CAREER JOURNAL Headline Animator

Friday, 4 November 2011

IMPORTANT GOVT. PLANS & PROJECTS


A major financial inclusion initiated: “Swabhimaan”
A major financial inclusion initiative was formally launched as “Swabhimaan” on 10 February, 2011 which aims at providing branchless banking through the use of technology. Banks will provide basic services like deposits, withdrawal and remittances using the services of Business Correspondents (Banks Saathi). The initiative enables Government subsidies and social security benefits to be directly credited to the accounts of the beneficiaries, enabling them to draw the money from the Business correspondents in their village itself. 
Poverty-alleviation and employment-generation Programs
With a view to achieving inclusive development, several poverty-alleviation and employment-generation programs are being implemented by the Government of India. Some of the important schemes are as follows:
This flagship programme of the Government of India touches the lives of the rural poor and promotes inclusive growth. The MGNREGS aims at enhancing livelihood security of households in rural areas of the country by providing at least one hundred days of guaranteed wage employment in a financial year to every household whose adult members volunteer to do unskilled manual work. It also mandates 33 per cent participation for women. The primary objective of the Scheme is to augment wage employment. This is to be done while also focusing on strengthening natural resource management through works that address causes of chronic poverty like drought, deforestation, and soil erosion and thus encourage sustainable development. The MGNREG Act was notified in 200 districts in the first phase with effect from 2 February 2006 and then extended to an additional 130 districts in the financial year 2007-08. The Act has been notified throughout the country with effect from 1 April 2008. During 2009-10, 5.26 crore households were provided employment under this scheme as against more than 4.51crore during 2008-09. During 2010-11, the budget estimate for the MGNREGS is ` 40,100 crore out of which ` 29,822.59 crore have been released to the States/ UTs till February 10, 2010. 
The SGSY is a major ongoing scheme launched in April 1999 to help poor rural families (Swarozgaris) cross the poverty line by assisting them to take up income- generating economic activities through a mix of bank credit and government subsidy. The scheme involves selection of key activities, planning of activity clusters, organization of the poor into self-help groups (SHGs), and building of their capacities through training and skill development, creation of infrastructure, and technological and marketing support. The SGSY specially focuses on vulnerable sections among the rural poor with SCs/STs to account for at least 50 per cent and women 40 per cent of the swarozgaris. The share of minorities and disabled persons will be 15 per cent and 3 per cent respectively. Also, 15 per cent of the SGSY allocation is set apart for special projects that are implemented with different models of self-employment generation and to enhance the income-generating capacity of the rural poor. Since its inception, up to December 2010, 40.04 lakh SHGs have been formed under the SGSY, with women SHGs accounting for about 68 per cent of the total. A new initiative has also been taken up for setting up a Rural Self Employment Training Institute(RSETI) in each district of the country for basic and skill development training of rural BPL youth to enable them to undertake micro-enterprises and wage employment. 
The SJSRY launched by the Government of India in December 1997 has been revamped with effect from April 2009. The scheme provides gainful employment to the urban unemployed and underemployed through encouraging the setting up of self-employment ventures or provision of wage employment, The revamped scheme has the following five components: (i) Urban Self Employment Programme (USEP) (II) Urban Women Self-help Programme (UWSP) (iii) Skill Training for Employment Promotion amongst Urban Poor (STEPUP) (iv) Urban Wage Employment Programme (UWEP), and (v) Urban Community Development Network (UCDN). 
This programme, launched in 2005-06 for building infrastructure and basic amenities in rural areas, has six components, namely rural housing, irrigation potential, drinking water, rural roads, electrification, and rural telephony. It is an important initiative for reducing the gap between rural and urban areas and improving the quality of life of people in rural areas.
Rural Roads have been identified as one of the six components of Bharat Nirman and a goal has been set to provide connectivity to all villages with a population of 1000 (500 in hilly or tribal areas) with all-weather roads. New connectivity is proposed to be provided to a total of 54,648 habitations under Bharat Nirman. This will involve construction of 1,46,184 km of rural roads. In addition to new connectivity, Bharat Nirman envisages upgradation /renewal of 1,94,130 km of existing rural roads. Under the rural roads component of Bharat Nirman, 38,575 habitations have been provided all-weather road connectivity up to December 2010 
The TSC is one of the flagship programmes of the Government of India. The TSC follows a community-led and people-centered approach. It places emphasis on information, education, and communication (IEC) for demand generation for sanitation facilities. It also places emphasis on school sanitation and hygiene education (SSHE) for changing the behaviour of people from a young age. The components of the TSC include start-up activities, IEC, individual household latrines (IHHL), community sanitary complexes (CSC), SSHE, Anganwadi toilets, alternate delivery mechanism, in the form of rural sanitary marts (RSMs) and production centres (PCs), and administrative charges. 
The JNNURM, a seven year programme launched in December 2005, provides financial assistance to cities for infrastructure, housing development, and capacity development. Two of its four components-Basic Services to the Urban Poor (BSUP) for 65 select cities and Integrated Housing and Slum Development Programme (IHSDP) for other cities and towns--are devoted to shelter and basic service needs of the poor. The JNNURM also emphasizes the implementation of the following three mandatory pro-poor key reforms to enhance the capacity of urban local bodies (ULBs) - (i) internal earmarking within local body budgets for basic services to the urban poor;(ii) earmarking at least 20-25 per cent of developed land in all housing projects (both public and private agencies) for the economically weaker section (EWS)/lower income group (LIG) category; (iii) implementation of seven-point charter for provision of seven basic entitlements/services. As the first national flagship programme for urbanization, the JNNURM has significantly triggered the creation of many innovative ideas in States that will increase their ability to maintain the momentum of the urban transformation they have initiated. 
The Government has announced the vision of a 'slum-free India' through a new scheme, the Rajiv Awas Yojana. Subsequent to this announcement, extensive consultations have been held with various Ministries, experts, state Governments, nongovernmental organizations (NGOs), financial and urban experts, and private industry to frame the guidelines. These draft guidelines have been critically appraised by an expert committee. The preparatory phase of RAY, called the Slum Free City Planning Scheme has been implemented. Under this scheme an amount of ` 60 crore has been released to States for undertaking slum surveys, mapping of slums, developing slum information systems, undertaking community mobilization, preparation of slum-free city/ State plans, etc. before seeking support under RAY. 
Skill Development
As mentioned in the Economic Survey 2009-10, a three-tier structure for coordinated action on skill development has been set up. The three-tier structure consists of (i) the Prime Minister's National Council on Skill Development, (ii) the National Skill Development Coordination Board (NSDCB), and (iii) the National Skill Development Corporation (NSDC). The Prime Minister's National Council has outlined the core operating principles which, inter alia, advocate the need for co-created solutions for skill development based on partnerships between States, civil society, and community leaders. The emphasis is on making skills bankable for all sections of society including the poorest of the poor. The issue of optimum utilization of existing infrastructure available in the States and using the same for skill training is also emphasized. By the end December 2010, 28 States and five Union Territories had set up Skill Development Missions. As a next step, all these States/UTs need to assess the skill gaps in the major 308 Economic Survey 2010-11 Website: http://indiabudget.nic.in sectors and formulate action plans for bridging them. The NSDC, set up on 31July 2008 as a non-profit public-private partnership (PPP) in skill development for co-coordinating/ stimulating private-sector initiatives, has been mandated to achieve the target of creation of skilled workforce of 150 million persons by 2022 under the National Skill Development Policy. As a first step towards achieving the target, a comprehensive skill gap study for 21 high-growth sectors has been completed in order to build a baseline for formulation of a comprehensive strategy. This has generated a lot of interest in private sector in investing in skill development. The corporation has developed a strong governance structure for the disbursal of funds.

UniqueIdentification Authority of India (UIDAI)
Significant progress has been made since the UIDAI was created through a notification issued by the Government in January 2009. Phase II of the UIDAI now referred to as the Aadhaar programme has commenced with an allocation of ` 3023.01 crore in July 2010 for enrolling 10 crore residents through multiple registrars and for setting up of other infrastructural requirements for the project phase of five years ending March 2014. The scheme was formally launched on 29 September 2010 at Thembali village of Nandurbar district in Maharashtra when all the residents in the village were enrolled making it the first 'Aadhaar Gaon'. All the 35 States and UTs have signed a memorandum of understanding (MoU) with the UIDAI. MoUs have also been signed with the Ministry of Human Resource Development, Ministry of Rural Development, Ministry of Petroleum and Natural Gas, Department of Posts, 23 publicsector banks, the Life Insurance Corporation of India, Indira Gandhi National Open University, and the National Coalition of Organizations for Security of Migrant workers. The UIDAI is partnering with financial institutions to both augment enrolments through them and to provide bank accounts to residents during Aadhaar enrolment. Enrolment statistics indicate that about 80 per cent of residents have given consent for opening bank accounts during enrolment. In order to simplify the process of opening Aadhaar-enabled bank accounts for the marginalized population, the Aadhaar-based Know Your Resident (KYR) leading to issue of Aadhaar numbers has been accepted as equivalent to banks' Know Your Customer (KYC) norms. Further, the Aadhaar letter has been declared an officially valid document for opening of bank accounts by the Government in December 2010. The UIDAI is also working towards linking MNREGS payments with the Aadhaar number of the resident and routing the payments through his/her Aadhaar enabled bank account. The stage is now set for realizing the service-delivery potential of Aadhaar. In addition to help in cleaning up databases by ensuring that there are no duplicates and fakes, Aadhaar can help in better targeting and delivery of services and reducing the cost of delivery. Transformation in the delivery of services is expected through the use of Aadhaar authentication services. 
Free education for all children between the age of 6 and 14 years has been made a fundamental right under the RTE Act 2009. While the RTE Act was notified on 27 August 2009 for general information, the notification for enforcing the provisions of the Act with effect from 1 April 2010 was issued on 16 February 2010. The Ministry of HRD had set up a committee to identify Sarva Shiksha Abhiyan(SSA) norms that require to be brought in conformity with RTE norms and standards, Human Development, Equity and Environment including, for example, pupil-teacher ratio and teacher-classroom ratio. On the basis of the recommendation of this committee, SSA norms have been modified to align them with the requirement of the RTE Act 2009. The main changes made in the norms relate to opening of new primary and upper primary schools as per neighborhood norms, upgradation of all alternate schooling facilities provided through centres under the Education Guarantee Scheme (EGS), revised pupil-teacher ratio (PTR) norms, provision of special training for out-of-school and drop-out children to facilitate age-appropriate admission, provision of grant and teaching learning equipment to facilitate States to merge Classes V and VIII in primary and upper primary cycle stage and approval of additional 1073 Kasturba Gandhi Balika Vidyalayas (KGBVs) for educationally backward blocks (EBBs). 
The programme is being implemented in partnership with the States to address the needs of children in the age group of 6-14. The goals of the SSA inter alia include enrolment of all children in school, education guarantee centres (EGCs), alternate schools, 'back-to-school' camp, retention of all children till the upper primary stage by 2010, bridging of gender and social category gaps in enrolment with retention and learning, and ensuring that there is significant enhancement in the learning achievement levels of children at the primary and upper primary stages. The achievements under the SSA till September 2010 include opening of 309,727 new schools, construction of 254,935 school buildings, construction of 1,166,868 additional classrooms, 190,961 drinking water facilities, construction of 347,857 toilets, supply of free textbooks to 8.70 crore children, and appointment of 11.13 lakh teachers. Moreover, around 14.02 lakh teachers have received in service training under this programme. There has been significant reduction in the number of out-of- school children on account of SSA interventions. An independent study states that the number of out-of-school children has come down from 134.6 lakh in 2005 to 81.5 lakh in 2009. 
The KGBV is a scheme for setting up residential schools at upper primary level for girls belonging predominantly to the SC/ ST, OBC, and minority communities. The scheme is being implemented in the EBBs where rural female literacy is below 30 per cent and in select urban areas where female literacy is below the national average. The KGBV scheme was merged with the (SSA) with effect from 1 April 2007. The scheme provides for minimum reservation of 75 per cent of the seats for girls belonging to SCs, STs, OBCs or minority communities and priority for the remaining 25 per cent to girls from BPL families. The scheme is being implemented in 27 States. The Government of India has sanctioned 2573 KGBVs up to 31 March 2010 and 2565 KGBVs are reported to be functional in the states. 
The NPEGEL, is a focused intervention of the Government of India to reach the 'Hardest to Reach' girls. It is an important component of the SSA, which provides additional support for enhancing girl's education over and above the normal SSA interventions. The programme provides for setting up of a 'model school' in every cluster with more intense community mobilization and supervision of girls' enrolment in schools. Gender sensitisation of teachers, development of gender-sensitive learning materials, and provision of need-based incentives like escorts, stationery, workbooks, and uniforms are some of the endeavours under the programme. The scheme is being implemented in the EBBs where the level of rural female literacy is less than the national average and gender gap is above the national average; in blocks of districts which are not covered under EBBs but where at least 5 per cent of population is SC/ST and where SC/ST female literacy is below 10 per cent; and also in select urban slums. About 3286 educationally backward blocks are National Programme of Midday Meals in schools: Under the National Programme of Midday Meals in schools, cooked mid-day meal is provided to all the children attending Classes I-VIII in Government, local body, Government aided and National Child Labour Project schools. EGCs/alternate and innovative education centres including madarsas/maqtabs supported under the SSA across the country are also covered under this programme. At present the cooked midday meal provides an energy content of 450 calories and protein content of 12 grams at primary stage and an energy content of 700 calories and protein content of 20 grams at upper primary stage. Adequate quantity of micro-nutrients like iron, folic acid and vitamin A are also recommended for convergence with the NRHM. During 2009- 10, the budget allocation under this program was Rs.7359.15 crore against which the total expenditure incurred was Rs.6937.79 crore. A total number of 11.04 crore children (7.85 crore in primary and 3.19 crore in upper primary stages) have been benefitted under the programme during 2009-10. 
The RMSA was launched in March 2009 with the objective of enhancing access to secondary education and improving its quality. The implementation of the scheme started from 2009-10. It envisages raising the enrolment rate at secondary stage from 52.26 per cent in 2005- 06 to 75 per cent within five years by providing a secondary school within reasonable distance of any habitation. The other objectives include improving quality of education imparted at secondary level by ensuring that all secondary schools conform to prescribed norms, removing gender, socio-economic and disability barriers, providing universal access to secondary-level education by 2017, i.e. by the end of the Twelfth Five Year Plan, and achieving universal retention by 2020. The Central Government and State Government bear 75 per cent and 25 per cent of the project expenditure respectively during the Eleventh Five Year Plan. The funding pattern is in the ratio of 90:10 for the north-eastern States.
The IEDSS scheme was launched in 2009-10 replacing the earlier scheme of Integrated Education for Disabled Children (IEDC). It provides 100 per cent Central assistance for inclusive education of disabled children studying in Classes IX-XII in Government, local body, and Government-aided schools. The aim of the scheme is to facilitate continuation of education of children with special needs up to higher secondary level. The scheme provides for personal requirements of the children in the form of assistive devices, helpers, transport, hostel, learning material, scholarship for the girl child, etc up to ` 3000 per disabled child per annum. A budget of ` 70.00 crore was allocated for this scheme during 2010-11. Over 1.30 lakh disabled children are proposed to be covered with the assistance of 3000 teachers in 20,000 Government secondary and higher secondary schools in 2010-11.The scheme is extremely important as a natural corollary to the success achieved in enrolment and retention of children at elementary stage (SSA). 
In the context of the Government's overall policy aimed at empowerment of women and in recognition of the fact that literacy is a prerequisite for socioeconomic development, the National Literacy Mission has been recast as 'Saakshar Bharat' with prime focus on female literacy. This flagship programme of the Government will cover all adults in the age group of 15 and above though its primary focus will be on women. Several new features have been added to the scheme and basic literacy, post literacy, and continuing education programmes, will now form a continuum, rather than sequential segments under this programme. Besides the volunteer-based mass campaign approach, provision has been made for alternative approaches to adult education. The Jan Shiksha Kendras (adult education centres-AECs) will be set up to coordinate and manage all programmes within their territorial jurisdiction. The state governments, as against the districts in the earlier versions, and Panchyati Raj institutions, along with communities, will be the valued stakeholders. The budgetary support has also been substantially enhanced. To minimize regional, social, and gender disparities, the programme in its first phase, that is during the Eleventh Plan period will remain confined to 365 districts with female adult literacy rates of 50 per cent or below as per the 2001 census.

Health Programmes

The NRHM was launched in 2005 to provide accessible, affordable, and accountable quality health services to rural areas with emphasis on poor persons and remote areas. It is being operationalized throughout the country, with special focus on 18 states, which include 8 empowered action group States (Bihar, Jharkhand, Madhya Pradesh, Chhattisgarh, Uttar Pradesh, Uttarakhand, Orissa, and Rajasthan), 8 north-eastern States, Himachal Pradesh, and Jammu and Kashmir. The NRHM aims to provide an overarching umbrella to the existing programmes of Health and Family Welfare including the Reproductive Child Health Project (RCH-II) and Malaria, Blindness, Iodine Deficiency, Filaria, Kala Azar, T.B., Leprosy and Integrated Disease Surveillance programmes by strengthening the public health delivery system at all levels. The Sub-centres, PHCs, and CHCs are being revitalized through better human resource management, including provision of additional manpower, clear quality standards, revamping of existing medical infrastructure, better community support, and through untied funds to facilitate local planning and action. Flexible, decentralized planning is the pivot on which the Mission rotates. Further, the Mission addresses the issue of health in the context of a sector-wide approach addressing sanitation and hygiene, nutrition, and safe drinking water as the basic determinants of good health. Keeping this in view, it seeks greater convergence among the related social-sector departments, namely AYUSH (Ayurveda, Yoga and Naturopathy, Unani, Siddha, and Homoeopathy), Women & Child Development, Sanitation, Elementary Education, Panchayati Raj, and Rural Development.

Women and Child Development
This was launched in 1975 for holistic development of children below 6 years of age and for proper nutrition and health education of pregnant and lactating mothers with 33 projects and 4891 anganwadi centres (AWCs). It has been continuously expanded to uncovered areas and has now been universalized with the Government of India cumulatively approving 7076 projects and 14 lakh AWCs including 20,000 anganwadis 'ondemand'. Apart from universalizing the ICDS Scheme, the Government has taken various steps, such as revision in financial norms of existing interventions including the Supplementary Nutrition Programme (SNP), revision in nutritional and feeding norms of supplementary nutrition, and introduction of new WHO growth standards. In addition, the Government of India also introduced cost-sharing between the Centre and States from 2009-10 in the ratio of 90:10 for all components including the SNP for the north-east. This ratio will be 50:50 for the SNP and 90:10 for all other components for all States other than north-east. Alongside gradual expansion of the scheme, its budgetary allocation has also increased. 
This scheme was launched on 19 November 2010 with the objective of empowering adolescent girls in the age group 11-18 years by bringing improvement in their nutritional and health status and upgrading various skills like home skills, life skills, and vocational skills. To start with, it will be implemented in 200 selected districts across the country on a pilot basis. RGSEAG would be implemented through State Governments / UT Administrations with 100 per cent financial assistance from the Central Government for all inputs other than nutrition provision for which 50 per cent Central assistance to states/UTs would be provided. Anganwadi centres will be the focal points for delivery of services. Nearly 100 lakh adolescent girls in 200 districts are expected to be benefited per annum under the scheme. In these 200 districts, Kishori Shakti Yojna (KSY) and the Nutrition Programme for Adolescent Girls (NPAG) have been merged in the RGSEAG. In the remaining districts, the KSY will continue as before. 
This scheme provides for day-care facilities to 0-6 year-old children of working mothers by opening crèches and development services, i.e., supplementary nutrition, health-care inputs like immunization, polio drops, basic health monitoring, and recreation. The combined monthly income of both the parents should not exceed ` 12000 for availing of the facilities. The scheme is presently being implemented through the Central Social Welfare Board (CSWB) and Indian Council for Child Welfare (ICCW). As of now 22,599 crèches are functional and the number of beneficiary children is 5,64,975. Under the revised scheme, an amount of ` 1.70 lakh per annum per crèche has been proposed against ` 42,384 per annum per crèche in the existing scheme. This will provide for better nutritional support as well as better services for children.
This scheme was launched in 2009-10 with the objective of providing a safe and secure environment for comprehensive development of children in the country who are in need of care and protection as well as children in conflict with the law. The ICPS provides preventive and statutory care and rehabilitation services to any vulnerable child including, but not limited to, children of potentially vulnerable families and families at risk, children of socially excluded groups like migrant families, families living in extreme poverty, families subjected to or affected by discrimination and minorities, children infected and / or affected by HIV / AIDS, orphans, child drug abusers, children of substance abusers, child beggars, trafficked or sexually exploited children, children of prisoners, and street and working children. The allocation of funds under this scheme for 2010-11 is Rs. 300 crore. The Scheme is Centrally Sponsored and is being mainly implemented through State Governments / UT Administrations from 2009-10 and 33 states/UTs have signed the MOUs for implementation of this scheme. During 2010-11, Rs.82.37 crore have been released under the scheme upto 11 February, 2011. Thirteen more States/ UTs have agreed to implement this it and are at various stage of preparation of plans including financial proposals. 
Support to Training and Employment Programme for Women (STEP) Scheme
This scheme seeks to provide updated skills and new knowledge to poor women in 10 traditional sectors for enhancing their productivity and income generation. It is being implemented through public-sector organizations, State corporations, cooperatives, federations, and registered voluntary organizations with minimum existence of three years. With a view to expanding the reach of the programme and further strengthening implementation and monitoring, the norms and parameters of this scheme have been revised in November 2009. The major changes in the norms relate to the number of beneficiaries to be covered, project duration, and per capita cost and the scheme now provides for introduction of locally appropriate sectors in consultation with State governments. The number of beneficiaries in each project may now vary from 200 to 10,000 with the funding ceiling at Rs.16,000 per beneficiary up to a period of five years. During 2010-11, a total number of 91 STEP projects were ongoing and 196 more were under consideration at various stages as on 30 November 2010. A sum of Rs.25 crore has been allocated in the financial year 2010-11 to achieve a target of 35,000 beneficiaries. 
Some of the other schemes implemented by the Ministry of Women and Child Development, include:
(i) Dhanlakshmi, which is a conditional cash transfer scheme for the girl child which was launched as a pilot project in March 2008. The objective is to encourage families to educate girl children and to prevent child marriage. The scheme provides for cash transfers to the family of a girl child on fulfilling certain specific conditionalities relating to birth and registration, immunization, and enrolment and retention in school up to Class VIII. The Scheme is being implemented in 11 blocks of seven States on pilot basis. 
(ii) Scheme for the Welfare of Working Children in Need of Care and Protection providing for nonformal education, vocational training, etc. to working children to facilitate their entry/re-entry into mainstream education. There are 120 projects of 100 children each currently being funded under the Scheme. 
(iii) Bal Bandhu Scheme for protection of children in areas of civil unrest is being implemented through the National Commission for Protection of Child Rights (NCPCR) with the grant sanctioned from the Prime Minister's National Relief Fund. 
(iv) Swadhar scheme for providing temporary accommodation, maintenance, and rehabilitative services to women and girls rendered homeless and women in difficult circumstances 
(v) Short Stay Home (SSH) scheme being implemented by the Central Social Welfare Board with similar objectives/target group as in case of the Swadhar scheme. 
(vi) Ujjawala, a comprehensive scheme for prevention of trafficking with five specific components– prevention, rescue, rehabilitation, reintegration, and repatriation of victims–was launched on 4 December 2007. Under this scheme, 134 projects including 73 rehabilitation homes, spread over 16 States, have been sanctioned. 
Scheme for Gender Budgeting : This Scheme for Gender Budgeting has been included in the Eleventh Plan. At present, 56 Ministries / Departments have set up gender budget cells and a number of Ministries / Departments have reflected allocation for women in the Gender Budget Statement of the Union Budget. 
National Mission for Empowerment of Women (NMEW)
This has been set up with a view to empowering women socially, economically, and educationally. The Mission aims to achieve empowerment of women on all these fronts by securing convergence of schemes / programmes of different Ministries / Departments of the Government of India as well as State Governments. Alongside, the Mission shall monitor and review gender budgeting by Ministries / Departments as well as effective implementation of various laws concerning women. 
This was created in 1993 with a corpus fund of ` 31crore. Since, its creation, the RMK has established itself as a premier micro-credit agency of the country, with its focus on poor women and their empowerment through the provision of credit for livelihood-related activities. The RMK provides micro-credit in a quasi-informal manner, lending to intermediate micro-credit organizations (IMOs) (for example NGOs/voluntary organizations, women development corporations, women's cooperative societies, and suitable Government / local bodies). The IMOs in turn lend to self-help groups (SHGs), which, in turn, lend to individual members at a rate not above the ceiling prescribed by the RMK, i.e. 18 per cent per annum on reducing balance method. 
Schedule castes
A number of schemes are being implemented to encourage SC students to continue their studies from school to higher education level. During the year 2010-11, the physical target under the Scheme of Pre-Matric Scholarship for those students whose parents are engaged in unclean occupations was eight lakh beneficiaries/students.
The scheme of Post-Matric Scholarships for students belonging to SCs for studying in India has been revised with effect from 1 July 2010 so as to (i) raise the parental annual income ceiling for eligibility from ` one lakh to ` two lakh, (ii) rationalize the grouping of courses, and (iii) upwardly revise maintenance and other allowances by 60 per cent.
The Rajiv Gandhi National Fellowship Scheme was launched in 2006 to provide financial assistance to SC students pursuing M Phil and Ph D courses.
The earlier Centrally sponsored scheme for hostels for SC boys and girls was revised and renamed Babu Jagjiwan Ram Chhatrawas Yojana with effect from 1 January 2008. As part of this revision, Central assistance for the construction of girls hostels was raised from 50 per cent to 100 per cent.
During 2010-11, the National Scheduled Castes Finance and Development Corporation(NSCFDC) has given concessional loans amounting to ` 121 crore to 33,659 beneficiaries as on 31December 2010.
Two new IITs (Indore and Mandi) and three new IIMs (Ranchi, Raipur, and Rohtak) have been added in the notified list of premier institutions under the Scheme with 12 scholarship slots per annum per institute, with effect from the current financial year. 
Scheduled Tribes (STs)
During 2010-11, ` 960.50 crore has been provided as Special Central Assistance (SCA) to the Tribal Sub-Plan (TSP), which includes ` 60.50 crore for development of forest villages. The SCA to TSP is a 100 per cent grant extended to States as additional funding to their TSP for family-oriented income-generating schemes, creation of incidental infrastructure, extending financial assistance to SHGs, communitybased activities, and development of forest villages.
Under the Scheme for Post-Matric Scholarships, 100 per cent financial assistance is provided to ST students whose family income is less than or equal to ` 1.45 lakh per annum to pursue post-matric-level education including professional and graduate and postgraduate courses in recognized institutions. The Scheme of Top Class Education for STs provides financial assistance for quality education to 625 ST students per annum to pursue studies at degree and post-degree level in any of 125 identified Institutes. The family income of the beneficiary ST student from all sources should not exceed ` 2 lakh per annum. Financial assistance is also provided to 15 eligible ST students for pursuing higher studies abroad in specified fields at Masters and Ph D level under the National Overseas Scholarship Scheme.
The economic empowerment of STs by means of extension of financial support through the National Scheduled Tribes Finance and Development Corporation (NSTFDC) continued. Financial support is extended to ST beneficiaries/entrepreneurs in the form of loans and micro-credit at concessional rates of interest for income-generating activities. The Tribal Cooperative Marketing DevelopmentFederation of India Limited (TRIFED) is engaged in marketing development of tribal products and their retail marketing through its sales outlets. 
Minorities
Five communities-Muslims, Christians, Sikhs, Buddhists, and Parsis-were notified by the Government as minority communities under Section 2 (c) of the National Commission for Minorities Act 1992 As per the 2001 Census, minority communities constitute 18.42 per cent of total population.
Three scholarship schemes, namely Pre-Matric, Post-Matric, and Merit-cum-means-based, are being implemented exclusively for the minorities with the total provision enhanced from ` 450 crore in 2009-10 to ` 850 crore in 2010-11. A Multi-sectoral Development Programme to address the 'development deficits', especially in education, skill development, employment, health and sanitation, housing, and drinking water, in 90 minority concentration districts (MCDs) was launched in 2008- 09
Work on implementation of this programme to improve the selected development indices in the MCDs has picked up momentum. The corpus of the Maulana Azad Education Foundation (MAEF) has been enhanced from ` 100 crore in 2005-06 to ` 550 crore in 2010-11 to expand its activities for implementation of educational schemes for educationally backward minorities. The authorized share capital of the National Minorities Development and Finance Corporation (NMDFC) has been raised from ` 650 crore in 2006-07 to ` 1500 crore in 2010-11 for expanding its loan and micro-finance operations to promote self-employment and other economic ventures among backward sections of the minority communities. The progress of the Prime Minister's New 15 Point Programme for Welfare of Minorities is being reviewed once in six months by the Government. The programme has been enlarged by covering more schemes and its monitoring mechanism has been strengthened by including elected representatives of State Assemblies and Parliament. Two schemes, namely the (i) Maulana Azad National Fellowship for Minority Students with an allocation of ` 30 crore in 2010-11 and (ii)'Computerization of Records of State Wakf Boards' with an allocation of ` 13 crore in 2010-11, has been under implementation since 2009-10. Another scheme, namely 'Leadership Development of Minority Women' launched in 2009-10 is also being implemented with an allocation of `15 crore for 2010-11. National Level Monitors have been deputed to monitor the progress of the schemes of the Ministry. Efforts are being made to improve the management of wakf properties and a scheme for the computerization of records of the Wakf Board is a step in this direction. The Wakf Amendment Bill 2010 was passed by the Lok Sabha on 7 May 2010. The Bill was referred to the Rajya Sabha on 18 May 2010. The Rajya Sabha has referred the matter to the Select Committee on 31 August 2010 to examine the Bill. 
Other Backward Classes (OBCs)
The Government provides Central Assistance to State Governments /UT Administrations for educational development of OBCs. During 2010-11, the Scheme of Pre-Matric Scholarships for OBC, proposes to provide scholarships to 14 lakh OBC students.
Under the Scheme of Post-Matric Scholarships for OBCs, it is proposed to provide scholarships to 15 lakh OBC students. In order to provide hostel facilities to OBC students studying in middle and secondary schools, colleges, and universities to enable them to pursue higher studies, an amount of 7.83 crore was released up to December 2010 against an allocation of ` 45 crore for 5000 additional hostel seats. During 2010-11, the National Backward Class Finance and Development Corporation (NBCFDC) has given concessional loans amounting to Rs.106 crore to 80,660 beneficiaries as on 31 December 2010. 
Social Defence Sector
Under the Integrated Programme for Older Persons (IPOP) scheme, grants-in-aid are given to NGOs for running old age homes (OAH), day care centres (DCCs), and mobile medical units (MMUs. The Scheme has been revised with effect from 1 April 2008. Besides an increase in the amount of financial assistance for existing projects, several new projects have been made eligible for financial assistance under the scheme The Maintenance and Welfare of Parents and Senior Citizens Act 2007 was enacted in order to ensure need-based maintenance for parents and welfare measures for senior citizens Grants-in-aid are provided to NGOs for running Integrated Rehabilitation Centres for Addicts, Regional Resource and Training Centres, and other projects. For effective implementation of social defence schemes, personnel engaged in delivery of services in this area are being trained under various programmes being organized by the National Institute of Social Defence (NISD).

Thursday, 3 November 2011

CTET Solved Question Paper I -2011


INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this Test Booklet. When you are directed to open the Test Booklet, take out the Answer Sheet and fill in the particulars on Side-1 and Side-2
carefully with blue/black ball point pen only.
2. The test is of one and half hours duration and consists of 150 questions. There is no negative marking.
3. Use Blue / Black Ball Point Pen only for writing particulars on this page / marking responses in the Answer Sheet.
4. The CODE for this Booklet is B. Make sure that the CODE printed on Side-2 of the Answer Sheet is the same as that on this booklet. Also ensure that your Test Booklet No. and
Answer Sheet No. are the same. In case of discrepancy, the candidate should immediately report the matter to the Invigilator for replacement of both the Test Booklet and the
Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150 Objective Type Questions, each carrying 1 mark:
Part I: Child Development and Pedagogy (Q. 1 to Q. 30)
Part II: Mathematics (Q. 31 to Q. 60)
Part III: Environmental Studies (Q. 61 to Q. 90)
Part IV: Language I - (English/Hindi) (Q. 91 to Q. 120)
Part V: Language II-(English/Hindi) (Q.121toQ.150)
6. Part IV contains 30 questions for Language I and Part V contains 30 questions for Language II. In this test booklet, only questions pertaining to English and Hindi language have
been given. In case the language/s you have opted for as Language I and/or Language II is a language other than English or Hindi, please ask for a Test Booklet that contains
questions on that language. The languages being answered must tally with the languages opted for in your Application Form.
7. Candidates are required to attempt questions in Part V (Language II) in a language other than the one chosen as Language I (in Part IV) from the list of languages.
8. Rough work should be done only in the space provided in the Test Booklet for the same.
9. The answers are to be recorded on the OMR Answer Sheet only. Mark your responses carefully. No whitener is allowed for changing answers.

PART I 
CHILD DEVELOPMENT AND PEDAGOGY

Directions: Answer the following questions by selecting the most appropriate option.

1. The term 'curriculum' in the field of education refers to
(1) methods of teaching and the content to be taught
(2) overall programme of the school which students experience on a day-to-day basis
(3) evaluation process
(4) text-material to be used in the class
Ans: (2)

2. At lower classes, play-way method of teaching is based on
(1) theory of physcial education programmes
(2) principles of methods of teaching
(3) psychological principles of development and growth
(4) sociological principles of teaching
Ans: (3)

3. "A young child responds to a new situation on the basis of the response made by him/her in a similar situation as in the past." This is related to
(1) 'Law of Analogy' of learning
(2) 'Law of Effect' of learning
(3) 'Law of Attitude' of learning process
(4) 'Law of Readiness' of learning
Ans: (2)

4. 'Dyslexia' is associated with
(1) Mental disorder
(2) Mathematical disorder
(3) Reading disorder
(4) Behavioural disorder
Ans: (3)

5. Education of children with special needs should be provided
(1) along with other normal children
(2) by methods developed for special children in special Schools
(3) in special school
(4) by special teachers in special schools
Ans: (1)

6. To make assessment a 'useful and interesting' process, one should be careful about
(1) making comparisons between different students
(2) labelling students as intelligent or average learners
(3) using a variety of ways' to collect information about the student's learning across the scholastic and co-scholastic boundaries
(4) using technical language to give feedback
Ans: (3)

7. ____ is not considered a sign of 'being gifted'.
(1) Creative ideas
(2) Fighting with others
(3) Novelty in expression
(4) Curiosity
Ans: (2)

8."Children actively construct their understanding of the world" is a statement attributed to
(1) Piaget
(2) Pavlov
(3) Kohlberg
(4) Skinner
Ans: (1)

9. Kritika who does not talk much at home, talks a lot at school. It shows that
(1) the school provides opportunities to children to talk a lot
(2) teachers demand that children should talk a lot at school
(3) she does not like her home at all
(4) her thoughts get acknowledged at school
Ans: (4)

10. A teacher should make an attempt to understand the potentialities of herlhis students. Which of the following fields is related to this objective?
(1) Educational Sociology
(2) Social Philosophy
(3) Media - Psychology
(4) Educational Psychology
Ans: (4)


11. Motivation, in the process of learning,
(1) sharpens the memory of learners
(2) differentiates new. learning from old learning
(3) makes learners think unidirectionally
(4) creates interest for learning among young learners
Ans: (4)

12. Learning can be enriched if
(1) situations from the real world are brought into the class in which students interact with each other and the teacher facilitates
(2) more and more teaching aids are used in the class
(3) teachers use different types of lectures and explanation
(4) due attention is paid to periodic tests in the class
Ans: (1)

13. Which of the following statements cannot be considered as a feature of the process of learning?
(1) Educational institutions are the only place where learning takes place
(2) Learning is a comprehensive process
(3) Learning is goal-oriented
(4) Unlearning is also a learning process
Ans: (1)

14. A student of V-grade with 'visual deficiency' should be
(1) excused to do a lower level of work
(2) helped with hislher routine-work by parents and friends
(3) treated normally in the classroom and provided support through Audio CDs
(4) given special treatment III the classroom
Ans: (3)

15. Which of the following should be considered the most important quality of a teacher at primary level ?
(1) Eagerness to teach
(2) Patience and perseverance
(3) Competence in methods of teaching and knowledge of subjects
(4) Competence to teach in highly standardised language
Ans: (2)

16. The stage in which a child begins to think logically about objects and events is known as
(1) Sensori-motor stage
(2) Formal operational stage
(3) Pre-operational stage
(4) Concrete operational stage
Ans: (4)

17. A teacher, because of his/her democratic nature, allows students to sit all over the class. Some sit together and discuss or do group reading. Some sit quietly, and read themselves. A parent does not like it. Which of the following may be the best way to handle the situation ?
(1) Parents should complain against the teacher to the principal
(2) Parents should request the principal to change the section of their ward
(3) Parents should show trust in the teacher and discuss the problem with the teacher
(4) Parents should take away the child from that school
Ans: (3)

18. The 'insight theory of learning' is promoted by
(1) 'Gestalt' theorists
(2) Pavlov
(3) Jean Piaget
(4) Vygotsky
Ans: (1)

19. Four distinct stages of children's intellectual development are identified by
(1) Kohlberg
(2) Erikson
(3) Skinner
(4) Piaget
Ans: (4)

20. In which of the following stages do children become active members of their peer group?
(1) Adolescence
(2) Adulthood
(3) Early childhood
(4) Childhood
Ans: (1)

21. Parents should play a _ role in the learning process of young children.
(1) negative
(2) proactive
(3) sympathetic
(4) neutral
Ans: (2)

22. "Development is a never ending process." This idea is associated with
(1) Principle of interrelation
(2) Principle of continuity
(3) Principle of integration
(4) Principle of interaction
Ans: (2)

23. Which is the place where the child's 'cognitive' development is defined in the best way?
(1) Playground
(2) School and classroom environment
(3) Auditorium
(4) Home
Ans: (2)

24. Which of the following is not a sign of an intelligent young child?
(1) One who has the ability to cram long essays very quickly
(2) One who has the ability to communicate fluently and appropriately
(3) One who carries on thinking in an abstract manner
(4) One who can adjust oneself in a new environment
Ans: (1)

25. ____ is considered a sign of motivated teaching.
(1) Maximum attendance in the class
(2) Remedial work given by the teacher
(3) Questioning by students
(4) Pin drop silence in the class
Ans: (3)

26. Which of the following is not related to the socio-psychological needs of the child?
(1) Need for appreciation or social approval
(2) Need for emotional security
(3) Regular elimination of waste products from the body
(4) Need for company
Ans: (3)

27. 'Mind mapping' refers to
(1) a technique to enhance comprehension

(2) a plan of action for an adventure
(3) drawing the picture of a mind
(4) researching the functioning of the mind
Ans: (4)

28. The best way, specially at primary level, to address the learning difficulties of students is to use
(1) a variety of teaching methods suited to the disability
(2) expensive and, glossy support material
(3) easy and interesting textbooks
(4) story-telling method
Ans: (1)

29. According to Piaget, at which of the following stages does a child begin, to think logically about abstract propositions?
(1) Concrete operational stage (07 - 11 years)
(2) Formal operational stage (11 years and up)
(3) Sensori-motor stage (Birth - 02 years)
(4) Pre-operational stage (02 - 07 years)
Ans:


30. Which of the following will foster creativity among learners ?
(1) Teaching the students the practical value of good education
(2) Providing opportunities to question and to nurture the innate talents of every learner
(3) Emphasizing achievement goals from the beginning of school life
(4) Coaching students for good marks in examination
Ans: (2)

PART II
MATHEMATICS

Directions:
Answer the following questions by selecting the most appropriate option.
31. While teaching comparison of fractions which the numerators are same e.g. 3/5 and 3/7 Rohit’s response was "since the numerators are same and since 7 is larger than 5,
therefore 3/7 is bigger than  3/5 .”
This suggests that

(1) Rohit does not know the concept of equivalent fractions

(2) Rohit has not practised well

(3) Rohit does not understand the magnitude of fractions

(4) Rohit does not know the concept of numerator and denominator
Ans: (1)


32. Examine the following matchstick patterns:

If the pattern continues, how many matchsticks are needed in the 15th stage?

(1) 61

(2) 62

(3) 105

(4) 65
Ans: (2)


33. To introduce the concept of fractions, a teacher can begin with 

(1) writing fractions in the form of a/b where b ≠ 0 

(2) identifying fractional parts of things around them                

(3) identifying numerators and denominators of different fractions        

(4) finding fractions on a number line
Ans: (2)

34.   is 3/4 of a ‘unit’. What will be  1½ ?
1.

2.

3.

4.
Ans: (4)

35. The number 49532 rounded off to the nearest thousand is

(1) 41000

(2) 50000

(3) 49000

(4) 49500
Ans: (2)

36. In the following, which is the greatest number?
(1) [(2+2)2]2
(2) (2+2+2)2
(3) (4)2
(4) (2×2×2)2
Ans: (1)


37. "Start a discussion in the class on things in the child's environment which roll and slide. Help children to look at their shapes and see how some things roll and others slide."
Source: Math Magic II, NCERT
Suggestions like this have been given in the NCERT textbook of Class-II to help a teacher understand that
(1) discussions supplemented with demonstration help students to understand concepts better
(2) discussions bring multiple perspectives into the classroom
(3) discussion is the best strategy for the mathematics classroom
(4) it is imperative for the teachers to draw the children's attention to the things around them
Ans: (1)

38. The chapters in the NCERT textbook of mathematics of Class-IV have titles like 38. "The Junk Seller", "Trip to Bhopal", "The Way the World Looks".
This shift has been done to
(1) make it interesting by relating it to everyday life
(2) know about selling junk and travelling
(3) challenge the students to guess the mathematical content in the chapters
(4) make them understand differently
Ans: (1)

39. The weight of some mangoes is 2 kg 600 g and that of some apples is 1 kg 450 g. The weight of the mangoes is greater than that of the apples by
(1) 1 kg 200 g
(2) 150 g
(3) 4 kg 50 g
(4) 1 kg 150 g
Ans: (4)

40."Problem solving" as a strategy of doing mathematics involves
(1) activity based approach
(2) estimation
(3) extensive practice
(4) using clues to arrive at a solution
Ans: (1)

41. Sequence the following tasks as they would be taken up while. developing the understanding of shapes and space across primary classes :
a. Matches the properties of 2-D shapes by observing their sides and corners
b. Describes intuitively the properties of 2-D shapes
c. Sorts 2-D shapes
d. Describes the various 2-D shapes by counting their sides, corners and diagonals
(1) a, d, b, c
(2) c, a, d, b
(3) d, b, a, c
(4) c, b, d, a
Ans: (2)

42. If an operator is defined as
4 3=4+5+6
5 4=5+6+7+8
6 4=6+7+8+9
what will n 8 be equal to ?
(1) 8n + 36
(2) n + 36
(3) n + 28
(4) 8n + 28
Ans: (2)

43. A teacher asked in a class to represent 1/8 of .Which amongst the following is an incorrect representation?
(1) 
(2)
(3) 
(4) 
Ans:

44. The purpose of a diagnostic test in mathematics is
(1) to fill the progress report
(2) to plan the question paper for the end-term examination
(3) to know the gaps in children's understanding
(4) to give feedback to the parents
Ans: (3)

45. 407928 is read as
(1) Forty thousand nine hundred twenty eight
(2) Four lakh seven thousand nine hundred twenty eight
(3) Four lakh seventy nine thousand twenty eight
(4) Forty seven thousand nine hundred twenty eight
Ans: (2)

46. The length of a rectangle is 'l' and its width is half of its length. What will be the perimeter of the rectangle if the length is doubled keeping the width same?
(1) 6l
(2) 3l
(3) 4l
(4) 5l
Ans: (4)

47. Which is true for a hexagonal pyramid?
(1) It has two hexagonal faces and six rectangular faces
(2) It has six hexagonal faces joined by six rectangular faces
(3) It has six faces and each face is a hexagon
(4) It has a hexagonal base with six triangular faces meeting at a point
Ans: (4)

48. How many 4-digit numbers are there in the Hindu-Arabic Numeration System?
(1) 9999
(2) 9000
(3) 99
(4) 8999
Ans: (2)

49. Vikas teaches mathematics to a class of 56 students. He believes that conducting a test is effective if the feedback is given immediately. He conducted a short class test of 10
marks. What is the best possible way of giving the feedback effectively?
(1) He can have a whole class discussion on ways in which they have got their solutions and which is the effective strategy to arrive at the correct answer
(2) Pick out any copy at random and discuss the method followed in the copy on the board
(3) He can let the students check each other's answer
(4) He can explain the solution of each problem on the board and ask the students to check their answer on their own
Ans:

50. When teaching 'shapes', a teacher can plan a trip of historical places as
(1) field trips have been recommended by CBSE, so they are a must
(2) shapes are an integral part of any architecture and such trips encourage connections across disciplines
(3) she has completed most of the syllabus well in time and needs to provide leisure
(4) it would be a good break from the routine mathematics class and an opportunity to improve communicative kills
Ans: (2)

51. In a dice, the numbers on the opposite faces add up to 7. Which amongst the following will fold into a dice?
(1)
(2)
(3)
(4)
Ans: (3)

52. To introduce the concept of area, a teacher can start with
(1) calculating area of figures with the help of counting unit square
(2) explaining of formulae for finding area of figures of different shapes
(3) comparing area of any figure with the help of different objects like palm, leaf, pencil, notebook, etc.
(4) calculating area of a rectangle by finding length and breadth of a rectangle and using the formula for area of a rectangle (i.e. length x breadth)
Ans: (3)

53. When faced with word problems, Rajan usually asks "Should I add or subtract?" "Should I multiply or divide?". Such questions suggest
(1) Rajan lacks understanding of number operations
(2) Rajan cannot add and multiply
(3) Rajan seeks opportunities to disturb the class
(4) Rajan has problems in comprehending language
Ans:

54. A rhombus has diagonals of length 8 cm and 6 cm. Find its perimeter.
(1) 24 cm
(2) 28 cm
(3) 18 cm
(4) 20 cm
Ans: (4)

55. Look at the following table:
 
Station  Bus 1Bus 2 Bus 3
New Delhi Departure 19:15 12:30 16:45
Faridabad Arrival
Departure
20:22
20:37
13:25
13:35
19:10
19:22
Mathura Arrival 00:40 18:10 21:55
Which bus takes the least time to reach Mathura from New Delhi?
(1) Bus 3
(2) Both Bus 2 and Bus 3 take equal time
(3) Bus 1
(4) Bus 2
Ans: (3)

56. When teaching addition of fractions, a teacher came across the following error: 1/2 + 1/3 = 2/5 What remedial action can the teacher take in such a situation?
(1) Help the child to understand the magnitude of each fraction
(2) Help the child to understand the concept of LCM
(3) Ask the child to practise as much as she can
(4) No intervention is needed because she will understand as she grows
Ans: (2)

57. Sequence the following tasks as they are taken up while developing the concept of measurement :
a. Learners use standard units to measure length.
b. Learners use non-standard units to measure length.
c. Learners verify objects using simple observation
d. Learners understand the relationship between metric units.
(1) c, b, a, d
(2) d, a, c, b
(3) a, b, d, c
(4) b, a, c, d
Ans: (1)

58. The NCF (2005) considers that Mathematics involves 'a certain way of thinking and reasoning'. From the statements given below, pick out one which does not reflect the above principle:
(1) The method by which it is taught
(2) Giving students set formulae to solve the numerical questions
(3) The way the material presented in the textbooks is written
(4) The activities and exercises chosen for the class
Ans: (2)

59."These days prices have started rising." Which amongst the following graphs represents this situation?
(1)
(2)
(3)
(4)
Ans: (1)

60. To be a "good" mathematician one must be able to
(1) understand, apply and make connections across the concepts
(2) master the techniques of answering questions
(3) memorise most of the formulae
(4) solve the problem in no time
Ans: (1)


PART III

ENVIRONMENTAL STUDIES


Directions: Answer the following questions by selecting the most appropriate option.

61. As an EVS teacher, you plan to take the students to the zoo. Which of the following activities would you not allow the students to undertake?

(1) Take along lots of eatables for the animals at the zoo

(2) Try to find out the food taken up by different animals at the zoo

(3) Collect photographs of the animals they expect to see at the zoo

(4) Take their drawing books along with them to draw what they see at the zoo
Ans: (1)

62. The concept of 'seed germination' can be taught best by

(1) asking the students to perform an activity to sow seeds, observe different stages and draw them

(2) showing photographs of seed germination

(3) showing germinated seeds to the class and explaining the process of germination

(4) presenting the germination stages through drawings on the board
Ans: (1)

63. Mira and Divya are young girls. Mira likes to eat samosas, cutlets and bread. Divya, on the other hand, takes an iron deficient diet. Which of the

following disorders are Mira and Divya likely to suffer from, respectively?

(1)Obesity and scurvy

(2)Scurvy and anaemia

(3)Anaemia and night blindness

(4)Obesity and anaemia
Ans: (4)

64. To make children aware of different kinds of fuel, a teacher can

(1) show some samples of fuels in the class

(2) discuss with children about possible kinds of fuel that can be used for cooking, along with a short film

(3) show pictures of fuels on a chart

(4) ask children to list different fuels
Ans: (2)

65. The skills required to read a map include

(1) excellent communication skills to draw out the expressive ability

(2) ability to understand relative position of places, distances and directions

(3) excellent drawing and painting skills

(4) ability to use calculations and sketch positions on a globe
Ans: (2)

66. Giving importance to individual experiences of children in an EVS class will benefit the teacher

(1) to connect the subject to the learners' experiential world and promote reflection and learning

(2) to save her energy as children enjoy talking

(3) to know the unique experiences of children

(4) to help and improve the language and communication skills of the children
Ans: (1)

67. It has been observed that the process of digestion is faster inside the stomach than outside because    

(1) the digestive juices when kept outside the stomach become inactive

(2) the food is churned in the stomach thereby increasing the surface area for quicker enzyme action

(3) the digestive juices inside the stomach are acidic, while 'outside they are alkaline

(4) the amount of digestive juices produced in the stomach in the presence of food is much more
Ans: (2)
68. Which of the following statements is not an objective of teaching EVS at the primary level?

(1) To load learners with terms and definitions for assessment

(2) To internalise the values of concern for life and environment

(3) Arouse curiosity about the natural and social environment

(4) Engage in exploratory and hands-on activities that lead to the development of cognitive and psychomotor skills
Ans: (1)

69. An egret bird is often seen on a buffalo's back. This is because the egret

(1) feeds on parasites on the buffalo's back

(2) feeds on insects present in the grass

(3) loves to sing while sitting on the buffalo's back '

(4) rests after flying for a while
Ans: (1)

70. The idea of showing a sample of a railway ticket in the EVS textbook is to

(1) enhance the skills of students to arrive at conclusions

(2) give them an opportunity to interact with real information and develop the skill of observation

(3) give the students an idea 'of the rail fare

(4) provide them the knowledge of various abbreviations used in the ticket
Ans: (2)

71. Which of the following represents one of the objectives of teaching EVS at Primary School?

(1) To inform the learners about the books they should read to expand their knowledge

(2) To connect the experiences of the learners in school with the outside world

(3) To make learners aware of technical terms and definitions

(4) To assess technical terms related to EVS
Ans: (2)

72. Which of the following statements about assignments is correct?

(1) Assignments provide learners an opportunity to search for information, construct their own ideas and articulate them

(2) Assignments can be done by parents, brothers or sisters depending on the talent that they possess

(3) Assignments need to be given as classwork followed by homework every day to provide variety and practice

(4) Assignments should be the only method of assessment
Ans: (1)

73. Simple experiments and demonstrations can be performed in the EVS class

(1) to discuss ideas, record and analyse observations on the basis of questions raised by students

(2) to control the students to ensure discipline in the class'

(3) to enable children to learn on their own and sharpen their observation skills

(4) to follow what is being done in the senior classes
Ans: (1)

74. Durga lives in a village and cooks food on a chulha (earthen stove) using wood or cow dung cakes as fuel. She has been suffering from severe cough
for the last three months. This may be due to the

(1) smoke produced by burning fuels which may have caused her allergy

(2) old age and pollution inside and outside her hut

(3) carbon monoxide produced by burning fuel which may have been deposited in her respiratory tract

(4) soot produced by burning the fuels which may have been deposited in her respiratory tract
Ans: (4)

75. After the lunch break, while teaching EVS, you find that students are not. taking interest in the lesson. What would you do?

(1) Take the children out to play in the ground

(2) Ask them to put their heads down on the desk and relax

(3) Use audio-visual aids based on multiple intelligences to make the lesson interesting

(4) Change the topic immediately
Ans: (3)

76. A school planned an educational trip for Class-V students to Rajasthan. What would be your expectation from the children during the visit?

(1) They should note down their questions, if any, and ask the parents after reaching home

(2) They should observe everything without asking questions about it

(3) They should enjoy themselves

(4) They should observe keenly, make notes and share their observations with other students and the teacher
Ans: (4)

77. Rina separated the garbage from the house into two piles as shown below:

                                                            

Rina has separated the garbage waste into two piles depending on the criteria

(1) are household / industrial waste

(2) have odour / are odourless

(3) can     be decomposed / cannot be decomposed

(4) can be recycled / cannot be recycled
Ans: (3)

78. Chipko Movement was strengthened under the leadership of

(1) A.K. Banerjee

(2) Sunder Lal Bahuguna

(3) Amrita Devi Bishnoi

(4) Medha Patkar
Ans: (2)

79. Vitamins are substances

(1) required in small quantities to prevent deficiency diseases

(2) that increase our metabolic rate leading to loss of weight

(3) required as medicines to make us healthy

(4) that build muscles to keep us strong
Ans: (1)

80. In rural areas, cow dung is used to coat the floor and walls of huts to

(1) give a natural colour to the floor

(2) keep the insects away

(3) make them smooth and clean

(4) make them rough to increase friction
Ans: (3)

81. A farmer wanted to separate the grains from the chaff. This can be achieved by the process called

(1) Harvesting

(2) Handpicking

(3) Threshing

(4) Winnowing
Ans:

82. Which one of the following is not an objective of including riddles and puzzles in the EVS textbook?

(1) To confuse the mind of the students and let them enjoy the confusion

(2) To develop curiosity and ability to think creatively

(3) To develop critical thinking ability in students

(4) To develop reasoning ability in students
Ans: (1)

83. A man with blood group '0' marries a woman with blood group 'A'. The chance of their first child having blood group '0' is

(1) 25%

(2) 75%

(3) 50%

(4) 100%
Ans: (3)

84. A Shooting Star is a

(1) meteoroid which catches fire as it enters the Earth's atmosphere 

(2) star which moves with a constant speed

(3) shining object which moves with a constant speed in the atmosphere

(4) star with a tail at the end
Ans: (1)

85. The difference between boiling and evaporation is that

(1) boiling causes reduction in volume of liquid while evaporation does not

(2) changing of boiling liquid into vapour can be seen but evaporation cannot be seen

(3) boiling causes a change of state of water while evaporation does not

(4) evaporation can take place at any temperature while boiling cannot
Ans: (4)

86. At the primary stage, assessments should consist of

(1) half-yearly and annual examinations at the end of the year

(2) home assignments and class assignments every week to rate young learners under the categories of pass or fail

(3) continuous and unstructured teacher observations to be shared with learners and parents

(4) formal tests and games done every week and recorded in the Report Card
Ans: (3)

87. A lemon sinks in normal water but floats in salty water because the density of

(1) lemon increases in salt water

(2) lemon decreases in salt water

(3) salt water is more than normal water

(4) normal water is more than salt water
Ans: (3)

88. Cooked rice can be preserved for a longer time in a refrigerator because

(1) moisture content in the food is reduced at low temperature

(2) refrigerators contain certain chemicals which kill the microbes

(3) microbes become inactive at low temperature

(4) microbes are destroyed and killed at low temperature
Ans: (3)

89. Malaria can be detected by testing the blood for the presence of

(1) eggs of mosquito in red blood cells

(2) Plasmodium in red blood cells

(3) ruptured liver cells in blood

(4) larvae of mosquito in blood
Ans: (2)

90. The use of poems and story telling to explain concepts in an EVS class helps to

(1) take care of the language and cultural diversity among learners

(2) channelize the energies of the students in the right direction

(3) make the lesson enjoyable and interesting

(4) promote the ability to imagine and explore the nature of the world at the local and global level
Ans: (4)

PART IV

LANGUAGE I

ENGLISH

Directions: Answer the following questions by selecting the most appropriate option.

91. The spoken skills in a language teaching classroom can be developed through

(1) enabling activities with a focus on conversation skills leading to communicative competence

(2) group activities where learners can talk in whichever language they would like to

(3) engaging in small talk as confident agressive learners

(4) emotionally connecting with learners
Ans: (1)

92. Lalita, a teacher of young learners, provides them with opportunities to play with clay, water and sand so as to

(1) please them and make them happy

(2) dirty their hands so that they may learn to wash them

(3) build fine motor skills, especially of the fingers and thumb

(4) encourage play with no other objective
Ans: (3)

93. How will a teacher best teach 'writing' skills to a class?

(1) Through dictation

(2) By asking students to learn articles and rewrite them

(3) By brainstorming ides and asking students to write in their own words

(4) By asking students to write neatly
Ans: (3)

94. Mary, a young teacher, believes in personalised learning because she thinks that

(1) all learners must learn on their own

(2) children must enjoy their learning

(3) every person must be exposed to learning

(4) every learner is unique and needs to be given a chance to develop to the best of their ability
Ans: (4)

95. In a diverse classroom, learners find it difficult to speak and write good English and often lapse into their mother-tongue because

(1) they do not have the ability to learn English

(2) they are slow learners

(3) they are not motivated to learn

(4) they lack enough competence and the structures of the two languages are different
Ans: (4)

96. A child studying in Class-III says: “I dranked the water.” It indicates that the child

(1) has overgeneralized the rule for marking past tense verbs, showing that learning is taking place

(2) is careless and needs to be told that she should be conscious of such errors

(3) has not learnt grammar rules properly

(4) should memories the correct sentence
Ans: (1)

97. Leena uses Big Reading Books in her language classes to

(1) use these illustrated colourful books for reading together

(2) use them for big students of different ages

(3) allow students to read at home

(4) ensure books carry a lot of information
Ans: (1)

98. Grammar should be taught by

(1) giving clear explanations

(2) enabling practice in context

(3) asking students to learn rules

(4) making learners do written assignments
Ans: (2)

99. Children who are differently abled join a new school. Teachers give different reactions. Which one reflects the concept of inclusive education?

(1) "Good, it will provide a good opportunity for the children to learn to help each other and be supportive."

(2) "Such children should go to special schools where they will learn better."

(3) "Oh! How can I teach children who cannot even read? "

(4) "I'm worried that my class may not accept these children and some of the mischievous children may even harm the poor kids."
Ans: (1)

100. The Right of Children to Free and Compulsory Education Act, 2009 stipulates that learning should be

(1) through activities in a child-friendly manner

(2) supported by extra coaching

(3) restricted to co-scholastic subjects

(4) carefully monitored by frequent testing
Ans: (1)

101. A teacher can cater to the learning styles of all the children by

(1) advising the     children to join drawing/dance/music classes

(2) employing a variety of teaching methods and modes of assessment which cater to diversity among' learners

(3) teaching every lesson thoroughly and revising the lessons

(4) testing the children frequently
Ans: (1)

102. As part of a class project, a teacher planned a salad fruit celebration day in which all learners needed to participate. The boys protested as they felt that boys do not cook. The
teacher should

(1) make an attempt to counsel the boys, impressing upon them that gender stereotyping is not healthy

(2) respect the sentiments of the boys and allow them not to participate in the class project

(3) ignore such protests and tell the boys what she thinks of their bias

(4) complain to the head of the school seeking action against the boys
Ans:

103. Read the two sentences given below:

The lizard ate the fly.

The fly ate the lizard.

A teacher can use this example to explain that

(1) they are examples of reported speech

(2) they are a collection of words

(3) there is no difference in the two sentences because both have the same words

(4) when subject and object change positions, the meaning of the sentence changes
Ans: (4)

104. Ritu often makes errors in Subject-Verb concord. The teacher can help her by

(1) asking Ritu to learn the rules and scolding her

(2) asking Ritu to write the rules ten times in her notebook

(3) taking up many examples for the entire class and paying special attention to Ritu

(4) explaining to her the rules of grammar
Ans: (3)

105. Ria is unable to pronounce the words 'smile' and 'school' clearly. As her teacher, what will you do?

(1) Humiliate Ria by isolating her and asking her to repeat the words

(2) Asking the entire class to repeat the words and appreciating Ria when she repeats them correctly

(3) Make Ria repeat the 'words' many times

(4) Make Ria understand the meaning and sound pattern and get the class as a whole to listen to these words through an audio-visual medium
Ans: (4)

Directions: Read the passage given below and answer the questions that follow (Q. No. 106 to 114) by selecting the most appropriate option.
1. Max Weber laid the foundation for my belief that decent and hard-working people with high aspirations make great nations, no matter what the odds are. This was the first piece
of the development puzzle for me. Mahatma Gandhi opened my eyes to the importance of good leadership in raising the aspirations of people, making them accept sacrifices to
achieve a grand vision, and most importantly, in converting that vision into reality. He unleashed the most powerful instrument for gaining trust - leadership by example. He ate,
dressed, travelled and lived like the poor. Walking the talk was extremely important to the Mahatma who understood the pulse of our people like no other Indian leader. The
biggest lesson for me from Gandhi's book and life is the importance of leading by example. I realized fairly early that this was the second piece of the development puzzle.
2. Frantz Fanon's book on the colonizer mindset of elites in a post-colonial society opened my eyes to the role of the bureaucracy and the elite in decelerating the progress of the
poor and the disenfranchised. The colonial mindset of the 'dark elite in white masks" in a post-colonial society - the mindset that the ruled and the rulers have different sets of
rights and responsibilities with a huge asymmetry in favour of the rulers - was indeed the third piece of the development puzzle. I see this attitude of the Indian elite every day in
how they send their children to English medium schools while forcing the children of the poor into vernacular schools, extol the virtues of poverty while living in luxury, and glorify the
rural life while they sit comfortably in cities.

Source: A Better India, A Better World'

- N.R. Narayana Murthy (Adapted)

106. The main purpose of the author in the above passage is to

(1) delineate the lesson he has learnt for the development of a nation

(2) prioritise goals for only economic development of India

(3) discuss the different writers he has read

(4) argue why India should not be considered a developed country
Ans: (1)

107. The first piece of the development puzzle, according to the author, is

(1) imbuing the citizens of the country with decency and aspirations

(2) the need for making people understand the importance of leading an idealistic and simple life

(3) creating a team of industrious people for a national cause

(4) the importance of decent, inspired and industrious people for a nation's development
Ans: (4)

108. Mahatma Gandhi proved that only leadership by example can

(1) gain the trust of the people so that they are willing to make sacrifices for a larger cause

(2) inspire people to eat, dress, travel and live like the poor

(3) mobilise the people of a country against colonial rule

(4) fully and properly understand the pulse of the people of a country
Ans: (1)

109. The expression 'walking the talk' means

(1) being diplomatic in one's behaviour an words

(2) practising what one preaches

(3) addressing public gatherings in an election campaign

(4) talking to the common people by mingling with them
Ans: (2)

110. The colonial mindset of 'dark elite in white masks' with reference to the passage is

(1) looking down upon the poor and the disenfranchised

(2) the bureaucratic practice of according topmost priority to confidentiality in official dealings

(3) discriminating people on the basis of the colour of their skin

(4) an assumption that the administrators and politicians have more rights and privileges than the common people
Ans: (4)

111. Extolling 'the virtues of poverty while living in luxury' is an instance of

(1) the ideal of a good government

(2) the need to make people adopt a simple life

(3) the hypocrisy of the people of our country

(4) practising what you preach
Ans: (3)

112. 'I realized fairly early that this was the second piece of the development puzzle.' The underlined part of this sentence is a/an

(1) Noun clause

(2) Verb clause

(3) Adjective clause

(4) Adverbial phrase
Ans: (1)

113. Pick out a word or phrase from the second paragraph of the passage that means the same as 'to make (something) go slower'.

(1) decelerating

(2) vernacular

(3) disenfranchised

(4) dark elite
Ans: (1)

114. 'Development' is a noun with '-ment' as a suffix. Which of the following will become a noun if we add the suffix '-ment' to it?

(1) Enchant

(2) Endure

(3) Extort

(4) Enter
Ans: (1)

Directions: Read the poem given below and answer the questions that follow (Q. No. 115 to 120) by selecting the most appropriate option.

On A Tired Housewife
Here lies a poor woman who was always tired,

She lived in a house where help wasn't hired:

Her last words on earth were: 'Dear friends,

I am going

To where there's no cooking, or washing, or sewing,

For everything there is exact to my wishes,

For where they don't eat there's no washing

of dishes.

I'll be where loud anthems will always be ringing,

But having no voice I'll be quit of the singing.

Don't mourn for me now, don't mourn for me never,

I am going to do nothing for ever and ever.'

Anonymous

115. The woman described in the poem

(1) lived in her own house

(2) worked in the house of a rich man

(3) was very busy doing chores

(4) was no more
Ans: (4)

116. The woman was always tired because

(1) she did all the household work without any help

(2) she had hardly anything to eat

(3) she was physically very weak

(4) she was suffering from a serious ailment
Ans: (1)

117. The woman wanted to go to a place where

(1) people would take good care of her

(2) people would sincerely mourn for her

(3) people didn't sing or dance

(4) people didn't cook, wash or sew
Ans: (4)

118. The woman's account in the poem shows

(1) how a woman can escape from work

(2) how we should help each other

(3) how overworked a housewife is

(4) that there is no work in heaven
Ans: (3)

119. 'For everything there is exact to my wishes,' In this line, the word ‘exact' can be interpreted to mean

(1) according

(2) leading

(3) contrary

(4) contributing
Ans: (1)

120. The rhyme pattern in the poem is

(1) aa, bb, cc, dd, ee

(2) aa, ab, bc, cd, de

(3) ab, ab, ab, ab, ab

(4) aa, ab, cd, cd, ee
Ans:

PART V

LANGUAGE II

ENGLISH

Directions:
Read the passage given below and answer the questions that follow (Q. No. 121 to 126) by selecting the most appropriate option.
1. This was one of the Old Man's pet schemes; and one about which he would brook no interference. Each child would review the events of his school week in his own words, in his
own way; he was free to comment, to criticize, to agree or disagree, with any person, subject or method, as long as it was in-some way associated with the school. No one and
nothing was sacred, from the Headmaster down, and the child, moreover, was safe from any form of reprisal.
2. "Look at it this way," Mr. Florian had said. "It is of advantage to both pupil and teacher. If a child wants to write about something which matters to him, he will take some pains to
set it down as carefully and with as much detail as possible; that must in some way improve his written English in terms of spelling, construction and style. Week by week we
are able, through his reviews, to follow and observe his progress in such things. As for the teachers, we soon get a pretty good idea what the children think of us and whether or not
we are getting close to them. It may sometimes be rather deflating to discover that a well-prepared lesson did not really excite Johnny Smith's interest, but, after all, the lesson was
intended to benefit Johnny Smith, not his teacher.

121. The scheme, according to the Old Man, was useful because

(1) it was excellent feedback for the teacher, principal and school

(2) he was slightly eccentric

(3) it was meant to humiliate the teacher

(4) it was meant to give power to the teacher
Ans: (1)

122. 'Pet schemes' in line 1 refers to

(1) a student he is fond of

(2) a formula he had discovered

(3) a pet animal

(4) a method he has advocated
Ans: (4)

123. The 'Old Man' refers to

(1) a parent of the school

(2) a student of the school

(3) a teacher of the school

(4) the headmaster called Mr. Florian
Ans: (4)

124. The advantages of the scheme were many. Pick out the disadvantage from the list given below.

(1) Sometimes deflating to the teacher's ego

(2) Diagnostic and remedial for the student and the teacher

(3) Effective feedback

(4) Enhanced writing skills
Ans: (1)

125. 'Sacred' in the context of the Headmaster means

(1) that even 'he' was not above the 'scheme' he advocated for students

(2) he believed in the sacred nature of all life

(3) that he was a holy man

(4) that he was the powerful head of the school
Ans: (1)

126. 'Brook' as a verb means 'to tolerate' in para l. As a noun, it means

(1) Tolerance

(2) Allow

(3) Suffer

(4) Stream
Ans: (4)

Directions: Read the passage given below and answer the questions that follow (Q. No. 127 to 135) by selecting the most appropriate option.
1. Karuna Verma is bewildered. "I don't know how she did it," she says about her mother, Renu Chopra. Karuna's childhood memories are of her father leaving late for office so
that, by then, her mother would be-back from work. Of her parents working in sync to make sure the kids were well taken care of .Of her mother handling kitchen and classroom with
ease.

2. When her own daughter was born, Karuna too wanted to do the balancing act. But it did not turn out to be as easy as it seemed. For starters, her parents' era was different from
hers. As she was living with her husband in Andheri, Mumbai, away from their families, resuming work would have meant leaving her daughter with a maid while she was away. Her
daughter's formative years would be spent with an outsider, a thought that did not appeal to Karuna. She quit her teaching job in a school.

3. For a woman who was encouraged to be independent. throughout her life, the decision to quit and stay at home was a difficult one. Ironically it was her mother who urged her to
quit the job and become a full-time mother. For Karuna, being a housewife is one of the tougher jobs she has had. "I have no time for myself," says Karuna. "I make sure all my
personal work is done when Avni is asleep. Earlier I had a set routine. My husband and I used to wake up at 6 a.m. I would re-heat the food the maid had cooked the day before
and pack it for lunch. Then we used to head off to work, and at night, we would go out. I had a lot of time to myself and for my husband then," says Karuna.

4. The routine is quite different now. Karuna has taken to cooking. She wakes up quite early and makes sure all her work is done before the baby is up. The rest of the day flies by,
pandering to two-year-old Avni's needs.

Source: The Week, March 13, 2011 (Adapted)

127. Karuna Verma is bewildered at

(1) the responsibility of bringing up a daughter in a big city

(2) her mother's ability to combine her career with household work

(3) the amount of work that she has to do after becoming a mother

(4) the late hours of work that her father followed
Ans: (2)

128. ' ... parents working in sync' means

(1) father earning and mother taking care of children

(2) parents having staggered office hours and sharing household work

(3) parents pooling their resources together to take care of expenses

(4) husband and wife sinking their differences to preserve domestic harmony
Ans: (2)

129. ' Karuna too wanted to do the balancing act.' In this sentence, the term 'balancing act' implies

(1) managing the time efficiently so that parents can spend quality time with their children

(2) making adjustments in order to balance work and leisure properly

(3) sharing of responsibilities by both husband and wife

(4) a mother's ability to look after her child without quitting her job
Ans: (1)

130. 'As she was living with her husband in Andheri, Mumbai, away from their families ............ . In this sentence 'their families' refers to

(1) Families of friends in Andheri, Mumbai

(2) Karuna's parents and in-laws

(3) Karuna's mother and father's families

(4) Karuna's husband's family
Ans: (2)

131. Karuna's parents and her husband's parents probably lived

(1) in Mumbai but not in Andheri

(2) with Karuna and her husband

(3) in Andheri, Mumbai

(4) in some other city
Ans: (4)

132. Karuna decided to quit her job because

(1) she wanted to have more time, to herself and for her husband

(2) she wanted to pay more attention to her cooking

(3) she Was not interested in her teaching job

(4) she did not want her daughter to spend her early years with a maid
Ans: (4)

133. It was ironical that Karuna's mother should advise her to quit her job and stay at home because

(1) Karuna's parents had always advised her that home was much more important than career

(2) Karuna's mother herself had not quit her job to take care of children as she encouraged independence of women

(3) Karuna herself was keen on quitting her job

(4) Karuna's parents had insisted that household chores should be shared between husband and wife
Ans: (2)

134. After Karuna quit her job    

(1) she sent her maid away as she felt that the maid was a bad influence on Avni

(2) she had no time for herself as Avni needed all her attention and care

(3) she had a lot of time to herself and for her husband

(4) she occupied herself with cooking to spend her time usefully
Ans: (2)

135. "I have no time for myself," says Karuna. This sentence can be written in reported speech as

(1) Karuna said that she had no time for herself

(2) Karuna says that she had no time for herself

(3) Karuna says that she have no time for herself

(4) Karuna said that she had no time for myself
Ans: (1)

Directions: Answer the following questions by selecting the most appropriate option.

136. Remedial teaching as part of Formative Assessment means

(1) diagnosing and addressing gaps in learning

(2) teaching beyond the textbooks    

(3) extra coaching by parents

(4) teaching for gifted students
Ans:

137. Which of the following is a value associated with an inclusive classroom?

(1) Competition

(2) Envy

(3) Sympathy

(4) Collaboration
Ans:

138. The aim of mechanical drills is to

(1) strengthen the role learning capacity of the learners

(2) encourage creative use of language among the learners

(3) improve the fluency of the learners

(4) improve the accuracy of the learners
Ans:

139. Learners are involved in individual activities pair work, group work and whole-class work because these

(1) provide the learners opportunities to relax in a classroom

(2) have the sole aim of introducing variety in a language classroom

(3) enable the already over-worked teacher to preserve her energy thereby becoming more effective

(4) afford the learners opportunities to use the language in a focused manner for real-life interaction
Ans:

140. Which of the following statements is true?

(1) All formative tasks are meant for assessment.

(2) Formative assessment, to be effective, must be conducted only after teaching a lesson

(3) While all formative tasks are meant for improving teaching-learning, some are used for assessment too.

(4) Formative assessment helps us to grade students into good, average and poor.
Ans:

141. When young learners seem to lose interest in a lesson, the teacher should

(1) tell a story or conduct an interesting activity

(2) ask them to sit quietly for some time

(3) allow them to go out and play

(4) ask them to sleep for a while
Ans:

142. The Right of Children to Free and Compulsory Education Act, 2009 has included 'all round development of the child' as one of the aims of education because

(1) it - nurtures the physical, mental and emotional aspects of the child
(2) it ensures that every child is a part of a workforce

(3) every child grows rapidly between six to fourteen years

(4) proper health care is essential
Ans:

143. Teachers do not give the meaning of new words to learners directly because

(1) learners do not like to be given the meaning of words

(2) it prevents learners from discovering the meaning through puzzling out using clues

(3) learners already know the meaning of the words

(4) vocabulary will not be enriched
Ans:

144. Which of the following is an instance of non-formal learning?

(1) Children learning to cook from their parents

(2) Children learning a new game from friends

(3) Children learning correspondence lessons through

(4) Children learning to draw from their art teacher
Ans:

145. Group project work helps in developing

(1) a high level of ambition to achieve

(2) collaboration, critical thinking and problem solving

(3) competition among learners to excel in academics

(4) good memory in the young learners
Ans:

146. What type of questions promote thinking skills in children?
(1) Factual questions

(2) Questions based purely on the reading text

(3) Personal response questions

(4) Closed-ended questions
Ans:

147. 'Students need to brainstorm ideas, organise them, draft, edit and revise their work,' is a 'process' which reflects

(1) Listening skills

(2) Speaking skills

(3) Reading skills

(4) Writing skills
Ans:

148. Teachers help learners 'construct' their knowledge in English by

(1) giving the learners a lot of assignments and projects that will lead to much practice

(2) correcting every mistake a learner makes and giving the relevant rule of grammar as immediate feedback

(3) giving extensive language drills in which learners practice language items mechanically

(4) enabling them to see the relationship between their prior knowledge and the new knowledge
Ans:

149. Reading for comprehension can be best achieved through

(1) Teaching learners to run a finger or pencil under the line being read

(2) Asking the children to read the text aloud

(3) Helping learners speak words softly while reading

(4) Learners reading silently and asking comprehension questions
Ans:

150. A textbook describes a domestic scene which shows the father cooking in the kitchen, the mother coming home from work and their son sewing. What is the concept conveyed?

(1) Division of labour amoung sexes

(2) Work is worship

(3) Removing gender bias

(4) Dignity of labour
Ans: