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CG TET Paper 1 study materials
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CG TET Paper 1 practice questions

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Question 1Child Development and Pedagogy

A five-year-old insists that a tall, narrow glass holds more water than a short, wide glass even after watching the same amount being poured into both. In Piaget's theory, this response is characteristic of the:

  1. Sensorimotor stage
  2. Formal operational stage
  3. Concrete operational stage
  4. Pre-operational stage Correct answer.

Explanation

Pre-operational children (about two to seven years) centre on one perceptual feature, here the height of the water, and ignore the width. They cannot mentally reverse the pouring, so the tall glass looks as if it holds more. Conservation of liquid is typically achieved only in the concrete operational stage.

Question 2Child Development and Pedagogy

A teacher gives a Class IV pupil a number-pattern chart with the first few terms already filled in, and withdraws the hints step by step as the pupil succeeds. This practice best illustrates:

  1. Reinforcing a conditioned response through repetition
  2. Waiting for the child's maturational readiness to arrive
  3. Measuring the child's innate intelligence quotient
  4. Scaffolding within the zone of proximal development Correct answer.

Explanation

Vygotsky described the zone of proximal development as the gap between what a learner can do alone and what the learner can do with skilled help. Temporary, gradually withdrawn support of the kind described is scaffolding, and it is withdrawn as the learner takes over the task. The aim is to move the pupil towards independent performance rather than to test a fixed ability.

Question 3Child Development and Pedagogy

A pupil explains that homework must be done because otherwise the teacher will give a punishment. In Kohlberg's stages of moral reasoning, this belongs to:

  1. Stage 3 (good boy–good girl orientation)
  2. Stage 2 (instrumental exchange)
  3. Stage 5 (social contract)
  4. Stage 1 (punishment and obedience orientation) Correct answer.

Explanation

Stage 1 reasoning is pre-conventional: right action is whatever avoids punishment by a powerful authority. The pupil's justification refers only to the consequence of being punished, not to approval, fair exchange or shared rules. Kohlberg placed this level in young children and in some older individuals who have not moved beyond external control.

Question 4Child Development and Pedagogy

A child's father loses his job when the local factory closes. The child never visits the factory, yet the closure changes the family's routines and the child's attendance at school. In Bronfenbrenner's bioecological model, the factory and its closure belong to the:

  1. Macrosystem
  2. Exosystem Correct answer.
  3. Microsystem
  4. Mesosystem

Explanation

The exosystem consists of settings in which the child does not participate directly but which shape the child's development by affecting parents, family income and daily routines. A parent's workplace is the textbook example. The effect reaches the child indirectly rather than through the child's own face-to-face participation.

Question 5Child Development and Pedagogy

A Class VI pupil repeatedly fails the tasks set by teachers and is often ridiculed by classmates. According to Erikson, this pupil is most at risk of developing:

  1. Mistrust of caregivers
  2. Confusion about personal identity
  3. A sense of inferiority Correct answer.
  4. Guilt about taking initiative

Explanation

Erikson's psychosocial crisis for the primary and middle school years is industry versus inferiority. Repeated failure and negative feedback from teachers and peers undermine the child's sense of competence and can produce feelings of inadequacy. Supportive, achievable tasks help the pupil build industry instead.

Question 6Child Development and Pedagogy

A teacher stops giving extra drill worksheets to a pupil as soon as the pupil submits homework on time, and the on-time submission becomes more frequent. This change is best described as:

  1. Positive reinforcement
  2. Punishment by application
  3. Negative reinforcement Correct answer.
  4. Extinction

Explanation

Negative reinforcement strengthens a behaviour by removing an unpleasant stimulus contingent on that behaviour; the removal of the drill worksheets is what reinforces on-time submission. Nothing is added to the situation, so the process is not positive reinforcement. Over time the pupil may also link homework completion with relief rather than with extra work.

Question 7Child Development and Pedagogy

A Class II teacher notices that a pupil consistently reverses letters, avoids reading aloud and seems bright in oral work but very weak in written work. The most appropriate first step is to:

  1. Label the pupil as a slow learner in front of the class
  2. Record specific observations of the pupil's errors and consult the school's resource support Correct answer.
  3. Retain the pupil in Class I until the difficulty disappears on its own
  4. Tell the parents to arrange private tuition in every subject

Explanation

Systematic observation records give evidence that a resource teacher or special educator can use to identify a specific learning difficulty such as dyslexia. Early identification followed by targeted support is the inclusive practice expected under the RTE Act, 2009 and the RPwD Act, 2016. Labelling, retention and undifferentiated tuition do not address the underlying difficulty.

Question 8Child Development and Pedagogy

At the end of each lesson a teacher uses a two-minute oral quiz to decide which points to reteach the next day. This assessment is best described as:

  1. Summative and criterion-referenced
  2. Formative and diagnostic Correct answer.
  3. Summative and norm-referenced
  4. Placement and summative

Explanation

Assessment used during teaching to identify gaps and adjust the next lesson is formative, and it serves a diagnostic purpose because it locates specific misunderstandings. It is not meant to grade or rank pupils at the end of a unit. The immediate feedback loop between assessment and teaching is its defining feature.

Question 9Child Development and Pedagogy

Which statement reflects an appropriate classroom use of Gardner's theory of multiple intelligences?

  1. Every child has one fixed dominant intelligence that limits learning.
  2. Musical and bodily-kinaesthetic abilities are talents, not intelligences.
  3. A single general intelligence should settle a pupil's stream and career.
  4. Varied entry points such as stories, diagrams and group tasks reach different pupils. Correct answer.

Explanation

Gardner's theory is used educationally to plan multiple entry points into the same content so that pupils with different strength profiles can engage with it. It does not claim that each pupil has one fixed intelligence that determines a career. Offering varied routes into a topic supports inclusion without lowering the expected learning outcome.

Question 10Child Development and Pedagogy

According to NCF 2005, the construction of knowledge is best supported when the learner:

  1. Copies notes silently from the blackboard for long periods
  2. Memorises definitions before understanding the underlying concepts
  3. Recites answers in chorus after the teacher repeats them
  4. Actively engages with experiences and reflects on them Correct answer.

Explanation

NCF 2005 draws on constructivism, which holds that learners build understanding by connecting new experiences to what they already know. Active engagement, questioning and reflection are therefore central, and the teacher's role is to create and mediate such experiences. Rote copying and chorus repetition leave the learner passive and are explicitly criticised in the framework.

Question 11Child Development and Pedagogy

A toddler who saw a ball roll under a cushion lifts the cushion and searches for the ball. In Piaget's theory, this behaviour shows that the child has acquired:

  1. conservation of number
  2. reversible mental operations
  3. abstract propositional reasoning
  4. object permanence Correct answer.

Explanation

Object permanence is the understanding that objects continue to exist even when they are out of sight, and it develops during the sensorimotor stage. Conservation and reversibility are concrete operational achievements, while abstract propositional reasoning belongs to the formal operational stage.

Question 12Child Development and Pedagogy

A pupil who once felt humiliated while reading aloud now feels anxious as soon as the teacher says, 'It is your turn to read.' In classical conditioning terms, the teacher's announcement has become:

  1. an unconditioned stimulus
  2. a conditioned stimulus Correct answer.
  3. a conditioned response
  4. an unconditioned response

Explanation

The announcement was initially neutral but was paired with humiliation, an unpleasant unconditioned experience, and now triggers anxiety. Therefore the announcement is a conditioned stimulus, while the anxiety it produces is a conditioned response.

Question 13Child Development and Pedagogy

While assembling a puzzle alone, a seven-year-old keeps whispering, 'First find the corners, then the edges.' According to Vygotsky, this private speech mainly serves to:

  1. replace inner speech permanently
  2. hide the child's inability from classmates
  3. guide the child's own thinking and action Correct answer.
  4. imitate the teacher's exact words for praise

Explanation

Vygotsky viewed private speech as self-directed language that helps children plan, monitor and regulate their own problem solving. Over time, this audible self-talk becomes internalised as inner speech rather than disappearing permanently.

Question 14Child Development and Pedagogy

A pupil argues that a school rule about library silence should be changed because it now prevents group study and no longer serves the common good. In Kohlberg's theory, this reasoning best illustrates:

  1. punishment and obedience orientation
  2. social-order maintenance orientation
  3. social contract orientation Correct answer.
  4. good boy-good girl orientation

Explanation

Kohlberg's social contract orientation treats rules as agreements that can be revised when they no longer protect the common good or the rights of members. It differs from stage 3 approval seeking and stage 4 insistence on maintaining the existing social order.

Question 15Child Development and Pedagogy

In a separation episode, a young child cries when the caregiver leaves, greets the caregiver warmly on return and then resumes play. This pattern is best described as:

  1. disorganised attachment
  2. resistant attachment
  3. avoidant attachment
  4. secure attachment Correct answer.

Explanation

Secure attachment is shown by distress at separation, quick comfort on reunion and a return to exploration and play. The caregiver functions as a secure base from which the child can explore.

Question 16Child Development and Pedagogy

Parents set firm bedtime limits, explain the reason for them and listen when the child disagrees. This parenting style is best classified as:

  1. authoritarian
  2. uninvolved
  3. permissive
  4. authoritative Correct answer.

Explanation

Authoritative parenting combines clear expectations and limits with warmth, explanation and responsiveness to the child's views. It is distinguished from authoritarian control without explanation and from permissive indulgence without limits.

Question 17Child Development and Pedagogy

A pupil borrows extra storybooks from the library because he enjoys the stories and wants to know how they end. This behaviour is an example of:

  1. extrinsic motivation
  2. intrinsic motivation Correct answer.
  3. achievement anxiety
  4. learned helplessness

Explanation

Intrinsic motivation comes from interest, enjoyment and satisfaction in the activity itself rather than from external rewards or pressure. The pupil reads because the stories are personally interesting, not to earn a reward.

Question 18Child Development and Pedagogy

A Class III pupil reads fluently but consistently struggles to recognise number symbols, recall basic number facts and understand place value. The most likely specific learning disability is:

  1. dyslexia
  2. dysgraphia
  3. dyscalculia Correct answer.
  4. dyspraxia

Explanation

Dyscalculia is a specific learning disability affecting number sense, arithmetic fact retrieval and place value understanding despite otherwise adequate ability. The pupil's fluent reading makes dyslexia a less likely primary explanation.

Question 19Child Development and Pedagogy

A curriculum introduces the idea of 'community' in Class I through family, revisits it in Class IV through local services and again in Class VII through citizenship. This organisation best reflects:

  1. hidden curriculum
  2. incidental curriculum
  3. spiral curriculum Correct answer.
  4. core curriculum

Explanation

A spiral curriculum revisits key concepts across grade levels with increasing depth and complexity. The repeated treatment of 'community' at progressively more advanced levels is the defining feature of this organisation.

Question 20Child Development and Pedagogy

A teacher teaching the same science topic gives three groups different tasks matched to their current readiness: picture sorting, guided reading and independent investigation. This practice is best called:

  1. whole-class direct instruction
  2. remedial teaching for all
  3. differentiated instruction Correct answer.
  4. ability grouping by fixed labels

Explanation

Differentiated instruction adapts content, process or product to learners' readiness while maintaining common learning goals. The teacher uses different routes to the same topic rather than assigning fixed ability labels.

Question 21Child Development and Pedagogy

A child gains control over the neck and shoulder muscles before being able to control the fingers. Which principle of development does this illustrate?

  1. Cephalocaudal direction of development Correct answer.
  2. Proximodistal direction of development
  3. Development is discontinuous and stage-like
  4. Development proceeds at an identical rate in all children

Explanation

The head-to-tail sequence is the cephalocaudal principle: control over muscles nearer the head appears earlier than control over muscles lower down, which is why neck and shoulder control precedes fine finger control.

Question 22Child Development and Pedagogy

A Class IV pupil can arrange ten sticks from shortest to longest and can sort the same set by colour and then re-sort it by length. In Piaget's theory this behaviour shows:

  1. Sensorimotor thinking, since the pupil is physically handling objects
  2. Preoperational thinking, since the pupil centres on only one feature at a time
  3. Formal operational thinking, since the pupil reasons hypothetically about the sticks
  4. Concrete operational thinking, showing seriation and classification Correct answer.

Explanation

Seriation, ordering objects along one dimension, and multiple classification are the marks of Piaget's concrete operational stage, which emerges around seven years and remains tied to objects that can be seen and handled.

Question 23Child Development and Pedagogy

A ten-year-old child has a mental age of twelve years. Using the ratio IQ formula, the child's IQ is:

  1. 110
  2. 100
  3. 83
  4. 120 Correct answer.

Explanation

Ratio IQ is mental age divided by chronological age, multiplied by 100, so 12 divided by 10 gives 1.2 and an IQ of 120, which is above average.

Question 24Child Development and Pedagogy

A teacher praises a pupil's neat handwriting only occasionally and at irregular intervals. The neat handwriting continues strongly even after praise becomes rare. This best illustrates:

  1. Presentation of an aversive stimulus
  2. Fixed-interval reinforcement
  3. Extinction of an operant response
  4. Partial reinforcement on a variable schedule Correct answer.

Explanation

Reinforcement delivered on only some occasions, at unpredictable times, is partial or intermittent reinforcement; behaviour maintained this way resists extinction far longer than behaviour rewarded every single time.

Question 25Child Development and Pedagogy

A pupil returns a lost wallet, explaining that a good child always returns what belongs to others and that he wants to be the kind of pupil the class respects. In Kohlberg's scheme this reasoning belongs to:

  1. Stage 4: law and order orientation
  2. Stage 3: good boy–good girl orientation Correct answer.
  3. Stage 2: instrumental relativist orientation
  4. Stage 1: punishment and obedience orientation

Explanation

Stage 3 reasoning seeks social approval and tries to live up to the expectations of one's immediate group, so returning the wallet to be seen as honest and good shows interpersonal conformity, not fear of punishment or concern for social order.

Question 26Child Development and Pedagogy

A five-year-old invents a game with cardboard boxes and asks the teacher to join. The teacher scolds the child for wasting time and forbids such games. In Erikson's theory this most directly threatens resolution of:

  1. Basic trust versus mistrust
  2. Industry versus inferiority
  3. Initiative versus guilt Correct answer.
  4. Autonomy versus shame and doubt

Explanation

Erikson places initiative versus guilt in the pre-school years, when children test purposeful plans through make-believe and play; punishing self-initiated activity breeds guilt about starting things rather than confidence in one's own ideas.

Question 27Child Development and Pedagogy

A Class V science test gives almost identical scores when re-administered to the same pupils a week later, but nearly all its questions ask for recalled definitions while the syllabus expects pupils to explain observations. The test is best described as:

  1. Low in reliability and high in validity
  2. High in reliability and low in validity Correct answer.
  3. High in reliability and high in validity
  4. Low in reliability and low in validity

Explanation

Stable scores across repeated administrations show that the tool is reliable, but a paper that measures rote recall when the intended outcome is explanation of observations is not measuring what it is meant to measure, so validity is low.

Question 28Child Development and Pedagogy

A girl in Class V refuses to drop a slower classmate from her team, saying that the classmate would feel hurt and left out. A teacher applying Gilligan's critique of Kohlberg would interpret this reasoning as:

  1. Evidence that the girl has not yet developed any moral reasoning
  2. Instrumental, because she expects the classmate to help her later
  3. Preconventional, because the girl is avoiding punishment from peers
  4. An ethic of care valuing relationships and responsibility, not a lower stage Correct answer.

Explanation

Gilligan argued that Kohlberg's justice-based ladder undervalued a care perspective in which moral maturity is shown by responsiveness to others' needs and by maintaining relationships, so such reasoning should not be scored as deficient. It reflects a different moral orientation, not an absence of morality.

Question 29Child Development and Pedagogy

A Class III pupil often leaves his seat, blurts out answers before questions are finished, cannot wait for his turn in games and keeps losing his books. His reading and arithmetic are at class level. This description most closely matches:

  1. Dysgraphia
  2. Dyscalculia
  3. Attention-deficit/hyperactivity disorder Correct answer.
  4. Dyslexia

Explanation

Inattention, impulsivity and excessive motor activity that are not explained by a specific academic skill deficit point to ADHD. Because reading and arithmetic are at class level, a specific learning disability in those areas is not indicated.

Question 30Child Development and Pedagogy

A teacher asks pupils to memorise the number 4332211000 by learning it as 433-22-11-000, and recall improves noticeably. The memory strategy involved is:

  1. Retroactive inhibition
  2. Elaborative rehearsal
  3. Chunking Correct answer.
  4. Rote rehearsal of single digits

Explanation

Chunking regroups separate items into a few larger units, so that four groups rather than ten individual digits have to be held in short-term memory, whose capacity is limited to about seven chunks, often fewer in young children.

Question 31Child Development and Pedagogy

A four-year-old is shown a model of three hills and a doll placed on the opposite side. Asked what the doll can see, the child describes exactly the view that she herself has. In Piaget's theory this response is the classic evidence of which characteristic of the preoperational stage?

  1. Reversibility of operations
  2. Egocentrism Correct answer.
  3. Object permanence
  4. Conservation of number

Explanation

In the preoperational stage the child has not yet decentred, so she assumes that others see a scene from the same viewpoint that she occupies. Reporting the doll's view as identical to her own is the standard three-mountain demonstration of egocentrism. Conservation and reversibility are achieved only in the concrete operational stage, and object permanence belongs to infancy.

Question 32Child Development and Pedagogy

During free play, a five-year-old builds with blocks beside two classmates who are also building. He uses the same kind of blocks, but he constructs his own tower and does not exchange materials, ideas or roles with them. In Parten's classification of play, this behaviour is:

  1. Parallel play Correct answer.
  2. Cooperative play
  3. Associative play
  4. Solitary play

Explanation

Parallel play occurs when children play side by side with similar materials but without sharing goals, roles or ideas, which is exactly what the boy is doing. In Parten's sequence it sits between solitary play and the more socially integrated forms of associative and cooperative play.

Question 33Child Development and Pedagogy

Earlier, a Class IV girl often said she 'could not do things properly'. After her teacher praises the windmill model she has completed, she volunteers for more construction tasks and works carefully until they are finished. The change is best described by Erikson's stage of:

  1. Industry versus inferiority Correct answer.
  2. Initiative versus guilt
  3. Autonomy versus shame and doubt
  4. Identity versus role confusion

Explanation

Erikson placed industry versus inferiority at roughly six to twelve years, when completing school tasks and earning the approval of teachers and peers build a sense of competence. Repeated failure or criticism at this stage instead fosters inferiority. Autonomy and initiative belong to earlier stages, and identity becomes the central issue in adolescence.

Question 34Child Development and Pedagogy

A pupil can read a two-line notice aloud only when the teacher supplies the difficult words. Over several days the teacher gives fewer and fewer prompts, and the pupil finally reads a similar notice alone. This procedure illustrates:

  1. Scaffolding in the zone of proximal development Correct answer.
  2. A summative check of the pupil's reading fluency
  3. Teaching at the pupil's actual developmental level
  4. Reinforcement of every correctly read word through praise

Explanation

The pupil can succeed with help but not alone, which places the task in the zone of proximal development, and the teacher's temporary, gradually withdrawn support is scaffolding. Vygotsky's aim is to move the learner from assisted to independent performance on the same kind of task.

Question 35Child Development and Pedagogy

A child's father loses his job when the local factory closes. The resulting stress and reduced income change the child's daily routine and mood at home, although the child has never visited the factory. In Bronfenbrenner's ecological model, the factory closure belongs to the:

  1. Exosystem Correct answer.
  2. Microsystem
  3. Mesosystem
  4. Macrosystem

Explanation

The exosystem contains settings in which the child does not participate but which affect the child indirectly, such as a parent's workplace or a parent's job loss. The microsystem is where the child directly takes part, the mesosystem is the links between those settings, and the macrosystem is the wider cultural and policy pattern.

Question 36Child Development and Pedagogy

Two pupils fail the same mathematics test. One says, 'I did not practise enough'; the other says, 'I am simply not good at mathematics.' According to Weiner's attribution theory, which pupil is more likely to persist and improve?

  1. Neither pupil, because causal attributions do not affect later effort
  2. The second pupil, because low expectations reduce the pressure to succeed
  3. The first pupil, because effort is an internal and changeable cause Correct answer.
  4. The second pupil, because a stable judgement of low ability protects self-esteem in the long run

Explanation

In Weiner's theory, effort is internal, unstable and controllable, so failure attributed to insufficient effort keeps hope and persistence alive. Attributing failure to stable, internal ability predicts helplessness and reduced effort on similar tasks. Attributions therefore do shape subsequent motivation.

Question 37Child Development and Pedagogy

A pupil who struggles with written mathematics explains a solution clearly during group discussion and later builds the same problem correctly with sticks and clay. In Gardner's theory of multiple intelligences, the most defensible conclusion for the teacher is:

  1. The pupil has low general intelligence and therefore needs simplified mathematical content
  2. The pupil should be retested in writing to confirm the weakness
  3. The pupil's linguistic and bodily-kinaesthetic strengths can be used as entry points Correct answer.
  4. The pupil should be moved to a lower-ability group for mathematics

Explanation

Gardner treats intelligences as relatively independent, so a pupil may be strong in linguistic and bodily-kinaesthetic areas while weak in written mathematics. Sound practice uses those strengths as pathways into the weak area instead of lowering content or labelling the pupil. The observation does not establish general ability, and repeating the written test adds no diagnostic information.

Question 38Child Development and Pedagogy

A Class IV pupil reads 'was' for 'saw' and 'form' for 'from', reverses letters while writing, and finds it hard to blend sounds into words, although his oral comprehension of the same stories is good. The most likely specific difficulty is:

  1. Dyslexia Correct answer.
  2. Intellectual disability
  3. Dyscalculia
  4. Dysgraphia

Explanation

Letter reversals, poor phoneme blending and poor word decoding alongside intact oral comprehension are the characteristic pattern of dyslexia, a specific difficulty in reading and spelling. Dyscalculia concerns number, dysgraphia concerns the mechanics of writing, and intellectual disability would depress comprehension and adaptive functioning more broadly.

Question 39Child Development and Pedagogy

A child calls every four-legged animal a 'dog'. When shown a picture of a goat and told what it is, she revises her 'dog' category so that it now excludes animals with the features of a goat. In Piaget's theory this revision of the scheme is:

  1. Centration
  2. Conservation
  3. Accommodation Correct answer.
  4. Assimilation

Explanation

Assimilation fits new information into an existing scheme, whereas accommodation changes the scheme itself when it no longer fits the world. Adjusting the 'dog' category so that goats are excluded is a change in the scheme, hence accommodation. Centration and conservation are different Piagetian concepts and do not describe schema change.

Question 40Child Development and Pedagogy

A teacher wants to know whether each pupil has mastered the specific decimal competencies listed for Class V, rather than how each pupil compares with the rest of the class. The most appropriate instrument is:

  1. An aptitude test
  2. A speed test
  3. A criterion-referenced test Correct answer.
  4. A norm-referenced achievement test

Explanation

A criterion-referenced test reports whether each pupil has attained specified competencies, which is precisely the information the teacher wants. A norm-referenced test ranks pupils against a norm group and gives no direct mastery information. Aptitude tests predict future learning potential, and speed tests emphasise rate of work.

Question 41Language I

'निराशा' शब्द में कौन-सी संधि है?

  1. गुण संधि
  2. विसर्ग संधि Correct answer.
  3. व्यंजन संधि
  4. दीर्घ संधि

Explanation

'निराशा' का संधि-विच्छेद 'निः + आशा' है। विसर्ग के बाद स्वर आने पर विसर्ग का 'र' हो जाना विसर्ग संधि का लक्षण है, इसलिए यहाँ विसर्ग संधि है। दीर्घ संधि में दो समान स्वर मिलकर दीर्घ बनते हैं, जो यहाँ नहीं हो रहा।

Question 42Language I

'चौराहा' शब्द में कौन-सा समास है?

  1. द्वंद्व समास
  2. द्विगु समास Correct answer.
  3. तत्पुरुष समास
  4. बहुव्रीहि समास

Explanation

'चौराहा' का विग्रह 'चार राहों का समूह' है। जिस समास का पूर्वपद संख्यावाचक हो और वह समूह का बोध कराए, वहाँ द्विगु समास होता है; इसीलिए यहाँ द्विगु समास है।

Question 43Language I

'अनुशासन' शब्द में उपसर्ग कौन-सा है?

  1. शासन
  2. अनु Correct answer.
  3. अन
  4. अ

Explanation

उपसर्ग वह शब्दांश है जो किसी शब्द के पहले जुड़कर उसके अर्थ में विशेषता या परिवर्तन लाता है। 'अनुशासन' का विभाजन 'अनु + शासन' है, अतः यहाँ उपसर्ग 'अनु' है।

Question 44Language I

'लिखावट' शब्द में प्रत्यय कौन-सा है?

  1. अट
  2. वट
  3. आवट Correct answer.
  4. लिख

Explanation

प्रत्यय वह शब्दांश है जो मूल शब्द के बाद जुड़कर नया शब्द बनाता है। 'लिखावट' का विभाजन 'लिख + आवट' है, इसलिए यहाँ प्रत्यय 'आवट' है, जो भाववाचक संज्ञा बनाता है।

Question 45Language I

'नौ दो ग्यारह होना' मुहावरे का सही अर्थ क्या है?

  1. लाभ कमाना
  2. भाग जाना Correct answer.
  3. हिसाब चुकता करना
  4. हार मान लेना

Explanation

मुहावरे का अर्थ उसके शब्दों के शाब्दिक अर्थ से भिन्न होता है। 'नौ दो ग्यारह होना' का अर्थ है चुपचाप भाग जाना या खिसक जाना, जैसे 'पुलिस को देखते ही चोर नौ दो ग्यारह हो गया।'

Question 46Language I

'पृथ्वी' का पर्यायवाची शब्द कौन-सा है?

  1. धरा Correct answer.
  2. अनिल
  3. जलधि
  4. गगन

Explanation

'पृथ्वी' के पर्यायवाची शब्द हैं धरा, धरती, भूमि, वसुधा आदि। इसके विपरीत 'गगन' आकाश का, 'अनिल' वायु का और 'जलधि' समुद्र का पर्यायवाची है।

Question 47Language I

'उत्कर्ष' शब्द का विलोम शब्द कौन-सा है?

  1. संकर्ष
  2. विकर्ष
  3. प्रकर्ष
  4. अपकर्ष Correct answer.

Explanation

'उत्कर्ष' का अर्थ है उन्नति या बढ़ोतरी, और इसका विलोम 'अपकर्ष' है, जिसका अर्थ अवनति या गिरावट होता है। विलोम शब्द वे होते हैं जिनके अर्थ आपस में विपरीत होते हैं।

Question 48Language I

'जो सब कुछ जानता हो' इस वाक्यांश के लिए उपयुक्त एक शब्द कौन-सा है?

  1. सर्वाधिक
  2. सर्वज्ञ Correct answer.
  3. सर्वव्यापी
  4. सर्वशक्तिमान

Explanation

'सर्वज्ञ' का अर्थ है सब कुछ जानने वाला, क्योंकि 'ज्ञ' का अर्थ जानने वाला होता है। 'सर्वव्यापी' सर्वत्र उपस्थित को और 'सर्वशक्तिमान' सभी शक्तियों से युक्त को कहते हैं।

Question 49Language I

निम्नलिखित में से कौन-सा शब्द तत्सम है?

  1. दूध
  2. रात
  3. अग्नि Correct answer.
  4. आग

Explanation

तत्सम शब्द संस्कृत से हिंदी में बिना रूप-परिवर्तन के आए हैं, जबकि तद्भव शब्दों का रूप बदल गया है। 'अग्नि' संस्कृत रूप में ही प्रयुक्त होता है, इसलिए वह तत्सम है; 'आग', 'दूध' और 'रात' क्रमशः अग्नि, दुग्ध और रात्रि के तद्भव रूप हैं।

Question 50Language I

कक्षा में बच्चे अपनी स्थानीय बोली में उत्तर देते हैं। भाषा शिक्षण के संदर्भ में शिक्षक की सबसे उपयुक्त भूमिका क्या होगी?

  1. केवल पाठ्यपुस्तक की मानक हिंदी में उत्तर देने पर ही पूरे अंक देना
  2. बच्चों की बोली को कक्षा में प्रयोग करने से पूर्णतः रोक देना
  3. बोली में दिए उत्तरों को अशुद्ध मानकर उन्हें तुरंत शुद्ध कराना तथा दोहराना
  4. बोली को स्वीकार करते हुए मानक हिंदी की ओर सहज संक्रमण में सहायता करना Correct answer.

Explanation

बच्चों की बोली उनकी भाषिक पूँजी है और नई भाषा सीखने का स्वाभाविक आधार बन सकती है। शिक्षक को बोली अस्वीकार नहीं करनी चाहिए, बल्कि उसी से जोड़ते हुए मानक हिंदी की ओर क्रमिक और सहज संक्रमण कराना चाहिए, जैसा बहुभाषिकता पर बल देने वाले NCF-2005 की भावना है।