CTET Previous Year Question Paper - 1 Set J (Jan - 2024) | CTET (Central Teacher Eligibility Test) Mock Test Series 2024 - CTET & State TET PDF Download

 Page 1


SAS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the Answer Sheet.
4. The CODE for this Booklet is J.  Make sure that the CODE printed on
Side-2 of the Answer Sheet is the same as that on this Booklet.  Also ensure
that your T est Booklet No. and Answer Sheet No. are the same.  In case of
discrepancy, the candidate should immediately report the matter to the
Invigilator for replacement of both the T est Booklet and the Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics (Q.Nos. 31-60)
Part-III :   Environmental Studies (Q.Nos. 61-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of J Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
7. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
8. Rough work should be done only in the space provided in the T est Booklet
for the same.
9. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
10. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!SAS-24-I!
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ ‹ªÊŸ? ??§ Á‹8
??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U J „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë ‚ÈÁŸÁ‡øà ?§/U
‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ
„Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§
?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà (¬?‡Ÿ ‚¥. 31-60)
÷ʪ-III :  ¬ÿʸ?/UáÊ •äÿÿŸ (¬?‡Ÿ ‚¥. 61-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ J ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
7. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
8. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
9. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
10. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
J
Page 2


SAS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the Answer Sheet.
4. The CODE for this Booklet is J.  Make sure that the CODE printed on
Side-2 of the Answer Sheet is the same as that on this Booklet.  Also ensure
that your T est Booklet No. and Answer Sheet No. are the same.  In case of
discrepancy, the candidate should immediately report the matter to the
Invigilator for replacement of both the T est Booklet and the Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics (Q.Nos. 31-60)
Part-III :   Environmental Studies (Q.Nos. 61-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of J Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
7. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
8. Rough work should be done only in the space provided in the T est Booklet
for the same.
9. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
10. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!SAS-24-I!
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ ‹ªÊŸ? ??§ Á‹8
??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U J „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë ‚ÈÁŸÁ‡øà ?§/U
‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ
„Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§
?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà (¬?‡Ÿ ‚¥. 31-60)
÷ʪ-III :  ¬ÿʸ?/UáÊ •äÿÿŸ (¬?‡Ÿ ‚¥. 61-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ J ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
7. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
8. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
9. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
10. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
J
P-I  !SAS-24-I! J
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
1. Which of the following correctly describes intrinsic motivation ?
(1) Motivation that comes from personal enjoyment of the task
(2) Motivation that comes from competition with others
(3) Motivation that comes from a fear of punishment
(4) Motivation that comes from external rewards
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ •Ê¥ÃÁ/U?§ •Á÷¬??/UáÊÊ ?§Ê ‚„Ë ?áʸŸ ?§/UÃÊ „Ò?
(1) •Á÷¬??/UáÊÊ ¡Ê? ?§Êÿ¸ ??§ vÿÁÄêÃ-•ÊŸ¥Œ ‚? •ÊÃË „Ò
(2) •Á÷¬??/UáÊÊ ¡Ê? ŒÍ‚/UÊ?¥ ??§ ‚ÊÕ ¬?ÁÃS¬œÊ¸ ‚? •ÊÃË „Ò
(3) •Á÷¬??/UáÊÊ ¡Ê? Œ¥«U ??§ ÷ÿ ‚? •ÊÃË „Ò
(4) •Á÷¬??/UáÊÊ ¡Ê? ’Ê„/UË ¬È/US?§Ê/UÊ?¥ ‚? •ÊÃË „Ò
2. 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 but (R) is not  the correct explanation of (A).
(2) (A) is true but (R) is false.
(3) Both (A) and (R) are false.
(4) Both (A) and (R) are true and (R) is the correct explanation of (A).
•Á÷?§ÕŸ (A) — ‹ÚÊ/?¥U‚ ?§Ê?„‹’ª¸ ??§ ŸÒÁÃ?§ Á??§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?§ Á??§Ê‚ ??§Á??§ M§¬ ‚? ø/UáÊÊ?¥ ??¥ „Ê?ÃÊ „Ò–
‚„Ë Á??§À¬ øÈŸ?¥ —
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚àÿ „Ò¥ ‹?Á?§Ÿ (R), (A) ?§Ë ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(2) (A) ‚àÿ „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚àÿ „Ò¥ •ÊÒ/U (R), (A) ?§Ë  ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
3. Inclusion of students belonging to disadvantaged groups demands :
(1) evidencing and encouraging identity-based stereotypes.
(2) isolation in the classroom on the basis of social affiliation.
(3) same-ability grouping of students in the classroom.
(4) awareness and sensitization towards diverse traditions.
?¥Áøà ?ªÊ?Z ‚? ‚¥’¥ÁœÃ Á?lÊÁÕ¸ÿÊ?¥ ??§ ‚?Ê??‡ÊŸ ??§ Á‹8 —
(1) ¬„øÊŸ-•ÊœÊÁ/Uà L§Á…?ÿÊ?¥ ?§Ê? ¬??ÊÁáÊà •ÊÒ/U ¬?Ê?à‚ÊÁ„à Á?§ÿÊ ¡ÊŸÊ øÊÁ„8–
(2) ‚Ê?ÊÁ¡?§ ‚¥’hÃÊ ??§ •ÊœÊ/U ¬/U ?§?ÊÊ ??¥ •‹ªÊ? ?§/UŸÊ øÊÁ„8–
(3) ‚?ÊŸ ?Ê?ÃÊ•Ê?¥ ??§ •ÊœÊ/U ¬/U Á?lÊÁÕ¸ÿÊ?¥ ?§Ê? ‚?Í„Ê?¥ ??¥ Á?÷ÊÁ¡Ã ?§/UŸÊ øÊÁ„8–
(4) Á?Á?œ ¬/Uê¬/UÊ•Ê?¥ ??§ ¬?Áà ¡ÊªM§?§ÃÊ •ÊÒ/U ‚¥??ŒŸ‡ÊË‹ÃÊ ?§Ê? ’…?Ê?Ê Œ?ŸÊ øÊÁ„8–
Page 3


SAS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the Answer Sheet.
4. The CODE for this Booklet is J.  Make sure that the CODE printed on
Side-2 of the Answer Sheet is the same as that on this Booklet.  Also ensure
that your T est Booklet No. and Answer Sheet No. are the same.  In case of
discrepancy, the candidate should immediately report the matter to the
Invigilator for replacement of both the T est Booklet and the Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics (Q.Nos. 31-60)
Part-III :   Environmental Studies (Q.Nos. 61-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of J Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
7. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
8. Rough work should be done only in the space provided in the T est Booklet
for the same.
9. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
10. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!SAS-24-I!
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ ‹ªÊŸ? ??§ Á‹8
??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U J „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë ‚ÈÁŸÁ‡øà ?§/U
‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ
„Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§
?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà (¬?‡Ÿ ‚¥. 31-60)
÷ʪ-III :  ¬ÿʸ?/UáÊ •äÿÿŸ (¬?‡Ÿ ‚¥. 61-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ J ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
7. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
8. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
9. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
10. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
J
P-I  !SAS-24-I! J
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
1. Which of the following correctly describes intrinsic motivation ?
(1) Motivation that comes from personal enjoyment of the task
(2) Motivation that comes from competition with others
(3) Motivation that comes from a fear of punishment
(4) Motivation that comes from external rewards
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ •Ê¥ÃÁ/U?§ •Á÷¬??/UáÊÊ ?§Ê ‚„Ë ?áʸŸ ?§/UÃÊ „Ò?
(1) •Á÷¬??/UáÊÊ ¡Ê? ?§Êÿ¸ ??§ vÿÁÄêÃ-•ÊŸ¥Œ ‚? •ÊÃË „Ò
(2) •Á÷¬??/UáÊÊ ¡Ê? ŒÍ‚/UÊ?¥ ??§ ‚ÊÕ ¬?ÁÃS¬œÊ¸ ‚? •ÊÃË „Ò
(3) •Á÷¬??/UáÊÊ ¡Ê? Œ¥«U ??§ ÷ÿ ‚? •ÊÃË „Ò
(4) •Á÷¬??/UáÊÊ ¡Ê? ’Ê„/UË ¬È/US?§Ê/UÊ?¥ ‚? •ÊÃË „Ò
2. 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 but (R) is not  the correct explanation of (A).
(2) (A) is true but (R) is false.
(3) Both (A) and (R) are false.
(4) Both (A) and (R) are true and (R) is the correct explanation of (A).
•Á÷?§ÕŸ (A) — ‹ÚÊ/?¥U‚ ?§Ê?„‹’ª¸ ??§ ŸÒÁÃ?§ Á??§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?§ Á??§Ê‚ ??§Á??§ M§¬ ‚? ø/UáÊÊ?¥ ??¥ „Ê?ÃÊ „Ò–
‚„Ë Á??§À¬ øÈŸ?¥ —
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚àÿ „Ò¥ ‹?Á?§Ÿ (R), (A) ?§Ë ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(2) (A) ‚àÿ „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚àÿ „Ò¥ •ÊÒ/U (R), (A) ?§Ë  ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
3. Inclusion of students belonging to disadvantaged groups demands :
(1) evidencing and encouraging identity-based stereotypes.
(2) isolation in the classroom on the basis of social affiliation.
(3) same-ability grouping of students in the classroom.
(4) awareness and sensitization towards diverse traditions.
?¥Áøà ?ªÊ?Z ‚? ‚¥’¥ÁœÃ Á?lÊÁÕ¸ÿÊ?¥ ??§ ‚?Ê??‡ÊŸ ??§ Á‹8 —
(1) ¬„øÊŸ-•ÊœÊÁ/Uà L§Á…?ÿÊ?¥ ?§Ê? ¬??ÊÁáÊà •ÊÒ/U ¬?Ê?à‚ÊÁ„à Á?§ÿÊ ¡ÊŸÊ øÊÁ„8–
(2) ‚Ê?ÊÁ¡?§ ‚¥’hÃÊ ??§ •ÊœÊ/U ¬/U ?§?ÊÊ ??¥ •‹ªÊ? ?§/UŸÊ øÊÁ„8–
(3) ‚?ÊŸ ?Ê?ÃÊ•Ê?¥ ??§ •ÊœÊ/U ¬/U Á?lÊÁÕ¸ÿÊ?¥ ?§Ê? ‚?Í„Ê?¥ ??¥ Á?÷ÊÁ¡Ã ?§/UŸÊ øÊÁ„8–
(4) Á?Á?œ ¬/Uê¬/UÊ•Ê?¥ ??§ ¬?Áà ¡ÊªM§?§ÃÊ •ÊÒ/U ‚¥??ŒŸ‡ÊË‹ÃÊ ?§Ê? ’…?Ê?Ê Œ?ŸÊ øÊÁ„8–
P-I  !SAS-24-I! J
3
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 but (R) is not  the correct explanation of (A).
(2) (A) is true but (R) is false.
(3) Both (A) and (R) are false.
(4) Both (A) and (R) are true and (R) is the correct explanation of (A).
•Á÷?§ÕŸ (A) — Á‡Ê?ÊÊÕ˸ ¡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«?Ê? ’ŸÊŸ? ‚? Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ?§Ê? ¡ÊŸ?§Ê/UË ?§Ê? ‚ÊÕ¸?§ M§¬ ‚?
‚¥‚ÊÁœÃ ?§/UŸ? ??¥ ?ŒŒ Á?‹ÃË „Ò–
‚„Ë Á??§À¬ øÈŸ?¥ —
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R)  ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(2) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
5. Reasoning, thinking and problem-solving are explained in which aspect of development ?
(1) Cognitive Development (2) Moral Development
(3) Motor Development (4) Social Development
Á??§Ê‚ ??§ Á?§‚ ¬„‹Í ??¥ Ã?¸§, Áø¥ÃŸ •ÊÒ/U ‚?SÿÊ ‚?ʜʟ ?§Ë vÿÊÅÿÊ ?§Ë ¡ÊÃË „Ò?
(1) ‚¥ôÊÊŸÊà??§ Á??§Ê‚ (2) ŸÒÁÃ?§ Á??§Ê‚
(3) ªÁÃ?§ Á??§Ê‚ (4) ‚Ê?ÊÁ¡?§ Á??§Ê‚
6. As per Howard Gardner’s theory of multiple intelligence, which of the following set represents
correct match of intelligence and associated characteristics ?
(1) Logical-Mathematical : skill of dance or athletic abilities
(2) Musical : performance or composition skills
(3) Spatial : skill of appreciating the natural world
(4) Intrapersonal : skill in understanding and relating to others
„Ê?«¸U ªÊ«¸UŸ/U ??§ ’„È’ÈÁh ??§ Á‚h¥Êà ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ‚?˜U ’ÈÁh •ÊÒ/U ©‚??§ ‚¥’¥ÁœÃ Á?‡Ê?·ÃÊ•Ê?¥ ??§ ‚„Ë
??‹ ?§Ê ¬?ÁÃÁŸÁœà? ?§/UÃÊ „Ò?
(1) ÃÊÁ?¸§?§-ªÁáÊÃËÿ — ŸÎàÿ ÿÊ ??§Ë«?Ê-‚¥’¥œË ?Ê?ÃÊ8°
(2) ‚¥ªËÃ?ÿ — ¬?Œ‡Ê¸Ÿ ÿÊ /UøŸÊ ?§/UŸ? ??§ ?§Ê҇ʋ
(3) SÕÊÁŸ?§ — ¬?Ê?ΧÁÃ?§ ?ÊÃÊ?/UáÊ ?§Ë ‚/UÊ„ŸÊ ?§/UŸ? ??§ ?§Ê҇ʋ
(4) •¥Ã?ÒÿÁÄÃ?§ — ŒÍ‚/UÊ?¥ ?§Ê? ‚?¤ÊŸ? •ÊÒ/U ©Ÿ??§ ‚ÊÕ ‚¥’¥œ SÕÊÁ¬Ã ?§/UŸ? ??§ ?§Ê҇ʋ
7. Language development in primary classes is facilitated :
(1) When teachers stress upon and enforce the use of formal language.
(2) When teachers ignore and dismiss the mother tongue of the children.
(3) When teachers begin from signs and symbols rather than concrete objects.
(4) When teachers use concrete examples to refer to abstract concepts.
¬?ÊÕÁ??§ ?§?ÊÊ•Ê?¥ ??¥ ÷Ê·Ê ?§Ê Á??§Ê‚ Á?§‚ ¬??§Ê/U ‚¥‚ÊÁœÃ „Ê?ÃÊ „Ò?
(1) ¡’ Á‡Ê?Ê?§ •ÊÒ¬øÊÁ/U?§ ÷Ê·Ê ??§ ¬?ÿÊ?ª ¬/U ¡Ê?/U Œ?Ã? „Ò¥ •ÊÒ/U ©‚? ‹ÊªÍ ?§/UÃ? „Ò¥–
(2) ¡’ Á‡Ê?Ê?§ ’ìÊÊ?¥ ?§Ë ?ÊÃÎ÷Ê·Ê ?§Ë •?„?‹ŸÊ •ÊÒ/U ©¬??ÊÊ ?§/UÃ? „Ò¥–
(3) ¡’ Á‡Ê?Ê?§ ?Íø ?SÃÈ•Ê?¥ ??§ ’¡Êÿ ‚¥??§ÃÊ?¥ •ÊÒ/U ¬?ÁÃ?§Ê?¥ ‚? ‡ÊÈM§ ?§/UÃ? „Ò¥–
(4) ¡’ Á‡Ê?Ê?§ •?Íø •?œÊ/UáÊÊ•Ê?¥ ?§Ê? ‚¥ŒÁ÷¸Ã ?§/UŸ? ??§ Á‹8 ?UÊ?‚ ©ŒÊ„/UáÊÊ?¥ ?§Ê ©¬ÿÊ?ª ?§/UÃ? „Ò¥–
Page 4


SAS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the Answer Sheet.
4. The CODE for this Booklet is J.  Make sure that the CODE printed on
Side-2 of the Answer Sheet is the same as that on this Booklet.  Also ensure
that your T est Booklet No. and Answer Sheet No. are the same.  In case of
discrepancy, the candidate should immediately report the matter to the
Invigilator for replacement of both the T est Booklet and the Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics (Q.Nos. 31-60)
Part-III :   Environmental Studies (Q.Nos. 61-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of J Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
7. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
8. Rough work should be done only in the space provided in the T est Booklet
for the same.
9. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
10. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!SAS-24-I!
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ ‹ªÊŸ? ??§ Á‹8
??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U J „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë ‚ÈÁŸÁ‡øà ?§/U
‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ
„Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§
?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà (¬?‡Ÿ ‚¥. 31-60)
÷ʪ-III :  ¬ÿʸ?/UáÊ •äÿÿŸ (¬?‡Ÿ ‚¥. 61-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ J ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
7. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
8. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
9. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
10. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
J
P-I  !SAS-24-I! J
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
1. Which of the following correctly describes intrinsic motivation ?
(1) Motivation that comes from personal enjoyment of the task
(2) Motivation that comes from competition with others
(3) Motivation that comes from a fear of punishment
(4) Motivation that comes from external rewards
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ •Ê¥ÃÁ/U?§ •Á÷¬??/UáÊÊ ?§Ê ‚„Ë ?áʸŸ ?§/UÃÊ „Ò?
(1) •Á÷¬??/UáÊÊ ¡Ê? ?§Êÿ¸ ??§ vÿÁÄêÃ-•ÊŸ¥Œ ‚? •ÊÃË „Ò
(2) •Á÷¬??/UáÊÊ ¡Ê? ŒÍ‚/UÊ?¥ ??§ ‚ÊÕ ¬?ÁÃS¬œÊ¸ ‚? •ÊÃË „Ò
(3) •Á÷¬??/UáÊÊ ¡Ê? Œ¥«U ??§ ÷ÿ ‚? •ÊÃË „Ò
(4) •Á÷¬??/UáÊÊ ¡Ê? ’Ê„/UË ¬È/US?§Ê/UÊ?¥ ‚? •ÊÃË „Ò
2. 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 but (R) is not  the correct explanation of (A).
(2) (A) is true but (R) is false.
(3) Both (A) and (R) are false.
(4) Both (A) and (R) are true and (R) is the correct explanation of (A).
•Á÷?§ÕŸ (A) — ‹ÚÊ/?¥U‚ ?§Ê?„‹’ª¸ ??§ ŸÒÁÃ?§ Á??§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?§ Á??§Ê‚ ??§Á??§ M§¬ ‚? ø/UáÊÊ?¥ ??¥ „Ê?ÃÊ „Ò–
‚„Ë Á??§À¬ øÈŸ?¥ —
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚àÿ „Ò¥ ‹?Á?§Ÿ (R), (A) ?§Ë ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(2) (A) ‚àÿ „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚àÿ „Ò¥ •ÊÒ/U (R), (A) ?§Ë  ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
3. Inclusion of students belonging to disadvantaged groups demands :
(1) evidencing and encouraging identity-based stereotypes.
(2) isolation in the classroom on the basis of social affiliation.
(3) same-ability grouping of students in the classroom.
(4) awareness and sensitization towards diverse traditions.
?¥Áøà ?ªÊ?Z ‚? ‚¥’¥ÁœÃ Á?lÊÁÕ¸ÿÊ?¥ ??§ ‚?Ê??‡ÊŸ ??§ Á‹8 —
(1) ¬„øÊŸ-•ÊœÊÁ/Uà L§Á…?ÿÊ?¥ ?§Ê? ¬??ÊÁáÊà •ÊÒ/U ¬?Ê?à‚ÊÁ„à Á?§ÿÊ ¡ÊŸÊ øÊÁ„8–
(2) ‚Ê?ÊÁ¡?§ ‚¥’hÃÊ ??§ •ÊœÊ/U ¬/U ?§?ÊÊ ??¥ •‹ªÊ? ?§/UŸÊ øÊÁ„8–
(3) ‚?ÊŸ ?Ê?ÃÊ•Ê?¥ ??§ •ÊœÊ/U ¬/U Á?lÊÁÕ¸ÿÊ?¥ ?§Ê? ‚?Í„Ê?¥ ??¥ Á?÷ÊÁ¡Ã ?§/UŸÊ øÊÁ„8–
(4) Á?Á?œ ¬/Uê¬/UÊ•Ê?¥ ??§ ¬?Áà ¡ÊªM§?§ÃÊ •ÊÒ/U ‚¥??ŒŸ‡ÊË‹ÃÊ ?§Ê? ’…?Ê?Ê Œ?ŸÊ øÊÁ„8–
P-I  !SAS-24-I! J
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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 but (R) is not  the correct explanation of (A).
(2) (A) is true but (R) is false.
(3) Both (A) and (R) are false.
(4) Both (A) and (R) are true and (R) is the correct explanation of (A).
•Á÷?§ÕŸ (A) — Á‡Ê?ÊÊÕ˸ ¡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«?Ê? ’ŸÊŸ? ‚? Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ?§Ê? ¡ÊŸ?§Ê/UË ?§Ê? ‚ÊÕ¸?§ M§¬ ‚?
‚¥‚ÊÁœÃ ?§/UŸ? ??¥ ?ŒŒ Á?‹ÃË „Ò–
‚„Ë Á??§À¬ øÈŸ?¥ —
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R)  ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(2) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
5. Reasoning, thinking and problem-solving are explained in which aspect of development ?
(1) Cognitive Development (2) Moral Development
(3) Motor Development (4) Social Development
Á??§Ê‚ ??§ Á?§‚ ¬„‹Í ??¥ Ã?¸§, Áø¥ÃŸ •ÊÒ/U ‚?SÿÊ ‚?ʜʟ ?§Ë vÿÊÅÿÊ ?§Ë ¡ÊÃË „Ò?
(1) ‚¥ôÊÊŸÊà??§ Á??§Ê‚ (2) ŸÒÁÃ?§ Á??§Ê‚
(3) ªÁÃ?§ Á??§Ê‚ (4) ‚Ê?ÊÁ¡?§ Á??§Ê‚
6. As per Howard Gardner’s theory of multiple intelligence, which of the following set represents
correct match of intelligence and associated characteristics ?
(1) Logical-Mathematical : skill of dance or athletic abilities
(2) Musical : performance or composition skills
(3) Spatial : skill of appreciating the natural world
(4) Intrapersonal : skill in understanding and relating to others
„Ê?«¸U ªÊ«¸UŸ/U ??§ ’„È’ÈÁh ??§ Á‚h¥Êà ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ‚?˜U ’ÈÁh •ÊÒ/U ©‚??§ ‚¥’¥ÁœÃ Á?‡Ê?·ÃÊ•Ê?¥ ??§ ‚„Ë
??‹ ?§Ê ¬?ÁÃÁŸÁœà? ?§/UÃÊ „Ò?
(1) ÃÊÁ?¸§?§-ªÁáÊÃËÿ — ŸÎàÿ ÿÊ ??§Ë«?Ê-‚¥’¥œË ?Ê?ÃÊ8°
(2) ‚¥ªËÃ?ÿ — ¬?Œ‡Ê¸Ÿ ÿÊ /UøŸÊ ?§/UŸ? ??§ ?§Ê҇ʋ
(3) SÕÊÁŸ?§ — ¬?Ê?ΧÁÃ?§ ?ÊÃÊ?/UáÊ ?§Ë ‚/UÊ„ŸÊ ?§/UŸ? ??§ ?§Ê҇ʋ
(4) •¥Ã?ÒÿÁÄÃ?§ — ŒÍ‚/UÊ?¥ ?§Ê? ‚?¤ÊŸ? •ÊÒ/U ©Ÿ??§ ‚ÊÕ ‚¥’¥œ SÕÊÁ¬Ã ?§/UŸ? ??§ ?§Ê҇ʋ
7. Language development in primary classes is facilitated :
(1) When teachers stress upon and enforce the use of formal language.
(2) When teachers ignore and dismiss the mother tongue of the children.
(3) When teachers begin from signs and symbols rather than concrete objects.
(4) When teachers use concrete examples to refer to abstract concepts.
¬?ÊÕÁ??§ ?§?ÊÊ•Ê?¥ ??¥ ÷Ê·Ê ?§Ê Á??§Ê‚ Á?§‚ ¬??§Ê/U ‚¥‚ÊÁœÃ „Ê?ÃÊ „Ò?
(1) ¡’ Á‡Ê?Ê?§ •ÊÒ¬øÊÁ/U?§ ÷Ê·Ê ??§ ¬?ÿÊ?ª ¬/U ¡Ê?/U Œ?Ã? „Ò¥ •ÊÒ/U ©‚? ‹ÊªÍ ?§/UÃ? „Ò¥–
(2) ¡’ Á‡Ê?Ê?§ ’ìÊÊ?¥ ?§Ë ?ÊÃÎ÷Ê·Ê ?§Ë •?„?‹ŸÊ •ÊÒ/U ©¬??ÊÊ ?§/UÃ? „Ò¥–
(3) ¡’ Á‡Ê?Ê?§ ?Íø ?SÃÈ•Ê?¥ ??§ ’¡Êÿ ‚¥??§ÃÊ?¥ •ÊÒ/U ¬?ÁÃ?§Ê?¥ ‚? ‡ÊÈM§ ?§/UÃ? „Ò¥–
(4) ¡’ Á‡Ê?Ê?§ •?Íø •?œÊ/UáÊÊ•Ê?¥ ?§Ê? ‚¥ŒÁ÷¸Ã ?§/UŸ? ??§ Á‹8 ?UÊ?‚ ©ŒÊ„/UáÊÊ?¥ ?§Ê ©¬ÿÊ?ª ?§/UÃ? „Ò¥–
P-I  !SAS-24-I! J
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8. As per Jean Piaget’s theory of cognitive development, which of the following ability distinguishes
concrete operational thinking from Pre-operational thinking ?
(1) Decentering (2) Hypothetical reasoning
(3) Object permanence (4) Coordination of senses
¡ËŸ Á¬ÿÊ¡? ??§ ‚¥ôÊÊŸÊà??§ Á??§Ê‚ ??§ Á‚hʥà ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ë ?Ê?ÃÊ ?Íø-‚¥Á??§ÿÊà??§ ‚Ê?ø ?§Ê?
¬Í?¸-‚¥Á??§ÿÊà??§ ‚Ê?ø ‚? •‹ª ?§/UÃË „Ò?
(1) Á???¥§Œ?áÊ (2) ¬Á/U?§ÁÀ¬Ã ÃÊÁ?¸§?§ÃÊ
(3) ?SÃÈ SÕÊÁÿà? (4) ߥÁŒ?ÿÊ?¥ ?§Ê ‚?ã?ÿ
9. Which of the following statements about inclusive education is not correct ?
(1) Inclusive teaching means “adopting pedagogies that support needs of all learners”.
(2) An inclusive classroom “accommodates differences in language styles and promotes
collaboration”.
(3) An inclusive classroom centres around “fixed curricula and standard assessment”.
(4) Inclusive teaching means “teaching in ways that do not exclude”.
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ?§ÕŸ ‚?Ê??‡ÊË Á‡Ê?ÊÊ ??§ ’Ê/?U ??¥ ‚„Ë Ÿ„Ë¥ „Ò?
(1) ‚?Ê??‡ÊË Á‡Ê?ÊáÊ ?§Ê •Õ¸ „Ò  ““©‚ Á‡Ê?ÊʇÊÊSòÊ ?§Ê? •¬ŸÊŸÊ ¡Ê? ‚÷Ë Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ?§Ë •Ê?‡ÿ?§ÃÊ•Ê?¥ ?§Ê ‚?Õ¸Ÿ ?§/UÃÊ
„Ò””–
(2) 8?§ ‚?Ê??‡ÊË ?§?ÊÊ ““÷Ê·Ê ‡ÊÒ‹Ë ??¥ •¥Ã/U ?§Ê?? ‚?ÊÿÊ?Á¡Ã ?§/UÃË „Ò •ÊÒ/U ‚„ÿÊ?ª ?§Ê? ’…?Ê?Ê Œ?ÃË „Ò””–
(3) ““ÁŸÁ‡øà ¬Ê?Køÿʸ •ÊÒ/U ?ÊŸ?§ ?ÍÀÿÊ¥?§Ÿ”” ??§ •Ê‚¬Ê‚ „Ë 8?§ ‚?Ê??‡ÊË ?§?ÊÊ ?§Ê ??¥§Œ? „Ê?ÃÊ „Ò–
(4) ‚?Ê??‡ÊË Á‡Ê?ÊáÊ ?§Ê •Õ¸ „Ò  ““8?‚? Ã/UË?§Ê?¥ ‚? Á‡Ê?ÊáÊ ¡Ê? ’Á„c?Χà Ÿ ?§/?¥U””–
10. According to attribution theory of motivation which of the following is more likely to result in
persistent effort and improved performance ?
(1) An external attribution for success and an internal attribution for failure
(2) Internal attribution for failure as well as success
(3) External attribution for failure as well as success
(4) An internal attribution for success and an external attribution for failure
•Á÷¬??/UáÊÊ ??§ •Ê/UÊ?¬áÊ Á‚hʥà ??§ •ŸÈ‚Ê/U ÁŸêŸÁ‹Ápà ??¥ ‚? Á?§‚‚? ‹ªÊÃÊ/U ?§Ê?Á‡Ê‡Ê •ÊÒ/U ’?„Ã/U ¬?Œ‡Ê¸Ÿ ?§Ë ‚¥÷Ê?ŸÊ „Ò?
(1) ‚»§‹ÃÊ ??§ Á‹8 ’Ê„/UË •Ê/UÊ?¬áÊ •ÊÒ/U •‚»§‹ÃÊ ??§ Á‹8 •Ê¥ÃÁ/U?§ •Ê/UÊ?¬áÊ
(2) •‚»§‹ÃÊ •ÊÒ/U ‚»§‹ÃÊ ŒÊ?ŸÊ?¥ ??§ Á‹8 •Ê¥ÃÁ/U?§ •Ê/Ê?¬áÊ
(3) •‚»§‹ÃÊ •ÊÒ/U ‚»§‹ÃÊ ŒÊ?ŸÊ?¥ ??§ Á‹8 ’Ê„/UË •Ê/Ê?¬áÊ
(4) ‚»§‹ÃÊ ??§ Á‹8 •Ê¥ÃÁ/U?§ •Ê/Ê?¬áÊ •ÊÒ/U •‚»§‹ÃÊ ??§ Á‹8 ’Ê„/UË •Ê/UÊ?¬áÊ
11. Which of the following statements is not correct about learning ?
(1) Learning implies reorganisation of prior conceptual schemes
(2) Learning is facilitated by social action
(3) Learning as a product rather than a process
(4) Learning depends on learner’s previous  knowledge
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ?§ÕŸ •Áœª? ??§ ’Ê/?U ??¥ ‚„Ë Ÿ„Ë¥ „Ò?
(1) •Áœª? ?§Ê ÃÊà¬ÿ¸ ¬Í?¸ ?ÒøÊÁ/U?§ S?§Ëê‚ ??§ ¬ÈŸª¸?UŸ ‚? „Ò
(2) •Áœª? ‚Ê?ÊÁ¡?§ Á??§ÿÊ mÊ/UÊ ‚¥‚ÊÁœÃ „Ê?ÃË „Ò
(3) •Áœª? 8?§ ¬?Á??§ÿÊ Ÿ„Ë¥ •Á¬ÃÈ 8?§ ©à¬ÊŒ „Ò
(4) •Áœª? Á‡Ê?ÊÊÕ˸ ??§ ¬Í?¸ ôÊÊŸ ¬/U ÁŸ÷¸/U ?§/UÃÊ „Ò
Page 5


SAS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the Answer Sheet.
4. The CODE for this Booklet is J.  Make sure that the CODE printed on
Side-2 of the Answer Sheet is the same as that on this Booklet.  Also ensure
that your T est Booklet No. and Answer Sheet No. are the same.  In case of
discrepancy, the candidate should immediately report the matter to the
Invigilator for replacement of both the T est Booklet and the Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics (Q.Nos. 31-60)
Part-III :   Environmental Studies (Q.Nos. 61-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of J Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
7. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
8. Rough work should be done only in the space provided in the T est Booklet
for the same.
9. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
10. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!SAS-24-I!
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ ‹ªÊŸ? ??§ Á‹8
??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U J „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë ‚ÈÁŸÁ‡øà ?§/U
‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ
„Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§
?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà (¬?‡Ÿ ‚¥. 31-60)
÷ʪ-III :  ¬ÿʸ?/UáÊ •äÿÿŸ (¬?‡Ÿ ‚¥. 61-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ J ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
7. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
8. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
9. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
10. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
J
P-I  !SAS-24-I! J
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
1. Which of the following correctly describes intrinsic motivation ?
(1) Motivation that comes from personal enjoyment of the task
(2) Motivation that comes from competition with others
(3) Motivation that comes from a fear of punishment
(4) Motivation that comes from external rewards
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ •Ê¥ÃÁ/U?§ •Á÷¬??/UáÊÊ ?§Ê ‚„Ë ?áʸŸ ?§/UÃÊ „Ò?
(1) •Á÷¬??/UáÊÊ ¡Ê? ?§Êÿ¸ ??§ vÿÁÄêÃ-•ÊŸ¥Œ ‚? •ÊÃË „Ò
(2) •Á÷¬??/UáÊÊ ¡Ê? ŒÍ‚/UÊ?¥ ??§ ‚ÊÕ ¬?ÁÃS¬œÊ¸ ‚? •ÊÃË „Ò
(3) •Á÷¬??/UáÊÊ ¡Ê? Œ¥«U ??§ ÷ÿ ‚? •ÊÃË „Ò
(4) •Á÷¬??/UáÊÊ ¡Ê? ’Ê„/UË ¬È/US?§Ê/UÊ?¥ ‚? •ÊÃË „Ò
2. 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 but (R) is not  the correct explanation of (A).
(2) (A) is true but (R) is false.
(3) Both (A) and (R) are false.
(4) Both (A) and (R) are true and (R) is the correct explanation of (A).
•Á÷?§ÕŸ (A) — ‹ÚÊ/?¥U‚ ?§Ê?„‹’ª¸ ??§ ŸÒÁÃ?§ Á??§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?§ Á??§Ê‚ ??§Á??§ M§¬ ‚? ø/UáÊÊ?¥ ??¥ „Ê?ÃÊ „Ò–
‚„Ë Á??§À¬ øÈŸ?¥ —
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚àÿ „Ò¥ ‹?Á?§Ÿ (R), (A) ?§Ë ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(2) (A) ‚àÿ „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚àÿ „Ò¥ •ÊÒ/U (R), (A) ?§Ë  ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
3. Inclusion of students belonging to disadvantaged groups demands :
(1) evidencing and encouraging identity-based stereotypes.
(2) isolation in the classroom on the basis of social affiliation.
(3) same-ability grouping of students in the classroom.
(4) awareness and sensitization towards diverse traditions.
?¥Áøà ?ªÊ?Z ‚? ‚¥’¥ÁœÃ Á?lÊÁÕ¸ÿÊ?¥ ??§ ‚?Ê??‡ÊŸ ??§ Á‹8 —
(1) ¬„øÊŸ-•ÊœÊÁ/Uà L§Á…?ÿÊ?¥ ?§Ê? ¬??ÊÁáÊà •ÊÒ/U ¬?Ê?à‚ÊÁ„à Á?§ÿÊ ¡ÊŸÊ øÊÁ„8–
(2) ‚Ê?ÊÁ¡?§ ‚¥’hÃÊ ??§ •ÊœÊ/U ¬/U ?§?ÊÊ ??¥ •‹ªÊ? ?§/UŸÊ øÊÁ„8–
(3) ‚?ÊŸ ?Ê?ÃÊ•Ê?¥ ??§ •ÊœÊ/U ¬/U Á?lÊÁÕ¸ÿÊ?¥ ?§Ê? ‚?Í„Ê?¥ ??¥ Á?÷ÊÁ¡Ã ?§/UŸÊ øÊÁ„8–
(4) Á?Á?œ ¬/Uê¬/UÊ•Ê?¥ ??§ ¬?Áà ¡ÊªM§?§ÃÊ •ÊÒ/U ‚¥??ŒŸ‡ÊË‹ÃÊ ?§Ê? ’…?Ê?Ê Œ?ŸÊ øÊÁ„8–
P-I  !SAS-24-I! J
3
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 but (R) is not  the correct explanation of (A).
(2) (A) is true but (R) is false.
(3) Both (A) and (R) are false.
(4) Both (A) and (R) are true and (R) is the correct explanation of (A).
•Á÷?§ÕŸ (A) — Á‡Ê?ÊÊÕ˸ ¡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«?Ê? ’ŸÊŸ? ‚? Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ?§Ê? ¡ÊŸ?§Ê/UË ?§Ê? ‚ÊÕ¸?§ M§¬ ‚?
‚¥‚ÊÁœÃ ?§/UŸ? ??¥ ?ŒŒ Á?‹ÃË „Ò–
‚„Ë Á??§À¬ øÈŸ?¥ —
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R)  ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(2) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
5. Reasoning, thinking and problem-solving are explained in which aspect of development ?
(1) Cognitive Development (2) Moral Development
(3) Motor Development (4) Social Development
Á??§Ê‚ ??§ Á?§‚ ¬„‹Í ??¥ Ã?¸§, Áø¥ÃŸ •ÊÒ/U ‚?SÿÊ ‚?ʜʟ ?§Ë vÿÊÅÿÊ ?§Ë ¡ÊÃË „Ò?
(1) ‚¥ôÊÊŸÊà??§ Á??§Ê‚ (2) ŸÒÁÃ?§ Á??§Ê‚
(3) ªÁÃ?§ Á??§Ê‚ (4) ‚Ê?ÊÁ¡?§ Á??§Ê‚
6. As per Howard Gardner’s theory of multiple intelligence, which of the following set represents
correct match of intelligence and associated characteristics ?
(1) Logical-Mathematical : skill of dance or athletic abilities
(2) Musical : performance or composition skills
(3) Spatial : skill of appreciating the natural world
(4) Intrapersonal : skill in understanding and relating to others
„Ê?«¸U ªÊ«¸UŸ/U ??§ ’„È’ÈÁh ??§ Á‚h¥Êà ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ‚?˜U ’ÈÁh •ÊÒ/U ©‚??§ ‚¥’¥ÁœÃ Á?‡Ê?·ÃÊ•Ê?¥ ??§ ‚„Ë
??‹ ?§Ê ¬?ÁÃÁŸÁœà? ?§/UÃÊ „Ò?
(1) ÃÊÁ?¸§?§-ªÁáÊÃËÿ — ŸÎàÿ ÿÊ ??§Ë«?Ê-‚¥’¥œË ?Ê?ÃÊ8°
(2) ‚¥ªËÃ?ÿ — ¬?Œ‡Ê¸Ÿ ÿÊ /UøŸÊ ?§/UŸ? ??§ ?§Ê҇ʋ
(3) SÕÊÁŸ?§ — ¬?Ê?ΧÁÃ?§ ?ÊÃÊ?/UáÊ ?§Ë ‚/UÊ„ŸÊ ?§/UŸ? ??§ ?§Ê҇ʋ
(4) •¥Ã?ÒÿÁÄÃ?§ — ŒÍ‚/UÊ?¥ ?§Ê? ‚?¤ÊŸ? •ÊÒ/U ©Ÿ??§ ‚ÊÕ ‚¥’¥œ SÕÊÁ¬Ã ?§/UŸ? ??§ ?§Ê҇ʋ
7. Language development in primary classes is facilitated :
(1) When teachers stress upon and enforce the use of formal language.
(2) When teachers ignore and dismiss the mother tongue of the children.
(3) When teachers begin from signs and symbols rather than concrete objects.
(4) When teachers use concrete examples to refer to abstract concepts.
¬?ÊÕÁ??§ ?§?ÊÊ•Ê?¥ ??¥ ÷Ê·Ê ?§Ê Á??§Ê‚ Á?§‚ ¬??§Ê/U ‚¥‚ÊÁœÃ „Ê?ÃÊ „Ò?
(1) ¡’ Á‡Ê?Ê?§ •ÊÒ¬øÊÁ/U?§ ÷Ê·Ê ??§ ¬?ÿÊ?ª ¬/U ¡Ê?/U Œ?Ã? „Ò¥ •ÊÒ/U ©‚? ‹ÊªÍ ?§/UÃ? „Ò¥–
(2) ¡’ Á‡Ê?Ê?§ ’ìÊÊ?¥ ?§Ë ?ÊÃÎ÷Ê·Ê ?§Ë •?„?‹ŸÊ •ÊÒ/U ©¬??ÊÊ ?§/UÃ? „Ò¥–
(3) ¡’ Á‡Ê?Ê?§ ?Íø ?SÃÈ•Ê?¥ ??§ ’¡Êÿ ‚¥??§ÃÊ?¥ •ÊÒ/U ¬?ÁÃ?§Ê?¥ ‚? ‡ÊÈM§ ?§/UÃ? „Ò¥–
(4) ¡’ Á‡Ê?Ê?§ •?Íø •?œÊ/UáÊÊ•Ê?¥ ?§Ê? ‚¥ŒÁ÷¸Ã ?§/UŸ? ??§ Á‹8 ?UÊ?‚ ©ŒÊ„/UáÊÊ?¥ ?§Ê ©¬ÿÊ?ª ?§/UÃ? „Ò¥–
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8. As per Jean Piaget’s theory of cognitive development, which of the following ability distinguishes
concrete operational thinking from Pre-operational thinking ?
(1) Decentering (2) Hypothetical reasoning
(3) Object permanence (4) Coordination of senses
¡ËŸ Á¬ÿÊ¡? ??§ ‚¥ôÊÊŸÊà??§ Á??§Ê‚ ??§ Á‚hʥà ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ë ?Ê?ÃÊ ?Íø-‚¥Á??§ÿÊà??§ ‚Ê?ø ?§Ê?
¬Í?¸-‚¥Á??§ÿÊà??§ ‚Ê?ø ‚? •‹ª ?§/UÃË „Ò?
(1) Á???¥§Œ?áÊ (2) ¬Á/U?§ÁÀ¬Ã ÃÊÁ?¸§?§ÃÊ
(3) ?SÃÈ SÕÊÁÿà? (4) ߥÁŒ?ÿÊ?¥ ?§Ê ‚?ã?ÿ
9. Which of the following statements about inclusive education is not correct ?
(1) Inclusive teaching means “adopting pedagogies that support needs of all learners”.
(2) An inclusive classroom “accommodates differences in language styles and promotes
collaboration”.
(3) An inclusive classroom centres around “fixed curricula and standard assessment”.
(4) Inclusive teaching means “teaching in ways that do not exclude”.
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ?§ÕŸ ‚?Ê??‡ÊË Á‡Ê?ÊÊ ??§ ’Ê/?U ??¥ ‚„Ë Ÿ„Ë¥ „Ò?
(1) ‚?Ê??‡ÊË Á‡Ê?ÊáÊ ?§Ê •Õ¸ „Ò  ““©‚ Á‡Ê?ÊʇÊÊSòÊ ?§Ê? •¬ŸÊŸÊ ¡Ê? ‚÷Ë Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ?§Ë •Ê?‡ÿ?§ÃÊ•Ê?¥ ?§Ê ‚?Õ¸Ÿ ?§/UÃÊ
„Ò””–
(2) 8?§ ‚?Ê??‡ÊË ?§?ÊÊ ““÷Ê·Ê ‡ÊÒ‹Ë ??¥ •¥Ã/U ?§Ê?? ‚?ÊÿÊ?Á¡Ã ?§/UÃË „Ò •ÊÒ/U ‚„ÿÊ?ª ?§Ê? ’…?Ê?Ê Œ?ÃË „Ò””–
(3) ““ÁŸÁ‡øà ¬Ê?Køÿʸ •ÊÒ/U ?ÊŸ?§ ?ÍÀÿÊ¥?§Ÿ”” ??§ •Ê‚¬Ê‚ „Ë 8?§ ‚?Ê??‡ÊË ?§?ÊÊ ?§Ê ??¥§Œ? „Ê?ÃÊ „Ò–
(4) ‚?Ê??‡ÊË Á‡Ê?ÊáÊ ?§Ê •Õ¸ „Ò  ““8?‚? Ã/UË?§Ê?¥ ‚? Á‡Ê?ÊáÊ ¡Ê? ’Á„c?Χà Ÿ ?§/?¥U””–
10. According to attribution theory of motivation which of the following is more likely to result in
persistent effort and improved performance ?
(1) An external attribution for success and an internal attribution for failure
(2) Internal attribution for failure as well as success
(3) External attribution for failure as well as success
(4) An internal attribution for success and an external attribution for failure
•Á÷¬??/UáÊÊ ??§ •Ê/UÊ?¬áÊ Á‚hʥà ??§ •ŸÈ‚Ê/U ÁŸêŸÁ‹Ápà ??¥ ‚? Á?§‚‚? ‹ªÊÃÊ/U ?§Ê?Á‡Ê‡Ê •ÊÒ/U ’?„Ã/U ¬?Œ‡Ê¸Ÿ ?§Ë ‚¥÷Ê?ŸÊ „Ò?
(1) ‚»§‹ÃÊ ??§ Á‹8 ’Ê„/UË •Ê/UÊ?¬áÊ •ÊÒ/U •‚»§‹ÃÊ ??§ Á‹8 •Ê¥ÃÁ/U?§ •Ê/UÊ?¬áÊ
(2) •‚»§‹ÃÊ •ÊÒ/U ‚»§‹ÃÊ ŒÊ?ŸÊ?¥ ??§ Á‹8 •Ê¥ÃÁ/U?§ •Ê/Ê?¬áÊ
(3) •‚»§‹ÃÊ •ÊÒ/U ‚»§‹ÃÊ ŒÊ?ŸÊ?¥ ??§ Á‹8 ’Ê„/UË •Ê/Ê?¬áÊ
(4) ‚»§‹ÃÊ ??§ Á‹8 •Ê¥ÃÁ/U?§ •Ê/Ê?¬áÊ •ÊÒ/U •‚»§‹ÃÊ ??§ Á‹8 ’Ê„/UË •Ê/UÊ?¬áÊ
11. Which of the following statements is not correct about learning ?
(1) Learning implies reorganisation of prior conceptual schemes
(2) Learning is facilitated by social action
(3) Learning as a product rather than a process
(4) Learning depends on learner’s previous  knowledge
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ?§ÕŸ •Áœª? ??§ ’Ê/?U ??¥ ‚„Ë Ÿ„Ë¥ „Ò?
(1) •Áœª? ?§Ê ÃÊà¬ÿ¸ ¬Í?¸ ?ÒøÊÁ/U?§ S?§Ëê‚ ??§ ¬ÈŸª¸?UŸ ‚? „Ò
(2) •Áœª? ‚Ê?ÊÁ¡?§ Á??§ÿÊ mÊ/UÊ ‚¥‚ÊÁœÃ „Ê?ÃË „Ò
(3) •Áœª? 8?§ ¬?Á??§ÿÊ Ÿ„Ë¥ •Á¬ÃÈ 8?§ ©à¬ÊŒ „Ò
(4) •Áœª? Á‡Ê?ÊÊÕ˸ ??§ ¬Í?¸ ôÊÊŸ ¬/U ÁŸ÷¸/U ?§/UÃÊ „Ò
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12. 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 equality (2) Gender equity
(3) Gender stereotyping (4) Gender constancy
?§?ÊÊ ??¥ p?‹ ¬?ÁÃÿÊ?ÁªÃÊ ??¥ Á„S‚Ê ‹?Ã? ‚?ÿ ßȡ •¬Ÿ? ŒÊ?Sà ‚? ?§„ÃÊ „Ò Á?§ ?„ ÷Ê‹Ê »?¥§?§Ÿ? ??¥ Á„S‚Ê ‹?ªÊ •ÊÒ/U /US‚Ë
?ͧŒŸ? ??¥ ©‚?§Ë ’„Ÿ Á„S‚Ê ‹? ‚?§ÃË „Ò¥ ÄÿÊ?¥Á?§ ?„ 8?§ ‹«??§Ë „Ò •ÊÒ/U ‹«?Á?§ÿÊ¥ ÷Ê‹Ê Ÿ„Ë¥ »?¥§?§ ‚?§ÃË–  ÿ„
__________ ?§Ê? ¬?ŒÁ‡Ê¸Ã ?§/UÃÊ „Ò–
(1) ¡?¥«U/U ‚?ÊŸÃÊ (2) ¡?¥«U/U ‚?ÃÊ
(3) ¡?¥«U/U M§Á…??ÊÁŒÃÊ (4) ¡?¥«U/U ‚¥’¥œÃÊ
13. In the course of development, children achieve gross motor skills before fine motor skills.  This
indicates that development is :
(1) Cephalocaudal (2) Linear
(3) Proximodistal (4) Anarchic
Á??§Ê‚ ??§ ??§? ??¥, ’ìÊ? ‚Í?? ¬?‡ÊËÿ ?§Ê҇ʋ ‚? ¬„‹? ‚?§‹ ¬?‡ÊËÿ ?§Ê҇ʋ Á??§Á‚à ?§/UÃ? „Ò¥–  ÿ„ Œ‡ÊʸÃÊ „Ò Á?§ Á??§Ê‚ —
(1) ‡ÊË·¸ªÊ?Ë (2) /?UpËÿ
(3) ‚?ˬ-ŒÍ/UÊÁ÷?Èp (4) •/UÊ¡?§
14. Which of the following is a typical characteristic of Dyslexia ?
(1) Difficulty in phonological processing
(2) Difficulty in physical coordination
(3) Difficulty in spatial awareness
(4) Difficulty in creative problem solving
ÁŸêŸÁ‹Ápà ??¥ ‚? ¬?UŸ ?Ò?§Àÿ ?§Ë 8?§ Á?Á‡Êc˜U Á?‡Ê?·ÃÊ ?§ÊÒŸ-‚Ë „Ò?
(1) ä?ãÿÊà??§ ¬?‚¥S?§/UáÊ ??¥ ?§Á?UŸÊ߸
(2) ‡ÊÊ/UËÁ/U?§ ‚?ã?ÿ ??¥ ?§Á?UŸÊ߸
(3) SÕÊÁŸ?§ ‚?¤Ê /¡ÊŸ?§Ê/UË ??¥ ?§Á?UŸÊ߸
(4) /UøŸÊà??§ ‚?SÿÊ ‚?ʜʟ ??¥ ?§Á?UŸÊ߸
15. Which of the following would not be characterised as formative assessment ?
(1) An assessment given during the class to provide ongoing feedback to students and teachers.
(2) An assessment task that is helpful in comparing students as per a standard set of criteria.
(3) An assessment used to identify misconceptions in a student’s learning.
(4) An assessment given at the beginning of a new concept to determine students’ prior
knowledge.
ÁŸêŸÁ‹Ápà ??¥ ‚? Á?§‚? /UøŸÊà??§ ?ÍÀÿÊ¥?§Ÿ Ÿ„Ë¥ ?ÊŸÊ ¡Ê8ªÊ?
(1) ¿UÊòÊÊ?¥ •ÊÒ/U Á‡Ê?Ê?§Ê?¥ ?§Ê? •ª?ªÊ?Ë ¬?ÁìÈÁc˜U ¬?ŒÊŸ ?§/UŸ? ??§ Á‹8 ?§?ÊÊ ??§ ŒÊÒ/UÊŸ ÁŒÿÊ ªÿÊ ?ÍÀÿÊ¥?§Ÿ–
(2) 8?§ ?ÍÀÿÊ¥?§Ÿ ?§Êÿ¸ ¡Ê? ?ÊŸŒ¥«U ??§ 8?§ ?ÊŸ?§ ¬Ò?ÊŸ? ??§ •ŸÈ‚Ê/U ¿UÊòÊÊ?¥ ?§Ë ÃÈ‹ŸÊ ?§/UŸ? ??¥ ‚„Êÿ?§ „Ê?ÃÊ „Ò–
(3) 8?§ •Ê?§‹Ÿ 8?§ ¿UÊòÊ ??§ ‚ËpŸ? ??¥ ª‹Ã œÊ/UáÊÊ•Ê?¥ ?§Ë ¬„øÊŸ ?§/UŸ? ??§ Á‹8 ¬?ÿÊ?ª Á?§ÿÊ ¡ÊÃÊ „Ò–
(4) ¿UÊòÊÊ?¥ ??§ ¬Í?¸ ôÊÊŸ ?§Ê? ÁŸœÊ¸Á/Uà ?§/UŸ? ??§ Á‹8 8?§ Ÿß¸ •?œÊ/UáÊÊ ?§Ë ‡ÊÈL§•Êà ??¥ ÁŒÿÊ ªÿÊ •Ê?§‹Ÿ–