R

Popular Master Guide

ASSAM-TET Teacher Eligibility Test

Social Science (Studies) Teachers UPPER PRIMARY LEVEL PAPER-II (CLASS VI to VIII) l

Specialised Study Material Prepared by Experts l Solved Multiple Choice Questions (MCQs) l Solved Question Paper

R. Gupta's® POPULAR MASTER GUIDE

ASSAM-TET UPPER PRIMARY LEVEL PAPER-II (For Class VI to VIII)

by RPH Editorial Board

Published by O.P. Gupta for Ramesh Publishing House Admin. Office 12-H, New Daryaganj Road, Opp. Officers' Mess, New Delhi-110002 23261567, 23275224, 23275124 E-mail: [email protected] For Online Sopping: www.rameshpublishinghouse.com Showroom Balaji Market, Nai Sarak, Delhi-6 23253720, 23282525 4457, Nai Sarak, Delhi-6, 23918938 © Reserved with the Publisher No Part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical including photocopying, recording or by any transformation storage and retrieval system without written permission from the Publisher. Indemnification Clause: This book is being sold/distributed subject to the exclusive condition that neither the author nor the publishers, individually or collectively, shall be responsible to indemnify the buyer/user/possessor of this book beyond the selling price of this book for any reason under any circumstances. If you do not agree to it, please do not buy/accept/use/possess this book.

Book Code: R-1451 ISBN: 978-93-89480-07-8 HSN Code : 49011010

Price: ` 430

SCHEME OF THE EXAMINATION PAPER II (for Social Science (Studies) Teachers) PAPER-II will be for a person who intends to be a Teacher for Upper Primary Level (Classes VI to VIII). Total Time: 2½ Hours S.No.

Subjects

No. of Questions*

Marks*

1.

Child Development and Pedagogy (compulsory)

30

30

2.

Language-I — Assamese, Bengali, Hindi, Bodo, Manipuri, Garo, Nepali, Karbi, Hmar (compulsory-any one)

30

30

3.

Language-II — English (compulsory)

30

30

4.

Social Studies

60

60

150

150

Total

* All (150) questions will be MCQ type; each question will carry 1 mark. Note: There will be no negative marking.

(iii)

CONTENTS Model Paper (Solved) .................................................... 1-24 Social Science (Studies) ............................................. 1-232 Child Development & Pedagogy ................................ 1-112 Language II : English (Compulsory) ................................ 1-88 Language I : Hindi (Optional) .......................................... 1-96

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(iv)

Rs. 160/-

1 Model Paper (Solved)

ASSAM-TET

Paper-II (Upper Primary Level) [For Social Science (Studies) Teachers] PART-I Child Development and Pedagogy Directions: Answer the following questions by selecting the most appropriate option.

4. Which of the following is a process in the social observational learning theory of Bandura? A. Retention B. Repetition C. Recapitulation D. Reflection

1. Assessments for learning: A. is done for the purpose of segregation and ranking B. emphasises the overall importance of grades C. is an exclusive and a per se assessment activity D. fosters motivation

5. Reducing the time allotted to complete an assignment to make it coincide with time of attention and increasing this time in a phased manner will be best suited to deal with which of the following disorders? A. Dysphasia B. Sensory integration disorder C. Attention deficit hyperactivity disorder D. Disruptive behaviour disorder

2. The knowledge of Individual Differences helps teachers in: A. accepting and attributing the failure of students to their individual differences B. making their presentation style uniform to benefit all students equally C. assessing the individual needs of all students and teaching them accordingly D. understanding the futility of working hard with backward students as they can never be at par with the class

6. Students in a class are asked to assemble various artefacts of their work in a notebook, to demonstrate what they can do for their society. What kind of activity is this? A. Anecdotal records B. Problem solving assessment C. Portfolio assessment D. Essay type assessment

3. Which one of the following may be the criteria of gender parity in a society? A. Equal number of distinctions achieved by boys and girls in Class 12 B. Comparison of number of boys and girls who survive up to Class 12 C. Whether the girl students are allowed to participate in competitions organised outside the school D. Comparison of number of male and female teachers in school

7. Learners cannot learn unless: A. they know that the material being taught will be tested in the near future B. they are prepared to learn C. they are asked about their learning in schools by their parents at home on a daily basis D. they are taught according to the needs of social aims of education 1

(1451) Model Paper—1

(1451) Model Paper—1-II

2 8. By placing students in the least restricted school environment, the school: A. normalises the lives of children from deprived groups who were increasing the linkage of school with the parents and communities of these children B. gets disadvantaged children’s involvement in activities such as science fairs and quizzes C. sensitises other children not to bully or to put the disadvantaged children down D. equalises the educational opportunities for girls and disadvantaged groups 9. Psychosocial theory emphasises on which of the following? A. Phallic and Latency stages B. Industry versus Inferiority stage C. Operant Conditioning D. Stimuli and Response 10. Theory of social learning emphasises on which of the following factors: A. Nurture B. Adaptation C. Emendation D. Nature 11. Developmental perspective of teaching demands teachers to: A. adapt instructional strategies based on the knowledge of developmental factors B. treat children in different developmental stages in an equitable manner C. provide learning that results in the development of only the cognitive domain D. be strict disciplinarians as children experiment quite frequently 12. School Based Assessments: A. offer less control to the students over what will be assessed B. improve learning by providing a constructive feedback C. encourage teaching to the test as they involve frequent testing D. focus on exam techniques rather than outcomes 13. Retrieving hidden objects is an evidence that infants have begun to master which of the following cognitive functions?

A. B. C. D.

Object-permanence Problem-solving Experimentation Intentional behaviour

14. Rajesh is struggling to solve a problem of Mathematics completely. The inner force compelling him to search for a way to solve it completely, is known as: A. Personality trait B. Emotion C. Perception D. Motive 15. Which of the following facts has been least discussed in the psychology of emotion? A. Emotions may not only occur within individual students, but also within the entire class B. Emotions are a complex pattern of arousal and cognitive interpretation C. Emotional process involves physiological as well as psychological reactions D. Emotion is a subjective feeling and varies from person to person 16. Which of the following is properly sequenced in the context of motivation cycle? A. Drive, Need, Arousal, Goal-directed behaviour, Achievement, Reduction of arousal B. Need, Goal-directed behaviour, Drive, Arousal, Achievement, Reduction of arousal C. Need, Drive, Arousal, Goal-directed behaviour, Achievement, Reduction of arousal D. Arousal, Drive, Need, Achievement, Goal-directed behaviour, Reduction of arousal 17. The factor ‘g’ in the Spearman definition of intelligence stands for: A. generative intelligence B. general intelligence C. global intelligence D. genetic intelligence 18. Progressive education is associated with which of the following statements? A. Knowledge is generated through direct experience and collaboration B. Learning proceeds in a straight way with factual gathering and skill mastery

3 C. Examination is norm-referenced and external D. Teachers are the originators of information and authority 19. As a teacher you firmly believe in ‘saying no to ragging and bullying’ and put up posters and form committees in schools. The young adolescents who join you with strong beliefs, are at which of the following stages? A. The pre-conventional level B. The post-conventional level C. Social order maintaining level D. The conventional level 20. In context of ‘theory of multiple intelligences’, which one of the following intelligences is required for an airforce pilot? A. Linguistic B. Kinesthetic C. Intrapersonal D. Interpersonal 21. The fact that children require culturally relevant knowledge and skills is attributed to: A. B.F. Skinner B. Urie Bronfenbrenner C. Lev Vygotsky D. Charles Darwin 22. Emotional intelligence may be associated with which domain of theory of M ultiple Intelligence? A. Naturalist intelligence B. Visual-spatial intelligence C. Existential intelligence D. Intrapersonal and interpersonal intelligences 23. For gifted students: A. there is no need to monitor progress B. the teacher should adapt as the students changes C. the teacher should initiate and lead problem solving D. it is safe to consider aptitude as a skill 24. Which of the following approaches suggests interaction of the child with the people around him and with social institutions to deal with disruptive behaviour disorder? A. Ecological B. Biological C. Behavioural D. Psychodynamic

25. The best way to increase the chances of learning disabled students to lead a full and productive life, is by: A. maintaining a high expectation from such students B. teaching a variety of skills and strategies that can be applied across a range of contexts C. encouraging these children to define their own goals D. focussing on weaknesses of such students 26. Which of the following is the most appropriate method to monitor the progress of children with learning disabilities? A. Anecdotal records B. Behaviour-rating scale C. Structured behavioural observation D. Case-study 27. Renzulli is known for his ________ definition of giftedness. A. four-level B. three-circle C. three-sided D. four-tiered 28. A Class VII students makes errors in Mathematics. As a teacher you would: A. allow the student to use calculator B. ask the student to use alternative method or redo it to find out errors on his/her own C. show the student where the errors were made and ask the student to redo it D. provide the student the correct answer 29. To explain, predict, and/or control phenomena are the goals of: A. Inductive reasoning B. Deductive reasoning C. The scientific method D. Traditional reasoning 30. According to Socio-cultural theory of Vygotsky: A. the child thinks in different domains and does not take a complete perspective B. children think in abstract terms if presented abstract material at a lower age C. self-directed speech is the lowest stage of the scaffold D. culture and language play a crucial role in development

4

PART-II Language I : funsZ'k ¼iz-la- 31 ls 35½: fuEufyf[kr x|ka'k dks ik tkrk FkkA vHkh gky rd budh cM+h mis{kk dh tkrh FkhA ij b/kj lk/kkj.k turk dh vksj tks yksxksa dh utj fQjh gS rks lkfgR; vkSj dyk ds {ks=k esa Hkh ifjorZu gqvk gSA vusd yksxksa us fofo/k cksfy;ksa ds yksd&lkfgR; vkSj yksdxhrksa ds laxzg ij dej ck¡/kh gS vkSj bl izdkj ds vusd laxzg vc rd izdkf'kr Hkh gks x, gSaA okLrfod yksdxhr ns'k ds xk¡oksa vkSj nsgkrksa esa gSaA budk laca/k nsgkr dh turk ls gSA pSrk] dtjh] ckjgeklk] lkou vkfn fetkZijq ] cukjl vkSj mÙkj izns'k ds iwjch vkSj fcgkj ds if'peh ftyksa esa xk, tkrs gSAa ckmy vkSj Hkfr;kyh caxky ds yksdxhr gSaA ghj&jk¡>k] lksguh&eghoky laca/kh xhr iatkch esa vkSj M+* esa lekl gS % A. dj.k rRiq#"k B. deZ rRiq#"k C. cgqozhfg D. }U}

41.

^g¡luk* dSlh fØ;k gS\ A. ldeZd fØ;k B. vdeZd fØ;k C. la;qDr fØ;k D. izsj.kkFkZd fØ;k

42.

^^tks igys dHkh ugha gqvk gks** dgykrk gS % A. vn~Hkqr B. vizR;kf'kr C. vuqie D. vHkwriwoZ

43.

fuEu esa ls l?kks"k o.kZ gS % A. v B. d C. [k D. p

* In Language-I candidate can choose any one of Assamese, Bengali, Hindi, Bodo, Manipuri, Garo, Napali, Karbi, Hmar

5 44.

45.

46.

^â"khds'k* dh laf/k gS % A. â"kh + ds'k B. _"kh + ds'k C. â"khd + bZ'k D. _"kh + bZ'k

50.

fVdkÅ esa izR;; gS % A. Å C. ow

51.

fdldh fØ;kvksa esa lqdqekjrk o lkSan;Z Fkk\ A. eksj dh B. eksjuh dh C. rksrs dh D. ysf[kdk dh

52.

'kCn ;qXe voj & vij dk lgh vFkZ gS % A. vfrfjDr & fuEu B. fuEu & vU; C. mPp & fuEu D. fuEu & mPp

53.

^fdlh oLrq dks xyr le> ysuk* gS % A. lUnsg B. la'k; C. HkzkfUr D. vKku

54.

^if.Mr* ls cuh Hkkookpd laKk gS % A. ikf.MR; B. iafMrkbZu C. iBu D. ;s lHkh

55.

^eqnzk* 'kCn dk vFkZ lewg pqfu, % A. eksgj] Nki] flDdk] v¡xwBh B. psgjs dk Hkko] Nki] v¡xwBh] izfr C. uke] fy[kuk] flDdk] Nkik[kkuk D. pksV] Nkik] /ku] LVkEi

56.

^ejus dh bPNk* ds fy, ,d 'kCn gS % A. e`R;dka{kh B. eqe"q kkZ C. ej.ksPNq D. ej.kklUu

57.

fuEufyf[kr esa ls ,d vusdkFkhZ 'kCn ^[kx* ls lacfa /kr ugha gS] mldks pqfu, % A. eu B. rhj C. i{kh D. vkdk'k

58.

fuEu esa ls rRle 'kCn gS % A. vxe B. vfe; C. vkaoyk D. vkf'k"k

59.

fuEu esa ls dkSu 'kCn ges'kk cgqopu esa iz;Dq r gksrk gS\ A. gLrk{kj B. lekpkji=k C. fpfM+;k D. frtksjh

60.

^R;Dr* 'kCn dk lgh foykse gS % A. x`ghr B. R;kT; C. rqPN D. fiz;

B. D.

vkÅ md

'kCndks'k esa fuEu 'kCnksa dk lgh Øe crkb;s % A. fo'o] fo'oaHkjk] fo'oLr] fo'okl B. fo'oLr] fo'o] fo'oaHkjk] fo'okl C. fo'oaHkjk] fo'oLr] fo'o] fo'okl D. fo'oaHkjk] fo'o] fo'oLr] fo'okl

funsZ'k ¼iz-la- 47 ls 51½: fuEufyf[kr x|ka'k dks i