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UPTET Paper 1 study materials
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UPTET Paper 1 practice questions

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Question 1Child Development and Pedagogy

According to Piaget's theory of cognitive development, which characteristic best describes the thinking of a child in the pre-operational stage (roughly 2 to 7 years)?

  1. Understanding is limited to direct sensory and motor contact with objects
  2. The child can conserve quantity and classify objects using multiple criteria simultaneously
  3. Thinking shows egocentrism and a reliance on perceptual appearances rather than logical operations Correct answer.
  4. Thinking is governed by abstract logical rules that can be applied to hypothetical situations

Explanation

In the pre-operational stage children have not yet acquired reversible mental operations, so they tend to centre on one perceptual feature, are egocentric in perspective-taking, and are fooled by appearance-based tasks such as conservation. Logical operations and conservation appear later, in the concrete operational stage.

Question 2Child Development and Pedagogy

Vygotsky's concept of the zone of proximal development (ZPD) is best understood as the gap between what a learner can do independently and what the learner can do

  1. with assistance from a more capable person Correct answer.
  2. only after formal testing has been completed
  3. after a long period of unsupervised practice
  4. by copying a model without any guidance

Explanation

The ZPD refers to tasks a child cannot yet manage alone but can accomplish with scaffolding from a teacher or more knowledgeable peer. Instruction is most effective when it targets this assisted-performance range rather than already-mastered skills.

Question 3Child Development and Pedagogy

A teacher notices that a student who once enjoyed solving puzzles now refuses them, saying 'I'm just bad at maths.' The student's belief most directly reflects which concept from motivation theory?

  1. Observational learning
  2. Positive reinforcement
  3. Learned helplessness Correct answer.
  4. Intrinsic motivation

Explanation

Learned helplessness occurs when repeated failure leads a learner to believe that effort cannot change outcomes, producing passivity and self-defeating attributions. The student's global self-label of being 'bad at maths' illustrates this pattern rather than enjoyment or imitation.

Question 4Child Development and Pedagogy

In the context of inclusive education under the Right to Education framework, which approach best supports a child with a specific learning disability in a regular classroom?

  1. Placing the child in a separate special school permanently
  2. Reducing the curriculum to only oral work for that child
  3. Exempting the child from all formal assessment
  4. Providing reasonable accommodations such as extra time and multisensory instruction Correct answer.

Explanation

Inclusive practice requires adapting instruction and assessment so that a child with a learning disability can access the same curriculum, for example through extra time, multisensory teaching and modified materials. Segregation or wholesale exemption removes learning opportunities rather than equalising them.

Question 5Child Development and Pedagogy

Which of the following best illustrates the process of assimilation in Piaget's theory?

  1. A child abandons a schema entirely and starts from scratch
  2. A toddler calls every four-legged animal a 'dog' using an existing schema for dogs Correct answer.
  3. A child changes an existing schema after discovering that a new object does not fit it
  4. A child copies a peer's answer without understanding it

Explanation

Assimilation is interpreting new experience through an existing schema, as when a toddler labels all four-legged animals 'dog'. Accommodation, by contrast, involves modifying the schema when it fails to fit the new experience.

Question 6Child Development and Pedagogy

Kohlberg's preconventional level of moral reasoning is characterised mainly by

  1. appeal to universal ethical principles of justice
  2. adherence to the expectations of one's peer group
  3. concern for maintaining social order and legal contracts
  4. obedience to avoid punishment and pursuit of personal reward Correct answer.

Explanation

At the preconventional level, moral judgements are guided by external consequences: avoiding punishment (Stage 1) and serving one's own interests (Stage 2). Social-order and universal-principle reasoning belong to later levels.

Question 7Child Development and Pedagogy

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

  1. Threaten the whole class with punishment whenever anyone calls out
  2. Ignore the behaviour consistently and praise the student when a hand is raised Correct answer.
  3. Ask the student to write an essay about classroom rules
  4. Explain the classroom rule once and then stop responding

Explanation

Operant conditioning suggests that behaviour followed by reinforcement increases while behaviour followed by extinction (no reinforcement) decreases. Ignoring call-outs removes attention that may be reinforcing them, while praising hand-raising reinforces the desired alternative.

Question 8Child Development and Pedagogy

The main purpose of continuous and comprehensive evaluation (CCE) in elementary education is to

  1. reduce the number of subjects taught in the primary classes
  2. assess scholastic and co-scholastic growth through ongoing, varied methods Correct answer.
  3. rank students strictly on the basis of terminal examination marks
  4. replace teachers' judgement with standardised test scores

Explanation

CCE aims to assess the whole learner continuously, using multiple tools to cover both scholastic and co-scholastic areas, and to inform teaching rather than merely rank children. Its purpose is diagnostic and formative as well as summative.

Question 9Child Development and Pedagogy

A child who has just entered the concrete operational stage is most likely to succeed on which of the following tasks?

  1. Solving a problem involving hypothetical propositions about imaginary people
  2. Classifying objects by a single obvious colour feature only
  3. Conserving liquid quantity across differently shaped containers Correct answer.
  4. Locating a hidden object after it has been moved out of sight

Explanation

Concrete operational children can perform reversible mental operations on tangible materials, so they typically solve conservation tasks such as judging that liquid volume stays the same when poured into a differently shaped glass. Hypothetical-propositional reasoning and object permanence belong to other stages.

Question 10Child Development and Pedagogy

Which classroom practice best reflects Vygotskian scaffolding?

  1. Assigning tasks far beyond the learner's current ZPD
  2. Giving students the complete solution so they can memorise it
  3. Testing students only at the end of the year
  4. Gradually withdrawing teacher support as learners gain competence Correct answer.

Explanation

Scaffolding involves temporary, responsive support that is reduced as the learner becomes more capable, keeping instruction within the ZPD. Fading of assistance is central so that responsibility transfers to the learner.

Question 11Child Development and Pedagogy

A nine-year-old can solve a conservation problem when the teacher asks about water poured into a tall glass, but fails the same problem when asked about juice poured into a wide bowl. This inconsistency most likely indicates that

  1. the child has a permanent learning disability
  2. the child is in the formal operational stage
  3. the child's understanding is still tied to specific contextual features rather than a general principle Correct answer.
  4. the child has not developed object permanence

Explanation

Conservation is a general logical principle; when a child succeeds in one context but not another, the understanding is still context-bound and not fully consolidated. This unevenness is common during transition between stages and does not by itself indicate a disability.

Question 12Child Development and Pedagogy

Which of the following is the clearest example of intrinsic motivation in a primary classroom?

  1. A pupil reads extra books to win a prize announced by the teacher
  2. A pupil reads extra books to avoid a scolding from a parent
  3. A pupil reads extra books to beat a classmate in a reading contest
  4. A pupil reads extra books because the stories make her curious and excited Correct answer.

Explanation

Intrinsic motivation arises from interest, curiosity and enjoyment inherent in the activity itself. Prizes, scoldings and competitions are external contingencies that characterise extrinsic motivation.

Question 13Child Development and Pedagogy

According to Erikson's psychosocial theory, the central developmental task of the primary school years (roughly 6 to 12 years) is

  1. autonomy versus shame and doubt
  2. industry versus inferiority Correct answer.
  3. trust versus mistrust
  4. identity versus role confusion

Explanation

During the school-age stage, children seek to master skills valued by their culture and peers; success yields a sense of industry, while repeated failure or criticism fosters inferiority. Trust, autonomy and identity are tasks of earlier or later stages.

Question 14Child Development and Pedagogy

A teacher uses a checklist to record whether each child can tie shoelaces, share materials and follow two-step instructions. This tool is best described as

  1. a norm-referenced standardised test
  2. an intelligence quotient test
  3. a criterion-referenced observational checklist Correct answer.
  4. a summative board examination

Explanation

A checklist records the presence or absence of specified observable behaviours against defined criteria, making it a criterion-referenced observational tool. It is not standardised against a norm group and is not a summative board examination.

Question 15Child Development and Pedagogy

Which statement best captures the difference between a child's 'growth' and 'development' as used in child development literature?

  1. Development refers only to physical increase, while growth refers to qualitative change
  2. Growth occurs only after adolescence, while development occurs only in infancy
  3. Growth and development are identical and can be used interchangeably in all contexts
  4. Growth refers to measurable physical increase, while development refers to progressive changes in abilities and functioning Correct answer.

Explanation

Growth typically denotes quantifiable physical increase such as height or weight, whereas development denotes progressive, often qualitative changes in cognitive, social, emotional and motor functioning. The two are related but not synonymous.

Question 16Child Development and Pedagogy

A teacher frequently compares children's marks publicly and labels some as 'weak'. According to research on self-concept and motivation, the most likely consequence is that labelled children

  1. internalise the label and show reduced effort and self-esteem Correct answer.
  2. become more intrinsically motivated to learn
  3. automatically improve because of the challenge
  4. develop stronger self-efficacy through competition

Explanation

Public labelling and comparison can lead children to internalise negative judgements, lowering self-esteem and effort, a pattern consistent with learned helplessness and self-fulfilling prophecy effects. Competition does not reliably enhance self-efficacy for those repeatedly placed at the bottom.

Question 17Child Development and Pedagogy

Which of the following best describes the role of a teacher as a 'facilitator' in a constructivist classroom?

  1. Allowing students to choose any activity without any structure or guidance
  2. Designing experiences and posing questions that help students build understanding actively Correct answer.
  3. Testing students frequently to rank them against one another
  4. Transmitting information through uninterrupted lecture so that students receive accurate content

Explanation

In constructivism, the teacher organises rich experiences, asks probing questions and supports learners in actively constructing knowledge rather than passively receiving it. Structure and guidance remain essential; facilitation is not the absence of teaching.

Question 18Child Development and Pedagogy

A child says 'I goed to the market' instead of 'I went'. This error most likely indicates that the child

  1. has a language disorder requiring immediate clinical referral
  2. has not yet acquired any grammar
  3. is imitating an adult's incorrect speech
  4. is overgeneralising a grammatical rule to an irregular form Correct answer.

Explanation

Overgeneralisation occurs when a child applies a regular rule, such as adding '-ed' for past tense, to irregular verbs. It is a normal sign that the rule has been learned and is being extended too broadly, not evidence of disorder.

Question 19Child Development and Pedagogy

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

  1. Using exit slips at the end of a lesson to decide what to reteach next day Correct answer.
  2. Administering a standardised achievement test once a year
  3. Publishing a merit list based on term-end totals
  4. Conducting an annual examination and issuing grades

Explanation

Formative assessment gathers evidence during learning to adjust teaching, as when exit slips reveal misconceptions that inform the next lesson. Annual examinations and merit lists are summative, occurring after instruction to judge achievement.

Question 20Child Development and Pedagogy

According to the social learning perspective, a child is most likely to imitate an aggressive model when

  1. the child has no opportunity to observe the behaviour
  2. the behaviour is never demonstrated by anyone
  3. the model is rewarded and the child perceives the model as similar to herself Correct answer.
  4. the model is punished and the child sees no benefit

Explanation

Social learning theory holds that imitation is strengthened by vicarious reinforcement and by perceived similarity or status of the model. Observing a rewarded, similar model increases the likelihood that the child reproduces the behaviour.

Question 21Child Development and Pedagogy

A teacher wants to help a child with attention difficulties sustain focus during a long worksheet task. Which approach is most developmentally appropriate for a primary class?

  1. Removing all instructions so the child works independently
  2. Breaking the task into short segments with brief movement breaks and clear checkpoints Correct answer.
  3. Extending the worksheet to build stamina
  4. Seating the child away from the class permanently

Explanation

Young children have limited sustained attention, so chunking tasks, providing brief breaks and setting clear checkpoints match their developmental capacity and reduce frustration. Lengthening tasks or removing structure works against attention rather than supporting it.

Question 22Child Development and Pedagogy

A teacher claims that because a child scored high on a general intelligence test, the child must also be high in creativity. This claim is questionable mainly because

  1. creativity cannot be measured at all
  2. intelligence tests measure only physical growth
  3. intelligence tests are always invalid
  4. creativity and intelligence are related but not identical constructs, and high IQ does not guarantee high creativity Correct answer.

Explanation

Research suggests a threshold relationship: intelligence is often necessary but not sufficient for creativity, and many high-IQ individuals are not notably creative. Treating the two as interchangeable confuses distinct constructs with overlapping but imperfect correlation.

Question 23Child Development and Pedagogy

In a classroom, a teacher deliberately pairs a less confident learner with a more capable peer for a structured task, then gradually shifts responsibility to the less confident learner. This design draws most directly on

  1. Gardner's theory of multiple intelligences
  2. Piaget's stages of moral judgement
  3. Vygotsky's zone of proximal development and peer scaffolding Correct answer.
  4. Skinner's schedules of reinforcement

Explanation

The arrangement places the learner in a supported range where a more capable peer mediates performance, and the gradual transfer of responsibility reflects fading scaffolds within the ZPD. Reinforcement schedules, moral stages and multiple intelligences do not directly describe this peer-mediated transfer.

Question 24Child Development and Pedagogy

A child from a socio-economically disadvantaged home performs poorly on a test that uses examples of expensive toys and foreign holidays. The most defensible interpretation is that the test

  1. may be culturally biased because its content assumes experiences the child may not have had Correct answer.
  2. is valid because all standardised tests are culture-free
  3. should be used to place the child in a special school
  4. accurately measures the child's innate ability without cultural influence

Explanation

Test items that assume particular cultural and economic experiences can disadvantage children who lack them, producing scores that reflect opportunity to learn rather than underlying ability. Fair assessment therefore requires examining item content for cultural loading.

Question 25Child Development and Pedagogy

A teacher observes that a pupil who struggles with reading aloud shows strong oral storytelling and excellent comprehension when texts are read to her. Which conclusion is most appropriate?

  1. The pupil should be moved to a lower class immediately
  2. The pupil has low general intelligence because she cannot read aloud fluently
  3. The pupil is deliberately avoiding effort in reading
  4. The pupil's difficulty may be specific to decoding rather than to overall language comprehension Correct answer.

Explanation

A profile of weak decoding alongside strong oral comprehension suggests a specific difficulty with word-level reading rather than a general language or intellectual deficit. Assessment should therefore target the specific component skill and inform targeted support.

Question 26Child Development and Pedagogy

According to Piaget's theory of cognitive development, which ability first appears during the formal operational stage and is generally absent in the concrete operational stage?

  1. Conservation of mass and volume in familiar objects
  2. Object permanence when the object is hidden from view
  3. Classification of objects using a single obvious feature
  4. Hypothetical-deductive reasoning about abstract possibilities Correct answer.

Explanation

Formal operational thinking, emerging around age eleven, allows adolescents to reason about abstract and hypothetical situations and to test possibilities systematically. Earlier stages handle concrete objects and observable features only. Conservation belongs to concrete operations, object permanence to the sensorimotor stage, and single-feature classification to pre-operations.

Question 27Child Development and Pedagogy

A teacher notices that a pupil can now sort buttons by both colour and size at the same time, whereas earlier the child could use only one criterion. Which Piagetian milestone does this best illustrate?

  1. Seriation Correct answer.
  2. Centration
  3. Reversibility of thought
  4. Class inclusion

Explanation

Seriation is the ability to order or arrange objects according to a dimension, and the ability to coordinate two dimensions reflects more advanced operational thinking. Centration is the opposite tendency to focus on one feature only. Reversibility concerns mentally undoing an action, and class inclusion concerns part-whole relations within categories.

Question 28Child Development and Pedagogy

A teacher plans a lesson in which children first explore magnets freely, then discuss their observations in groups, and finally receive a short explanation from the teacher. This sequence is most consistent with which approach?

  1. Discovery learning with later guidance Correct answer.
  2. Behaviourist drill and practice
  3. Programmed instruction
  4. Rote memorisation of definitions

Explanation

Discovery learning allows learners to explore materials and construct ideas before formal explanation, with the teacher providing guidance afterwards. Drill, rote memorisation and programmed instruction all place the transmission of correct responses first and exploration last. The lesson described begins with exploration and ends with teacher input.

Question 29Child Development and Pedagogy

In Vygotsky's theory, the distance between what a child can do alone and what the child can do with adult or peer support is called

  1. egocentrism
  2. the zone of actual development
  3. the zone of proximal development Correct answer.
  4. the preoperational gap

Explanation

The zone of proximal development describes tasks a learner cannot yet manage independently but can complete with assistance from a more knowledgeable person. It is the space where instruction and scaffolding are most effective. The zone of actual development refers to what the child can already do alone.

Question 30Child Development and Pedagogy

A teacher wants to build a child's self-efficacy for mathematics. Which action is most likely to succeed?

  1. Reminding the child frequently that mathematics is very difficult for most pupils
  2. Assigning only tasks far above the child's current level to build resilience
  3. Comparing the child's scores with those of the highest achievers in the class
  4. Arranging small, achievable successes and attributing them to the child's effort and strategy Correct answer.

Explanation

Bandura's self-efficacy theory holds that mastery experiences are the strongest source of belief in one's capability, especially when success is attributed to controllable effort and strategy. Small graded successes build confidence. Tasks that are too hard, difficulty reminders and unfavourable comparisons undermine it.

Question 31Child Development and Pedagogy

A teacher gives a short quiz halfway through a unit and uses the results to reteach two concepts the next day. This assessment is best described as

  1. formative assessment Correct answer.
  2. summative assessment
  3. diagnostic assessment at admission
  4. norm-referenced assessment

Explanation

Formative assessment is carried out during teaching and its results are used to adjust instruction while learning is still in progress. The quiz here directly changes the next lesson. Summative assessment comes at the end of a unit for reporting, and norm-referenced assessment compares pupils with one another.

Question 32Child Development and Pedagogy

A teacher plans activities matched to the different readiness levels of pupils in the same class, while all pupils work towards the same learning goal. This practice is best called

  1. team teaching
  2. remedial teaching
  3. differentiated instruction Correct answer.
  4. peer tutoring

Explanation

Differentiated instruction adapts content, process or product to learners' readiness and needs while keeping the common learning goal. Peer tutoring uses one pupil to teach another, team teaching involves two teachers, and remedial teaching targets pupils who have fallen behind.

Question 33Child Development and Pedagogy

According to Gardner's theory of multiple intelligences, a pupil who learns best through rhythm, songs and patterned chants is showing strength mainly in

  1. bodily-kinaesthetic intelligence
  2. logical-mathematical intelligence
  3. musical intelligence Correct answer.
  4. interpersonal intelligence

Explanation

Musical intelligence involves sensitivity to rhythm, pitch, melody and tone, so learning through songs and chants draws on it directly. Bodily-kinaesthetic intelligence concerns movement and physical control, while interpersonal intelligence concerns understanding others. Logical-mathematical intelligence involves reasoning with numbers and patterns of logic.

Question 34Child Development and Pedagogy

A pupil in a multilingual classroom understands a story when it is told in the home language but struggles to retell it in the school language. The most appropriate interpretation is that the pupil

  1. has a language disorder requiring referral
  2. has conceptual understanding but limited proficiency in the school language Correct answer.
  3. is deliberately refusing to speak in class
  4. lacks comprehension of the story

Explanation

Comprehension in the home language shows that the pupil has understood the content; the difficulty lies in expressing it in the second language. This is a common pattern in additive bilingual development and calls for support in the school language, not a deficit label. A language disorder would affect understanding in both languages.

Question 35Child Development and Pedagogy

A teacher wants to reduce a pupil's fear of speaking before the class. Which approach is most consistent with the principles of desensitisation?

  1. Grading every oral attempt strictly and announcing the marks
  2. Excusing the pupil from all oral work for the rest of the year
  3. Gradually moving from speaking to a partner, then a small group, then the whole class Correct answer.
  4. Forcing the pupil to speak before the whole school assembly immediately

Explanation

Desensitisation reduces anxiety by exposing the learner to the feared situation in small, graded steps while keeping anxiety manageable. Moving from a partner to a small group and then the whole class follows this graded exposure principle. Sudden high-pressure exposure or total avoidance does not reduce the fear.

Question 36Child Development and Pedagogy

A teacher says that because a child has a high score on a general intelligence test, the child must also be highly creative. This reasoning is flawed mainly because

  1. creative children never score well on intelligence tests
  2. creativity cannot be assessed in any way
  3. intelligence tests are always unreliable
  4. creativity and intelligence are related but not identical, and a high score on one does not guarantee the other Correct answer.

Explanation

Research indicates a modest positive relationship between intelligence and creativity, but beyond a threshold the two diverge; many highly intelligent pupils are not especially creative. Inferring one from the other is therefore unjustified. Tests of both constructs can be unreliable in particular cases, but that is not the specific flaw here.

Question 37Child Development and Pedagogy

A teacher who believes that intelligence is malleable is most likely to respond to a pupil's failure on a mathematics test by

  1. recommending that the pupil be moved to a lower-ability group
  2. giving easier work permanently so that the pupil avoids failure
  3. concluding that the pupil has a fixed low ability in mathematics
  4. discussing the errors as learning points and planning practice on the specific strategies needed Correct answer.

Explanation

An incremental or growth view of intelligence treats ability as developable, so failure is interpreted as a signal to adjust strategy and practise. Reviewing errors and targeting strategies reflects this belief. Permanent easier work, fixed-ability conclusions and demotion all reflect an entity view of ability.

Question 38Child Development and Pedagogy

A pupil who is repeatedly told that she is 'naturally brilliant' begins to avoid challenging tasks. Which explanation best fits this observation?

  1. The pupil has low intelligence and avoids what she cannot do
  2. Avoidance is caused by a lack of competition in the classroom
  3. Praise always reduces motivation in all circumstances
  4. Praise for ability encourages performance goals and fear of losing the ability label Correct answer.

Explanation

Praise framed around fixed ability can create a performance goal orientation in which the child protects the 'brilliant' label by avoiding tasks where failure is possible. Praise for effort and strategy tends to support learning goals instead. The effect is not universal, and the scenario gives no evidence of low intelligence.

Question 39Child Development and Pedagogy

A teacher uses the same worksheet for all pupils, gives identical homework and judges every child against one class average. This approach conflicts most directly with which principle?

  1. Maintaining a fixed seating arrangement
  2. Teaching through the lecture method
  3. Recognising individual differences in learning Correct answer.
  4. Using a textbook as the main resource

Explanation

Uniform tasks and a single class average ignore the wide variation in pupils' readiness, pace and learning profiles, which is the principle of individual differences. Recognising these differences calls for varied tasks and criteria. Seating, lecture method and textbook use are not the principle at stake here.

Question 40Child Development and Pedagogy

A Class III teacher notices that a pupil who used to describe himself only as 'good' or 'bad' now says, 'I am good at drawing but I need more practice in spelling.' Which developmental change does this statement best illustrate?

  1. The pupil is displaying gender constancy by classifying his abilities into fixed personal categories
  2. The pupil is beginning to form a differentiated self-concept that separates competence across specific domains Correct answer.
  3. The pupil has entered a phase of egocentrism in which he compares himself only with his own earlier performance
  4. The pupil is showing learned helplessness because he has accepted that he cannot improve in spelling

Explanation

In middle childhood, children move from global, all-or-nothing self-descriptions toward domain-specific self-evaluations, so a pupil can rate himself highly in drawing while recognising a weaker area such as spelling. This differentiation reflects developing self-concept and more realistic self-appraisal rather than a single overall judgement of worth. Teachers can support it by giving specific, area-wise feedback instead of labelling the child as a whole.

Question 41Language I

UPTET Paper 1 में 'Language I' खंड के अंतर्गत हिंदी भाषा के प्रश्नों में निम्नलिखित में से किस क्षेत्र से प्रश्न पूछे जाते हैं?

  1. केवल पर्यावरण अध्ययन के तथ्य
  2. केवल गणितीय क्षमता
  3. केवल अंग्रेज़ी व्याकरण के नियम
  4. अपठित गद्यांश, व्याकरण, वर्तनी एवं शब्द ज्ञान Correct answer.

Explanation

भाषा-I में हिंदी या अंग्रेज़ी में से किसी एक भाषा का चयन होता है और प्रश्न गद्यांश, व्याकरण, वर्तनी तथा शब्द ज्ञान पर आधारित होते हैं। यह खंड भाषिक योग्यता की जाँच करता है, गणित या पर्यावरण से इसका कोई संबंध नहीं।

Question 42Language I

'उसने पत्र लिखा' वाक्य में क्रिया 'लिखा' किस वाक्यांश से सीधे जुड़कर कर्म का बोध करा रही है?

  1. कोई नहीं
  2. पत्र Correct answer.
  3. लिखा
  4. उसने

Explanation

सकर्मक क्रिया का फल जिस पर पड़ता है वह कर्म होता है; यहाँ लिखने का कार्य 'पत्र' पर हुआ है, अतः 'पत्र' कर्म है। 'उसने' कर्ता है और क्रिया स्वयं 'लिखा' है।

Question 43Language I

'नीरज' शब्द का संधि-विच्छेद क्या होगा?

  1. नि + ईरज
  2. नी + रज Correct answer.
  3. नीर + ज
  4. नी + ईरज

Explanation

'नीरज' में दीर्घ स्वर की कोई संधि नहीं है; यह 'नीर' (जल) और 'रज' से बना माना जाता है, परंतु सामान्य संधि-विच्छेद 'नी + रज' के रूप में नहीं होता। परीक्षा-दृष्टि से इसे सरल संयोजन मानकर 'नी + रज' जैसा विभाजन नहीं किया जाता, बल्कि शब्द मूल रूप में ही रहता है।

Question 44Language I

वर्तनी की दृष्टि से शुद्ध शब्द कौन-सा है?

  1. परिक्षा
  2. पारीक्षा
  3. परीक्षा Correct answer.
  4. परिक्शा

Explanation

'परीक्षा' में 'री' दीर्घ है और 'क्ष' संयुक्त व्यंजन सही स्थान पर है। हिंदी वर्तनी में 'परीक्षा' का मानक रूप यही है।

Question 45Language I

'आँख का तारा' मुहावरे का सही अर्थ क्या है?

  1. बहुत प्यारा व्यक्ति Correct answer.
  2. आँख में दर्द होना
  3. अंधा हो जाना
  4. रात को जागना

Explanation

'आँख का तारा' उस व्यक्ति के लिए प्रयुक्त होता है जो अत्यंत प्रिय हो। मुहावरे का अर्थ शब्दों के शाब्दिक अर्थ से भिन्न, लाक्षणिक होता है।

Question 46Language I

'राम ने मोहन को पुस्तक दी' - इस वाक्य में 'मोहन को' कौन-सा कारक है?

  1. कर्ता
  2. अपादान
  3. संप्रदान Correct answer.
  4. कर्म

Explanation

जिसे कुछ दिया जाता है, वहाँ संप्रदान कारक होता है और विभक्ति चिह्न 'को' आता है। यहाँ पुस्तक मोहन को दी गई, अतः 'मोहन को' संप्रदान है।

Question 47Language I

'सूर्य' का पर्यायवाची शब्द निम्नलिखित में से कौन-सा है?

  1. दिवाकर Correct answer.
  2. नीर
  3. रजनी
  4. तम

Explanation

'दिवाकर' का अर्थ है दिन बनाने वाला, अर्थात् सूर्य। यह सूर्य का मान्य पर्यायवाची है।

Question 48Language I

'मैंने उसे देखा' - इस वाक्य में सर्वनाम कौन-से हैं?

  1. देखा
  2. मैंने और उसे Correct answer.
  3. केवल मैंने
  4. कोई सर्वनाम नहीं

Explanation

'मैं' उत्तम पुरुष सर्वनाम है और 'उसे' अन्य पुरुष सर्वनाम; दोनों संज्ञा के स्थान पर आए हैं। 'देखा' क्रिया है।

Question 49Language I

'अत्यधिक' शब्द में उपसर्ग कौन-सा है?

  1. अ
  2. अधिक
  3. अत्य
  4. अति Correct answer.

Explanation

'अत्यधिक' = 'अति' उपसर्ग + 'अधिक' मूल शब्द। उपसर्ग शब्द के आरंभ में जुड़कर अर्थ में परिवर्तन या विशेषता लाता है।

Question 50Language I

'लड़का दौड़ता है' वाक्य का बहुवचन रूप कौन-सा होगा?

  1. लड़कों दौड़ता है
  2. लड़के दौड़ते हैं Correct answer.
  3. लड़के दौड़ता है
  4. लड़का दौड़ते हैं

Explanation

कर्ता बहुवचन होने पर क्रिया भी बहुवचन में आती है; 'लड़के' के साथ 'दौड़ते हैं' आएगा। कर्ता और क्रिया के वचन में अन्विति आवश्यक है।