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CG TET Paper 2 study materials
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CG TET Paper 2 practice questions

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Question 1Child Development and Pedagogy

According to Piaget's theory, a child in the concrete operational stage is most likely to succeed on which of the following tasks?

  1. Recognising that a hidden toy still exists after it is covered
  2. Solving abstract algebraic equations with two unknowns
  3. Using hypothetico-deductive reasoning to test a scientific claim
  4. Conserving liquid volume across differently shaped containers Correct answer.

Explanation

Concrete operational thought (roughly 7 to 11 years) is marked by the acquisition of conservation, classification and seriation, but it remains tied to tangible situations. Conservation of liquid quantity is the classic marker of this stage. Abstract algebra and hypothetico-deductive reasoning belong to the formal operational stage, while object permanence belongs to the sensorimotor stage.

Question 2Child Development and Pedagogy

A teacher notices that a Class 6 student can now sort objects by two criteria at once and understands that a wooden block is both a solid and a toy. Which Piagetian milestone does this best illustrate?

  1. Class inclusion Correct answer.
  2. Egocentrism
  3. Centration
  4. Animism

Explanation

Class inclusion is the ability to understand that a subordinate class is part of a broader class while retaining both identities. Sorting by two criteria and recognising that one object belongs to several categories at once is direct evidence of this concrete operational skill. Centration and egocentrism are pre-operational limitations that this student has moved beyond.

Question 3Child Development and Pedagogy

In Vygotsky's framework, the gap between what a learner can do alone and what the learner can do with guidance from a more capable peer is called the:

  1. Stage of concrete operations
  2. Zone of maximum performance
  3. Law of effect
  4. Zone of proximal development Correct answer.

Explanation

Vygotsky defined the zone of proximal development as the distance between the actual developmental level shown in independent problem solving and the level reached with adult guidance or peer collaboration. It is the space in which instruction is most productive. The other options name unrelated concepts from different theories.

Question 4Child Development and Pedagogy

A teacher gives a Class 7 group a task slightly beyond what each member can manage alone and then withdraws support as competence grows. This practice is best described as:

  1. Latent learning
  2. Scaffolding Correct answer.
  3. Negative reinforcement
  4. Classical conditioning

Explanation

Scaffolding is the temporary, graded support that a more knowledgeable person provides within the zone of proximal development and then fades as the learner takes over. The description of offering a slightly challenging task and gradually removing help matches this construct precisely. The remaining options are behaviourist or cognitive-learning terms that do not involve graduated adult support.

Question 5Child Development and Pedagogy

Kohlberg's stage of 'good boy–good girl' orientation, in which right action is whatever pleases others and earns approval, belongs to which level of moral reasoning?

  1. Amoral
  2. Conventional Correct answer.
  3. Post-conventional
  4. Pre-conventional

Explanation

Kohlberg's conventional level includes stage 3, the interpersonal concordance orientation, where moral decisions are guided by social approval and living up to others' expectations. It follows the pre-conventional level of punishment avoidance and self-interest. Post-conventional reasoning appeals to universal principles rather than approval.

Question 6Child Development and Pedagogy

A child refuses to share crayons because 'sharing is what good children do, and teacher will be happy'. According to Kohlberg, which stage does this reasoning reflect?

  1. Stage 3: interpersonal concordance Correct answer.
  2. Stage 2: instrumental relativist orientation
  3. Stage 1: punishment and obedience
  4. Stage 4: law and order orientation

Explanation

At stage 3 the child judges rightness by whether actions win approval and maintain good relations with others, so sharing to please the teacher and appear a good child fits this stage. Stage 1 focuses on avoiding punishment, stage 2 on mutual benefit, and stage 4 on maintaining social order and rules.

Question 7Child Development and Pedagogy

In Erikson's psychosocial theory, the central crisis of adolescence is:

  1. Intimacy versus isolation
  2. Identity versus role confusion Correct answer.
  3. Industry versus inferiority
  4. Trust versus mistrust

Explanation

Erikson placed identity versus role confusion in adolescence, when young people explore values, beliefs and social roles to form a coherent sense of self. Trust versus mistrust belongs to infancy, industry versus inferiority to middle childhood, and intimacy versus isolation to young adulthood. The sequence is fixed in his theory.

Question 8Child Development and Pedagogy

A Class 8 student who repeatedly fails mathematics begins to say 'I am useless at everything, even art'. This generalisation of failure most directly illustrates which developmental concern?

  1. Identity foreclosure
  2. Separation anxiety
  3. Learned helplessness and low self-efficacy Correct answer.
  4. Conservation deficit

Explanation

Repeated failure that is attributed to stable, global personal shortcomings produces learned helplessness and undermines self-efficacy across domains. The student's leap from mathematics to 'everything' shows exactly this global attribution pattern. Conservation deficit and separation anxiety are unrelated developmental phenomena.

Question 9Child Development and Pedagogy

Which of the following best describes the concept of 'inclusive education' as understood in Indian policy for children with disabilities?

  1. Providing home-based instruction only for children with disabilities
  2. Placing all children with disabilities in separate special schools
  3. Educating children with disabilities in general classrooms with appropriate support and accommodations Correct answer.
  4. Exempting children with disabilities from assessment altogether

Explanation

Inclusive education means that children with disabilities learn alongside their peers in general classrooms, with the curriculum, environment and support services adapted to their needs. It is not segregation, exemption from learning, or confinement to home instruction. The Rights of Persons with Disabilities Act and the National Education Policy both endorse this approach.

Question 10Child Development and Pedagogy

A teacher adapts worksheets by enlarging the print and providing extra time for a student with low vision. This is best described as:

  1. A summative assessment
  2. A modification of curriculum standards
  3. Remediation of a learning disability
  4. A reasonable accommodation Correct answer.

Explanation

Enlarging print and extending time change the conditions of access without lowering the learning expectation, which is the definition of a reasonable accommodation. Curriculum modification would alter the content or standard itself. Remediation means teaching missing skills, and summative assessment is a purpose of testing, not an adaptation.

Question 11Child Development and Pedagogy

In the context of the Right to Education Act, 2009, which provision directly reflects the principle of 'no detention'?

  1. Constitution of school management committees
  2. Continuous and comprehensive evaluation with no child held back or expelled till completion of elementary education Correct answer.
  3. Reservation of 25 per cent seats in private schools
  4. Free distribution of textbooks to all students

Explanation

The RTE Act prohibits detaining or expelling a child until elementary education is completed and requires continuous and comprehensive evaluation instead of high-stakes pass-fail testing. Free textbooks, private-school reservations and school management committees are genuine provisions of the Act, but they address access and governance rather than the no-detention principle.

Question 12Child Development and Pedagogy

Which of the following is the clearest example of a formative assessment practice?

  1. Conducting a board examination at the end of the year
  2. Ranking students by their annual aggregate marks
  3. Using a quick exit-ticket to decide what to reteach the next day Correct answer.
  4. Assigning a grade on a term-end report card

Explanation

Formative assessment collects evidence during learning to inform immediate teaching decisions, and an exit ticket used to plan the next lesson does exactly that. Board examinations, report-card grades and annual ranking are summative uses that judge achievement after instruction. The purpose, not the instrument, defines the category.

Question 13Child Development and Pedagogy

A student's test anxiety is most likely to be reduced by which of the following teacher behaviours?

  1. Announcing surprise tests to keep students alert
  2. Publicly displaying rank order after each test
  3. Teaching explicit study and self-regulation strategies and using low-stakes practice tests Correct answer.
  4. Comparing students' marks with those of the previous batch

Explanation

Test anxiety falls when students feel competent and prepared, so explicit study-skills instruction and repeated low-stakes practice build both skill and familiarity with the test format. Public ranking and surprise testing increase evaluative pressure and threat. Repeated low-stakes practice also reduces the novelty that fuels anxiety.

Question 14Child Development and Pedagogy

According to Chomsky's nativist account of language acquisition, the capacity for language is best explained by:

  1. Imitation and reinforcement by caregivers
  2. General cognitive development alone
  3. An innate language acquisition device with universal grammar Correct answer.
  4. Social interaction and negotiated meaning

Explanation

Chomsky argued that children acquire complex grammar too rapidly and uniformly to be explained by imitation alone, and proposed an innate language acquisition device containing universal grammar. Behaviourist imitation, Piagetian cognitive development and Vygotskian social interaction are rival explanations. The nativist position is defined by the claim of an inborn, language-specific capacity.

Question 15Child Development and Pedagogy

A child says 'I goed to the market' instead of 'I went'. In language development, this error most likely indicates:

  1. A language disorder requiring referral
  2. Delayed phonological development
  3. Lack of exposure to the past tense
  4. Overgeneralisation of a grammatical rule Correct answer.

Explanation

Overgeneralisation occurs when a child applies a regular rule, such as adding -ed for past tense, to irregular forms. It is a normal sign that the child has extracted the rule rather than a disorder. It shows rule learning, not a deficit in hearing or producing sounds.

Question 16Child Development and Pedagogy

Which statement best reflects the constructivist view of learning?

  1. Learning is chiefly a matter of strengthening stimulus-response bonds
  2. Learners actively build understanding by connecting new information to prior knowledge Correct answer.
  3. Knowledge is transmitted intact from teacher to learner
  4. Learning occurs only when behaviour is reinforced

Explanation

Constructivism holds that learners actively construct meaning by integrating new experiences with existing schemas, so prior knowledge and active processing are central. Transmission, conditioning and reinforcement belong to behaviourist or instructivist accounts. The key contrast is between passive reception and active construction.

Question 17Child Development and Pedagogy

A teacher asks students to explain a concept to a peer who missed the lesson. This strategy is most likely to benefit the explainer because it:

  1. Guarantees the peer will score higher
  2. Replaces the need for teacher assessment
  3. Reduces the need for the explainer to revise
  4. Promotes elaborative processing and retrieval of the material Correct answer.

Explanation

Explaining forces the learner to retrieve information, reorganise it and generate examples, which are elaborative processes that strengthen memory and reveal gaps. It does not remove the need for revision or assessment, and it cannot guarantee another student's performance. The benefit to the explainer is cognitive, arising from active retrieval and elaboration.

Question 18Child Development and Pedagogy

Which of the following best illustrates the use of a mnemonic to support memory in the classroom?

  1. Asking students to read a chapter three times
  2. Testing students on definitions without prior practice
  3. Giving students a summary handout at the end of class
  4. Teaching 'BODMAS' to recall the order of operations Correct answer.

Explanation

A mnemonic is a memory device, such as an acronym, that organises information into a compact retrievable form, and BODMAS serves exactly this function for order of operations. Rereading, summary handouts and untaught testing are study activities but not mnemonic devices. The defining feature is a structured cue that aids recall.

Question 19Child Development and Pedagogy

According to Gardner's theory of multiple intelligences, a student who learns best through rhythm, singing and pattern in sound is strong in:

  1. Interpersonal intelligence
  2. Naturalistic intelligence
  3. Logical-mathematical intelligence
  4. Musical intelligence Correct answer.

Explanation

Gardner's musical intelligence covers sensitivity to pitch, rhythm, timbre and musical pattern, so a learner who thrives on song and rhythm fits this category. Logical-mathematical intelligence concerns reasoning with number and logic, interpersonal intelligence concerns understanding others, and naturalistic intelligence concerns classifying the natural world. Each intelligence is defined by its distinctive mode of processing.

Question 20Child Development and Pedagogy

A teacher who believes that intelligence is fixed and unchangeable is most likely to:

  1. Use varied assessments to reveal different strengths
  2. Provide challenging tasks and emphasise effort and strategy
  3. Attribute poor performance to innate ability and lower expectations Correct answer.
  4. Encourage students to revise their study strategies after failure

Explanation

A fixed, entity view of intelligence leads teachers to treat poor performance as evidence of limited ability, which lowers expectations and reduces the offer of challenging work. Emphasising effort, using varied assessments and encouraging strategy revision reflect an incremental, growth-oriented view. The belief about intelligence shapes the teacher's attributions and expectations.

Question 21Child Development and Pedagogy

Which of the following is the best example of intrinsic motivation?

  1. Studying hard to win a cash prize
  2. Completing homework to avoid punishment
  3. Working for a certificate of merit
  4. Reading a book because the topic is fascinating Correct answer.

Explanation

Intrinsic motivation arises from interest, enjoyment or satisfaction inherent in the activity itself, as when a student reads because the subject is fascinating. Prizes, punishment avoidance and certificates are external incentives that characterise extrinsic motivation. The distinguishing feature is the location of the reward, inside or outside the activity.

Question 22Child Development and Pedagogy

A teacher uses a token system in which students earn points for completing assignments and exchange them for free-reading time. This arrangement is best analysed as:

  1. An extinction procedure
  2. Classical conditioning of a reflex
  3. A punishment procedure
  4. A token economy using secondary reinforcement Correct answer.

Explanation

A token economy reinforces desired behaviour with tokens that are later exchanged for backup reinforcers, making the tokens secondary reinforcers. It is a positive reinforcement system, not punishment or extinction. Classical conditioning would require pairing a neutral stimulus with an unconditioned stimulus to elicit a reflex, which is not happening here.

Question 23Child Development and Pedagogy

Which of the following best describes the purpose of continuous and comprehensive evaluation (CCE)?

  1. To replace all classroom teaching with periodic testing
  2. To rank students strictly by marks at the end of each term
  3. To assess scholastic and co-scholastic aspects continuously to support each learner's growth Correct answer.
  4. To reduce the number of subjects taught in school

Explanation

CCE combines continuous assessment throughout the year with comprehensive coverage of scholastic and co-scholastic domains, using feedback to improve learning rather than merely to rank. It does not replace teaching or trim the curriculum. Its defining features are continuity and breadth of assessment.

Question 24Child Development and Pedagogy

A researcher finds that children who eat breakfast score higher on a test than children who skip it, and concludes that breakfast causes higher scores. Which alternative explanation should be considered first?

  1. A third factor such as family income may influence both breakfast habits and test performance Correct answer.
  2. Breakfast has no relation to nutrition
  3. The test was too easy for all children
  4. Children who skip breakfast always score lower

Explanation

Correlational evidence cannot by itself establish causation because a confounding variable may affect both the presumed cause and the outcome. Family income, for example, could shape both breakfast provision and access to learning resources. Only controlled designs that rule out such confounds support causal conclusions. The other options do not address the confound problem.

Question 25Child Development and Pedagogy

In the context of individual differences, the term 'learning style' is best treated by a careful teacher as:

  1. A preference worth noting, while ensuring all students receive varied, effective methods Correct answer.
  2. A reliably validated basis for grouping students permanently
  3. A fixed biological trait that limits what a child can learn
  4. A substitute for diagnosing learning difficulties

Explanation

Preferences for particular modes of learning are real, but evidence does not support matching instruction to them as a way of improving achievement. The sound approach is to note preferences while ensuring all students encounter varied, evidence-based methods. Learning styles should not be treated as fixed limits or as a diagnostic tool.

Question 26Child Development and Pedagogy

According to Piaget's theory, a child who can classify objects by a single feature but cannot yet understand that a tall narrow glass holds the same amount of water as a short wide one is most likely in which stage?

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

Explanation

Conservation of liquid quantity is a hallmark achievement of the concrete operational stage, so a child who fails it while already classifying by one feature is still preoperational. Preoperational thought shows centration on perceptual features such as height, which explains the failure.

Question 27Child Development and Pedagogy

A teacher plans activities slightly beyond what a Class 7 student can do alone but within reach with hints and prompting. This planning decision draws most directly on which concept?

  1. Metacognitive monitoring
  2. Negative reinforcement
  3. Classical conditioning
  4. Zone of proximal development Correct answer.

Explanation

Vygotsky's zone of proximal development describes the gap between what a learner can do independently and what they can do with guidance. Targeting that gap with hints is the practical application of the concept.

Question 28Child Development and Pedagogy

During a science practical, a student notices that her prediction about which object would float was wrong and revises her idea while testing the next object. This behaviour is best described as:

  1. Convergent thinking under time pressure
  2. Learned helplessness
  3. Self-regulation of learning through feedback Correct answer.
  4. Rote memorisation of the textbook result

Explanation

Noticing a mismatch between prediction and outcome and adjusting the approach is self-regulated learning, in which learners monitor and modify their own strategies. Feedback from the task itself drives the revision.

Question 29Child Development and Pedagogy

A teacher wants to reduce a student's habit of shouting answers without raising a hand. Which approach is most consistent with operant conditioning principles?

  1. Punish the whole class whenever shouting occurs
  2. Explain once why shouting is impolite and move on
  3. Praise and call on the student only when the hand is raised Correct answer.
  4. Ignore all answers and never call on the student

Explanation

Operant conditioning shapes behaviour by reinforcing the desired response and withholding reinforcement from the undesired one. Calling on the student only after a raised hand reinforces hand-raising while extinction weakens shouting.

Question 30Child Development and Pedagogy

A child who has just learned the word 'dog' calls every four-legged animal a 'dog'. In Piagetian terms this is best explained as:

  1. Decentration of thought
  2. Accommodation of a new schema
  3. Disequilibrium caused by conflict
  4. Assimilation using an existing schema Correct answer.

Explanation

Assimilation occurs when new experience is interpreted through an existing schema, here the 'dog' category being stretched to fit all four-legged animals. Accommodation would require modifying the schema once the mismatch is noticed.

Question 31Child Development and Pedagogy

Kohlberg's conventional level of moral reasoning is best characterised by which of the following?

  1. Judging actions by immediate physical consequences
  2. Judging actions by avoiding punishment to oneself
  3. Judging actions by adherence to social approval and rules Correct answer.
  4. Judging actions by self-chosen ethical principles

Explanation

Conventional reasoning, comprising the interpersonal and social-order orientations, judges right and wrong by social approval, duty and maintaining the rules of one's group. Preconventional reasoning relies on punishment and self-interest, while postconventional reasoning relies on self-chosen principles.

Question 32Child Development and Pedagogy

A teacher notices that a girl in her class avoids attempting mathematics problems after classmates remark that 'girls are bad at maths'. The most appropriate response is to:

  1. Avoid discussing the remarks so the issue does not escalate
  2. Accept the difference as a natural sex-linked trait
  3. Provide success experiences and challenge the stereotype explicitly Correct answer.
  4. Move her to an easier group to reduce frustration

Explanation

Stereotype threat can depress performance when learners fear confirming a negative group expectation, so teachers should counter the stereotype and build competence through achievable success. Ignoring the remarks leaves the threat intact.

Question 33Child Development and Pedagogy

Which of the following is the clearest example of a child displaying object permanence?

  1. A baby smiles when the mother's face appears
  2. A baby repeats a sound that an adult has just made
  3. A baby searches for a ball that has been hidden under a cloth Correct answer.
  4. A baby cries when a stranger enters the room

Explanation

Object permanence is the understanding that objects continue to exist when out of sight, demonstrated by searching for a hidden object. The other behaviours reflect recognition, imitation or stranger wariness rather than permanence.

Question 34Child Development and Pedagogy

According to Vygotsky, the primary role of language in cognitive development is that it:

  1. Is unrelated to the social origins of thinking
  2. Merely reflects thought that has already developed
  3. Becomes an internal tool for planning and regulating thought Correct answer.
  4. Delays logical reasoning until speech is fluent

Explanation

Vygotsky held that social speech is gradually internalised as inner speech, which then guides planning, attention and self-regulation. Language therefore shapes rather than merely mirrors thought.

Question 35Child Development and Pedagogy

A teacher asks students to maintain a weekly journal in which they record which study strategies worked, which did not, and what they will change. This practice primarily develops:

  1. Classical conditioning of study habits
  2. Fixed-trait attribution
  3. Metacognitive awareness Correct answer.
  4. Rote verbal learning

Explanation

Reflecting on the effectiveness of one's own strategies and planning changes is the core of metacognition, namely knowledge and regulation of one's own learning. The journal structures monitoring and planning.

Question 36Child Development and Pedagogy

A student who has been praised repeatedly for being 'naturally brilliant' begins to avoid challenging tasks. Which explanation is most consistent with research on attribution and motivation?

  1. Praise always reduces intrinsic motivation in every context
  2. Effort-based praise encourages risk-taking
  3. Competition with peers is the only reason for task avoidance
  4. Ability-focused praise can foster a fixed mindset and fear of failure Correct answer.

Explanation

Praise for stable ability can lead learners to see competence as fixed, so they avoid tasks that might expose failure. Praise for effort and strategy tends to support persistence and a growth orientation.

Question 37Child Development and Pedagogy

Which of the following best illustrates the use of scaffolding in a classroom?

  1. Assigning the same worksheet to every student in the class
  2. Testing students only at the end of the term
  3. Gradually withdrawing teacher prompts as a student masters a task Correct answer.
  4. Removing all support so students become independent immediately

Explanation

Scaffolding means providing temporary, responsive support that is faded as competence grows, so the learner gradually takes over the task. Withdrawing prompts as mastery increases is precisely this fading.

Question 38Child Development and Pedagogy

A teacher observes that a student from a socio-economically disadvantaged home arrives without homework. Before concluding the child is careless, the most professionally sound interpretation is that:

  1. Homework is irrelevant to learning and can be ignored
  2. The child lacks the ability to complete homework
  3. Out-of-school conditions such as space, support or responsibilities may be affecting completion Correct answer.
  4. Children from such homes should be exempted from homework permanently

Explanation

Attribution errors arise when behaviour is explained by assumed personal traits while ignoring situational constraints. A careful teacher considers factors such as study space, caregiving duties and access to support before judging.

Question 39Child Development and Pedagogy

In the context of social development, peer interaction contributes to cognitive growth mainly because it:

  1. Reduces the child's need to self-regulate
  2. Exposes children to conflicting viewpoints that prompt rethinking Correct answer.
  3. Guarantees agreement on the correct answer
  4. Replaces the need for adult instruction entirely

Explanation

Interaction with peers brings alternative perspectives into conflict with the child's own, creating cognitive disequilibrium that prompts reflection and revision. This is central to both Piagetian and sociocultural accounts.

Question 40Child Development and Pedagogy

A teacher uses a running record of each student's reading errors and self-corrections during oral reading to plan the next week's instruction. This practice is best described as:

  1. Norm-referenced standardised testing
  2. Anecdotal record keeping with no assessment purpose
  3. Diagnostic assessment informing instruction Correct answer.
  4. Summative evaluation of reading achievement

Explanation

Analysing error patterns to decide what to teach next is diagnostic assessment, which identifies specific learning needs and guides planning. It is used formatively rather than to grade or rank students.

Question 41Language I (Hindi or regional language)

CG TET Paper 2 Language I (Hindi) में 'संधि' से संबंधित प्रश्न में 'सूर्योदय' शब्द में कौन-सी संधि है?

  1. यण संधि
  2. वृद्धि संधि
  3. गुण संधि Correct answer.
  4. अयादि संधि

Explanation

'सूर्योदय' = सूर्य + उदय। यहाँ अ + उ के मेल से 'ओ' बनता है, और यह गुण संधि का लक्षण है। गुण संधि में अ/आ के बाद इ/ई, उ/ऊ या ऋ आने पर क्रमशः ए, ओ या अर् बनता है।

Question 42Language I (Hindi or regional language)

CG TET Paper 2 हिंदी व्याकरण में 'उपसर्ग' की पहचान करते हुए बताइए कि 'अनुशासन' शब्द में कौन-सा उपसर्ग है?

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

Explanation

'अनुशासन' = अनु + शासन। यहाँ 'अनु' उपसर्ग है, जिसका अर्थ 'पीछे, साथ या अनुसार' होता है। 'अनु' उपसर्ग से बने अन्य शब्द हैं-अनुकरण, अनुसार, अनुगमन।

Question 43Language I (Hindi or regional language)

CG TET Paper 2 हिंदी में 'प्रत्यय' ज्ञान के अंतर्गत 'लेखक' शब्द में कौन-सा प्रत्यय है?

  1. क
  2. अक Correct answer.
  3. लेख
  4. कक

Explanation

'लेखक' = लिख (धातु) + अक। कृत् प्रत्यय 'अक' क्रिया से संज्ञा बनाता है, जैसे 'पाठक', 'गायक', 'नायक'। यहाँ 'लेख' मूल शब्द है और 'अक' प्रत्यय।

Question 44Language I (Hindi or regional language)

CG TET Paper 2 हिंदी पाठ्यक्रम में 'समास' के अंतर्गत 'चौराहा' शब्द में कौन-सा समास है?

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

Explanation

'चौराहा' = चार राहों का समूह। जहाँ पूर्वपद संख्यावाचक हो और समूह का बोध हो, वहाँ द्विगु समास होता है। 'चौ' संख्यावाचक पूर्वपद है, अतः यह द्विगु समास है।

Question 45Language I (Hindi or regional language)

CG TET Paper 2 हिंदी में 'विलोम' शब्द ज्ञान के अंतर्गत 'अनुज' का विलोम क्या है?

  1. अग्रज Correct answer.
  2. सुजन
  3. विजन
  4. अनुगामी

Explanation

'अनुज' का अर्थ है 'बाद में जन्मा', अर्थात् छोटा भाई। इसका विलोम 'अग्रज' है, जिसका अर्थ 'पहले जन्मा' अर्थात् बड़ा भाई है। दोनों शब्द जन्म-क्रम के आधार पर विपरीत हैं।

Question 46Language I (Hindi or regional language)

CG TET Paper 2 हिंदी में 'पर्यायवाची' के अंतर्गत 'कमल' के लिए कौन-सा शब्द समूह सही है?

  1. जलद, नीरद, पयोद
  2. जलज, नीरज, पंकज Correct answer.
  3. गज, कुंजर, हस्ती
  4. तरु, विटप, पादप

Explanation

'कमल' के पर्यायवाची हैं-जलज, नीरज, पंकज, सरोज, अंबुज आदि। ये सभी शब्द 'जल में जन्म लेने वाला' के अर्थ से बने हैं। अतः पहला समूह सही है।

Question 47Language I (Hindi or regional language)

CG TET Paper 2 हिंदी में 'मुहावरे' के प्रयोग पर आधारित वाक्य 'उसने परीक्षा में सफल होकर अपने माता-पिता का नाम रोशन किया' में कौन-सा मुहावरा प्रयुक्त है?

  1. आँख का तारा होना
  2. नाक कटना
  3. हाथ मलना
  4. नाम रोशन करना Correct answer.

Explanation

'नाम रोशन करना' मुहावरे का अर्थ है-किसी के कुल या समाज की प्रतिष्ठा बढ़ाना। वाक्य में सफलता से माता-पिता की प्रतिष्ठा बढ़ाने का ही बोध हो रहा है, अतः यही मुहावरा सटीक है।

Question 48Language I (Hindi or regional language)

CG TET Paper 2 हिंदी व्याकरण में 'वचन' के अनुसार 'पुस्तक' शब्द का बहुवचन क्या होगा?

  1. पुस्तकों
  2. पुस्तकें Correct answer.
  3. पुस्तकी
  4. पुस्तकियाँ

Explanation

आकारांत स्त्रीलिंग शब्दों में बहुवचन बनाने के लिए अंतिम 'अ' को 'एँ' में बदला जाता है, जैसे पुस्तक से पुस्तकें, बात से बातें। अतः कर्ता कारक में 'पुस्तकें' सही बहुवचन रूप है।

Question 49Language I (Hindi or regional language)

CG TET Paper 2 हिंदी में 'रस' के अंतर्गत 'करुण रस' का स्थायी भाव क्या है?

  1. हास
  2. शोक Correct answer.
  3. उत्साह
  4. क्रोध

Explanation

करुण रस का स्थायी भाव 'शोक' है, जो किसी प्रिय वस्तु या व्यक्ति के वियोग या अहित से उत्पन्न होता है। रस सिद्धांत में प्रत्येक रस का एक निश्चित स्थायी भाव होता है।

Question 50Language I (Hindi or regional language)

CG TET Paper 2 हिंदी में 'काल' के ज्ञान के अनुसार 'वह पत्र लिख रहा है' वाक्य में कौन-सा काल है?

  1. संभाव्य भविष्य
  2. सामान्य वर्तमान
  3. पूर्ण भूत
  4. अपूर्ण वर्तमान Correct answer.

Explanation

'लिख रहा है' से कार्य के वर्तमान में जारी रहने का बोध होता है, जिसे अपूर्ण वर्तमान (तात्कालिक वर्तमान) कहते हैं। इसकी क्रिया 'रहा है' रूप से पहचान होती है।