CTET Level -1 (16 June 2024)

Question 1:

In the textbook of class V a map of Golconda Fort is printed. The scale of the map is printed on right bottom of the map which is given below:

Scale 1 cm 110 metre

कक्षा V की पाठ्य-पुस्तक में गोलकोण्डा के किले का मानचित्र छपा है। इस धानचित्र के निचले दाहिने भाग पर एक पैमाना दिया गया है जो नीचे दिया गया है। पैमाना 1 सेन्टीमीटर = 110 मीटर

A student measured on this map, the distance between Fateh Darwaza and the Jamali Darwaza as 9.8 cm. On the basis of this measurement the actual distance between the two places must be

किसी छात्र ने इस मानचित्र पर फतेह दरवाजा और जमाली दरवाजा के बीच की दूरी 9.8 सेन्टीमीटर मापी। इस माप के आधार पर इन दोनों स्थानों के बीच की वास्तविक दूरी होनी चाहिए।

• 107.8 metre /107.8 मीटर

• 10.78 kilometre /10.78 किलोमीटर

• 1.078 kilometre /1.078 किलोमीटर

• 1078 centimetre /1078 सेन्टीमीटर

Question 2:

Teacher draws two intersecting circles on the board and asks Nayana and Rajul to write as follows:

Rajul has to write all the factors of 80 in one circle. Nayana has to write all the factors of 110 in second circle. What is the largest number in the common portion of the circle?

शिक्षक बोर्ड पर दो प्रतिच्छेदी वृत्तों को खींचता है तथा नयना और राजुल से इस प्रकार लिखने के लिए कहता है: राजुल को एक वृत्त में 80 के सभी गुणनखंड लिखने हैं। नयना को दूसरे वृत्त में 110 के सभी गुणनखण्ड लिखने हैं। इन वृत्तों के उभयनिष्ठ भाग में सबसे बड़ी संख्या क्या है?

• 20

• 10

• 5

• 2

Question 3:

In a primary grade mathematics textbook, the concepts should

प्राथमिक कक्षा की गणित पाठ्यपुस्तक में अवधारणाएँ:

• proceed from abstract to concrete

  अमूर्त से मूर्त की ओर बढ़नी चाहिए

• be introduced through formal algorithms

  मानक कलन विधि द्वारा प्रस्तुत की जानी चाहिए

• proceed from complex to simple

  जटिल से सरल की ओर बढ़नी चाहिए

• From synthesis to analysis

  संश्लेषण से विश्लेषण की ओर

Question 4:

Directions: Read the passage given below and answer the questions that follow by selecting the most appropriate option.

Nammescong Creek flowed into the backs of thighs as I fished, pausing between casts to secure my balance in the current and admire a new hatch of pale yellow mayflies lift from the stream. Over my shoulder, the sun dropped into a farmer's cornfield, the final patch of orange light on the water enough for me to spot the small, vaguely metallic object at my feet. Retrieving it, I ran my thumb over its raised lettering, rubbing away the mud and a string of algae. A name appeared, along with an expiration date. June 1984, I had discovered arrowheads here in the past, so it didn't seem misplaced to find a tool used by modern man to obtain a meal.

2. I took a moment to consider how the card had come to rest in the bed of the Nammy. I thought may there was a story in it. I was curious to know if the owner had lost his wallet while fishing, the whole trip ruined the second he'd inventoried his cash or dug out his license for a game warden. Over time the leather would've rotted into fish food, with a scoured plastic remaining. I wondered how many miles the card might have ridden on spring floods over the past quarter of a century. For all I knew he could've been robbed, the thieves stripping out the money and tossing the billfold away later as they crossed a bridge.

3. Looking him up and phoning, I recited the card number and issuing bank. He laughed, recalling, it as the first credit account he'd ever taken out, a line of imaginary cash in those years when he had no real money. But that finally changed, he explained, after an industrial accident cost him his left eye, the payoff from the plant enabling him to retire eight years earlier than expected and move to a small hobby farm in southern Virginia. He told me a glass eye wasn't his style, so he had taken to wearing an eyepatch, which his wife still hates and his grandchildren- ages three, five and seven- have always loved, as it makes Grandpop look like a pirate. He called them his Miracle Grandbabies, born to a daughter who struggled with alcohol and drug addiction for years- her rock bottom in 1984, a year before she cleaned up for good.

4. But in the end the man couldn't remember ever losing his wallet, either by accident or theft. He said he'd never fished the Nammy, that, in fact, he'd always thought the sport a little boring and so I came to realise there was no story here.

A word in the story that means 'soar' is

• rub

• lift

• plant

• born

Question 5:

What does inclusion in education imply?

शिक्षा में समावेश का क्या अर्थ है ? 

• Placement of gifted children in special schools / प्रतिभाशाली बच्चों का विशेष विद्यालयों में नियोजन 

• Provisioning of separate sections for special children in an inclusive set up / समावेशी व्यवस्था में विशेष बच्चों के लिए अलग-अलग वर्गों का प्रावधान

• Provisioning of quality education to all children / सभी बच्चों को गुणवत्तापूर्ण शिक्षा का प्रावधान 

• Placement of specially abled in special schools / विशेष विद्यालयों में विकलांगों की शिक्षा का प्रबंध 

Question 6:

In EVS teaching-learning process, linking classroom experiences with real-life experiences outside classroom best implies.

ई.वी.एस. के शिक्षण-अधिगम प्रक्रम में, कक्षा के बाहर वास्तविक जीवन के अनुभवों से कक्षा के अनुभवों को जोड़ना सर्वाधिक संकेत करता है

• going beyond the level of learners / विद्यार्थियों के स्तर से बाहर जाना

• going beyond the textbooks / पाठ्यपुस्तकों से बाहर जाना

• going beyond the scope of curriculum / पाठ्यचर्या के क्षेत्र से बाहर जाना

• going beyond the specific grade / विशिष्ट स्तर से बाहर जाना

Question 7:

______ and _______promote active engagement or students in a classroom. 

________ और_______ एक कक्षा में विद्यार्थियों की सक्रिय भागीदारी को बढ़ावा देता है। 

• Drill and repeated practise/ ड्रिल और बार-बार अभ्यास 

• Passive listening and imitation. / निष्क्रिय रूप से श्रवण और नकल 

• Competition and friendly rivalry / प्रतिस्पर्धा और मैत्रीपूर्ण प्रतिद्वंदिता 

• Enquiry and questioning / अन्वेषण और पूछताछ

Question 8:

Which of the following process describes the nature of assessment?

निम्नलिखित में से कौन-सी प्रक्रियाएँ आकलन की प्रकृति की व्याख्या करती हैं?

A. Interactive / संवादात्मक

B. Constructive / रचनात्मक

C. Summative / योगात्मक

D. Evaluation / मूल्यांकन

• A, B and C / A, B और C

• A, C and D / A, C और D

• B, C and D / B, C और D

• A, B and D / A, B और D

Question 9:

Which of the following is NOT a constructive pedagogical strategy? 

निम्नलिखित में से कौन-सी एक रचनात्मक शैक्षणिक रणनीति नहीं है? 

• EnCouraging students to reproduce answers from the textbooks as it is/छात्रों को पाठ्यपुस्तकों के उत्तरों को ज्यों का त्यों पुनरुत्पादित करने के लिए प्रोत्साहित करना । 

• Encouraging intuitive guesses / सहज ज्ञान युक्त अनुमानों को प्रोत्साहित करना । 

• Giving opportunities for guided discovery/निर्देशित खोज के अवसर देना । 

• Presenting opportunities for discussion / चर्चा के अवसर प्रस्तुत करना । 

Question 10:

Assertion (A): Students should be given reasonable autonomy in the classroom to self- regulate their own learning. 

कथन (A) : छात्रों को अपने स्वयं के अधिगम को स्व- नियमित करने के लिए कक्षा में उचित स्वायत्तता दी जानी चाहिए। 

Reason (R) Learning is effective when the learners take ownership. 

तर्क (R) : अधिगम प्रभावी होता है जब शिक्षार्थी स्वामित्त्व करते हैं। 

Choose the correct option. / सही विकल्प चुनें।

• Both (A) and (R) are true but (R) is not the correct explanation of (A) / (A) और (R) दोनों सही हैं लेकिन (A) की (R) सही व्याख्या नहीं करता है

• (A) is true but (R) is false / (A) सही है लेकिन (R) गलत है। 

• Both (A) and (R) are false / (A) और (R) दोनों गलत हैं। 

• Both (A) and (R) are true and (R) is the correct explanation of (A) / (A) और (R) दोनों सही हैं और (A) की (R) सही व्याख्या करता है।