CTET Level -1 (09 June 2024)
Question 1:
Which of the following is an example of scaffolding?
निम्न में से पाड़ का उदाहरण कौन-सा है?
Question 2:
Assessment should not be undertaken :
मूल्यांकन किस उद्देश्य से नहीं किया जाना चाहिए ?
Question 3:
तंत्रिका संबंधी विकार से हुई संज्ञानात्मक क्षति जिसमें शिक्षार्थी अक्षरों और शब्दों को पढ़ पाने और व्याख्या कर पाने में असमर्थ रहते हैं तथा एकसमान आकृति व ध्वनि से भ्रमित हो जाते हैं, इसे क्या कहा जाएगा ?
Question 4:
Learning a new language after puberty leads to___________ of a foreign language.
Question 5:
Direction: Read the given passage and answer the questions that follow by selecting the most appropriate option.
"Get well soon!" Shanta said, handing Partha a yellow balloon. She was his third visitor. That's because she was his class teacher's daughter, and her mother made her visit him. The other two, Rahul and Syed, weren't really his friend, although they often ganged up with him against other kids to take away their lunch pocket money. Partha knew he wouldn't have long to live. He could feel it, deep inside. Seeing his aunty crying after talking with the doctor confirmed it. His time had come. He didn't tell his visitors, though. They would either pity him, or be happy to get rid of him.
Once shanta left, he ripped a page off from his notebook and wrote-
"Dear God, I know I messed up and nobody likes me. Please give me a second chance. I can show you what a good friend I can be."
He drew a map showing tile way from the school to the hospital, walked shakily to the window, and let the balloon fly away, carrying his message towards God.
The balloon was heading straight to a telephone pole, but a gentle breeze blew it away just in time. It crossed the park and disappeared out of view.
The next day, a body he had never met before came to visit him. "I find balloon," he said. "You are lonely?"
He just nodded, too startled to talk.
"I lonely too. My family come from Afghanistan and I no speak English good." He smiled. “I bring gift to you." He handed him a small bag of fruits. “I pray for friend, and God give me friend."
Normally, he would have made fun of his broken English and his long, baggy brown kurta, but he knew better. He smiled and offered him the first orange.
One student the reader understands did not really want to meet Partha, that is :
Question 6:
कथनम् (A) : छात्राः भाषाम् अधिगृह्णन्ति यतः ते जन्मतः एव भाषां गृहीतुं तत्पराः भवन्ति । परिवेषस्य अस्मिन् कार्ये किमपि योगदानं नास्ति ।
कारणम् (R) : छात्रकेंद्रितः कक्षा परिवेषः भाषा- अधिग्रहणे महत्वपूर्ण प्रभावं ददाति ।
निम्नलिखित संकेतेभ्यः शुद्धम् उत्तरं चिनुत ।
Question 7:
दृश्यमानशब्दाः प्राथमिककक्षायां भाषाशिक्षणे सहयोगं कुर्वन्ति ?
ते छात्रान् एवं प्रकारेण सहयोगं कुर्वन्ति ।
Question 8:
During a field trip to a farm, students observed various plants. Joy observed that in the groundnut plant, flowers are found outside the soil and fruit grows under the soil. On this basis, he classified groundnut fruit as root. Which process skills has he applied for his classification?
एक खेत में क्षेत्र भ्रमण के दौरान, विद्यार्थियों ने विभिन्न पौधे देखे । जॉय ने देखा कि मूँगफली के पौधे में फूल जमीन के बाहर हैं लेकिन फल जमीन के अंदर उगता हैं। इस आधार पर, उसने मूँगफली के फल को जड़ के रूप में वर्गीकृत किया। उसने अपने वर्गीकरण के लिए किन प्रक्रिया कौशलों का प्रयोग किया ?
Question 9:
Which one of the following would be the best evidence to demonstrate to parents and administrators what students can do with language?
Question 10:
निर्देश: अधोलिखितं गद्यांश पठित्वा तदाधारित प्रश्नानां विकल्पात्मकोत्तरेषु उचिततमम् उत्तर चिनुत ।
एक पिपीलिका आसीत् । एकदा आहारार्थं भ्रमन्ती सा कमपि आम्रस्य पादपं समारोहत् । वृक्षस्य शाखासु धावन्ती सा अकस्माद् अस्खलत्, अपतञ्च अधस्ताद् भरिते जलाशये । तस्मिन्नेव वृक्षे कस्यचित् कपोतस्य कुलायः अभवत् । स तत्र स्थितः जले निमज्जन्तीं पिपीलिकाम् अपश्यत । मृयमाणायां तस्यां पिपीलिकायां दयालुः स कपोतः शुष्कम् आम्रस्य दलमेकमपातयत् । तत् पत्रं जले अतरत् । पिपीलिका च तस्मिन्नारूढा सती स्वजीवितम् अरक्षत्, आविरकरोञ्च कृतज्ञातम् । ततः तौ मित्रे अभवताम् ।
ततः दिनेषु गच्छत्सु एकदा स कपोतः वृक्षस्य शाखायाम् एकाकी अतिष्ठत्, पिपीलिका च वृक्षस्य मूले स्वरूप बिलस्य द्वारि कर्मपरा अभवत् । तदैव कश्चिद् आगत्य कपोतं हन्तुं धनुषि वाणसन्धानम् । अकरोत्। पिपीलिका तमपश्यत् । सा धावन्ती व्याधस्य स्कन्धम् आरुह्य क्रोधेन तं तथा अदशत् यथा दंशपीडितः स व्याधः लक्ष्याद् अपाराध्यत् । धर्नुवक्रः शरश्च अन्यां दिशाम् अगच्छत् । तस्य शब्दं श्रुत्वा कपोतश्व उड्डीय वृक्षान्तरम् अयासीत्। एवं तौ विपदि परस्परं साहाय्यं कुर्वन्तौ चिरं सुखेन न्यवसताम् ।
'धावन्ती' इति पदे प्रयुक्तं कृदन्तप्रत्ययं चित्वा लिखत