CTET Previous Year Question Paper - 1 Set D (July - 2024) | CTET Previous Year Question Papers - CTET & State TET PDF Download

 Page 1


JSS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 48 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 48 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
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 D.  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 D 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 : ____________________________________________________________________________________________
!JSS-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 D „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 D ?§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
D
Page 2


JSS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 48 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 48 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
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 D.  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 D 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 : ____________________________________________________________________________________________
!JSS-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 D „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 D ?§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
D
P-I  !JSS-24-I! D
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
1. Learners feel engaged and actively involved in process of learning when :
(1) their prior knowledge is discarded and negated.
(2) activities are related to their context.
(3) focus of learning is repetition and memorization.
(4) socio-emotional needs of learners are ignored.
Á‡Ê?ÊÊÕ˸ •Áœª? ¬?Á??§ÿÊ ??¥ vÿSà •ÊÒ/U ‚Á??§ÿ M§¬ ‚? ‡ÊÊÁ?‹ ?„‚Í‚ ?§/UÃ? „Ò¥ ¡’ —
(1) ©Ÿ??§ ¬Í?¸ ôÊÊŸ ?§Ê? ¬ÎÕ?§ Á?§ÿÊ ¡ÊÃÊ „Ò •ÊÒ/U Ÿ?§Ê/UÊ ¡ÊÃÊ „Ò–
(2) ªÁÃÁ?ÁœÿÊ° ©Ÿ??§ ‚¥Œ÷¸ ‚? ‚¥’¥ÁœÃ „Ê?ÃË „Ò¥–
(3) •Áœª? ?§Ê ’‹ ŒÊ?„/UÊ? •ÊÒ/U /U˜UŸ? ¬/U „Ê?ÃÊ „Ò–
(4) Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ?§Ë ‚Ê?ÊÁ¡?§-÷Ê?ŸÊà??§ •Ê?‡ÿ?§ÃÊ•Ê?¥ ?§Ë ©¬??ÊÊ ?§Ë ¡ÊÃË „Ò–
2. Assertion (A) : Teachers should provide emotional support to children in the classrooms to ensure
effective learning.
Reason (R) : Emotions and cognition are related to each other in complex ways.
Choose the correct option.
(1) Both (A) and (R) are false.
(2) Both (A) and (R) are true and (R) is the correct explanation of (A).
(3) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(4) (A) is true but (R) is false.
•Á÷?§ÕŸ (A) : Á‡Ê?Ê?§Ê?¥ ?§Ê? ?§?ÊÊ ??¥ ¬?÷Ê?Ë ‚¥ôÊÊŸ ‚ÈÁŸÁ‡øà ?§/UŸ? ??§ Á‹8 ’ìÊÊ?¥ ?§Ê? ‚¥??ªÊà??§ ‚„Ê/UÊ Œ?ŸÊ øÊÁ„8–
?§Ê/UáÊ (R) : ‚¥??ª ? ‚¥ôÊÊŸ 8?§ ŒÍ‚/?U ‚? ¡Á˜U‹ M§¬ ‚? ‚¥’¥ÁœÃ „Ò¥–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(4) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
3. Children with ‘learning difficulties’ typically :
(1) Have very low IQ as diagnosed through standard intelligence tests.
(2) Have difficulties in reading due to their poor sight.
(3) Have problems in regulating their emotions.
(4) Have confusion with letter and alphabets that look alike.
•Ê?ÃÊÒ/U ¬/U “‚ËpŸ? ?§Ë •?Ê?ÃÊ/?§Á?UŸÊßÿÊ?¥” ?Ê‹? ’ëøÊ?¥ ??¥ —
(1) ?ÊŸ?§ ’ÈÁh ¬/UË?ÊáÊÊ?¥ ??§ ?Êäÿ? ‚? ÁŸŒÊÁŸÃ ’„Èà ?§? ’ÈÁh ‹Áéœ „Ê?ÃË „Ò–
(2) Ÿ¡/U ?§?¡Ê?/U „Ê?Ÿ? ??§ ?§Ê/UáÊ ¬…?Ÿ? ??¥ ¬/?U‡ÊÊŸË „Ê?ÃË „Ò–
(3) •¬ŸË ÷Ê?ŸÊ•Ê?¥ ?§Ê? ÁŸÿ¥ÁòÊà ?§/UŸ? ??¥ ‚?SÿÊ „Ê?ÃË „Ò–
(4) 8?§ ¡Ò‚? ÁŒpŸ? ?Ê‹? •?Ê/U •ÊÒ/U ?áʸ ?§Ê? ‹??§/U ÷?? „Ê?ÃÊ „Ò–
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–
Page 3


JSS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 48 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 48 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
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 D.  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 D 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 : ____________________________________________________________________________________________
!JSS-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 D „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 D ?§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
D
P-I  !JSS-24-I! D
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
1. Learners feel engaged and actively involved in process of learning when :
(1) their prior knowledge is discarded and negated.
(2) activities are related to their context.
(3) focus of learning is repetition and memorization.
(4) socio-emotional needs of learners are ignored.
Á‡Ê?ÊÊÕ˸ •Áœª? ¬?Á??§ÿÊ ??¥ vÿSà •ÊÒ/U ‚Á??§ÿ M§¬ ‚? ‡ÊÊÁ?‹ ?„‚Í‚ ?§/UÃ? „Ò¥ ¡’ —
(1) ©Ÿ??§ ¬Í?¸ ôÊÊŸ ?§Ê? ¬ÎÕ?§ Á?§ÿÊ ¡ÊÃÊ „Ò •ÊÒ/U Ÿ?§Ê/UÊ ¡ÊÃÊ „Ò–
(2) ªÁÃÁ?ÁœÿÊ° ©Ÿ??§ ‚¥Œ÷¸ ‚? ‚¥’¥ÁœÃ „Ê?ÃË „Ò¥–
(3) •Áœª? ?§Ê ’‹ ŒÊ?„/UÊ? •ÊÒ/U /U˜UŸ? ¬/U „Ê?ÃÊ „Ò–
(4) Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ?§Ë ‚Ê?ÊÁ¡?§-÷Ê?ŸÊà??§ •Ê?‡ÿ?§ÃÊ•Ê?¥ ?§Ë ©¬??ÊÊ ?§Ë ¡ÊÃË „Ò–
2. Assertion (A) : Teachers should provide emotional support to children in the classrooms to ensure
effective learning.
Reason (R) : Emotions and cognition are related to each other in complex ways.
Choose the correct option.
(1) Both (A) and (R) are false.
(2) Both (A) and (R) are true and (R) is the correct explanation of (A).
(3) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(4) (A) is true but (R) is false.
•Á÷?§ÕŸ (A) : Á‡Ê?Ê?§Ê?¥ ?§Ê? ?§?ÊÊ ??¥ ¬?÷Ê?Ë ‚¥ôÊÊŸ ‚ÈÁŸÁ‡øà ?§/UŸ? ??§ Á‹8 ’ìÊÊ?¥ ?§Ê? ‚¥??ªÊà??§ ‚„Ê/UÊ Œ?ŸÊ øÊÁ„8–
?§Ê/UáÊ (R) : ‚¥??ª ? ‚¥ôÊÊŸ 8?§ ŒÍ‚/?U ‚? ¡Á˜U‹ M§¬ ‚? ‚¥’¥ÁœÃ „Ò¥–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(4) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
3. Children with ‘learning difficulties’ typically :
(1) Have very low IQ as diagnosed through standard intelligence tests.
(2) Have difficulties in reading due to their poor sight.
(3) Have problems in regulating their emotions.
(4) Have confusion with letter and alphabets that look alike.
•Ê?ÃÊÒ/U ¬/U “‚ËpŸ? ?§Ë •?Ê?ÃÊ/?§Á?UŸÊßÿÊ?¥” ?Ê‹? ’ëøÊ?¥ ??¥ —
(1) ?ÊŸ?§ ’ÈÁh ¬/UË?ÊáÊÊ?¥ ??§ ?Êäÿ? ‚? ÁŸŒÊÁŸÃ ’„Èà ?§? ’ÈÁh ‹Áéœ „Ê?ÃË „Ò–
(2) Ÿ¡/U ?§?¡Ê?/U „Ê?Ÿ? ??§ ?§Ê/UáÊ ¬…?Ÿ? ??¥ ¬/?U‡ÊÊŸË „Ê?ÃË „Ò–
(3) •¬ŸË ÷Ê?ŸÊ•Ê?¥ ?§Ê? ÁŸÿ¥ÁòÊà ?§/UŸ? ??¥ ‚?SÿÊ „Ê?ÃË „Ò–
(4) 8?§ ¡Ò‚? ÁŒpŸ? ?Ê‹? •?Ê/U •ÊÒ/U ?áʸ ?§Ê? ‹??§/U ÷?? „Ê?ÃÊ „Ò–
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–
P-I  !JSS-24-I! D
3
4. Which of the following statement best describes the role of the teacher in progressive education ?
(1) The teacher leaves the children on their own to work independently.
(2) The teacher is the primary source of knowledge.
(3) The teacher serves as a facilitator.
(4) The teacher implements the prescribed curriculum ‘as it is’.
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ?§ÕŸ ¬?ªÁÇÊË‹ Á‡Ê?ÊÊ ??¥ Á‡Ê?Ê?§ ?§Ë ÷ÍÁ??§Ê ?§Ê ‚’‚? •ë¿UÊ ?áʸŸ ?§/UÃÊ „Ò?
(1) Á‡Ê?Ê?§ ’ëøÊ?¥ ?§Ê? S?Ã¥òÊ M§¬ ‚? ?§Êÿ¸ ?§/UŸ? ??§ Á‹8 ©Ÿ??§ „Ê‹ ¬/U ¿UÊ?«? Œ?Ã? „Ò¥–
(2) Á‡Ê?Ê?§ ôÊÊŸ ?§Ê ¬?ÊÕÁ??§ dÊ?à „Ê?Ã? „Ò¥–
(3) Á‡Ê?Ê?§ 8?§ ‚ÈÁ?œÊ¬?ŒÊÃÊ ??§ M§¬ ??¥ ?§Êÿ¸ ?§/UÃ? „Ò¥–
(4) Á‡Ê?Ê?§ ÁŸœÊ¸Á/Uà ¬Ê?K??§? ?§Ê? “íÿÊ?¥ ?§Ê àÿÊ?¥” ‹ÊªÍ ?§/UÃ? „Ò¥–
5. Which of the following is correct in context of gifted children ?
(1) Gifted students learn at comparatively advanced pace than other students.
(2) Gifted children are free from risk of learning disability.
(3) Gifted children certainly excel in all areas academic, social and emotional.
(4) Gifted students are always happy, popular and well adjusted.
¬?ÁÃ÷ʇÊÊ‹Ë ’ëøÊ?¥ ??§ ‚¥Œ÷¸ ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ‚„Ë „Ò?
(1) ¬?ÁÃ÷ʇÊÊ‹Ë ¿UÊòÊ •ãÿ ¿UÊòÊÊ?¥ ?§Ë ÃÈ‹ŸÊ ??¥ •¬??ÊÊ?Χà ©ãŸÃ ªÁà ‚? ‚ËpÃ? „Ò¥–
(2) ¬?ÁÃ÷ʇÊÊ‹Ë ’ëø? ‚ËpŸ? ?§Ë •?Ê?ÃÊ ??§ ¡Ê?Áp? ‚? ?ÈÄà „Ê?Ã? „Ò¥–
(3) ¬?ÁÃ÷ʇÊÊ‹Ë ’ëø? ÁŸÁ‡øà M§¬ ‚? ‡ÊÒ?ÊÁáÊ?§, ‚Ê?ÊÁ¡?§ •ÊÒ/U ÷Ê?ŸÊà??§ ‚÷Ë ?Ê?òÊÊ?¥ ??¥ ©à?Χc˜UÃÊ ¬?Êåà ?§/UÃ? „Ò¥–
(4) ¬?ÁÃ÷ʇÊÊ‹Ë ¿UÊòÊ „??‡ÊÊ pȇÊ, ‹Ê??§Á¬?ÿ •ÊÒ/U •ë¿UË Ã/U„ ‚? ‚?ÊÿÊ?Á¡Ã „Ê?Ã? „Ò¥–
6. As per Jean Piaget, pre-operational stage is characterized by abilities to perform :
(1) Symbolic play and animism (2) Classification and seriation
(3) Conservation and abstract thinking (4) Imitation and reversibility
¡ËŸ Á¬ÿÊ¡? ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ?§ÊÒŸ-‚Ë ?Ê?ÃÊ8° ¬Í?¸-‚¥Á??§ÿÊà??§ •?SÕÊ ?§Ë Á?‡Ê?·ÃÊ „Ò¥?
(1) ¬?ÃË?§Êà??§ p?‹ •ÊÒ/U ¡Ë??ÊŒ (2) ?ªË¸?§/UáÊ •ÊÒ/U ??§?’Œ˜œÃÊ
(3) ‚¥/U?ÊáÊ •ÊÒ/U •?Íø Áø¥ÃŸ (4) Ÿ?§‹ •ÊÒ/U ¬?ÁÃ?Ã˸ÃÊ
7. What is the primary purpose of asking critical thinking questions ?
(1) To encourage students to memorize information.
(2) To enable students to develop procedural knowledge.
(3) To assess students’ knowledge and understanding skills.
(4) To promote higher-level thinking and problem-solving skills.
•Ê‹Ê?øŸÊà??§ ‚Ê?ø ?Ê‹? ¬?‡Ÿ ¬Í¿UŸ? ?§Ê ¬?ÊÕÁ??§ ©g?‡ÿ ÄÿÊ „Ò?
(1) ¿UÊòÊÊ?¥ ?§Ê? ¡ÊŸ?§Ê/UË ÿÊŒ /UpŸ? ??§ Á‹8 ¬?Ê?à‚ÊÁ„à ?§/UŸÊ–
(2) ¿UÊòÊÊ?¥ ?§Ê? ¬?Á??§ÿÊà??§ ôÊÊŸ Á??§Á‚à ?§/UŸ? ??¥ ‚?Ê? ’ŸÊŸÊ–
(3) ¿UÊòÊÊ?¥ ??§ ôÊÊŸ •ÊÒ/U ‚?¤Ê ?§Ê҇ʋ ?§Ê •Ê?§‹Ÿ ?§/UŸ? ??§ Á‹8–
(4) ©ëø SÃ/UËÿ ‚Ê?ø •ÊÒ/U ‚?SÿÊ ‚?ʜʟ ?§Ê҇ʋ ?§Ê? ’…?Ê?Ê Œ?ŸÊ–
Page 4


JSS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 48 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 48 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
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 D.  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 D 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 : ____________________________________________________________________________________________
!JSS-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 D „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 D ?§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
D
P-I  !JSS-24-I! D
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
1. Learners feel engaged and actively involved in process of learning when :
(1) their prior knowledge is discarded and negated.
(2) activities are related to their context.
(3) focus of learning is repetition and memorization.
(4) socio-emotional needs of learners are ignored.
Á‡Ê?ÊÊÕ˸ •Áœª? ¬?Á??§ÿÊ ??¥ vÿSà •ÊÒ/U ‚Á??§ÿ M§¬ ‚? ‡ÊÊÁ?‹ ?„‚Í‚ ?§/UÃ? „Ò¥ ¡’ —
(1) ©Ÿ??§ ¬Í?¸ ôÊÊŸ ?§Ê? ¬ÎÕ?§ Á?§ÿÊ ¡ÊÃÊ „Ò •ÊÒ/U Ÿ?§Ê/UÊ ¡ÊÃÊ „Ò–
(2) ªÁÃÁ?ÁœÿÊ° ©Ÿ??§ ‚¥Œ÷¸ ‚? ‚¥’¥ÁœÃ „Ê?ÃË „Ò¥–
(3) •Áœª? ?§Ê ’‹ ŒÊ?„/UÊ? •ÊÒ/U /U˜UŸ? ¬/U „Ê?ÃÊ „Ò–
(4) Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ?§Ë ‚Ê?ÊÁ¡?§-÷Ê?ŸÊà??§ •Ê?‡ÿ?§ÃÊ•Ê?¥ ?§Ë ©¬??ÊÊ ?§Ë ¡ÊÃË „Ò–
2. Assertion (A) : Teachers should provide emotional support to children in the classrooms to ensure
effective learning.
Reason (R) : Emotions and cognition are related to each other in complex ways.
Choose the correct option.
(1) Both (A) and (R) are false.
(2) Both (A) and (R) are true and (R) is the correct explanation of (A).
(3) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(4) (A) is true but (R) is false.
•Á÷?§ÕŸ (A) : Á‡Ê?Ê?§Ê?¥ ?§Ê? ?§?ÊÊ ??¥ ¬?÷Ê?Ë ‚¥ôÊÊŸ ‚ÈÁŸÁ‡øà ?§/UŸ? ??§ Á‹8 ’ìÊÊ?¥ ?§Ê? ‚¥??ªÊà??§ ‚„Ê/UÊ Œ?ŸÊ øÊÁ„8–
?§Ê/UáÊ (R) : ‚¥??ª ? ‚¥ôÊÊŸ 8?§ ŒÍ‚/?U ‚? ¡Á˜U‹ M§¬ ‚? ‚¥’¥ÁœÃ „Ò¥–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(4) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
3. Children with ‘learning difficulties’ typically :
(1) Have very low IQ as diagnosed through standard intelligence tests.
(2) Have difficulties in reading due to their poor sight.
(3) Have problems in regulating their emotions.
(4) Have confusion with letter and alphabets that look alike.
•Ê?ÃÊÒ/U ¬/U “‚ËpŸ? ?§Ë •?Ê?ÃÊ/?§Á?UŸÊßÿÊ?¥” ?Ê‹? ’ëøÊ?¥ ??¥ —
(1) ?ÊŸ?§ ’ÈÁh ¬/UË?ÊáÊÊ?¥ ??§ ?Êäÿ? ‚? ÁŸŒÊÁŸÃ ’„Èà ?§? ’ÈÁh ‹Áéœ „Ê?ÃË „Ò–
(2) Ÿ¡/U ?§?¡Ê?/U „Ê?Ÿ? ??§ ?§Ê/UáÊ ¬…?Ÿ? ??¥ ¬/?U‡ÊÊŸË „Ê?ÃË „Ò–
(3) •¬ŸË ÷Ê?ŸÊ•Ê?¥ ?§Ê? ÁŸÿ¥ÁòÊà ?§/UŸ? ??¥ ‚?SÿÊ „Ê?ÃË „Ò–
(4) 8?§ ¡Ò‚? ÁŒpŸ? ?Ê‹? •?Ê/U •ÊÒ/U ?áʸ ?§Ê? ‹??§/U ÷?? „Ê?ÃÊ „Ò–
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–
P-I  !JSS-24-I! D
3
4. Which of the following statement best describes the role of the teacher in progressive education ?
(1) The teacher leaves the children on their own to work independently.
(2) The teacher is the primary source of knowledge.
(3) The teacher serves as a facilitator.
(4) The teacher implements the prescribed curriculum ‘as it is’.
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ?§ÕŸ ¬?ªÁÇÊË‹ Á‡Ê?ÊÊ ??¥ Á‡Ê?Ê?§ ?§Ë ÷ÍÁ??§Ê ?§Ê ‚’‚? •ë¿UÊ ?áʸŸ ?§/UÃÊ „Ò?
(1) Á‡Ê?Ê?§ ’ëøÊ?¥ ?§Ê? S?Ã¥òÊ M§¬ ‚? ?§Êÿ¸ ?§/UŸ? ??§ Á‹8 ©Ÿ??§ „Ê‹ ¬/U ¿UÊ?«? Œ?Ã? „Ò¥–
(2) Á‡Ê?Ê?§ ôÊÊŸ ?§Ê ¬?ÊÕÁ??§ dÊ?à „Ê?Ã? „Ò¥–
(3) Á‡Ê?Ê?§ 8?§ ‚ÈÁ?œÊ¬?ŒÊÃÊ ??§ M§¬ ??¥ ?§Êÿ¸ ?§/UÃ? „Ò¥–
(4) Á‡Ê?Ê?§ ÁŸœÊ¸Á/Uà ¬Ê?K??§? ?§Ê? “íÿÊ?¥ ?§Ê àÿÊ?¥” ‹ÊªÍ ?§/UÃ? „Ò¥–
5. Which of the following is correct in context of gifted children ?
(1) Gifted students learn at comparatively advanced pace than other students.
(2) Gifted children are free from risk of learning disability.
(3) Gifted children certainly excel in all areas academic, social and emotional.
(4) Gifted students are always happy, popular and well adjusted.
¬?ÁÃ÷ʇÊÊ‹Ë ’ëøÊ?¥ ??§ ‚¥Œ÷¸ ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ‚„Ë „Ò?
(1) ¬?ÁÃ÷ʇÊÊ‹Ë ¿UÊòÊ •ãÿ ¿UÊòÊÊ?¥ ?§Ë ÃÈ‹ŸÊ ??¥ •¬??ÊÊ?Χà ©ãŸÃ ªÁà ‚? ‚ËpÃ? „Ò¥–
(2) ¬?ÁÃ÷ʇÊÊ‹Ë ’ëø? ‚ËpŸ? ?§Ë •?Ê?ÃÊ ??§ ¡Ê?Áp? ‚? ?ÈÄà „Ê?Ã? „Ò¥–
(3) ¬?ÁÃ÷ʇÊÊ‹Ë ’ëø? ÁŸÁ‡øà M§¬ ‚? ‡ÊÒ?ÊÁáÊ?§, ‚Ê?ÊÁ¡?§ •ÊÒ/U ÷Ê?ŸÊà??§ ‚÷Ë ?Ê?òÊÊ?¥ ??¥ ©à?Χc˜UÃÊ ¬?Êåà ?§/UÃ? „Ò¥–
(4) ¬?ÁÃ÷ʇÊÊ‹Ë ¿UÊòÊ „??‡ÊÊ pȇÊ, ‹Ê??§Á¬?ÿ •ÊÒ/U •ë¿UË Ã/U„ ‚? ‚?ÊÿÊ?Á¡Ã „Ê?Ã? „Ò¥–
6. As per Jean Piaget, pre-operational stage is characterized by abilities to perform :
(1) Symbolic play and animism (2) Classification and seriation
(3) Conservation and abstract thinking (4) Imitation and reversibility
¡ËŸ Á¬ÿÊ¡? ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ?§ÊÒŸ-‚Ë ?Ê?ÃÊ8° ¬Í?¸-‚¥Á??§ÿÊà??§ •?SÕÊ ?§Ë Á?‡Ê?·ÃÊ „Ò¥?
(1) ¬?ÃË?§Êà??§ p?‹ •ÊÒ/U ¡Ë??ÊŒ (2) ?ªË¸?§/UáÊ •ÊÒ/U ??§?’Œ˜œÃÊ
(3) ‚¥/U?ÊáÊ •ÊÒ/U •?Íø Áø¥ÃŸ (4) Ÿ?§‹ •ÊÒ/U ¬?ÁÃ?Ã˸ÃÊ
7. What is the primary purpose of asking critical thinking questions ?
(1) To encourage students to memorize information.
(2) To enable students to develop procedural knowledge.
(3) To assess students’ knowledge and understanding skills.
(4) To promote higher-level thinking and problem-solving skills.
•Ê‹Ê?øŸÊà??§ ‚Ê?ø ?Ê‹? ¬?‡Ÿ ¬Í¿UŸ? ?§Ê ¬?ÊÕÁ??§ ©g?‡ÿ ÄÿÊ „Ò?
(1) ¿UÊòÊÊ?¥ ?§Ê? ¡ÊŸ?§Ê/UË ÿÊŒ /UpŸ? ??§ Á‹8 ¬?Ê?à‚ÊÁ„à ?§/UŸÊ–
(2) ¿UÊòÊÊ?¥ ?§Ê? ¬?Á??§ÿÊà??§ ôÊÊŸ Á??§Á‚à ?§/UŸ? ??¥ ‚?Ê? ’ŸÊŸÊ–
(3) ¿UÊòÊÊ?¥ ??§ ôÊÊŸ •ÊÒ/U ‚?¤Ê ?§Ê҇ʋ ?§Ê •Ê?§‹Ÿ ?§/UŸ? ??§ Á‹8–
(4) ©ëø SÃ/UËÿ ‚Ê?ø •ÊÒ/U ‚?SÿÊ ‚?ʜʟ ?§Ê҇ʋ ?§Ê? ’…?Ê?Ê Œ?ŸÊ–
P-I  !JSS-24-I! D
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8. Heredity totally determine an individual’s :
(i) Sex (ii) Gender
(iii) Academic Success (iv) Learning Style
(1) (ii), (iii), (iv) (2) (i) (3) (ii) (4) (i), (iii), (iv)
•ÊŸÈ?¥Á‡Ê?§ÃÊ ¬Í/UË Ã/U„ ‚? 8?§ vÿÁÄà ??§/?§Ë __________ ?§Ê ÁŸœÊ¸/UáÊ ?§/UÃË „Ò–
(i) ‚?Ä‚ (ii) ¡?¥«U/U
(iii) ‡ÊÒ?ÊÁáÊ?§ ‚»§‹ÃÊ (iv) ‚ËpŸ? ?§Ë ‡ÊÒ‹Ë
(1) (ii), (iii), (iv) (2) (i) (3) (ii) (4) (i), (iii), (iv)
9. Growth in height and weight of children is an example of :
(1) Change in cognitive domain (2) Quantitative change
(3) Qualitative change (4) Change in affective domain
’ëøÊ?¥ ?§Ë ‹ê’Ê߸ •ÊÒ/U ?¡Ÿ ??¥ ?ÎÁh Á?§‚?§Ê ©ŒÊ„/UáÊ „Ò?
(1) ‚¥ôÊÊŸÊà??§ ¬Á/U?øŸ (2) ?ÊòÊÊà??§ ¬Á/U?øŸ
(3) ªÈáÊÊà??§ ¬Á/U?øŸ (4) ÷Ê?Êà??§ ¬Á/U?øŸ
10. According to Lev Vygotsky, children regulate their own behaviour through the :
(1) Use of self-reinforcement (2) Processes of adaptation
(3) Use of inner speech (4) Process of equilibration
‹?? ?ÊÿªÊ?àS?§Ë ??§ •ŸÈ‚Ê/U, ’ëø? •¬Ÿ? S?ÿ¥ ??§ vÿ?„Ê/U ?§Ê? Á?§‚ ¬??§Ê/U ÁŸÿÁ?à ?§/UÃ? „Ò¥?
(1) pÈŒ ?§Ê? ¬ÈŸ’¸‹Ÿ ??§ ©¬ÿÊ?ª mÊ/UÊ (2) •ŸÈ?ͧ‹Ÿ ?§Ë ¬?Á??§ÿÊ8° mÊ/UÊ
(3) •Êà? ?Ê?˜§ ??§ ¬?ÿÊ?ª mÊ/UÊ (4) ‚¥ÃÈ‹Ë?§/UáÊ ?§Ë ¬?Á??§ÿÊ mÊ/UÊ
11. Which of the following statement about development is correct ?
(1) Different aspects of development are independent to each other.
(2) Development is a discontinuous process.
(3) Development occurs in a spiral manner, not linear.
(4) Development proceeds from specific to general.
Á??§Ê‚ ??§ ‚ãŒ÷¸ ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ?§ÕŸ ‚„Ë „Ò?
(1) Á??§Ê‚ ??§ Á?Á÷㟠¬„‹Í 8?§-ŒÍ‚/?U ‚? S?Ã¥òÊ „Ê?Ã? „Ò¥–
(2) Á??§Ê‚ 8?§ •‚Ãà ¬?Á??§ÿÊ „Ò–
(3) Á??§Ê‚ øÁ??§ÿ Ã/UË??§ ‚? „Ê?ÃÊ „Ò, /ÒUÁp?§ Ÿ„Ë¥–
(4) Á??§Ê‚ Á?Á‡Êc˜U ‚? ‚Ê?Êãÿ ?§Ë •Ê?/U ’…?ÃÊ „Ò–
12. Which pedagogical approach would be adopted by teachers who firmly believe in constructivism
to teach concepts of floating and sinking to class V children ?
(1) Guided discovery (2) Lecture method
(3) Showing videos (4) Showing power point presentation
?§?ÊÊ ¬Ê°ø?Ë¥ ??§ ’ëøÊ?¥ ?§Ê? ÃÒ/UŸ? •ÊÒ/U «ÍU’Ÿ? ?§Ë •?œÊ/UáÊÊ•Ê?¥ ?§Ê? ¬…?ÊŸ? ??§ Á‹8 ‚¥/UøŸÊ?ÊŒ ??¥ ŒÎ…? Á?‡?Ê‚ /UpŸ? ?Ê‹? Á‡Ê?Ê?§Ê?¥
mÊ/UÊ ?§ÊÒŸ-‚Ê ‡ÊÒ?ÊÁáÊ?§ ŒÎÁc˜U?§Ê?áÊ •¬ŸÊÿÊ ¡Ê8ªÊ?
(1) ÁŸŒ?¸Á‡Êà pÊ?¡ (2) vÿÊÅÿÊŸ Á?Áœ
(3) ?ËÁ«UÿÊ? ÁŒpÊŸÊ (4) ¬Ê?/U å?Êߥ˜U ¬?SÃÈÃË?§/UáÊ ÁŒpÊŸÊ
Page 5


JSS-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 48 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 48 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
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 D.  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 D 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 : ____________________________________________________________________________________________
!JSS-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 D „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 D ?§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
D
P-I  !JSS-24-I! D
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
1. Learners feel engaged and actively involved in process of learning when :
(1) their prior knowledge is discarded and negated.
(2) activities are related to their context.
(3) focus of learning is repetition and memorization.
(4) socio-emotional needs of learners are ignored.
Á‡Ê?ÊÊÕ˸ •Áœª? ¬?Á??§ÿÊ ??¥ vÿSà •ÊÒ/U ‚Á??§ÿ M§¬ ‚? ‡ÊÊÁ?‹ ?„‚Í‚ ?§/UÃ? „Ò¥ ¡’ —
(1) ©Ÿ??§ ¬Í?¸ ôÊÊŸ ?§Ê? ¬ÎÕ?§ Á?§ÿÊ ¡ÊÃÊ „Ò •ÊÒ/U Ÿ?§Ê/UÊ ¡ÊÃÊ „Ò–
(2) ªÁÃÁ?ÁœÿÊ° ©Ÿ??§ ‚¥Œ÷¸ ‚? ‚¥’¥ÁœÃ „Ê?ÃË „Ò¥–
(3) •Áœª? ?§Ê ’‹ ŒÊ?„/UÊ? •ÊÒ/U /U˜UŸ? ¬/U „Ê?ÃÊ „Ò–
(4) Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ?§Ë ‚Ê?ÊÁ¡?§-÷Ê?ŸÊà??§ •Ê?‡ÿ?§ÃÊ•Ê?¥ ?§Ë ©¬??ÊÊ ?§Ë ¡ÊÃË „Ò–
2. Assertion (A) : Teachers should provide emotional support to children in the classrooms to ensure
effective learning.
Reason (R) : Emotions and cognition are related to each other in complex ways.
Choose the correct option.
(1) Both (A) and (R) are false.
(2) Both (A) and (R) are true and (R) is the correct explanation of (A).
(3) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(4) (A) is true but (R) is false.
•Á÷?§ÕŸ (A) : Á‡Ê?Ê?§Ê?¥ ?§Ê? ?§?ÊÊ ??¥ ¬?÷Ê?Ë ‚¥ôÊÊŸ ‚ÈÁŸÁ‡øà ?§/UŸ? ??§ Á‹8 ’ìÊÊ?¥ ?§Ê? ‚¥??ªÊà??§ ‚„Ê/UÊ Œ?ŸÊ øÊÁ„8–
?§Ê/UáÊ (R) : ‚¥??ª ? ‚¥ôÊÊŸ 8?§ ŒÍ‚/?U ‚? ¡Á˜U‹ M§¬ ‚? ‚¥’¥ÁœÃ „Ò¥–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(4) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
3. Children with ‘learning difficulties’ typically :
(1) Have very low IQ as diagnosed through standard intelligence tests.
(2) Have difficulties in reading due to their poor sight.
(3) Have problems in regulating their emotions.
(4) Have confusion with letter and alphabets that look alike.
•Ê?ÃÊÒ/U ¬/U “‚ËpŸ? ?§Ë •?Ê?ÃÊ/?§Á?UŸÊßÿÊ?¥” ?Ê‹? ’ëøÊ?¥ ??¥ —
(1) ?ÊŸ?§ ’ÈÁh ¬/UË?ÊáÊÊ?¥ ??§ ?Êäÿ? ‚? ÁŸŒÊÁŸÃ ’„Èà ?§? ’ÈÁh ‹Áéœ „Ê?ÃË „Ò–
(2) Ÿ¡/U ?§?¡Ê?/U „Ê?Ÿ? ??§ ?§Ê/UáÊ ¬…?Ÿ? ??¥ ¬/?U‡ÊÊŸË „Ê?ÃË „Ò–
(3) •¬ŸË ÷Ê?ŸÊ•Ê?¥ ?§Ê? ÁŸÿ¥ÁòÊà ?§/UŸ? ??¥ ‚?SÿÊ „Ê?ÃË „Ò–
(4) 8?§ ¡Ò‚? ÁŒpŸ? ?Ê‹? •?Ê/U •ÊÒ/U ?áʸ ?§Ê? ‹??§/U ÷?? „Ê?ÃÊ „Ò–
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–
P-I  !JSS-24-I! D
3
4. Which of the following statement best describes the role of the teacher in progressive education ?
(1) The teacher leaves the children on their own to work independently.
(2) The teacher is the primary source of knowledge.
(3) The teacher serves as a facilitator.
(4) The teacher implements the prescribed curriculum ‘as it is’.
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ?§ÕŸ ¬?ªÁÇÊË‹ Á‡Ê?ÊÊ ??¥ Á‡Ê?Ê?§ ?§Ë ÷ÍÁ??§Ê ?§Ê ‚’‚? •ë¿UÊ ?áʸŸ ?§/UÃÊ „Ò?
(1) Á‡Ê?Ê?§ ’ëøÊ?¥ ?§Ê? S?Ã¥òÊ M§¬ ‚? ?§Êÿ¸ ?§/UŸ? ??§ Á‹8 ©Ÿ??§ „Ê‹ ¬/U ¿UÊ?«? Œ?Ã? „Ò¥–
(2) Á‡Ê?Ê?§ ôÊÊŸ ?§Ê ¬?ÊÕÁ??§ dÊ?à „Ê?Ã? „Ò¥–
(3) Á‡Ê?Ê?§ 8?§ ‚ÈÁ?œÊ¬?ŒÊÃÊ ??§ M§¬ ??¥ ?§Êÿ¸ ?§/UÃ? „Ò¥–
(4) Á‡Ê?Ê?§ ÁŸœÊ¸Á/Uà ¬Ê?K??§? ?§Ê? “íÿÊ?¥ ?§Ê àÿÊ?¥” ‹ÊªÍ ?§/UÃ? „Ò¥–
5. Which of the following is correct in context of gifted children ?
(1) Gifted students learn at comparatively advanced pace than other students.
(2) Gifted children are free from risk of learning disability.
(3) Gifted children certainly excel in all areas academic, social and emotional.
(4) Gifted students are always happy, popular and well adjusted.
¬?ÁÃ÷ʇÊÊ‹Ë ’ëøÊ?¥ ??§ ‚¥Œ÷¸ ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ‚„Ë „Ò?
(1) ¬?ÁÃ÷ʇÊÊ‹Ë ¿UÊòÊ •ãÿ ¿UÊòÊÊ?¥ ?§Ë ÃÈ‹ŸÊ ??¥ •¬??ÊÊ?Χà ©ãŸÃ ªÁà ‚? ‚ËpÃ? „Ò¥–
(2) ¬?ÁÃ÷ʇÊÊ‹Ë ’ëø? ‚ËpŸ? ?§Ë •?Ê?ÃÊ ??§ ¡Ê?Áp? ‚? ?ÈÄà „Ê?Ã? „Ò¥–
(3) ¬?ÁÃ÷ʇÊÊ‹Ë ’ëø? ÁŸÁ‡øà M§¬ ‚? ‡ÊÒ?ÊÁáÊ?§, ‚Ê?ÊÁ¡?§ •ÊÒ/U ÷Ê?ŸÊà??§ ‚÷Ë ?Ê?òÊÊ?¥ ??¥ ©à?Χc˜UÃÊ ¬?Êåà ?§/UÃ? „Ò¥–
(4) ¬?ÁÃ÷ʇÊÊ‹Ë ¿UÊòÊ „??‡ÊÊ pȇÊ, ‹Ê??§Á¬?ÿ •ÊÒ/U •ë¿UË Ã/U„ ‚? ‚?ÊÿÊ?Á¡Ã „Ê?Ã? „Ò¥–
6. As per Jean Piaget, pre-operational stage is characterized by abilities to perform :
(1) Symbolic play and animism (2) Classification and seriation
(3) Conservation and abstract thinking (4) Imitation and reversibility
¡ËŸ Á¬ÿÊ¡? ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ?§ÊÒŸ-‚Ë ?Ê?ÃÊ8° ¬Í?¸-‚¥Á??§ÿÊà??§ •?SÕÊ ?§Ë Á?‡Ê?·ÃÊ „Ò¥?
(1) ¬?ÃË?§Êà??§ p?‹ •ÊÒ/U ¡Ë??ÊŒ (2) ?ªË¸?§/UáÊ •ÊÒ/U ??§?’Œ˜œÃÊ
(3) ‚¥/U?ÊáÊ •ÊÒ/U •?Íø Áø¥ÃŸ (4) Ÿ?§‹ •ÊÒ/U ¬?ÁÃ?Ã˸ÃÊ
7. What is the primary purpose of asking critical thinking questions ?
(1) To encourage students to memorize information.
(2) To enable students to develop procedural knowledge.
(3) To assess students’ knowledge and understanding skills.
(4) To promote higher-level thinking and problem-solving skills.
•Ê‹Ê?øŸÊà??§ ‚Ê?ø ?Ê‹? ¬?‡Ÿ ¬Í¿UŸ? ?§Ê ¬?ÊÕÁ??§ ©g?‡ÿ ÄÿÊ „Ò?
(1) ¿UÊòÊÊ?¥ ?§Ê? ¡ÊŸ?§Ê/UË ÿÊŒ /UpŸ? ??§ Á‹8 ¬?Ê?à‚ÊÁ„à ?§/UŸÊ–
(2) ¿UÊòÊÊ?¥ ?§Ê? ¬?Á??§ÿÊà??§ ôÊÊŸ Á??§Á‚à ?§/UŸ? ??¥ ‚?Ê? ’ŸÊŸÊ–
(3) ¿UÊòÊÊ?¥ ??§ ôÊÊŸ •ÊÒ/U ‚?¤Ê ?§Ê҇ʋ ?§Ê •Ê?§‹Ÿ ?§/UŸ? ??§ Á‹8–
(4) ©ëø SÃ/UËÿ ‚Ê?ø •ÊÒ/U ‚?SÿÊ ‚?ʜʟ ?§Ê҇ʋ ?§Ê? ’…?Ê?Ê Œ?ŸÊ–
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8. Heredity totally determine an individual’s :
(i) Sex (ii) Gender
(iii) Academic Success (iv) Learning Style
(1) (ii), (iii), (iv) (2) (i) (3) (ii) (4) (i), (iii), (iv)
•ÊŸÈ?¥Á‡Ê?§ÃÊ ¬Í/UË Ã/U„ ‚? 8?§ vÿÁÄà ??§/?§Ë __________ ?§Ê ÁŸœÊ¸/UáÊ ?§/UÃË „Ò–
(i) ‚?Ä‚ (ii) ¡?¥«U/U
(iii) ‡ÊÒ?ÊÁáÊ?§ ‚»§‹ÃÊ (iv) ‚ËpŸ? ?§Ë ‡ÊÒ‹Ë
(1) (ii), (iii), (iv) (2) (i) (3) (ii) (4) (i), (iii), (iv)
9. Growth in height and weight of children is an example of :
(1) Change in cognitive domain (2) Quantitative change
(3) Qualitative change (4) Change in affective domain
’ëøÊ?¥ ?§Ë ‹ê’Ê߸ •ÊÒ/U ?¡Ÿ ??¥ ?ÎÁh Á?§‚?§Ê ©ŒÊ„/UáÊ „Ò?
(1) ‚¥ôÊÊŸÊà??§ ¬Á/U?øŸ (2) ?ÊòÊÊà??§ ¬Á/U?øŸ
(3) ªÈáÊÊà??§ ¬Á/U?øŸ (4) ÷Ê?Êà??§ ¬Á/U?øŸ
10. According to Lev Vygotsky, children regulate their own behaviour through the :
(1) Use of self-reinforcement (2) Processes of adaptation
(3) Use of inner speech (4) Process of equilibration
‹?? ?ÊÿªÊ?àS?§Ë ??§ •ŸÈ‚Ê/U, ’ëø? •¬Ÿ? S?ÿ¥ ??§ vÿ?„Ê/U ?§Ê? Á?§‚ ¬??§Ê/U ÁŸÿÁ?à ?§/UÃ? „Ò¥?
(1) pÈŒ ?§Ê? ¬ÈŸ’¸‹Ÿ ??§ ©¬ÿÊ?ª mÊ/UÊ (2) •ŸÈ?ͧ‹Ÿ ?§Ë ¬?Á??§ÿÊ8° mÊ/UÊ
(3) •Êà? ?Ê?˜§ ??§ ¬?ÿÊ?ª mÊ/UÊ (4) ‚¥ÃÈ‹Ë?§/UáÊ ?§Ë ¬?Á??§ÿÊ mÊ/UÊ
11. Which of the following statement about development is correct ?
(1) Different aspects of development are independent to each other.
(2) Development is a discontinuous process.
(3) Development occurs in a spiral manner, not linear.
(4) Development proceeds from specific to general.
Á??§Ê‚ ??§ ‚ãŒ÷¸ ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê ?§ÕŸ ‚„Ë „Ò?
(1) Á??§Ê‚ ??§ Á?Á÷㟠¬„‹Í 8?§-ŒÍ‚/?U ‚? S?Ã¥òÊ „Ê?Ã? „Ò¥–
(2) Á??§Ê‚ 8?§ •‚Ãà ¬?Á??§ÿÊ „Ò–
(3) Á??§Ê‚ øÁ??§ÿ Ã/UË??§ ‚? „Ê?ÃÊ „Ò, /ÒUÁp?§ Ÿ„Ë¥–
(4) Á??§Ê‚ Á?Á‡Êc˜U ‚? ‚Ê?Êãÿ ?§Ë •Ê?/U ’…?ÃÊ „Ò–
12. Which pedagogical approach would be adopted by teachers who firmly believe in constructivism
to teach concepts of floating and sinking to class V children ?
(1) Guided discovery (2) Lecture method
(3) Showing videos (4) Showing power point presentation
?§?ÊÊ ¬Ê°ø?Ë¥ ??§ ’ëøÊ?¥ ?§Ê? ÃÒ/UŸ? •ÊÒ/U «ÍU’Ÿ? ?§Ë •?œÊ/UáÊÊ•Ê?¥ ?§Ê? ¬…?ÊŸ? ??§ Á‹8 ‚¥/UøŸÊ?ÊŒ ??¥ ŒÎ…? Á?‡?Ê‚ /UpŸ? ?Ê‹? Á‡Ê?Ê?§Ê?¥
mÊ/UÊ ?§ÊÒŸ-‚Ê ‡ÊÒ?ÊÁáÊ?§ ŒÎÁc˜U?§Ê?áÊ •¬ŸÊÿÊ ¡Ê8ªÊ?
(1) ÁŸŒ?¸Á‡Êà pÊ?¡ (2) vÿÊÅÿÊŸ Á?Áœ
(3) ?ËÁ«UÿÊ? ÁŒpÊŸÊ (4) ¬Ê?/U å?Êߥ˜U ¬?SÃÈÃË?§/UáÊ ÁŒpÊŸÊ
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13. Preconceived generalizations about behaviour of various gender are called :
(1) Gender typing (2) Gender stereotypes
(3) Gender discriminations (4) Gender identity
Á?Á÷㟠¡?¥«U/U ??§ vÿ?„Ê/U ??§ ’Ê/?U ??¥ ¬Í?¸?§ÁÀ¬Ã ‚Ê?ÊãÿË?§/UáÊ ÄÿÊ ?§„‹ÊÃ? „Ò¥?
(1) ¡?¥«U/U ¬?ÊM§¬ (2) ¡?¥«U/U M§Á…??ÊÁŒÃÊ
(3) ¡?¥«U/U ÷?Œ÷Ê? (4) ¡?¥«U/U ¬„øÊŸ
14. In an inclusive classroom :
(1) All children follow same curriculum and uniform pedagogy is adopted for all learners.
(2) ‘Special children’ always work on their own curriculum.
(3) All children have access to and are included in classroom activities.
(4) ‘Special’ children are looked upon as needy and dependent.
8?§ ‚?Ê??‡ÊË ?§?ÊÊ ??¥ —
(1) ‚÷Ë ’ëø? ‚?ÊŸ ¬Ê?Køÿʸ ?§Ê ¬Ê‹Ÿ ?§/UÃ? „Ò¥ •ÊÒ/U ‚÷Ë Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ‚?ÊŸ Á‡Ê?ÊʇÊÊSòÊ •¬ŸÊÿÊ ¡ÊÃÊ „Ò–
(2) “Á?‡Ê?· ’ëø?” „??‡ÊÊ •¬Ÿ? ¬Ê?Køÿʸ ¬/U ?§Ê? ?§/UÃ? „Ò¥–
(3) ‚÷Ë ’ëøÊ?¥ ?§Ë ?§?ÊÊ ?§Ë ªÁÃÁ?ÁœÿÊ?¥ Ã?§ ¬„È°ø „Ò •ÊÒ/U ?? ?§?ÊÊ ?§Ë Á??§ÿÊ ??¥ ‡ÊÊÁ?‹ „Ò¥–
(4) “Á?‡Ê?·” ’ëøÊ?¥ ?§Ê? ¡M§/UÃ?¥Œ •ÊÒ/U •ÊÁüÊà ??§ M§¬ ??¥ Œ?pÊ ¡ÊÃÊ „Ò–
15. According to Lev Vygotsky’s theory, which of the following is a recommended approach in order
to optimize students’ learning experience ?
(1) providing students with work that they can manage and complete individually.
(2) providing students with work that is completely unrelated to their current level of
understanding.
(3) providing students with work that is just beyond their current level of understanding, with
appropriate support and guidance.
(4) providing no support to students and leaving them to struggle on their own.
‹?? ?ÊÿªÊ?àS?§Ë ??§ Á‚hʥà ??§ •ŸÈ‚Ê/U, ¿UÊòÊÊ?¥ ??§ ‚ËpŸ? ??§ •ŸÈ÷? ?§Ê? ’?„Ã/U ’ŸÊŸ? ??§ Á‹8 ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ-‚Ê 8?§
•ŸÈ‡Ê¥Á‚à ŒÎÁc˜U?§Ê?áÊ „Ò?
(1) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ Á¡‚? ?? vÿÁÄêà M§¬ ‚? ¬?’¥ÁœÃ •ÊÒ/U ¬Í/UÊ ?§/U ‚??¥§–
(2) ¿UÊòÊÊ?¥ ?§Ê? 8?‚Ê ?§Ê? ¬?ŒÊŸ ?§/UŸÊ ¡Ê? ©Ÿ?§Ë ‚?¤Ê ??§ ?ø?ÊŸ SÃ/U ‚? ¬Í/UË Ã/U„ ‚? •‚¥’¥ÁœÃ „Ê?–
(3) ¿UÊòÊÊ?¥ ??§ ?ø?ÊŸ SÃ/U ¬/U •ÊœÊÁ/Uà ©Ÿ?§Ê? ©Áøà ‚?Õ¸Ÿ •ÊÒ/U ?ʪ¸Œ‡Ê¸Ÿ ??§ ‚ÊÕ ?§Ê? ¬?ŒÊŸ ?§/UŸÊ–
(4) ¿UÊòÊÊ?¥ ?§Ê? ?§Ê?߸ ‚„ÊÿÃÊ Ÿ„Ë¥ Œ?ŸÊ •ÊÒ/U ©ã„?¥ •¬Ÿ? Œ? ¬/U ‚¥ÉÊ·¸ ?§/UŸ? ??§ Á‹8 ¿UÊ?«? Œ?ŸÊ–
16. When presented with Heinz’s dilemma, Arunima reasons : “The law wasn’t set up for these
circumstances.  Taking the drug in this situation isn’t really right, but it’s justified.”
Which stage of moral development is Arunima according to the theory of Lawrence Kohlberg ?
(1) Instrumental purpose and exchange
(2) Social concern and conscience
(3) Morality of contrast, of individual rights and of democratically
(4) Orientation towards punishment and obedience accepted law
„?¥¡ ?§Ë ŒÈÁ?œÊ ?§Ê? ¬?‡Ê Á?§8 ¡ÊŸ? ¬/U, •L§ÁáÊ?Ê Ã?¸§ Œ?ÃË „Ò¥ — ““?§ÊŸÍŸ ߟ ¬Á/UÁSÕÁÃÿÊ?¥ ??§ Á‹8 SÕÊÁ¬Ã Ÿ„Ë¥ Á?§ÿÊ ªÿÊ ÕÊ–
ß‚ ÁSÕÁà ??¥ Œ?Ê ‹?ŸÊ ?ÊSÃ? ??¥ ‚„Ë Ÿ„Ë¥ „Ò, ‹?Á?§Ÿ ÿ„ ©Áøà „Ò–””
‹ÊÚ/?¥U‚ ?§Ê?„‹’ª¸ ??§ Á‚hʥà ??§ •ŸÈ‚Ê/U •L§ÁáÊ?Ê ŸÒÁÃ?§ Á??§Ê‚ ?§Ë ?§ÊÒŸ-‚Ë •?SÕÊ „Ò?
(1) ÿÊ¥ÁòÊ?§ ©g?‡ÿ ? Á?ÁŸ?ÿ
(2) ‚Ê?ÊÁ¡?§ ‚/UÊ??§Ê/U •ÊÒ/U Á????§
(3) ŸÒÁÃ?§ÃÊ ?§Ê Á?/UÊ?œÊ÷Ê‚, vÿÁÄêà •Áœ?§Ê/U ? ‹Ê??§ÃÊ¥ÁòÊ?§ÃÊ
(4) Œ¥«U ?§Ë •Ê?/U ©ã?ÈpË?§/UáÊ •ÊÒ/U •ÊôÊÊ?§ÊÁ/UÃÊ S?Ë?Χà ?§ÊŸÍŸ