CTET Level -2 (16 June 2024)
Question 1:
अधोलिखितेषु उच्चारणस्य शिक्षण-अधिगम दृष्ट्या कः प्रभावकारिविधिः इति कथ्यते ?
Question 2:
Consider the following statement and choose the correct option.
निम्नलिखित कथनों पर विचार करें और सही विकल्प का चयन करें:
(A) Thematic approach is useful for developing a unit plan. / यूनिट योजना का विकास करने के लिए कथन परक उपागम उपयोगी है।
(R) Societal issues are better udnerstood through the study of interdisciplinary content. / अंतर्विषयक विषय-वस्तु के अध्ययन के माध्यम से सामाजिक मामलों को बेहतर समझा जाता है।
Question 3:
What is the relationship between State and Religion according to the Indian Constitution?
भारतीय संविधान के अनुसार राज्य और धर्म के बीच क्या संबंध है?
Question 4:
निर्देश: - अधोलिखितं गद्यांशं पठित्वा तदाधारित प्रश्नानां विकल्पात्मकोत्तरेषुः उचिततमम् उत्तरं चिनुत ।
नर्मदातीरे एकः वृक्षः आसीत् । तत्र स्वपरिश्रमेण निर्मितेषु नीडेषु खगाः सुखेन वसन्ति स्म। एकदा महती वृष्टिः अभवत्। सः वानरः वृष्टिजलेन अतीव आर्द्रः कम्पितः च अभवत् । खगाः शीतेन कम्पमानं वानरम् अवदन् भो वानर ! त्वं कष्टम् अनुभवसि । तत् कथं गृहस्य निर्माणं न करोषि ! यदा सः वानरः एतत् अशृणोत् तदा सः अचिन्तयत् अहो ! एते क्षुद्राः खगाः मां निन्दन्ति । सः वानरः खगानां नीडानि वृक्षात् अधः अपातयत् । खगानां नीडैः सह तेषाम् अण्डानि अपि नष्टानि । सत्यम् एव उक्तम् उपदेशो हि मूर्खाणां प्रकोपाय न शान्तये ।
'शाखामृगः' इत्यस्य अर्थे गद्यांशे कः शब्दः प्रयुक्तः?
Question 5:
Which of the following may be kept in view to develop evaluation procedures according to the RTE Act 2009?
आर.टी.ई. एक्ट 2009 के अनुसार, मूल्यांकन प्रक्रमों के विकास के लिए, निम्नलिखित में से किस पर विचार किया जा सकता है?
(a) Promote learning through activities/ क्रियाकलापों द्वारा अधिगम को प्रोन्नत करना
(b) Provide opportunities for exploration /अन्वेषण के लिए अवसर प्रदान करना
(c) Make provision for regularity in attendance/उपस्थिति में नियमितता का प्रबंध करना
(d) Make the child free from fear, trauma and anxiety/भय, सदमें एवं चिंता से बच्चे को मुक्त करना
Question 6:
निर्देश: - अधोलिखितं गद्यांशं पठित्वा तदाधारित प्रश्नानां विकल्पात्मकोत्तरेषुः उचिततमम् उत्तरं चिनुत ।
नर्मदातीरे एकः वृक्षः आसीत् । तत्र स्वपरिश्रमेण निर्मितेषु नीडेषु खगाः सुखेन वसन्ति स्म। एकदा महती वृष्टिः अभवत्। सः वानरः वृष्टिजलेन अतीव आर्द्रः कम्पितः च अभवत् । खगाः शीतेन कम्पमानं वानरम् अवदन् भो वानर ! त्वं कष्टम् अनुभवसि । तत् कथं गृहस्य निर्माणं न करोषि ! यदा सः वानरः एतत् अशृणोत् तदा सः अचिन्तयत् अहो ! एते क्षुद्राः खगाः मां निन्दन्ति । सः वानरः खगानां नीडानि वृक्षात् अधः अपातयत् । खगानां नीडैः सह तेषाम् अण्डानि अपि नष्टानि । सत्यम् एव उक्तम् उपदेशो हि मूर्खाणां प्रकोपाय न शान्तये ।
गद्यांशे प्रयुक्तस्य नीडशब्दस्य पर्यायवाची निम्नलिखितेषु कः शब्दः समीचीनः ?
Question 7:
What is 'content oriented language inputs'?
Question 8:
Prejudice would mean:
(A) Judging people negatively.
(B) Seeing some people as inferior.
(C) Fixing people into one image.
पूर्वाग्रह का अर्थ होगा:
(A) लोगों के बारे में नकारात्मक राय बनाना।
(B) लोगों को हीनता की दृष्टि से देखना ।
(C) लोगों को एक ही छवि में बाँधना
Choose the appropriate answer. उपयुक्त विकल्प का चुनाव कीजिए ।
Question 9:
The Tamil epic, "Silappadikaram' was composed by:
तमिल महाकाव्य, 'सिलप्पदिकारम' की रचना की गई थी-
Question 10:
Read the passage given below and answer the question that follow by choosing the most appropriate option from the given one/
She took me into the station dining-room, ordered tea and samosas and jalebies, and at once I began to thaw and take a new interest in this kind woman. The strange encounter had little effect on my appetite. I was a hungry school boy and I ate as much as I could in as polite a manner as possible. She took obvious pleasure in watching me eat and I think it was the food that strengthened the bond between us and cemented our friendship, for under the influence of the tea and sweets I began to talk quite freely and told her about my school, my friends, my likes and dislikes/
2. She questioned me quietly from time to time, but preferred listening; she drew me out very well and I had soon forgotten that we were strangers. But she did not ask me about my family or where I lived and I did not ask her where she lived. I accepted her for what she had been to me a quiet, kind and gentlewoman who gave sweets to a lonely boy on a railway platform/
3. After about half-an-hour we left the dining- room and began walking back along the platform. An engine was shunting up and down beside platform No. 8 and as it approached, a boy leapt off the platform and ran across the rails, taking a short cut to the next platform. He was at a safe distance from the engine and there was no danger unless he had fallen; but as he leapt across the rails, the woman clutched my arm/
4. Her fingers dug into my flesh and I winced with pain. I caught her fingers and looked up at her and I saw a spasm of pain and fear and sadness pass across her face. She watched the boy as he climbed other platform and it was not until he had disappeared in the crowd that she relaxed her hold on my arm. She smiled at me reassuringly and took my hand again: but her fingers trembled against mine/
Read the following combinations and choose the one that does NOT match the woman's character