò¥–
(2) ÷ËÃ⁄UË Sflë¿UÃÊ ¬⁄U ’Ê„⁄UË Sflë¿UÃÊ •ÊœÊÁ⁄UÃU „Ò–
(3) ’Ê„⁄UË Sflë¿UÃÊ ¬⁄U „Ë ÷ËÃ⁄UË Sflë¿UÃÊ •ÊœÊÁ⁄Uà „Ò–
(4) ’Ê„⁄UË •ÊÒ⁄U ÷ËÃ⁄UË Sflë¿UÃÊ ∞∑§ ŒÍ‚⁄U ‚ SflÃ¥òÊ „¥Ò–

94. “ÁflœÊŸ” ◊¥ ß∑§ ¬˝àÿÿ ‹ªÊŸ ¬⁄U ‡ÊéŒ ’ŸªÊ —

(1) ÁflœÊŸË∑§ (2) ÁflœÊÁŸ∑§ (3) flÒœÊÁŸ∑§ (4) flҜʟË∑§
95. ÁŸêŸ ◊¥ ‚ Á∑§‚◊¥ Áfl‡Ê·áÊ-Áfl‡Êcÿ ∑§Ê ‚¥’¥œ Ÿ„Ë¥ „Ò?
(1) ’Ê„˜ÿ Sflë¿UÃÊ (2) ’ÈÁŸÿÊŒË •Êfl‡ÿ∑§ÃÊ
(3) Á‡ÊˇÊÊ - ¬ÿʸfl⁄UáÊ (4) ¡ã◊¡Êà ªÈáÊ

96. ‚◊Í„ ‚ Á÷㟠‡ÊéŒ „Ò —

(1) Sflë¿UÃÊ (2) ÁŸ◊¸‹ÃÊ (3) ‚ê◊ÊŸ (4) Sflë¿U
97. “•Ê¥ÃÁ⁄U∑§ Sflë¿UÃÊ” ‚ ÃÊà¬ÿ¸ „Ò —
(1) ◊Ÿ ◊¥ ∑§Ê◊‹ ÷Êfl ¡ªÊŸÊ– (2) ◊Ÿ ∑§ ’È⁄U ÷ÊflÊ¥ ∑§Ê ŒÍ⁄U ∑§⁄UŸÊ–
(3) ◊Ÿ ∑§Ë ∑§À¬ŸÊ ∑§Ê ©«∏ÊŸ ŒŸÊ– (4) ◊Ÿ ∑§Ë ‚◊Sà ÷ÊflŸÊ•Ê¥ ∑§Ê Œ◊Ÿ ∑§⁄UŸÊ–

P-I !SAS-24-I! 35 I
98. “’ÈÁŸÿʌ˔ ◊¥ ¬˝àÿÿ „Ò —
(1) ŒË (2) ÿÊŒË (3) ߸ (4) ß

99. ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U ◊ŸÈcÿ ∑§ Á‹∞ __________ ‚flʸÁœ∑§ ◊„àfl¬Íáʸ „Ò–
(1) ÁfløÊ⁄UÊ¥ •ÊÒ⁄U ÷ÊflÊ¥ ∑§Ë ¬ÁflòÊÃÊ (2) ‡ÊÊ⁄UËÁ⁄U∑§ Sflë¿UÃÊ ∞fl¥ ‡ÊÈhÃÊ
(3) ‡ÊÊ¥ÁÃ, ¬˝◊ •ÊÒ⁄U ’Ê„˜ÿ Sflë¿UÃÊ (4) ‡ÊÊ¥ÁÃ, ’Ê„˜ÿ Sflë¿UÃÊ •ÊÒ⁄U SflÊSâÿ

ŸËø ŒË ªß¸ ∑§ÁflÃÊ ∑§Ë ¬¥ÁÄÃÿÊ¥ ∑§Ê ¬…∏∑§⁄U ‚’‚ ©Áøà Áfl∑§À¬ ∑§Ê øÿŸ ∑§ËÁ¡∞– (100 - 105)
„◊¥ Á◊‹Ë •Ê$¡ÊŒË flË⁄U ‡Ê„ËŒÊ¥ ∑§ ’Á‹ŒÊŸ ‚,
•Ê$¡ÊŒË ∑§ Á‹∞ „◊Ê⁄UË ‹¥’Ë ø‹Ë ‹«∏Ê߸ ÕË–
‹ÊπÊ¥ ‹ÊªÊ¥ Ÿ ¬˝ÊáÊÊ¥ ‚ ∑§Ë◊à ’«∏Ë øÈ∑§Ê߸ ÕË,
√ÿʬÊ⁄UË ’Ÿ∑§⁄U •Ê∞ •ÊÒ⁄U ¿U‹ ‚ „◊ ¬⁄U ⁄UÊ¡ Á∑§ÿÊ,
„◊∑§Ê •Ê¬‚ ◊¥ ‹«∏flÊŸ ∑§Ë ŸËÁà •¬ŸÊ߸ ÕË–
„◊Ÿ •¬ŸÊ ªÊÒ⁄Ufl ¬ÊÿÊ, •¬Ÿ SflÊÁ÷◊ÊŸ ‚
„◊¥ Á◊‹Ë •Ê$¡ÊŒË flË⁄U ‡Ê„ËŒÊ¥ ∑§ ’Á‹ŒÊŸ ‚–

100. ∑§ÁflÃÊ ◊¥ Á∑§‚ “¿U‹” ∑§Ë ’Êà ∑§Ë ªß¸ „Ò?
(1) √ÿʬÊ⁄UË ’Ÿ „◊¥ ªÈ‹Ê◊ ’ŸÊŸ ∑§ (2) √ÿʬÊ⁄UË ’Ÿ Á◊‹Êfl≈U ∑§⁄UŸ ∑§
(3) √ÿʬÊ⁄UË ’Ÿ ¬Ò‚Ê¥ ∑§Ê „⁄U-»§⁄ ∑§⁄UŸU ∑§ (4) √ÿʬÊ⁄UË ’ŸŸ ∑§Ë fl‡Ê-÷Í·Ê œÊ⁄UáÊ ∑§⁄UŸ ∑§

101. “ŸËÁÔ ‡ÊéŒ ◊¥ Á∑§‚ ¬˝àÿÿ ∑§Ê ¬˝ÿÊª Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò?
(1) ÃÊ (2) ߸ (3) ß∑§ (4) ߸ÿ

102. “SflÊÁ÷◊ÊŸ” ∑§Ê ‚¥Áœ-Áflë¿UŒ „Ò —

(1) SflÊ + Á÷◊ÊŸ (2) Sfl + Á÷◊ÊŸ (3) Sfl + •ÊÁ÷◊ÊŸ (4) Sfl + •Á÷◊ÊŸ

103. Œ‡Ê ∑§Ê SflÃ¥òÊÃÊ ¬˝Êåà ∑§⁄UŸ ◊¥ ∞∑§ ‹¥’Ê ‚◊ÿ ‹ªÊ ÕÊ– ÿ„ ÷Êfl ∑§ÁflÃÊ ∑§ Á∑§‚ •¥‡Ê ◊¥ ¬˝ÁÃÁ’¥Á’à „ÊÃÊ „Ò?
(1) flË⁄U ‡Ê„ËŒÊ¥ ∑§ ’Á‹ŒÊŸ ‚– (2) ∑§Ë◊à ’«∏Ë øÈ∑§Ê߸ ÕË–
(3) ªÊÒ⁄Ufl ¬ÊÿÊ •¬Ÿ SflÊÁ÷◊ÊŸ ‚– (4) ‹¥’Ë ø‹Ë ‹«∏Ê߸ ÕË–

104. Œ‡Ê ∑§Ë SflÃ¥òÊÃÊ ∑§ Á‹∞ —

(1) ‡ÊSòÊÊ¥ ∑§Ê ÁŸ◊ʸáÊ Á∑§ÿÊ ªÿÊ– (2) •¬Ÿ ¡ËflŸ ∑§Ë •Ê„ÈÁà ŒË–
(3) flË⁄UÊ¥ ∑§Ë ÷Ã˸ ∑§Ë ªß¸– (4) ’„Èà ‚Ê⁄UÊ œŸ ÁŒÿÊ ªÿÊ–

105. •Ê$¡ÊŒË Á◊‹Ÿ ∑§Ê üÊÿ Á∑§‚ ÁŒÿÊ ªÿÊ „Ò?

(1) flË⁄UÊ¥ ∑§Ë ∑ͧ≈U ŸËÁà ∑§Ê– (2) flË⁄UÊ¥ ∑§ •SòÊ-‡ÊSòÊÊ¥ ∑§Ê–
(3) flË⁄UÊ¥U ∑§ ’Á‹ŒÊŸ ∑§Ê– (4) √ÿʬÊ⁄UË flª¸ ∑§ ‚„ÿÊª ∑§Ê–

P-I !SAS-24-I! 36 I
106. ÁŸêŸÁ‹Áπà flÊÄÿ ∑§ ‚¥Œ÷¸ ◊¥ ∑§ÊÒŸ-‚Ê ∑§ÕŸ ‚„Ë Ÿ„Ë¥ „Ò?
’ìÊÊ¥ mÊ⁄UÊ Á‡Ê‡ÊÈ ªËÃ, ªËÃ, •‹Ê¬ŸÊ Á∑§‚∑§ Ã⁄UË∑§ „Ò¥?
(1) ‡ÊéŒÊfl‹Ë ∑§Ê ‚◊Îh ∑§⁄UŸ ∑§– (2) ‡ÊéŒ •ÊÒ⁄U flÊÄÿ ‚¥⁄UøŸÊ ∑§Ê ∑¥§∆USÕ ∑§⁄UŸ ∑§–
(3) ©ëøÊ⁄UáÊ ∑§Ê •èÿÊ‚ ∑§⁄UŸ ∑§– (4) •Á÷√ÿÁÄà ∑§Ê ‚¥flh¸Ÿ •ÊÒ⁄U flÊÄÿÊ¥ ∑§Ë ‹ÿ ∑§–

107. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ¬˝ÊÕÁ◊∑§ SÃ⁄U ¬⁄U ¬ÈSÃ∑§Ê‹ÿ ∑§ ¬˝ÿÊª ∑§ ’Ê⁄U ◊¥ ‚„Ë Ÿ„Ë¥ „Ò?
¬ÈSÃ∑§Ê‹ÿ ∞∑§ ÷¥«UÊ⁄U ªÎ„ ∑§ M§¬ ◊¥ Ÿ„Ë¥ ŒπÊ ¡ÊŸÊ øÊÁ„∞ ’ÁÀ∑§ —
(1) Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê ’Ê‹ ‚ÊÁ„àÿ ∑§Ë ÁflÁflœ ¬˝∑§Ê⁄U ∑§Ë ÁflœÊ•Ê¥ ∑§Ê ŒπŸ ∑§ ◊ÊÒ∑§ Á◊‹Ÿ øÊÁ„∞–
(2) ¬ÈSÃ∑§Ê¥ ∑§ ‚ÊÕ ‚¥‹ÇŸÃÊ ∑§ ‚Á∑˝§ÿ ¬Á⁄Ufl‡Ê ∑§ M§¬ ◊¥ ŒπÊ ¡ÊŸÊ øÊÁ„∞–
(3) •äÿʬ∑§ •ÊÒ⁄U ŒÍ‚⁄U flÿS∑§ ÷Ë ¬ÈSÃ∑§Ê‹ÿÊ¥ ◊¥ •ÊŒ‡Ê¸ ¬∆UŸ √ÿfl„Ê⁄U ¬˝ŒÁ‡Ê¸Ã ∑§⁄U ‚∑§Ã „Ò¥–
(4) ¬ÈSÃ∑§Ê‹ÿ ◊¥ ¬Ê∆K¬ÈSÃ∑§Ê¥ ∑§Ê ‚Sfl⁄U ¬∆UŸ ‚flʸÁœ∑§ ©¬ÿÈÄà M§¬ ‚ „Ê ‚∑§ÃÊ „Ò–

108. ‚ÊˇÊ⁄UÃÊ •Á¡¸Ã ∑§⁄UŸ ∑§ Á‹∞ Á∑§‚◊¥ ÁŸ¬ÈáÊÃÊ (◊ÊS≈U⁄UË) „ÊŸË øÊÁ„∞?
(1) äflãÿÊà◊∑§ ¡ÊªM§∑§ÃÊ •ÊÒ⁄U ¬˝flÊ„ (2) ŒÎ‡ÿ (‚Êß≈U) ‡ÊéŒÊfl‹Ë •ÊÒ⁄U ¬˝ÁÃ◊ÊŸÊ¥ ∑§Ë ¬„øÊŸ
(3) Á«U∑§ÊÁ«¥Uª •ÊÒ⁄U ÷Ê·Ê •fl’ÊœŸ (4) ‚≈UË∑§ÃÊ •ÊÒ⁄U äflãÿÊà◊∑§ ’Êœ

109. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê √ÿÊ∑§⁄UáÊ Á‡ÊˇÊáÊ ∑§Ê ¬˝÷Êfl‡ÊÊ‹Ë Ã⁄UË∑§ ‚ ¬…∏ÊŸ ∑§ ’Ê⁄U ◊¥ ‚„Ë Ÿ„Ë¥ „Ò?
(1) flÊSÃÁfl∑§ ‚ê¬˝·áÊ ¬˝SÃÈà ∑§⁄UŸÊ– (2) √ÿÊ∑§⁄UáÊ ∑§ ¬˝Ê‚¥Áª∑§ ÁŸÿ◊ ¬˝SÃÈà ∑§⁄UŸÊ–
(3) ‚ê¬˝·áÊ ∑§ •èÿÊ‚ ∑§ •fl‚⁄U ŒŸÊ– (4) √ÿÊ∑§⁄UáÊ ∑§Ê ©‚∑§ ÁŸÿ◊ ∑¥§∆USÕ ∑§⁄U∑§ ‚ËπŸÊ–

110. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ‚ÊˇÊ⁄UÃÊ Á‡ÊˇÊáÊ ©¬Êª◊ •ˇÊ⁄UÊ¥ •ÊÒ⁄U äflÁŸ ∑§ ’Ëø ‚¥’¥œ ¬⁄U ’‹ ŒÃÊ „Ò?
(1) ‚◊ª˝ ÷Ê·Ê ¬hÁà (2) √ÿÊ∑§⁄UáÊ •ŸÈflÊŒ
(3) ÁSÕÁì⁄U∑§ ©¬Êª◊ (4) äflÁŸ ÁflôÊÊŸ ÁŸŒ¸‡Ê

111. ∑§ˇÊÊ ÃËŸ ∑§Ë •äÿÊÁ¬∑§Ê Ÿ •¬Ÿ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ‚ ∑§„Ê Á∑§ fl •¬Ÿ ‚„¬ÊÁ∆UÿÊ¥ ‚ “‚∑§ŸÊ” ‡ÊéŒ ∑§ ¬˝ÿÊª ∑§Ë ÿÊÇÿÃÊ ‚
‚¥’¥ÁœÃ ¬Ê°ø ¬˝‡Ÿ ¬Í¿¥U, ¡Ò‚ Á∑§ - ÄÿÊ ÃÈ◊ ÃÒ⁄U ‚∑§Ã „Ê? ªÁÃÁflÁœ ∑§Ê ÿ„ ¬˝∑§Ê⁄U Á∑§‚Á‹∞ „Ò?
(1) ◊ÊÒÁπ∑§ ¬˝flÊ„ •èÿÊ‚ (2) ÁŸÿÁãòÊà ◊ÊÒÁπ∑§ •èÿÊ‚
(3) Sfl¿U㌠’Ê‹ŸÊ (4) ÁŸÁc∑˝§ÿ üÊfláÊ

112. ∑§ˇÊÊ ÃËŸ ∑§Ë •äÿÊÁ¬∑§Ê •¬ŸË ∑§ˇÊÊ ◊¥ ¬∆UŸ ∑§ÊŸÊ ‚ÎÁ¡Ã ∑§⁄UŸÊ øÊ„ÃË „Ò– ’ëøÊ¥ ∑§ Á‹∞ ¬ÈSÃ∑§Ê¥ ∑§Ê øÿŸ ∑§⁄UÃ ‚◊ÿ
ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ ¬˝‡Ÿ ∑§Ê ‚’‚ •Áœ∑§ ◊„àfl¬Íáʸ ◊ÊŸŸÊ øÊÁ„∞?
(1) ÄÿÊ ßŸ ¬ÈSÃ∑§Ê¥ ∑§ ‹π∑§ ¡ÊŸ-◊ÊŸ „Ò¥? ’Ê‹ ‚ÊÁ„àÿ ∑§ ◊ÊŸŸËÿ ‹π∑§ „Ò¥?
(2) ÄÿÊ ¬ÈSÃ∑¥§ ∑§ˇÊÊ ∑§ •Áœ∑§Ê¥‡Ê ÁfllÊÁÕ¸ÿÊ¥ ∑§ SflÃ¥òÊ ¬∆UŸ SÃ⁄U ∑§ •ŸÈ‚Ê⁄U Á‹πË ªß¸ „Ò?
(3) ÄÿÊ ¬ÈSÃ∑¥§ ÃË‚⁄UË ∑§ˇÊÊ ∑§Ë ¬∆UŸ ¬Ê∆Køÿʸ ∑§ ‹ˇÿ ∑§Ê ‚¥’ÊÁœÃ ∑§⁄UŸ ◊¥ ◊ŒŒ ∑§⁄¥UªË?
(4) ÄÿÊ ÿ ¬ÈSÃ∑¥§ ∞∑§ ‚ •Áœ∑§ ÁŸŒ¸‡ÊÊà◊∑§ ¬˝‚¥ª ◊¥ ¬˝ÿÊª ∑§ Á‹∞ ©¬ÿÈÄà „Ò¥?

113. ∑§ÊÒŸ‚Ê ©¬Êª◊/ÁflÁœ Á‡ÊˇÊÊÕ˸ ∑§Ë ¡ËflŸ ∑§Ë flÊSÃÁfl∑§ ¬Á⁄UÁSÕÁÃÿÊ¥ ◊¥ ÷Ê·Ê ¬˝ÿÊª ∑§ ◊ÈÅÿ ‹ˇÿ ‚ ‚¥’¥ÁœÃ „Ò¥?
(1) ¬˝Ê∑ΧÁÃ∑§ ©¬Êª◊ (2) ‚ê¬˝·áÊÊà◊∑§ ©¬Êª◊
(3) ¬˝àÿˇÊ ÁflÁœ («UÊÿ⁄UÄ≈U) (4) üÊ√ÿ ÷ÊÁ·∑§ ÁflÁœ

P-I !SAS-24-I! 37 I
114. ∞∑§ •äÿʬ∑§ Ÿ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê •¬Ÿ ‚„¬ÊÁ∆UÿÊ¥ ‚ •¬ŸË •èÿÊ‚ ¬ÈÁSÃ∑§Ê•Ê¥ ∑§Ë •Œ‹Ê-’Œ‹Ë ∑§⁄U ¡Ê°øŸ ∑§ Á‹∞ ∑§„Ê–
ß‚ ∑§Êÿ¸ ∑§Ê ©g‡ÿ ÄÿÊ „Ò?
(1) ÁflSÃÎà ¬∆UŸ ∑§Ê •èÿÊ‚ ∑§⁄UflÊŸÊ– (2) Ÿß¸ ‡ÊéŒÊfl‹Ë ∑§ ¬˝ÿÊª ∑§Ê •èÿÊ‚ ∑§⁄UflÊŸÊ–
(3) ‚¥⁄UøŸÊ•Ê¥ ∑§Ê ÁŸÿÁãòÊà •èÿÊ‚ ∑§⁄UflÊŸÊ– (4) ‚„¬Ê∆UË ∑§ ∑§Ê◊ ∑§Ë ¡Ê°ø ∑§ ∑§Ê҇ʋ Áfl∑§Á‚à ∑§⁄UŸÊ–

115. ’ÈÁŸÿÊŒË ø⁄UáÊ ∑§Ë •flSÕÊ flÊ‹ ’ëø •Áœª◊ ◊¥ Ã’ ∑§„Ë¥ •Áœ∑§ ‚¥‹ÇŸ „ÊÃ „Ò¥ ¡’ __________–
(1) fl •äÿʬ∑§ ∑§ ¬Ë¿U-¬Ë¿U Á‡Ê‡ÊȪËà ªÊÃ „Ò¥–
(2) fl ‚÷Ë ßÁãŒ˝ÿÊ¥ ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „Ò¥ •ÊÒ⁄U •¬Ÿ „ÊÕÊ¥ ∑§Ê ‚Á∑˝§ÿ ¬˝ÿÊª ∑§⁄UÃ „Ò¥–
(3) fl •¬ŸË ∑§ÊÚ¬Ë ◊¥ •ˇÊ⁄UÊ¥ ∑§Ë ’Ê⁄U-’Ê⁄U ≈˛UÁ‚¥ª ∑§⁄UÃ „Ò¥ ÿÊ ’Ê⁄U-’Ê⁄U Á‹πÃ „Ò¥–
(4) ◊ÈÅÿ ∑§ãŒ˝ Á‚$$»¸§ ‚͡◊ ªàÿÊà◊∑§ ∑§Ê҇ʋÊ¥ ∑§ Áfl∑§Ê‚ ¬⁄U „ÊÃÊ „Ò–

116. ∑§ˇÊÊ ¬Ê°ø ∑§Ë ∞∑§ ÁfllÊÕ˸ ∑§„ÃË „Ò,

““◊Ò¥ •¬ŸÊ ∑§Ê◊ •äÿʬ∑§ ∑§Ê ŒŸ ‚ ¬„‹ ‚≈UË∑§ÃÊ ∑§ Á‹∞ •ÁãÃ◊ (»§Êߟ‹) M§¬ ‚ ÷Ë ¡Ê°øÃË „Í°–””
ÿ„ ÁfllÊÕ˸ ‹πŸ ∑§ Á∑§‚ ø⁄UáÊ ¬⁄U „Ò?
(1) ¬˝ÊM§¬áÊ (2) ¬ÈŸ— ¬˝ÊM§¬áÊ (3) ¬˝Í$»§ ⁄UËÁ«¥Uª (4) ‚„¬Ê∆UË ◊ÍÀÿÊ°∑§Ÿ

117. ∑§ÊÒŸ-‚Ê ©¬Êª◊/ÁflÁœ ’ëøÊ¥ ∑§Ê ÷Ê·Ê ∑§Ë ∑§ˇÊÊ ◊¥ ©Ÿ∑§Ë •¬ŸË ‚„¡Êà ÷Ê·Ê (◊ÊÃÎ÷Ê·Ê) ∑§Ê ¬˝ÿÊª ∑§⁄UŸ ∑§ Á‹∞
¬˝Êà‚ÊÁ„à Ÿ„Ë¥ ∑§⁄UÃÊ „Ò?
(1) ¬˝Ê∑ΧÁÃ∑§ ©¬Êª◊ (2) ‚ê¬˝·áÊÊà◊∑§ ©¬Êª◊
(3) ¬˝àÿˇÊ ÁflÁœ («UÊÿ⁄UÄ≈U) (4) üÊ√ÿ÷ÊÁ·∑§ ÁflÁœ

118. ∞∑§ •äÿÊÁ¬∑§Ê ∑§ˇÊÊ ŒÊ ∑§ ÁfllÊÁÕ¸ÿÊ¥ ∑§ Á‹∞ ÁflÁflœ ¬˝∑§Ê⁄U ∑§Ë Á‡ÊˇÊáÊ •Áœª◊ ‚Ê◊ª˝Ë ¡È≈UÊŸÊ øÊ„ ⁄U„Ë „Ò– ÁŸêŸÁ‹Áπà ◊¥
‚ ∑§ÊÒŸ-‚Ê ◊ÊŸŒ¥«U ≈UË∞‹∞◊ ∑§ øÿŸ ∑§ Á‹∞ ‚„Ë Ÿ„Ë¥ „Ò?
(1) øÿÁŸÃ ‚Ê◊ª˝Ë ß‚ •ÊÿÈ ‚◊Í„ ∑§ ’ëøÊ¥ ∑§ ¬˝ÿÊª ∑§ Á‹∞ •Ê∑§·¸∑§ •ÊÒ⁄U ‚È⁄UÁˇÊà „ÊŸË øÊÁ„∞–
(2) øÿÁŸÃ ‚Ê◊ª˝Ë ∞‚Ë „Ê ¡Ê ’ëøÊ¥ ∑§Ê Á¡ôÊÊ‚Ê ∑§ ‚ÊÕ πÊ¡’ËŸ •ÊÒ⁄U ¬˝ÿÊª ∑§⁄UŸ ◊¥ ¬ÿʸåà •fl‚⁄U Œ–
(3) øÿÁŸÃ ‚Ê◊ª˝Ë •Áœ◊ʟ× SÕÊŸËÿ M§¬ ‚ ÁŸÁ◊¸Ã ÿÊ SÕÊŸËÿ M§¬ ‚ ©¬‹éœ „Ê Á¡‚‚ •Ê‚ÊŸË ‚ ’Œ‹Ê ¡Ê ‚∑§–
(4) øÿÁŸÃ ‚Ê◊ª˝Ë Á‚$»¸§ ’ëøÊ¥ mÊ⁄UÊ ’ŸÊ߸ ªß¸ „ÊŸË øÊÁ„∞ •ÊÒ⁄U Á»§‚‹Ÿ ∑§Ê ’øÊŸ ∑§ Á‹∞ ∑ȧ¿U πÈ⁄UŒ⁄UË „ÊŸË øÊÁ„∞–

119. ⁄UÊc≈˛UËÿ ¬Ê∆Køÿʸ M§¬⁄UπÊ mÊ⁄UÊ ⁄UπÊ¥Á∑§Ã ŒˇÊÃÊ•Ê¥ ∑§Ê ¬˝Êåà ∑§⁄UŸ ◊¥ ¬˝àÿ∑§ ’ëø ∑§Ë ¬˝ÁÃ÷ÊÁªÃÊ ∑§Ê ‚◊Õ¸Ÿ ŒŸ flÊ‹Ê
‚◊Êfl‡ÊË, SflʪÃËÿ •ÊÒ⁄U •ÊŸ¥ŒŒÊÿË ¬Á⁄Ufl‡Ê ‚flʸÁœ∑§ ©¬ÿÈÄà Ã⁄UË∑§ ‚ ∑Ò§‚ ‚ÎÁ¡Ã Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò?
(1) ìÃË „È߸ œÍ¬ ◊¥ ’Ês ªÁÃÁflÁœÿÊ¥ ∑§Ê Ÿ ∑§⁄U∑§ •ÊÒ⁄U •ÊãÃÁ⁄U∑§ ªÁÃÁflÁœÿÊ¥ ∑§Ê •ÊÿÊ¡Ÿ ∑§⁄U∑§
(2) ◊ÈÅÿ× Á‡ÊˇÊÊÕ˸ ∑§ •ë¿U SflÊSâÿ •ÊÒ⁄U πÈ‡Ê„Ê‹Ë ¬⁄U äÿÊŸ ∑§ÁãŒ˝Ã ∑§⁄U∑§
(3) Áfl∑§Ê‚ ∑§ ÁflÁ÷ÛÊ •ÊÿÊ◊Ê¥ ‚ ’ëøÊ¥ ∑§ ∑§Êÿ¸ ∑§Ê ¬˝Œ‡Ê¸Ÿ ∑§⁄U∑§
(4) ⁄¥UªËŸ •Ê∑§·¸∑§ ¬Á⁄Ufl‡Ê ∑§ Á‹∞ ∑§ˇÊÊ-∑§ˇÊ ∑§Ë ‚¡Êfl≈U ∑§⁄U∑§

120. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê Á‚hÊãà ’ÈÁŸÿÊŒË ø⁄UáÊ ¬⁄U ¬Ê∆K¬ÈSÃ∑§ •Á÷∑§À¬ŸÊ ∑§Ê Ÿ„Ë¥ „Ò?
(1) ¬Ê∆Køÿʸ Á‚hÊãà (2) ¬˝SÃÈÃË∑§⁄UáÊ Á‚hÊãÃ
(3) ◊Íø Á‚hÊãà (4) Ã∑§ŸË∑§Ë Á‚hÊãÃ

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

Read the passage given below and answer the questions that follow. (121-128)
But the Lion went into the forest and found his own supper and no one ever knew what it was, for
he didn’t mention it. And the scarecrow found a tree full of nuts and filled Dorothy’s basket with them,
so that she would not be hungry for a long time. She thought this was very kind and thoughtful of the
scarecrow, but she laughed heartily at the awkward way in which the poor creature picked up the nuts.
His padded hands were so clumsy and the nuts so small that he dropped almost as many as he put in the
basket. But the scarecrow did not mind how long it took him to fill the basket, for it enabled him to keep
away from the fire, as he feared a spark might get into his straw and burn him up. So he kept a good
distance away from the flames, and only came near to cover Dorothy with dry leaves when she lay
down to sleep. These kept her snug and warm and she slept soundly by until morning.
When it was daylight, the girl bathed her face in a little rippling brook and soon after they all
started toward the Emerald city.
This was to be a wonderful day for the travellers. They had hardly been walking an hour when
they saw before them a ditch that lay across the road and divided the forest as far as they could see on
either side.
121. Study the following statements :
(a) The Scarecrow gathered nuts as the tree was full of them.
(b) He feared for his life so he got busy in gathering nuts.
(1) (a) is right and (b) is wrong. (2) (b) is right and (a) is wrong.
(3) Both (a) and (b) are right. (4) Both (a) and (b) are wrong.
122. Study the following statements :
(a) Dorothy was obliged to the Scarecrow.
(b) The Scarecrow vanquished his hunger with nuts.
(c) He gathered so many nuts that no one would remain hungry.
(1) (a) and (b) are wrong but (c) is right.
(2) (b) and (c) are wrong but (a) is right.
(3) (c) and (a) are wrong but (b) is right.
(4) (a) and (b) are right but (c) is wrong.

123. No one ever knew what it was .

The underlined is a/an __________ clause.
(1) Principal (2) Noun (3) Adjective (4) Adverb

124. ‘... she would not be hungry’.

The underlined word is a/an __________.
(1) Preposition (2) Adverb (3) Conjunction (4) Interjection
125. Which one of the following statements is not true ?
(1) Scarecrow was afraid that the Lion might kill him.
(2) Lion could not eat the nuts gathered by the Scarecrow.
(3) He decided to hunt his prey.
(4) Dorothy felt amused at the way Scarecrow gathered the nuts.

P-I !SAS-24-I! 39 I
126. They kept her snug .
The underlined word nearly means the same as :
(1) dizzy (2) messy (3) cosy (4) sordid
127. Which one of the following statements is true ?
(1) Scarecrow is not caring. (2) He knows that the nuts are good for Dorothy.
(3) He shelled the nuts for Dorothy. (4) Nuts mostly grow on bushes.
128. Which of the following statements is/are true ?
(1) The Scarecrow was kind-hearted as he filled the basket with nuts.
(2) He helped Dorothy to keep warm at night.
(3) He kept the Lion away from Dorothy.
(4) Both (1) and (2).

Read the passage given below and answer the questions that follow. (129-135)
Usually the first question I ask a newbie birder is, “What do you think is the most important
physical requisite to be a birder ? Your eyes, your ears, your nose or any other ?”
Most often, the answer is “eyes”, but several do home into what is the most important faculty - at
least, according to me : your ears. Spotting birds in foliage is hard enough, but if you hear them, you
know they are there.
But early the other morning, I realised it went much beyond that. The first bird call I heard as I
left the house for my walk was the madcap ringing laugh of black-rumped flameback, earlier known as
the golden-backed woodpecker. It was a wild, exultant laugh that set the tone and mood for the entire
day. And then I realised that every bird call evokes a different reaction, memory or emotion in the
listener.
Indian mynas, for example, invariably remind me of people in Delhi-always ready to argue and
pick a fight, belligerent and in your face. Yet, they taught me not to make sweeping generalisations
because when a pair perch on the window sill in the afternoons, they have meaningful civilised
conversations with each other. There is inquiry, humour and affection in their voices.
129. Why should a birder have sharp ears ?
(1) One can easily distinguish their mating calls.
(2) The birds greet each other with their morning calls.
(3) One can easily locate them from their chirping.
(4) Their shrill shrieking can tell one that they are in danger.
130. Study the following statements :
(a) Different chirpings of birds evoke different emotions in a birder.
(b) Sometimes birds make their nests hidden from public view.
(1) (a) is right and (b) is wrong. (2) (b) is right and (a) is wrong.
(3) Both (a) and (b) are right. (4) Both (a) and (b) are wrong.
131. Study the following statements :
(a) The writer approves of the conduct of Delhi people.
(b) Indian mynas are generally known for their noisy quarrels.
(c) A myna couple can also be found enjoying themselves.
(1) (a) and (b) are right but (c) is wrong.
(2) (b) and (c) are right but (a) is wrong.
(3) (a) and (c) are right but (b) is wrong.
(4) (a) and (b) are wrong but (c) is right.

P-I !SAS-24-I! 40 I
132. Who is a birder ?
(1) one who catches the birds (2) one who watches the birds
(3) one who rears the birds (4) one who hunts the birds
133. ‘It was a wild exultant laugh....’
The underlined word is a/an __________.
(1) Noun (2) Verb (3) Adverb (4) Adjective

134. ‘..... belligerent in your face.’

The underlined word nearly means the same as :
(1) hostile (2) noisy (3) musical (4) different
135. ‘The first bird call I heard as I left the house ...’
The underlined is a/an __________ clause.
(1) Principal (2) Noun (3) Adjective (4) Adverb
136. Assessment tools and processes at the foundation stage should be designed in a way that :
(1) explicit tests and examinations become appropriate for learners.
(2) they become a natural extension of the child’s learning experience.
(3) learner’s progress is described and analysed with that of the overall class performance.
(4) a teacher may use common single method to assess the achievement of all the learners.
137. Children’s cognitive development and language :
(1) is related to the principle of linking stimulus-response and a process of imitation.
(2) is that an individual is born with a tool to master the language.
(3) development bear no relationship.
(4) is closely related to the culture and the community in which children live.
138. One of the best way to learn a second language is :
(1) being in a classroom where you can focus on the grammar and receive help from a teacher.
(2) by constant contact with native speakers in their own society.
(3) by repeating and practicing the dialogues as done in the audio-lingual method.
(4) by joining a speaking course for the target language.
139. “Language learning is an intensive process that begins at birth and continues throughtout life.”
Do you agree or disagree with the above statement ?
(1) I agree with this statement.
(2) I disagree with this statement.
(3) I partially agree with the statement.
(4) I partially disagree with the statement.
140. Along with print books and audio books the books that engage the tactile abilities of young children
should be a part of the classroom because :
(1) it brings variety to the class and children love variety.
(2) it gives autonomy to teachers to use different books for assessment.
(3) it makes books more accessible to diverse learners.
(4) these books will not overly burden a teacher.
141. A teacher asked the students of class V to read the story quickly and then put the four pictures in
order. The purpose of this activity is to :
(1) arrange the picture cards.
(2) give them practice to reading for the gist.
(3) give them practice in reading for specific information.
(4) revise the new and difficult vocabulary of the story.

P-I !SAS-24-I! 41 I
142. This reading has certain learning aims and tasks, learners are supposed to read the text in detail
with concentration and due care, It is called :
(1) Extensive reading (2) Intensive reading
(3) Guided reading (4) Pleasure reading
143. The students learn patterns of language by repeating model sentences that the teacher provides.
They memorise set phrases and receive positive reinforcement from their teacher when they perform
the drills correctly. The teacher is using the :
(1) Audio-lingual method (2) Communicative approach
(3) Total physical response (4) Structural approach
144. Learners are memorising grammar rules and vocabulary and large amount of work is done in their
mother tongue. Which method is being used by the teacher into his language class ?
(1) Direct method (2) Natural approach
(3) Communicative teaching (4) Grammar Translation
145. If children hear two languages spoken around them, this exposure will :
(1) put the children at a disadvantage.
(2) put the children at an advantage.
(3) not make any difference to the children.
(4) confuse the children, hindering understanding.
146. A big challenge in learning to read is finding motivation and good children’s literature. To overcome
this challenge :
(1) Teachers should motivate them to read a book everyday as homework.
(2) Encourage parents to establish a small library at home.
(3) Provide easily accessible Children’s literature to motivate and generate interest in reading.
(4) School authorities must take learners to book fairs to generate motivation and interest in
reading books.
147. To assess reading skills at primary level a language teacher should most importantly focus on :
(1) identifying the letters of alphabet.
(2) use of punctuation mark.
(3) reading at a proper speed.
(4) reading with understanding.
148. A good speaking activity is the one during which :
(1) teachers explains more
(2) learners listens more
(3) learners talk more
(4) participation by outspoken students is the maximum
149. At the beginning of the lesson, a teacher divided the class into groups and asked them to talk about
an interesting newspaper article that they had just read. This type of speaking activity is for
enhancing :
(1) Oral fluency practice. (2) Controlled oral practice.
(3) Guided oral practice. (4) Active listening.
150. Whole language approach is :
(1) Meaning based (2) Skill based
(3) Blends sounds (4) Infers a sound-symbol relationship

P-I !SAS-24-I! 42 I
 ÷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¥ ∑§ ‚„Ë/‚flʸÁœ∑§ ©¬ÿÈÄà Áfl∑§À¬ ∑§Ê øÿŸ ∑§ËÁ¡∞– (121-128)
ß‚ ’Ê⁄U ◊ÊÒ‚◊ ÁflôÊÊÁŸÿÊ¥ Ÿ ÉÊÊ·áÊÊ ∑§Ë „È߸ „Ò Á∑§ •‹ ŸËŸÊ ¬˝÷Êfl ∑§ ∑§Ê⁄UáÊ ◊ÊŸ‚ÍŸ ∑§◊$¡Ê⁄U ⁄U„ ‚∑§ÃÊ „Ò– øÒà ∑§ ◊„ËŸ ◊¥
’ÊÁ⁄U‡Ê „ÊŸ ∑§ „Ê‹Êà ¬⁄U ÉÊÊÉÊ Ÿ ÷Ë ÿ„Ë ∑§„Ê „Ò– øÒà ÿÊŸË ◊Êø¸-•¬˝Ò‹ ∑§ ÁŒŸÊ¥ ◊¥ •ª⁄U ’ÊÁ⁄U‡Ê „ÊÃË „Ò ÃÊ ‚ÊflŸ ‚ÍπÊ ¡Ê ‚∑§ÃÊ
„Ò– ’Êà Á‚$»¸§ ß‚ ’Ê⁄U ∑§ ◊ÊŸ‚ÍŸ ∑§Ë Ÿ„Ë¥ „Ò– •◊Á⁄U∑§Ê ◊¥ „Ê‹ „Ë ◊¥ ÃÊ¡ ¬ÊŸË ∑§ „Ê‹Êà ¬⁄U „È∞ ∞∑§ ‚ê◊‹Ÿ ◊¥ ‚¥ÿÈÄà ⁄UÊc≈˛U ‚¥ÉÊ
∑§ ◊„Ê‚Áøfl ∞¥≈UÊÁŸÿÊ ªÈÃ⁄U¡ Ÿ ∞∑§ Á⁄U¬Ê≈¸U ¡Ê⁄UË ∑§Ë „Ò– ß‚◊¥ ∑§„Ê ªÿÊ „Ò Á∑§ 2050 Ã∑§ ¬ÊŸË ∑§Ê ‚’‚ ’«∏Ê ‚¥∑§≈U ÷Ê⁄Uà ◊¥ •ÊŸ
flÊ‹Ê „Ò– ÷Ê⁄Uà ¬⁄U ‚¥∑§≈U ß‚Á‹∞ „Ò ÄÿÊ¥Á∑§ ª¥ªÊ, ÿ◊ÈŸÊ, ’˝rʬÈòÊ •ÊÒ⁄U Á‚¥œÈ ¡Ò‚Ë ŸÁŒÿÊ¥ ∑§Ê ¬ÊŸË œË⁄U-œË⁄U ∑§◊ „ÊÃÊ ¡Ê∞ªÊ– Á‚$»¸§
ª¥ªÊ ∑§Ë ’Êà ∑§⁄¥U ÃÊ 2500 Á∑§‹Ê◊Ë≈U⁄ ‹¥’Ë ÿ„ ŸŒË ©ûÊ⁄UÊπ¥«U ‚ ’¥ªÊ‹ ∑§ ’Ëø ∑§ß¸ ⁄UÊíÿÊ¥ ‚ ªÈ¡⁄UÃË „Ò– ß‚∑§ Á∑§ŸÊ⁄UÊ¥ ¬⁄U ’‚
◊„ÊŸª⁄UÊ¥, ∑§S’Ê¥ •ÊÒ⁄U ªÊ°flÊ¥ ∑§Ë ∑§⁄UË’ øÊ‹Ë‚ ∑§⁄UÊ«∏ ∑§Ë •Ê’ÊŒË ∑§Ë ¬ÊŸË ‚ ¡È«∏Ë ¡M§⁄UÃÊ¥ ∑§Ê ÿ„ ¬Í⁄UÊ ∑§⁄UÃË „Ò– ß‚∑§ ¬ÊŸË ∑§Ê dÊÃ
ª¥ªÊòÊË Ç‹Á‡Êÿ⁄U „Ò– ¬ÿʸfl⁄UáÊ ÁflôÊÊÁŸÿÊ¥ ∑§Ê ŒÊflÊ „Ò Á∑§ Á¬¿U‹ 87 ‚Ê‹ ◊¥ ÃË‚ Á∑§‹Ê◊Ë≈U⁄U ‹¥’ ß‚ Ç‹Á‡Êÿ⁄U ∑§Ê ¬ÊÒŸ ŒÊ Á∑§‹Ê◊Ë≈U⁄U
Á„S‚Ê Á¬ÉÊ‹∑§⁄U ªÊÿ’ „Ê øÈ∑§Ê „Ò– •÷Ë ¡‹flÊÿÈ ¬Á⁄UfløŸ ∑§Ê ¡Ê „Ê‹ „Ò, fl„ ¬Í⁄U Á„◊Ê‹ÿ ˇÊòÊ ∑§ Á‹∞ πÃ⁄UŸÊ∑§ ◊ÊŸÊ ¡Ê ⁄U„Ê „Ò–
÷Ê⁄Uà ∑§ Á„S‚ flÊ‹ Á„◊Ê‹ÿ ◊¥ 9775 Ç‹Á‡Êÿ⁄U ’ÃÊ∞ ¡ÊÃ „Ò¥–U ߟ◊¥ •∑§‹ ©ûÊ⁄UÊπ¥«U ◊¥ 968 „Ò¥– •’ •ª⁄U ߟ∑§ Á¬ÉÊ‹Ÿ ∑§Ë
⁄U$çÃÊ⁄U Ã¡ „ÊÃË ¡ÊÃË „Ò ÃÊ ÄÿÊ „ÊªÊ?

121. ÷Ê⁄Uà ∑§Ë ŸÁŒÿÊ¥ ◊¥ ¡‹ ∑§◊ „ÊÃÊ ¡Ê ⁄U„Ê „Ò– ß‚∑§Ê ∑§Ê⁄UáÊ „Ò —
(1) Ç‹Á‡Êÿ⁄UÊ¥ ∑§Ê Ÿ Á¬ÉÊ‹ŸÊ (2) Ç‹Á‡Êÿ⁄UÊ¥ ∑§Ê Ã$¡Ë ‚ Á¬ÉÊ‹ŸÊ
(3) Ç‹Á‡Êÿ⁄UÊ¥ ∑§ ˇÊòÊ»§‹ ◊¥ ∑§◊Ë •ÊŸÊ (4) Ç‹Á‡Êÿ⁄UÊ¥ ∑§ ˇÊòÊ»§‹ ◊¥ flÎÁh „ÊŸÊ

122. ª¥ªÊ ∑§ Á∑§ŸÊ⁄U ’‚ ‹ÊªÊ¥ ∑§Ë •Ê’ÊŒË ‹ª÷ª „Ò —U

(1) 87 ∑§⁄UÊ«∏ (2) 30 ∑§⁄UÊ«∏ (3) 40 ∑§⁄UÊ«∏ (4) 96 ∑§⁄UÊ«∏

123. ŸÁŒÿÊ¥ ∑§Ê ¬ÊŸË œË⁄U-œË⁄U ∑§◊ „ÊÃÊ ¡Ê∞ªÊ– flÊÄÿ ◊¥ ⁄UπÊ¥Á∑§Ã ¬Œ „Ò¥ — U
(1) Áfl‡Ê·áÊ (2) Á∑˝§ÿÊ (3) Á∑˝§ÿÊ Áfl‡Ê·áÊ (4) ¬˝Áfl‡Ê·áÊ

124. ªlÊ¥‡Ê ◊¥ Á∑§‚ ‚¥∑§≈U ∑§Ë ’Êà ∑§Ë ªß¸ „Ò?
(1) πÊl ‚¥∑§≈U (2) ⁄UÊ$¡ªÊ⁄U ‚¥∑§≈U (3) ¡‹ ‚¥∑§≈U (4) ¬ÿʸfl⁄UáÊ ‚¥∑§≈U

125. •‹ ŸËŸÊ ∑§Ê ¬˝÷Êfl ¬«∏ÃÊ „Ò —

(1) ¡‹flÊÿÈ ¬⁄U (2) ¡‹ dÊÃÊ¥ ¬⁄U (3) ◊ÊŸ‚ÍŸ ¬⁄U (4) ◊ÊŸfl ¬⁄U

126. “ß‚ Ç‹Á‡Êÿ⁄U ∑§Ê ¬ÊÒŸ ŒÊ Á∑§‹Ê◊Ë≈U⁄U Á„S‚Ê Á¬ÉÊ‹∑§⁄U ªÊÿ’ „Ê øÈ∑§Ê „Ò–” flÊÄÿ ◊¥ ⁄UπÊ¥Á∑§Ã ¬Œ „Ò —
(1) ‚¥ÅÿÊflÊø∑§ Áfl‡Ê·áÊ (2) ¬Á⁄U◊ÊáÊflÊø∑§ Áfl‡Ê·áÊ
(3) ªÈáÊflÊø∑§ Áfl‡Ê·áÊ (4) ‚Êfl¸ŸÊÁ◊∑§ Áfl‡Ê·áÊ

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127. ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U 2050 Ã∑§ ¬ÊŸË ∑§Ê ‚’‚ ’«∏Ê ‚¥∑§≈ •ÊŸflÊ‹Ê „Ò —
(1) •◊Á⁄U∑§Ê ◊¥ (2) ÷Ê⁄Uà ◊¥
(3) ‚¥ÿÈÄà •⁄U’ •◊Ë⁄UÊà ◊¥ (4) ¬ÊÁ∑§SÃÊŸ ◊¥

128. “¬ÿʸfl⁄UáÊ” ◊¥ ©¬‚ª¸ •ÊÒ⁄U ◊Í‹ ‡ÊéŒ „Ò¥ —

(1) ¬ÿʸ + •Êfl⁄UáÊ (2) ¬Á⁄U + •fl⁄UáÊ (3) ¬Á⁄U + •Êfl⁄UáÊ (4) ¬⁄U + •Êfl⁄UáÊ

ÁŸêŸÁ‹Áπà ªlÊ¥‡Ê ∑§Ê ¬…∏∑§⁄U ¬Í¿U ª∞ ¬˝‡ŸÊ¥ ∑§ ‚„Ë/‚flʸÁœ∑§ ©¬ÿÈÄà Áfl∑§À¬ ∑§Ê øÿŸ ∑§ËÁ¡∞– (129-135)
ß‚ ‚¥‚Ê⁄U ◊¥ ‚’ ∑ȧ¿U •SÕÊÿË „Ò– ¬Ê¬ •ÊÒ⁄U ¬Èáÿ ŒÊŸÊ¥ ß‚ ‚¥‚Ê⁄U ‚ ‚¥’¥ÁœÃ „Ò¥, ß‚Á‹∞ ¬Ê¬ •ÊÒ⁄U ¬Èáÿ ÷Ë •SÕÊÿË „Ò¥–
¬Èáÿ ‚Èπ Œ∑§⁄U •ÊÒ⁄U ¬Ê¬ ŒÈπ Œ∑§⁄U •¥Ã ∑§Ê ¬˝Êåà „ÊÃÊ „Ò– ‹Á∑§Ÿ ¬Ê¬ •ÊÒ⁄U ¬Èáÿ ◊¥ ÕÊ«∏Ê •¥Ã⁄U ÿ„ „Ò Á∑§ ¬Èáÿ ∑§Ê »§‹ ÿÁŒ „◊
Ÿ„Ë¥ øÊ„Ã ÃÊ ©‚ »§‹ ∑§Ê •SflË∑§Ê⁄U ∑§⁄UŸ ∑§ Á‹∞ SflÃ¥òÊ „Ò¥– ¬Ê¬ ‹Ê„ ∑§Ë ¡¥¡Ë⁄U „Ò ÃÊ ¬Èáÿ ‚ÊŸ ∑§Ë– ’¥œŸ ŒÊŸÊ¥ ◊¥ „Ò– ‹Ê„ ∑§Ë
¡¥¡Ë⁄U ‚ ¿ÍU≈UŸ ∑§Ê •ÊŒ◊Ë ∑§Ê ◊Ÿ ÷Ë ∑§⁄UÃÊ „Ò ‹Á∑§Ÿ ‚ÊŸ ∑§Ë ¡¥¡Ë⁄U ‚ ¡Ê ’¥œÊ „È•Ê „Ê ©‚∑§Ê fl„ ’¥œŸ åÿÊ⁄UÊ ‹ªŸ ‹ªÃÊ „Ò–
©‚◊¥ ©‚∑§Ê œŸ Ÿ¡⁄U •ÊÃÊ „Ò ©‚‚ ¿ÍU≈UŸ ∑§Ê ◊Ÿ Ÿ„Ë¥ ∑§⁄UÃÊ–
129. ß‚ ‚¥‚Ê⁄U ◊¥ ∑ȧ¿U ÷Ë __________ Ÿ„Ë¥ „Ò–
(1) •¬Íáʸ (2) ¬Íáʸ (3) SÕÊÿË (4) •SÕÊÿË
130. ¬Ê¬ •ÊÒ⁄U ¬Èáÿ ŒÊŸÊ¥ __________ „Ò¥–
(1) SÕÊÿË (2) •SÕÊÿË (3) SflÊ÷ÊÁfl∑§ (4) „ÊÁŸ∑§Ê⁄U∑§
131. ¬Èáÿ ◊¥ ©‚∑§ »§‹ ∑§Ê —
(1) „◊ SflË∑§Ê⁄U Ÿ„Ë¥ ÷Ë ∑§⁄U ‚∑§Ã
(2) „◊ SflË∑§Ê⁄U ∑§⁄UŸ ∑§ Á‹∞ ’Êäÿ „Ò¥
(3) Á∑§‚Ë ŒÍ‚⁄U ∑§ Á‹∞ ©¬ÿÊª ◊¥ ‹Ê ‚∑§Ã „Ò¥
(4) ¬˝Êåà ∑§⁄UŸÊ ’„Èà üÊ◊‚Êäÿ „Ò

132. ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U ¬Ê¬ •ÊÒ⁄U ¬Èáÿ —

(1) ŒÊŸÊ¥ ◊¥ SflÃ¥òÊÃÊ „Ò– (2) ŒÊŸÊ¥ ◊¥ »§‹ ∑§Ë ßë¿UÊ ⁄U„ÃË „Ò–
(3) ŒÊŸÊ¥ ‚ ◊ÈÁÄà •ÁŸflÊÿ¸ „Ò– (4) ŒÊŸÊ¥ ◊¥ ’¥œŸ „Ò–
133. ¬Ê¬ •ÊÒ⁄U ¬Èáÿ ŒÊŸÊ¥ ∑§Ë ÃÈ‹ŸÊ ∑˝§◊‡Ê— __________ •ÊÒ⁄U __________ ∑§Ë ¡¥¡Ë⁄U ‚ ∑§Ë ªß¸ „Ò–
(1) Sfláʸ, ‹Ê„ (2) ‹Ê„, ¬ËË (3) ‹Ê„, Sfláʸ (4) ¬ËË, ‹Ê„

134. ‚◊Í„ ‚ Á÷㟠‡ÊéŒ „Ò —

(1) »§‹ (2) SflÃ¥òÊ (3) •SÕÊÿË (4) åÿÊ⁄UÊ
135. “SflÃ¥òÊ” ∑§Ê Áfl‹Ê◊ „Ò —
(1) ªÈ‹Ê◊ (2) ¬⁄UÃ¥òÊ (3) ŒÊ‚ÃÊ (4) ¬⁄UÃ¥òÊÃÊ
136. ’ÈÁŸÿÊŒË ø⁄UáÊ ◊¥ •Ê∑§‹Ÿ ∑§ ©¬∑§⁄UáÊ •ÊÒ⁄U ¬˝Á∑˝§ÿÊ•Ê¥ ∑§Ë •Á÷∑§À¬ŸÊ ß‚ Ã⁄U„ „ÊŸË øÊÁ„∞ —
(1) Á¡‚‚ ¡Ê°ø¬òÊ fl ¬⁄UˡÊÊ∞° Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§ Á‹∞ S¬c≈U fl ©Áøà „Ê ‚∑§–
(2) ¡Ê ’ëø ∑§ •Áœª◊ •ŸÈ÷fl ∑§Ê ‚„¡ ÁflSÃÊ⁄U ’Ÿ ‚∑¥§–
(3) Á‡ÊˇÊÊÕ˸ ∑§Ë ¬˝ªÁà ∑§Ê ©‚∑§ ‚◊ª˝ ∑§ˇÊÊ ¬˝Œ‡Ê¸Ÿ ∑§ ‚¥Œ÷¸ ◊¥ fláʸŸ •ÊÒ⁄U Áfl‡‹·áÊ Á∑§ÿÊ ¡ÊŸÊ øÊÁ„∞–
(4) •äÿʬ∑§ ‚÷Ë Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ë ©¬‹Áéœ ∑§Ê •Ê∑§‹Ÿ ∑§⁄UŸ ∑§ Á‹∞ ∞∑§ „Ë ÁflÁœ ∑§Ê ¬˝ÿÊª ∑§⁄U ‚∑§Ã „Ò¥–

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137. ’ëøÊ¥ ∑§Ê ‚¥ôÊÊŸÊà◊∑§ Áfl∑§Ê‚ •ÊÒ⁄U ÷Ê·Ê —
(1) ©gˬ∑§ ¬˝ÁÃÁ∑˝§ÿÊ ‚¥’¥œ ∑§ Á‚hÊãà •ÊÒ⁄U •ŸÈ∑§⁄UáÊ ∑§Ë ¬˝Á∑˝§ÿÊ ‚ ‚¥’¥ÁœÃ „Ò–
(2) ◊ŸÈcÿ ∑§Ê ‚„¡Êà ©¬∑§⁄UáÊ „Ò Á¡‚∑§ mÊ⁄UÊ fl„ ÷Ê·Ê ◊¥ ÁŸ¬ÈáÊÃÊ ¬˝Êåà ∑§⁄UÃÊ „Ò–
(3) Áfl∑§Ê‚ ◊¥ ∑§Ê߸ ‚¥’¥œ Ÿ„Ë¥ „Ò–
(4) ©‚ ‚¥S∑ΧÁà •ÊÒ⁄U ‚◊ÈŒÊÿÊ¥ ‚ ÉÊÁŸc∆U M§¬ ‚ ‚¥’¥ÁœÃ „Ò Á¡Ÿ◊¥ ’ëø ⁄U„Ã „Ò¥–

138. ∑§Ê߸ ÷Ë √ÿÁÄà Á∑§‚∑§ mÊ⁄UÊ ‚flʸÁœ∑§ ©¬ÿÈÄà Ã⁄UË∑§ ‚ ÁmÃËÿ ÷Ê·Ê ‚Ëπ ‚∑§ÃÊ „Ò?
(1) ∞‚Ë ∑§ˇÊÊ ¡„Ê° •Ê¬ √ÿÊ∑§⁄UáÊ ¬⁄U äÿÊŸ ∑§ÁãŒ˝Ã ∑§⁄UÃ „Ò¥ •ÊÒ⁄U •äÿʬ∑§ ‚ ‚„ÊÿÃÊ ¬˝Êåà ∑§⁄UÃ „¥Ò–
(2) •¬Ÿ ‚◊Ê¡ ◊¥ ‚„¡Êà flÊø∑§Ê¥ (◊Í‹÷Ê·Ê ’Ê‹Ÿ flÊ‹Ê¥) ∑§ ‚Ãà ‚ê¬∑¸§ ∑§ ◊Êäÿ◊ ‚–
(3) üÊ√ÿ ÷ÊÁ·∑§ ÁflÁœ ∑§ •ŸÈ‚Ê⁄U ‚¥flÊŒÊ¥ ∑§Ê ŒÊ„⁄UÊŸÊ •ÊÒ⁄U •èÿÊ‚ ∑§⁄UŸÊ–
(4) ‹ˇÿ ÷Ê·Ê ∑§ Á∑§‚Ë flÊøŸ ¬Ê∆K∑˝§◊ ◊¥ ŒÊÁπ‹Ê ‹∑§⁄U–

139. ““÷Ê·Ê •Áœª◊ ∞∑§ ª„Ÿ ¬˝Á∑˝§ÿÊ „Ò ¡Ê ¡ã◊ ∑§ ‚◊ÿ ‚ ‡ÊÈM§ „ÊÃË „Ò •ÊÒ⁄U ¡ËflŸ ¬ÿ¸ãà ø‹ÃË „Ò–””
ÄÿÊ •Ê¬ ß‚ ∑§ÕŸ ‚ ‚„◊à ÿÊ •‚„◊à „Ò¥?
(1) ◊Ò¥ ß‚ ∑§ÕŸ ‚ ‚„◊à „Í°–
(2) ◊Ò¥ ß‚ ∑§ÕŸ ‚ •‚„◊à „Í°–
(3) ◊Ò¥ ß‚ ∑§ÕŸ ‚ •Ê¥Á‡Ê∑§ M§¬ ‚ ‚„◊à „Í°–
(4) ◊Ò¥ ß‚ ∑§ÕŸ ‚ •Ê¥Á‡Ê∑§ M§¬ ‚ •‚„◊à „Í°–

140. ∑§ˇÊÊ ◊¥ ¿UÊ≈U ’ëøÊ¥ ∑§ Á‹∞ ◊ÈÁŒ˝Ã ¬ÈSÃ∑§Ê¥ ∑§ ‚ÊÕ-‚ÊÕ üÊ√ÿ ¬ÈSÃ∑¥§ •ÊÒ⁄U ¿UÊ≈U ’ëøÊ¥ ∑§Ë S¬‡Ê¸ª˝Ê„Ë ÿÊÇÿÃÊ•Ê¥ ∑§Ê ßSÃ◊Ê‹
∑§⁄UŸ flÊ‹Ë ¬ÈSÃ∑¥§ „ÊŸË øÊÁ„∞ ÄÿÊ¥Á∑§ -
(1) ∑§ˇÊÊ ◊¥ ÁflÁflœÃÊ •ÊÃË „Ò •ÊÒ⁄U ’ëøÊ¥ ∑§Ê ÁflÁflœÃÊ ’„Èà ¬‚¥Œ „Ò–
(2) ÿ„ •äÿʬ∑§Ê¥ ∑§Ê •Ê∑§‹Ÿ ∑§ Á‹∞ ÁflÁ÷㟠¬ÈSÃ∑§Ê¥ ∑§Ê ¬˝ÿÊª ∑§⁄UŸ ∑§Ë SflÊÿûÊÃÊ ŒÃË „Ò–
(3) ÁflÁflœÃÊ flÊ‹ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ Ã∑§ ¬ÈSÃ∑¥§ •Áœ∑§ ‚È‹÷ ’ŸÊÃË „Ò–
(4) •äÿʬ∑§ ¬⁄U •Áœ∑§ ’Ê¤Ê Ÿ„Ë¥ «UÊ‹ÃË „Ò¥–

141. ∞∑§ •äÿʬ∑§ Ÿ ∑§ˇÊÊ ¬Ê°ø ∑§ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ‡ÊËÉÊ˝ÃÊ ‚ ∞∑§ ∑§„ÊŸË ¬…∏Ÿ •ÊÒ⁄U ©‚∑§ ’ÊŒ øÊ⁄U ÁøòÊÊ¥ ∑§Ê ∑˝§◊ ◊¥ ‹ªÊŸ ∑§ Á‹∞
∑§„Ê– ß‚ ªÁÃÁflÁœ ∑§Ê ÄÿÊ ©g‡ÿ „Ò?
(1) ÁøòÊ ∑§Ê«UÊZ ∑§Ê ∑˝§◊ ‚ ‹ªÊŸÊ–
(2) ‚Ê⁄UÊ¥‡ÊË∑§⁄UáÊ ∑§ Á‹∞ ¬∆UŸ ∑§Ê •èÿÊ‚ ∑§⁄UflÊŸÊ–
(3) ÁflÁ‡Êc≈U ‚ÍøŸÊ ¡ÊŸŸ ∑§ Á‹∞ ¬∆UŸ ∑§Ê •èÿÊ‚ ∑§⁄UflÊŸÊ–
(4) ∑§„ÊŸË ◊¥ •Ê∞ Ÿ∞ •ÊÒ⁄U ∑§Á∆UŸ ‡ÊéŒÊ¥ ∑§Ë ¬ÈŸ⁄UÊflÎÁûÊ–

142. ß‚ ¬˝∑§Ê⁄U ∑§ ¬∆UŸ ∑§ ∑ȧ¿U •Áœª◊ ©g‡ÿ •ÊÒ⁄U ∑§Êÿ¸ „Ò¥– Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ‚ •¬ˇÊÊ ⁄U„ÃË „Ò Á∑§ fl Áfl·ÿflSÃÈ ∑§Ê ÁflSÃÊ⁄U ‚
äÿÊŸ¬Ífl¸∑§ •ÊÒ⁄U ‚ÊflœÊŸË¬Ífl¸∑§ ¬…∏¥, ÿ„ „Ò —
(1) ÁflSÃÎà ¬∆UŸ (2) ª„Ÿ ¬∆UŸ (ߥ ≈Ò¥UÁ‚fl)
(3) ÁŸŒ¸Á‡Êà ¬∆UŸ (4) •ÊŸãŒ ∑§ Á‹∞ ¬∆UŸ

P-I !SAS-24-I! 45 I
143. ÁfllÊÕ˸ •äÿʬ∑§ mÊ⁄UÊ ÁŒÿ ª∞ •ÊŒ‡Ê¸ flÊÄÿÊ¥ ∑§Ê ŒÊ„⁄UÊ∑§⁄U ÷Ê·Ê ∑§ ¬˝ÁÃ◊ÊŸ (¬Ò≈UŸ¸) ‚ËπÃ „Ò¥– fl flÊÄÿÊ¥ ∑§Ê ∑¥§∆USÕ ∑§⁄U
‹Ã „Ò¥ •ÊÒ⁄U ‚„Ë Ã⁄UË∑§ ‚ Á«˛U‹ ∑§⁄UŸ ¬⁄U •¬Ÿ •äÿʬ∑§ mÊ⁄UÊ ‚∑§Ê⁄UÊà◊∑§ ¬ÈŸ’¸‹Ÿ ¬˝Êåà ∑§⁄UÃ „Ò¥– •äÿʬ∑§ mÊ⁄UÊ ÄÿÊ Á∑§ÿÊ
¡Ê ⁄U„Ê „Ò?
(1) üÊ√ÿ ÷ÊÁ·∑§ ÁflÁœ (2) ‚ê¬˝·áÊÊà◊∑§ ©¬Êª◊
(3) ∑ȧ‹ ÷ÊÒÁÃ∑§ ¬˝ÁÃÁ∑˝§ÿÊ (4) ‚¥⁄UøŸÊà◊∑§ ©¬Êª◊

144. Á‡ÊˇÊÊÕ˸ √ÿÊ∑§⁄UáÊ ∑§ ÁŸÿ◊ •ÊÒ⁄U ‡ÊéŒ ‚¥¬ŒÊ ∑§Ê ∑¥§∆USÕ ∑§⁄U ⁄U„ „Ò¥, •Áœ∑§Ê¥‡Ê ∑§Êÿ¸ ◊ÊÃÎ÷Ê·Ê ◊¥ „Ê ⁄U„Ê „Ò– ÷Ê·Ê •äÿʬ∑§ mÊ⁄UÊ
•¬ŸË ∑§ˇÊÊ ◊¥ Á∑§‚ ÁflÁœ ∑§Ê ¬˝ÿÊª ∑§⁄UŸÊ øÊÁ„∞?
(1) ¬˝àÿˇÊ («UÊÿ⁄UÄ≈U) ÁflÁœ (2) ¬˝Ê∑ΧÁÃ∑§ ©¬Êª◊
(3) ‚ê¬˝·áÊÊà◊∑§ Á‡ÊˇÊáÊ (4) √ÿÊ∑§⁄UáÊ •ŸÈflÊŒ

145. ÿÁŒ ’ëø •¬Ÿ ¬Á⁄Ufl‡Ê ◊¥ ŒÊ ÷Ê·Ê•Ê¥ ∑§Ê ’Ê‹ŸÊ ‚ÈŸÃ „Ò¥, ŒÊ ÷Ê·Ê•Ê¥ ∑§Ê ‚ÈŸŸ ∑§ ÿ •fl‚⁄U —
(1) ’ëøÊ¥ ∑§Ê ŸÈ∑§‚ÊŸ ¬„È°øÊÃ „Ò¥– (2) ’ëøÊ¥ ∑§Ê ‹Ê÷ ¬„È°øÊÃ „Ò¥–
(3) ∑§Ê߸ ¬˝÷Êfl Ÿ„Ë¥ «UÊ‹Ã „Ò¥– (4) ‚◊¤Ê ◊¥ ÷˝Á◊à ∑§⁄UÃ „Ò¥–

146. ¬∆UŸ ‚ËπŸ ◊¥ ‚’‚ ’«∏Ë øÈŸÊÒÃË ¬˝⁄UáÊÊ •ÊÒ⁄U •ë¿UÊ ’Ê‹‚ÊÁ„àÿ ¬ÊŸ ∑§Ë „Ò– ß‚ øÈŸÊÒÃË ∑§Ê ŒÍ⁄U ∑§⁄UŸ ∑§ Á‹∞ -
(1) •äÿʬ∑§Ê¥ ∑§Ê ªÎ„∑§Êÿ¸ ∑§ M§¬ ◊¥ ¬˝ÁÃÁŒŸ ∞∑§ ¬ÈSÃ∑§ ¬…∏Ÿ ∑§ Á‹∞ •Á÷¬˝Á⁄Uà ∑§⁄UŸÊ øÊÁ„∞–
(2) •Á÷÷Êfl∑§Ê¥ ∑§Ê •¬Ÿ ÉÊ⁄U ◊¥ ∞∑§ ¿UÊ≈UÊ ‚Ê ¬ÈSÃ∑§Ê‹ÿ ’ŸÊŸ ∑§ Á‹∞ ¬˝Êà‚ÊÁ„à ∑§⁄UŸÊ øÊÁ„∞–
(3) ’Ê‹ ‚ÊÁ„àÿ ∑§Ë ‚⁄U‹ÃÊ ‚ ©¬‹éœÃÊ Á¡‚‚ ¬∆UŸ ∑§ Á‹∞ ¬˝Êà‚Ê„Ÿ •ÊÒ⁄U L§Áø ¬ÒŒÊ „Ê–
(4) ÁfllÊ‹ÿ ∑§ •Áœ∑§ÊÁ⁄UÿÊ¥ ∑§Ê øÊÁ„∞ Á∑§ fl ’ëøÊ¥ ∑§Ê ¬ÈSÃ∑§ ◊‹ ‹ ¡ÊÿÊ ∑§⁄¥U Á¡‚‚ Á∑§ fl ¬ÈSÃ∑¥§ ¬…∏Ÿ ∑§ Á‹∞
¬˝Êà‚ÊÁ„à „Ê¥ •ÊÒ⁄U L§Áø ¬ÒŒÊ „Ê–
147. ¬˝ÊÕÁ◊∑§ SÃ⁄U ¬⁄U ÷Ê·Ê ∑§Ê҇ʋ ∑§Ê •Ê∑§‹Ÿ ∑§⁄UŸ ∑§ Á‹∞ ÷Ê·Ê •äÿʬ∑§ ∑§Ê ◊ÈÅÿ× Á∑§‚ ¬⁄U äÿÊŸ ∑§ÁãŒ˝Ã ∑§⁄UŸÊ øÊÁ„∞?
(1) fláʸ◊Ê‹Ê ∑§ •ˇÊ⁄UÊ¥ ∑§Ë ¬„øÊŸ ∑§⁄UŸÊ– (2) Áfl⁄UÊ◊ Áøã„Ê¥ ∑§Ê ¬˝ÿÊª–
(3) ©Áøà ªÁà ∑§ ‚ÊÕ ¬∆UŸ– (4) ‚◊¤Ê ∑§ ‚ÊÕ ¬∆UŸ–

148. ∞∑§ •ë¿UË flÊøŸ (’Ê‹ŸÊ) ªÁÃÁflÁœ fl„ „Ò Á¡‚◊¥ —

(1) •äÿʬ∑§ •Áœ∑§ √ÿÊÅÿÊ ∑§⁄UÃ „Ò¥– (2) Á‡ÊˇÊÊÕ˸ •Áœ∑§ ‚ÈŸÃ „Ò¥–
(3) Á‡ÊˇÊÊÕ˸ •Áœ∑§ ’ÊÃøËà ∑§⁄UÃ „Ò¥– (4) •Áœ∑§Ê¥‡Ê× ◊ÈπÁ⁄Uà ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë „Ë ‚„÷ÊÁªÃÊ ⁄U„ÃË „Ò–
149. ¬Ê∆U ∑§ •Ê⁄¥U÷ ◊¥ ∞∑§ •äÿʬ∑§ Ÿ •¬ŸË ∑§ˇÊÊ ∑§ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê ‚◊Í„Ê¥ ◊¥ ’Ê°≈UÊ •ÊÒ⁄U ∑§„Ê Á∑§ •÷Ë „Ê‹ „Ë ◊¥ ¬…∏ ª∞ ‚◊ÊøÊ⁄U
¬òÊ ∑§ M§Áø∑§⁄U •Ê‹π ∑§ ’Ê⁄U ◊¥ ’Êà ∑§⁄¥U– ’Ê‹Ÿ (flÊøŸ) ∑§Ë ÿ„ ªÁÃÁflÁœ Á∑§‚Á‹∞ „Ò?
(1) ◊ÊÒÁπ∑§ ¬˝flÊ„ •èÿÊ‚ (2) ÁŸÿ¥ÁòÊà ◊ÊÒÁπ∑§ •èÿÊ‚
(3) ÁŸŒ¸Á‡Êà ◊ÊÒÁπ∑§ •èÿÊ‚ (4) ‚Á∑˝§ÿ üÊfláÊ

150. ‚◊ª˝ ÷Ê·Ê ©¬Êª◊ ÄÿÊ „Ò?

(1) •Õ¸ •ÊœÊÁ⁄Uà (2) ∑§Ê҇ʋ •ÊœÊÁ⁄UÃ
(3) äflÁŸÿÊ¥ ∑§Ê Á◊üÊáÊ (4) äflÁŸ-‚¥∑§Ã ‚¥’¥œ ◊¥ ÁŸc∑§·¸ ÁŸ∑§Ê‹ŸÊ
-o0o-

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

P-I !SAS-24-I! 47 I
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 !SAS-24-I! 48 I